Measurements of Student Progress...

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Overview Policies and Test Security Before Testing During Testing After Testing Directions to the Student Resources Measurements of Student Progress (MSP) Reading, Writing, Mathematics and Science Grades 3–5 School Assessment Coordinator Contact Information Name: __________________________________________________ Phone: __________________________________________________ Cell:____________________________________________________ E-mail: _________________________________________________ Available at www.k12.wa.us/TestAdministration Print Date: February 22, 2010 NOT A SECURE DOCUMENT 2010 Directions For Administration

Transcript of Measurements of Student Progress...

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verviewPolicies and Test Security

Before Testing

During Testing

After Testing

Directions to

the StudentR

esources

Measurements of Student Progress (MSP)Reading, Writing, Mathematics and Science

Grades 3–5

School Assessment Coordinator Contact Information

Name:___________________________________________________

Phone:___________________________________________________

Cell:_____________________________________________________

E-mail:_ _________________________________________________

Available at www.k12.wa.us/TestAdministration

Print Date: February 22, 2010 NOT A SECURE DOCUMENT

2010Directions For Administration

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Page ii MSP 2010 Directions for Administration

Copyright © 2010 by State of Washington, Superintendent of Public Instruction. All rights reserved.

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MSP 2010 Directions for Administration Page iii

Test Administration Alerts

Participation• MSP/HSPE: Students in grades 3–8 are automatically registered for the Measurements of Student

Progress (MSP) assessment. Students in grade 10 are automatically registered for the High School Proficiency Exam (HSPE). All registered students will generate Pre-ID test booklets. Enrolled students in grade 11 or 12 who have not met standard by subject are automatically registered for the HSPE and will generate Pre-ID student adhesive labels to adhere to test booklets.

• MSP-Basic/HSPE-Basic: Students receiving Special Education Services, in grades 3–8 and grades 10–12, have the option of being assessed at enrolled grade level in the content area for which they qualify for and receive Special Education Services, using a level 2 proficiency standard. The back cover (demographic page) of the student test booklet must be gridded MSP-Basic (grades 3–8) or HSPE-Basic (grades 10–12).

• WAAS-Portfolio: The WAAS-Portfolio is designed for a relatively small number of students who have significant cognitive disabilities. This group of students typically is unable to participate in general state assessments even with the maximum accommodations. Students with significant cognitive disabilities are impacted in all content areas.

• LDA: The Locally Determined Assessment (LDA) is a graduation alternative specific to grade 12 IEP students only. The LDA is available in the content areas of reading, writing and mathematics, but only if the student qualifies for and is receiving special education services in the specific content area. Refer to the Washington State’s Accommodations Guidelines for Students with Disabilities for restrictions on the use of the LDA.

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Security• Test booklet security barcodes are printed in the upper right-hand corner, front cover, of

the student test booklet. Districts must document any deviation from normal processing (i.e., documenting overage or additional order test booklet barcodes associated with student demographics). Verify with your School Assessment Coordinator on documentation procedures for your district.

• Students taking the Measurements of Student Progress (MSP), High School Proficiency Exam (HSPE) or WAAS-Developmentally Appropriate Proficiency Exam (WAAS-DAPE) will be required to sign their name on the front cover of the test booklet. Proctors must verify student signatures.

• Cell phones, iPods®, pagers and any other communication devices must be turned off and kept out-of-view and out-of-reach during testing sessions. Use of a cell phone during the administration of state assessments will automatically result in a testing/security irregularity and possible invalidation.

• All testing irregularities must be documented. The front of each test booklet contains a “Notes: Proctor/Coordinator Use” box which should be used by test proctors, scribes, and persons assisting with sign language/Braille/large print, and School/Site Assessment Coordinators to document any deviations from the testing policies and procedures outlined in this manual.

• It is required that all testing locations are posted with a “Testing—Do Not Disturb” sign outside each testing location. Care should be taken not to obscure security windows on classroom doors.

• A Test Security Assurance Form must be completed by all persons coming in contact with secure assessment materials. This would include but is not limited to the following: Test proctors, scribes, persons assisting with sign language/Braille/large print, office staff assisting with processing materials, etc. The completed form must be signed and submitted to the School/District Assessment Coordinator.

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Updates from Last Year• The Directions For Administration (DFA) manuals for grades 3–8 are formatted into

grade-band 3–5 and grade-band 6–8. High School remains in standard format. Manuals will have solid spine markings that indicate the grade-band. The solid bar on top of the spine is for elementary school (grade-band 3–5), the solid bar on the middle of the spine is for the middle school (grade-band 6–8) and the solid bar on the bottom of the spine is for the High School DFA. This marking is instituted to help facilitate the sorting of materials.

• Translated Directions For Administration manuals (Chinese, Korean, Russian, Spanish, Somali and Vietnamese) will be posted to the OSPI Test Administration Web site for download www.k12.wa.us/TestAdministration/.

• Test booklets have spine markings that indicate the grade level. The MSP test booklets have bars on the top of the spine equal to the grade level of the assessment. The bars correspond to the color of the test booklet.

• The MSP (grades 3–8) Reading, Mathematics and Science assessments consist of one session. Work must be completed in one day according to your district approved testing schedule.

• The MSP (grades 4 and 7) Writing assessments consist of two sessions. Both sessions remain in one test booklet. Work for each session must be completed in one day according to your district approved testing schedule.

• Glossaries of non-mathematics and non-science terms will be provided with your shipment of MSP/HSPE mathematics and science materials. Calculations for Glossaries were based on a 1:6 ratio (one Glossary per every 6 students pre-registered in grades 3–8 and High School). Glossaries should be available in the classroom where students have access if they elect to use them. Glossaries are not secure and can be shared with students before and during the administration of the assessment. Proctors must collect and account for all Glossary sheets provided during the assessment and immediately securely shred them.

• A Wider Access Accommodations Checklist (Accommodations Available for all Students) is available in the Resources section of this manual. Accommodations for students with IEP or Section 504 Plans refer to the Washington State’s Accommodations Guidelines for Students with Disabilities.

• Accommodations available to students with disabilities, who have a written IEP or Section 504 Plan, are available in the Washington State’s Accommodations Guidelines for Students with Disabilities available on the OSPI Web site at www.k12.wa.us/AlternativeAssessment/Accommodations.aspx

• For accommodations not listed in the Guidelines, your District Assessment Coordinator must request an Exceptional Accommodation Form from OSPI.

• Students whose IEPs include word prediction software must have the topic specific dictionaries disabled.

• Reading Audio Read-Aloud CDs are available for the High School Proficiency Exam and the WAAS-Developmentally Appropriate Proficiency Exam (WAAS-DAPE) grade-band 3–5 (ES) and grade-band 6–8 (MS) reading tests. Read-Aloud CDs are pre-recorded into an electronic format that a high school student, with documented reading disabilities, can access by listening with a computer.

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• Translated-CDs are available for grades 3–8 (MSP), High School (HSPE) and WAAS-DAPE (grades 11 and 12), grade-band 3–5 (ES) and grade-band 6–8 (MS) mathematics and science tests. Translated CDs are pre-recorded into an electronic format that a student can access by listening with a computer. Translations include Chinese, Korean, Russian, Somali, Spanish and Vietnamese. District Assessment Coordinators order Translated CDs via the WAMS-Material order page.

• Accommodated materials (Translated CDs, Read-Aloud CDs, large print and Braille) will now be packaged as a kit (zip-lock baggy) with a regular (corresponding Form A) consumable test booklet. Translated CD and Read-Aloud CD kits will also contain a tip sheet and a non-mathematics or non-science glossary, if applicable. This change to a kit format provides a convenient, complete sealed package to provide for student testing.

• Online Proctor Questionnaires will be available during each test administration.• The Your Child’s Progress publication is available for download at

http://www.k12.wa.us/Resources/default.aspx.• Red X Do-Not-Score (test booklet) labels are available for the Spring administration. Applying

a Red X label in the lower left-hand corner on the front cover of the student test booklet (student label box) eliminates the need to draw a Red X on the back cover (demographic page).

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MSP 2010 Directions for Administration Page vii

Table of Contents

Test Administration Alerts ................................................................................. iiiParticipation ..................................................................................................................... iiiSecurity ............................................................................................................................ ivUpdates from Last Year ....................................................................................................v

Part 1—Overview ................................................................................................. 1Purpose of This Manual ....................................................................................................1The Washington Comprehensive Assessment Program (WCAP) ....................................1The Assessments .............................................................................................................2Question Formats .............................................................................................................3Response Formats and Tools ...........................................................................................4

Short-Answer and Completion Questions .................................................................4Responses to Writing Prompts .................................................................................4

Part 2—Policies and Test Security .................................................................... 5State Laws Governing Test Security .................................................................................5Ensuring Test Security ......................................................................................................6Generally Recognized Standards .....................................................................................6Duties and Responsibilities...............................................................................................7

Responsibilities of Teachers ......................................................................................8Responsibilities of Test Proctors, Scribes and Persons Assisting with

Sign Language/Braille/Large Print .........................................................................8Posting Testing Locations .................................................................................................8Cell Phones ......................................................................................................................9Backpacks and Purses .....................................................................................................9Media ................................................................................................................................9

Part 3—Before Testing ...................................................................................... 11Checklist for Proctor Activities Before Testing ................................................................11Participation in Testing ................................................................................................12Assessment Options .......................................................................................................12

Testing and Special Education ................................................................................12Administering WAAS-Portfolio ........................................................................................13MSP/HSPE-Basic ...........................................................................................................13Locally Determined Assessment.....................................................................................13Students with a Section 504 Plan ...................................................................................13Home-Based, Private School, F-1 and J-1 Visa Foreign Students .................................14Alternative (Home-Link) Learning Experience Students .................................................14Bilingual Students ...........................................................................................................14New Non-English Proficient (NNEP) Students ...............................................................14Medical Emergency Exemption ......................................................................................15Absenteeism ...................................................................................................................15

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Testing Schedules ........................................................................................................16Guidelines for Scheduling the Assessments...................................................................16Test Preparation..............................................................................................................17Communicating with Parents and Students ....................................................................17Identifying Proctors, Scribes, Volunteers and Persons

Assisting with Sign Language/Braille/Large Print........................................................18Tools ..............................................................................................................................19Mathematics Tools ..........................................................................................................19Calculators ......................................................................................................................20Science Tools ..................................................................................................................20Writing Tools ...................................................................................................................21

Dictionaries and Thesauruses .................................................................................21Scratch Paper ..........................................................................................................21

Word Processors ............................................................................................................21Tracking Secure Test Materials.......................................................................................22

MSP/HSPE/WAAS-DAPE and Accommodated CD Forms .....................................22WAAS-Portfolio ........................................................................................................22

Ensuring a Proper Testing Environment .........................................................................22Storage and Handling of Test Booklets and Accommodated Forms ...............................23Accommodations for All Students ..............................................................................24Assure Wider Access, Not Advantage ............................................................................24

Testing Environment ................................................................................................24Presentation ............................................................................................................24Response ................................................................................................................25

Accommodations Available for Students with Disabilities and English Language Learners .................................................................................25

Scribing/Transcribing ......................................................................................................25Tips to Remember ...................................................................................................26

Part 4—During Testing ...................................................................................... 29Checklist for Proctor Activities During Testing ................................................................29Distributing and Collecting Booklets ...............................................................................30Handling Defective Booklets During Testing ...................................................................30Monitoring and Certifying Test Administration .................................................................30Reporting Perceived Error on a Test ...............................................................................31Documenting Irregularities ..............................................................................................31

Part 5—After Testing ......................................................................................... 33Checklist for Activities After Testing ................................................................................33

Part 6—Directions for Administering the Reading Measurements of Student Progress Exam ..................................................... 35

Specific Directions for Administering the Reading Assessment......................................35Reading Assessment ......................................................................................................36

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Part 7—Directions for Administering the Writing Measurements of Student Progress Exam ..................................................... 43

Specific Directions for Administering the Writing Assessment .......................................43Task A: Writing to Tell a Story .........................................................................................44Task B: Writing to Explain ...............................................................................................52

Part 8—Directions for Administering the Mathematics Measurements of Student Progress Exam ..................................................... 59

Specific Directions for Administering the Mathematics Assessment...............................59Mathematics Assessment ...............................................................................................60

Part 9—Directions for Administering the Science Measurements of Student Progress Exam ..................................................... 69

Specific Directions for Administering the Science Assessment ......................................69Science Assessment.......................................................................................................70

Part 10—Resources........................................................................................... 79Accommodations Available for All Students ....................................................................80Sample Front Cover of MSP Grade 3 Test Booklet ........................................................81Sample Back Cover (Demographic Page) of MSP Grade 3 Test Booklet ......................82Grade 4 Writing Checklist for Writing Task A ..................................................................83Grade 4 Writing Checklist for Writing Task B ..................................................................84“Testing—Do Not Disturb” Sign (English) (Spanish) .......................................................85Pencil Reminder .............................................................................................................87Test Security Assurance Form ........................................................................................89Test Question Ambiguity and Error Form ........................................................................90Index ...............................................................................................................................91

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Purpose of This ManualThe Directions For Administration are intended to provide specific instructions for the administration of the Measurements of Student Progress (MSP). This manual provides information on the security, coding, logistical, and paper-handling requirements at the school level and directions for administering the assessment. Proctors, scribes and persons assisting with sign language, Braille and large print must read and understand this manual.

The Measurements of Student Progress (MSP) English and translated versions of the Directions For Administration (English, Chinese, Korean, Russian, Spanish, Somali and Vietnamese) will be posted on the OSPI Web site in January (www.k12.wa.us/TestAdministration).

The Washington Comprehensive Assessment Program (WCAP)The Washington Comprehensive Assessment Program (WCAP) encompasses the entire state testing program and is comprised of a standards-based set of assessments. The program’s assessments were developed specifically to measure student progress toward meeting the Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs). The WCAP features two new assessments, the grades 3–8 Measurements of Student Progress (MSP) and High School Proficiency Exam (HSPE) for high school. Students are assessed in Reading and Mathematics in Grades 3–8 and High School (administered in Grade 10). The Writing assessment is administered in Grades 4, 7 and High School (administered in Grade 10). The Science assessment is administered at Grades 5, 8 and High School (administered in Grade 10). These assessments use combinations of four item types: multiple-choice, short answer, completion and stand-alone items.

The WCAP is a standards-based student assessment program designed to:• Assist schools, districts and the state in improving student learning.• Report students’ level of proficiency relative to the Essential Academic Learning Requirements

(EALRs) in Reading, Writing, Mathematics and Science.• Measure progress toward district and school improvement targets.• Serve as Washington’s accountability measure to meet federal requirements under the “No Child

Left Behind” Act.• Be used as one of the state’s requirements for a standard high school diploma, beginning with the

graduating class of 2008.The protocols for fair administration of the MSP/HSPE were developed to ensure valid and reliable test scores that accurately represent what students know and are able to do.

Careful examination and interpretation of MSP/HSPE results, in conjunction with district- and classroom-based assessments, can help reveal areas of relative strength and weakness in student learning. Teachers and administrators can use this information in planning for effective instruction in relation to the EALRs and GLEs.

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Although the MSP/HSPE assessments provide high-quality information that is reliable and valid, they cannot give all the information that a district or school needs about a student’s achievement of the EALRs. Many factors contribute to student achievement. For these reasons, the district and school results from the WCAP are best interpreted within the context of local quantitative and qualitative information.

The AssessmentsFor the 2009–2010 school year, tests will be administered as follows:

Grade Level Tests

Grades 3 and 6 MSP Reading and Mathematics

Grades 4 and 7 MSP Reading, Writing and Mathematics

Grades 5 and 8 MSP Reading, Mathematics and Science

High School (Grade 9) Not available at this grade level

High School (Grade 10) HSPE Reading, Writing, Mathematics and Science

High School (Grades 11–12) HSPE Reading, Writing, Mathematics and Science (as applicable)

The MSP/HSPE assessments are mandatory statewide tests designed to assess the broad learnings as expressed in the EALRs and the GLEs. The extent to which these learnings are expected to be achieved by all children constitutes the state standard for each subject area and grade level tested. The content of the MSP/HSPE assessments and the guidelines for their administration have been designed to ensure that the assessments are accessible to all students.

Every effort is made to ensure that the assessments show respect for cultural diversity and are not biased in a way that would affect the performance of particular groups of students.

Assessment accommodations are available for students with learning or physical disabilities to allow these students fair access to the tests. For those students who are not able to participate in the tests, even with accommodations, alternate assessments are available. Refer to the Washington State’s Accommodation Guidelines for Students with Disabilities available for download www.k12.wa.us/AlternativeAssessment/Accommodations.aspx.

In order to provide reliable and valid results, all students in Grades 3–8 and 10 are required to participate in all content areas tested at their enrolled grade level.

All students at these grade levels must have the opportunity to participate in the state assessments. Students can utilize the general assessment administration procedures to demonstrate what they know and are able to do. In order to provide access to the general education curriculum for students in special populations, accommodations are provided on state assessments based on individual student needs in areas of setting, scheduling, presentation and response. A decision-making Individual Education Program (IEP) or Section 504 team selects the necessary accommodations for student participation in state assessments. The Washington Alternate Assessment System (WAAS) Portfolio is designed for a very small percentage of the total school population for whom traditional assessments, even with accommodations, are not an appropriate measure of progress.

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Assessment accommodations are available for all special populations (i.e., students in special education, students with a Section 504 plan, or English Language Learners) and should be used in everyday instruction as well as classroom-based assessments before they are used on the state assessments; refer to the accommodation guidelines at http://www.k12.wa.us/alternate.aspx or www.k12.wa.us/TestAdministration/ for specific accommodations available to these students. All students must have the opportunity to participate in state assessments to the greatest extent possible. IEP and Section 504 teams need to consider the application of appropriate accommodations that are necessary for such students to participate in statewide assessments. Any requests for using an accommodation not listed in the accommodations guidelines must be requested by the District Assessment Coordinator through the Office of Superintendent of Public Instruction.

A team of professionals and the student’s parents or guardians must make decisions regarding the use of accommodations on state-level assessments on an individual student basis. Additionally, the IEP team for each special education student must decide how each individual student will participate in the state testing program.

Question FormatsThe state assessments contain items in several formats:

• Multiple-choice items have either three (Grades 3, 4 and 5) or four (Grades 6, 7, 8 and High School) response options. For these items, students must choose the best answer and completely fill in the circle next to the answer. Any unwanted marks must be erased completely. Each item is worth one point.

• Short-answer items ask students to supply the answer, which may be in the form of words, phrases, sentences, numbers and/or pictures/diagrams. Each item is worth two points.

• Completion items ask students to supply the answer, which may be in the form of a word, phrase, short sentence and/or numeric answers on the answer line or in the box provided. Each item is worth one point.

• Stand-alone items on the Reading assessments are not connected with a passage. Stand-alone items on the Science assessments are not connected with a scenario. Stand-alone items ask students to choose the best answer or write a word or phrase. Each item is worth either one or two points.

• In Writing at Grades 4 and 7, students are asked to write an essay in response to two prompts. Each prompt is worth six points. At the high school level, each student’s writing is scored by two readers, which doubles the possible score points to 12 per prompt.

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Response Formats and ToolsOnly No. 2 pencils may be used on the state assessments. Writing tools or devices, including pens, crayons, colored pencils, highlighters and/or mechanical pencils are not permitted. Post-it notes or other markers are also prohibited. These procedures also apply to the rough drafts and final copies of writing assessments.

This limitation on writing tools is based on both scoring and testing protocols. The scanning of test booklets can be compromised by the use of certain writing instruments. Further, the use of a particular writing instrument may guide or clue a student to a particular type of prewriting activity, in turn influencing the student’s response. Neither the proctor, nor the environment should influence the approach students use to respond to an assessment question.

Students may use a No. 2 pencil to underline, check or circle questions or key words for future reference. Care should be taken not to make any marks near the bubbles on multiple-choice questions or penetrate the surface of the paper. It is also critical that bubble markings are erased completely when changing responses.

Short-Answer and Completion QuestionsFor short-answer and completion questions, students must write their answers in the answer box or on the answer line provided in their test booklets. Papers added to the test booklets will not be scored. Computer image scoring will be used for all written responses. Students should write answers to short-answer and completion questions in the space provided. Students must cross out or erase any part of their work that they do not want to include as part of the answer.

The test scanning equipment that captures student work copies all but the outer inch of the test booklets. The booklets are scanned to speed up the scoring process and to allow multiple scorers access to a single booklet. Scorers are trained to score particular items, so they score many of the same questions from thousands of booklets. A scorer is directed to use all visible student work when scoring. The response areas are designed to be large enough for a well-crafted response.

Responses to Writing Prompts For the MSP/HSPE Writing Assessment, students should begin writing their final drafts on the first page labeled “Final Draft” for each prompt. This page contains the prompt.

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Policies and Test Security

Part2 Policies and Test Security

State Laws Governing Test SecurityTEST Security.All test content including, but not limited to, test booklets and accommodated forms are confidential and secure. No part of any test content may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or placement in any information storage and retrieval system.

RCW 28A.635.040 and WAC 181-87-060 both provide penalties for the unauthorized use or disclosure of test content and flagrant disregard of generally recognized professional standards in test preparation and administration. State laws RCW 42.56.250 and RCW 28A.635.040 provide provisions designed to protect the integrity of the test. Unprofessional conduct must be reported to the Office of Professional Practices at the Office of Superintendent of Public Instruction (OSPI).

RCW 28A.635.040 Examination questions — Disclosing — Penalty.Any person having access to any question or questions prepared for the examination of teachers or common school pupils, who shall directly or indirectly disclose the same before the time appointed for the use of the questions in the examination of such teachers or pupils, or who shall directly or indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred dollars.

The annual release of test items from the Washington Comprehensive Assessment Program (WCAP) provides students, parents, teachers and community members with a good understanding of the format and content of the state assessments. A review of the Released Item Documents precludes the sharing of pilot or operational test content.

RCW 42.56.250 Certain personal and other records exempt.The following are exempt from public inspection and copying: test questions, scoring keys and other examination data used to administer a license, employment or academic examination.

State laws RCW 42.56.250 and RCW 28A.635.040 limit access to tests and are designed to protect the integrity of the test. All test content is confidential and must not be reviewed except to the extent necessary for test administration. All persons assisting with secure test material must ensure the confidentiality of the test content under their control and take no actions that reproduce, transmit, discuss, record or reveal secure test items, passages and performance tasks before, during or after test administration.

The following materials are available on the OSPI Web site to provide administrators, teachers, students, parents and community members with a good understanding of the format and content of the state assessments:

• State Reading Assessment Changes for 2010 and Beyond: www.k12.wa.us/assessment/WASL/ReadingAssessment.aspx;

• State Writing Assessment: www.k12.wa.us/Writing/default.aspx;

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• State Mathematics Assessment Changes for 2010 and Beyond: www.k12.wa.us/Mathematics/default.aspx;

• State Science Assessment Changes for 2010 and Beyond: www.k12.wa.us/Science/default.aspx;• Web-based Teacher Resource Tool: www.k12.wa.us/educators.aspx; and• 2009 and Earlier Released Item Documents, Writing prompts with annotations, practice and

sample tests and additional resources: www.k12.wa.us/assessment/wasl/testquestions.aspx.

Ensuring Test SecurityThere are three fundamental dimensions to the security of state assessments.

First, the test booklets and accommodated forms must be maintained in a secure manner and not revealed to students or teachers prior to testing because to do otherwise would give some students an unfair advantage over those who had not seen the questions. Moreover, the test would no longer be examining students’ achievement but would merely assess recall of answers to the specific questions that are on the test.

Second, the students must not be given inappropriate assistance during the time they are taking the test (e.g., visual, tactile or audible clues that lead the students to the correct answer, materials on the walls or blackboards that assist students in finding correct answers, or explanations that lead the student to the correct answers) nor have their answers changed after the test has been administered. In either case, the test would no longer be an accurate measure of the student’s skills.

Third, the test booklets and accommodated forms have to be maintained in a secure manner before and after administration because items are reused over time. Thus, it would create an unfair advantage if some students had access to the “old items” because some of those items could reappear on future form(s) of the test.

A more subtle issue is that staff are not permitted to read, inspect, discuss or transmit secure test items, passages or performance tasks before, during or after the assessment has been administered. Not only would this give an unfair advantage to certain teachers and students when the test is next administered, it might lead some in the school or district community with the impression that the teacher may have knowledge of test items or passages to inappropriately provide an advantage to students.

Generally Recognized StandardsPublic school employees are expected to know and comply with procedures established by the Office of Superintendent of Public Instruction (OSPI) related to state assessments. These rules are disseminated to District Assessment Coordinators by OSPI annually through Regional Assessment Webinars, the Assessment Coordinators Manual, training PowerPoints and supplemental documentation. Although specific rules may vary slightly across state assessments, commonly accepted professional standards apply to all assessments.

Under very limited circumstances, appropriate testing practices for some students may require reading or reviewing test items, passages or performance tasks. These situations are limited to assessments for students in special education with approved accommodations, for students with disabilities who have a Section 504 Plan, or for English Language Learners who qualify for second language support services. These situations are relatively rare and, under other circumstances, public school employees must not read, review or scrutinize test items, passages or performance tasks, unless directed to do so by OSPI.

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Policies and Test Security

It is not possible to enumerate every possible way in which inappropriate assistance might be provided to students before, during or after testing. In general, activities which artificially alter a student’s or a group’s test scores are likely to be inappropriate. Specific examples of behaviors which are prohibited include, but are not limited to:

• Not testing all eligible students or encouraging students to be absent from tests used for accountability or assessing language proficiency.

• Reclassifying students solely for the purpose of changing their demographic grouping, assigned or tested grade level, or the type of assessment that is required for that student.

• Failing to follow security procedures for distribution, custody of and return of secure assessment materials as directed by OSPI.

• Failing to account for all secure assessment materials before, during and after testing.• Leaving secure assessment materials in unsupervised or non-secure locations.• Failing to follow assessment directions specified in this manual.• Explaining or paraphrasing assessment directions or test items.• Providing feedback to students during an assessment to urge students to reconsider or recheck

answers to a test question.• Changing or causing students to change their responses on a test.• Between assessment sessions, providing instruction that is focused on the specific skills and

content measured by that test.• Using assessment accommodations for special populations that the student has not had the

opportunity to use prior to the testing occasion with the intent of raising test scores.• Using for instruction any secure test items or modified test items that mirror secure items.• Reviewing or revealing secure test items, passages or performance tasks unless directed to do so

by the OSPI State Test Coordinator.• Copying, reproducing or transmitting any portion of any secure assessments, test content or

response documents, unless directed to do so by OSPI.• Making answers or answer keys available to students.• Copying or reading student responses unless directed to do so by OSPI.• Deliberately causing achievement results to be inaccurately reported. Modifying student records

for the purposes of raising test scores.• Misleading the public concerning the results and interpretations of test data.

Duties and ResponsibilitiesImplementation of the Washington Comprehensive Assessment Program involves the participation of many individuals, each of whom is both responsible and accountable for various facets of the program. The integrity of the assessment program depends upon proper security, administration and training pertaining to the state assessments. While it is not possible to describe in detail every responsibility related to the state assessment system, the following descriptions are intended to indicate major areas of responsibilities for key personnel.

Parents, students and educators have a mutual interest in an assessment program that is fair and that has integrity. The Office of Superintendent of Public Instruction (OSPI) has surveyed the testing codes of conduct in several states and has found common elements among them.

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Responsibilities of TeachersTeachers are expected to provide students with an opportunity to acquire the knowledge and skills that will be assessed. Teachers shall accomplish this primarily by providing students with a rich instructional program. Teachers should create a plan for communicating with parents. This plan should address test opportunities, purpose of assessments, available accommodations and graduation requirements.

Teachers may also help students improve test-taking skills by: • Teaching students test-taking strategies; • Providing practice assessments that demonstrate various item formats; and• Using resource materials such as

– State Reading Assessment: www.k12.wa.us/assessment/WASL/ReadingAssessment.aspx; – State Writing Assessment: www.k12.wa.us/Writing/default.aspx; – State Mathematics Assessment: www.k12.wa.us/Mathematics/default.aspx; – State Science Assessment: www.k12.wa.us/Science/default.aspx; – Web-based Teacher Resource Tool: www.k12.wa.us/educators.aspx; and – 2009 and Earlier Released Item Documents, Writing prompts with annotations, practice

and sample tests and additional resources: www.k12.wa.us/assessment/wasl/testquestions.aspx.

Secure assessment materials may not be used under any circumstances for instruction of students.

Teachers shall use test results in appropriate ways, including maintaining the confidentiality of individual students’ results.

Responsibilities of Test Proctors, Scribes and Persons Assisting with Sign Language/Braille/Large PrintTest proctors shall be educational practitioners who also shall:

• Attend all required training sessions and read all assigned training materials required for each assessment they proctor;

• Provide a positive test-taking environment;• Administer assessments according to the directions in the assessment manual and any

supplemental materials provided by your district and OSPI; • Ensure that assessment documents are given only to the student identified in the coding;• Maintain confidentiality concerning secure assessment items, passages, performance tasks and

individual student results;• Document and report immediately any testing irregularities to School/District Assessment

Coordinator; and • Sign and submit a Test Security Assurance Form to your School Assessment Coordinator.

Posting Testing LocationsEach testing location must be posted with a “Testing–Do Not Disturb” sign that alerts staff and administration of testing.

A black-line master of the sign may be found in the Resources section of this manual, and an electronic version is available for download at www.k12.wa.us/TestAdministration/.

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Cell PhonesMany students and staff members carry cell phones and pagers with them to class. Because these devices can be used to transmit information and capture images, cell phones, iPods®, pagers and all other communications devices must be turned off and kept out-of-view and out-of-reach during testing sessions. They are not restricted from the classroom, but care should be taken with their availability while the assessment is being given.

Use of these devices during testing will result in a testing irregularity and possible invalidation.

Backpacks and PursesMany students carry backpacks and purses. These must be placed a distance from the student so that items may not be retrieved without leaving the seat.

MediaThere usually is intense media interest in state assessments, especially from reporters who will want access to your campus to film, photograph or interview students during testing. It is absolutely unacceptable for reporters, or any third-party observers, to be in the testing environment before, during or immediately after testing. Students should not have the added pressure of media attention on campus. Having media on campus also compromises the security of the assessment. Photographs or video taken of actual test booklets violate state law (RCW 42.56.250 and RCW 28A.635.040).

At all times, and particularly during high stakes assessments, our first responsibility is for the emotional and physical safety of students. Schools have the right to limit visitors’ access on campus, and that includes the media. OSPI strongly urges you make every effort to minimize any distractions that could interfere with student performance. Educators can respond to media requests that do not distract students and test administrators. Media questioning this policy should contact OSPI Communications at (360) 725-6032.

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Part3 Before Testing

Attention to the checklist below will ensure fair administration of the Measurements of Student Progress (MSP).

Checklist for Proctor Activities Before Testing � 1 Obtain the testing schedule from the School Assessment Coordinator. � 2 Become familiar with all of the testing procedures in this manual. � 3 Communicate with parents regarding the MSP and familiarize students with the

question types that will appear on the test. � 4 All test proctors, scribes, and persons assisting with sign language/Braille/large

print, and persons assisting with processing secure materials must attend all required training sessions.

� 5 Become familiar with accommodations needed per student’s IEP, Section 504 Plan, or ELL accommodations.

� 6 Verify that you have the following materials for testing: • Directions For Administration manual • Student test booklet • For each session of the Writing assessment only, provide at least three

sheets of yellow lined (8 ½" x 11") scratch paper for each student • For the Writing Assessment only, commercially published thesauruses and

dictionaries, in print form (no electronic tools may be used) • Approved calculators for:

– Grades 5, 8 and High School Science Assessments; and – Grades 7, 8 and High School Mathematics Assessment only.

• Mathematics assessment tools, manipulatives and/or the Glossary of non-mathematics terms, for all grades. See page 19 for further details

• Science assessment tools (rulers, straightedges and/or the Glossary of non-science terms) for grades 5, 8 and High School

• Two sharpened No. 2 pencils with erasers for each student (pens, mechanical pencils, highlighters and/or colored pencils must not be used as they cannot be read by the scanning equipment used to score student work)

• A watch or clock � 7 Remove or cover any materials in the classroom that may help students answer

questions that are on the test. Ensure that all students have a comfortable and adequate workspace.

� 8 Arrange desks and/or tables to ensure an optimal testing situation. Students are to be separated by enough space to ensure independent work and to prevent collaboration during the testing sessions.

� 9 Plan for students who need to move and complete the test elsewhere. � 10 Place a “Testing–Do Not Disturb” sign outside the testing location.

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Participation in Testing

Assessment OptionsIn 1993, Washington state lawmakers and citizens through House Bill 1209’s Education Reform Law called for changes in our public schools to help ensure all students master key skills that are essential for their success in school and after graduation.

To help monitor individual student, school and state progress toward this goal, the Office of Superintendent of Public Instruction (OSPI) administers a state assessment system. This system includes assessments designed to measure student achievement and progress toward meeting the state standards in the Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs).

Testing and Special EducationThe Washington Comprehensive Assessment Program includes the Washington Alternate Assessment System-Developmentally Appropriate Proficiency Exam (WAAS-DAPE), which provides additional ways for students in special education to participate in state testing. It is important for the state and schools to know how all Washington public school students are succeeding with their learning, so that the needs of all students are considered in policy and curriculum decisions. Consistent with the Individualized Education Program (IEP), a student in special education may participate in the state assessment system in the following ways:

• Take the MSP/HSPE with or without accommodations;• Take the MSP-Basic/HSPE-Basic with or without accommodations. This option allows a student

to “pass” the grade level assessment with Level 2, or “Basic” proficiency; and• For a limited number of students in special education who cannot participate in the MSP/HSPE

even with accommodations, participate in the Washington Alternate Assessment System Portfolio (WAAS-Portfolio).

Eleventh- and 12th-graders who still need to pass an assessment for graduation may use the HSPE, HSPE-Basic, WAAS-Portfolio or the WAAS-DAPE as identified in the student’s Individualized Education Program (IEP). The WAAS-DAPE option allows students to be assessed at their instructional level using grade-band ES (elementary school) or grade-band MS (middle school) assessments.

Twelfth graders who still need to pass an assessment for graduation in the Spring of their 12th grade year and who qualify to receive special education services in reading, writing or mathematics may access the Locally Determined Assessment (LDA) for graduation purposes. Testing accommodations not specified in the Washington State’s Accommodations Guidelines for Students with Disabilities http://www.k12.wa.us/altassess.aspx will need to be submitted to OSPI Assessment Operations Office using an Exceptional Accommodations Form prior to use on the assessment. To request this form, contact your District Assessment Coordinator. These requests should generally be made two weeks before scheduled testing to allow for the review panel to meet and respond to special requests.

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Administering WAAS-PortfolioThe Washington Alternate Assessment System (WAAS-Portfolio) is designed for a relatively small number of students who have significant cognitive disabilities. This group of students typically is unable to participate in large-scale state assessments even with the maximum accommodations. Participation is available to students in grades 3–8 and 10–12 in the content areas the student is qualified for and receiving services in. Students with significant cognitive disabilities tend to be impacted in all content areas, yet there may be an occasion where a student would need to access the WAAS-Portfolio in multiple content areas while still accessing the MSP-Basic, HSPE-Basic, WAAS-DAPE (11th or 12th grade) in another.For grades 3–8 and 10–12, WAAS-Portfolio evidence should be collected from the beginning of the school year to August/September 2009. The baseline data is collected by December 8, 2009. The midline data is collected from December 9, 2009–February 5, 2010. The ending data is collected from February 6, 2010–March 12, 2010.

MSP/HSPE-BasicThe Measurements of Student Progress-Basic (MSP-Basic) and High School Proficiency Exam-Basic (HSPE-Basic) are assessment options for students in special education who can perform on the MSP/HSPE but whose IEPs indicate meeting standards at a basic level in the content areas for which the student qualifies for and receives special education services. This option allows students to access the grade level assessment and sets Level 2 “Basic” as the performance standard required to achieve a passing score. For high school students (grades 10, 11 and 12) in special education, HSPE-Basic meets the graduation requirement for a Certificate of Individual Achievement (CIA).

Locally Determined AssessmentThe Locally Determined Assessment (LDA) is a graduation alternative specific to grade 12 IEP students only. The LDA is available in the content areas of reading, writing and mathematics, but only if the student qualifies for and is receiving special education services in the specific content area. Restrictions on the use of the LDA include:

• Meeting all other state and local graduation requirements.• Meeting the minimum grade equivalency standard established for each subtest.• Participating in the other state assessment opportunities given during the 12th grade year.

The LDA should be used as a final portal for graduation once all other requirements are completed and/or attempted through grade 12.NOTE: For the 2009–2010 school year, IEP teams should continue to use the 2008–2009 LDA procedures, test and subtests.

Students with a Section 504 PlanSection 504 refers to a component of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of a disability for persons who are otherwise able to participate in federally funded programs or activities. Students with a Section 504 Plan are disabled but do not meet the eligibility criteria to receive special education and related services because their disability can be reasonably accommodated without the need for specially designed instruction. Students with Section 504 Plans only are not eligible for the HSPE-Basic, WAAS-DAPE and LDA special education alternative assessments.

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Home-Based, Private School, F-1 and J-1 Visa Foreign StudentsThe state allows, under certain conditions within the public school setting, home-based and private school students to participate in the WCAP assessments. These students are required to follow the same standard procedures and guidelines that have been described in the Directions For Administration manual.

F-1 Visa foreign students, students receiving home-based instruction (as described in RCW 28A.200, http://apps.leg.wa.gov/RCW/default.aspx/cite=28A.200.010) and private school students are exempt from mandatory participation in state assessments. Therefore, participation by these students in the assessment should be viewed as strictly voluntary. Students with J-1 Visa, attending school through an international student exchange organization, generate apportionment for the district and should be tested.

Alternative (Home-Link) Learning Experience StudentsIn recent years, many school districts have designed and implemented Alternative Learning Experience Programs as described in WAC 392-121-182. Students participating in these programs are considered full-time public school students and are therefore subject to the same state requirements, including participation in the state assessments, as all other enrolled public school students.

Bilingual StudentsStudents who qualify for English Language Learners Services must participate in the state assessments, with or without accommodations in most cases. Appropriate analysis and reporting of assessment results for any student should lead to improved curricula and instructional practices, appropriate supplemental instruction and educational opportunities that challenge students.

Decisions for necessary testing accommodations for ELL students must be documented and placed in the student’s cumulative folder. The decision-making team for these students should include:

• The student’s regular classroom teacher. • The building administrator. • The bilingual specialist(s). • The student’s parent(s) or guardian(s). • An interpreter (if necessary).

The need for testing accommodations is determined by assessing the student’s English proficiency level during the school year. For students who qualify for ELL services, specific accommodations on the state assessments can be recommended by the decision making team based on ELL accommodations guidelines located at the following link: www.k12.wa.us/TestAdministration/.

New Non-English Proficient (NNEP) StudentsNNEP students are those who first enrolled in a U.S. public school within the past 12 calendar months. NNEP students are not required to take the Reading and Writing assessments. The No Child Left Behind Act (NCLB), however, does require NNEP students to take the Mathematics and Science assessments. Test scores, including those in Mathematics, are not counted in any way (i.e., state assessment or AYP results). If NNEP students do not take the Mathematics assessment, they will be counted in AYP as non-participants. Students who attempt at least two items per assessment session will be counted as a participant in the Mathematics assessment. NCLB requires 95% participation, so be sure to have no more than 5% of all students excluded from testing in Mathematics.

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Medical Emergency ExemptionIn compliance with Elementary and Secondary Education Act guidelines, a student may be exempted from testing due to an unexpected and severe medical condition that prevents access to the test. Conditions that may warrant a medical exemption include severe illness or accident requiring extended hospitalization, or active treatment for a life threatening illness (e.g., cancer and/or recuperation). Enrolled students who are unable to take the test during the testing windows, including the August high school testing, because of a unique, significant medical emergency, will not count against the school’s participation rate.

Students and their families must be informed that granting a medical exemption during the test administration window does not excuse or negate the requirement for passing the state assessment to meet the requirements for graduation.

AbsenteeismStudents who are absent with a valid excuse, and do not take the assessment, will not be included in Adequate Yearly Progress (AYP) or state results. Instead, they will be counted as non-participants for AYP purposes. Student absences need to be reported on the back cover (demographic page) of the test booklet, absences need to be reported either as excused or unexcused. This documentation must follow local school board policy on excused absences. Return test booklets with your to-be-processed/scored materials.

Students must be given an opportunity to make up missed assessments. Make-up windows for students who miss an assessment may be scheduled after the initial administration. Students who miss one or both parts of the Writing Assessment must be given the opportunity to make up the missed part at a later time. Review the directions and sample questions with individual students prior to beginning subsequent parts.

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Testing Schedules

Guidelines for Scheduling the AssessmentsThe administration of the assessment ensures that no one student has an unfair advantage over any other student. The standardized schedule helps ensure the security of the assessment content and contributes to the validity and accuracy of individual student scores.

The Measurements of Student Progress (MSP) is an untimed assessment. The estimated timeframes are for planning purposes. The student working time for each test is provided below. These approximate times are for testing only; therefore, allow an additional 15–20 minutes per test to pass out materials, read directions, answer questions, collect materials and perform any other similar activities.

Proctors are asked to record actual testing times for reporting on the Proctor Questionnaire that will be available during each test administration.

Because the assessments are not “timed,” appropriate time must be scheduled in order for students to have as much time as they need to complete the tasks. Students who remain productively engaged in the assessment should be allowed to finish their work. Students who need additional time may need to be moved to a new location that is monitored by a trained proctor. However, each assessment must be completed during the regularly scheduled day in which it was begun, unless specified in the students’ IEP or Section 504 Plan. Administration of all assessments are scheduled to begin at 8:00 am or as soon as reasonable after the start of the school day. All late and early dismissals must be canceled on testing days and any planning interruptions in testing must be avoided. This includes interruptions in testing for specialists or teacher planning.

The following MSP (grades 3–5) table displays estimated working times only.

GRADE SuBjECTESTiMATED STuDENT WORkiNG TiME

PER ASSESSMENT

(allow an additional 15–20 minutes per session)

3–5

Reading 75–90 minutes

Writing 90–120 minutes (per task)

Mathematics 75–90 minutes

Science 75–90 minutes

During each testing session, students may need to take a rest break. Students must be cautioned not to discuss any items on the test. Breaks should last no longer than 10–15 minutes. Generally, students should remain in the room during the break. However, they may be permitted to leave the room if supervised. Students should not miss their scheduled lunch. Students may continue to work on assessments following a supervised lunch break.

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Test PreparationThe educational community is sometimes uncertain as to what practices legitimately contribute to the “opportunity to learn” as opposed to the narrower concept of “teaching to the test.” The former is a positive endeavor meant to help students learn the desired skills and competencies, whereas the latter activity is a negative approach that would provide students instruction only on items that are mirror images or clones of the items on the test.

An assessment is designed to generate a score from which the user wishes to draw an inference. The score itself carries the idea of “validity” in that the user can make either valid or invalid inferences about the student from the score. Typically, the educator or parent wants to use an assessment to determine how well the student is performing, for example, in a domain of interest such as mathematics computation. Assessment items are written to sample the domain of interest that would, of course, vary from assessment to assessment.

If the student then is provided instruction in mathematics computation and earns a high score, one infers that he/she could do well on another assessment of items from the same domain. If, on the other hand, the student had only been given instruction on the style of items on that particular assessment, the inference would be limited to the student’s ability to perform again on that very instrument with that same style of items.

It is, therefore, clear that “teaching to the test” consists of those activities that will focus the students only on material identical to the design and content of a specific assessment. Student instructional reviews using released items of a previously administered assessment are acceptable because the test domain is very broad.

If the student cannot handle or does not understand the assessment format or other materials associated with the administration, it is likely that the results will not reflect the student’s true level of proficiency. It is desirable for students to be given a certain amount of practice so they will be familiar with the format of the assessment items on the state assessments. Students need to be given practice with multiple-choice, short-answer and completion formats in regular instructional activities. Such test preparation activities should be viewed as being a continual process, not something that is only done immediately prior to testing.

Communicating with Parents and StudentsSchool staff should communicate information to students and parents about the administration of the state assessments and how the results will be used. The communication should describe:

• The purpose of the tests; • When the tests will be administered; • What the tests will be like; • The use of accommodations for individual students;• How the results will be used; and• How student, school and district results will be reported.

Many handouts and publications are available on state testing and graduation requirements at www.k12.wa.us/Resources. Please see the Class of 2010 Graduation Toolkit for questions regarding high school requirements. Also, Your Child’s Progress and State Testing 2010 are valuable handouts for educators, families and students.

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Identifying Proctors, Scribes, Volunteers and Persons Assisting with Sign Language/Braille/Large PrintThe assessments must be administered by a trained staff member (e.g., teachers, ESAs, EAs, substitute teachers) of a school district under the general supervision of a certificated employee. Student teachers and interns have a contractual relationship with the school district—even though they are not paid employees—and may assist in the administration of the assessments.

Volunteers may not administer or assist in the administration of any state assessments. Volunteers may assist in the supervision of students who need a break or have completed testing.

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Tools

Mathematics ToolsOSPI does not provide a specific list of materials nor endorse any specific products. The following are some guidelines for use of manipulatives on the Mathematics Measurements of Student Progress and the High School Proficiency Exam.

Manipulatives are there to help children think—not to give them answers.

All students should have access to a ruler and/or straightedge. Rulers and/or straightedges may be required for some items. Students in grade 5 and up should have access to protractors. Protractors may be required for some items. Miras ®/mirrors are allowed, but not necessary.

Manipulatives that are used during the Mathematics Measurements of Student Progress and High School Proficiency Exam should be those that are familiar to students. They should be the regular manipulatives or tools that you have been using in the classroom. This should not be the first time the students see these materials.

The manipulatives should not be distributed to the students but should be available in the classroom where students can go get them if they elect to use them.

Grades 3, 4 and 5 (MSP)

Manipulatives and tools may be used on these assessments.

Calculators may not be used on these assessments.

Charts on the wall cannot include anything more than a hundreds chart (0 – 99 or 1–100) and there should be no multiplication matrices. Number lines can only include integers. Any number line that includes such things as fractions, decimals or marking of prime and composite numbers must be covered or removed from the wall.

Dictionaries or thesauruses are not allowed on any session of the Mathematics assessment.

A Glossary of non-mathematics terms is available for any student who may not be familiar with the non-mathematics vocabulary in the test items. The Glossary of non-mathematics terms is not secure and may be shared with students before and during the test administration. This document is available for download from the Test Administration Web site. Glossaries used during the test administration must be collected and accounted for by the proctor and immediately securely shredded.

Visually impaired/blind students using the Braille edition of the Mathematics Measurements of Student Progress or High School Proficiency Exam may use an abacus on any session of the test.

Additional guidance on templates and clocks that may and may not be used on the assessment is available for download from the Test Administration Web site www.k12.wa.us/TestAdministration/.

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CalculatorsCalculators are not required, but approved calculators may be used on the following assessments:

• Mathematics – grades 7 and 8 (MSP) – grades 10–12 (HSPE) – grade-band ES and MS (WAAS-DAPE)

• Science – grades 5 and 8 (MSP) – grades 10–12 (HSPE)

Calculators are NOT permitted on the following assessments:

• Mathematics grades 3–6 (MSP)

Proctors are required to verify that calculators are a hand-held device designed for mathematical computations. Computers, PowerBooks, portable/hand-held computers, pocket organizers, electronic writing pads or pen-input/stylus-driven devices, instruments with QWERTY keyboards and cell phone calculators are not permitted. Calculators must operate in silent mode.

Students should be thoroughly familiar with the operation of the calculator they plan to use on the test. This includes calculators provided by the classroom or school. Students must not use calculator memories to take test questions out of the room. Students who attempt to remove test questions from the room by any method will have their test scores invalidated. Calculators may not be shared and communication between calculators is prohibited during testing.

Unapproved use of a calculator may create undue advantage for a student. Tests of students who use calculators on grades 3–6 of the Measurements of Student Progress Mathematics Assessment must have a Testing Irregularity Report completed and submitted to your School Assessment Coordinator.

Students who are visually impaired or blind are allowed to use an abacus on the Mathematics Assessment.

Science ToolsDuring the Science Assessment, students are permitted to use rulers, straightedges and/or calculators. Tools are never required for any science questions, but students who are accustomed to using these tools for Science instruction may be allowed to use them. Tools should be available in the classroom where students can go get them if they elect to use them.

A Glossary of non-science terms is available for any student who may not be familiar with the non-science vocabulary in the test items. The Glossary of non-science terms is not secure and may be shared with students before and during the test administration. Districts will receive one Glossary for every six students pre-registered. This document is also available for download from the Test Administration Web site www.k12.wa.us/TestAdministration/. Glossaries used during the test administration must be collected and accounted for by the proctor and immediately securely shredded.

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Writing ToolsDictionaries and ThesaurusesFor the Writing Assessments, students may use a commercially published thesaurus or dictionary in print form. No electronic tools may be used. Teacher- or student-created dictionaries are not permitted.

Students whose IEPs stipulate the use of an electronic dictionary, thesaurus and/or spelling devices as a regular part of instruction and assessment may use these tools on the state Writing Assessments.

Students whose IEPs include word prediction software must have the topic specific dictionary disabled.

For English Language Learners who qualify for second language support services, allow the student to use a dictionary or thesaurus in electronic form (no spell check) in English, native language or visual formats.

For the Reading, Mathematics or Science Assessments, dictionaries and thesauruses are not allowed.

Scratch PaperFor the Reading, Mathematics and Science Assessments, no additional paper of any kind is allowed; this includes lined or unlined scratch paper, patty-paper, wax paper or transparencies. Glossaries of non-mathematics and non-science terms may not be used as scratch paper. Glossaries used during the test administration must be collected, accounted for by the proctor and immediately securely shredded.

For the Writing Assessment, students must be provided scratch paper for the prewriting and first drafts of each session. It is suggested that you provide at least 3 sheets of yellow lined letter-size (8 ½" x 11") scratch paper so that it can be easily identified and removed for shredding.

Graphic organizers or semantic webbing software may not be used on any of the MSP/HSPE assessments.

Prompt specific graphic organizers and organizers containing text such as definitions, specific examples or sentence starters may not be used for any student.

Word ProcessorsWord processors must not be used for any portion of the assessment unless specified in an IEP or Section 504 Plan. Students using a word processor as an accommodation may not use semantic mapping software.

Any student responses generated with word processors must be transcribed verbatim into the student consumable test booklet with a No. 2 pencil for scoring.

Students using word processors are allowed to edit their own work before transcription into the student test booklet.

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Tracking Secure Test MaterialsMSP/HSPE/WAAS-DAPE and Accommodated CD FormsEach student test booklet for the Measurements of Student Progress, High School Proficiency Exam and WAAS-Developmentally Appropriate Proficiency Exam has a unique security barcode number printed on the front cover, upper right hand corner, of the student test booklets. Each Braille, large print test form and Accommodated CD has a unique security barcode number printed on the cover.

The scoring service provider records the security barcode numbers on all documents that are sent to your district. The number on each returned test booklet is electronically verified, and the number of missing booklets in each school and district is reported to OSPI, which will contact each district about missing documents.

To assist districts with material tracking within the district and school, a paper Pre-ID Roster, inclusive of each individual security barcode number, is sent with the testing materials. The range of security barcode numbers is printed on the Packaging List.

WAAS-PortfolioSecurity numbers printed on the WAAS-Portfolio Student Demographic Pages are used by Measured Progress to assist linking student demographics to the specific student portfolio binder. WAAS-Portfolio Student Demographic Pages and other WAAS materials must be distributed and collected from each school in which students are participating in an alternate assessment.

Ensuring a Proper Testing EnvironmentBefore each testing session, proctors must inspect the testing location and remove or cover any aids or prompts that might potentially assist students with answering any questions on that test. (The following are specifically permitted to remain posted: alphabet line, number line and a verbatim copy the “Writing Checklist” as it appears in the Resources section of this manual.) The school should develop a plan for helping students to do their best on the tests. The plan should ensure that:

• Pretest activities are used to develop effective and appropriate test-taking skills and attitudes; – Familiarize students with assessment and question formats; – Encourage students to try questions and tasks even if they are uncertain about them; – Help students relax and be confident; and – Avoid excessive test rehearsal and coaching.

The best preparation for the tests is effective teaching based on the full range of expectations of the Essential Academic Learning Requirements (EALRs) and the Grade Level Expectations (GLEs).

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Storage and Handling of Test Booklets and Accommodated FormsAll test booklets and accommodated forms must be kept under secure, locked, limited access conditions at all times, whether the secure test material are at the district administrative office, another secure facility or at the schools. The period of time that booklets are held at the school should be kept to a minimum.

The Proctor is responsible for:

• Becoming proficient with the Directions For Administration manual and your school/district test material handling plan to ensure that all secure test material will not be compromised before, during or after the test administration;

• Accounting for all secure test material and accommodated forms before, during and after testing;• Before beginning the testing session, it is the responsibility of the proctor to ensure the accuracy

of the student demographic information on the test booklets and distribute pre-identified booklets to the appropriate students;

• Ensuring all secure test material is stored in a secure, locked, limited-access location;• Returning ALL test booklets (used and unused) and accommodated forms, CDs, to the School

Assessment Coordinator immediately after testing is completed;• Documenting test irregularities; and• Completing a Test Security Assurance Form.

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Accommodations for All Students

Assure Wider Access, Not AdvantageThe goal of the Washington Comprehensive Assessment Program is to assure every student has the opportunity to participate in the assessment, without providing a special advantage. Some assessment procedures may be altered for a student, based on a review of individual needs. These alterations in procedures must not be used for the first time on state assessments. Below are the accommodations available for all students.

Testing Environment:• Provide a student additional breaks during a testing session. • Allow the student to use preferential seating, study carrel or other school environment. • Provide individual or small group testing for students who are easily distracted. • Use physically enclosed classrooms (classrooms with four walls) rather than open classrooms or

provide study carrels for students who are easily distracted.• Assess the student individually or in a small group. • Provide good lighting and ventilation, a comfortable room temperature and as much freedom as

possible from noise, traffic and other interruptions. Special lighting, auditory or furniture supports may also be offered.

• Offer noise buffers such as earphones, earplugs or headphones that are not connected to any audio device.

• Separate testing locations: home-based, hospital, institutional or other (available when submitting a Modified Testing Schedule form).

Presentation:• Reread assessment directions verbatim. • Provide an environment in which the student can read the directions aloud without disrupting

other students.• Direct students to underline or mark assessment directions with a No. 2 pencil.• Audio record assessment directions for a student. • Provide assessment directions in a student’s primary language, including signing (SEE or ASL).

Directions must be presented without clarifying, elaborating or providing assistance with the meaning of words.

• Some students may require audio amplification devices to increase clarity. Provide an environment to reduce distraction to other students.

• Students may also use a cut-out, overlay (color background) or other masking devices to isolate items or clarify print. These masking devices should not be used as scratch paper.

• Provide assistance in turning pages, handling booklets, etc.• Provide tools to adjust color backgrounds such as overlays.

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Response:• Provide the student with a No. 2 pencil adapted in size or grip. • Provide student with a strip of heavy paper to assist in tracking. Use masking, graph paper or

scratch paper for writing tests.• An abacus may be used for Visually-Impaired/blind students.

The Accommodations Checklist for Wider Access is available in the Resources section of this manual.

Accommodations Available for Students with Disabilities and English Language LearnersIn addition to these procedures for wider access available to all students, several individualized accommodations may be used for students with limited English and students with disabilities. Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provides equitable access during assessments for students with disabilities and limited access.

Special populations in Washington State include the following:• Students in Special Education Programs• Student with Section 504 Plans• English as a second language/bilingual students

Please refer to the Washington State’s Accommodations Guidelines for Students with Disabilities. This document is available on the OSPI Web site www.k12.wa.us/altassess.aspx. District Assessment Coordinators must work with special education providers to ensure that accommodations written into IEPs and Section 504 Plans are available to students at the time of testing. All building plans should include a checklist of accommodations for each student.

Please refer to the 2009–10 Accommodations Guidelines for English Language Learners. This document is available on the OSPI Web site www.k12.wa.us/TestAdministration/. District Assessment Coordinators must work with Bilingual providers to ensure that accommodations for ELL students are available at the time of testing. All building plans should include a checklist of accommodations for each student.

Scribing/TranscribingThe need for a scribe must be documented on the student’s IEP or Section 504 Plan. If a scribe is not experienced before the assessment in day-to-day classroom activities, then using one on a state assessment may be a disadvantage to a student.

Scribing should not be used to compensate for: • Poor handwriting• Poor spelling• Difficulty with writing organization and slow production• Student resistance to performing writing tasks

Partial Scribing may be used if documented in the student’s iEP or Section 504 Plan:• Students can complete and record computations, charts, graphics or multiple choice questions in

the test booklet.• Reasoning or extended responses are then recorded by the scribe verbatim.

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Transcribing Student Work from a Computer:• Students word process their responses on a computer. All student responses must be transcribed

into the student test booklet using the correct form. • Work must be transcribed into the test booklet after the student edits the work.• All student responses must be deleted from the computer and printed responses must be shredded.

Partial Scribing for Student with Broken Arm, Hand, etc.The district should consider whether the student needs accommodations for general classroom instruction, and, if so, create a Section 504 Plan.

• The School Assessment Coordinator must complete an Individual Testing Irregularity Report and submit it to the District Assessment Coordinator.

• Document the scribing in the “Notes: Proctor/Coordinator Use” box on the front cover of the student test booklet and include the reason for scribing (e.g., student broke arm, hand, etc.). Documenting this accommodation will assist OSPI if we receive scoring alerts from our contractor when the work in the booklet does not appear to be that of a student.

• The back cover (demographic page) of the student test booklet must be gridded “Y” for Scribe in Box 6 titled “MARK ALL ACCOMMODATIONS”.

Tips to Remember• Scribe/transcribe word-for-word, using only a No. 2 soft lead pencil. • For an accuracy check, scribes may record the session on audio or videotape for play back.• Probing or clarifying questions are not allowed except in the case of classifiers for students using

ASL/SEE. Please refer to the Washington State’s Accommodations Guidelines for Students with Disabilities.

• For students using sign language, the scribe may translate and record the student’s response in English. See Appendix B in the Washington State’s Accommodations Guidelines for Students with Disabilities.

• Scribe has to record exactly what the student communicates.• Scribe may not alter student work.• Scribe must allow students to review and edit what the scribe has written.• Reading, Mathematics and Science: Punctuation, spelling and capitalization can be provided by

the scribe.• Writing: No punctuation, capitalization or other edits may be provided by the scribe.• Pictures or graphics must be replicated as closely as possible.• Students review the scribed text for revisions or corrections. The student will independently

go through the steps of editing and revising the transcribed text. The student may wish to add sentences or rearrange text and indicates or marks necessary additions or changes to the text.

• The scribe will rewrite the text as revised by the student. When the student is satisfied with the work, the scribe will transcribe the final draft into the MSP/HSPE/WAAS-DAPE booklet using the correct form.

• For conventions, for example, the student would indicate or mark where to capitalize or add punctuation. The student may use a dictionary to check the spelling of words in the text that he/she feels may be misspelled.

• The student with an IEP or Section 504 Plan may use a commercially published dictionary or thesaurus in print format in English, primary language or visual formats.

• Transcribe student responses in the boxes given in the booklets.

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• Transcribe computer printed or Braille responses verbatim in the student’s correct test booklet form that accompany these accommodated editions.

• Record the name of the scribe and indicate the type of scribing in the “Notes: Proctor/Coordinator Use” box on the front cover of the students test booklet.

• No attached pages or sticky notes are scored. They are removed before scanning.• Mark scribe, word processor, ASL, SEE in Box 6 “MARK ALL ACCOMMODATIONS” and

complete Box 7 “ACCOMMODATION” on the student back cover (demographic page).

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Part4 During Testing

Checklist for Proctor Activities During Testing

� 1 Make sure that nothing will interrupt your class during the assessment.

� 2 Ensure a “Testing—Do Not Disturb” sign is posted outside all testing sites.

� 3 Have students clear their workspaces of all materials. All cell phones must be turned off and kept out-of-view and out-of-reach during testing sessions. All backpacks and purses must be kept out-of-reach of students during testing.

� 4 Verify that you have all necessary assessment materials.

� 5 Provide accommodations per students’ IEP, Section 504 Plans, or ELL accommodations.

� 6 Administer the assessment.

� 7 Once testing has begun, you must observe students to ensure they are engaged with the assessment and using only No. 2 pencils. Do not answer specific questions about the test and do not review test questions or student responses to test questions.

� 8 All student work must be completed in the test booklet. Any additional pages/papers added to the test booklets will not be scored.

� 9 During each testing session, at least one trained proctor must remain in the room at all times.

� 10 If there is a perceived error on the assessment, contact your School or District Assessment Coordinator. Have students complete the section of the test and do not attempt to provide your own remedy. The state will provide a remedy if needed for all students in the state.

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Distributing and Collecting BookletsThe Reading, Mathematics and Science assessments are to be given in one session. The Writing assessments are to be given in two sessions. The test booklets for MSP (grades 4 and 7) will have to be collected and redistributed to students.

• Reading, Mathematics and Science (MSP and HSPE) test booklets must be collected after the completion of the testing day and returned to your School Assessment Coordinator according to your test security plan.

• Writing test booklets for grades 4 and 7 (MSP) must be collected after the completion of each testing day and stored in a secure, locked, limited access area. For the grades 4 and 7 Writing assessments the test proctor must take care to return the same booklet to each student for each testing session.

• For the Writing grades 4 and 7 assessments, students may not change answers from a previous session or look ahead to another session.

• Once a test has been started, the test must be completed in the same day unless extra time is provided on the students’ IEP or Section 504 Plan.

Handling Defective Booklets During TestingIt is possible that a student might receive an incomplete or defective test booklet, accommodated form, or that test material may become damaged during testing. If a test booklet or accommodated form is incomplete or defective, the proctor should follow the steps below:

• Obtain a new test booklet;• Make sure the student’s name and State Student ID (SSID) are gridded on the back cover

(demographic page) of the replacement booklet;• Document the testing irregularity in the “Notes: Proctor/Coordinator Use” box on the front cover

of the student booklet; • Tell the student to continue with the replacement copy, beginning after the last question answered

in the defective booklet; and• Band both the replacement and damaged/incomplete booklets together prior to returning to School

Assessment Coordinator.

Monitoring and Certifying Test AdministrationProctors are responsible for monitoring students during test administration.

• During each testing session a proctor MUST remain in the room at all times.• While the students are being tested, you are to observe the students to ensure they are engaged

with the assessment, working independently and generally following the directions given at the beginning of the assessment.

• Do not answer specific questions about the test. You may not point out to students an incorrectly answered question or point out questions that have not been completed. Do not review test questions or student responses to test questions. Also, you may not paraphrase questions or read items except to students who have the accommodation.

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Reporting Perceived Error on a TestIf there appears to be an error on the assessment, make note of the item and page number(s), and contact the School and/or District Assessment Coordinator. The District Assessment Coordinator should complete a Test Question Ambiguity Form, available in the Resources section of this manual and fax a completed form to the Office of Superintendent of Public Instruction. Have students complete the section of the assessment. Do not attempt to provide your own remedy. The state will provide a remedy if needed for all students in the state. For security concerns, DO NOT copy the problem, share with colleagues or transmit this information electronically. Proctors should assure the student that items found to contain errors will not be counted toward their score.

Documenting IrregularitiesProctors should document any testing/security irregularity in the administration in the “Notes: Proctor/Coordinator Use” box located on the front cover of student test booklets. Proctors should report all irregularities to their School/District Assessment Coordinator. Irregularities include but are not limited to:

• Reproduction or review of secure test materials before, during or after the test administration.• Improper test preparation. • Unforeseen interruption in test administration. • Improper test proctoring including:

– Providing non-allowed accommodations. – Permitting breaks during testing outside the parameters listed in this manual. – Providing student access to tools or materials not allowed for that test. – Coaching, departing from prescribed script in this manual or attempting to artificially

inflate the test scores of students. – Reviewing student work in the test booklets. – Not providing students the Accommodations listed on their IEP, Section 504 Plan or ELL

accommodations.

Document any testing irregularities on the front cover of the test booklet or by completing a Group or Individual Irregularity Report and report them to your School Assessment Coordinator immediately. The District Assessment Coordinator will determine the proper actions to be taken regarding invalidation.

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Part5 After Testing

Checklist for Activities After Testing

� 1 Collect materials from students immediately after completion of testing.

� 2 If needed, transcribe verbatim all large print and Braille tests into the appropriate consumable test booklet, included in the accommodation kit. Keep large print/Braille tests with the test booklet when returning to your School/District Assessment Coordinator.

� 3 Account for all secure testing materials.

� 4 Collect, account for and immediately securely shred all scratch paper from the Writing Assessment.

� 5 Collect and account for all Glossary sheets provided during the assessment and immediately shred.

� 6 Return all test materials to the School Assessment Coordinator.

� 7 Complete and submit Test Security Assessment Form to the School Assessment Coordinator.

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irections to the Student

Directions for Administering the Reading Measurements of Student Progress Exam

Specific Directions for Administering the Reading AssessmentPlease read this information carefully before administering the assessment.

The Reading Assessment consists of one session. Work must be completed in one day.

Before testing, ensure that a “Testing—Do Not Disturb” sign is posted and that cell phones are turned off and kept out-of-view and out-of-reach during the testing session. Backpacks and purses are to be placed a distance from students.

The Reading Assessment consists of a series of Reading passages followed by multiple-choice, short-answer, completion, and stand-alone questions. Students are allowed to look back at the Reading passages.

Provide all accommodations required for students in Special Education Programs, students with a Section 504 Plan, or English Language Learners.

• Read aloud, word-for-word, the material that is printed in boxes next to the word SAY: . • Do not paraphrase the directions. • The text outside of the Say boxes and the text that is italicized and in parentheses inside the Say

boxes is information for you and must not be read to students. • You may repeat any part of these directions as many times as needed. • DO NOT provide students with suggestions on how to respond to the task, coach students on how

to organize their writing, or evaluate student work. • This manual provides an estimated time for completion of the assessment; however, students may

take as much time as they need to complete the test. • The directions provide for one break. Additional breaks may be provided based on student needs

and proctor judgment. In general, students should remain in the testing room during breaks. Students may be permitted to have lunch if they are still working when it is time for a scheduled lunch break. Students must be monitored during breaks and lunches.

• Dictionaries, thesauruses, and scratch paper are NOT allowed on the Reading Assessment.

RCW 28A.635.040 Examination questions — Disclosing — Penalty.Any person having access to any question or questions prepared for the examination of teachers or common school pupils, who shall directly or indirectly disclose the same before the time appointed for the use of the questions in the examination of such teachers or pupils, or who shall directly or indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred dollars.

SAY:Part6

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Materials Needed Reading Test Booklet

No. 2 Pencils

If a pre-identified student barcode is printed on the front cover of the test booklet or a pre-identified student adhesive label is attached to the front cover of the test booklet, do not complete the demographic information grids on the back cover (demographic page). If the booklet is not pre-identified, the student’s demographic information must be gridded by appropriate school staff prior to testing.

We are now going to take the Reading Assessment. Do not open your test booklet until I tell you to.

Distribute the test booklets and two No. 2 pencils with erasers to the students. Students must do all writing with No. 2 pencils. Make sure students receive the booklet with their name pre-identified or pre-gridded.

Look at the front cover of your test booklet. Your name should be preprinted or printed on a label. If your name is not printed on the front cover, turn the booklet over. Your name should be gridded in pencil. Please raise your hand if your name is not printed on the front or back cover of your test booklet and I will come help you.

Allow students time to verify they have the correct book. Write today’s date on the board.

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

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

Open your test booklet to page 3 and follow along as I read the directions aloud.

SAY:

SAY:

SAY:

SAY:

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irections to the Student

Read the following from page 3 of the student booklet aloud.

Today you will take the Reading Assessment. You are encouraged to look back at the passage when you are answering the questions.

Directions to the Student

There are several different types of questions on this assessment:

1. There are multiple-choice questions that require you to choose the best answer.

2. There are completion questions for which you will write a word, phrase, or short sentence in the box or on the lines provided in your booklet.

3. There are short-answer questions for which you will write phrases or sentences on the lines provided in your booklet.

4. There are stand-alone questions that are not related to a passage. Stand-alone questions may require you to choose the best answer or write a word or phrase.

Here are some important things to remember as you take this assessment:

1. Read each passage. You may look back at the reading passage as often as you want.

2. The paragraphs are numbered for most reading passages. A question about a particular paragraph will refer to the paragraph number.

3. Read each question carefully. When you write your answers, write them neatly and clearly on the lines provided. You may use sentences, phrases, paragraphs, lists, or charts to explain your ideas. Cross out or erase any part of your work you do not want to include as part of your answer.

4. When you choose a multiple-choice answer, make sure you completely fill in the circle next to the answer. Erase completely any marks that you want to change on multiple-choice questions.

5. Use only a No. 2 pencil, not a mechanical pencil or pen, to write your answers. If you do not have a No. 2 pencil, please raise your hand and I will give you one.

6. You should have plenty of time to finish every question on the assessment. If you do not know the answer to a question, go on to the next question. You can come back to that question later.

7. If you finish early, you may check your work.

Are there any questions about the important points I just read?

Pause. Reread any or all of the above if needed.

SAY:

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Now turn to page 4 and we will look at sample questions. Follow along while I read the question aloud.

Sample Questions

Sample questions have been included to show you the different types of questions you will find in this assessment and how to mark or write your answers. These sample questions do not refer to the passages you are about to read.

Reading Sample Questions

Multiple-Choice Sample Question

For this type of question you will select the best answer and completely fill in the circle next to it.

1 Which sentence states the main idea in the selection?

` A. Tortoises carry their homes on their backs.

` B. Hawks fly high in the sky searching for prey.

~ C. Tortoises have cracks in their shells that can be repaired.

For this sample question, the correct answer was C; therefore, the circle next to C was filled in.

SAY:

SAY:

SAY:

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irections to the Student

Reading Sample Questions

Also on this page you will see examples of responses that cannot be scored.

Do not use the following marks because they cannot be scored:

More than one choice Answer choice partially shaded

` A.

` B.

` C.

` A.

` B.

` C.

Wrong choice crossed out Answer choice circled

` A.

` B.

` C.

` A.

` B.

` C.

Erase completely any marks that you wish to change on multiple-choice questions.

Pause.

Now look at page 5 and follow along as I read Sample Question 2 and the answer that a student has written in the answer box.

SAY:

SAY:

SAY:

SAY:

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Reading Sample QuestionsRead Sample Questions 2 and 3 and the student’s response aloud.

Completion Sample Question

For this type of question you will write a word, phrase, or short sentence in the box or on the line or lines provided.

2 The main idea of the story is

.

3 Read the chart.

Provide another detail from the selection that supports the inference.

Detail 1:Sky turned dark

Detail 2:Clouds rolled in

Detail 3:

The wind started to blow.

Inference:Latika knew a storm was coming.

that there are many benefits to growing your own garden.

Pause.

Look at page 6. Continue reading the sample questions with me.

SAY:

SAY:

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irections to the Student

Reading Sample QuestionsRead Sample Question 4 and the student’s response aloud.

Short-Answer Sample Question

For this type of question you will write a short answer consisting of a few phrases or sentences. You should include information from the text in your answer.

4 According to the story, what are three steps, in order, Matt takes to prepare for the party?

First, Matt calls his friends. Next, hemixes juice drinks. Finally, he popspopcorn.

Be sure to answer short-answer questions on the lines provided. If you extend beyond that space, that part of your answer may not be seen by those who score the test.

When you give your answers for those questions, be sure to answer all parts of the question.

Would you like me to reread any of the directions you have heard?

Pause. Reread any or all of the directions needed.

SAY:

SAY:

SAY:

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In approximately 40 minutes you will have a short break. After you have been working for 75 minutes, I will check to see if you need more time. Now turn to page 8 and begin.

Add 40 minutes to the starting time and write this on the board as “Break Time:______.” Observe students to ensure they are engaged with the assessment. Do not answer specific questions about the test and do not review test questions or student responses to test questions. Monitor whether students are working independently.

After 40 minutes,

Put your pencil down and close your booklet. You may stand, stretch, and walk around, but do not talk about the test during the break.

During the break, test booklets must remain closed on students’ desks. If students need to leave the room, make sure the test booklets remain on their desks. Students must not talk about the test during the break. After about ten minutes, have students return to their seats.

Please sit down again and work until you come to the sign . You will have time to answer every question. If you finish early you may check your work.

After students have been working for 75 minutes, check to see whether they need more time. If most students need more time, give them up to an additional 20 minutes. When most students have finished,

Please put your pencil down and close your test booklet. Those who need more time raise your hand. You will be allowed to finish.

Processing Test Booklets1. Collect all student booklets. 2. Organize booklets for those students needing additional time in a separate stack. 3. For security reasons, only a trained proctor should handle test booklets. 4. Allow students who need more time to move to another location to finish the assessment. 5. Redistribute student test booklets after they have been moved to the new location. 6. Be sure a trained proctor monitors these students.7. Return all materials to your School Assessment Coordinator promptly according to your School

Security Plan.

SAY:

SAY:

SAY:

SAY:

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irections to the Student

Directions for Administering the Writing Measurements of Student Progress Exam

Specific Directions for Administering the Writing Assessment Please read this information carefully before administering the assessment. The Writing Assessment consists of two sessions. Work for each session must be completed in one day. Before testing, ensure that a “Testing—Do Not Disturb” sign is posted and that cell phones are turned off and kept out-of-view and out-of-reach during testing sessions. Backpacks and purses are to be placed a distance from students. Each Writing session contains one writing task. Students will first do a prewriting exercise to get ideas about how to respond to the task and how to organize their thoughts and ideas. Students will then write a first draft on the scratch paper provided. Once students have revised their first drafts, they will write their final drafts in the test booklet on the pages provided. Students may only work on the writing task for the session that is being administered.Provide all accommodations required for students in Special Education Programs, students with a Section 504 Plan, or English Language Learners.

• Read aloud, word for word, the material that is printed in boxes next to the word SAY: . • Do not paraphrase the directions. • The text outside of the Say boxes and the text that is italicized and in parentheses inside the Say

boxes is information for you and must not be read to students. • You may repeat any part of these directions as many times as needed. • DO NOT provide students with suggestions on how to respond to the task, coach students on how

to organize their writing, or read student work. • This manual provides an estimated time for completion of the session; however, students may take

as much time as they need to complete the test. • The directions for each session provide for one break. Additional breaks may be provided based

on student needs and proctor judgment. In general, students should remain in the testing room during breaks. Students may be permitted to have lunch if they are still working when it is time for a scheduled lunch break. Students must be monitored during breaks and lunches.

• Students may use a commercially published thesaurus or dictionary, in print form only, during both writing sessions. No electronic tools may be used. Teacher- or student-created dictionaries are not permitted.

• Students must be given as much scratch paper as needed to use for the prewriting and first drafts of each Writing session. The prewriting and first drafts will not be scored. All prewriting, drafts, and scratch paper must be shredded immediately after testing.

RCW 28A.635.040 Examination questions — Disclosing — Penalty.Any person having access to any question or questions prepared for the examination of teachers or common school pupils, who shall directly or indirectly disclose the same before the time appointed for the use of the questions in the examination of such teachers or pupils, or who shall directly or indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred dollars.

Part7

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Task A: Writing to Tell a Story

Materials Needed Grade 4 Writing Test Booklet

Yellow Lined Scratch Paper (at least 3 pieces per student)

Commercially Published Dictionary and/or Thesaurus in Print Form

No. 2 Pencils

If a pre-identified student barcode is printed on the front cover of the test booklet or a pre-identified student adhesive label is attached to the front cover of the test booklet, do not complete the demographic information grids on the back cover (demographic page). If the test booklet is not pre-identified, the student’s demographic information must be gridded by appropriate school staff prior to testing.

We are now going to take the first part of the Writing Assessment. Do not open your test booklet until I tell you to.

Distribute the test booklets and two No. 2 pencils with erasers to the students. Students must do all writing with No. 2 pencils. Make sure students receive the booklet with their name pre-identified or pre-gridded.

Students are allowed to use a commercially published dictionary or thesaurus in print form only.

Look at the front cover of your test booklet. Your name should be preprinted or printed on a label. If your name is not printed on the front cover, turn the booklet over. Your name should be gridded in pencil. Please raise your hand if your name is not printed on the front or back cover of your test booklet and I will come help you.

Allow students time to verify they have the correct book. Write today’s date on the board.

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

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

Open your test booklet to page 3 and follow along as I read the directions aloud.

SAY:

SAY:

SAY:

SAY:

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irections to the Student

Read the following from page 3 of the student booklet aloud.

Writing Assessment

Today, you will take the Writing Measurements of Student Progress. This is an assessment of how well you communicate ideas in writing. For this assessment, you will have two writing tasks. You will do one of the writing tasks today and one on another day. in order to earn the best possible score, be sure you follow directions and write to the assigned purpose for each task.

Directions to the Student

Both of these writing tasks will allow you to follow all of the steps in the writing process: prewriting, writing a first draft, revising, editing, and writing a final draft. Both tasks have accompanying scoring criteria.There is space provided in the test booklet for prewriting. You will receive several pieces of scratch paper for your prewriting (if you need more space) and for writing your first draft. However, you must write your final draft for each writing task in your booklet.Please note: For each of the writing tasks, the only piece of writing that will be scored is the final draft that is written in this booklet. Additional pages inserted in this booklet will not be scored.Here are some important things to remember as you take this assessment:

1. You will have as much time as you need for each writing task, but you must finish each task by the end of the established school day.

2. For each of these writing tasks you are allowed to use a commercially published thesaurus and dictionary in print form only. No electronic tools may be used.

3. Your final draft for each writing task must be written in this booklet on the pages provided. Additional pages inserted in this booklet will not be scored.

4. You must write your final draft using a No. 2 pencil, not a mechanical pencil or pen. If you do not have a No. 2 pencil, please raise your hand and I will give you one.

5. When writing each of your final drafts in this booklet, be sure to write neatly and clearly on the lines provided. Cross out or erase any work you do not want to include as part of your final draft.

6. When you reach the word STOP in your booklet, do not go on until you are told to turn the page.

7. If you finish a writing task early, you may check your work on that writing task only.

Are there any questions about the important points I just read?

Pause. Reread any or all of the above if needed.

SAY:

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Now turn to page 4 of your test booklet which gives the Checklist for the writing task. It is labeled “Scoring Criteria for Task A: Writing to Tell a Story.”

Pause. Check to see that everyone has found the Checklist on page 4. Once you are sure everyone has found the correct page,

Read the Checklist to yourself as I read it aloud.

SAY:

SAY:

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irections to the Student

Read the following from page 4 of the student booklet aloud.

Scoring Criteria for Task A: Writing to Tell a Story

Checklist for Writing to Tell a StoryMy story will be very good if I have thoughtful and specific content and organize my writing. That means I should

� follow the directions given in the writing prompt; � create a manageable—not too small, not too big—plot with a

beginning, middle, and end; � organize my actions/events so there is a sense of story where

each action/event in the story leads to the next one; � elaborate important events by describing characters,

settings, and actions through the use of specific words, descriptive/sensory details, and purposeful dialogue;

� organize my writing in paragraphs; � use words that help show how the events of the story are

connected.

My story will be very good if I have an interesting style. That means I should

� show that I care about my story; � use words and phrases that help the reader imagine the

characters, setting, and events; � use different types and lengths of sentences.

My story will be very good if I follow conventions in writing. That means I should

� follow the rules of correct English usage (for example, correctpronouns for subjects, correct verb endings, subject-verb agreement),

� spell words correctly, � use correct capitalization, � use correct punctuation (periods, commas, quotation marks,

question marks), � write complete sentences, � show where new paragraphs begin.

SAY:

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When you are finished reading the Checklist,

You can use this Checklist for prewriting, writing your first draft, and writing your final draft. Is there any part of the Checklist you would like me to reread? If so, please raise your hand.

Pause. Reread any or all of the Checklist or define words as needed to individual students. You may define words or phrases in the Checklist, but your response may not hint or imply how a student might write his or her response.Distribute scratch paper to each student. Keep track of how many pieces of paper were distributed so that when you collect them at the end of the testing session, you can be sure you have collected all of them.

You have been given scratch paper so that you can do your prewriting and write a first draft for this writing task.Please write your name in the upper right-hand corner of each piece of scratch paper. Please raise your hand if you need additional scratch paper during the test. I will collect your scratch paper at the end of the testing session. (Allow students time to write their names.)Now look at page 5. Follow along as I read the directions on this page aloud.

Read the following from page 5 of the student booklet aloud.

Task A: Writing to Tell a Story

Directions: Today, you will write a story. In order to earn the best possible score, be sure you follow directions and remember your purpose is to write a story.For this writing task, you will have the opportunity to follow all of the steps of the writing process: prewriting, writing a first draft, revising, editing, and writing a final draft. You may use a commercially published thesaurus and dictionary in print form only. No electronic tools may be used.The only piece of writing that will be scored is your final draft in this test booklet. Your score will be based on the scoring criteria listed on the previous page. Be sure to look at the checklist of scoring criteria. It will help you write a good story. Additional pages inserted into this booklet will not be scored.

YOuR TASk

Please refer to a student’s Writing Test Booklet for the writing prompt.

Would you like me to reread the writing task?

Pause. Reread the writing task if asked to do so. You may reread the task multiple times.

SAY:

SAY:

SAY:

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irections to the Student

Are there any words in the writing task that you do not understand or that you want me to define? If so, raise your hand and I will help you.

Pause. You may provide a definition for any word(s) in the writing task. You may define the word(s) in a way that ensures the student understands. You may only define single words; you cannot paraphrase or attempt to restate entire sections or phrases.

Now turn to page 6 in your booklet. Follow along as I read the prewriting directions to you.

Read the following from page 6 of the student booklet aloud.

Prewriting

Directions: Prewriting is a great way to get started on a writing task because it gives you ideas to start with. It also helps you plan and organize your ideas before you write. There are different kinds of prewriting. Choose one of the following and use the next page (and additional scratch paper if you need more space) to do the prewriting:

• Draw a web or cluster. Write ideas for your events, characters, and setting(s). Draw circles around each idea and then draw lines to connect ideas that are related in some way. Then, decide how you will organize your ideas into a story.

OR

• List ideas for your events, characters, and setting(s). You don’t have to write complete sentences. At first, don’t worry about the order of the ideas. After you have finished your list, go back and organize your ideas into a story.

OR

• Do a storyline.

OR

• Do another kind of prewriting that you know and like.

Is there any part of the Prewriting directions you would like me to read again?

Pause. Reread any portion of the Prewriting directions, as needed.

SAY:

SAY:

SAY:

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Be sure to write your final draft for this Writing Task A on pages 8 through 12 of this test booklet. Remember, only your final draft will be scored, and it must be written in No. 2 pencil on pages 8 through 12. All of the pages for the Writing Task A have a gray bar across the top.

As you are working on this writing task, you may go back and reread the directions, the checklist, or any other part of this writing task. Make sure you do your own work. Do not share your work with anyone. I cannot help you with your writing or give you ideas to get started. If you need help finding the correct place in the booklet for your writing, raise your hand and I will assist you. You may only work on the Session One Writing Task.

You may make any revisions or editing changes you wish to your work. If you need to change your writing, make sure you cross out or erase completely the writing you do not want to be scored. Remember, writers often make changes as they work.

You will have 120 minutes (or more time if you need it) to do your prewriting, first draft, and final draft. After about 60 minutes you will have a short break. After you have been working for 90 minutes, I will check to see if you need more time. Now, turn to page 7 and begin.

Add 60 minutes to the starting time and write this on the board as “Break Time:___.” While students are working, walk around the room to make sure they are writing their final drafts on the correct booklet pages. If they are writing on the wrong pages, direct them to the correct pages for writing the final draft for Writing Task A. If students write their final drafts on the incorrect pages, they may not receive credit for their writing. During Session One of the Writing Assessment, students should work only on the first writing task.

After 60 minutes,

Put your pencil down and close your booklet. You may stand, stretch, and walk around, but do not talk about the test during the break.

During the break, test booklets must remain closed on students’ desks. If students need to leave the room, make sure the test booklets remain on their desks. Students must not talk about the test during the break. After about ten minutes, have students return to their seats.

Please sit down again and work until you come to the sign . If you finish early, you may check your writing on Task A: Writing to Tell a Story.

After students have been working for 90 minutes, check to see whether they need more time. If most students need more time, give them up to an additional 30 minutes or more if they need it. When most students have finished,

SAY:

SAY:

SAY:

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irections to the Student

Please put your pencil down and close your test booklet. I will collect your booklet and scratch paper now. Place each piece of scratch paper in your booklet between page 10 and the page that follows it. Make sure the top of your scratch paper is showing, so I can read your name in the upper right-hand corner of the first piece of paper.

Demonstrate this for the students with a student booklet and some scratch paper.

Those who need more time raise your hand. You will be allowed to finish.

Processing Test Booklets1. Collect all student booklets. 2. Organize booklets for those students needing additional time in a separate stack. 3. For security reasons, only a trained proctor should handle test booklets. 4. Allow students who need more time to move to another location to finish the assessment. 5. Redistribute student test booklets after they have been moved to the new location. 6. Be sure a trained proctor monitors these students.7. When all students have completed Writing Task A, collect all scratch paper. Check to be sure that

all scratch paper is accounted for and immediately shred it.8. Account for and store all materials in the locked and secure location, according to your School

Security Plan.

SAY:

SAY:

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Task B: Writing to Explain

Materials Needed Grade 4 Writing Test Booklet

Yellow Lined Scratch Paper (at least 3 pieces per student)

Commercially Published Dictionary and/or Thesaurus in Print Form

No. 2 Pencils

Before beginning Session Two, make sure you have each student’s booklet with his or her name on it. Distribute each test booklet to the student whose name is on the front or back cover. Make sure each student has at least three sheets of yellow lined scratch paper and two No. 2 pencils with erasers. Students must do all writing with No. 2 pencils.

Students are allowed to use a commercially published dictionary or thesaurus in print form only during the Writing Assessment.

Review the Directions to the Student from Task A: Writing to Tell a Story. For Session Two of the Writing Assessment, students will focus on expository writing and will have 120 minutes (or more time if they need it) to respond. All pages for Session Two of the Writing Assessment have a black bar across the top which will help you identify that the student is working on the correct session.

We are now going to take the second part of the Writing Assessment. Please make sure you have the booklet with your name on it. If you do not have the booklet you worked in for the first session, raise your hand and I will come help you.

Pause to allow students time to check their names.

Now turn to page 16 of your test booklet which gives the Checklist for the Writing task. It is labeled “Scoring Criteria for Task B: Writing to Explain.”

Pause. Check to see that everyone has found the Checklist on page 16. Once you are sure everyone has found the correct page,

Read the Checklist to yourself as I read it aloud.

SAY:

SAY:

SAY:

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irections to the Student

Read the following from page 16 of the student booklet aloud.

Scoring Criteria for Task B: Writing to Explain

Checklist for Writing to ExplainMy writing will be very good if I have thoughtful and specific content and organize my writing. That means I should

� follow the directions given in the writing prompt; � narrow my topic; � stay focused on my main ideas; � elaborate by using reasons, well-chosen and specific details,

examples, and/or anecdotes to support my ideas; � include information that is interesting, thoughtful, and necessary

for my audience to know; � organize my writing so that there is an opening/introduction, a

middle, and a conclusion; � organize my writing in paragraphs; � use words that help show how my ideas are connected.

My writing will be very good if I have an interesting style. That means I should

� show that I care about my topic, � use language that fits my audience and purpose, � use words and phrases that help the reader understand my ideas, � use different types and lengths of sentences.

My writing will be very good if I follow conventions in writing. That means I should

� follow the rules of correct English usage (for example, correct pronouns for subjects, verb endings, subject-verb agreement),

� spell words correctly, � use correct capitalization, � use correct punctuation (periods, commas, quotation marks,

question marks), � write complete sentences, � show where new paragraphs begin.

SAY:

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When you are finished reading the Checklist,

You can use this Checklist for prewriting, writing your first draft, and writing your final draft. Is there any part of the Checklist you would like me to reread or are there any words you do not understand?

Pause. Reread any or all of the Checklist or define words as needed to individual students. You may define words or phrases in the Checklist, but your response may not hint or imply how a student might write his or her response.Distribute scratch paper to each student. Keep track of how many pieces of paper were distributed so that when you collect them at the end of the testing session, you can be sure you have collected all of them.

You have been given scratch paper so that you can do your prewriting and write a first draft for this writing task.Please write your name in the upper right-hand corner of each piece of scratch paper. Please raise your hand if you need additional scratch paper during the test. I will collect your scratch paper at the end of the testing session. (Allow students time to write their names.)Now look at page 17. Follow along as I read the directions on this page aloud.

Read the following from page 17 of the student booklet aloud.

Task B: Writing to Explain

Directions: Today, you will write to explain. When writing to this purpose, you will need to fully explain your main idea using reasons, well-chosen and specific details, examples, and/or anecdotes. In order to earn the best possible score, be sure you follow directions and write to explain.For this writing task, you will have the opportunity to follow all of the steps of the writing process: prewriting, writing a first draft, revising, editing, and writing a final draft. You may use a commercially published thesaurus and dictionary in print form only. No electronic tools may be used.The only piece of writing that will be scored is your final draft in this test booklet. Your score will be based on the scoring criteria listed on the previous page. Be sure to look at the checklist of scoring criteria. It will help you write well. Additional pages inserted into this booklet will not be scored.

YOuR TASk

Please refer to a student’s Writing Test Booklet for the writing prompt.

Would you like me to reread the writing task?

Pause. Reread the writing task if asked to do so. You may reread the task multiple times.

SAY:

SAY:

SAY:

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irections to the Student

Are there any words in the writing task that you do not understand or that you want me to define? If so, raise your hand and I will help you.

Pause. You may provide a definition for any word(s) in the writing task. You may define the word(s) in a way that assures the student understands. You may only define single words; you cannot paraphrase or attempt to restate entire sections or phrases.

Now turn to page 18 in your booklet. Follow along as I read the prewriting directions to you.

Read the following from page 18 of the student booklet aloud.

Prewriting

Directions: Prewriting is a great way to get started on a writing task because it gives you ideas to start with. It also helps you plan and organize your ideas before you write. There are different kinds of prewriting. Choose one of the following and use the next page (and additional scratch paper if you need more space) to do the prewriting:

• Draw a web or cluster. Write ideas that develop and support your topic (reasons, well-chosen specific details, examples, and/or anecdotes). Draw circles around each idea and then draw lines to connect ideas that are related in some way. Then, decide how you will organize your ideas.

OR

• List ideas that develop and support your topic. You don’t have to write complete sentences. At first, don’t worry about the order of the ideas. After you have finished your list, go back and organize your ideas.

OR

• Do an outline.

OR

• Do another kind of prewriting that you know and like.

Is there any part of the Prewriting directions you would like me to read again?

Pause. Reread any portion of the Prewriting directions, as needed.

SAY:

SAY:

SAY:

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Be sure to write your final draft for this Writing Task B on pages 20 through 24 of this test booklet. Remember, only your final draft will be scored, and it must be written in No. 2 pencil on pages 20 through 24. All of the pages for the Writing Task B have a black bar across the top.

As you are working on this writing task, you may go back and reread the directions, the checklist, or any other part of this writing task. Make sure you do your own work. Do not share your work with anyone. I cannot help you with your writing or give you ideas to get started. If you need help finding the correct place in the booklet for your writing, raise your hand and I will assist you. You may only work on the Writing Task B.

You may make any revisions or editing changes you wish to your work. If you need to change your writing, make sure you cross out or erase completely the writing you do not want to be scored. Remember, writers often make changes as they work.

You will have 120 minutes (or more time if you need it) to do your prewriting, first draft, and final draft. After about 60 minutes you will have a short break. After you have been working for 90 minutes, I will check to see if you need more time. Now, turn to page 19 and begin.

Add 60 minutes to the starting time and write this on the board as “Break Time:___.” While students are working, walk around the room to make sure they are writing their final drafts on the correct booklet pages. If they are writing on the wrong pages, direct them to the correct pages for writing the final draft for Task B: Writing to Explain. If students write their final drafts on the incorrect pages, they may not receive credit for their writing. During Session Two of the Writing Assessment, students should work only on the second writing task.

After 60 minutes,

Put your pencil down and close your booklet. You may stand, stretch, and walk around, but do not talk about the test during the break.

During the break, test booklets must remain closed on students’ desks. If students need to leave the room, make sure the test booklets remain on their desks. Students must not talk about the test during the break. After about ten minutes, have students return to their seats.

Please sit down again and work until you come to the sign . If you finish early, you may check your writing on Task B: Writing to Explain.

After students have been working for 90 minutes, check to see whether they need more time. If most students need more time, give them up to an additional 30 minutes or more if they need it. When most students have finished,

SAY:

SAY:

SAY:

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irections to the Student

Please put your pencil down and close your test booklet. I will collect your booklet and scratch paper now. Place each piece of scratch paper in your booklet between page 22 and the page that follows it. Make sure the top of your scratch paper is showing, so I can read your name in the upper right-hand corner of the first piece of paper.

Demonstrate this for the students with a student booklet and some scratch paper.

Those who need more time raise your hand. You will be allowed to finish.

Processing Test Booklets1. Collect all student booklets. 2. Organize booklets for those students needing additional time in a separate stack. 3. For security reasons, only a trained proctor should handle test booklets. 4. Allow students who need more time to move to another location to finish the assessment. 5. Redistribute student test booklets after they have been moved to the new location. 6. Be sure a trained proctor monitors these students.7. When all students have completed Writing Task B, collect all scratch paper. Check to be sure that

all scratch paper is accounted for and then immediately shred it.8. Return all materials to your School Assessment Coordinator promptly according to your School

Security Plan.

SAY:

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Directions for Administering the Mathematics Measurements of Student Progress Exam

Specific Directions for Administering the Mathematics AssessmentPlease read this information carefully before administering the assessment.

The Mathematics Assessment consists of one session. Work must be completed in one day.

Before testing, ensure that a “Testing—Do Not Disturb” sign is posted and that cell phones are turned off and kept out-of-view and out-of-reach during the testing session. Backpacks and purses are to be placed a distance from students.

The Mathematics Assessment consists of multiple-choice, completion, and short-answer questions. Students are allowed to go back and check their work.

Provide all accommodations required for students in Special Education Programs, students with a Section 504 Plan, or English Language Learners.

• Read aloud, word for word, the material that is printed in boxes next to the word SAY: . • Do not paraphrase the directions. • The text outside of the Say boxes and the text that is italicized and in parentheses inside the Say

boxes is information for you and must not be read to students. • You may repeat any part of these directions as many times as needed. • DO NOT provide students with suggestions on how to respond to the task, coach students on how

to organize their writing, or evaluate student work. • This manual provides an estimated time for completion of the assessment; however, students may

take as much time as they need to complete the test. • The directions provide for one break. Additional breaks may be provided based on student needs

and proctor judgment. In general, students should remain in the testing room during breaks. Students may be permitted to have lunch if they are still working when it is time for a scheduled lunch break. Students must be monitored during breaks and lunches.

• Students are allowed to use rulers, protractors, manipulatives (tools), and/or the Glossary of non-mathematics terms.

• Calculators are NOT allowed on the Mathematics Assessment.• Dictionaries, thesauruses, and scratch paper are NOT allowed on the Mathematics Assessment.

RCW 28A.635.040 Examination questions — Disclosing — Penalty.Any person having access to any question or questions prepared for the examination of teachers or common school pupils, who shall directly or indirectly disclose the same before the time appointed for the use of the questions in the examination of such teachers or pupils, or who shall directly or indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred dollars.

Part8

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Mathematics Assessment

Materials Needed Mathematics Test Booklets

No. 2 Pencils

Materials Available

Tools (rulers, protractors, manipulatives)

Mathematics Formula Sheet

Glossary of non-mathematics terms

If a pre-identified student barcode is printed on the front cover of the test booklet or a pre-identified student adhesive label is attached to the front cover of the test booklet, do not complete the demographic information grids on the back cover (demographic page). If the test booklet is not pre-identified, the student’s demographic information must be gridded by appropriate school staff prior to testing.

We are now going to take the Mathematics Assessment. Do not open your test booklet until I tell you to.

Distribute the test booklets and two No. 2 pencils with erasers to the students. Students must do all writing with No. 2 pencils. Make sure students receive the booklet with their name pre-identified or pre-gridded.

Look at the front cover of your test booklet. Your name should be preprinted or printed on a label. If your name is not printed on the front cover, turn the booklet over. Your name should be gridded in pencil. Please raise your hand if your name is not printed on the front or back cover of your test booklet and I will come help you.

Allow students time to verify they have the correct book. Write today’s date on the board.

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

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

Open your test booklet to page 3 and follow along as I read the directions aloud.

SAY:

SAY:

SAY:

SAY:

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irections to the Student

Read the following from page 3 of the student booklet aloud.

Today, you will take the Mathematics Assessment. On this assessment, you are permitted to use tools such as rulers, protractors, or manipulatives. Calculators are not permitted.

You are encouraged to check your work.

Directions to the Student

There are several different types of questions on this assessment:

1. Some questions will ask you to choose the best answer from among three answer choices.

2. Some questions will ask you to write your answer on the line provided.

3. Some questions will ask you to choose the best answer from among three answer choices and then tell why you chose that answer.

4. Some questions will ask you to write or draw an answer neatly and clearly inside an answer box. They may ask you to write an answer, to show how you got your answer using words, numbers, or pictures, or show the steps you used to solve the problem.

Here are some important things to remember as you take this assessment:

1. Read each question carefully and think about the answer.

2. When you choose a multiple-choice answer, make sure you completely fill in the circle next to the answer. Erase completely any marks that you want to change on multiple-choice questions.

3. On completion questions, you can do your work next to the question, but not on the answer line. Erase completely any answers that you want to change before writing your final answer. Write only a number on the line provided. Be sure to write your answer neatly and clearly on the answer line.

4. When an answer box is provided, write your answer neatly and clearly inside the box and show all your work. Cross out any work you do not want as part of your answer. Do not use scratch paper.

5. Use only a No. 2 pencil, not a mechanical pencil or pen, to write your answers. If you do not have a No. 2 pencil, please raise your hand and I will give you one.

6. You should have plenty of time to finish every question on the assessment. If you do not know the answer to a question, go on to the next question. You can come back to that question later.

7. If you finish early, you may check your work.

Are there any questions about the important points that I just read?

Pause. Reread any or all of the above if needed.

SAY:

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Now turn to page 4 and we will look at some sample questions. To help you understand how to answer the test questions, look at the following sample test questions.

Read the following from page 4 of the student booklet aloud.

Sample Questions

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

Mathematics Sample Questions

Multiple-Choice Sample Question

For this type of question, you will select the best answer and completely fill in the circle next to it.

1 John’s teacher gave everyone in the class a brand new pencil. At the end of the day she asked her students to measure the length of their pencils.

Which unit of measurement should they use to measure how long their pencils are?

~ A. inches

` B. yards

` C. miles

For this sample question, the correct answer was A; therefore, the circle next to A was filled in.

SAY:

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Mathematics Sample Questions

Also on this page you will see examples of responses that cannot be scored.

Do not use the following marks because they cannot be scored:

More than one choice Answer choice partially shaded

` A.

` B.

` C.

` A.

` B.

` C.

Wrong choice crossed out Answer choice circled

` A.

` B.

` C.

` A.

` B.

` C.

Erase completely any marks that you wish to change on multiple-choice questions.

Pause.

Now look at page 5 and follow along as I read Sample Question 2 and the answer that a student has written in the answer box.

SAY:

SAY:

SAY:

SAY:SAY:

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Mathematics Sample QuestionsRead Sample Question 2 and the student’s response aloud.

Completion Sample Question

For this type of question, you will write your answer on the line provided. The answer will be a number.

2 A rectangle has side lengths given in centimeters.

8 cm

4 cm

Determine the perimeter of the rectangle.

Write your answer on the line.

Whatistheperimeteroftherectangle? 24 cm

This question asks you to determine the perimeter of a figure. The units are given following the answer line. You need only write a number on the answer line. Erase completely any answer that you want to change before writing your final answer.

Pause.

Now look at page 6 and follow along as I read Sample Question 3 and the answer that a student has written in the answer box.

Pause.

SAY:

SAY:

SAY:

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Mathematics Sample QuestionsRead Sample Question 3 and the student’s response aloud.

Short-Answer Sample Question

For this type of question, you will write your answer and show all your work.

3 Corrie has collected sixty-seven milk cartons for her science boat project. Jamie has collected forty-nine more milk cartons than Corrie.

How many milk cartons has Jamie collected?

Show how you got your answer using words, numbers, or pictures.

HowmanymilkcartonshasJamiecollected? 116 milk cartons

SAY:

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This example shows a student response that is complete. The student answered the question and showed supporting work. When you give your answers, be sure to answer all parts of the question and put your answers inside the box.Some questions ask you to write an answer using “words, numbers, or pictures.” You can use words, numbers, charts, graphs, pictures or any combination of these in answering these kinds of questions.Some types of questions like this one may have only one best answer, or there may be more than one way to answer the question and solve the problem. Think about how you could best explain your answer in order to make your answer clear. Be sure to answer short-answer questions in the space provided. If you extend beyond that space, that part of your answer may not be seen by those who score the test.

Pause.

Would you like me to reread any of the directions you have heard?

Pause. Reread any or all of the directions needed.

In approximately 40 minutes, you will have a short break. After you have been working for 75 minutes, I will check to see if you need more time. Now turn to page 8 and begin.

Add 40 minutes to the starting time and write this on the board as “Break Time:______.” Observe students to ensure they are engaged with the assessment. Do not answer specific questions about the test and do not review test questions or student responses to test questions. Monitor whether students are working independently.After 40 minutes,

Put your pencil down and close your booklet. You may stand, stretch, and walk around, but do not talk about the test during the break.

During the break, test booklets must remain closed on students’ desks. If students need to leave the room, make sure the test booklets remain on their desks. Students must not talk about the test during the break. After ten minutes, have students return to their seats.

Please sit down again and work until you come to the sign . You will have time to answer every question. If you finish early, you may check your work.

After students have been working for 75 minutes, check to see whether they need more time. If most students need more time, give them up to an additional 20 minutes. When most students have finished,

SAY:

SAY:

SAY:

SAY:

SAY:

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irections to the Student

Please put your pencil down and close your test booklet. Those who need more time raise your hand. You will be allowed to finish.

Processing Test Booklets

1. Collect all student booklets. 2. Organize booklets for those students needing additional time in a separate stack. 3. For security reasons, only a trained proctor should handle test booklets. 4. Allow students who need more time to move to another location to finish the assessment. 5. Redistribute student test booklets after they have been moved to the new location. 6. Be sure a trained proctor monitors these students.7. Collect and account for all individual Glossaries of non-mathematics terms and stand-alone

Mathematics Formula Sheets provided during the assessment and immediately securely shred them.

8. Return all materials to your School Assessment Coordinator promptly according to your School Security Plan.

SAY:

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Directions for Administering the Science Measurements of Student Progress Exam

Specific Directions for Administering the Science AssessmentPlease read this information carefully before administering the assessment.

The Science Assessment consists of one session. Work must be completed in one day.

Before testing, ensure that a “Testing—Do Not Disturb” sign is posted and that cell phones are turned off and kept out-of-view and out-of-reach during the testing session. Backpacks and purses are to be placed a distance from students.

The Science Assessment session consists of multiple-choice, short-answer, completion, and stand-alone questions. Students are allowed to go back and check their work.

Provide all accommodations required for students in Special Education Programs, students with a Section 504 Plan, or English Language Learners.

• Read aloud, word-for-word, the material that is printed in boxes next to the word SAY: . • Do not paraphrase the directions. • The text outside of the Say boxes and the text that is italicized and in parentheses inside the Say

boxes is information for you and must not be read to students. • You may repeat any part of these directions as many times as needed. • DO NOT provide students with suggestions on how to respond to the task, coach students on how

to organize their writing, or evaluate student work. • This manual provides an estimated time for completion of the assessment; however, students may

take as much time as they need to complete the test. • The directions provide for one break. Additional breaks may be provided based on student needs

and proctor judgment. In general, students should remain in the testing room during breaks. Students may be permitted to have lunch if they are still working when it is time for a scheduled lunch break. Students must be monitored during breaks and lunches.

• For the Science Assessment, the only tools students are allowed to use are rulers, straightedges, calculators, and/or the Glossary of non-science terms.

• Dictionaries, thesauruses, and scratch paper are NOT allowed on the Science Assessment.

RCW 28A.635.040 Examination questions — Disclosing — Penalty.Any person having access to any question or questions prepared for the examination of teachers or common school pupils, who shall directly or indirectly disclose the same before the time appointed for the use of the questions in the examination of such teachers or pupils, or who shall directly or indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred dollars.

Part9

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Materials Needed Science Test Booklet

No. 2 Pencils

Materials Available

Calculators

Rulers, straightedges

Glossary of non-science terms

If a pre-identified student barcode is printed on the front cover of the test booklet or a pre-identified student adhesive label is attached to the front cover of the test booklet, do not complete the demographic information grids on the back cover (demographic page). If the booklet is not pre-identified, the student’s demographic information must be gridded by appropriate school staff prior to testing.

We are now going to take the Science Assessment. Do not open your test booklet until I tell you to.

Distribute the test booklets and two No. 2 pencils with erasers to the students. Students must do all writing with No. 2 pencils. Make sure students receive the booklet with their name pre-identified or pre-gridded.Students are allowed to use calculators, rulers, and/or straightedges for the Science Assessment.

Look at the front cover of your test booklet. Your name should be preprinted or printed on a label. If your name is not printed on the front cover, turn the booklet over. Your name should be gridded in pencil. Please raise your hand if your name is not printed on the front or back cover of your test booklet and I will come help you.

Allow students time to verify they have the correct book. Write today’s date on the board.

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

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

Open your test booklet to page 3 and follow along as I read the directions aloud.

SAY:

SAY:

SAY:

SAY:

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irections to the Student

Read the following from page 3 of the student booklet aloud.

Today you will take the Science Assessment. For this assessment, you will read scenarios and answer questions. Questions not connected to a scenario will be clearly marked.

On this assessment, the only tools you are permitted to use are rulers, straightedges, calculators, and/or the Glossary of non-science terms.

Directions to the Student

There are several different types of questions on this assessment:

1. There are multiple-choice questions that require you to choose the best answer.

2. There are completion questions for which you will write a word, phrase, or short sentence in the box or on the lines provided in your booklet.

3. There are short-answer questions for which you will write phrases or sentences on the lines provided in your booklet.

Here are some important things to remember as you take this assessment:

1. Read each scenario carefully before answering the questions. Then read each question carefully before you choose or write your answer.

2. When you choose a multiple-choice answer, make sure you completely fill in the circle next to the answer. Erase completely any marks you want to change on multiple-choice questions.

3. When an answer box is provided, write your answer neatly and clearly inside the box and show all your work. Cross out any work you do not want as part of your answer. Do not use scratch paper.

4. You may have more space in an answer box than you need. You do not need to fill the whole space. Be sure to write complete answers.

5. Use only a No. 2 pencil, not a mechanical pencil or pen, to write your answers. If you do not have a No. 2 pencil, please raise your hand and I will give you one.

6. You should have plenty of time to finish every question on the assessment. If you do not know the answer to a question, go on to the next question. You can come back to that question later.

7. If you finish early, you may check your work.

Are there any questions about the important points I just read?

Pause. Reread any or all of the above if needed.

Now turn to page 4 and we will look at a sample scenario.

SAY:

SAY:

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Sample Science ScenarioRead the following from page 4 of the student booklet aloud.

Sample Scenario: Effect of Light on PlantsThe following information is used to answer sample questions 1 through 3 on pages 5 through 7.Students did the following investigation to study how light affects plants.Question: How does the amount of light affect the height of plants?Prediction: The more light the taller the plants. Materials: plants, meterstick, water, lamps (all the same), timerProcedure:1. Set up three groups of four plants.2. Put a lamp 50 centimeters above each group of plants.3. Set one lamp to be on 2 hours each day. Set the other lamps to be on

6 hours and 12 hours.4. Measure and record the height of the plants.5. Give the plants the same amount of water every day. 6. Measure and record the height of the plants at the end of each week

for 3 weeks.7. Find and record the average plant heights.Data:

Amount of Light vs. Height of Plants

Amountof Light (hours)

Height of Plants(average in centimeters)

Start Week 1 Week 2 Week 3

2 1 2 3 4

6 1 3 5 7

12 1 5 9 13

SAY:

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irections to the Student

Science Sample QuestionsRead Sample Question from page 5 of the student booklet aloud.

Sample Questions

Look at page 5 to find the sample questions that go with the sample scenario. These sample questions have been included to show you the different types of questions you will find in this assessment and how to mark or write your answers. Look at Sample Question 1. Follow along while I read the question aloud.

Multiple-Choice Sample Question

For this type of question you will select the best answer and completely fill in the circle next to it.

1 Which variable was kept the same (controlled) in this investigation?

` A. Time the lamps were on

` B. Height the plants grew each week

~ C. Distance the lamps were above the plants

For this sample question, the correct answer is C; therefore, the circle next to C was filled in.

Pause.

SAY:

SAY:

SAY:

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Science Sample Questions

Also on this page you will see examples of responses that cannot be scored.

Do not use the following marks because they cannot be scored:

More than one choice Answer choice partially shaded

` A.

` B.

` C.

` A.

` B.

` C.

Wrong choice crossed out Answer choice circled

` A.

` B.

` C.

` A.

` B.

` C.

Erase completely any marks that you wish to change on multiple-choice questions.

Pause.

Now turn to page 6 and follow along as I read Sample Question 2 and the answer that a student has written in the answer box.

SAY:

SAY:

SAY:

SAY:

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irections to the Student

Science Sample QuestionsRead Sample Question 2 and the student’s response aloud.

Short-Answer Sample Question

For this type of question you will write a short answer consisting of a few phrases or sentences.

2 Write a conclusion for this investigation.

In your conclusion, be sure to: • Answer the investigative question. • Include supporting data from the Amount of Light vs. Height of

Plants table. • Explain how these data support your conclusion.

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

The plants that received the most light grew the tallest. The students

tested plants with three different amounts of light for three weeks. At

the end of the three weeks the plants given the most light, 12 hours

each day, had a height of 13 cm. The plants given the least light, only

2 hours each day, had a height of 4 cm. With 12 hours of light, plants

grew 9 cm more than with 2 hours of light.

SAY:

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Science Sample Questions

Some of these types of questions may ask you to write a conclusion for an investigation like this sample, describe transfers in a system, or plan a procedure. You may use words, labeled pictures, and/or labeled diagrams in your response.

Be sure to answer short-answer questions in the space provided. If you extend beyond that space, that part of your answer may not be seen by those who score the test.

Pause. Reread any or all of the directions needed.

Completion Sample Question

For this type of question you will write a word, phrase, or short sentence in the box or on the lines provided.

3 What variable was kept the same (controlled) in this investigation?

Write your answer in the box.

Type of plant

Pause.

For this sample question, the student wrote a short phrase in the box. Would you like me to reread any of the directions you have heard?

Pause. Reread any or all directions needed.

In approximately 40 minutes you will have a short break. After you have been working for 75 minutes, I will check to see if you need more time. Now turn to page 8 and begin.

Add 40 minutes to the starting time and write this on the board as “Break Time:______.” Observe students to ensure they are engaged with the assessment. Do not answer specific questions about the test and do not review test questions or student responses to test questions. Monitor whether students are working independently.

SAY:

SAY:

SAY:

SAY:

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irections to the Student

After 40 minutes,

Put your pencil down and close your test booklet. You may stand, stretch, and walk around, but do not talk about the test during the break.

During the break, test booklets must remain closed on students’ desks. If students need to leave the room, make sure the test booklets remain on their desks. Students must not talk about the test during the break. After ten minutes, have students return to their seats.

Please sit down again and work until you come to the sign . You will have time to answer every question. If you finish early, you may check your work.

After students have been working for 75 minutes, check to see whether they need more time. If most students need more time, give them up to an additional 20 minutes. When most students have finished,

Please put your pencil down and close your booklet. Those who need more time raise your hand. You will be allowed to finish.

Processing Test Booklets1. Collect all student booklets. 2. Organize booklets for those students needing additional time in a separate stack. 3. For security reasons, only a trained proctor should handle test booklets. 4. Allow students who need more time to move to another location to finish the assessment. 5. Redistribute student test booklets after they have been moved to the new location. 6. Be sure a trained proctor monitors these students.7. Collect and account for all individual Glossaries of non-science terms provided during the

assessment and immediately securely shred them.8. Return all materials to your School Assessment Coordinator promptly according to your School

Security Plan.

SAY:

SAY:

SAY:

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Page 78 MSP 2010 Directions for Administration

D

irect

ions

to

the

Stud

ent

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MSP 2010 Directions for Administration Page 79

R

esources

Part10 Resources

Contents: • Accommodations Available for All Students• Sample Front Cover of MSP Grade 3 Test Booklet • Sample Back Cover (Demographic Page) of MSP Grade 3 Test Booklet• Writing Checklists for Grade 4• “Testing—Do Not Disturb” Sign (English) (Spanish)• Pencil Reminder• Test Security Assurance Form • Test Question Ambiguity and Error Form• Index

Updates of these resources will be available at: www.k12.wa.us/TestAdministration/.

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Page 80 MSP 2010 Directions for Administration

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Accommodations Available for All Students

11/17/2009

2009-2010 Accommodations Available for all Students

These accommodations are available to all students, with or without an IEP or Section 504 Plan. Refer to your school testing plan for specific accommodations for students with IEPs, Section 504 Plans, or ELL accommodations.

SCHEDULING

Extended time The state assessment is not a timed test; however, no one test session can be extended beyond the end of one regular

school day. According to the school testing plan, approved by the District Assessment Coordinator, the WAAS-DAPE is allowed to be

administered over multiple days. Students must complete a session in the same day that the test session is given. i.e., day one of writing must be completed on day 1 of writing.

Frequent breaks during a test section: Breaks of 10–15 minutes or less may be given at predetermined intervals or after completion of assignments, tests, or

activities. Individual breaks when needed. SETTING

Provide a student additional breaks during a testing session. Allow the student to use preferential seating, study carrel or other school environment. Provide individual or small group testing for students who are easily distracted. Use physically enclosed classrooms (classrooms with four walls) rather than open classrooms or provide study carrels for students who are easily distracted. Assess the student individually or in a small group. Provide good lighting and ventilation, a comfortable room temperature, as much freedom as possible from noise, traffic and other interruptions. Special lighting, auditory or furniture supports may also be offered. Offer noise buffers such as earphones, earplugs or headphones that are not connected to any audio device. Separate testing locations: home-based, hospital, institutional or other (available when submitting a Modified Testing Schedule form). Make sure that all needed materials, equipment and tools are available and in good condition.

PRESENTATION

Reread assessment directions verbatim. Provide an environment in which the student can read the directions aloud without disrupting other students.

Direct students to underline or mark assessment directions with a No. 2 pencil. Audio record assessment directions for a student. Provide assessment directions in a student's primary language, including signing (SEE or ASL). Directions must be presented without clarifying, elaborating or providing assistance with the meaning of words. Some students may require audio amplification devices to increase clarity. Provide an environment to reduce distraction to other students. Students may also use a cut-out, overlay (color background) or other masking devices to isolate items or clarify print. These masking devices should not be used as scratch paper. Provide assistance in turning pages, handling booklets, etc. Provide tools to adjust color backgrounds such as overlays.

RESPONSE

Provide the student with a No. 2 pencil adapted in size or grip.

Provide student with a strip of heavy paper to assist in tracking. Use masking, graph paper or scratch paper for writing tests. An abacus may be used for Visually-impaired/blind students.

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MSP 2010 Directions for Administration Page 81

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esources

Sample Front Cover of MSP Grade 3 Test Booklet

* Italicized text DOES NOT appear on actual test booklet covers. This text is for training purposes only.

*Sec

urity

Bar

code

Pri

nted

Her

e D

O N

OT

CO

VER

SERIAL#PAGE 1

Proctor (use optional)

SECURE MATERIALS—DO NOT COPY

Notes: Proctor/Coordinator Use

DO N

OT

PLAC

E S

TUDE

NT L

ABEL

HER

E.SE

CURI

TY B

ARCO

DE N

UMBE

R

Proctor (use optional)

Student’s Signature

Date

If an

y in

form

atio

n on

a p

re-id

entif

ied

test

boo

klet

or

stud

ent a

dhes

ive

ID la

bel i

s in

corr

ect,

notif

y th

e S

choo

l Ass

essm

ent C

oord

inat

or.

SECURE MATERIALS—DO NOT COPY

Grade 3Spring 2010

549001-10317010010

Reading – Form A

*For students who do not receive a Pre-ID test booklet, a Pre-ID Student Adhesive label or Site Label must be placed here.

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Page 82 MSP 2010 Directions for Administration

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Sample Back Cover (Demographic Page) of MSP Grade 3 Test Booklet

SERIAL#PAGE 44

Use only a soft lead pencil (No. 2). Do NOT use an ink or ballpoint pen. Make heavy black marks that completely ll the circle. Erase completely any marks that you wish to change. Make NO stray marks on this sheet.

MARKING INSTRUCTIONS

INCORRECT: `~

CORRECT

USE NO. 2 PENCIL ONLY

LAST NAME

FFFFFF

LLLLLL

RRRRRR

SSSSSS

TTTTTT

UUUUUU

VVVVVV

WWWWWW

MMMMMM

NNNNNN

OOOOOO

PPPPPP

QQQQQQ

GGGGGG

HHHHHH

IIIIII

JJJJJJ

KKKKKK

AAAAAA

BBBBBB

CCCCCC

DDDDDD

EEEEEE

FFFFFF

LLLLLL

RRRRRR

SSSSSS

TTTTTT

UUUUUU

VVVVVV

WWWWWW

MMMMMM

NNNNNN

OOOOOO

PPPPPP

QQQQQQ

GGGGGG

HHHHHH

IIIIII

JJJJJJ

KKKKKK

AAAAAA

BBBBBB

CCCCCC

DDDDDD

EEEEEEEEEEEE

DDDDDD

CCCCCC

BBBBBB

AAAAAA

KKKKKK

JJJJJJ

IIIIII

HHHHHH

GGGGGG

QQQQQQ

PPPPPP

OOOOOO

NNNNNN

MMMMMM

WWWWWW

VVVVVV

UUUUUU

TTTTTT

SSSSSS

RRRRRR

LLLLLL

FFFFFFFFFFFF

LLLLLL

RRRRRR

SSSSSS

TTTTTT

UUUUUU

VVVVVV

WWWWWW

MMMMMM

NNNNNN

OOOOOO

PPPPPP

QQQQQQ

GGGGGG

HHHHHH

IIIIII

JJJJJJ

KKKKKK

AAAAAA

BBBBBB

CCCCCC

DDDDDD

EEEEEE

XXXXXX

YYYYYY

ZZZZZZ

XXXXXX

YYYYYY

ZZZZZZZZZZZZ

YYYYYY

XXXXXXXXXXXX

YYYYYY

ZZZZZZ

FFFFF

LLLLL

RRRRR

SSSSS

TTTTT

UUUUU

VVVVV

WWWWW

MMMMM

NNNNN

OOOOO

PPPPP

QQQQQ

GGGGG

HHHHH

IIIII

JJJJJ

KKKKK

AAAAA

BBBBB

CCCCC

DDDDD

EEEEE

XXXXX

YYYYY

ZZZZZ

FIRST NAME M2.

GENDER

` MALE ` FEMALE

4.

000000

666666

777777

888888

999999

111111

222222

333333

444444

555555

DISTRICT STUDENT ID NUMBER

0000

6666

7777

8888

9999

1111

2222

3333

4444

5555

3. DATE OF BIRTH

0

1

0 0

6

7

8

9

1

5

8

9

6

7

8

9

1

5

2

3

2

3

4

2

3

4

`

`

`

`

`

`

`

`

`

`

`

`

JANFEBMARAPRMAYJUNJULAUGSEPOCTNOVDEC

Month Day Year5.

0

School Name District Name

COORDINATOR USE ONLY(See Coordinator’s Manual)

DISTRICT PROGRAM

ABCDE

ABCDE

ABCDE

1

2

3

13.

FULL TIME HOME-BASED OR PRIVATE SCHOOL

11.

Y Home-basedPrivate

N

YN STATE USE16.

YN

YN

YN

YN

YN

1

2

3

4

5

IF THIS STUDENT WAS NOTTESTED, INDICATE THE REASON

9.

ABS (Excused)ABS (Unexcused)RefusedPreviously Passed (PP)

YN

YN

YN

YN

EXEMPTION12.

NNEP (First enrolled in U.S. School 2009-2010)

YN

YN

PRE-ID OVERRIDE(If “Y” must complete

student info boxes 1–5)

15.

000000

666666

777777

888888

999999

111111

222222

333333

444444

555555

STATE STUDENT ID NUMBER(10-digit)

0000

6666

7777

8888

9999

1111

2222

3333

4444

5555

1.

YN

INVALIDATION14.

YN

MSP-BASIC10.

MARK ALL ACCOMMODATIONS6.

BrailleLarge PrintASL (Am Sign Lang)SEE (Signing Exact Eng)Reader (Not available for Reading test)ScribeWord ProcessorWord prediction softwareSpeech recognition softwareExtra time: more than 1 day per test

YN

YN

YN

YN

YN

YN

YN

YN

YN

YN

ACCOMMODATION

SPEDELL504

7.

YNYN

YN

YNYN

YN

IndividualGroupMake-up

IRREGULARADMINISTRATION

8.

MSP-Basic Reading

Grade 3

549001-103170104405000-001-3R-TB—Data Recognition Corp. Form 10232-54321

Reading – Form A

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MSP 2010 Directions for Administration Page 83

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esources

Grade 4 Writing Checklist for Writing Task A

Scoring Criteria for Task A: Writing to Tell a Story

Checklist for Writing to Tell a StoryMy story will be very good if I have thoughtful and specific content and organize my writing. That means I should

� follow the directions given in the writing prompt; � create a manageable—not too small, not too big—plot with a

beginning, middle, and end; � organize my actions/events so there is a sense of story where

each action/event in the story leads to the next one; � elaborate important events by describing characters,

settings, and actions through the use of specific words, descriptive/sensory details, and purposeful dialogue;

� organize my writing in paragraphs; � use words that help show how the events of the story are

connected.

My story will be very good if I have an interesting style. That means I should

� show that I care about my story; � use words and phrases that help the reader imagine the

characters, setting, and events; � use different types and lengths of sentences.

My story will be very good if I follow conventions in writing. That means I should

� follow the rules of correct English usage (for example, correctpronouns for subjects, correct verb endings, subject-verb agreement),

� spell words correctly, � use correct capitalization, � use correct punctuation (periods, commas, quotation marks,

question marks), � write complete sentences, � show where new paragraphs begin.

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Page 84 MSP 2010 Directions for Administration

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Grade 4 Writing Checklist for Writing Task B

Scoring Criteria for Task B: Writing to Explain

Checklist for Writing to ExplainMy writing will be very good if I have thoughtful and specific content and organize my writing. That means I should

� follow the directions given in the writing prompt; � narrow my topic; � stay focused on my main ideas; � elaborate by using reasons, well-chosen and specific details,

examples, and/or anecdotes to support my ideas; � include information that is interesting, thoughtful, and necessary

for my audience to know; � organize my writing so that there is an opening/introduction, a

middle, and a conclusion; � organize my writing in paragraphs; � use words that help show how my ideas are connected.

My writing will be very good if I have an interesting style. That means I should

� show that I care about my topic, � use language that fits my audience and purpose, � use words and phrases that help the reader understand my ideas, � use different types and lengths of sentences.

My writing will be very good if I follow conventions in writing. That means I should

� follow the rules of correct English usage (for example, correct pronouns for subjects, verb endings, subject-verb agreement),

� spell words correctly, � use correct capitalization, � use correct punctuation (periods, commas, quotation marks,

question marks), � write complete sentences, � show where new paragraphs begin.

Page 95: Measurements of Student Progress (MSP)media.bethelsd.org/website/resources/ee/weblog/curriculum/pdf/Gr3... · Measurements of Student Progress (MSP) Reading, ... (grade-band 6–8)

MSP

/HSP

E Te

stin

g—D

o N

OT

Dis

turb

!En

ter q

uiet

ly

Post

this

not

ice

on a

ll te

stin

g lo

catio

ns.

DO

NO

T bl

ock

any

secu

rity

win

dow

s th

atpe

rmit

mon

itorin

g of

test

ing

envi

ronm

ent

by s

choo

l adm

inis

trat

ion.

No

med

ia m

ay b

e gi

ven

acce

ss to

test

boo

klet

s or

test

ing

loca

tions

.

All

cell

phon

es m

ust b

etu

rned

off

and

kept

out

of

view

and

reac

h du

ring

test

ing

sess

ion.

Rep

ort a

ll br

each

es to

test

sec

urity

and

irre

gula

ritie

s in

test

ing

to y

our S

choo

l/Site

Ass

essm

ent C

oord

inat

or

Nam

e:__

____

____

____

____

____

____

____

____

_

Pho

ne:_

____

____

____

____

____

____

____

____

__(

) –

“Testing—Do Not Disturb” Sign (English) (Spanish)

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Exam

en d

el M

SP/H

SPE

¡NO

Est

orba

r!

Ent

re s

ilenc

iosa

men

te

Pong

a es

te a

viso

en

todo

s lo

s lu

gare

s do

nde

se

pres

enta

el e

xam

en. N

O o

bstr

uya

ning

una

vent

ana

de s

egur

idad

que

per

miti

r mon

itoriz

ació

n de

l am

bien

te d

onde

se

pres

enta

el e

xam

en a

los

adm

inis

trad

ores

de

la e

scue

la.

No

perm

ita a

los

med

ios

de

com

unic

ació

n ac

ceso

a lo

s fo

lleto

s de

l exa

min

a o

a la

s sa

las

dond

e se

pr

esen

tan

los

exám

enes

.

Todo

s lo

s ce

lula

res

debe

n es

tar

apag

ados

y m

ante

ners

e fu

era

de v

ista

y a

lcan

ce d

uran

te e

l exa

men

.

Info

rme

toda

s la

s in

fracc

ione

s a

la s

egur

idad

del

ex

amen

e ir

regu

larid

ades

pre

sent

ando

el e

xam

en a

su

Coo

rdin

ador

de

Eva

luac

ione

s de

la E

scue

la.

Nom

bre:

____

____

____

____

____

____

____

____

____

_

Telé

fono

:__

____

____

____

____

____

____

____

____

__(

) –

Page 97: Measurements of Student Progress (MSP)media.bethelsd.org/website/resources/ee/weblog/curriculum/pdf/Gr3... · Measurements of Student Progress (MSP) Reading, ... (grade-band 6–8)

Exam

en d

el M

SP/H

SPE

¡NO

Est

orba

r!

Ent

re s

ilenc

iosa

men

te

Pong

a es

te a

viso

en

todo

s lo

s lu

gare

s do

nde

se

pres

enta

el e

xam

en. N

O o

bstr

uya

ning

una

vent

ana

de s

egur

idad

que

per

miti

r mon

itoriz

ació

n de

l am

bien

te d

onde

se

pres

enta

el e

xam

en a

los

adm

inis

trad

ores

de

la e

scue

la.

No

perm

ita a

los

med

ios

de

com

unic

ació

n ac

ceso

a lo

s fo

lleto

s de

l exa

min

a o

a la

s sa

las

dond

e se

pr

esen

tan

los

exám

enes

.

Todo

s lo

s ce

lula

res

debe

n es

tar

apag

ados

y m

ante

ners

e fu

era

de v

ista

y a

lcan

ce d

uran

te e

l exa

men

.

Info

rme

toda

s la

s in

fracc

ione

s a

la s

egur

idad

del

ex

amen

e ir

regu

larid

ades

pre

sent

ando

el e

xam

en a

su

Coo

rdin

ador

de

Eva

luac

ione

s de

la E

scue

la.

Nom

bre:

____

____

____

____

____

____

____

____

____

_

Telé

fono

:__

____

____

____

____

____

____

____

____

__(

) –

MSP 2010 Directions for Administration Page 87

R

esources

RE

MIN

DE

RU

se N

o. 2

Pen

cil O

nly

Do

Not

Use

:•

Mec

hani

cal P

enci

ls•

Pen

s•

Cra

yons

• H

ighl

ight

ers

• N

o. 2

.5 P

enci

lsTh

ey c

anno

t be

read

by

the

scan

ning

equ

ipm

ent.

If an

y of

thes

e

non-

appr

oved

tool

s ar

e us

ed, c

onta

ct y

our S

choo

l Ass

essm

ent C

oord

inat

or

for d

irect

ion

on h

ow to

pro

ceed

.

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Page 88 MSP 2010 Directions for Administration

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MSP 2010 Directions for Administration Page 89

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esources

Test Security Assurance Form Test Security Assurance Form

Washington Comprehensive Assessment Program (WCAP)

To be Completed by All Staff Coming into Contact with Assessment Materials (Submit completed form to your Assessment Coordinator)

FRN 1004 Submit original to School/Site Assessment Coordinator for retention at district. Keep copy for your records. 2/12/2010

Office of Superintendent of Public Instruction

All personnel are prohibited from duplicating, transmitting, or by any means disclosing test items, passages, or performance tasks and/or the contents of student test books and answer documents, unless specifically authorized to do so by OSPI staff. The security of all assessment materials must be maintained before, during, and after the test administration. RCW 28A.635.040 and WAC 181-87-060 both provide penalties for the unauthorized use or disclosure of test content and flagrant disregard of generally recognized professional standards in test preparation and administration.

Prohibited activities include, but are not limited to:

Copying secure test items, passages, or performance tasks; Revealing secure test items, passages, or performance tasks; Developing or knowingly using instructional resources derived from secure items, passages, or tasks; Assisting students with the interpretation of secure items, passages, or tasks; Changing, altering, or otherwise interfering with student responses recorded in test booklets; Copying or reading student responses; Leaving secure assessment materials in an unsupervised or non-secure location.

If any of the above activities need to be provided as an accommodation per the student’s IEP, 504 Plan, or students enrolled in the State Transitional Bilingual Instructional Program then test proctors are permitted to provide the accommodation(s), if consistent with the “Washington State’s Accommodations Guidelines for Students with Disabilities.”

Immediately alert your School/Site Assessment Coordinator of any testing or security irregularity. The School/Site Assessment Coordinator must consult with the District Assessment Office as soon as an irregularity is discovered or suspected for guidance regarding investigation and possible score invalidations.

Use the space below to note irregularities, if any.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________ Attachments (Submit any additional sheets and/or documentation with this report)

Administration: March HS April HS Spring 3–8 Online 6–8 August HS November/DAPE

School/Site Name: ___________________________________________________________________________________________________________________________ /__/__/__/__/ School 4-digit Code

Test Security Assurance

I have read and understand the non-disclosure restrictions that apply to secure assessment materials, as described above. I will not reveal or disclose information about secure test items, passages or performance tasks and I will not engage in activities that would violate the security of the state assessments or cause student achievement to be inaccurately represented or reported.

_______________________________________________ _________________________________________________ Staff Member Name (please print) Signature

____/____/_______ Date

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Page 90 MSP 2010 Directions for Administration

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Test Question Ambiguity and Error FormCO

NFI

DEN

TIA

L TE

ST Q

UES

TIO

N A

MBI

GU

ITY

AN

D E

RRO

R FO

RM

Was

hing

ton

Com

preh

ensi

ve A

sses

smen

t Pro

gram

(WCA

P)

(Sub

mit

com

plet

ed fo

rm to

you

r Sc

hool

/Dis

tric

t Ass

essm

ent C

oord

inat

or)

FR

N 1

006

1/

28/2

009

Scho

ol: _

____

____

____

____

____

____

____

____

____

/_

_/__

/__/

__/

Bu

ildin

g Co

de (4

-dig

it)

Dis

tric

t: _

____

____

____

____

____

____

____

____

___

/__

/__/

__/_

_/__

/

D

istr

ict C

ode

(5-d

igit)

____

____

____

____

____

____

____

____

____

____

___

Dis

trict

Ass

essm

ent C

oord

inat

or S

igna

ture

(_

___)

____

_-__

____

_

Pho

ne

(___

_)__

___-

____

___

S

umm

er T

elep

hone

____

____

____

____

____

____

____

____

____

____

_ N

ame

of P

erso

n A

dmin

iste

ring

Ass

essm

ent

____

____

____

____

____

____

____

____

____

____

_ S

igna

ture

If a

stud

ent o

r tes

t pro

ctor

find

s w

hat a

ppea

rs to

be

an e

rror

on

the

asse

ssm

ent,

cont

act t

he B

uild

ing

and/

or D

istri

ct A

sses

smen

t Coo

rdin

ator

. The

Dis

trict

A

sses

smen

t Coo

rdin

ator

sho

uld

cont

act t

he O

ffice

of S

uper

inte

nden

t of P

ublic

Inst

ruct

ion,

Ass

essm

ent O

pera

tions

Offi

ce a

t (36

0) 7

25-6

348.

FA

X th

is fo

rm

to O

SP

I at (

360)

586

-272

8.

Hav

e st

uden

ts c

ompl

ete

the

sect

ion

of th

e as

sess

men

t. D

o no

t atte

mpt

to p

rovi

de a

rem

edy.

The

sta

te w

ill pr

ovid

e a

rem

edy

if ne

eded

for a

ll st

uden

ts in

th

e st

ate.

For

sec

urity

con

cern

s D

O N

OT

copy

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MSP 2010 Directions for Administration Page 91

R

esources

A

Accommodations, test ................................. v, 2, 24–27, 80Wider Access Checklist ...................................... v, 25

B

Backpacks and purses ............................... 9, 35, 43, 59, 69

C

Calculators, use of ......................................... 19, 20, 60, 70Cell Phones .................................................................. iv, 9Checklists

Proctor (Before Testing) .......................................... 11Proctor (During Testing) ......................................... 29Proctor (After Testing) ............................................ 33Writing .................................................. 47, 53, 83–84

D

Dictionaries, use of ................................................... 19, 21Do Not Disturb Signs ....................................... iv, 8, 85–82

E

EALRs ............................................................... 1–3, 12, 22Error(s) on Assessment ............................................. 31, 90

G

GLEs ................................................................. 1–3, 12, 22

H

Home-based students ...................................................... 14HSPE-Basic ................................................................... 13

I

Irregularities, testing .................................................. iv, 31

M

Manipulative, use of .................................................. 19, 60Manuals, distribution of .................................................... 1Mathematics Assessment

Directions for Administration ........................... 59–67Processing of Booklets ............................................ 67

N

Non-English Proficient (NNEP) students ....................... 14

P

Protractors, use of ..................................................... 19, 60

Q

Questionnaires .................................................................. vi

R

Reading AssessmentDirections for Administration ........................... 35–42Processing of Booklets ............................................ 42

ResponsibilitiesPersons Assisting (ASL, LP, Braille) .................. 8, 18Proctors ............................................................... 8, 18Scribes ................................................................. 8, 18Teachers .................................................................... 8

Rulers, use of ................................................ 19, 20, 60, 70

Index

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Page 92 MSP 2010 Directions for Administration

R

esou

rces

S

Scratch Paper ...................................................... 21, 44, 52Scribing ..................................................................... 25–27Science Assessment

Directions for Administration ........................... 69–77Processing of Booklets ............................................ 77

Security Barcode, test booklet front cover ...................... 81Security of test materials .......................................... iv, 5–6Special education students .................................... 2, 12–13Straightedge, use of ............................................. 19, 20, 70

T

Test Bookletsdamaged/defective .................................................. 30distribution/collection of ......................................... 30

Testing Environment ....................................................... 22Testing Irregularities .................................................. iv, 31Testing Schedule Guidelines ........................................... 16Thesauruses, use of ................................................... 19, 21Tools

Mathematics ...................................................... 19–20Science .................................................................... 20Writing .................................................................... 21

W

WAAS-Portfolio ........................................................ 13, 22Word Prediction Software ........................................... v, 21Writing Assessment

Directions for Administration ........................... 43–57Processing of Booklets ...................................... 51, 57

Y

Your Child’s Progress ................................................ vi, 17

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O

verv

iew

Polic

ies

and

Test

Sec

urity

Bef

ore

Test

ing

Dur

ing

Test

ing

Afte

r Tes

ting

Dire

ctio

ns to

th

e St

uden

tR

esou

rces

EWA001-MSP/35/DFA/10 EWA001-35-ALL-TA-00