north carolina ready end-of-course assessment...

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North Carolina READY End-of-Course Assessment

Assessment

Guide

2014–15

Biology

English II

Math I

Paper/

Pencil

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

The Office of the Deputy State Superintendent

Division of Accountability Services

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

Eligible Students ....................................................................................... 1 Testing Window ........................................................................................ 2 Estimated Test Administration Time and Number of Items ............................... 3 Maximum Testing Time Allowed ................................................................... 4 Information about Test Items ...................................................................... 5

Before Test Day ........................................................................................... 6 Prepare for and Attend Training ................................................................... 6 Read and Study the Testing Code of Ethics ................................................... 6 Read and Follow Test Security Procedures .................................................... 7 Proctors ................................................................................................... 9 Prepare the Testing Environment .............................................................. 10 Prepare Students for Testing ..................................................................... 11 Prohibited Items in the Testing Room ......................................................... 12 Monitor Students during the Assessment .................................................... 13 Misadministrations ................................................................................... 14 Misalignment during Testing ..................................................................... 14 Monitor English II Short Answer Responses ................................................. 16 Student Emergencies and Restroom Breaks during Testing ............................ 16 Limited English Proficient Students and Testing Accommodations ................... 17 Students with Disabilities and Testing Accommodations ................................ 17 Students with Transitory Impairments and Section 504 ................................ 18 Record Students’ Required Accommodations ............................................... 19 Recognize and Report Testing Violations or Irregularities .............................. 19 Know What Will Be Precoded on Student Answer Sheets ............................... 20 Know Procedures for Students Who Complete the Test before the Scheduled Testing Time Is Over ............................................................................... 21 Know Local Testing Procedures .................................................................. 22 Paper Clip Student Test Books ................................................................... 22 Checklist of Steps to Complete before Test Day ........................................... 22

On Test Day .............................................................................................. 24 Verify Exact Number of Test Materials upon Receipt ..................................... 24 Review the Checklist of Required Test Materials ........................................... 24 Approved Supplemental Materials (Optional) ............................................... 25 Follow a Uniform Process of Administration ................................................. 25 Student Directions for the Test Administration ............................................. 27 Part A: Student Information (ALL End-of-Course Tests) ............................ 28 Part B: Biology and English II Test Directions .......................................... 37 Part C: Math I Test Directions ............................................................... 42

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After Testing .............................................................................................. 49 Checklist of Steps to Complete following the Test Administration .................... 49 Record Students’ Provided and Used Accommodations .................................. 49 Count and Return All Test Materials ........................................................... 50 Code the Student Answer Sheets ............................................................... 50 Special Codes Section for Answer Sheets .................................................... 51 North Carolina General Purpose Header Sheet ............................................. 53 Special Codes Section for Header Sheet ...................................................... 55 Review the Test Materials ......................................................................... 55 Pack and Return the Test Materials ............................................................ 56 Return and Storage of Test Materials for Accommodations ............................ 58

Samples .................................................................................................... 59

Sample Answer Sheet Biology (SIDE 1) ...................................................... 59 Sample Answer Sheet Biology (SIDE 2) ...................................................... 60 Sample Answer Sheet English II (SIDE 1) ................................................... 61 Sample Answer Sheet English II (SIDE 2) ................................................... 62 Sample Answer Sheet Math I (SIDE 1) ....................................................... 63 Sample Answer Sheet Math I (SIDE 2) ....................................................... 64 Sample North Carolina General Purpose Header Sheet .................................. 65

Appendix ................................................................................................... 66

A: Testing Accommodations for the North Carolina End-of-Course Biology, English II, and Math I Only ................................................................... 66

B: Sample Review of Accommodations Used During Testing Form .................. 68 C: Transcribing Gridded-Response and Short Answer Items ........................... 69 D: Calculator Use .................................................................................... 71 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 ......... 73 D2: Method for Clearing Applications & Memory: IT TestGuardTM 2.0

Calculator Models: TI-83 Plus Family ............................................... 74 D3: Method for Clearing Applications & Memory: Press-to-Test Calculator

Models: TI-84 Plus and TI-84 Plus Silver Edition ............................... 76 D4: How to Restore Files That Were on Calculators before the Reset .......... 77 D5: TI-Nspire Press-to-Test Mode Keystrokes ......................................... 78 D6: Resetting Casio Calculators ............................................................ 80 E: Testing Code of Ethics .......................................................................... 81

General Inform

ation Assessment Guide North Carolina READY End-of-Course Assessments 2014–15 Biology, English II, Math I

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General Information

Eligible Students

According to State Board of Education (SBE) policy GCS-C-003, students who are enrolled for credit in courses in which end-of-course (EOC) assessments are required shall take the

appropriate EOC assessment at the completion of the course. Test administrators must administer the test to all eligible students (SBE policy GCS-A-010). Each student must take the appropriate EOC assessment the first time he or she takes the course, even if the course is an honors or Advanced Placement (AP) course. Students may drop a course with an EOC assessment within the first ten days of enrollment in a 4x4/semester course or within the first twenty days of enrollment in a traditional yearlong course. Students who are enrolled for credit after the ten/twenty days, regardless of course delivery (e.g., traditional classroom, NC Virtual Public School, vendor-based online), must participate in the appropriate EOC assessment. Students who are exempt from final exams by local board of education policy are not exempt from EOC assessments. Students who are identified as failing a course for which an EOC assessment is required must take the appropriate EOC assessment. Students Identified as Limited English Proficient (LEP) First Year Exempt: Students identified as LEP who score below Level 4.0 Expanding on the reading subtest of the WIDA ACCESS Placement Test (W-APTTM) and are in their first year in U.S. schools are not eligible to be assessed on the English II EOC assessment. These students are required to participate in the administration of the Math I and the Biology EOC assessments if enrolled in courses that require the administration of these assessments. EOC scores (i.e., Math I and Biology) obtained by these students will not be used in status, growth, or progress calculations for accountability purposes. Students Enrolled for Credit in Courses in Which EOC Assessments are Required and Have a Proficient EOC Test Score: Students enrolled in courses that require the administration of the EOC assessment and who have obtained a proficient score previously on the EOC tests may use the proficient EOC scores as at least 20% of their final grade or they may elect to take the appropriate NC READY EOC assessment at the completion of the course. Students Enrolled for Credit in Courses in Which EOC Assessments are Required and Do Not Have a Proficient Test Score: Students enrolled in courses that require the administration of the EOC assessment who have not

General Inform

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Assessment Guide North Carolina READY End-of-Course Assessments 2014–15 Biology, English II, Math I

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obtained a proficient score on the EOC assessment before 2014—15 must take the appropriate READY EOC assessment at the completion of the course. The score must be used as at least 20% of the student’s final grade with the exception of students following the Occupational Course of Study. AP Courses: Students enrolled in AP Biology, Biology II, and CCP-General Biology courses must be administered the Biology EOC assessment at the completion of the course. Exceptions would be students who have (1) previously obtained a test score from the EOC assessment or (2) have transferred from out of state or from a nonpublic school and the principal has authorized course credit as having participated in the assessment, recording the appropriate reason code in PowerSchool. Students meeting these expectations are not eligible to take the EOC 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. For additional information regarding course codes that require the administration of an EOC assessment visit the following website: http://www.ncpublicschools.org/accountability/testing/eoc/. Testing Window

Test administrators must administer the secure NCDPI-designated form(s) of the EOC assessment during the last five days (4x4/semester courses/summer school) or the

last ten days (traditional yearlong schedule) of the instructional period. For school systems that were required to adjust their school schedules because of adverse weather conditions or other emergencies, the testing schedule should be adjusted to fall within the final five days (4x4/semester) or last ten days (yearlong) of the adjusted school year. Any student absent (i.e., not present) for the 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 within the five-day (semester) or ten-day (yearlong) testing window. Note: For the 2014–15 school year only, local boards of education could apply for a waiver from the requirements of G.S. 115C-174.12(4) that

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limit the administration of final exams (i.e., all end-of-course, end-of-grade, NC Final Exams, Career and Technical Education State Assessments, and teacher-made final exams) for yearlong courses to the final ten instructional days of the school year and the final five instructional days of the semester for semester courses. The SBE required all waiver requests be received by September 1, 2014. Waivers must be approved by the SBE in order for LEAs/charter schools to have up to five additional days to administer final exams for yearlong courses (within the final fifteen instructional days of the school year) and for semester courses within the final ten instructional days of the semester. The SBE notified LEAs/charters whether the requested waiver was granted by October 1, 2014. Estimated Test Administration Time and Number of Items

The estimated test administration time is the time that the NCDPI estimates it will take for nearly all students to complete the assessment. The NCDPI requires all students

participating in the Biology, English II, and Math I assessments be allowed ample opportunity to complete the assessments. As long as students are engaged and working and the maximum time allowed (i.e., four hours) has not been reached, they must be given time to complete the assessments. The test administrator must consult with the school test coordinator for the procedure to follow in providing additional time to students who need time beyond that scheduled to complete the assessments. Refer to the following charts for the estimated test administration times and number of items.

Biology Administration Estimated

Time (Minutes)

Maximum Time Allowed

(Minutes)

Number of Items

Biology Assessment 150 75 2 Two-Minute Breaks 4 General Instructions 12

Total 166 240 75

English II Administration

Estimated Time

(Minutes)


(Minutes)

Number of Items

English II Assessment 150 68 2 Two-Minute Breaks 4 General Instructions 12

Total 166 240 68

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Maximum Testing Time Allowed

The NCDPI requires all students be allowed ample opportunity to complete required tests. However, no administration of the North Carolina READY EOC Assessments

of Biology, English II, or Math I may exceed the maximum testing time of four hours (except for those involving students with documented special needs requiring accommodations, such as Scheduled Extended Time). The maximum testing time allowed does not include time for general instructions or breaks. At the school level, provisions must be made for students who need time beyond that scheduled to complete the test (i.e., maximum time). Students who complete the test during the scheduled time must not be allowed to remain in the testing room with any students who require maximum time. The school may either move students who have completed the test to another room or facility or the school may move students who need maximum time to another room or facility to complete the test. Students who are in different grade levels or in a different subject/course may be combined into one group for up to the maximum time. However, schools must ensure that students do not feel so uncomfortable with mixed grade or subject/course grouping that it affects their test performance. Test administrators must consult with the school test coordinator for the procedure to follow in providing additional time to students to complete the assessments. For best practices, the North Carolina Testing Program strongly recommends schools schedule each EOC assessment so it does 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 travel home at their regularly scheduled time. In rare cases in which students must leave the testing area for lunch, the test administrator must alert the students 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

Math I Administration Estimated

Time (Minutes)


(Minutes)

Number of Items

Math I Assessment 180 60 2 Two-Minute Breaks 4 General Instructions 12

Total 196 240 60

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questions. Pages that contain reading selections students will need must not be paper clipped. Therefore, students must 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. Students who need more than the estimated time to complete the assessment should continue to be provided a two-minute break every sixty (60) minutes. Students’ answer sheets, blank paper, and graph paper (if applicable) must be placed inside their test books and the test books closed during any breaks. The test administrator must not allow students to talk during breaks. Five minutes before the maximum time allowed is over, the test administrator must alert students they have five minutes remaining. Information about Test Items

The North Carolina READY EOC Assessments of Biology, English II, and Math I each contain a small portion of experimental (field test) items that do not count toward or

against a student's score. These items are used for multiple purposes, including, but not limited to, linking between curriculum cycles, examining across-grade performance, and examining items for inclusion on future operational assessments. These items are indistinguishable from operational items and should not interfere with the students’ test-taking experience.

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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 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 so it can be referred to as needed. Test administrators should make note of any questions regarding their responsibilities. To be made aware of 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

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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 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 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 not 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.

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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

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 Tests

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

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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.

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

At no time shall proctors be responsible for reading directions, 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 (3) 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.

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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 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, LEAs/charter schools 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.

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Prepare Students for Testing 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 the test format using curricular content;

teaching students test-taking strategies and providing practice sessions;

helping students become familiar with how to record answers to the Math I gridded-response test items (On days before the test administration, all students participating in the paper-and-pencil EOC Math I assessment should complete the Math I Practice for Gridded-Response Questions. The Math I practice may be found at http://www.ncpublicschools.org/accountability/testing/.);

helping students understand that they will write their responses to the short answer questions in the English II EOC test on the lines provided on their answer sheet (Students will have five lines to write on for each of the short answer questions. 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]); and

using released test items available through the NCDPI Accountability Services Division/North Carolina Testing Program at http://www.ncpublicschools.org/accountability/testing/releasedforms.

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.

Schools must ensure every student participating in the Math I assessment has completed the gridded response practice activity at least one time at the school before test day. The practice activity will allow students to become familiar with the gridded response format.

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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 heed 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.

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 paper) 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 test 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).

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Please note the following exception to this policy: Students participating in online assessments only may use computers or electronic devices to respond to the test items if the computers/devices meet all technical requirements listed at http://center.ncsu.edu/net/ 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. When the test administrator or proctor needs to sit during the test, 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 students’ test books (except for students with documented special needs requiring accommodations, such as Test Administrator Reads Test Aloud [in English]).

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;

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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. When a misadministration is declared, the affected student(s) must be administered another secure form of the assessment (i.e., a different letter). The LEA/charter school test coordinator will specify how misadministrations 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 window. Only scores resulting from a valid test administration should be included in students’ permanent records, used for placement decisions, 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

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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;

for English II only, responding to a short answer question next to an item number on the answer sheet that does not match the item number being answered in the test book; or

for Math I only, responding to a mathematics gridded-response test question and coding the answer in the wrong column(s) below the recorded answer in the grid box.

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 or the student is observed recording the answer in the wrong column(s) below the recorded answer in the grid box (Math I only), 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/move responses so the coded bubbles/responses 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/responses. The student recodes/moves responses so the coded bubbles/responses 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 responses 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 school personnel), to correct the errors coded on the answer sheet as well as to transfer circled responses

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from the test book to the answer sheet. However, students must not receive extra time beyond the maximum time allowed for the test administration to correct the errors.

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

Monitor English II Short Answer Responses

Students must write their responses to the English II short answer questions on the lines provided on their answer sheets. Five lines are provided for each short answer

response. If, on the day of the test administration, students do not record their short answers on their answer sheets (e.g., wrote their responses on blank paper, wrote their answers 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 responses on the answer sheet.

If the error is not caught by the test administrator during the estimated 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 onto the answer sheet; but the student must not be allowed time beyond the maximum time allowed for the test administration to transfer the responses.

If the error is not caught until after the test administration is completed including the maximum time allowed for the test administration 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 take another form of the test at a later date.

Note: Student responses that are entirely illegible or 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 do 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

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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.

The student’s test materials must be secured (e.g., answer sheet, blank paper, and graph paper, if applicable, 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 test 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.

Limited English Proficient Students and Testing Accommodations

On a case-by-case basis where appropriate documentation exists, students identified as LEP may receive testing accommodations.

The need for accommodations must be documented before testing.

The accommodations must be used routinely during the students’ instructional program 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 accommodation(s) before the test administration.

For information regarding appropriate testing procedures, test administrators who provide accommodations for students identified as LEP must refer to the most recent publication of Guidelines for Testing Students Identified as Limited English Proficient and any published supplements or updates. These publications are available through the local school system or at http://www.ncpublicschools.org/accountability/policies/slep/. Students with Disabilities and Testing Accommodations

On a case-by-case basis where appropriate documentation exists, students with disabilities, including students only receiving services under Section 504, may receive testing

accommodations.

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The need for accommodations must be documented in the students’ current Individualized Education Programs (IEPs) or Section 504 Plans.

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/policies/tswd. Students with Transitory Impairments and Section 504

Section 504, part of the Rehabilitation Act of 1973, is a federal law designed to protect the rights of students with disabilities who attend schools receiving federal financial

assistance. To be protected under Section 504, a student must be determined to (1) have a physical or mental impairment that substantially limits one or more major life activities, or (2) have a record of such an impairment, or (3) be regarded as having such an impairment (ADA Amendments Act of 2008, Section 3 [1][A–C]). A student is not regarded as an individual with a disability if the impairment is transitory and minor (ADA Amendments Act of 2008, Section 3 [3][B]). 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. Eligibility decisions are made by a school-based committee, which includes persons knowledgeable about the student. 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

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possible. Approved accommodations for students identified with transitory impairments include those accommodations that are approved for use by Section 504-eligible students. 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 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 students’ IEPs, Section 504 Plans, LEP documentation, or transitory impairment documentation. One form is to be completed per assessment per student. Recognize and Report Testing Violations or Irregularities

Details regarding what constitutes 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

Accommodation Test Administrator Reads Test Aloud (in English) or Interpreter/Transliterator Signs/Cues Test provided during the English II test administration

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

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

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

Know What Will Be Precoded on Student Answer Sheets The Student Information (i.e., School Name, Teacher Name, Student’s Last Name, Student’s First Name, Student Date of Birth, and PowerSchool Student Number) on SIDE 1 of the

students’ answer sheets must be precoded before testing. The answer sheets must be precoded by the RAC, LEA test coordinator, school test coordinator, or the principal’s designee on days before the assessment (i.e., students must not code the answer sheets before testing). Students and test

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administrators must not change, alter, or erase precoding on students’ answer sheets. 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 a paper-and-pencil administration 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 used graph papers) (The test administrator must stack the student’s test materials on the teacher’s/test administrator’s desk and must not open or review the student’s answer sheet or test book. The test administrator must not review test items or alter student responses; test books must remain closed and secure.)and;

ensure the student’s reading material is a novel or other nontextbook, such as a magazine. (Textbooks, reference books, e-book readers, thesauruses, audio books, 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. See the Maximum Testing Time Allowed section in this guide for procedures to follow for students who need additional/maximum time beyond that scheduled to complete the test.

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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 providing additional time to students needing more than the estimated time to complete the assessment.

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 for the following instances:

Paper Clip before Students Begin Calculator Active: When students complete the calculator inactive part of the Math I assessment, the test administrator must paper clip the students’ test books so they cannot return to previously attempted questions.

Paper Clip for Lunch Breaks: In rare cases in which 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 their test books will be paper clipped so they cannot return to previously attempted questions. Pages that contain reading selections students will need access to must not be paper clipped. Therefore, students must 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 assessments. All test materials must remain secure. Test administrators must inform students of this policy before they paper clip test books and students leave the testing area.

Checklist of Steps to Complete before Test Day

Prepare for and attend test administrator training sessions each testing cycle before administering any secure state assessment.

Read and study the North Carolina Testing Code of Ethics. Study test security procedures.

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Prepare appropriate physical conditions for the testing room. Inform students of items that are prohibited in the testing room.

Ensure every student participating in the Math I assessment has completed the gridded response practice activity at least one time.

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., providing maximum testing time).

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 tests 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 test administration. 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 READY End-of-Course Assessments of Biology, English II, and Math I

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

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One North Carolina General Purpose Header Sheet for each class or test group

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 I test (The NCDPI-issued/approved graph paper cannot be photocopied and used for test administration or instructional purposes.)

Graphing calculators must be available for the Math I assessment. Each student must have access to a graphing calculator, but only during the calculator active part of the assessment. 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 situation arises that the test

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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. Placing test materials on students’ desks before the beginning of the test administration is a violation of the procedures outlined in the Assessment Guide and the Testing Code of Ethics.

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).

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Personal cell phones/electronic devices must be turned off, and these devices must not be visible during testing, including breaks. Personal cell 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 administrations for students with disabilities, including students only receiving services under Section 504, and students identified as LEP.

Students receiving testing accommodations must be monitored.

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).

Students who complete the test before the scheduled time is over must be provided the option to read a novel or other nontextbook, such as a magazine, while other students continue to test during the scheduled time.

Student Directions for the Test Administration The following section contains the administration directions that are to be read aloud or signed/cued to students. Test administrators must complete Part A: Student Information with the students before turning to the appropriate subsection to continue reading the test directions. Subsection Part B contains directions for the administration of the Biology and English II tests. Subsection Part C contains directions for the administration of the Math I test.

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Part A: Student Information (ALL End-of-Course Tests)

Before Beginning the Testing Session: Ensure all answer sheets have been precoded by the RAC, LEA test

coordinator, school test coordinator, or principal’s designee (i.e., students must not code 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.

FOR ENGLISH II ONLY: Reading aloud the selections, sample questions, test questions, or answer choices during the administration of the English II assessment for any students, including students with disabilities and students identified as LEP, invalidates test results because the test measures reading skills. Only the test directions may be read aloud or signed/cued to students during the English II test.

FOR MATH I ONLY: 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 calculator active part of 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 (insert end-of-course subject) End-of-

Course Test. 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.

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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. 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 filled in some of the responses on the front 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.

Your name should be printed in the boxes labeled STUDENT’S

LAST NAME and FIRST NAME. Check to be sure your name is printed on SIDE 1 of the answer sheet. Do not worry if your name is too long and does not fit in the boxes. If you have questions, raise your hand.

The test administrator assists those students who raise their hands and then continues reading in the correct box.

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Read for Biology and English II Only: SAY: I am now going to give each of you a blank sheet of paper. This

paper may be used to cover your work or to help you answer the test questions. I will collect this paper at the end of the testing session.

The test administrator distributes the blank paper to the students. SAY: If you need more blank paper during the test, raise your hand,

and I will give you more paper. The test administrator continues reading under For All Students. Read for Math I Only: SAY: I am now going to give each of you a sheet of blank paper and

graph paper. These may be used to cover your work or to work out problems. I will collect these at the end of the testing session.

The test administrator distributes blank paper and graph paper to the students. SAY: If you need more blank paper or graph paper during the test,

raise your hand, and I will give you more paper. The test administrator continues reading under For All Students. For All Students: 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. Students must receive a test book that has the same form letter and color as their answer sheet. A suggested procedure for distributing the test books is to ask students with answer sheets of a particular color to raise their hands, pass out books of that color, and then proceed to the other color groups in succession. 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: If the color of your answer sheet is different from the color of

your test book, raise your hand.

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The test administrator must pause to give the correct test books to students who raise their hands. SAY: Find the form letter on SIDE 1 of your answer sheet. It is

located in the upper left corner. If you cannot find the form letter, raise your hand.

The test administrator helps any students who request assistance. When reading the following directions aloud, the test administrator may point to the form letter located on a student test book cover. SAY: Find the form letter on the cover of your test book. It is located near the top right corner. It must match the form letter on your answer sheet. If the form letter of your test book and your answer sheet do not match, raise your hand. The test administrator must ensure the form letter of each student’s answer sheet and test book matches. The test administrator helps any students who request assistance. When reading the following directions aloud, the test administrator may point to the form number located on the student test book cover. SAY: Find the form number on the cover of your test book. It is

printed beside the form letter. If you cannot find the form number, raise your hand.

The test administrator helps any students who request assistance. When reading the following directions aloud, the test administrator may point to the FORM box on a student answer sheet. SAY: Look at SIDE 1 of your answer sheet and find the box with the

word FORM near the upper left corner. Fill the bubble that matches the form number of your test book. Then write the form number on the line.

The test administrator should check each student’s answer sheet and ensure the coded form number on the answer sheet matches the form number located on the test book cover. 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.

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SAY: Turn to SIDE 2 of your answer sheet and find the box at the top of the page that says STUDENT NAME. Print your first and last name on the line in that box.

The test administrator must pause to ensure students are printing their name in the box on SIDE 2 of their answer sheets. SAY: In a few minutes you will begin the test. The test administrator continues reading in the correct box. Read for Biology Only: SAY: All of the test questions are multiple-choice questions that require

you to read each question and choose the best answer. 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 the circle. A redrawn circle might be scored as your answer.

The test administrator continues reading under For All Students. Read for English II Only: SAY: This test has multiple-choice questions and questions that require

you to write a short answer. 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 the circle. A redrawn circle might be scored as your answer.

For the short answer questions, you will write your responses on

the lines provided on your answer sheet. You have five lines to write on for each of the short answer responses. 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 for English II Only(continued): 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. But 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. I am not allowed to read any part of the test to you, including the sample questions.

The test administrator continues reading under For All Students. Read for Math I Only: SAY: This test has multiple-choice questions and gridded-response

questions. 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 the circle. A redrawn circle might be scored as your answer.

The gridded-response questions will require you to enter a

numeric answer into a grid on your answer sheet. To record your answer, you must write only one digit or symbol in each box. Spaces are permitted before or after your answer but not within the answer. Do not use symbols such as commas or dollar signs. If an answer is a mixed number, it must be changed and entered as an improper fraction or a decimal. Each box that makes up the grid has a column of circles below it. To record your answer, make a dark mark that completely fills the circle in each column that matches what you have printed in the grid.

A sample grid is shown below each gridded-response question

in your test book. You may write in your test book and use the sample grids to record your answers; but your answers must be properly entered on the answer sheet in order to be scored.

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.

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SAY: You will begin the test by answering some sample questions. The test administrator continues by reading the appropriate directions. Read Only for Biology and Math I Students Receiving the Test

Administrator Reads Test Aloud Accommodation:

NO

T FO

R E

NG

LISH

II

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

sample questions, 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 sample questions, 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 sample questions, 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 sample questions, test questions, and answer choices.

Read for Biology and English II Only: SAY: Turn to the sample questions on page one of your test book.

Then, find the word SAMPLES on SIDE 1 of your answer sheet. The test administrator must pause until students have located the sample items in the test book and the SAMPLES section on SIDE 1 of the answer sheet. SAY: Read Sample Question 1 and choose the best answer. Mark your

answer beside S1 on your answer sheet. The test administrator must pause to allow students time to respond. SAY: The answer for Sample Question 1 is A. If you did not choose A,

change your answer. Do you have any questions about Sample Question 1?

The test administrator must pause to answer students’ questions and then continue.

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Read for Biology and English II Only (continued): SAY: Read Sample Question 2 and choose the best answer. Mark your answer beside S2 on your answer sheet. The test administrator must pause to allow students time to respond. Say: The answer for Sample Question 2 is B. If you did not choose B, change your answer. Do you have any questions about Sample Question 2? The test administrator must pause to answer students’ questions and then must continue reading the Biology and English II test directions on page 37. Read for Math I Only: SAY: Turn to the sample questions on page one of your test book.

Then, find the word SAMPLES on SIDE 1 of your answer sheet. The test administrator must pause until students have located the sample items in the test book and the SAMPLES section on SIDE 1 of the answer sheet. SAY: Read Sample Question 1 and choose the best answer. Mark your

answer beside S1 on your answer sheet. The test administrator must pause to allow students time to respond. SAY: The answer for Sample Question 1 is B. If you did not choose B,

change your answer. Do you have any questions about Sample Question 1?

The test administrator must pause to answer students’ questions and then continue. SAY: Sample Question 2 is a gridded–response item. Remember, for

all gridded-response items, a sample grid will be shown below the test question. You may write in your test book and use the sample grid to record your answer; but your answer must be properly entered on the answer sheet in order to be scored.

Read Sample Question 2. Write your numeric answer into the

grid boxes beside the S2 on your answer sheet. Then, fill in the circle in each column that matches what you have written in the grid.

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Read for Math I Only (continued): The test administrator must pause to allow students time to respond. SAY: The answer for Sample Question 2 is –3. If you did not write –3, change your answer. Do you have any questions about Sample Question 2? The test administrator must pause to answer student’s questions and then continue. SAY: Read Sample Question 3. It is a gridded-response item. Write your numeric answer into the grid boxes beside S3 on your answer sheet. Then fill in the circle in each column that matches what you have written in the grid. The test administrator must pause to allow students time to respond. SAY: The answer for Sample Question 3 is 4.5, or 9/2 is also acceptable. If you did not write 4.5 or 9/2, change your answer. Remember, if an answer is a mixed number, it must be changed and entered as an improper fraction or a decimal. Do you have any questions about Sample Question 3? The test administrator must pause to answer students’ questions and then must continue reading the Math I directions on page 42.

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Part B: Biology and English II

Test Directions SAY: Most of you will take about 150 minutes to complete the (insert

end-of-course subject) End-of-Course test, but if you need additional time, it will be provided. During the test, you will take 2 two-minute breaks. I will tell you when it is time for the breaks. You should attempt to answer all of the questions on the test. Remember that you can write on the blank paper and in the test book, but you must put your answers on the answer sheet. 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.

Are there any questions before you begin? The test administrator must pause to respond to questions. SAY: Turn to SIDE 2 of your answer sheet. You may begin. Students have a two-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 Actual 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 and proctor must remain in the room throughout the entire test administration unless an emergency arises (e.g., illness, necessary restroom break). If an emergency

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Procedures during the Actual Test Administration (continued): 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 and/or Section 504/LEP/transitory impairment documentation. If the form is being completed during testing, the test administrator must avoid distracting behaviors, such as paper shuffling. Misalignment. 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. 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 two-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 two 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 when 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:

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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 on page 21 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 the second break by reading the following: SAY: Stop working. Put all your papers inside your test book and



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

Some of you may need additional time to complete the test

when the testing session ends. If so, time will be provided. 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.) END TIME: (Record the end time for the test administration.) Note: Test administrators must follow procedures outlined on page 21 for those students who complete the test before the scheduled testing time is over.

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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. Note: The NCDPI requires all students be allowed ample opportunity to complete the test. However, no administration of the test may exceed the four-hour maximum time allowed (except for students with documented special needs requiring accommodations, such as Scheduled Extended Time). If students need additional time beyond the time estimated to complete the test, the test administrator must follow local procedures for providing additional time to these students. Read to Announce the End of the Testing Session: After exactly 50 minutes, the test administrator asks the students to stop working. SAY: Stop working. Close your test book and sit quietly. This is the

end of the testing session. If you have not finished the test and need additional time, please raise your hand.

The test administrator must assist those students who need additional time. The test administrator must follow the local procedures for providing additional time to students who have not completed the test. As long as the students are engaged and working, they must be provided up to the maximum time allowed (i.e., four hours) to complete the test. When ready, the test administrator continues. SAY: Make sure your name is printed on the front of your test book.

Put all of your used and unused paper inside your test book and close your test book. Check the front of your answer sheet to be sure you have marked the form number in the form box. Make sure all your answers are entered on the answer sheet. Only what is entered on your answer sheet will be scored. Look over your answers and make sure your circles are dark. Erase any stray marks. If you completely erase a circle on your answer sheet, do not draw a new circle.

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.

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Read to Collect Test Materials: SAY: I will now collect your test materials. The test administrator must collect all answer sheets, test books, used/unused blank 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. When all materials are collected and any discrepancies have been resolved, the test administrator continues reading. 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 (insert end-of-course subject) End-of-

Course test. 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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Part C: Math I Test Directions

Note: Before beginning and immediately following the Math I test administration, 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 calculator active part of the test (see Appendices D1–D6). IMPORTANT: The Math I test consists of two parts. The first part of the test is calculator inactive. Students are not allowed to use a calculator for this part of the test. The second part of the test is calculator active. Students must be provided a handheld calculator for the calculator active test questions. The test administrator is not to give any student a calculator until the student has completed the calculator inactive questions and his/her test book is paper clipped. Directions for distributing calculators are found on page 43 of this guide in the box labeled Procedures to Follow When Students Complete Calculator Inactive. SAY: Most of you will take about 180 minutes to complete the Math I

End-of-Course test, but if you need additional time, it will be provided. During the test you will take 2 two-minute breaks. I will tell you when it is time for the breaks.

You should attempt to answer all the test questions. You may

write on the blank paper and graph paper and in your test book; you may also use the sample grids in your test book to record your answers to the gridded-response questions; but remember that all of your answers must be properly entered on the answer sheet in order for them to be scored.

This test consists of two parts. The first part of the test is

calculator inactive. For this part of the test, you are not allowed to use a calculator. The second part of the test is calculator active. You may use a handheld calculator for the calculator active test questions.

When you finish the calculator inactive part of the test, you will see a STOP sign and some directions. Carefully read and follow the directions in your test book. The directions will tell you not to begin the calculator active part of the test until you have raised your hand and been given a calculator.

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SAY: When you raise your hand, I will collect the blank paper and graph paper you have written on. You may keep only clean blank paper and clean graph paper. If I take papers from you, I will give you another sheet of clean blank paper and clean graph paper to use. I will also give you a calculator and paper clip your test book so that you will not be able to go back and work on questions in the calculator inactive part of the test. When you complete the calculator active part of the test, look back over your answers for the calculator active section only 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.

Are there any questions before you begin?

The test administrator pauses to answer any questions. SAY: Turn to SIDE 2 of your answer sheet. Find at the top of the page

the words CALCULATOR INACTIVE. You will begin the test here. You may begin. Students have a two-minute break after the first 60 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 60 minutes to the start time.) BREAK TIME: (Record the time for the first break.) Procedures to Follow When Students Complete Calculator Inactive: When each student raises his or her hand to indicate he/she has completed the calculator inactive test questions, the test administrator must

collect the student’s used blank and graph paper (i.e., students may only keep clean blank paper and clean graph paper); (If the test administrator takes used papers from a student, he/she must give another sheet of clean blank paper and clean graph paper to the student.)

paper clip the student’s test book so he/she will not be able to go back and work on questions in the calculator inactive part of the test;

give a calculator to the student; ensure the student begins work in the calculator active part of the

test; and keep a count of the number of calculators distributed.

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Procedures during the Actual 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 and proctor must remain in the room throughout the entire test administration unless an emergency arises (e.g., illness, necessary restroom 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 and/or Section 504/LEP/transitory impairment documentation. If the form is being completed during testing, the test administrator must avoid distracting behaviors, such as paper shuffling. Misalignment. 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, or if the student is observed recording the answer in the wrong column(s) below the recorded answer in the grid box, refer to the subsection Misalignment during Testing located in this guide. Read to Announce the First Break: After exactly 60 minutes, the test administrator announces the first break by reading the following: SAY: Stop working. Put all your papers inside your test book and


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 two minutes, the test administrator is to continue.

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SAY: The break has now ended. Return to your seats. Remember, when you finish the calculator inactive test questions and have checked your answers, raise your hand to receive a calculator. 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 60 minutes.) BREAK TIME: (Record the time for the second break.) IMPORTANT: When students complete the calculator inactive section, they are instructed to raise their hand to receive a calculator. When a student raises his/her hand to indicate he/she has completed the calculator inactive section, the test administrator must, in the least disruptive manner possible, give the student a calculator, paper clip the student’s test book, collect the student’s used blank and graph paper (i.e., students may keep only clean blank paper and clean graph paper), and ensure the student has begun working in the calculator active section of the assessment. The number of calculators distributed must be counted and the number recorded. Read to Announce the Second Break: After exactly 60 minutes, the test administrator announces the second break by reading the following: SAY: Stop working. Put all your papers inside your test book and



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

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SAY: Some of you may need additional time to complete the test when the testing session ends. If so, time will be provided.

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 60 minutes.) END TIME: (Record the end time of the test administration.) Note: Test administrators must follow procedures outlined on page 21 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. Note: The NCDPI requires all students be allowed ample opportunity to complete the test. However, no administration of the test may exceed the four-hour maximum time allowed, (except for students with documented special needs requiring accommodations, such as Scheduled Extended Time). If students need additional time beyond the time estimated to complete the test, the test administrator must follow local procedures for providing additional time to these students. Read to Announce the End of the Testing Session: After exactly 60 minutes, the test administrator asks the students to stop working. SAY: Stop working. Close your test book and sit quietly. This is the

end of the testing session. If you have not finished the test and need additional time, please raise your hand.

The test administrator must assist those students who need additional time. The test administrator must follow the local procedures for providing

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additional time to students who have not completed the test. As long as the students are engaged and working, they must be provided up to the maximum time allowed (i.e., four hours) to complete the test. When ready, the test administrator continues. SAY: Make sure your name is printed on the front of your test book.

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

Check the front of your answer sheet to be sure you have

marked the form number in the form box. Make sure all your answers are entered on the answer sheet. Only what is entered on your answer sheet will be scored. Look over your answers and make sure your circles are dark. Erase any stray marks. If you completely erase a circle on your answer sheet, do not draw a new circle.

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 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, calculators, and other materials the test administrator collects must agree with the count taken at the beginning of the testing session. Immediately following the test administration, the test administrator or the principal’s designee must clear the calculator memory and all applications (including preloaded) from all calculators used during the administration of the calculator active part of the test. 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. When all materials are collected and any discrepancies have been resolved, the test administrator continues reading.

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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 Math I End-of-Course test. Students must be dismissed according to procedures developed for the school by the principal or school test coordinator. Use the appropriate procedures 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.

For Math I Only: Immediately following the test administration, the test administrator or the principal’s designee must clear the calculator memory and all applications (including preloaded) of all calculators, including personal calculators, used during the administration of the Math I test. See Appendices D1–D6.

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 and/or Section 504/LEP/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.

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Completed forms should be kept in the students’ IEP folders and/or Section 504/LEP/transitory impairment documentation so they are accessible for future reference. 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 proctors are 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 and/or Section 504/LEP/transitory impairment documentation.

Ensure the calculator memory and all applications (including preloaded) of all calculators, including personal calculators, used during the administration of the Math I test are cleared immediately following the test administration by either the test administrator or the principal’s designee. See Appendices D1–D6.

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 test session. All test materials assigned to the test administrator must be returned after each test 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). The test administrator must ensure the student information (i.e., student name, student date of birth, PowerSchool Student Number), the school name, the teacher name, and the test form number are completed on SIDE 1 on each student’s answer sheet.

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The test administrator must use a No. 2 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: Question 1: The respondent must code the appropriate bubble if the

student is currently (1) identified ONLY under Section 504 (i.e., does not have a current IEP) or (2) identified with a transitory impairment (i.e., not Section 504 eligible). If the student is not officially classified as either of the above, this question must be left blank.

Question 2: If the student was provided an accommodation during this

test administration for any reason documented in the current IEP, Section 504 Plan, LEP documentation, 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 SIDE 2 of the student’s answer sheet. Otherwise, leave this bubble blank. Special Codes Section for Answer Sheets

Test administrators must complete the following Special Codes on SIDE 1 of each student’s answer sheet, when applicable. Test administrators must code the following:

Information Requested

Column Code (Fill in the

Numbered Circle) For Local Use

A

For Local Use

Transfer Students If the transfer student was administered the end-of-course test 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.

B 0 = Transfer student was administered the end-of-course test at the former school before moving.

Otherwise, leave this column blank.

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Numbered Circle) For Local Use

C-H

For Local Use

Misadministration Code if the student was administered a different secure test form (i.e., a different letter) because of a misadministration.

I 0 = Administered a different secure test form because of misadministration

Otherwise, leave the column blank.

Students Repeating a Course for Credit and Credit-Recovery Courses If the LEA requires an answer sheet for every student enrolled in the course for credit, this bubble should be coded for a student who (1) is repeating the course for credit or taking the course for credit-recovery and (2) was not administered the end-of-course test at the completion of the currently enrolled course. For additional information regarding course codes that require the administration of an end-of-course test and testing requirements for students repeating an entire course for credit or taking a credit- recovery course, visit the following website: http://www.ncpublicschools.org/accountability/testing/eoc.

J 9 = Student is repeating the course for credit or taking a course for credit-recovery and was not administered the end-of-course test.


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Numbered Circle) First-Year Students Identified as LEP Who Are Not Eligible to Take the English II Assessment Code this bubble in the rare circumstance that an ineligible LEP student was administered the end-of-course English II test. These students must be identified as LEP, be in their first year in U.S. schools, and have scored below Level 4.0 Expanding on the reading subtest of the W-APT.

K

1 = Ineligible LEP student was administered the English II assessment. The student is identified as LEP, is in his/her first year in U.S. schools, and scored below Level 4.0 Expanding on the reading subtest of the W-APT.


For Local Use

L

For Local Use

North Carolina General Purpose Header Sheet

One North Carolina General Purpose Header Sheet must be coded and returned as a cover sheet for each set of answer sheets (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. 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 test (e.g., Biology).

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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

A

Y

L

O R 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. 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 Biology BIOL

English II ENG2 Math I MAT1

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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 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 appropriate end-of-course answer sheet the student information and responses for students who used certain testing accommodations (i.e., 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 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.

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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’ gridded-response items for the Math I test and transcribing short answer response items for the English II test.

Check and correct inconsistent spelling or coding of teacher and

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

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 in or around the

timing line (the section of black bars appearing at the edge and bottom of the answer sheets and header sheet) or the lithocodes (the shaded box that states DO NOT WRITE IN THIS SHADED AREA on SIDE 1 of the answer sheet). Examples of what can be erased during the review process are stray pencil marks in columns (like a pencil slash), pencil marks in or on skunk marks, 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.

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. Pack and Return the Test Materials

After reviewing each answer sheet and header sheet, 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.

After Testing


57

All secure end-of-course test materials must be stored in a secure, locked facility before being returned for scoring. Note: Answer sheets for the English II assessment will be scored by the vendor. Information for packaging and returning English II answer sheets will be made available from the vendor. 1. Package and return the coded header sheets and answer sheets as

follows:

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.

Place any bent, folded, stapled, torn, or damaged answer sheets that

are not to be scored in a separate, labeled vinyl bag. 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 paper and used graph paper must be securely destroyed immediately following the completion of the test administration.

4. Return all materials (i.e., test books, answer sheets, Assessment Guide, 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.

After Testing


58

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 and/or Section 504/LEP/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; and

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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SIDE 2

North Carolina READY End-of-Course Assessment—Biology

2014–2015

Student Name

Stock No.

66

67

68

69

70

71

72

73

74

75

40

41

42

43

44

45

46

47

48

49

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A B C D

A B C D

A B C D

27

28

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30

31

32

33

34

35

36

37

38

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A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

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A B C D

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A B C D

A B C D

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A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

53

54

55

56

57

58

59

60

61

62

63

64

65

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

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A B C D

A B C D

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A B C D

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A B C D

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SIDE 2Stock No.

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51

52

53

54

55

56

57

58

59

60

North Carolina READY End-of-Course Assessment

English II

2014 – 2015

Student Name

BEGIN TEST HEREABSENT FROM MAKEUP

1

2

3

4

5

6

7

8

9

10

11

12

A B C D

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A B C D

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A B C D

A B C D

A B C D

A B C D

A B C D

A B C D

A B C DA B C D

A B C D

A B C D

A B C D

WRITTEN

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ABSENT FROM MAKEUP

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BEGIN TEST HERE

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SAMPLE

64

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.

Month YearDay

SPECIAL CODES

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65

Appendix A


66

Appendix A Testing Accommodations for the North Carolina End-of-Course

Biology, English II, and Math I Only1

Accommodations Students with Disabilities/ Section 504

Students Identified as

Limited English Proficient

Assistive Technology Devices Yes No Braille Edition Yes No Braille Writer/Slate and Stylus (Braille Paper) Yes No

Cranmer Abacus Yes No Dictation to a Scribe Yes No Word-to-Word Bilingual (English/Native Language) Dictionary/Electronic Translator (LEP only)

No Yes

Interpreter/Transliterator Signs/Cues Test

No for English II2 Yes for Biology and

Math I No

Large Print Edition Yes No Magnification Devices Yes No Multiple Testing Sessions Yes Yes One Test Item Per Page Edition Yes No Scheduled Extended Time Yes Yes Student Marks Answers in Test Book

Yes No

Student Reads Test Aloud to Self Yes Yes

Test Administrator Reads Test Aloud (in English)

No for English II2 Yes for Biology and

Math I

No for English II2 Yes for Biology

and Math I Testing in a Separate Room Yes Yes

1To ensure valid test results, school system personnel must participate in training sessions before the test administration to be made aware of the appropriate use of these accommodations. 2Reading aloud or signing/cueing the selections, sample questions, test questions, or answer choices from the English II assessment invalidates test results because the assessment measures reading skills. However, test directions in this guide may be read aloud or signed/cued to students during the English II assessment. A testing session comprised of a small group is allowed to use one test form (i.e., same form letter and form

Appendix A


67

Appendix A (continued)

number for these accommodations at one testing site (i.e., classroom). A different form (i.e., a different letter) must be used for each of these sessions within a school. 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. For additional information on accommodations and guidelines for testing students identified as LEP, refer to the publication Guidelines for Testing Students Identified as Limited English Proficient publication and any published supplements or updates. These publications are available at www.ncpublicschools.org/accountability/policies/slep or through the local school system.

Appendix B


68

Appendix B Sample Review of Accommodations Used During Testing

Appendix C


69

Appendix C Transcribing Gridded-Response and Short Answer Items 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, including students only receiving services under Section 504. The need for the accommodation(s) must be documented in the student’s current IEP or Section 504 Plan and used routinely during the student’s 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 student’s responses to the appropriate EOC 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. Math I: For transcriptions of student answers to the gridded-response questions for the EOC Math I test: Write only one digit or symbol in each box. Spaces are permitted before or after

the answer, but do not leave spaces within the answer. Darken the corresponding circle below each box on the answer sheet.

Students are allowed to enter only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, . ,-, and / into the

answer box(es). Transcribe only the numbers or symbol(s) the student has written as his or her answer.

For the gridded-response questions, if the student wrote a mixed number for

his or her answer, it must be transcribed as written by the student (i.e., do not change the student’s response to an improper fraction or a decimal).

English II: The EOC English II answer sheet provides each student with the same number of printed lines for recording his or her responses. It is imperative that transcribed student responses “fit” on those printed lines as these responses are imaged before scoring. Responses 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 English II test administration. The Dictation to a Scribe accommodation allows a student to dictate his/her responses to test questions to a scribe who records the responses. For paper-and-

Appendix C


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Appendix C (continued)

pencil and online test 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 response(s). 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 English II test, 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 responses for the EOC English II test are scored only for content (i.e., spelling and grammar are not scored).

Appendix D

Assessment Guide North Carolina READY End-of-Course Assessments

2013–2014 Biology, English II, Math I

71

Appendix D Calculator Use

The minimum calculator requirement for the Math I EOC Test is a graphing calculator. Additional features that are not restricted are allowed but are not required. Students must be provided a handheld graphing calculator for the Math I test.

For the Math I test, all students must have access to calculators, but only during the administration of the calculator active part of the test. Students may not use calculators during the administration of the calculator inactive part of the test. Student use of calculators during the calculator inactive part of the test results in a misadministration, in which case the school and school system test coordinators must be notified immediately.

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 test administrations. 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

Appendix D


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Appendix D (continued) 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 must contact the RAC for clearance before allowing their use.

Texas Instruments: All model numbers that begin with TI-89 or TI-92; Voyage 200; N-Spire 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 tests will be reevaluated.

Appendix D

1 Assessment Guide North Carolina READY End-of-Course Assessments 2014–15 Biology, English II, Math I

73

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.

Appendix D

2


74

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

1. Start with the calculator cleared screen. Press the “APPS” key. APPLICATIONS 1:Finance… 2:ALG1CH5 3:ALG1PRT1 4:AreaForm 5:CabriJr

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

APPLICATIONS :TestGrd2 :Transfrm

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

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: 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.)

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

TESTGUARDTRANSFERRING…COMPLETE CONFIRMATION CODE: RBBW

1:Again

2:Quit

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

TRANSFER COMPLETE

CONFIRMATION CODE

QJTN

Appendix D


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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

Appendix D

3


76

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 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.

Appendix D


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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.

Appendix D

5


78

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.

Appendix D


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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.

Appendix D

6


80

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.

Appendix E


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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-/course-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 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 (SBE policy GCS-A-010), which is printed on the next three pages.

Appendix E


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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

Appendix E


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(D) encourages a positive atmosphere for testing.

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

Appendix E


84

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 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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