StandardClassroomAssessment
ProceduresK5
DevelopedbyK12Curriculum20122013
TableofContents
StandardClassroomAssessmentProcedures..............................................3ReadingAssessmentDirectionsGrades25..............................................4VolusiaCountyDistrictWritingAssessmentsGrades25...................................8MathematicsInterimAssessmentDirectionsGrade1......................................9MathematicsInterimAssessmentDirectionsGrades25..................................10MathematicsFormative/SummativeSemesterAssessmentDirectionsGrades35..............11ScienceInterimAssessmentDirectionsGrades35.......................................14ScienceFormative/SummativeSemesterAssessmentDirectionsGrade5.....................18GradingandReportingforEnglishLanguageLearners......................................21GradingandReportingforStudentswithDisabilities.......................................24Grade3PortfolioAssessments:TestAdministrationGuidelines..............................28
StandardClassroomAssessmentProcedures
Professional learning communities throughout the district are developing schoolbasedcommonformativeassessments. Thedistrictofficesaredevelopingsummative interimassessments.Oneofthestrengthsofsuchassessments istheirdesignwithcommon itemsalignedtobenchmarks.ScantronAchievementSeriesallowsschoolteamstocompareassessmentdataattheclass,schoolanddistrict level by grade. In order to use these assessments and compare results and trends, it isimportant that the conditions underwhich the assessments are administered are uniform. Listedbelowarebestpracticesforassessmentrecommendedbythesubjectareadepartments:
GeneralInformation District Interim Assessments in reading, math and science are provided as common district
summativeassessments.
Progressmonitoringcalendarsprovidecommonpacingtoensurethatstudentswhotransferfromonebuildingtoanotherhaveanopportunitytolearnthegradelevelcontent.
Studentswillbenefitmostwhentheinterimdataarecollectedandanalyzedbytheteacher/gradelevelteaminatimelymanner.
Resultsaremoremeaningfulwhenanalyzedbystandard/benchmarkratherthan justtheoverallpercentagegrade.
Districtinterimassessmentsaredesignedtobegivenfollowingthepacingofthecurriculummaps(variesforreading,math,andscience).
Conditionsforadministrationofschoolbasedcommonassessmentsshouldbeagreeduponbythegradelevelteams.
Formative/SummativeSemesterAssessments(FSA/SSA)inmathematicsandsciencearedesignedtoincludecontentfromthefirstsemesteronly.Itwouldnotbeunusualtohavealowerscoreatthebeginningoftheyearsincethecontenthasnotbeentaught.
Mathematics and Science eachuse the same semester assessment forboth administrations tomeasuregrowthfrombeginningoftheyeartomidyearinpreparationforFCATassessment.
Ingeneral,classroomassessmentsarenottimed,butstudentsshouldbetrainedtobecomeawareofwhat a reasonable amount of timewould be for different assessments. For example, thereasonable amountof time for a classroom common formative assessmentwouldprobablybeshorter than for a district interim (unit) assessment or the Formative/Summative SemesterAssessments.Additionaltimeshouldbeallowedforindividualstudentswhoneedit.
A studentwith an Individual Education Plan (IEP) should be provided the accommodations onclassroomassessmentsthatwouldbeallowableforthatstudentonFCAT.
AnEnglishLanguageLearner(ELL)shouldbeprovidedtheaccommodationsondistrictassessmentsthatwouldbeallowableforthatstudentonFCAT.Onclassroomassessments,anELLmayreceiveadditionalaccommodationsdependingonthestudentslanguagelevel.
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ReadingAssessmentDirections
InterimAssessmentsGrades25
Passagesorquestionsmaynotbe read toa studentatanygrade,unlessdetermining listeningcomprehensionistheintendedpurposeoftheassessment.
Reading assessments should not be administered in artificially small chunks thatmay actuallyprevent students fromdeveloping stamina for reading ina testingenvironment. Secondgradestudents learning to takeassessmentsmayneed this typeof scaffoldingat first,but shouldbeencouraged to build independent test taking skills. Second semester second graders andmostintermediate students should be able to complete a reading assessment in one session ofapproximately60minutes.BesuretofollowtheguidelinesestablishedforstudentswithanIEP.
Readingassessmentsaredesignedtobeasparallelaspossiblefromunittounit.InsteadofusingaB formor retaking thesameassessment, thenextunitassessmentcanbeused tomeasuregrowthonspecific testedbenchmarks. Weeklyassessmentscanbeused tomonitorgrowthonspecificbenchmarkareasasaresultoffurtherinstructionorintervention.
Interim reading assessments are designed to assess the students ability to apply readingstrategiesinanunfamiliarcontext.Preteachingvocabularythatismeanttobetestedincontext,previewing specific questions or discussing the topics of articles prior to testing invalidates orskewstheresults.
Reviewing reading test items with students and then readministering the same assessmentinvalidatesorskews the results.*NoteStudentswithan IEP that indicates retakesareallowed shouldstillnothavethespecificitemsreviewedbeforereassessment.
Whenadministeringaninterimreadingassessmentusethefollowingdirections.
Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Afteryoureadeacharticle,passage,essay,orpoem,answerthequestionsthatfollow.Itisimportanttoanswereachquestion.Fillinthebubblescompletelyonyouranswersheetanderaseanystraymarks.Writetheshortandextendedresponse(s)inthebox(es)provided.
Youwillhaveapproximately____minutestocompletethetest.(4560minutes)Raiseyourhandifyouhaveanyquestions.Youmaybegin.
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WhenadministeringaDevelopmentalReadingAssessment(DRA)usethefollowingprotocol.
TheDRAshouldbegivenfollowingstandarddirectionsprovidedfortheassessment. DRApassagesarenotpresented to students foranyotherpurposeother than theassessment.
Thetextshouldnotbefamiliartostudents. TheretellingsectionmustbegivenandscoredonthecomprehensionrubricbeginningatDRA
Level4.Thereadinglevelisdeterminedtobethehighestlevelwherebothaccuracyandcomprehensionareatproficientlevels.
InstructionshouldnottakeplaceduringtheadministrationoftheDRA.
WhenadministeringtheFAIRassessmentsusethefollowingprotocol.
K2FAIRassessmentshouldcloselyfollowstandardadministrationprocedures. K2FAIRismeanttobeadministeredbytheteacherofthestudents. InstructionshouldnottakeplaceduringtheadministrationofFAIR.
AccommodationsforStudentswithDisabilitiesforReading/LanguageArtsAssessments
Assessment Accommodations Rationale/Comments
TeacherCreatedAssessments
*VariesbyIndividualEducationPlan(IEP)*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded
WeeklyReadingAssessments
*VariesbyIndividualEducationPlan(IEP)
*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded
InterimReadingAssessments
IEPaccommodationsthatareallowableonFCAT
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneededUsedtodeterminestudentslevelcomparedtothegeneraleducationstandards
DRA
NoAccommodations
Usedtodeterminestudentslevelcomparedtothegeneraleducationstandards.
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FAIRK2FAIR35
Repeatandclarifytaskdirections. Astudentmaydemonstrateunderstanding
ofdirectionsbyrepeatingorparaphrasing. Administrationofthetasksmaytakeplace
duringseveralbriefsessions. Astudentmaybetestedbysomeone
familiarwiththestudentslanguageandcommunicationmodeandwithwhomthestudentiscomfortable.Testermustbetrainedontheassessment.
Repeatandclarifygeneraltestdirections
thatarepresentedbythetesterorontheboard.Testermaypreparestudentfortasksbyexplainingdirectionsthatwillbeincludedinthewebbasedapplication.Oncethetestbegins,thestudentwillnotbeabletostopandaskquestionsduetotimingissues.
Astudentmaybemonitoredwhiletakingtheonlineassessmentsbysomeonefamiliarwiththestudentslanguagesandcommunicationmodeandwithwhomthestudentiscomfortable.
AccommodationspertheIEPandspecificinstructionsfoundintheFAIRManual.AccommodationspertheIEPandspecificinstructionsfoundintheFAIRManual
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ELLAccommodationsforReading/LanguageArtsAssessments
Assessment Accommodations Rationale/Comments
TeacherCreated
Assessments
*VariesbyEnglishlanguagelevel*ListedundertheAssessingELLslinkontheWorldLanguagesWebsiteorTitleIII/ESOLWebsite
Usedtodeterminewhatthestudentunderstoodfromthelesson.
WeeklyReading
Assessments
*VariesbyEnglishlanguagelevel*ListedundertheAssessingELLslinkontheWorldLanguagesWebsiteorTitleIII/ESOLWebsite
Usedtodeterminewhatthestudentunderstoodfromthelesson.
InterimReading
Assessments
AccommodationsthatareallowableonFCAT
TheseshouldnotcounttowardsgradesforgradingperiodforBEG(NES)andLIN(LowLES)levels.
DRA
NoAccommodations
Used to determine studentslevel compared to thegeneraleducationstandards.
K2FAIR
35FAIR
Repeatandclarifytaskdirections. Studentsmaydemonstrateunderstandingof
directionsbyrepeatingorparaphrasing. Administrationofthetasksmaytakeplace
duringseveralbriefsessions.
Astudentmaybetestedbysomeonefamiliarwiththestudentslanguageandcommunicationmodeandwithwhomthestudentiscomfortable.Testermustbetrainedontheassessments.
Repeatandclarifygeneraltestdirectionsthatarepresentedbythetesterorontheboard.Testermaypreparestudentfortasksbyexplainingdirectionsthatwillbeincludedinthewebbasedapplication.Oncethetestbegins,thestudentwillnotbeabletostopandask questionsdueto timingissues.
Astudentmaybemonitoredwhiletakingtheonlineassessmentsbysomeonefamiliarwiththestudentslanguagesandcommunicationmodeandwithwhomthestudentiscomfortable.
AccommodationsfromStateAccommodationsfromState
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VolusiaCountyDistrictWritingAssessmentsGrades25Whenadministeringadistrictwritingassessmentusethefollowingdirections.
Donotreadtheprompttostudents. Ifastudentrefusestowrite,donotretest,gradeasunscorable.
ESEAccommodationsforWriting
VolusiaWrites
IEP Accommodations that are allowable onFCAT
PracticeforFCATandallowforTeachertoconference,informinstruction,andintervenewithstudentsasneeded
FCATWriting
*VariesbyIEP*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
AccommodationspertheIEPandspecificinstructionsfoundintheFCATManual.Staffdevelopmentprovidedtodistrict/staff
ELLAccommodationsforWriting
VolusiaWrites Accommodationsthatareallowable
onFCATPracticeforFCAT
FCATWriting
Accommodations listed in the FCATTestAdministrationManual
AccommodationsfromState
Say:Lookatthelinedsideofyourplanningsheet.Printyournameintheupperrighthandcorner.Youmayusethisplanningsheettowritedownideas,plan,andorganizeyourwriting.
Lookatthefrontofyourwritingfolder.Writethedate,yourname,andthenameofyourschool.
Whenyouopenyourwritingfolder,youwillfindaboxonpage2.Thisboxcontainsyourprompt.
WhenItellyoutobegin,readtheprompt,planwhatyouwillwrite,andbeginwritingonpage3ofthewritingfolder.Youmaycontinuewritingonpage4.
Youwillhave60minutestocompletethistest.Iwillletyouknowwhenyouhavetenminutesleft.
Doyouhaveanyquestions?
Now,openyourfolder,readtheprompt,andbeginworking.
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MathematicsInterimAssessmentDirectionsInterimAssessmentsGrade1
Grade1Mathematicsinterimassessmentsmaybeadministeredinsmallchunksoftime/itemsifneeded,butstudentsshouldbeprovidedassessmentopportunitiesthatallowthemtobuildstaminainatestingenvironmentbyincreasingthetime/numberofitemsassessedinasitting.
Mathematicsassessmentsmaybereadtofirstgradestudentsduringthefirstsemester.Duringsecondsemester,firstgradersshouldbemovingtowardreadingtheassessmentsindependently.
Testingsessionsshouldbe30minutesorless. Teachercreated assessments, utilizing Success Tracker atwww.pearsonsuccessnet.com site, or
enVisionassessmentsfromtheFloridaBenchmarkAssessmentworkbookcanbeusedtomonitorgrowthonspecificbenchmarkareasasaresultoffurtherinstructionorintervention.
Mathematics interim assessments are designed to assess the students ability to applymathknowledge inavarietyofcontexts. Previewingspecificquestionswithstudentsprior to testinginvalidatesorskewstheresults.
Providingthestudentfeedbackandreviewingtheitemaftertheassessmentisabestpracticeforincreasingstudentachievement.
Interventionshouldbeprovided.Studentsmayrequirealternativeinstructionalstrategiestolearntheskillsorconcepts.
For SY 20122013, there will only be one form for each Grade 1 Mathematics InterimAssessment.Ifaretakeisnecessaryfollowingremediation,thetestcanbereadministeredorateachercreatedassessmentcanbeusedtoshowimprovementinstudentlearning.
Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Carefullyreadeachquestionandtheanswerchoices.Circlethecorrectansweronyourassessment.Itisimportantthatyoutakeyourtimeanddoyourbestwork.
Raiseyourhandifyouhaveanyquestions.
Youmaybegin.
Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.ListencarefullyasIreadeachquestionandtheanswerchoices.Thencirclethecorrectansweronyourassessment.
Raiseyourhandifyouhaveanyquestions.Letsbegin.
Whenadministeringaninterimmathematicsassessmentindependentlyusethefollowingdirections:
Whenadministeringaninterimmathematicsassessmentthatyouarereadingtostudentsusethefollowingdirections:
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MathematicsInterimAssessmentDirections
InterimAssessmentsGrades25 Grade2Mathematicsassessmentsmaybeadministered insmallchunksoftime/items ifneeded
for the first semester, but students should be provided assessment opportunities that buildstaminainatestingenvironmentbyincreasingthetime/numberofitemsassessedinonesitting.Duringthesecondsemester,secondgradersshouldbemovingtowardtakingtheassessments intheirentiretyinonesitting.
Grades35Mathematicsassessments shouldbe taking theassessments in theirentirety inonesitting.
Testingsessionsshouldbe45minutesorless. Studentsmayhavetheassessment itemsreadtothem iftheyhavean IEPor504that indicates
thisaccommodation.Othersstudentsmayhaveitemsreadtothem,butshouldbeencouragedtobuild independent test taking skills. Second semester second graders andmost intermediatestudentsshouldbeabletoindependentlyreadandcompleteamathematicsassessment.
Teachercreated assessments, utilizing Success Tracker atwww.pearsonsuccessnet.com site, orenVisionassessmentsfromtheFloridaBenchmarkAssessmentworkbook(grades24)canbeusedtomonitorgrowthonspecificbenchmarkareasasaresultoffurtherinstructionorintervention.
Mathematics interim assessments are designed to assess the students ability to applymathematicsknowledgeinavarietyofcontexts.Previewingspecificquestionswithstudentspriortotestinginvalidatesorskewstheresults.
Providingthestudentfeedbackandreviewingtheitemaftertheassessmentisabestpracticeforincreasingstudentachievement.
Interventionshouldbeprovided.Studentsmayrequirealternativeinstructionalstrategiestolearntheskillsorconcepts.
For SY 20122013, therewill only be one form for eachMathematics InterimAssessment inGrades25.Ifaretakeisnecessaryfollowingremediation,thetestcanbereadministeredorateachercreatedassessmentcanbeusedtoshowimprovementinstudentlearning.
Whenadministeringaninterimmathematicsassessmentforsecondfifthgradeusethefollowingdirections.
Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Carefullyreadeachquestionandtheanswerchoices.Itisimportanttoanswereachquestion.ChoosethecorrectanswerandfillinthebubblescarefullyandcompletelyonyourScantronanswersheet.Besuretoeraseanystraymarks.
Itisimportantthatyoutakeyourtimeanddoyourbestwork.Raiseyourhandifyouhaveanyquestions.Youmaybegin.
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MathematicsFormative/SummativeSemesterAssessmentDirections
Formative/SummativeSemesterAssessmentsGrades35
Formative/SummativeSemesterAssessmentsareadministeredtwiceayear(beginningandmidyear)inallelementaryschools.Thesameformisusedeachtime.
TeachershavetheoptiontoadministertheEndofYearSemesterAssessmentatendoftheyear.
Studentsmayhavetheassessment itemsreadtothem iftheyhavean IEPor504that indicatesthis accommodation. All other students should independently read and complete theFormative/SummativeSemesterAssessments.
TheFormative/SummativeSemesterAssessments includecontentforthefirstsemesterforeachgrade;therefore,studentsperformanceontheassessmentshouldprogressively increaseasthenumberofstandards/benchmarkstaughtincreases.
Scantrondatareportsprovidefeedbacktoteachersaftereachassessment.Teacherswillusetheresultstoadjustinstructionorprovideinterventionasneeded.Sincethesameformisusedateachassessment,reviewingspecificitemswithstudentsisnotappropriate.
WhenadministeringFormative/SummativeSemesterAssessmentsforthirdfifthgrade,usethefollowingdirections.
Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Carefullyreadeachquestionandtheanswerchoices.Itisimportanttoanswereachquestion.ChoosethecorrectanswerandfillinthebubblescarefullyandcompletelyonyourScantronanswersheet.Besuretoeraseanystraymarks.
Itisimportantthatyoutakeyourtimeanddoyourbestwork.Raiseyourhandifyouhaveanyquestions.Youmaybegin.
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ESEAccommodationsforMathematicsAssessments
Assessment Accommodations Rationale/Comments
TeacherCreatedAssessments
*VariesbyIndividualEducationPlan(IEP)*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded
DAAssessments
VariesbyIEP*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Used to determine studentslevelcomparedtothegeneraleducationstandards
TopicAssessments
VariesbyIEP*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded
InterimAssessments
VariesbyIEP*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded
FCAT
VariesbyIEP
*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
AccommodationspertheIEPandspecificinstructionsfoundintheFCATManual.Staffdevelopmentprovidedtodistrict/staff
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ELLAccommodationsforMathematicsAssessments
Assessment Accommodations Rationale/Comments
TeacherCreatedAssessments
*VariesbyEnglishlanguagelevel*ListedundertheAssessingELLslinkontheWorldLanguagesWebsiteorTitleIII/ESOLWebsite
Usedtodeterminewhatthestudentunderstoodfromthematerialpresented.
DAAssessments
AccommodationsthatareallowableonFCAT
UsedforDAaccountabilityandformativedata
InterimAssessments
*VariesbyEnglishlanguagelevel*ListedundertheAssessingELLslinkontheWorldLanguagesWebsiteorTitleIII/ESOLWebsite
Usedtodeterminewhatthestudentunderstoodfromthematerialpresented.
FCAT
AccommodationslistedintheFCATTestAdministrationManual
AccommodationsfromState
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ScienceInterimAssessmentDirections
InterimAssessmentsGrades35
Science Interim assessments have been designed to test the learning targets found in sciencecurriculummaps.
Testingsessionsshouldbe45minutesorless.
TeachersmayusetheScienceInterimassessmentsforpreandposttestingpurposes.Pretesting
resultsshouldonlybeusedbytheteachertodrivefutureinstruction.Reviewingsciencetestitemswithstudentsafterapretestandthenreadministeringthesameassessmentinvalidatesorskewstheresults.
Thebestwaytopreparestudentsforsuccessonthescienceinterimsisthroughgoodinstructionalignedwiththesciencecurriculummaps.
Science Interim Assessments should be takenwithin the recommended testingwindowwhichfollowsthepacingsetforthinthesciencecurriculummap.
Thirdgradestudentsmayhavethefirsttwoscienceassessmentsreadtothem.Followingthefirsttwoassessments,thirdgradestudentsareexpectedtotakescienceassessmentsindependently.
Fourthandfifthgradestudentsareexpectedtotakethescienceassessmentsindependently.
Science assessments should not be administered in small chunks that may actually preventstudentsfromdevelopingstaminaforreadinginatestingenvironment.Thirdthroughfifthgradestudentsshouldbeabletocompleteeachassessmentinonesession.
TheresultsofScienceInterimassessmentsshouldbereviewedwithstudentsinatimelymannerifthereisnointenttoreadministerthesameassessment.
Interventionshouldbeprovidedthroughoutinstruction.Studentswhorequireremediationafter
takinganinterimassessmentmayneedalternativeinstructionalstrategiestolearntheskillsorconcepts.
TeachersshouldusetheresultsfromtheirScienceInterimstoguidefutureinstruction.
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Grade3ScienceInterimAssessmentDirections
SAY: RemoveallmaterialsfromyourdeskexceptaNo.2pencil.
DO: DistributetheinterimassessmentandtheScantronbubblesheet.
SAY: Makesureyouhavethetesttitled03ScienceInterimAssmt____________________________.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.
DO: Circulatetoensureaccuracy.
SAY: Now you are going to take the 03 Science Interim Assmt ___________________________.Readeachmultiplechoicequestioncarefully. Fill inthebubblecompletelybesidetheansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.
Rememberthefollowing: Markyouranswersonthebubblesheetprovided. Markonlythebubblefortheansweryouchoose. Donotmakeamarkinanyoftheotherbubbles. Whenyouarefinished,checkthroughyouranswerstomakesureyouhavefilledin
onlyonebubblecompletelyforeachquestion.
Trytoanswereveryquestion. Ifyouarentsurehowtoansweraquestion,skipitandkeep going. After you have answered all the other questions, go back and answer anyquestionsyouskipped.Ifyouareunsureofawordorwordphrase,raiseyourhand.Imaybeabletohelpyouwiththat.
PleaserememberthatduringorafterthistestyouMUSTNOT talkormakeanydisturbance lookatanotherstudentstestorbubblesheet askforhelpansweringanytestquestions havenotesorscratchpaper
Pleaseraiseyourhandifyouhaveanyquestions.
DO: Answeranyquestionstheyhave.
SAY: Youmaybegin.
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Grade4ScienceInterimAssessmentDirections
SAY: RemoveallmaterialsfromyourdeskexceptaNo.2pencil.
DO: DistributetheinterimassessmentandtheScantronbubblesheet.
SAY: Makesureyouhavethetesttitled04ScienceInterimAssmt____________________________.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.
DO: Circulatetoensureaccuracy.
SAY: Now you are going to take the 04 Science InterimAssmt ____________________________.Readeachmultiplechoicequestioncarefully. Fill inthebubblecompletelybesidetheansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.
Rememberthefollowing: Markyouranswersonthebubblesheetprovided. Markonlythebubblefortheansweryouchoose. Donotmakeamarkinanyoftheotherbubbles. Whenyouarefinished,checkthroughyouranswerstomakesureyouhavefilledin
onlyonebubblecompletelyforeachquestion.
Trytoanswereveryquestion. Ifyouarentsurehowtoansweraquestion,skipitandkeep going. After you have answered all the other questions, go back and answer anyquestionsyouskipped.
PleaserememberthatduringorafterthistestyouMUSTNOT talkormakeanydisturbance lookatanotherstudentstestorbubblesheet askforhelpansweringanytestquestions havenotesorscratchpaper
Pleaseraiseyourhandifyouhaveanyquestions.
DO: Answeranyquestionstheyhave.
SAY: Youmaybegin.
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Grade5ScienceInterimAssessmentDirections
SAY: RemoveallmaterialsfromyourdeskexceptaNo.2pencil.
DO: DistributetheinterimassessmentandtheScantronbubblesheet.
SAY: Makesureyouhavethetesttitled05ScienceInterimAssmt___________________________.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.
DO: Circulatetoensureaccuracy.
SAY: Nowyouaregoingtotakethe05ScienceInterimAssmt_______________________________.Readeachmultiplechoicequestioncarefully.Fillinthebubblecompletelybesidetheansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.
Rememberthefollowing: Markyouranswersonthebubblesheetprovided. Markonlythebubblefortheansweryouchoose. Donotmakeamarkinanyoftheotherbubbles. Whenyouarefinished,checkthroughyouranswerstomakesureyouhavefilledin
onlyonebubblecompletelyforeachquestion.
Trytoanswereveryquestion. Ifyouarentsurehowtoansweraquestion,skipitandkeep going. After you have answered all the other questions, go back and answer anyquestionsyouskipped.
PleaserememberthatduringorafterthistestyouMUSTNOT talkormakeanydisturbance lookatanotherstudentstestorbubblesheet askforhelpansweringanytestquestions havenotesorscratchpaper
Pleaseraiseyourhandifyouhaveanyquestions.
DO: Answeranyquestionstheyhave.
SAY: Youmaybegin.
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ScienceFormative/SummativeSemesterAssessmentDirectionsGrade5SAY: RemoveallmaterialsfromyourdeskexceptaNo.2pencil.
DO: Distributethe05ScienceFormative/SummativeSemesterAssessmentandtheScantronbubblesheet.
SAY: Makesureyouhavethetesttitled05ScienceFormative/SummativeSemesterAssessment.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.
DO: Circulatetoensureaccuracy.
SAY: Nowyouaregoingtotakethe05ScienceFormative/SummativeSemesterAssessment. Readeachmultiplechoicequestioncarefully. Fill in thebubblecompletelybeside theansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.
Rememberthefollowing: Markyouranswersonthebubblesheetprovided. Markonlythebubblefortheansweryouchoose. Donotmakeamarkinanyoftheotherbubbles. Whenyouarefinished,checkthroughyouranswerstomakesureyouhavefilledin
onlyonebubblecompletelyforeachquestion.
Trytoanswereveryquestion. Ifyouarentsurehowtoansweraquestion,skipitandkeep going. After you have answered all the other questions, go back and answer anyquestionsyouskipped.
PleaserememberthatduringorafterthistestyouMUSTNOT talkormakeanydisturbance lookatanotherstudentstestorbubblesheet askforhelpansweringanytestquestions havenotesorscratchpaper
Pleaseraiseyourhandifyouhaveanyquestions.
DO: Answeranyquestionstheyhave.
SAY: Youmaybegin.
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ESEAccommodationsforScienceAssessments
Assessment Accommodations Rationale/Comments
TeacherCreatedAssessments
*VariesbyIndividualEducationPlan(IEP)
*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded.
DAAssessments
VariesbyIEP*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded.
InterimAssessments
VariesbyIEP
*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded.
FCAT
VariesbyIEP
*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
AccommodationspertheIEPandspecificinstructionsfoundintheFCATManual.Staffdevelopmentprovidedtodistrict/staff
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ELLAccommodationsforScienceAssessments
Assessment Accommodations Rationale/Comments
TeacherCreatedAssessments
*VariesbyEnglishlanguagelevel*ListedundertheAssessingELLslinkontheWorldLanguagesWebsiteorTitleIII/ESOLWebsite
Usedtodeterminewhatthestudentunderstoodfromthematerialpresented.
DAAssessments
AccommodationsthatareallowableonFCAT
UsedforDAaccountabilityandformativedata
InterimAssessments
*VariesbyEnglishlanguagelevel*Listed under theAssessing ELLs link onthe World Languages Website or TitleIII/ESOLWebsite
Usedtodeterminewhatthestudentunderstoodfromthematerialpresented.
FCAT
AccommodationslistedintheFCATTestAdministrationManual
AccommodationsfromState
ESEAccommodationsforSocialStudiesAssessments
Assessment Accommodations Rationale/CommentsTeacherCreatedAssessments
*VariesbyIndividualEducationPlan(IEP)*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations
Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded
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GradingandReportingforEnglishLanguageLearnersRevisedJuly2012
ItisimportantforallEnglishLanguageLearnerstobegivengradesthatreflecttheworktheyarecapableofcompletingfortheirEnglishlanguageproficiencylevelwithoutpenaltyforstrategiesandaccommodationsand/ormodificationsconsistentwiththeMETAConsentDecreestipulations.StrategiesStrategiesrefertoskillsortechniquesusedtoprovidecomprehensibleinstructionandassistinlearning.StrategiesareindividualizedtosuittheEnglishlanguagedevelopmentallevelofthestudent.AccommodationsAccommodationsrefertotheactualteachingsupportsandservicesthatthestudentmayrequiretosuccessfullydemonstratelearning.Theycouldbeintheformofchangesincourse,assessmentformat,location,timing,scheduling,expectations,studentresponse,andotherattributeswhichprovidesaccessforanEnglishLanguageLearnertoparticipateinacourseorassessmentwhichdoesnotfundamentallyalterorlowertheexpectedoutcomesinrelationtotheSunshineStateStandards,assessmentorexpectationofthecourse.
GradingandReportingforEnglishLanguageLearnersTheteacherimplementsthestrategiesandaccommodationsfortheEnglishLanguageLearnertoparticipateinthegeneralcurriculumandthengradesthestudentwithoutpenaltyforprovidingsuchstrategiesandaccommodations.ByadjustinginstructionandassessmentusingstrategiesandaccommodationsneededbytheEnglishLanguageLearnertoensurecomprehensibleinstruction,thegradecanbecalculatedwithassurancethatitreflectswhatthestudenthashadanopportunitytolearn.
Examples: InstructionAdditionaltimetocompleteassignment MaterialsReducenonessentialdetails AssessmentProvidewordbank
ModificationsModificationsarechangesincourse,standard,testpreparation,location,timing,scheduling,expectations,studentresponse,andotherattributeswhichprovidesaccessforanEnglishLanguageLearnertoparticipateinacourse,standardortest,whichdoesfundamentallyalterorlowerthestandardorexpectationofthecourse,standard,ortest.ModificationsshouldonlybeusedincaseswherethestudentcomeswithnoEnglishlanguageandmuststartbylearningtheEnglishlanguagealphabetandisinagradelevelwherethecurriculumisbeyondthis.ThegradingthatshouldbeusedforstudentsusingcurriculummodificationsshouldreflectthestudentsexpectedlevelofperformancebasedonmodifiedstatestandardsandtheEnglishlanguageacquisitionlevelthatthestudentisworkingon.
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Forstudentswhoparticipateinamodifiedcurriculum,theELL/LEPCommitteeshoulddeterminethatitismostappropriatetousegradingproceduresthatreflectthestudentsexpectedlevelofperformanceinrelationtoprogresstowardpreestablishedlearningtargets.Modificationsinvolvestructural,cognitivechangeinlevelofmaterial.
Examples: PresentationofMaterialutilizingspecializedcurriculumatalowerlevelsuchas
teachingtheEnglishalphabetingradesotherthankindergarten Materialsadaptingorsimplifyingtextsforlowerlevelofunderstanding,modifying
contentareasbysimplifyingvocabulary,conceptsandprinciplesduetothestudentbeinganonEnglishspeaker
TestadaptationreducingreadingleveloftestduetothestudentbeinganonEnglishspeaker
TeacherswillapplytheaccommodationsormodificationsasindicatedontheELL/LEPPlanandgradeEnglishLanguageLearnersonthestandardsthatstudentsareworking.TeacherswillcontinuallyreviewthestudentscurrentperformanceinthecurriculumandanyaccommodationsormodificationsthattheELLCommitteehasidentifiedontheELLPlanforthestudenttomeethis/herneeds.Formativevs.Summative:Teachersgatherinformationfortwodistinctreasons:tomakeinstructionaldecisions(formativeassessment)andtocommunicateasummaryofthestudentsachievement(summativeassessment).
Formativemeasuresinvolveongoingassessmentandfeedbackforthepurposeofinstructionaldecisionmakingandisvitaltoteachingandlearning.Teachersmustassessthelearningoftheirstudentsfrequentlyinordertoevaluatetheeffectivenessofinstructionandplanforfutureinstruction.Thisfunctionisseparatefromthecommunicationfunctionservedbyreportcardgrades.Summativemeasuresareessentialtoreportcardgrading,whichprimarilyaddressthecommunicationpurposeofgrading.Educatorsusereportcardgradestoshareinformationwithparentsandstudentsandtocallattentiontotheneedsofstrugglingstudents.Reportcardsgradesalsohavearoleinpromotionandretentiondecisionsandmaybeusedtoidentifystudentsforevaluationforspecialprogramsandservices.GuidelinesforGrading:ELLstudentsmaynotbediscriminatedagainstingradingandreportingofprogressinanysubjectareabecauseoftheirlackofEnglishlanguageabilities.ELLstudentswillreceivegradesbasedontheirprogressinacquiringEnglishlanguageskillsandprogresstowardscompletionofthedistrictspupilprogressionplan.TheEnglishLanguageStandardsshouldbeusedininstructionandgradingofELLstudentsinReadingandLanguageArts.TeacherswillnotarbitrarilyassignlowerweightstogradesgiveninanycourseduetolackofEnglishlanguageabilities.
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ELLstudentsmustbeconsistentlyprovidedwithallstrategies,accommodations,andmodificationstocurriculum,instructionandassessmentsinallsubjectareasinordertomakeitcomprehensibletothestudentathis/herlevelofEnglishlanguageacquisition.ResponsibilityforGrades:ReadinggradesmaybedeterminedcollaborativelybetweenthegeneraleducationandESOLresourceteacher.Thegeneraleducationteacherneedstomakesurethatallstrategies,accommodations,and/ormodificationsregardingcurriculum,instruction,andassessmenthavebeenimplementedanddocumentedandthattheEnglishLanguageStandardshavebeenusedfortheappropriatelanguagelevelofthestudent.
LanguageArtsgradesforEnglishLanguageLearnersaredeterminedbythegeneraleducationteacher.Thegeneraleducationteacherneedstomakesurethatallstrategies,accommodations,andmodificationsregardingcurriculum,instruction,andassessmentEnglishLanguageStandardshavebeenusedfortheappropriatelanguagelevelofthestudent.ContentgradesforEnglishLanguageLearnersaredeterminedbythegeneraleducationteacher.Thegeneraleducationteacherneedstomakesurethatallstrategies,accommodations,and/ormodificationsregardingcurriculum,instruction,andassessmenthavebeenimplementedanddocumented.Forfurtherinformationorclarifications,pleasecontact:SylviaGarciaWolff,ESOL/WorldLanguagesCoordinator
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GradingandReportingforStudentswithDisabilities
ESEGuidelinesforMonitoringStudentProgressUpdatedOctober2010
StateandFederalLawRequirements: Schooldistrictsmustregularlyinformparentsoftheirchildsacademicprogress.FloridaStatute
1008.25outlinestherequirementsforpublicschoolprogression,remedialinstructionandreportingrequirements.TheseguidelinesarenotintendedtoreplicateStatute;rathertheyaredesignedtoofferabestpracticeapproachwhenconsideringassignmentofgradesforstudentswithdisabilities.
StateandFederallawrequiresthemonitoringofprogressforstudentsenrolledinExceptionalStudentEducation(ESE)programs.Thesestudentsmustreceivereportsofprogressatleastasoftenasgeneraleducationstudents.ReportingmustalsoincludeprogresstowardIEPgoals,notsolelyIEPprogress.
Studentswithdisabilitiesmaynotbediscriminatedagainstbecauseoftheirdisabilityingradingandreportingofprogress.
SchoolswillnotarbitrarilyassignlowerweightstogradesgiveninESEEducationcourses. Studentswithdisabilitiesparticipatinginthegeneraleducationcurriculummustbeconsistently
providedwithallaccommodationsforinstructionandassessmentidentifiedontheIEP.
DeterminingGradingSystembasedonSupports:All studentswith disabilities should be given grades that reflect the level ofwork they are
capableofcompleting,consistentwiththeIEPauthorizedaccommodationsand/ormodifications(SeeGrading System below). When determining the grading system to be applied to ESE students,consideration should be given to the following: disabling condition, cognitive level of functioning,documentedlevelofacademicskills,scoresandinstructionaltestinglevels.Basedonthisinformation,separatedeterminationsaremadeby thegeneraleducationand/orESE teacheras towhatgradingsystemistobeappliedinthevariousgradingareas(Reading,Math,LanguageArts,etc.)
Abletocompletegradelevelworkwithoutassistance:Studentsarerequiredtocompletethesame
assignmentsasotherstudentswiththesameobjectivesandusingthesamematerials.GRADINGSYSTEMSAMEASGENERALEDUCATION
WorkingtowardgradelevelstandardswithAccommodations:provideallrequiredaccommodationstocompletetasksincludingextendedtimeonwork/tests.GRADINGSYSTEMSAMEASGENERALEDUCATION
BelowGradeLevelProgresswithSupplantedCurriculum:Comparethestudentsperformanceagainstthemodifiedstandards.GRADINGSYSTEMGRADESMODIFIEDTOREFLECTPROGRESSTOWARDAPPROPRIATESTANDARDSORACCESSPOINTSATINSTRUCTIONALLEVEL.
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AccommodationsandModificationsDecisionsaboutgradingpractices fora studentwithdisabilities shouldmirror the IEP teams
decision about whether the students needs are able to be accommodated within the generalcurriculum orwhether the student requiresmodified curriculum. These two concepts have directimplicationsforhowweinstruct,assess,andgradeESEstudents.
Accommodations Accommodationsarechangesinhowthestudentistaughtandtested.Accommodationsdonot
changethestandards.Theyprovideaccessforastudentwithdisabilitiestoparticipateanddemonstrateproficiencyonthestatestandards.
Ifthestudentwithadisabilityparticipatesinthegeneralcurriculumwithaccommodationstoinstructionandassessment,theteacherimplementstheaccommodationsandthengradesthestudentaccordingtotheestablishedlearningtarget.
Byadjustinginstructionandassessmentusingaccommodationsneededbythestudent,thegradecanbecalculatedwithassurancethatitreflectswhatthestudenthashadanopportunitytolearn.
Accommodationsarereallywhateverittakestomakesurethatstudentswithadisabilitycanparticipateasfullyaspossibleinthegeneralcurriculumandultimatelyearnahighschooldiploma.
Accommodationscanbeprovidedfor: instructionalmethodsandmaterials assignmentsandassessments learningenvironment timedemandsandscheduling specialcommunicationsystems
Modifications Modificationschangewhat(thecontent)thestudentistaughtandtested.Therefore,
modificationsallowthestudentwithdisabilitiestoaccesslesscomplexstandardsthanthoseofthegeneralcurriculum.
Thegradingthatshouldbeusedforstudentsusingcurriculummodificationsshouldreflectthestudentsexpectedlevelofperformancebasedonstateadoptedstandards.Accesspointswillbeusedforstudentswithsignificantcognitivedisabilities.Embeddedinthestateadoptedstandards,accesspointsreflectthecoreintentofthestandardswithreducedlevelsofcomplexity.Thethreelevelsofcomplexityincludeparticipatory,supported,andindependentwiththeparticipatorylevelbeingtheleastcomplex.IntheareaofMath,hereare3examplesofeachlevel:
Independentex:Applytheconceptsofcountingandgroupingtocreatesetsoftensandonestoidentifythevalueofwholenumbersto30.
Supportedex:Matchobjectstomarkedspacestoshowonetoonecorrespondenceforquantities1to3.
Participatoryex:Useonetoonecorrespondencetocountsetsofobjectsto10.
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Forstudentswhoparticipateinamodifiedcurriculum,theIEPteamshoulddeterminethatitismostappropriatetousegradingproceduresthatreflectthestudentsexpectedlevelofperformanceinrelationtoprogresstowardpreestablishedlearningtargets,whichwouldbethestateadoptedstandards.
Modificationsinvolvestructural,cognitivechangeinlevelofmaterial. Examples:
PresentationofMaterialutilizingspecializedcurriculumatalowerlevelMaterialsadaptingorsimplifyingtextsforlowerlevelofunderstanding,modifyingcontentareasbysimplifyingvocabulary,conceptsandprinciplesTestingadaptationreducingreadingleveloftestinreading
TeacherswillapplytheaccommodationsormodificationsasindicatedontheIEPandgradestudentswithdisabilitiesonthestandardsthatstudentsareworking.
TeacherswillcontinuallyreviewthestudentscurrentperformanceinthecurriculumandanyaccommodationsormodificationsthattheIEPteamhasidentifiedforthestudenttomeethis/herneeds.
Formativevs.SummativeAssessmentforGrading:Teachers gather information for two distinct reasons: to make instructional decisions (formativeassessment)andtocommunicateasummaryofthestudentsachievement(summativeassessment).
Formativemeasureswhichinvolveongoingassessmentandgradingfeedbackforthepurposeofinstructionaldecisionmakingarevitaltoteachingandlearning.Teachersmustassessthelearningoftheirstudentsfrequentlyinordertoevaluatetheeffectivenessofinstructionandplanforfutureinstruction.Thisfunctionisseparatefromthecommunicationfunctionservedbyreportcardgradesandinmostcasesisnotusedtodeterminegrades.
Summativemeasuresaredesignedtoassessstudentachievement.Withcertainlimitedexceptions,useonlyevidencefromsummativeassessmentswhendetermininggrades.Summativeassessmentsareessentialtoreportcardgrading,whichprimarilyaddressthecommunicationpurposeofgrading.Educatorsusereportcardgradestoshareinformationwithparentsandstudentsandtocallattentiontotheneedsofstrugglingstudents.Reportcardgradesalsohavearoleinpromotionandretentiondecisionsandmaybeusedtoidentifystudentsforspecialprogramsandservices.
ResponsibilityforGrades:
Theconsultationstudentsreceiveinstructionforallsubjectsfromthegeneraleducationteacher.Therefore,thesestudentsgettheirreportcardgradesfromthegeneraleducationteacher.Thegeneraleducationteacherneedstomakesurethatallaccommodationsregardingbothinstructionandassessment,ongoingprogressmonitoring(OPM),Curriculumbasedmeasurement(CBM),andpertheIEP,areimplemented.
ThesupportfacilitationstudentsreceiveinstructionfromthegeneraleducationandESEteacher.Therefore,thegeneraleducationandESEteachercollaborateanddecidethegradeforthereportcardforthesubject(s)theybothsupport.ThegeneraleducationandESEteacherneedstomakesurethatallaccommodationsand/ormodificationsregardingbothinstructionandassessment,
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OPM,CBM,andpertheIEP,isimplemented.ThesupportfacilitatorisresponsiblefortheOPM/CBMinthecurriculumareastheyprovideservicesforthestudent.
TheseparateclassstudentwhoreceivessupplantedinstructioninparticularsubjectsfromtheESEteacherwillreceiveareportcardgradefromtheESEteacherforthesubjectsinwhichhe/sheprovidesinstruction.Allaccommodationsand/ormodificationsregardingbothinstructionandassessment,OPM,CBM,andpertheIEP,needtobeimplemented.
TheseparateclassstudentwhoreceivesallinstructionfromtheESEteacherwillreceiveallgradesfromtheESEteacher.Allaccommodationsandmodificationsregardingbothinstructionandassessment,OPM,CBM,andpertheIEP,needtobeimplemented.
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Grade 3 Portfolio Assessments TestAdministrationGuidelines
TestAdministration
TheAlternativePortfolioAssessments shouldbeused for the solepurposeofprovidingportfolioevidence todocumentmasteryofSunshineStateStandardsinreading.Theyprovideameanstofillingapswhenstudentsdonotdemonstratemasteryondistrictinterimassessments(unittests).
TheassessmentCDshouldbestored inasecuremanner. Oneprintcopyshouldbeaccessibleforteacherstoreview inorder toselectappropriatebenchmarkassessments. Teachersmayrequestassessments foroneormorestudentswhenevertheydeterminethatadditionalevidenceisneededtocompletethedocumentationforabenchmark. Teachersmaybegin theSetAassessments in January, ifstudentperformance indicates thatastudent isnotdemonstratingmasteryofFCAT2.0testedbenchmarks,ratherthanwaitinguntiltheendofthethirdgradeyear.Theassessmentsshouldbeusedafterinterventionhasbeenprovidedontheskill.
WhoTakestheAssessments? Grade3studentswhodonotdemonstratemasteryofbenchmarksthroughouttheinitialthirdgrade
schoolyear.SetAassessments(3.63.9passages)willalsobeavailableduringThirdGradeSummerReadingCamp.
Grade3,FCAT2.0Level1studentsforwhichmidyearpromotionisthegoal(mustbecompletedbeforeNovember1oftheschoolyearfollowingmandatoryretention).
Grade4AssessmentsmustbeincludedifportfolioisnotcompletedbyNovember1midyearpromotiondeadline.Recordonthe4thgradeportfolioreviewsheet.UseSetB(4.04.5passages)
PassingScoreMasterylevelis4/5,5/6or6/8onanybenchmarkpassagecompleted.
TestCoordinator(orSchoolDesignee)Responsibilities MaintainPortfolioAssessmentCDinsecurelocation.DonotmakecopiesoftheCDforteachers. Provideadequateaccessforteacherstoreviewthemastercopy(inprint)oftheassessmentsin
orderforthemtoselectappropriateassessmentsforstudents. OrdertestsrequestedbyateacherforoneormorestudentsthroughDODremoteprinting. Monitorthatthenumberoftestsrequestedarecompletedandreturnedtothesecurefilingsystem. Filecompletedportfoliosandmonitorportfoliosstillinprogressaftersummerreadingcamp. Purgecompletedtests/portfoliosafteridentifiedstudentscompletegrade5.
TeacherResponsibilities AnalyzeassessmentdataonaregularbasistomonitorsuccessfulcompletionofFCAT2.0tested
benchmarks. Provideinterventionforstudentswhodonotdemonstratemasteryofongoingbenchmarks. StartinginJanuary,reviewassessmentchoicesandrequestappropriatebenchmarkpassagesforone
ormorestudentsasindicatedbytestdatafromthedesignatedcontactattheschool.Varylengthofpassagesandfiction/nonfiction.
Signfortestcopies.Donotmakeadditionalcopiesforanyreason. Recordraw(e.g.,4/5)scoresforanyassessmentgivenontheSRCAssessmentMatrixfoundon
pages34ofthestudentsPortfolioReviewSheet.Highlightallpassingscores. Returnthecompletedstudentassessmentstothetestingcoordinatorordesigneetobefiledin
studentsportfoliountilitisreadyforsubmission. Donotsendanycopiesoftheassessmentshomeorusetheassessmentsforanyotherpurpose.
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