North Carolina College and Career Readiness Alternate...

North Carolina

College and Career Readiness

Alternate Assessments

Grades 10 and 11

Assessment Guide

2014–15

Academic Services and Instructional Support Division of Accountability Services | North Carolina Testing Program

Copyright © 2014 by the North Carolina Department of Public Instruction. All rights reserved.

Stock No. 14938

In compliance with federal laws, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to:

Dr. Rebecca Garland, Deputy State Superintendent Office of the Deputy State Superintendent

6368 Mail Service Center Raleigh, NC 27699-6368

Telephone (919) 807-3305; fax (919) 807-4065

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Table of Contents

Page General Information .......................................................................... 1 Purpose of the North Carolina College and Career Readiness Alternate Assessments at Grades 10 and 11 .................................... 1 Eligible Students ............................................................................. 1

Testing Window for the CCRAA at Grade 10 ........................................ 2 Testing Window for the CCRAA at Grade 11 ........................................ 2 Makeup Testing .............................................................................. 2 Administration Time and Number of Test Items ................................... 3 Scoring and Reporting ..................................................................... 4

Before Test Day ................................................................................. 5

Prepare for and Attend Training ........................................................ 5 Read and Study the Testing Code of Ethics ......................................... 5

Read and Follow Test Security Procedures .......................................... 6 Proctors ......................................................................................... 7

Prepare the Testing Environment ...................................................... 9 Prepare Students for Testing ............................................................ 9

Prohibited Items in the Testing Room .............................................. 10 Monitor Students during the Assessment .......................................... 11 Misadministrations ........................................................................ 12

Misalignment during Testing ........................................................... 13 Student Emergencies and Restroom Breaks during Testing ................. 14 Students with Disabilities and Testing Accommodations ...................... 15

Students with Transitory Impairments ............................................. 15 Record Students’ Required Accommodations ..................................... 16

Recognize and Report Testing Violations or Irregularities .................... 16 Know What Will Be Precoded on Student Answer Sheets ..................... 18

Know Procedures for Students Who Complete the Test before the Scheduled Testing Time is Over ................................................... 18 Know Local Testing Procedures ....................................................... 19

Paper Clip Student Test Books ........................................................ 19 Checklist of Steps to Complete before Test Day ................................. 20 On Test Day ..................................................................................... 21 Verify Exact Number of Test Materials upon Receipt ........................... 21 Review the Checklist of Required Test Materials ................................. 21 Approved Supplemental Materials (Optional) ..................................... 22 Follow a Uniform Process of Administration ....................................... 22 Student Directions for the CCRAA Grades 10 and 11 ....................... 25

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After Testing .................................................................................... 35 Checklist of Steps to Complete following the Test Administration ......... 35

Record Students’ Provided and Used Accommodations ....................... 35 Count and Return All Test Materials ................................................. 36

Code the Student Answer Sheets .................................................... 36 Absent from the Makeup Test Administration .................................... 37

Special Codes Section for Answer Sheets .......................................... 37 North Carolina General Purpose Header Sheet Required for CCRAA at Grade 10 Only .............................................................................. 38 Special Codes Section for Header Sheet ........................................... 40 Review the Test Materials ............................................................... 40 Pack and Return the Test Materials .................................................. 42

Return and Storage of Test Materials for Accommodations .................. 43 Samples ........................................................................................... 44 Sample Answer Sheet CCRAA Grade 10 (SIDE 1) ............................... 44

Sample Answer Sheet CCRAA Grade 10 (SIDE 2) ............................... 45 Sample Answer Sheet CCRAA Grade 11 (SIDE 1) ............................... 46

Sample Answer Sheet CCRAA Grade 11 (SIDE 2) ............................... 47 Sample North Carolina General Purpose Header Sheet ....................... 48 Appendices .................................................................................... 49

A. Testing Accommodations for the North Carolina College and Career Readiness Alternate Assessments at Grades 10 and 11 ................. 49

B. Sample Review of Accommodations Used During Testing Form ....... 50 C. Transcribing the Short Answer Item ............................................ 51

D. Calculator Use ......................................................................... 52 D1. Method for Clearing Memory: Memory Management to Reset

Calculator Models: TI-73, TI-81, TI-82, TI-83, TI-84, TI-85, and TI-86 Plus ................................................................... 54

D2. Method for Clearing Applications & Memory: TI Test GuardTM 2.0 Calculator Models: TI 83 Plus Family ..................................... 55 D3. Method for Clearing Applications & Memory: Press-to-Test Calculator Models: TI-84 Plus and TI-84 Plus Sliver Edition ....... 57

D4. How to Restore Files That Were on Calculators before the Reset ............................................................................... 58

D5. TI-Nspire Press-to-Test Mode Keystrokes ............................... 59 D6. Resetting Casio Calculators .................................................. 61 E. Testing Code of Ethics ................................................................ 62

Assessment Guide North Carolina College and Career Readiness Alternate Assessments 2014–15 Grades 10 and 11

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General Information Purpose of the North Carolina College and Career Readiness Alternate Assessments at Grades 10 and 11 The North Carolina College and Career Readiness Alternate Assessments (CCRAAs) at Grades 10 and 11 are assessments designed in response to House Bill 587 passed by the North Carolina General Assembly in the 2013 Session. House Bill 587 requires the administration of an alternate to The ACT® and to the ACT Plan for students who exhibit severe and pervasive delays in all areas of conceptual, linguistic, and academic development as well as in adaptive behaviors, including communication, daily living skills, and self-care, and who are following a course of study that, upon completion of high school, may not lead to admission into a college-level course of study resulting in a college degree. The decision to assess a student on the CCRAA must be made as part of the Individualized Education Program (IEP) process. To determine student participation in the grade 10 and the grade 11 CCRAA, the eligibility requirements are listed below or may be found at http://www.ncpublicschools.org/accountability/testing/alternateassess/. Eligible Students To determine student participation in the CCRAA at grade 10 and grade 11, the following eligibility requirements must be considered:

CCRAA at GRADE 10 Only: The student is enrolled in grade 10 according to PowerSchool. (Note: Only eligible students enrolled in tenth grade for the first time are required and permitted to take the CCRAA at Grade 10.) CCRAA at Grade 11 Only: The student is enrolled in grade 11 according to PowerSchool. (Note: Only eligible students enrolled in eleventh grade for the first time are required and permitted to take the CCRAA at Grade 11.) CCRAA at Grades 10 and 11:

The student must have a current IEP. The student DOES NOT have only a current Section 504 Plan. Note:

Students with only Section 504 Plans (i.e., students who do not have a current IEP that designates participation in an alternate assessment) are not eligible for participation in any of North Carolina’s alternate assessments. These students may participate in the standard test administration with or without accommodations as documented in their individual Section 504 Plans.

The student, if identified as limited English proficient (LEP), must also have a current IEP. Note: Students with current IEPs who are identified as LEP by scoring below level 4.0 Expanding on the reading subtest of the WIDA ACCESS Placement Test (W-APT™) and are in their first year in U.S. schools are not required to be assessed on the English and Reading portions of the assessments. These students are required,


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however, to participate in the tests of Math and Science on the CCRAA at Grade 10, and the tests of Math, Science, and Writing on the CCRAA at Grade 11.

The student exhibits severe and pervasive delays in all areas of conceptual, linguistic, and academic development as well as in adaptive behaviors, including communication, daily living skills, and self-care.

The student is following a course of study that, upon completion of high school, may not lead to admission into a college-level course of study resulting in a college degree (i.e., the Occupational Course of Study).

The student IS NOT receiving instruction in the North Carolina Extended Content Standards. (Note: Students receiving instruction in the North Carolina Extended Content Standards may be eligible for the NCEXTEND1 Alternate Assessments at Grades 10 and 11.)

The student meets the criteria above AND has a written parental request for an alternate assessment.

In rare cases, students who are medically fragile because of a significant medical emergency and/or condition and are unable to participate in a specific test administration may be granted a medical exception. The principal or school test coordinator must contact the school system test coordinator for procedures on how to request a medical exception. All medical exceptions must be approved by the Division of Accountability Services/North Carolina Testing Program. Testing Window for the CCRAA at Grade 10 The testing window for the CCRAA at Grade 10 is October 1–31, 2014. Testing Window for the CCRAA at Grade 11 The testing window for the CCRAA at Grade 11 is March 3–17, 2015. Makeup Testing Any student absent (i.e., not present) from the CCRAA at Grade 10 or the CCRAA at Grade 11 test administration must make up the test. The local education agency (LEA) test coordinator will specify how makeup tests are to be handled at the school and will schedule dates and times for completing makeup tests in each school so that all makeups are completed during the testing window (i.e., October 1–31 for Grade 10; March 3–17 for Grade 11). Administration Time and Number of Test Items The administration time for the CCRAA at Grade 10 and at Grade 11 is 150 minutes. No administration may exceed 150 minutes (except for students with documented special needs requiring accommodations, such as Scheduled Extended Time). The administration time does not include time for general instructions and breaks. The tests must be administered in one school day


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(except for students with documented special needs requiring accommodations, such as Multiple Testing Sessions). The administration of the tests must be the first activity of the morning. The verbal instructions to students are to begin no later than 9:00 a.m. on the day of the test administration. Breaks must not be extended for any reason (except for students with documented special needs requiring accommodations, such as Multiple Testing Sessions and Scheduled Extended Time). The tests are administered in a specific order (i.e., English first, followed by Math, Reading, and Science. [The CCRAA at Grade 11 contains a Writing test which appears last.]) Students must not stop when they complete the questions for a subject area section; they must continue working on the test questions until the test is completed or until time is called. Refer to the following chart for the test administration times and numbers of items for both CCRRA tests:

Activity Time

(Minutes) Subject Areas

Grade 10 Number of Items

Grade 11 Number of Items

English 14 Multiple-choice 13 Multiple-choice Math 12 Multiple-choice 12 Multiple-choice Administration Time

150 Reading 6 Multiple-choice 8 Multiple-choice Science 11 Multiple-choice 10 Multiple-choice

Writing

N/A 1 Constructed Response

2 Three-Minute Breaks

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General Instructions

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Totals 168 43 44 For best practices, the North Carolina Testing Program strongly recommends schools schedule the CCRAAs so they do not interfere with lunch or bus schedules. All students, including students with the Scheduled Extended Time accommodation, must be allowed to eat lunch during the school day and to travel home at their regularly scheduled time. In rare cases in which students must leave the testing area for lunch, the test administrator must paper clip test books so students cannot go back to previously attempted questions. See the Paper Clip Student Test Books section in this guide for policy and procedures test administrators must follow before students leave the testing area for lunch. Scoring and Reporting


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Per G.S. §115C-174.11(c)(4)(b), “alternate assessment results of students with disabilities shall be included in school accountability reports, including charter and regional schools, provided by the State Board of Education.” Students taking the CCRAA at Grades 10 and 11 will receive a single score based on how many of the test items they answer correctly. Note: The CCRAA at Grade 11 must be shipped to Technical Outreach for Public Schools (TOPS) for scanning and scoring. TOPS will return the scored test records electronically to the NCDPI within 7 business days of starting the scoring process. Therefore, LEAs/charters should allow 7–8 business days after TOPS receives the answer sheets to receive test records for the CCRAA at Grade 11.


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Before Test Day Prepare for and Attend Training Only employees of the school system are permitted to administer secure state tests. Contracted tutorial services or agencies are not permitted to administer North Carolina tests. According to State Board of Education (SBE) policy GCS-A-010, test administrators shall be school personnel who have professional training in education and the state testing program. Retired teachers, if working for the school district as substitute teachers or members of the staff in any capacity, may administer North Carolina tests. Test administrators shall

prepare for and attend test administrator training session(s) each testing cycle before administering any secure state assessment;

read this guide thoroughly; and review the student directions (script) and be prepared for the variations

required by the testing conditions.

On a day before each test administration, all test administrators must be trained in test security and testing procedures. The school system or school test coordinator will schedule and conduct the training session. Test administrators should read this guide thoroughly before attending the training session and take it to the training session so it can be referred to as needed. Test administrators should make note of any questions regarding their responsibilities. To be made aware of any restrictions affecting appropriate use of accommodations, a test administrator who will be conducting test administrations with accommodations must also be trained by the school system test coordinator or designee in the provision of the specified accommodations before the test administration. See Appendix A for a list of approved testing accommodations. Read and Study the Testing Code of Ethics Before test day, the test administrator must

read and study the North Carolina Testing Code of Ethics and discuss the Testing Code of Ethics and its sanctions during the test

administration training. The Testing Code of Ethics addresses appropriate professional practices for central office and school administrators, test coordinators, teachers (test administrators), and proctors in the areas of securing tests; administering tests; and scoring, reporting, and interpreting test results. The sanctions for violations are also included in the Testing Code of Ethics and are applicable to the


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administration of all secure state-mandated tests. A copy of the Testing Code of Ethics is provided in Appendix E of this guide. Read and Follow Test Security Procedures Test security procedures must be studied and discussed during test administration training. Copying Secure Test Materials Secure tests, including all test materials and test questions, must not be

reproduced in any manner.

Secure tests must not be copied, filed, or used directly in instructional activities.

No person may copy, reproduce, or paraphrase the test materials in any manner for any reason without the prior written consent of the North Carolina Department of Public Instruction (NCDPI) Division of Accountability Services/North Carolina Testing Program.

Classroom Instruction and/or Study Guides

Excerpts from the assessments must not be used at any time during classroom instruction or in resource materials such as study guides.

Instructional materials that contain sample test questions (whether generated locally or obtained from another school system) must be shared with the principal and school system test coordinator before they can be used.

Teachers are not permitted to discuss specific items from the tests with students or colleagues before, during, or after the test administration or to ask students which test questions were difficult.

Displays

Displaying information regarding content being measured or test-taking strategies (e.g., “Tips for Taking Tests,” displays, word lists, word walls, definitions, writing formulas, multiplication tables, mathematical formulas/theorems) in any manner or form in the room during a test administration will result in a misadministration. These displays must be covered or removed.

Failure to cover or remove such displays during a test administration is considered a violation of the Testing Code of Ethics.

Testing Environment

All rooms designated for testing must be quiet, orderly, comfortable, and have adequate lighting.

Seating must be arranged to discourage students from sharing responses.

Accounting for and Storing Test Materials


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The test administrator must count and record the number of secure test materials and supplemental materials

o when the materials are first received, o before the distribution of materials to students, o after the test administration, and o when the materials are returned to the school test coordinator.

The test administrator must immediately report any discrepancies in the count to the school test coordinator/principal.

Test materials must not be left unattended by the test administrator at any time.

Immediately after the test administration, the test administrator must return all testing materials to the school test coordinator according to the directions specified in this Assessment Guide.

The school test coordinator shall collect, count, and return all test materials to the secure, locked facility.

Access to Secure Assessments

Access to the assessments shall be limited to school personnel who have a legitimate need.

School personnel must not disclose the contents of secure tests nor discuss with each other or with students specific test questions or information contained within the tests.

Visitors to the classroom are prohibited during the test administration except when required for state or local monitoring of test administrations or under extreme circumstances (i.e., emergency situations).

Read Aloud or Signing/Cueing Administrations Test administrators who provide read aloud or signing/cueing administrations

have the added responsibility of maintaining confidentiality because of the access they are granted for these types of accommodations. It is strictly prohibited for test administrators who give these administrations to divulge the contents of the assessment, generally or specifically, to anyone or to copy or record test items.

Proctors A trained proctor should be assigned and present for each test administration regardless of the number of students tested. Proctors may not assist students in choosing responses to test questions and

shall not, at any time, modify, change, alter, or tamper with student responses to test questions.


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At no time shall proctors be alone with secure test materials.

At no time shall proctors be responsible for reading directions or test questions, or otherwise providing information for the test administration to students.

Proctors must not pick up test materials from or return test materials to the school test coordinator at the beginning or the end of testing unless accompanied by the appropriate school personnel.

The proctor assigned can be either (1) a one-on-one, full-time proctor (i.e., one proctor assisting one test administrator in a single testing room) or (2) a roving proctor (i.e., one proctor assisting up to three test administrators in three testing rooms). Several conditions should apply when using the roving proctor option:

A roving proctor should be used to monitor only the following test administrations:

o administrations in which the test administrator is not the teacher of record (i.e., not the teacher of the group tested)

o administrations in which the test administrator is not a teacher of the subject matter being tested

Roving proctors must be trained before each test administration. Roving proctors should be responsible for no more than three centrally

located classrooms. There should not be more than thirty (30) students in any testing class or

group. Testing rooms with over thirty (30) students should have a one-on-one, full-time proctor.

Test groups that will be monitored by a roving proctor must be considered. For example, a small group of students who are easily distracted might not be the best test group for a roving proctor.

Students must be informed before the day of the test administration that a roving proctor will be coming into and out of the testing room to monitor their test administration.

The LEA/charter school test coordinator must specify the logistics for roving, such as the room assignments, the time spent monitoring in each testing room, and whether the testing room door is to be left open or closed during the testing session.

o When scheduling roving proctors’ time, test coordinators must ensure that equal time is provided to all rooms being monitored. The last room monitored should not remain without a proctor for too long. For


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example, if the roving proctor is assigned to three rooms and is instructed to move every 30 minutes, the last room will not have a proctor until after an hour of testing has passed. A better scenario would be to have the roving proctor start with five minutes in room 1, go to room 2 for five minutes, move to room 3 for five minutes, and then repeat the process.

Ideally, every test administration should have a proctor present, and it is most preferred when test administrations exceed thirty (30) students. If after working with the Regional Accountability Coordinator (RAC) and exhausting all options, it is not possible to have proctors as stated in this Assessment Guide, LEAs may submit a letter to the Office of the State Superintendent stating the hardship and assuring the district assumes responsibility for test security. Prepare the Testing Environment Test administrators must prepare appropriate physical conditions for testing rooms. All testing rooms must be prepared in the following manner: Cover or remove bulletin boards and/or instructional displays that contain

content being measured or test-taking strategies.

Cover or remove all reference materials (printed or attached) on student desks.

A “Testing—Do Not Disturb” sign should be ready to post outside the testing room.

The testing room should be quiet, orderly, well-lighted, and comfortable.

Each student should have enough space in which to work.

Seating must be arranged to discourage students from sharing responses.

Test administrators must contact the school test coordinator before the test administration if they have questions related to the testing environment. Prepare Students for Testing Students should answer every question within the time allowed for the test. The score on the test is based on the number of questions answered correctly; there is no penalty for guessing. Before the designated test administration date and according to SBE policy GCS-A-010, teachers may help students improve test-taking skills by

helping students become familiar with test formats using curricular content;

teaching students test-taking strategies and providing practice sessions;

helping students learn ways of preparing to take tests; and


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using resource materials such as test questions from test item banks and linking documents in instruction and test preparation.

The English, Math, Reading, and Science questions in both the grade 10 and grade 11 CCRAAs are multiple-choice questions. The Writing component, which is only administered in the CCRAA at Grade 11, consists of one short answer constructed-response item. Teachers should help students at grade 11 understand that they will write their response to the constructed-response question on the lines provided on their answer sheet. Students must not write beyond the end of the lines or in the margins. Words written in the margins or unlined areas of the answer sheet will not be scored. Students are not to add more lines to the answer sheet. Words written on extra lines will not be scored. Responses that are written in a foreign language, are exact restatements of the question, or are completely off topic or incoherent, will not be scored. Responses are scored only for content (i.e., spelling and grammar are not scored). Before the test administration date, teachers should discuss with students the purpose of the test administration and must inform them that they are not to share test items with others (e.g., students and teachers). Teachers are not allowed to discuss test items with students and must not use test items or information from students as the basis for additional instruction or review. Instead, teachers should provide instruction/review on the state-adopted curriculum. Excerpts from the tests must not be used at any time during classroom instruction or in resource materials such as study guides. Prohibited Items in the Testing Room The presence of prohibited items in the testing room may constitute a misadministration or violation of the Testing Code of Ethics. Students are not allowed to bring any prohibited items into the testing room and may be removed from testing if they fail to adhere to this requirement. Therefore, on days before testing, teachers must announce to students which items are prohibited in the testing room. Prohibited items include: Electronic devices. Other than permitted calculators, students are not allowed

to have in their possession or to use cell phones or any other electronic devices at any time during testing, including breaks. Any person found or observed with a cell phone/electronic device during testing time must be dismissed from testing and a misadministration declared. o If the test administrator or proctor believes an electronic device was used

during the test administration to store or exchange information or to make an image of the test, the device must be collected from the student and the school test coordinator contacted immediately.


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o If a student must be removed from testing because he/she has a cell phone/electronic device during testing, the test administrator must not leave the testing room unattended. The test administrator must remain in the room, and the school test coordinator must be notified and the student removed.

Personal belongings. Students’ personal belongings must be placed under their seats, and students must not be permitted to access them at any time during testing, including breaks. o Students who complete the test before the scheduled time is over must be

provided the option to read novels or other nontextbooks (e.g., magazines) while waiting for other students to finish the test. Test administrators must collect student answer sheets, test books, and all other ancillary materials (e.g., calculators, used papers) before students are allowed to take out their reading material.

Testing aids. Textbooks, reference books, thesauruses, smartpens, music, notes, or any unapproved testing aids are prohibited during the administration of any assessment in the North Carolina Testing Program.

Food and drink. No one, including testing staff, may eat or drink in the testing room (unless approved for medical reasons).

Monitor Students during the Assessment Before testing begins, test administrators and proctors must turn off their personal cell phones/electronic devices and ensure these devices are not visible during testing, including breaks. Personal cell phones/electronic devices must not be used during the test administration, including breaks. Test administrators must remain attentive to their testing responsibilities throughout the entire test administration. Reading (except for the Assessment Guide or supplemental testing policy information); grading papers; using a computer, cell phone, or other electronic device; talking casually with a proctor or other staff; or engaging in any activity in the testing room not directly related to the test administration is not allowed. Test administrators and proctors must avoid creating distractions and causing testing irregularities while monitoring students during the assessment. During training, test administrators and proctors must be made aware of what they can and cannot do to assist students. The test administrator must monitor the test administration by walking frequently and quietly throughout the room and scanning the students’ work areas to ensure students follow the test directions, perform the required tasks, do not share responses, and if eligible, have access to required accommodations.


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When the test administrator or proctor needs to sit during the assessment, the test administrator/proctor should position himself/herself so he/she has an unobstructed view of and easy access to students.

Test administrators and proctors are not to read test questions from student test books (except for students with documented special needs requiring accommodations, such as Test Administrator Reads Test Aloud).

Test administrators and proctors cannot indicate answers to students. Some examples include but are not limited to

o telling students to “look at the question again” or offering similar advice;

o making a facial expression, hand gesture, or utterance (e.g., coughing, clearing throat) to indicate approval or disapproval of the student’s response; and

o standing beside the desk, reading a question, looking at the student’s response, and then pointing to the correct answer or pointing to the question as if to indicate “read the question again because you have the wrong answer.”

Test administrators and proctors cannot help students by

o explaining the directions in their own words;

o explaining the meaning of any word in the directions, test questions, or answer choices;

o rephrasing test questions;

o translating a word or phrase into another language; or

o providing synonyms for unknown words.

Misadministrations School systems must monitor test administration procedures. According to SBE policy GCS-A-001, if school officials discover any instance of improper administration and determine the validity of the test results has been affected, they must notify the local board of education, order the affected students to be retested, and declare a misadministration. Only the superintendent and the school system test coordinator have the authority to declare misadministrations at the local level. The LEA/charter school test coordinator will specify how misadministrations for the CCRAAs are to be handled at the school and will schedule dates and times for readministering the tests in each school so that all misadministration retests are completed within the testing windows (i.e., October 1–31, 2014 for Grade 10 or March 3–17, 2015 for Grade 11).


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Only scores resulting from a valid test administration should be included in students’ permanent records or used for accountability purposes. All misadministrations must be documented and reported using the appropriate procedures outlined in the Online Testing Irregularity Submission System (OTISS). Misalignment during Testing Misalignment occurs during a paper-and-pencil test administration when students are responding to a multiple-choice test question and the item number being coded on the answer sheet does not match the number of the question being answered in the test book. Procedures for test administrators to follow in the event misalignment occurs during the administration of the test are to be discussed during training. These procedures are listed below. If a student is observed marking a number on the answer sheet that does not

match the number of the test question, the test administrator must use his/her best judgment to determine whether the error can be corrected during the testing session. If so, in the least disruptive manner possible, the test administrator should notify the student that the responses are misaligned. Test administrators are not permitted to tamper with (e.g., alter, change, modify, erase) student responses to the test questions on the answer sheet.

In some cases, it may be appropriate to determine where the misalignment occurred, guide the student to recode responses so the coded bubbles are in alignment, and allow the student to continue the test.

In some cases, it may be appropriate to guide the student in getting back in alignment and direct the student to continue answering questions for the assessment. The student should be told that he or she will receive help after finishing the rest of the test questions. Once the student completes the questions, the test administrator can guide the student regarding the unaligned coding. The student recodes responses so the coded bubbles are in alignment on the answer sheet.

In rare cases, the test administrator may elect to tell the student to begin responding to test questions by circling the correct response in the test book. After the test administration ends, the test administrator or other designated school official must guide the student, under secure conditions in a group setting (i.e., three or more designated school personnel), to correct the errors coded on the answer sheet as well as to transfer circled responses from the test book to the answer sheet.


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In some cases, it may be appropriate to end the testing session for the student and complete a Report of Testing Irregularity so the student can be rescheduled to take the test at a later date.

CCRAA at Grade 11 Only

Students taking the CCRAA at Grade 11 must write their response to the Writing constructed-response question on the lines provided on their answer sheets. If, on the day of the test administration, students do not record their response on their answer sheets (e.g., write their response on blank paper, write their answer in the test book), the test administrator must use his/her best judgment to determine whether the error can be corrected during the testing session.

If the error is noticed during testing, the test administrator should remind/direct the student to enter the response on the answer sheet.

If the error is not caught by the test administrator during the testing time but is noticed when answer sheets are collected, the school test coordinator should be notified, and the student should be allowed to transfer his/her responses (under secure conditions with three or more designated school personnel present) onto the answer sheet.

If the error is not caught until after the test administration is completed and the student has been returned to his/her regular school schedule, a Report of Testing Irregularity must be completed, a misadministration declared, and the student should be scheduled to retake the test at a later date.

Note: For the grade 11 CCRAA Writing component, student responses that are entirely illegible or are considered otherwise nonscoreable include the following: totally blank responses, responses written in a foreign language, exact restatements of the question, and responses that are completely off topic or incoherent. These responses will not receive a score. Student Emergencies and Restroom Breaks during Testing The NCDPI strongly recommends all students have an opportunity to use the restroom before beginning a test administration. If a student must leave the room during the test administration because of an emergency (e.g., becoming ill or requiring a visit to the restroom), the student must be accommodated. All test materials must remain in the room. If a student needs a restroom break during the test administration, these procedures must be followed: To the extent possible, only one student at a time is to be excused to the

restroom.


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The student’s test materials must be secured (e.g., answer sheet, blank paper, and graph paper, placed inside the test book as a place holder and the test book closed).

The test administrator must note the time the student left the room to ensure the student has the allotted amount of time to complete the assessment upon return.

If necessary, an appropriate member of the school staff may accompany the student to the restroom. Students must be accompanied if more than one is allowed to leave during the test at the same time.

Students with Disabilities and Testing Accommodations On a case-by-case basis where appropriate documentation exists, students with disabilities may receive testing accommodations.

The need for accommodations must be documented in the students’ current IEPs.

The accommodations must be used routinely during the students’ instructional programs and similar classroom assessments.

Test administrators conducting test administrations with accommodations must be trained by the school system test coordinator or designee in the provision of the specified accommodations before the test administration.

Special testing accommodation requests, other than those specified in this publication (see Appendix A), must be submitted via an Accommodation Notification Form. For additional information regarding appropriate testing procedures and accommodations, test administrators who provide accommodations for students with disabilities must refer to the most recent publication of Testing Students with Disabilities and any published supplements or updates. These publications are available through the local school system or at www.ncpublicschools.org/accountability/testing/ alternateassess/. Students with Transitory Impairments A transitory impairment is impairment with an actual or expected duration of six months or less. A transitory impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities for an extended period of time. The issue of whether a transitory impairment is substantial enough to be a disability must be resolved on a case-by-case basis with respect to each individual student, taking into consideration both the duration (and expected duration) of the impairment and the extent to which the impairment limits one or more major life activities of the affected student. Eligibility decisions are made by a school-based committee, which includes persons knowledgeable about the student.


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On a case-by-case basis where appropriate documentation exists, students who are identified with a transitory impairment (i.e., not Section 504-eligible) may receive testing accommodations. As with all testing accommodations, accommodations that are being considered for use during testing must be used routinely during instruction and similar classroom assessments when possible. The need for accommodations must be documented before testing. Copies of this documentation must be kept at the school and made available to test coordinators. Those administering assessments with accommodations must be trained before the administration by the LEA/charter school test coordinator or designee in the provision of the specified accommodations. Record Students’ Required Accommodations On days before the test administration, the Review of Accommodations Used During Testing form (see Appendix B) must be used to record the required testing accommodations documented on a student’s IEP or transitory impairment documentation. One form is to be completed per student. Recognize and Report Testing Violations or Irregularities Details regarding what constitute a testing violation or irregularity and information concerning how to report incidents should be discussed during training. Test administrators must report any alleged testing violation or testing irregularity to the school test coordinator on the day of the occurrence. Examples of testing irregularities include, but are not limited to, the following: Eligibility Issues

Eligible students were not tested

Ineligible students were tested

Accommodation Issues

Approved accommodation not provided

Approved accommodation not provided appropriately

Accommodation provided but not approved/documented

Security Issues

Missing test materials

Secure test materials not properly returned

Test materials not stored in a secure, locked facility

Items from secure test(s) used for instruction

Reproduction of secure test(s) in any manner or form


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Failure to remove bulletin board materials, classroom displays, or reference materials (printed or attached) on students’ desks that provide information regarding test-taking strategies or the content being measured by the test

Copies of the test made available to others

Monitoring Issues

Test administrator left the room unmonitored when students or secure materials were present

Secure materials were left unattended during a restroom break or lunch break

Testing personnel did not monitor students during break

Test administrator did not ensure students worked independently during testing (e.g., students were not prevented from gaining an unfair advantage through the use of cell phones, text messages, or other means)

Student(s) allowed to remove secure materials from the testing area

Student(s) cheated by copying, using a cheat sheet, or asking for information

Procedural Issues

Test administrator/proctor altered student responses

Test administrator/proctor gave improper assistance or provided instruction related to the concepts measured by the test on the morning of the test administration or during the test administration session

Test administrator omitted, revised, interpreted, explained, or paraphrased the test directions or the test items to include answer choices

Test not administered on the test date or during the testing window


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Know What Will Be Precoded on Student Answer Sheets The student information (e.g., School Name, Teacher’s Name, Student’s Last Name, Student’s First Name, Student’s Date of Birth, and PowerSchool Student Number) on SIDE 1 of the students’ answer sheets must be precoded before testing. Students must not code the answer sheets before testing. The CCRAA at Grade 10 and the CCRAA at Grade 11 require different answer sheets (see the samples on pages 44–48). Answer sheets for the CCRAA at Grade 10 will be precoded by the Regional Accountability Coordinator (RAC), LEA test coordinator, school test coordinator, or the principal’s designee on days before the assessment. The CCRAA at Grade 10 answer sheets will be scanned and scored by the LEA test coordinator. The answer sheets for the CCRAA at Grade 11 include a Quick Response (QR) code. These answer sheets will be precoded, scanned, and scored by Technical Outreach for Public Schools (TOPS). At the completion of testing, the grade 11 answer sheets will be shipped to a central location and image scanned for scoring. Note: The CCRAA at Grade 11 answer sheets must be precoded; handwritten student information in the precoded area is not permitted. Students and test administrators must not change, alter, or erase precoding on students’ answer sheets and must not make marks in the QR code. The test administrator should provide all corrections for precoded responses to the principal or the school test coordinator. Know Procedures for Students Who Complete the Test before the Scheduled Testing Time Is Over Students who complete the test before the scheduled time is over must be provided the option to read novels or other nontextbooks (e.g., magazines) while other students continue to work during the scheduled time. Before students who have completed the test may read, however, the test administrator must

verify with the student that he/she has completed the test, checked over his/her answer sheet, and is sure all answers are clearly marked and entered on the answer sheet for scoring;

collect the student’s answer sheet, test book, and all ancillary materials (e.g., calculators, used blank and graph papers) (The test administrator must stack the students’ test materials on the teacher’s/test administrator’s desk and must not open or review the students’ answer sheets or test books. The test administrator must not review test items or alter student responses; test books must remain closed and secure.); and

ensure the students’ reading material is a novel or other nontextbook, such as a magazine. (Textbooks, reference books, thesauruses, audio books,


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music, notes, or any unapproved testing aids are prohibited during the administration of any test in the North Carolina Testing Program. During the scheduled testing time, students are only allowed to read novels or other nontextbooks after they are finished and waiting for other students to complete the test. Students may put their heads down on their desks and rest if they decide not to read.)

If all students finish the test, review their responses, and are ready to turn in their tests before the scheduled time period is over, the test administrator may end the testing session early by reading the information in the Assessment Guide under the words Read to Announce the End of the Testing Session. Students must not be dismissed from the room unless authorized by the appropriate local official (e.g., principal). The test administrator must follow local procedures for returning students to the regular school schedule. Know Local Testing Procedures During test administrator training, test administrators must be informed of local testing policies and procedures. The following list is not all-inclusive. Know the local procedures for contacting the school test coordinator during the

test administration, if needed.

Know the local procedures to follow at the conclusion of testing for returning students to the regular school schedule.

Know the local procedures for reporting a testing irregularity. Paper Clip Student Test Books Test administrators are responsible for paper clipping students’ test books in rare cases in which students must leave the testing area for lunch. If students must leave the testing area for lunch, the test administrator must alert students when they have five minutes remaining before the lunch break. Students must be told that the test administrator will paper clip test books so students cannot go back to previously attempted questions. Pages that contain reading selections students have not completed must not be paper clipped. Therefore, students should complete the reading selection they are working on and the selection’s questions before going to lunch. During lunch, students must not be allowed to discuss specific test questions or information contained within the test. Test administrators must inform students of this policy before students leave the testing area for lunch. Checklist of Steps to Complete before Test Day

Prepare for and attend test administrator training sessions before administering the secure state assessment.


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Read and study the North Carolina Testing Code of Ethics.

Study test security procedures.

Prepare appropriate physical conditions for the testing room.

Inform students of items that are prohibited in the testing room.

Review what you can and cannot do to assist students while monitoring the assessment.

Know testing policies and procedures (e.g., misalignment, student emergencies and restroom breaks, testing irregularities, paper clipping test books).

Know local testing procedures (e.g., reporting testing irregularities).

Ensure the calculator memory and all applications (including preloaded) have been cleared from all calculators, including personal calculators students may use during the assessment.

Complete the To Be Completed Before Testing column located on the Review of Accommodations Used During Testing form (see Appendix B). One form is to be completed per test per student.


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On Test Day

Verify Exact Number of Test Materials upon Receipt Test materials must be distributed to test administrators immediately before each test administration. Count and record the number of secure test materials, including

supplemental materials, when the materials are first received from the school test coordinator.

Report to the school test coordinator any discrepancies in the count before leaving the test materials’ storage/distribution room.

Only supplemental materials specified in this Assessment Guide (or published supplements or updates) may be used during the test administration.

Maintain test security at all times while handling test materials.

Proctors are not to pick up test materials from the school test coordinator at the beginning of testing unless accompanied by the appropriate school personnel. Every effort must be made to minimize public access to secure state assessments before and after each test administration.

It is important to verify the receipt of the exact number of test materials required. The test administrator is responsible for all test materials until they are returned to the school test coordinator after each test session. All test materials assigned to a test administrator must be returned after each test session. Review the Checklist of Required Test Materials Test administrators are responsible for all materials in their care. The following checklist contains the required materials test administrators will need for the CCRAA administrations. Other materials (e.g., reference books, bookmarks, food, drink, candy, multiplication tables, textbooks, thesauruses, cell phones, MP3 players, cameras, smartpens, personal computers, removable storage devices, and music) are not permitted during the administration of secure tests.

The Assessment Guide for the North Carolina College and Career Readiness Alternate Assessments at Grades 10 and 11.

The appropriate number of test books and answer sheets for the group of students to be tested (Count and record the number of answer sheets and test books received.)


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For CCRAA grade 10: One North Carolina General Purpose Header Sheet for each class or test group (Test administrators must not complete a header sheet for the CCRAA at Grade 11.)

Sufficient envelopes or vinyl bags for repackaging the test materials to be scored

Extra, sharpened No. 2 pencils with erasers

A supply of blank paper

A supply of graph paper issued/approved by the NCDPI Division of Accountability Services/North Carolina Testing Program for the math portion of the tests. (The NCDPI-issued/approved graph paper cannot be photocopied and used for test administration or instructional purposes.)

Each student must have access to, at minimum, a four-function calculator with memory key during the math portion of the assessments. For additional information on calculator use and the minimum calculator requirements, see Appendix D.

Jumbo paper clips

An accurate timing device that does not make noise (e.g., loud ticking) or sound an alarm

Approved Supplemental Materials (Optional) Only approved supplemental materials may be used during the test administration. The following supplemental materials are approved for use for students who routinely use them in the classroom:

Color acetate overlays

Highlighters

Note: Students may use highlighters in the test books, but they must not use highlighters on the answer sheets. Follow a Uniform Process of Administration Test sessions must be conducted according to the policies, procedures, and directions in this Assessment Guide and any subsequent updates developed by the NCDPI Division of Accountability Services/North Carolina Testing Program. By following the procedures outlined in this guide, the test administrator ensures the security and confidentiality of the assessment program and the uniform evaluation of all students throughout the state. If a


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situation arises that the test administrator does not know how to resolve, the school test coordinator must be contacted. The test administrator must ensure the following are completed on the day of testing before beginning the test administration:

A “Testing—Do Not Disturb” sign is posted outside the testing room.

The testing room is quiet, well-lighted, and comfortable; each student has enough space in which to work.

Bulletin boards, instructional displays, and reference materials (printed or attached) on student desks or workstations that might be a source of direct answers are covered or removed.

All desks or workstations are cleared of books and other materials that are not required for the assessment.

The test administrator must review the following list of reminders on the day of testing before beginning the test administration:

A trained test administrator must be present in the testing room at all times during testing.

Each student tested must have access to the appropriate test materials as specified in this Assessment Guide.

Procedures must be followed for the distribution and collection of test materials, including any supplemental materials, as specified in this Assessment Guide.

Read the directions to the students as they are written in this Assessment Guide. It is a violation of the Testing Code of Ethics to omit, rewrite, or paraphrase orally or in writing the instructions presented in the Assessment Guide.

Note: Test administrators may repeat test directions only and are not permitted to provide any specific assistance with answering test questions.

Distracting behaviors must be avoided (e.g., holding extended conversations with the proctor, reading newspapers or novels, eating, carrying out other personal or professional duties, talking/texting on cell phones).

Personal cell phones/electronic devices must be turned off, and these devices must not be visible during testing, including breaks. Personal cell


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phones/electronic devices must not be used during the test administration (including breaks).

The test administrator and proctor must monitor the test administration.

Policies and procedures must be followed for the provision of accommodations during the test administration for students with disabilities.

Procedures specified in this Assessment Guide must be followed for assisting students who misalign answers when responding to test items.

Visitors are prohibited in the classroom during the test administration except when required for state or local monitoring of test administrations, or under extreme circumstances (i.e., emergency situations).

Procedures must be followed for the distribution and collection of test materials, including any supplemental materials, as specified in this Assessment Guide.

Students who complete the test before the scheduled time is over must be provided the option to read novels or other nontextbooks, such as magazines, while other students continue to test during the scheduled time.


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Student Directions for the CCRAA Grades 10 and 11 Before Beginning the Testing Session: Ensure all answer sheets have been precoded (i.e., students must not

code the student information on SIDE 1 of the answer sheets before testing).

Follow and present the script as written in this guide. Failure to follow the script as written in this publication may constitute a misadministration or violation of the Testing Code of Ethics.

Read aloud only the material in boldface print that is preceded by the word “SAY.” The text printed in standard type, underlined, or typed in italics is information for the test administrator only and must not be read aloud to students.

Before beginning the testing session, the test administrator or the principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators, including personal calculators, students may use during the test.

Note: If approved supplemental materials such as highlighters or color acetate overlays will be used, the test administrator may give students these items at this time. Students may use highlighters in the test books but not on the answer sheets When ready, the test administrator is to begin the testing session. SAY: Today you will take the North Carolina College and Career

Readiness Alternate Assessment. You should try to do your best and answer all of the test questions.

Before you begin, you must clear your desk of all materials

except sharpened No. 2 pencils. You must use only No. 2 pencils to mark the answer sheet. If you do not have two sharpened No. 2 pencils, raise your hand, and I will provide them for you.

The test administrator distributes No. 2 pencils to students who raise their hands. SAY: I am going to give you an answer sheet. Do not mark on your

answer sheet until I tell you to do so. Precoded answer sheets must be distributed to the appropriate students. As the test administrator distributes the answer sheets, he/she is to check that the appropriate student’s name is precoded on SIDE 1 of the answer sheet.


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The test administrator must count and record the number of answer sheets distributed. When each student has an answer sheet, the test administrator must continue. SAY: Look at SIDE 1 of your answer sheet. The test administrator must ensure students are looking at SIDE 1 of the answer sheet. SAY: A computer entered some information on SIDE 1 of your answer

sheet. Do not mark on or over any of the responses made by the computer. Do not try to erase or correct any computer mistakes. The school will correct the computer mistakes later.

Read Only for Students at Grade 10: SAY: Find the boxes labeled STUDENT’S LAST NAME and FIRST NAME. Be

sure your name is printed in the boxes. Do not worry if your name is too long and part of it does not fit in the boxes. If you have questions, raise your hand.

The test administrator assists those students who raise their hands. SAY: Turn to SIDE 2 of your answer sheet and find the box near the top

of the page that says STUDENT NAME. Print your first and last name on the line in the box.

The test administrator must pause to ensure students are printing their names in the box and then continues. SAY: You will mark your answers for the test questions on this side of

the answer sheet. The test administrator continues Reading under For All Students. Read Only for Students at Grade 11: When reading the following directions, the test administrator may point to the QR box located on a student answer sheet. SAY: Find your name printed beneath the QR box on the top left corner

of your answer sheet. Check to be sure you have the correct answer sheet. Do not worry if your name is too long and does not fit in the space. If you have questions, raise your hand.

The test administrator assists those students who raise their hands and then continues reading under For All Students.


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For All Students: SAY: I am now going to give each of you a sheet of blank paper, a sheet

of graph paper, and a calculator. The test administrator distributes blank paper, graph paper, and a calculator to each student. SAY: Raise your hand if you did not receive a calculator or a piece of

graph or blank paper. The test administrator assists students who raise their hands and then continues. SAY: You may use the blank paper, graph paper, and the calculator to help you answer any of the test questions. If you need more blank paper or graph paper during the test, raise your hand, and I will give you more paper. Note: The use of blank paper, graph paper and calculators for all subject-area questions (i.e., English, Math, Reading, Science, and for the grade 11 CCRAA Writing) will NOT invalidate test scores. Students may use these items at any time during the test administration. These materials are not to be collected until students complete the test administration. The test administrator continues reading. SAY: I am now going to give you a test book. Do not open or mark on

the test book until I tell you to do so. The distributed test books must be counted and the number recorded. SAY: Raise your hand if you did not receive a test book. The test administrator must pause to give a test book to students who raise their hands. SAY: Look at the cover of your test book. Find the line near the top of

the test book, and print your first and last name on this line. The test administrator must pause and ensure students are following directions correctly. SAY: In a few minutes you will begin the test. You will have 150

minutes to complete the test questions.


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During the test you will take 2 three-minute breaks. I will tell you when it is time for the breaks. I will also let you know when you have five minutes remaining to work on the test before time is called.

Read Only for Students at Grade 10: SAY: This is a multiple-choice test that has English, math, reading,

and science sections. The test administrator continues reading under For All Students. Read Only for Students at Grade 11: SAY: This test has English, math, reading, science, and writing

sections. The test consists of multiple-choice questions and one question that requires you to write a short answer.

The test administrator continues reading under For All Students. For All Students: SAY: When you complete a section, do not stop. Continue working on

the test questions until you complete the entire test or until time is called.

For the multiple-choice questions, read each question and choose the best answer from the choices provided. Choose only one answer for each question. To record your answer, make a dark mark that completely fills the circle on the answer sheet. If you change your answer, completely erase the mark you made and make a new mark. If you accidently erase the circle, do not redraw a new circle. A redrawn circle might be scored as your answer.

Read Only for Students at Grade 11: SAY: For the short answer question, you must write your response on

the lines provided on your answer sheet. Do not write beyond the end of the lines or in the margins. Words written in the margins or unlined areas of the answer sheet will not be scored. Do not add more lines to the answer sheet. Words written on extra lines will not be scored. Responses that are written in a foreign language, are exact restatements of the question, or are completely off topic or incoherent will not be scored.


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Read Only for Students at Grade 11: SAY: You may use the blank paper or your test book to plan your

response before you write your final answer on the answer sheet. Remember, what you write on the blank paper or on the test book will not be scored; only what is written on the lines of the answer sheet will be scored.

You will record all your answers on SIDE 1 of your answer

sheet. DO NOT write or mark on SIDE2 of you answer sheet for any reason.

The test administrator continues reading under For All Students. For All Students: SAY: Are there any questions? The test administrator pauses to answer any questions and then continues.

Read Only for Students Receiving the Test Administrator Reads Test Aloud Accommodation:

Read If the Entire Test Is to Be Read Aloud: SAY: I will read aloud all the

test questions and answer choices for you. I will repeat this information if you ask me to do so.

The test administrator will read aloud all the test questions and answer choices.

Read If Information Is Only to Be Read Aloud upon Student Request: SAY: I will read aloud any

information from the test questions and answer choices if you ask me to do so. I will repeat this information if you ask me to do so.

Upon request, the test administrator will read aloud the test questions and answer choices.

SAY: You should attempt to answer all of the questions on the test.

Remember that you can use the graph and blank papers and calculator to help you answer the test questions. You can also write in your test book, but your answers must be properly entered on your answer sheet in order to be scored.

When you complete the test, look back over your answers and then close your test book. Raise your hand when you are finished with the test, and I will assist you. You must stay in your seat until I tell you the testing session has ended.


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SAY: Are there any questions before you begin? The test administrator must pause to respond to questions and then continue. SAY: Open your test book to page one. You may begin. Students have a three-minute break after the first 50 minutes. To assist students with budgeting time, the test administrator must record the following on the board for all students to see:

START TIME: (Record the start time of the test administration.) WORK TIME: (Add 50 minutes to the start time.) BREAK TIME: (Record the time for the first break.)

Procedures during the Test Administration: As soon as the START TIME, WORK TIME, and BREAK TIME are recorded on the board, the test administrator and proctor must begin walking quietly and frequently throughout the room, monitoring the test administration. The test administrator and proctor must check to ensure each student is ● marking the number of the item on the answer sheet that matches the number of the test question and ● recording responses in the appropriate part of the answer sheet. The test administrator must not leave students unattended at any time during the test administration. The test administrator must remain in the room throughout the entire test administration unless an emergency arises (e.g., illness or necessary bathroom break). If an emergency arises and the test administrator must leave the room, the school test coordinator must be notified. Test security must be maintained at all times. Test administrators must have a Review of Accommodations Used During Testing monitoring form (see Appendix B) for each student who requires a testing accommodation. Column 1 of the form must be completed before testing. The remainder of the form must be completed during/after the test administration and then returned to the school test coordinator to be kept in the student’s IEP folder or transitory impairment documentation. If the form is being completed during testing, the test administrator must avoid distracting behaviors, such as paper shuffling.

If the item number being coded by the student on the answer sheet does not match the item number of the question being answered in the test book, refer to the subsection Misalignment during Testing located in this guide.


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Read to Announce the First Break: After exactly 50 minutes, the test administrator announces the first break by reading the following: SAY: Stop working. Put all your papers inside your test book and

close your test book. You will take a three-minute break. You may stand beside your desk and stretch or just relax, but you must not talk during the break.

The test administrator must not allow students to talk during the break. No one is to leave the room except in an emergency (e.g., illness, necessary restroom break). Test security must be maintained at all times. After three minutes, the test administrator is to continue. SAY: The break has now ended. Return to your seats. Some of you

may finish early. If you do, look back over your answers for the test and then close your test book. Raise your hand to let me know you are finished with the test, and I will assist you.

Now open your test book to the last question you answered.

You may continue working. To assist students with budgeting time, the test administrator must record the following on the board for all students to see:

START TIME: (Record the start time after the first break.) WORK TIME: (Add 50 minutes.) BREAK TIME: (Record the time for the second break.)

Note: Test administrators must follow procedures outlined in the Know Procedures for Students Who Complete the Test before the Scheduled Testing Time Is Over section of this guide for those students who complete the test before the scheduled testing time is over. Read to Announce the Second Break: After exactly 50 minutes, the test administrator announces a second break by reading the following: SAY: Stop working. Put all your papers inside your test book and

close your test book. You will take a three-minute break. You may stand beside your desk and stretch or just relax, but you must not talk during the break.


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The test administrator must not allow students to talk during the break. No one is to leave the room except in an emergency (e.g., illness, necessary restroom break). Test security must be maintained at all times. After three minutes, the test administrator is to continue. SAY: The break has now ended. Return to your seats. You will have

50 minutes to continue working on the test. I will announce when you have five minutes remaining. If you finish before I call time, recheck you work and then close your test book. Raise your hand to let me know you are finished with the test, and I will assist you.

Now open your test book to the last question you answered. You may continue working.

To assist students with budgeting time, the test administrator must record the following on the board for all students to see:

START TIME: (Record the start time after the second break.) WORK TIME: (Add 50 minutes.) BREAK TIME: (Record the time for the end of the test administration.)

Note: Test administrators must follow procedures outlined in the Know Procedures for Students Who Complete the Test before the Scheduled Testing Time Is Over section of this guide for those students who complete the test before the scheduled testing time is over. If all students finish the test, review their responses, and are ready to turn in their tests before the scheduled time period is over, the test administrator may end the testing session early by reading the information under the words Read to Announce the End of the Testing Session. Students must not be dismissed from the room unless authorized by the appropriate local official (e.g., principal). The test administrator must follow local procedures for returning students to the regular school schedule. Read to Announce the FIVE-MINUTE WARNING: When there are five minutes remaining, the test administrator must read the following: SAY: There are five minutes left to work. Read to Announce the End of the Testing Session: After exactly 50 minutes, the test administrator asks the students to stop working.


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SAY: Stop working. Close your test book and sit quietly. This is the end of the testing session.

Make sure your name is printed on the front of your test book.

Put all of your used and unused papers inside your test book and close your test book. Place your calculator on top of the test book.

Look over your answer sheet and make sure all your answers

are entered on the answer sheet. Only what is entered on your answer sheet will be scored. Erase any stray marks.

The test administrator must allow sufficient time for students to check their answer sheets and to erase any stray marks. When ready, the test administrator continues. Read to Collect Test Materials: SAY: I will now collect your test materials. The test administrator must collect all answer sheets, test books, calculators, used/unused blank paper and graph paper, and borrowed pencils from students. Test materials may be collected separately for more efficient processing. The number of test books, answer sheets, and other materials the test administrator collects must agree with the count taken at the beginning of the testing session. The test administrator must check carefully to ensure each student turns in all materials and must resolve any discrepancies while students are still seated and before they leave the room. Any discrepancies that cannot be corrected must be reported immediately to the school test coordinator. Read after All Materials Have Been Collected and Any Discrepancies Are Resolved: Note: Test administrators and students are not permitted to discuss with others specific items from the test or information contained within the test. The test administrator must inform students of this policy before dismissal. SAY: Please remember, teachers are not allowed to discuss items

from the test with you, and you are not allowed to discuss with others any of the test items or information contained within the test.

You have completed the North Carolina College and Career

Readiness Alternate Assessment.


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Students must be dismissed according to procedures developed for the school by the principal or school test coordinator. Use the appropriate procedure and documentation to report to the school test coordinator and/or principal any irregularities that occurred during testing. The test administrator must refer to the After Testing section of this Assessment Guide for additional responsibilities to attend to following testing.


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After Testing Checklist of Steps to Complete following the Test Administration

Upon completion of testing, all test materials must be returned to the school test coordinator and stored in a secure, locked facility.

Count and verify with the school test coordinator that the number of secure materials (including supplemental materials) returned matches the count taken when the materials were first received.

Following the test administration, the test administrator or the principal’s designee must clear the calculator memory and all applications (including preloaded), including personal calculators, used during the test administration.

For test administrations requiring accommodations, all completed Review of Accommodations Used During Testing form(s) must be returned to the school test coordinator to be kept in the student’s IEP folder or transitory impairment documentation.

On the day of the occurrence, immediately document and report any testing irregularities to the school test coordinator, who will ensure the irregularities are submitted in the OTISS.

Read and complete all applicable information in the After Testing section of this guide.

Record Students’ Provided and Used Accommodations The test administrator must complete the Review of Accommodations Used During Testing form (see Appendix B) for each student who was to receive accommodations for the test administration. The test administrator must use the form to

indicate if the accommodation was provided to the student during testing;

describe how the accommodation was provided to the student; record if the student used the accommodation; and explain how the accommodation was used.

Completed forms should be kept in the students’ IEP folders or transitory impairment documentation so they are accessible for future reference.


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Count and Return All Test Materials Test administrators must follow local procedures for the return of all test materials (e.g., test books, answer sheets, calculators, supplemental materials) to the school test coordinator immediately after each test administration. Responsibilities also include:

Maintain test security at all times while handling test materials.

Ensure that at no time are proctors left alone with the secure test materials.

Do not allow proctors to return test materials to the school test coordinator at the end of testing unless accompanied by the appropriate school personnel. Every effort must be made to minimize public access to secure state tests before and after each test administration.

Return all completed Review of Accommodations Used During Testing forms (if applicable) to the school test coordinator to keep in the students’ IEP folders or transitory impairment documentation.

Ensure the calculator memory, including personal calculators, used during the administration of the test are cleared immediately following the test administration by either the test administrator or the principal’s designee.

Count and verify with the school test coordinator that the number of secure test materials (including supplemental materials) returned matches the count taken when the materials were first received.

The test administrator is responsible for all test materials until they are returned to the school test coordinator after each testing session. All test materials assigned to the test administrator must be returned after each testing session. Code the Student Answer Sheets All coding of student answer sheets must occur after students complete testing and take place under secure conditions in a group setting (i.e., three or more designated school personnel). For the CCRAA at Grade 10 Answer Sheet Only The test administrator must ensure the student information (i.e., student’s name, student’s date of birth, PowerSchool student number), the school name, and the teacher’s name are completed on SIDE 1 on each student’s answer sheet. For the CCRAA at Grades 10 and 11 Answer Sheets The test administrator must use a pencil to code questions 1 and 2 in the TO BE COMPLETED BY THE TEST ADMINISTRATOR OR PRINCIPAL’S DESIGNEE AFTER TESTING section on SIDE 1 of each student’s answer sheet:


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o Question 1: The respondent must code this question if the student is currently identified with a transitory impairment. If the student is not officially classified with a transitory impairment, this question must be left blank.

o Question 2: If the student was provided an accommodation during this test administration for any reason (i.e., documented in the current IEP or transitory impairment documentation), the appropriate bubble or bubbles must be filled. More than one response may be filled for this question. If the student was provided an accommodation approved through the Accommodation Notification process, the Special NCDPI-Approved Accommodation bubble must be filled. If the student was not provided an accommodation during the test administration, this question must be left blank.

Absent from Makeup Test Administration If the student was absent (i.e., not present) from the makeup test session(s), the test administrator is to code the ABSENT FROM MAKEUP bubble on the student’s CCRAA answer sheet. Otherwise, leave this bubble blank. The ABSENT FROM MAKEUP bubble is located on SIDE 1 for grade 11 and is located on SIDE 2 for grade 10. Special Codes Section for Answer Sheets Test administrators must complete the following Special Codes on SIDE 1 of each student’s CCRAA answer sheet, when applicable.

Information Requested

Column Code (Fill in the Numbered Circle)

Transfer Students If the transfer student was administered the CCRAA at the former school before moving, the current school must code an answer sheet for the transfer student to account for the reason the student has blank responses.

A 0 = Transfer student was administered the CCRAA at the former school before moving.

Otherwise, leave this column blank.

For Local Use

B

For Local Use

Misadministration Code if the student was administered the test again because of a misadministration.

C 0 = Administered the test again because of a misadministration



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Information Requested

Column Code (Fill in the

Numbered Circle) For Local Use

D

For Local Use

First-Year LEP Students Not Eligible for CCRAA English

and Reading The respondent must code this column for limited English proficient (LEP) students not required to participate in the administration of the English and Reading portions of the CCRAA. The student must have a current IEP, be identified as LEP, be in his/her first year in U.S. schools, and have scored below Level 4.0 Expanding on the reading subtest of the W-APT™.

E 1 = First year in U.S. schools LEP student scoring below Level 4.0 Expanding on the reading subtest of the W-APT™ and not required to participate in the English and Reading portions of the CCRAA.


For Local Use

F

For Local Use

North Carolina General Purpose Header Sheet Required for CCRAA at Grade 10 Only A North Carolina General Purpose Header Sheet is not required for the CCRAA at Grade 11. One North Carolina General Purpose Header Sheet must be coded and returned as a cover sheet for each set of CCRAA answer sheets for grade 10 (i.e., for each class or group of students tested). The test administrator must provide the information requested on the header sheet for each class of students. If the school system elects to precode the header sheet, the test administrator must check the accuracy of the precoded responses. Follow the printed directions on the header sheet precisely. All makeup tests completed by the end of the testing schedule must be included under the appropriate header sheet. When test administrators assist with makeups, they must code the correct number of enclosed answer sheets on the header sheet when adding makeup sheets to the appropriate vinyl bag. The header sheet must be completed with a No. 2 pencil. All coded information must be accurate for scoring and reporting purposes. The test coordinator must be contacted if there are questions about these procedures.


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Section 1: Follow Examples. When completing this document, follow the examples printed on the reverse side of the North Carolina General Purpose Header Sheet. Section 2: SCHOOL SYSTEM NAME and TEST NAME. In the first space, print the name of the school system. In the second space, print the name of the assessment. Section 3: LEA/SCHOOL CODE. The school test coordinator will provide the test administrator with the six-digit LEA/school code during training. This code must be recorded correctly on the North Carolina General Purpose Header Sheet. Improper coding creates severe processing and reporting problems that may result in inaccurate test scores at the school and school system levels. The boxes below may be used to record the six-digit LEA/school code for reference when completing the header sheet.

Section 4: TEACHER’S NAME. In the columns provided, the test administrator must print and bubble his or her last name, skip one column, and print and bubble the initial of his or her first name. For example, if the test administrator’s name is Donna Taylor, she will print the following:

T

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O

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D

If the test administrator is administering the assessment to more than one group of students, the test administrator must print and bubble his or her name in the same manner on all header sheets. Section 5: SCHOOL NAME. The school test coordinator must provide the test administrator with the appropriate school name identification for the header sheet. All test administrators at one school must record the same school name on all header sheets for more efficient computer sorting and processing. For example, if the name of the school is Martin High School, the test coordinator may direct all test administrators from that school to code Martin High. It is important to be consistent. Section 6: Test Administration Date. The test administrator must print and code the date of the test administration. If the assessment is administered across multiple days (e.g., students with documented special needs requiring the accommodation of Multiple Testing Sessions), print and code the date for the first day of the test administration.


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Section 7: ANSWER KEY CODE. The test administrator must print and code the appropriate answer key code, which appears in the following chart. This code must be recorded and coded accurately on the header sheet for scoring and reporting purposes.

Assessment Name Answer Key Code

North Carolina College and Career Readiness Alternate Assessment

Grade 10 CR10

Section 8: CLASS PERIOD (CP). The test administrator may complete this section if directed to do so by the school system test coordinator. Test coordinators may devise a coding scheme that makes use of this section for their own purpose. Note: If teachers want a separate class roster for each header sheet filled out, this section must be filled out with a different class period per header. Section 9: NUMBER OF ANSWER DOCUMENTS ENCLOSED. The test administrator must record the number of answer sheets enclosed behind the header sheet. Special Codes Section for Header Sheet The Special Codes section on SIDE 1 of the header sheet is available for local use. Test administrators may complete this section if directed to do so by the school system test coordinator. School system test coordinators may devise a coding scheme that makes use of this section for their own purpose. Review the Test Materials Under secure conditions in a group setting (i.e., three or more designated school personnel), test administrators or other designated school personnel are required to review each answer sheet (and header sheet for grade 10) to ensure that all materials are ready to be machine scored. This includes the Special Codes section of each student’s answer sheet. Secure test books are not to be available during the reviewing process. Tampering with student responses to test questions on an answer sheet constitutes a serious breach in test security. Secure test materials must not be copied or used in instruction at any time. Test administrators or other designated school personnel must complete the following procedures:

Record or transcribe to the CCRAA answer sheet the responses for students who used certain testing accommodations (e.g., Student Marks Answers in Test Book, Braille Edition, Braille Writer/Slate and Stylus, Assistive Technology Devices, Large Print Edition, One Test Item Per Page Edition, and Dictation to a Scribe) for scoring purposes. Someone other


41

than the original transcriber must check the transcription to ensure accuracy. The transcription and verification must occur under secure conditions in a group setting (i.e., three or more designated school personnel). One individual is to transcribe the student’s responses, one individual is to verify the transcription, and one individual is to act as an objective observer of the process. All three individuals must sign the front cover of the test book. The answer sheet must then be processed following the regular procedures. Only responses coded on answer sheets will be scored. If the responses are not transcribed, test results will be returned as the lowest possible score. Note: See Appendix C for guidance on transcribing students’ short answer response for the grade 11 CCRAA Writing item.

CCRAA at Grade 10 Only. Check and correct inconsistent spelling or

coding of teacher and school names on the header sheets and missing, incorrect, incomplete printing and coding of student’s name, student’s date of birth, PowerSchool Pupil Number, and other printed and/or coded responses on SIDE 1 of the answer sheets.

Check for missing Special Codes on SIDE 1 of each answer sheet. Responses must be coded accurately and completely.

Check for and erase inappropriate pencil marks on the answer sheets

(and header sheets for grade 10). Examples of what can be erased during the review process are stray pencil marks in columns (like a pencil slash) and stray marks transferred from one answer sheet to another when coding an answer sheet on top of several sheets. Erased grid circles must not be redrawn. Stray marks in the answer grid section that are not erased may be scored as double responses for a single answer.

CCRAA at Grade 10 Only. Check to be sure the ANSWER KEY CODE

and the LEA/SCHOOL CODE are printed and coded accurately and completely on the header sheet so the computer program will select the correct answer key for scoring, and the test scores can be returned to the appropriate school.

Check to be sure paper clips, sticky notes, rubber bands, and/or staples are not used when returning testing materials.

Note: Bent, folded, stapled, torn, or damaged answer sheets cannot be scored. Test administrators must notify the school test coordinator if answer sheets are not properly marked and suitable for scoring. Follow the procedures established by the school system test coordinator for handling unscoreable answer sheets.


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Pack and Return the Test Materials After reviewing each answer sheet (and header sheet for grade 10), the test administrator or other designated school personnel are required to package and return all the secure test materials. All secure test materials must be accounted for and returned to the school test coordinator. All secure test materials must be stored in a secure, locked facility before being returned for scoring. 1. Package and return the test materials as follows:

For CCRAA at Grade 10 Only:

Place the coded header sheet on top of each class or test group set of coded answer sheets (including those coded for students absent from makeup).

Place the coded header sheet and answer sheets in the provided envelope(s) or vinyl bag(s). Only the coded header sheet and answer sheets to be scanned for scoring and reporting purposes are to be in the envelope(s)/vinyl bag(s). “Sticky” notes, self-adhesive notes, or other paper must not be enclosed.

For CCRAA at Grade 11 Only:

Place the answer sheets in the provided envelope(s) or vinyl bag(s). Only the answer sheets to be scanned for scoring and reporting purposes are to be in the envelope(s)/vinyl bag(s). “Sticky” notes, self-adhesive notes, or other paper must not be enclosed.

2. Place any bent, folded, stapled, torn, or damaged answer sheets that are not

to be scored in a separate, labeled vinyl bag.

3. Place any misadministration answer sheets in a separate, labeled vinyl bag. 2. Place any marked-in test books (e.g., student marked in the test book) in a

separate, labeled vinyl bag.

3. Follow the school system test coordinator’s instructions for handling used/unused blank and graph papers. All used blank and used graph papers must be securely destroyed immediately following the completion of the test administration.

4. Return all materials (i.e., test books, answer sheets, Assessment Guides, and other test materials) to the school test coordinator. The school test coordinator will provide information regarding the return of calculators.

5. The school test coordinator will work with the school system test coordinator to ensure the guidelines outlined by the North Carolina Testing Program for destroying, returning, and storing test materials are followed.


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Return and Storage of Test Materials for Accommodations Upon completion of test administrations with approved accommodations, test administrators must

return all completed Review of Accommodations Used During Testing forms to the school test coordinator to keep in the students’ IEP folders or transitory impairment documentation and

return all test materials for accommodations (e.g., original student

responses recorded in a manner other than the regular answer sheet document, special print versions, and original scribe recordings of student responses if not recorded directly in a test book) to the school test coordinator.

The school system test coordinator must follow the guidelines outlined by the North Carolina Testing Program for destroying, returning, and storing test materials used with testing accommodations.

The school system test coordinator must store the following in a secure, locked location for six months following the return of the test scores: Original student responses recorded in a manner other than the regular

answer sheet document (e.g., use of Student Marks Answers in Test Book, Braille Edition, Braille Writer/Slate and Stylus, Dictation to a Scribe, or Assistive Technology Devices)

Special print versions (i.e., Braille editions, Large Print editions, One Test

Item Per Page editions) in which eligible students marked their answers in the test book (i.e., received and used Student Marks Answers in Test Book accommodation)

Braille writer/slate and stylus original student responses and photocopies of

the original student responses

Original scribe recordings of student responses if not recorded directly in a test book (e.g., scribe records responses on a separate sheet of paper and transcribes later)

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Sample Answer Sheet CCRAA at Grade 11 (SIDE 1)

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Sample Answer Sheet CCRAA at Grade 11 (SIDE 2)

SAMPLE

1. BE SURE TO FOLLOW THE EXAMPLES

GIVEN ON THE REVERSE SIDE OF THIS FORM.

7. In the grid labeled ANSWER

KEY CODE, print the answer key

code that appears in the

appropriate Assessment Guide.

Mark the appropriate

circle below.

6. Test Administration Date3. In the grid labeled

LEA/SCHOOL CODE,

print your six-digit

LEA/school code,then

mark the appropriate

circle below each

number. Refer to the

Educational Directory

and Demographical

Information Exchange

(EDDIE) for this code.

2. In the spaces labeled SCHOOL SYSTEM NAME and TEST NAME, print the name of your school system and the name

of the test you administered (e.g., BIOLOGY, etc.).

SCHOOL SYSTEM NAME __________________________________ TEST NAME __________________________________

8. Test administrators may

complete this section if directed

to do so by the school system

test coordinator. Mark the

appropriate circle below each

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4. In the grid labeled TEACHER'S NAME, print your

last name first, skip one column, then print the

initial of your first name. Print one letter in each

square, then mark the appropriate circle below

each letter of your name.

5. In the grid labeled SCHOOL NAME, print the name

of your school, then mark the appropriate circle

below each letter.

SCHOOL NAME

NUMBER OF

ANSWER DOCUMENTS ENCLOSED

9. Count the number of answer

documents that you are including with this

HEADER SHEET. Print that number in the

space labeled NUMBER OF ANSWER

DOCUMENTS ENCLOSED. Mark the

appropriate circle below each number.

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SPECIAL CODES

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Appendix A

Testing Accommodations for the North Carolina College and Career Readiness Alternate Assessments

Grades 10 and 111

Accommodations Students with Current IEPs2

Assistive Technology Devices Yes Braille Edition Yes Braille Writer/Slate and Stylus (Braille Paper) Yes Cranmer Abacus Yes Dictation to a Scribe Yes Interpreter/Transliterator Signs/Cues Test Yes3 Student Reads Test Aloud to Self Yes Test Administrator Reads Test Aloud (in English) Yes3

Large Print Edition Yes Magnification Devices Yes Multiple Testing Sessions Yes One Test Item Per Page Edition Yes Scheduled Extended Time Yes Student Marks Answers in Test Book Yes Testing in a Separate Room Yes

1 To ensure valid test results, school system personnel must participate in training sessions before the test administration to be made aware of any restrictions affecting appropriate use of these accommodations. 2 Students with disabilities with current IEPs who are also identified as LEP may require accommodations because of language proficiency. These must also be documented in the students’ IEPs and may include Word-to-Word Bilingual (English/Native Language) Dictionary/Electronic Translator, Multiple Testing Sessions, Scheduled Extended Time, Student Reads Test Aloud to Self, Test Administrator Reads Test Aloud (in English) and Testing in a Separate Room. 3 The Test Administrator Reads Test Aloud (in English) and the Interpreter/Transliterator Signs/Cues Test accommodations are available to eligible students for all sections of the CCRAA (i.e., English, Math, Reading, Science, and grade 11 CCRAA Writing). Note: For additional information on testing accommodations for students with disabilities, refer to the publication Testing Students with Disabilities and any published supplements or updates. These publications are available through the local school system or at www.ncpublicschools.org/ accountability/policies/tswd.


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Appendix B

Sample Review of Accommodations Used During Testing


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Appendix C Transcribing the Short Answer Item

Where appropriate documentation exists, the provision of the accommodations Student Marks Answers in Test Book, One Test Item Per Page Edition, Large Print Edition, Braille Edition, Braille Writer/Slate and Stylus, Dictation to a Scribe, and/or Assistive Technology Devices is available to students with disabilities. The need for the accommodation(s) must be documented in the students’ current IEPs and the accommodations must be used routinely during the students’ instructional programs or similar classroom assessments. For students who use these accommodations and record their responses in a manner other than the regular answer document, the test administrator or principal’s designee may be required to transcribe the students’ responses to the appropriate answer sheet. The transcription of the student’s answers to the answer sheet must be identical to what the student has recorded or dictated to a scribe. Test administrators must not change or alter student responses or ask students to change or alter their responses. CCRAA at Grade 11 Writing Component: The CCRAA at Grade 11 answer sheet provides each student with the same number of printed lines for recording his or her response. It is imperative that the transcribed student response “fits” on those printed lines as the response is imaged before scoring. A response transcribed on added horizontal lines, in a double-stack format, in margins, or on separate sheets of paper will not be scored. This policy ensures equitable opportunities for all students participating in the CCRAA at Grade 11. The Dictation to a Scribe accommodation allows a student to dictate his/her response to test questions to a scribe who records the responses. For paper-and-pencil administrations, two trained test administrators must be present when the Dictation to a Scribe accommodation is provided. One fills the role of test administrator. The other fills the role of scribe. The test administrator and scribe must attend all test administrator training sessions provided before testing. Each student must be notified before the test administration that he or she must proofread the responses. The test administrator cannot provide the student with any directions or clues for how to proofread the dictated responses. In the event that a student signs/cues the response to the scribe during the administration of the CCRAA at Grade 11, the scribe must record the student’s response exactly as signed/cued. For example, if a student signs “Me search field,” the scribe must record the exact words. Note: The written responses for the CCRAA at Grade 11 are scored only for content (i.e., spelling and grammar are not scored).


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Appendix D Calculator Use

The minimum calculator requirement for the CCRAA at Grades 10 and 11 is a four-function calculator with memory key. Additional features (e.g., graphing feature) that are not restricted are allowed but are not required. Note: The calculator is required for the grade 10 and grade 11 CCRAA math questions; however, the use of calculators for all other subject area questions (i.e., English, Reading, Science, and grade 11 Writing) will NOT invalidate test scores. Students may use the calculator at any time during the test administration. Students are to use calculators that are similar to those used during classroom instruction in the current school year. Students who regularly use more than one calculator during classroom instructional activities may be permitted to use more than one calculator during the test administration. Students may use calculators with fraction keys; however, school systems should use caution. The use of fraction keys without prior training may confuse students and may adversely affect their performance during the test administration. Restrictions: Students are not allowed to share calculators during the test administration. The following calculator functionalities are not permitted for use on North Carolina tests: Calculators with wireless communication technologies (e.g., Bluetooth, Infrared) Calculators with built-in computer algebra systems (CAS) capable of doing

symbolic algebra (e.g., factoring, expanding, or simplifying given variable output) or symbolic calculus

Pocket organizers Handheld or laptop/notebook computers, unless specifically approved Calculators built into cellular phones or other electronic communication devices Calculators in pen-input/stylus-driven devices Calculators requiring access to an electrical outlet (except for students needing

special accommodations) Calculators that make noises of any kind that cannot be disabled (except for

students needing special accommodations) Calculators that use a QWERTY (typewriter-style) keyboard Calculators that use paper tape

The following list includes calculators not permitted for use on North Carolina tests. The list is not all-inclusive. If the school system test coordinator believes calculator brands other than those listed below may need to be restricted, he/she


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must contact the regional accountability coordinator (RAC) for clearance before allowing their use. Texas Instruments: All model numbers that begin with TI-89 or TI-92; Voyage

200; Nspire CAS

Hewlett-Packard: HP 48GII and all model numbers that begin with HP 40G, HP 49G, or HP 50G

Casio: Algebra fx 2.0, ClassPad 300, and all model numbers that begin with CFX-9970G

Texas Instruments TI-Nspire calculators without CAS are allowed only in the following two cases: (1) with the TI-84 Plus keypad or (2) with the Nspire keypad using operating system 1.7 or higher with both “limit geometry functions” and “disable function grab and move” invoked in Press-to-Test mode.

Before beginning and immediately following a test administration that requires calculator use, the test administrator or principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators that will be used during each administration of the test. Only the test administrator or principal’s designee is permitted to carry out this procedure. Procedures for clearing the calculator memory (including standard memory, ROM, and Flash ROM) that are appropriate for the specific calculator model(s) must be used.

Students must be informed that if they use their personal calculators, the calculator memory and all applications (including preloaded) must be cleared before and after the test administration. Students who still wish to use their own calculators must be told before the test day to back up all data and programs that they wish to save. After the test administration, the test administrator or principal’s designee should enable the memory and applications of the students’ calculators. The test administrator or principal’s designee should use caution when clearing calculators because different calculators require different procedures. In some cases the calculator’s memory and applications are cleared or disabled and in others they are deleted (permanently removed). Comprehensive clearing procedures for calculators most frequently used in the state are available in Appendices D1–D6 of this guide. Note: As curricula and technology change, the policy concerning calculator use with North Carolina assessments will be reevaluated.


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Appendix D1

Method for Clearing Memory: Memory Management to Reset Calculator Models: TI-73, TI-81, TI-82, TI-83, TI-84, TI-85, and TI-86 Plus

Overview: All students must have access to calculators that meet the minimum requirements during the administration of North Carolina tests, when applicable. Before beginning and immediately following a test administration that requires calculator use, the test administrator or principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators to be used during the administration of the test. The memory management function of the selected Texas Instruments graphing calculators will permanently delete all data, programs, and lists from both the RAM and/or archive memories of the designated calculator. Before Testing: After Each Test Administration:

1. Select the memory management function by pressing the 2nd key and then the MEM key (the + key).

2. Choose RESET from the menu options.

3. Using the right arrow/cursor key, press the key twice to highlight ALL.

4. Press the ENTER key.

5. The calculator will confirm the intention to delete all data and programs from RAM and/or archive memory. Choose 2: Reset and then press ENTER. (This may take a few seconds to process.)

6. The calculator will verify that the appropriate files and memory have been cleared.

Repeat the process outlined in steps 1–6.


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Appendix D2

Method for Clearing Applications & Memory: TI TestGuardTM 2.0 Calculator Models: TI-83 Plus Family

Overview: All students must have access to calculators that meet the minimum requirements during the administration of North Carolina tests, when applicable. Before beginning and immediately following a test administration that requires calculator use, the test administrator or principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators to be used during the administration of the test. TI TestGuard™ 2.0 is a flash application that can be implemented with the TI-83 Plus and TI-83 Plus Silver Edition graphing calculators as a means of “clearing the memory and applications” of student calculators. TI TestGuard 2.0 permanently deletes selected applications from the TI-83 Plus family of student calculators and can be obtained directly from Texas Instruments. It is a software program designated for educators only and should be run from the teacher’s graphing calculator only.

Note: Steps 1–4 are preliminary functions done on a teacher’s calculator that has been preloaded with TestGuard 2.0.

2. Select “TestGrd2” from the list of applications.

APPLICATIONS :TestGrd2 :Transform

3. Choose 1:Setup Calcs from the TestGuard home screen.

1. Start with the calculator cleared screen. Press the “APPS” key.

APPLICATIONS 1:Finance… 2:ALG1CH5 3:ALG1PRT1 4:AreaForm 5:CabriJr

Note: The teacher is now ready to use TI TestGuard with a student’s calculator. Make sure that the student’s calculator is on the home screen.

5. Connect the teacher’s graphing calculator to the first student’s calculator using a unit-to-unit link cable. (TestGuard 2.0 is not compatible with the USB cable.)

TESTGUARD HOME 1:Setup Calcs 2:Start Transfer 3:Setup Summary

4. Confirm that “DELETE” and “ALL” are highlighted and then press OK (the soft key associated with the “ZOOM” key).

SETUP CALCS DELETE DISABLE ALL RAM/ARC APPS ANGLE: RADIAN DEGREE

Note: When the deletion process is complete on the first student’s calculator, a TestGuard confirmation screen will be displayed on the teacher’s calculator.

TESTGUARD TRANSFERRING…COMPLETE CONFIRMATION CODE: RBBW 1:Again 2:Quit

6. Complete on the teacher’s calculator: Select 2: Start Transfer from the TestGuard screen and press ENTER.

TESTGUARD HOME 1:Setup Calcs 2:Setup Transfer 3:Setup Summary

Note: The note on the student’s calculator displays for a brief time.

TRANSFER COMPLETE CONFIRMATION CODE

QJTN


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Appendix D2 (continued)

7. Disconnect the link cable from the first student’s calculator and connect to the next student’s calculator. Then select 1:Again.

TESTGUARD TRANSFERRING…COMPLETE CONFIRMATION CODE: RBBW 1:Again 2:Quit

Note: Repeat Steps 5–7 with all student calculators to be used in the test administration.

Note: By pressing the APPS key on a student’s calculator, it can be confirmed again that this process has been successfully completed.

APPLICATIONS

1:Finance


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Appendix D3

Method for Clearing Applications & Memory: Press-to-Test Calculator Models: TI-84 Plus and TI-84 Plus Silver Edition

Overview: All students must have access to calculators that meet the minimum requirements during the administration of North Carolina tests, when applicable. Before beginning and immediately following a test administration that requires calculator use, the test administrator or principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators to be used during the administration of the test. All TI-84 Plus and TI-84 Plus Silver Edition graphing calculators can be upgraded to Operating System 2.53 or higher. This new version of the operating system has a special key sequence that students and teachers can execute to prepare a calculator for use in a testing environment where flash applications, programs, and other calculator files are not permitted. This feature is called “Press-to-Test.” This feature temporarily disables all flash applications and calculator files. “Press-to-Test” does not permanently delete these files from the calculator, thereby facilitating a quick and easy restoration of these files to the affected calculator. Before Testing: After Each Test Administration:

1. Turn the calculator off. Press and hold down both the LEFT and RIGHT arrow/cursor keys while pressing the ON key. (All three keys must be depressed simultaneously.) The Reset Options screen will be displayed.

2. Press OK (the soft key for this command is the ZOOM key) and the Reset Complete screen will be displayed.

3. Press the ENTER key to return to the home screen of the calculator.

4. Press the APPS key to confirm again that this process has been successfully completed.

5. Press ENTER.

Note: Repeat Steps 1–5 after every test administration.


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Appendix D4

How to Restore Files That Were on Calculators before the Reset To Be Completed at the Conclusion of Testing: Note: To restore files that were on the calculator before the reset, transfer files from one calculator to another via the “Link-to-Unit Transfer” function, if applicable. For instructions to reset a specific model calculator, please contact 1-800-TI-CARES.

1. Connect a unit-to-unit link cable (black) to both the sending calculator and the receiving calculator.

2. On the receiving unit, press 2nd-LINK to access Link Menu, and then press right arrow to highlight RECEIVE. Press ENTER and you should see a “Waiting….” message on the screen.

3. On the sending calculator, press 2nd-LINK to access Link Menu, and then arrow down to find the type of file you desire to send.

4. From the list of available files of the type you have selected, arrow down to the file to be sent and press ENTER. You can select as many files as you desire.

5. Press the right arrow, to highlight “Transmit” and press ENTER.

Note: If a question appears about duplication, select override.

6. The transfer is complete when you see “Done” on the receiving screen and “Done” on the sending screen.


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Appendix D5

TI-Nspire Press-to-Test Mode Keystrokes Overview: All students must have access to calculators that meet the minimum requirements during the administration of North Carolina tests, when applicable. Before beginning and immediately following a test administration that requires calculator use, the test administrator or principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators to be used during the administration of the test. This version of the TI operating system has Press-to-Test. The feature temporarily disables all flash applications and calculator files. Press-to-Test does not permanently delete these files from the calculator, facilitating a quick and easy restoration of these files to the affected calculator.

1. Turn the calculator OFF with the [ctrl] and then [on] keys. 2. With the calculator turned OFF, press and hold down [esc] and

[home icon] keys at the top and then the [on] key to bring up the Press-to-Test mode dialog box (press and hold all three buttons at the same time). Release keys after you see the dialog box (pictured below in Step 3).

3. Make your selections for default angle setting and/or whether

to allow the dynamic geometry menu features for: Measurement, Constructions, Transformations, and Coordinates & Equations. Limiting geometry functions disables these features of the interactive geometry functionality that some exam boards do not want available during an exam. Use the [tab] key to move to the different options in the dialog box and click to select. Highlight OK and press [enter]. The TI-Nspire will reboot with a status bar.

4. Notice the flashing LED at the top end of the device (TI-Nspire

units only; TI-Nspire CAS units do not have a flashing LED). It will be green if you checked “Limit geometry functions” and it will be amber/yellow if you unchecked that box. During the rebooting process, there is also a red light combined with the green or amber light. Once reboot is complete, the red light goes away and the green/yellow light continues to flash.


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Appendix D5 (continued)

5. After the reboot, you will immediately see a unique dialog box showing the calculator was JUST put into Press-to-Test mode and is confirmed to be disabled and “cleared for use.” This dialog box says “Press-to-Test invoked.”

6. During or after the exam, you can tell if a calculator is still in Press-to-Test mode by the flashing LED and also by turning the calculator OFF and back ON to see the dialog box (at right) stating that it is in Press-to-Test mode.

Restoring the calculator from Press-to-Test mode will delete the documents created during testing mode and restore all previous working documents.

Reinvoking Press-to-Test when it is still in test mode will show a dialog box telling you that you are in Press-to-Test mode, and you can clear out the Press-to-Test documents if you want to start over with a reset calculator.

7. SECURITY:

The flashing LED is hardware-secure and cannot be impacted by coded software.

The students cannot get out of this mode by removing the batteries or by resetting the device.

The students cannot change the keypad while in the Press-to-Test mode, or they will get a dialog box to change the keypad back to the one in which Press-to-Test was invoked.


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Appendix D6

Resetting Casio Calculators Overview: All students must have access to calculators that meet the minimum requirements during the administration of North Carolina tests, when applicable. Before beginning and immediately following a test administration that requires calculator use, the test administrator or principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators to be used during the administration of the test. Resetting the Calculator

1. Highlight the MEM icon on the main menu and press EXE.

2. Using the down arrow of the replay key, move the highlighting to “Reset.”

3. Press F1 (Yes) to reset the calculator or F6 (No) to abort the operation.

4. Once the window resets, a “Memory Cleared!” message is displayed. Press the Menu Key to return to Main Menu.

******************** MEMORY CLEARED! ******************** Press [Menu] Key Quick Reset You can reset the calculator by using an object like the thin, pointed end of a paper clip. Simply locate the small P-button on the back of the calculator and press the button with the end of the paper clip. This will put the screen in Step 3. “Reset All Memories” mode; then press F1 (Yes) to Reset or F6 (No) to abort the operation. Once reset, press Menu to return to the Main Menu screen.


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Appendix E

Testing Code of Ethics

Introduction

In North Carolina, standardized testing is an integral part of the educational experience of all students. When properly administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which enables: • students to know the extent to which they have mastered expected knowledge and skills and how

they compare to others; • parents to know if their children are acquiring the knowledge and skills needed to succeed in a

highly competitive job market; • teachers to know if their students have mastered grade-level knowledge and skills in the curriculum

and, if not, what weaknesses need to be addressed; • community leaders and lawmakers to know if students in North Carolina schools are improving their

performance over time and how the students compare with students from other states or the nation; and

• citizens to assess the performance of the public schools. Testing should be conducted in a fair and ethical manner, which includes: Security • assuring adequate security of the testing materials before, during, and after testing and during scoring • assuring student confidentiality Preparation • teaching the tested curriculum and test-preparation skills • training staff in appropriate testing practices and procedures • providing an appropriate atmosphere Administration • developing a local policy for the implementation of fair and ethical testing practices and for resolving questions concerning those practices • assuring that all students who should be tested are tested • utilizing tests which are developmentally appropriate • utilizing tests only for the purposes for which they were designed Scoring, Analysis and Reporting • interpreting test results to the appropriate audience • providing adequate data analyses to guide curriculum implementation and improvement Standardized test scores are only one of the many indicators of how well the student is achieving. Such information should be used in conjunction with all other available information known about a student to assist in improving student learning. The administration of tests required by applicable statutes and the use of student data for personnel/program decisions shall comply with the Testing Code of Ethics (State Board of Education policy GCS-A-010), which is printed on the next three pages.


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Testing Code of Ethics (a) This Rule sets out the administrative testing procedures and Testing Code of Ethics and shall apply to

all public school employees, including charter school and regional school employees, who are involved in the state testing program.

(b) The superintendent/charter school director or superintendent’s/charter school director’s designee shall develop local policies and procedures to ensure maximum test security in coordination with the policies and procedures developed by the test publisher.

(c) The superintendent/charter school director or superintendent’s/charter school director’s designee shall instruct personnel who are responsible for the testing program in testing administration procedures. This instruction shall include test administrations that require testing accommodations and shall emphasize the need to follow the directions outlined by the test publisher.

(d) The superintendent/charter school director or superintendent’s/charter school director’s designee shall designate the personnel who are authorized to have access to secure test materials. “Access” to test materials by school personnel means handling the materials but does not include reviewing tests or analyzing test items.

(1) Persons who have access to secure test materials shall not use those materials for personal gain.

(2) No person may copy, reproduce, or paraphrase in any manner or for any reason the test materials without the express written consent of the test publisher.

(e) The principal shall ensure test security within the school building. (1) The principal shall store test materials in a secure, locked facility. The principal shall allow test

materials to be distributed immediately before the test administration. (f) Any breach of security, loss of materials, failure to account for materials, or any other deviation from

required security procedures shall be reported immediately to the principal, school test coordinator, school system (LEA) test coordinator, superintendent/charter school director, and regional accountability coordinator.

(g) Preparation for testing. (1) The superintendent/charter school director shall ensure that school system (LEA) test

coordinators: (A) secure necessary materials; (B) plan and implement training for school test coordinators, test administrators, and

proctors; (C) ensure each school test coordinator and test administrator is trained before each test

administration on the policies and procedures for conducting a proper test administration and for processing and returning test materials; and

(D) in conjunction with program administrators, ensure the need for test accommodations is documented and that accommodations are limited to the specific need.

(2) The principal or the principal’s designee shall serve as school test coordinator. (3) The principal shall ensure the school test coordinator:

(A) maintains test security and accountability of test materials; (1) Before each test administration, the school test coordinator shall accurately

count and distribute test materials. (2) Immediately after each test administration, the school test coordinator shall

collect, count, and return all test materials to the secure, locked storage facility. (B) establishes any needed school policies and procedures to assure all eligible students

are tested fairly; (C) identifies and trains personnel, proctors, and backup personnel for test administrations;

and (D) encourages a positive atmosphere for testing.

(4) Test administrators shall be school personnel who have professional training in education and


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the state testing program. (5) Teachers shall provide instruction that meets or exceeds the state-adopted curriculum

standards to meet the needs of the specific students in the class. Teachers may help students improve test-taking skills by:

(A) helping students become familiar with test formats using curricular content; (B) teaching students test-taking strategies and providing practice sessions; (C) helping students learn ways of preparing to take tests; and (D) using resource materials such as test questions from test item banks and linking

documents in instruction and test preparation. (h) Test administration.

(1) The superintendent/charter school director or superintendent’s/charter school director’s designee shall:

(A) assure each school establishes procedures to ensure all test administrators comply with test publisher guidelines;

(B) inform the local board of education of any breach of this code of ethics; and (C) inform school system (LEA) test coordinators and principals of their responsibilities.

(2) The school test coordinator shall: (A) assure school personnel know the content of state and local testing policies; (B) implement the school system and local testing policies and procedures to assure all

eligible students are tested fairly; (C) ensure trained proctors are assigned to test administrations by the principal; and (D) ensure all testing irregularities are reported to the school system (LEA) test

coordinator. (3) Test administrators shall:

(A) administer tests according to the directions in the Assessment Guide and any subsequent updates developed by the test publisher;

(B) administer tests to all eligible students; (C) report all testing irregularities to the school test coordinator; and (D) provide a positive test-taking environment.

(4) Proctors shall serve as additional monitors to help the test administrator assure that testing occurs fairly.

(i) Scoring. The school system test coordinator shall: (1) ensure each test is scored according to the procedures and guidelines defined for the test by

the test publisher; (2) maintain quality control during the entire scoring process, which consists of handling and

editing documents, scanning answer documents, and producing electronic files and reports. Quality control shall address at a minimum accuracy and scoring consistency.

(3) maintain security of tests and data files at all times, including: (A) protecting the confidentiality of students at all times when publicizing test results; and (B) maintaining test security of answer keys and item-specific scoring rubrics.

(j) Analysis and reporting. Educators shall use test scores appropriately. This means that the educator recognizes that a test score is only one piece of information and must be interpreted together with other scores and indicators. Test data help educators understand educational patterns and practices. The superintendent shall ensure that school personnel analyze and report test data ethically and within the limitations described in this paragraph.

(1) Educators shall maintain the confidentiality of individual students. Publicizing test scores or any written material containing personally identifiable information from the student’s educational records shall not be disseminated or otherwise made available to the public by any member of the State Board of Education, any employee of the State Board of Education, the State Superintendent of Public Instruction, any employee of the North Carolina Department of Public Instruction, any member of a local board of education, any employee of a local board of education, or any other person, except as permitted under the provisions of

Assessment Guide North Carolina College and Career Readiness Alternative Published Spring 2014 Grade 11

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the Family Educational Rights and Privacy Act of 1974, 20 U.S.C.§1232g. (2) Educators shall release test scores to students, parents, legal guardians, teachers,

and the media with interpretive materials as needed. (3) Staff development relating to testing must enable school personnel to respond

knowledgeably to questions related to testing, including the tests, scores, scoring procedures, and other interpretive materials.

(4) Items and associated materials on a secure test shall not be in the public domain. Only items that are within the public domain may be used for item analysis.

(5) Data analysis of test scores for decision-making purposes shall be based upon: (A) disaggregation of data based upon student demographics and other

collected variables; (B) examination of grading practices in relation to test scores; and (C) examination of growth trends and goal summary reports for state-mandated

tests. (k) Unethical testing practices include, but are not limited to, the following practices:

(1) encouraging students to be absent the day of testing; (2) encouraging students not to do their best; (3) using secure test items or modified secure test items for instruction; (4) changing student responses at any time; (5) interpreting, explaining, or paraphrasing the test directions or the test items; (6) reclassifying students solely for the purpose of avoiding state testing; (7) not testing all eligible students; (8) failing to provide required accommodations during testing; (9) modifying scoring programs including answer keys, equating files, and lookup

tables; (10) modifying student records solely for the purpose of raising test scores; (11) using a single test score to make individual decisions; and (12) misleading the public concerning the results and interpretations of test data.

(l) In the event of a violation of this Rule, the State Board of Education may, in accordance with the contested case provisions of Chapter 150B of the General Statutes, impose any one or more of the following sanctions:

(1) withhold any applicable monetary incentive awards; (2) file a civil action against the person or persons responsible for the violation for

copyright infringement or for any other available cause of action; (3) seek criminal prosecution of the person or persons responsible for the violation;

and (4) in accordance with the provisions of 16 NCAC 6C .0312, suspend or revoke the

professional license of the person or persons responsible for the violation. History Note: Authority G.S. 115C-12(9)c.; 115C-81(b)(4); Eff. November 1, 1997; Amended Eff. August 1, 2000.

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