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Grades 5 & 8 Statewide Science Assessment

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TEST ADMINISTRATION MANUAL

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Spring 2018 Statewide Science Assessment

Test Administration Information

The Statewide Science Assessment for grades 5 and 8 is administered in two 80-minute test sessions. Grade 5 Science is administered in two 80-minute test sessions over two days. Grade 8 Science is administered in two 80-minute test sessions in one day.

Please see the 2017–2018 Statewide Assessment Schedule found on Avocet for the administration schedule. Any deviation from this schedule requires written approval from the Florida Department of Education (FDOE) prior to implementation.

The district assessment coordinator will provide schools with daily scheduling guidance.

About This ManualThis manual includes scripts and instructions for administering the Grades 5 and 8 Statewide Science Assessment.

District and school personnel should read all relevant information in this manual and ensure that test administrators and anyone else involved in test administration (e.g., proctors) are familiar with the scripts and instructions in this manual.

Due to changes in policy as well as administration processes, information in this manual can change significantly from one administration to the next. Even experienced district and school assessment coordinators and test administrators are responsible for reading and becoming familiar with all information in this manual.

Spring 2018 Science Test Administration Manual i

Table of Contents

Table of ContentsAbout This Manual ..........................................................................................................................................................Inside Front Cover

What’s New for Spring 2018 Science .......................................................................................................................................................... iv

Reminders for Spring 2018 Science ..............................................................................................................................................................v

Glossary of Important Terms ....................................................................................................................................................................... vi

Test Administration Policies and Procedures ............................................................................................................................................. 1Administration Information ................................................................................................................................................................. 1Students to Be Tested............................................................................................................................................................................. 1General Information about Accommodations ................................................................................................................................... 3Make-Up Administration Procedures ................................................................................................................................................. 3Sample Test Materials............................................................................................................................................................................ 4Calculators .............................................................................................................................................................................................. 4Periodic Tables........................................................................................................................................................................................ 4Test Documents ...................................................................................................................................................................................... 4Student Demographic Information ..................................................................................................................................................... 5Preidentified (PreID) Student Labels .................................................................................................................................................. 8

Test Security Policies and Procedures ........................................................................................................................................................ 11Admission of Students to Testing ...................................................................................................................................................... 12Proctors .................................................................................................................................................................................................. 12Test Group Code .................................................................................................................................................................................. 13Security Numbers ................................................................................................................................................................................ 13Test Irregularities and Security Breaches ......................................................................................................................................... 14Hazardous Materials ........................................................................................................................................................................... 16Missing Materials ................................................................................................................................................................................. 16

Test Invalidation/Defective Materials Policies and Procedures ........................................................................................................... 18Do Not Score (DNS) and UNDO Bubbles ........................................................................................................................................ 19DNS Guidelines for Defective Materials .......................................................................................................................................... 19

Test Administrator Responsibilities Before Testing ............................................................................................................................... 21Prepare the Room for Testing ............................................................................................................................................................. 21Required Administration Information.............................................................................................................................................. 21Seating Charts ...................................................................................................................................................................................... 22Assemble Materials ............................................................................................................................................................................. 23Receive Materials ................................................................................................................................................................................. 24Communicate Testing Policies to Parents/Guardians and Students ........................................................................................... 25

Test Administrator Responsibilities During Testing .............................................................................................................................. 26Read Script ............................................................................................................................................................................................ 26Distribute Materials ............................................................................................................................................................................. 26Testing Rules Acknowledgment ........................................................................................................................................................ 27Keep Time ............................................................................................................................................................................................. 27Maintain Test Security ......................................................................................................................................................................... 27Supervise Test Administration ........................................................................................................................................................... 27

Grade 5 Scripts ................................................................................................................................................................................................ 29Script for Administering Grade 5 Science Session 1 ....................................................................................................................... 29Script for Administering Grade 5 Science Session 2 ....................................................................................................................... 37

Grade 8 Scripts ................................................................................................................................................................................................ 43Script for Administering Grade 8 Science Session 1 ....................................................................................................................... 43Script for Administering Grade 8 Science Session 2 ....................................................................................................................... 51

Script for Gridding a Non-Preidentified Student Grid Sheet .............................................................................................................. 57

Script for Verifying a Preidentified Label ................................................................................................................................................. 59

ii Spring 2018 Science Test Administration Manual

Table of Contents

Test Administrator Responsibilities After Testing .................................................................................................................................. 61Return Materials to the School Assessment Coordinator .............................................................................................................. 61

School Assessment Coordinator Responsibilities Before Testing ....................................................................................................... 62Receive Test Materials ......................................................................................................................................................................... 62Assign Test Group Codes ................................................................................................................................................................... 63Required Administration Information.............................................................................................................................................. 63Seating Charts ...................................................................................................................................................................................... 63Test Materials Chain of Custody Form ............................................................................................................................................. 63Preparation and Training .................................................................................................................................................................... 64Assign Proctors .................................................................................................................................................................................... 65Arrange to Test Special Program Students ....................................................................................................................................... 65Ensure Implementation of Accommodations .................................................................................................................................. 65Provide Appropriate Test Settings .................................................................................................................................................... 66

School Assessment Coordinator Responsibilities During Testing ...................................................................................................... 67Distribute Test Materials ..................................................................................................................................................................... 67Supervise Test Administration and Maintain Test Security .......................................................................................................... 67Supervise Make-Up Administrations ............................................................................................................................................... 67

School Assessment Coordinator Responsibilities After Testing .......................................................................................................... 68Prepare Materials for Return .............................................................................................................................................................. 68Prepare Your School’s TO BE SCORED Documents for Return ................................................................................................... 69Package Materials for Return ............................................................................................................................................................. 69District Assessment Coordinator ONLY Boxes ............................................................................................................................... 73Other Materials .................................................................................................................................................................................... 74

District Assessment Coordinator Responsibilities Before Testing ...................................................................................................... 75Receive Test Materials ......................................................................................................................................................................... 75Required Administration Information.............................................................................................................................................. 76Test Group Codes ................................................................................................................................................................................. 77Seating Charts ...................................................................................................................................................................................... 77Preparation and Training ................................................................................................................................................................... 77Arrange to Test Special Program Students ....................................................................................................................................... 78Ensure Implementation of Accommodations .................................................................................................................................. 78

District Assessment Coordinator Responsibilities During Testing ..................................................................................................... 79Monitor Test Administration and Maintain Test Security ............................................................................................................. 79Communicate with FDOE .................................................................................................................................................................. 79

District Assessment Coordinator Responsibilities After Testing ........................................................................................................ 80Prepare Boxes for Return .................................................................................................................................................................... 80Return Materials to Contractor .......................................................................................................................................................... 81District Assessment Coordinator ONLY Boxes ............................................................................................................................... 81Other Materials .................................................................................................................................................................................... 82

Appendix A: Accommodations ................................................................................................................................................................... 83Overview ............................................................................................................................................................................................... 84Test Accommodations for Students with Disabilities (General Information) ............................................................................. 84Accommodations for Students with Disabilities ............................................................................................................................. 85Unique Accommodations ................................................................................................................................................................... 88Accommodations for English Language Learners (ELLs) ............................................................................................................. 88Special Documents Instructions ........................................................................................................................................................ 90Large Print Test Administrator Responsibilities Before and During Testing .............................................................................. 91Large Print Test Administrator Responsibilities After Testing ..................................................................................................... 94Braille Test Administrator Responsibilities Before and During Testing ...................................................................................... 95Braille Test Administrator Responsibilities After Testing .............................................................................................................. 98One-Item-Per-Page Test Administrator Responsibilities Before and During Testing ................................................................ 99One-Item-Per-Page Test Administrator Responsibilities After Testing ..................................................................................... 103

Spring 2018 Science Test Administration Manual iii

Table of Contents

Appendix B: Florida Test Security Statute and Rule ............................................................................................................................. 105Florida Test Security Statute ............................................................................................................................................................. 107Florida State Board of Education Test Security Rule .................................................................................................................... 109

Appendix C: Perforated Forms and Signs ............................................................................................................................................... 1112017–2018 Test Administration and Security Agreement ............................................................................................................ 1132017–2018 Test Administrator Prohibited Activities Agreement ................................................................................................ 114Test Materials Chain of Custody Form ........................................................................................................................................... 115Security Log ........................................................................................................................................................................................ 117Administration Record/Security Checklist ................................................................................................................................... 119Test Administrator Checklist ............................................................................................................................................................ 121School Assessment Coordinator Checklist ..................................................................................................................................... 123District Assessment Coordinator Checklist ................................................................................................................................... 125Electronic Devices Sign ..................................................................................................................................................................... 127Do Not Disturb Sign .......................................................................................................................................................................... 129Session 1 Sign ..................................................................................................................................................................................... 131Session 2 Sign ..................................................................................................................................................................................... 133Absent Students Cover Sheet ........................................................................................................................................................... 135TO BE SCORED Cover Sheet ........................................................................................................................................................... 137NOT TO BE SCORED Cover Sheet ................................................................................................................................................. 139Periodic Table of the Elements ......................................................................................................................................................... 141

iv Spring 2018 Science Test Administration Manual

What’s New for Spring 2018 Science

What’s New for Spring 2018 Science

1. Document Count Forms and paper bands are no longer required for returning paper-based materials. Cover sheets are also no longer required to sort materials. However, cover sheets are still provided in Appendix C if your district chooses to use them.

2. The Pearson Customer Service email address [email protected] has been replaced with a new webform. You may contact Pearson Customer Support by calling 877-847-3043 or by using the new webform (http://download.pearsonaccessnext.com/ref/w.html?p=FLORIDA) found on the PearsonAccess Next home page.

3. PearsonAccess Next now accepts only the Florida Education Identifier (FLEID). A student’s social security number with an X or a 10-digit district number is no longer accepted in PearsonAccess Next.

4. Beginning with the Spring 2018 administration, comment forms are no longer provided by FDOE.

Spring 2018 Science Test Administration Manual v

Reminders for Spring 2018 Science

Reminders for Spring 2018 Science

1. Avocet, an online resource, has been updated for Spring 2018 and is available for locating information on topics related to the Statewide Science Assessment, as well as FCAT 2.0 and NGSSS EOC assessments. Go to http://avocet.pearson.com/FL/Home to access Avocet.

2. Districts and schools are required to report whether students have testing accommodations listed on their Individual Education Plans (IEPs) or Section 504 Plans. This information will be captured on the PreID file, when adding a new student in PearsonAccess Next, and when gridding student demographic information on answer books. Schools should also maintain records of accommodations provided and accommodations used with their required administration information.

3. PreID labels can now be printed locally for NGSSS assessments. For information on printing PreID labels, see the 2017–2018 Florida PearsonAccess Next User Guide.

4. FDOE has updated the proctor requirements for statewide assessments. For a room with 1–25 students, a test administrator must be present. For a room with 26–50 students, a test administrator and one proctor must be present. For a room with 51–75 students, a test administrator and two proctors must be present. See page 12 for more information.

5. Return labels for NOT TO BE SCORED materials are now white. Yellow labels will no longer be used.

6. If a student begins a test and leaves campus without finishing (due to an appointment, illness, etc.), he or she will not be allowed to return to that test. If you have concerns about a student, you should not allow the student to begin. Instead, arrange to administer the test to that student on a make-up day.

7. Schools are required to maintain a Test Materials Chain of Custody Form, located in Appendix C and at http://avocet.pearson.com/FL/Home > Chain of Custody Form. Schools must record accurate information on the form, including the dates that activities are completed, the names of the people performing activities involving the materials, and information about the locked storage room.

8. Test administrators and/or school assessment coordinators may check for and erase stray marks on student demographic pages only. School staff must not open or check through completed answer documents to check for or erase stray marks after testing.

9. Per Section 1002.45(6)b, Florida Statutes (F.S.), districts must make arrangements to test Florida Virtual School (FLVS) Full Time public school students as well as other virtual program students.

10. Results for mispackaged TO BE SCORED test materials and/or materials not returned on schedule will be included in late reporting.

11. Districts are required to report test incidents and irregularities to the Bureau of K–12 Student Assessment using an online form. FDOE will distribute a link and instructions to districts prior to each test administration.

vi Spring 2018 Science Test Administration Manual

Glossary of Important Terms

Glossary of Important Terms2017-2018 Florida PearsonAccess Next User Guide is a Florida-specific user guide that provides step-by-step instructions for commonly performed district and school tasks in PearsonAccess Next. The user guide is available at http://avocet.pearson.com/FL/Home . PearsonAccess Next User Guide.

Avocet is an online resource guide, available for locating information on topics related to the FCAT 2.0 and NGSSS EOC assessments. This manual directs district and school personnel to locate support materials (e.g., scripts, forms, checklists) in Avocet at http://avocet.pearson.com/FL/Home.

Florida Education Identifier (FLEID) is a 14-character code issued by FDOE to uniquely identify a student in Florida’s education data system.

PearsonAccess Next (fl.pearsonaccessnext.com) is a website used for test preparation, setup, administration, and reporting tasks for all FCAT 2.0/EOC testing. Managing secure information in PearsonAccess Next requires username and password setup.

PearsonAccess Next Florida Resource Center is the portal to locate resources for Pearson statewide assessments. Use this site, http://florida.pearsonaccessnext.com/, to access test administration activities, training, and other resources.

Test Group Code is a unique, four-digit number generated by the school assessment coordinator or district assessment coordinator, and it is used to identify groups of students tested together. On computer-based tests, students are prompted to enter the Test Group Code after the Testing Rules Acknowledgment screen.

Spring 2018 Science Test Administration Manual 1

General Information—Test Administration Policies and Procedures

Test Administration Policies and Procedures

Administration Information

The 2017–2018 Statewide Assessment Schedule can be found on Avocet (http://avocet.pearson.com/FL/Home). Any deviation from the testing schedule must be approved in writing by the FDOE.

Test administrators must allow the exact amount of time allotted for test sessions. While some students may finish before the time allotted for testing ends, this policy is in place to provide a fair environment for students who require all or most of the allotted time and to avoid pressuring any student to finish early.

Students must complete Session 1 before beginning Session 2, even for make-up administrations.

Students to Be Tested

In general, all Florida public school students enrolled in Grades 5 and 8 participate in the Statewide Science Assessment, per s. 1008.22(3)(a), F.S.

Students Confined to Custodial or Residential InstitutionsIf a student is confined to a custodial or residential institution and is eligible to participate in this test administration, the district assessment coordinator in the diploma-granting district should contact FDOE to discuss how to proceed with testing. Test administrations at custodial/residential institutions will be authorized at the discretion of FDOE.

Special Program StudentsFor all special program students, the parent/guardian is responsible for contacting the district to register the student for the selected assessments and for transporting the student to and from the district-assigned testing location. The parent/guardian is also responsible for providing the following to the testing location on or before the day of the test: all student demographic information (see pages 5–7), photo identification (if the student is unknown to the test administrator or other school staff), and emergency contact information. See the table on the following page for district and school numbers.

Home Education Program Students

Students who receive instruction at home and are registered appropriately with their district office as Home Education Program students are eligible to participate in statewide assessments. If parents/guardians have identified the Statewide Science Assessment as a selected measure of their student’s annual progress, Home Education Program students may participate in the administration for their grade level only, as directed by the district assessment coordinator.

2 Spring 2018 Science Test Administration Manual


McKay Scholarship Program Students

Students enrolled in private schools through the McKay Scholarship Program may participate in the Statewide Science Assessment. Consistent with s. 1002.39(5)(f), F.S., school districts are required to provide information to these students regarding the locations and times available for statewide assessments.

Students enrolled in public schools through the McKay Scholarship Program are required to participate in statewide assessments as outlined in their IEPs or Section 504 Plans.

Florida Tax Credit (FTC) Scholarship Program Students

S. 1002.395(7)(e), F.S., allows for a private school student enrolled in the FTC Scholarship Program to participate in the Statewide Science Assessment. If enrollment information is accurate and materials for these students are packaged properly, results will be returned to the FDOE Office of K–12 School Choice for distribution to students’ parents/guardians.

Virtual School Program Students

Students enrolled full time in a virtual school program and who meet the requirements for students to be tested for this administration must be accommodated for testing in the district in which they reside. These students should not be confused with Home Education Program students.

Students who receive part-time instruction from a virtual program and are enrolled in a brick-and-mortar district public school or the district Home Education Program should be coded with the district/school numbers for their organization of enrollment to ensure their scores are reported to the correct schools.

Program District Number School Number

FLVS Full Time K–5 71 0300

FLVS Full Time 6–12 71 0400

District Virtual Instruction Program (VIP) Your district number 7001 or 7023

District Franchise of FLVS Your district number 7004

Virtual Charter Schools Your district number Charter school number

Home Education Your district number 9998

McKay Scholarship (Private School) Your district number 3518

Florida Tax Credit Scholarship (FTC) 97 9999

Private School/Out of State Transfer Your district number 9900

English Language Learners (ELLs)All ELLs participate in the Statewide Science Assessment no matter how long these students have been enrolled in a U.S. school. Students who are identified as ELLs must be provided with the allowable accommodations listed on pages 88–89.



Students with DisabilitiesStudents with disabilities participate in the statewide assessment program by taking one of the following:

■ Statewide Science Assessment without accommodations,

■ Statewide Science Assessment with accommodations, or

■ Statewide alternate assessment.

All determinations regarding participation in the statewide assessment program must be documented in the student’s IEP or Section 504 Plan.

Per s. 1008.212, F.S., a student with a disability who the IEP team determines is prevented by a circumstance or condition from physically demonstrating the mastery of skills that have been acquired and are measured by the statewide standardized assessment, a statewide standardized EOC assessment, or an alternate assessment shall be granted an extraordinary exemption from the administration of the assessment. A learning, emotional, behavioral, or significant cognitive disability, or the receipt of services through the homebound or hospitalized program in accordance with Rule 6A-6.03020, FAC, is not, in and of itself, an adequate criterion for the granting of an extraordinary exemption. A written request for an extraordinary exemption must be submitted to the district school superintendent by the student’s IEP team no later than 60 calendar days before the first day of the administration window of the assessment for which the request is made. The Commissioner of Education shall determine whether the extraordinary exemption is granted or denied.

In addition to the extraordinary exemption option, a child with a medical complexity may be exempt from participating in statewide, standardized assessments pursuant to the provisions of s. 1008.22(10), F.S.

General Information about Accommodations

Appendix A provides information concerning allowable accommodations for students with disabilities and for ELLs. The test administrator and the school assessment coordinator are responsible for ensuring that arrangements for accommodations have been made prior to the test administration dates. Preplanning is necessary for eligible students with disabilities who will work in a single session over several days (e.g., dividing/clipping test documents for each day’s work).

Special documents (large print, braille, one-item-per-page) may be provided to eligible students if indicated as an accommodation on an IEP or Section 504 Plan. Districts are no longer required to submit unique accommodations requests for large print and one-item-per-page accommodations but must submit confirmation of student eligibility for all special documents to FDOE.

Students who are identified as ELLs must be provided with the allowable accommodations listed on pages 88–89.

Make-Up Administration Procedures

All security and administration procedures must be followed while conducting make-up tests. Please remember that after any administration, initial or make-up, materials must be returned immediately to the school assessment coordinator and placed in locked storage. Secure materials must never remain in classrooms or be removed from the school’s campus overnight.

For the Statewide Science Assessment, Session 1 must be completed before Session 2. Any students absent for Session 1 may not participate in Session 2 until they have completed Session 1. During make-up testing, Grade 5 Science should still be administered over two days.



Sample Test Materials

Materials are developed by FDOE to assist teachers in preparing students for the Statewide Science Assessment. Schools are encouraged to use sample test materials to familiarize students with the test format. Sample test materials can be accessed online at www.fldoe.org/accountability/assessments/k-12-student-assessment/science.stml. Teachers should instruct students that they can access the materials themselves at any time as they prepare for testing.

Calculators

Four-function calculators must be provided to students for Grade 8 Science. Each district should have an adequate supply of four-function calculators. Districts are responsible for establishing policies for the storage, use, and retention of calculators. The school assessment coordinator and test administrators must ensure that one working calculator is available for each student in Grade 8 for use on the Science test. Calculators may not be used by students on the Grade 5 Science test.

Students with visual impairments may use the approved large key/large display four-function calculators or approved talking four-function calculators. Schools that have not yet accumulated an adequate supply of approved large key/large display or talking four-function calculators to accommodate all students with visual impairments may use comparable calculators that are regularly used in their classrooms. Such calculators must be basic, four-function models and must not have functions that are unavailable on approved calculators. No other calculators may be used.

Periodic Tables

Periodic Tables of the Elements are provided to students for Grade 8 Science.

Periodic tables are stand-alone pages and are shipped with test materials. Test administrators will distribute periodic tables on the day of the test, according to the directions in the scripts. Students may refer to them at any time during both sessions of the test. After students complete the test, the test administrator should collect all periodic tables. The school assessment coordinator should package the used periodic tables in the District Assessment Coordinator ONLY boxes.

Used periodic tables are secure materials and must not be reused. The school assessment coordinator should package the used periodic tables in the District Assessment Coordinator ONLY boxes.

Test Documents

The following test materials will be provided for students participating in this administration:

■ Grade 5 Statewide Science Assessment NGSSS Test Books

■ Grade 5 Statewide Science Assessment NGSSS Answer Books

■ Grade 8 Statewide Science Assessment NGSSS Test Books

■ Grade 8 Statewide Science Assessment NGSSS Answer Books

■ Periodic Tables of the Elements

Test materials for students who require large print, braille, or one-item-per-page accommodations are described in Appendix A.

www.fldoe.org/accountability/assessments/k-12-student-assessment/science.stml



Student Demographic Information

The student grid sheet on the front of the answer document captures student demographic information. The preidentification (PreID) information provided by each district was used to create preidentified student labels and rosters. Student demographic information and the corresponding indicators that appear on student labels are described below and on the following pages. Refer to page 9 for a sample preidentified student label and to page 10 for a sample student grid sheet.

A document is preidentified if it has a student label affixed to the lower left corner of the student grid sheet. If demographic information is missing from a student label, grid the information with a No. 2 pencil. Incorrect information cannot be corrected by gridding.

If a document is non-preidentified, school personnel or students must print a label in PearsonAccess Next or grid all student information with a No. 2 pencil.

School staff may verify and apply labels and/or complete grid sheets no sooner than one week prior to testing.

Only school personnel may grid the following:

■ Primary Exceptionality

■ Section 504

■ Testing Accommodations listed on IEP or 504 Plan

■ ELL

School personnel or students may verify or grid the following:

■ Student Name

■ District/School Number

■ Florida Education Identifier (FLEID)

■ Date of Birth

■ Gender

■ Ethnicity

■ Race

When completing non-preidentified student grid sheets, it is vital that school personnel and/or students fill in the appropriate boxes and grid the corresponding bubbles. Incomplete grid sheets will result in delayed score reporting for those students.

Student NameProvide the student’s first and last names. There is space for the first 11 letters of the student’s first name and the first 12 letters of the last name. Do not leave this information blank. If known, enter the student’s middle initial. Grid the corresponding bubbles.

District/School NumberProvide the six-digit district/school number. Do not leave this information blank. Grid the corresponding bubbles.

District/school numbers for students from special programs (e.g., FTC Scholarship, McKay Scholarship, Home Education, K–8 Virtual School Continuity) must be completed using the appropriate numbers for each program. See the table on page 2 for a list of special program district and school numbers.



Florida Education Identifier (FLEID)Provide the Student’s FLEID. Grid the corresponding bubbles for the 14-character code. Do not leave this information blank.

Date of BirthProvide the month, day, and year of the student’s birth. Grid the corresponding bubbles. On a student label, the student’s date of birth is printed next to DOB in the following format:

mm/dd/yyyy (e.g., 09/09/2005)

GenderGrid the student’s gender. On a student label, the student’s gender (GEN) is printed on the same line as DOB in the following format:

Male (shown as M on label)

Female (shown as F on label)

EthnicityUse the following description for Hispanic/Latino in the Ethnicity section on the student grid sheet:

A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. The term “Spanish origin” can be used in addition to “Hispanic or Latino.”

Grid Y for Yes or N for No in the Ethnicity section.

RaceUse the following descriptions to complete the Race section on the student grid sheet. For each category, grid Y for Yes or N for No; a student may belong to more than one category.

American Indian or Alaska Native (shown as I on label) A person having origins in any of the original peoples of North America and South America (including Central America) and who maintains tribal affiliation or community attachment.

Asian (shown as A on label) A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

Black or African American (shown as B on label) A person having origins in any of the black racial groups of Africa.

Native Hawaiian or Other Pacific Islander (shown as P on label) A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

White (shown as W on label) A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.



Primary ExceptionalityPrimary exceptionality classifications are used to identify students with current IEPs or Section 504 Plans who have been classified as exceptional according to State Board of Education Rule 6A-6.0331, FAC. If the code is not on a preidentified student label, the test administrator must grid the appropriate bubble. Grid only one. If more than one code is gridded, none of the codes will be recognized as valid. If a bubble is gridded in the Primary Exceptionality box, be sure to also grid Yes in the “Testing Accommodations listed on IEP or 504 Plan” box.

Primary Exceptionality Classifications

Description Code on Student Grid Sheet

Orthopedically Impaired C = OI

Speech Impaired F = SI

Language Impaired G = LI

Deaf/Hard of Hearing H = DHH

Visually Impaired I = VI

Emotional/Behavioral Disability J = EBD

Specific Learning Disability K = SLD

Gifted L = GIF

Hospital/Homebound M = HH

Dual-Sensory Impaired O = DSI

Autism Spectrum Disorder P = ASD

Traumatic Brain Injured S = TBI

Other Health Impaired V = OHI

Intellectual Disability W = InD

Section 504If a student has been identified by the district as a student with a disability according to Section 504 of the Rehabilitation Act of 1973, grid the Yes bubble in the Section 504 box. On a student label, the code Y is printed next to S504. With the exception of L = GIF (Gifted), a student can be gridded with a Primary Exceptionality classification or Section 504 category but cannot be gridded with both. Be sure to also grid Yes in the “Testing Accommodations listed on IEP or 504 Plan” box.

English Language Learner (ELL)If a student is identified as an ELL, provide the length of time the student has been enrolled in a U.S. school if this information is not preidentified on the student label.

ELL—Enrolled in a U.S. school for:

■ Less than 1 year (shown as 1 on label)

■ One year or more (shown as 2 on label)

Testing Accommodations Listed on IEP or 504 PlanIf a student’s IEP or 504 Plan states that he or she requires an accommodation, then grid the bubble. Be sure to also grid Yes in the “Section 504” box.



Preidentified (PreID) Student Labels

The preidentification information provided by districts was used to print PreID rosters and student labels for answer documents. If the district supplied class code information, the student labels are sorted by class code; otherwise, they are sorted alphabetically by grade level.

School staff may verify and apply labels and/or complete grid sheets no sooner than one week prior to testing.

Locally Printed PreID LabelsDistricts and schools will receive blank labels to create PreID labels in PearsonAccess Next for students who need them. Additional blank labels may be ordered, if needed. See the 2017–2018 Florida PearsonAccess Next User Guide for instructions on how to print labels.

PreID labels must be printed using the highest quality printer settings available to ensure readability for scanning purposes.

Affix PreID Labels Please adhere to the following policies when preparing student materials:

■ Only the school assessment coordinator and other school personnel designated by the building/site administrator may open the shrink-wrapped packages and affix labels. Secure books must not be opened.

■ Do not use student labels from previous administrations.

■ Students are not permitted to assist in preparing secure materials before testing or in organizing and returning materials after testing.

■ The Test Materials Chain of Custody Form must be maintained at all times.

■ All secure materials must be returned to locked storage and remain there until testing.

Follow these steps when verifying student information and affixing a PreID label to a student grid sheet:

1. Verify that the student is still enrolled and that the student will be tested. Labels for students not testing should be destroyed in a secure manner because they contain student information.

2. Verify the information on the PreID roster against the school’s student information database. It is not necessary to verify the labels and the roster because the same data file was used to create both.

If the student name, FLEID, district number, school number, or grade level is incorrect, destroy the label in a secure manner. To locally print a new PreID label, follow the “Locally Print PreID Labels” instructions located in the 2017–2018 Florida PearsonAccess Next User Guide.

3. Verify that no information is missing from student labels. Grid any missing information with a No. 2 pencil.

4. In order for a document to be properly scanned, carefully place the label in the lower left corner of the student grid sheet in the box that reads PLACE STUDENT LABEL HERE. Ensure the label is not wrinkled or applied unevenly.

5. Do not remove labels once they have been affixed. If the student name, FLEID, district number, school number, or grade level on a label is incorrect, a new label must be printed and affixed directly over the existing label on the answer book.



Sample Preidentified Student Label

11

Y

Y

Y

Y

Y

N

N

N

N

N

ELL

Less than 1 year

One year or more

Enrolled in a U.S. school for:

11

ETHNICITY

GENDER

YY

PEARSON USE ONLY

LP

BRNN

PL

AC

E S

TU

DE

NT

LA

BE

L H

ER

E

1 YesSECTION 504

111111111111111111111111111

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

111111111111111111111111111

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

111111111111111111111111111

A

B

C

D

E

F

G

H

I

J

K

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Incorrect or Missing Preidentified InformationDestroy labels in a secure manner if any of the following information is incorrect:

■ Student Name

■ FLEID

■ District Number

■ School Number

■ Grade Level

If any other preidentified information (e.g., gender, date of birth) is incorrect, report the incorrect information to the school or district student information database manager after testing has been completed.

If the student name, FLEID, district number, school number, or grade level is incorrect on a student label that has been affixed to an unused answer document, that book may still be used if a corrected label is affixed directly over the incorrect label. A new label must be printed in PearsonAccess Next and applied directly over the existing label. PreID Labels must be printed using the highest quality printer settings available to ensure readability for scanning purposes.

If the student name, FLEID, district number, school number, or grade level is incorrect on a used answer document, a corrected label must be affixed directly over the existing label, or the student must, under the supervision of the test administrator, transfer his or her exact responses into a replacement document. The correct student information must then be gridded on the replacement document if a corrected label is not available.

The DNS bubble must be gridded on the answer document that contains the label with the incorrect student information and the answer document must be returned with all other NOT TO BE SCORED materials.

If any student information is missing from a student label that has been affixed to an answer document, add the information by gridding the appropriate bubbles on the student grid sheet. Incorrect information on a student label cannot be corrected in this manner.

Do not use a preidentified document for any student other than the student for whom it is preidentified.

See the sample student grid sheet on the next page.



Sample Student Grid Sheet

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Answer Book

Next Generation Sunshine State Standards

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Mark

Registration Mark

Timing Tracks

Do not write or mark outside the student demographic information boxes. Any marks outside the information boxes, especially on or near the registration marks or timing tracks, will adversely affect the scanning and scoring of the documents.


General Information—Test Security Policies and Procedures

Test Security Policies and Procedures

Florida State Board of Education Rule 6A-10.042, FAC, was developed to meet the requirements of the Test Security Statute, s. 1008.24, F.S., and applies to anyone involved in the administration of a statewide assessment. The rule prohibits activities that may threaten the integrity of the test. See Appendix B for the full text of the Florida Test Security Statute and Florida State Board of Education Test Security Rule. Please remember that inappropriate actions by school or district personnel can result in student or classroom invalidations, loss of teaching certification, and/or involvement of law enforcement.

Examples of prohibited activities include the following:

■ Reading or viewing the passages or test items before, during, or after testing

■ Revealing the passages or test items

■ Copying the passages or test items

■ Explaining or reading the passages or test items for students

■ Changing or otherwise interfering with student responses to test items

■ Copying or reading student responses

■ Causing achievement of schools to be inaccurately measured or reported

School personnel and proctors must read and familiarize themselves with the statute and rule in Appendix B.

If ELLs or students with current IEPs or Section 504 Plans have allowable accommodations documented, test administrators may provide the accommodations as described in Appendix A and may modify the scripts as necessary to reflect the allowable accommodations.

The security of all test materials must be maintained before, during, and after test administration. Under no circumstances are students permitted to assist in preparing secure materials before testing or in organizing and returning materials after testing.

After any administration, initial or make-up, all secure materials must be returned immediately to the school assessment coordinator and placed in locked storage. The Test Materials Chain of Custody Form must be maintained at all times. No more than three people should have access to the locked storage room. Secure materials must never be left unsecured and must not remain in classrooms or be taken off the school’s campus overnight.

District assessment coordinators must ensure that all school administrators, school assessment coordinators, test administrators, and proctors receive adequate training prior to test administration and that all personnel sign and return a 2017–2018 Test Administration and Security Agreement, stating that they have read and agree to abide by all test administration and test security policies and procedures. Additionally, any other person who assists the school assessment coordinator or test administrator must sign and return an agreement.

Test administrators must sign the 2017–2018 Test Administrator Prohibited Activities Agreement, located in Appendix C. School assessment coordinators, test administrators, proctors, and any other school personnel who have received appropriate training in the administration of Florida’s statewide assessments and who have signed the appropriate agreements for the 2017–2018 school year are not required to sign a new agreement(s) for each subsequent administration.

Secure materials should never be destroyed (e.g., shredded, thrown in the trash), except for soiled documents as described in the “Hazardous Materials” section on page 16.

An accurate Security Log and an accurate seating chart must be maintained for each testing room. Anyone who enters a testing room for the purpose of monitoring the test is required to sign a log. This applies to test administrators, proctors, and anyone who relieves a test administrator, even for a short break, regardless of how much time he or she spends monitoring a testing room.



Test administrators must not administer tests to their family members. Students related to their assigned test administrator should be reassigned to an alternate test administrator. In addition, a student’s parent/guardian should not be present in that student’s testing room.

Admission of Students to Testing

Precautions must be taken at testing sites when students are unknown to the test administrator or other school staff. For security purposes, photo identification, such as a Florida ID or school ID, must be checked before admitting unfamiliar students to a testing room.

Proctors

To ensure test security and to avoid situations that could result in test invalidation, FDOE strongly discourages testing students in large groups (e.g., in a cafeteria or an auditorium). If students are tested in a large group, the appropriate number of proctors must be assigned to the room to assist the test administrator. Refer to the table below for the required number of proctors.

Number of Students Proctors Required

1–25 students Test Administrator*

26–50 students Test Administrator and 1 Proctor

51–75 students Test Administrator and 2 Proctors

* FDOE strongly recommends that proctors be assigned to rooms with 25 or fewer students whenever possible.

School personnel and non-school personnel may be trained as proctors. Prior to testing, inform all proctors of their duties and of the appropriate test security policies and procedures. School personnel proctor duties may include preparing and distributing secure materials (e.g., student grid sheets). Non-school personnel may assist test administrators during test administration; however, non-school personnel may not participate in any of the test administration procedures (e.g., preparing, distributing, and collecting secure test materials, completing student grid sheets, providing accommodations). Volunteers (e.g., parents, retired teachers) may be trained as proctors and may perform non-school personnel duties.

All proctors may help monitor rooms during test administration; however, they may not assist in rooms where their family members are testing.

Proctors and anyone who assists with any aspect of test preparation or administration must be informed of the test security laws and rules prohibiting any activities that may threaten the integrity of the test. Every proctor who monitors a testing room for any length of time must sign a 2017–2018 Test Administration and Security Agreement and the Security Log for that room. These forms are located in Appendix C.



Test Group Code

Test group codes are used to identify groups of students tested together and may be used during investigations after testing to verify whether students were tested in the same room. Schools must ensure that each test administrator uses one unique four-digit test group code in his or her testing room for both test sessions. Each testing room must use a different test group code. For instance, students in Ms. Smith’s testing room will use one unique code for both Session 1 and Session 2. Students grid the test group code on the back of their answer documents at the beginning of each test session, and test administrators record the code with their required administration information and on seating charts.

If students are absent for a test session, a different unique code must be used for each make-up session.

District assessment coordinators either create and distribute test group codes to all school assessment coordinators or instruct them to create their own unique four-digit codes.

Security Numbers

All regular print test books and special document test materials (large print, braille, one-item-per-page) are secure documents and must be protected from loss, theft, and reproduction in any medium. A unique identification number and barcode are printed on the front cover of all secure test books. See the following page for a graphic showing the location of the security number on the Grades 5 and 8 Statewide Science Assessment test book covers.

The security number consists of a nine-digit number followed by a check digit. The packing list will indicate the number ranges assigned to each school. Written documentation of the number ranges must be maintained at all times during distribution and return of secure materials.

Pre-populated Administration Record/Security Checklists are provided with lists of security numbers for all secure documents assigned to each school. These pre-populated lists are available for district and school personnel in PearsonAccess Next. School assessment coordinators may use them to record the security numbers of the documents assigned to and returned by each test administrator. A blank version of this form (example on page 16) is also available in Appendix C and at http://avocet.pearson.com/FL/Home.

The test administrator should also maintain a record of the security numbers for all secure materials assigned to him or her. If a test administrator receives secure materials that are not already listed, the security numbers of those materials must be added to this record with the names of the students to whom the test materials are assigned. As directed by the school assessment coordinator, the test administrator may use a copy of the pre-populated Administration Record/Security Checklist, use a copy of the blank Administration Record/Security Checklist, or make his or her own comprehensive record of security numbers. The security number of the document assigned to and returned by each student should be recorded and verified at the completion of each test session.

If secure materials are distributed from district overage, the school assessment coordinator should add the security numbers of those documents to the record of required administration information.



Location of Security Number

Location of Security Number on Test Books

Grade 5

■ Statewide Science Assessment Test Book

Grade 8 ■ Statewide Science Assessment Test Book

Test Irregularities and Security Breaches

Test IrregularitiesTest administrators should report any test irregularities (e.g., disruptive students) to the school assessment coordinator immediately. School assessment coordinators must notify district assessment coordinators of any test irregularities that are reported. Decisions regarding test invalidation should not be made prior



to communicating with the district assessment coordinator. If further guidance is needed or to report an irregularity requiring action by FDOE (e.g., reporting teacher misconduct to the Office of Professional Practices), district assessment coordinators should contact the Bureau of K–12 Student Assessment. For any test irregularities that require investigation by the district, a written report must be submitted as indicated below.

Districts are also required to report test irregularities to the Bureau of K–12 Student Assessment using an online form. FDOE will distribute a link and instructions to districts prior to each test administration.

Security BreachesTest administrators should report possible breaches of test security (e.g., stolen, photographed, or copied secure test content) to the school assessment coordinator immediately. If a security breach is identified, the school assessment coordinator must contact the district assessment coordinator, and the district assessment coordinator should contact the Bureau of K–12 Student Assessment immediately to discuss a plan of action. This action may include the involvement of local law enforcement. For all security breaches, a written report must be submitted as indicated below.

Districts are also required to report security breaches to the Bureau of K–12 Student Assessment using an online form. FDOE will distribute a link and instructions to districts prior to each test administration.

Submit a Written ReportFor test irregularities requiring further investigation by the district and for security breaches, a written report must be submitted within 10 calendar days after the irregularity or security breach was identified. District assessment coordinators should submit the report through FDOE’s ShareFile site using the following procedure:

1. Log into ShareFile at fldoe.sharefile.com and retrieve the blank Test Administration Incident Report Form from the Forms and Templates folder. (Note: FDOE recommends that districts download the file each time a new investigation is initiated in order to guarantee the use of the most up-to-date form.)

2. Save the file locally and change the file name to the appropriate district name, the word “Investigation,” underscore, and the date submitted, as follows: DistrictInvestigation_MMDDYYYY.

3. Complete the form.

4. Upload the completed form to the appropriate district’s Test Administration/Investigations folder.

5. ShareFile will notify FDOE that a document has been uploaded to the folder.

6. FDOE will then determine whether the incident warrants further investigation and, if necessary, request additional information/documentation from the district. Additional requested information or documentation should also be uploaded to the district’s ShareFile folder.

7. If warranted, FDOE will add a memo summarizing the incident to the district’s ShareFile folder and will then provide the contents of the district folder to the Office of Professional Practices at FDOE.



ADMINISTRATION RECORD/SECURITY CHECKLISTSpring/Summer 2018 Assessments

Grade 5 Science Grade 8 Science Biology 1 EOC

FCAT 2.0 Reading Retake Civics EOC U.S. History EOC

SCHOOL NUMBER: SCHOOL NAME:

Security Number

Student Last Name

Student First

Name

Gra

de

Lev

el

FLEID

Att

end

ance

*

Accommodations Provided**

Accommodations Used**

Test Group Code

Test Administrator

Signature

School Assessment Coordinator Signature

Date/Time Received

Date/Time Returned

* Attendance Codes: P = Present A = Absent W = Withdrawn P/I = Present but Invalidated** Accommodations Codes for ESE/504: 1-FP = Flexible Presentation; 1-FR = Flexible Responding; 1-FSC = Flexible Scheduling; 1-FSE = Flexible Setting; 1-AD = Assistive Devices For ELL: 2-FSC = Flexible Scheduling; 2-FSE = Flexible Setting; 2-AHL = Assistance in Heritage Language; 2-ADI = Approved Dictionary

Winter 2011–2012

Hazardous Materials

If a secure document is soiled (e.g., with blood or vomit), the district assessment coordinator should send the security number and document type to Pearson through Pearson’s webform at http://download.pearsonaccessnext.com/ref/w.html?p=FLORIDA. At their discretion, school personnel may transcribe responses into a replacement document and then destroy the soiled document as directed by the district assessment coordinator.

Missing Materials

School assessment coordinators must verify that all secure materials on the packing list are received and should report any mispackaged or missing materials to their district assessment coordinator immediately. The Test Materials Chain of Custody Form must be maintained at all times. Individuals responsible for handling secure materials are accountable for the materials assigned to them. Test administrators should report any missing materials to the school assessment coordinator immediately.

Schools must investigate any report of missing materials. If, after a thorough investigation, a secure document is not found or if there is reason to believe that a secure document or test content has been stolen, recorded, copied, or photographed, the school assessment coordinator must contact the district assessment coordinator immediately. If guidance is needed, the district assessment coordinator should call the Bureau of K–12 Student Assessment immediately to discuss a plan of action. This action may include the involvement of local law enforcement.



A written report must be submitted to the Bureau within 30 calendar days after secure materials have been identified as missing. The report must include the following, as applicable:

■ the nature of the situation

■ the time and place of the occurrence

■ the names of the people involved

■ copies of completed forms (2017–2018 Test Administration and Security Agreements, 2017–2018 Test Administrator Prohibited Activities Agreements, Test Materials Chain of Custody Form, etc.)

■ a description of the communication between the district assessment coordinator’s office and school personnel

■ how the incident was resolved

■ what steps are being implemented to avoid future losses

A form to report missing secure materials can be found online at http://avocet.pearson.com/FL/Home > Missing Materials. School personnel and district assessment coordinators may use this form, manipulate this form, or create their own form to submit with a written report.

School personnel should submit completed forms to the district assessment coordinator. District assessment coordinators should verify that all pertinent information has been included and then should submit the written report to FDOE via webform as indicated on the form. Remember that secure student information must not be communicated by webform.


General Information—Test Invalidation/Defective Materials Policies and Procedures

Test Invalidation/ Defective Materials

Policies and ProceduresDistrict assessment coordinators should advise schools of the appropriate course of action if invalidation is being considered. Remember that the main purpose of invalidation is to identify when the validity of test results has been compromised.

Test administrators should discuss any situation involving possible invalidation with the school assessment coordinator, and the situation should be investigated immediately.

When a student’s test is invalidated for any of the reasons described in this “Test Invalidation” section, return the invalidated test with the DNS bubble gridded with all other TO BE SCORED materials. This will ensure that the student is counted as having tested, but the student will not receive a score.

For assistance identifying circumstances when invalidation is an appropriate course of action, review the following guidelines.

1. A student has an electronic device during testing. If a student is found with an electronic device during testing or during breaks within a session, the student’s test must be invalidated. For information regarding limited exceptions for students with eligible accommodations, see Appendix A.

2. A student is cheating during testing. Cheating is cause for immediate test invalidation. Possible cheating situations include looking at and/or copying from another student’s test, allowing another student to look at or copy from the student’s test, or accessing unauthorized aids.

3. A student becomes ill and is unable to finish, or a student is not allowed the correct amount of time. Invalidation decisions should be made based on whether the student was provided adequate time to respond completely to the test items. The student should be asked if he or she is comfortable with his or her performance on the test to determine if the test should be scored. If the student feels he or she was provided enough time to respond completely, the test should be submitted for scoring.

If it is determined that the student was not provided adequate time to respond completely and the validity of the test results has been compromised, the test should be invalidated. However, if the validity of the test results has not been compromised and the student has not left the school’s campus, the student may return to the testing room during the same school day to complete the test session. If a student starts a test and leaves campus without finishing (e.g., due to an appointment, illness), he or she will not be allowed to return to that test session.

4. A student is given an accommodation not allowed on statewide assessments. If a student is given an accommodation that is not allowed on statewide assessments and compromises the validity of the test, that student’s test must be invalidated. For information about allowable accommodations, see Appendix A. Test administrators who will administer tests to students who require accommodations should be familiar with allowable accommodations to ensure that they are not offering classroom testing accommodations that are not allowed on statewide assessments.

5. A student is given an accommodation not indicated on the student’s IEP or Section 504 Plan. Testing with accommodations not listed on a student’s IEP or Section 504 Plan may be cause for invalidation.

6. A student was not provided an allowable accommodation indicated on the student’s IEP or Section 504 Plan. The situation should be discussed with the student and his or her parents/guardians to determine if the lack of the accommodation significantly affected the student’s performance and if the test should be scored.

7. An ELL student is given an accommodation not indicated in Appendix A. If an ELL student is given an accommodation that is not listed in the allowable accommodations for ELLs and which compromises the validity of the test, the student’s test must be invalidated.



8. An ELL student is not provided an accommodation listed in the allowable accommodations for ELLs in Appendix A. The situation should be discussed with the student and his or her parents/guardians to determine if the lack of the accommodation significantly affected the student’s performance and if the test should be scored.

9. A student works in the wrong session. If a student working in Session 1 goes on to Session 2 on the same day and it is discovered during testing, the student should be allowed to complete Session 2 with the correct amount of time and the test may be submitted for scoring. If it is discovered after the student has left for the day, the student may not return to Session 2. The student’s parents/guardians should be notified of the misadministration and the student should be asked if he or she is comfortable with his or her performance on the test to determine if the test should be scored.

If a student working in Session 2 of a test goes back and works in Session 1, the test must be invalidated.

10. An error occurs in test administration procedures that could compromise the validity of test results. If the validity of the test results has been compromised (e.g., a student had access to an unauthorized visual aid that gave an unfair advantage), the test must be invalidated.

11. A disruption occurs during testing. If students are disrupted during testing due to a circumstance out of their control (e.g., severe weather), test invalidation may be considered if a student feels his or her performance was significantly affected by the disruption.

12. A student is given unauthorized help during testing. If a student received unauthorized assistance or has been given an unfair advantage (e.g., a test administrator has told a student to check the answer to a specific item), the student’s test must be invalidated.

Do Not Score (DNS) and UNDO Bubbles

The DNS and UNDO bubbles are located in the SCHOOL USE ONLY box near the bottom of the student grid sheet. See the example below.

SCHOOL USE ONLY

11

DNS

UNDO

The DNS bubble must be gridded when a test is invalidated or when a document is defective and used according to the guidelines on pages 18–20.

If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. Then package the document with all other TO BE SCORED materials.

DNS Guidelines for Defective Materials

Test BooksIf a defective test book is identified before testing begins, give the student a replacement book. Return the defective book with all other NOT TO BE SCORED materials.

If a student discovers he or she has a defective test book during Session 1 of testing, give the student a replacement test book with the same form number. Test books have a number printed on the upper right side of the front cover of each book. If a replacement book with the same form number is not available, give the student a book with any form number, and bubble the replacement form number on the student grid sheet.



If a student discovers he or she has a defective test book during Session 2 of testing and has already responded to Session 1 in his or her answer document, give the student a replacement test book with the same form number. If a replacement book with the same form number is not available, give the student a replacement book with any form number, and erase the form number on the student grid sheet. Do not bubble the replacement form number on the student grid sheet.

Answer BooksIf a defective answer book is identified before testing begins, give the student a replacement book. Return the defective book with all other NOT TO BE SCORED materials. If the defect is incorrect information on a PreID label, a new label can be printed and affixed directly on top of the incorrect label. In that case, the book is not considered defective and should not be treated like other NOT TO BE SCORED materials. Refer to page 9 for more information about incorrect or missing preidentified information.

The DNS bubble must be gridded if any of the following circumstances occur:

1. The answer book is defective and used.

2. A student name, FLEID, district number, school number, or grade level is incorrect on a label affixed to a used answer book and a corrected label is not affixed directly on top of the incorrect label.

If a student discovers any of the above issues during testing, and a corrected label is not affixed directly on top of the incorrect label, give the student a replacement answer book. When the student completes the test, he or she must, under the supervision of the test administrator, transfer the exact responses from the defective document to the replacement document. If the defective document has a student label, do not remove the label. A new PreID label may be printed and affixed to the new answer book, or student information may be gridded on the new book. Grid the DNS bubble on the defective used answer book if a corrected label is not affixed directly on top of the incorrect label and return it with all other NOT TO BE SCORED materials.

It is not necessary to grid the DNS bubble if the answer book is defective and unused and has been packaged properly for return with all other NOT TO BE SCORED materials.

If a test document is soiled, see the instructions for “Hazardous Materials” on page 16.

If the timing tracks (see the example on page 10) are damaged, determine whether the DNS bubble needs to be gridded and the student’s responses need to be transcribed.

■ If the damaged portion is less than one inch in size, do not grid the DNS bubble. The book can be returned with other TO BE SCORED materials and does not need to be transcribed.

■ If the damaged portion is greater than one inch and the answer book has been used, grid the DNS bubble. Under supervision of a test administrator, the student must transcribe his or her responses into a replacement book, and the damaged book should be returned with all other NOT TO BE SCORED materials. If the test administrator is alerted to the damage while reading the administration script before testing begins, he or she should contact the school assessment coordinator and give the student a replacement book.


Test Administrator Responsibilities Before Testing

Test Administrator Responsibilities Before TestingPlease use the Test Administrator Checklist in Appendix C before, during, and after testing. This checklist is also available at http://avocet.pearson.com/FL/Home > Test Administrator Checklist.

Remember, prior to testing you must:

■ read, sign, and return a 2017–2018 Test Administration and Security Agreement verifying that you have read appropriate sections of this manual, are familiar with the test security statute and security policies, and have received adequate training; and

■ read, sign, and return a 2017–2018 Test Administrator Prohibited Activities Agreement.

Failure to comply with the policies and procedures as indicated in the agreements may result in the invalidation of student tests and/or loss of teaching certification.

Prepare the Room for Testing

Tests should be administered in a room that has comfortable seating, good lighting, and an appropriate temperature. Make sure that the room is adequately ventilated and free of distractions.

Remove or cover all visual aids on student desks or displayed in the room, such as posters showing mathematical and scientific concepts. Students may not have access to any unauthorized aids. Discuss any concerns with your school assessment coordinator.

Sufficient workspace should be provided for students to use their test materials. There must be at least three feet between students. Make sure that students are not facing each other when seated at tables and are not in seating (stadium or staggered) that allows them to easily view other students’ answers.

Outside each door to the testing room, post a sign that reads TESTING—Please Do Not Disturb. Post the Electronic Devices sign or appropriate session sign (if applicable) inside the testing room where it will be visible to all students. Perforated signs are provided in Appendix C. Display the test group code and information for students to use if they will be completing or verifying student grid sheets. Also display starting and stopping times as instructed in the test administration script.

Refer to the chart on page 12 for the number of proctors needed. It is recommended that at least one proctor be assigned to all testing rooms, even those with 25 or fewer students.

Required Administration Information

You are required to maintain the following information by session, as directed by your school assessment coordinator:

■ Students assigned to your room—provide student names and FLEIDs

■ Attendance information—P = Present, A = Absent, W = Withdrawn, and P/I = Present but Invalidated

■ Accommodations provided to students (codes provided on the following page)

■ Accommodations used by students



■ Test group code

■ Grade level

■ Signatures of test administrator and school assessment coordinator

■ Unique security number of secure documents assigned to each student

■ Dates and times when secure documents are received and returned

Required administration information may be recorded using a pre-populated Administration Record/Security Checklist, a blank Administration Record/Security Checklist (see Appendix C), or another form, according to your school assessment coordinator’s instructions.

Copy and file all required administration information for future reference. Return the originals to the school assessment coordinator.

Accommodations CodesThe accommodations provided to each student and the accommodations used by each student during the test administration should be recorded with other required administration information. Schools are responsible for maintaining documentation of accommodations for each student.

Use the following codes to record accommodations with required administration information.

For ESE/504 students:

1-FP = Flexible Presentation

1-FR = Flexible Responding

1-FSC = Flexible Scheduling

1-FSE = Flexible Setting

1-AD = Assistive Devices

For ELL students:



2-AHL = Assistance in Heritage Language

2-ADI = Approved Dictionary

Seating Charts

You are required to maintain an accurate seating chart for your testing room. The chart should record the following:

■ Date

■ Your name

■ Room name/number

■ Subject

■ Student names and their locations in the room during testing

■ Direction each student is facing

■ Session starting and stopping times

■ Names of proctors (if applicable)

■ Test group code



All seating charts must indicate the front and back of the room. If students using extra time are moved to a new location or if the seating configuration changes during testing, a new seating chart must be created. Remember to maintain a seating chart for each test session. Seating charts must be returned to your school assessment coordinator after testing.

Assemble Materials

Test Administration ManualYou will need this manual to read the scripts for completing or verifying student grid sheets and for administering each test. You are also responsible for reading the General Information sections, the Test Administrator Responsibilities sections, Appendix B and other appropriate appendices, and the appropriate scripts before testing.

When testing students who are allowed certain accommodations, you may need to modify the administration scripts. It is especially important that you review the scripts before testing begins to determine the necessary modifications. If an accommodation is not provided as indicated on a student’s IEP or Section 504 Plan or is not an allowable ELL accommodation, that student’s test may be invalidated. Contact your school assessment coordinator if you have questions about student accommodations.

A separate braille script and braille notes are provided with the braille test materials. The braille scripts and instructions are also posted at http://avocet.pearson.com/FL/Home.

PencilsEnsure that students use No. 2 pencils to complete information on the student grid sheets, sign below the Testing Rules Acknowledgment, and record their responses. Mechanical pencils must not be used. Students should bring No. 2 pencils on the day of the test, but a supply of sharpened No. 2 pencils should also be available.

Watch or ClockThe Statewide Science Assessment is administered in two 80-minute sessions for both grade 5 and grade 8. Starting and stopping times should be provided by your school assessment coordinator and displayed for students according to the instructions in the test administration script. If a disruption occurs during testing, note the time of the disruption in order to provide students the appropriate amount of remaining time once testing resumes.

Remember that failure to provide the correct amount of time will likely result in test invalidation.

Security LogYou are required to maintain an accurate Security Log for your testing room. Anyone who enters a room for the purpose of monitoring a test must sign the log for that testing room. This applies to test administrators, proctors, and anyone who relieves a test administrator, even for a short break, regardless of how much time he or she spends monitoring a testing room. Remove the Security Log from Appendix C and use it as required. This document can also be found at http://avocet.pearson.com/FL/Home.

Do Not Disturb SignRemove the Do Not Disturb sign from Appendix C and post copies at all entrances to the testing room prior to testing.



Electronic Devices SignRemove the Electronic Devices sign from Appendix C and post it prior to testing where it will be visible to all students.

Session SignsRemove the Session signs from Appendix C and, prior to each test session, post the appropriate sign where it will be visible to all students.

Cover SheetsAs directed by your school assessment coordinator, you may use the cover sheets from Appendix C when you separate test materials. You may copy cover sheets as necessary.

Cover sheets in Appendix C include:

■ Absent Students Cover Sheet

■ TO BE SCORED Cover Sheet

■ NOT TO BE SCORED Cover Sheet

Receive Materials

Your school assessment coordinator will provide you with the materials needed to administer each test session. Secure materials should be delivered or picked up immediately before the beginning of each test session. Verify that you have all necessary materials before testing begins.

Refer to the Special Documents Instructions section in Appendix A for materials needed to administer tests to students using large print, braille, and one-item-per-page documents.

Test Documents and Periodic TablesIf you are administering Grade 5 Science, you will receive test books and answer books. If you are administering Grade 8 Science, you will receive test books, answer books, and periodic tables.

Test Group CodeYour school assessment coordinator will provide you with a unique four-digit test group code for both sessions of each subject test. The test group code is used as a security measure to identify groups of students tested together. Post the same test group code for each test session, as indicated in the test administration scripts, and record the code with your required administration information and on your seating chart.

CalculatorsApproved four-function calculators must be provided for students in Grade 8 for use on the Statewide Science Assessment. Ensure that you have an adequate supply of calculators before testing begins. Distribute calculators as indicated in the administration scripts.



Students with visual impairments may use the approved large key/large display or talking calculators supplied by FDOE. Schools that have not yet accumulated an adequate supply of large key/large display or talking calculators to accommodate all students with visual impairments may use comparable calculators that are regularly used in their classrooms. Such calculators must be basic four-function models and must not have functions that are unavailable on the approved calculators.

No other calculators may be used.

Communicate Testing Policies to Parents/Guardians and Students

Prior to testing, make sure that students and their parents/guardians understand the following policies:

■ Electronic Devices Policy—Students are not permitted to have any electronic devices, including, but not limited to, cell phones, smartphones, and smartwatches, at any time during testing or during breaks (e.g., restroom), even if they are turned off or students do not use them. If a student is found with an electronic device, his or her test will be invalidated.

■ Testing Rules Acknowledgment—All NGSSS tests include a Testing Rules Acknowledgment that reads: “I understand the testing rules that were just read to me. If I do not follow these rules, my test score may be invalidated.” Prior to testing, test administrators read the rules to students, and students acknowledge that they understand the testing rules by signing below the statement in their test books.

■ Leaving Campus—If students leave campus before completing a session (an appointment, illness, etc.), they will not be allowed to return to that session. Students and parents/guardians should be made aware of this policy. If a student does not feel well on the day of testing, it may be best for the student to wait and be tested on a make-up day. Please make sure parents/guardians are aware of the test administration schedule and understand that appointments should not be scheduled on testing days.

■ Discussing Test Content After Testing—The last portion of the testing rules read to students before they sign below the Testing Rules Acknowledgment reads, “Because the content in all statewide assessments is secure, you may not discuss or reveal details about the test items after the test. This includes any type of electronic communication, such as texting, emailing, or posting online, for example, on Facebook, Twitter, Snapchat, or Instagram.” Please make sure that students understand this policy prior to testing, and remind them that “discussing” the items includes any kind of electronic communication, such as texting, emailing, or posting to blogs or social media, etc.

While students may not share information about secure test content after testing, this policy is not intended to prevent students from discussing their testing experiences with their parents/families.

■ Working Independently—Students are responsible for doing their own work during the test and for protecting their answers from being seen by others. If students are caught cheating during testing, their tests will be invalidated. In addition, FDOE employs Caveon Test Security to analyze student test results to detect unusually similar answer patterns. Students’ tests within a school that are found to have extremely similar answer patterns will be invalidated.


Test Administrator Responsibilities During Testing

Test Administrator Responsibilities During TestingIf a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she will not be allowed to return to that session, with the exception of students who have a flexible scheduling/extended time accommodation that specifically allows for a single session of a subject test to be taken over more than one school day. If you have concerns about a student, you should not allow the student to begin. Instead, arrange to administer the session to that student on a make-up day.

If you have concerns about the testing room, discuss them with your school assessment coordinator prior to testing.

Read Script

There is a separate script for administering each test session. Read the appropriate administration scripts verbatim to students. Please read the important information and adhere to the instructions between the SAY boxes as you read the script to students.

If school personnel have not already gridded or verified demographic information prior to testing, proceed to the Script for Gridding a Non-Preidentified Student Grid Sheet or the Script for Verifying a Preidentified Label when indicated in the administration script. One script is for students to grid their demographic information, and the other is for students to verify their preidentified student information. When it is determined that all student information is complete and correct, return to the appropriate administration script. Do not read either script if school personnel have already gridded or verified student information prior to testing.

You may make necessary modifications to the scripts when testing students who are allowed certain accommodations. For example, if a student receives a flexible responding accommodation, remove references to marking the student’s answers in his or her answer document and include the specific instructions the student is to follow. Modified scripts for students using braille versions of the test are provided with the braille test materials and are also available in Avocet. Modifications to the regular administration scripts for students using large print and one-item-per-page test materials are located in Appendix A.

Distribute Materials

Ensure that each student has a No. 2 pencil. Read the appropriate administration script and distribute test materials when instructed to do so. If you are administering Grade 8 Science, distribute calculators and periodic tables before testing begins. If test documents are preidentified, make sure that each student receives the document with his or her name on it. If test documents are not preidentified, distribute them in the order in which they are packaged.

If you notice that a student was given a preidentified test document not assigned to him or her after testing has already begun, allow the student to complete the test session, correct your record of required administration information after testing, and notify your school assessment coordinator.



Testing Rules Acknowledgment

After you read the testing rules in the script, students will read and sign below a Testing Rules Acknowledgment on the inside front cover of the test book before testing begins. The Testing Rules Acknowledgment reads: “I understand the testing rules that were just read to me. If I do not follow these rules, my test score may be invalidated.” As you read the portion of the script regarding the testing rules acknowledgment, walk around the room and ensure that all students sign below the acknowledgment.

If a student in your testing room does not acknowledge the testing rules, contact your school assessment coordinator.

Keep Time

The Grades 5 and 8 Statewide Science Assessment tests are administered in two 80-minute test sessions. Keep accurate time for each session. Record the starting and stopping times in the spaces provided in the script, and also display these times for students. Remember that failure to provide the correct amount of time will likely result in test invalidation.

ELLs or eligible students with IEPs or Section 504 Plans may be provided additional time to complete a test session, but each test session must be completed within one school day.

Maintain Test Security

Maintain test security at all times and report violations or concerns to your school assessment coordinator immediately. Adhere to the Test Security Policies and Procedures on pages 11–17, the Statute and Rule in Appendix B, and the 2017–2018 Test Administration and Security Agreement and 2017–2018 Test Administrator Prohibited Activities Agreement that you signed prior to testing.

Maintain your record of required administration information, Security Log, and seating chart during testing.

Supervise Test Administration

Your full attention should be on students at all times during testing, and a testing room must never be left unattended. If issues arise during testing, you may need to use your computer or phone to contact your school assessment coordinator; however, it is not appropriate to use the computer or phone for unrelated activities (such as grading or personal communication) during a test session. While students are working, ensure the following:

■ Students have cleared their desks of all materials except the appropriate test materials

■ Students are using only No. 2 pencils (mechanical pencils, ink pens, highlighters, crayons, colored pencils, markers, correction fluid, etc., are not permitted)

■ Students do not have books, notes, scratch paper, or electronic devices of any kind (except approved four-function calculators, if applicable) during testing or during breaks within a test session, even if they do not use them

■ Students have signed below the Testing Rules Acknowledgment

■ Students do not talk to other students or make any disturbance



■ Students are working independently

■ Students are working in the correct session and recording their answers in the appropriate area

Students are permitted to use the blank space in their test books as workspace. Students may also underline and/or circle words, phrases, etc., in the items; however, ensure that they do not make stray marks near the answer choice bubbles, timing tracks, or registration marks. Stray marks may interfere with the scanning of the document. For example, if a student draws a line or an X through an answer that he or she thinks is wrong and the line extends into a bubble, the stray mark could be scored as the student’s answer.

Discussing Test Items with StudentsWhile you may encourage students to continue working, you may not talk with them about test items or help them with their answers. If students finish the test before the allotted time for the session has elapsed, you may encourage them to go back and check their work. You may not provide students with any information that would allow them to infer the correct answer, such as suggesting that they might want to check their work on specific items. Further, you may not check through test books or answer books, return them to students after they have been collected, or discuss test items or answers with students, even after all test materials have been returned and testing has been completed.

Student Reports a Defective ItemIf a student reports a test item that he or she thinks is defective, note the student’s name, grade level, subject, form number, item number, and basic student concern (e.g., two possible answers, no correct answer); however, do not review the item on your own. Most concerns result from a student not reading an item carefully; therefore, encourage the student to reread the item. If the student still thinks that the item is defective, reassure the student that a flawed item will not be used to calculate student scores. The student should answer the item to the best of his or her ability and continue with the test. Once testing has ended, inform your school assessment coordinator of the concern.

After Testing Is CompleteIf permitted by your district or school assessment coordinator, you may allow students to read after they have finished a session and their test materials have been collected. Students are not permitted to have paper or to write after they have finished a session, even after their test materials have been collected. Test materials may not be returned to students once the materials have been collected.


Script for Administering Grade 5 Science Session 1

Script for Administering Grade 5 Science

SESSION80 minutes 1

When testing students who are allowed certain administration accommodations (e.g., extended time), you must modify this script with the specific instructions that students are to follow. It is important that you review the script before testing begins to determine the necessary modifications.

Modifications to this script for students using large print and one-item-per-page test materials are located in Appendix A of this manual. A modified script for students using braille versions of the test is provided with the braille test materials and is also available at http://avocet.pearson.com/FL/Home > Scripts.

During this test session, remember the following:

■ Ensure that you have a Security Log, a seating chart, and a form to collect required administration information (e.g., Administration Record/Security Checklist) for your room. Remember to maintain these documents during testing.

■ If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she will not be allowed to complete that session. If you have concerns about a student, you should not allow the student to begin. Instead, contact the school assessment coordinator for instructions.

■ Provide individual student restroom breaks as needed, and maintain the security of the test during breaks. The student should close his or her test book and answer book and should not discuss the test or exchange information about the test with anyone during breaks. Only one student may leave the testing room at a time. Students must not be given access to electronic devices (e.g., cell phones, smartphones, tablets, smartwatches) during breaks. If a student accesses his or her electronic device(s) during a break, that student’s test must be invalidated.

Before Testing1. Display the district name, school name, and four-digit Session 1 test group code assigned by your school

assessment coordinator.

2. Ensure that the Session 1 and Electronic Devices signs are visible to all students and that the Do Not Disturb sign is posted at each entrance to the testing room. (Perforated signs are provided in Appendix C.)

3. Ensure that each student has a No. 2 pencil.

4. Ensure that all student desktops are free of any unauthorized aids (e.g., charts, rulers, dictionaries).

SayToday, you will take Session 1 of the Grade 5 Statewide Science Assessment.

Remove all materials from your desk except your No. 2 pencil.


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SayYou may not have any electronic or recording devices at your desk, in your pockets, or anywhere you can reach them at any time during this test session, even if they are turned off or you do not use them. Electronic and recording devices include but are not limited to cell phones, smartphones, tablets, smartwatches, MP3 players, cameras, and any device capable of recording, storing, viewing, or playing back audio or visual content. If you are found with any electronic or recording devices at any time, including breaks, your test will not be scored. If you have any devices with you right now, please turn them off and raise your hand.

If a student raises his or her hand, follow your school’s procedures regarding electronic devices. At this time, silence your own electronic device(s).

Distribute the Grade 5 Science answer books.

Follow the instructions in Option A or Option B, depending on whether answer books have been preidentified.

Option AIf you are distributing answer books with the labels already affixed, or if the student grid sheets have already been gridded, ensure that each student receives the preidentified answer book with his or her name on it.

Say Make sure that you have the answer book with your name on it.

OR

Option BIf you are distributing answer books that are not preidentified, distribute them in the order in which they are packaged.

Contact the school assessment coordinator if you have preidentified answer books that do not belong to students testing in your room or if you need additional answer books. Update your record of required administration information as necessary.

After distributing answer books according to Option A or Option B,

SayThe only materials on your desk should be your No. 2 pencil and your Grade 5 Florida Statewide Science Assessment answer book. Do not open your answer book.

Look at the box in the upper left corner of your answer book. Print your first and last names next to Student Name.

Print (name of the school) next to School Name.

Print (name of the district) next to District Name.

Turn your answer book over. On the back cover, write the Session 1 test group code in the boxes. Grid the corresponding bubbles. (Pause.) Now, turn your book back over.

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The box in the upper left corner of the student grid sheet must be completed by each student even when a student PreID label is affixed or student demographic information has already been gridded by school personnel.

If school personnel have not already gridded or verified student information prior to testing, read the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on pages 59–60 before reading the remainder of this script.

After reading either or both scripts, or if school personnel have already gridded or verified student information, distribute the Grade 5 Science test books.

SayNow, the only materials on your desk should be your No. 2 pencil, your Grade 5 Florida Statewide Science Assessment test book, and your Grade 5 Florida Statewide Science Assessment answer book. Do not open your test book or answer book.

Write your name on the bottom of your test book.

Now, look at the front cover of your answer book. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed on the upper left side of your test book cover. (Pause.)

Your test book has two seals. Find the first paper seal on the right side of your book. Carefully slide the eraser end of your pencil under the seal to break it. Do not try to remove any remaining pieces of the seal.

Make sure that all students break the correct seal and that they do not break the seal for Session 2. If a student breaks the Session 2 seal, obtain a replacement book from your school assessment coordinator and record the new security number with your required administration information.

SayNext, open your test book to page 2. Check each page through page 34 to see that all page numbers are in order and that there are not any missing or upside-down pages. Do not read any of the questions before the test begins.

If you see any problems, raise your hand. If not, close the book and sit quietly.

Wait until all students finish. If no defective test books are found, continue to the next SAY box. If a defective test book is found, contact your school assessment coordinator to obtain a replacement, and add the new security number to your record of required administration information.

Direct the student to write his or her name on the front cover of the replacement test book. The student should also grid the new test book form number on his or her answer book, making sure to completely erase the incorrect form number. Set the defective test book aside and return it with all other NOT TO BE SCORED materials.

SayNow, open your test book to page 2 again and look at the Testing Rules Acknowledgment at the top of the page.

Please listen as I read the testing rules. During the test, you must not

■ talk to other students or make any disturbance

■ look at another student’s test book or answer book

■ allow another student to look at your test book or answer book

■ ask for help answering any test questions

■ give help to another student in answering test questions

■ have notes or scratch paper

■ have any electronic or recording devices in your possession at any time, including breaks, even if you do not use them

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■ fail to follow any other instructions given

Because the content in all statewide assessments is secure, you may not discuss or reveal details about the test items after the test. This includes any type of electronic communication, such as texting, emailing, or posting online, for example, on Facebook, Twitter, Snapchat, or Instagram.

Are there any questions?

Answer all questions.

SayNow, read silently as I read the Testing Rules Acknowledgment out loud.

I understand the testing rules that were just read to me. If I do not follow these rules, my test score may be invalidated.

Now, sign your name on the line next to Signature to indicate that you understand the testing rules.

Pause while students sign their names. If a student does not sign his or her name, contact your school assessment coordinator.

SayYou will have 80 minutes to complete Session 1 of the Statewide Science Assessment. Look at Session 1 on page 3 in your test book. The session number is at the top of each page. You may work only in Session 1.

Now, turn to page 4 and read silently as I read aloud the directions at the top of the page.

Read each question carefully. Use the space in this Test Book to do your work as needed. Then, mark the space in your Answer Book for the answer you have chosen. If you change your answer, be sure to erase completely.

Now close your test book.

Open your answer book to page 3. Check each page to see that all page numbers are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand.

Wait until all students finish. If no defective answer books are found, continue to the next SAY box. If a defective answer book is found, contact your school assessment coordinator to obtain a replacement.

Do not remove the student PreID label from a defective answer book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner and fill in the test book form number on the front cover of the replacement answer book. After the session has ended, grid all other student information on the replacement answer book according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58. Set the defective book aside and return it with all other NOT TO BE SCORED materials.

SayNow, turn to page 3 in your answer book. You will see a section titled NGSSS SCIENCE SESSION 1, which starts with number 1. This is where you will mark the answers for this session.

Remember the following:

■ Mark your answers directly in your answer book.

■ Mark only the bubble for the answer you choose.

■ Do not make a mark in any of the other bubbles. If you draw a line or an X through an answer that you think is wrong and the mark goes into a bubble, that bubble might be counted as your answer.

■ Do not circle answers. If you circle the answers instead of filling in the bubbles, your answers will not be scored.

■ When you have finished, check through your answers to make sure you have filled in only one bubble for each multiple-choice question.



SayTry to answer every question. If you are not sure how to answer a question, skip it and keep going. After you have answered all the other questions, go back and answer any questions you skipped.

No calculators may be used. You may not have scratch paper, but you may use the blank space in your test book as workspace.

Turn to page 34 in your test book and look at the STOP sign. When you come to this STOP sign on page 34, you have finished Session 1. It is very important that you do not go on to Session 2. The pages of Session 2 are sealed. Do not break this seal. If you complete Session 1 before time is called, go back and check your work. Now, close your book.

Please raise your hand if you have any questions.


Read Option A, B, or C based on instructions from your school assessment coordinator.

Option A

SayWhen you have finished this session, review your work carefully and make sure you have answered every question. Then, close your test book and answer book and sit quietly until I tell you that this session has ended.


OR

Option B

SayWhen you have finished this session, review your work carefully and make sure you have answered every question. Then, close your test book and answer book and raise your hand. I will come and collect your test materials. Once I have collected your test book and answer book, I will not be able to return them to you. Then you must sit quietly until I tell you that this session has ended.


OR

Option C

SayWhen you have finished this session, review your work carefully and make sure you have answered every question. Then, close your test book and answer book and raise your hand. I will come and collect your test materials. Once I have collected your test book and answer book, I will not be able to return them to you. Then you must sit quietly until I tell you that this session has ended. You may read, but you may not write.


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SayRemember, you have 80 minutes to complete Session 1, and we will take a short stretch break after 40 minutes of testing.

Now, turn to page 4 in your test book and begin working.

Complete the following:

STARTING time: __________

Add 40 minutes: +40 minutes

Time to call a break: __________

TIME TESTING RESUMES: __________


Time for 10-minute reminder: __________


STOPPING time: __________

Display the STARTING and STOPPING times for students.

During testing, do not use cell phones, classroom phones, or computers/devices (except to contact your school assessment coordinator). Do not check email, grade papers, etc. Your full attention should be on students at all times. Although it is your responsibility to ensure that students are working independently and in the correct session, you are prohibited from reading the contents of the test books and answer books at any time.

After 40 minutes from the STARTING time,

Say Stop. Put your pencil down and close your test book and answer book. You may stand and stretch, but do not talk.

After a short break,

SayNow be seated. You still have 40 minutes to complete Session 1. I will let you know when you have 10 minutes left.

Open your test book and your answer book and find the place where you left off. You may now continue working.

After 30 minutes from the TIME TESTING RESUMES,

Say You have 10 minutes to complete Session 1. Remember, do not go on to Session 2.

After 10 more minutes,

Say Stop. Put your pencil down and close your test book and answer book.



Complete the following steps:

1. Make sure that each student returns his or her test book and answer book, and indicate on your record of required administration information that each book is returned.

2. Report any missing test materials and/or test security irregularities to your school assessment coordinator immediately.

3. Ensure that the box in the top left corner of the student grid sheet has been completed by each student and that the gridded or preidentified information is accurate and complete, as described on pages 5–10.

4. Return all materials to your school assessment coordinator until the beginning of Session 2.

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SESSION80 minutes 2







Before Testing1. Ensure that the Session 2 and Electronic Devices signs are visible to all students and that the Do Not Disturb

sign is posted at each entrance to the testing room. (Perforated signs are provided in Appendix C.)

2. Display the four-digit Session 2 test group code assigned by your school assessment coordinator.



Say Today, you will take Session 2 of the Grade 5 Statewide Science Assessment. If you have not taken Session 1 of the Grade 5 Science test, please raise your hand.

If a student raises his or her hand, contact your school assessment coordinator.




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SayRemove all materials from your desk except your No. 2 pencil.

You may not have any electronic or recording devices at your desk, in your pockets, or anywhere you can reach them at any time during this test session, even if they are turned off or you do not use them. Electronic and recording devices include but are not limited to cell phones, smartphones, tablets, smartwatches, MP3 players, cameras, and any device capable of recording, storing, viewing, or playing back audio or visual content. If you are found with any electronic or recording devices at any time, including breaks, your test will not be scored. If you have any devices with you right now, please turn them off and raise your hand.


Distribute the Grade 5 Science test books and answer books. Each student should receive the books with his or her name on them.

Contact your school assessment coordinator if you have books that do not belong to students testing in your room.

SayNow, the only materials on your desk should be your No. 2 pencil, your Grade 5 Florida Statewide Science Assessment test book, and your Grade 5 Florida Statewide Science Assessment answer book. Make sure you have the test book and answer book with your name on them. You may not change any answers from Session 1. Do not open your books.


Open your test book and carefully slide the eraser end of your pencil under the remaining seal to break it.

Pause to make sure that all students break the seal correctly.

SayTurn to Session 2 on page 35 in your test book. Check each page through the end of the book to see that all page numbers are in order and that there are not any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.


Give the student a test book with the same form number. Direct the student to write his or her name on the front cover of the replacement test book. Set the defective test book aside and return it with all other NOT TO BE SCORED materials.

SayYou will have 80 minutes to complete Session 2 of the Statewide Science Assessment. The session number is at the top of each page. You may work only in Session 2.

Open your answer book to page 5 and you will see a section titled NGSSS SCIENCE SESSION 2, which starts with number 34. This is where you will mark answers for this session.






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Say ■ Do not make a mark in any of the other bubbles. If you draw a line or an X through an

answer that you think is wrong and the mark goes into a bubble, that bubble might be counted as your answer.


■ When you have finished, check through your answers in this session only to make sure you have filled in only one bubble for each question.

Try to answer every question. If you are not sure how to answer a question, skip it and keep going. After you have answered all the other questions, go back and answer any questions you skipped in this session only.

No calculators may be used. You may not have scratch paper, but you may use the blank space in your test book as workspace.

When you come to the STOP sign in your test book, you have finished Session 2. If you complete Session 2 before time is called, go back and check your work. Do not go back and work in Session 1.

Before taking Session 1 of this test, you signed below the Testing Rules Acknowledgment to indicate that you understand the testing rules. These testing rules are also in place for Session 2 of the test. Please remember that during this test session you must not

■ work in Session 1







■ have any electronic or recording devices in your possession at any time, including breaks, even if you do not use them


Because the content in all statewide assessments is secure, you may not discuss or reveal details about the test items after the test. Remember, this includes any type of electronic communication, such as texting, emailing, or posting online, for example, on Facebook, Twitter, Snapchat, or Instagram.




Option A





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OR

Option B



OR

Option C



















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Say You have 10 minutes to complete Session 2. Remember, do not go back to Session 1.


Say Stop. Put your pencil down and close your test book and answer book.


1. Make sure that each student returns his or her test book and answer book, and indicate on your record of required administration information that each book is returned.



4. Record the accommodations provided to students and the accommodations used by students on your record of required administration information. Use the following accommodations codes to record this information:







For ELL students:





5. Return all materials to your school assessment coordinator, as described on page 61.



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SESSION80 minutes 1







Before Testing1. Display the district name, school name, and four-digit Session 1 test group code assigned by your school

assessment coordinator.



4. Provide each student with an approved four-function calculator. Approved large key/large display and talking four-function calculators should be provided to students with visual impairments.


SayToday, you will take Session 1 of the Grade 8 Statewide Science Assessment.

Remove all materials from your desk except your No. 2 pencil and calculator.




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SayYou may not have any electronic or recording devices except an approved four-function calculator at your desk, in your pockets, or anywhere you can reach them at any time during this test session, even if they are turned off or you do not use them. Electronic and recording devices include but are not limited to cell phones, smartphones, tablets, smartwatches, MP3 players, cameras, and any device capable of recording, storing, viewing, or playing back audio or visual content. If you are found with any electronic or recording devices at any time, including breaks, your test will not be scored. If you have any devices with you right now, please turn them off and raise your hand.


Distribute the Grade 8 Science answer books.

Follow the instructions in Option A or Option B, depending on whether answer books have been preidentified.

Option AIf you are distributing answer books with the labels already affixed, or if the student grid sheets have already been gridded, ensure that each student receives the preidentified answer book with his or her name on it.

Say Make sure that you have the answer book with your name on it.

OR

Option BIf you are distributing answer books that are not preidentified, distribute them in the order in which they are packaged.

Contact the school assessment coordinator if you have preidentified answer books that do not belong to students testing in your room or if you need additional answer books. Update your record of required administration information as necessary.

After distributing answer books according to Option A or Option B,

SayThe only materials on your desk should be your No. 2 pencil, your Grade 8 Florida Statewide Science Assessment answer book, and an approved four-function calculator. Do not open your answer book.

Look at the box in the upper left corner of your answer book. Print your first and last names next to Student Name.

Print (name of the school) next to School Name.

Print (name of the district) next to District Name.




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The box in the upper left corner of the student grid sheet must be completed by each student even when a student PreID label is affixed or student demographic information has already been gridded by school personnel.

If school personnel have not already gridded or verified student information prior to testing, read the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on pages 59–60 before reading the remainder of this script.

After reading either or both scripts, or if school personnel have already gridded or verified student information, distribute the Grade 8 Science test books and copies of the Periodic Table of the Elements.

SayNow, the only materials on your desk should be your No. 2 pencil, your Grade 8 Florida Statewide Science Assessment test book, your Grade 8 Florida Statewide Science Assessment answer book, your Periodic Table of the Elements, and an approved four-function calculator. No other calculator may be used. Do not open your test book or answer book.

Write your name on the bottom of your test book.

Now, look at the front cover of your answer book. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed on the upper left side of your test book cover. (Pause.)

Find the plastic pull tab on the right side of your test book. Gently pull the tab out and down. Do not try to remove any remaining pieces of the plastic.

Make sure that all students pull the tabs correctly. If a student tears his or her book, obtain a replacement book from your school assessment coordinator and record the new security number with your required administration information.

SayNext, open your test book to page 2. Check each page through the end of the book to see that all page numbers are in order and that there are not any missing or upside-down pages. Do not read any of the questions before the test begins.

If you see any problems, raise your hand. If not, close the book and sit quietly.


Direct the student to write his or her name on the front cover of the replacement test book. The student should also grid the new test book form number on his or her answer book, making sure to completely erase the incorrect form number. Set the defective test book aside and return it with all other NOT TO BE SCORED materials.

SayNow, open your test book to page 2 again and look at the Testing Rules Acknowledgment at the top of the page.

Please listen as I read the testing rules. During the test, you must not









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Say ■ have any electronic or recording devices in your possession at any time, including breaks,

even if you do not use them


Because the content in all statewide assessments is secure, you may not discuss or reveal details about the test items after the test. This includes any type of electronic communication, such as texting, emailing, or posting online, for example, on Facebook, Twitter, Snapchat, or Instagram.

Are there any questions?


SayNow, read silently as I read the Testing Rules Acknowledgment out loud.

I understand the testing rules that were just read to me. If I do not follow these rules, my test score may be invalidated.

Now, sign your name on the line next to Signature to indicate that you understand the testing rules.

Pause while students sign their names. If a student does not sign his or her name, contact your school assessment coordinator.

SayYou will have 80 minutes to complete Session 1 of the Statewide Science Assessment.

Look at page 3 in your test book. The picture of the four-function calculator indicates the function of each of the keys. Note that some calculators display the negative sign to the right of the numbers rather than to the left.

Let’s perform a calculator check. Key in the subtraction problem three minus seven. Your calculator will display the answer as a 4 followed by a negative sign or as a negative sign followed by a 4 (4 – or – 4). Either is correct.

The bottom half of the page lists Helpful Hints for Using a Four-Function Calculator. Take a moment to read through the list of hints. You may refer to this page at any time during the test.

Pause to allow students time to review the list.

SayLook at Session 1 on page 5 in your test book. The session number is at the top of each page. You may work only in Session 1.

Turn to page 6 and read silently as I read aloud the directions at the top of the page.

Read each question carefully. Use the space in this Test Book to do your work as needed. Then, mark the space in your Answer Book for the answer you have chosen. If you change your answer, be sure to erase completely.

Now close your test book.

Look at the Periodic Table of the Elements. Write your name and today’s date in the upper right corner. You may refer to this sheet at any time during the Science test.

Open your answer book to page 3. Check each page to see that all page numbers are in order and that there are not any missing or upside-down pages. If you see any problems, raise your hand.

Wait until all students finish. If no defective answer books are found, continue to the next SAY box. If a defective answer book is found, contact your school assessment coordinator to obtain a replacement.



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Do not remove the student PreID label from a defective answer book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner and fill in the test book form number on the front cover of the replacement answer book. After the session has ended, grid all other student information on the replacement answer book, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58. Set the defective book aside and return it with all other NOT TO BE SCORED materials.

SayNow, turn to page 3 in your answer book. You will see a section titled NGSSS SCIENCE SESSION 1, which starts with number 1. This is where you will mark the answers for this session.






■ When you have finished, check through your answers to make sure you have filled in only one bubble for each multiple-choice question.

Try to answer every question. If you are not sure how to answer a question, skip it and keep going. After you have answered all the other questions, go back and answer any questions you skipped.

You may not have scratch paper, but you may use the blank space in your test book as workspace.

Turn to page 32 in your test book and look at the STOP sign. When you come to this STOP sign on page 32, you have finished Session 1. Do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Now, close your book.




Option A



OR



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Option C



















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After 30 minutesfrom the TIME TESTING RESUMES,

Say You have 10 minutes to complete Session 1. Remember, do not go on to Session 2.


Say Stop. Put your pencil down, place the Periodic Table of the Elements inside your test book, and close your test book and answer book.

Provide students with a break before Session 2.

You are responsible for maintaining the security of the test during the break between sessions. If an extended break such as lunch occurs, all test materials should be collected and verified. All test materials must be placed in locked storage until testing resumes.

If the materials are collected before Session 2:

1. Make sure that each student returns his or her test book, answer book, periodic table, and approved four-function calculator, and indicate on your record of required administration information that each book is returned.



4. Return all materials to your school assessment coordinator until the beginning of Session 2.


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SESSION80 minutes 2







Before Testing1. If you returned materials between sessions, collect the test books, answer books, Periodic Tables of the Elements,

and approved four-function calculators from your school assessment coordinator. Verify that you have all materials you were assigned.


3. Display the four-digit Session 2 test group code assigned by your school assessment coordinator.


5. Provide students with approved four-function calculators.


Say Today, you will take Session 2 of the Grade 8 Statewide Science Assessment. If you have not taken Session 1 of the Grade 8 Science test, please raise your hand.

If a student raises his or her hand, contact your school assessment coordinator.



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SayRemove all materials from your desk except your No. 2 pencil and calculator.

You may not have any electronic or recording devices except an approved four-function calculator at your desk, in your pockets, or anywhere you can reach them at any time during this test session, even if they are turned off or you do not use them. Electronic and recording devices include but are not limited to cell phones, smartphones, tablets, smartwatches, MP3 players, cameras, and any device capable of recording, storing, viewing, or playing back audio or visual content. If you are found with any electronic or recording devices at any time, including breaks, your test will not be scored. If you have any devices with you right now, please turn them off and raise your hand.


Distribute the Grade 8 Science test books, Grade 8 Science answer books, and periodic tables. Each student should receive the test book, answer book, and periodic table with his or her name on them.

Contact your school assessment coordinator if you have books that do not belong to students testing in your room.

SayNow, the only materials on your desk should be your No. 2 pencil, your Grade 8 Florida Statewide Science Assessment test book, your Grade 8 Florida Statewide Science Assessment answer book, your Periodic Table of the Elements, and an approved four-function calculator. No other calculator may be used. Make sure you have the test book, answer book, and periodic table with your name on them. You may not change any answers from Session 1. Do not open your books.


You will have 80 minutes to complete Session 2 of the Statewide Science Assessment.

Look at Session 2 on page 33 in your test book. The session number is at the top of each page. You may work only in Session 2. Now close your book.

Remember, read each question carefully and use the space in your test book to do your work as needed. Mark the space in your answer book for the answer you have chosen. If you change your answer, be sure to erase completely.

Open your answer book to page 5 and you will see a section titled NGSSS SCIENCE SESSION 2, which starts with number 34. This is where you will mark the answers for this session.

Remember the following: ■ Mark your answers directly in your answer book.




■ When you have finished, check through your answers in this session only to make sure you have filled in only one bubble for each question.

Try to answer every question. If you are not sure how to answer a question, skip it and keep going. After you have answered all the other questions, go back and answer any questions you skipped in this session only.


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SayYou may not have scratch paper, but you may use the blank space in your test book as workspace.

You may continue to use your Periodic Table of the Elements at any time during this session.

When you come to the STOP sign in your test book, you have finished Session 2. If you complete Session 2 before time is called, go back and check your work. Do not go back and work in Session 1.

Before taking Session 1 of this test, you signed below the Testing Rules Acknowledgment to indicate that you understand the testing rules. These testing rules are also in place for Session 2 of the test. Please remember that during this test session you must not

■ work in Session 1







■ have any electronic or recording devices other than your calculator in your possession at any time, including breaks, even if you do not use them


Because the content in all statewide assessments is secure, you may not discuss or reveal details about the test items after the test. Remember, this includes any type of electronic communication, such as texting, emailing, or posting online, for example, on Facebook, Twitter, Snapchat, or Instagram.




Option A



OR

Option B




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OR

Option C























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Say You have 10 minutes to complete Session 2. Remember, do not go back to Session 1.


Say Stop. Put your pencil down and close your test book and answer book, and place your periodic table on top of your books.


1. Make sure that each student returns his or her test book, answer book, periodic table, and approved four-function calculator, and indicate on your record of required administration information that each book is returned.

2. Keep periodic tables in a separate stack and, if necessary, remove any stray periodic tables from test documents.



5. Record the accommodations provided to students and the accommodations used by students on your record of required administration information. Use the following accommodations codes to record this information:







For ELL students:





6. Return all materials to your school assessment coordinator, as described on page 61.


Script for Gridding a Non-Preidentified Student Grid Sheet

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Script for Gridding a Non-Preidentified

Student Grid SheetDo not read this script if school personnel have already gridded student information prior to testing.

Display the district and school number as a six-digit number for use later in this script. If students from special programs (e.g., virtual school programs, FTC Scholarship, McKay Scholarship, Home Education) are testing at your school, ensure that they use the appropriate district and school numbers for their programs. See the table on page 2 for the correct numbers.

SayNow, you will be completing information on the front of your answer document. It is very important that you record the information correctly. Listen carefully as I read the instructions, and raise your hand if you have any questions. Mark only in the spaces that I tell you to mark.

In the section labeled LAST NAME, print your last name. Starting at the left, print one letter of your name in each box. If your last name has more than twelve letters, print only the first twelve letters. If you do not need all the boxes, leave the last boxes blank. In the section labeled FIRST NAME, print each letter of your full, legal first name. Do not use a nickname. If your full, legal first name has more than eleven letters, print only the first eleven letters. In the box labeled M, print the first letter of your middle name. If you do not have a middle name, leave the box blank.

Now, grid the corresponding bubble in the column below each letter of your full, legal name. If any box is empty, do not grid a bubble.

Look at the FLORIDA EDUCATION IDENTIFIER (FLEID) box. Your FLEID is a series of 14 characters beginning with the letters FL. Write your 12-digit FLEID in the boxes following the letters FL. Now, grid the corresponding bubble in the column below each box.

If a student does not know his or her FLEID, instruct the student to leave this field blank. After testing, fill in the correct number before returning materials to your school assessment coordinator.

SayIn the box labeled DISTRICT/SCHOOL NUMBER, write our six-digit district/school number. The district/school number is . It is displayed for you. Now, grid the corresponding bubble in the column below each number.

In the box labeled DATE OF BIRTH, grid the bubble for the month you were born, and write in the two-digit day and the last two digits of the year you were born. If the day you were born is a one-digit number, put a zero in the first box and the number in the second box. Now, grid the corresponding bubble in the column below each box.

In the box labeled GENDER, grid Male if you are a male (boy), or Female if you are a female (girl).

In the ETHNICITY section, grid Y for Yes if you are Hispanic or Latino; grid N for No if you are not.


Script for Gridding a Non-Preidentified Student Grid Sheet

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SayNow, grid Y for Yes or N for No for each RACE category. You may grid Y for Yes for more than one of these categories:

■ American Indian or Alaska Native

■ Asian

■ Black or African American

■ Native Hawaiian or Other Pacific Islander

■ White

If a student has difficulty determining his or her ethnicity, you may read the following definition of Hispanic/Latino:


If a student has difficulty determining his or her racial category, you may read the following definitions:

American Indian or Alaska Native A person having origins in any of the original peoples of North America and South America (including Central America) and who maintains tribal affiliation or community attachment.

Asian A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

Black or African American A person having origins in any of the black racial groups of Africa.

Native Hawaiian or Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

White A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

SayDo not grid any other bubbles on your grid sheet.


After answering all questions, return to the appropriate administration script.


Script for Verifying a Preidentified LabelV

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Script for Verifying a Preidentified Label

Do not read this script if school personnel have already verified student information prior to testing.

Display the district and school number as a six-digit number for use later in this script. If students from special programs (e.g., virtual school programs, FTC Scholarship, McKay Scholarship, Home Education) are testing at your school, ensure that they verify the district and school numbers appropriate for their programs. See the table on page 2 for the correct numbers.

Adhere to the following guidelines when verifying PreID labels:

■ If the student name, FLEID, district number, school number, and grade level are correct on a label, even if other information is incorrect, use the answer book.

■ If the student name, FLEID, district number, school number, or grade level is incorrect on a label, a new label must be printed in PearsonAccess Next and affixed directly on top of the old label, or a replacement non-preidentified answer book must be gridded. Set incorrectly preidentified answer books aside to be returned to the school assessment coordinator with all other NOT TO BE SCORED documents.

■ If any information is missing from a student label, the information must be added to the preidentified document by gridding the appropriate bubbles on the student grid sheet. Incorrect information cannot be corrected by gridding.

Report any incorrect information noted by students to your school assessment coordinator after testing is completed.

SayNow, you will be checking the PreID label on the front of your answer book. It is very important that you review the information carefully. Listen as I read the instructions, and raise your hand if you have any questions.

Look at the label in the lower left corner of your book.

Your name must be spelled correctly on the label.

Your current grade level should appear next to the letters GRD.

Your FLEID is a series of 14 characters beginning with the letters FL. If your FLEID is printed on the label, verify that it is correct.

Your district and school (DIST/SCH) numbers on the bottom left corner of the label must match the information I have displayed for you.

If your name, ID number, district number, school number, or grade level is incorrect, raise your hand.

If a student has an incorrect label affixed to his or her book, contact your school assessment coordinator. A new label may be affixed directly on top of the old label, or a replacement non-preidentified answer book may be gridded. Incorrect information cannot be corrected by gridding.


Script for Verifying a Preidentified Label

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SayIf any of the following information is incorrect, please let me know so that we can change it later; however, use the answer book for this administration.

For your gender (GEN), M is used if you are a male (boy), and F is used if you are a female (girl).

DOB stands for date of birth. Verify that the correct month, day, and year are printed here.

The next information we will check is race. Next to RACE on the label, one or more of the following letters are printed to reflect your racial category or categories:

■ I is for American Indian or Alaska Native.

■ A is for Asian.

■ B is for Black or African American.

■ P is for Native Hawaiian or Other Pacific Islander.

■ W is for White.

Now, we will check the information printed for ethnicity. If you are Hispanic or Latino, there is a Y for Yes next to HISP/LATINO on the label. If you are not, there is an N for No.

Verify the information printed next to RACE and HISP/LATINO. Raise your hand if you have any questions.

If a student has difficulty determining his or her racial category, you may read the following definitions:

American Indian or Alaska Native (shown as I on label) A person having origins in any of the original peoples of North America and South America (including Central America) and who maintains tribal affiliation or community attachment.

Asian (shown as A on label) A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

Black or African American (shown as B on label) A person having origins in any of the black racial groups of Africa.

Native Hawaiian or Other Pacific Islander (shown as P on label) A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

White (shown as W on label) A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

If a student has difficulty determining his or her ethnicity, you may read the following definition of Hispanic/Latino:


After answering all questions, return to the appropriate administration script.


Test Administrator Responsibilities After Testing

Test Administrator Responsibilities After Testing

Return Materials to the School Assessment Coordinator

Complete the following steps after testing:

1. Verify that you have collected all required administration information (pages 21–22). Make a copy for your files. Notify your school assessment coordinator immediately if any secure test materials are missing.

2. Ensure that the accommodations provided to each student and the accommodations used by each student have been recorded with other required administration information.

3. Verify that your seating chart and Security Log have been completed correctly. Make copies for your files.

4. After administering Session 2 of the Grade 8 Science test, remove any stray periodic tables from test books or answer books. Leaving stray periodic tables in answer books will interfere with the scanning process.

5. Check for and erase stray marks only on the student grid sheets and the security number area of test books. Any marks outside the information boxes, especially on or near the registration marks and timing tracks, will adversely affect the scanning of the documents. Notify your school assessment coordinator of any concerns. Do not open or check through test books or answer books.

6. Verify that each student has completed the required information (Student Name, School Name, District Name) in the upper left corner of the student grid sheet, even if a label has been affixed in the lower left corner.

7. If a test is TO BE SCORED, verify that the DNS bubble has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the corresponding UNDO bubble.

If a test is NOT TO BE SCORED, verify that the DNS bubble is gridded.

8. Organize your materials according to the list below:

■ ABSENT STUDENTS––Hold For Make-Up Administrations Cover Sheet

• Documents for absent students (After administering all make-up tests, place unused answer documents for absent students with the NOT TO BE SCORED materials.)

■ TO BE SCORED Cover Sheet—circle the grade level and subject tested

• Your school’s TO BE SCORED documents

■ NOT TO BE SCORED Cover Sheet

• NOT TO BE SCORED documents (includes test books, unused non-preidentified and preidentified documents, and defective documents)

9. Return the following materials to your school assessment coordinator:

■ Test administration manuals

■ Security Log

■ Seating chart

■ Required administration information

■ Periodic tables, if applicable

■ All TO BE SCORED and NOT TO BE SCORED materials

Notify the school assessment coordinator immediately if any of these items are missing.

10. See Appendix A for special document (large print, braille, one-item-per-page) return instructions.


School Assessment Coordinator Responsibilities Before Testing

School Assessment Coordinator Responsibilities

Before TestingPlease use the School Assessment Coordinator Checklist in Appendix C before, during, and after testing. This checklist is also available at http://avocet.pearson.com/FL/Home > School Assessment Coordinator Checklist.

Receive Test Materials

The first school box is a white box with a red stripe. PreID labels and rosters are included in your test materials shipment.

Inventory the contents of your boxes within 24 hours of receipt. Contact your district assessment coordinator immediately to report missing materials or to request additional materials.

Your district assessment coordinator will provide you with the following materials, as appropriate for your school:

SCHOOL BOXES

■ School Cover Memo

■ Packing List

■ School Assessment Coordinator Kit—clear plastic bag

• Red Labels (TO BE SCORED Grades 5 and 8 Science materials)

• White Labels (NOT TO BE SCORED materials)

■ PreID Rosters

■ PreID Labels

■ Periodic Tables (Grade 8 Science)

■ Science Test Books and Answer Books

Special Document Kits will include the following items:

■ Blue Labels (TO BE SCORED large print/one-item-per-page materials) or Pink Labels (TO BE SCORED braille materials)

■ White Labels (NOT TO BE SCORED materials)

■ Special Document Return Envelopes

■ Special Document Test Materials

Remember to save the original boxes for returning TO BE SCORED special document materials.

For a detailed list of special document test materials, see Special Documents Instructions in Appendix A. Detailed instructions for the return of these materials are provided on pages 70–72.

Ensure that an adequate supply of working calculators is available prior to the beginning of test administration.

If you need additional materials or if you have questions, contact your district assessment coordinator.



Assign Test Group Codes

Test group codes are used as a security measure to identify groups of students tested together. Your district assessment coordinator will provide you with instructions regarding four-digit test group codes that you will give to test administrators. Each test administrator must be given one unique four-digit test group code to use in his or her testing room for both test sessions. Each testing room must use a different test group code. If any students are absent during a test session, a different unique test group code must be provided for each make-up session.


As directed by your district assessment coordinator, communicate to test administrators the process for collecting the required administration information, which includes the following:

■ Students assigned to each testing room—provide Student Names and FLEIDs

■ Attendance information—P = Present, A = Absent, W = Withdrawn, and P/I = Present but Invalidated

■ Accommodations provided to students (codes provided on page 22)


■ Test group code

■ Grade level

■ Unique security number of secure document(s) assigned to each student


■ Dates and times when secure documents are received and returned

Maintain a record of the security numbers of the secure materials you receive from your district assessment coordinator. A pre-populated Administration Record/Security Checklist for your school is available in PearsonAccess Next. File all required administration information for future reference.

Seating Charts

Test administrators are required to maintain an accurate seating chart for each group of students in their rooms during testing. Ensure that test administrators record all information indicated on pages 22–23 and that they create a new seating chart if the seating configuration changes during a test session. After testing, you must make copies of all seating charts, file the copies, and return the original charts in the District Assessment Coordinator ONLY box.

Test Materials Chain of Custody Form

You are required to maintain a Test Materials Chain of Custody Form, located in PearsonAccess Next and Appendix C. The purpose of this form is to track test materials at all times, including their location, the dates and times they are handled, and the names of the people performing various activities involving the materials. Schools must retain electronic or hard copies of completed forms for their files after materials are packaged for pickup and return the originals to the district assessment coordinator according to his or her instructions (e.g., via email or in the District Assessment Coordinator ONLY boxes).



Preparation and Training

You are responsible for training all test administrators and proctors, including non-school-based instructors (e.g., itinerant teachers). You must train several employees to act as possible alternates. In the absence of sufficiently trained administrators, postpone testing until trained personnel are available.

Be aware of the following policies, procedures, and instructions, and emphasize this information during training at your school:

■ Test Administrators

• Test administrators who will be administering the test to students using large print, braille, or one-item-per-page materials must be trained in the use of those test materials.

• Test administrators must be familiar with all appropriate sections of this manual, including instructions for administration of accommodations located in Appendix A, if applicable.

• Test administrators should refer to the Test Administrator Checklist, provided in Appendix C and at http://avocet.pearson.com/FL/Home, before, during, and after testing.

■ Proctors

• School personnel and volunteers approved by the district may serve as proctors, according to the instructions on page 12.

• While proctors are not required in rooms where 25 or fewer students are being tested, FDOE strongly encourages the use of proctors in all testing rooms to help reduce testing irregularities and aid in investigations, if necessary.

• To ensure test security, FDOE discourages testing students in large groups (e.g., in a cafeteria or auditorium); however, in the event that students are tested in a large group, the appropriate number of proctors must be present during the test session (see page 12).

■ Electronic Devices and Breaks

• Determine your school’s policy for the storage of electronic devices during testing. According to the administration script, before testing begins, test administrators ask students to raise their hands if they have any electronic devices with them. Direct test administrators on what to do if students have electronic devices in their possession before testing begins.

• Ensure that test administrators are aware of the policy that students are not allowed to access electronic devices at any time during a test session, including breaks. If a student accesses his or her electronic device(s) during a break, his or her test must be invalidated.

In the test administration scripts, test administrators are instructed to contact you in the circumstances listed below and on the next page. Provide instructions for how to handle these circumstances:

■ A student has not participated in a test item practice session.

■ A student refuses to acknowledge the testing rules.

■ A test administrator is concerned that a student is unable (e.g., too ill) to begin or finish the test.

■ A disruption occurs (e.g., disruptive behavior).

■ A defective test book or answer book is found.

■ A PreID label contains incorrect information.

■ Test Security



• Per Rule 6A-10.042, FAC, “Tests or individual test questions shall not be revealed, copied, or otherwise reproduced by persons who are involved in the administration, proctoring, or scoring of any test.” This Rule encompasses any sharing or discussing of items, either in person or via electronic communication, such as texting, emailing, or posting to blogs or social media (Facebook, Twitter, Snapchat, Instagram, etc.).

• Ensure that test administrators understand your school’s procedures for maintaining the security of test materials before, during, and after testing.

• Ensure that test administrators, proctors, and any other personnel involved in test administration sign a Test Administration and Security Agreement after training is complete. Also ensure that test administrators read and sign a Test Administrator Prohibited Activities Agreement. These agreements may be copied together as a single, double-sided page. Collect and file the signed agreements.

Assign Proctors

Assign proctors according to the guidelines on page 12, make sure that they understand their responsibilities, and explain the Security Log to them. FDOE strongly enourages the use of proctors in all testing rooms, even those with 25 or fewer students.

Arrange to Test Special Program Students

Your district assessment coordinator may contact you to make arrangements for students in special programs (district virtual instruction programs, Home Education Program, etc.) to test at your school. Adhere to the information and instructions from your district assessment coordinator, and contact your district office if you have questions about testing special program students.

Ensure Implementation of Accommodations

Appendix A provides information concerning allowable accommodations for students with disabilities and for ELLs. When testing students with accommodations, prior planning is necessary to ensure that accommodations indicated on student IEPs, Section 504 Plans, or ELL plans are implemented. Arrangements for implementing accommodations must be made prior to the administration dates. Make sure that test administrators are aware of and have made provisions for the accommodations needed for individual students.

Ensure that test administrators follow the correct procedures for administering tests to students using special documents. Student responses must be recorded properly in all special documents before they are submitted for scoring. If special document materials are not returned as instructed, student tests may be invalidated or responses may not be scored. To ensure that you provide test administrators with all necessary materials, refer to the instructions on pages 70–71 for large print, pages 71–72 for braille, and pages 70–71 for one-item-per-page.

Ensure that test administrators record both accommodations provided to students and accommodations used by students with their required administration information. Documentation of accommodations for each student, including accommodations provided and accommodations used, must be maintained at the school. The blank Administration Record/Security Checklist includes fields for recording both accommodations provided and those actually used by students.



Provide Appropriate Test Settings

Test in classrooms whenever possible. Ensure that students are not facing each other when seated and are not in seating (stadium or staggered) that allows them to easily view other students’ answers. Avoid testing students in areas designed for large groups (e.g., the cafeteria, gymnasium, auditorium, media center). Make sure there are at least three feet between students. Also, make sure that each room is free of distractions and has comfortable seating, good lighting, and adequate ventilation.

In your walk-through of the school prior to testing, check for and remove all unauthorized visual aids posted in classrooms or affixed to student desks.


School Assessment Coordinator Responsibilities During Testing


During Testing

Distribute Test Materials

On each day of testing, you are responsible for providing each test administrator with the following test materials before testing begins, as applicable:

■ Test Books and Answer Books

■ Test Group Code


■ Approved Four-Function Calculators (Grade 8 Science)

Ensure that visual aids have been removed or covered in each testing room and that the appropriate signs are posted. Also ensure that test administrators have all other necessary materials, as appropriate, including a supply of No. 2 pencils, a Security Log, and a form to collect required administration information.

Supervise Test Administration and Maintain Test Security

Provide test administrators with additional materials during testing as necessary.

Monitor each testing room to ensure that test administration and test security policies and procedures are followed. Be available during testing to answer questions from test administrators. Make sure that seating charts and Security Logs are being completed properly and that all required administration information is being maintained in each testing room.

Test administrators are instructed to contact you if a student does not sign below the Testing Rules Acknowledgment. Determine the appropriate course of action for handling a student who does not affirm the Testing Rules Acknowledgment. Any student who refuses to affirm the Testing Rules Acknowledgment should still be tested, but a record of the student’s refusal should be retained at the school.

Supervise Make-Up Administrations

Follow all test security and administration policies and procedures while administering make-up tests. Please remind test administrators that after any administration, initial or make-up, materials must be returned to you immediately. Secure materials should never remain in classrooms or be taken from the school’s campus overnight.


School Assessment Coordinator Responsibilities After Testing


After Testing

Prepare Materials for Return

In order to ensure that student scores are reported on schedule, package all materials according to the instructions below. Mispackaged materials or materials not returned according to the established pickup schedule will delay reporting of student results.

Follow the steps below as you receive materials from test administrators:

1. Verify that all distributed secure materials have been returned. Notify the district assessment coordinator immediately if any secure materials are missing and complete the necessary investigation.

2. Check for and remove any stray periodic tables from grade 8 test documents. Stray sheets left in test documents interfere with the scanning process. Used periodic tables should be securely stored or returned in your District Assessment Coordinator ONLY box according to your district’s instructions.

3. Make copies of the records of required administration information collected by test administrators, as well as Security Logs and seating charts, and file the copies.

4. If a test has been invalidated for any of the reasons listed on pages 18–19, verify that the DNS bubble has been gridded and the document is placed with TO BE SCORED materials.

Verify that the DNS bubble has been gridded on any defective documents (see pages 19–20), and place the documents with NOT TO BE SCORED materials.

Verify that no DNS bubbles have been gridded by mistake. If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble, and place the document with TO BE SCORED materials.

5. Separate test materials as follows:

■ TO BE SCORED Documents (by grade level)

■ All NOT TO BE SCORED Materials

• Includes used and unused test books, unused non-preidentified and preidentified documents, NOT TO BE SCORED special documents, and defective documents with all DNS bubbles gridded

6. Ensure that materials are packaged in your District Assessment Coordinator ONLY box according to the instructions on page 73. Follow your district assessment coordinator’s instructions for including any other materials and for securely storing or returning this box.



Prepare Your School’s TO BE SCORED Documents for Return

Process your school’s TO BE SCORED documents as described in this section.

Documents for McKay Scholarship Program students enrolled in your public school will be processed by using your school number. TO BE SCORED materials for McKay Scholarship Program students enrolled in your school should be returned with your school’s TO BE SCORED materials. Scores for these students will be returned to your school.

Scores for Home Education Program and McKay Scholarship Program private school students will be returned to the district office for distribution, but results will not be aggregated with district or school data. Scores for FTC Scholarship students will be returned to the FDOE Office of Independent Education and Parental Choice (District 97) for distribution, and results will not be aggregated with your district or school data. Scores for virtual school program students will be reported either to the district or the instruction program site, depending on the program type. Only district virtual program students’ scores will be aggregated with district data.

Package Materials for Return

Prepare the following types of boxes for return to your district assessment coordinator (as appropriate):

■ Red-labeled boxes (TO BE SCORED Grades 5 and 8 Science materials)

■ White-labeled boxes (All NOT TO BE SCORED materials, including NOT TO BE SCORED special documents)

■ All TO BE SCORED special documents (See pages 70–72 for instructions on the packaging and return of large print, braille, and one-item-per-page materials.)

• Blue-labeled boxes (TO BE SCORED large print and one-item-per-page materials)

• Pink-labeled boxes (TO BE SCORED braille materials)

■ District Assessment Coordinator ONLY boxes

It is your responsibility to package all materials correctly. Mispackaged materials or materials not returned on your scheduled pickup date will delay reporting of student results.



TO BE SCORED Grades 5 and 8 Science Materials (Red Labels)1. Place Grades 5 and 8 Science TO BE SCORED materials in the boxes. Grades 5 and 8 materials may be

placed in the same box.

2. Place a red label in the square on the top of each box that reads “Apply return shipping label here.” Labels may be placed over any existing shipping labels (e.g., vendor or carrier labels). Do not copy labels. If you need additional labels, contact your district assessment coordinator.

Red TO BE SCORED Label

3. Use the space on the labels marked BOX __ OF __ to number the boxes 1 of n, 2 of n, etc., where n is the school’s total number of boxes with red labels.

4. Return the red-labeled boxes as directed by your district assessment coordinator.

TO BE SCORED Large Print/One-Item-Per-Page Materials (Blue Labels)1. Open each Special Document Return Envelope and verify that each envelope contains documents for one

student only. Materials for one student may be placed in more than one envelope. Make sure that student envelope(s) contain the following materials for each subject tested:

Return Large Print Test Materials Return One-Item-Per-Page Test Materials ■ Large Print Test and Answer Book

and

■ Regular Print Answer Book

■ One-Item-Per-Page Test and Answer Book

and


2. Ensure that the student’s first and last names, school name, and district name are written on the front cover of the large print or one-item-per-page test and answer book.

3. Verify that the grid sheet on the front of each regular print answer document has been completed correctly or that a preidentified student label has been affixed.

4. If the test is TO BE SCORED, verify that the DNS bubble has not been gridded. If the DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If the test is NOT TO BE SCORED, verify that the DNS bubble has been gridded. See Test Invalidation/Defective Document Policies and Procedures on pages 18–20 for information on test invalidation.

5. Ensure that student responses are entered in the correct document type. Large print student responses should be recorded in the large print test and answer book. One-item-per-page student responses should be transcribed into the regular print answer document. If student responses are not recorded properly, they will not be scored. See page 93 for additional information on large print student responses. See pages 101–102 for additional information on one-item-per-page student responses.

6. Verify that the Special Document Return Envelope(s) for each student is completed according to the instructions on the envelope. The space on the envelope marked STUDENT ENVELOPE ____ OF ____ should be used to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student. Seal the envelope(s).



7. Place the large print and one-item-per-page TO BE SCORED materials in the boxes in which they arrived. Do not return large print or one-item-per-page TO BE SCORED materials in the same boxes as other TO BE SCORED materials. Mispackaged materials will delay reporting of student results.

8. Place a blue label on the top of each box, according to the diagram below. Do not copy labels. If you need additional labels, contact your district assessment coordinator.

Blue TO BE SCORED Large Print/One-Item-Per-Page Label

9. Use the space on the labels marked BOX ___ OF ____ to number the boxes 1 of n, 2 of n, etc., where n is the school’s total number of boxes with blue labels.

10. Return the blue-labeled boxes containing large print and one-item-per-page TO BE SCORED materials as directed by your district assessment coordinator.

11. Place NOT TO BE SCORED large print and one-item-per-page materials (unused documents or defective documents with the DNS bubble gridded) with all other NOT TO BE SCORED materials in white-labeled boxes.

12. Place nonsecure large print and one-item-per-page materials in the District Assessment Coordinator ONLY boxes, or handle as directed by the district assessment coordinator.

TO BE SCORED Braille Materials (Pink Labels)1. Open each Special Document Return Envelope and verify that each envelope contains documents for one

student only. Materials for one student may be placed in more than one envelope. Make sure that each student envelope contains the following materials:

Return Braille Test Materials ■ Braille Answer Sheets containing student responses ■ Braille Test Books (Session 1 and Session 2) ■ Braille Testing Rules Acknowledgment Sheet

and ■ Regular Print Answer Book

2. Ensure that the student’s first and last names, district name, school name, and grade level are included on each braille answer sheet and on each Testing Rules Acknowledgment Sheet.

3. Verify that the grid sheet on the front of each regular print answer document has been completed correctly or has a preidentified student label affixed.



4. If the test is TO BE SCORED, verify that the DNS bubble on the grid sheet of the student’s regular print answer document has not been gridded. If the DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If the test is NOT TO BE SCORED, verify that the DNS bubble has been gridded. See Test Invalidation/Defective Document Policies and Procedures on pages 18–20 for information on test invalidation.

5. Ensure that student responses are entered in the correct document type (i.e., on braille answer sheets, or if recorded for the student, in a regular print answer document). If student responses are not recorded properly, they will not be scored. See page 97 for additional information on braille student responses.

6. Verify that the Special Document Return Envelope(s) for each student is completed according to the instructions on the envelope. The space on the envelope marked STUDENT ENVELOPE ____ OF ____ should be used to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student. Seal the envelope(s).

7. Place the braille TO BE SCORED materials in the boxes in which they arrived, according to the diagram below. Do not return braille TO BE SCORED materials in the same boxes as other TO BE SCORED materials. Mispackaged materials will delay reporting of student results.

8. Place a pink label on the top of each box. Do not copy labels. If you need additional labels, contact your district assessment coordinator.

Pink TO BE SCORED Braille Label

9. Use the space on the labels marked BOX ___ OF ____ to number the boxes 1 of n, 2 of n, etc., where n is the school’s total number of boxes with pink labels.

10. Return the pink-labeled boxes containing braille TO BE SCORED materials as directed by your district assessment coordinator.

11. Place NOT TO BE SCORED braille materials (unused documents or defective documents with the DNS bubble gridded) with all other NOT TO BE SCORED materials in white-labeled boxes.

12. Place nonsecure braille materials in the District Assessment Coordinator ONLY boxes, or handle as directed by the district assessment coordinator.



NOT TO BE SCORED Materials (White Labels)Note: Secure documents must be protected from loss, as described in the “Security Numbers” section on page 13, and should never be destroyed (e.g., shredded, thrown in the trash), except for soiled documents as described in the “Hazardous Materials” section on page 16.

1. Place all NOT TO BE SCORED documents (used and unused test books, unused non-preidentified and preidentified documents, and defective documents with all DNS bubbles gridded) in boxes. Include unused special document materials and any defective special documents with DNS bubbles gridded.

2. Place a white label in the square on the top of each box that reads “Apply return shipping label here.” Labels may be placed over any existing shipping labels (e.g., vendor or carrier labels). Do not copy labels. If you need additional labels, contact your district assessment coordinator.

White NOT TO BE SCORED Label

3. Use the space on the labels marked BOX __ OF __ to number the boxes 1 of n, 2 of n, etc., where n is the school’s total number of boxes with white labels.

4. Return the white-labeled boxes as directed by your district assessment coordinator.

District Assessment Coordinator ONLY Boxes

1. Place the following materials in the District Assessment Coordinator ONLY boxes (along with any other ancillary materials, such as used periodic tables, that your district assessment coordinator has asked you to return in the boxes):

■ Test administration manuals and unused labels

■ Original records of required administration information

■ Original Security Logs

■ Original seating charts

■ Original Test Materials Chain of Custody Forms

2. Seal the boxes.

3. Write District Assessment Coordinator ONLY on the side of each box.

4. If your district assessment coordinator asks you to hold these boxes for return at a later date, store them in a secure location. He or she may ask you to recycle or destroy these materials, except for the records of required administration information and Security Logs, after scores for this administration have been reported. If you have any questions about what to include in these boxes or your district’s guidelines for storing these boxes, contact your district assessment coordinator.



Other Materials

Store calculators as instructed by your district assessment coordinator. Follow your district assessment coordinator’s instructions for returning or securely storing used periodic tables, and for destroying, recycling, or returning unused periodic tables. Periodic tables must not be reused.


District Assessment Coordinator Responsibilities Before Testing

District Assessment Coordinator Responsibilities

Before Testing

Please use the District Assessment Coordinator Checklist in Appendix C before, during, and after testing. This checklist is also available at http://avocet.pearson.com/FL/Home > District Assessment Coordinator Checklist.

Receive Test Materials

Do not distribute materials to schools until one week prior to testing. If you find it necessary to distribute test materials to specific schools sooner than one week before testing, please contact the Bureau of K–12 Student Assessment with a list of schools for approval.

You can access copies of your packing lists in PearsonAccess Next. Review the packing lists to ensure that the correct grade-level materials have been sent for each participating school. After your shipment arrives, make sure that each school receives the range of boxes assigned. If any boxes are missing, send notification to Pearson at http://download.pearsonaccessnext.com/ref/w.html?p=FLORIDA. Instruct school assessment coordinators to inventory the contents of their boxes within 24 hours of receipt and report missing materials immediately.

District materials will be packaged in separate boxes labeled with the district’s name. District boxes are white for easy identification.

Special document materials will be delivered during the same window as other secure test materials, but they will be delivered as a separate shipment. Instruct school assessment coordinators to save the original boxes for returning TO BE SCORED special document materials.

The first school box in each school’s shipment is a white box with a red stripe.

SCHOOL BOXES

■ School Cover Memo

■ Packing List

■ School Assessment Coordinator Kit—clear plastic bag



■ PreID Rosters

■ PreID Labels





SPECIAL DOCUMENT SCHOOL BOXES, if applicable

■ Special Document Kits

• Blue Labels (TO BE SCORED large print/one-item-per-page materials) or Pink Labels (TO BE SCORED braille materials)


• Special Document Return Envelopes

• Special Document Test Materials

DISTRICT BOXES

■ District Cover Memo

■ Shipment Detail

■ Packing Lists (district overage and copies of all school packing lists)

■ District Assessment Coordinator Kit—clear plastic bag

• Materials Return List



• Blue Labels (TO BE SCORED large print/one-item-per-page materials)

• Pink Labels (TO BE SCORED braille materials)

• Special Document Return Envelopes

• Braille Scripts and complete set of Braille Notes, if applicable

■ Periodic Tables (district overage)



Communicate to school assessment coordinators the process for collecting the required administration information, which includes the following:

■ Students assigned to each testing room—provide Student Names and FLEIDs

■ Attendance information

■ Accommodations provided to students (codes provided on page 22)


■ Test group code

■ Unique security numbers of secure documents assigned to each student

■ Grade level


■ Dates and times when secure materials are received and returned

Advise school assessment coordinators that they are responsible for tracking the security numbers of documents as they are distributed and returned. Security number locations are shown on page 14.



It is your responsibility to decide how schools will collect the required administration information and track security numbers. You may:

■ Instruct school assessment coordinators to use the pre-populated Administration Record/Security Checklist available at fl.pearsonaccessnext.com. (Under Reports, select Operational Reports. Check the box next to “Orders & Shipment Tracking” and then select the Security Checklist.)

■ Instruct school assessment coordinators to copy and use the blank Administration Record/ Security Checklist located in Appendix C and at http://avocet.pearson.com/FL/Home > Administration Record/Security Checklist.

■ Determine your own method or allow school assessment coordinators to determine their own methods.

You should also maintain a record of security numbers from the secure overage materials you distribute to each school. After the returned materials are inventoried, you may receive a list of any missing secure materials and may need to refer to these records.

Test Group Codes

Test group codes are used as a security measure to identify groups of students tested together. You may either create and distribute test group codes to all your school assessment coordinators or instruct them to create their own unique four-digit codes for each testing room. Instruct school assessment coordinators to provide each test administrator one unique four-digit test group code to use in his or her testing room for both test sessions. Each testing room must use a different test group code. If any students are absent during a test session, a different unique test group code must be provided for each make-up session. Please ensure that school assessment coordinators understand this policy.

Seating Charts

Test administrators are required to maintain an accurate seating chart for each group of students in their rooms during testing. If students using extra time are moved to a new location to complete the test, a new seating chart must be created for this location. After testing, school assessment coordinators must make copies of all seating charts, file the copies, and return the original charts in your District Assessment Coordinator ONLY boxes.

Preparation and Training

You are responsible for training school assessment coordinators, and school assessment coordinators are responsible for training test administrators and proctors. School personnel and volunteers approved by the district may serve as proctors, according to the instructions on page 12. Stress the importance of training both non-school-based instructors (e.g., itinerant teachers) and personnel who may serve as alternate administrators in the event of test-day emergencies. Test security requires the use of trained administrators to minimize test irregularities and possible test invalidations.

Emphasize return instructions. Make it clear that it is the responsibility of the school assessment coordinator to package materials correctly. Remind school assessment coordinators that it is imperative that school and district numbers are accurate. Mispackaged materials will delay reporting of student results. Communicate to school assessment coordinators how you want boxes returned to you (sealed or unsealed).

fl.pearsonaccessnext.com



Review the following procedures when training school assessment coordinators who will oversee administrations of Grades 5 and 8 Statewide Science Assessment tests:

■ Completing the 2017–2018 Test Administration and Security Agreement and the 2017–2018 Test Administrator Prohibited Activities Agreement in Appendix C (These security agreements are filed at the school.)

■ Completing the Test Materials Chain of Custody Form in Appendix C

■ Ensuring that all test administration and test security policies and procedures outlined in this manual are followed

■ Recording the required administration information

■ Assigning test group codes for each testing room

■ Completing seating charts and Security Logs with the required information (Completed seating charts and Security Logs are copied and filed at the school and district levels.)

■ Distributing calculators (for Grade 8 Science only)

■ Distributing test materials to test administrators (Materials should be distributed to test administrators immediately prior to the beginning of a test session and should not be distributed ahead of time.)

■ Packaging and returning NOT TO BE SCORED and TO BE SCORED materials

■ Packaging secure and nonsecure ancillary materials in the District Assessment Coordinator ONLY boxes (see page 73)

Arrange to Test Special Program Students

Arrangements must be made to test eligible special program students (e.g., district virtual instruction, Home Education, McKay Scholarship, FTC Scholarship) residing in your district. Please see Students to Be Tested on pages 1–3 for information regarding students to be tested and the protocol for each program.

Ensure Implementation of Accommodations

Appendix A provides information regarding allowable accommodations for students with disabilities and for ELLs. School assessment coordinators may require assistance in providing additional proctors and/or test locations, depending on the accommodations implemented. Arrange for these accommodations prior to the administration dates. To avoid potential test invalidations, ensure that accommodations are provided as indicated on student IEPs and Section 504 Plans.

Ensure that school assessment coordinators train test administrators to follow the correct procedures for administering tests to students using special documents. Student responses must be recorded properly in all special documents before they are submitted for scoring. If special document materials are not returned as instructed, student tests may be invalidated or responses may not be scored.

Schools are responsible for maintaining documentation of accommodations provided to students and accommodations used by students.


District Assessment Coordinator Responsibilities During Testing


During Testing

Monitor Test Administration and Maintain Test Security

Be available during testing to answer questions from school assessment coordinators and to supply additional materials as needed. Monitor each school to ensure that test administration and test security policies and procedures are followed.

Communicate with FDOE

Contact the Bureau of K–12 Student Assessment at 850-245-0513 if security breaches occur or if you need guidance when test invalidation is being considered.

You are also required to report test incidents and irregularities to the Bureau of K–12 Student Assessment using an online form. FDOE will distribute a link and instructions to districts prior to each test administration.


District Assessment Coordinator Responsibilities After Testing


After TestingAfter testing, verify that school assessment coordinators have completed the following tasks:

■ Filed the signed copies of the 2017–2018 Test Administration and Security Agreement and 2017–2018 Test Administrator Prohibited Activities Agreement

■ Filed copies of the seating charts, Security Logs, required administration information, and Test Materials Chain of Custody Forms, and returned the originals in the District Assessment Coordinator ONLY boxes

■ Packaged, stored, and returned all materials according to your instructions and the instructions in this manual

Prepare Boxes for Return

You will receive the following types of boxes from school assessment coordinators, as applicable:

■ Red-labeled boxes (TO BE SCORED Grades 5 and 8 Science materials)

■ White-labeled boxes (All NOT TO BE SCORED materials)

■ Blue-labeled boxes (TO BE SCORED large print/one-item-per-page materials)

■ Pink-labeled boxes (TO BE SCORED braille materials)

■ District Assessment Coordinator ONLY boxes (required forms and ancillary materials)

See School Assessment Coordinator Responsibilities After Testing for the contents of each box.

Complete the following steps as school assessment coordinators return boxes to you:

1. Verify that school assessment coordinators have numbered the boxes correctly. If any errors are found, you may use additional labels from your overage materials. Do not copy labels.

2. In separate boxes, return all unused secure district overage materials, which include Science materials that are still in unopened, shrink-wrapped packages and any unused materials from open packages. Use the white preprinted district return labels for these boxes. Labels may be placed over any existing shipping labels (e.g., vendor or carrier labels). Do not copy labels.

3. Make sufficient copies of the Materials Return List (sample on the next page) to record information for all schools in your district. Each form will accommodate multiple schools. Complete the Materials Return List according to the directions on the form.

4. Keep all secure materials in locked storage until they are picked up.



Sample of Materials Return List

District Number/Name: Page of

MATERIALS RETURN LISTSpring/Summer 2018 ASSESSMENTS

Instructions: Complete this form when preparing boxes for return to Pearson. Enter the school number, school name, the number of boxes per label color for each school, and, if applicable, the number of the pallet on which these boxes are placed. You may copy this form to enter information for additional schools.

Fax Materials Return Lists to Pearson at 319-358-4270 or upload to the Support Requests area of PearsonAccess Next on the day of pickup. File the originals for your records. If you have questions or concerns, please call Pearson Customer Support at 877-847-3043.

Grades 5 and 8 Statewide Biology 1, Civics, and U.S. History FCAT 2.0 Reading Retake Science Assessments EOC Assessments (red, blue, pink, or white labels) (red, blue, pink, or white labels) (brown, blue, pink, or white labels)

SCHOOL NUMBER

SCHOOL NAME

# of RED-Labeled Boxes

# of BROWN-Labeled Boxes

# of BLUE-Labeled Boxes

# of PINK-Labeled Boxes

# of WHITE- Labeled

Boxes EOC

# of WHITE- Labeled Boxes

RETAKE

PALLET NUMBER

COMMENTS

Return Materials to Contractor

All TO BE SCORED and NOT TO BE SCORED materials must be returned by the established district pickup dates. Please contact FDOE if you have concerns about your scheduled dates.

Return TO BE SCORED special documents (blue- and pink-labeled boxes) on the same date as all other TO BE SCORED materials (red-labeled boxes). Do not box TO BE SCORED special document materials with regular print TO BE SCORED materials.

The shipping courier will contact you prior to your scheduled pickup dates to confirm the pickup location and approximate box count. If you have not been contacted at least one week prior to your scheduled pickup dates, please notify Pearson Customer Support at 877-847-3043.

Delivery drivers will present a bill of lading to the district assessment coordinator upon arrival for pickup of test materials.

Designate a person to be available at the pickup site on the scheduled dates. The shipping company will pick up materials at any time on those dates.

As soon as each shipment is picked up, fax the completed Materials Return Lists to Pearson at 319-358-4270 or upload to the Support Requests area of PearsonAccess Next on the day of pickup.

District Assessment Coordinator ONLY Boxes

1. If you instructed schools to return these boxes to you, open the boxes when you receive them, review the records of required administration information, and make sure that you have notified FDOE if any secure materials are missing by using the Missing Materials form found at http://avocet.pearson.com/FL/Home . Missing Materials. Complete the necessary investigation and file the records.



2. Verify that the Security Logs, Test Materials Chain of Custody Forms, and seating charts were completed and file them.

3. Do not recycle or destroy any ancillary materials, such as seating charts, used periodic tables, etc., until scores for this administration have been reported.

4. If District Assessment Coordinator ONLY boxes will be securely stored at schools, ensure that school assessment coordinators understand your policies for storing these materials.

Other Materials

Discuss with school assessment coordinators your procedures for storing calculators. Provide instructions regarding the storage and return of used and unused periodic tables.

■ Used periodic tables may be securely stored at the school or returned to you in the District Assessment Coordinator ONLY box. Used periodic tables should be stored until scores for this administration have been reported.

■ Unused periodic tables may be recycled or destroyed at the school or returned to you in the District Assessment Coordinator ONLY box. Unused periodic tables may not be used for future test administrations.


Appendix A: Accommodations




OverviewThis appendix includes information about accommodations to the testing procedures that are allowable when administering the Statewide Science Assessment. The accommodations described in this appendix are organized into sections by category (see table below).

Accommodations for Students with Disabilities Page(s)

Test Accommodations for Students with Disabilities (General Information) 84–85

Accommodations for Students with Disabilities 85–88

Unique Accommodations 88

Accommodations for English Language Learners

Accommodations for English Language Learners (ELLs) 88–89

Special Documents (Large Print, Braille, One-Item-Per-Page) Instructions

Large Print Test Administrator Responsibilities Before and During Testing 91–93

Large Print Test Administrator Responsibilities After Testing 94

Braille Test Administrator Responsibilities Before and During Testing 95–97

Braille Test Administrator Responsibilities After Testing 98

One-Item-Per-Page Test Administrator Responsibilities Before and During Testing 99–102

One-Item-Per-Page Test Administrator Responsibilities After Testing 103

Test Accommodations for Students with Disabilities (General Information)

As specified in this appendix, accommodations may be provided to students with disabilities enrolled in public schools with current IEPs or Section 504 Plans. Care must be taken to provide a student with only the accommodations permitted for that student. In addition, students with disabilities must be provided the opportunity to participate in practice activities for the statewide assessments with appropriate allowable accommodations.

Determination of appropriate accommodations in assessment situations for students with disabilities shall be based on the individual needs of each student. Decisions on accommodations shall be made by the IEP or Section 504 Plan team and recorded on the IEP or Section 504 Plan. Students with disabilities should be oriented to any test situation through test-taking instruction designed to familiarize them with testing format and procedures. This orientation should take place near the time of testing. Guidelines recommended for making accommodation decisions include the following:

1. Accommodations should facilitate an accurate demonstration of what the student knows or can do.

2. Accommodations should not provide the student with an unfair advantage or interfere with the validity of a test; accommodations must not change the underlying skills that are being measured by the test.

3. Accommodations must be the same or nearly the same as those needed and used by the student in completing classroom instruction and assessment activities.

4. Accommodations must be necessary for enabling the student to demonstrate knowledge, ability, skill, or mastery.



Students with disabilities who are not currently enrolled in public schools or receiving services through public school programs and require accommodations in order to participate in a test administration may have access to accommodations if the following information is provided:

■ Evidence that the student has been found eligible as a student with a disability as defined by s. 1003.01(3)(a), F.S., or Rule 6A-19.001(6), FAC, and

■ Documentation that the requested accommodations are regularly used for instruction.

For further information, contact the Bureau of Exceptional Education and Student Services at 850-245-0475 or visit the following website: www.fldoe.org/academics/exceptional-student-edu/index.stml.

Accommodations for Students with Disabilities

Accommodations must be provided as indicated on student IEPs or Section 504 Plans. Listed below and on the following pages are allowable accommodations for the Spring 2018 Statewide Science Assessment. Not all allowable accommodations are listed.

A. Flexible Presentation ■ Oral presentation may be provided for all directions and for items/answer choices in Science tests.

Passages in Science tests may be read aloud. The test administrator may read test directions and may read aloud science items and answer choices. Items and answer choices that are read aloud may not be reworded, summarized, or simplified. When reading answer choices, the test administrator must be very careful not to use inflection that might lead a student to the correct/incorrect responses.

■ Signed presentation may be provided for all directions and for items/answer choices in Science tests. Passages in Science tests may be signed. Directions, items, and answer choices that are signed may be signed using the same method of sign language that the student regularly uses in the classroom. When signing, the test administrator or proctor must be careful not to use signs that might lead the student to the correct response. In such cases, fingerspelling may be used as an alternative.

■ For oral or signed presentation, the test administrator may sign or read aloud to the student in the manner that is regularly used in the classroom. Examples of allowable oral/signed presentation include but are not limited to reading/signing items to a group of students, reading/signing every item to a student individually, reading/signing items only when a student requests.

■ For oral or signed presentation, directions, items, and answer choices may be read aloud or signed as many times as a student requests.

■ A large print paper version of the test may be requested for a student. The minimum font size for large print test materials is 18 points. Student eligibility information for large print test materials must be submitted to FDOE.

■ A contracted or uncontracted braille version may be requested for a student who uses braille materials. Grade 8 Science is available in both English Braille American Edition (EBAE) and Unified English Braille (UEB) while Grade 5 Science is only available in UEB. Student eligibility information for braille materials must be submitted to FDOE. In braille versions, test items may be altered in format or deleted as authorized by FDOE.

■ A one-item-per-page version may be requested for a student who requires one test item on a page, fewer test items on a page, increased space between test items, or true black-and-white print. Student eligibility information for one-item-per-page test materials must be submitted to FDOE.

■ Test directions may be repeated, clarified, or summarized as many times as a student requests.

■ A student may be provided with a copy of directions from the administration script that is read by the test administrator.

■ A student may be allowed to demonstrate that he or she understands the directions (e.g., repeating or paraphrasing).



■ A student may read aloud directions, passages, items, and answer choices to himself/herself. This would require use of a device such as a WhisperPhone® or would require that the student be tested in a separate setting so that other students are not disturbed.

■ Verbal encouragement (e.g., “keep working,” “make sure to answer every question”) may be used; however, it may not be used to assist a student in producing or correcting responses.

■ Students may use magnification devices (e.g., CCTV/video magnifiers, reading loupes, handheld magnifiers). Devices must be used without accessing image-upload features (e.g., devices with a memory card must have the memory card removed during testing).

■ A student may use a straightedge to maintain or enhance visual attention to test items.

■ Portions of a test may be masked to direct attention to uncovered item(s).

■ Colored transparencies/overlays may be used.

■ Test documents may be secured to a work area. If adhesives are used to secure scannable documents, responses must be transcribed into replacement documents.

■ Positioning tools, such as a reading stand, may be used.

■ A student may use a highlighter to highlight key words or phrases in directions, passages, items, and answer choices. If a highlighter is used on a scannable document, and the ink is visible on a response area (e.g., writing response, answer bubble), responses must be transcribed into a replacement document.

B. Flexible Responding ■ A student may use varied methods to respond to a test, including written, typed, signed, and verbal

responses. A test administrator or proctor may record or transcribe student responses to the format required by the test. Recorded or transcribed responses must accurately reflect the response of the student, without addition or enhancement by the test administrator or proctor. Copies must be erased or destroyed after the responses have been transcribed.

■ A student may use speech-to-text technology to record responses.

■ A student may provide responses using a mouse, keyboard, or assistive technology that uses either device.

■ A student may use a computer or other device to provide responses.

■ A student may use a computer switch or pointing device to provide responses.

■ A student may use a communication device to provide responses.

■ A test administrator or proctor may check periodically to be sure that a student is marking in the correct spaces.

■ A student may enter answers directly in a test book (would require that responses are then transcribed into an answer document by school/district personnel, if applicable).

■ A student may use special paper such as raised-line, shaded-line, or color-coded. Responses must be transcribed from the special paper to the format required by the test.

■ A student may use blank mathematics grids/guides to organize mathematical computation. Multiplication charts/tables may not be used.

C. Flexible Scheduling ■ A student may be administered a test session during several brief sessions within one school day,

allowing frequent breaks. Between sessions and during breaks (e.g., restroom breaks, lunch breaks), students must be closely monitored to ensure that they do not share information about the test.

■ A student may use a specific time of day for test sessions.

■ A student may be provided extended time to complete a test session. Extended time must be provided in accordance with the student’s IEP or Section 504 Plan. Extended time is not unlimited time; it should align with the accommodation used regularly in the student’s classroom instruction and assessments. The student is not required to use all of the extended time that is allowed and may end the test session prior to the expiration of the extended time.



■ A student must complete testing in one session before continuing to the next session. At no time is it appropriate to instruct a student to move on to a new session before completing the current session or test.

■ Each Statewide Science Assessment test session must be completed within one school day.

■ For students who have a flexible scheduling accommodation that allows them to test over more than one day per session, the following conditions must be maintained to ensure the validity of the test administration across days:

• The student may not be permitted to change his or her responses to items that were completed on a previous day.

• The test administrator must closely supervise the administration of the test on an individual basis to ensure that answers from the previous day are not changed and that the student does not preview parts of the test to be answered the following day.

• The test administrator must use a paper clip or binder clip to secure the answer documents and prevent the student from reviewing his or her answers from the previous day. Clips must be removed after testing. Staples or tape should not be used on books containing student answers.

D. Flexible Setting ■ A student may be administered a test in a familiar place with a test proctor present, and/or a familiar

person who has been appropriately trained may administer the test. Procedures for test security must also be followed and precautions taken in order to ensure that the test remains secure.

■ A student may be administered a test individually or in a small group setting. A small group should be of a size comparable to the normal instruction group size indicated on the student’s IEP or Section 504 Plan.

■ If a student requires use of an accommodation that may disturb other students or is not allowed for other students in the room (e.g., read aloud), the student should be tested in a separate setting.

■ A student may use special lighting.

■ A student may use adaptive or special furniture.

■ Special acoustics, such as FM systems, may be used to enhance sound, or special rooms may be used to decrease auditory distractions.

■ The opportunity for movement may be increased or decreased.

■ Stimuli may be reduced (e.g., by limiting the number of items on the student’s desk).

■ White noise/sound machines or music that is approved by district/school personnel may be used to reduce auditory distractions. During testing, machines and music players must be controlled by the test administrator or proctor.

E. Assistive Devices and Tools ■ Approved four-function calculators are allowed for students taking the Grade 8 Science test only.

Calculators may not be used, even as an accommodation, by students taking the Grade 5 Science test.

■ Visual magnification and auditory amplification devices may be used.

■ Other assistive technology typically used by the student in classroom instruction may be used, provided that the purpose of the test is not violated. Implementation of assistive devices must ensure that test responses are the independent work of the student.

■ Students who use sign language as their primary means of communication may use an English/sign or sign/English translation dictionary. The dictionary must be similar to one used in an instructional setting and may not contain definitions of words. The dictionary may contain the sign picture, the word, synonyms, and an index. Electronic sign language dictionaries that meet the same requirements and are standalone devices without accessing the Internet may be used.

■ For students with visual impairments, an abacus and products such as the Graphic Aid for Mathematics, Math Window®, and the geoboard may be used. These devices are approved substitutes for paper and pencil computation.

■ Devices designed to check grammar or spelling must not be used.



■ Manipulative materials, including, but not limited to, counters, base-10 blocks, clock faces, or geometric shapes may not be used except when approved by FDOE for use with braille test materials. Real coins may be used to represent coins depicted in test items. Coins may not be used as counting devices.

Unique Accommodations

In accordance with Rule 6A-1.0943, FAC, school districts may request unique accommodations for individual students with disabilities. Unique accommodations are specialized accommodations that require alterations to existing test materials, presentation, or administration guidelines. Requests may be submitted for such accommodations that are outside of the scope of currently available test materials and/or established test administration procedures. Special document materials (large print, braille, one-item-per-page) are not unique accommodations and may be provided to eligible students.

Written requests for unique accommodations must be submitted using the Unique Accommodations Requests. In order to be approved for use during testing, a unique accommodation must be documented on an IEP or Section 504 Plan, must be used regularly by the student in the classroom, and must not negate the validity of the assessment. Requests should be reviewed and approved by district personnel before submission to FDOE. Each unique accommodation must be approved by the Commissioner of Education or a designee prior to its use.

Accommodations for English Language Learners (ELLs)

Districts are required to offer accommodations to students identified as ELLs. The following are allowable accommodations for ELLs participating in the Spring 2018 Statewide Science Assessment.

A. Flexible Setting ■ ELLs may be offered the opportunity to be tested in a separate room with the English for Speakers of

Other Languages (ESOL) or heritage language teacher serving as test administrator. Parents/guardians must be informed of this option for students not of legal age and shall be given the opportunity to select the preferred method of test administration.

B. Flexible Scheduling ■ ELLs may take a test during several brief periods within one school day; however, each test session of

the Statewide Science Assessment must be completed within one school day.

■ ELLs may be provided additional time to complete a test session; however, each test session of the Statewide Science Assessment must be completed within one school day.

C. Assistance in Heritage Language ■ ELLs may be provided limited assistance by an ESOL or heritage language teacher using the student’s

heritage language for all directions, prompts, passages, items, and answer choices in Science tests. This should not be interpreted as permission to provide oral presentation of test items and answer choices in English or in the student’s heritage language.

■ The ESOL or heritage language teacher or other trained individual familiar with the student may answer questions about the general test directions in the student’s heritage language. If the test is administered to a group of students, the teacher may answer questions about directions for the benefit of the group. Questions of clarification from individual students must be answered on an individual basis without disturbing other students.



■ The ESOL or heritage language teacher or other trained individual familiar with the student may answer specific questions about a word or phrase in a prompt, item, or answer choice that is confusing the student because of limited English proficiency but is prohibited from giving assistance that will help the student produce, correct, or edit responses.

D. Approved Dictionary and Glossary ■ ELLs should have access to an English-to-heritage language and/or heritage language-to-English

translation dictionary, or glossary or both, such as those made available to ELLs in an instructional setting. Glossaries containing content specific word-to-word translations in heritage language can also be provided. The dictionary or glossary must provide word-to-word translations only and may not contain definitions or other information. A dictionary or glossary written exclusively in the heritage language or in English shall not be provided. Electronic translation dictionaries or glossaries that meet the same requirements without accessing the Internet may be used.



Special Documents Instructions

These instructions serve as a guideline for administering Statewide Science Assessments tests to students who use large print, braille, or one-item-per-page materials. These instructions should be used with the General Information sections; the Test Administrator, School Assessment Coordinator, and District Assessment Coordinator Responsibilities sections; and the additional information on general test administration procedures and accommodations in this appendix.

The pre-populated Administration Record/Security Checklist (available in PearsonAccess Next) lists each school’s secure materials, including large print, braille, and one-item-per-page materials. Written documentation of the security numbers must be maintained at all times when secure materials are distributed and returned. Please remember to use a separate Special Document Return Envelope for each student when packaging materials for return.



Large Print Test Administrator

Responsibilities Before and During Testing

Assemble Large Print Materials

Your school assessment coordinator will provide the materials needed to administer the Spring 2018 Statewide Science Assessment tests to students using large print materials. Paper-based large print test materials are available to eligible students who have the accommodation documented on an IEP or Section 504 Plan.

Read the following chart to ensure that you have all appropriate materials. If you are missing any materials or have questions about their use, contact your school assessment coordinator. See the Test Administrator Responsibilities Before Testing and the Test Administrator Responsibilities During Testing sections on pages 21–28 for additional information.

Students using large print materials record their responses directly in the large print test and answer book. Regular print versions of the test materials are included in the large print test materials kits. School/district personnel are responsible for preparing the grid sheet of the student’s regular print answer document so that the student’s responses can be transcribed into the regular print document by the contractor. School/district personnel should not transcribe student responses from the large print test and answer books into the regular print answer documents, except when indicated for an accommodation.

Large Print Test Materials

Grade 5 Grade 8Test Administrator

■ Required Administration Information ■ Regular Print Grade 5 Science Test Book and

Answer Book ■ Special Document Return Envelope

Test Administrator


Answer Book ■ Special Document Return Envelope ■ Approved Regular Four-Function Calculator

Student Science Test Materials

■ Large Print Grade 5 Science Test and Answer Book


■ Large Print Grade 8 Science Test and Answer Book

■ Large Print Periodic Table of the Elements ■ Approved Large Key/Large Display or Talking

Four-Function Calculator



Test Administration ManualYou are also responsible for reading the following sections of this manual prior to testing: General Information, Test Administrator Responsibilities, the appropriate appendices, and the appropriate scripts.

Large Print ScriptsWhen administering the Spring 2018 Statewide Science Assessment to students using large print materials, use the scripts provided in this manual along with the modifications specified below. It is important that you review the scripts and modifications before testing begins.

As you read the scripts, ensure that students understand how to properly indicate answers for multiple-choice items. Students are required to circle answers for multiple-choice items.

For both Grade Levels

■ Omit instructions to grid the test book form number. The box labeled TEST BOOK FORM NUMBER has been removed from the grid sheet of applicable large print test documents.

■ Replace references to the “test book” or the “answer book” with the “test and answer book.”

■ Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the large print test and answer book and to circle answers instead of filling in bubbles for the answers they choose.

Grade 5 Science

■ No other modifications are necessary.

Grade 8 Science

■ Distribute the separate large print Periodic Table of the Elements and instruct students to refer to it at any time during the Science test.

Prepare Student Large Print Documents

To ensure that each student’s test documents are processed correctly, verify that the student name, school name, and district name are written on the front cover in the box in the upper left corner of the large print test and answer book.

The grid sheet on the front cover of the student’s regular print answer document must also be completed in one of the following ways:

■ If the student has a preidentified label, verify the accuracy of the information on the label and carefully place it in the lower left corner of the grid sheet in the box that reads PLACE STUDENT LABEL HERE.

■ If the student does not have a label, grid the student information with a No. 2 pencil.

Examine each student’s large print test and answer book and each student’s regular print answer document to ensure that they have been completed correctly. For information about completing the student grid sheet, see pages 5–7. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on pages 59–60.

Distribute Large Print Materials

Refer to the chart on page 91 and to the Test Administrator Responsibilities Before Testing section on pages 21–25 to ensure that you have all necessary materials.



CalculatorsProvide each student using large print materials the appropriate calculator for use on the Grade 8 Science test. Calculators may not be used by students taking the Grade 5 Science test. Ensure that a supply of approved regular, large key/large display, and talking four-function calculators is available prior to the administration date and that each student has sufficient time to practice using the calculator(s).

Some talking four-function calculators do not have a key for finding the square root of a number. Prior to testing, inform each student using a talking calculator that he or she may request the use of an approved regular four-function calculator to find the square root of a number if his or her talking calculator does not have a square root key. In this case, the student must tell you what keys to press to find the square root of a number, and then you may read the display to the student.

Similarly, some talking four-function calculators may not have a change sign key (+/–), which is used to perform operations involving negative numbers. Before testing begins, notify each student using a talking calculator that he or she may request the use of an approved regular four-function calculator to perform operations involving negative numbers if his or her talking calculator does not have a change sign key. Keep in mind that you may only perform actions involving negative numbers and then read the display to the student.

In both instances, you may only perform actions requested by the student.

Periodic Tables of the ElementsLarge print periodic tables are included as standalone pages in each Grade 8 Science large print test materials kit.

Large Print Student Responses

Students who use large print materials will record their responses directly in the large print test and answer books. Students are required to circle answers for multiple-choice items. The contractor will transcribe the student’s responses from the large print test and answer book into the regular print answer document included in the student’s return envelope. School/district personnel are responsible for preparing the grid sheet of the student’s regular print answer document before placing it in the student’s Special Document Return Envelope.

Flexible responding accommodations should be provided as necessary to eligible students using large print materials to ensure that student responses are indicated correctly. For students who cannot grid bubbles, you should record or transcribe the student’s responses into the regular print answer document provided for the student. If a student using large print materials provides verbal or signed responses, you will record the student’s responses in the student’s regular print answer document. Student responses are recorded or transcribed into regular print answer documents for provision of these accommodations only. In these cases, include the student’s large print test materials and the regular print answer document containing his or her responses in the student’s Special Document Return Envelope(s).

If a student is using multiple learning media (e.g., a student uses braille materials and records his or her responses in a large print test and answer book), make sure that all of the student’s responses are in one answer document type. Place TO BE SCORED test materials containing the student’s responses in the student’s Special Document Return Envelope(s) according to the return instructions for that document type.

See page 86 in this appendix for additional information on flexible responding accommodations.



Large Print Test Administrator

Responsibilities After Testing

Return Large Print Materials

Complete the following steps as soon as testing has been completed:

1. Verify that you have collected all required administration information (see pages 21–22). Copy and file this information. Notify your school assessment coordinator immediately if any secure test materials are missing.

2. Verify that your Security Log has been completed correctly. Copy and file this log.

3. Remove stray large print periodic tables from the test materials.

4. Ensure that the student’s first and last names, school name, and district name are written in the box in the upper left corner of the student’s large print test and answer book.


6. If a test is TO BE SCORED, verify that the DNS bubble has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If a test is NOT TO BE SCORED, verify that the DNS bubble has been gridded.

7. Ensure that student responses are indicated clearly (i.e., bubbles are gridded for multiple-choice items). If student responses are not recorded properly, they will not be scored.

8. Place each student’s test materials in the Special Document Return Envelope according to the chart below. Do not place materials for more than one student in the same envelope. Do not seal the envelope(s).

Return Large Print Test Materials ■ Large Print Test and Answer Book

and


9. Complete the Special Document Return Envelope for each student according to the instructions on the envelope. Use the space on the envelope marked STUDENT ENVELOPE ____ OF ____ to number each student’s envelope 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.

10. Return the completed Special Document Return Envelopes and all other materials (e.g., periodic tables, calculators) to your school assessment coordinator.



Braille Test Administrator


Assemble Braille Materials

Your school assessment coordinator will provide the materials needed to administer the Spring 2018 Statewide Science Assessment tests to students using braille materials. Braille test materials are available to eligible students who have the accommodation documented on an IEP or Section 504 Plan. The braille tests for all Statewide Science Assessment tests include separate volumes for Session 1 and Session 2.


Students using braille materials record their responses on braille paper. Regular print versions of the test materials are included in the braille test materials kits. Braille notes provide a detailed list of the differences between the braille version and the regular print version of the test documents. School/district personnel are responsible for preparing the grid sheet of the student’s regular print answer document so that the student’s responses can be transcribed into the regular print document by the contractor.

Braille Test Materials


■ Required Administration Information ■ Braille Script ■ Braille Notes (clipped to the inside front cover of

each braille test book) ■ Regular Print Grade 5 Science Test Book and


Test Administrator

■ Required Administration Information ■ Braille Script ■ Braille Notes (clipped to the inside front cover of

each braille test book) ■ Regular Print Grade 8 Science Test Book and



■ Braille Grade 5 Science Test Book – Session 1 ■ Braille Grade 5 Science Test Book – Session 2 ■ Braille Testing Rules Acknowledgment Sheet ■ Braille Paper (for student responses)


■ Braille Grade 8 Science Test Book – Session 1 ■ Braille Grade 8 Science Test Book – Session 2 ■ Braille Testing Rules Acknowledgment Sheet ■ Braille Periodic Table of the Elements ■ Braille Paper (for student responses) ■ Approved Talking Four-Function Calculator



Test Administration ManualYou are also responsible for reading the following sections of this manual prior to testing: General Information, Test Administrator Responsibilities, and the appropriate appendices.

Braille Scripts and NotesWhen administering the Spring 2018 Statewide Science Assessment to students using braille materials, use the braille scripts provided with the braille test materials. Braille scripts are also available on Avocet. It is important that you review the braille scripts before testing begins.

Braille notes are included with the braille test materials and provide a page-by-page, detailed list of the differences between the braille version and the regular print version of the test documents. It is very important that you read the braille notes carefully before administering the test and that you use them, as appropriate, during the test administration.

Prepare Student Braille Documents

To ensure that each student’s test documents are processed correctly, verify that the student’s first and last names, district name, and school name are written on the front cover of his or her braille test books (Session 1 and Session 2). Verify that the student’s first and last names, district name, school name, grade level, and the tested subject are written on each braille answer sheet and on the Testing Rules Acknowledgment Sheet.

The grid sheet on the front cover of the student’s regular print answer document must also be completed in one of the following ways:



Examine each student’s braille test materials and each student’s regular print answer document to ensure that they have been completed correctly. For information about completing the student grid sheet, see pages 5–7. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on pages 59–60.

Distribute Braille Materials

Refer to the chart on page 95 and to Test Administrator Responsibilities Before Testing on pages 21–25 to ensure that you have all necessary materials.

CalculatorsProvide each student using braille materials the appropriate calculator for use on the Grade 8 Science test. Calculators may not be used by students taking the Grade 5 Science test. Ensure that a supply of approved regular, large key/large display, and talking four-function calculators is available prior to the administration date and that each student has sufficient time to practice using the calculator(s).

Some talking four-function calculators provided by FDOE do not have a key for finding the square root of a number. Prior to testing, inform each student using a talking calculator that he or she can request the use of an approved regular four-function calculator to find the square root of a number if his or her talking calculator does not have a square root key. In this case, the student must tell you what keys to press to find the square root of a number, and then you may read the display to the student.





Periodic Tables of the ElementsThe periodic table is included as a separate volume in each Grade 8 Science braille test materials kit.

Testing Rules Acknowledgment SheetsA separate braille Testing Rules Acknowledgment Sheet is clipped to the inside front cover of the Session 1 braille test books. Students must read and indicate that they understand the Testing Rules Acknowledgment by brailling their initials or signing their names on the braille Testing Rules Acknowledgment Sheet before participating in each test administration.

Braille Student Responses

Students who use braille materials will record their responses on braille paper. The contractor will transcribe the student’s responses from the braille paper into the regular print answer document included in the student’s return envelope. School/district personnel are responsible for preparing the grid sheet of the student’s regular print answer document before placing it in the student’s Special Document Return Envelope.

If a student using braille materials provides verbal or signed responses, you will record the student’s responses in the regular print answer document provided for the student. Include the student’s braille test materials and the regular print answer document containing his or her responses in the student’s Special Document Return Envelope(s).

If a student is using multiple learning media (e.g., a student uses braille materials and records his or her responses in a large print answer document), make sure that all of the student’s responses are in one answer document type. Place TO BE SCORED test materials containing the student’s responses in the student’s Special Document Return Envelope(s) according to the return instructions for that document type.




Braille Test Administrator


Return Braille Materials




3. Ensure that the student’s first and last names, district name, and school name are included on the front cover of each braille test book. Make sure the student’s first and last names, district name, school name, grade level, and the tested subject are included on each braille answer sheet and on the Testing Rules Acknowledgment Sheet.


5. If a test is TO BE SCORED, verify that the DNS bubble on the grid sheet of the regular print answer document has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If a test is NOT TO BE SCORED, verify that the DNS bubble has been gridded.


Return Braille Test Materials ■ Braille Answer Sheets containing student responses (separated by subject) ■ Braille Test Books (Session 1 and Session 2) ■ Braille Testing Rules Acknowledgment Sheet

and


7. Complete a Special Document Return Envelope for each student according to the instructions on the envelope. Use the space on the envelope marked STUDENT ENVELOPE ____ OF ____ to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.

8. Return the completed Special Document Return Envelopes and all other materials (e.g., unused braille paper, calculators) to your school assessment coordinator.



One-Item-Per-Page Test Administrator


Assemble One-Item-Per-Page Materials

Your school assessment coordinator will provide the materials needed to administer the Spring 2018 Statewide Science Assessment tests to students using one-item-per-page materials. Paper-based one-item-per-page test materials are available to eligible students who have the accommodation documented on an IEP or Section 504 Plan.


Students using one-item-per-page materials record their responses directly in the one-item-per-page test and answer book. Regular print versions of the test materials are also included in the one-item-per-page test materials kits. School/district personnel must prepare the student grid sheet of the regular print answer document and transcribe the student’s responses into the regular print document. Student responses from one-item-per-page documents must be transcribed into a regular print answer document in order to be scored.

One-Item-Per-Page Test Materials




Test Administrator




■ One-Item-Per-Page Grade 5 Science Test and Answer Book


■ One-Item-Per-Page Grade 8 Science Test and Answer Book

■ Periodic Table of the Elements (inside the one-item- per-page test book)

■ Approved Regular, Large Key/Large Display, or Talking Four-Function Calculator



Test Administration ManualYou are also responsible for reading the following sections of this manual prior to testing: General Information, Test Administrator Responsibilities, the appropriate appendices, and the appropriate scripts.

One-Item-Per-Page ScriptsWhen administering the Spring 2018 Statewide Science Assessment to students using one-item-per-page materials, use the test administration scripts provided in this manual along with the modifications specified below. It is important that you review the scripts and modifications before testing begins.

As you read the scripts, ensure that students understand how to properly indicate answers for multiple-choice items. Students are required to circle answers for multiple-choice items.

For All Grade Levels

■ Instruct students to print their Name, School Name, and District Name in the box in the upper right corner of the title page for all one-item-per-page test documents. The box in the upper right corner of the title page must be completed by each student, and school/district staff will be responsible for affixing a student PreID label or gridding student information on the regular print answer document included in the student’s test materials kit. It is not necessary to read the Script for Gridding a Non-Preidentified Student Grid Sheet or the Script for Verifying a Preidentified Label when administering the test.

■ Omit instructions to grid the test group code. School staff should grid the appropriate test group code on the back of the regular print answer document included in the student’s test materials kit.

■ Omit instructions to grid the test book form number. When applicable, school staff should grid the test book form number on the student grid sheet of the regular print answer document included in the student’s test materials kit.

■ Remove all references to students breaking seals on their test documents. None of the one-item-per-page test documents contain seals.

■ Omit instructions to check pages in the test and answer book (if all pages of the test and answer book were checked prior to the test administration).

■ Refer to or distribute the appropriate individual test book page(s) to students as the remaining directions in the scripts are read aloud. Make adjustments to the listed page numbers.

■ Replace references to the “test book” or the “answer book” with the “test and answer book.”

■ Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the one-item-per-page test and answer book and to circle answers instead of filling in bubbles for the answers they choose.

Grade 5 Science

■ No other modifications are necessary.

Grade 8 Science

■ Remove the Periodic Table of the Elements from the one-item-per-page test and answer book by opening the binder rings and instruct students to refer to this periodic table at any time during the Science test.

Prepare Student One-Item-Per-Page Documents

To ensure that each student’s test documents are processed correctly, verify that the student name, school name, and district name are written in the box in the upper right corner on the title page of the one-item-per-page test and answer book.



The student grid sheet on the front cover of the student’s regular print answer document must also be completed in one of the following ways:



Examine each student’s one-item-per-page test and answer book and each student’s regular print answer document to ensure that they have been completed correctly. For information about completing the student grid sheet, see pages 5–7. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 57–58 or the Script for Verifying a Preidentified Label on pages 59–60.

Distribute One-Item-Per-Page Materials

Refer to the chart on page 99 and to Test Administrator Responsibilities Before Testing on pages 21–25 to ensure that you have all necessary materials.

CalculatorsProvide each student using one-item-per-page materials the appropriate calculator for use on the Grade 8 Science test. Calculators may not be used by students taking the Grade 5 Science test. Ensure that a supply of approved regular, large key/large display, and talking four-function calculators is available prior to the administration date and that each student has sufficient time to practice using the calculator(s).

Some talking four-function calculators provided by FDOE do not have a key for finding the square root of a number. Prior to testing, inform each student using a talking calculator that he or she may request the use of an approved regular four-function calculator to find the square root of a number if his or her talking calculator does not have a square root key. In this case, the student must tell you what keys to press to find the square root of a number, and then you may read the display to the student.



Periodic Tables of the ElementsPeriodic tables are included as removable pages inside each Grade 8 Science one-item-per-page test and answer book.

One-Item-Per-Page Student Responses

Students who use one-item-per-page materials will record their responses directly in the one-item-per-page test and answer books. School/district personnel must transcribe the student’s responses from the one-item-per-page test and answer book into the regular print answer document provided for that student.



Flexible responding accommodations should be provided as necessary to eligible students using one-item-per-page materials to ensure that student responses can be clearly interpreted and transcribed into the regular print answer document. If a student using one-item-per-page materials provides verbal or signed responses, you must record the student’s responses in the regular print answer document. Include the student’s one-item-per-page test materials and regular print test materials in the student’s Special Document Return Envelope(s).




One-Item-Per-Page Test Administrator


Return One-Item-Per-Page Materials




3. Ensure that the student’s name, school name, and district name are written in the box in the upper right corner on the title page of the one-item-per-page test and answer book.


5. Ensure that student responses have been transcribed from the one-item-per-page test and answer book into the student’s regular print answer document.

6. If a test is TO BE SCORED, verify that the DNS bubble on the regular print answer document has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If a test is NOT TO BE SCORED, verify that the DNS bubble has been gridded.


Return One-Item-Per-Page Test Materials ■ One-Item-Per-Page Test and Answer Book

and


8. Complete a Special Document Return Envelope for each student according to the instructions on the envelope. Use the space on the envelope marked STUDENT ENVELOPE ____ OF ____ to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.

9. Return the completed Special Document Return Envelopes and all other materials (e.g., calculators) to your school assessment coordinator.


Appendix B: Florida Test Security Statute and Rule

Appendix B: Florida Test Security

Statute and Rule

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Florida Test Security Statute

1008.24 Test Administration and Security; Public Records Exemption(1) A person may not knowingly and willfully violate test security rules adopted by the State Board of Education

for mandatory tests administered by or through the State Board of Education or the Commissioner of Education to students, educators, or applicants for certification or administered by school districts pursuant to s. 1008.22, or, with respect to any such test, knowingly and willfully to:

(a) Give examinees access to test questions prior to testing;

(b) Copy, reproduce, or use in any manner inconsistent with test security rules all or any portion of any secure test booklet;

(c) Coach examinees during testing or alter or interfere with examinees’ responses in any way;

(d) Make answer keys available to examinees;

(e) Fail to follow security rules for distribution and return of secure test as directed, or fail to account for all secure test materials before, during, and after testing;

(f ) Fail to follow test administration directions specified in the test administration manuals; or

(g) Participate in, direct, aid, counsel, assist in, or encourage any of the acts prohibited in this section.

(2) A person who violates this section commits a misdemeanor of the first degree, punishable as provided in s. 775.082 or s. 775.083.

(3) (a) A school district may contract with qualified contractors to administer and proctor statewide standardized assessments required under s. 1008.22 or assessments associated with Florida approved courses under s. 1003.499, as approved by the Department of Education in accordance with rules of the State Board of Education. Assessments may be administered or proctored by qualified contractors at sites that meet criteria established by rules of the State Board of Education and adopted pursuant to ss. 120.536(1) and 120.54 to implement the contracting requirements of this subsection.

(b) A school district may use district employees, such as education paraprofessionals as described in s. 1012.37, to administer and proctor statewide, standardized assessments required under s. 1008.22 or assessments associated with Florida approved courses under s. 1003.499, in accordance with this section and related rules adopted by the State Board of Education. The rules must establish training requirements that must be successfully completed by district employees prior to the employees performing duties pursuant to this paragraph.

(4) (a) A district school superintendent, a president of a public postsecondary educational institution, or a president of a nonpublic postsecondary educational institution shall cooperate with the Commissioner of Education in any investigation concerning the administration of a test administered pursuant to state statute or rule.

(b) The identity of a school or postsecondary educational institution, personal identifying information of any personnel of any school district or postsecondary educational institution, or any specific allegations of misconduct obtained or reported pursuant to an investigation conducted by the Department of Education of a testing impropriety are confidential and exempt from s. 119.07(1) and s. 24(a), Art. I of the State Constitution until the conclusion of the investigation or until such time as the investigation ceases to be active. For the purpose of this paragraph, an investigation is deemed concluded upon a finding that no impropriety has occurred, upon the conclusion of any resulting preliminary investigation pursuant to s. 1012.796, upon the completion of any resulting investigation by a law enforcement agency, or upon the referral of the matter to an employer who has the authority to take disciplinary action against an individual who is suspected of a testing impropriety. For the purpose of this paragraph, an investigation is considered active so long as it is ongoing and there is a reasonable, good faith anticipation that an administrative finding will be made in the foreseeable future.

(5) Exceptional students with disabilities, as defined in s. 1003.01(3), shall have access to testing sites. The Department of Education and each school district shall adopt policies that are necessary to ensure such access.

History.—s. 370, ch. 2002-387; s. 1, ch. 2009-143; s. 7, ch. 2013-225; s. 1, ch. 2014-13; s. 8, ch. 2015-6.

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Florida State Board of Education Test Security Rule

6A-10.042 Maintenance of Test Security(1) Tests implemented in accordance with the requirements of Sections 1004.93, 1008.22, 1008.30, 1012.55, and

1012.56, F.S., shall be maintained and administered in a secure manner such that the integrity of the tests shall be preserved.

(a) Test questions shall be preserved in a secure manner by individuals who are developing and validating the tests. Such individuals shall not reveal in any manner, verbally or in writing, the test questions under development.

(b) Tests or individual test questions shall not be revealed, copied, or otherwise reproduced by persons who are involved in the administration, proctoring, or scoring of any test.

(c) Examinees shall not be assisted in answering test questions by any means by persons administering or proctoring the administration of any test.

(d) Examinees’ answers to questions shall not be interfered with in any way by persons administering, proctoring, or scoring the examinations.

(e) Examinees shall not be given answer keys by any person.

(f ) Persons who are involved in administering or proctoring the tests or persons who teach or otherwise prepare examinees for the tests shall not participate in, direct, aid, counsel, assist in, or encourage any activity which could result in the inaccurate measurement or reporting of the examinees’ achievement.

(g) Each person who has access to tests or test questions during the development, printing, administration, or scoring of the tests shall be informed of specifications for maintaining test security, the provisions in statute and rule governing test security, and a description of the penalties for breaches of test security.

(h) During each test administration, school district and institutional test administration coordinators and contractors employing test administrators and proctors shall ensure that required testing procedures are being followed at all test administration sites. Officials from the Department are authorized to conduct unannounced observations of test administration procedures at any test administration site to ensure that testing procedures are being correctly followed.

(i) In accordance with Section 1008.24, F.S., a school district may use district employees, such as education paraprofessionals as described in Section 1012.37, F.S., to administer and proctor statewide, standardized assessments required under Section 1008.22, F.S. All test administrators and proctors for the statewide assessments administered pursuant to Rule 6A-1.09422, F.A.C., must complete training requirements outlined in Training Requirements for Administering and Proctoring the Statewide Assessments, 2015, (http://www.flrules.org/Gateway/reference.asp?No=Ref-06180) incorporated herein by reference. A copy may be obtained by contacting the Division of Accountability, Research and Measurement, Department of Education, 325 West Gaines Street, Tallahassee, Florida 32399-0400.

(2) Test materials, including all test booklets and other materials containing secure test questions, answer keys, and student responses, shall be kept secure and precisely accounted for in accordance with the procedures specified in the examination program administration manuals and other communications provided by the Department. Such procedures shall include but are not limited to the following:

(a) All test materials shall be kept in secure, locked storage prior to and after administration of any test.

(b) All test materials shall be precisely accounted for and written documentation kept by test administrators and proctors for each point at which test materials are distributed and returned.

(c) Any discrepancies noted in the number or serial numbers of testing materials received from contractors shall be reported to the Department by designated institutional or school district personnel prior to the administration of the test.

(d) In the event that test materials are determined to be missing while in the possession of an institution or school district, designated institutional or school district personnel shall investigate the cause of the discrepancy and provide the Department with a report of the investigation within thirty (30) calendar days of the initiation of the investigation. At a minimum, the report shall include the nature of the situation, the time and place of occurrence, and the names of the persons involved in or witness to the occurrence. Officials from the Department are authorized to conduct additional investigations.

(e) In those cases where the responsibility for secure destruction of certain test materials is assigned by the Department to designated institutional or school district personnel, the responsible institutional or school district representative shall certify in writing that such destruction was accomplished in a secure manner.

(f ) In those cases where test materials are permitted by the Department to be maintained in an institution or school district, the test materials shall be maintained in a secure manner as specified in the instructions provided by the Department. Access to the materials shall be limited to the individuals and purposes specified by the Department.

(3) In those situations where an employee of the educational institution, school district, or contractor, or an employee of the Department suspects a student of cheating on a test or suspects other violations of the provisions of this rule, a report shall be made to the department or test support contractor, as specified in the test administration procedures, within ten (10) calendar days. The report shall include a description of the incident, the names of the persons involved in or witness to the incident, and other information as appropriate. Officials from the Department are authorized to conduct additional investigations.

(4) Violations of test security provisions shall be subject to penalties provided in statute and State Board Rules.

(5) School districts and public educational institutions under Section 1003.49, F.S., may contract with third-party contractors to administer and proctor statewide standardized assessments required under Section 1008.22, F.S., or assessments associated with Florida approved courses under Section 1003.499, F.S.

(a) School districts and educational institutions must require the contractor to provide a safe and comfortable facility that does not interfere with a student’s ability to demonstrate mastery on the tests.

(b) School district or educational institution use of third-party contractors (including contracted affiliates, such as franchises) shall not relieve the district or institution of its obligation to provide access to statewide testing for Florida Virtual School or virtual charter school students pursuant to Sections 1002.33(20), 1002.37 and 1002.45(6)(b), F.S.

(c) The contractor must adhere to all test administration and security protocols as prescribed by the Department pursuant to Section 120.81(1)(c), F.S., and shall be subject to all provisions of this rule.

(d) The contractor must not collect nor maintain any student’s personally-identifiable information beyond that required for test administration.

(e) All technology used to administer computer-based tests must meet assessment technology guidelines and online test security requirements as prescribed by the Department pursuant to Section 120.81(1)(c), F.S.

Rulemaking Authority 1001.02, 1003.49, 1008.24 FS. Law Implemented 1003.49, 1008.24 FS. History–New 7-5-87, Amended 10-26-94, 11-3-13, 1-7-16.


Appendix C: Perforated Forms and Signs

Appendix C: Perforated Forms and Signs

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2017–2018 Test Administration and Security Agreement

Florida Department of Education Bureau of K–12 Student Assessment

Florida State Board of Education Rule 6A-10.042, FAC, was developed to meet the requirements of the Test Security Statute, s. 1008.24, F.S., and applies to anyone involved in the administration of an FSA, NGSSS, or statewide science assessment. The Rule prohibits activities that may threaten the integrity of the tests. The Florida Test Security Statute and State Board of Education Rule are located in the appendices of each test administration manual. Examples of prohibited activities are listed below:

■ Reading or viewing the passages or test items

■ Revealing the passages or test items

■ Copying the passages or test items

■ Explaining or reading passages or test items for students

■ Changing or otherwise interfering with student responses to test items

■ Copying or reading student responses

■ Causing achievement of schools to be inaccurately measured or reported

If any of the above examples are allowable accommodations for ELLs or students with current IEPs or Section 504 Plans, test administrators are permitted to provide the accommodation(s) as described in each test administration manual.

All personnel are prohibited from examining or copying the test items and/or the contents of the test. The security of all test materials must be maintained before, during, and after the test administration.

The use of properly trained test administrators and proctors decreases the risk of test invalidation due to test irregularities or breaches in test security. Inappropriate actions by district or school personnel will result in further investigation, possible loss of teaching certification, and possible involvement of law enforcement agencies.

I understand that I must receive adequate training regarding the administration of statewide assessments and read the information and instructions provided in all applicable sections of the relevant test administration manual(s), including the Florida Test Security Statute and State Board of Education Rule. I agree to follow all test administration and security procedures outlined in the manual(s), Statute, and Rule.

Further, I will not reveal or disclose any information about the test items or engage in any acts that would violate the security of statewide assessments or cause student achievement to be inaccurately represented.

School Name and Number Print Name

Date Signature

Bureau of K–12 Student AssessmentFlorida Department of Education, 2017–2018

Winter 2011–2012

It is important for you, as a test administrator of an FSA, NGSSS, or statewide science assessment, to know that the following activities are prohibited. Engaging in such activities may result in an investigation, loss of teaching certification, and/or prosecution for violation of the law. Please read the following list of prohibited activities and sign your name on the signature line at the bottom of this page indicating that you understand these actions and their consequences.

I understand that before testing I may not:

■ Leave test materials unattended ■ Remove test materials from the school’s campus ■ Open and check through test books ■ Read test items ■ Copy, photocopy, or photograph test content

I understand that during testing (including during breaks) I may not:

■ Read test items as I monitor the room* ■ Read student responses or materials (e.g., work folders, planning sheets) as I monitor the room ■ Assist students in answering test items ■ Give students verbal cues (“you may want to re-check number 7”) or non-verbal cues (pointing at a

specific item) ■ Give students more time than is allotted for the session* ■ Encourage students to finish early ■ Display or fail to cover visual aids (e.g., word lists, multiplication tables) that may help students ■ Use my cell phone, check email, grade papers, or engage in other activities that will result in my

attention not being on students at all times ■ Leave the room unattended for any period of time ■ Allow students to talk or cause disturbances ■ Allow students to use cell phones or other electronic devices, even if they have already submitted their

tests ■ Instruct students to test in a session other than the one designated for that day/allotted testing time

(going on to Session 2 during Session 1, reviewing work in Session 1 during Session 2) ■ Coach students during testing regarding test-taking strategies ■ Administer the assessment to my family members

* except when providing allowable accommodations, as described in Appendix A

I understand that after testing I may not:

■ Leave test materials unattended ■ Remove test materials from the school’s campus ■ Read through student test documents or responses ■ Change student answers ■ Discuss the content of the test with anyone, including students or other school personnel ■ Reveal the content of the test via electronic communication, including but not limited to email, text, or

post to social media (e.g., Facebook, Twitter, Snapchat, Instagram)

If you are administering a test to students with flexible-responding or flexible-presentation accommodations that require you to read test items, you may not reveal, copy, or share the items, or use the test content during instruction after testing.

I acknowledge the information above and will not engage in any of the prohibited activities on this page.

Print name:

Signature: Date:

Return this agreement to your school assessment coordinator.

Winter 2011–2012

2017–2018 Test Administrator Prohibited Activities Agreement

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Test Materials Chain of Custody Form

The following information must be collected for each test administration at your school. This form may be duplicated for use with different secure materials and/or maintained as an electronic file, but the content of this form may not be altered.

Contact your district assessment coordinator if you have any questions.

Your name (school assessment coordinator):

District name:

School name:

School number:

Location of locked storage room:

Names of people with access to locked storage room/location:

1.

2.

3.

Date and time materials arrived at the school:

Date and time shrink‐wrapped test material packages are opened:

Packages opened by:

Date and time materials are prepared (PreID labels applied, etc):

Materials prepared by:

Date and time materials are packaged for return:

Materials packaged by:

Date and time materials are returned to the district:

Bureau of K–12 Student AssessmentFlorida Department of Education, 2017–2018

Winter 2011–2012

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TEST ADMINISTRATOR CHECKLIST

Before Testing

❏ Carefully read this test administration manual, as well as any local directions you have been given. Resolve any questions you might have with your school assessment coordinator.

❏ Read the Test Administration Policies and Procedures and Appendix B, then sign a Test Administration and Security Agreement (located in Appendix C).

❏ Read and sign the Test Administrator Prohibited Activities Agreement (located in Appendix C).

❏ Establish an appropriate setting for test administration and remove or cover any unauthorized aids in the testing room (page 21).

❏ Ensure you have a form to collect required administration information during testing (pages 21–22).

❏ Prepare a Security Log (located in Appendix C) and a seating chart (pages 22–23) to be used in your testing room.

❏ Make copies of the Do Not Disturb sign, the Electronic Devices sign, and the Session signs (located in Appendix C) to post prior to testing.

❏ Receive your test group code from your school assessment coordinator.

❏ Assemble all materials needed for test administration (pages 23–24).

❏ Ensure that students and their parents/guardians understand policies regarding electronic devices, leaving campus during testing, the Testing Rules Acknowledgment, and discussing test content after testing (page 25).

❏ If you are administering tests to students who require special accommodations, become familiar with the accommodations specified in their IEPs, Section 504 Plans, or ELL plans. Discuss with your school assessment coordinator how accommodations will be provided (Appendix A).

During Testing

❏ Maintain your seating chart and record of required administration information.

❏ Ensure that proctors and anyone who enters your room for the purpose of monitoring the test sign the Security Log for your testing room.

❏ Administer the test according to the directions in the appropriate administration script and read the SAY boxes verbatim to students.

After Testing

❏ Verify that you have collected all required administration information, including accommodations actually used by each student. Make a copy for your files. Report any missing materials to your school assessment coordinator (pages 16–17).

❏ Verify that your seating chart and Security Log have been completed correctly; make copies for your files.

❏ Inspect student grid sheets for stray marks, verify that each student has completed the required information in the upper left corner of the grid sheet, and, if applicable, remove any stray periodic tables (page 61). Do not review student responses.

❏ Check to make sure that DNS bubbles have not been gridded by mistake and that DNS bubbles are gridded on invalidated test documents (pages 19–20).

❏ Organize materials and return them to your school assessment coordinator (page 61).

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SCHOOL ASSESSMENT COORDINATOR CHECKLIST

Before Testing

❏ Carefully read this test administration manual, as well as any local directions you have been given. Resolve any questions you have with your district assessment coordinator.

❏ Read the Test Administration Policies and Procedures and Appendix B, then sign a Test Administration and Security Agreement (located in Appendix C).

❏ Train your test administrators and proctors and ensure that they, as well as all school administrators, sign a Test Administration and Security Agreement.

❏ Ensure that test administrators sign a Test Administrator Prohibited Activities Agreement (located in Appendix C).

❏ Receive test materials from your district assessment coordinator. Maintain an accurate Test Materials Chain of Custody Form at your school (located in Appendix C and at http://avocet.pearson.com/FL/Home). Inventory the materials within 24 hours of receipt and report missing materials or request additional materials immediately (page 62).

❏ Communicate the process for collecting required administration information to your test administrators (page 64).

❏ Assign test group codes to test administrators (page 63).

❏ Make arrangements to test any special program students (e.g., district virtual instruction programs, Home Education Program) who may be testing at your school (page 65).

❏ Assign proctors, as needed (page 65).

❏ If any students who require accommodations are testing at your school, discuss with test administrators how accommodations will be provided (Appendix A).

❏ Verify student information on PreID labels and affix labels to answer documents according to your district’s procedures. Complete student grid sheets when necessary (pages 8–10).

❏ Ensure that appropriate test settings are available for all test sessions (page 66).

During Testing

❏ Distribute test materials for students in each testing room immediately before testing is scheduled to begin. Do not distribute these materials ahead of time.

❏ Provide test administrators with additional materials as necessary.

❏ Monitor each testing room to ensure that test administration and test security policies and procedures are followed, seating charts and Security Logs are being properly completed, and required administration information is being collected.

❏ Be available during testing to answer questions from test administrators.

❏ Arrange for and supervise make-up administrations (page 67).

After Testing

❏ Verify that all distributed secure materials have been returned. Complete your Test Materials Chain of Custody Form. Report any missing materials to your district assessment coordinator and conduct the necessary investigation (pages 16–17).

❏ Make copies of all collected required administration information, seating charts, and Security Logs, and file the copies.

❏ Inspect students’ answer documents for stray marks only on student grid sheets, verify that each student has completed the required information in the upper left corner of the grid sheet, and, if applicable, remove any stray periodic tables (page 68).

❏ Organize materials and return them to your district assessment coordinator (pages 68–74).

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DISTRICT ASSESSMENT COORDINATOR CHECKLIST

Before Testing

❏ Carefully read this test administration manual, as well as any local policies and procedures. Resolve any questions you have with the Bureau of K–12 Student Assessment at the FDOE.

❏ Train school assessment coordinators (pages 77–78).

❏ Receive test materials and make sure that each school receives the range of boxes assigned (pages 75–76). Ensure that schools maintain an accurate Test Materials Chain of Custody Form.

❏ Keep track of the test materials you receive in your district overage (pages 76–77).

❏ Communicate the process for collecting required administration information to your school assessment coordinators (pages 77–78).

❏ Distribute test group codes to school assessment coordinators (page 77). If school assessment coordinators create their own test group codes, ensure they understand your district’s policy for doing so.

❏ As applicable, make arrangements to test students enrolled in special programs (e.g., district virtual instruction programs, Home Education Program) (page 78).

❏ Ensure correct implementation of accommodations (page 78) and provide assistance to school assessment coordinators to address any special needs they may have regarding test accommodations (Appendix A).

❏ Ensure that all school assessment coordinators, school administrators, test administrators, and proctors sign a Test Administration and Security Agreement and that test administrators sign a Test Administrator Prohibited Activities Agreement.

During Testing

❏ Provide schools with additional materials as necessary.

❏ Monitor schools to ensure that test administration and test security policies and procedures are followed.

❏ Be available during testing to answer questions from school personnel.

❏ Communicate with the Bureau of K–12 Student Assessment, as needed, in the case of test irregularities and security breaches, or if you need guidance when test invalidation is being considered.

After Testing

❏ Verify that school assessment coordinators have numbered all boxes correctly (page 80).

❏ Review the records of required administration information from your District Assessment Coordinator ONLY boxes, report any missing materials to FDOE, and conduct any necessary investigations (pages 81–82).

❏ Verify that seating charts and Security Logs were completed and file them.

❏ Verify that Test Materials Chain of Custody Forms were completed and file them.

❏ Store ancillary materials (periodic tables) until after scores for this administration have been reported.

❏ Make copies of Materials Return Lists and file the copies (pages 80–81).

❏ Fax completed Materials Return Lists to Pearson at 319-358-4270 or email them to [email protected].

❏ Organize test materials and return them to the contractor (page 81).

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Electronic Devices Sign

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Florida Statewide Science Assessment

TESTING

Please Do Not Disturb

Do Not Disturb Sign

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You shouldnow be

working in

SESSION 1

Session 1 Sign

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You shouldnow be

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SESSION 2

Session 2 Sign

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ABSENT

STUDENTS

Hold forMake-Up

Administrations

Absent Students Cover Sheet

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TO BE

SCORED

Grade Level (CIRCLE ONLY ONE)

5 8

TO BE SCORED Cover Sheet

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NOT

TO BE

SCORED

NOT TO BE SCORED Cover Sheet

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5A156A16

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Met

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No

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1 3 4 5 6 72

Period

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Periodic Table of the Elements

Periodic Table of the Elements


Notes

Copyright Statement for This Office of Assessment Publication

Authorization for reproduction of this document is hereby granted to persons acting in an official capacity within the Uniform System of Public K–12 Schools as defined in Section 1000.01(4), Florida Statutes. The copyright notice at the bottom of this page must be included in all copies.

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Copyright © 2018 State of Florida

Department of State

Grades 5 & 8 Statewide Science Assessment

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TEST ADMINISTRATION MANUAL

SPRING 2018

Sp

ring

20

18 G

rades 5

& 8

Statew

ide S

cience A

ssessmen

t Test A

dm

inistration

Man

ualFL00010448