PRINCIPAL’S ADMINISTRATION MANUAL · undoing test submissions for CBT • ... Procedures ....

PRINCIPAL’SADMINISTRATION

M A N U A L

Grades 3–8Computer-Based and Paper-Based Tests

Massachusetts Comprehensive Assessment System

SPRING 2018

This document was prepared by the Massachusetts Department of Elementary and Secondary Education

Jeff WulfsonActing Commissioner

The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the

basis of age, color, disability, gender identity, national origin, race, religion, sex or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the

Human Resources Director, 75 Pleasant St., Malden, MA 02148, 781-338-6105.

© 2018 Massachusetts Department of Elementary and Secondary EducationPermission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please

credit the “Massachusetts Department of Elementary and Secondary Education.”

Massachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 02148-4906

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370www.doe.mass.edu

http://www.doe.mass.edu

The Massachusetts Comprehensive Assessment System:Principal’s Administration Manual, Grades 3–8 Spring 2018

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Purpose of This ManualThis Principal’s Administration Manual provides the information necessary for elementary and middle school principals and school leaders to conduct a smooth and successful MCAS administration. It is meant to be used in conjunction with the Test Administrator’s Manuals, which provide instructions for test administrators as well as scripts to read to students during the test administration sessions.

The Department has high expectations for proper MCAS administration and requests that principals and test administrators take ample time to read and understand their respective manuals. In order to have confidence that MCAS tests are eliciting students’ independent work and assessing their comprehension of the tested subjects, we must all work to ensure that test administration protocols are followed across the Commonwealth.

If any information seems unclear, or if you have any special situations, specialists in the Department’s Student Assessment Services Unit are available each day to answer questions. You may also search for a keyword in the PDF version of this manual, which is posted at www.doe.mass.edu/mcas/testadmin/manual/PAM-g3-8.pdf.

The Department counts on your leadership to maintain Massachusetts’s reputation for high standards, high-quality assessments based on those standards, and educational excellence.

http://www.doe.mass.edu/mcas/testadmin/manual/g3-8-PAM.pdf


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Important Contact Information and Resources

Contact: MCAS Service Center

For questions on: • general test administration support • PearsonAccessnext and TestNav such as

o user accounts o technology support and readiness o Infrastructure Trials and ProctorCache o viewing student records and organizations o the SR/PNP process and loading files

• logistical support, including filling out the Materials Summary and the PCPA

• locating resources • shipments of materials

Hours: 7:00 a.m.–5:00 p.m., Monday–Friday

Web: mcas.pearsonsupport.comUse this website to access training modules and other materials to support test administration, including a link to the MCAS Service Center website (mcasservicecenter.com) where schools will access the PCPA and order additional materials.

Email: [email protected]

Telephone: 800-737-5103

Fax: 877-325-4421

Contact: ESE Office of Student Assessment Services

For questions on: • policy, such as assigning accessibility features and accommodations • student participation • testing irregularities, including test security incidents and technology

irregularities/failures • undoing test submissions for CBT• voiding a test for CBT• student data and SIMS (See note below regarding SIMS.)Questions regarding SIMS data should be directed to the district’s SIMS contact (go to profiles.doe.mass.edu/search/search.aspx?leftNavID=11239, select SIMS Contact from the Function menu, and click Get Results).

Hours: 8:00 a.m.–5:00 p.m., Monday–FridayBetween 7:00 a.m. and 8:00 a.m. during the test administration window, MCAS Service Center representatives will receive calls to 781-338-3625, answer questions regarding logistics, and take messages for Department staff, which will be returned during our regular business hours.

Web: www.doe.mass.edu/mcas/testadmin/?section=g3-8

Email: [email protected]

Telephone: 781-338-3625

Fax: 781-338-3630

http://mcas.pearsonsupport.com/

http://mcasservicecenter.com

mailto:mcas%40measuredprogress.org?subject=

http://profiles.doe.mass.edu/search/search.aspx?leftNavID=11239

http://www.doe.mass.edu/mcas/testadmin/?section=g3-8

mailto:mcas%40doe.mass.edu?subject=


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Important Information about Online Accounts and Passwords

Type of Account Purpose How Login Information Is Provided

PearsonAccessnext (PAN, mcas.pearsonaccessnext.com)

All schools will use PAN to do the following:

• Register students for tests, including paper-based test materials orders

• Upload selected accessibility features and accommodations for each student

CBT schools will also do the following:

• Create and manage PAN Sessions

• Monitor online testing

Accounts from 2017 will remain active (users must change their passwords for 2018). In late January, the Department will create initial accounts for new superintendents, principals, school and district test coordinators, and technology coordinators, based on information in ESE School and District Profiles. Additional accounts should be managed at the district or school level.

PAN training site (trng-mcas.pearsonaccessnext.com)

CBT schools will use the training site to run their Infrastructure Trial and to give access to users for practice prior to testing.

Users will receive passwords for the training site around the same time as logins for the live site (see above).

If a user has an account in the PAN live site as well as the PAN training site, the password for both sites will always match.

MCAS Service Center (mcasservicecenter.com)

All schools will use the MCAS Service Center website to do the following:

• Order additional materials (manuals for CBT schools, and test materials for PBT schools)

• Complete the Principal’s Certification of Proper Test Administration (PCPA) form

PBT schools will also do the following:

• Schedule UPS pickup

Use the secure password mailed by the Service Center in early January 2018 to access the PCPA.

Use the MP Ship Code printed on the Materials Summary form to order additional materials.

http://mcas.pearsonaccessnext.com

http://trng-mcas.pearsonaccessnext.com

http://trng-mcas.pearsonaccessnext.com

http://mcasservicecenter.com


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Spring 2018 Grades 3–8 MCAS Testing Schedule and Administration Deadlines

See Part III of this manual for requirements for scheduling test sessions.

Date/Time

Spring 2018 MCAS Tests for Elementary and Middle SchoolsGrades 3–8 ELA and Mathematics computer-based tests (CBT) and paper-based tests (PBT) Grades 5 and 8 STE tests (CBT and PBT)

Before Testing for CBT

Complete the Student Registration/Personal Needs Profile (SR/PNP) process January 22–February 2

Receive test administration manuals March 19

Conduct Infrastructure Trials on the PearsonAccessnext training site, including downloading ProctorCache software (strongly recommended)

Available beginning February 12; the Department recommends that schools complete their Infrastructure Trial by March 2.

Precache operational test content for spring 2018 testing

Operational test content will be available for precaching on or around March 20, but schools should not precache until two weeks prior to the start of their testing window.

Complete PCPA (Before Testing section)Order additional manuals, if necessary March 19–29, 12:00 p.m.

Before Testing for PBT

Complete the SR/PNP process January 22–February 2

Receive test materials March 19

Complete PCPA (Before Testing section)Report packing discrepancies, if necessaryOrder additional materials, if necessary

March 19–29, 12:00 p.m.

Test Administration1

ELA test sessions April 2–May 42

Mathematics test sessions April 3–May 253

STE test sessions (grades 5 and 8) April 4–May 253

1 See page 19 for the amount of time that each test session is designed to be completed within, as well as other information on testing time.

2 Make-up testing for students with extraordinary circumstances (i.e., students not able to participate in regularly scheduled test sessions or make-up sessions) may be completed May 7.

3 Make-up testing for students with extraordinary circumstances (i.e., students not able to participate in regularly scheduled test sessions or make-up sessions) may be completed May 29.


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Spring 2018 Grades 3–8 MCAS Testing Schedule and Administration Deadlines (continued)

Date/Time

Spring 2018 MCAS Tests for Elementary and Middle Schools ContinuedGrades 3–8 ELA and Mathematics Grades 5 and 8 STE tests

After Testing for CBT

Deadline for updating SR/PNP information, if necessary May 7, 3:00 p.m. for ELA

May 29, 3:00 p.m. for Math and STEDeadline to complete the PCPA

Mark students’ tests complete, if necessary

After Testing for PBT

Deadline for updating SR/PNP information, if necessary

May 7, 3:00 p.m. for ELA(April 30, 3:00 p.m.: Early pickup for ELA)

May 29, 3:00 p.m. for Math and STE(May 22, 3:00 p.m.: Early pickup for Math

and STE)

Deadline to complete the PCPADeadline to schedule UPS pickup

Deadline for UPS pickup

May 8 for ELA(May 1: Early pickup for ELA)

May 30 for Math and STE(May 23: Early pickup for Math and STE)

2018 MCAS Alternate Assessment (MCAS-Alt)

Before conducting the MCAS-Alt

Order MCAS-Alt Materials January 8–19

Receive MCAS-Alt materials Week of February 26

Complete PCPA (Materials Received section)Report packing discrepancies, if necessaryOrder additional materials, if necessary

February 26–March 22, 12:00 p.m.

After conducting the MCAS-Alt

Deadline to complete the PCPADeadline to schedule UPS pickup March 28, 3:00 p.m.

Deadline for UPS pickup March 29


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Updates for the Spring 2018 MCAS Grades 3–8 Test Administrations

Updates listed below are of particular importance, but note that this list is not exhaustive.

Topic General InformationReference Page(s)

Test Administration Schedule

New for 2018, there will be two ELA sessions for grades 3–8. (In 2017, there were three ELA sessions for grades 3–5, and two sessions for grades 6–8.)

The recommended testing times have been revised.

Because the recommended testing times for next-generation MCAS test sessions are longer than those from the legacy MCAS tests, schools may plan for one short, supervised break per session (3–5 minutes) to be given at each test administrator’s discretion for all subject area tests for grades 3–8. Schools may also consider providing designated accessibility features (DFs), which are available to all students, such as DF3 (“Frequent brief supervised breaks”), particularly for younger students.

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Test Administrator’s Manuals

Some scripts in the Test Administrator’s Manuals are provided in full for session 1 of each test, and then shorter scripts are to be read for Session 2.

Also, scripts are included for the following:

• recommended script prior to the transition to a test completion room

• recommended script for a supervised lunch

• recommended script for students visiting the restroom

• new scripts for students with disabilities using accommodation A12 (Typed Responses)

N/A

Test Administration Policies and Procedures

Scratch paper must be provided for all grades 3–8 tests, computer-based and paper-based, including grades 5 and 8 STE. Students may have up to three pages at one time.

29, 31

The questionnaire will be administered after STE testing for students doing computer-based testing only (there is no paper-based edition).

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Topic General InformationReference Page(s)

Computer-Based Testing

A new appendix is included (Appendix F) that provides troubleshooting assistance for computer-based testing.

A significant improvement has been implemented in PearsonAccessnext (PAN) for CBT called “battery testing.” This update makes changes to the way that test sessions are managed in PAN, which will result in schools having greater flexibility in monitoring and managing computer-based testing. Schools that administered CBT PARCC in 2016 may be familiar with battery testing.

• Students’ tests will now be broken out into each individual test session on the “Students in Sessions” screen, and each test session for each student can now be locked or unlocked individually. In addition, test administrators will be able to more easily monitor each PAN Session at both group and student levels, which will provide a better visual indication of which students have completed testing, as well as which students need to do make-up testing.

• Because each student’s test can be locked and unlocked independently, the “Set Section Start” task used for make-up testing in 2017 has been discontinued. This update also makes seal codes unnecessary, and they have been discontinued as well.

New this year, district test coordinators will be given permissions to unsubmit a student’s test. Once a student’s test is in “Complete” or “Marked Complete” status, the only way to go back into the test is to unsubmit the session.

District test coordinators should use their discretion when using this feature, as tests should only be unsubmitted in cases where either there was a test administrator error (e.g., Marked Complete before the student was done) or user error (e.g., the student clicked all the way through the session and submitted before answering all questions). If there are any questions about when to unsubmit a test session, contact the Department at 781-338-3625.

N/A

Updates for the Spring 2018 MCAS Grades 3–8 Test Administrations (continued)


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Table of Contents

Purpose of This Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Important Contact Information and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

Important Information about Online Accounts and Passwords . . . . . . . . . . . . . iii

Spring 2018 Grades 3–8 MCAS Testing Schedule and Administration Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Updates for the Spring 2018 MCAS Grades 3–8 Test Administrations . . . . . . . vi

Part I MCAS Test Security Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1A. Responsibilities of the Principal and Designee . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3B. Shared Responsibilities of Principals, Test Administrators,

Technology Staff, and Other School Personnel Authorized to Have Access to Secure Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

C. Responsibilities of Test Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6D. Testing Irregularities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Part II Student Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11A. General Participation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12B. Participation Requirements for EL Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13C. Participation Requirements for Students with Significant Disabilities . . . . . . . 13D. Participation Requirements for Students Educated in Alternate Settings . . . . 13E. Participation Guidelines for Students Currently Participating in

Post-Concussion “Graduated Reentry Plans” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14F. Participation Guidelines for Students with a Recent Injury

to Their Writing Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Part III Spring 2018 MCAS Test Administration Protocols . . . . . . . . . . . . . . . . . . . . . . . . 17A. Coordinating Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18B. Scheduling Test Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18C. Ordering Additional Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23D. Universal and Designated Accessibility Features . . . . . . . . . . . . . . . . . . . . . . . . 23E. Preparing the Test Administration Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25F. Ensuring Appropriate Testing Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27G. Testing Spaces for Computer-Based Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27H. Planning for Required and Prohibited Materials . . . . . . . . . . . . . . . . . . . . . . . . .28I. Materials Required/Permitted during Testing for CBT . . . . . . . . . . . . . . . . . . . . 29J. Materials Required/Permitted during Testing for PBT . . . . . . . . . . . . . . . . . . . . 31K. Materials Prohibited during Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32L. Distributing TAMs and Test Security Requirements . . . . . . . . . . . . . . . . . . . . . . 34M. Training Test Administrators, Technology Staff, and Other

School Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34N. Preparing Students for Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37O. Providing Accurate Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41P. Guidance on Testing for Transfer Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Q. Accounting for and Distributing Secure Materials . . . . . . . . . . . . . . . . . . . . . . . . 44


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Table of Contents

Part IV Tasks to Complete for the Spring Test Administration . . . . . . . . . . . . . . . . . . . . . 47A. Prepare for Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48B. Additional Steps before Computer-Based Testing . . . . . . . . . . . . . . . . . . . . . . . .50C. Additional Steps before Paper-Based Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52D. Coordinate Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Part V Tasks to Complete After Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57A. Additional Steps after Computer-Based Testing and Paper-Based Testing . . .58B. Additional Steps after Computer-Based Testing . . . . . . . . . . . . . . . . . . . . . . . . .60C. Additional Steps after Paper-Based Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Appendix A Procedures for Testing English Learner Students . . . . . . . . . . . . . . . . . . . . . . . . . 73

Appendix B Procedures for Testing Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . 79

Appendix C Procedures for Submitting Typed Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Appendix D Procedures for Providing Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Appendix E Sample Administration Forms and Test Materials . . . . . . . . . . . . . . . . . . . . . . . 1111. CBT Student Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1122. CBT Student Testing Tickets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1123. CBT Accommodations Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1134. CBT Test Materials Internal Tracking Form

a. Sample Blank Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 b. Sample Completed Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1155. Principal’s Certification of Proper Test Administration (PCPA)

Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1166. Sample Superintendent’s Assurance of Proper Test Administration . . . . . . . . 1187. PBT Test Materials Internal Tracking Form

a. Sample Blank Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 b. Sample Completed Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1208. MCAS Nondisclosure Acknowledgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1219. Request for Permission to Test a Student in an Alternate Setting . . . . . . . . . . 12210. Sample Confirmation of Training Participation and Receipt of

Test Administrator’s Manuals (TAMs) and Test Security Requirements . . . . . .12311. Student Responsibilities during MCAS Testing (Grade 6–8)

a. Sample Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 b. Sample Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12512. Answer Booklet Front Cover

a. When Student ID Label Is Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 b. When Student ID Label Is NOT Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12713. Materials Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12814. Sample UPS Return Service Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12915. Answer Booklet Sample Inside Back Cover . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13016. Answer Booklet Sample Outside Back Cover . . . . . . . . . . . . . . . . . . . . . . . . . . . 13117. MCAS-Alt Student Identification Booklet (SIB) Front Cover . . . . . . . . . . . . . . 13218. Student Accommodation Refusal Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133

Appendix F Computer-Based Testing Frequently Asked Questions (FAQs) . . . . . . . . . . . . 135

Part I

MCAS Test Security Requirements


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The Massachusetts Comprehensive Assessment System (MCAS) tests are designed to elicit students’ work in order to assess their comprehension of the subject being tested. The purpose of the MCAS Test Security Requirements is to protect the validity of MCAS results.

Section A describes responsibilities of principals and designees (i.e., individuals authorized by the principal to assist in coordinating test administration).

Section B describes shared responsibilities of all individuals who have access to secure test materials.

Section C describes responsibilities of test administrators.

Section D provides instructions for reporting testing irregularities and describes the process the Department of Elementary and Secondary Education (“the Department”) follows for investigation.

Principals and school personnel authorized to have access to secure materials and test content must follow the requirements listed below and may not participate in, direct, assist in, encourage, or fail to report any testing irregularity or act of misconduct.

Principals are responsible for ensuring that all test administrators and school personnel authorized to have access to secure test materials comply with the requirements and instructions contained in this part of the Principal’s Administration Manual (PAM) and in the Test Administrator’s Manuals (TAMs).

Principals in schools that are conducting the MCAS Alternate Assessment (MCAS-Alt) are also responsible for ensuring that educators submitting MCAS-Alt portfolios comply with the requirements and instructions contained in the 2018 Educator’s Manual for MCAS-Alt and the Principal’s Manual for MCAS-Alt. Principals must monitor the alternate assessment process to ensure that students’ work is not duplicated, altered, or fabricated in any way that is false or portrays the students’ performance inaccurately.

Please note the following definitions for the purposes of this section and this manual:

• “Secure” materials and items include the following, except for certain materials listed below after they are securely destroyed as directed in this manual:

o test questions not publicly released by the Department

o student responses to test questions

o computer-based test content on-screen

o student testing tickets for computer-based testing (CBT)

o test booklets for paper-based testing (PBT), including Braille test materials and large-print test materials

o answer booklets for PBT

o used scratch paper

• “Access” refers to handling test materials, but does not include reviewing tests or individual questions, which is prohibited. Students may never transport secure test materials, including from their initial testing room to a test completion room.

• “Locked storage area” refers to the central locked area that must be used to store all MCAS test materials at all times when materials are not in use. Principals must restrict access to the locked storage area to only those school personnel authorized by


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the principal to handle secure materials. For example, custodial or cleaning staff may not enter the locked area where the principal stores secure materials.

Each principal must complete the Principal’s Certification of Proper Test Administration (PCPA) to certify that the school has followed proper MCAS test security requirements and test administration protocols. See Appendix E for the certification statements to which the principal must attest.

A. Responsibilities of the Principal and Designee1. Before testing, review your plans for maintaining test security with your superintendent

so that he or she is comfortable with the procedures in the school building.

• As part of your review, your superintendent may ask you to use the optional Superintendent’s Assurance of Proper Test Administration form in Appendix E to document your preparations.

2. Authorize specific personnel to serve as test administrators, and train them to properly administer MCAS tests. Designate other school personnel as necessary to maintain a secure test administration (e.g., personnel permitted to access secure test materials, personnel to serve as hallway or restroom monitors, technology coordinators) and train them in MCAS security requirements.

• Before the training session, distribute

o a copy of the appropriate TAM to every test administrator, and o a copy of the test security requirements to all school personnel who have access

to secure materials (available at www.doe.mass.edu/mcas/testadmin/manual/PAM-g3-8TestSecurityReqs.pdf).

• Document that all test administrators have received TAMs and that school personnel who have access to secure materials have received the test security requirements (see sample form in Appendix E).

• Train test administrators prior to test administration. The PAM and TAMs describe the protocols necessary to conduct a proper MCAS test administration.

• For test administrators who provide accommodations to students with disabilities, or English learners (EL students), provide training in the implementation of accommodations in accordance with Appendices A and B and the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests (available at www.doe.mass.edu/mcas/accessibility).

3. Instruct students in MCAS test security requirements (see Part III, section N).

4. Develop local policies and procedures to ensure proper test security at all times.

• Schedule tests to avoid conflicts with recess or lunch (see Part III, section B for more information about scheduling test sessions).

• Ensure that tests are administered within the prescribed window and in the prescribed order.

• Ensure that hallways are properly monitored during testing so that students are supervised at all times when they leave testing rooms (e.g., to use the restroom or transition to a test completion room).

• Ensure that test administrators administer tests according to section C on the following pages.

http://www.doe.mass.edu/mcas/testadmin/manual/PAM-g3-8TestSecurityReqs.pdf

http://www.doe.mass.edu/mcas/accessibility


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5. Keep MCAS test materials in locked central storage when MCAS tests are not being administered.

• Account for all secure test materials at the end of each test session and keep them in the locked storage area when not in use.

• Restrict access to the locked storage area to only those school personnel authorized to have access to secure materials.

6. Monitor printing, distribution, and collection of materials for computer-based testing.

• Student testing tickets must be printed, distributed, and collected after testing.

7. Monitor the receipt and return of all paper-based test materials.

• Inventory paper-based materials immediately upon receipt and investigate any discrepancies in counts of materials as described in this manual.

• Return all paper-based materials to the testing contractor according to the prescribed packing instructions and the deadlines in this manual.

8. Securely destroy the following materials after testing.

• CBT student testing tickets and proctor testing tickets, and used scratch paper (i.e., written on by students) must be securely destroyed (e.g., shredded) following testing.

B. Shared Responsibilities of Principals, Test Administrators, Technology Staff, and Other School Personnel Authorized to Have Access to Secure Materials

1. Receive training in test security requirements and test administration protocols.

• Principals are expected to participate in one of the Department’s training sessions on MCAS test security and test administration protocols in February 2018.

• Test administrators, test coordinators, and other school personnel authorized to have access to secure test materials must attend the school training session. Appendix E contains a sample form that principals may use to document participation.

2. Document the location of secure materials at all times.

• Track secure materials using the sample Test Materials Internal Tracking Form in Appendix E or a similar document (principals keep these forms on file for three years). See Part III, section Q.3 for more information about requirements for internal tracking forms.

3. Ensure the security of the testing location.

• Do not allow unauthorized persons to enter the testing room. This includes parents, researchers, reporters, students not scheduled to be testing at the time, and any school personnel (including teachers) not assigned to the room as test administrators.

• School administrators, district personnel, and Department observers may enter testing rooms to monitor and observe testing procedures.

• Technology staff may enter testing rooms to troubleshoot problems with computer-based testing, but like other school personnel, are not permitted to photograph or otherwise duplicate secure test content on-screen.


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4. Ensure the security of test questions, test booklets, and other secure materials.

• Do not leave secure MCAS materials unattended at any time unless they are locked in the secure storage area.

• For CBT, do not view computer-based test questions before, during, or after testing (see TAM for exceptions).

• For PBT, do not view the contents of test booklets or answer booklets before, during, or after a test administration (see TAMs for exceptions).

• Do not discuss or in any way reveal the contents of test booklets, answer booklets, CBT test questions, or student responses to CBT questions before, during, or after test administration (see TAMs for exceptions). Because MCAS test questions are secure and confidential until the Department releases them publicly, school personnel should not discuss or review test questions with students or adults even after testing has been completed.

• Do not duplicate any portion of test or answer booklets, or computer-based tests, including but not limited to audiotaping, videotaping, photographing, photocopying, typing, or copying by hand.4

• Do not remove test materials from the school. For example, do not share test booklets or answer booklets with another school or program housed in your building.5

• For PBT, do not allow any portion of test booklets or answer booklets to be retained, discarded, recycled, removed, or destroyed.6

• Do not allow scratch paper to be retained, discarded, or otherwise removed by students.

• Be sure that CBT testing tickets and used scratch paper for CBT and PBT have been destroyed after testing.

• Do not allow students access to secure test questions prior to testing.

• Do not read or view any student responses.

• Do not change any student responses.

4 The only exceptions are for test administrators who must transcribe student responses into answer booklets for students with disabilities receiving certain accommodations or for students who did some or all of their work in damaged, defective, or void booklets.

5 The only exception is for principals who receive prior written permission from the Department to test a student in an alternate setting. Alternate setting requests must be resubmitted to the Department for approval for each test administration, even if approved for a previous administration.

6 The only exception is for PBT test materials that have become contaminated; see page 46 for procedures.


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C. Responsibilities of Test Administrators1. Receive training from the principal/designee in administering test sessions properly and

securely.

• Review the TAMs and all relevant test security requirements before administering test sessions.

• Attend the training session led by the principal/designee before test administration. Appendix E contains a sample form that principals may use to document participation in training and receipt of TAMs.

• Understand and follow the protocols related to administering tests to students with disabilities and EL students and protocols related to administering accessibility features.

2. Administer all tests according to appropriate protocols.

• Administer tests during the prescribed testing window, and in the prescribed order.

• Follow the directions and read the scripts in the TAMs (and in any subsequent updates provided to principals by the Department) verbatim to students.

• Remove or cover any classroom displays that provide information related to the content being assessed or to test-taking strategies (see page 27).

• Provide students with all required test materials as listed in the TAMs.

• Prevent the use of prohibited materials (see pages 28–33 for lists of required/permitted and prohibited materials). Note that results will be invalidated for students who use cell phones or other prohibited electronic devices during a test session, including after a student turns in his or her test materials, during a break, and during the transition to a test completion area.

3. Focus full attention on the testing environment at all times.

• Monitor the testing process by circulating around the room frequently. When not circulating around the room, test administrators should maintain a clear view of the students and keep their attention focused on them.

• Ensure that students are not left unsupervised during testing, including during breaks and during transitions to test completion locations.

• For computer-based testing, a test administrator may view students’ tests on-screen only for the purpose of reading aloud selected words during the Mathematics or Science and Technology/Engineering (STE) tests as part of Universal Accessibility Feature 10 (UF10), or in order to assist a student who is having difficulty with the computer interface. See Part III, section N.2 for more information about assisting students with the computer interface.

• For paper-based testing, a test administrator may view students’ test booklets only for the purposes of confirming that students are working in the correct test session, or in order to read aloud selected words during the Mathematics or STE tests as part of UF10.

• Students must work only on the test session being administered. For paper-based testing, if a test administrator observes a student working in the incorrect test session


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of the answer booklet or reviewing the incorrect test session of the answer booklet or test booklet, this is a testing irregularity that must be reported immediately to the principal. The principal must then report the irregularity to the Department. (For CBT, a student cannot review a prior test session or go ahead to the next test session without the test session being unlocked by a test administrator.)

4. Ensure that students provide answers that are strictly their own and do not participate in any form of cheating.

• Ensure that students do not consult notes, textbooks, or other teaching materials; do not access the Internet (with the exception of computer-based testing); do not share test questions with other students; and do not consult other students, school personnel, or anyone else during testing.

• For CBT, also ensure that students do not access the Internet outside of the TestNav application (the student testing online platform).

5. Do not give students any assistance or make suggestions for responding to any test question.

• Test administrators must not coach a student during testing or alter or interfere with a student’s response in any way. Examples of coaching include, but are not limited to,

o providing answers to a student

o indicating that a student has answered a question incorrectly or left a question blank

o defining words or providing synonyms

o spelling words

o influencing a student’s responses by offering hints, clues, cues, gestures, facial expressions, nods, or changes in voice inflection

o altering, explaining, simplifying, or paraphrasing any test question, reading passage, writing prompt, or multiple-choice answer option

o providing any manner of assistance that could impact a student’s answers, including testing strategies

o suggesting that a student write more on a question, check his or her work, or review or reconsider a question

• At any time during a test session, a test administrator may repeat a portion of the TAM script if necessary for clarification.

6. Do not read, view, or change student responses.

7. Follow proper procedures for administering accommodations to students with disabilities and EL students.

• Ensure that students are only provided accommodations that are listed specifically for use during MCAS testing in an approved IEP or a 504 plan, or that were specifically chosen as accommodations for EL students.

• Follow guidelines on proper provision of MCAS accommodations as prescribed in Appendices A and B and in the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests.


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• Test administrators for students who will be provided certain accommodations must sign an MCAS Nondisclosure Acknowledgment prior to their receipt of secure test materials. Principals must keep signed Nondisclosure Acknowledgments in the school files for three years. See Appendix B for more information about which test administrators this requirement applies to, and see Appendix E for the MCAS Nondisclosure Acknowledgment.

D. Testing IrregularitiesTesting irregularities are incidents that represent a deviation from prescribed testing procedures. Testing irregularities may include student impropriety, errors in providing accommodations, educator misconduct, or the mishandling of secure test materials.

1. School Observations

In order to ensure the security and proper administration of the MCAS program, the Department conducts announced and unannounced monitoring visits to schools to observe the procedures followed during test administration. This may include entering testing rooms to observe students and test administrators directly. The principal or designee should prepare to meet the observers upon their arrival and also be available during the observation to answer any questions. School staff may contact the Department’s Student Assessment Services Unit at 781-338-3625 to verify the identity of Department observers.

Department observers will confirm that all test security requirements in Part I of the PAM are being met, including the following:

• Materials are stored properly.

• Staff have been trained.

• Test administrators are administering tests appropriately.

• The testing environment is secure.

2. Mandatory Reporting of Irregularities by All Personnel

Principals must contact their superintendent and the Department at 781-338-3625 immediately after an irregularity occurs. Test administrators and other school personnel must contact their principal or superintendent and the Department. If any school or district employee with knowledge of a test irregularity has questions about his or her reporting obligations, the Department can be consulted at 781-338-3625. Failure to report irregularities may result in sanctions.

It is recommended that parents/guardians be informed when a student-specific irregularity is reported to the Department.

When reporting an irregularity to the Department, the following information should be provided:

• a description of the alleged incident and the date it occurred

• the name of the school involved, along with the district and school code

• the name(s) of the individual(s) involved in the incident

• the specific test(s) and specific session(s) affected

• in student-specific reports: the student’s name, date of birth, grade, and State-Assigned Student Identifier (SASID)


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3. Anonymous Reporting of Testing Irregularities

On occasion, individuals contact the Department anonymously to allege that testing irregularities have taken place. These allegations are investigated if sufficient information is provided. Testing irregularities can be reported anonymously in the following ways:

• calling the Student Assessment Services office at 781-338-3625

• emailing information about the irregularity to [email protected]

• accessing the contact form on the Department’s website at www.doe.mass.edu/contact/qanda.aspx and choosing either “MCAS” or “Student Assessment” from the dropdown menu

• mailing information about the irregularity to the following address:Student Assessment ServicesMassachusetts Department of Elementary and Secondary Education75 Pleasant StreetMalden, MA 02148

Always provide as much information as possible when reporting a testing irregularity.

4. Investigations into Irregularities

In response to a report of a serious irregularity, the Department may contact the school principal or district superintendent, ask that he or she conduct a local fact-finding investigation into the alleged irregularity, and require that he or she report back to the Department in writing, within an established time frame, regarding the results of the investigation. The Department may also perform its own independent investigation. Once the Department determines whether an irregularity has taken place, the Department will notify the school and district about any potential consequences which may follow from this determination.

5. Investigations Based on Statewide Data Analysis

In order to ensure the validity of MCAS data and the integrity of the assessment system, the Department performs statewide data analysis on all schools’ and districts’ MCAS test results. Anomalous results are examined more closely and may be investigated. A school’s MCAS test results may be placed temporarily under review until the investigation is concluded.

6. Consequences

Testing irregularities or misconduct may result in any or all of the following:

• delay in reporting of district, school, or student results

• invalidation of district, school, or student results

• prohibition of school personnel from participating in a future MCAS test administration

• licensure sanctions for licensed educators

• criminal sanctions

Consequences imposed by the Department or law enforcement do not limit a local district’s authority to impose its own sanctions up to and including termination.

http://www.doe.mass.edu/contact/qanda.aspx

Part II

Student Participation


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A. General Participation RequirementsStudents educated with Massachusetts public funds are required by federal laws and the 1993 Massachusetts Education Reform Law, state law M. G. L. Chapter 69, section 1I, to participate in statewide testing.

The statewide testing requirement includes the following groups of students:

• students enrolled in public schools

• students enrolled in charter schools

• students enrolled in innovation schools

• students enrolled in a Commonwealth of Massachusetts Virtual School (CMVS)

• students enrolled in educational collaboratives

• students enrolled in private schools who receive special education that is publicly funded by the Commonwealth, including approved and unapproved private special education schools within and outside Massachusetts

• students enrolled in institutional settings who receive educational services from the district

• students in military families

• students in the custody of either the Department of Children and Families (DCF) or the Department of Youth Services (DYS) (See page 14.)

• EL students (See the exception in section B that follows.)

• students with disabilities, including students with temporary disabilities such as broken arms (See the exception for students with significant disabilities in section C that follows.)

• students who have been expelled but receive educational services from the district

• foreign exchange students who are coded as #11 under “Reason for Enrollment” in the Student Information Management System (SIMS) in grades 3–8

Students in grades 3–8 must participate in MCAS tests only for the grade in which they are enrolled and reported in SIMS.7

Participation requirements and guidelines for EL students, students with significant disabilities, and students educated in alternate settings are provided in the sections that follow.

See Part III for information about scheduling test administration, including scheduling make-up sessions for students who are absent on the day of testing. All students who are present in school on testing days must participate in testing, with the exception of students who have been diagnosed with a concussion (see detailed participation requirements for students participating in post-concussion “graduated reentry plans” on page 14).

7 Students must participate in the same grade’s tests in all subject area tests. Otherwise, results will be invalidated. Also note that students must respond to at least one question in each test session to be counted as a participant for accountability purposes.


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B. Participation Requirements for EL StudentsEL students must participate in all MCAS testing scheduled for their grades regardless of the program and services they are receiving, with the exception of EL students who are in their first year of enrollment in U.S. schools (i.e., students first enrolled after the March 2017 SIMS submission), for whom ELA testing is optional. ELA testing is also optional for students from Puerto Rico who are in their first year of enrollment in a Massachusetts school.

If a first-year EL student participates in ELA testing, results are reported for diagnostic purposes only. For CBT, remove the student from the list of students, if applicable, in PearsonAccessnext for ELA. If a first-year EL student does not participate in ELA testing, there is no need to assign an answer booklet to the student (for PBT).

In addition, all EL students are required to participate in the ACCESS for ELLs tests to comply with federal and state laws.

See Appendix A for details on how EL students participate in spring 2018 MCAS and ACCESS for ELLs testing.

C. Participation Requirements for Students with Significant DisabilitiesThe MCAS-Alt is available for students with significant disabilities who, due to the nature and severity of their disabilities, are unable to participate in the standard MCAS tests, even with accommodations. The IEP or Section 504 plan must indicate whether a student requires an alternate assessment.

A student may take the standard test in one subject and the alternate assessment in another. The student’s IEP or 504 plan must include a separate decision for each subject scheduled for testing. These decisions may be revised each time the team convenes.

The deadline for submission of MCAS-Alt portfolios is March 29, 2018 (see other MCAS-Alt deadlines on page v). Appendix D includes information about the MCAS-Alt Student Identification Booklet (SIB).

For more information, refer to the Department’s website at www.doe.mass.edu/mcas/alt.

D. Participation Requirements for Students Educated in Alternate Settings1. Home/Hospital Instruction and Other Settings

For the small number of students who are enrolled in a school but are unable to physically attend school, and therefore receive tutoring services from their district, or have been expelled but receive educational services from the district, every effort must be made to administer the MCAS tests to these students in school. If this is not possible, school principals may submit a request to test the student in an alternate setting off-site by using the form in Appendix E (Request for Permission to Test a Student in an Alternate Setting). The form is also available online in Microsoft Word format at www.doe.mass.edu/mcas/testadmin/manual/?section=g3-8. If the student is not able to be tested at the school or in an alternate setting, the principal must contact the Department to determine other options for the student’s participation in MCAS testing (options may include the use of test accommodations or having the student participate in the MCAS-Alt).

http://www.doe.mass.edu/mcas/testadmin/manual/?section=g3-8


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Principals are encouraged to submit requests at least two weeks prior to testing. Requests must be submitted for approval for each test administration, even if approved for a previous test administration.

2. DYS and 45-Day Placements

For the small number of students who are enrolled in a school and are in the temporary custody of the Department of Youth Services (DYS) or are attending a temporary 45-day placement, every effort must be made to administer the MCAS tests at the student’s placement.

The principal of the sending school is responsible for the following:

• contacting the placement to notify the director of MCAS participation requirements

• confirming that the placement has been established as a site for testing and has a Department district and school code for MCAS testing purposes (If not, refer the facility’s director to the Student Assessment Services Unit at 781-338-3625.)

• informing the placement of which test sessions, if any, the student completed at school (Note: If a student participates in a session twice, the results may be invalidated.)

If it is determined that the student is not well enough to participate in one or more test sessions, the student should be considered as having a medically documented absence (see instructions later in this manual for marking students in PearsonAccessnext for CBT and for marking students’ answer booklets for PBT).

If a student is removed from school during test administration after he or she participated in a CBT test session, keep records of the student’s transfer as part of your school files. If a student is removed from school during test administration after he or she participated in a PBT test session, complete the Change of Enrollment Status section on the back cover of the answer booklet. This will help the Department merge the student’s results from the sending school with results from the placement.

E. Participation Guidelines for Students Currently Participating in Post-Concussion “Graduated Reentry Plans”

Massachusetts Department of Public Health regulation 105 CMR 201.010 requires that schools place a student diagnosed with a concussion on a post-concussion graduated reentry plan for academic and extracurricular activities. The graduated reentry plan must also document how the student will participate in MCAS testing.

If it is determined that a student is well enough, he or she may participate in the standard MCAS test using test accommodations or he or she may participate in the MCAS-Alt.

A student may be excused from testing only if it is determined that participation would impede the student’s recovery or endanger the student’s health. If it is determined that the student is not well enough to participate in one or more test sessions, the student should be considered as having a medically documented absence (see instructions later in this manual for marking students in PearsonAccessnext for CBT and for marking students’ answer booklets for PBT).

For more information about the participation of students diagnosed with concussions, refer to the Guidelines for Participation in MCAS of Students Diagnosed with Concussions at www.doe.mass.edu/mcas/accessibility/concussions.html.

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F. Participation Guidelines for Students with a Recent Injury to Their Writing Hand

For a student with a disability such as a broken bone or fracture in his or her writing hand or arm, the development of a 504 plan must be initiated if the student will require the use of a scribe or another accommodation in order to participate in MCAS testing.

Do not contact the Department for permission to initiate the development of the 504 plan unless there is a need for specific guidance on accommodations. Many schools give a scribe accommodation (accommodation A10.1 or special access accommodation SA3.1), speech-to-text (accommodation A10.2), or the typed response accommodation (accommodation A12) for students with a recent injury to their writing arm, and other accommodations may be appropriate as well. See Appendix B for information on assigning accommodations and administration instructions.

Be sure to ask the district SIMS contact to include the student’s 504 designation in the next SIMS submission.

Part III

Spring 2018 MCAS Test Administration

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A. Coordinating Test AdministrationIt is the principal’s responsibility to coordinate the school’s MCAS test administration. This coordination responsibility includes the following:

• understanding and enforcing the test security requirements and test administration protocols

• reviewing your plans for maintaining test security with your superintendent; he or she may ask you to document your preparations using the optional sample form in Appendix E (the form is also posted in Microsoft Word format on the Department’s website at www.doe.mass.edu/mcas/testadmin/manual/?section=g3-8)

• ensuring that students participate in testing according to the requirements in Part II of this manual

• coordinating the school’s test administration schedule and ensuring that tests are scheduled during the prescribed testing window, and in the prescribed order

• ensuring that accommodations are properly administered and that transcriptions, if required for any accommodation, are properly completed (See Appendix B.)

• completing the PCPA and ensuring the accuracy of information provided on the form

• reading the Student Assessment Update emails throughout the year for important information (also available at www.doe.mass.edu/mcas/updates.html)

• providing the Department with the school’s correct contact information to receive important notices via email during test administration

B. Scheduling Test Sessions

1. Requirements and Recommendations for Scheduling Testing

Test Dates

The Department recommends that principals schedule tests in the early part of the testing window to allow ample time for regular test sessions and make-up sessions, and to take advantage of early return shipment options for paper-based testing.

In addition, principals should be aware that state and federal laws require schools to make reasonable accommodations for the religious needs of students and employees in observance of holy days.

Administration Sequence

The sequence for administering the spring 2018 MCAS tests must be as follows:

ELA followed by Mathematics followed by STE (for grades 5 and 8)

In addition, test sessions must be sequential: e.g., Session 1 must be administered before Session 2 (except for students participating in make-up testing).



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Testing Time and Information on Test Sessions

While MCAS test sessions will remain untimed in spring 2018, the Department suggests that schools schedule the following amounts of time for MCAS testing:

MCAS Subject Area Test Number of SessionsRecommended Testing Time

for Spring 2018ELA 2 sessions (updated for 2018) 2 hours per session

Mathematics 2 sessions 1 ½ hours per sessionSTE 2 sessions 1 hour per session

The recommended testing times above are based on an analysis of student testing time from the first year of MCAS next-generation computer-based testing in 2017 (and are slightly longer than recommendations from the previous year). The Department will continue to review testing time used by students during computer-based testing in order to make any additional adjustments in the future.

Since next-generation MCAS test sessions are longer than those from the legacy MCAS tests, schools may plan for one short, supervised break per session (3–5 minutes) to be given at each test administrator’s discretion for all subject area tests for grades 3–8. Schools may also consider providing designated accessibility features (DFs), which are available to all students, such as DF3 (“Frequent brief supervised breaks”), particularly for younger students.

It is important for all testing to occur during regular school days and to begin at the start of the regular school day, to ensure equivalent testing conditions in schools across the state and to ensure that all students, including students with disabilities and EL students, are afforded an equal opportunity to benefit from untimed tests.

Availability of TestNav

In order to maintain the security of the computer-based testing systems, TestNav will be available only during the test administration windows listed on page iv, and during regular school hours, between 7:30 a.m. and 3:30 p.m., Monday–Friday. In addition, TestNav will not be available during the week of April 16, since it is anticipated that schools will not be in session. If a school wishes to conduct testing outside of these hours, the principal must email [email protected] to request an exception. Requests should be submitted at least two weeks prior to testing, if possible. The email should include the following information:

• school and district name

• school and district code

• grade(s)

• specific exception days/time

• reason for request

Test Completion

Students who require time beyond the regularly scheduled test session may take it, as long as they are working productively. To that end, test administrators read scripts in the TAMs to guide students through the test session and inform them of the time available. Students may be moved to another location to finish testing but must be supervised at all times during the transition.

mailto:mcas%40doe.mass.edu?subject=


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For computer-based testing, it is recommended that students complete each test session on the same device. Whenever possible, the student should bring his or her testing device to a test completion location; the student will sign out of TestNav before moving the testing device; the device must be transported by an adult; then, the test administrator will need to resume the student’s test in PearsonAccessnext in the test completion location, and the student will need his or her testing ticket to log back in.

For schools that choose to administer more than one test session on the same day, if a student has not completed the first test session by the time that his or her class begins the next test session, he or she must be given the opportunity to finish working in the first test session before beginning the next one. The next test session can be administered to the student in a separate setting from the regularly administered one (as always, the test administrator must follow all protocols in the TAM).

Same-Day Requirement

No test session may extend beyond the end of the regular school day, and any individual test session must be completed on the same day on which it begins, with the following exception: if a student becomes ill during a test session and cannot continue testing, he or she should be scheduled for a make-up session (see below).

The scripts in the TAMs that are read aloud throughout the session will help remind students how much time they have, so extra time should not generally be needed beyond the end of a regular school day. However, a principal may provide a student with a maximum of 15 additional minutes to review and complete his or her work, provided that

• the student requests the additional time him- or herself;

• transportation is arranged if necessary (e.g., the school bus is held for the student, the student’s parent/guardian is contacted); and

• a test administrator stays with the student until the end of the allotted time.

Alternatively, if testing must occur on an “early release” day, arrangements must be made for test administrators to stay with students who have not finished their work until the time at which school would end on a regular school day.

Students Who Become Ill During a Test Session

If a student becomes ill during testing and cannot complete the session that day, the school may allow the student to complete the session on another day. The student should be instructed not to discuss the test, and the school should provide a closely-monitored make-up session, during which the student may complete the test, but may not return to any questions he or she previously answered.

Breaks and Lunch

Extended breaks, including recess, may not be scheduled in the middle of a test session. The Department recommends that students be provided snacks, drinks, and the opportunity to use the restroom before the beginning of the test session. However, students are permitted to use the restroom one student at a time during the test session. Students must be supervised at all times between the testing room and the restroom.

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in the testing area. If this is not feasible, test materials must be secured, and students must be escorted to the lunchroom, instructed that they may not discuss the test and that they still may not access any prohibited materials, sufficiently monitored to prevent discussion of test questions during the entire lunch period, and escorted back to the testing location. For computer-based testing, the Department recommends signing students out of TestNav during a lunch break (see step 4 on page 55 for instructions).

Schools may plan for one short, supervised break per test session (3–5 minutes) to be given at each test administrator’s discretion. Test administrators must maintain security during the break (e.g., students may not be permitted to discuss the test).

Test administrators should instruct students approximately midway through a session that they may have a short break or they may continue working. To maintain the security of the test, test administrators should follow the instructions in the Test Administrator’s Manuals.

2. Concurrent Administration Requirement

Requirements for Computer-Based Testing

For CBT, test sessions must be scheduled in such a way that all students taking that test in the same school are tested as close together as possible (with the exception of make-up sessions). Schools are expected to schedule most students for the first administration of a test session; if space or device constraints require additional test sessions, they should be scheduled as close together as possible in order to maintain the security of the tests.

Requirements for Paper-Based Testing

Each test session must be administered simultaneously to all students taking that test in your school. This requirement includes students in another school or program housed in your building. The only exceptions to this concurrent testing requirement are the administration of make-up sessions and the administration of tests to students receiving designated accessibility feature DF3 (frequent brief supervised breaks) or DF10 (specific time of day).

3. Test Session Limitations

It is recommended that students take no more than two test sessions on a single day, including those administered as make-up sessions.

4. Procedures for Students Who Are Absent for Part of a Test Session or More

Students who are absent on the scheduled testing date for their grade for any reason (including illness or other medical condition) must be scheduled for make-up testing as soon as they return to school. Make-up tests may be administered at any time after the scheduled testing date and before the end of the test administration window (see pages iv–v for dates). Please call the Department at 781-338-3625 regarding exceptional circumstances related to make-up testing.

If a student is absent for a session of a test, he or she should take the remaining session(s) of the test according to the school’s administration schedule and take the missed session during the make-up period.

Instructions for setting up CBT make-up sessions can be found in Part II of the grades 3–8 CBT Test Administrator’s Manual.


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5. Test Administration Interruptions

Circumstances over which you have no control (e.g., power failures) may interrupt testing. The TAMs include specific instructions for test administrators to follow if an interruption occurs. When normal conditions are restored, test administrators should resume testing. No interruption should reduce the total amount of time that students are given to complete the interrupted test session. Principals must report any major disruptions to the Department by calling 781-338-3625.

For CBT, technology issues during testing that cannot be resolved quickly by troubleshooting (see Appendix F), including any large technology failure that affects a classroom or more, should be immediately reported to the MCAS Service Center and to the Department.

If possible during an interruption from computer-based testing, the test administrator should instruct the students to exit the test by signing out of the student testing platform. When normal conditions are restored, the test administrator will need to resume the students’ tests from PearsonAccessnext.

Principals must also provide guidance to test administrators on handling regular interruptions, such as students requesting to use the restroom or to go to the nurse’s office. Students may not remove secure materials from the room. Test administrators must maintain test security according to the requirements in Part I of this manual while any student is out of the room.

6. Severe Weather

If severe weather forces the closure of a school for one day during the test administration window, on the day it reopens the school should administer the test session scheduled for that day and make up the missed session(s) later. In this case, the principal must obtain prior written approval from the Department if he or she would like to delay the return of materials (for paper-based testing) by one day to make up for the missed day of testing.

When severe weather forces a delayed opening on a scheduled test administration date, the principal should proceed with the test administration after students arrive, if this is possible.

If a school is affected by severe weather for multiple days during test administration, the principal should check the Department’s website (www.doe.mass.edu/mcas) for instructions.

7. Scheduling the Student Tutorial (CBT) and Practice Tests (CBT and PBT)

In order to prepare students and educators for CBT question types as well as to gain experience with the student testing platform, schools should schedule ample time for the student tutorial and practice tests.

The tutorial should take approximately 20–30 minutes to complete. The practice tests should take approximately 30–45 minutes to complete.

8. Student Questionnaires (Grades 5 and 8)

The student questionnaire is administered to students in grades 5 and 8. The questionnaire should be administered at a convenient time after STE testing is complete.

New for 2018, the questionnaire will be administered for CBT only. It will appear as a separate test session in PAN. Instructions for administering the student questionnaire appear in the Test Administrator’s Manual for Computer-Based Testing: Grades 3–8, Spring 2018 (CBT TAM). For students doing PBT, there is no paper-based version of the questionnaire this year.

It will take approximately 15 minutes to administer the student questionnaire.

New


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A student may ask his or her test administrator for clarification about a particular question on the student questionnaire if needed.

C. Ordering Additional Materials After the student registration period during which the test forms and manuals for CBT and the initial shipment of PBT materials are ordered (i.e., the Student Registration/Personal Needs Profile [SR/PNP] process), additional materials should be ordered, if necessary, only after a complete inventory, because extra standard test materials are included in the shipment. In order to maintain a standard test administration schedule across all schools, additional materials must be ordered according to the deadlines on pages iv–v. Additional materials are ordered online at www.mcasservicecenter.com using the MP ship code found on the Materials Summary forms.

Upon receipt of materials, principals should inventory the number of TAMs received and order additional TAMs (e.g., for administering tests to students in small groups). Instructions on ordering additional TAMs as well as PBT test materials are included in Part IV, section C.5.

D. Universal and Designated Accessibility Features

1. Universal Accessibility Features (UFs)

Universal accessibility features are tools and supports that are available to all students on the grades 3−8 MCAS tests that are either built into the MCAS computer-based test platform or provided by a test administrator on either the computer- or paper-based tests. Although the majority of universal accessibility features will be available on the day of the test to any student who wishes to use them, a small number must be requested prior to testing during the student registration process, as shown in the table below.

“PNP” appears next to each feature below that must be documented or requested in the PNP prior to the start of testing.

Universal Accessibility Features Available to All Students

# Computer-Based Testing Paper-Based Testing

UF1

Highlight tool Highlighter (Used in test booklets, not answer booklets, by students in grades 4−8; colored pencils may be used by students in grade 3 for marking or underlining passages. See page 32 for details.)

UF2 (PNP)

Alternative background and font (color contrast) The student can select a predefined color combination for text and background (i.e., black on cream, black on light blue, black on light magenta, white on black, yellow on blue, gray on green).

Use colored overlays or tinted lens(es)

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Universal Accessibility Features Available to All Students continued

# Computer-Based Testing Paper-Based Testing

UF3

Magnifier or zoom tool Magnifier tool enlarges part of the screen; zoom tool enlarges or reduces entire screen when Ctrl + or Ctrl – is pressed.

Magnification tool or device/low-vision aid

UF4Line reader tool (Masks text so only part of the text can be viewed at one time)

Tracking device, such as a straight edge or similar tool

UF5 (PNP)

Answer masking The student selects which answer choices will be shown on the screen.

Mask text or answer(s) using a blank card or cutout.

UF6

Answer eliminator (Student marks an “X” through each answer option he or she believes is incorrect.)

Use a pencil to eliminate answer choices in test booklet (not for grade 3 tests). Students should cross out incorrect answers in their test booklets only, not their answer booklets, since any stray marks in answer booklets could cause problems with scoring responses accurately.

UF7Item flag/bookmark Use a blank place marker to mark a

question for later review.

UF8Audio aids (e.g., amplification device, noise canceling headphones, or white noise machine. Note: a smartphone may not be used)

UF9 CBT notepad for notes or calculations, scratch paper (required for all students)

Scratch paper (required for all students)

UF10

Test administrator reads aloud (or signs, in the case of a student who is Deaf or Hard-of-Hearing) selected words on the Mathematics and/or STE tests, as requested by the student.

The student will point to the word or phrase that he or she needs read aloud or signed. Test administrator quietly reads aloud or signs the selected word or phrase to the student. Students using this feature may be tested alongside other students in groups of any size.

UF11

Test administrator redirects the student’s attention to the test without coaching or assisting the student to answer any questions (e.g., test administrator reminds the student to stay focused; it is not permissible to say, “Add more to your response” or “Make sure to answer all questions”).

UF12 Read aloud, repeat, or clarify general test administration directions to student, as needed.


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2. Designated Accessibility Features (DFs)

Although most students will be tested in their regular classrooms according to the guidelines and schedule intended for all students, principals have the flexibility to test any student, including non-disabled and non-EL students, using the designated accessibility features described in the table below, as long as all requirements for testing conditions, test security, and staffing are met. Designated accessibility features (DFs) may be provided regardless of whether the student is taking a computer- or paper-based test.

It is advisable, although not required, to include designated accessibility features in the IEP or 504 plan of a student with a disability who requires them.

Designated Accessibility Features Available to Any Student, at the Principal’s Discretion

# Designated Accessibility Feature

DF1 Small group test administration (may include up to 10 students)

DF2 Individual (one-to-one) test administration (The student must be tested in a separate setting.)

DF3 Frequent brief supervised breaks

DF4 Separate or alternate test location

DF5 Seating in a specific area of the testing room, including the use of a study carrel

DF6 Adaptive or specialized furniture (seating, desk, or lighting)

DF7Noise buffer or noise-canceling earmuffs/headphones (May be used only after the test administration instructions have been read to student. Music or other recordings may not be played on headphones worn during testing.)

DF8 Familiar test administrator

DF9 Student reads test aloud to self (The student must be tested in a separate setting unless a low-volume device such as a “Whisperphone” is used.)

DF10 Specific time of day

DF11

“Stop Testing” policy (If student does not appear to be responding to test questions after a period of 15−20 minutes, the test administrator may ask if the student is finished. If so, the test administrator may collect the student’s test materials and the student can either sit quietly or be excused from the test setting.)

E. Preparing the Test Administration Team

1. Qualified Test Administrators

It is the responsibility of the principal to authorize individuals to serve as test administrators. Test administrators’ responsibilities are described in the TAMs.

To the extent possible, test administrators should be licensed classroom teachers working in the school. When necessary, other education professionals (such as administrators) employed by the school or district may be authorized to serve as test administrators.

To assist in maintaining security, the Department recommends that whenever possible, principals assign two test administrators per testing space and assign test administrators to students other than their own.


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The principal must authorize individuals to serve as test administrators for students being tested with accommodations, including students with a recent injury to their writing hand (e.g., broken bone or fracture in the writing hand or arm). Test administrators will need to follow instructions in the TAMs, including the appendices, for administering specific accommodations.

2. Technology Staff

The principal should authorize technology staff to assist with CBT set-up and trouble-shooting.

Technology staff should complete the following tasks:

• Set up ProctorCache (strongly recommended). Precaching reduces test delays from network congestion and provides students with a more seamless testing experience in the event of disruptions to Internet connectivity.

o Precache the operational tests by following the steps outlined in the PearsonAccessnext User Guide (https://support.assessment.pearson.com/display/PAsup/Understand+Proctor+Caching). Schools should not precache secure operational test content until two weeks prior to the start of their testing window.

o Confirm that the tests are precached by entering the following URL into a browser: http://[Caching Computer’s IP Address]:4480.

• Prepare student testing devices as well as computers for test administrators by confirming the System Requirements found at https://support.assessment.pearson.com/display/TN/TestNav+System+Requirements and installing TestNav from download.testnav.com.

• Conduct an Infrastructure Trial (strongly recommended).

o See the Infrastructure Trial Guide at mcas.pearsonsupport.com/technology-setup (click on the “User Guides” dropdown menu).

o Review lessons learned from the Infrastructure Trial with the test administration team (e.g., error codes, connectivity issues, issues with logging into TestNav). After resolving issues discussed with the team, the technology set-up should not be changed prior to testing.

3. Other School Personnel

The principal may want to authorize other school personnel, such as a test coordinator, to assist him or her with the distribution and return of secure test materials. Also, the Department suggests that principals assign monitors for hallways, restrooms, and other areas to ensure a secure testing environment. Anyone authorized to have access to secure test materials must be employed by the school or district and fulfill the requirements in Part I of this manual. Once test administrators and other school personnel are authorized, principals must train them in test security requirements as well as the logistics that will be followed at the school, including how to contact the principal or designee during testing if necessary.

https://support.assessment.pearson.com/display/PAsup/Understand+Proctor+Caching


https://support.assessment.pearson.com/display/TN/TestNav+System+Requirements

https://support.assessment.pearson.com/display/TN/TestNav+System+Requirements

http://download.testnav.com

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F. Ensuring Appropriate Testing SpacesIt is the responsibility of the principal to ensure that testing spaces are free from noise and distractions and are adequately lit, ventilated, and furnished so that students can work comfortably and without disruption. Principals must ensure that each student assigned to the testing space will have adequate work space and be sufficiently separated from other students to support a secure testing environment. Further, the Department recommends the following:

• Schools should avoid the use of large, open areas (e.g., cafeterias).

• If students are seated next to each other at a long table, partitions should be placed between them. Alternatively, students can be seated at the ends of the table or diagonally on opposite sides of the table.

Principals must identify appropriate testing spaces for students who will be testing with DFs that require changes in the test setting, presentation, or mode of response.

Because test administrators are required to read grade- and subject-specific scripts verbatim to students, the Department strongly recommends that schools do not administer tests for different grades in the same testing space. The Department also recommends that schools do not administer computer-based and paper-based tests in the same location.

As long as all requirements for testing conditions and staffing are met, principals have the flexibility to test students in appropriate groups and testing spaces other than regular classrooms, including planning small groups for students who do not have the DF for a small group setting. See Part III section D of this manual for details on the UFs and DFs available to all students.

Materials That Must Be Covered/Removed

Prior to testing, principals must verify that test administrators have covered or removed from the testing spaces all materials containing content in the subject areas being tested, including any materials that might help students answer test questions. Examples of materials that must be covered or removed include, but are not limited to, posters, maps, charts, graphic organizers, word lists, number lines, multiplication tables, definitions, writing formulas, and mathematical formulas/theorems. It is not necessary to cover or remove calendars, posters displaying the alphabet or consonant blends, or posters displaying the Pledge of Allegiance.

G. Testing Spaces for Computer-Based Testing Computer-based testing brings additional considerations for creating a secure testing environment. Because the screens on most testing devices are vertical, it is much easier for students to see each other’s tests than in a paper-based testing environment where testing materials are generally kept flat on desks. Thus, a separation between desks that is appropriate for PBT may not be adequate for CBT. The following are strategies to create a secure environment in CBT testing rooms. However the room is arranged, students must not have a view of any screen but their own.

• Seat students at least two seats away from each other.

• Arrange monitors back-to-back.

• Seat students back-to-back.

• Seat students in a wide semi-circle with all the students facing into the center of the circle.

• Seat students in every other row.


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Physical barriers can also be used:

• tri-fold display boards around testing devices

• cardboard or heavy cardstock placed on desks or taped to the sides of monitors to create a barrier

• partitions between students sitting at the same table

Additional Preparations for Computer-Based Testing

Ensure all devices to be used for testing are charged prior to each test session. Make sure sufficient power cords and power strips are available as well as extra testing devices if needed. Confirm that accessories, such as external keyboards for tablets and headphones for students using the text-to-speech edition, are available and in working order prior to testing.

Be sure that all students’ testing devices have TestNav installed. For details, visit download.testnav.com.

Be sure also to assign computers to test administrators to complete tasks in PearsonAccessnext.

H. Planning for Required and Prohibited MaterialsPrincipals are responsible for developing local procedures to ensure that students are provided required materials for testing and that they do not access prohibited materials (see section K on the following pages). Principals must communicate these expectations to test administrators, and must keep students and parents/guardians informed about the policies on prohibited materials so that they can plan accordingly.

• Test administrators need to make sure that students have all the required materials for testing (e.g., scratch paper).

• Test administrators must monitor the room actively to ensure that students do not access prohibited materials (e.g., cell phones, notes), and must know how to handle a situation if a student is found with a prohibited item.

• Students and parents/guardians need to know that cell phones and other electronic devices are not permitted during testing and that students will not be permitted to contact their parents/guardians via cell phone during the test session, even after turning in their own test materials.

Test administrators read a script to students to inform them of the materials prohibited during testing and the consequences of being found with a prohibited item. In addition, principals may direct test administrators to read a recommended script in the TAM that instructs students to put their cell phones and other electronic devices away in their backpacks at the side of the room. Other options include the following:

• Test administrators may collect cell phones from students and keep them at the front of the room during testing.

• Students may put their cell phones away in their lockers.

Principals are ultimately responsible for implementing procedures that ensure students do not possess cell phones or other electronic devices during testing.

Principals must also implement procedures to ensure that students who need more time do not access prohibited items such as cell phones or testing materials during the transition to a test completion room.

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I. Materials Required/Permitted during Testing for CBT

1. Materials Required for Student Use for CBT

The following materials are required to be provided for student use during testing:

• a device for testing that meets technical specifications (www.doe.mass.edu/mcas/testadmin/TechSpecs.docx) Note: There are known presentation issues with test content while using iPads (i.e., screen jumping when the internal keyboard appears and less room to view the writing prompt). The Department strongly recommends using wired external keyboards for tablets, whenever possible, to ensure equitable access to test content on the screen, particularly if they are used during instruction and essay response.

• scratch paper

Test administrators must supply at least one sheet of unused scratch paper (blank, lined, or graph) for each student for each test session. Students can request more scratch paper, if needed. Test administrators may provide up to three pages at one time. (If a student needs additional pages, he or she will need to turn in used scratch paper.)

Test administrators are responsible for collecting all used scratch paper to be securely destroyed (e.g., shredded) after test administration by the principal or designee. Schools may reuse scratch paper if the paper is completely blank.

• a writing instrument for use on the scratch paper

2. Tools Embedded in the Computer-Based Test for Students

Reference Sheets and Rulers

Students taking the computer-based Mathematics test have rulers (grades 3–8) and reference sheets (grades 5–8) embedded in the student testing platform that will be available during testing. Students have access to two separate rulers: a centimeter ruler and a 1/8-inch ruler. Students are not permitted to use handheld rulers on the computer-based test.

Calculators for Computer-Based Testing

Calculators are only allowed during Session 2 of the grades 7 and 8 Mathematics tests.

• Students taking the grade 7 test will have a five-function calculator embedded in the online testing platform.

• Students taking the grade 8 test will have a scientific calculator embedded in the online testing platform.

Additional Tools

• notepad during English Language Arts testing

• highlighter

• bookmark feature

• test review screen

• answer eliminator

• magnifier

• line reader

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3. Additional Materials for CBT

• Computers for test administrators

Test administrators will need computers to complete tasks in PearsonAccessnext during test sessions (separate from the student testing devices). Test administrators administering the Human Read-Aloud or Human Signer accommodations will also need to use their own computer in order to access a proctor testing ticket and therefore be provided with a test administrator edition of the test (more information is available in Part IV, section B).

• Student testing tickets

Student testing tickets contain the login information that students need to type in to begin each test session. There is one separate student testing ticket for each grade and subject area test (e.g., one student testing ticket for Jonathan Ward for grade 8 English Language Arts and a separate student testing ticket for Jonathan Ward for grade 8 Mathematics). The same student testing ticket is used for all sessions of a test. A sample student testing ticket is shown below:

Prior to the day of testing, principals/designees must print out student testing tickets, cut the pages to separate the tickets, and then prepare them for distribution using internal tracking forms following the instructions in section Q.

Because student testing tickets provide access to secure test content, they must be tracked and accounted for like secure test booklets for PBT.

At the start of each test session, as directed by the TAM, test administrators will distribute student testing tickets to students. Because it is recommended that schools use an identifier for student testing devices in case of technology issues, there is a line on the student testing ticket for students to write in the testing device ID at the start of each test session.

4. Materials Permitted for Student Use for CBT

• pens, pencils, highlighters, and colored pencils

• printed Mathematics reference sheets for students in grades 5–8

Schools may provide printed reference sheets to students in grades 5–8 who prefer to use them instead of the online version. Reference sheets for computer-based schools may be printed from the Department’s website at www.doe.mass.edu/mcas/tdd/math.html?section=resources. (Printed copies are not available for ordering.)

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• handheld calculators

o Students who prefer to use a handheld calculator when taking the computer-based test may do so. The Department recommends that handheld calculators be equivalent to the ones embedded in the grade-specific online testing platform. However, schools may provide a five-function handheld calculator to students in grade 8 as well as grade 7. Students may also provide their own handheld calculator.

• gradespan-specific equation editor guides for Mathematics testing (to be printed out from mcas.pearsonsupport.com/student)

• styluses for touch-screen devices, if used in regular instruction

• headphones for students with disabilities using the text-to-speech or line reader accommodations (See Appendix B for more information.)

• printed copies of authorized bilingual word-to-word dictionaries and glossaries for current and former EL students (See Appendix A for more information.)

• printed copies of the Equation Editor Symbol Key found at http://mcas.pearsonsupport.com/resources/student/EquationEditorSymbolsKey.pdf

J. Materials Required/Permitted during Testing for PBT

1. Materials Required for Student Use for PBT

The following materials are required to be provided for student use during testing:

• #2 pencils (wooden)

• scratch paper

o For each session, test administrators must supply at least one sheet of unused scratch paper (blank, lined, or graph) for each student. Students can request more scratch paper, if needed. Test administrators may provide up to three pages at one time (if a student needs additional pages, he or she will need to turn in used scratch paper).

o Test administrators are responsible for collecting all used scratch paper to be securely destroyed (e.g., shredded) after test administration by the principal or designee. Schools may reuse scratch paper if the paper is completely blank.

• calculators for designated test sessions only (See the “Calculators” section below for more information.)

• reference sheets and rulers for designated tests that are included in shipments of test materials (See lists of required test materials in the TAMs.)

Calculators

Calculators are only allowed during Session 2 of the grades 7 and 8 Mathematics test.

• For grade 7, students should have a five-function calculator (i.e., a four-function calculator with a square root key).

• For grade 8, students should have a scientific calculator.

http://mcas.pearsonsupport.com/student

http://mcas.pearsonsupport.com/resources/student/EquationEditorSymbolsKey.pdf


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Although the Department recommends that grade 8 students use a scientific calculator, if a school is not able to provide scientific calculators to all students, it may provide five-function calculators instead.

Test administrators must ensure that students do not have access to calculator instructions or formula sheets that accompany calculators.

2. Materials Permitted for Student Use for PBT

The following materials may be used by students:

• pens, highlighters, and colored pencils as follows: No writing instruments other than #2 pencils may be used by students to mark their responses to test questions. Students in grades 4 and above may use pens and highlighters in test booklets only. Students in grade 3 may use a colored pencil (e.g., for marking or underlining passages), but they must use only a #2 pencil to answer test questions.8

• gridded response guidelines for Mathematics testing (to be printed from mcas.pearsonsupport.com/student)

• printed copies of authorized bilingual word-to-word dictionaries and glossaries for current and former EL students (See Appendix A for more information.)

K. Materials Prohibited during TestingProhibited materials include, but are not limited to, materials that must be covered or removed from the testing space (see page 27) as well as the materials listed below. Materials listed in section 1 below are not permitted at any time during test sessions, and materials listed in section 2 may only be provided after a student has turned in his or her test materials. None of the materials in section 1 or 2 are permitted while a student has his or her test materials.

1. Materials Not Permitted at Any Time during a Test Session

Materials listed in this section are NOT permitted at any time during test sessions, including after a student turns in his or her test materials, during a break, or during the transition to a test completion area.

• cell phones (See the following page for more information.)

• other electronic devices (See the following page for more information.) o smart watches o e-book readers or electronic dictionaries o music players for one student’s personal use or that of the whole class,

earphones, ear buds, or headphones (other than noise blocking headphones; see DF7 on page 25)

o any device capable of taking photographs o game consoles o pocket translators

8 If a test administrator notifies you that a student mistakenly used a yellow highlighter in his or her answer booklet during testing, no action is needed. If any other color was used or if a pen was used in an answer booklet, contact the MCAS Service Center (see page ii for contact information).



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o calculators (See pages 29 and 31 for exceptions.) o computers or electronic tablets other than the one being used for testing, if the

student is taking a computer-based test o any device that provides access to the Internet other than the one being used for

testing, if the student is taking a computer-based test (such as certain calculators and fitness trackers)

o editing devices (e.g., spelling or grammar checkers)

• English-language dictionaries or thesauruses

• encyclopedias

• school-provided rulers and unapproved reference sheets, including MCAS rulers from previous years

• accommodation materials unless specified by a student’s approved IEP or 504 plan (e.g., graphic organizers, Whisper phones)

• for CBT: handheld rulers (The only rulers that students need are included in the student testing platform.)

2. Materials That May Be Permitted Only after a Student Has Completed Testing

Materials listed in this section may be provided only AFTER a student has completed testing (i.e., CBT: marked the test complete; PBT: turned in test materials), and at the principal’s discretion.

• flags or sticky notes

• books

• textbooks for subjects other than the one being tested

• notebooks or other notes

• pens and highlighters for grade 3 paper-based testing (Grade 3 students may only use #2 pencils in their test & answer booklets to mark their responses. Students in other grades are permitted to use pens and highlighters in their test booklets only.)

Cell Phones and Other Electronic Devices

It is the responsibility of the principal and test administrators to ensure that students do not have access to cell phones or other electronic devices during testing. Results will be invalidated for students who use cell phones or other electronic devices at any time during a test session, including after a student turns in his or her test materials, during a break, or during the transition to a test completion area.

During the Test Administrators’ Training, the principal will inform test administrators either to read the script in the TAMs instructing students before each test session to turn off their cell phones and other electronic devices and place them in their backpacks, or to follow another procedure to ensure that students do not have access to cell phones or other electronic devices. See section M on the following page for more information about the Test Administrators’ Training.

Note: Students with disabilities may be allowed, under certain circumstances, to use as test accommodations certain tools and materials that are otherwise prohibited. However, under no circumstances may students with disabilities access the Internet (except on the testing device for CBT) or a cell phone.


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L. Distributing TAMs and Test Security RequirementsPrincipals must distribute a copy of the appropriate TAM to each test administrator for review before the training so that test administrators can familiarize themselves with security requirements, protocols, and procedures. Principals should be aware there are separate TAMs for CBT and PBT. Note that instructions for administering the Braille and large-print editions can be found in appendices in the PBT TAMs.

Other school personnel authorized to have access to secure materials must also be provided a copy of the test security requirements (available at www.doe.mass.edu/mcas/testadmin/manual/PAM-g3-8TestSecurityReqs.pdf) before the training session or before handling secure materials.

Principals must establish procedures to document the distribution of TAMs and test security requirements.

Principals may use the sample form in Appendix E or create their own (the sample form is also available in Microsoft Word format at www.doe.mass.edu/mcas/testadmin/?section=g3-8).

M. Training Test Administrators, Technology Staff, and Other School Personnel

It is the responsibility of the principal before test administration to meet with designated test administrators, technology staff, and other personnel authorized to have access to secure materials to explain the test security protocols and procedures that will be followed at the school. Principals also need to meet with the technology coordinator to discuss topics listed in this section and in section E.2.

In the training session, principals must describe the test security requirements contained in Part I of the PAM and the TAMs, and confirm that all involved school personnel understand those requirements. In addition, there are different ways that schools may meet the test security and test administration protocols, and principals must describe these procedures at these training sessions (see topics listed below). Principals should also familiarize test administrators with major tasks they will be completing (see list below).

Test administrators must sign in to demonstrate that they attended a training session and to acknowledge that they received TAMs for the test(s) they will administer (see sample form in Appendix E).

Describe school policies and procedures regarding the following topics:

• the school’s testing schedule – including the student tutorial, practice tests, and the student questionnaire, as applicable – as well as testing time for each test session, including test completion sessions for students who require additional time to complete a test session (Also instruct CBT test administrators on the recommendation for students to complete each test session using the same device.)

• the school’s communication plan: how test administrators may contact the principal or designee during testing, as well as how to contact technology staff during CBT testing, if necessary

o CBT schools: internal communications protocols in case of a technology failure (Principals should provide test administrators with a policy for technology failures as well as resources.)




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• the distribution and tracking of secure materials before, during, between, and following test sessions, using internal tracking forms

o The test administrator and the test coordinator will each independently count materials before signing tracking forms any time custody of secure materials is transferred.

o Provide information about secure materials for CBT, including scratch paper.

• test administrators’ assignment of specific testing spaces and groups of students (Also instruct test administrators on the use of accessibility features that students may use that may affect their testing space.)

• how test security will be maintained in testing spaces (e.g., who will remove secure content from walls, how CBT testing spaces will be arranged)

• how students will be supervised during test sessions, between test sessions (e.g., transporting students and test materials to test completion areas), during make-up sessions, and during breaks

• whether test administrators will read the recommended script in TAMs instructing students to put away cell phones and other electronic devices in their backpacks at the side of the room, or if a locally developed script will be used instead

• whether test administrators will read the new scripts for students going to a supervised lunch, students transitioning to a test completion room, and students going to the restroom

• whether students who arrive late for testing will be read the scripts and participate during the remainder of the test session, or if other policies will be followed

• additional information as needed regarding providing test accommodations for students with disabilities and EL students, including checking printed copies of authorized bilingual word-to-word dictionaries and glossaries for current and former EL students

• new policies and procedures at the school

Additional topics for CBT:

• procedures related to school preparations (e.g., where to find additional power strips and resources)

• whether students will be provided with printed reference sheets as well as handheld calculators during Mathematics testing, in addition to the versions available in the student testing platform (Calculators are only allowed for Session 2 for grades 7 and 8.)

• Students can ask questions during testing if they have trouble using the computer interface (see the CBT TAM for details).

Additional topics for PBT:

• whether Student ID Labels will be applied before test sessions or applied by students after answer booklets are distributed

• who to contact in the event that secure test materials become contaminated


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Test administrators are required to do the following:

• Maintain security in their testing space by circulating among the students.

o It is important to review the requirements that test administrators may not review secure test content or student responses except in specific situations listed in the TAMs, and they may not coach students or provide assistance that could impact a student’s answers.

o Test administrators must closely monitor students during testing to ensure that they do not view one another’s booklets or testing device, pass notes, turn back to previously completed test sessions for PBT, use prohibited materials such as cell phones, or engage in any form of cheating. For CBT, test administrators must also ensure that students do not access the Internet outside of the TestNav application.

• Read the scripts in the TAMs verbatim to students, including students taking make-up sessions and students starting late.

• Confirm that they have all the required materials for each test session, including scratch paper (full lists are provided in the TAMs on the first page for each test session). Test administrators should be aware that calculators are only allowed during Mathematics Session 2 for grades 7 and 8. Additionally, PBT test administrators should be familiar with the following:

o Students in grade 3 write their answers in test & answer booklets. They may underline using a pencil or colored pencil but must use only a #2 pencil to mark their responses. They may not make any other marks in the areas that contain answer circles.

o Students must be provided with MCAS rulers in grades 3–8 Mathematics and with Mathematics reference sheets in grades 5–8.

o Writing instruments other than #2 pencils may be used only in test booklets for students in grades 4 and above. Emphasize that students may use only #2 pencils in grade 4 and above answer booklets and grade 3 test & answer booklets (see grade 3 exception on page 32; the use of pens and highlighters in answer booklets is prohibited).

• For CBT, complete tasks in PearsonAccessnext during testing, including confirming before testing if students using accommodations have the correct test form assigned to them (e.g., text-to-speech). Prior to testing, test administrators should be familiar with CBT tasks including starting testing, as well as stopping, pausing, and resuming testing. They should also be familiar with how students close down their testing devices.

• For PBT, write on the board the test administrator’s name (students must write this on the front covers of their answer booklets for all subjects).

• Monitor students to confirm they do not have access to prohibited materials (see pages 28–33 for lists of required/permitted and prohibited materials).

• Make a list of all students assigned to them who were not tested so that they can be scheduled for make-up testing, and give this list to the principal. It is important to keep accurate records of who has been tested; for paper-based testing, it is not


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permissible to look through assigned answer booklets to check whether students have completed testing.

• Never leave MCAS materials unattended unless they are locked in secure central storage. Materials may not be left in classrooms even if securely stored.

• Sign an MCAS Nondisclosure Acknowledgment if they are authorized to review secure MCAS test content in order to administer MCAS tests to students with disabilities using certain accommodations (See Appendix E for the form.)

Individuals must sign in to demonstrate that they attended a training session. Test administrators must also sign an acknowledgment that they received TAMs for the test(s) they will administer, and all school personnel who have access to secure materials must sign an acknowledgment that they received a copy of the test security requirements (see sample form in Appendix E).

Principals will retain in their school files for three years the following: agendas, sign-in sheets, and any other relevant documentation to demonstrate they trained test administrators and other school personnel authorized to have access to secure test materials.

In addition, principals/designees should view online training modules posted at mcas.pearsonsupport.com/training/ and designate others to view the modules as needed. The following modules are relevant for the spring grades 3–8 test administration:

Modules to assist with pre-administration tasks

• Student Registration/Personal Needs Profile (SR/PNP)

• Infrastructure Trial for test coordinators and test administrators

• Infrastructure Trial for technology coordinators

• creating PAN Sessions

• accessibility features and accommodations

Modules to assist with tasks to complete during testing

• PAN Sessions management

• moving students between PAN Sessions

• resolving incorrect accommodations

N. Preparing Students for Testing

1. Students’ Responsibilities during Testing

Students are expected to provide answers that are strictly their own and not participate in any form of cheating. To help remind students about their responsibilities, principals may choose to ask students in grades 6 through 8 to read a form containing statements and to sign the form to acknowledge that they understand their responsibilities. This may be done during the meeting with students.

See Appendix E for an optional sample form for students to sign, as well as an optional sample letter that can be used to notify parents/guardians. If these forms are used, principals should retain them for their school test administration files.

http://mcas.pearsonsupport.com/training/


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2. Meetings

General Meeting with Students

Feedback from principals and teachers indicates that a serious, yet supportive, testing environment has a positive impact on student performance. The Department recommends that the principal or test administrators should meet with students before each test administration to give them information about testing procedures at the school.

The Department suggests that principals distribute a document describing test security requirements for students in advance of the meeting. Also, principals may want to include an explanation of appropriate activities that students can do when they finish testing and turn in their test materials.

During the meeting, provide students with the following information:

• They will need to come to school on the scheduled test days.

• Most students should not need extra time and will be able to finish within the suggested time limits. However, students will be allowed additional time to finish their work beyond the end of the regularly scheduled test session if they need it and are working productively. No test session may extend past the end of the regular school day.

• For CBT, students should be familiar with the tools available to them during testing and navigating through the test because they will be taking practice tests and given a student tutorial. They can ask questions during testing if they have trouble using the computer interface.

• Students should be aware that they have limited space for their open responses. Just as students doing PBT have a certain amount of space in their answer booklets, students doing CBT should be aware that there are character limits to their responses (1200 characters). A character counter on the computer screen will count down as students type, so that they will know when they are nearing the limit. (The only exception to this is the AT/Screen Reader forms, which do not use the same text editor for responses.)

• Students will have scratch paper available to them.

• They should read questions carefully, be thorough in their responses, and be sure to answer all parts of multipart questions. They should also try their best to answer all the questions on the test.

• Their test administrators cannot give them any help, or answer any question that relates to the content of the test, with the exceptions of assisting students with questions about the computer interface and during Mathematics and STE testing, reading aloud a word at the student’s request (UF10).

• Their test results may be invalidated if they engage in any of the following activities during a test session (including after turning in their test materials, during a break, or during the transition to a test completion area):

o duplicating any portion of the test or answer booklets or secure test content on screen (e.g., photographing, copying)

o accessing prohibited materials such as cell phones or other electronic devices (see lists in section K) for any purpose


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o communicating with other students (e.g., talking, whispering, writing notes)

o looking at any other student’s test booklet, answer booklet, or computer screen

o consulting notes, books, or instructional materials during testing

o for paper-based testing, working in a test session other than the one being administered, looking at questions or test pages beyond the stop sign, or going back to a previous test session

o for paper-based testing, damaging their test materials or removing any part of them from the testing room

• Their test results may also be invalidated if they discuss the content of test booklets or their responses to questions with anyone, including teachers.

• Students may bring a book to each test session to read in the event they finish a test session early.

• For Mathematics only:

o Students in grades 7 and 8 will need at least a four-function calculator with a square-root key for Session 2 of the Mathematics test. Such a calculator will be provided to any student who does not have one for paper-based testing. For computer-based testing, calculators will be provided in the interface for students, but they may use a handheld calculator if they want.

Meeting with EL Students

If there are significant numbers of EL students in the school, it is also important to meet with the students, in small groups if possible, to explain the participation guidelines (see Appendix A).

During the meeting with EL students, communicate the following to them:

• They will be participating in tests that they may find difficult because they are still learning English.

• The purpose of having them participate is to establish a starting point from which their progress over time can be measured, and because they are required to participate.

• Current and former EL students may use printed copies of authorized bilingual word-to-word dictionaries and glossaries or other EL accommodations (see Appendix A for more information).

Meeting with Parents/Guardians

In addition, the principal or designee may want to meet with parents/guardians (e.g., hold an open house) before testing to explain testing procedures, the testing schedule, participation requirements, and the student questionnaire in grades 5 and 8.

Alternately, principals may include MCAS testing information for parents/guardians in their regular communications (e.g., parent newsletter).

Principals may wish to direct parents/guardians to www.doe.mass.edu/mcas/parents for more information about the next-generation tests.

http://www.doe.mass.edu/mcas/parents


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3. Student Tutorial (CBT) and Practice Tests (CBT and PBT)

It is important for schools to schedule ample time for the practice tests as well as the student tutorial (CBT) to familiarize students and educators with the different types of test questions, and to gain experience with the computer-based testing platform, including the tools and accessibility features that will be available to students during testing. The Department strongly encourages schools to have all students view the tutorial and take practice tests.

As shown in the table below, there are two different ways to access practice tests. Whether the resources are accessed via the web or the TestNav app, the practice tests are the same for each grade and subject area. Upon completion of practice testing, a score for multiple-choice test questions is provided for diagnostic purposes. Rubrics are provided for constructed response questions. (Note that there is a third way to access practice tests through PearsonAccessnext for schools to use when conducting an Infrastructure Trial; more information will be provided in the Infrastructure Trial Guide.)

In addition to the resources listed in the table, there are also paper-based versions of the practice tests to prepare students who will be taking paper-based tests (mcas.pearsonsupport.com/student/).

Item Web location Description

Student tutorial

mcas.pearsonsupport.com/student/

The Department strongly recommends that CBT schools have all their students view the student tutorial, even those who previously participated in computer-based testing, and especially students who did not previously participate in computer-based testing.

During the tutorial, students will click through different screens and review brief descriptions on how to navigate through the student testing platform. The tutorial shows students how to use different onscreen tools and accessibility features, and how to review responses before submitting a test.

All of the accommodations are demonstrated in the student tutorial.

The tutorial is intended to supplement the practice tests in familiarizing students with the online test-taking experience.

The tutorial contains no audio component, so educators should view the tutorial to become familiar with the tools and features before viewing it with students.

Web-based practice tests

mcas.pearsonsupport.com/student/

These can easily be shared with parents/guardians and the school community. Web-based practice tests mimic the environment of the TestNav student testing platform without downloading the application.

A text-to-speech version of the practice tests will be available later this winter for schools to prepare students who will be using this accommodation, although these forms will become available some time after the standard forms are posted.

http://mcas.pearsonsupport.com/student/






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Item Web location Description

Practice tests accessed via the TestNav app

mcas.pearsonsupport.com/technology-setup/

Download the TestNav8 application, choose Massachusetts, and select the Practice Tests link on the sign-in screen.

This version of the practice tests more closely reflects the actual student testing experience because students will access the test via the TestNav application during live testing.

A text-to-speech version of the practice tests will be available later this winter for schools to prepare students who will be using this accommodation.

4. Resources to Prepare Students for Testing

The following resources are available online in the MCAS Resource Center at mcas.pearsonsupport.com/student for schools to print and provide to students to familiarize them with different aspects of taking the MCAS tests:

• equation editor guide and symbol key (for CBT)

o Students taking the CBT Mathematics tests on desktop computers will be able to hover their pointer over the symbols in the equation editor for a brief explanation of the symbol. Students not using a desktop computer may not be able to do this, so the equation editor symbol key is particularly useful for them.

• Text-to-speech (TTS) guide (for CBT)

• gridded response guide (for PBT)

O. Providing Accurate Student InformationIt is the responsibility of the principal or designee to ensure the accuracy of student information submitted to SIMS and to provide accurate information in PearsonAccessnext, on answer booklets, and on MCAS Alt SIBs.

1. SIMS

It is critical that each principal ensures the accuracy of the school’s SIMS data submitted by the district to the Department between March and the end of the school year. Any questions regarding SIMS submissions should be directed to the district’s SIMS contact (see page ii for instructions for finding your district’s contact).

2. State-Assigned Student Identifiers (SASIDs)

It is important that each student’s SASID be provided accurately on his or her answer booklet and in PearsonAccessnext. Call your district SIMS contact with questions on assigning SASIDs (see page ii). SASIDs are required as part of the SR/PNP process. If you do not have a student’s SASID (e.g., a student is newly arrived in Massachusetts), create and assign to the student a 10-digit number starting with “88” (instead of “10”). If a valid SASID is eventually assigned to the student, correct the SASID in PearsonAccessnext.

http://mcas.pearsonsupport.com/technology-setup/

http://mcas.pearsonsupport.com/technology-setup/


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3. PearsonAccessnext

For both CBT as well as PBT, student information in PearsonAccessnext also needs to be updated for the following situations:

• students added to or removed from your school’s enrollment after the SR/PNP has been submitted

• accommodations that were wrong in the initial SR/PNP or have been added to or removed from students’ IEPs or 504 plans

• accommodations that a student refused during testing

4. Student ID Labels and Answer Booklets

Applying Student ID Labels

For each test administration, a school’s shipment of test materials includes Student ID Labels based on the October SIMS submission, with updates made during the student registration period (which includes new students who were added after the October SIMS report). Student ID Labels link to information critical for reporting MCAS test results for individual students, schools, and districts. Therefore, principals must ensure that the SASIDs on the labels are correct for each student. Labels with incorrect SASIDs must not be applied to answer booklets.9 Incorrect SASIDs or information on a label cannot be corrected by crossing it out on the label. Correct information needs to be reported to the district SIMS contact.

Student ID Labels are applied to the front covers of standard answer booklets. The labels may be applied either by test administrators prior to the first test session or by students at the beginning of the first test session. However, to ensure the proper application of labels, the Department strongly recommends that labels be applied by test administrators, especially for younger students.

The labels are not intended to be used as a roster but to ease the burden of completing all the information required on answer booklets. Therefore, if a school receives a Student ID Label for a student not enrolled in the school at the beginning of the testing window, the label should not be affixed to an answer booklet. The label should be returned (unaffixed, unused) with the shipment of nonscorable materials, and the district SIMS contact should be notified that the student is no longer enrolled in the school.

Like all other test materials, Student ID Labels may not be provided to another school.

If a student does not have a label, the principal must ensure that the SASID is filled in correctly on the answer booklet.

Completing Answer Booklet Front Covers

The TAMs contain instructions for completing the front covers of answer booklets. Appendix E of this manual provides samples of a completed answer booklet front cover with and without a Student ID Label.

9 If a student mistakenly applies the label of another student to his or her answer booklet, the test administrator should mark the booklet as “void” following instructions in the TAMs and then give the student a new one.


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Completing Answer Booklet Back Covers

To maintain the confidentiality of information provided, the inside and outside back covers of answer booklets should be completed by the principal or designee after students have finished testing. See Appendix D for instructions.

P. Guidance on Testing for Transfer Students Below is guidance for administering MCAS tests to students in grades 3–8 who transfer between a CBT school and a PBT school, and vice-versa, as well as guidance for when a student transfers between schools administering the same mode. For the purpose of this section, “School A” refers to the student’s original school, and “School B” refers to the school the student transfers to.

When a student transfers, School B should contact School A to determine which test sessions the student has completed in School A. (Alternatively, School A may wish to contact School B, if it is known where the student is transferring to.) If it is not possible to make contact with School A, School B should call the Department’s Office of Student Assessment Services for assistance.

The Department offers these general guiding principles.

• A student should not have to “double-test” in a subject.

• If a student completed testing in a subject at School A, then the student should not do any more testing in that subject at School B.

• If a student completed testing in only one subject at School A, then the student needs to participate in the untested subjects at School B.

• If a student transfers to a new school (School B) that is administering a different mode than School A (e.g., CBT in School A, and PBT in School B), it is acceptable for the student to have taken one subject area test in School A in one mode, and participate in the remaining subject at School B in the other mode (e.g., a grade 3 student taking ELA CBT in School A and taking Mathematics PBT in School B).

• If a student transfers to a new school (School B) that is administering the same mode as School A (e.g., CBT in School A and CBT in School B), School B should administer the remaining test session(s) to the student.

If a student has taken one test session (but not both sessions of a test) in School A, and transfers to a different-mode school, follow the guidance below. (Only tests completed in the same mode can be merged across schools for transfer students – i.e., CBT in School A to CBT in School B, and PBT in School A and PBT in School B.)

Guidance when a student transfers from a PBT school to a CBT school, if he or she has taken one but not both test sessions at School A

The school will need to contact the MCAS Service Center at 800-737-5103 to order PBT materials for this student to complete the remaining test sessions in this subject area test. The “Change of Enrollment” section on the answer booklet will need to be completed.

Guidance when a student transfers from a CBT school to a PBT school, if he or she has taken one but not both test sessions at School A

The school will need to administer the remaining test sessions in this subject area test to the student on computer. Schools should feel free to contact the Department or the MCAS Service


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Center if there are any questions (policy questions should be directed to the Department, and logistical questions can be directed to the MCAS Service Center).

Q. Accounting for and Distributing Secure MaterialsIt is the responsibility of the principal to account for secure test materials throughout test administration.

For CBT, this means accounting for secure testing tickets once they are generated and printed, tracking their location throughout test administration, and ensuring that they are securely destroyed after test administration.

For PBT, this means inventorying materials immediately upon receipt, tracking the location of materials throughout test administration, and ensuring that all materials are returned to the testing contractor. The Department recommends that principals account for secure materials using the identification numbers listed on the packing slips and document the identification numbers on internal tracking forms. The Department also recommends having more than one person present to count materials upon receipt and when preparing for their return. The school and district will be held responsible for any secure materials that were received at the school but not returned.

For CBT, principals must account for secure materials by tracking student testing tickets and proctor testing tickets on internal tracking forms, and ensuring that used scratch paper is securely destroyed.

1. Printing Student Testing Tickets (and Proctor Testing Tickets, if Used)

Prior to the day of testing, principals/designees must print out student testing tickets from PearsonAccessnext (refer to the online PearsonAccessnext User Guide for instructions: support.assessment.pearson.com/display/MI/MCAS+Reference+for+the+PearsonAccess+Next+ Online+User+Guide). There are options to print one per page, three per page (by choosing the “List” option), or four per page (by choosing either the “Grid” or “Multiple Per Page” option).After printing pages of tickets, principals/designees should cut the pages to separate the tickets, and prepare them for distribution. Student testing tickets should be treated as having the same level of test security as paper-based test booklets.

2. Distributing Test Materials

It is critical that students have the correct test materials for each day’s test. When preparing materials for distribution to test administrators, be sure to view the grade and subject listed.

3. Establishing a Chain of Custody for Test Materials

The principal must use the forms listed below to account for and maintain the security of test materials.

Materials Summary

The Materials Summary is used to inventory materials immediately upon receipt and, for schools doing paper-based testing, to reconcile secure materials being returned at the end of testing. The school receives one combined Materials Summary for all the subjects being tested for each grade in the shipment of materials (for CBT schools, the Materials Summary will only

https://support.assessment.pearson.com/display/MI/MCAS+Reference+for+the+PearsonAccess+Next+Online+User+Guide

https://support.assessment.pearson.com/display/MI/MCAS+Reference+for+the+PearsonAccess+Next+Online+User+Guide


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list manuals). The information recorded on the Materials Summary will help principals of PBT schools when they complete the online PCPA. A sample form is provided in Appendix E.

The Materials Summary is also used when ordering additional materials, including manuals for schools doing computer-based testing. Schools need to use the MP Ship Code printed on the form when placing an additional materials order.

After testing is completed, principals must maintain the Materials Summary in school files (it is not to be returned to the testing contractor).

The Materials Summary lists only the materials shipped to each school. Complete lists of test materials available for each grade are posted online at www.doe.mass.edu/mcas/testadmin/?section=g3-8.

Packing Slips

For schools doing paper-based testing, a packing slip is included in each carton of test materials. Each packing slip provides the identification number of any secure materials shipped in the carton. If the principal discovers a discrepancy between the number of secure materials listed as shipped and the number received at the school, he or she can use the identification numbers to determine the specific material(s) missing.

Internal Tracking Forms

Principals must establish and follow document tracking procedures so that they can determine at all times the location of materials not in the central secure storage area (CBT schools should refer to the list of secure materials on page 2). Document tracking procedures must also make it possible for principals to trace the movement of materials from the time they are removed from secure storage until they are returned to the central secure storage area.

The Department recommends that principals use one of the Test Materials Internal Tracking Forms in Appendix E (CBT or PBT as appropriate). The forms are also available in Microsoft Word format on the Department’s website at www.doe.mass.edu/mcas/testadmin/manual/?section=g3-8. If principals choose to create their own internal tracking form, the following items must be included on the form:

• the specific count of materials at the time of distribution

• the specific count of materials at the time of return

• a place to indicate that used scratch paper has been returned

• a place to indicate that student testing tickets and used scratch paper have been securely destroyed

• signature areas for the test administrator and the test coordinator to sign the form

Scratch paper used during testing is secure and its return to the test coordinator must be tracked. It must then be securely destroyed and documented.

Test administrators and the test coordinator should independently count materials before signing the internal tracking form. Signature stamps may not be used to sign internal tracking forms.

Immediately investigate any irregularity in the use of tracking documents or in the information recorded on them. Call the Department immediately at 781-338-3625 if any situation occurs that could compromise test security.

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4. Principal’s Certification of Proper Test Administration

The purpose of the PCPA is for the principal to certify that all students participated in testing as required and that test administration protocols described in this manual were followed, including those related to test security. While the principal may designate an individual to assist with many other test administration tasks, the PCPA may not be completed by a designee. The principal must complete the PCPA and is responsible for all information submitted on the form.

There is one PCPA for each grade, and there is a separate PCPA for ELA and another one for Mathematics and STE (combined) to correspond to the different ending dates for the administration windows.

For CBT, the principal must go online to the PCPA before testing to confirm that appropriate preparations have been made and to indicate if there are any comments about the school’s CBT preparations. The principal must go back online to the PCPA after testing to certify that the test administration was conducted properly and that all tests have been marked complete.

For PBT, the principal must go online to the PCPA before testing to verify the receipt of secure materials and to indicate if there are any discrepancies in the shipment of materials. The principal must go back online to the PCPA after testing to indicate counts of used, void, and unused answer booklets being returned, and to certify that the test administration was conducted properly. New for 2018, schools will not need to indicate counts of test booklets and other secure materials being returned. The Department will rely on schools keeping an accurate accounting on the Materials Summary of materials received and being returned, and may ask schools to provide a copy of the Materials Summary in case of a discrepancy in materials returned.

Instructions and deadlines for completing the online PCPA can be found in the subsequent sections of this manual, and the certification statements on the PCPA are in Appendix E.

5. Accounting for Contaminated Test Materials (PBT)

If a test booklet, answer booklet, or other secure test material becomes contaminated with bodily fluids, the principal or designee must contact the MCAS Service Center immediately for instructions. Procedures for these materials should follow district and school guidelines based on appropriate protocol for universal precautions issued by the Massachusetts Department of Public Health.

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Tasks to Complete for the Spring

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A. Prepare for Test AdministrationUse the following list of tasks to help you keep track of your responsibilities during MCAS testing. Note that some items on the list apply only to specific tests or grades.

1. Principals are expected to participate in one of the Department’s training sessions on MCAS test security and test administration protocols in February 2018 (or access the recording afterward from the MCAS Resource Center at mcas.pearsonsupport.com).

In addition, the Department will hold several remote sessions covering what to do before, during, and after test administration, to review important information, and answer questions. See the Department’s website (www.doe.mass.edu/mcas/training.html) for instructions on how to register.

2. Develop a plan for maintaining test security at your school.

• Review MCAS Test Security Requirements (see Part I).

• Review your school’s plans for maintaining test security with your superintendent. He or she may ask you to use the sample Superintendent’s Assurance of Proper Test Administration form in Appendix E.

• Establish a document tracking system (see Appendix E for sample internal tracking forms).

• Designate a central locked area for secure storage of test materials including CBT test materials that will be printed.

• Distribute TAMs to test administrators and distribute a copy of the test security requirements (available at www.doe.mass.edu/mcas/testadmin/manual/PAM-g3-8TestSecurityReqs.pdf) to all school personnel who have access to secure test materials, so that they can review the requirements in advance of the training session.

• Document that test administrators and school personnel have received the documents listed above (see Appendix E for a sample form).

3. Plan logistics for test administration at your school.

• Identify all students who will be participating in each grade’s tests. See Part II for information about student participation requirements. See Part III for information on assigning accessibility features and accommodations.

• Authorize individuals to serve as test administrators and other school personnel to have access to secure materials, and designate appropriate testing spaces.

• Assign students and testing locations to test administrators.

• For school files, prepare a record of test administrators and their students for each test session.

• Schedule test administration sessions and designate locations. Schools doing paper-based testing are encouraged to set schedules to take advantage of the recommended early return shipping option.

• Train test administrators (see list of topics in Part III, section M), and train all school personnel authorized to have access to secure test materials in test security requirements.

http://mcas.pearsonsupport.com

http://www.doe.mass.edu/mcas/training.html



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• Discuss whether your school will use the recommended scripts in the TAM regarding cell phones, students using the restroom, students going to a supervised lunch, and students transitioning to a test completion room. Also, inform experienced test administrators that some scripts have been shortened for Session 2 of each test.

• Meet with students (see list of topics in Part III, section N.2).

• Review data (students’ names, demographic information, grade levels) and confirm each student has a SASID.

4. Prepare to provide accessibility features and accommodations for testing, including students with a recent injury to their writing hand.

The Department recommends that schools prepare a list or spreadsheet that relevant staff can refer to, including students’ names, grades, subject area, test administrator name, testing location, and accessibility features and accommodations (accommodation number and a brief description).

For CBT, generate a report in PearsonAccessnext that shows all the accessibility features and accommodations assigned to students, and share the information with relevant staff. Access the PNP report in PearsonAccessnext, which provides a separate row for each student for each subject, the accommodations assigned, the student’s PAN Session name, and the test format (CBT or PBT). To find the report, go to Reports > Operational Reports, check the “Students & Registrations” checkbox on the left-hand side of the screen, and then click the “PNP Report – Accessibility Features and Accommodations for Student Tests.” Filter by Accommodation, Organization, or Test; or, generate the entire report for all accommodations and tests. See a sample report in Appendix E.

See Appendix B for more information about assigning accommodations.

Test administrators for students with disabilities using certain accommodations must sign an MCAS Nondisclosure Acknowledgment prior to reviewing secure test materials. Principals must keep signed Nondisclosure Acknowledgments in the school files for three years. See Appendix B for more information about which test administrators this requirement applies to, and see Appendix E for the MCAS Nondisclosure Acknowledgment.

See Part II, section F, for steps to take for a student with a recent injury to their writing hand.

5. Verify that test administrators have covered or removed prohibited materials from the walls of each testing space and that additional preparations for CBT have been completed (see page 27).

6. Administer the student tutorial and practice tests (available online at mcas.pearsonsupport.com/student/). See Part III, section N.3 for more information.



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B. Additional Steps before Computer-Based Testing

1. Verify receipt of test administration manuals.

Verify receipt of manuals immediately upon their delivery to your school. Materials will arrive by March 19. Each grade’s manuals are shipped separately. Call the MCAS Service Center if you do not receive materials by this date.

2. Inventory your school’s shipment of manuals, and store them.

Using your Materials Summary, inventory your shipment of manuals upon receipt. There is no need to use the Materials Summary to inventory manuals for return; after the inventory, the form can be stored in school files. There is no need to retain shipping cartons.

To inventory the manuals, complete the “Qty Received” column of the Materials Summary for each grade according to the “Before Testing” directions on the form.

Designate an area to store the manuals. You may want to use the secure, locked storage area that you will be using to store testing tickets when printed.

3. No later than March 29 at 12:00 p.m., complete the “Before Testing” section of the PCPA for each grade tested at your school.

The principal (not a designee) must complete a PCPA form for each grade tested at your school; there is one PCPA for ELA and another one combined for Mathematics and STE.

Go online to www.mcasservicecenter.com, select MCAS from the menu, and then select Principal’s Certification from the list of options. Next, select the link from the dropdown menu to complete the PCPA form for ELA and the one for Mathematics/STE as follows:

• For the ELA PCPA, select Spring 2018 MCAS Grades 3–8.

• For the Mathematics/STE PCPA, select Spring 2018 MCAS Gr. 3–8 Mathematics and Gr. 5 and 8 STE.

Then, follow the onscreen instructions to certify that your school is prepared for computer-based testing.

(You will not be able to print out this part of the PCPA; you will do so after testing.)

4. Order additional manuals if necessary.

If your initial shipment of manuals is not sufficient, order additional manuals by March 29 at 12:00 p.m. Locate your MP Ship Code on the Materials Summary, and have the code available when you go online to www.mcasservicecenter.com. Follow the onscreen instructions to place your order. Orders will be shipped for receipt on the following business day if the order is received before 12:00 p.m.; orders received after 12:00 p.m. will be shipped for receipt on the second business day.

Manuals can also be downloaded from the Department’s website at www.doe.mass.edu/mcas/testadmin/manual/?section=g3-8.

5. Meet with the technology coordinator and ensure that the steps listed in Part III, section E.2 have been completed.





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6. Assign and update user roles for test administrators and other school personnel as necessary.

The Department created initial accounts for principals and test coordinators for PearsonAccessnext. Schools should be assigning user accounts for test administrators and other school personnel as necessary. Refer to the Guide to Importing Users into PearsonAccessnext, and the User Role Matrix for PearsonAccessnext, which are posted at mcas.pearsonsupport.com/pearsonaccessnext/ (click on the “User Information” dropdown menu), for more information about user roles and creating user accounts.

7. Create and Assign Students to Sessions in PearsonAccessnext.

The principal or technology coordinator will need to create “PAN Sessions” in PearsonAccessnext containing separate groupings of the students who will take a test at the same time and in the same testing location (see Appendix E for an example of a student roster).

When creating PAN Sessions, the Department recommends that schools use a naming convention that will help test administrators quickly and easily find the test they are administering. It is suggested that PAN Session names include the following: test administrator name, testing location, grade, and subject area test. A PAN Session name can be up to 50 characters long. School Test Coordinators may need to view or edit PAN Session details (e.g., add, remove, or move students) and add or change the test form assigned to students. PAN Sessions will also be used to print student testing tickets.

Note: Read-Aloud and Human Signer PAN Sessions must be set up separately from other sessions. For more information on managing sessions in PAN, see the PearsonAccessnext User Guide: https://support.assessment.pearson.com/display/PAsup/Manage+an+Online+Test+Session.

8. Verify test form assignments for accommodations, and assign all students to PAN Sessions.

To assign students to a Read Aloud or Human Signer PAN Session (each of which may have a maximum of five students), go to Testing > Sessions, check the box next to the Read Aloud session, and then go to Select Tasks > Create/Edit Sessions > Start. Check the “Proctor Reads Aloud” checkbox, and then select the correct Form Group Type (Human Read-Aloud or Human Signer). This step is critical so that the test administrator will receive a proctor testing ticket, and so that all the students in this group will be assigned the same form. See Appendices A and B in the CBT TAM for more details.

Precache the operational tests by following the steps outlined in the PearsonAccessnext User Guide (https://support.assessment.pearson.com/display/PAsup/Understand+Proctor+Caching).

Verify form assignments for form-supported accommodations: Text-to-Speech (TTS), Screen Reader Edition (SR), and Assistive Technology (AT).

• In PearsonAccessnext, select Testing > Students in Sessions.

• On the Students in Sessions screen, add PAN Sessions to the Sessions List by typing the PAN Session name in the Add text field.

http://mcas.pearsonsupport.com/pearsonaccessnext/

https://support.assessment.pearson.com/display/PAsup/Manage+an+Online+Test+Session





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• Check for an accommodation indicator next to each student’s SASID as applicable, as shown below.

Because it is critical that students start a test with the correct accommodated test form, test administrators should also generate the Session Student Roster found on the Students in Sessions screen under Resources to do a last check before testing.

9. Prepare school-supplied materials for testing.

• Print, cut, and sort student testing tickets. Once student testing tickets are printed, they must be accounted for and tracked using internal tracking forms.

• Steps to prepare student testing tickets can be found at: https://support.assessment.pearson.com/display/PAsup/Retrieve+Resources+for+an+Online+Test.

• Print copies of the equation editor guide and symbol key (available in the “Equation Editor Guide” dropdown at mcas.pearsonsupport.com/student) (optional).

• Print proctor testing tickets if your school is administering the human reader or human signer accommodation. Use the same link listed above for steps to prepare student testing tickets.

10. Prepare Sessions in PearsonAccessnext when SR/PNP information is correct.

Steps to prepare PAN Sessions can be found at https://support.assessment.pearson.com/display/PAsup/Manage+an+Online+Test+Session.

C. Additional Steps before Paper-Based Testing

1. Verify receipt of test materials immediately upon their delivery to your school. Materials will arrive by March 19. Each grade’s materials are shipped separately. Call the MCAS Service Center if you do not receive materials by this date.

2. Using your Materials Summary, inventory test materials immediately upon receipt.

To inventory test materials, complete the “Qty Received” column of the Materials Summary for each grade according to the “Before Testing” directions on the form.

Shrink-wrapped materials must remain unopened until the time specified either in this manual or in the TAMs. Therefore, to inventory your materials, count the spines of the booklets in each shrink-wrapped package.

The Department recommends two independent counts of test materials to verify that all materials have been received by your school.

https://support.assessment.pearson.com/display/PAsup/Retrieve+Resources+for+an+Online+Test

https://support.assessment.pearson.com/display/PAsup/Retrieve+Resources+for+an+Online+Test





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3. Store materials in the secure, locked storage area that you previously designated. Retain all original shipping cartons for the return of materials following testing.

4. No later than March 29 at 12:00 p.m., complete the “Before Testing” section of the PCPA for each grade tested at your school, and report packing discrepancies, if applicable.

The principal (not a designee) must complete a PCPA form for each grade tested at your school; there is one PCPA for ELA and another one combined for Mathematics and STE.




Then, follow the onscreen instructions to certify counts of materials received and report discrepancies in counts of materials shipped from what was received.

(You will not be able to print out this part of the PCPA; you will do so after testing.)

5. Order additional test materials or manuals if necessary.

• Only if applicable, order additional materials, including manuals, by March 29 at 12:00 p.m.

• Locate your MP Ship Code on the Materials Summary, and have the code available when you go online to order additional materials at www.mcasservicecenter.com. Follow the onscreen instructions to place your order. Materials ordered online will be shipped for receipt on the following business day if the order is received before 12:00 p.m.; orders received after 12:00 p.m. will be shipped for receipt on the second business day. Packing discrepancies in additional orders must be reported within two business days of receipt of the order.

• It is not necessary to order additional materials to administer tests to students requiring the accommodation for Human Read-Aloud or Signing to a Deaf Student. There will be enough materials shipped in overage to cover these additional tests.

6. Apply Student ID Labels to answer booklets (see page 42) if school personnel will be applying labels before testing.

Principals may open the shrink-wrapped packages of answer booklets prior to testing for the sole purpose of applying Student ID Labels to front covers.

The Department strongly recommends that Student ID Labels for grade 3 be applied to test & answer booklets the day of testing, but elementary school principals may open the shrink-wrapped packages of test & answer booklets one day prior to testing for this sole purpose. Test & answer booklets must then be sealed in envelopes (supplied by the school) and the inventory documented on the envelopes immediately after labels are applied. Envelopes may not be reopened until immediately before testing. Remember that all test security requirements (see Part I) must be followed.



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7. Gather school-supplied testing materials.

• Collect #2 pencils to provide to any students who do not bring them.

• Print copies of the Guidelines for Completing Answer Grids (available in the “Gridded Response Guidelines” dropdown at mcas.pearsonsupport.com/student) (optional).

• Approve bilingual word-to-word dictionaries and glossaries that were not on the pre-approved list for current and former EL students.

8. Using your school’s document tracking system, organize test materials for distribution.

Each test administrator should receive extra test materials to replace possible defective booklets. If you did not receive enough materials to distribute extra shrink-wrapped materials to each test administrator, you may open the minimum number of packages necessary to distribute extra materials.

D. Coordinate Test Administration1. Using your document tracking system, distribute materials.

Immediately before test administration, distribute the necessary materials for that day to each test administrator, including student testing tickets for CBT. Be sure that test administrators and the test coordinator independently count materials before signing the internal tracking form. See the appropriate TAM for the specific list of materials necessary for each test session.

2. Distribute lists of SASIDs to test administrators if they will be entering SASIDs on answer booklets.

3. Monitor your school’s test administration.

• Enforce test security requirements.

• For CBT, monitor PearsonAccessnext Sessions.

• Have #2 pencils available for students who do not bring them.

• Have printed copies of authorized bilingual word-to-word dictionaries and glossaries available for current and former EL students.

• For CBT, have equation editor guides, symbol keys, and printed reference sheets available during Mathematics and STE testing.

• For PBT, have gridded response guides available during Mathematics testing.

• Have scratch paper available to distribute.

• Ensure that your school’s document tracking system is used each time that test materials are moved.

• Collect lists of students who were not tested and schedule them for make-up testing. For CBT, follow the instructions in Part II of the CBT TAM.

• Initiate a 504 plan for any student with a recent injury to his or her writing hand who needs test accommodations.



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4. Securely store test materials between sessions and after each day of testing.

Use your document tracking system to document that all materials are kept secure between sessions and are returned to you each day after testing is completed.

For CBT, at the end of each test session, test administrators should confirm that students have submitted their responses and have logged out of TestNav. At the end of each test session, test administrators should collect student testing tickets.

The Department recommends locking each test session for additional security. Lock test sessions after testing by going to Testing > Sessions and selecting the session(s) you would like to lock. Then choose Select Tasks > Lock Units. On this page you can check the box next to all sessions and click the blue “Lock” button.

5. Maintain, and if necessary, update the record of test administrators and their students for each test session, including make-up and test completion sessions.

It is important to keep accurate records of who has been tested. For PBT, it is not permissible to look through booklets to check whether students have completed testing.

6. After testing is completed, verify that ALL test materials have been returned to you.

• The Department recommends two independent counts of secure materials to verify that all materials have been returned to you. Be sure to account for used scratch paper, and for CBT, student testing tickets and proctor testing tickets.

• Use your document tracking system to verify that test administrators have returned all secure materials to you. Schools doing paper-based testing must account for and return all secure materials that were shipped to them.

• If necessary, investigate any discrepancies in amounts of materials distributed to test administrators and the amount returned to you. PBT schools that do not return materials according to instructions will be subject to the sanctions described in Part I.

7. For PBT, if any test materials have become contaminated, call the MCAS Service Center for instructions.

8. For PBT, if any answer booklets have become damaged or defective during testing, follow these steps.

• Make sure the “void answer booklet” circle is filled in on the outside back cover of each affected booklet, and that “VOID” is written in large letters across the front cover.

• If a student completed any work in an answer booklet that was later deemed void, his or her work must be transcribed verbatim (multiple-choice responses as well as constructed responses) into a replacement answer booklet so that he or she may receive credit for his or her work.

• The process of transcribing a student’s responses may occur any time during the testing window, but must be monitored and supervised by the principal, test coordinator, or another test administrator to ensure accuracy.

• Since there will be no Student ID Label to affix to the front cover of the replacement booklet, all of the information on the front cover will need to be completed (this will be done in Part V, section C, step 3).


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9. For PBT, if your school administered tests to students using the following accommodations, verify that these responses have been transcribed completely and accurately into standard answer booklets.

• students taking the Braille edition (accommodation A3) who did not also use the typed response accommodation

• students taking the large-print edition (accommodation A2)

• students who recorded their answers directly in their test booklets (accommodation A11)

10. For PBT, if your school administered tests to students using typed responses (accommodation A12), follow these steps.

• Verify that test administrators have returned the typed responses to you properly and that each response has the required header information shown in Appendix C. A student’s response to any single question must be submitted using only one method (i.e., all written or all typed).

• Insert typed responses inside the front cover of each student’s answer booklet (see Appendix C).

• Once all typed responses are formatted properly and typed responses are prepared for return, instruct test administrators to delete students’ responses from the computers.

Part V

Tasks to Complete After Testing


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A. Additional Steps after Computer-Based Testing and Paper-Based Testing1. Update student information after testing according to the instructions below.

Update student information for the following situations

PAN Instructions for Students Taking CBT*

PAN/Answer Booklet Instructions

for Students Taking PBTA student was added to or removed from your school’s enrollment after the SR/PNP was submitted.

• Any student removed from your enrollment should be removed from any assigned test sessions (Testing > Students in Sessions > Remove Students from Sessions) and unassign any tests that the student did not start (Setup > Students > Manage Student Tests).

• For any student removed from your enrollment, “Mark Complete” any tests that the student started but did not finish (Testing > Students in Sessions > Mark Student Tests Complete).

• For a student added to your enrollment, add the student to PAN following instructions in the SR/PNP Guide at mcas.pearsonsupport.com/resources/technology-resources/Guide_to_Importing_the_SRPNP_guide_for_2017-2018.pdf.

• If the student did not test at all: Do not assign an answer booklet to a student (if one is already assigned, follow the instructions in the “void” section below).

• If the student participated in one or more test sessions: Fill in one of the circles in the “Change of Enrollment Status” section on the outside back cover of the answer booklet.

A student refused accommodations during testing or did not use an accommodation.

• Update PAN so it accurately reflects the accommodations that the student used (Setup > Students > Manage Student Tests).

• Text-to-speech, screen reader, and assistive technology cannot be updated in PAN after the student has started a test. Changes to these accommodations will need to be reported to the Department during the formal discrepancy reporting window in August.

Update PAN so it accurately reflects the accommodations that the student used (Setup > Students > Manage Student Tests).

A student had a medically documented absence for one or more test sessions.

Go to Setup > Students > Manage Student Tests, select the “Not Tested” checkbox, and then select “Medical Absence” from the dropdown menu.

Fill in the medically documented absence circle in the “Absence” section on the outside back cover of the answer booklet.

http://mcas.pearsonsupport.com/resources/technology-resources/Guide_to_Importing_the_SRPNP_guide_for_2017-2018.pdf





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Update student information for the following situations

PAN Instructions for Students Taking CBT*

PAN/Answer Booklet Instructions

for Students Taking PBTA student was absent for another reason from all test sessions in the subject area test or refused testing.

• If the student already started testing, mark the test as “Complete” (Testing > Students in Sessions > Mark Student Tests Complete) and fill in the reason as “Absent” or “Refusal.”

• If the student did not begin testing, remove the student from any assigned test sessions (Testing > Students in Sessions > Remove Students from Sessions).

Do not assign an answer booklet to a student who did not participate in testing (if one is already assigned, follow the instructions in the “void” section below).

If a student took one or more test sessions, submit the booklet as is.

A student is participating in the MCAS-Alt for that subject area test.

Remove student from any assigned test sessions (Testing > Students in Sessions > Remove Students from Sessions) and unassign tests (Setup > Students > Manage Student Tests).

Do not assign an answer booklet to the student.

A student’s test needs to be marked “void” (i.e., it will not be scored and no student results will be reported).

• Only students who started testing should be marked as Void (e.g., incorrect accommodations were given, there was a technical failure).

• Go to Setup > Students > Manage Student Tests, select the “Void” checkbox, and select a reason from the dropdown menu.

Fill in the circle in the “Void Answer Booklet” section on the outside back cover of the answer booklet. Write “VOID” across the front of the booklet. Return the booklet in the Void Envelope in the scorable shipment.

* Alternately, changes can be made by exporting a Student Registration File, updating the SR/PNP, and then re-importing the SR/PNP file. More information can be found in the Guide to the Student Registration/Personal Needs Profile Process posted at mcas.pearsonsupport.com/resources/technology-resources/Guide_to_Importing_the_SRPNP_guide_for_2017-2018.pdf.

2. Ask the district SIMS contact to include in the June SIMS submission whether students were added to or removed from your school’s enrollment (provide them with students’ names and SASIDs), or whether any students had a new IEP or 504 plan developed (e.g., students with a recent injury to their writing hand).

3. Complete the PCPA for each grade tested at your school by the following deadlines:

• May 7 for ELA

• May 29 for Mathematics/STE

The principal (not a designee) must complete a PCPA form for each grade tested at your school; remember there is one PCPA for ELA and another one combined for Mathematics and STE.




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After testing, PBT schools will indicate counts of used, void, or unused answer booklets being returned and have the opportunity to add any comments. PBT schools will then indicate in a comment box any additional comments about other secure materials being returned in the nonscorable shipment (i.e., if there are any problems in the return shipment). CBT schools will click through and disregard these sections. All schools will then review certification statements.

Then provide your “signature” by typing your name exactly as it appears in the Department’s School/District Profiles (profiles.doe.mass.edu). If you are an interim principal or a co-principal, type “interim” or “co-principal” after your name in the signature box.

Print the confirmation and save it for your school files.

B. Additional Steps after Computer-Based Testing

1. Retain the following materials in your school files for three years:

• agendas, sign-in sheets, and any other relevant documentation from the Test Administrators’ Training and the training session for other authorized school personnel to demonstrate that they have been trained and received TAMs and test security requirements

• Materials Summaries

• printout(s) of PCPA confirmation(s)

• Test Materials Internal Tracking Forms

• completed Student Responsibilities during MCAS Testing forms (optional for grades 6–8)

• documentation for absences due to medical reasons, if applicable

• documentation for students who were removed from or added to the school’s enrollment during the testing window

• approved Request for Permission to Test a Student in an Alternate Setting forms, if applicable

• record of test administrators and their students for each session, including make-up and test completion sessions

• completed MCAS Nondisclosure Acknowledgments from test administrators for students with disabilities using certain accommodations

• completed Student Accommodation Refusal forms (optional)

• accommodations lists/spreadsheets, if applicable


http://profiles.doe.mass.edu


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2. Recycle or discard the following materials:

• Test Administrator’s Manuals

• this manual, after the completion of the Mathematics/STE testing window

• Mathematics reference sheets, if printed

• equation editor guides and symbol keys, if printed

• cartons that were used to ship manuals to your school

3. Securely destroy (e.g., by shredding) the materials listed below and indicate on the internal tracking form that this has been done.

• scratch paper used by students

• student testing tickets

• proctor testing tickets

• accommodation materials such as graphic organizers and pre-approved reference sheets

4. Complete cleanup tasks in PearsonAccessnext.

a. Remove students in Ready status from PAN Sessions. Students are in Ready status if they never logged in to take one or more test sessions. Follow the guidance at https://support.assessment.pearson.com/display/PAsup/Remove+Students+from+Online+Test+Sessions.

b. Make sure each student’s test session is either in Complete or Marked Complete status (e.g., if students did not complete testing and have at least one test session with a status of Exited, Resumed, or Resumed Upload; or the student has started one test session but has not finished or started the remainder of the test sessions). Follow the guidance at https://support.assessment.pearson.com/display/PAsup/Mark+Student+Tests+Complete.

c. Stop PAN Sessions. All PAN Sessions must be “stopped” after testing. First, check the box next to each PAN Session that is still listed as “In Progress” on the Session screen. Go to Testing > Students in Sessions (this will automatically pull all those sessions to that screen). Then, click on the “Session Status” column to sort alphabetically to find “In Progress” (alternatively, you may use the filter on the left-hand side of the “Sessions” screen to filter by student status), as shown below:

https://support.assessment.pearson.com/display/PAsup/Remove+Students+from+Online+Test+Sessions

https://support.assessment.pearson.com/display/PAsup/Remove+Students+from+Online+Test+Sessions

https://support.assessment.pearson.com/display/PAsup/Mark+Student+Tests+Complete

https://support.assessment.pearson.com/display/PAsup/Mark+Student+Tests+Complete


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PAN Sessions can be stopped by clicking “Stop All Sessions” as shown below.

C. Additional Steps after Paper-Based TestingSchools are encouraged to return materials as soon as testing is completed for each grade using return option 1 or 2 as described below. Regardless of the option that is used, schools must schedule a UPS pickup.

If all students are tested in time to schedule an early pickup, schools are encouraged to use return option 1 (a complete early shipment).

If make-up testing is needed, schools are encouraged to use return option 2 (a partial early shipment) by returning a shipment of used standard answer booklets10 on the early pickup deadline, retaining all other testing materials for make-up testing, and scheduling a pickup for these remaining materials as soon as testing is completed.

10 Used answer booklets are those that have been assigned to a student (front cover completed and/or Student ID Label affixed) or used by a student during testing. A standard booklet is one that is not large-print or Braille.


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The following table shows the options for return and the corresponding instructions that should be followed.

Options for Returning Spring 2018 MCAS Test Materials

Return Option Description Deadline to Schedule Pickup

Deadline for Pickup Instructions

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Option 1: A complete early shipmentUse this option if all testing is completed by the deadline for scheduling an early pickup.

Early pickup of all scorable and nonscorable materials

• ELA April 30 at 3:00 p.m.

• Math and STE May 22 at 3:00 p.m.

• ELA May 1

• Math and STE May 23

Follow instructions in section 1

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Option 2: A partial early shipmentUse this option if make-up testing is needed after the deadline for scheduling an early pickup.

Early pickup of used standard answer booklets for students who have completed testing by the deadline

AND

Pickup of all remaining scorable and nonscorable materials as soon as all testing has been completed

• ELA April 30 at 3:00 p.m.


• ELA May 1


Follow instructions in section 2

• ELA May 7 at 3:00 p.m.

• grades 3–8 Math and STE May 29 at 3:00 p.m.

• ELA May 8

• grades 3–8 Math and STE May 30

Option 3: A regular shipment

Pickup of all scorable and nonscorable materials as soon as all testing has been completed

• ELA May 7 at 3:00 p.m.


• ELA May 8


Follow instructions in section 3 and following

1. Option 1: Complete Early Shipment

a. Follow the instructions in sections 3–5 to prepare and pack all test materials (scorable and nonscorable) for return.

b. Follow the instructions in section 6 to schedule and confirm UPS pickup of test materials as follows:• ELA: Schedule pickup by April 30; pickup on May 1

• Mathematics and STE: Schedule pickup by May 22; pickup on May 23

c. Follow the instructions in section 7.


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2. Option 2: A Partial Early Shipment

a. Follow steps a–f in section 3.b. Record on the “Qty Returned” column of the Materials Summary the number of

used standard answer booklets you are returning in your early shipment.c. Pack used answer booklets for return.

• Place used standard answer booklets in the Return Envelope marked with the corresponding grade.

• Locate the prelabeled, folded Return Cartons you received in your school’s shipment of test materials. The labels on the Return Cartons are color-coded by grade. It is important that you pack the appropriate grade’s materials in its labeled carton.

• Seal the Return Envelopes and pack them in the Return Cartons.

• Fill any empty spaces at the top of the carton with crumpled paper to keep items from shifting during shipping. Do not use plastic peanuts or shredded paper.

• Seal each packed carton using heavy-duty packing tape.

d. Record the UPS tracking numbers from the labels already affixed to the scorable cartons you are returning, and retain this list in your school files.You will need the tracking numbers when scheduling pickups. Each tracking number is located in the center of the UPS Return Service (RS) label and begins with “1Z 0W8.” A sample RS label is provided in Appendix E.

e. Retain all remaining materials for make-up testing and later return, including the following:• all test booklets

• unused answer booklets

• all other materials listed on page 68 in section 5

Remember that all test booklets (including Braille test booklets and large-print test booklets), Braille Administrator’s Copies, and answer booklets are secure materials and must be retained in locked storage.

f. Follow the instructions in section 6 to schedule UPS pickup of scorable test materials as follows:• ELA: Schedule pickup by April 30; pickup on May 1

• Mathematics and STE: Schedule pickup by May 22; pickup on May 23

g. After make-up testing has been completed, follow steps c–j in section 3 to prepare your second return shipment. Make sure to add your counts from your early return of materials to your counts from your second return of materials when you complete the Materials Summary.

h. Follow the instructions in sections 4–6 to pack and schedule pickup of all remaining scorable and nonscorable materials.


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3. Option 3: A Regular Shipment

a. Make sure that you have a used standard answer booklet11 assigned to the following students:• students who participated in one or more test sessions

• students who were absent with medical documentation (documentation on file at the school) for one or more test sessions and did not make up the session(s) (See Appendix D for instructions.)

b. Do NOT submit an answer booklet assigned to the following students:• students who were absent without medical documentation for all the test

sessions in that answer booklet (See Appendix D for instructions.)

• students who transferred into or out of your school during the testing window and who did not participate in either test session in that answer booklet

• students who participated in the MCAS-Alt for the subject in that answer booklet (Note: An MCAS-Alt SIB must instead be submitted for each student who participates in the MCAS-Alt.)

• students in a DYS facility or 45-day placement who were removed from your school’s enrollment and did not participate in either test session in that answer booklet

• for ELA only: First-year EL students who did not participate, since their participation in ELA testing is optional (Note: First-year EL status is reported in SIMS instead of the answer booklet.)

c. If applicable, verify that responses are transcribed completely and accurately into standard answer booklets for the following:• students who had void answer booklets

• students who took the Braille edition of the test (accommodation A3.2) who are not submitting typed responses

• students who used large-print answer booklets (accommodation A2)

• students in grade 4 or above who recorded their answers directly in their test booklets (accommodation A11)

• students who wrote part of their response to a test question in their answer booklet and typed part of their response to the same test question (For accommodation A12, a student’s response to any single question must be submitted using only one method, i.e., all typed or all written.)

Follow instructions in Appendix B for proper transcription.

All answers must be transcribed verbatim into the student’s standard answer booklet in order for the student to receive credit for his or her work.

11 Used answer booklets are those that have been assigned to a student (front cover completed and/or Student ID Label affixed) or used by a student during testing. A standard booklet is one that is not large-print or Braille.


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d. If applicable, verify that each typed response from a student with a disability using accommodation A12 has been inserted inside the front cover of the student’s answer booklet.All answers must be submitted appropriately in order for the student to receive credit for his or her work (see Appendix C for instructions).

e. Complete student information on the covers of answer booklets (see Appendix D for instructions and Appendix E for sample covers).• Verify that SASIDs and dates of birth have been entered correctly on answer

booklets for all students who do not have Student ID Labels.

• Complete confidential student information on the inside and outside back covers of answer booklets.

f. Count the number of used standard answer booklets you are returning, separately for each grade.In your counts, make sure to include the following answer booklets:

• standard answer booklets containing typed responses (See Appendix C.)

• standard answer booklets in which responses have been transcribed (See step d.)

As you count, arrange the answer booklets so that the student name grids on the front covers are facing up (the booklets do not need to be alphabetized). Ensure that used answer booklets are free of extra materials, including rubber bands, paper clips, binder clips, staples, tape, and extraneous paper.

g. Separately for each grade, count the following materials you are returning:• void answer booklets

• unused answer booklets

• test booklets

h. Using your counts from steps f and g, complete the “Qty Returned” column of the Materials Summary for each grade.Record on the Materials Summary the quantities of test booklets and answer booklets being returned for each grade according to the “After Testing” instructions on the form (there is no need to record quantities of other materials being returned). All test booklets, including Braille test booklets and large-print test booklets, are secure materials and must be returned. Keep the completed form(s) for your records.

You will need to use the information from your completed Materials Summary when you go online to complete the PCPA.


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i. Place special materials in the appropriate envelopes.• Place the materials listed below in the Special Handling Envelope for each grade.

o used large-print answer booklets (folded in half) with corresponding transcribed standard answer booklets

o standard answer booklets containing typed responses

• Place void answer booklets in the Void Envelope for each grade. Void booklets will not be scored.

j. Place remaining used standard answer booklets in the Return Envelope marked with the corresponding grade.

4. Pack the Scorable Test Materials

a. Make sure that all the envelopes being used (Special Handling, Void, and Return) are sealed.

b. Locate the prelabeled, folded Return Cartons you received in your school’s shipment of test materials. The labels on the Return Cartons are color-coded by grade. It is important that you pack materials in the correct carton.

c. Using the diagram on the following page as a guide, pack each grade’s scorable materials in the Return Carton(s) for that grade in the following order:• Return Envelope(s) (on the bottom)

• Special Handling Envelope(s)

• Void Envelope(s) (on the top)

d. Repeat step c for each grade tested at your school, making sure to pack materials in the Return Carton(s) specified for that grade.

e. Fill any empty spaces at the tops of the cartons with crumpled paper to keep items from shifting during shipping. Do not use plastic peanuts or shredded paper.

f. Before sealing your cartons, verify that all scorable materials have been packed in the cartons.

g. Use heavy-duty packing tape to seal carton seams using the H-taping method (see diagram).

h. Record the UPS tracking numbers from the labels already affixed to the scorable cartons you are returning, and retain this list in your school files.You will need the tracking numbers when scheduling your pickups. Each tracking number is located in the center of the RS label and begins with “1Z 0W8.” A sample RS label is provided in Appendix E.

H-taping method


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Packing Diagram for Grade 3

Packing Diagram for SCORABLE Materials Return ShipmentEach grade’s materials must be returned in separate grade-specific cartons.

Packing Diagram for Each Grade,Grades 4 and Above

Return Envelope(s) containingscorable test & answer booklets

Return Envelope(s) containingscorable answer booklets

Special Handling Envelope(s) containinglarge-print answer booklets

(with corresponding transcribed standard answer booklets) and standard answer

booklets with typed responses

Special Handling Envelope(s) containinglarge-print test & answer booklets

(with corresponding transcribed standard test & answer booklets) and standard

test & answer booklets with typed responses

Void Envelope containingvoid test & answer booklets

Void Envelope containingvoid answer booklets

5. Pack the Nonscorable Test Materials

a. Locate the original shipping carton(s) in which you received your test materials.b. Using the diagram on page 69 and the list below, pack the nonscorable test

materials. Start by packing the materials for the highest grade on the bottom of the first carton, and continue by packing materials sequentially for each lower grade. You may pack multiple grades in a carton. For example, pack all materials listed below for grade 8, followed by all materials for grade 7, followed by all materials for grade 6, and so on. • unused answer booklets for the highest grade tested at your school (on the

bottom of the first carton)

• used, unused, and void standard test booklets

• used, unused, and void large-print test booklets, if any

• used and unused Braille test booklets and Braille Administrator’s Copies, if any

• accommodation materials, if any (e.g., graphic organizers [including any of the pre-approved graphic organizers posted on the Department’s website], templates, checklists, pre-approved Mathematics or STE reference sheets, typed response drafts)

• unused Student ID Labels, if any

• unused Return, Special Handling, and Void Envelopes

• unused UPS labels (Note: Make sure to save a label for each carton of nonscorable materials you are returning.)

• unused scorable Return Cartons

• unused large-print answer booklets, if any

c. Fill empty spaces at the tops of the cartons with crumpled paper to keep items from shifting during shipping.

d. Seal carton seams using the H-taping method shown on the previous page.


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e. Affix one UPS RS label with Measured Progress listed in the “Ship to” section to the top of each carton. You may either remove the existing label from the carton or place the new label over it. UPS RS labels were included in your shipment of test materials (see Appendix E for a sample label).

If you need more labels, call the MCAS Service Center. UPS RS labels may not be photocopied.

f. Record the UPS tracking numbers from the labels on the nonscorable cartons you are returning, and retain the list for your school files.

Packing Diagram for NONSCORABLE Materials Return ShipmentNonscorable materials for multiple grades may be packed in the same carton.

Packing Diagram for Grade 3 Packing Diagram for Each Grade,Grades 4 and Above

Used and unused Braille test & answer booklets and Braille Administrator’s Copies

Accommodation materials

Unused Student ID Labels

Unused UPS labels

Unused scorable Return Cartons

Unused large-print test & answer booklets

Unused Return, Special Handling, and Void Envelopes

Unused standard test & answer booklets

Used and unused Braille test bookletsand Braille Administrator’s Copies

Accommodation materials

Unused Student ID Labels

Unused UPS labels

Unused scorable Return Cartons

Unused large-print answer booklets

Unused Return, Special Handling, and Void Envelopes

Used, unused, and voidlarge-print test booklets

Unused answer booklets

Used, unused, and voidstandard test booklets


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6. Schedule and Confirm UPS Pickup of All Test Materials

a. Schedule your school’s UPS pickup appointment. Schedule your UPS pickup by May 7 for ELA and by May 29 for Mathematics and STE. • Do not take test materials to UPS yourself or otherwise remove materials from

your school.

• Do not schedule a separate pickup for each carton.

• Complete the PCPA for each grade before scheduling your school’s UPS pickup. To request a pickup, first locate a UPS tracking number on one of the RS labels you are using, and have that number available when you go online to www.mcasservicecenter.com. Select MCAS from the menu, and then select UPS Pickup Request from the list of options. Follow the onscreen instructions to complete your request.

Requests for pickup on the following business day must be placed by 3:00 p.m. Requests for same-day pickup cannot be fulfilled. Requests made two or more days in advance also cannot be fulfilled.

If you have regularly scheduled UPS service, you may give your cartons to the UPS driver during normal pickup. If you do, call the MCAS Service Center at 800-737-5103 or email [email protected] to report that the pickup has been made.

Do not leave secure MCAS materials unattended while awaiting UPS pickup. The principal is responsible for ensuring that test materials are kept in locked storage until they are given directly to the UPS driver.

b. Confirm that all scorable and nonscorable test materials are picked up by UPS.Regardless of the shipment option you choose, all test materials must be returned by Tuesday, May 8 for ELA, and Wednesday, May 30 for Mathematics and STE.

Call the MCAS Service Center immediately at 800-737-5103 if your cartons are not picked up as scheduled. You may also want to use your UPS tracking numbers to confirm delivery of your return shipment to Measured Progress by calling the MCAS Service Center.

7. Next Steps

a. Retain the following materials in your school files for three years:• agendas, sign-in sheets, and any other relevant documentation from the Test

Administrators’ Training and the training session for other authorized school personnel to demonstrate that they have been trained and received TAMs and test security requirements

• packing slips from your school’s shipment

• Materials Summaries

• printout(s) of PCPA confirmation(s)

• Test Materials Internal Tracking Forms

• completed Student Responsibilities during MCAS Testing forms (optional) for grades 6–8


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• documentation for absences due to medical reasons, if applicable

• documentation for students who were removed from or added to the school’s enrollment during the testing window

• UPS tracking numbers used

• printout of UPS pickup request

• approved Request for Permission to Test a Student in an Alternate Setting forms, if applicable

• record of test administrators and their students for each test session, including make-up and test completion sessions

• completed MCAS Nondisclosure Acknowledgments from test administrators for students with disabilities using certain accommodations

• completed Student Accommodation Refusal forms (optional)

• accommodations lists/spreadsheets, if applicable

b. Recycle or discard the following materials:• Test Administrator's Manuals

• practice tests

• unused nonscorable return cartons

• gridded response guidelines, if printed

• blank cards or cutouts used by students who had Universal Accessibility feature UF5

• blank place markers used by students who had Universal Accessibility feature UF7

c. Securely destroy (e.g., by shredding) scratch paper used by students. Indicate on the internal tracking form that this step has been completed.

d. You may keep MCAS rulers for future classroom use; these materials may not be used for future MCAS testing.

Appendix A

Procedures for Testing English Learner

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Appendix A—Procedures for Testing EL Students

State and federal laws require that EL students participate in statewide assessments. Massachusetts students will meet this requirement by participating in both the MCAS and ACCESS for ELLs tests.

A. Definition of an EL Student An EL student is defined by the Department as “a student whose first language is a language other than English and who is unable to perform ordinary classroom work in English.” The terms “EL” and “LEP” are used interchangeably.

When a student has been evaluated by the school district and meets the above criteria, he or she is considered an English language learner regardless of whether the student’s parent or guardian “opts out” of a program of language support or services.

B. Identification and Reporting of EL StudentsDistricts are required to have a procedure in place to evaluate the English proficiency of all students whose home language is not English to determine whether they are ELs. Students must be evaluated in the areas of reading, writing, listening, and speaking (603 CMR 14.02).

In addition, districts must have a procedure in place for determining when a student is no longer an EL.

Questions regarding the identification screening, placement, and reclassification of EL students should be directed to the Office of English Language Acquisition and Academic Achievement at 781-338-3584 or via email at [email protected].

The Department uses data submitted by districts in SIMS as the source for student information when reporting results for assessment and accountability purposes. Because of this, districts must report a student’s EL (LEP) status in SIMS in October, March, and June and remove the designation when the student is no longer identified as an EL. The status in SIMS for EL students is LEP (limited English proficient).

Questions regarding SIMS should be directed to the district’s SIMS contact (see page ii for instructions for finding your district’s contact).

C. Accommodations for EL StudentsEL students are eligible for a select group of accommodations listed in the table on the following page. Decisions about accommodations for EL students should be made by an informal group of educators familiar with the student; the group will identify the appropriate features and accommodations for each EL student. The decisions of the informal decision-making team should be documented as described in the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests.

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In addition to universal features and designated features available to all students, the following accommodations are available to ELs, either with or without disabilities, on MCAS tests.

# Accommodations for EL Students

EL1

Paper-based edition of the grades 3−8 ELA or Mathematics test, or the grades 5 or 8 STE test may be administered to a first-year EL student (i.e., a student in his or her first calendar year of enrollment in a U.S. school) with a low level of English proficiency or who has little or no familiarity with technology.

(Note: Administering the ELA test to a first-year EL student is optional.)

EL2Authorized Bilingual Word-to-Word Dictionary and Glossary (English/Native language)

(Note: this accommodation is also available to former ELs)

EL3.1

and

EL3.2

Text-to-speech (TTS) (EL3.1) for Mathematics or STE testsorHuman read-aloud (EL 3.2) for Mathematics or STE tests

• If administering the paper-based test with a human reader, the test must be read word-for-word in English, exactly as written. The test administrator may not provide assistance to the student regarding the translation or meaning of words. The test administrator should read with emphasis only when indicated by bold or italicized text.

• If a human reader is used, the test must be administered in a separate setting either individually or to a group of 2–5 students all of whom are receiving the human reader accommodation.

• If the TTS-enabled English-only edition of the computer-based test is read aloud to a student using headphones, students may be tested in a typical-size group. If not using headphones, then student must be tested in a separate setting.

Note: Reading aloud selected words on the Mathematics and/or STE tests is UF10. See page 24.

EL4.1

and

EL4.2

Scribe for the Mathematics or STE tests, using either

• a human scribe that records student’s responses verbatim at the time of testing (EL4.1); or

• student dictates responses using speech-to-text or other external communication device, with subsequent transcription by an adult, either onscreen or in the student’s answer booklet (EL4.2)

EL5 Read aloud/repeat/clarify general administration directions in English

EL6Read aloud/repeat/clarify general administration directions in student’s native language (if a native language speaker is available)

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D. Participation Requirements

MCAS Participation Requirements

EL students must participate in all MCAS tests scheduled for their grades regardless of the language program and services they are receiving or the amount of time they have been in the United States. The one exception applies to first-year EL students who enrolled in U.S. schools after March 1, 2017, and who did not appear in the March 2017 SIMS report, for whom ELA testing is optional. Schools have the option to administer ELA tests to first-year EL students, provided they have also participated in ACCESS for ELLs testing. First-year EL students must participate in MCAS Mathematics and STE tests although results will be reported only for diagnostic purposes, and will not be included in school and district summary results, or in state and federal accountability reporting.

EL Participation Requirements for Spring 2018 MCAS Tests

Subject Area of Test

ELA Mathematics STE

First-Year EL Students* Optional** Required Required

All Other Students Required Required Required * Results for first-year EL students are not included in MCAS school and district summary results.

** Optional, provided that the student has participated in ACCESS for ELLs testing.

MCAS Test Administration Guidelines

If an EL student does not seem to be responding to test questions after an appropriate period of time (e.g., 15–20 minutes), the test administrator may ask if the student is finished. If so, collect the test materials. The student may sit quietly or read a book until the test session ends.

Foreign Exchange Students

Foreign exchange students who are coded as #11 under “Reason for Enrollment” in SIMS are required to participate in MCAS tests.

ACCESS for ELLs

All EL students are required to participate in ACCESS for ELLs testing to comply with federal and state laws. For more information, refer to the Department’s website at www.doe.mass.edu/mcas/access.

E. MCAS Participation Requirements for EL Students with Disabilities EL students with disabilities must participate in MCAS by taking either

• the MCAS test(s) with or without accommodationsOR

• the MCAS Alternate Assessment (MCAS-Alt) in the content areas required for the assessment of other students in that grade.

The EL student’s IEP or 504 plan must indicate how the student will participate in MCAS testing. Additional information is available in the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests, which is posted on the Department’s website at www.doe.mass.edu/mcas/accessibility.



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F. Use of Bilingual Word-to-Word Dictionaries and Glossaries by EL Students on MCAS Tests

EL students, including those who have been identified as LEP in the past, but are no longer reported as LEP, may use an authorized bilingual word-to-word dictionary or glossary on the following MCAS tests:

• ELA—authorized word-to-word dictionary (if available)

• Mathematics—authorized word-to-word dictionary and glossary (if available)

• STE—authorized word-to-word dictionary and glossary (if available)

Bilingual dictionary use for MCAS tests is strictly limited to those that provide word-to-word translations. Dictionaries that include definitions, synonyms, antonyms, phrases, and other information are prohibited. Electronic dictionaries are also not allowed.

Schools are strongly encouraged to provide word-to-word dictionaries and glossaries for students who do not bring their own.

A list of authorized bilingual dictionaries and glossaries is available on the Department’s website at www.doe.mass.edu/mcas/accessibility/ell-bilingual.docx. To discuss the approval of a word-to-word dictionary not included in the list, please call 781-338-3625.

G. Reporting Results for EL Students

MCAS

Results for EL students are reported with those of other students, and separately in the EL/Former EL and high-needs subgroups. The one exception is the reporting of results for first-year EL students, as shown in the following table. In reporting results for state and federal accountability, scores for EL students with disabilities are included in the following subgroups: students with disabilities, EL students, and high-needs.

State and Federal Accountability Reporting for First-Year EL Students

How Results Are Reported for MCAS Tests

ELA (Testing optional)

Mathematics (Testing required)

STE (Testing required)

Student-Level MCAS Results

Student item analysis roster report (if tested)

Student item analysis roster report

Student item analysis roster report

Participation for

Accountability

Counted as participating whether tested or not, provided that the student participated in ACCESS for ELLs

Counted as participating if tested

Counted as participating if tested

Achievement and Growth

for Accountability

Not included in state and federal accountability calculations



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ACCESS for ELLs

EL students who are required to participate in ACCESS for ELLs testing, but do not participate, will be reported as nonparticipants for ELA in MCAS accountability reporting, even if they participate in ELA testing. For the ACCESS for ELLs participation requirements, see www.doe.mass.edu/mcas/access.

H. Recording on the Answer Booklet the Status of EL Students in Their First Year of Enrollment in U.S. Schools

A first-year EL student is defined as a student who was first enrolled in a U.S. school after the SIMS submission of March 1, 2017. Students’ first-year EL status is no longer being collected on answer booklets, since this information is reported in SIMS. See Appendix D for further information.

http://www.doe.mass.edu/mcas/access

Appendix B

Procedures for Testing Students

with Disabilities


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1. Participation of Students with Disabilities in MCASA. Definition of a Student with a Disability

For the purposes of MCAS, a student with a disability is defined as a student having an approved Individualized Education Program (IEP) provided under the Individuals with Disabilities Education Improvement Act of 2004 and Massachusetts General Law, Chapter 71B, or a plan provided under Section 504 of the Rehabilitation Act of 1973 (i.e., a 504 plan).

B. English Learners with Disabilities

EL students with disabilities are entitled to receive test accommodations or to participate in the MCAS-Alt, as determined by their IEP or 504 teams. See Appendix A for more information about the participation of EL students.

C. Students Diagnosed with Concussions

The Department has issued guidelines, including MCAS testing policies, for students who are returning to school after being diagnosed with concussions (see page 14 for more information).

D. Determining How Students with Disabilities Will Participate in MCAS

Each student’s IEP or 504 team must determine during its annual meeting how the student will participate in MCAS for each subject scheduled for assessment. This information, including any accommodations that a student will use, must be documented in the student’s approved IEP or 504 plan. Guidelines for making participation decisions for individual students appear in the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests,which is available at www.doe.mass.edu/mcas/accessibility.

2. Nondisclosure Acknowledgments for Test Administrators Administering Certain Accommodations

Test administrators for students with disabilities using accommodations A2, A3, A5, A6, A8, A10.1, A11, A12, A13, A14, and A15, and special access accommodations SA1.2, SA2, SA3.1, and SA6 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) prior to viewing secure test materials. Principals must keep signed Nondisclosure Acknowledgments in the school’s files for three years.

The accommodations are described in section 3, below.

3. MCAS Test AccommodationsA. Definition and Purpose of Test Accommodations

A test accommodation is a change in the way a test is administered or in the way a student responds to test questions. Similar to instructional accommodations, test accommodations are intended to offset the effects of the disability and to provide students with the opportunity to demonstrate knowledge and skills on statewide assessments.


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B. Eligibility for Test Accommodations

ELIGIBLE: students with disabilities served by a consented-to IEP or a 504 plan

The right of a student with a disability to receive allowable accommodations on MCAS tests is protected by federal and state laws. The student’s IEP or 504 plan must specify precisely which MCAS accommodation(s) he or she will receive. Before an accommodation may be given, the IEP must be signed by the parent/guardian, or a student’s 504 plan must be in place or in development; in cases where a 504 plan is under development, the school personnel responsible for writing the plan must have already met and agreed upon the necessary MCAS accommodation(s) before a student may be provided the accommodation(s).

English Learners

Students designated as ELs are eligible for a select group of accommodations listed in Appendix A. Decisions about accommodations for EL students should be made by an informal group of educators familiar with the student; the group will identify the appropriate features and accommodations for each EL student. The decisions of the informal decision-making team should be documented as described in the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests.

NOT ELIGIBLE: students without documented disabilities and students with documented disabilities not served by an IEP or 504 plan

A student who does not have a documented disability and is not served by an IEP or 504 plan is not eligible to receive accommodations on MCAS tests, regardless of whether the student already receives instructional support or accommodations.

C. General Requirements for the Use of Test Accommodations

The use of accommodations is based on the individual needs of a student with a disability and may only be provided when all of the following conditions have been met:

1. The student has a disability (nondisabled students may not use test accommodations) that is documented in an IEP or a 504 plan and requires the use of one or more accommodations to participate in MCAS testing.

AND

2. The accommodation is listed as an approved accommodation in this appendix (or if not, prior written approval has been obtained from the Department); the accommodation is listed on the “State- and District-Wide Assessment” page of the student’s IEP and the IEP has been signed by the student’s parent(s)/guardian(s) prior to the date of test administration; or is listed as an MCAS accommodation in a 504 plan developed for the student.

AND

3. The student uses the accommodation routinely (with rare exceptions) during classroom instruction and assessment in the subject, both before and after the MCAS test is administered and is comfortable and familiar with its use. Use of an accommodation during instruction does not necessarily qualify a student to receive the same accommodation during MCAS testing; for example, the student must meet additional eligibility requirements to receive a special access accommodation on an MCAS test.

AND


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4. If a special access accommodation will be provided, the student meets all of the eligibility criteria for that accommodation listed in section K of this appendix.

IEP teams must reconvene at least annually and determine which accommodations are needed for state- and district-wide assessments. If an IEP team believes that a test accommodation listed in a student’s IEP should be removed because it is no longer necessary and appropriate for the student, the team must amend the plan accordingly prior to testing. Similarly, the 504 plan must reflect only those accommodations required by the student, as determined by one or more adults familiar with the student. Districts are required to obtain written consent on an IEP (or amendment) before any changes can be implemented, although this consent is not required on a 504 plan.

It is acceptable for teams to list an accommodation in the plan with the notation “as requested by the student,” signifying that the student may require the accommodation only periodically during testing; for example, a student who tires easily may need a scribe only during the latter part of a test session.

Accommodations may not

• alter, explain, simplify, paraphrase, or eliminate any test question, reading passage, writing prompt, or multiple-choice answer option;

• provide verbal or nonverbal clues or suggestions that hint at or give away the correct response to the student;

• contradict test administration requirements or result in the violation of test security; e.g.,

o test questions may not be modified, reordered, or reformatted in any way for any student;

o tests may not be photocopied, photographed, scanned, altered, or duplicated;

o screen shots of computer-based tests may not be taken or reproduced;

o English-language dictionaries are not allowed for any student on any test.

If the above conditions have been met and the accommodation is listed in the IEP or 504 plan, the accommodations must be provided to the student during MCAS testing. If an accommodation is provided that does not meet the conditions stated above, the student’s test score may be invalidated.

If a student refuses to use an accommodation listed in his or her plan, the accommodation must remain available to the student during testing. The school may want to document in writing that the student refused the accommodation and keep this documentation on file at the school (see the optional sample form in Appendix E; the form is also posted in Microsoft Word format at www.doe.mass.edu/mcas/testadmin/manual/?section=g3-8). Students should never be asked to sign an agreement waiving their right to receive an accommodation.

Selected accommodations used by the student must be indicated on the student’s answer booklet and in the PNP according to instructions in Appendix D.

Reporting an Irregularity during MCAS Testing

In the event that a student was provided a test accommodation that was not listed in his or her IEP or a 504 plan, or if a student was not provided a test accommodation listed in his or her plan, the school should immediately contact the Department at 781-338-3625.



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D. Definition of an Accommodation

For the purposes of MCAS, an accommodation is defined as a change in the routine conditions under which students take an MCAS test that does not alter what the test is intended to measure. Standard accommodations are grouped into the following four categories:

• changes in timing or scheduling of the test; for example, administering the test in short intervals or at a specific time of day

• changes in test setting; for example, administering the test in a small group or a separate setting

• changes in test presentation; for example, using a large-print or Braille edition of the test

• changes in how the student responds to test questions; for example, dictating responses to a scribe

A list of accommodations can be found in section I.

E. Definition of a Special Access Accommodation

For MCAS, a special access accommodation is defined as an accommodation that

• changes the way an MCAS test is presented;

OR

• changes the way a student responds to test questions;

AND

• alters a portion of what the test is intended to measure.

A list of special access accommodations and the conditions under which they may be used appears in section K.

Special access accommodations are intended for use by a very small number of students who would not otherwise be able to take the test because of a disability that severely limits or prevents them from performing the skill in question. Teams must exercise caution when considering whether a student requires a special access accommodation since these accommodations may alter part of what the test is designed to measure, and therefore will affect the interpretation of the test results. Teams must carefully review the criteria described for each special access accommodation on the list. Test results for a student who took the test using special access accommodation(s) must be interpreted with caution by parents/guardians and schools.

The Department will review the rates of special access accommodations use among districts. Districts must ensure that IEP and 504 teams are applying appropriate criteria for use of special access accommodations by carefully reviewing all criteria and eligibility requirements for the special access accommodations listed in section K and revising the IEPs and 504 plans of students with disabilities accordingly.

Please call the Student Assessment office at 781-338-3625 with any questions about accommodations.


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F. Untimed Test Sessions

All MCAS test administrations are untimed. Refer to Part III, section B, of this manual for more information about scheduling test sessions.

G. Use of Dictionaries on MCAS Tests

The use of English-language dictionaries is prohibited for all grades 3–8 MCAS tests. Students who are reported as English learners (EL), or who have been reported as EL at any time in the past may use authorized word-to-word bilingual dictionaries and glossaries on all MCAS tests. A list of authorized word-to-word dictionaries is available at www.doe.mass.edu/mcas/accessibility.

H. Determining School Resources and Other Testing Needs

Prior to MCAS testing, designated staff (e.g., special educator or special education supervisor) should provide information to the principal or test coordinator regarding each student who will require test accommodations, including the specific accommodation(s), resources, and/or space required for each student. Special test editions, including Braille, and large-print, must be ordered online by the principal or designee during the Student Registration/Personal Needs Profile (SR/PNP) process. Test administrators who will be providing accommodations to students with disabilities should receive additional training prior to MCAS testing to ensure the proper provision of MCAS accommodations.

A PNP Report is provided in PearsonAccessnext by going to Reports > Operational Reports, checking the Students & Registrations check box on the LH side of the screen and then clicking the PNP Report – Accessibility Features and Accommodations for Student Tests. You may filter by Accommodation, Organization, or Test or you can pull the entire report for all accommodations and tests.

The report will show which accommodations have been given to which students, the PAN Sessions the students are in, the test format (paper or online), and the Test Name (Grade 8 ELA, for example).



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I. Accommodations Lists

This section contains a table of the MCAS test accommodations available to students with disabilities on the computer-based test, and where available, the comparable accommodation on the paper-based test.

Note: Accommodations that must be requested in advance in the Personal Needs Profile (PNP) are displayed in italics.

Table 1. Test Presentation Accommodations for Students with Disabilities

Test Presentation Accommodations

# Computer-Based Test Paper-Based Test

A1

Paper-based edition of the grades 3–8 ELA, Mathematics, or Science and Technology/Engineering test may be administered as an accommodation for a student with a disability who is unable to take the computer-based test due to a disability.

N/A

A2

N/A

(See UF4 on page 24 for information on screen magnification.)

Large print edition (approximately 18-point font size on 11x17-inch paper)

• Students are not required to use the large-print answer booklet, so IEPs and 504 plans should indicate whether student taking the large-print test also requires a large-print answer booklet. Students who do not require the large-print answer booklet may record their answers in a standard answer booklet.

• All responses in the large print answer booklet must be transcribed verbatim from the large-print answer booklet to the student’s standard answer booklet in order for the student to receive credit for his or her work.

• Additional large-print special instructions will accompany the large print test.

• Test administrators for students with disabilities using accommodation A2 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.


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A3.1 and A3.2

A3.1 – Screen reader for a student who is blind or visually impaired

• If the student will use a screen reader, a separate hard-copy Braille edition test will automatically be sent to provide the student with the appropriate Braille graphics.

• All answers must be entered, either by the student or test administrator, onscreen.

• Test administrators for students with disabilities using accommodation A3.1 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.

A3.2 – Braille edition (hard copy)

• All answers must be either scribed or transcribed verbatim into the student’s answer booklet in order for the student to receive credit for his or her work.

• Additional Braille special instructions will accompany the Braille test.

• See Appendix D of the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests for a schedule of the planned transition of MCAS tests to Unified English Braille (UEB).

• Test administrators for students with disabilities using accommodation A3.2 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before reviewing secure test materials.

A4

Text-to-speech (TTS) (i.e., computer-based read-aloud) for grades 3–8 Mathematics tests

• If TTS-enabled version of the computer-based test is read aloud to student using headphones, students may be tested in a typical-size group. If not using headphones, then student must be tested individually in a separate setting.

• TTS for ELA is a special access accommodation (SA 1.1). See Table 3 for guidelines to receive this accommodation.

• Use extreme caution when assigning a student TTS because doing so for a student who is not entitled to this special access accommodation will result in the student’s test results being invalidated.

N/A


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A5

Human read-aloud for the grades 3–8 Mathematics and/or Science and Technology/Engineering tests (computer- or paper-based tests)

• The test must be read word-for-word, exactly as it appears. The test administrator may not provide assistance to the student regarding the meanings of words, intent of any test item, or responses to test items. The test administrator should read with emphasis only when indicated by bold or italicized text.

• The test must be administered in a separate setting, either individually or to a small group of 2–5 students, all of whom receive the human read-aloud accommodation.

• Reading aloud the ELA test is a special access accommodation. See Table 3 for guidelines on this accommodation.

• For computer-based testing, students must be placed in a separate PAN Session so that they are assigned the same test form and so that the test administrator receives a proctor testing ticket. Please reference Part IV Section B for instructions on setting up Human Read Aloud PAN Sessions.

Note: Reading aloud selected words to any student on the Mathematics and/or STE test(s) is a universal accessibility feature. See UF10 on page 24.

Test administrators for students with disabilities using accommodation A5 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.


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A6

Human signer for the grades 3–8 Mathematics, Science and Technology/Engineering, and test items only (but not reading passages) for the ELA tests for a student who is Deaf or Hard-of-Hearing (computer- and paper-based tests)

• The test must be signed exactly as it appears. The signer may not provide assistance to the student regarding the meanings of words, the intent of any test question, or in responding to test questions. The signer may finger-spell key words in addition to providing the sign for a term, in cases where a signed term may be unfamiliar to the student. The signer should read with emphasis only when indicated by bold or italicized text.

• The test must be administered in a separate setting, either individually or to a small group of 2–5 students, all of whom are receiving the human signer accommodation.

• For computer-based testing, students must be placed in a separate PAN Session so that they are assigned the same test form and so that the test administrator receives a proctor testing ticket. Please reference Part IV Section B for instructions on setting up Human Signer PAN Sessions.

Notes: • Under secure conditions supervised by the principal, interpreters may review

the test materials once they become available, either online or delivered to the school, for the purpose of preparing to sign the test. Test materials may not be removed from the school or accessed online outside of the school.

• If preferred, selected words, phrases, or sections of the Mathematics or Science and Technology/Engineering test(s) may be signed to the student, as requested, rather than signing the complete test.

• Signing the ELA reading passages is a special access accommodation. See Table 3 for guidelines to receive that accommodation.


A7 Human signer for test directions only for a student who is Deaf or Hard-of-Hearing

A8

Track test questions (i.e., helping the student move from one test question to the next)



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Table 2. Response Accommodations for Students with Disabilities

Response Accommodations


A9

Use a Department pre-approved graphic organizer, checklist, or supplemental reference sheet for grades 3−8 ELA, Mathematics, or Science and Technology/Engineering tests (computer- and paper-based tests).

Individualized graphic organizer and reference sheets for ELA and Mathematics may no longer be submitted to the Department for approval. Only the pre-approved versions made available by the Department may be used as an accommodation.

Only the pre-approved versions made available by the Department may be used as an accommodation for grades 3−8 MCAS tests for a student with a disability who has this accommodation listed in his or her IEP or 504 plan.

Notes:

• Pre-approved graphic organizers and reference sheets are available on the Department’s website and at mcas.pearsonsupport.com/student/. These have been customized for use on next-generation MCAS ELA tests based on: the 2011 Curriculum Framework standards measured by MCAS tests; the MCAS test design; expectations for how student essays and text-based responses will be scored; and versions of graphic organizers and reference sheets that were previously submitted and approved.

• Graphic organizers without any text may be used without Department approval by a student with a disability who has this accommodation listed in his or her plan.

• A student may use no more than two different pre-approved graphic organizers or supplemental reference sheets per test session (i.e., two pages total).

• Educators will have an opportunity to provide suggestions on future editions of graphic organizers and supplemental checklists after the spring 2018 administration of the next-generation MCAS tests.



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A10.1 and

A10.2

Scribe responses for the Mathematics and/or Science and Technology/Engineering tests using either a

• human scribe (A10.1), who will record the student’s responses verbatim, either onscreen (computer-based test) or in the student’s answer booklet (paper-based test), as dictated by the student at the time of testing. The student must be tested in a separate setting.

OR

• speech-to-text (A10.2) or other external augmentative communications device (other than a smartphone) to generate responses, under the direct supervision of a test administrator. The test administrator must transcribe the student’s responses verbatim (either onscreen or in student’s answer booklet) anytime prior to the end of the testing window. The student must be tested in a separate setting.

If the student is unable to use his or her writing hand or arm at the time of testing due to a recent fracture, injury, or recovery from surgery, the scribe accommodation must be

• listed in a 504 plan or an approved IEP (no approval by the Department is required);

OR

• in cases where a 504 plan is under development, the staff responsible for writing the plan must have already met and agreed upon the need for the scribe accommodation before a student may be provided with it.

• Test administrators for students with disabilities using accommodation A10.1 or A10.2 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.


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A11 N/A

Responses recorded by student in test booklet, rather than in the answer booklet.

• Responses must be transcribed by a test administrator into the student’s answer booklet.

• If the student transcribes his or her own responses, then transcription must occur during the test session and be completed on the day in which the test session began.

Note: this accommodation is typically provided to students in grades 4–8, since grade 3 students use a combined test and answer booklet.


A12 N/A

Typed responses

• Responses must be printed out, one response per page, and inserted in the student’s answer booklet with all required information on each page (see Appendix C).

• No transcription is necessary.

• After printing out, responses must be deleted from word processor or device.


A13

Student records responses on an external recording device (other than a smartphone) while reading the test aloud, then transcribes responses into the answer booklet while playing back recorded segment(s). Responses must be deleted from the device once transcription is completed.



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A14

Responses signed onto video (for a student who is Deaf or Hard-of Hearing), then transcribed by the student onscreen or into the answer booklet during playback. The video must be deleted after transcription.


A15

Monitor placement of responses in the appropriate area onscreen or in the answer booklet by the test administrator.


A16

Refreshable Braille Display/Braille note-taker (specific external device used in conjunction with screen reader. A hard-copy edition of the Braille test should also be ordered.)

Braille note-taker (specific external device used in conjunction with hard-copy Braille test)

Note: Braille notes should be returned with the school’s nonscorable shipment.

A17Braille writer (specific external device used in conjunction with screen reader and hard-copy Braille test)

Braille writer (specific external device used in conjunction with the hard-copy Braille test)

Note regarding transcribing student responses: The process of transcribing a student’s responses onscreen or into his or her answer booklet by a test administrator (e.g., from the large-print answer booklet) may occur anytime during the testing window, but must be monitored and supervised by the principal, test coordinator, or another test administrator.

J. Requirements for the Use of Special Access Accommodations

IEP and 504 plans may include the use of one or more of the following special access MCAS test accommodations only when ALL of the criteria are met, as described below each special access accommodation. The accommodation can only be provided to a student with a disability on an MCAS test when it is documented on the State- or District-Wide Assessment page in an approved IEP or listed in the student’s 504 plan specifically as an MCAS accommodation.

Use of an accommodation during instruction does not necessarily qualify a student to receive the same accommodation on an MCAS test.

The Department will continue to review the number of students with disabilities who receive special access accommodations in each district. IEP and 504 teams are encouraged to make consistent, defensible, and appropriate decisions for each student, and to amend the IEPs and 504 plans of students who do not meet the following criteria.


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K. Table of Special Access Accommodations

This section contains a table of special access test accommodations for students with disabilities.

Table 3. Special Access Accommodations for Students with Disabilities

Special Access Accommodations

# Computer- and Paper-Based Tests

SA1.1

and

SA1.2

Text-to-speech (SA1.1) or Human read-aloud (SA1.2) for the ELA test, including oral presentation of test questions, response options, and passages, using either• text-to-speech (embedded in the grades 3−8 computer-based ELA tests), with or

without headphones;

OR• a human reader (for which the test administrator either reads aloud the

computer-based test either logged in to a nearby computer or sitting next to the student; or reads aloud the paper-based test to the student, or to a group of up to five students).

This accommodation is intended for a small number of students with documented disabilities that severely limit or prevent them from reading, as documented in locally administered diagnostic evaluations. The student must meet all of the following criteria:• be virtually unable to read, even after varied and repeated attempts to teach the

student to do so (i.e., the student is at the very beginning stages of learning to read, and not simply reading below grade level); and

• uses this accommodation routinely (except during reading instruction); and

• receives ongoing intervention to learn the skill.

This accommodation may also be provided to a student who is blind or has a visual impairment and uses a screen reader and/or has not yet learned (or is unable to use) Braille. If the student will use a screen reader, a separate hard copy Braille test edition must be ordered for the student in order to provide the student with the appropriate Braille graphics (see accommodation A3.1).The student• may be tested in a typical-sized group if using text-to-speech with headphones;

• must be tested individually, in a separate setting, if text-to-speech will be used without headphones; and

• may be tested in a group of no more than 5 students if a human reader is used.

Test administrators for students with disabilities using accommodation SA1.2 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.


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SA2

Human Signer for ELA test to a student who is Deaf or Hard-of-Hearing

This accommodation is intended for students who are Deaf or Hard-of-Hearing, and who are severely limited or prevented from reading, as documented in locally-administered diagnostic evaluations.

The student must meet all of the following criteria:

• be virtually unable to read, even after varied and repeated attempts to teach the student to do so (i.e., the student is at the very beginning stages of learning to read, and not simply reading below grade level), due to a documented disability and/or history of early and prolonged lack of exposure to and use of language; and

• uses this accommodation routinely, except during reading instruction; and


The student must be tested in a group of no more than five students, unless approval is obtained from the Department to increase group size in rare circumstances.

Test administrators for students with disabilities using accommodation SA2 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.


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SA3.1 and

SA3.2

Scribe responses on the ELA test, using either:

• a human scribe (SA3.1) (records student’s responses verbatim during testing);

OR

• speech-to-text (SA3.2) or other external augmentative communications device (other than a smartphone) used by student to dictate or generate responses, under the direct supervision of a test administrator. The test administrator must transcribe the student’s responses verbatim (either onscreen or in the student’s answer booklet) at any time prior to the end of the testing window.

This accommodation is intended for a student who either:

1. has a language-processing disability and requires the dictation of virtually all written responses to a scribe or an electronic speech-to-text conversion device to generate responses;

OR

2. who is unable to use his or her writing hand or arm at the time of testing due to a fracture, severe injury, or recovery from surgery. In this case, the accommodation must either be

a. listed in a 504 plan or an approved IEP (no additional approval by the Department is required); OR

b. in cases where a 504 plan is under development, school personnel responsible for writing the plan must have already met and agreed upon the necessary MCAS accommodation(s) before a student may be provided the accommodation(s).

Clarification on the role of a scribe for the ELA test:

• The test must be administered individually in a separate setting.

• The scribe may enter student responses either onscreen (computer-based test) or in the student’s answer booklet (paper-based test) at the time of testing.

• The scribe must write exactly what the student dictates. The scribe may not edit or alter the student’s dictation in any way. When scribing, the scribe may assume that each sentence begins with a capital letter and ends with a period. All other capitalization, punctuation, and paragraph breaks are the responsibility of the student.

• After the student has finished dictating his or her response(s), the scribe must ask the student to do the following:

a. Spell key words, including proper nouns, multi-syllable words, and other words relevant to the topic.

b. Review the draft composition and make any necessary edits, including edits to capital letters, punctuation, and paragraph breaks. The student may make edits independently or may direct the scribe to make the edits. The scribe must not assist the student in making decisions during the editing process.

Test administrators for students with disabilities using accommodation SA3.1 or SA3.2 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.


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SA4

Calculation device or other mathematics tool (e.g., addition/subtraction or multiplication/division tables; or manipulatives) on the non-calculator test sessions of the Mathematics test.

This accommodation is intended for a small number of students with documented disabilities that severely limit or prevent them from performing basic calculations without a calculation device or other mathematics tool, as documented in locally-administered diagnostic evaluations, even after varied and repeated attempts to teach the student to do so.


• be virtually unable to calculate (i.e., unable to perform single-digit addition, subtraction, multiplication, or division without a calculation device or other mathematics tool); and

• uses the calculation device or tool during routine instruction in mathematics; and


The student’s IEP or 504 plan must specify which calculation device or tool will be used.

Manipulatives and other mathematics tools (excluding calculators and arithmetic tables) must be approved by the Department prior to their use on MCAS tests. Please contact Student Assessment Services at 781-338-3625 or [email protected] to request approval.

(Note: Calculators are allowed for all students and will be provided on designated calculator test sessions of the computer-based Mathematics test. Schools must provide a calculator to students receiving this accommodation for the non-calculator test session.)

SA5

Spell-checker for the ELA test, including an external spell-checking device for the paper-based test; or in conjunction with the typed response accommodation for the paper-based test.This accommodation is intended for a small number of students with disabilities that severely limit or prevent them from spelling correctly, even after varied and repeated attempts to teach the student to do so.


• be virtually unable to spell simple words (i.e., at the beginning stages of learning how to spell), as documented in locally-administered diagnostic evaluations; and

• produces understandable written work only when provided this accommodation, which the student uses during routine instruction; and


The student may not use grammar check or access the Internet.

mailto:[email protected]


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SA6

Word prediction for the ELA test, using an external device, application, or software compatible with the computer based test platform.

A list of assistive technology devices’ compatibility with TestNav (i.e., the computer-based test) will be available on PearsonAccessnext and mcas.pearsonsupport.com/manuals/ in the PearsonAccessnext Guidance dropdown in the Guidelines for using Assistive Technology

Word prediction external device provides a bank of frequently or recently used words after the student keyboards the first few letters of a word.

This accommodation is intended for a small number of students who:

1. have disabilities that severely limit or prevent them from recalling and processing language to write or keyboard written responses without the use of a word prediction device, application, or software; AND

2. can access written expression only through the use of word prediction software that they use routinely to generate written responses.

A test administrator should facilitate the transfer of information from the external device or application to the answer booklet or onscreen. Written responses must either be transcribed by the student at the time of testing or be transcribed by an adult prior to the end of the testing window.

During testing, Internet access must be turned off/restricted; and the “predict-ahead” and “predict online” functions must be turned off, since these functions automatically select words for the student.

Test administrators for students with disabilities using accommodation SA6 must sign an MCAS Nondisclosure Acknowledgment (see Appendix E) before viewing secure test materials.

4. Procedures for Using Test Accommodations A5, A6, SA1.2, and SA2: Reading or Signing MCAS Tests Aloud

The test administrator may read the test aloud or sign the test to a small group of students, provided that each student has an IEP or 504 plan that lists either accommodation A5/A6 (for the Mathematics or STE test) or special access accommodation SA1.2/SA2 (for the English Language Arts test). Reading the ELA test aloud to a student who is not entitled to this special access accommodation will result in the student’s test results being invalidated, so be sure any students receiving it are eligible.

The procedures below must be followed:

• No more than five students may be grouped together for reading tests aloud or signing the tests, since students typically proceed through the test at different rates.

• The principal or designee must supervise the assignment of students to groups that will have test questions read aloud to them. Student test booklets may not be opened or reviewed by students or test administrators prior to testing.

• See Appendix A and B in the CBT TAM for instructions on how to administer these accommodations for computer-based testing.

• Test administrators should take a test from overage, as all tests will be the same number form.

http://mcas.pearsonsupport.com/manuals/


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5. Submitting Student Identification Booklets (SIB) for Students with Disabilities Participating in the MCAS-Alt

For a student participating in the MCAS-Alt, the principal or designee must submit an MCAS-Alt SIB with the student’s MCAS-Alt portfolio.

6. Guidelines for Transcribing Student Responses (Paper-based testing only) Certain situations may require a Test Administrator to transcribe a student’s response in a standard answer booklet. These situations may include:

• A student takes the test using a special test format that requires answers to be transcribed (e.g., large print or Braille).

• A student uses a speech-to-text converter, augmentative communication device, or assistive technology device that requires answers to be transcribed.

• As an accommodation, a student records answers in a test booklet, answer document, or on blank paper, instead of in the required test booklet or answer booklet.

• Answers were recorded either in the wrong section of an answer booklet, or in an incorrect answer booklet.

If a student’s responses must be transcribed after test administration is completed, the following steps must be followed:

• At least two persons must be present during the transcription of student responses. One of these persons will be the transcriber, and the other will be an observer confirming the accuracy of the transcription. It is recommended that one of the individuals be the school or district test coordinator or principal.

• The student’s response must be transcribed verbatim into the answer booklet or the student’s computer-based test.

• Original student responses that were printed from an external device or recorded separately on blank paper or in a test booklet must be securely shredded.

Appendix C

Procedures for Submitting Typed Responses


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Follow the instructions in this appendix to submit responses for a student with a disability whose IEP or 504 plan indicates that he or she will participate in MCAS testing using accommodation A12 (typed responses).

General Information

A student’s response to each test question (including all sub-parts — e.g., a, b, c, d) must be

submitted entirely using one of the following methods:

• typed on paper and inserted inside the front cover of the student’s answer booklet;

• written by the student; or

• transcribed into the student’s answer booklet (if the student also used accommodation A10, EL4, A11, or SA3.1).

All of the responses for an individual student do not need to be submitted using the same method. Regardless of which method is used, submit only one response per question.

Only responses to open-response and short-answer questions may be submitted as typed responses. A student’s responses to multiple-choice questions must be marked in the student’s standard answer booklet.

Any draft responses are to be marked “DRAFT” and returned in the nonscorable shipment.

Before Test Administration

1. Provide a standard answer booklet along with appropriate tracking documents to each test administrator.

2. Ensure that test administrators understand and follow the instructions in the TAMs regarding the following:

• security information, including the prohibition against students accessing the Internet

• formatting requirements (See requirements below and the template at the end of this appendix. Also see the relevant appendix of each TAM for further instructions.)

• instructions for submitting a typed response for the Mathematics or STE administrations for students using a graphic in their response to a question

• new scripts in the TAM to be read aloud to students

3. Disable access to the Internet from the student’s computer or AlphaSmart. If a student will be using an electronic tablet, please contact the Department prior to testing.

Formatting Requirements

Formatting:

• Use a font size between 8-point (minimum) and 12-point (maximum).

• Set margins to be one inch.

• Set line-spacing to be single-spaced.


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IMPORTANT–Page limits:

For responses to Mathematics and STE:

• Submit a separate page for each open-response or short-answer question.

• A maximum of one page may be submitted for each response.

For responses to English Language Arts:

• The answer booklet (or test & answer booklet for grade 3) will indicate the number of pages available for written responses. Do not exceed these page limits.

After Test Administration

A student’s responses to multiple-choice questions cannot be submitted as typed responses. Instead, they must be marked by the student or transcribed into his or her standard answer booklet. Otherwise, the student will not receive credit for his or her work.

1. Fill in all information requested on the front and back covers of the student’s standard answer booklet, including the circle for accommodation A12 on the inside back cover.

2. Refer to the TAMs for instructions on preparing typed responses for submission.

3. Mark drafts of typed responses “DRAFT” and return them with nonscorable materials.

4. Ensure that all student responses are deleted from the computer by test administrators according to the instructions in the TAMs.

5. Submit the standard answer booklet according to the instructions in this manual.


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Sample MCAS Typed Response Template

Student Name: Jonathan WardStudent SASID: 1012345678Answer Booklet Serial Number*: 1234567890Subject: ELA Reading ComprehensionQuestion Number: 35

In this area, the student will type the response to the testquestion.

For more information, see the formatting requirements in this appendix.

* (located on the lower right-hand corner of the answerbooklet front cover)

Appendix D

Procedures for Providing Student Information


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It is the responsibility of the principal to provide accurate information for every student enrolled. Consequences for not doing so include inaccurate reporting of MCAS student results and results for school and district performance. See Part III, section O in the manual for more information about providing accurate student information.

Section 1 provides instructions for updating student information in PearsonAccessnext, and for completing student information on the inside and outside back covers of answer booklets.

Section 2 summarizes the demographic information that the Department will use for reporting results based on information provided by districts in SIMS.

Section 3 provides information regarding the MCAS-Alt SIB.

Principals will have the opportunity to report data discrepancies prior to the reporting of official results in fall 2018. However, since the purpose of discrepancy reporting is to correct SASIDs or test participation status, it is critical for information to be provided accurately on answer booklets and in SIMS.

1. Providing Information in PearsonAccessnext and on the Answer Booklet

A. Updating Data in PearsonAccessnext

Update student data in PearsonAccessnext for

• students added to or removed from your school’s enrollment

• accommodations that were wrong in the initial SR/PNP or have been added to or removed from students’ IEPs or 504 plans

• accommodations that a student refused during testing

Follow the steps below to update student data in PearsonAccessnext.

1. View the top of the screen to confirm that you are in the correct administration.

2. Go to Setup and select Students.

3. Locate the students whose data needs to be updated and check the box next to their SASIDs.

4. Go to Select Tasks, check Create/Edit Students, and Registration (it will autocheck all registration tasks) and click Start.

5. Make the appropriate changes in these tasks and click Update when changes are made. Then Exit Tasks when done.

Alternatively, changes can also be made by exporting a Student Registration File, updating the SR/PNP, and then re-importing the SR/PNP file. See the Guide to the Student Registration/Personal Needs Profile (SR/PNP) Process for the 2017–2018 MCAS Tests posted at mcas.pearsonsupport.com for details.

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B. Providing Information on Answer Booklets

1. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES section

If a student uses any of the three accommodations listed in this section (Braille, Large Print, or Typed Responses), fill in the corresponding circle next to the accommodation.

Do not fill in a circle if the student did not use (or refused) that accommodation during testing.

Schools will identify selected accommodations in each student’s Personal Needs Profile (PNP) and upload or enter them into PearsonAccessnext. This replaces the former procedure of indicating all accommodations on the inside back cover of the answer booklet.

Because a student’s IEP or 504 status is reported in SIMS instead of on the answer booklet, remember to report students with disabilities to your district SIMS contact, including students for whom a 504 plan was developed because of a temporary disability such as a broken arm.

How Is This Information Used for MCAS Reporting?

The Department will report whether a student with a disability was tested with accommodations based on the information in his or her PNP, with the exception of the three accommodations listed on the answer booklet. A student will be reported as having had the large-print, Braille, or typed response accommodation if the accommodation is indicated in the PNP or if the circle for the accommodation is filled in on the answer booklet cover.

2. EL STATUS: FIRST YEAR OF ENROLLMENT IN U.S. SCHOOLS section

Instructions

Students’ first-year EL status is no longer collected on answer booklets because this information is reported in SIMS. Any student’s first-year EL status that was not included in March SIMS must be updated in the June SIMS report.

3. ABSENCE section

ABSENCE WITH MEDICAL DOCUMENTATION

Fill in this circle for a student who was absent with medical documentation for one or more test sessions and did not participate in make-up testing. (Students who complete all sessions of an MCAS test will not be reported as absent with medical documentation.)


This student will not receive an official scaled score or achievement level, and he or she will be reported with a test status code of NTM—Not Tested Medically Documented Absent.

A student with a medically documented absence will be reported as a nonparticipant in accountability calculations.

ABSENCE WITHOUT MEDICAL DOCUMENTATION

Instructions

A student will be reported as absent if he or she did not answer any test questions in an entire test session. The student’s enrollment is reported based on the data in the March and June/end-of-year SIMS submission. There is no longer a circle to fill in to indicate an absence without medical documentation.


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This student will not receive an official scaled score or achievement level, and he or she will be reported with a test status code of NTA—Not Tested Absent.

A student with a non-medically documented absence will be reported as a nonparticipant in accountability calculations. If a student was present for testing, but did not answer any questions during a test session, this must be reported during the discrepancy resolution period in August in order for that student to be counted in a school’s MCAS participation rate. However, if the student is counted as a participant, then the student will receive a scaled score, achievement level, and student growth percentile, and will be included in aggregations.

4. CHANGE OF ENROLLMENT STATUS section

REMOVED FROM ENROLLMENT

Fill in the appropriate circle for a student who participated in at least one but not all of the test sessions in the booklet because he or she transferred out of the school during the testing window.12 Because the Change of Enrollment section on the answer booklet does not request the reason for a student’s change of enrollment, principals should keep this information in their school files.


Students who transfer to a new school during the testing window are not included in aggregations, and their results are reported with a test status code of NTO—Not Tested Other.

The district must report the student in June/end-of-year SIMS as a transfer or other non-enrolled status; otherwise, the student will be reported as a nonparticipant in accountability calculations.

ADDED TO ENROLLMENT section

Fill in the appropriate circle for a student who participated in at least one but not all of the test sessions in the booklet because he or she transferred into the school during the testing window.13 Because the Change of Enrollment section does not request the reason for a student’s change of enrollment, principals should keep this information in their school files.


If a student transfers from one school to another between test sessions, and the results from the first and second test sessions can be linked, the student’s results will be included in district-level MCAS results in the receiving district, but not in school results (unless the receiving school is the only school in the district). If the student’s first and second test sessions cannot be linked to provide complete results, the student will be reported with a test status code of NTO—Not Tested Other, and results will not be included in school and district aggregations.

12 Do not assign an answer booklet for a student who transferred out of the school during the testing window and did not participate in any test sessions contained in the answer booklet.

13 Do not assign an answer booklet for a student who transferred into the school during the testing window and did not participate in any test sessions contained in the answer booklet.


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5. VOID ANSWER BOOKLET section

Fill in this circle for an answer booklet that was assigned to a student and should not be scored.


The student will be reported with a test status of NTO or NTA, depending on enrollment status in SIMS. A student with NTA status is reported as a non-participant in accountability calculations.

2. Providing Information in SIMS

Data Elements Collected in SIMS

The Department uses data submitted by districts in SIMS as the source for student information when reporting results and for assessment and accountability purposes. Therefore, it is critical that principals ensure the accuracy of student information provided in SIMS submissions.

As required by the federal Elementary and Secondary Education Act (ESEA), student results are disaggregated for the following subgroups:

• EL and formerly EL status

• first-year EL status (See the following page for more information about how first-year EL status is used for MCAS and Accountability reporting.)

• economically disadvantaged

• students with disabilities

• race/ethnicity

As required by other federal and state requirements, results are also disaggregated for the following subgroups:

• “high needs” (an unduplicated count of students belonging to any of the following three subgroups: EL and formerly EL, students with disabilities, low income)

• Title I status

• ever EL (students who have ever been enrolled as an EL in Massachusetts)

• gender

Uses of SIMS Data

The October SIMS submission is used as the source for producing Student ID Labels and to establish which students have been enrolled in the same school since October 1, 2017, for MCAS and accountability reporting purposes. School results will be summarized for MCAS and accountability reporting based only on students who were enrolled in a school on or before October 1.

Results for students first enrolled in your school after October 1 will be included only in district participation and performance for MCAS and accountability, based on SIMS data from March and June. Names and dates of birth are based on June SIMS.

All students will be included in summary results for districts and for schools in single-school districts (e.g., charter schools, regional vocational technical schools, districts with only one school).


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Data from SIMS (this information is not collected on the answer booklet) are used as the basis for reporting student enrollment information including

• whether a student was absent without medical documentation for all test sessions during a testing window;

• whether a student transferred out of or into the school during the testing window and did not complete any test sessions; and

• whether an EL student is in his or her first year of enrollment in a U.S. school (i.e., a first-year EL student).

Students in Out-of-District Placements

If a student is tested at a private school, collaborative, or other out-of-district placement (e.g., district-based alternative program not recognized by the Department as a school), SIMS is used as the source for identifying the sending district and school. Results are aggregated as follows:

• Results for a student tested at a private school or collaborative are aggregated with the results of the sending district and are included in district accountability calculations.

• Results for a student tested at a district-based alternative program not recognized by the Department as a school are aggregated with the results of the sending school and district and are included in school and district accountability calculations.

• Superintendents must be mindful that each school must maintain at least a 95 percent participation rate in ELA, Mathematics, and STE to meet accountability requirements, and that all students in out-of-district placements are included in school participation rates. The 95 percent participation standard applies to students in the aggregate, as well as to students in each of the eleven mandated student subgroups.

First-year EL students

MCAS reporting

EL students reported in SIMS in their first year of enrollment in a U.S. school (i.e., first-year EL students) must participate in MCAS Mathematics and STE tests for diagnostic purposes, but their results are not included in official school and district results, provided they were reported as first-year LEP in SIMS.

The participation of first-year EL students in ELA tests is optional, and results for students who do participate are not included in school and district results. Students’ results are reported with a test status code of NTL–Not Tested First-year Limited English Proficient. Students who earned an achievement level of Needs Improvement or higher receive scaled scores and achievement levels but not student growth percentiles. These students are not included in achievement level or Composite Performance Index (CPI) aggregations, provided they were reported as first-year LEP in SIMS.

Accountability reporting for all EL students

Students reported in SIMS as LEP for any number of years are required to participate in ACCESS for ELLs testing. Any EL student who does not participate in ACCESS for ELLs testing will be reported as a nonparticipant with a test status code of Not Tested Absent (NTA) in MCAS ELA participation calculations, even if the student participated in the MCAS ELA tests.


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Any EL student who does not participate in ACCESS for ELLs testing will be reported as a nonparticipant for ELA in accountability participation calculations. In addition, any first-year EL student that does not participate in the Mathematics and/or STE MCAS tests associated with his or her grade of enrollment in SIMS will be counted as a nonparticipant for accountability participation calculations. MCAS results for first-year EL students are not included in accountability performance calculations.

Questions about SIMS Data

Questions about your SIMS data should be directed to the district’s SIMS contact, who is responsible for submitting the data to the Department in October, March, and June. See page ii for instructions for finding your district’s contact.

3. Providing Information on the MCAS-Alt Student Identification Booklet (SIB)The principal or designee must use the MCAS-Alt SIB to document participation in the MCAS-Alt. An MCAS-Alt SIB must be submitted instead of an MCAS answer booklet for each student who participates in the MCAS-Alt. MCAS-Alt SIBs, along with instructions for completing and returning them, will arrive with a school’s shipment of MCAS-Alt materials. SIBs are returned to the contractor with students’ portfolios.

A sample MCAS-Alt SIB front cover is provided in Appendix E.

Performance level results for students participating in the MCAS-Alt are included with standard test scores in school and district reports; no scaled scores are reported for these students. Results for students participating in the MCAS-Alt and standard MCAS tests are combined in school and district CPI scores.

Appendix E

Sample Administration Forms and

Test Materials


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CBT Student Roster

CBT Student Testing Tickets


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CBT Accommodations Report


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Spring 2018 MCAS Administration Test Materials Internal Tracking Form

Principals must account for all secure materials at all times.Use this form to track the distribution and return of all secure materials.

Test Administrator’s Name: ___________________________________________ Room Number: _________

Grade: ____________ Subject/Sessions: ____________________________________________________

Materials Moved from Locked Storage Area to Room #_______________

Date: ____________________________________ Time: _____________________________________

# of Student Testing Tickets

# of ProctorTesting Tickets*


Materials for Accommodations**

Materials forAccommodations**

Principal’s or Designee’s Signature: Test Administrator’s Signature:

_________________________________________ __________________________________________

Materials Moved from Room # _______________ to Locked Storage Area

Date: ____________________________________ Time: _____________________________________

Date: ____________________________________

Principal’s orDesignee’s Count

Test Administrator’sCount


Check this box to confirm that scratch paper and testing tickets have been securely destroyed at the school.

*Proctor testing tickets are used for the following accommodations: A5, A6.**Includes pre-approved reference sheets, graphic organizers, checklists

receiving blank paper receiving used scratch paper

returning blank paper returning used scratch paper

distributed

received

received

returned

_________________________________________ __________________________________________

Retain this document in your school files for three years.

Used Scratch Paper(no count needed)

Sample Blank Form for Computer-Based Testing





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Principals must account for all secure materials at all times.Use this form to track the distribution and return of all secure materials.




Date: ____________________________________ Time: _____________________________________




Materials for Accommodations**



_________________________________________ __________________________________________


Date: ____________________________________ Time: _____________________________________

Date: ____________________________________




Check this box to confirm that scratch paper and testing tickets have been securely destroyed at the school.

returning blank paper returning used scratch paper

distributed

received

received

returned

_________________________________________ __________________________________________


Sample Completed Form for Computer-Based Testing




*Proctor testing tickets are used for the following accommodations: A5, A6.**Includes pre-approved reference sheets, graphic organizers, checklists

receiving blank paper receiving used scratch paper


Test Materials Internal Tracking Form

Alexander Smith

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3 Mathematics

250

5/2/18

5/2/18

2:00 p.m.

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Spring 2018 MCAS Administration


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Principal’s Certification of Proper Test Administration (PCPA) Statements

Note: Only the principal may complete this section of the PCPA. This section may NOT be completed by a designee.

a. I certify that each of the following statements is true.

English Language Arts Administration Sample

• My superintendent conducted a formal review of my plans for maintaining test security.

• I participated in one of the Department’s training sessions in February 2018 on MCAS test security and test administration protocols. Alternatively, I viewed a recording of the 2018 training on test security and administration protocols prior to administrating the spring 2018 MCAS tests.

• I received and read a copy of the spring 2018 grades 3–8 MCAS Principal’s Administration Manual (PAM).

• I complied with all MCAS security requirements prescribed in the PAM, including keeping test materials in a central locked storage area at all times when the materials were not in use. In addition, I coordinated my school’s MCAS test administration and ensured compliance with all MCAS test administration protocols prescribed in the PAM.

• I am aware that the Department has the authority to send observers to my school before, during, and after test administration. If Department observers were sent to my school, I granted them access to my school building and allowed them to observe my school’s test administration.

• I coordinated my school’s test administration schedule and ensured the spring English Language Arts test was administered within the prescribed testing window listed in the PAM.

• I authorized specific individuals in my school to have access to secure materials, following the criteria set forth in the PAM. o Before testing, I ensured that each individual authorized to have access to secure

materials was provided a copy of the MCAS test security requirements.o Only these individuals accessed secure test materials. o I provided training in test security and test administration protocols to these

individuals.o Each individual who had access to secure test materials followed the test security

requirements prescribed in Part I of the PAM. • I authorized specific individuals in my school to serve as test administrators, following

the criteria set forth in the PAM. o Before testing, I ensured that each test administrator received his or her

administration-specific Test Administrator’s Manual (TAM).o Only these individuals served as test administrators.o I provided training in test security and test administration protocols to these

individuals. o Each test administrator in my school followed the instructions set forth in the

administration-specific TAM.


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b. I certify that the information provided by me on this form is true and accurate.

Principal’s Signature:(The name should appear exactly as it appears in the Department’s School/District Profiles [profiles.doe.mass.edu]. If you are an interim principal or co-principal, write “Interim” or “Co-principal” after your name.)

Password (same password used to log in):

Date:

Information entered on this form will not be saved until you click “I certify that these statements are true” below.

• Students in my school were made aware of their responsibilities during testing.• My school administered the spring MCAS English Language Arts test according to the

student participation requirements prescribed in the PAM.• I have complied with the policies for testing students with disabilities, including

verifying thato only those test accommodations listed in students’ approved IEPs or 504 plans were

provided during test administration;o all student responses (with the exception of typed responses) recorded somewhere

other than on the computer-based test or paper-based answer booklet, due to the provision of an accommodation (e.g., responses that were Brailled, responses from large-print answer booklets), were transcribed verbatim by me or my designee; and that only test administrators providing certain accommodations to students with disabilities were authorized to view secure MCAS test material. Before doing so, these individuals signed an MCAS Nondisclosure Acknowledgment.

• I have complied with the policies for testing students designated as English learners, including verifying that ELs were provided only those accommodations permitted for ELs and if they also have an approved IEP or 504 plan, accommodations for students with disabilities.

• For computer-based testing, I am following instructions in the PAM to void tests or remove students from a session and indicate a not tested reason, if applicable.

• I am ensuring that all computer-based student tests are marked complete on or before the scheduled deadline, and I am returning all paper-based MCAS test materials in the manner prescribed in the PAM on or before the scheduled deadline.

• I am securely destroying scratch paper used by students during testing as prescribed in the PAM, and for computer-based testing, I am securely destroying student testing tickets, proctor testing tickets, and any printed materials that provided access to computer-based tests.

• I will retain school files containing the items listed in Part V of the PAM for three years. • All student information was provided completely and accurately as prescribed in the

PAM, and I am updating student data in PearsonAccessnext and providing updates to my district SIMS contact as needed.

• I properly and promptly reported any testing irregularities to the Department by calling the Student Assessment Services Unit at 781-338-3625.


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Sample Form

Superintendent’s Assurance of Proper Test Administration

Instructions: Superintendents may use this form to collect assurances from their principals that all test security requirements and test administration protocols will be met. This form should be kept on file in the district office. Do not submit this form to the Department or the testing contractor.

By signing below, I am assuring my superintendent that each of the following statements is true and accurate:

• I will read the Principal’s Administration Manual (PAM).

• I will participate in one of the Department’s training sessions in February 2018 on MCAS test security and test administration protocols.

• I will comply with and enforce the test security requirements prescribed in the PAM.

• I am aware that the Department may observe my school during testing. If observers are sent to my school, I will grant them access to my school building and allow them to observe the test administration.

• I will authorize specific individuals to serve as test administrators, following the criteria in the PAM, and only these individuals will serve as test administrators.

• I will authorize specific individuals to have access to secure materials, following the criteria in the PAM, and only these individuals will have access to the secure materials.

• I will distribute Test Administrator’s Manuals to test administrators, and I will distribute test security requirements to individuals with access to secure materials. I will document their receipt of these materials.

• Consistent with the PAM, I will train test administrators and other individuals in my school with access to secure materials. I will document that they have been trained.

• I will inform you and the Department of any testing irregularities.

Principal’s Name: ________________________________________________

Principal’s Signature: _____________________________________________

Date: ___________________________________________________________


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Principals must account for all MCAS test materials at all times.Use this form to track the distribution and return of all MCAS materials.




Date: ____________________________________ Time: _____________________________________


_________________________________________ __________________________________________


Date: ____________________________________ Time: _____________________________________

Date: ____________________________________


Check this box to confirm that scratch paper has been securely destroyed at the school.

_________________________________________ __________________________________________

Sample Blank Form for Paper-Based Testing

# of StandardTest Booklets

# of StandardAnswer Booklets

# and Type of Special Editions of Test Materials*


distributed

received



*Includes large-print, Braille **Includes pre-approved reference sheets, graphic organizers, checklists

receiving blank paper receiving used

scratch paper

returning blank paper returning used

scratch paper

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returned










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Principals must account for all MCAS test materials at all times.Use this form to track the distribution and return of all MCAS materials.




Date: ____________________________________ Time: _____________________________________


_________________________________________ __________________________________________


Date: ____________________________________ Time: _____________________________________

Date: ____________________________________


Check this box to confirm that scratch paper has been securely destroyed at the school.

_________________________________________ __________________________________________

Sample Completed Form for Paper-Based Testing





distributed

received



returning blank paper returning used

scratch paper

received

returned









*Includes large-print, Braille **Includes pre-approved reference sheets, graphic organizers, checklists

receiving blank paper receiving used

scratch paper

Alexander Smith

8:30 a.m.

3 Mathematics

250

2:00 p.m.

1 large-print test booklet and1 large-print answer booklet

1 large-print test booklet and 1 large-print answer booklet

1 large-print test booklet and1 large-print answer booklet

1 large-print test booklet and 1 large-print answer booklet

15

15

15

15

15

15

15

15

250

250

5/2/18

5/2/18

5/2/18


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s and

Test Materials

MCAS Nondisclosure Acknowledgment

Background

Acknowledgment

Name: _____________________________________________________________________________

Test To Be Administered: _____________________________________________________________

District and School: __________________________________________________________________

Signature: __________________________________________ Date: __________________________

Return the form to your principal, who will keep this signed form in the school filesfor three years. Do not submit this form to the Department or the testing contractor.

In order to ensure the security and validity of Massachusetts Comprehensive Assessment System (MCAS) tests, the Massachusetts Department of Elementary and Secondary Education (the Department) requires that all individuals authorized by their principals to administer MCAS tests to students with disabilities who require any of the test administration accommodations listed below review and understand the terms of this nondisclosure acknowledgment. Principals are required to keep the signed forms on file at the school.

This form must be signed by test administrators who are administering MCAS tests to students with disabilities using accommodations A2, A3, A5, A6, A8, A10.1, A11, A12, A13, A14, and A15, special access accommodations SA1.2, SA2, SA3.1, and SA6, and English learner accommodations EL3.2, EL4.1, and EL4.2. These accommodations require the test administrator to view secure material in the form of either test content or student responses. This form should be distributed to and signed by test administrators before they view secure test material. Since no other individuals in schools are authorized to review secure MCAS test content, signing this form is not required for any other staff.

• With the exception of test questions publicly released by the Department, all MCAS test questions are secure and confidential. The materials are specifically excluded from the Massachusetts Public Records Law. (G. L. c. 4, § 7(26) (l)) Therefore, I agree not to reproduce, discuss, or in any way release or distribute test questions and associated materials.

• I further agree to refrain from using any advance knowledge of MCAS test questions to prepare students for testing or provide them with any information that might give them an advantage in answering questions.

By signing below as a test administrator for students with disabilities who require one of the accommodations listed above, I acknowledge and accept that I am bound by the terms of this acknowledgment prohibiting the disclosure of information regarding secure test content.


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Instructions: To request permission to test a student in an alternate setting for an MCAS test administration,complete and fax this request form to the Department’s Student Assessment Services Unit, to 781-338-3630. Requestsshould be submitted at least two weeks prior to testing, if possible.

Responses will be sent via fax prior to the testing window. Please contact the Student Assessment Services Unit at781-338-3625 with any questions.

Retain documentation on file for three years.

1. Contact InformationPrincipal’s Name: Telephone Number: Fax Number:School: District:

2. Student InformationFirst Name: Middle Name: Last Name:SASID: Grade: Reason that the student is unable to be tested at school:

When will the alternate setting be used? (check one or more) ELA Mathematics STENote: You must resubmit a form for Math/STE if an alternate setting was approved for ELA and is still needed.

(e.g., medical, disciplinary, personal)

3. Proposed Test AdministratorFirst Name: Last Name: Test administrator’s position in the school or district: (See the Principal’s Administration Manual [PAM] for the policy on designating qualified test administrators.) Date of training in administering MCAS tests: (See the PAM for information about training test administrators.)

4. Proposed Test Administration DetailsThe principal of the school must attach a separate sheet with details describing the following:

• the proposed alternate setting

• plans for ensuring secure testing conditions and secure transport of test materials each day

• procedures for materials to be returned to central locked storage at the school each day

• proposed test administration dates, if the student will be participating in make-up sessions

The principal of the school must sign below to acknowledge the following:

• All test materials will be kept secure as they are transported between the school and the alternate setting and during test administration.

• The test administration will follow all protocols described in the PAM and the appropriate Test Administrator’s Manual, including the prohibition of visitors from the testing environment.

• The student’s test materials will be returned along with test materials for all other students according to instructions in the PAM.

Principal’s Name ______________________ Principal’s Signature _________________________ Date __________

5. Approval/Denial of Request – For Department Use Only(This section will be completed and returned to your school prior to testing.)

Check one: This request has been approved. OR This request has been denied. Department of Elementary and Secondary EducationStaff Person Name and Position:

Signature: Date:

Request for Permission to Test a Studentin an Alternate Setting


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Spring 2018 MCAS Administration

Confirmation of Training Participation and Receipt of Test Administrator’s Manuals (TAMs)

and Test Security Requirements

Test administrators must sign below to indicate they have attended their school’s MCAS training session and have received a copy of the MCAS TAM for the test they will be administering.

Other school personnel who have access to secure materials must sign below to indicate they have attended their school’s MCAS training session and have received a copy of the MCAS test security requirements (available at www.doe.mass.edu/mcas/testadmin/?section=g3-8).

Principals should retain this document in their school files for three years.

Date of Training

Time Printed Nameof Individual

Individual’s Role(e.g., Test Administrator,Test Coordinator, Hallway Monitor)

Signature of IndividualBy signing below, I acknowledge that

ta ecnadnetta ym gnitnemucod ma I .1my school’s MCAS training session in proper test administration protocols and procedures.

MAT SACM eht gniviecer ma I .2for the test I will administer or the MCAS test security requirements. I will read and understand the protocols in it, and I will abide by the terms specified within.

Sample Blank Internal Form


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Student Responsibilities during MCAS Testing(Grade 6–8)

By signing below, I understand that my test results may be invalidated if I do any of the following activities during a test session (including after turning in my test materials or closing my computer-based test, during a break, or during the transition to a test completion area):

• duplicating any portion of the test or answer booklets or secure test content on a

• accessing prohibited materials such as cell phones or other electronic devices (e.g.,music players, game consoles, any device capable of taking photographs) for any purpose

• communicating with other students (e.g., talking, whispering, writing notes)

• looking at any other student’s test or answer booklet or computer for online testing

• consulting notes, books, or instructional materials during testing

• working in a test session other than the one being administered, looking at questionsor test pages beyond the stop sign, or going back to a previous test session during paper-based testing

• damaging test materials or removing any part of them from the testing room

I also understand that my test results may also be invalidated if I discuss the content of test booklets or my responses to questions with anyone, including teachers.

If I have any questions about these statements, I will talk with my teacher or principal.

I understand that there may be consequences if I do any of the activities listed above or otherwise violate test administration rules.

I have read these statements and understand them.

Student’s Printed Name ___________________________________________________________

Student’s Signature _______________________________________________________________

Date ____________________________________________________________________________

Return this form to your teacher.

Instructions for Test Administrators: Return all your students’ signed statements to your principal, who will keep them in the school fi les for three years. Do not submit this agreement to the Department or the testing contractor.

Sample Form

computer screen (e.g., photographing, copying)

for paper-based testing


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Dear Parent(s) or Guardian(s):Students will be asked to read statements about their responsibilities during MCAS testing and to sign an acknowledgement indicating they understand these responsibilities. The statements are shown below. We recommend that you discuss them with your child along with the school’s handbook and related policies.Thank you for your involvement in your child’s education.

Sincerely,_____________________________________________________________

lapicnirP

I also understand that my test results may also be invalidated if I discuss the content of test booklets or my responses to questions with anyone, including teachers.

If I have any questions about these statements, I will talk with my teacher or principal.

I understand that there may be consequences if I do any of the activities listed above or otherwise violate test administration rules.

I have read these statements and understand them.

Student’s Printed Name ___________________________________________________________

Student’s Signature _______________________________________________________________

Date ____________________________________________________________________________

Sample Letter

• duplicating any portion of the test or answer booklets or secure test content on a

• accessing prohibited materials such as cell phones or other electronic devices (e.g.,music players, game consoles, any device capable of taking photographs) for any purpose

• communicating with other students (e.g., talking, whispering, writing notes)

• looking at any other student’s test or answer booklet or computer for online testing

• consulting notes, books, or instructional materials during testing

• working in a test session other than the one being administered, looking at questionsor test pages beyond the stop sign, or going back to a previous test session during paper-based testing

• damaging test materials or removing any part of them from the testing room

computer screen (e.g., photographing, copying)

for paper-based testing

By signing below, I understand that my test results may be invalidated if I do any of the following activities during a test session (including after turning in my test materials or closing my computer-based test, during a break, or during the transition to a test completion area):


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Place Student ID Label

centered in this box.

Spring 2018MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM

Notes: 1. yam tI .eruces si telkoob rewsna SACM sihT not be duplicated in any way. This answer booklet must be returned as directed.

2. dilav a fi yltcerroc detroper eb ton yam stluseR SASID is not provided.

MARKING INSTRUCTIONS• Use a No. 2 pencil only.

• Do not use ink, ballpoint, or felt-tip pens.

• Make solid marks that fi ll the circles completely.

• Erase cleanly any marks you wish to change.

• Do not make any stray marks on this form.

• Do not fold, tear, or damage this form.

Test Administrator’s Name(s): (PLEASE PRINT)

Session 1:

Session 2:

School Name:

District Name:

JANFEBMARAPRMAYJUNJULAUGSEPOCTNOVDEC

BIRTHDATEMONTH DAY YEAR

STATE-ASSIGNED STUDENT IDENTIFIER (SASID)

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centered in this bo x.


centered in this bo x.

1

Grade 8 Mathematics Answer Booklet 8

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Sample School

Sample District

DJ O H NW A R D

WARD, JOHN D DOB: 08/21/0510001000

1012345678

Sample Completed Answer Booklet Front Cover When Student ID Label Is Used


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1 1234567890

Spring 2017

8MASSACHUSETTS COMPREHENSIVE

ASSESSMENT SYSTEMGrade 8 Mathematics Answer Booklet

Notes: 1. yam tI .eruces si telkoob rewsna SACM sihT not be duplicated in any way. This answer booklet must be returned as directed.

2. dilav a fi yltcerroc detroper eb ton yam stluseR SASID is not provided.







Test Administrator’s Name(s): (PLEASE PRINT)

Session 1:

Session 2:

School Name:

District Name:



STATE-ASSIGNED STUDENT IDENTIFIER (SASID)

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MP Ship Code: 000000000007935 Page: 2 of 2

MATERIALS SUMMARYSpring 2018 MCAS Grades 3–8

The principal must use this form to accurately account for all materials received and being returned.

Before Testing: •

• Compare the “Qty Shipped” column to the “Qty Received” column.•

• This form shows only those materials included in your school’s shipment. A complete list of test materials is available for your reference at www.doe.mass.edu/mcas/testadmin/?section=g3-8. If you discoverwhile inventorying your school’s shipment of test materials that you need more materials, log on towww.mcasservicecenter.com to order additional materials no later than the deadline specified in the PAM.

After Testing: • Record the total quantity of materials packed for return in the corresponding “Qty Returned” column. The list

posted at www.doe.mass.edu/mcas/testadmin/?section=g3-8 shows the individual components of each test materials packet. You will again need to reference information from this form when you go online to completethe PCPA.

• Print and sign your name, and date the form.• Retain a copy of this form for your records.

Ship To:

MP Ship Code: 0000000000260713 Date Packed: Month/Day/Year

Contract: 3203

Administration: 2018

District Code: 1234

District Name: YOUR DISTRICT

School Code: 1234

School Name: YOUR SCHOOL

Grade: 08

Enrollment: 5

Total Cartons Shipped: 2

Carton Label 000000115527001 Qty Shipped

Qty Received

Qty Returned Contents:

* Materials Summary 1

* UPS Shipping Instructions and Preprinted UPS Shipping Label(s) 1

* Principal’s Administration Manual, Spring 2018 1

* Return Envelope 1

* Special Handling Envelope 1

* Student ID Labels 1

* Test Administrator’s Manual, Grades 4–8, 2018 1

* Void Envelope 1

Carton Label 000000115527002 Qty Shipped

Qty Received

Qty Returned Contents:

Grade 8 ELA Answer Booklet 5

Grade 8 ELA Test Booklet 5

* Prelabeled Return Carton (1.0 - small) 1

Principal’s Name_______________________ Principal’s Signature __________________________Date__________________

Contract Name: Spring 2018 G3–8 ELA and Mathematics/STE

Record the total count of materials received in the “Qty Received” column. For example, if you receive 5 packages of 20 test booklets, write “100” in the “Qty Received” column. Note that you will need to reference some information on this form when you go online to complete the Principal’s Certification of Proper Test Administration (PCPA).

Any discrepancies between the total count in the “Qty Shipped” column and the number actually received must be reported in the PCPA before testing. For deadlines for reporting discrepancies, refer to the Principal’s Administration Manual: Grades 3–8 Spring 2018 (PAM).


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The test administration listed in the “DESC” description line should assist you in preparing materials for return, particularly when trying to distinguish among the school administrations that occur during a brief time span in the spring. Return all leftover, unused labels after the Mathematics/STE test administration.

Note that each RS label lists the test administration in the line marked as “DESC:”. Please choose the correct RS label when scheduling the UPS pickup for each administration.


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TO BE COMPLETED BY PRINCIPAL OR DESIGNEERefer to the Principal’s Administration Manual for instructions on completing these sections on the inside and outside back covers of the answer booklet.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

This student with a disability has an IEP or 504 plan (or a 504 plan is being developed) and was provided with the accommodations indicated below to complete the Mathematics test.

\Large-print (Accommodation A2)

\Braille (Accommodation A3.2)

\Typed Response (Accommodation A12)

Please refer to the Principal’s Administration Manual for instructions on the return of materials for students with disabilities using the large-print, Braille, or typed response accommodation.

IMPORTANT: Schools must identify selected accommodations and accessibility features for each student in the student’s Personal Needs Profile (PNP) in PearsonAccessnext (PAN). If accommodations were not uploaded in the PNP or were uploaded incorrectly, schools must correct the data in PAN.

The Department reserves the right to invalidate results for a student who uses accommodations that are not documented in his or her IEP or 504 plan.

NOTE: Do not submit an assigned MCAS answer booklet for a student who is participating in the MCAS Alternate Assessment (MCAS-Alt) in this content area. The principal or designee must instead submit an MCAS-Alt Student Identification Booklet (SIB) for each student who participates in the MCAS-Alt.

ENGLISH LEARNER (EL) STATUS: FIRST YEAR OF ENROLLMENT IN U.S. SCHOOLS

Students’ first-year EL status is not collected on answer booklets because this information is reported in SIMS. Any student’s first-year EL status that was not included in March SIMS must be updated in the June SIMS report.

Answer Booklet Inside Back Cover


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TO BE COMPLETED BY PRINCIPAL OR DESIGNEERefer to the Principal’s Administration Manual for instructions on completing these sections on the inside and outside back covers of the answer booklet.

ABSENCE

\This student was absent with medical documentation for one or both Mathematics test sessions (documentation on file at the school). Note: There is no need to also indicate the student’s medically documented absence in PearsonAccessnext.

Other AbsencesA student will be reported as absent if there are no responses in one or both Mathematics test sessions.

If a student responded to any questions, submit the booklet with other students’ used answer booklets in the scorable shipment. Test item analysis results will be reported for these test questions.

If the booklet has been assigned to a student (using a Student ID Label or the student’s information is filled in on the front cover), but the student did not respond to any test questions in this booklet, do not submit it with other students’ used answer booklets. Instead, mark the booklet as void by filling in the circle below in the “VOID ANSWER BOOKLET” section, write VOID in large letters across the front cover, and return the booklet in the Void Envelope in the scorable return shipment.

CHANGE OF ENROLLMENT STATUSRemoved from Enrollment Added to Enrollment

\This student participated in one but not both Mathematics test sessions because the student transferred out of the school during the Mathematics testing window.

NOTE: Do not submit an assigned MCAS answer booklet for a student who transferred out of the school during the Mathematics testing window and did not participate in any Mathematics test sessions.

\This student participated in one but not both Mathematics test sessions because the student transferred into the school during the Mathematics testing window.

NOTE: Do not submit an assigned MCAS answer booklet for a student who transferred into the school during the Mathematics testing window and did not participate in any Mathematics test sessions.

VOID ANSWER BOOKLET

\ This is a VOID booklet and WILL NOT be scored. No student results will be reported from this booklet.

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2018 MCAS Alternate Assessment (MCAS-Alt)

Student Identifi cation Booklet (SIB)

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Complete the information on this page IF NO LABEL

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Student Accommodation Refusal Form

Instructions: If a student refuses an accommodation listed in his or her IEP or 504 plan, the school should document in writing that the student refused the accommodation, and the accommodation must be offered and remain available to the student during testing.

This form can be completed and placed in the student’s file, and a copy sent to the parent. IEP and 504 plan teams should consider this information when making future MCAS accommodations decisions for the student.

This is not a required form. If this form is used, principals should retain it in their school files for three years. Do not submit this form to the Department or the testing contractor.

Student Information

Student’s name: ______________________________________________________________________

SASID: ___________________________________ Date of birth: _____________________________

School name: ______________________________ District name: ____________________________

Accommodation(s) Being Refused and Reason for Refusal ____________________________________________________________________________

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MCAS Test Administration

Place a check mark next to each test administration this form will be used for.

Subject Area: ELA

Mathematics STE

Test administrator’s name: ____________________________________________________________

Comments ____________________________________________________________________________

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Sample Form

Appendix F

Computer-Based Testing

Frequently Asked Questions (FAQs)


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Appendix F—Computer-Based Testing Frequently Asked Questions (FAQs)

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Computer-Based Testing Administration FAQs

Q: Some items in TestNav do not appear to be working properly. What should we do?

A: There are a number of items in TestNav that may appear to be functioning different than anticipated to users, but are actually working as designed. For example:

• The Notepad cannot be resized.

• Exhibits (e.g., reference sheets) cannot be resized.

• Students cannot copy/paste text from secure test content (reading passages or test questions). They can only copy/paste text they write themselves.

• A test question appears as “Not Answered” in the “Review” menu until all parts of that question have been answered.

Students should practice with TestNav tools and items in the TestNav Tutorial and on the MCAS practice tests (posted at mcas.pearsonsupport.com/student/) so that students are familiar with the functionality described above by the time of testing.

If students at your school encounter an issue that is not listed above, contact the MCAS Service Center for next steps.

Q: What should we do if an error code appears on a student’s screen during testing?

A: The table below describes common error codes and steps to take to resolve the issue (a full list can be found online at https://support.assessment.pearson.com/display/TN/Error+Codes). Many times, the student will be able to reenter the test and continue testing without further issues.

Error Code Number Error Code Description Instructions to Resolve the Issue

9059 The username or password you entered is incorrect.

Confirm that the student sees the correct TestNav login page (“Massachusetts” should appear above the sign-in box).

If the correct page does not appear, click the User icon in the top right corner, and select “Choose a different customer.” Then, select “Massachusetts” from the list.

Ensure the student is on the correct login page in TestNav (“Massachusetts” should appear above the sign-in box).

1001 Your test has been saved. Please notify your test administrator.

This is an initial message from the TestNav Early Warning System (EWS). When the EWS detects a potential problem with the designated save location, the student sees on-screen instructions. This message does not indicate the full issue; it indicates that another error code will follow.

More information on the EWS can be found at https://support.assessment.pearson.com/display/TN/Early+Warning+System+Triggers.


https://support.assessment.pearson.com/display/TN/Error+Codes

https://support.assessment.pearson.com/display/TN/Early+Warning+System+Triggers

https://support.assessment.pearson.com/display/TN/Early+Warning+System+Triggers


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Error Code Number Error Code Description Instructions to Resolve the Issue

1009 Unable to download test content

There is a network connection issue between the testing device and the testing subcontractor’s (Pearson’s) servers.

Contact your technology staff to verify the local Internet connection and/or connection to proctor cache server is functioning as expected. The technology staff person should contact the MCAS Service Center if the issue cannot be quickly identified or resolved. He or she should be prepared to provide the following information:

• the error code

• the amount of students testing at the time3005 TestNav has detected

that another application attempted to become the active window.

This could be caused by pop-ups in the background, power saving features, or system key combinations such as ctrl+alt+del. It could also be caused by a student attempting to switch to a browser or other application to look up information for a question. The test administrator should check whether any other applications have been accessed before resuming the student’s test.

8026 Unable to connect to the proctor caching computer. Please contact your administrator.

There is a network connection issue between the testing device and the local ProctorCache device.

Contact your technology staff to verify the local Internet connection and/or connection to proctor cache server is functioning as expected. The technology staff person should contact the MCAS Service Center if the issue cannot be quickly identified or resolved. He or she should be prepared to provide the following information:

• the error code

• the amount of students testing at the time

Q: We need to move some students to new devices, because we move students from the main testing rooms to a test completion room with different testing devices. What should we do?

A: The Department strongly recommends that students use only one computer per test session wherever possible. However, if a student needs to change devices during the same test session, he or she needs to log out of TestNav on the first device (click on the User icon in the top right corner, select “Log out of TestNav,” and then follow the prompts). Once the student is fully logged out, he or she can be resumed on the new device.

Note for Chromebook users: Do not power the first device off until the student has been successfully resumed on the second device.


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Q: A student informed his test administrator that he does not see his accommodation in his test. What should we do?

A: There are different instructions for different accommodations.

• The following accommodations require a special edition: Text-to-Speech, Screen Reader, and Assistive Technology. If the student does not have the accommodation selected in PearsonAccessnext, the test administrator will need to mark the student’s test complete, void the original test, and assign a new test with the correct accommodation.

• Other accommodations can be turned on once a student has started testing: Alternative Background and Font Color, Answer Masking and Spell Checker. Exit the student from the test, update the student’s Personal Needs Profile in PearsonAccessnext, and then log the student in to TestNav.

Q: A student has completed testing, but the student’s record is in “Active” status in PearsonAccessnext. What should we do?

A: If the student exits the test incorrectly by simply turning off the device, the student’s record may remain in “Active” status. The student’s responses have not been lost, but the test administrator should verify that the student has responded to all the test questions by following these steps in PearsonAccessnext. Navigate to the “Students in Session” page, and locate the student record. The test administrator should click on the student’s “Active” status to view the “Student Test & Item Progress” screen. He or she can then verify that the student has responded to all the test questions.

If the test administrator sees on this screen that all the test questions were answered, he or she can mark the PAN Session complete.

If any responses are missing, the test administrator may need to locate and upload the student’s responses that were saved locally. Follow the instructions in the TestNav User Guide (https://support.assessment.pearson.com/x/DAACAQ).

Q: What should we do if a student exits TestNav (either unintentionally or intentionally) before completing a test?

A: If a student exits TestNav (before completing a test):

• Verify that TestNav is shut down for the student.

• Resume the student’s test in PAN.

o If the student exited due to an issue with network connectivity, the student’s test will need to be put in Resume Upload status. When the student logs in, locate the Saved Response File (SRF) and the system will upload any test responses that the student entered after the interruption if resuming on the same testing device. More information on locating SRFs can be found in the TestNav User Guide: https://support.assessment.pearson.com/display/TN/Find+SRF+and+Log+Files.

o Have the student log back into TestNav using the login information on the student testing ticket. If possible, have the student log in on the same device the student was using when he or she exited TestNav.

o The student’s test will resume from the point at which the test was interrupted.

https://support.assessment.pearson.com/x/DAACAQ

https://support.assessment.pearson.com/display/TN/Find+SRF+and+Log+Files

https://support.assessment.pearson.com/display/TN/Find+SRF+and+Log+Files


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Technology coordinators should contact the MCAS Service Center immediately if there is an issue that cannot be resolved. It is acceptable to contact the Service Center using a cell phone, but it is not permissible to photograph students’ testing devices (e.g., to show an error message). Be prepared to provide logs from the testing devices if the Service Center requests them.

If any unexpected outages occur related to the computer-based testing systems, such that TestNav becomes unavailable, an email will be sent from the MCAS Service Center to all principals, district and school test coordinators, and technology coordinators.

The MCAS System Status page at ma-testnav.statushub.io will be updated immediately, and updates will be posted to the status page until the issue has been resolved. At that time, a second email will be sent to schools and districts to communicate that service has been restored.

Q: There are students in my school with both the Text-to-Speech and Human Reader or Human Signer accommodation selected. What should I do to correct this?

A: There are two ways to correct this.

• SR/PNP Import Option for a large number of errors

1. In PAN, select Spring 2018 MCAS Gr. 3–8 from the administration dropdown.

2. Select Import / Export Data from the Setup dropdown.

3. Select Import / Export Data from the Select Tasks dropdown. Click Start.

4. Select Student Registration Export from the Type dropdown and click Start.

5. Once the file is complete, select Download File.

6. In the .csv file, identify all students who have both Text-to-Speech (column Z) and Human Reader or Human Signer (Column Y) selected. Delete all other students from the file.

7. Remove either the Text-to-Speech flag, or the Human Reader or Human Signer flag for those students.

8. Save the file as a .csv file.

9. In PAN, select Import / Export Data from the Setup dropdown.

10. Select Import / Export Data from the Select Tasks dropdown. Click Start.

11. Select Student Registration Import from the Type dropdown.

12. Select Choose File and browse for the saved .csv file. Click Process.

• PearsonAccessnext interface for a small number of errors

1. In PAN, select Spring 2018 MCAS Gr. 3–8 from the administration dropdown.

2. Select Operational Reports from the Reports dropdown.

3. Check Students & Registrations from the Report Category.

http://ma-testnav.statushub.io


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4. Select the PNP Report – Accessibility Features and Accommodations for Student Tests report from the list.

5. Select Text-to-Speech from the Accessibility Features and Accommodations dropdown. Click Download CSV.

6. Identify students on this report that have the Text-to-Speech flag (column T) and Human Reader or Human Signer (column U) flag selected.

7. In PAN, select Students from the Setup dropdown.

8. Search for the student that has both flags selected. Select the checkbox to the left of the student and select Manage Student Tests from the Select Tasks dropdown.

9. Here, remove either the checkbox next to Text-to-Speech, or the selection from the Human Read-Aloud or Human Signer drop down. Click Save.

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