Spring 2015 Science Test Administration Manual

GRADES 5 & 8 SCIENCE
Spring 2015
Spring 2015 FCAT 2.0 Science
Test Administration Schedule
Dates
Assessment
Grade Level
April 13–May 8, 2015
FCAT 2.0 Science
Grades 5 and 8
Grades 5 and 8 FCAT 2.0 Science are administered in two 80-minute test sessions. Grade 5 FCAT 2.0 Science is
administered in two 80-minute test sessions over two days. Grade 8 FCAT 2.0 Science is administered in two
80-minute test sessions in one day.
The district assessment coordinator will provide schools with the district’s selected testing schedule.
Any deviation from this schedule requires written approval from the Florida Department of Education
(FDOE) prior to implementation.
Refer to the Spring 2015 Computer-Based Test Administration Manual (Spring 2015 CBT Manual) for scheduling
information for spring CBT administrations.
Table of Contents
Table of Contents
What’s New for Spring 2015 FCAT 2.0 Science ........................................................................................................................................ iv
Reminders for Spring 2015 FCAT 2.0 Science ............................................................................................................................................ v
General Information........................................................................................................................................................................................ 1
Test Administration Policies and Procedures ....................................................................................................................................... 1
Administration Schedule ...................................................................................................................................................................... 1
Students to Be Tested............................................................................................................................................................................. 1
General Information about Accommodations ................................................................................................................................... 3
Make-Up Administration Procedures................................................................................................................................................. 3
Sample Test Materials............................................................................................................................................................................ 3
Calculators .............................................................................................................................................................................................. 3
Periodic Tables........................................................................................................................................................................................ 4
Test Documents ...................................................................................................................................................................................... 4
Student Demographic Information ..................................................................................................................................................... 4
Preidentified Student Labels ................................................................................................................................................................ 8
Test Security Policies and Procedures .................................................................................................................................................. 12
Admission of Students to Testing ...................................................................................................................................................... 13
Proctors.................................................................................................................................................................................................. 13
Test Group Code .................................................................................................................................................................................. 14
Security Numbers ................................................................................................................................................................................ 14
Missing Materials................................................................................................................................................................................. 16
Test Irregularities and Security Breaches ......................................................................................................................................... 17
Test Invalidation/Defective Document Policies and Procedures .................................................................................................... 18
Test Invalidation................................................................................................................................................................................... 18
Do Not Score (DNS) and UNDO Bubbles ........................................................................................................................................ 19
DNS Guidelines for Defective Materials .......................................................................................................................................... 19
Test Administrator Responsibilities Before Testing ............................................................................................................................... 21
Prepare the Room for Testing............................................................................................................................................................. 21
Required Administration Information.............................................................................................................................................. 21
Seating Charts ...................................................................................................................................................................................... 22
Assemble Materials ............................................................................................................................................................................. 23
Receive Materials ................................................................................................................................................................................. 24
Communicate Testing Policies to Parents/Guardians and Students ........................................................................................... 25
Test Administrator Responsibilities During Testing .............................................................................................................................. 26
Read Scripts .......................................................................................................................................................................................... 26
Distribute Materials ............................................................................................................................................................................. 26
Testing Rules Acknowledgment ........................................................................................................................................................ 27
Keep Time ............................................................................................................................................................................................. 27
Maintain Test Security ......................................................................................................................................................................... 27
Supervise Test Administration........................................................................................................................................................... 27
Grade 5 Scripts................................................................................................................................................................................................ 29
Script for Administering Grade 5 Science Session 1 ....................................................................................................................... 29
Script for Administering Grade 5 Science Session 2 ....................................................................................................................... 37
Grade 8 Scripts................................................................................................................................................................................................ 43
Script for Administering Grade 8 Science Session 1 ....................................................................................................................... 43
Script for Administering Grade 8 Science Session 2 ....................................................................................................................... 51
Script for Gridding a Non-Preidentified Student Grid Sheet .............................................................................................................. 57
Spring 2015 Science Test Administration Manual
i
Table of Contents
Script for Verifying a Preidentified Label................................................................................................................................................. 59
Test Administrator Responsibilities After Testing.................................................................................................................................. 61
Return Materials to the School Assessment Coordinator .............................................................................................................. 61
Comment Form .................................................................................................................................................................................... 62
School Assessment Coordinator Responsibilities Before Testing ....................................................................................................... 63
Receive Test Materials ......................................................................................................................................................................... 63
Assign Test Group Codes ................................................................................................................................................................... 64
Required Administration Information/Track Security Numbers ................................................................................................ 64
Seating Charts ...................................................................................................................................................................................... 64
Test Materials Chain of Custody Form ............................................................................................................................................. 65
Preparation and Training .................................................................................................................................................................... 65
Assign Proctors .................................................................................................................................................................................... 66
Arrange to Test Special Program Students....................................................................................................................................... 66
Ensure Implementation of Accommodations .................................................................................................................................. 66
Provide Appropriate Test Settings .................................................................................................................................................... 67
School Assessment Coordinator Responsibilities During Testing ...................................................................................................... 68
Distribute Test Materials .................................................................................................................................................................... 68
Supervise Test Administration and Maintain Test Security .......................................................................................................... 68
Supervise Make-Up Administrations ............................................................................................................................................... 68
School Assessment Coordinator Responsibilities After Testing .......................................................................................................... 69
Prepare Materials for Return .............................................................................................................................................................. 69
Prepare Your School’s TO BE SCORED Documents for Return ................................................................................................... 70
Package Materials for Return ............................................................................................................................................................. 72
District Assessment Coordinator ONLY Boxes ............................................................................................................................... 79
Other Materials .................................................................................................................................................................................... 80
Comment Form .................................................................................................................................................................................... 80
District Assessment Coordinator Responsibilities Before Testing ...................................................................................................... 81
Receive Test Materials ......................................................................................................................................................................... 81
Required Administration Information/Track Security Numbers ................................................................................................ 82
Test Group Codes................................................................................................................................................................................. 83
Seating Charts ...................................................................................................................................................................................... 83
Preparation and Training .................................................................................................................................................................... 83
Arrange to Test Special Program Students....................................................................................................................................... 84
Ensure Implementation of Accommodations .................................................................................................................................. 84
District Assessment Coordinator Responsibilities During Testing..................................................................................................... 85
Monitor Test Administration and Maintain Test Security ............................................................................................................. 85
Communicate with FDOE .................................................................................................................................................................. 85
District Assessment Coordinator Responsibilities After Testing ........................................................................................................ 86
Prepare Boxes for Return .................................................................................................................................................................... 86
Return Materials to Contractor .......................................................................................................................................................... 87
District Assessment Coordinator ONLY Boxes ............................................................................................................................... 87
Other Materials .................................................................................................................................................................................... 88
Comment Form .................................................................................................................................................................................... 88
Appendix A: Accommodations ................................................................................................................................................................... 89
Overview ............................................................................................................................................................................................... 90
Test Accommodations for Students with Disabilities (General Information) ............................................................................. 90
Allowable Accommodations for Students with Disabilities ......................................................................................................... 91
Unique Accommodations ................................................................................................................................................................... 95
Allowable Accommodations for English Language Learners (ELLs) .......................................................................................... 95
Special Documents Instructions ........................................................................................................................................................ 97
Large Print Test Administrator Responsibilities Before and During Testing .............................................................................. 98
Large Print Test Administrator Responsibilities After Testing ................................................................................................... 101
Braille Test Administrator Responsibilities Before and During Testing .................................................................................... 102
Braille Test Administrator Responsibilities After Testing ............................................................................................................ 105
ii
Spring 2015 Science Test Administration Manual
Table of Contents
One-Item-Per-Page Test Administrator Responsibilities Before and During Testing .............................................................. 106
One-Item-Per-Page Test Administrator Responsibilities After Testing ..................................................................................... 110
Appendix B: Florida Test Security Statute and Rule ............................................................................................................................. 111
Florida Test Security Statute ............................................................................................................................................................. 113
Florida State Board of Education Test Security Rule .................................................................................................................... 115
Appendix C: Perforated Forms and Signs ............................................................................................................................................... 117
Test Administration and Security Agreement ............................................................................................................................... 119
Test Administrator Prohibited Activities Agreement ................................................................................................................... 121
Test Materials Chain of Custody Form ........................................................................................................................................... 123
Security Log ........................................................................................................................................................................................ 125
Administration Record/Security Checklist ................................................................................................................................... 127
Test Administrator Checklist............................................................................................................................................................ 129
School Assessment Coordinator Checklist..................................................................................................................................... 131
District Assessment Coordinator Checklist ................................................................................................................................... 133
Electronic Devices Sign ..................................................................................................................................................................... 135
Do Not Disturb Sign .......................................................................................................................................................................... 137
Session 1 Sign ..................................................................................................................................................................................... 139
Session 2 Sign ..................................................................................................................................................................................... 141
Absent Students Cover Sheet ........................................................................................................................................................... 143
TO BE SCORED Cover Sheet ........................................................................................................................................................... 145
Home Education Program TO BE SCORED Cover Sheet ............................................................................................................ 147
McKay Scholarship Program TO BE SCORED Cover Sheet ....................................................................................................... 149
Florida Tax Credit Scholarship Program TO BE SCORED Cover Sheet .................................................................................... 151
Virtual School Program TO BE SCORED Cover Sheet ................................................................................................................. 153
NOT TO BE SCORED Cover Sheet ................................................................................................................................................. 155
Periodic Table of the Elements ......................................................................................................................................................... 157
Graphics
Sample Preidentified Student Label ��9
Sample Student Grid Sheet �� 11
Location of Security Number ��15
Sample Administration Record/Security Checklist ��16
Sample Document Count Form ��71
Paper Band ��72
Red TO BE SCORED Label��73
White TO BE SCORED Label ��74
Pink TO BE SCORED Label ��76
Packaging Diagram for Grades 5 and 8 Science TO BE SCORED Materials ��77
Packaging Diagram for TO BE SCORED Special Documents ��78
Yellow NOT TO BE SCORED Label ��79
Sample of Materials Return List ��87
Spring 2015 Science Test Administration Manual
iii
What’s New for Spring 2015 FCAT 2.0 Science
This manual includes scripts and instructions for administering Grades 5 and 8 FCAT 2.0 Science.
District and school personnel should read all relevant information in this manual and ensure that test
administrators and anyone else involved in test administration (e.g., proctors) are familiar with the scripts and
instructions in this manual.
Due to changes in policy as well as administration processes, information can change significantly from
one administration to the next. Even experienced district and school assessment coordinators and test
administrators are responsible for reading and becoming familiar with all information in this manual.
What’s New for Spring 2015
FCAT 2.0 Science
1. The information in this test administration manual pertains to the Spring 2015 administration of FCAT
2.0 Science ONLY. While test administration and security policies and procedures for the administration
of statewide assessments are consistent across administrations for each school year, all district and school
personnel involved in the administration of Spring 2015 computer-based assessments (FCAT Mathematics
Retake, FCAT 2.0 Reading Retake, NGSSS EOC Assessments) MUST read the Spring 2015 CBT Manual
and, if applicable, accommodated CBT and paper-based scripts and instructions located at
www.FLAssessments.com/Spring2015.
2. School assessment coordinators, test administrators, proctors, and any other school personnel who have
received appropriate training in the administration of Florida’s statewide assessments and who have already
signed Test Administration and Security Agreements for the 2014–2015 school year are not required to sign a
new agreement for this administration. Test administrators who have already signed a Test Administrator
Prohibited Activities Agreement for the 2014–2015 school year are not required to sign a new agreement for this
administration.
3. For spring 2015 and summer 2015 administrations of FCAT, FCAT 2.0, and NGSSS EOC assessments, there
is one combined Document Count Form that should be completed and returned with packaged TO BE
SCORED materials according to the instructions in the School Assessment Coordinator Responsibilities After
Testing section of this manual.
iv
Spring 2015 Science Test Administration Manual
Reminders for Spring 2015 FCAT 2.0 Science
Reminders for Spring 2015
FCAT 2.0 Science
1. Inappropriate actions by school or district personnel before, during, or after test administration may
result in consequences such as test invalidations and/or loss of teaching certification. Please carefully read
the Test Security Policies and Procedures on pages 12–17 and the Florida Test Security Statute and the Florida
State Board of Education Test Security Rule in Appendix B. District assessment coordinators must ensure that
all school administrators, school assessment coordinators, test administrators, and proctors receive adequate
training prior to test administration and must require that all personnel read and sign a Test Administration
and Security Agreement, provided in Appendix C.
Test administrators are also required to sign a Test Administrator Prohibited Activities Agreement indicating
that they understand activities that are prohibited and possible consequences of inappropriate behavior. Test
administrators will record their certification numbers on the Test Administrator Prohibited Activities Agreement.
This form is located in Appendix C. The Test Administration and Security Agreement and the Test Administrator
Prohibited Activities Agreement may be copied together so that double-sided, single-page copies can be
distributed to test administrators. School assessment coordinators must file the signed agreements.
2. If a student begins a session and leaves campus without finishing (due to an appointment, illness, etc.), he or
she will NOT be allowed to complete that session. No exceptions will be made once the student leaves the
school’s campus, so students and parents/guardians must be made aware of this policy prior to testing. If
you have concerns about a student, you should not allow the student to begin. Instead, arrange to administer
the test to that student on a make-up day.
3. School personnel must ensure that students do not have access to their cell phones or other electronic or
recording devices at any time during testing, including breaks within a test session (e.g., restroom breaks,
lunch). If a student is found to be in possession of ANY electronic device(s) during testing OR during
a break, his or her test must be invalidated. Students and parents/guardians must be made aware of this
policy prior to testing.
4. Schools are required to maintain a Test Materials Chain of Custody Form, located in Appendix C and at
www.FLAssessments.com/Spring2015. Schools must record accurate information on the form, including the
dates that activities are completed, the names of the people performing activities involving the materials, and
information about the locked storage room.
5. Test administrators and/or school assessment coordinators may check for and erase stray marks on student
grid sheets only. School staff must NOT open or check through completed answer documents to check for
or erase stray marks after testing.
6. The following forms and materials can be found at www.FLAssessments.com/Spring2015:
■
Test administration manual
■
Training materials
■
Forms to report test irregularities/security breaches and missing materials
■
Test Administrator Prohibited Activities Agreement
■
Test Materials Chain of Custody Form
■
Test Administration and Security Agreement
■
Periodic Table of the Elements
■
Parent/guardian letters
■
Comment forms
■
Blank Administration Record/Security Checklist
■
Security Log
■
Materials Return List
Spring 2015 Science Test Administration Manual
v
Reminders for Spring 2015 FCAT 2.0 Science
■
Braille scripts
■
Checklists for district and school personnel to reference before, during, and after testing
7. Test administrators are required to maintain an accurate seating chart for each group of students in their
rooms during testing.
8. Test administrators must NOT administer FCAT 2.0 assessments to their family members. Students related to
their assigned test administrator should be reassigned to an alternate test administrator. In addition, under
NO circumstances may a student’s parent/guardian be present in that student’s testing room.
9. Test administration manuals must be provided to itinerant teachers in time for them to adequately prepare
for the test administration. These teachers must also be included in test administrator training, including
training for CBT administrations, if applicable.
10. A student with the accommodation of extended or additional time must complete one session before
continuing to the next session.
11. Test administrators are required to use ALL of the allotted time in each session and should not end a
session early.
12. All test administrators must be certified educators. Non-certified school personnel must NOT be allowed
to serve as test administrators. Non-certified school personnel may serve as proctors, according to the
instructions on page 13.
13. Per Section 1002.45(6)b, Florida Statutes (F.S.), districts must make arrangements to test Florida Virtual
School (FLVS) Full Time public school students as well as other virtual program students.
14. Results for mispackaged TO BE SCORED test materials and/or materials not returned on schedule will be
included in late reporting.
15. Test administrators should record both accommodations provided to students and accommodations used
by students with their required administration information. Only the accommodations used by students
during the test administration should be gridded on student grid sheets. Documentation of accommodations
for each student, including accommodations provided and accommodations used, must be maintained at
the school. The blank and the pre-populated Administration Record/Security Checklists include fields for
recording both accommodations provided and accommodations used.
16. Secure student information (e.g., SSN) must never be communicated via email.
17. The English Language Learner (ELL) category on student grid sheets no longer records the length of time
ELLs have been receiving ESOL services but is now updated to record the length of time ELLs have been
enrolled in a U.S. school.
18. Session 1 MUST be completed before Session 2. Any students absent for Session 1 may not participate in
Session 2 until they have completed Session 1.
vi
Spring 2015 Science Test Administration Manual
General Information—Test Administration Policies and Procedures
Test Administration Policies and Procedures
Administration Schedule
The official state testing window for FCAT 2.0 Science is April 13–May 8, 2015. Each district has designated
specific testing dates within this window. Any deviation from the district’s approved testing schedule must be
approved in writing by the FDOE.
Test administrators must allow the exact amount of time allotted for test sessions. While some students may
finish before the time allotted for testing ends, this policy is in place to provide a fair environment for students
who require all or most of the allotted time and to avoid pressuring any student to finish early.
Students MUST complete Session 1 before beginning Session 2, even for make-up administrations.
Students to Be Tested
In general, all Florida public school students enrolled in Grades 5 and 8 participate in FCAT 2.0 Science,
per s. 1008.22(3)(a), F.S.
Students Confined to Custodial or Residential Institutions
If a student is confined to a custodial or residential institution and is eligible to participate in this FCAT 2.0
administration, the district assessment coordinator in the diploma-granting district should contact FDOE to
discuss how to proceed with testing. FCAT 2.0 administrations at custodial/residential institutions will be
authorized at the discretion of FDOE.
Special Program Students
For all special program students, the parent/guardian is responsible for contacting the district to register the
student for the selected assessments and for transporting the student to and from the district-assigned testing
location. The parent/guardian is also responsible for providing the following to the testing location on or before
the day of the test: all student demographic information (see pages 4–8), photo identification (if the student is
unknown to the test administrator or other school staff), and emergency contact information.
Home Education Program Students
Students who receive instruction at home and are registered appropriately with their district office as Home
Education Program students are eligible to participate in statewide assessments. If parents/guardians have
identified FCAT 2.0 Science as a selected measure of their student’s annual progress, Home Education
Program students may participate in the administration for their grade level only, as directed by the district
assessment coordinator.
Spring 2015 Science Test Administration Manual
1
General Information—Test Administration Policies and Procedures
McKay Scholarship Program Students
Students enrolled in PRIVATE schools through the McKay Scholarship Program may participate in FCAT 2.0
Science. Consistent with s. 1002.39(5)(f), F.S., school districts are required to provide information to these students
regarding the locations and times available for statewide assessments.
Students enrolled in PUBLIC schools through the McKay Scholarship Program are required to participate in
statewide assessments as outlined in their IEPs.
Florida Tax Credit (FTC) Scholarship Program Students
S. 1002.395(7)(e), F.S., allows for a private school student enrolled in the FTC Scholarship Program to participate
in FCAT 2.0 Science. If enrollment information is accurate and materials for these students are packaged properly,
results will be returned to the FDOE Office of Independent Education & Parental Choice for distribution to their
parents/guardians.
Virtual School Program Students
Students enrolled full time in a virtual school program and who meet the requirements for students to be tested
for this administration must be accommodated for testing in the district in which they reside. These students
should not be confused with Home Education Program students.
Students who receive part-time instruction from a virtual program and are enrolled in a brick-and-mortar district
public school or the district Home Education Program should be coded with the district/school numbers for their
organization of enrollment to ensure their scores are reported to the correct schools.
Private school students who receive part-time instruction from a virtual program do not participate in FCAT 2.0
statewide assessments unless they are part of a school choice scholarship program, such as the McKay
Scholarship Program.
English Language Learners (ELLs)
All ELLs participate in the FCAT 2.0 Science tests no matter how long these students have been enrolled in a U.S.
school.
Students with Disabilities
Students with disabilities participate in the statewide assessment program by taking one of the following:
■
FCAT 2.0 without accommodations,
■
FCAT 2.0 with accommodations, or
■
Florida Alternate Assessment.
All determinations regarding participation in the statewide assessment program must be documented in the
student’s IEP or Section 504 plan.
Per s. 1008.212, F.S., a student with a disability who the IEP team determines is prevented by a circumstance or
condition from physically demonstrating the mastery of skills that have been acquired and are measured by
the statewide standardized assessment, a statewide standardized EOC assessment, or an alternate assessment
shall be granted an extraordinary exemption from the administration of the assessment. A learning, emotional,
behavioral, or significant cognitive disability, or the receipt of services through the homebound or hospitalized
program in accordance with Rule 6A-6.03020, FAC, is not, in and of itself, an adequate criterion for the granting
of an extraordinary exemption. A written request for an extraordinary exemption must be submitted to the
district school superintendent by the student’s IEP team no later than 60 calendar days before the first day of the
2
Spring 2015 Science Test Administration Manual
General Information—Test Administration Policies and Procedures
administration window of the assessment for which the request is made. The Commissioner of Education shall
determine whether the extraordinary exemption is granted or denied.
In addition to the extraordinary exemption option, a child with a medical complexity may be exempt from
participating in statewide, standardized assessments pursuant to the provisions of s. 1008.22(9), F.S.
General Information about Accommodations
Appendix A provides information concerning allowable accommodations for students with disabilities and
for ELLs. The test administrator and the school assessment coordinator are responsible for ensuring that
arrangements for accommodations have been made prior to the test administration dates. Preplanning is
necessary for eligible students with disabilities who will work in a single session over several days (e.g.,
dividing/clipping test documents for each day’s work).
Special documents (large print, braille, one-item-per-page) may be provided to eligible students if indicated as an
accommodation on an IEP or Section 504 plan. Districts are no longer required to submit unique accommodations
requests for one-item-per-page accommodations but must submit confirmation of student eligibility for all
special documents to FDOE.
Students who are identified as ELLs must be provided with the allowable accommodations listed on pages 95–96
of Appendix A.
Make-Up Administration Procedures
All security and administration procedures must be followed while conducting make-up tests. Please remember
that after ANY administration, initial or make-up, materials must be returned immediately to the school
assessment coordinator and placed in locked storage. Secure materials must never remain in classrooms or be
removed from the school’s campus overnight.
For all FCAT 2.0 tests, Session 1 MUST be completed before Session 2. Any students absent for Session 1 may not
participate in Session 2 until they have completed Session 1. During make-up testing, Grade 5 FCAT 2.0 Science
should still be administered over two days.
Sample Test Materials
Materials are developed by FDOE to assist teachers in preparing students for the FCAT 2.0. Schools are
encouraged to use sample test materials to familiarize students with the test format. Sample test materials can be
accessed online at http://fcat.fldoe.org/fcat2/fcatitem.asp. Teachers should instruct students that they can access
the materials themselves at any time as they prepare for testing.
Calculators
Each district should have an adequate supply of four-function calculators provided by FDOE. Districts are
responsible for establishing policies for the storage, use, and retention of calculators. The school assessment
coordinator and test administrators must ensure that one working calculator is available for each student in
Grade 8 for use on the Science test. Calculators may not be used by students on the Grade 5 Science test.
Spring 2015 Science Test Administration Manual
3
General Information—Test Administration Policies and Procedures
Students with visual impairments may use the approved large key/large display calculators or approved talking
calculators supplied by FDOE. Schools that have not yet accumulated an adequate supply of approved large key/
large display or talking calculators to accommodate all students with visual impairments may use comparable
calculators that are regularly used in their classrooms. Such calculators must be basic four-function models and
must not have functions that are unavailable on approved calculators.
No other calculators may be used.
Periodic Tables
Periodic Tables of the Elements are provided to students for Grade 8 Science.
Periodic tables are stand-alone pages and are shipped with test materials. Test administrators will distribute
periodic tables on the day of the test, according to the directions in the scripts. Students may refer to them at
any time during both sessions of the test. After students complete the test, the test administrator should collect
all periodic tables. The school assessment coordinator should package the used periodic tables in the District
Assessment Coordinator ONLY box.
Used periodic tables are secure materials and must not be reused.
Test Documents
The following test materials will be provided for students participating in this administration:
■
Grade 5 FCAT 2�0 Science NGSSS Test Books
■
Grade 5 FCAT 2�0 Science NGSSS Answer Books
■
Grade 8 FCAT 2�0 Science NGSSS Test Books
■
Grade 8 FCAT 2�0 Science NGSSS Answer Books
■
Periodic Tables of the Elements
Test materials for students who require large print, braille, or one-item-per-page accommodations are described
in Appendix A.
Student Demographic Information
The student grid sheet on the front of the answer document captures student demographic information. The
preidentification information provided by each district was used to create preidentified student labels and
rosters. Student demographic information and the corresponding indicators that appear on student labels are
described below and on the following pages. Refer to page 9 for a sample preidentified student label and to
page 11 for a sample student grid sheet.
A document is preidentified if it has a student label affixed to the lower left corner of the student grid sheet.
If demographic information is missing from a student label, grid the information with a No. 2 pencil. Incorrect
information cannot be corrected by gridding.
If a document is non-preidentified, school personnel or students must grid all student information with a
No. 2 pencil.
School staff may verify and apply labels and/or complete grid sheets no sooner than one week prior to testing.
4
Spring 2015 Science Test Administration Manual
General Information—Test Administration Policies and Procedures
Only school personnel may grid the following:
■
Primary Exceptionality
■
Section 504
■
ESE/504 Accommodation Types
■
ELL Accommodation Types
■
ELL
School personnel or students may verify or grid the following:
■
Student Name
■
District/School Number
■
Social Security Number (preferred) or Florida Student Number
■
Date of Birth
■
Student Grade Level
■
Gender
■
Ethnicity
■
Race
When completing non-preidentified student grid sheets, it is vital that school personnel and/or students fill in
the appropriate boxes AND grid the corresponding bubbles. Incomplete grid sheets will result in delayed score
reporting for those students.
Student Name
Provide the student’s first and last names. There are boxes for the first 12 letters of the student’s last name and the
first 11 letters of the first name. Do not leave this information blank. If known, enter the student’s middle initial.
Grid the corresponding bubbles.
District/School Number
Provide the six-digit district/school number (DIST/SCH on a student label). Do not leave this information
blank. Grid the corresponding bubbles.
District/school numbers for students from special programs (e.g., FTC Scholarship, McKay Scholarship, Home
Education, virtual school programs) must be completed using the correct numbers, as shown in the table below.
Program
District Number
School Number
FLVS Full Time K–8
71
0300
Florida Virtual Academy
50
7079
District Virtual Instruction Program (VIP)
Your district number
7001 or 7023
District Franchise of FLVS
Your district number
7004
Virtual Charter Schools
Your district number
Charter school number
Home Education
Your district number
9998
McKay Scholarship (Private school ONLY)
Your district number
3518
97
9999
Florida Tax Credit Scholarship (FTC)
Spring 2015 Science Test Administration Manual
5
General Information—Test Administration Policies and Procedures
Social Security Number or Florida Student Number
Provide the student’s Social Security Number if it is available. Grid the corresponding bubbles. When gridded by
hand, the nine-digit number is followed by an X. If the Social Security Number is not available, use the ten-digit
Florida Student Number. Do not leave this information blank. On a student label, the last four digits of the
student’s Social Security Number preceded by five Xs and followed by one X or the complete ten-digit Florida
Student Number is printed next to ID. When verifying preidentified demographic information, Social Security
Numbers should be verified on the PreID roster.
Date of Birth
Provide the month, day, and year of the student’s birth. Grid the corresponding bubbles. On a student label, the
student’s date of birth is printed next to DOB in the following format:
mm/dd/yyyy (e.g., 09/09/2003)
Gender
Grid the student’s gender. On a student label, the student’s gender (GEN) is printed on the same line as DOB in
the following format:
Male (shown as M on label)
Female (shown as F on label)
Ethnicity
Use the following description for Hispanic/Latino in the Ethnicity section on the student grid sheet:
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin,
regardless of race. The term “Spanish origin” can be used in addition to “Hispanic or Latino.”
Grid Y for Yes or N for No in the Ethnicity section.
Race
Use the following descriptions to complete the Race section on the student grid sheet. For each category, grid Y
for Yes or N for No; a student may belong to more than one category.
American Indian or Alaska Native (shown as I on label)
A person having origins in any of the original peoples of North America and South America (including
Central America) and who maintains tribal affiliation or community attachment.
Asian (shown as A on label)
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the
Philippine Islands, Thailand, and Vietnam.
Black or African American (shown as B on label)
A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander (shown as P on label)
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
6
Spring 2015 Science Test Administration Manual
General Information—Test Administration Policies and Procedures
White (shown as W on label)
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Primary Exceptionality
Primary exceptionality classifications are used to identify students with current IEPs who have been classified
as exceptional according to State Board of Education Rule 6A-6.0331, FAC. If the code is not on a preidentified
student label, the test administrator must grid the appropriate bubble. GRID ONLY ONE. If more than one code
is gridded, none of the codes will be recognized as valid. With the exception of L 5 GIF (Gifted), a student can be
gridded with a Primary Exceptionality classification or Section 504 category but cannot be gridded with both.
Primary Exceptionality Classifications
Description
Code on Student Grid Sheet
Orthopedically Impaired
C = OI
Speech Impaired
F = SI
Language Impaired
G = LI
Deaf or Hard of Hearing
H = DHH
Visually Impaired
I = VI
Emotional/Behavioral Disability
J = EBD
Specific Learning Disability
K = SLD
Gifted
L = GIF
Hospital/Homebound
M = HH
Dual-Sensory Impaired
O = DSI
Autism Spectrum Disorder
P = ASD
Traumatic Brain Injured
S = TBI
Other Health Impaired
V = OHI
Intellectual Disability
W = InD
Section 504
If a student has been identified by the district as a student with a disability according to Section 504 of the
Rehabilitation Act of 1973, grid the Yes bubble in the Section 504 box. On a student label, the code Y is printed
next to S504.
ESE/504 or ELL Accommodation Types
If a student with an IEP, a student with a Section 504 plan, or a student with an ELL plan uses any
accommodations during the test administration, grid the bubble next to the accommodation type used. Do
not grid the bubble unless an accommodation is actually used. More than one bubble may be gridded.
Accommodations are gridded by type as listed on the next page. Not all allowable accommodations are listed on
the student grid sheets, but see Appendix A for a description of allowable accommodations and the categories in
which they fall.
Spring 2015 Science Test Administration Manual
7
General Information—Test Administration Policies and Procedures
All students must be provided with the allowable FCAT 2.0 accommodations on their plans. Schools are
responsible for maintaining documentation of accommodations for each student, including accommodations
provided and accommodations used.
ESE/504 Accommodation Types
■
ESE/504 Accommodation Type – Flexible Presentation
■
ESE/504 Accommodation Type – Flexible Responding
■
ESE/504 Accommodation Type – Flexible Scheduling
■
ESE/504 Accommodation Type – Flexible Setting
■
ESE/504 Accommodation Type – Assistive device(s) other than standard calculator
ELL Accommodation Types
■
ELL Accommodation Type – Flexible Scheduling
■
ELL Accommodation Type – Flexible Setting
■
ELL Accommodation Type – Assistance in Heritage Language
■
ELL Accommodation Type – Approved Dictionary
ELL
If a student is identified as an ELL, provide the length of time the student has been enrolled in a U.S. school if this
information is not preidentified on the student label.
ELL—Enrolled in a U.S. school for:
■
Less than 1 year (shown as 1 on label)
■
One year or more (shown as 2 on label)
Preidentified Student Labels
The preidentification information provided by districts was used to print PreID Rosters and student labels for
answer documents. If the district supplied class code information, the student labels are sorted by class code;
otherwise, they are sorted alphabetically by grade level.
School staff may verify and apply labels and/or complete grid sheets no sooner than one week prior to testing.
Please adhere to the following policies when preparing student materials:
8
■
Only the school assessment coordinator and other certified school personnel designated by the building/
site administrator may open the shrink-wrapped packages and affix labels. Secure books must not
be opened.
■
Do not use student labels from previous administrations.
■
Students are not permitted to assist in preparing secure materials before testing or in organizing and
returning materials after testing.
■
The Test Materials Chain of Custody Form must be maintained at all times.
■
All secure materials must be returned to locked storage and remain there until testing.
Spring 2015 Science Test Administration Manual
General Information—Test Administration Policies and Procedures
Follow these steps when verifying student information and affixing a PreID label to a student grid sheet:
1. Verify that the student is still enrolled and that the student will be tested. Labels for students not testing
should be destroyed in a secure manner because they contain student information.
2. Verify the information on the PreID roster against the school’s student information database. Because the
complete Social Security Number is not printed on the label, the PreID roster must be used to verify student
information. It is not necessary to verify the labels and the roster because the same data file was used to
create both.
If the student name, student ID number, district number, school number, OR grade level is INCORRECT,
destroy the label in a secure manner.
3. Verify that no information is missing from student labels. Grid any missing information with a No. 2 pencil.
Only the last four digits of a student’s Social Security Number preceded by five Xs and followed by one X
will be printed on the label. You are NOT required to grid the missing digits of the Social Security Number.
4. In order for a document to be properly scanned, carefully place the label in the lower left corner of the
student grid sheet in the box that reads PLACE STUDENT LABEL HERE. Ensure the label is not wrinkled
or applied unevenly.
Do not remove labels once they have been affixed. Do not affix a label over another label.
Sample Preidentified Student Label
Incorrect or Missing Preidentified Information
Destroy labels in a secure manner if ANY of the following information is incorrect:
1. Student Name
2. Student ID Number (Social Security Number or Florida Student Number)
3. District Number
4. School Number
5. Grade Level
Spring 2015 Science Test Administration Manual
9
General Information—Test Administration Policies and Procedures
If any other preidentified information (e.g., gender, date of birth) is incorrect, report the incorrect information to
the school or district student information database manager after testing has been completed.
If the student name, student ID number, district number, school number, OR grade level is INCORRECT on a
student label that has been affixed to an UNUSED answer document, that answer document must not be used.
The student grid sheet of a non-preidentified document MUST be gridded. The document with the incorrect label
affixed should be set aside and returned with all other NOT TO BE SCORED materials.
If the student name, student ID number, district number, school number, OR grade level is INCORRECT on
a USED answer document, the student must, under the supervision of the test administrator, transfer his or her
exact responses into a replacement answer document.
The DNS bubble must be gridded on the answer document that contains the label with the incorrect student
information and the answer document must be returned with all other NOT TO BE SCORED materials. The
correct student information must then be gridded on the replacement document.
If any student information is missing from a student label that has been affixed to a document, add the
information by gridding the appropriate bubbles on the student grid sheet. Incorrect information on a student
label CANNOT be corrected in this manner.
Do not use a preidentified document for any student other than the student for whom it is preidentified.
See the sample student grid sheet on the next page.
10
Spring 2015 Science Test Administration Manual
General Information—Test Administration Policies and Procedures
Sample Student Grid Sheet
Science
Student Name
Next Generation
Sunshine State Standards
Answer Book
School Name
District Name
LAST NAME
FIRST NAME
M
DISTRICT/SCHOOL
NUMBER
|
||
0 1
0
1
1 1
1
1
2 1
2
1
3 1
3
1
4 1
4
1
5 1
5
1
6 1
6
1
7 1
7
1
8 1
8
1
9 1
9
1
0 1
0 1
0 1
0
1
1 1
1 1
1 1
1
1
2 1
2 1
2 1
2
1
3 1
3 1
3 1
3
1
4 1
4 1
4 1
4
1
5 1
5 1
5 1
5
1
6 1
6 1
6 1
6
1
7 1
7 1
7 1
7
1
8 1
8 1
8 1
8
1
9 1
9 1
9 1
9
1
SOCIAL SECURITY NUMBER OR
FLORIDA STUDENT NUMBER
DATE OF BIRTH
MONTH
0 1
0 1
0 1
0 1
0 1
0
0 1
0 1
0 1
0 1
1
1 1
1 1
1 1
1 1
1 1
1
1 1
1 1
1 1
1 1
1
2 1
2 1
2 1
2 1
2 1
2
2 1
2 1
2 1
2 1
1
3 1
3 1
3 1
3 1
3 1
3
3 1
3 1
3 1
3 1
1
4 1
4 1
4 1
4 1
4 1
4
4 1
4 1
4 1
4 1
1
5 1
5 1
5 1
5 1
5 1
5
5 1
5 1
5 1
5 1
1
6 1
6 1
6 1
6 1
6 1
6
6 1
6 1
6 1
6 1
1
7 1
7 1
7 1
7 1
7 1
7
7 1
7 1
7 1
7 1
1
8
8
8
8
8
8
8
8
8
8
1111111111
9
9
9
9
9
9
9
9
9
9
1111111111
X
1
1 Jan
1 Feb
1 Mar
1 Apr
1 May
1 Jun
1 Jul
1 Aug
1 Sep
1 Oct
1 Nov
1 Dec
DAY
YEAR
0 1
0 1
0 1
0
1
1 1
1
1
1
1
2 1
2
2
1
1
3 1
3
3
1
1
4
4
1
1
5
5
1
1
6 1
6 1
6
1
7
7
7
111
8
8
8
111
9 1
9 1
9
1
SECTION 504
1 Yes
6
1
GRID ALL THAT APPLY
12
ESE/504 ACCOMMODATION TYPES
1
18
1
24
1
1 Flexible presentation
30
1
1 Flexible responding
1 Flexible scheduling
1 Flexible setting
1 Assistive device(s) other than
1 Female
3
1
9
1
15
1
21
1
27
1
4
1
10
1
16
1
22
1
28
1
5
1
11
1
17
1
23
1
29
1
ETHNICITY
Y 1
N Hispanic or Latino
1
C OI
1
F SI
1
G LI
1
H DHH
1
I VI
1
RACE
Y 1
N American Indian or Alaska Native
1
Y 1
N Asian
1
Y 1
N Black or African American
1
Native Hawaiian or Other Pacific
Y 1
N
1
Islander
Y 1
N White
1
J EBD
1
K SLD
1
L GIF
1
M HH
1
O DSI
1
P ASD
1
S TBI
1
V OHI
1
W InD
1
PEARSON USE ONLY
SCHOOL USE ONLY
1
1
DNS
UNDO
||
LP
BR
|
standard calculator
PRIMARY EXCEPTIONALITY
Grid only one
|
AC
BD
Y 1
N
1
Y 1
N
1
|
|
|
|
ELL ACCOMMODATION TYPES
1
1
1
1
Flexible scheduling
Flexible setting
Assistance in heritage language
Approved dictionary use
ELL
Enrolled in a U.S. school for:
1 Less than 1 year
1 One year or more
||
|
| |
Printed in the USA by Pearson
GENDER
1 Male
2
1
8
1
14
1
20
1
26
1
ISD10092
TEST BOOK FORM NUMBER
1
1
7
1
13
1
19
1
25
1
31
1
193991-001:321
PLACE STUDENT
LABEL HERE
111111111111111111111111
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A 1
A
1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B 1
B
1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C 1
C
1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D 1
D
1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E 1
E
1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F 1
F
1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G 1
G
1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H 1
H
1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I 1
I
1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J 1
J
1
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
111111111111111111111111
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L 1
L
1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M 1
M
1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N 1
N
1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O 1
O
1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P 1
P
1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q 1
Q
1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R 1
R
1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S 1
S
1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T 1
T
1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U 1
U
1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V 1
V
1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W 1
W
1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
111111111111111111111111
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y 1
Y
1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z 1
Z
1
Registration
Mark
2015
Grade 5
FLORIDA COMPREHENSIVE
ASSESSMENT TEST 2.0
|
FOR PEARSON USE ONLY
Registration
Mark
|
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Timing
Tracks
C
C
Do not write or mark outside the student demographic information boxes. Any marks outside the information
boxes, especially on or near the registration marks or timing tracks, will adversely affect the scanning and
scoring of the documents.
Spring 2015 Science Test Administration Manual
11
General Information—Test Security Policies and Procedures
Test Security
Policies and Procedures
Florida State Board of Education Rule 6A-10.042, FAC, was developed to meet the requirements of the Test
Security Statute, s. 1008.24, F.S., and applies to anyone involved in the administration of a statewide assessment.
The Rule prohibits activities that may threaten the integrity of the test. See Appendix B for the full text of the
Florida Test Security Statute and Florida State Board of Education Test Security Rule. Please remember that
inappropriate actions by school or district personnel can result in student or classroom invalidations, loss of
teaching certification, and/or involvement of law enforcement.
Examples of prohibited activities are listed below:
■
Reading or viewing test items before, during, or after testing
■
Revealing test items
■
Copying test items
■
Explaining or reading test items for students
■
Changing or otherwise interfering with student responses to test items
■
Copying or reading student responses
■
Causing achievement of schools to be inaccurately measured or reported
Please read and familiarize yourself with the Statute and Rule in Appendix B.
If students with current IEPs, Section 504 plans, or ELL plans have allowable accommodations documented, test
administrators may provide the accommodations as described in Appendix A and may modify the scripts as
necessary to reflect the allowable accommodations.
The security of all test materials must be maintained before, during, and after test administration. Under no
circumstances are students permitted to assist in preparing secure materials before testing or in organizing
and returning materials after testing.
Please remember that after ANY administration, initial or make-up, all secure materials must be returned
immediately to the school assessment coordinator and placed in locked storage. The Test Materials Chain of
Custody Form (located in Appendix C) must be maintained at all times. No more than three people should
have access to the locked storage room. Secure materials must never be left unsecured and must not remain
in classrooms or be taken off the school’s campus overnight. Secure materials should never be destroyed (e.g.,
shredded, thrown in the trash), except for soiled documents as described in the “Security Numbers” section on
pages 14–16.
District assessment coordinators must ensure that all school administrators, school assessment coordinators, test
administrators, and proctors receive adequate training prior to test administration and that all personnel sign and
return a Test Administration and Security Agreement, provided in Appendix C, stating that they have read and agree
to abide by all test administration and test security policies and procedures. Additionally, any other person who
assists the school assessment coordinator or test administrator must sign and return an agreement.
Test administrators must sign the Test Administrator Prohibited Activities Agreement, located in Appendix C.
Remember that ALL test administrators must be certified educators. Non-certified school personnel must
NOT be allowed to serve as test administrators.
An accurate Security Log, provided in Appendix C, and an accurate seating chart must be maintained for each
testing room. Anyone who enters a testing room for the purpose of monitoring the test is required to sign a log.
This applies to test administrators, proctors, and anyone who relieves a test administrator, even for a short break,
regardless of how much time he or she spends monitoring a testing room.
12
Spring 2015 Science Test Administration Manual
General Information—Test Security Policies and Procedures
Test administrators must NOT administer tests to their family members. Students related to their assigned test
administrator should be reassigned to an alternate test administrator. In addition, under NO circumstances may
a student’s parent/guardian be present in that student’s testing room.
Admission of Students to Testing
Precautions must be taken at testing sites when students are unknown to the test administrator or other school
staff. For security purposes, photo identification, such as a Florida ID or school ID, must be checked before
admitting unfamiliar students to a testing room.
Proctors
To ensure test security and avoid situations that could result in test invalidation, FDOE strongly discourages
testing students in large groups (e.g., in the cafeteria or the auditorium). If students are tested in a large group,
the appropriate number of proctors MUST be assigned to the room to assist the test administrator. Refer to the
table below for the required number of proctors.
1–30 students
Test Administrator*
31–60 students
Test Administrator
and 1 Proctor
61–90 students
Test Administrator
and 2 Proctors
* FDOE strongly recommends that proctors be assigned to rooms with 30 or fewer students whenever possible.
School personnel and non-school personnel may be trained as proctors (only certified school personnel
may be trained as test administrators). Prior to testing, all proctors must be informed of their duties and
of the appropriate test security policies and procedures. School personnel duties may include preparing
and distributing test materials and completing student grid sheets. Non-school personnel may assist test
administrators during test administration; however, they may NOT participate in any of the test administration
procedures (e.g., preparing, distributing, and collecting secure test materials, completing student grid sheets,
providing accommodations). Volunteers (e.g., parents, retired teachers) may be trained as proctors and may
perform non–school personnel duties.
All proctors may help monitor rooms during test administration; however, they may NOT assist in rooms where
their family members are testing.
Proctors and anyone who assists with any aspect of test preparation or administration must also be informed
of the test security laws and rules prohibiting any activities that may threaten the integrity of the test. Every
proctor who monitors a testing room for any length of time must sign a Test Administration and Security
Agreement and the Security Log for that room.
Spring 2015 Science Test Administration Manual
13
General Information—Test Security Policies and Procedures
Test Group Code
Test group codes are used to identify groups of students tested together and may be used during investigations
after testing to verify whether students were tested in the same room. Schools must ensure that each test
administrator uses one unique four-digit test group code in his or her testing room for both test sessions. Each
testing room must use a different test group code. For instance, students in Ms. Smith’s testing room will use
one unique code for both Session 1 and Session 2. Students grid the test group code on the back of their answer
documents at the beginning of each test session, and test administrators record the code with their required
administration information and on seating charts.
If students are absent for a test session, a different unique code must be used for each make-up session.
District assessment coordinators either create and distribute test group codes to all school assessment
coordinators or instruct them to create their own unique four-digit codes.
Security Numbers
A security number is used to account for each test book. See the following page for a graphic showing the
location of the security number on the grades 5 and 8 Science test book covers.
The security number consists of a nine-digit number followed by a check digit. The packing list will indicate the
number ranges assigned to each school. Written documentation of the number ranges must be maintained at all
times during distribution and return of secure materials.
Pre-populated Administration Record/Security Checklists are provided with lists of security numbers for
all secure documents assigned to each school. These pre-populated lists are available for district and school
personnel in PearsonAccess. School assessment coordinators may use them to record the security numbers of
the documents assigned to and returned by each test administrator. A blank version of this form (example on
page 16) is also available in Appendix C and at www.FLAssessments.com/Spring2015.
The test administrator should also maintain a record of the security numbers for all secure materials assigned
to him or her. If a test administrator receives secure materials that are not already listed, the security numbers
of those materials must be added to this record with the names of the students to whom the test materials are
assigned. As directed by the school assessment coordinator, the test administrator may use a copy of the prepopulated Administration Record/Security Checklist, use a copy of the blank Administration Record/Security
Checklist, or make his or her own comprehensive record of security numbers. The security number of the
document assigned to and returned by each student should be recorded and verified at the completion of each
test session.
If secure materials are distributed from district overage, the school assessment coordinator should add the
security numbers of those documents to the record of required administration information.
Soiled Documents
If a secure document is soiled (e.g., with blood or vomit), the district assessment coordinator should email
the security number to Pearson at Florida@support.pearson.com. At their discretion, school personnel may
transcribe responses to a replacement document and then destroy the soiled document as directed by the district
assessment coordinator.
14
Spring 2015 Science Test Administration Manual
General Information—Test Security Policies and Procedures
Location of Security Number
Science
Science
FORM 1
NEXT GENERATION
SUNSHINE STATE STANDARDS
Test Book
Student Name
5
Grade
Location of Security Number on Test Books
Grade 5
■ Science Next Generation Sunshine State Standards Test Book
Grade 8
■ Science Next Generation Sunshine State Standards Test Book
Spring 2015 Science Test Administration Manual
15
General Information—Test Security Policies and Procedures
Sample Administration Record/Security Checklist
ADMINISTRATION RECORD/SECURITY CHECKLIST
SPRING 2015 ASSESSMENTS
Grade 5 Science
Grade 8 Science
FCAT 2.0 Reading Retake
FCAT Mathematics Retake
Algebra 1 EOC Retake
Biology 1 EOC
Civics EOC
U.S. History EOC
SCHOOL NUMBER:
Security
Number
Student
Last
Name
Student
First
Name
SCHOOL NAME:
Grade
Level
Student
ID
Number
Attendance*
Accommodations
Provided**
Accommodations
Used**
Test
Group
Code
Test
Administrator
Signature
School
Assessment
Coordinator
Signature
Date/Time
Received
Date/Time
Returned
*Attendance Codes: P = Present A = Absent W = Withdrawn P/I = Present but Invalidated
** Accommodations Codes for ESE/504: 1-FP=Flexible Presentation; 1-FR=Flexible Responding; 1-FSC=Flexible Scheduling; 1-FSE=Flexible Setting; 1-AD=Assistive Devices
For ELL: 2-FSC=Flexible Scheduling; 2-FSE=Flexible Setting; 2-AHL=Assistance in Heritage Language; 2-ADI=Approved Dictionary
Missing Materials
School assessment coordinators must verify that all secure materials on the packing list are received and should
report any mispackaged or missing materials to their district assessment coordinator immediately. The Test
Materials Chain of Custody Form must be maintained at all times. Individuals responsible for handling secure
materials are accountable for the materials assigned to them. Test administrators should report any missing
materials to the school assessment coordinator immediately.
Schools must investigate any report of missing materials. If, after a thorough investigation, a secure document is
not found, the school assessment coordinator must contact the district assessment coordinator. If there is reason
to believe that a secure document or test content has been stolen, recorded, copied, or photographed, the school
assessment coordinator must contact the district assessment coordinator immediately. If guidance is needed, the
district assessment coordinator should call the Bureau of K–12 Student Assessment immediately to discuss a plan
of action. This action may include the involvement of local law enforcement personnel.
A written report must be submitted to the Bureau of K–12 Student Assessment within 30 calendar days after
secure materials have been identified as missing. The report must include the following, as applicable:
16
■
the nature of the situation,
■
the time and place of the occurrence,
■
the names of the people involved,
■
copies of completed forms (Test Administration and Security Agreements, Test Administrator Prohibited
Activities Agreements, Test Materials Chain of Custody Form, etc.),
■
a description of the communication between the district assessment coordinator ’s office and school
personnel,
■
how the incident was resolved, and
■
what steps are being implemented to avoid future losses.
Spring 2015 Science Test Administration Manual
General Information—Test Security Policies and Procedures
A form to report missing secure materials can be found at www.FLAssessments.com/Spring2015. School
personnel and district assessment coordinators may use this form, manipulate this form, or create their own form
to submit with a written report.
School personnel should submit completed forms to the district assessment coordinator. District assessment
coordinators should verify that all pertinent information has been included and then should submit the written
report to FDOE via email as indicated on the form. Remember that secure student information (e.g., SSN) must
not be communicated via email.
Test Irregularities and Security Breaches
Test Irregularities
Test administrators should report any test irregularities (e.g., disruptive students) to the school assessment
coordinator immediately. School assessment coordinators must notify district assessment coordinators of
any test irregularities that are reported. Decisions regarding test invalidation should not be made prior
to communicating with the district assessment coordinator. If further guidance is needed or to report
an irregularity requiring action by FDOE (e.g., reporting teacher misconduct to the Office of Professional
Practices), district assessment coordinators should contact the Bureau of K–12 Student Assessment. For any test
irregularities that require investigation by the district, a written report must be submitted as indicated below.
Security Breaches
Test administrators should report possible breaches of test security (e.g., stolen, photographed, or copied secure
document or test content) to the school assessment coordinator immediately. If a security breach is identified,
the school assessment coordinator must contact the district assessment coordinator, and the district assessment
coordinator should contact the Bureau of K–12 Student Assessment immediately to discuss a plan of action.
This action may include the involvement of local law enforcement personnel. For all security breaches, a written
report must be submitted as indicated below.
Submit a Written Report
For test irregularities requiring further investigation by the district and for security breaches, a written report
must be submitted within 10 calendar days after the irregularity or security breach was identified. District
assessment coordinators should submit the report through FDOE’s ShareFile site using the following procedure:
1. Log into ShareFile at fldoe.sharefile.com and retrieve the blank Test Administration Incident Report Form
from the Forms and Templates folder. (Note: FDOE recommends that districts download the file each time a
new investigation is initiated in order to guarantee the use of the most up-to-date form.)
2. Save the file locally and change the file name to the appropriate district name, the word “Investigation,”
underscore, and the date submitted, like so: DistrictInvestigation_MMDDYYYY.
3. Complete the form.
4. Upload the completed form to the appropriate district folder (not to the Forms and Templates folder).
5. ShareFile will notify FDOE that a document has been uploaded to the district folder. FDOE will locate the
file, assign an Incident ID number to the investigation, and notify the district contact of our receipt of the file
and the assigned ID.
6. FDOE will then determine whether the incident warrants further investigation and, if necessary, request
additional information/documentation from the district. Additional requested information or documentation
should also be uploaded to the district’s ShareFile folder.
7. If warranted, FDOE will add a memo summarizing the incident to the district’s ShareFile folder and will then
provide the contents of the district folder to the Office of Professional Practices at FDOE.
Spring 2015 Science Test Administration Manual
17
General Information—Test Invalidation/Defective Document Policies and Procedures
Test Invalidation/
Defective Document
Policies and Procedures
Test Invalidation
District assessment coordinators should advise schools of the appropriate course of action if invalidation is being
considered. Remember that the purpose of invalidation is to identify when the validity of test results has been
compromised.
A test administrator should discuss any situation involving possible invalidation with the school assessment
coordinator, and the situation should be investigated immediately.
When a student’s test is invalidated for any of the reasons described in this “Test Invalidation” section, return
the invalidated test with the DNS bubble gridded with all other TO BE SCORED materials. This will ensure
that the student is counted for participation purposes, but the student will not receive a score.
For assistance identifying circumstances when invalidation is an appropriate course of action, review the
guidelines below and on the next page.
1. A student has an electronic device during testing. If a student is found with an electronic device during
testing or during breaks within a session, the student’s test MUST be invalidated.
2. A student is cheating during testing. Cheating is cause for immediate test invalidation. Possible cheating
situations include looking at/copying from another student’s answer document, allowing another student to
look at or copy from the student’s answer document, or discussing test content.
Please note, as stated in Rule 6A-10.042, FAC, in situations involving cheating, a report must be submitted to
FDOE within 10 calendar days of the incident, as stated on page 17.
3. A student becomes ill and is unable to finish, OR a student is not allowed the correct amount of time.
Invalidation decisions should be made based on whether the student was provided adequate time to
respond completely to the test items. The student should be asked if he or she is comfortable with his or her
performance on the test to determine if the test should be scored. If the student feels he or she was provided
enough time to respond completely, the test should be submitted for scoring.
If it is determined that the student was not provided adequate time to respond completely AND the validity
of the test results has been compromised, the test should be invalidated. However, if the validity of the test
results has not been compromised AND the student has not left the school’s campus, the student may return
to the testing room during the same school day to complete the session. If a student starts a test and leaves
campus without finishing (due to an appointment, illness, etc.), he or she will NOT be allowed to complete
that test.
4. A student is given an accommodation not allowed on FCAT 2.0 Science. If a student is given an
accommodation that is not allowed on statewide assessments, that student’s test must be invalidated. For
information about allowable accommodations, see Appendix A. Test administrators who will administer
tests to students who require accommodations should be familiar with allowable accommodations to ensure
they are not offering classroom testing accommodations that are not allowed on statewide assessments.
5. A student is given an accommodation not indicated on the student’s IEP, Section 504 plan, or ELL plan.
Testing with accommodations not indicated on a student’s IEP, Section 504 plan, or ELL plan may be cause
for invalidation.
18
Spring 2015 Science Test Administration Manual
General Information—Test Invalidation/Defective Document Policies and Procedures
6.
A student was NOT provided an allowable accommodation indicated on the student’s IEP, Section 504
plan, or ELL plan. The situation should be discussed with the student and his or her parents/guardians to
determine if the lack of the accommodation significantly affected the student’s performance and if the test
should be scored.
7. A student works in the incorrect session. If a student working in Session 1 goes on to Session 2 on the same
day and it is discovered during testing, the student should be allowed to complete Session 2 with the correct
amount of time and the test may be submitted for scoring. If it is discovered after the student has left for
the day, the student may not return to Session 2. The student’s parents/guardians should be notified of the
misadministration and the student should be asked if he or she is comfortable with his or her performance
on the test to determine if the test should be scored.
If a student working in Session 2 of a test goes back and works in Session 1, the test must be invalidated.
8. An error occurs in test administration procedures that could compromise the validity of the test results. If
the validity of the test results has been compromised (e.g., a student had access to an unauthorized visual aid
that gave an unfair advantage), the test must be invalidated.
9. A disruption occurs during testing. If students are disrupted during testing due to a circumstance out
of their control (e.g., severe weather), test invalidation may be considered if a student feels his or her
performance was significantly affected by the disruption.
10. A student is given unauthorized help during testing. If a student received unauthorized assistance or has
been given an unfair advantage (e.g., a test administrator has told a student to check the answer to a specific
item), the student’s test must be invalidated.
11. A student is disruptive during testing. If a student is disruptive during testing, the school assessment
coordinator should determine whether invalidation is an appropriate course of action.
Do Not Score (DNS) and UNDO Bubbles
The DNS and UNDO bubbles are located in the SCHOOL USE ONLY box near the bottom of the student grid sheet.
SCHOOL USE ONLY
DNS UNDO 1
1
The DNS bubble must be gridded when a test is invalidated or when a document is defective and USED.
If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. Then package
the document with all other TO BE SCORED materials.
DNS Guidelines for Defective Materials
Test Books
If a defective test book is identified before testing begins, give the student a replacement book. Return the
defective book with all other NOT TO BE SCORED materials.
If a student discovers he or she has a defective test book during Session 1 of testing, give the student a
replacement test book with the same form number. Test books have a number printed on the upper right side of
the front cover of each book. If a replacement book with the same form number is not available, give the student
a book with any form number, and bubble the replacement form number on the student grid sheet.
Spring 2015 Science Test Administration Manual
19
General Information—Test Invalidation/Defective Document Policies and Procedures
If a student discovers he or she has a defective test book during Session 2 of testing and has already responded
to Session 1 in his or her answer document, give the student a replacement test book with the same form number.
If a replacement book with the same form number is not available, give the student a replacement book with
any form number, and erase the form number on the student grid sheet. Do NOT bubble the replacement form
number on the student grid sheet.
Answer Books
If a defective answer book is identified before testing begins, give the student a replacement book. Return the
defective book with all other NOT TO BE SCORED materials.
The DNS bubble MUST be gridded if any of the following circumstances occur:
1. The answer book is defective and USED.
2. A student name, student ID number, district number, school number, OR grade level is INCORRECT on a
label affixed to a USED answer book.
3. A student label has been placed over another student label on a USED answer book.
If a student discovers any of the above issues during testing, give the student a replacement answer book. When
the student completes the session, he or she must, under the supervision of the test administrator, transfer
the exact responses from the defective document to the replacement document. If the defective document has
a student label, do not remove the label. Grid all information on the student grid sheet of the replacement
document. Grid the DNS bubble on the defective USED answer book and return it with all other NOT TO BE
SCORED materials.
Under the following circumstances, it is NOT necessary to grid the DNS bubble if the document has been
packaged properly for return with all other NOT TO BE SCORED materials:
1. The preidentified answer book belongs to a student who has withdrawn before testing begins.
2. The preidentified answer book belongs to a student who was absent during the entire testing window.
3. The answer book is defective and UNUSED.
4. The preidentified information is incorrect and the answer book is UNUSED.
If a test document is soiled, see the instructions for “Soiled Documents” on page 14.
If the timing tracks (see the example on page 11) are damaged, determine whether the DNS bubble needs to be
gridded and the student’s responses need to be transcribed.
20
■
If the damaged portion is less than one inch in size, do not grid the DNS bubble. The book can be
returned with other TO BE SCORED materials and does not need to be transcribed.
■
If the damaged portion is greater than one inch and the answer book has been used, grid the DNS
bubble. Under supervision of a test administrator, the student must transcribe his or her responses into
a replacement book, and the damaged book should be returned with all other NOT TO BE SCORED
materials. If the test administrator is alerted to the tear while reading the administration script before
testing begins, he or she should contact the school assessment coordinator and give the student a
replacement book.
Spring 2015 Science Test Administration Manual
Test Administrator Responsibilities Before Testing
Test Administrator Responsibilities Before Testing
Please use the Test Administrator Checklist in Appendix C before, during, and after testing. This checklist is also
available at www.FLAssessments.com/Spring2015.
Test administrators MUST be certified educators. If you are not a certified educator, you may not administer
a test.
Remember, you must complete the following prior to testing:
■
read, sign, and return a Test Administration and Security Agreement verifying that you have read
appropriate sections of this manual, are familiar with the test security statute and security policies, and
have received adequate training;
■
read, sign, and return a Test Administrator Prohibited Activities Agreement.
Failure to sign the agreements and comply with the policies and procedures as indicated may result in the
invalidation of student tests and/or loss of teaching certification.
Prepare the Room for Testing
Tests should be administered in a room that has comfortable seating, good lighting, and sufficient workspace.
Make sure that the room is adequately ventilated and free of distractions.
Arrange the room so that each student will have enough workspace for the test materials. There must be at least
three feet between students. Make sure that students are not facing each other when seated at tables and are not
in seating (stadium or staggered) that allows them to easily view other students’ answers.
Remove or cover all visual aids on student desks or displayed in the room, such as posters showing mathematical
and scientific concepts. Students may not have access to any unauthorized aids. Discuss any concerns with your
school assessment coordinator.
Outside each door to the testing room, post a sign that reads TESTING—Please Do Not Disturb. A sign is
provided in Appendix C. Display the test group code and information for students to use if they will be
completing or verifying student grid sheets. Also display starting and stopping times as instructed in the test
administration script.
Refer to the chart on page 13 for the number of proctors needed. It is recommended that at least one proctor be
assigned to all testing rooms, even those with fewer than 31 students.
Required Administration Information
You are required to maintain the following information by session, as directed by your school assessment
coordinator:
■
Students assigned to your room—provide Student Names and Student ID Numbers
■
Attendance information—P=Present, A=Absent, W=Withdrawn, and P/I=Present but Invalidated
■
Accommodations provided to students
Spring 2015 Science Test Administration Manual
21
Test Administrator Responsibilities Before Testing
■
Accommodations used by students
■
Test group code
■
Grade level
■
Unique security number of secure documents assigned to each student
■
Signatures of test administrator and school assessment coordinator
■
Dates and times when secure documents are received and returned
Required administration information may be recorded using a pre-populated Administration Record/Security
Checklist, a blank Administration Record/Security Checklist (see Appendix C), or another form, according
to your school assessment coordinator ’s instructions. Copy and file all records of required administration
information for future reference. Return the originals to the school assessment coordinator.
Accommodations Codes
The accommodations provided to each student AND the accommodations used by each student during the test
administration should be recorded with other required administration information (e.g., on the Administration
Record/Security Checklist). The accommodations used should be recorded on the student grid sheet. Schools
are responsible for maintaining documentation of accommodations for each student, including accommodations
provided and accommodations used.
Use the following codes to record accommodations with required administration information.
For ESE/504 students:
1-FP = Flexible Presentation
1-FR = Flexible Responding
1-FSC = Flexible Scheduling
1-FSE = Flexible Setting
1-AD = Assistive Devices
For ELL students:
2-FSC = Flexible Scheduling
2-FSE = Flexible Setting
2-AHL = Assistance in Heritage Language
2-ADI = Approved Dictionary
Seating Charts
You are required to maintain an accurate seating chart for your testing room. The chart should record the
following:
22
■
Room name/number
■
Grade level/subject
■
Student names and their locations in the room during testing
■
Direction each student is facing
■
Date
■
Session starting and stopping times
Spring 2015 Science Test Administration Manual
Test Administrator Responsibilities Before Testing
■
Your name
■
Names of proctors (if applicable)
■
Test group code
All seating charts must indicate the front and back of the room. If the seating configuration changes during
testing, a new seating chart must be created. Remember to maintain a seating chart for both test sessions. Seating
charts must be returned to your school assessment coordinator after testing.
Assemble Materials
Test Administration Manual
You will need this manual to read the scripts for completing or verifying student grid sheets and for
administering each test. You are also responsible for reading the General Information sections, the Test
Administrator Responsibilities sections, Appendix B and other appropriate appendices, and the appropriate scripts
BEFORE testing.
When testing students who are allowed certain accommodations, you may need to modify the administration
scripts. It is especially important that you review the scripts BEFORE testing begins to determine the necessary
modifications. If an accommodation is not provided as indicated on a student’s IEP, Section 504 plan, or ELL plan,
that student’s test may be invalidated. Contact your school assessment coordinator if you have questions about
student accommodations.
A separate braille script and braille notes are provided with the braille test materials.
Pencils
Ensure that students use No. 2 pencils to complete information on the student grid sheets, sign the Testing Rules
Acknowledgment, and record their responses. Mechanical pencils must NOT be used. Students should bring
No. 2 pencils on the day of the test, but a supply of sharpened No. 2 pencils should also be available.
Watch or Clock
FCAT 2.0 Science is administered in two 80-minute sessions for both grade 5 and grade 8. You will need a watch
or clock to ensure that students are allowed the correct amount of time for each session. Remember that failure to
provide the correct amount of time will likely result in test invalidation.
Security Log
You are required to maintain an accurate Security Log for your testing room. Anyone who enters a room for
the purpose of monitoring a test MUST sign the log for that testing room. This applies to test administrators,
proctors, and anyone who relieves a test administrator, even for a short break, regardless of how much time he
or she spends monitoring a testing room. Remove the Security Log from Appendix C and use it as required. This
document can also be found at www.FLAssessments.com/Spring2015.
Do Not Disturb Sign
Remove the Do Not Disturb sign from Appendix C and post copies at all entrances to the testing room prior
to testing.
Spring 2015 Science Test Administration Manual
23
Test Administrator Responsibilities Before Testing
Electronic Devices Sign
Remove the Electronic Devices sign from Appendix C and post it prior to testing where it will be visible to
all students.
Session Signs
Remove the Session signs from Appendix C and, prior to each test session, post the appropriate sign where it will
be visible to all students.
Cover Sheets
As directed by your school assessment coordinator, use the cover sheets from Appendix C when you separate test
materials. You may copy cover sheets as necessary.
Cover sheets in Appendix C include:
■
Absent Students Cover Sheet
■
TO BE SCORED Cover Sheet
■
Home Education Program TO BE SCORED Cover Sheet
■
McKay Scholarship Program TO BE SCORED Cover Sheet
■
Florida Tax Credit Scholarship Program TO BE SCORED Cover Sheet
■
Virtual School Program TO BE SCORED Cover Sheet
■
NOT TO BE SCORED Cover Sheet
Receive Materials
Your school assessment coordinator will provide you with the materials needed to administer each test session.
Secure materials should be delivered or picked up immediately before the beginning of each test session. Verify
that you have all necessary materials before testing begins.
Refer to the Special Documents Instructions section in Appendix A for materials needed to administer tests to
students using large print, braille, and one-item-per-page documents.
Test Documents and Periodic Tables
If you are administering Grade 5 FCAT 2.0 Science, you will receive test books and answer books. If you are
administering Grade 8 FCAT 2.0 Science, you will receive test books, answer books, and periodic tables.
Test Group Code
Your school assessment coordinator will provide you with a unique four-digit test group code for both sessions
of each subject test. The test group code is used as a security measure to identify groups of students tested
together. You will need to post the same test group code for each test session of a subject test, as indicated in
the test administration scripts, and record the code with your required administration information and on your
seating chart.
24
Spring 2015 Science Test Administration Manual
Test Administrator Responsibilities Before Testing
Calculators
Approved four-function calculators are provided for students in Grade 8 for use on the Science test. Distribute
calculators as indicated in the administration scripts.
Students with visual impairments may use the approved large key/large display or talking calculators supplied
by FDOE. Schools that have not yet accumulated an adequate supply of large key/large display or talking
calculators to accommodate all students with visual impairments may use comparable calculators that are
regularly used in their classrooms. Such calculators must be basic four-function models and must not have
functions that are unavailable on the approved calculators.
No other calculators may be used.
Communicate Testing Policies to
Parents/Guardians and Students
Prior to testing, make sure that students and their parents/guardians understand the following policies:
■
Electronic Devices Policy—If students are found with ANY electronic devices, including, but not limited
to, cell phones and smartphones, during testing OR during breaks, their tests will be invalidated. The
best practice would be for students to leave devices at home or in their lockers on testing days.
■
Leaving Campus—If students leave campus before completing a session (an appointment, or illness, etc.),
they WILL NOT be allowed to complete that session. Students and parents/guardians should be aware
of this policy. If a student does not feel well on the day of testing, it may be best for the student to wait
and be tested on a make-up day. Please make sure parents/guardians are aware of the test administration
schedule and understand that appointments should not be scheduled on testing days.
■
Testing Rules Acknowledgment—Prior to testing, students will be asked to sign below a Testing Rules
Acknowledgment that reads: “I understand the testing rules that were just read to me. If I do not follow
these rules, my test score may be invalidated.”
■
Discussing Test Content After Testing—The last portion of the testing rules read to students before
they sign below the acknowledgment reads, “After the test, you may not reveal details about the test
items to anyone. This includes any type of electronic communication, such as texting, emailing, or
posting online, for example, on websites like Facebook, Twitter, or Instagram. If you are found sharing
information about test items, your test will be invalidated.” Please make sure that students understand
this policy prior to testing, and remind them that discussing the items includes any kind of electronic
communications such as texting, emailing, or posting to blogs or social media websites, etc.
Spring 2015 Science Test Administration Manual
25
Test Administrator Responsibilities During Testing
Test Administrator Responsibilities During Testing
If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she
will NOT be allowed to complete that session, with the exception of students who have a flexible scheduling/
extended time accommodation that specifically allows for a single session of a subject test to be taken over more
than one school day. No other exceptions will be made once the student leaves the school’s campus. If you have
concerns about a student, you should not allow the student to begin. Instead, arrange to administer the session to
that student on a make-up day.
If you have concerns about the testing room, discuss them with your school assessment coordinator prior
to testing.
Read Scripts
There is a separate script for administering each test session. Read the appropriate administration scripts
VERBATIM to students. Please read the important information and adhere to the instructions between the SAY
boxes as you read the script to students.
If school personnel have not already gridded or verified demographic information prior to testing, proceed to
the Script for Gridding a Non-Preidentified Student Grid Sheet or the Script for Verifying a Preidentified Label when
indicated in the administration script. One script is for students to grid their demographic information, and the
other is for students to verify their preidentified student information. When it is determined that all student
information is complete and correct, return to the appropriate administration script. Do not read either script if
school personnel have already gridded or verified student information prior to testing.
You may make necessary modifications to the scripts when testing students who are allowed certain
accommodations. For example, if a student receives a flexible responding accommodation, remove references to
marking the student’s answers in his or her answer document and include the specific instructions the student
is to follow. Modified scripts for students using braille versions of the test are provided with the braille test
materials and are also available in PearsonAccess. Modifications to the regular administration scripts for students
using large print and one-item-per-page test materials are located in Appendix A.
Distribute Materials
Ensure that each student has a No. 2 pencil. Read the appropriate administration script and distribute test
materials when instructed to do so. If you are administering Grade 8 FCAT 2.0 Science, distribute calculators and
periodic tables before testing begins. If test documents are preidentified, make sure that each student receives
the document with his or her name on it. If test documents are not preidentified, distribute them in the order in
which they are packaged.
If you notice that a student was given a preidentified test document not assigned to him or her after testing has
already begun, allow the student to complete the test session, correct your record of required administration
information after testing, and notify your school assessment coordinator.
26
Spring 2015 Science Test Administration Manual
Test Administrator Responsibilities During Testing
Testing Rules Acknowledgment
After you read the testing rules in the script, students will read and sign below a Testing Rules Acknowledgment
on the inside front cover of the test book before testing begins. The Testing Rules Acknowledgment reads:
“I understand the testing rules that were just read to me. If I do not follow these rules, my test score may be
invalidated.” As you read the portion of the script regarding the testing rules acknowledgment, walk around the
room and ensure that all students sign below the acknowledgment.
If a student in your testing room does not acknowledge the testing rules, contact your school assessment
coordinator.
Keep Time
Grades 5 and 8 FCAT 2.0 Science are administered in two 80-minute test sessions. Keep accurate time for each
session. Record the starting and stopping times in the spaces provided in the script, and also display these
times for students. Remember that failure to provide the correct amount of time will likely result in test
invalidation.
Maintain Test Security
Maintain test security at all times and report violations or concerns to your school assessment coordinator
immediately. Adhere to the Test Security Policies and Procedures on pages 12–17, the Statute and Rule in
Appendix B, and the Test Administration and Security Agreement and Test Administrator Prohibited Activities
Agreement that you signed prior to testing. Maintain your record of required administration information, Security
Log, and seating chart during testing.
Supervise Test Administration
Your full attention should be on students at all times during testing. If issues arise during testing, you
may need to use your computer or phone to contact your school assessment coordinator; however, it is not
appropriate to use the computer or phone for any other purpose during a test session. While students are
working, ensure the following:
■
Students have cleared their desks of all materials except the appropriate test materials
■
Students are using only No. 2 pencils (mechanical pencils, ink pens, highlighters, crayons, colored
pencils, markers, correction fluid, etc., are NOT permitted)
■
Students do not have books, notes, scratch paper, or electronic devices of any kind (except approved
four-function calculators, if applicable) during testing or during breaks within a test session, even if they
do not use them
■
Students have signed below the Testing Rules Acknowledgment
■
Students do not talk to other students or make any disturbance
■
Students are working independently
■
Students are working in the correct session and recording their answers in the appropriate area
Spring 2015 Science Test Administration Manual
27
Test Administrator Responsibilities During Testing
Students are permitted to use the blank space in their test books as workspace. Students may also underline
and/or circle words, phrases, etc., in the items; however, ensure that they do not make stray marks near the
answer choice bubbles, timing tracks, or registration marks. Stray marks may interfere with the scanning of the
document. For example, if a student draws a line or an X through an answer that he or she thinks is wrong and
the line extends into a bubble, the stray mark could be scored as the student’s answer.
Discussing Test Items with Students
While you may encourage students to continue working, you may not talk with them about test items or help
them with their answers. If students finish the test before the allotted time for the session has elapsed, you may
encourage them to go back and check their work. You may not provide students with any information that
would allow them to infer the correct answer, such as suggesting that they might want to check their work on
specific items. Further, you may not check through test books or answer books, return them to students after
they have been collected, or discuss test items or answers with students, even after all test materials have been
returned and testing has been completed.
Student Reports a Defective Item
If a student reports a test item that he or she thinks is defective, note the student’s name, grade level, subject,
form number, item number, and basic student concern (e.g., two possible answers, no correct answer); however,
do not review the item on your own. Most concerns result from a student not reading an item carefully; therefore,
encourage the student to reread the item. If the student still thinks that the item is defective, reassure the student
that a flawed item will not be used to calculate student scores. The student should answer the item to the best of
his or her ability and continue with the test. Once testing has ended, inform your school assessment coordinator
of the concern.
After Testing Is Complete
If permitted by your school assessment coordinator, you may allow students to read after they have finished
a session AND their test materials have been collected. Students are not permitted to have paper or to write
after they have finished a session, even after their test materials have been collected. Test materials may not be
returned to students once the materials have been collected.
28
Spring 2015 Science Test Administration Manual
Script for Administering Grade 5 Science Session 1
Grade 5 Science
Session 1
Script for Administering Grade 5 Science Session 1
Script for Administering Grade 5 Science
SESSION
80 minutes
1
When testing students who are allowed certain administration accommodations (e.g., extended time), you must
modify this script with the specific instructions that students are to follow. It is important that you review the
script before testing begins to determine the necessary modifications.
Modifications to this script for students using large print and one-item-per-page test materials are located in
Appendix A of this manual. A modified script for students using a braille version of the test is provided with the
braille test materials and is also available in PearsonAccess.
During this test session, remember the following:
■
Ensure that you have a Security Log, a seating chart, and a form to collect required administration
information for your room. Remember to maintain these documents during testing.
■
If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.),
he or she will NOT be allowed to complete that session. No exceptions will be made once the student
leaves the school’s campus. If you have concerns about a student, you should not allow the student to
begin. Instead, contact your school assessment coordinator for instructions.
■
Provide individual student restroom breaks as needed, and maintain the security of the test during
breaks. The student should close his or her test book and answer book and should not discuss the test or
exchange information about the test with anyone during breaks. Students should not be given access to
electronic devices (e.g., cell phones, smartphones, tablets) during breaks. If a student accesses his or
her electronic device(s) during a break, that student’s test must be invalidated.
Before Testing
1. Display the district name, school name, and the four-digit Session 1 test group code assigned by your school
assessment coordinator.
2. Ensure that the Session 1 and the Electronic Devices signs are visible to all students and that the Do Not
Disturb sign is posted at each entrance to the testing room. (Perforated signs are provided in Appendix C.)
3. Ensure that each student has a No. 2 pencil.
4. Ensure that all student desktops are free of any unauthorized aids (e.g., charts, rulers, dictionaries).
Then,
Say
Today, you will take Session 1 of the Grade 5 Science test. Remove all materials from your desk
except a No. 2 pencil.
Spring 2015 Science Test
Test Administration Manual
29
Grade 5 Science
Session 1
Script for Administering Grade 5 Science Session 1
Say
You may not have any electronic or recording devices at your desk, in your pockets, or anywhere
you can reach them at any time during this test session, even if they are turned off or you do not
use them. Electronic and recording devices include but are not limited to cell phones, smartphones,
tablets, MP3 players, cameras, and any device capable of recording, storing, viewing, or playing
back audio or visual content. If you are found with any electronic or recording devices at any
time, including breaks, your test will not be scored. If you have any devices with you right now,
please turn them off and raise your hand.
If a student raises his or her hand, follow your school’s procedures regarding electronic devices. AT THIS TIME,
ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF.
Distribute the Grade 5 Science answer books.
Follow the instructions in Option A or Option B, depending on whether answer
books have been preidentified.
Option A
If you are distributing answer books with the labels already affixed, or if the student grid sheets have already been gridded, ensure that each student receives the preidentified answer book with his or her name on it.
Then,
Say
Make sure that you have the answer book with your name on it.
OR
Option B
If you are distributing answer books that are not preidentified, distribute them in the
order in which they are packaged.
Contact your school assessment coordinator if you have preidentified answer books that do not belong to
students testing in your room or if you need extra answer books.
After distributing answer books according to Option A OR Option B,
Say
The only materials on your desk should be your No. 2 pencil and your Grade 5 Science Next
Generation Sunshine State Standards Answer Book. Do not open your answer book.
Look at the box in the upper left corner of your answer book. Print your first and last names next to
Student Name.
Print
(name of the school) next to School Name.
Print
(name of the district) next to District Name.
Turn your answer book over. On the back cover, write the Session 1 test group code
boxes. Grid the corresponding bubbles. (Pause�) Now, turn your book back over.
30
in the
Spring 2015 Science Test Administration Manual
The box in the upper left corner of the student grid sheet must be completed by each student even
when a student PreID label is affixed or student demographic information has already been gridded by
school personnel.
If school personnel have not already gridded or verified student information prior to testing, read the Script for
Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on
pages 59–60 before reading the remainder of this script.
After reading either or both scripts, OR if school personnel have already gridded or verified student information,
distribute the Grade 5 Science test books.
Say
Now, the only materials on your desk should be your No. 2 pencil, your Grade 5 Science Next
Generation Sunshine State Standards Test Book, and your Grade 5 Science Next Generation Sunshine State
Standards Answer Book. Do not open your test book or answer book.
Write your name in the lower left corner of your test book.
Now, look at the front cover of your answer book. In the box labeled TEST BOOK FORM
NUMBER, grid the form number of your test book, which is printed on the upper right side of
your test book cover. (Pause�)
Your test book has two seals. Find the first paper seal on the right side of your book. Carefully slide
the eraser end of your pencil under the seal to break it. Do not try to remove any remaining pieces
of the seal.
Pause to make sure that all students break the correct seal and that they do not break the seal for Session 2.
Say
Next, open your test book to page 2. Check each page through page 29 to see that all page numbers
are in order and that there aren’t any missing or upside-down pages. Do not read any of the
questions before the test begins.
If you see any problems, raise your hand. If not, close the book and sit quietly.
Wait until all students finish. If no defective test books are found, continue to the next SAY box. If a defective
test book is found, contact your school assessment coordinator to obtain a replacement, and add the new security
number to your record of required administration information.
Direct the student to write his or her name on the front cover of the replacement test book. The student should
also grid the new test book form number on his or her answer book, making sure to completely erase the
incorrect form number. Set the defective test book aside and return it with all other NOT TO BE SCORED
materials.
Say
Now, open your test book to page 2 again and look at the Testing Rules Acknowledgment at the top
of the page.
Please listen as I read the testing rules. During the test, you must not
■
talk to other students or make any disturbance
■
look at another student’s test book or answer book
■
allow another student to look at your test book or answer book
■
ask for help answering any test questions
■
give help to another student in answering test questions
■
have notes or scratch paper
■
have any electronic or recording devices in your possession at any time, including breaks,
even if you do not use them
Spring 2015 Science Test Administration Manual
31
Grade 5 Science
Session 1
Script for Administering Grade 5 Science Session 1
Grade 5 Science
Session 1
Script for Administering Grade 5 Science Session 1
Say
■
fail to follow any other instructions given
After the test, you may not reveal details about the test items to anyone. This includes any type of
electronic communication, such as texting, emailing, or posting online, for example, on websites
like Facebook, Twitter, or Instagram. If you are found sharing information about test items, your
test will be invalidated.
Are there any questions?
Answer all questions.
Say
Now, read silently as I read the Testing Rules Acknowledgment out loud.
I understand the testing rules that were just read to me. If I do not
follow these rules, my test score may be invalidated.
Now, sign your name on the line next to Signature to indicate that you understand the testing rules.
Pause while students sign their names. If a student does not sign his or her name, contact your school assessment
coordinator.
Say
You’ll have 80 minutes to complete Session 1 of the Science test. Look at Session 1 on page 3 in your
test book. The session number is at the top of each page. You may work only in Session 1.
Now, turn to page 4 and read silently as I read aloud the directions at the top of the page.
Read each question carefully. Use the space in this Test Book to do your
work as needed. Then, mark the space in your Answer Book for the
answer you have chosen. If you change your answer, be sure to erase
completely.
Now close your test book.
Open your answer book to page 2. Check each page to see that all page numbers are in order and
that there aren’t any missing or upside-down pages. If you see any problems, raise your hand.
Wait until all students finish. If no defective answer books are found, continue to the next SAY box. If a
defective answer book is found, contact your school assessment coordinator to obtain a replacement.
Do not remove the student PreID label from the defective answer book. Direct the student to write his or her
name, school name, and district name in the box in the upper left corner and fill in the test book form number on
the front cover of the replacement answer book. After the session has ended, grid all other student information
on the replacement answer book, according to the instructions in the Script for Gridding a Non-Preidentified
Student Grid Sheet on pages 57–58. Set the defective answer book aside and return it with all other NOT TO BE
SCORED materials.
Say
Now, turn to page 3 in your answer book. You’ll see a section titled NGSSS SCIENCE SESSION 1,
which starts with number 1. This is where you’ll mark the answers for this session.
Remember the following:
32
■
Mark your answers directly in your answer book.
■
Mark only the bubble for the answer you choose.
■
Do not make a mark in any of the other bubbles.
■
Do not circle answers. If you circle the answers instead of filling in the bubbles, your
answers will NOT be scored.
■
When you have finished, check through your answers to make sure you have filled in only
one bubble for each question.
Spring 2015 Science Test Administration Manual
Say
Try to answer every question. If you aren’t sure how to answer a question, skip it and keep going.
After you have answered all the other questions, go back and answer any questions you skipped.
No calculators may be used. You may not have scratch paper, but you may use the blank space in
your test book as workspace.
Turn to page 29 in your test book and look at the STOP sign. When you come to this STOP sign on
page 29, you have finished Session 1. It is very important that you do not go on to Session 2. The
pages of Session 2 are sealed. Do not break this seal. If you complete Session 1 before time is called,
go back and check your work. Now close your book.
Please raise your hand if you have any questions.
Answer all questions.
Read OPTION A, B, or C based on instructions from your school assessment
coordinator.
Option A
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and sit quietly until I tell you that this session has ended.
Please raise your hand if you have any questions.
OR
Option B
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and answer book, I will
not be able to return them to you. Then you must sit quietly until I tell you
that this session has ended.
Please raise your hand if you have any questions.
OR
Option C
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and answer book, I will
not be able to return them to you. Then you must sit quietly until I tell you
that this session has ended. You may read, but you may not write.
Please raise your hand if you have any questions.
Spring 2015 Science Test Administration Manual
33
Grade 5 Science
Session 1
Script for Administering Grade 5 Science Session 1
Grade 5 Science
Session 1
Script for Administering Grade 5 Science Session 1
Answer all questions.
Say
Remember, you have 80 minutes to complete Session 1, and we will take a short stretch break after
40 minutes of testing.
Now, turn to page 4 in your test book and begin working.
Complete the following:
STARTING time:
Add 40 minutes:
+40 minutes
Time to call a break:
TIME TESTING RESUMES:
Add 30 minutes:
+30 minutes
Time for 10-minute reminder:
Add 10 minutes:
+10 minutes
STOPPING time:
Display the STARTING and STOPPING times for students.
During testing, do not use cell phones, classroom phones, or computers (except to contact your school assessment
coordinator). Do not check email, grade papers, etc. Your full attention should be on students AT ALL TIMES.
Although it is your responsibility to ensure that students are working independently and in the correct session,
you are prohibited from reading the contents of the test books and answer books before, during, and after the
test.
After 40 minutes from the STARTING time,
Say
STOP. Put your pencil down and close your test book and answer book. You may stand and stretch,
but do not talk.
After a short break,
Say
Now be seated. You still have 40 minutes to complete Session 1, and I’ll let you know when you
have 10 minutes left.
Open your test book and your answer book and find the place where you left off. You may now
continue working.
After 30 minutes,
Say
You have 10 minutes to complete Session 1. Remember, do not go on to Session 2.
After 10 more minutes,
Say
34
STOP. Put your pencil down and close your test book and answer book.
Spring 2015 Science Test Administration Manual
Complete the following steps:
1. Make sure that each student returns his or her test book and answer book, and indicate on your record of
required administration information that each test book is returned.
2. Report any missing test materials and/or test security irregularities to your school assessment coordinator
immediately.
3. Ensure that the box in the top left corner of the student grid sheet has been completed by each student and
that the gridded or preidentified information is accurate and complete, as described on pages 4–8.
4. Return all materials to your school assessment coordinator until the beginning of Session 2.
Spring 2015 Science Test Administration Manual
35
Grade 5 Science
Session 1
Script for Administering Grade 5 Science Session 1
36
Spring 2015 Science Test Administration Manual
Script for Administering Grade 5 Science Session 2
Script for Administering Grade 5 Science Session 2
Script for Administering Grade 5 Science
SESSION
80 minutes
2
When testing students who are allowed certain administration accommodations (e.g., extended time), you must
modify this script with the specific instructions that students are to follow. It is important that you review the
script before testing begins to determine the necessary modifications.
During this test session, remember the following:
■
Ensure that you have a Security Log, a seating chart, and a form to collect required administration
information for your room. Remember to maintain these documents during testing.
■
If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.),
he or she will NOT be allowed to complete that session. No exceptions will be made once the student
leaves the school’s campus. If you have concerns about a student, you should not allow the student to
begin. Instead, contact your school assessment coordinator for instructions.
■
Provide individual student restroom breaks as needed, and maintain the security of the test during
breaks. The student should close his or her test book and answer book and should not discuss the test or
exchange information about the test with anyone during breaks. Students should not be given access to
electronic devices (e.g., cell phones, smartphones, tablets) during breaks. If a student accesses his or
her electronic device(s) during a break, that student’s test must be invalidated.
Before Testing
1. Collect the test books and answer books from your school assessment coordinator. Verify that you have all
materials you were assigned.
2. Ensure that the Session 2 and the Electronic Devices signs are visible to all students and that the Do Not
Disturb sign is posted at each entrance to the testing room. (Perforated signs are provided in Appendix C.)
3. Display the four-digit Session 2 test group code assigned by your school assessment coordinator.
4. Ensure that each student has a No. 2 pencil.
5. Ensure that all student desktops are free of any unauthorized aids (e.g., charts, rulers, dictionaries).
Then,
Say
Today, you will take Session 2 of the Grade 5 Science test. If you have not taken Session 1 of the
Grade 5 Science test, please raise your hand.
If a student raises his or her hand, contact your school assessment coordinator.
Spring 2015 Science Test Administration Manual
37
Grade 5 Science
Session 2
Modifications to this script for students using large print and one-item-per-page test materials are located in
Appendix A of this manual. A modified script for students using a braille version of the test is provided with the
braille test materials and is also available in PearsonAccess.
Script for Administering Grade 5 Science Session 2
Say
Remove all materials from your desk except a No. 2 pencil.
You may not have any electronic or recording devices at your desk, in your pockets, or anywhere
you can reach them at any time during this test session, even if they are turned off or you do not
use them. Electronic and recording devices include but are not limited to cell phones, smartphones,
tablets, MP3 players, cameras, and any device capable of recording, storing, viewing, or playing
back audio or visual content. If you are found with any electronic or recording devices at any
time, including breaks, your test will not be scored. If you have any devices with you right now,
please turn them off and raise your hand.
Grade 5 Science
Session 2
If a student raises his or her hand, follow your school’s procedures regarding electronic devices. AT THIS TIME,
ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF.
Distribute the Grade 5 Science test books and answer books. Each student should receive the books with his or
her name on them.
Contact your school assessment coordinator if you have books that do not belong to students testing in your
room.
Say
The only materials on your desk should be your No. 2 pencil, your Grade 5 Science test book, and
your Grade 5 Science answer book. Make sure you have the test book and answer book with your
name on them. You may not change any answers from Session 1. Do not open your books.
Turn your answer book over. On the back cover, write the Session 2 test group code
boxes. Grid the corresponding bubbles. (Pause�) Now, turn your book back over.
in the
Open your test book and carefully slide the eraser end of your pencil under the remaining seal to
break it.
Pause to make sure that all students break the seal correctly.
Say
Turn to Session 2 on page 31 in your test book. Check each page through the end of the book to see
that all page numbers are in order and that there aren’t any missing or upside-down pages. If you
see any problems, raise your hand. If not, close your book and sit quietly.
Wait until all students finish. If no defective test books are found, continue to the next SAY box. If a defective
test book is found, contact your school assessment coordinator to obtain a replacement, and add the new security
number to your record of required administration information.
Give the student a test book with the same form number. Direct the student to write his or her name on the front
cover of the replacement test book. Set the defective test book aside and return it with all other NOT TO BE
SCORED materials.
Say
You’ll have 80 minutes to complete Session 2 of the Science test. The session number is at the top of
each page. You may work only in Session 2. Now close your test book.
Open your answer book to page 5 and you’ll see a section titled NGSSS SCIENCE SESSION 2,
which starts with number 34. This is where you’ll mark answers for this session.
Fill in the bubble completely for the answer you choose. If you change any answers, be sure to
erase completely.
Remember the following:
■
38
Mark your answers directly in your answer book.
Spring 2015 Science Test Administration Manual
Script for Administering Grade 5 Science Session 2
Say
■
Mark only the bubble for the answer you choose.
■
Do not make a mark in any of the other bubbles.
■
Do not circle answers. If you circle the answers instead of filling in the bubbles, your answers will NOT be scored.
■
When you have finished, check through your answers in this session only to make sure you
have filled in only one bubble for each question.
Try to answer every question. If you aren’t sure how to answer a question, skip it and keep going.
After you have answered all the other questions, go back and answer any questions you skipped in
this session only.
No calculators may be used. You may not have scratch paper, but you may use the blank space in
your test book as workspace.
Before taking Session 1 of this test, you signed below the Testing Rules Acknowledgment to
indicate that you understand the testing rules. These testing rules are also in place for Session 2 of
the test. Please remember that during this test session you must not
■
work in Session 1
■
talk to other students or make any disturbance
■
look at another student’s test book or answer book
■
allow another student to look at your test book or answer book
■
ask for help answering any test questions
■
give help to another student in answering test questions
■
have notes or scratch paper
■
have any electronic or recording devices in your possession at any time, including breaks,
even if you do not use them
■
fail to follow any other instructions given
Grade 5 Science
Session 2
When you come to the STOP sign in your test book, you have finished Session 2. If you complete
Session 2 before time is called, go back and check your work. Do not go back and work in Session 1.
After the test, you may not reveal details about the test items to anyone. Remember, this includes
any type of electronic communication, such as texting, emailing, or posting online, for example,
on websites like Facebook, Twitter, or Instagram. If you are found sharing information about test
items, your test will be invalidated.
Please raise your hand if you have any questions.
Answer all questions.
Read OPTION A, B, or C based on instructions from your school assessment coordinator.
Option A
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and sit quietly until I tell you that this session has ended.
Please raise your hand if you have any questions.
Spring 2015 Science Test Administration Manual
39
Script for Administering Grade 5 Science Session 2
OR
Option B
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and answer book, I will
not be able to return them to you. Then you must sit quietly until I tell you
that this session has ended.
Please raise your hand if you have any questions.
Grade 5 Science
Session 2
OR
Option C
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and answer book, I will
not be able to return them to you. Then you must sit quietly until I tell you
that this session has ended. You may read, but you may not write.
Please raise your hand if you have any questions.
Answer all questions.
Say
Remember, you have 80 minutes to complete Session 2, and we will take a short stretch break after
40 minutes of testing.
Now, turn to page 32 in your test book and begin working.
Complete the following:
STARTING time:
Add 40 minutes:
+40 minutes
Time to call a break:
TIME TESTING RESUMES:
Add 30 minutes:
+30 minutes
Time for 10-minute reminder:
Add 10 minutes:
+10 minutes
STOPPING time:
Display the STARTING and STOPPING times for students.
During testing, do not use cell phones, classroom phones, or computers (except to contact your school assessment
coordinator). Do not check email, grade papers, etc. Your full attention should be on students AT ALL TIMES.
Although it is your responsibility to ensure that students are working independently and in the correct session,
you are prohibited from reading the contents of the test books and answer books before, during, and after the
test.
40
Spring 2015 Science Test Administration Manual
Script for Administering Grade 5 Science Session 2
After 40 minutes from the STARTING time,
Say
STOP. Put your pencil down and close your test book and answer book. You may stand and stretch,
but do not talk.
After a short break,
Say
Now be seated. You still have 40 minutes to complete Session 2, and I’ll let you know when you
have 10 minutes left.
Open your test book and your answer book and find the place where you left off. You may now
continue working.
After 30 minutes,
Grade 5 Science
Session 2
Say
You have 10 minutes to complete Session 2. Remember, do not go back to Session 1.
After 10 more minutes,
Say
STOP. Put your pencil down and close your test book and answer book.
Complete the following steps:
1. Make sure that each student returns his or her test book and answer book, and indicate on your record of
required administration information that each test book is returned.
2. Report any missing test materials and/or test security irregularities to your school assessment coordinator
immediately.
3. Ensure that the box in the top left corner of the student grid sheet has been completed by each student and
that the gridded or preidentified information is accurate and complete, as described on pages 4–8.
4. Record the accommodations provided to students and the accommodations used by students on your record
of required administration information. Use the following accommodations codes to record this information:
For ESE/504 students:
1-FP = Flexible Presentation
1-FR = Flexible Responding
1-FSC = Flexible Scheduling
1-FSE = Flexible Setting
1-AD = Assistive Devices
For ELL students:
2-FSC = Flexible Scheduling
2-FSE = Flexible Setting
2-AHL = Assistance in Heritage Language
2-ADI = Approved Dictionary
5. Grid only the accommodations used by students on the student grid sheets.
6. Return all materials to your school assessment coordinator, as described on pages 61–62.
Spring 2015 Science Test Administration Manual
41
42
Spring 2015 Science Test Administration Manual
Script for Administering Grade 8 Science Session 1
Script for Administering Grade 8 Science Session 1
Script for Administering Grade 8 Science
SESSION
80 minutes
1
When testing students who are allowed certain administration accommodations (e.g., extended time), you must
modify this script with the specific instructions that students are to follow. It is important that you review the
script before testing begins to determine the necessary modifications.
Modifications to this script for students using large print and one-item-per-page test materials are located in
Appendix A of this manual. A modified script for students using a braille version of the test is provided with the
braille test materials and is also available in PearsonAccess.
During this test session, remember the following:
■
Ensure that you have a Security Log, a seating chart, and a form to collect required administration
information for your room. Remember to maintain these documents during testing.
■
If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.),
he or she will NOT be allowed to complete that session. No exceptions will be made once the student
leaves the school’s campus. If you have concerns about a student, you should not allow the student to
begin. Instead, contact your school assessment coordinator for instructions.
■
Provide individual student restroom breaks as needed, and maintain the security of the test during
breaks. The student should close his or her test book and answer book and should not discuss the test or
exchange information about the test with anyone during breaks. Students should not be given access to
electronic devices (e.g., cell phones, smartphones, tablets) during breaks. If a student accesses his or
her electronic device(s) during a break, that student’s test must be invalidated.
1. Display the district name, school name, and the four-digit Session 1 test group code assigned by your school
assessment coordinator.
2. Ensure that the Session 1 and the Electronic Devices signs are visible to all students and that the Do Not
Disturb sign is posted at each entrance to the testing room. (Perforated signs are provided in Appendix C.)
3. Ensure that each student has a No. 2 pencil.
4. Provide students with approved four-function calculators.
5. Ensure that all student desktops are free of any unauthorized aids (e.g., charts, rulers, dictionaries).
Then,
Say
Today, you will take the Grade 8 Science test. Now, you’re going to take Session 1 of the test.
Remove all materials from your desk except a No. 2 pencil and your calculator.
Spring 2015 Science Test
Test Administration Manual
43
Grade 8 Science
Session 1
Before Testing
Script for Administering Grade 8 Science Session 1
Say
You may not have any electronic or recording devices, except your approved four-function
calculator, at your desk, in your pockets, or anywhere you can reach them at any time during this
test session, even if they are turned off or you do not use them. Electronic and recording devices
include but are not limited to cell phones, smartphones, tablets, MP3 players, cameras, and any
device capable of recording, storing, viewing, or playing back audio or visual content. If you are
found with any electronic or recording devices at any time, including breaks, your test will not
be scored. If you have any devices with you right now, please turn them off and raise your hand.
If a student raises his or her hand, follow your school’s procedures regarding electronic devices. AT THIS TIME,
ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF.
Distribute the Grade 8 Science answer books.
Follow the instructions in Option A or Option B, depending on whether answer
books have been preidentified.
Option A
If you are distributing answer books with the labels already affixed, or if the student grid sheets have already been gridded, ensure that each student receives the preidentified answer book with his or her name on it.
Then,
Say
Make sure that you have the answer book with your name on it.
Grade 8 Science
Session 1
OR
Option B
If you are distributing answer books that are not preidentified, distribute them in the
order in which they are packaged.
Contact your school assessment coordinator if you have preidentified answer books that do not belong to
students testing in your room or if you need extra answer books.
After distributing answer books according to Option A OR Option B,
Say
The only materials on your desk should be your No. 2 pencil, your Grade 8 Science Next Generation
Sunshine State Standards Answer Book, and your approved four-function calculator. Do not open
your answer book.
Look at the box in the upper left corner of your answer book. Print your first and last names next to
Student Name.
Print
(name of the school) next to School Name.
Print
(name of the district) next to District Name.
Turn your answer book over. On the back cover, write the Session 1 test group code
boxes. Grid the corresponding bubbles. (Pause�) Now, turn your book back over.
44
in the
Spring 2015 Science Test Administration Manual
Script for Administering Grade 8 Science Session 1
The box in the upper left corner of the student grid sheet must be completed by each student even
when a student PreID label is affixed or student demographic information has already been gridded by
school personnel.
If school personnel have not already gridded or verified student information prior to testing, read the Script for
Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on
pages 59–60 before reading the remainder of this script.
After reading either or both scripts, OR if school personnel have already gridded or verified student information,
distribute the Grade 8 Science test books and copies of the Periodic Table of the Elements.
Say
Now, the only materials on your desk should be your No. 2 pencil, your Grade 8 Science Next
Generation Sunshine State Standards Test Book, your Grade 8 Science Next Generation Sunshine State
Standards Answer Book, your Periodic Table of the Elements, and your approved four-function
calculator. No other calculator may be used. Do not open your test book or answer book.
First, write your name in the lower left corner of your test book.
Look at the front cover of your answer book. In the box labeled TEST BOOK FORM NUMBER,
grid the form number of your test book, which is printed on the upper right side of your test book
cover. (Pause�)
Find the plastic pull tab on the right side of your test book. Gently pull the tab OUT and DOWN.
Do not try to remove any remaining pieces of the plastic.
Make sure that all students pull the tabs correctly. If a student tears his or her book, obtain a replacement book
from your school assessment coordinator and record the new security number with your required administration
information.
Say
Next, open your test book to page 2. Check each page through the end of the book to see that all
page numbers are in order and that there aren’t any missing or upside-down pages. Do not read
any of the questions before the test begins.
Wait until all students finish. If no defective test books are found, continue to the next SAY box. If a defective
test book is found, contact your school assessment coordinator to obtain a replacement, and add the new security
number to your record of required administration information.
Direct the student to write his or her name on the front cover of the replacement test book. The student should
also grid the new test book form number on his or her answer book, making sure to completely erase the
incorrect form number. Set the defective test book aside and return it with all other NOT TO BE SCORED
materials.
Say
Now, open your test book to page 2 again and look at the Testing Rules Acknowledgment at the top
of the page.
Please listen as I read the testing rules. During the test, you must not
■
talk to other students or make any disturbance
■
look at another student’s test book or answer book
■
allow another student to look at your test book or answer book
■
ask for help answering any test questions
■
give help to another student in answering test questions
■
have notes or scratch paper
Spring 2015 Science Test Administration Manual
45
Grade 8 Science
Session 1
If you see any problems, raise your hand. If not, close the book and sit quietly.
Script for Administering Grade 8 Science Session 1
Say
■
have any electronic or recording devices in your possession at any time, including breaks,
even if you do not use them
■
fail to follow any other instructions given
After the test, you may not reveal details about the test items to anyone. This includes any type of
electronic communication, such as texting, emailing, or posting online, for example, on websites
like Facebook, Twitter, or Instagram. If you are found sharing information about test items, your
test will be invalidated.
Are there any questions?
Answer all questions.
Say
Now, read silently as I read the Testing Rules Acknowledgment out loud.
I understand the testing rules that were just read to me. If I do not
follow these rules, my test score may be invalidated.
Now, sign your name on the line next to Signature to indicate that you understand the testing rules.
Pause while students sign their names. If a student does not sign his or her name, contact your school assessment
coordinator.
Say
You’ll have 80 minutes to complete Session 1 of the Science test.
Look at page 3 in your test book. The picture of the four-function calculator indicates the function
of each of the keys.
Grade 8 Science
Session 1
Note that some calculators display the negative sign to the right of the numbers rather than to
the left. Let’s perform a calculator check. Key in the subtraction problem three minus seven. Your
calculator will display the answer as a 4 followed by a negative sign or as a negative sign followed
by a 4 (4 – or – 4). Either is correct.
The bottom half of the page lists HELPFUL HINTS FOR USING A FOUR-FUNCTION
CALCULATOR. Take a moment to read through the list of hints. You may refer to this page at any
time during the test.
Pause to allow students time to review the list.
Say
Look at Session 1 on page 5 in your test book. The session number is at the top of each page. You
may work only in Session 1.
Turn to page 6 and read silently as I read aloud the directions at the top of the page.
Read each question carefully. Use the space in this Test Book to do your
work as needed. Then, mark the space in your Answer Book for the
answer you have chosen. If you change your answer, be sure to erase
completely.
Now close your test book.
Now look at your Periodic Table of the Elements. Write your name and today’s date in the upper right
corner. You may refer to this sheet at any time during the Science test.
Open your answer book to page 2. Check each page to see that all page numbers are in order and
that there aren’t any missing or upside-down pages.
46
Spring 2015 Science Test Administration Manual
Script for Administering Grade 8 Science Session 1
Say
If you see any problems, raise your hand.
Wait until all students finish. If no defective answer books are found, continue to the next SAY box. If a
defective answer book is found, contact your school assessment coordinator to obtain a replacement.
Do not remove the student PreID label from the defective answer book. Direct the student to write his or her
name, school name, and district name in the box in the upper left corner and fill in the test book form number on
the front cover of the replacement answer book. After the session has ended, grid all other student information
on the replacement answer book, according to the instructions in the Script for Gridding a Non-Preidentified
Student Grid Sheet on pages 57–58. Set the defective book aside and return it with all other NOT TO BE SCORED
materials.
Say
Now, turn to page 3 in your answer book. You’ll see a section titled NGSSS SCIENCE SESSION 1,
which starts with number 1. This is where you’ll mark the answers for this session.
Remember the following:
■
Mark your answers directly in your answer book.
■
Mark only the bubble for the answer you choose.
■
Do not make a mark in any of the other bubbles.
■
Do not circle answers. If you circle the answers instead of filling in the bubbles, your
answers will NOT be scored.
■
When you have finished, check through your answers to make sure you have filled in only
one bubble for each question.
Try to answer every question. If you aren’t sure how to answer a question, skip it and keep going.
After you have answered all the other questions, go back and answer any questions you skipped.
You may not have scratch paper, but you may use the blank space in your test book as workspace.
Grade 8 Science
Session 1
Now, turn to page 32 in your test book and look at the STOP sign. When you come to this STOP
sign on page 32, you have finished Session 1. Do not go on to Session 2. If you complete Session 1
before time is called, go back and check your work. Now close your book.
Please raise your hand if you have any questions.
Answer all questions.
Read OPTION A, B, or C based on instructions from your school assessment
coordinator.
Option A
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and sit quietly until I tell you that this session has ended.
Please raise your hand if you have any questions.
OR
Spring 2015 Science Test Administration Manual
47
Script for Administering Grade 8 Science Session 1
Option B
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and your answer book, I
will not be able to return them to you. Then you must sit quietly until I tell
you that this session has ended.
Please raise your hand if you have any questions.
OR
Option C
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and answer book, I will
not be able to return them to you. Then you must sit quietly until I tell you
that this session has ended. You may read, but you may not write.
Please raise your hand if you have any questions.
Answer all questions.
Say
Remember, you have 80 minutes to complete Session 1, and we will take a short stretch break after
40 minutes of testing.
Grade 8 Science
Session 1
Now, turn to page 6 in your test book and begin working.
Complete the following:
STARTING time:
Add 40 minutes:
+40 minutes
Time to call a break:
TIME TESTING RESUMES:
Add 30 minutes:
+30 minutes
Time for 10-minute reminder:
Add 10 minutes:
+10 minutes
STOPPING time:
Display the STARTING and STOPPING times for students.
During testing, do not use cell phones, classroom phones, or computers (except to contact your school assessment
coordinator). Do not check email, grade papers, etc. Your full attention should be on students AT ALL TIMES.
Although it is your responsibility to ensure that students are working independently and in the correct session,
you are prohibited from reading the contents of the test books and answer books before, during, and after the
test.
48
Spring 2015 Science Test Administration Manual
Script for Administering Grade 8 Science Session 1
After 40 minutes from the STARTING time,
Say
STOP. Put your pencil down and close your test book and answer book. You may stand and stretch,
but do not talk.
After a short break,
Say
Now be seated. You still have 40 minutes to complete Session 1, and I’ll let you know when you
have 10 minutes left.
Open your test book and your answer book and find the place where you left off. You may now
continue working.
After 30 minutes,
Say
You have 10 minutes to complete Session 1. Remember, do not go on to Session 2.
After 10 more minutes,
Say
STOP. Put your pencil down, place the Periodic Table of the Elements inside your test book, and close
your test book and answer book.
Provide students with a break before Session 2.
You are responsible for maintaining the security of the test during the break between sessions. If an extended
break such as lunch occurs, all test materials should be collected and verified. All test materials must be placed
in locked storage until testing resumes.
1. Make sure that each student returns his or her test book, answer book, periodic table, and approved fourfunction calculator, and indicate on your record of required administration information that each test book
is returned.
2. Report any missing test materials and/or test security irregularities to your school assessment coordinator
immediately.
3. Ensure that the box in the top left corner of the student grid sheet has been completed by each student and
that the gridded or preidentified information is accurate and complete, as described on pages 4–8.
4. Return all materials to your school assessment coordinator until the beginning of Session 2.
Spring 2015 Science Test Administration Manual
49
Grade 8 Science
Session 1
IF THE MATERIALS ARE COLLECTED BEFORE SESSION 2:
50
Spring 2015 Science Test Administration Manual
Script for Administering Grade 8 Science Session 2
Script for Administering Grade 8 Science Session 2
Script for Administering Grade 8 Science
SESSION
80 minutes
2
When testing students who are allowed certain administration accommodations (e.g., extended time), you must
modify this script with the specific instructions that students are to follow. It is important that you review the
script before testing begins to determine the necessary modifications.
Modifications to this script for students using large print and one-item-per-page test materials are located in
Appendix A of this manual. A modified script for students using a braille version of the test is provided with the
braille test materials and is also available in PearsonAccess.
During this test session, remember the following:
■
Ensure that you have a Security Log, a seating chart, and a form to collect required administration
information for your room. Remember to maintain these documents during testing.
■
If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.),
he or she will NOT be allowed to complete that session. No exceptions will be made once the student
leaves the school’s campus. If you have concerns about a student, you should not allow the student to
begin. Instead, contact your school assessment coordinator for instructions.
■
Provide individual student restroom breaks as needed, and maintain the security of the test during
breaks. The student should close his or her test book and answer book and should not discuss the test or
exchange information about the test with anyone during breaks. Students should not be given access to
electronic devices (e.g., cell phones, smartphones, tablets) during breaks. If a student accesses his or
her electronic device(s) during a break, that student’s test must be invalidated.
Before Testing
1. If you returned materials between sessions, collect the test books, answer books, Periodic Tables of the Elements,
and approved four-function calculators from your school assessment coordinator. Verify that you have all
materials you were assigned.
2. Ensure that the Session 2 and the Electronic Devices signs are visible to all students and that the Do Not
Disturb sign is posted at each entrance to the testing room. (Perforated signs are provided in Appendix C.)
3. Display the four-digit Session 2 test group code assigned by your school assessment coordinator.
4. Ensure that each student has a No. 2 pencil.
5. Provide students with approved four-function calculators.
6. Ensure that all student desktops are free of any unauthorized aids (e.g., charts, rulers, dictionaries).
Then,
Grade 8 Science
Session 2
Say
Now, you will take Session 2 of the Grade 8 Science test. If you have not taken Session 1 of the
Grade 8 Science test, please raise your hand.
If a student raises his or her hand, contact your school assessment coordinator.
Spring 2015 Science Test
Test Administration Manual
51
Script for Administering Grade 8 Science Session 2
Say
Remove all materials from your desk except a No. 2 pencil and your calculator.
You may not have any electronic or recording devices, except your approved four-function
calculator, at your desk, in your pockets, or anywhere you can reach them at any time during this
test session, even if they are turned off or you do not use them. Electronic and recording devices
include but are not limited to cell phones, smartphones, tablets, MP3 players, cameras, and any
device capable of recording, storing, viewing, or playing back audio or visual content. If you are
found with any electronic or recording devices at any time, including breaks, your test will not
be scored. If you have any devices with you right now, please turn them off and raise your hand.
If a student raises his or her hand, follow your school’s procedures regarding electronic devices. AT THIS TIME,
ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF.
Distribute the Grade 8 Science test books, Grade 8 Science answer books, and periodic tables. Each student
should receive the test book, answer book, and periodic table with his or her name on them.
Contact your school assessment coordinator if you have books that do not belong to students testing in your
room.
Say
The only materials on your desk should be your No. 2 pencil, your Grade 8 Science test book, your
Grade 8 Science answer book, your Periodic Table of the Elements, and your approved four-function
calculator. No other calculator may be used. Make sure you have the test book, answer book, and
periodic table with your name on them. You may not change any answers from Session 1. Do not
open your test book or answer book.
Turn your answer book over. On the back cover, write the Session 2 test group code
boxes. Grid the corresponding bubbles. (Pause�) Now, turn your book back over.
in the
You’ll have 80 minutes to complete Session 2 of the Science test.
Look at Session 2 on page 33 in your test book. The session number is at the top of each page. You
may work only in Session 2. Now close your book.
Remember, read each question carefully and use the space in your test book to do your work as
needed. Mark the space in your answer book for the answer you have chosen. If you change your
answer, be sure to erase completely.
Open your answer book to page 5 and you’ll see a section titled NGSSS SCIENCE SESSION 2,
which starts with number 34. This is where you’ll mark the answers for this session.
Grade 8 Science
Session 2
Remember the following:
■
Mark your answers directly in your answer book.
■
Mark only the bubble for the answer you choose.
■
Do not make a mark in any of the other bubbles.
■
Do not circle answers. If you circle the answers instead of filling in the bubbles, your
answers will NOT be scored.
■
When you have finished, check through your answers in this session only to make sure you
have filled in only one bubble for each question.
Try to answer every question. If you aren’t sure how to answer a question, skip it and keep going.
After you have answered all the other questions, go back and answer any questions you skipped in
this session only.
You may not have scratch paper, but you may use the blank space in your test book as workspace.
52
Spring 2015 Science Test Administration Manual
Script for Administering Grade 8 Science Session 2
Say
You may continue to use your Periodic Table of the Elements at any time during this session.
When you come to the STOP sign in your test book, you have finished Session 2. If you complete
Session 2 before time is called, go back and check your work. Do not go back and work in Session 1.
Before taking Session 1 of this test, you signed below the Testing Rules Acknowledgment to
indicate that you understand the testing rules. These testing rules are also in place for Session 2 of
the test. Please remember that during this test session you must not
■
work in Session 1
■
talk to other students or make any disturbance
■
look at another student’s test book or answer book
■
allow another student to look at your test book or answer book
■
ask for help answering any test questions
■
give help to another student in answering test questions
■
have notes or scratch paper
■
have any electronic or recording devices in your possession at any time, including breaks,
even if you do not use them
■
fail to follow any other instructions given
After the test, you may not reveal details about the test items to anyone. Remember, this includes
any type of electronic communication, such as texting, emailing, or posting online, for example,
on websites like Facebook, Twitter, or Instagram. If you are found sharing information about test
items, your test will be invalidated.
Please raise your hand if you have any questions.
Answer all questions.
Read OPTION A, B, or C based on instructions from your school assessment coordinator.
Option A
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and sit quietly until I tell you that this session has ended.
Please raise your hand if you have any questions.
OR
Option B
Say
Grade 8 Science
Session 2
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and answer book, I will
not be able to return them to you. Then you must sit quietly until I tell you
that this session has ended.
Please raise your hand if you have any questions.
Spring 2015 Science Test Administration Manual
53
Script for Administering Grade 8 Science Session 2
OR
Option C
Say
When you have finished this session, review your work carefully and
make sure you have answered every question. Then, close your test book
and answer book and raise your hand. I’ll come and collect your test
materials. Once I have collected your test book and answer book, I will
not be able to return them to you. Then you must sit quietly until I tell you
that this session has ended. You may read, but you may not write.
Please raise your hand if you have any questions.
Answer all questions.
Say
Remember, you have 80 minutes to complete Session 2, and we will take a short stretch break after
40 minutes of testing.
Now, turn to page 34 in your test book and begin working.
Complete the following:
STARTING time:
Add 40 minutes:
+40 minutes
Time to call a break:
TIME TESTING RESUMES:
Add 30 minutes:
+30 minutes
Time for 10-minute reminder:
Add 10 minutes:
+10 minutes
STOPPING time:
Display the STARTING and STOPPING times for students.
During testing, do not use cell phones, classroom phones, or computers (except to contact your school assessment
coordinator). Do not check email, grade papers, etc. Your full attention should be on students AT ALL TIMES.
Although it is your responsibility to ensure that students are working independently and in the correct session,
you are prohibited from reading the contents of the test books and answer books before, during, and after the
test.
After 40 minutes from the STARTING time,
Say
STOP. Put your pencil down and close your test book and answer book. You may stand and stretch,
but do not talk.
Grade 8 Science
Session 2
After a short break,
Say
Now be seated. You still have 40 minutes to complete Session 2, and I’ll let you know when you
have 10 minutes left.
Open your test book and your answer book and find the place where you left off. You may now
continue working.
54
Spring 2015 Science Test Administration Manual
Script for Administering Grade 8 Science Session 2
After 30 minutes,
Say
You have 10 minutes to complete Session 2. Remember, do not go back to Session 1.
After 10 more minutes,
Say
STOP. Put your pencil down and close your test book and answer book, and place your periodic
table on top of your books.
Complete the following steps:
1. Make sure that each student returns his or her test book, answer book, periodic table, and approved fourfunction calculator, and indicate on your record of required administration information that each test book
is returned.
2. Keep periodic tables in a separate stack and, if necessary, remove any stray sheets from test documents.
3. Report any missing test materials and/or test security irregularities to your school assessment coordinator
immediately.
4. Ensure that the box in the top left corner of the student grid sheet has been completed by each student and
that the gridded or preidentified information is accurate and complete, as described on pages 4–8.
5. Record the accommodations provided to students and the accommodations used by students on your record
of required administration information. Use the following accommodations codes to record this information:
For ESE/504 students:
1-FP = Flexible Presentation
1-FR = Flexible Responding
1-FSC = Flexible Scheduling
1-FSE = Flexible Setting
1-AD = Assistive Devices
For ELL students:
2-FSC = Flexible Scheduling
2-FSE = Flexible Setting
2-AHL = Assistance in Heritage Language
2-ADI = Approved Dictionary
6. Grid only the accommodations used by students on the student grid sheets.
7. Return all materials to your school assessment coordinator, as described on pages 61–62.
Grade 8 Science
Session 2
Spring 2015 Science Test Administration Manual
55
56
Spring 2015 Science Test Administration Manual
Script for Gridding a
Non-Preidentified
Student Grid Sheet
Do not read this script if school personnel have already gridded the student information prior to testing.
Display the district and school number as a six-digit number for use later in this script. If students from special
programs (e.g., FTC Scholarship, McKay Scholarship, Home Education, virtual school programs) are testing at
your school, ensure that they use the appropriate district and school numbers for their programs. See the table on
page 5 for the correct numbers.
Say
Now, you’ll be completing information on the front of your answer document. It is very important
that you record the information correctly. Listen carefully as I read the instructions and raise your
hand if you have any questions. Mark only in the spaces that I tell you to mark.
In the section labeled LAST NAME, print your last name. Starting at the left, print one letter of
your name in each box. If your last name has more than twelve letters, print only the first twelve
letters. If you don’t need all the boxes, leave the last boxes blank. In the section labeled FIRST
NAME, print each letter of your full, legal first name. Do not use a nickname. If your full, legal first
name has more than eleven letters, print only the first eleven letters. In the box labeled M, print the
first letter of your middle name. If you don’t have a middle name, leave the box blank.
Now, grid the corresponding bubble in the column below each letter of your full, legal name. If any
box is empty, don’t grid a bubble.
In the box labeled DISTRICT/SCHOOL NUMBER, write our six-digit district/school number. The
district/school number is
. It is displayed for you. Now, grid the corresponding bubble in
the column below each number.
Look at the SOCIAL SECURITY NUMBER OR FLORIDA STUDENT NUMBER box. If you have
a Social Security Number, write the nine-digit number followed by an X in the boxes. If you don’t
have a Social Security Number, write your ten-digit Florida Student Number in the boxes. Now,
grid the corresponding bubble in the column below each box.
If a student does not know his or her Social Security Number or Florida Student Number, instruct the student
to leave this field blank. After testing, fill in the correct number before returning materials to your school
assessment coordinator.
Say
In the box labeled DATE OF BIRTH, grid the bubble for the month you were born, and write in
the two-digit day and the last two digits of the year you were born. If the day you were born is
a one-digit number, put a zero in the first box and the number in the second box. Now, grid the
corresponding bubble in the column below each box.
In the box labeled GENDER, grid Male if you are a male (boy), or Female if you are a female (girl).
In the ETHNICITY section, grid Y for Yes if you are Hispanic or Latino; grid N for No if you
are not.
Spring 2015 Science Test Administration Manual
57
Gridding a Non-Preidentified
Student Grid Sheet
Script for Gridding a Non-Preidentified Student Grid Sheet
Gridding a Non-Preidentified
Student Grid Sheet
Script for Gridding a Non-Preidentified Student Grid Sheet
Say
Now, grid Y for Yes or N for No for each RACE category. You may grid Y for more than one of
these categories:
■
American Indian or Alaska Native
■
Asian
■
Black or African American
■
Native Hawaiian or Other Pacific Islander
■
White
If a student has difficulty determining his or her ethnicity, you may read the following definition of
Hispanic/Latino:
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin,
regardless of race. The term “Spanish origin” can be used in addition to “Hispanic or Latino.”
If a student has difficulty determining his or her racial category, you may read the following definitions:
American Indian or Alaska Native
A person having origins in any of the original peoples of North America and South America (including
Central America) and who maintains tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the
Philippine Islands, Thailand, and Vietnam.
Black or African American
A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Say
Do not grid any other bubbles on your grid sheet.
Please raise your hand if you have any questions.
After answering all questions, return to the appropriate administration script.
58
Spring 2015 Science Test Administration Manual
Script for Verifying a Preidentified Label
Script for Verifying a Preidentified Label
Do not read this script if school personnel have already verified the student information prior to testing.
Display the district and school number as a six-digit number for use later in this script. If students from special
programs (e.g., FTC Scholarship, McKay Scholarship, Home Education, virtual school programs) are testing at
your school, ensure that they verify the district and school numbers appropriate for their programs. See the table
on page 5 for the correct numbers.
Adhere to the following guidelines when verifying PreID labels:
■
If the student name, ID number, district number, school number, AND grade level are CORRECT on a
label, even if other information is incorrect, use the answer book.
■
If the student name, ID number, district number, school number, OR grade level is INCORRECT on
a label, a replacement non-preidentified answer book MUST be gridded. Set incorrectly preidentified
answer book aside to be returned to your school assessment coordinator with all other NOT TO BE
SCORED documents.
■
If any information is missing from a student label, the information must be added to the preidentified
document by gridding the appropriate bubbles on the student grid sheet. Incorrect information
CANNOT be corrected by gridding.
Report any incorrect information noted by students to your school assessment coordinator after testing is
completed.
Say
Now, you’ll be checking the PreID label on the front of your answer book. It is very important that
you review the information carefully. Listen as I read the instructions and raise your hand if you
have any questions.
Look at the label in the lower left corner of your book.
Your name must be spelled correctly on the label.
Your ID is the last four digits of your nine-digit Social Security Number followed by an X OR your
ten-digit Florida Student Number. Your Social Security Number has already been verified by school
personnel. If your Florida Student Number is printed on the label, verify this information.
Your district and school (DIST/SCH) numbers must match the information I have displayed
for you.
Your current grade level should appear next to the letters GRD.
If your name, ID number, district number, school number, or grade level is INCORRECT, raise your
hand and I’ll give you a new answer book. (Pause�)
If any of the following information is INCORRECT, please let me know so that we can change it
later; however, use the answer book for this administration.
For your gender (GEN), M is used if you’re a male (boy), and F is used if you’re a female (girl).
DOB stands for date of birth. Verify that the correct month, day, and year are printed here.
Spring 2015 Science Test Administration Manual
59
Verifying a
Preidentified Label
Because the complete Social Security Number is not printed on student labels, school personnel must use the
student PreID Roster to verify the complete number before testing begins.
Script for Verifying a Preidentified Label
Say
The next information we will check is ETHNICITY. If you are Hispanic or Latino, there is a Y for
Yes next to Hisp/Latino on the label. If you are not, there is an N for No.
Now, we will check the information printed for RACE. Next to Race on the label, one or more of
the following letters are printed to reflect your racial category or categories:
■
I is for American Indian or Alaska Native.
■
A is for Asian.
■
B is for Black or African American.
■
P is for Native Hawaiian or Other Pacific Islander.
■
W is for White.
Verifying a
Preidentified Label
Verify the information printed next to Hisp/Latino and Race. Raise your hand if you have
any questions.
If a student has difficulty determining his or her ethnicity, you may read the following definition of
Hispanic/Latino:
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin,
regardless of race. The term “Spanish origin” can be used in addition to “Hispanic or Latino.”
If a student has difficulty determining his or her racial category, you may read the following definitions:
American Indian or Alaska Native (shown as I on label)
A person having origins in any of the original peoples of North America and South America (including
Central America) and who maintains tribal affiliation or community attachment.
Asian (shown as A on label)
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the
Philippine Islands, Thailand, and Vietnam.
Black or African American (shown as B on label)
A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander (shown as P on label)
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White (shown as W on label)
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
After answering all questions, return to the appropriate administration script.
60
Spring 2015 Science Test Administration Manual
Test Administrator Responsibilities After Testing
Test Administrator Responsibilities After Testing
Return Materials to the School Assessment Coordinator
Complete the following steps after testing:
1. Verify that you have collected all required administration information (see pages 21–22). Make a copy for
your files. Notify your school assessment coordinator immediately if any secure test materials are missing.
2. Ensure that the accommodations provided to each student and the accommodations used by each student
have been recorded with other required administration information and that accommodations used have
been accurately recorded on student grid sheets.
3. Verify that your seating chart and Security Log have been completed correctly. Make copies for your files.
4. After administering Session 2 of the Grade 8 Science test, remove any stray periodic tables from test books or
answer books. Leaving stray periodic tables in answer books will interfere with the scanning process.
5. Check for and erase stray marks ONLY on the student grid sheets and the security number area of test books.
Any marks outside the information boxes, especially on or near the registration marks and timing tracks, will
adversely affect the scanning of the documents. Notify your school assessment coordinator of any concerns.
Do NOT open or check through test books or answer books.
6. Verify that each student has completed the required information (Student Name, School Name, District
Name) in the upper left corner of the student grid sheet, even if a label has been affixed in the lower
left corner.
7. If a test is TO BE SCORED, verify that the DNS bubble has NOT been gridded. If a DNS bubble has been
gridded by mistake, erase the DNS bubble and grid the corresponding UNDO bubble.
If a test is NOT TO BE SCORED, verify that the DNS bubble is gridded.
8. Group your TO BE SCORED materials using the cover sheets in Appendix C. Copy cover sheets as necessary.
9. Organize your materials according to the list below:
■
ABSENT STUDENTS––Hold For Make-Up Administrations Cover Sheet
•
■
TO BE SCORED Cover Sheet—circle the grade level and subject tested
•
■
TO BE SCORED documents
FTC Scholarship Program TO BE SCORED Cover Sheet—circle the grade level and subject tested
•
■
TO BE SCORED documents
McKay Scholarship Program TO BE SCORED Cover Sheet—circle the grade level and subject tested
•
■
Your school’s TO BE SCORED documents
Home Education Program TO BE SCORED Cover Sheet—circle the grade level and subject tested
•
■
Documents for absent students (After administering all make-up tests, place unused answer
documents for absent students with the NOT TO BE SCORED materials described on the next page.)
TO BE SCORED documents
Virtual School Program TO BE SCORED Cover Sheet—circle the program, grade level, and subject tested
•
TO BE SCORED documents
Spring 2015 Science Test Administration Manual
61
Test Administrator Responsibilities After Testing
■
NOT TO BE SCORED Cover Sheet
•
NOT TO BE SCORED documents (includes test books, unused non-preidentified and preidentified
documents, and defective documents)
10. Return the following materials to your school assessment coordinator:
■
Test administration manuals
■
Security Log
■
Seating chart
■
Required administration information
■
Periodic tables, if applicable
■
All TO BE SCORED and NOT TO BE SCORED materials
11. See Appendix A for special document (large print, braille, one-item-per-page) return instructions.
Comment Form
Go to www.FLAssessments.com/Spring2015, and complete the appropriate comment form. Information from
this form will be summarized by the contractor for FDOE use. Please provide feedback that will be meaningful to
FDOE and the test contractor. If you have comments pertaining to school/district procedures, please contact your
school or district assessment coordinator.
62
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities Before Testing
School Assessment Coordinator Responsibilities Before Testing
Please use the School Assessment Coordinator Checklist in Appendix C before, during, and after testing. This
checklist is also available at www.FLAssessments.com/Spring2015.
Receive Test Materials
The first school box is a white box with a red stripe. PreID labels and rosters are included in your test materials
shipment.
Inventory the contents of your boxes within 24 hours of receipt. Contact your district assessment coordinator
immediately to report missing materials or to request additional materials.
Your district assessment coordinator will provide you with the following materials, as appropriate for
your school:
SCHOOL BOXES
■
School Cover Memo
■
Packing List
■
School Assessment Coordinator Kit—clear plastic bag
•
Document Count Forms
•
Paper Bands
•
Red Labels (Grades 5 and 8 Science TO BE SCORED materials)
•
Yellow Labels (NOT TO BE SCORED materials)
■
PreID Rosters
■
PreID Labels
■
Periodic Tables (Grade 8 Science)
■
Science Test Books and Answer Books
Special Document Kits will include the following items:
■
White Labels (TO BE SCORED Large Print/One-Item-Per-Page Materials) or Pink Labels (TO BE
SCORED Braille Materials)
■
Yellow Labels (NOT TO BE SCORED Materials)
■
Document Count Forms
■
Special Document Return Envelopes
■
Special Document Test Materials
Remember to save the original boxes for returning TO BE SCORED special document materials.
Spring 2015 Science Test Administration Manual
63
School Assessment Coordinator Responsibilities Before Testing
For a detailed list of special document test materials, see Special Documents Instructions in Appendix A. Detailed instructions for the return of these materials are provided on pages 72–80.
Ensure that an adequate supply of working calculators is available prior to the beginning of test administration.
If you need additional materials or if you have questions, contact your district assessment coordinator.
Assign Test Group Codes
Test group codes are used as a security measure to identify groups of students tested together. Your district
assessment coordinator will provide you with instructions regarding four-digit test group codes that you will
give to test administrators. Each test administrator must be given one unique four-digit test group code to use
in his or her testing room for both test sessions. Each testing room must use a different test group code. If any
students are absent during a test session, a different unique test group code must be provided for each make-up
session.
Required Administration Information/
Track Security Numbers
As directed by your district assessment coordinator, communicate to test administrators the process for collecting
the required administration information, which includes the following:
■
Students assigned to each testing room—provide Student Names and Student ID Numbers
■
Attendance information—P=Present, A=Absent, W=Withdrawn, and P/I=Present but Invalidated
■
Accommodations provided to students (codes provided on page 22)
■
Accommodations used by students
■
Test group code
■
Grade level
■
Unique security number of secure document(s) assigned to each student
■
Signatures of test administrator and school assessment coordinator
■
Dates and times when secure documents are received and returned
Maintain a record of the security numbers of the secure materials you receive from your district assessment
coordinator. A pre-populated Administration Record/Security Checklist for your school is available in
PearsonAccess. File all required administration information for future reference.
Seating Charts
Test administrators are required to maintain an accurate seating chart for each group of students in their rooms
during testing. Ensure that test administrators record all information indicated on pages 22–23 and that they
create a new seating chart if the seating configuration changes during a test session. After testing, you must make
copies of all seating charts, file the copies, and return the original charts in the District Assessment Coordinator
ONLY box.
64
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities Before Testing
Test Materials Chain of Custody Form
You are required to maintain a Test Materials Chain of Custody Form, located in PearsonAccess and Appendix C.
The purpose of this form is to track test materials at all times, including their location, the dates and times they
are handled, and the names of the people performing various activities involving the materials. Schools must
retain electronic or hard copies of completed forms for their files after materials are packaged for pickup and
return the originals to the district assessment coordinator according to his or her instructions (e.g., via email or in
the District Assessment Coordinator ONLY box).
Preparation and Training
You are responsible for training all test administrators and proctors, including non-school-based instructors
(e.g., itinerant teachers). You must train several employees to act as possible alternates. In the absence of
sufficiently trained administrators, postpone testing until trained personnel are available. Training materials are
provided at www.FLAssessments.com/Spring2015.
Be aware of the following policies, procedures, and instructions, and emphasize this information during training
at your school:
■
■
■
Test Administrators
•
ALL test administrators must be certified educators. Non-certified school personnel must NOT be
allowed to serve as test administrators.
•
Test administrators who will be administering the test to students using large print, braille, or oneitem-per-page materials must be trained in the use of those test materials.
•
Test administrators must be familiar with all appropriate sections of this manual, including
instructions for administration of accommodations located in Appendix A, if applicable.
•
Test administrators should refer to the Test Administrator Checklist, provided in Appendix C and at
www.FLAssessments.com/Spring2015, before, during, and after testing.
Proctors
•
Non-certified school personnel and volunteers approved by the district may serve as proctors,
according to the instructions on page 13.
•
While proctors are not required in rooms where 30 or fewer students are being tested, FDOE
strongly encourages the use of proctors in all testing rooms to help reduce testing irregularities and
aid in investigations, if necessary.
•
To ensure test security, FDOE discourages testing students in large groups (e.g., in a cafeteria or
auditorium); however, in the event that students are tested in a large group, the appropriate number
of proctors MUST be present during the test session (see page 13).
Electronic Devices and Breaks
•
Determine your school’s policy for the storage of electronic devices during testing. According to the
administration script, before testing begins, test administrators ask students to raise their hands if
they have any electronic devices with them. Direct test administrators on what to do if students have
electronic devices in their possession before testing begins.
•
Ensure that test administrators are aware of the policy that students are not allowed to access
electronic devices at any time during a test session, including breaks. If a student accesses his or her
electronic device(s) during a break, his or her test must be invalidated.
Spring 2015 Science Test Administration Manual
65
School Assessment Coordinator Responsibilities Before Testing
■
Test Security
•
Per Rule 6A-10.042, FAC, “Tests or individual test questions shall not be revealed, copied, or
otherwise reproduced by persons who are involved in the administration, proctoring, or scoring
of any test.” This Rule encompasses any sharing or discussing of items, either in person or via
electronic communication, such as texting, emailing, or posting to blogs or social media websites
(Facebook, Twitter, Instagram, etc.).
•
Ensure that test administrators understand your school’s procedures for maintaining the security of
test materials before, during, and after testing.
•
Ensure that test administrators, proctors, and any other personnel involved in test administration
sign a Test Administration and Security Agreement after training is complete. Also ensure that test
administrators read and sign a Test Administrator Prohibited Activities Agreement. These agreements
may be copied together as a single, double-sided page. Collect and file the signed agreements.
Assign Proctors
Assign proctors according to the guidelines on page 13, make sure that they understand their responsibilities, and
explain the Security Log to them. FDOE strongly encourages the use of proctors in ALL testing rooms, even those
with 30 or fewer students.
Arrange to Test Special Program Students
Your district assessment coordinator may contact you to make arrangements for students in special programs
(district virtual instruction programs, Home Education Program, etc.) to test at your school. Adhere to the
information and instructions from your district assessment coordinator, and contact your district office if you
have questions about testing special program students.
Ensure Implementation of Accommodations
Appendix A provides information concerning allowable accommodations for students with disabilities and for
ELLs. When testing students with accommodations, prior planning is necessary to ensure that accommodations
indicated on student IEPs, Section 504 plans, or ELL plans are implemented. Arrangements for implementing
accommodations must be made prior to the administration dates. Make sure that test administrators are aware
of and have made provisions for the accommodations needed for individual students.
Ensure that test administrators follow the correct procedures for administering tests to students using special
documents. Student responses must be recorded properly in all special documents before they are submitted
for scoring. If special document materials are not returned as instructed, student tests may be invalidated or
responses may not be scored. To ensure that you provide test administrators with all necessary materials, refer
to the charts on pages 98 for large print, 102 for braille, and 106 for one-item-per-page.
Ensure that test administrators record both accommodations provided to students and accommodations used
by students with their required administration information. Only the accommodations used by students during
the test administration should be gridded on student grid sheets. Documentation of accommodations for each
student, including accommodations provided and accommodations used, must be maintained at the school. The
blank Administration Record/Security Checklist includes fields for recording both accommodations provided
and those actually used by students.
66
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities Before Testing
Provide Appropriate Test Settings
Test in classrooms whenever possible. Ensure that students are not facing each other when seated and are not in
seating (stadium or staggered) that allows them to easily view other students’ answers. Avoid testing students in
areas designed for large groups (e.g., the cafeteria, gymnasium, auditorium, media center). Make sure there are
at least three feet between students. Also, make sure that each room is free of distractions and has comfortable
seating, good lighting, and adequate ventilation.
In your walk-through of the school prior to testing, check for and remove all unauthorized visual aids posted in
classrooms or affixed to student desks.
Spring 2015 Science Test Administration Manual
67
School Assessment Coordinator Responsibilities During Testing
School Assessment Coordinator Responsibilities During Testing
Distribute Test Materials
On each day of testing, you are responsible for providing each test administrator with the following test materials
before testing begins, as applicable:
■
Secure Test Materials
■
Test Group Code
■
Periodic Tables (Grade 8 Science)
■
Calculators (Grade 8 Science)
Ensure that visual aids have been removed or covered in each testing room and that the appropriate signs are
posted. Also ensure that test administrators have all other necessary materials, as appropriate, including a supply
of No. 2 pencils, a Security Log, and a form to collect required administration information.
Supervise Test Administration and Maintain Test Security
Provide test administrators with additional materials during testing, as necessary.
Monitor each testing room to ensure that test administration and test security policies and procedures are
followed. Be available during testing to answer questions from test administrators. Make sure that seating
charts and Security Logs are being completed properly and that all required administration information is
being maintained in each testing room.
Test administrators are instructed to contact you if a student does not sign below the Testing Rules
Acknowledgment. Determine the appropriate course of action for handling a student who does not affirm the
Testing Rules Acknowledgment. Any student who refuses to affirm the Testing Rules Acknowledgment should
still be tested, but a record of the student’s refusal should be retained at the school.
Supervise Make-Up Administrations
Follow all test security and administration policies and procedures while administering make-up tests. Please
remind test administrators that after ANY administration, initial OR make-up, materials must be returned
to you immediately. Secure materials should never remain in classrooms or be taken from the school’s
campus overnight.
68
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities After Testing
School Assessment Coordinator Responsibilities After Testing
Prepare Materials for Return
In order to ensure that student scores are reported on schedule, package all materials according to the
instructions below. Mispackaged materials or materials not returned according to the established pickup
schedule will delay reporting of student results.
Follow the steps below as you receive materials from test administrators:
1. Verify that all distributed secure materials have been returned. Notify the district assessment coordinator
immediately if any secure materials are missing and complete the necessary investigation.
2. Check for and remove any stray periodic tables from Grade 8 test documents. Stray sheets left in test
documents interfere with the scanning process. Used periodic tables should be securely stored or returned in
your District Assessment Coordinator ONLY box according to your district’s instructions.
3. Make copies of the records of required administration information collected by test administrators and file
the copies.
4. Make copies of all Security Logs and seating charts and file the copies.
5. If a test has been invalidated for any of the reasons listed on pages 18–19 verify that the DNS bubble has been
gridded and the document is placed with TO BE SCORED materials.
Verify that the DNS bubble has been gridded on any defective documents (see pages 19–20) and place the
documents with NOT TO BE SCORED materials.
Verify that no DNS bubbles have been gridded by mistake. If a DNS bubble has been gridded by mistake,
erase the DNS bubble and grid the UNDO bubble, and place the document with TO BE SCORED materials.
6. Use the cover sheets in Appendix C to help separate test materials when preparing for packaging. Separate
test materials into stacks as follows:
■
■
TO BE SCORED Documents (by grade level)
•
Your School’s TO BE SCORED Documents (by grade level)
•
Home Education Program TO BE SCORED Documents (by grade level)
•
McKay Scholarship Program TO BE SCORED Documents (by grade level)
•
FTC Scholarship Program TO BE SCORED Documents (by grade level)
•
Virtual School Program TO BE SCORED Documents (by program and grade level)
All NOT TO BE SCORED Materials
•
Includes test books, unused non-preidentified and preidentified documents, and defective
documents
7. Ensure that materials are packaged in your District Assessment Coordinator ONLY box according to the
instructions on page 79. Follow your district assessment coordinator ’s instructions for including any other
materials and for securely storing or returning this box.
Spring 2015 Science Test Administration Manual
69
School Assessment Coordinator Responsibilities After Testing
Prepare Your School’s TO BE SCORED
Documents for Return
Process your school’s TO BE SCORED documents as described in this section.
Documents for McKay Scholarship Program students enrolled in your PUBLIC school will be processed by using
your school number. TO BE SCORED materials for McKay Scholarship Program students enrolled in your school
should be returned with your school’s TO BE SCORED materials. Scores for these students will be returned to
your school.
Document Count Forms
Complete the Document Count Form by following the instructions on the form. It is important to verify the
accuracy of the NUMBER OF TO BE SCORED DOCUMENTS (Box 5) on your Document Count Form. An
inaccurate number on the form will delay the scanning process.
1.
Verify that you have included all documents from make-up sessions before you complete the forms.
2.
Complete a separate Document Count Form for each grade level. Do not combine documents for more than
one grade level under the same count form. Do not copy blank count forms; however, once the count forms
are completed, you may copy them for your records. If you need additional count forms, contact your district
assessment coordinator.
3.
Complete a separate Document Count Form for each special program (FLVS Full Time, District Virtual
Instruction Program, District Franchise of FLVS, Virtual Charter School, Home Education, McKay
Scholarship private school, FTC Scholarship) and for TO BE SCORED special document (large print, braille,
one-item-per-page) materials. Refer to the table below for district and school numbers for each special
program. Do not copy blank count forms; however, once the count forms are completed, you may copy them
for your records. If you need additional count forms, contact your district assessment coordinator.
Program
District Number
School Number
FLVS Full Time K–8
71
0300
Florida Virtual Academy
50
7079
District Virtual Instruction Program (VIP)
Your district number
7001 or 7023
District Franchise of FLVS
Your district number
7004
Virtual Charter Schools
Your district number
Charter School Number
Home Education
Your district number
9998
McKay Scholarship (Private school ONLY)
Your district number
3518
97
9999
Florida Tax Credit Scholarship (FTC)
4.
Place each completed form on top of the first stack of corresponding TO BE SCORED answer documents.
The information on the Document Count Form will be used for scoring purposes; therefore, it is vital that all
information on this form be accurate.
Scores for Home Education Program and McKay Scholarship Program private school students will be returned to
the district office for distribution, but results will NOT be aggregated with district or school data. Scores for FTC
scholarship students will be returned to the FDOE Office of Independent Education and Parental Choice (District
97) for distribution, and results will NOT be aggregated with your district or school data. Scores for virtual
school program students will be reported either to the district or the instruction program site, depending on the
program type. Only district virtual program students’ scores will be aggregated with district data.
70
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities After Testing
Sample Document Count Form
Spring 2015–Summer 2015
|
DOCUMENT COUNT FORM
FOR TO BE SCORED DOCUMENTS
Use one count form for each document type listed in Box 4 and, if applicable, Box 6.
INSTRUCTIONS
1.
Please use a number 2 pencil to complete this form, and verify the
accuracy of all information entered. Inaccurate information may
adversely impact scoring activities.
DISTRICT NAME
SCHOOL NAME
2.
DISTRICT
NUMBER
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
SCHOOL
NUMBER
3.
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
»
4.
Write the DISTRICT NAME and the SCHOOL NAME on
the lines provided.
2.
In the row of boxes under the words DISTRICT NUMBER,
write the district number. Grid the corresponding bubbles.
3.
In the row of boxes under the words SCHOOL NUMBER,
write the school number. Grid the corresponding bubbles.
4.
Under the words NAME OF DOCUMENT TYPE UNDER
THIS COUNT FORM, grid the appropriate bubble.
5.
In the row of boxes under the words NUMBER OF TO BE
SCORED DOCUMENTS, write the number of used
documents under this count form. If there are fewer than
four digits in the count, fill in zeros before the actual count
(e.g., if you have 25 used answer documents, fill in 0025).
Grid the corresponding bubbles.
6.
If applicable, grid the appropriate bubble for large print,
braille, or one-item-per-page.
7.
Print your name on the line under the words NAME OF
PERSON COMPLETING THIS FORM.
NAME OF DOCUMENT TYPE UNDER THIS COUNT FORM - Grid only one
1 Grade 5 Science Answer Book
1 Grade 8 Science Answer Book
1 RETAKE Reading Test and Answer Book
1 RETAKE Mathematics Test and Answer Book
5.
1.
NUMBER OF
TO BE SCORED
DOCUMENTS
6.
1 Algebra 1 Retake EOC Test and Answer Book
1 Biology 1 EOC Test and Answer Book
1 Civics EOC Test and Answer Book
1 U.S. History EOC Test and Answer Book
SPECIAL DOCUMENT
TYPE
Grid only one, if applicable
1 LARGE PRINT
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
PEARSON
USE ONLY
1 BRAILLE
1 ONE-ITEM-PER-PAGE
1
NAME OF PERSON COMPLETING THIS FORM
7.
PRINT NAME
194034-001:321
|
||
Printed in the USA by Pearson
||
|
ISD10339
|
Spring 2015 Science Test Administration Manual
||
||
|
|
|
|
|
|
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
71
School Assessment Coordinator Responsibilities After Testing
Paper Bands
Documents for each grade level and special program must be banded separately. You may use more than one
paper band per grade level and document type, if necessary. Follow these steps for each paper band you use:
1. Write the district/school number and school name on the paper band.
2. Count the number of TO BE SCORED documents that will be banded in each paper band. Write that number
under Number of TO BE SCORED Documents Contained in This Paper Band.
3. Under Number of Banded Stacks per Document Count Form, number the paper bands 1 of n, 2 of n, etc.,
where n is the school’s total number of banded stacks per Document Count Form.
4. Place a paper band around each stack of TO BE SCORED answer documents. The Document Count Form
must be under the paper band on top of the stack labeled 1 of n.
5. Seal the paper band and be sure that it securely holds the documents. Do not use staples, paper clips, or tape.
Paper Band
Package Materials for Return
Prepare the following types of boxes for return to your district assessment coordinator (as appropriate):
■
Grades 5 and 8 Science TO BE SCORED materials—Red-labeled boxes
■
All NOT TO BE SCORED materials, including NOT TO BE SCORED special documents—Yellow-labeled
boxes
■
District Assessment Coordinator ONLY boxes
■
All TO BE SCORED special documents (See pages 73–76 for instructions on the packaging and return of
large print, braille, and one-item-per-page materials.)
•
Large print and one-item-per-page TO BE SCORED materials—White-labeled boxes
•
Braille TO BE SCORED materials—Pink-labeled boxes
It is your responsibility to package all materials correctly. Mispackaged materials will delay reporting of
student results.
72
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities After Testing
Grades 5 and 8 Science TO BE SCORED Materials (Red Labels)
1. Place Grades 5 and 8 Science TO BE SCORED materials in the boxes according to the diagram on page 77.
Grades 5 and 8 materials, though banded separately, may be placed in the same box.
2. Place a red label in the square on the top of each box that reads “Apply return shipping label here.” Labels
may be placed over any existing shipping labels (e.g., vendor or carrier labels). Do not copy labels. If you
need additional labels, contact your district assessment coordinator.
Red TO BE SCORED Label
3. Use the space on the labels marked BOX __ OF __ to number the boxes 1 of n, 2 of n, etc., where n is the
school’s total number of boxes with red labels.
4. Return the red-labeled boxes as directed by your district assessment coordinator.
Large Print/One-Item-Per-Page TO BE SCORED Materials (White Labels)
1. Open each Special Document Return Envelope and verify that each envelope contains documents for one
student only. Materials for one student may be placed in more than one envelope. Make sure that student
envelope(s) contain the following materials for each subject tested:
Return Large Print
Test Materials
■ Large Print Test and Answer Book
AND
■ Regular Print Answer Book
Return One-Item-Per-Page
Test Materials
■ One-Item-Per-Page Test and Answer Book
AND
■ Regular Print Answer Book
2. Ensure that the student’s first and last names, school name, and district name are written on the front cover
of the large print or one-item-per-page test and answer book.
3. Verify that the grid sheet on the front of each regular print answer document has been completed correctly or
has a preidentified student label affixed. For each student who tested using large print or one-item-per-page
materials, ensure that the bubbles for flexible presentation, flexible responding, and any other category of
accommodations used during the test are gridded on the student grid sheet.
4. If the test is TO BE SCORED, verify that the DNS bubble has not been gridded. If the DNS bubble has been
gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If the test is NOT TO BE SCORED,
verify that the DNS bubble has been gridded. See Test Invalidation/Defective Document Policies and Procedures
on pages 18–20 for information on test invalidation.
Spring 2015 Science Test Administration Manual
73
School Assessment Coordinator Responsibilities After Testing
5. Ensure that student responses are entered in the correct document type. Large print student responses
should be recorded in the large print test and answer book. One-item-per-page student responses should be
transcribed into the regular print answer document. If student responses are not recorded properly, they
will not be scored. See page 100 for additional information on large print student responses. See page 109 for
additional information on one-item-per-page student responses.
6. Complete one Document Count Form for each student and place it with the student’s test materials inside
the student’s first Special Document Return Envelope (1 of n). See the sample Document Count Form on
page 71.
7. Verify that the Special Document Return Envelope(s) for each student is completed according to the
instructions on the envelope. The space on the envelope marked STUDENT ENVELOPE ____ OF ____
should be used to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of
envelopes for that student. Seal the envelope(s).
8. Place the large print and one-item-per-page TO BE SCORED materials in the boxes in which they arrived,
according to the diagram on page 78. Do not return large print or one-item-per-page TO BE SCORED
materials in the same boxes as other TO BE SCORED materials. Mispackaged materials will delay reporting
of student results.
9. Place a white label on the top of each box, according to the diagram below. Do not copy labels. If you need
additional labels, contact your district assessment coordinator.
White TO BE SCORED Label
10. Use the space on the labels marked BOX ___ OF ____ to number the boxes 1 of n, 2 of n, etc., where n is the
school’s total number of boxes with white labels.
11. Return the white-labeled boxes containing large print and one-item-per-page TO BE SCORED materials as
directed by your district assessment coordinator.
12. Place NOT TO BE SCORED large print and one-item-per-page materials (unused documents or defective
documents with the DNS bubble gridded) with all other NOT TO BE SCORED materials in yellowlabeled boxes.
13. Place non-secure large print and one-item-per-page materials in the District Assessment Coordinator ONLY
boxes, or handle as directed by the district assessment coordinator.
74
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities After Testing
Braille TO BE SCORED Materials (Pink Labels)
1. Open each Special Document Return Envelope and verify that each envelope contains documents for one
student only. Make sure that student envelope(s) contain the following materials for each subject tested:
Return Braille Test Materials
■ Braille Answer Sheets containing student responses
■ Braille Test Books (Session 1 and Session 2)
■ Braille Testing Rules Acknowledgment Sheet
AND
■ Regular Print Answer Book
2. Ensure that the student’s first and last names, district name, school name, and grade level are included on
each braille answer sheet and on the Testing Rules Acknowledgment Sheet.
3. Verify that the grid sheet on the front of each regular print answer document has been completed correctly
or has a preidentified student label affixed. For each student who tested using braille materials, ensure that
the bubbles for flexible presentation, flexible responding, and any other category of accommodations used
during the test are gridded on the student grid sheet.
4. If the test is TO BE SCORED, verify that the DNS bubble on the grid sheet of the regular answer document
has not been gridded. If the DNS bubble has been gridded by mistake, erase the DNS bubble and grid the
UNDO bubble. If the test is NOT TO BE SCORED, verify that the DNS bubble has been gridded. See Test
Invalidation/Defective Document Policies and Procedures on pages 18–20 for information on test invalidation.
5. Ensure that student responses are entered in the correct document type (i.e., on braille answer sheets, or
if recorded for the student, in a regular print answer document). If student responses are not recorded
properly, they will not be scored. See page 104 for additional information on braille student responses.
6. Complete one Document Count Form for each student and place it with the student’s test materials inside
the student’s first Special Document Return Envelope (1 of n). See the sample Document Count Form on
page 71.
7. Verify that the Special Document Return Envelope(s) for each student is completed according to the
instructions on the envelope. The space on the envelope marked STUDENT ENVELOPE ____ OF ____
should be used to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of
envelopes for that student. Seal the envelope(s).
8. Place the braille TO BE SCORED materials in the boxes in which they arrived, according to the diagram
on page 78. Do not return braille TO BE SCORED in the same boxes as other TO BE SCORED materials.
Mispackaged materials will delay reporting of student results.
9. Place a pink label on the top of each box, according to the diagram on the next page. Do not copy labels. If
you need additional labels, contact your district assessment coordinator.
Spring 2015 Science Test Administration Manual
75
School Assessment Coordinator Responsibilities After Testing
Pink TO BE SCORED Label
10. Use the space on the labels marked BOX ___ OF ____ to number the boxes 1 of n, 2 of n, etc., where n is the
school’s total number of boxes with pink labels.
11. Return the pink-labeled boxes containing braille TO BE SCORED materials as directed by your district
assessment coordinator.
12. Place NOT TO BE SCORED braille materials (unused documents or defective documents with the DNS
bubble gridded) with all other NOT TO BE SCORED materials in yellow-labeled boxes.
13. Place non-secure braille materials in the District Assessment Coordinator ONLY boxes, or handle as directed
by the district assessment coordinator.
76
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities After Testing
Packaging Diagram for Grades 5 and 8 Science TO BE SCORED Materials
Virtual School
Program
(appropriate
numbers)
F
Grades 5 and 8
TO BE SCORED
answer documents
(3518)
(9998)
(97/9999)
Package the materials above
by grade level on top of your
school’s documents
Grade 5 TO
BE SCORED
answer
documents
Grade 8 TO
BE SCORED
answer
documents
Red-labeled boxes
Spring 2015 Science Test Administration Manual
77
School Assessment Coordinator Responsibilities After Testing
Packaging Diagram for TO BE SCORED Special Documents
Fill out a separate Document Count Form for each student and place it inside the student’s first Special
Document Return Envelope.
Braille
Documents
One-Item-Per-Page
Documents
Large Print
Documents
Document
Count
Form
Document
Count
Form
Regular
Print
Answer
Document
Regular
Print
Answer
Document
Large Print
Test and
Answer
Book
Large Print
Test and
Answer
Book
Document
Count
Form
Document
Count
Form
Regular
Print
Answer
Document
Regular
Print
Answer
Document
One-Item
Per-Page
Test and
Answer
Book
One-Item
Per-Page
Test and
Answer
Book
Document
Count
Form
Document
Count
Form
Regular
Print
Answer
Document
Regular
Print
Answer
Document
Braille
Sheets
Containing
Student
Responses
Braille
Sheets
Containing
Student
Responses
Braille
Test
Book
(Session 1)
Braille
Test
Book
(Session 1)
Braille
Test
Book
(Session 2)
Braille
Test
Book
(Session 2)
Braille
Testing
Rules
Acknowledgment
Sheet
Braille
Testing
Rules
Acknowledgment
Sheet
Return Envelopes
(TO BE SCORED
documents)
TOP
TOP
TOP
White-labeled box
78
TOP
Pink-labeled box
Spring 2015 Science Test Administration Manual
School Assessment Coordinator Responsibilities After Testing
All NOT TO BE SCORED Materials (Yellow Labels)
Note: Secure documents should never be destroyed (e.g., shredded, thrown in the trash), except for soiled
documents as described in the “Security Numbers” section on pages 14–16.
1. Place all NOT TO BE SCORED documents (unused test books, unused non-preidentified and preidentified
documents, and defective documents with all DNS bubbles gridded) in boxes. Include unused special
document materials and any defective special documents with DNS bubbles gridded.
2. Place a yellow label in the square on the top of each box that reads “Apply return shipping label here.”
Labels may be placed over any existing shipping labels (e.g., vendor or carrier labels). Do not copy labels. If
you need additional labels, contact your district assessment coordinator.
Yellow NOT TO BE SCORED Label
3. Use the space on the labels marked BOX __ OF __ to number the boxes 1 of n, 2 of n, etc., where n is the
school’s total number of boxes with yellow labels.
4. Return the yellow-labeled boxes as directed by your district assessment coordinator.
District Assessment Coordinator ONLY Boxes
1. Place the following materials in the District Assessment Coordinator ONLY boxes (along with any other
ancillary materials, such as used periodic tables, that your district assessment coordinator has asked you to
return in this box):
■
Test administration manuals, unused paper bands, unused count forms, and unused labels
■
Original records of required administration information
■
Original Security Logs
■
Original seating charts
■
Original Test Materials Chain of Custody Forms
2. Seal the boxes.
3. Write District Assessment Coordinator ONLY on the side of each box.
4. If your district assessment coordinator asks you to hold these boxes for return at a later date, store them
in a secure location. He or she may ask you to recycle or destroy these materials, except for the records
of required administration information and Security Logs, after scores for this administration have been
reported. If you have any questions about what to include in this box or your district’s guidelines for
storing this box, contact your district assessment coordinator.
Spring 2015 Science Test Administration Manual
79
School Assessment Coordinator Responsibilities After Testing
Other Materials
Store calculators as instructed by your district assessment coordinator.
Follow your district assessment coordinator ’s instructions for returning or securely storing USED periodic tables,
and for destroying, recycling, or returning UNUSED periodic tables.
Periodic tables must not be reused.
Comment Form
Go to www.FLAssessments.com/Spring2015 and complete the appropriate comment form. Information from
this form will be summarized by the contractor for FDOE use. Please provide feedback that will be meaningful to
FDOE and the test contractor. If you have comments pertaining to district procedures, please contact your district
assessment coordinator.
80
Spring 2015 Science Test Administration Manual
District Assessment Coordinator Responsibilities Before Testing
District Assessment Coordinator Responsibilities Before Testing
Please use the District Assessment Coordinator Checklist in Appendix C before, during, and after testing. This
checklist is also available at www.FLAssessments.com/Spring2015.
Receive Test Materials
Do not distribute materials to schools until one week prior to testing. If you find it necessary to distribute
materials to specific schools sooner than one week before testing, please contact the Bureau of K–12 Student
Assessment with a list of schools for approval.
You can access copies of your packing lists in PearsonAccess. Review the packing lists to ensure that the correct
grade-level materials have been sent for each participating school. After your shipment arrives, make sure
that each school receives the range of boxes assigned. If any boxes are missing, email notification to Pearson at
Florida@support.pearson.com. Instruct school assessment coordinators to inventory the contents of their boxes
within 24 hours of receipt and report missing materials immediately.
District materials will be packaged in separate boxes labeled with the district’s name. District boxes are white for
easy identification.
Special document materials will be delivered during the same window as other secure test materials, but they
will be delivered as a separate shipment. Instruct school assessment coordinators to save the original boxes for
returning TO BE SCORED special document materials.
The first school box in each school’s shipment is a white box with a red stripe.
SCHOOL BOXES
■
School Cover Memo
■
Packing List
■
School Assessment Coordinator Kit—clear plastic bag
•
Document Count Forms
•
Paper Bands
•
Red Labels (Grades 5 and 8 Science TO BE SCORED materials)
•
Yellow Labels (NOT TO BE SCORED materials)
■
PreID Rosters
■
PreID Labels
■
Periodic Tables (Grade 8 Science)
■
Science Test Books and Answer Books
Spring 2015 Science Test Administration Manual
81
District Assessment Coordinator Responsibilities Before Testing
SPECIAL DOCUMENT SCHOOL BOXES, if applicable
■
Special Document Kits
•
White Labels (TO BE SCORED Large Print/One-Item-Per-Page Materials) or Pink Labels (TO BE
SCORED Braille Materials)
•
Yellow Labels (NOT TO BE SCORED Materials)
•
Document Count Forms
•
Special Document Return Envelopes
•
Special Document Test Materials
DISTRICT BOXES
■
District Cover Memo
■
Shipment Detail
■
Packing Lists (district overage and copies of all school packing lists)
■
District Assessment Coordinator Kit—clear plastic bag
•
Document Count Forms
•
Paper Bands
•
Materials Return List
•
Red Labels (Grades 5 and 8 Science TO BE SCORED materials)
•
Yellow Labels (NOT TO BE SCORED materials)
•
White Labels (Large Print/One-Item-Per-Page TO BE SCORED materials)
•
Pink Labels (Braille TO BE SCORED materials)
•
Special Document Return Envelopes
•
Braille Scripts and complete set of Braille Notes, if applicable
■
Periodic Tables (district overage)
■
Science Test Books and Answer Books
Required Administration Information/
Track Security Numbers
Communicate to school assessment coordinators the process for collecting the required administration
information, which includes the following:
82
■
Students assigned to each testing room—provide Student Names and Student ID Numbers
■
Attendance information
■
Accommodations provided to students (codes provided on pages 7–8)
■
Accommodations used by students
■
Test group code
■
Unique security numbers of secure documents assigned to each student
■
Grade level
■
Signatures of test administrator and school assessment coordinator
■
Dates and times when documents are received and returned
Spring 2015 Science Test Administration Manual
District Assessment Coordinator Responsibilities Before Testing
Advise school assessment coordinators that they are responsible for tracking the security numbers of documents
as they are distributed and returned. Security number locations are shown on page 15.
It is your responsibility to decide how schools will collect the required administration information and track
security numbers. You may:
■
Instruct school assessment coordinators to use the pre-populated Administration Record/Security
Checklist available in PearsonAccess.
■
Instruct school assessment coordinators to copy and use the blank Administration Record/Security
Checklist located in Appendix C and at www.FLAssessments.com/Spring2015.
■
Determine your own method or allow school assessment coordinators to determine their own methods.
You should also maintain a record of security numbers from the secure overage materials you distribute to each
school. After the returned materials are inventoried, you may receive a list of any missing secure materials and
may need to refer to these records.
Test Group Codes
A test group code is a unique four-digit number used to identify groups of students tested together. You may
either create and distribute test group codes to all your school assessment coordinators or instruct them to create
their own unique four-digit codes for each testing room. Instruct school assessment coordinators to provide
each test administrator one unique four-digit test group code to use in his or her testing room for both test
sessions. Each testing room must use a different test group code. If any students are absent during a test
session, a different unique test group code must be provided for each make-up session. Please ensure that school
assessment coordinators understand this policy.
Seating Charts
Test administrators are required to maintain an accurate seating chart for each group of students in their rooms
during testing. After testing, school assessment coordinators must make copies of all seating charts, file the
copies, and return the original charts in your District Assessment Coordinator ONLY box.
Preparation and Training
You are responsible for training school assessment coordinators, and school assessment coordinators are
responsible for training test administrators and proctors. Ensure that school assessment coordinators are
aware of the policy that ALL test administrators must be certified educators. Non-certified school personnel
and volunteers approved by the district may serve as proctors, according to the instructions on page 13.
Non-certified school personnel must NOT be allowed to serve as test administrators. Stress the importance
of training both non-school-based instructors (e.g., itinerant teachers) and personnel who may possibly
serve as alternate administrators in the event of test-day emergencies. Test security requires the use of trained
administrators to minimize test irregularities and possible test invalidations. Training materials are available at
www.FLAssessments.com/Spring2015.
EMPHASIZE RETURN INSTRUCTIONS. Make it clear that it is the responsibility of the school assessment
coordinator to package materials correctly. Remind school assessment coordinators that it is imperative that
Document Count Forms include accurate counts as well as accurate school and district numbers. Mispackaged
Spring 2015 Science Test Administration Manual
83
District Assessment Coordinator Responsibilities Before Testing
materials or inaccurate information on a Document Count Form will delay reporting of student results.
Communicate to school assessment coordinators how you want boxes returned to you (sealed or unsealed).
Review the following procedures when training school assessment coordinators who will oversee
administrations of Grades 5 and 8 FCAT 2.0 Science tests:
■
Completing the Test Administration and Security Agreement and the Test Administrator Prohibited Activities
Agreement in Appendix C (These security agreements are filed at the school.)
■
Completing the Test Materials Chain of Custody Form in Appendix C
■
Ensuring that all test administration and test security policies and procedures outlined in this manual
are followed
■
Recording the required administration information
■
Distributing test group codes
■
Completing seating charts and Security Logs with the required information (Completed seating charts
and Security Logs are copied and filed at the school and district levels.)
■
Distributing test materials to test administrators (Materials should be distributed to test administrators
immediately prior to the beginning of a test session and should NOT be distributed ahead of time.)
■
Completing Document Count Forms
■
Packaging and returning NOT TO BE SCORED and TO BE SCORED materials
■
Packaging secure and non-secure ancillary materials in the District Assessment Coordinator ONLY box
(see page 79)
Arrange to Test Special Program Students
Arrangements must be made to test eligible special program students (e.g., district virtual instruction, Home
Education, McKay Scholarship, FTC Scholarship) residing in your district. Please see Students to Be Tested on
pages 1–3 for information regarding students to be tested and the protocol for each program.
Ensure Implementation of Accommodations
Appendix A provides information regarding allowable accommodations for students with disabilities and
for ELLs. School assessment coordinators may require assistance in providing additional proctors and/or test
locations, depending on the accommodations implemented. Arrange for these accommodations prior to the
administration dates. To avoid potential test invalidations, ensure that accommodations are provided as
indicated on student IEPs, Section 504 plans, and ELL plans.
Ensure that school assessment coordinators train test administrators to follow the correct procedures for
administering tests to students using special documents. Student responses must be recorded properly in all
special documents before they are submitted for scoring. If special document materials are not returned as
instructed, student tests may be invalidated or responses may not be scored.
84
Spring 2015 Science Test Administration Manual
District Assessment Coordinator Responsibilities During Testing
District Assessment Coordinator Responsibilities During Testing
Monitor Test Administration and Maintain Test Security
Be available during testing to answer questions from school assessment coordinators and to supply additional
materials as needed. Monitor each school to ensure that test administration and test security policies and
procedures are followed.
Communicate with FDOE
Contact the Bureau of K–12 Student Assessment at 850-245-0513 if security breaches take place or if you need
guidance when test invalidation is being considered.
Spring 2015 Science Test Administration Manual
85
District Assessment Coordinator Responsibilities After Testing
District Assessment Coordinator Responsibilities After Testing
After testing, verify that school assessment coordinators have completed the following tasks:
■
Filed the signed copies of the Test Administration and Security Agreement and Test Administrator Prohibited
Activities Agreement
■
Filed copies of the seating charts, Security Logs, required administration information, and Test Materials
Chain of Custody Forms, and returned the originals in the District Assessment Coordinator ONLY boxes
■
Packaged, stored, and returned all materials according to your instructions and the instructions in
this manual
Prepare Boxes for Return
You will receive the following types of boxes from school assessment coordinators, as applicable:
■
Red-labeled boxes (Grades 5 and 8 Science TO BE SCORED materials)
■
Yellow-labeled boxes (All NOT TO BE SCORED materials)
■
White-labeled boxes (Large Print/One-Item-Per-Page TO BE SCORED materials)
■
Pink-labeled boxes (Braille TO BE SCORED materials)
■
District Assessment Coordinator ONLY boxes (required forms and ancillary materials)
See School Assessment Coordinator Responsibilities After Testing for the contents of each box.
Complete the following steps as school assessment coordinators return boxes to you:
1. Verify that school assessment coordinators have numbered the boxes correctly. If any errors are found, you
may use additional labels from your overage materials. Do not copy labels.
2. In separate boxes, return all unused secure district overage materials, which include Science materials that
are still in unopened, shrink-wrapped packages, AND any unused materials from open packages. Use the
yellow preprinted district return labels for these boxes. Labels may be placed over any existing shipping
labels (e.g., vendor or carrier labels). Do not copy labels.
3. Make sufficient copies of the Materials Return List to record information for all schools in your district. Each
form will accommodate multiple schools. Complete the Materials Return List according to the directions on
the form.
4. Keep all secure materials in locked storage until they are picked up.
86
Spring 2015 Science Test Administration Manual
District Assessment Coordinator Responsibilities After Testing
Sample of Materials Return List
District Number/Name:
Page
of
MATERIALS RETURN LIST
SPRING 2015 ASSESSMENTS
Instructions: Complete this form when preparing boxes for return to Pearson. Enter the school number, school name, the number of boxes per label
color for each school, and, if applicable, the number of the pallet on which these boxes are placed. You may copy this form to enter information for
additional schools. Email Materials Return Lists to Pearson at Florida@support.pearson.com on the day of pick up. File the originals for your
records. If you have questions or concerns, please call Pearson Customer Support at 877-847-3043.
FCAT 2.0 Science
(red, white, or pink labels)
SCHOOL
NUMBER
SCHOOL NAME
NGSSS Biology 1, Civics, and
U.S. History EOC Assessments
(brown, white, or pink labels)
# of
REDLabeled
Boxes
# of
BROWNLabeled
Boxes
# of
WHITELabeled
Boxes
FCAT Mathematics, FCAT 2.0 Reading,
and NGSSS Algebra 1 EOC Retakes
(red, white, or pink labels)
# of
PINKLabeled
Boxes
# of
YELLOWLabeled
Boxes
PALLET
NUMBER
COMMENTS
Return Materials to Contractor
All TO BE SCORED and NOT TO BE SCORED materials for your district MUST be picked up by the specified
dates. See the District Pickup Dates document in the District Assessment Coordinator Kit for your district’s
pickup dates.
Return TO BE SCORED special documents (white- and pink-labeled boxes) on the same date as all other TO BE
SCORED materials (red-labeled boxes). Do not box TO BE SCORED special document materials with regular
print TO BE SCORED materials.
The shipping courier will contact you prior to your scheduled pickup dates to confirm the pickup location and
approximate box count. If you have not been contacted at least one week prior to your scheduled pickup dates,
please notify Pearson at 877-847-3043.
Designate a person to be available at the pickup site on the scheduled dates. The shipping company will pick up
materials at any time on those dates.
As soon as each shipment is picked up, email the complete Materials Return Lists to Pearson at
Florida@support.pearson.com and then file the forms.
District Assessment Coordinator ONLY Boxes
1.
If you instructed schools to return these boxes to you, open the boxes when you receive them, review the
records of required administration information, and make sure that you have notified FDOE if any secure
materials are missing. A form for reporting missing materials is available at
www.FLAssessments.com/Spring2015. Complete the necessary investigation and file the records.
2.
Verify that the Security Logs, Test Materials Chain of Custody Forms, and seating charts were completed and
file them.
3.
Do not recycle or destroy any ancillary materials, such as seating charts, used periodic tables, etc., until
scores for this administration have been reported.
Spring 2015 Science Test Administration Manual
87
District Assessment Coordinator Responsibilities After Testing
4.
If District Assessment Coordinator ONLY boxes will be securely stored at schools, ensure that school
assessment coordinators understand your policies for storing these materials.
Other Materials
Discuss with school assessment coordinators your procedures for storing calculators. Provide instructions
regarding the storage and return of used and unused periodic tables.
■
USED periodic tables may be securely stored at the school or returned to you in the District Assessment
Coordinator ONLY box. Used periodic tables should be stored until scores for this administration have
been reported.
■
UNUSED periodic tables may be recycled or destroyed at the school or returned to you in the
District Assessment Coordinator ONLY box. Unused periodic tables may NOT be used for future test
administrations.
Comment Form
Go to www.FLAssessments.com/Spring2015 and complete the appropriate comment form. Information from
this form will be summarized by the contractor for FDOE use. Please provide feedback that will be meaningful to
FDOE and the test contractor.
88
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Appendix A: Accommodations
Spring 2015 Science Test Administration Manual
89
Appendix A: Accommodations
Overview
This appendix includes information about accommodations to the testing procedures that are allowable when
administering FCAT 2.0 Science tests. The accommodations described in this appendix are organized into sections
by category (see table below).
Accommodations for Students with Disabilities
Test Accommodations for Students with Disabilities (General Information)
Pages 90–91
Allowable Accommodations for Students with Disabilities
Pages 91–94
Unique Accommodations
Page 95
Accommodations for English Language Learners
Allowable Accommodations for English Language Learners (ELLs)
Pages 95–96
Special Documents (Large Print, Braille, One-Item-Per-Page) Instructions
Large Print Test Administrator Responsibilities Before and During Testing
Pages 98–100
Large Print Test Administrator Responsibilities After Testing
Page 101
Braille Test Administrator Responsibilities Before and During Testing
Pages 102–104
Braille Test Administrator Responsibilities After Testing
Page 105
One-Item-Per-Page Test Administrator Responsibilities Before and During Testing
Pages 106–109
One-Item-Per-Page Test Administrator Responsibilities After Testing
Page 110
Test Accommodations for Students with Disabilities
(General Information)
As specified in this appendix, accommodations may be provided to students with disabilities enrolled in
public schools with current IEPs or Section 504 plans. Care must be taken to provide a student with only the
accommodations permitted for that student. In addition, students with disabilities must be provided the
opportunity to participate in practice activities for the statewide assessments with appropriate allowable
accommodations.
Determination of appropriate accommodations in assessment situations for students with disabilities shall
be based on the individual needs of each student. Decisions on accommodations shall be made by the IEP or
Section 504 plan team and recorded on the IEP or Section 504 plan. Students with disabilities should be oriented
to any test situation through test-taking instruction designed to familiarize them with testing format and
procedures. This orientation should take place near the time of testing. Guidelines recommended for making
accommodation decisions include the following:
1.
Accommodations should facilitate an accurate demonstration of what the student knows or can do.
2.
Accommodations should not provide the student with an unfair advantage or interfere with the validity of a
test; accommodations must not change the underlying skills that are being measured by the test.
3.
Accommodations must be the same or nearly the same as those needed and used by the student in
completing classroom instruction and assessment activities.
4.
Accommodations must be necessary for enabling the student to demonstrate knowledge, ability, skill,
or mastery.
90
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Students with disabilities who are not currently enrolled in public schools or receiving services through public
school programs and require accommodations in order to participate in a test administration may have access to
accommodations if the following information is provided:
■
Evidence that the student has been found eligible as a student with a disability as defined by
s. 1003.01(3)(a), F.S., or Rule 6A-19.001(6), FAC, and
■
Documentation that the requested accommodations are regularly used for instruction.
For further information, contact the Bureau of Exceptional Education and Student Services at 850-245-0475 or
visit the following website: http://www.fldoe.org/ese/.
Districts may want to organize an FCAT 2.0 Accommodations Tool Kit that could include, but is not limited to,
the following approved items:
color transparencies or overlays reading stand reading guide page tabs highlighter tape alternative keyboard digital voice or tape recorder
raised line, shaded line, and color-coded paper
talking calculator
mathematics grids
adapted grip ruler
writing guides or templates
visual magnifier
Materials for tool kits may be ordered from:
Onion Mountain Technology, Inc.
74 Sextons Hollow Road
Canton, CT 06019-2102
Phone 860-693-2683
Fax 860-693-9433
www.onionmountaintech.com
Information regarding Section 504 eligibility is available from the Bureau of Exceptional Education and Student
Services Resource and Information Center (BRIC) at 850-245-0477 or http://fldoe.org/ese/pubxhome.asp.
Questions concerning requirements or Section 504 eligibility under Rule 6A-19.001(6), FAC, should be directed
to the district Section 504 Coordinator. Additional assistance may be obtained by contacting the Student Support
Services Project, 850-245-7851, or the Office of Equal Educational Opportunity, 850-245-0511.
Allowable Accommodations
for Students with Disabilities
Listed below and on the next page are allowable accommodations on the FCAT 2.0 for students with disabilities.
Not all allowable accommodations are listed.
A. Flexible Presentation
■
Large print test materials are available for paper-based tests.
■
Contracted and uncontracted braille versions of each test are available for students who require braille
materials. Some test items may be altered in format for braille versions of the test as authorized by
FDOE. Test items that have no application for the braille reader will be deleted as authorized by FDOE.
Student performance standards that cannot be assessed in the braille format will be deleted according to
the requirements of s. 1008.22, F.S.
■
One-item-per-page test materials are available for students who require one test item on a page, fewer
test items on a page, increased space between test items, or true black-and-white print.
Spring 2015 Science Test Administration Manual
91
Appendix A: Accommodations
■
Oral presentation may be provided for all directions and for items/answer choices in Science tests. The
test administrator may read test directions and may read aloud science items and answer choices. These
test items and answer choices may not be reworded, summarized, or simplified. When reading answer
choices, the test administrator must be very careful not to use inflection that might lead a student to the
correct/incorrect responses.
■
Signed presentation may be provided for all directions and for items/answer choices in Science tests.
The test administrator may sign science items and answer choices using the same method of sign
language that the student regularly uses in the classroom but must be careful not to use signs that might
lead the student to the correct response. In such cases, fingerspelling may be used as an alternative.
■
For oral or signed presentation, the test administrator may sign or read aloud science items and answer
choices to the student in the manner that is regularly used in the classroom. Examples of allowable
oral/signed presentation include, but are not limited to, reading/signing items to a group of students,
reading/signing every item to a student individually, reading/signing items only when a student
requests.
■
Test directions may be repeated, clarified, or summarized.
■
A student may be provided with a copy of directions from the administration script that is read by
the teacher.
■
A student may be allowed to demonstrate that he or she understands the directions (e.g., repeating or
paraphrasing).
■
A student may read aloud test items and answer choices to him/herself. This would require use of a
device such as a WhisperPhone or would require that the student be tested in a separate setting so that
other students are not disturbed.
■
Verbal encouragement (e.g., “keep working,” “make sure to answer every question”) may be used;
however, it may not be used to cue a student regarding correct/incorrect responses.
■
Students may use magnification devices (e.g., CCTV/video magnifiers, reading loupes, handheld
magnifiers). Devices must be used without accessing image-upload features (e.g., devices with a memory
card must have the memory card removed during testing).
■
A student may use a straightedge to maintain or enhance visual attention to test items.
■
Portions of a test may be masked to direct attention to uncovered item(s).
■
Colored transparencies/overlays may be used.
■
Test documents may be secured to a work area. If adhesives are used to secure scannable documents,
responses must be transcribed into replacement documents.
■
Positioning tools, such as a reading stand, may be used.
■
A student may use a highlighter to highlight key words or phrases in directions, passages, test items, and
answer choices. If a highlighter is used on a scannable document, responses must be transcribed into a
replacement document.
B. Flexible Responding
92
■
The student may use varied methods to respond to the test, including written, signed, and verbal
responses. (Written responses may include the use of devices such as the Graphic Aid for Mathematics or
the geoboard for students using braille.) A test administrator or proctor may transcribe student responses
to the format required by the test, except where noted in the large print, braille, and one-item-per-page
instructions. Recorded responses must accurately reflect the response of the student, without addition or
enhancement by the test administrator or proctor.
■
A student may dictate responses to a proctor.
■
A student may use speech-to-text technology to record answers.
■
A student may use a computer switch to indicate answers.
■
A student may use a computer/alternative keyboard to indicate answers.
■
A student may use a pointing device to indicate answers.
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
■
A student may use other communication devices to indicate answers.
■
A student may enter answers directly in a test book (would require that responses are then transcribed
into an answer document by school/district personnel, if applicable).
■
A student may sign responses to an interpreter.
■
A student may dictate responses into a tape recorder (would require that responses are then transcribed
by school/district personnel and original tape destroyed after testing is completed). Students may listen
to their taped responses to review their work.
■
A student may use special paper such as raised-line, shaded-line, or color-coded (would require that
responses are then transcribed by school/district personnel).
■
A student may use blank mathematics grids/guides to organize mathematical computation. Multiplication charts/tables may not be used.
■
A student may use writing guides to produce legible answers.
■
Test administrators may check periodically to be sure that students are marking in the correct spaces.
Other considerations for Responding accommodations when administering the FCAT 2.0 to students with
disabilities include:
■
If the student is providing typed responses, the responses must be transcribed by appropriate school
personnel into the student’s answer document. Student responses must not be edited or changed in any
way when transcribed.
■
If the student is providing a response in a large print or one-item-per-page document or on braille paper,
the large print, braille, or one-item-per-page documents containing the original student work must be
returned, according to the special document return instructions in this appendix.
■
If a student is providing oral responses or signed responses, the responses must be recorded by the
appropriate school personnel in the student’s answer document. The responses must be recorded
without any edits, changes, or corrections.
■
Devices designed to check grammar or spelling must not be used.
■
If the student types responses on a computer or records responses in some other manner at the school, all
copies must be erased or destroyed after the responses have been transcribed into the student’s answer
document by school/district personnel.
■
If a student’s disability prevents him or her from writing small enough to respond in the answer
document, the student may respond on paper that is regularly used in the classroom setting. The written
response must be transcribed into the student’s answer document by the appropriate personnel.
C. Flexible Scheduling
■
A student may be administered a test during several brief sessions, allowing frequent breaks during the
testing sessions. Between sessions and during breaks (e.g., restroom breaks, lunch breaks), students must
be closely monitored to ensure that they do not share responses or change responses to items that were
already completed.
■
A student may use a specific time of day for specific sessions.
■
A student may be provided extended time to complete a test. Extended time must be provided in
accordance with the student’s IEP or Section 504 plan. Extended time is not unlimited time; it should
align with the accommodation used regularly in the student’s classroom instruction and assessments.
The student is not required to use all of the extended time that is allowed and may end the test session
prior to the expiration of the extended time.
■
A student must complete testing in one session before continuing to the next session. At no time is it
appropriate to instruct a student to move on to a new session before completing the current session
or test.
■
Each FCAT 2.0 Science test session must be completed within one school day.
Spring 2015 Science Test Administration Manual
93
Appendix A: Accommodations
■
For students who have a flexible scheduling accommodation that allows them to test over more than
one day per session, the following conditions must be maintained to ensure the validity of the test
administration across days:
•
The student may not be permitted to change his or her responses to items that were completed on a
previous day.
•
The test administrator must closely supervise the administration of the test on an individual basis to
ensure that answers from the previous day are not changed and that the student does not preview
parts of the test to be answered the following day.
•
The test administrator must use a paper clip or binder clip to secure the answer documents and
prevent the student from reviewing his or her answers from the previous day. ALL CLIPS MUST
BE REMOVED AFTER TESTING. Staples or tape should NOT be used on books containing
student answers.
D. Flexible Setting
■
A student may be administered a test in a familiar place with a test proctor present, and/or a familiar
person who has been appropriately trained may administer the test. Procedures for test security must
also be followed and precautions taken in order to ensure that the test remains secure.
■
A student may be administered a test individually or in a small group setting. A small group should be of
a size comparable to the normal instruction group size indicated on the student’s IEP or Section 504 plan.
■
If a student requires use of an accommodation that may disturb other students, the student should be
tested in a separate setting.
■
A student may use special lighting.
■
A student may use adaptive or special furniture.
■
Special acoustics, such as FM systems, may be used to enhance sound, or special rooms may be used to
decrease auditory distractions.
■
The opportunity for movement may be increased or decreased.
■
Stimuli may be reduced (e.g., by limiting the number of items on the student’s desk).
■
White noise/sound machines or approved music may be used to reduce auditory distractions.
E. Assistive Devices and Tools
■
Approved four-function calculators are allowed for students taking the Grade 8 Science test only.
Calculators may not be used, even as an accommodation, by students taking the Grade 5 Science test.
■
Visual magnification and auditory amplification devices may be used.
■
Real coins may be used to represent coins depicted in test items. Coins may not be used as counting
devices.
■
For students with visual impairments, an abacus and products such as the Graphic Aid for Mathematics,
Math Window , and the geoboard may be used. These devices are approved substitutes for paper and
pencil computation.
■
Other assistive technology typically used by the student in classroom instruction may be used provided
the purpose of the testing is not violated. Implementation of assistive devices must ensure that test
responses are the independent work of the student.
■
Students who use sign language as their primary means of communication may use an English/sign
or sign/English translation dictionary. The dictionary must be similar to one used in an instructional
setting and may not contain definitions of words. The dictionary may contain the sign picture, the word,
synonyms, and an index.
■
Manipulative materials, including, but not limited to, counters, base-10 blocks, clock faces, or geometric
shapes are not allowed to be used by any student during the test administration.
•
94
FOR BRAILLE MATERIALS ONLY: While the use of manipulatives is not an allowable
accommodation, occasionally an item in a braille test will require the use of manipulatives to give
the student a tactile reference. If/when such items occur, test administrators will be provided with
instructions allowing students to use the manipulatives for those specific test items only. These
modifications are approved by FDOE and apply to braille test materials only.
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Unique Accommodations
In accordance with Rule 6A-1.0943, FAC, school districts may request unique accommodations for individual
students with disabilities. Unique accommodations usually involve alterations of existing test materials. In
addition, they must be regularly used by the student for classroom instruction and must not alter the underlying
content of the assessment. Each unique accommodation must be approved by the Commissioner of Education
or a designee prior to its use. Written requests for unique accommodations must be submitted by the district
assessment coordinator to the Bureau of K–12 Student Assessment at the FDOE. Requests must be reviewed by
district level staff before being sent to FDOE. In addition, the signatures of both the district exceptional student
education director and the district assessment coordinator are required.
Allowable Accommodations for
English Language Learners (ELLs)
Districts are required to provide accommodations to students identified as ELLs. The test may be administered
with any one of these modifications or a combination of accommodations that are determined to be appropriate
for the particular needs of ELLs. However, all testing, with or without accommodations, must be completed
during the prescribed testing dates shown on the inside front cover of this manual. Test administrators must
follow the testing procedures outlined in the rest of this manual and give special assistance only to students who
are eligible for assistance as stated in this appendix.
Allowable accommodations for ELLs are listed below and on the next page.
A. Flexible Setting
■
ELLs may be offered the opportunity to be tested in a separate room with the English for Speakers of
Other Languages (ESOL) or heritage language teacher acting as test administrator. Parents/guardians
must be informed of this option for students not of legal age and shall be given the opportunity to select
the preferred method of test administration.
B. Flexible Scheduling
■
ELLs may take a test during several brief periods within one school day; however, each FCAT 2.0 Science
test session must be completed within one school day.
■
ELLs may be provided additional time; however, each FCAT 2.0 Science test session must be completed
within one school day.
C. Assistance in Heritage Language
■
ELLs may be provided limited assistance by an ESOL or heritage language teacher using the student’s
heritage language for all directions and for items/answer choices in Science tests. This should not be
interpreted as permission to provide oral presentation of test items and answer choices in English or in
the student’s heritage language.
•
The ESOL or heritage language teacher may answer questions about the general test directions
in the student’s heritage language. If the test is administered to a group of students, the teacher
may answer questions about directions for the benefit of the group. Questions of clarification from
individual students must be answered on an individual basis without disturbing other students.
•
The ESOL or heritage language teacher may answer specific questions about a word or phrase in a
test item or answer choice that is confusing the student because of limited English proficiency but is
prohibited from giving assistance that will help the student solve the problem or answer the item.
Questions must not be answered in a way that would lead the student to infer correct/incorrect
responses.
Spring 2015 Science Test Administration Manual
95
Appendix A: Accommodations
D. Approved Dictionary
■
96
ELLs must have access to an English-to-heritage language translation dictionary and/or heritage
language-to-English translation dictionary, such as those made available to ELLs in an instructional
setting. However, a dictionary providing definitions written exclusively in the heritage language or in
English may not be provided.
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Special Documents Instructions
These instructions serve as a guideline for administering FCAT 2.0 Science tests to students who use large print,
braille, or one-item-per-page materials. These instructions should be used with the General Information sections;
the Test Administrator, School Assessment Coordinator, and District Assessment Coordinator Responsibilities sections;
and the additional information on general test administration procedures and accommodations in this appendix.
The pre-populated Administration Record/Security Checklist (available in PearsonAccess) lists each school’s
secure materials, including large print, braille, and one-item-per-page materials. Written documentation of the
security numbers must be maintained at all times when secure materials are distributed and returned. Please
remember to use a separate Special Document Return Envelope for each student when packaging materials
for return.
Spring 2015 Science Test Administration Manual
97
Appendix A: Accommodations
Large Print Test Administrator Responsibilities Before and During Testing
Assemble Large Print Materials
Your school assessment coordinator will provide the materials needed to administer FCAT 2.0 Science tests to
students using large print materials. Read the following chart to ensure that you have all appropriate materials.
If you are missing any materials or have questions about their use, contact your school assessment coordinator.
See Test Administrator Responsibilities Before Testing on pages 21–25 for additional information.
Students using large print materials record their responses directly in the large print test and answer book.
Regular print versions of the test materials are included in the large print test materials kits. School/district
personnel are responsible for preparing the grid sheet of the student’s regular print answer document so that
the student’s responses can be transcribed into the regular print document by the contractor. School/district
personnel should not transcribe student responses from the large print test and answer books into the regular
print answer documents, except when indicated for an accommodation.
Large Print Test Materials
Grade 5
Test Administrator
Grade 8
Test Administrator
■ Required Administration Information
■ Required Administration Information
■ Regular Print Grade 5 Science Test Book and
■ Regular Print Grade 8 Science Test Book and
Answer Book
■ Special Document Return Envelope
Student Science Test Materials
■ Large Print Grade 5 Science Test and Answer
Book
Answer Book
■ Special Document Return Envelope
■ Approved Regular Four-Function Calculator
Student Science Test Materials
■ Large Print Grade 8 Science Test and Answer
Book
■ Large Print Periodic Table of the Elements
■ Approved Large Key/Large Display or Talking
Four-Function Calculator
Test Administration Manual
You are also responsible for reading the following sections of this manual prior to testing: General Information, Test
Administrator Responsibilities, the appropriate appendices, and the appropriate scripts.
98
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Large Print Scripts
You will use the test administration scripts provided in this manual to administer tests to students using large
print materials. Modifications to the regular test administration scripts should be made as specified below. It
is important that you review the scripts and modifications BEFORE testing begins.
As you read the scripts, ensure that students understand how to properly indicate answers for multiple-choice
items. Students are required to circle answers for multiple-choice items.
For BOTH Grade Levels
■
Omit instructions to grid the test book form number. The box labeled TEST BOOK FORM NUMBER has
been removed from the grid sheet of applicable large print test documents.
Grade 5 Science
■
Replace references to the “test book” or the “answer book” with the “test and answer book.”
■
Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct
students to mark their answers directly in the large print test and answer book and to circle answers
instead of filling in bubbles for the answers they choose.
Grade 8 Science
■
Replace references to the “test book” or the “answer book” with the “test and answer book.”
■
Distribute the separate large print Periodic Table of the Elements and instruct students to refer to it at any
time during the Science test.
■
Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct
students to mark their answers directly in the large print test and answer book and to circle answers
instead of filling in bubbles for the answers they choose.
Prepare Student Large Print Documents
To ensure that each student’s test documents are processed correctly, verify that the student name, school name,
and district name are written on the front cover in the box in the upper left corner of the large print test and
answer book.
The student grid sheet on the front cover of the student’s regular print answer document must also be completed
in one of the following ways:
■
If the student has a preidentified label, verify the accuracy of the information on the label and carefully
place it in the lower left corner of the grid sheet in the box that reads PLACE STUDENT LABEL HERE.
■
If the student does not have a label, grid the student information with a No. 2 pencil.
Examine each student’s large print test and answer book and each student’s regular print answer document to
ensure that they have been completed correctly. For information about completing the student grid sheet, see
pages 4–8. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the
Script for Verifying a Preidentified Label on pages 59–60.
Distribute Large Print Materials
Refer to the chart on page 98 and to Test Administrator Responsibilities Before Testing on pages 21–25 to ensure that
you have all necessary materials.
Spring 2015 Science Test Administration Manual
99
Appendix A: Accommodations
Calculators
Provide each student using large print materials the appropriate calculator for use on the Grade 8 Science test.
Calculators may not be used by students in Grade 5. Ensure that a supply of approved regular, large key/large
display, and talking four-function calculators is available prior to the administration date and that each student
has sufficient time to practice using the calculator(s).
Some talking four-function calculators provided by FDOE do not have a key for finding the square root of a
number. Prior to testing, inform each student using a talking calculator that he or she may request the use of an
approved regular four-function calculator to find the square root of a number if his or her talking calculator does
not have a square root key. In this case, the student must tell you what keys to press to find the square root of a
number, and then you may read the display to the student.
Similarly, some talking four-function calculators may not have a change sign key (+/–), which is used to perform
operations involving negative numbers. Before testing begins, notify each student using a talking calculator that
he or she may request the use of an approved regular four-function calculator to perform operations involving
negative numbers if his or her talking calculator does not have a change sign key. Keep in mind that you may
only perform actions involving negative numbers and then read the display to the student.
In both instances, you may only perform actions requested by the student.
Periodic Tables of the Elements
Large print periodic tables are included as standalone pages in each Grade 8 Science large print test materials kit.
Large Print Student Responses
Students who use large print materials will record their responses directly in the large print test and answer
books. Students are required to circle answers for multiple-choice items. The contractor will transcribe the
student’s responses from the large print test and answer book into the regular print answer document included
in the student’s return envelope. School/district personnel are responsible for preparing the grid sheet of the
student’s regular print answer document before placing it in the student’s Special Document Return Envelope.
Flexible responding accommodations should be provided as necessary to eligible students using large print
materials to ensure that student responses are indicated correctly. For students who cannot grid bubbles or
write clearly in gridded-response answer boxes, you should record or transcribe the student’s responses into the
regular print answer document provided for the student. If a student using large print materials provides verbal
or signed responses, you will record the student’s responses in the student’s regular print answer document.
Student responses are recorded or transcribed into regular print answer documents for provision of these
accommodations only. In these cases, include the student’s large print test materials and the regular print answer
document containing his or her responses in the student’s Special Document Return Envelope(s).
If a student is using multiple learning media (e.g., a student uses braille materials and records his or her responses
in a large print test and answer book), make sure that ALL of the student’s responses are in ONE answer
document type. Place TO BE SCORED test materials containing the student’s responses in the student’s Special
Document Return Envelope(s) according to the return instructions for that document type.
See pages 92–93 in this appendix for additional information on flexible responding accommodations.
100
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Large Print
Test Administrator
Responsibilities After Testing
Return Large Print Materials
Complete the following steps as soon as testing has been completed:
1.
Verify that you have collected all required administration information (see pages 21–22). Copy and file this
information. Notify your school assessment coordinator immediately if any secure test materials are missing.
2.
Verify that your Security Log has been completed correctly. Copy and file this log.
3.
Remove stray large print periodic tables from the test materials.
4.
Ensure that the student’s first and last names, school name, and district name are written in the box in the
upper left corner of the student’s large print test and answer book.
5.
Verify that the grid sheet on the front of each student’s regular print answer document has been completed
correctly or has a preidentified student label affixed. For each student who tested using large print
materials, ensure that the bubbles for flexible presentation, flexible responding, and any other category of
accommodations used during the test are gridded on the student grid sheet.
6.
If a test is TO BE SCORED, verify that the DNS bubble has not been gridded. If a DNS bubble has been
gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If a test is NOT TO BE SCORED,
verify that the DNS bubble has been gridded.
7.
Ensure that student responses are indicated clearly (i.e., bubbles are gridded for multiple-choice items,
responses in gridded-response answer boxes are legible and completed according to the large print response
grid instructions). If student responses are not recorded properly, they will not be scored.
8.
Place each student’s test materials in the Special Document Return Envelope according to the chart below.
Do not place materials for more than one student in the same envelope. Do NOT seal the envelope(s).
Return Large Print Test Materials
■ Large Print Test and Answer Book
AND
■ Regular Print Answer Book
9.
Complete the Special Document Return Envelope for each student according to the instructions on the
envelope. Use the space on the envelope marked STUDENT ENVELOPE ____ OF ____ to number each
student’s envelope 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.
10. Return the completed Special Document Return Envelopes and all other materials (e.g., periodic tables,
calculators) to your school assessment coordinator.
11. Complete the online Test Administrator Comment Form at www.FLAssessments.com/Spring2015.
Information from this form will be summarized by the contractor for FDOE use. Please provide feedback
that will be meaningful to FDOE and the test contractor. If you have comments pertaining to school/district
procedures, please contact your school or district assessment coordinator.
Spring 2015 Science Test Administration Manual
101
Appendix A: Accommodations
Braille
Test Administrator
Responsibilities
Before and During Testing
Assemble Braille Materials
Your school assessment coordinator will provide the materials needed to administer FCAT 2.0 Science tests to
students using braille materials. The braille tests for all FCAT 2.0 tests include separate volumes for Session 1
and Session 2. Read the following chart to ensure that you have all appropriate materials. If you are missing any
materials or have questions about their use, contact your school assessment coordinator. See Test Administrator
Responsibilities Before Testing on pages 21–25 for additional information.
Students using braille materials record their responses on braille paper. Regular print versions of the test
materials are included in the braille test materials kits. Braille notes provide a detailed list of the differences
between the braille version and the regular print version of the test documents. School/district personnel are
responsible for preparing the grid sheet of the student’s regular print answer document so that the student’s
responses can be transcribed into the regular print document by the contractor.
Braille Test Materials
Grade 5
Test Administrator
Grade 8
Test Administrator
■ Required Administration Information
■ Required Administration Information
■ Braille Script
■ Braille Script
■ Braille Notes (clipped to the inside front cover of
■ Braille Notes (clipped to the inside front cover of
each braille test book)
■ Regular Print Grade 5 Science Test Book and
Answer Book
■ Special Document Return Envelope
each braille test book)
■ Regular Print Grade 8 Science Test Book and
Answer Book
■ Special Document Return Envelope
■ Approved Regular Four-Function Calculator
Student Science Test Materials
Student Science Test Materials
■ Braille Grade 5 Science Test Book – Session 1
■ Braille Grade 8 Science Test Book – Session 1
■ Braille Grade 5 Science Test Book – Session 2
■ Braille Grade 8 Science Test Book – Session 2
■ Braille Testing Rules Acknowledgment Sheet
■ Braille Testing Rules Acknowledgment Sheet
■ Braille Paper (for student responses)
■ Braille Periodic Table of the Elements
■ Braille Paper (for student responses)
■ Approved Talking Four-Function Calculator
Test Administration Manual
You are also responsible for reading the following sections of this manual prior to testing: General Information, Test
Administrator Responsibilities, and the appropriate appendices.
102
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Braille Scripts and Notes
You will use the braille scripts provided with the braille test materials to administer tests to students using braille
materials. Braille scripts are also available in PearsonAccess. It is important that you review the braille scripts
BEFORE testing begins.
Braille notes are included with the braille test materials and provide a page-by-page, detailed list of the
differences between the braille version and the regular print version of the test documents. It is very important
that you read the braille notes carefully before administering the test and that you use them, as appropriate,
during the test administration.
Prepare Student Braille Documents
To ensure that each student’s test documents are processed correctly, ensure the student’s first and last names,
district name, and school name are included on the front cover of his or her braille test books (Session 1 and
Session 2). Make sure the student’s first and last names, district name, school name, grade level, and the tested
subject are included on each braille answer sheet and on the Testing Rules Acknowledgment Sheet.
The grid sheet on the front cover of the student’s regular print answer document must also be completed in one
of the following ways:
■
If the student has a preidentified label, verify the accuracy of the information on the label and carefully
place it in the lower left corner of the grid sheet in the box that reads PLACE STUDENT LABEL HERE.
■
If the student does not have a label, grid the student information with a No. 2 pencil.
Examine each student’s braille test materials and each student’s regular print answer document to ensure that they
have been completed correctly. For information, see pages 4–8. You may also refer to the Script for Gridding a NonPreidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on pages 59–60.
Distribute Braille Materials
Refer to the chart on page 102 and to Test Administrator Responsibilities Before Testing on pages 21–25 to ensure that
you have all necessary materials.
Calculators
Provide each student using braille materials the appropriate calculator for use on the Grade 8 Science test.
Calculators may not be used by students in Grade 5. Ensure that a supply of approved regular, large key/large
display, and talking four-function calculators is available prior to the administration date and that each student
has sufficient time to practice using the calculator(s).
Some talking four-function calculators provided by FDOE do not have a key for finding the square root of a
number. Prior to testing, inform each student using a talking calculator that he or she may request the use of an
approved regular four-function calculator to find the square root of a number if his or her talking calculator does
not have a square root key. In this case, the student must tell you what keys to press to find the square root of a
number, and then you may read the display to the student.
Similarly, some talking four-function calculators may not have a change sign key (+/–), which is used to perform
operations involving negative numbers. Before testing begins, notify each student using a talking calculator that
he or she may request the use of an approved regular four-function calculator to perform operations involving
negative numbers if his or her talking calculator does not have a change sign key. Keep in mind that you may
only perform actions involving negative numbers and then read the display to the student.
In both instances, you may only perform actions requested by the student.
Spring 2015 Science Test Administration Manual
103
Appendix A: Accommodations
Periodic Tables of the Elements
The periodic table is included as a separate volume in each Grade 8 Science braille test materials kit.
Testing Rules Acknowledgment Sheets
A separate braille Testing Rules Acknowledgment Sheet is clipped to the inside front cover of the Session 1
braille test books. Students must read and indicate that they understand the Testing Rules Acknowledgment
by brailling their initials or signing their names on the braille Testing Rules Acknowledgment Sheets before
participating in each test administration.
Braille Student Responses
Students who use braille materials will record their responses on braille paper. The contractor will transcribe
the student’s responses from the braille paper into the regular print answer document included in the student’s
return envelope. School/district personnel are responsible for preparing the grid sheet of the student’s regular
print answer document before placing it in the student’s Special Document Return Envelope.
If a student using braille materials provides verbal or signed responses, you will record the student’s responses
in the regular print answer document provided for the student. Include the student’s braille test materials
and the regular print answer document containing his or her responses in the student’s Special Document
Return Envelope(s).
If a student is using multiple learning media (e.g., a student uses braille materials and records his or her
responses in a large print answer document), make sure that ALL of the student’s responses are in ONE answer
document type. Place TO BE SCORED test materials containing the student’s responses in the student’s Special
Document Return Envelope(s) according to the return instructions for that document type.
See pages 92–93 in this appendix for additional information on flexible responding accommodations.
104
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
Braille
Test Administrator
Responsibilities After Testing
Return Braille Materials
Complete the following steps as soon as testing has been completed:
1.
Verify that you have collected all required administration information (see pages 21–22). Copy and file this
information. Notify your school assessment coordinator immediately if any secure test materials are missing.
2.
Verify that your Security Log has been completed correctly. Copy and file this log.
3.
Ensure that the student’s first and last names, district name, and school name are included on the front cover
of each braille test book. Make sure the student’s first and last names, district name, school name, grade level,
and the tested subject are included on each braille answer sheet and on the Testing Rules Acknowledgment
Sheet.
4.
Verify that the grid sheet on the front of each regular print answer document has been completed correctly
or has a preidentified student label affixed. For each student who tested using braille materials, ensure that
the bubbles for flexible presentation, flexible responding, and any other category of accommodations used
during the test are gridded on the student grid sheet.
5.
If a test is TO BE SCORED, verify that the DNS bubble on the grid sheet of the regular print answer
document has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and
grid the UNDO bubble. If a test is NOT TO BE SCORED, verify that the DNS bubble has been gridded.
6.
Place each student’s test materials in the Special Document Return Envelope according to the chart below.
Do not place materials for more than one student in the same envelope. Do NOT seal the envelope(s).
Return Braille Test Materials
■ Braille Answer Sheets containing student responses (separated by subject)
■ Braille Test Books (Session 1 and Session 2)
■ Braille Testing Rules Acknowledgment Sheet
AND
■ Regular Print Answer Book
7.
Complete a Special Document Return Envelope for each student according to the instructions on the
envelope. Use the space on the envelope marked STUDENT ENVELOPE ____ OF ____ to number each
student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.
8.
Return the completed Special Document Return Envelopes and all other materials (e.g., unused braille paper,
calculators) to your school assessment coordinator.
9.
Complete the online Test Administrator Comment Form at www.FLAssessments.com/Spring2015.
Information from this form will be summarized by the contractor for FDOE use. Please provide feedback
that will be meaningful to FDOE and the test contractor. If you have comments pertaining to school/district
procedures, please contact your school or district assessment coordinator.
Spring 2015 Science Test Administration Manual
105
Appendix A: Accommodations
One-Item-Per-Page Test Administrator Responsibilities Before and During Testing
Assemble One-Item-Per-Page Materials
Your school assessment coordinator will provide the materials needed to administer FCAT 2.0 Science tests to
students using one-item-per-page materials. Read the following chart to ensure that you have all appropriate
materials. If you are missing any materials or have questions about their use, contact your school assessment
coordinator. See Test Administrator Responsibilities Before Testing on pages 21–25 for additional information.
Students using one-item-per-page materials record their responses directly in the one-item-per-page test and
answer book. Regular print versions of the test materials are also included in the one-item-per-page test materials
kits. School/district personnel must prepare the student grid sheet of the regular print answer document and
transcribe the student’s responses into the regular print document. Student responses from one-item-per-page
documents must be transcribed into a regular print answer document in order to be scored.
One-Item-Per-Page Test Materials
Grade 5
Test Administrator
Grade 8
Test Administrator
■ Required Administration Information
■ Required Administration Information
■ Regular Print Grade 5 Science Test Book and
■ Regular Print Grade 8 Science Test Book and
Answer Book
■ Special Document Return Envelope
Answer Book
■ Special Document Return Envelope
■ Approved Regular Four-Function Calculator
Student Science Test Materials
■ One-Item-Per-Page Grade 5 Science Test and
Answer Book
Student Science Test Materials
■ One-Item-Per-Page Grade 8 Science Test and
Answer Book
■ Periodic Table of the Elements (inside the one-item
per-page test book)
■ Approved Regular, Large Key/Large Display, or
Talking Four-Function Calculator
Test Administration Manual
You are also responsible for reading the following sections of this manual prior to testing: General Information, Test
Administrator Responsibilities, the appropriate appendices, and the appropriate scripts.
106
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
One-Item-Per-Page Scripts
You will use the test administration scripts provided in this manual to administer tests to students using
one-item-per-page materials. Modifications to the regular test administration scripts should be made as
specified below. It is important that you review the scripts and modifications BEFORE testing begins.
For ALL Grade Levels
■
Instruct students to print their Name, School Name, and District Name in the box in the upper right
corner of the title page for all one-item-per-page test documents. The box in the upper right corner of the
title page must be completed by each student, and school/district staff will be responsible for affixing a
student PreID label or gridding student information on the regular print answer document included in
the student’s test materials kit. It is not necessary to read the Script for Gridding a Non-Preidentified Student
Grid Sheet or the Script for Verifying a Preidentified Label when administering the test.
■
Omit instructions to grid the test group code. School staff should grid the appropriate test group code on
the back of the regular print answer document included in the student’s test materials kit.
■
Omit instructions to grid the test book form number. When applicable, school staff should grid the
test book form number on the student grid sheet of the regular print answer document included in the
student’s test materials kit.
■
Remove all references to students breaking seals on their test documents. NONE of the one-item-per
page test documents contain seals.
■
Omit instructions to check pages in the test and answer book (if all pages of the test and answer book
were checked prior to the test administration).
■
Refer to or distribute the appropriate individual test book page(s) to students as the remaining directions
in the scripts are read aloud. Make adjustments to the listed page numbers.
Grade 5 Science
■
Replace references to the “test book” or the “answer book” with the “test and answer book.”
■
Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct
students to mark their answers directly in the one-item-per-page test and answer book and to circle
answers instead of filling in bubbles for the answers they choose.
Grade 8 Science
■
Replace references to the “test book” or the “answer book” with the “test and answer book.”
■
Remove the Periodic Table of the Elements from the one-item-per-page test and answer book by opening
the binder rings and instruct students to refer to this periodic table at any time during the Science test.
■
Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct
students to mark their answers directly in the one-item-per-page test and answer book and to circle
answers instead of filling in bubbles for the answers they choose.
Prepare Student One-Item-Per-Page Documents
To ensure that each student’s test documents are processed correctly, verify that the student name, school name,
and district name are written in the box in the upper right corner on the title page of the one-item-per-page test
and answer book.
Spring 2015 Science Test Administration Manual
107
Appendix A: Accommodations
The student grid sheet on the front cover of the student’s regular print answer document must also be completed
in one of the following ways:
■
If the student has a preidentified label, verify the accuracy of the information on the label and carefully
place it in the lower left corner of the grid sheet in the box that reads PLACE STUDENT LABEL HERE.
■
If the student does not have a label, grid the student information with a No. 2 pencil.
Examine each student’s one-item-per-page test and answer book and each student’s regular print answer
document to ensure that they have been completed correctly. For information about completing the student
grid sheet, see pages 4–8. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on
pages 57–58 or the Script for Verifying a Preidentified Label on pages 59–60.
After testing, school/district staff must transcribe student responses from the one-item-per-page test and answer
book into the student’s regular print answer document in order for the responses to be scored. Both documents
must be included in the student’s return envelope.
Distribute One-Item-Per-Page Materials
Refer to the chart on page 106 and to Test Administrator Responsibilities Before Testing on pages 21–25 to ensure that
you have all necessary materials.
Calculators
Provide each student using one-item-per-page materials the appropriate calculator for use on the Grade 8 Science
test. Calculators may not be used by students in Grade 5. Ensure that a supply of approved regular, large key/
large display, and talking four-function calculators is available prior to the administration date and that each
student has sufficient time to practice using the calculator(s).
Some talking four-function calculators provided by FDOE do not have a key for finding the square root of a
number. Prior to testing, inform each student using a talking calculator that he or she may request the use of an
approved regular four-function calculator to find the square root of a number if his or her talking calculator does
not have a square root key. In this case, the student must tell you what keys to press to find the square root of a
number, and then you may read the display to the student.
Similarly, some talking four-function calculators may not have a change sign key (+/–), which is used to perform
operations involving negative numbers. Before testing begins, notify each student using a talking calculator that
he or she may request the use of an approved regular four-function calculator to perform operations involving
negative numbers if his or her talking calculator does not have a change sign key. Keep in mind that you may
only perform actions involving negative numbers and then read the display to the student.
In both instances, you may only perform actions requested by the student.
Periodic Tables of the Elements
Periodic tables are included as removable pages inside each Grade 8 Science one-item-per-page test and answer
book.
108
Spring 2015 Science Test Administration Manual
Appendix A: Accommodations
One-Item-Per-Page Student Responses
Students who use one-item-per-page materials will record their responses directly in the one-item-per-page test
and answer books. School/district personnel MUST transcribe the student’s responses from the one-item-per
page test and answer book into the regular print answer document provided for that student.
Flexible responding accommodations should be provided as necessary to eligible students using one-item-per
page materials to ensure that student responses can be clearly interpreted and transcribed into the regular print
answer document. If a student using one-item-per-page materials provides verbal or signed responses, you
MUST record the student’s responses in the regular print answer document. Include the student’s one-item-per
page test materials and regular print test materials in the student’s Special Document Return Envelope(s).
See pages 92–93 in this appendix for additional information on flexible responding accommodations.
Spring 2015 Science Test Administration Manual
109
Appendix A: Accommodations
One-Item-Per-Page
Test Administrator
Responsibilities After Testing
Return One-Item-Per-Page Materials
Complete the following steps as soon as testing has been completed:
1.
Verify that you have collected all required administration information (see pages 21–22). Copy and file this
information. Notify your school assessment coordinator immediately if any secure test materials are missing.
2.
Verify that your Security Log has been completed correctly. Copy and file this log.
3.
Ensure that the student’s name, school name, and district name are written in the box in the upper right
corner on the title page of the one-item-per-page test and answer book.
4.
Verify that the student grid sheet on the front of the student’s regular print answer document has been
completed correctly or has a preidentified student label affixed. For each student who tested using oneitem-per-page materials, ensure that the bubbles for flexible presentation, flexible responding, and any other
category of accommodations used during the test are gridded on the student grid sheet.
5.
If a test is TO BE SCORED, verify that the DNS bubble on the grid sheet of the regular print answer
document has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and
grid the UNDO bubble. If a test is NOT TO BE SCORED, verify that the DNS bubble has been gridded.
6.
Ensure that student responses have been transcribed from the one-item-per-page test and answer book into
the student’s regular print answer document.
7.
Place each student’s test materials in the Special Document Return Envelope according to the chart below.
Do not place materials for more than one student in the same envelope. Do NOT seal the envelope(s).
Return One-Item-Per-Page Test Materials
■ One-Item-Per-Page Test and Answer Book
AND
■ Regular Print Answer Book
8.
Complete a Special Document Return Envelope for each student according to the instructions on the
envelope. Use the space on the envelope marked STUDENT ENVELOPE ____ OF ____ to number each
student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.
9.
Return the completed Special Document Return Envelopes and all other materials (e.g., calculators) to your
school assessment coordinator.
10. Complete the online Test Administrator Comment Form at www.FLAssessments.com/Spring2015.
Information from this form will be summarized by the contractor for FDOE use. Please provide feedback
that will be meaningful to FDOE and the test contractor. If you have comments pertaining to school/district
procedures, please contact your school or district assessment coordinator.
110
Spring 2015 Science Test Administration Manual
Appendix B: Florida Test Security Statute and Rule
Appendix B: Florida Test Security Statute and Rule
Spring 2015 Science Test Administration Manual
111
112
Spring 2015 Science Test Administration Manual
Florida Test Security Statute
1008.24 Test Administration and Security; Public Records Exemption
(1) A person may not knowingly and willfully violate test security rules adopted by the State Board of Education
for mandatory tests administered by or through the State Board of Education or the Commissioner of
Education to students, educators, or applicants for certification or administered by school districts pursuant
to s. 1008.22, or, with respect to any such test, knowingly and willfully to:
(a) Give examinees access to test questions prior to testing;
(b) Copy, reproduce, or use in any manner inconsistent with test security rules all or any portion of any
secure test booklet;
(c) Coach examinees during testing or alter or interfere with examinees’ responses in any way;
(d) Make answer keys available to examinees;
(e) Fail to follow security rules for distribution and return of secure test as directed, or fail to account for all
secure test materials before, during, and after testing;
(f ) Fail to follow test administration directions specified in the test administration manuals; or
Fold and Tear Carefully Along Dotted Line.
(g) Participate in, direct, aid, counsel, assist in, or encourage any of the acts prohibited in this section.
(2) Any person who violates this section commits a misdemeanor of the first degree, punishable as provided in
s. 775.082 or s. 775.083.
(3) A school district may contract with qualified contractors to administer and proctor statewide standardized
assessments required under s. 1008.22 or assessments associated with Florida approved courses under
s. 1003.499, as approved by the Department of Education in accordance with rules of the State Board of
Education. Assessments may be administered or proctored by qualified contractors at sites that meet criteria
established by rules of the State Board of Education and adopted pursuant to ss. 120.536(1) and 120.54 to
implement the contracting requirements of this subsection.
(4) (a) A district school superintendent, a president of a public postsecondary educational institution, or a
president of a nonpublic postsecondary educational institution shall cooperate with the Commissioner
of Education in any investigation concerning the administration of a test administered pursuant to state
statute or rule.
(b) The identity of a school or postsecondary educational institution, personal identifying information of
any personnel of any school district or postsecondary educational institution, or any specific allegations
of misconduct obtained or reported pursuant to an investigation conducted by the Department of
Education of a testing impropriety are confidential and exempt from s. 119.07(1) and s. 24(a), Art. I of the
State Constitution until the conclusion of the investigation or until such time as the investigation ceases
to be active. For the purpose of this paragraph, an investigation is deemed concluded upon a finding that
no impropriety has occurred, upon the conclusion of any resulting preliminary investigation pursuant
to s. 1012.796, upon the completion of any resulting investigation by a law enforcement agency, or upon
the referral of the matter to an employer who has the authority to take disciplinary action against an
individual who is suspected of a testing impropriety. For the purpose of this paragraph, an investigation
is considered active so long as it is ongoing and there is a reasonable, good faith anticipation that an
administrative finding will be made in the foreseeable future.
(5) Exceptional students with disabilities, as defined in s. 1003.01(3), shall have access to testing sites. The
Department of Education and each school district shall adopt policies that are necessary to ensure
such access.
History.—s. 370, ch. 2002-387; s. 1, ch. 2009-143; s. 7, ch. 2013-225; s. 1, ch. 2014-13.
114
Spring 2015 Science Test Administration Manual
Florida State Board of Education Test Security Rule
6A-10.042 Maintenance of Test Security
(1) Tests implemented in accordance with the requirements of Sections 1004.93, 1008.22, 1008.30, 1012.55, and
1012.56, F.S., shall be maintained and administered in a secure manner such that the integrity of the tests
shall be preserved.
(a) Test questions shall be preserved in a secure manner by individuals who are developing and validating
the tests. Such individuals shall not reveal in any manner, verbally or in writing, the test questions under
development.
(b) Tests or individual test questions shall not be revealed, copied, or otherwise reproduced by persons who
are involved in the administration, proctoring, or scoring of any test.
(c) Examinees shall not be assisted in answering test questions by any means by persons administering or
proctoring the administration of any test.
(d) Examinees’ answers to questions shall not be interfered with in any way by persons administering,
proctoring, or scoring the examinations.
Fold and Tear Carefully Along Dotted Line.
(e) Examinees shall not be given answer keys by any person.
(f ) Persons who are involved in administering or proctoring the tests or persons who teach or otherwise
prepare examinees for the tests shall not participate in, direct, aid, counsel, assist in, or encourage any
activity which could result in the inaccurate measurement or reporting of the examinees’ achievement.
(g) Each person who has access to tests or test questions during the development, printing, administration,
or scoring of the tests shall be informed of specifications for maintaining test security, the provisions in
statute and rule governing test security, and a description of the penalties for breaches of test security.
(h) During each test administration, school district and institutional test administration coordinators and
contractors employing test administrators and proctors shall ensure that required testing procedures are
being followed at all test administration sites. Officials from the Department are authorized to conduct
unannounced observations of test administration procedures at any test administration site to ensure
that testing procedures are being correctly followed.
(2) Test materials, including all test booklets and other materials containing secure test questions, answer keys,
and student responses, shall be kept secure and precisely accounted for in accordance with the procedures
specified in the examination program administration manuals and other communications provided by the
Department. Such procedures shall include but are not limited to the following:
(a) All test materials shall be kept in secure, locked storage prior to and after administration of any test.
(b) All test materials shall be precisely accounted for and written documentation kept by test administrators
and proctors for each point at which test materials are distributed and returned.
(c) Any discrepancies noted in the number or serial numbers of testing materials received from contractors
shall be reported to the Department by designated institutional or school district personnel prior to the
administration of the test.
(d) In the event that test materials are determined to be missing while in the possession of an institution
or school district, designated institutional or school district personnel shall investigate the cause of the
discrepancy and provide the Department with a report of the investigation within thirty (30) calendar
days of the initiation of the investigation. At a minimum, the report shall include the nature of the
situation, the time and place of occurrence, and the names of the persons involved in or witness to the
occurrence. Officials from the Department are authorized to conduct additional investigations.
(e) In those cases where the responsibility for secure destruction of certain test materials is assigned by
the Department to designated institutional or school district personnel, the responsible institutional or
school district representative shall certify in writing that such destruction was accomplished in a secure
manner.
(f ) In those cases where test materials are permitted by the Department to be maintained in an institution or
school district, the test materials shall be maintained in a secure manner as specified in the instructions
provided by the Department. Access to the materials shall be limited to the individuals and purposes
specified by the Department.
(3) In those situations where an employee of the educational institution, school district, or contractor, or an
employee of the Department suspects a student of cheating on a test or suspects other violations of the
provisions of this rule, a report shall be made to the department or test support contractor, as specified in
the test administration procedures, within ten (10) calendar days. The report shall include a description
of the incident, the names of the persons involved in or witness to the incident, and other information as
appropriate. Officials from the Department are authorized to conduct additional investigations.
(4) Violations of test security provisions shall be subject to penalties provided in statute and State Board Rules.
(5) School districts and public educational institutions under Section 1003.49, F.S., may contract with third-party
contractors to administer and proctor statewide standardized assessments required under Section 1008.22,
F.S., or assessments associated with Florida approved courses under Section 1003.499, F.S.
(a) School districts and educational institutions must require the contractor to provide a safe and
comfortable facility that does not interfere with a student’s ability to demonstrate mastery on the tests.
(b) School district or educational institution use of third-party contractors (including contracted affiliates,
such as franchises) shall not relieve the district or institution of its obligation to provide access to
statewide testing for Florida Virtual School or virtual charter school students pursuant to Sections
1002.33(20), 1002.37 and 1002.45(6)(b), F.S.
(c) The contractor must adhere to all test administration and security protocols as prescribed by the
Department pursuant to Section 120.81(1)(c), F.S., and shall be subject to all provisions of this rule.
(d) The contractor must not collect nor maintain any student’s personally-identifiable information beyond
that required for test administration.
(e) All technology used to administer computer-based tests must meet assessment technology
guidelines and online test security requirements as prescribed by the Department pursuant to Section
120.81(1)(c), F.S.
Rulemaking Authority 1001�02, 1003�49, 1008�24 FS� Law Implemented 1003�49, 1008�24 FS� History–New 7-5-87,
Amended 10-26-94, 11-3-13�
Appendix C: Perforated Forms and Signs
Appendix C: Perforated Forms and Signs
Spring 2015 Science Test Administration Manual
117
118
Spring 2015 Science Test Administration Manual
Test Administration and Security Agreement
Florida Department of Education
Bureau of K–12 Student Assessment
Fold and Tear Carefully Along Dotted Line.
Florida State Board of Education Rule 6A10.042, FAC, was developed to meet the requirements of the Test Security Statute, s. 1008.24, F.S., and applies to anyone involved in the administration of a statewide assessment. The Rule prohibits activities that may threaten the integrity of the test. The Florida Test Security Statute and State Board of Education Rule are located in the appendices of each test administration manual. Examples of prohibited activities are listed below:
■ Reading or viewing the passages or test items
■ Revealing the passages or test items
■ Copying the passages or test items
■ Explaining or reading passages or test items for students
■ Changing or otherwise interfering with student responses to test items
■ Copying or reading student responses
■ Causing achievement of schools to be inaccurately measured or reported
If any of the above examples are allowable accommodations for students with current IEPs, Section 504 plans, or ELL plans, test administrators are permitted to provide the accommodation(s) as described in each test administration manual. All personnel are prohibited from examining or copying the test items and/or the contents of the test. The security of all test materials must be maintained before, during, and after the test administration. Please remember that after ANY administration, initial OR makeup, materials must be returned immediately to the school assessment coordinator and placed in locked storage. Secure materials should not remain in classrooms or be taken out of the building overnight.
The use of untrained test administrators increases the risk of test invalidation due to test irregularities or breaches in test security. Inappropriate actions by district or school personnel will result in further investigation, possible loss of teaching certification, and possible involvement of law enforcement agencies.
I, _______________________________, understand that I must receive adequate training regarding the administration of statewide assessments and read the information and instructions provided in all applicable sections of the relevant test administration manual(s), including the Florida Test Security Statute and State Board of Education Rule. I agree to follow all test administration and security procedures outlined in the manual(s), Statute, and Rule.
Further, I will not reveal or disclose any information about the test items or engage in any acts that would violate the security of statewide assessments or cause student achievement to be inaccurately represented.
School Name and Number
Print Name
Date
Signature
120
Spring 2015 Science Test Administration Manual
Test Administrator Prohibited Activities Agreement
It is important for you, as a test administrator of a statewide assessment, to know that the following activities are prohibited. Engaging in such activities may result in an investigation, loss of teaching certification, and/or prosecution for violation of the law. Please read the following list of prohibited activities and sign your name on the signature line at the bottom of this page indicating that you understand these actions and their consequences.
I understand that before testing I may not:
■ Leave test materials unattended
■ Remove test materials from the school’s campus
■ Open and check through test books
■ Read test items
■ Copy, photocopy, or photograph test content
Fold and Tear Carefully Along Dotted Line.
I understand that during testing (including during breaks) I may not:
■ Read test items or student responses as I monitor the room
■ Assist students in answering test items
■ Give students verbal cues (“you may want to recheck number 7”) or nonverbal cues (pointing at a specific item)
■ Give students more time than is allotted for the session (unless a student has an extended time accommodation)
■ Encourage students to finish early
■ Display or fail to cover visual aids (e.g., word lists, multiplication tables) that may help students
■ Use my cell phone, check email, grade papers, or engage in other activities that will result in my attention not being on students at all times
■ Leave the room unattended for any period of time
■ Allow students to talk or cause disturbances
■ Allow students to use cell phones or other electronic devices, even if they have already submitted their tests
■ Instruct students to test in a session other than the one designated for that day/allotted testing time (going on to Session 2 during Session 1, reviewing work in Session 1 during Session 2)
■ Coach students during testing regarding testtaking strategies
■ Administer the assessment to my family members
I understand that after testing I may not:
■ Leave test materials unattended
■ Remove test materials from the school’s campus
■ Read through student test documents
■ Change student answers
■ Discuss the content of the test with anyone, including students or other school personnel
■ Reveal the content of the test via electronic communication, including but not limited to email, text, or post to social media sites (Facebook, Twitter, Instagram, etc.)
If you are administering a test to students with flexible responding or flexible presentation accommodations that require you to read test items, you may not reveal, copy, or share the items, or use the test content during instruction after testing.
I acknowledge the information above and will not engage in any of the prohibited activities on this page.
Signature: Date:
Certification Number:
Return this agreement to your school assessment coordinator.
122
Spring 2015 Science Test Administration Manual
Test Materials Chain of Custody Form Fold and Tear Carefully Along Dotted Line.
The following information must be collected for each test administration at your school. This form may be duplicated for use by grade level and/or maintained as an electronic file (blank form available in PearsonAccess under the Support tab), but the content of this form may NOT be altered. Contact your district assessment coordinator if you have any questions. Your name (school assessment coordinator): District name: School name: School number: Location of locked storage room: Names of people with access to locked storage room/location: 1. 2. 3. Date and time materials arrived at the school: Date and time shrink‐wrapped test material packages are opened: Packages opened by: Date and time materials are prepared (PreID labels applied, etc.): Materials prepared by: Date and time materials are packaged for return: Materials packaged by: Date and time materials are returned to the district: Bureau of K–12 Student Assessment Florida Department of Education, 2014–2015 124
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
SECURITY LOG
Spring 2015 Assessments
Grade 5 Science
Grade 8 Science
FCAT 2.0 Reading Retake
FCAT Mathematics Retake
Algebra 1 EOC Retake
Biology 1 EOC
Civics EOC
U.S. History EOC
District:
School:
Room Number:
Test Group Code:
SESSION 2
DATE
SESSION 1
Personnel (test administrator, proctors) assigned to monitor this room for ANY length of time must complete this log when entering and exiting the room.
Please be sure to indicate your assigned area of the testing room (e.g., first three rows, back of the room).
TIME IN
TIME OUT
ASSIGNED AREA
OF ROOM
PRINT NAME
SIGNATURE
126
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
Administration Record/Security Checklist
ADMINISTRATION RECORD/SECURITY CHECKLIST
SPRING 2015 ASSESSMENTS
Grade 5 Science
Grade 8 Science
FCAT 2.0 Reading Retake
FCAT Mathematics Retake
Algebra 1 EOC Retake
Biology 1 EOC
Civics EOC
U.S. History EOC
SCHOOL NUMBER:
Security
Number
Student
Last
Name
Student
First
Name
SCHOOL NAME:
Grade
Level
Student
ID
Number
Attendance*
Accommodations
Provided**
Accommodations
Used**
Test
Group
Code
Test
Administrator
Signature
School
Assessment
Coordinator
Signature
Date/Time
Received
*Attendance Codes: P = Present A = Absent W = Withdrawn P/I = Present but Invalidated
** Accommodations Codes for ESE/504: 1-FP=Flexible Presentation; 1-FR=Flexible Responding; 1-FSC=Flexible Scheduling; 1-FSE=Flexible Setting; 1-AD=Assistive Devices
For ELL: 2-FSC=Flexible Scheduling; 2-FSE=Flexible Setting; 2-AHL=Assistance in Heritage Language; 2-ADI=Approved Dictionary
Date/Time
Returned
128
Spring 2015 Science Test Administration Manual
Spring 2015 FCAT 2.0 Science
TEST ADMINISTRATOR CHECKLIST
Before Testing
❏ Carefully read this test administration manual, as well as any local directions you have been given.
❏ Read the Test Administration Policies and Procedures and Appendix B, then sign a Test Administration and
Security Agreement (located in Appendix C).
❏ Read and sign the Test Administrator Prohibited Activities Agreement (located in Appendix C).
❏ Establish an appropriate setting for test administration and remove or cover any unauthorized aids in the
testing room (page 21).
❏ Ensure you have a form to collect required administration information during testing (pages 21–22).
❏ Prepare a Security Log (located in Appendix C) and a seating chart (pages 22–23) to be used in your
testing room.
Fold and Tear Carefully Along Dotted Line.
❏ Make copies of the Do Not Disturb sign, the Electronic Devices sign, and the Session signs (located in
Appendix C) to post prior to testing.
❏ Receive your test group code from your school assessment coordinator.
❏ Assemble all materials needed for test administration (pages 23–24).
❏ Ensure that students and their parents/guardians understand policies regarding electronic devices, leaving
campus during testing, the Testing Rules Acknowledgment, and discussing test content after testing
(page 25).
❏ If you are administering tests to students who require special accommodations, become familiar with
the accommodations specified in their IEPs, Section 504 plans, or ELL plans. Discuss with your school
assessment coordinator how accommodations will be provided (Appendix A).
During Testing
❏ Maintain your seating chart and record of required administration information.
❏ Ensure that proctors and anyone who enters your room for the purpose of monitoring the test sign the
Security Log for your testing room.
❏ Administer the test according to the directions in the appropriate administration script and read the SAY
boxes verbatim to students.
After Testing
❏ Verify that you have collected all required administration information; make a copy for your files. Report any
missing materials to your school assessment coordinator (pages 16–17).
❏ Verify that your seating chart and Security Log have been completed correctly; make copies for your files.
❏ Inspect student grid sheets for stray marks, verify that each student has completed the required information
in the upper left corner of the grid sheet, and, if applicable, remove any stray periodic tables (page 61). Do
NOT review student responses.
❏ Check to make sure that DNS bubbles have not been gridded by mistake and that DNS bubbles are gridded
on invalidated test documents (page 18).
❏ Organize materials and return them to your school assessment coordinator (pages 61–62).
❏ Complete the appropriate comment form at www.FLAssessments.com/Spring2015.
130
Spring 2015 Science Test Administration Manual
Spring 2015 FCAT 2.0 Science
SCHOOL ASSESSMENT COORDINATOR CHECKLIST
Before Testing
❏ Carefully read this test administration manual, as well as any local directions you have been given. Resolve
any questions you have with your district assessment coordinator.
❏ Read the Test Administration Policies and Procedures and Appendix B, then sign a Test Administration and
Security Agreement (located in Appendix C).
❏ Train your test administrators and proctors and ensure that they, as well as all school administrators, sign a
Test Administration and Security Agreement.
❏ Ensure that test administrators sign a Test Administrator Prohibited Activities Agreement (located in
Appendix C).
❏ Receive test materials from your district assessment coordinator. Maintain an accurate Test Materials Chain
of Custody Form at your school (located in Appendix C and at www.FLAssessments.com/Spring2015).
Inventory the materials within 24 hours of receipt and report missing materials or request additional
materials immediately (pages 63–64).
Fold and Tear Carefully Along Dotted Line.
❏ Maintain a record of required administration information and communicate the process for collecting
required administration information to your test administrators (page 64).
❏ Make arrangements to test any special program students (e.g., district virtual instruction programs, Home
Education Program) who may be testing at your school (page 66).
❏ If any students who require accommodations are testing at your school, discuss with test administrators how
accommodations will be provided (Appendix A).
❏ Verify student information on PreID labels and affix labels to answer documents according to your district’s
procedures. Complete student grid sheets when necessary (pages 4–8).
❏ Assign proctors, as needed (page 66).
❏ Distribute test group codes to test administrators (page 64).
❏ Ensure that appropriate test settings are available for all test sessions (page 67).
During Testing
❏ Distribute test materials for students in each testing room immediately before testing is scheduled to begin.
Do NOT distribute these materials ahead of time.
❏ Provide test administrators with additional materials, as necessary.
❏ Monitor each testing room to ensure that test administration and test security policies and procedures are
followed, seating charts and Security Logs are being properly completed, and required administration
information is being collected.
❏ Be available to answer questions from test administrators.
❏ Arrange for and supervise make-up administrations (page 68).
After Testing
❏ Verify that all distributed secure materials have been returned. Complete your Test Materials Chain of Custody
Form. Report any missing materials to your district assessment coordinator and conduct the necessary
investigation (pages 16–17).
❏ Make copies of all collected required administration information, seating charts, and Security Logs, and file
the copies.
❏ Inspect students’ answer documents for stray marks ONLY on student grid sheets, verify that each student
has completed the required information in the upper left corner of the grid sheet, and, if applicable, remove
any stray periodic tables (page 69).
❏ Organize materials and return them to your district assessment coordinator (pages 69–80).
❏ Complete the appropriate comment form at www.FLAssessments.com/Spring2015, and encourage test
administrators to complete a comment form.
132
Spring 2015 Science Test Administration Manual
Spring 2015 FCAT 2.0 Science
DISTRICT ASSESSMENT COORDINATOR CHECKLIST
Before Testing
❏ Carefully read this test administration manual and any local policies and procedures. Resolve any questions
you have with the Bureau of K–12 Student Assessment at the FDOE.
❏ Train school assessment coordinators (pages 83–84). Ensure that school assessment coordinators are aware of
the policy that only certified educators may serve as test administrators.
❏ Receive test materials and make sure that each school receives the range of boxes assigned (pages 81–82).
Ensure that schools maintain an accurate Test Materials Chain of Custody Form.
❏ Keep track of the test materials you receive in your district overage (pages 81–83).
❏ Communicate the process for collecting required administration information to your school assessment
coordinators (pages 82–83).
Fold and Tear Carefully Along Dotted Line.
❏ Provide test group codes to school assessment coordinators (page 83). If school assessment coordinators
create their own test group codes, ensure they understand your district’s policy for doing so.
❏ As applicable, make arrangements to test students enrolled in special programs (e.g., district virtual
instruction programs, Home Education Program) (page 84).
❏ Ensure correct implementation of accommodations (page 84) and address any special needs school
assessment coordinators may have regarding test accommodations (Appendix A).
❏ Ensure that all school assessment coordinators, school administrators, test administrators, and proctors sign
a Test Administration and Security Agreement and that test administrators sign a Test Administrator Prohibited
Activities Agreement.
During Testing
❏ Provide schools with additional materials, as necessary.
❏ Monitor schools to ensure that test administration and test security policies and procedures are followed.
❏ Be available to answer questions from school personnel.
❏ Communicate with the Bureau of K–12 Student Assessment, as needed, in the case of test irregularities and
security breaches, or if you need guidance when test invalidation is being considered.
After Testing
❏ Verify that school assessment coordinators have numbered all boxes correctly (pages 86–87).
❏ Review the records of required administration information from your District Assessment Coordinator ONLY
boxes, report any missing materials to FDOE, and conduct any necessary investigations (pages 87–88).
❏ Verify that seating charts and Security Logs were completed and file them.
❏ Verify that Test Materials Chain of Custody Forms were completed and file them.
❏ Store ancillary materials (periodic tables) until after scores for this administration have been reported.
❏ Make copies of Materials Return Lists and file the copies (page 86).
❏ Email completed Materials Return Lists to Pearson at Florida@support.pearson.com.
❏ Organize test materials and return them to the contractor (pages 86–87).
❏ Complete the appropriate comment form at www.FLAssessments.com/Spring2015, and encourage school
assessment coordinators to complete a comment form.
134
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
Electronic Devices Sign
136
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
Do Not Disturb Sign
TESTING
Please
Do Not Disturb
138
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
Session 1 Sign
You should
now be
working in
SESSION
1
140
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
Session 2 Sign
You should
now be
working in
SESSION
2
142
Spring 2015 Science Test Administration Manual
Absent Students Cover Sheet
Fold and Tear Carefully Along Dotted Line.
ABSENT
STUDENTS
Hold for
Make-Up
Administrations
144
Spring 2015 Science Test Administration Manual
TO BE SCORED Cover Sheet
TO BE
Fold and Tear Carefully Along Dotted Line.
SCORED
Grade Level (CIRCLE ONLY ONE)
5
8
146
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
Home Education Program TO BE SCORED Cover Sheet
Home
Education
Program
TO BE SCORED
Grade Level (CIRCLE ONLY ONE)
5
8
148
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
McKay Scholarship Program TO BE SCORED Cover Sheet
McKay Scholarship
Program
(Private School Students)
TO BE SCORED
Grade Level (CIRCLE ONLY ONE)
5
8
150
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
Florida Tax Credit Scholarship Program TO BE SCORED Cover Sheet
Florida
Tax Credit
Scholarship
Program
(Private School Students)
TO BE SCORED
Grade Level (CIRCLE ONLY ONE)
5
8
152
Spring 2015 Science Test Administration Manual
Virtual School Program TO BE SCORED Cover Sheet
Virtual School Program
Fold and Tear Carefully Along Dotted Line.
TO BE SCORED
Program (CIRCLE ONLY ONE)
Florida
Virtual
Academy
FLVS
Full Time
District
Franchise
of FLVS
District Virtual
Instruction
Program (VIP)
Virtual
Charter
School
Grade Level (CIRCLE ONLY ONE)
5
8
154
Spring 2015 Science Test Administration Manual
Fold and Tear Carefully Along Dotted Line.
NOT TO BE SCORED Cover Sheet
NOT
TO BE
SCORED
156
Spring 2015 Science Test Administration Manual
Fold
Carefully
Along
Dotted
Fold
andand
TearTear
Carefully
Along
Dotted
Line.Line.
Periodic Table of the Elements
Periodic Table of the Elements
(based on
12
6C
= 12.0000)
Representative
Elements
Group
14
Si
1
1
2
Period
3
4
5
6
7
H
Symbol
Name
Average Atomic Mass
Silicon
28.086
2
18
8A
Atomic number
2
Hydrogen
1.008
2A
13
3A
3
4
5
Li
Be
Lithium
6.941
Beryllium
9.012
11
12
Sodium
22.990
Magnesium
24.305
Mg
3
3B
19
20
21
Na
K
5
5B
6
6B
7
7B
8
22
23
24
25
26
27
28
29
30
7
8
9
10
Boron
10.81
Carbon
12.011
Nitrogen
14.007
Oxygen
15.999
Fluorine
18.998
F
Ne
13
14
15
16
17
18
Al
C
Si
N
O
P
S
Cl
Neon
20.180
Ar
Aluminum
26.982
Silicon
28.086
Phosphorus
30.974
Sulfur
32.06
Chlorine
35.453
Argon
39.948
31
32
33
34
35
36
Chromium
51.996
Manganese
54.938
Iron
55.847
Fe
Co
Cobalt
58.933
Nickel
58.693
Ni
Cu
Zn
Zinc
65.39
Gallium
69.723
Germanium
72.61
Arsenic
74.922
Selenium
78.96
Bromine
79.904
Krypton
83.80
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
Ruthenium
101.07
Rhodium
102.906
Palladium
106.42
Silver
107.868
Cadmium
112.411
Indium
114.82
Tin
118.710
Antimony
121.757
Tellurium
127.60
Iodine
126.905
I
Xe
55
56
57
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
Tl
Pb
At
Rn
Hf
Ta
Tantalum
180.948
W
Tungsten
183.85
Re
Rhenium
186.207
Os
Osmium
190.2
Ir
Iridium
192.22
87
88
89
104
105
106
107
108
109
Fr
Ra
Ac
Rf
Db
Sg
Bh
Hs
Mt
Francium
223
Radium
226.025
Actinium
227.028
Rutherfordium
(261)
Dubnium
(262)
Seaborgium
(263)
Bohrium
(264)
Hassium
(265)
Meitnerium
(268)
61
62
Pt
Platinum
195.08
Au
Gold
196.967
Hg
Mercury
200.59
In
Thallium
204.383
Sn
Lead
207.2
Sb
Bi
Bismuth
208.980
Te
Kr
Technetium
98
Hafnium
178.49
Cd
Br
Molybdenum
95.94
La
Ag
Se
Niobium
92.906
Lanthanum
138.905
Pd
As
Zirconium
91.224
Ba
Rh
Ge
Yttrium
88.906
Barium
137.327
Ru
Ga
Strontium
87.62
Cs
Tc
Copper
63.546
Rubidium
85.468
Cesium
132.905
Mo
Mn
12
2B
6
Vanadium
50.942
Nb
Cr
11
1B
Helium
4.003
Titanium
47.88
Zr
V
10
17
7A
Scandium
44.956
Y
Ti
9
8B
16
6A
Calcium
40.078
Sr
Sc
4
4B
15
5A
Potassium
39.098
Rb
Ca
B
Transition Metals
He
14
4A
Po
Polonium
208.982
Astatine
210
Metals
Xenon
131.29
Radon
222
Nonmetals
Inner Transition Metals
FL00004184
Lanthanide series
58
Ce
Cerium
140.12
90
Th
Thorium
232.038
59
60
Pr
Nd
91
92
Praseodymium Neodymium
140.908
144.24
Pa
Protactinium
231.036
Actinide series
534772
1 2 3 4 5 A B C D E
Printed in the USA
ISD2209
U
Uranium
238.029
Pm
Sm
63
Eu
64
Gd
65
Tb
66
Dy
67
Ho
68
Er
69
Tm
70
Yb
71
Lu
Promethium
144.913
Samarium
150.36
Europium
151.96
Gadolinium
157.25
Terbium
158.925
Dysprosium
162.50
Holmium
164.930
Erbium
167.26
Thulium
168.934
Ytterbium
173.04
Lutetium
174.967
93
94
95
96
97
98
99
100
101
102
103
Am
Cm
Np
Neptunium
237.048
Pu
Plutonium
244.064
Americium
243.061
Curium
247.070
Bk
Berkelium
247.070
Cf
Californium
251.080
Es
Einsteinium
252.083
Fm
Fermium
257.095
Md
Mendelevium
258.099
No
Nobelium
259.101
Lr
Lawrencium
260.105
Periodic Table of the Elements
1
1A
158
Spring 2015 Science Test Administration Manual
Notes
Spring 2015 Science Test Administration Manual
159
160
Spring 2015 Science Test Administration Manual
Notes
Spring 2015 Science Test Administration Manual
161
162
Spring 2015 Science Test Administration Manual
Copyright Statement for This Office of Assessment Publication
Authorization for reproduction of this document is hereby granted to persons acting in an official capacity within
the Uniform System of Public K–12 Schools as defined in Section 1000.01(4), Florida Statutes. The copyright
notice at the bottom of this page must be included in all copies.
All trademarks and trade names found in this publication are the property of their respective owners and are not
associated with the publishers of this publication.
This publication is provided by the Florida Department of Education to Florida public schools free of charge and
is not intended for resale.
Permission is NOT granted for distribution or reproduction outside of the Uniform System of Public K–12
Schools or for commercial distribution of the copyrighted materials without written authorization from the
Florida Department of Education. Questions regarding use of these copyrighted materials should be sent to
the following:
The Administrator Office of Assessment Florida Department of Education Tallahassee, Florida 32399-0400 Copyright © 2015 State of Florida Department of State
GRADES 5 & 8 SCIENCE
Spring 2015
FL00008368
FL00008368
1 2 3 4 5 A B C D E
Printed in the USA

Download Report

Spring 2015 Science Test Administration Manual

Paperzz.com

Your Paperzz