NCEO Report 434

Table B2. Specifications and Descriptions: How Test Security Policies Addressed Selected Issues

State	Specifications and Descriptions (AA-AAAS information in italics¹)
AL	Duplication and copying: Secure materials may NOT be copied. (Test Coordinator Manual) General information: Test security involves maintaining the confidentiality of test questions and answers and is critical in ensuring the integrity and validity of a state assessment. Test security can become an issue when a reading accommodation is provided, when someone other than the student is allowed to see the test (e.g., interpreter, scribe), or someone’s actions call into question the results of the test. The Test Security Policy (AAC 290-040-020-.04) must be read and signed by all individuals involved with the state testing program. This policy identifies specific actions which are inappropriate and violate test security. Violation of the Test Security Policy could result in disciplinary action. (Program Policies and Procedures for Students of Special Populations) Security of test and materials: Secure test materials: test tickets and rosters; accommodated materials, including large print materials, braille materials, and Oral Presentation: Human Reader scripts; ACAP Alternate student test booklets [italics added]; all paper materials containing student work or notes, such as scratch paper or printed math reference sheets. TAs must return all secure materials to the BTC each day when testing is completed, as well as before extended breaks. The secure materials must be kept in a locked, secure storage area when not being used for testing. Secure materials must never be left in open areas or unsupervised. Supervision requires a certificated person trained in test security. An area for secure storage of materials must be designated and approved at both the district and school levels. These areas must be kept locked, and access to the areas must be limited to the STC or the BTC and the Principal. (Test Coordinator Manual) Changes to standard test procedures: Standardization refers to adherence to uniform administration procedures and conditions during a state assessment. Standardization is necessary in order to produce valid and reliable information about student learning. Strict adherence to guidelines detailing instructions and procedures for the administration of accommodations is necessary to ensure test results reflect actual student learning. Guidelines for administering specific accommodations on state assessments can be can be found on the Student Assessment Policies and Procedures of Special Populations Webpage. (Program Policies and Procedures for Students of Special Populations) Role of IEP: Questions to Guide Evaluation of Accommodations Use on State Assessments at the School Level ….3. Are students receiving accommodations as documented in their IEPs/504 Plans/I-ELPs? ….5. How many students with IEPs/504 Plans/I-ELPs are receiving accommodations? ….7. Are students provided accommodations tailored to their individualized needs or are all students receiving the same accommodations? 8. How well do students who receive accommodations perform on classroom tests, local assessments, and state assessments? If students are not meeting the expected level of performance, is it due to the students not having had access to the necessary instruction, not receiving the accommodation, or using accommodations that were not effective? Student-level questions need to be considered by the IEP Team/504 Committee/EL Committee to evaluate the use of accommodations. It is critical to continually evaluate the use of accommodations to ensure that the most appropriate and successful accommodations are being used. (Program Policies and Procedures for Students of Special Populations)
AK	Duplication and copying: Do not photocopy or duplicate any portion of the assessment materials at any time; this includes photographs or screenshots. (Test Coordinator Manual) General information: Accommodations are practices and procedures that provide equitable access to grade-level content during instruction and assessment without altering the validity of the assessment scores, score interpretation, reliability, or security of the assessment. Accommodations must be made available to students with disabilities on an Individualized Education Program (IEP) or Section 504 Plan, students with transitory impairments, and English learners as documented in student files. (Participation Guidelines) Security of test and materials: According to Alaska test security regulation 4 AAC 06.765, all Alaska assessment materials must be kept secure and all procedures outlined in the assessment manuals must be followed. (Test Coordinator Manual) Qualifications: The scribe must be a current employee of the school district. The scribe must be trained in test administration and sign a Test Security Agreement. The scribe must follow all required scribe processes and procedures outlined in this appendix. It is preferable for the scribe to be a familiar person, such as the teacher or the paraprofessional who is typically responsible for scribing during regular instruction. If the scribe is new to the student, give them time to work together during instruction prior to the assessment day. For students who are deaf, the scribe must be fluent in American Sign Language (ASL) or signed English. (Test Administration Manual) Role of IEP: Next, the IEP or 504 Team should consider questions that relate to whether the assessment could still be administered: 4. Would use of the adaptation cause a breach of test security? Before rejecting an adaptation for security reasons, an IEP or 504 Team member or other school or district official should consult with the department. In special cases, security can be bolstered to accommodate special needs. (Participation Guidelines) Training requirements: Each district must designate one employee as the District Test Coordinator (DTC). The DTC will provide oversight for all statewide assessments in their district. This oversight includes implementation of an effective and secure materials management system, training of all employees, guaranteeing that students receive allowed accommodations, and the management of resources required for testing. DTCs may delegate districtwide management of portions of this system to Lead Coordinators, who would oversee the districtwide management of one specific assessment. At the site level, Building Test Coordinators (BTCs) ensure secure testing practices in each testing room and manage materials for their location; they may also provide training at the site level. (Test Security Agreement Guidance)
AZ	Duplication and copying: AA-AAAS: Do not duplicate, reproduce, or share items or other secure test materials. (MSAA Test Administration Manual) General information: All AzM2 Test Administrators are expected to read and follow the guidance in the Arizona Accommodation Manual posted on the ADE website at www.azed.gov/assessment/ accessibility. For AzM2 testing conditions, tools, and accommodations guidance for Spring 2020 assessments, refer to Section 2. Universal Test Administration Conditions are specific testing situations and conditions that may be offered to any student in order to provide a comfortable and distraction-free testing environment. Computer-Based testing tools are available to all students participating in Computer-Based testing. Subject-area tools are available to all students on certain portions of AzM2, both Computer-Based and Paper-Based. Certain accommodations are available to students with an injury, English language learner students, and students with a disability. Accommodations are provisions made in how a student accesses the test and/or demonstrates learning that do not alter the validity of the test, score interpretation, reliability, or security of the test. Providing unacceptable accommodations to students who may receive accommodations, providing accommodations to students who may not receive them, or failing to indicate that accommodations were provided are test administration errors. Test Administrators must know which students testing are eligible to receive accommodations and which accommodations are appropriate for each eligible student. Test Administrators must provide appropriate accommodations for eligible students and indicate which accommodations were provided to students per directions later in this manual. If accommodations were inappropriately provided to a student during a test session, a Test Impropriety needs to be submitted in TIDE for each testing session in which the student had the wrong accommodations. (Test Coordinators Manual) Qualifications: AA-AAAS: Who can be a TA? A certified and licensed educator familiar with the student, typically the student’s teacher, who has completed the required MSAA Test Administration Training and the end-of-module quizzes, and has passed the Final Quiz with at least an 80%, can administer the Test. A long-term substitute who is a certified and licensed educator, has completed the required MSAA Test Administration Training and end-of-module quizzes, and has passed the Final Quiz with at least an 80%, can administer the Test. (MSAA Test Administrator Manual) Role of IEP: Selection of accessibility supports for instruction should be based on the individual student’s characteristics and student needs. It is important to implement the selected supports as planned by the team of educators. Assessment accessibility supports are based on instructional supports, as well as specific assessment policies. These work together to allow for a valid measure of what the student knows and can do. (Accessibility Guidelines) Training requirements: All Test Administrators and Proctors must be trained in proper test security procedures, must sign an Achievement Test Security Agreement, and must adhere to test security procedures.
AR	(None found)
CA	General information: What security measures need to be taken before, during, and after the assessment for students who use universal tools, designated supports, and/or accommodations? Test security involves maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity of a test and validity of test results. Ensuring that only authorized personnel have access to the test and that test materials are kept confidential is critical in technology-based assessments. In addition, it is important to guarantee that (a) students are seated in such a manner that they cannot see each other’s terminals, (b) students are not able to access any unauthorized programs or the internet while they are taking the assessment, and (c) students are not able to access any externally saved data or computer shortcuts while taking the test. Prior to testing, the IEP team should check on compatibility of assistive technology devices and make appropriate adjustments if necessary. When a non-embedded designated support or accommodation is used that involves a human having access to items (e.g., reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements. Test administrators need to (a) keep testing materials in a secure place to prevent unauthorized access, and (b) keep all test content confidential and refrain from sharing information or revealing test content. (Usability Guidelines) Security of test and materials: What processes are in place for the secure transit and storage of test materials between the LEA and the test site? What processes are in place for securely returning materials to the LEA after testing? If possible, ask to check where the ELPAC test materials are stored. Acceptable descriptors include “locked cabinet,” “locked storage room,” “school vault or safe,” “file cabinet,” “conference room with clamshell lock or padlock,” “conference room with standard lock,” or “classroom converted for storage.” If this is not possible, please ask the site ELPAC coordinator to describe the location where the ELPAC test materials are stored. (Test Security Audits Qx) Did test administrators and test examiners ensure that test takers did not have improper items or aids in the testing room? For example, calculators are only permitted for students in grades six through eight or grade eleven taking a mathematics test that have been assigned to use the non-embedded calculator as a testing accommodation, or students in grades five or eight, or in high school, that have been assigned to use the non-embedded calculator as a designated support for science testing. (Test Security Audits Qx) Personnel knowledgeable: I acknowledge that I will have access to one or more of the California Assessment of Student Performance and Progress (CAASPP) achievement tests pursuant to Education Code section 60640, for the purpose of administering the test(s). I understand that these materials are highly secure and may be under copyright restrictions and it is my professional responsibility to protect their security as follows: ….10. If I administer and/or observe the administration of an alternate assessment, (CAA) which means that I am a certificated or a licensed LEA employee and a trained examiner, I will keep all the alternate assessment materials in a securely locked room, and, when possible, in a locked storage. Please Select—cabinet within that room except when I am preparing for the administration, administering, or observing the administration of the assessment to pupils. 11. I will actively supervise pupils throughout the paper-pencil testing session to ensure that they are working on the correct test section or part, marking their answers in the correct section of their answer documents, following instructions, and are accessing only authorized materials (nonembedded universal tools, designated supports, accommodations, instructional supports for alternate assessments or unlisted resources) needed for the test being administered. (Test Security Affidavit) Qualifications: Human reader: The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. Test readers must be trained on the administration of the assessment in accordance with member policy and familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation. (Read Aloud Guidelines) Scribe: The scribe should be an adult who is familiar with the student, such as the teacher or teaching assistant who is typically responsible for scribing during educational instruction and assessments. Scribes must have demonstrated knowledge and experience in the subject for which scribing will be provided. Scribes should have extensive practice and training in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and member test administration manuals, guidelines, and related documentation. (Scribing Protocol) *AA-AAAS:* 10. If I administer and/or observe the administration of an alternate assessment, (CAA) which means that I am a certificated or a licensed LEA employee and a trained examiner. (Test Security Affidavit) Role of IEP: The CDE has pre-identified non-embedded unlisted resources for ELA, mathematics, science, primary language assessments, and the ELPAC that change the construct being measured. There are no pre-identified non-embedded resources for the alternate assessments. Approval of an unlisted resource that has not been pre-identified will be granted by the CDE on the basis of the IEP team’s and/or Section 504 plan’s designation and if the unlisted resource does not compromise the test’s security. The CDE shall make a determination of whether the requested unlisted resource changes the construct being measured. IEP teams should not allow the impact of an LEA’s accountability to outweigh the needs of the student, per regulations (5 California Code of Regula) Other – Remote testing: The ELPAC includes a paper-based writing exam for kindergarten through grade two. All other paper exams are for students with special needs, such as large print or braille. Paper–pencil exams can only be administered in an in-person environment. Some assessments may be administered remotely. The CDE does not need to approve the use of remote testing for the Initial ELPAC or Smarter Balanced Interim Assessments. Remote testing of other assessments requires CDE approval. No alternate assessments may be administered remotely. (Test Security Audits Qx) tions sections 854.9 and 11518.37). (Accessibility Resources Matrix)
CO	Duplication and copying: Copying or reproducing (e.g., taking a picture of, copying by hand, typing, texting) any part of test items or passages, or any secure test materials… discussing, memorizing, photocopying, scanning, encoding, emailing, Morse code, note taking, text messaging, blogging and other forms of social networking, or any other reproduction methodology that would violate the security of the test” are prohibited. (Procedures Manual) General information: Administrative considerations are also available for any student who may benefit from a change in the conditions of testing as long as test security is not compromised and testing environment requirements are met. Beyond the administrative considerations and accessibility features available to all students, assessment accommodations are available to students who have IEP, 504, or English learner (EL) plans. Assessment accommodations are changes made to assessment procedures that provide a student with access to comprehensible information and an improved opportunity to demonstrate knowledge and skills without affecting the reliability or validity of the assessment. Accommodations should not provide an unfair advantage to any student. Providing an accommodation for the sole purpose of increasing test scores is not ethical. (Procedures Manual) The Test Administrator (TA) must “ensure necessary accommodations and accessibility features, such as text-to-speech and color contrast, are available to the appropriate students.” (Procedures Manual) Security of test and materials: A chain of custody plan for materials must be written and implemented as described in this section to ensure materials are securely distributed from DACs to SACs to Test Administrators/Test Examiners and securely returned from Test Administrators/Test Examiners to SACs and then to DACs. SACs must distribute materials to and collect materials from Test Administrators/Test Examiners each day of testing, and securely store and deliver materials to DACs after testing is completed in accordance with the instructions in this manual. Students may not have access to secure materials before or after a test unit.” ….Breaches of Test Security and Administration Procedures include “Leaving test materials or online forms unattended or failing to keep test materials secure at all times… Leaving students unattended for any period of time while secure test materials are distributed or while students are testing. Viewing secure test content before, during, or after testing outside of providing approved accommodations… Permitting students to view or to access secure test content before or after testing... Obtaining or sharing information related to secure test materials that could result in a widespread security breach” are all prohibited. (Procedures Manual) Test Administrators must return all accommodated materials to the SAC after each testing session and after the completion of testing. The SAC must return accommodated materials to the DAC after the school completes testing. After inventorying all materials, the DAC must return secure accommodated materials to Pearson in nonscorable return boxes.” (Procedures Manual) For the Auditory Presentation accommodation, Test Administrators may have supervised access to the oral script for the paper-based form 24 hours prior to administration. This time is to ensure that Test Administrators are familiar with the content terminology and the appropriate practices associated with this accommodation. (Procedures Manual) Changes to standard test procedures: Interpreters must use interpretation techniques and tools that do not compromise the security of the assessments or provide an unfair advantage over any other student. (Procedures Manual) A student with a disability or who has been identified as an English learner may be allowed, under certain circumstances, the use of certain tools and materials as test accommodations that are otherwise prohibited. However, under no circumstances may any student be allowed access to the Internet outside of the secure TestNav environment, a cell phone, or a visual recording device. Test accommodations must be listed in the student’s IEP, 504, or EL plan and documented on the student test assignment (through the Personal Needs Profile) in PAnext, as appropriate, by the SAC or a school or district employee assigned the Sensitive Data role. (Procedures Manual) Unless students have an extended time accommodation greater than time-and-a-half (e.g., double time) documented on an IEP, 504, or EL plan, providing more than the maximum unit testing time is a misadministration. (Procedures Manual) Administrative considerations are also available for any student who may benefit from a change in the conditions of testing as long as test security is not compromised and testing environment requirements are met. Beyond the administrative considerations and accessibility features available to all students, assessment accommodations are available to students who have IEP, 504, or English learner (EL) plans. Assessment accommodations are changes made to assessment procedures that provide a student with access to comprehensible information and an improved opportunity to demonstrate knowledge and skills without affecting the reliability or validity of the assessment. Accommodations should not provide an unfair advantage to any student. Providing an accommodation for the sole purpose of increasing test scores is not ethical. (Procedures Manual) Personnel knowledgeable: DACs and SACs should collect information regarding students who require testing accommodations with sufficient time to properly plan test administration. It is imperative that test administration reflects identified needs documented in a student’s formal educational plan, and that the student is only provided with accommodations comparable to those used regularly during instruction and on classroom and district assessments. Once accommodations are verified, the DAC and SAC must use this list to identify available resources (e.g., sign language interpreters, translators, and assistive technology equipment) and needed space for small group testing or individual administrations. (Procedures Manual) Qualifications: The Test Administrator is an individual at the school ultimately responsible for administering CMAS assessments. Test Administrators must… be employed by the school/district. (Procedures Manual) Determine appropriateness for use of this accommodation [Brailler/Braille Note-taker] with a teacher certified in the area of visual impairments (TVI). Only a TVI proficient in reading the braille code used by the student can provide this accommodation. (Procedures Manual) School/district employees may administer the assessments at the grade levels of relatives, but must not administer the test to relatives, nor be in the same testing environment as relatives during testing. This requirement includes sons, daughters, step-children, nieces, nephews, brothers, and sisters of Test Administrators… Student teachers may not be Test Administrators but may serve as proctors in the test environment. (Procedures Manual) Scribes must read and write proficiently in the student’s spoken or communicative language (English, Spanish, or AAC device). (Procedures Manual) Student teachers may not serve as Test Administrators who oversee administration of any [ACCESS/CMAT] assessments. However, they may serve as proctors who assist the Test Administrators. (Training Requirements; ACCESS information on p. 2, CMAT information on p. 3) *AA-AAAS:* A Test Examiner… must have a valid teaching license.. Note: A substitute teaching license is not a sufficient license for administration of CoAlt… Must be employed by the school/district… May be a Speech Language Pathologist, Occupational or Physical Therapist, or School Psychologist who does not hold a teaching license, but who holds a professional license.. May not be a volunteer… Must actively administer the assessment. Test Examiners should be familiar with the student they are assessing and with the student’s primary mode of communication. (Procedures Manual) Additional staff, including paraprofessionals, may assist in the administration of the assessment as needed, but may not score student responses, unless they hold a valid teaching license… Test Examiners must NOT administer the assessment to a relative (refer CMAS Test Administrator requirement). (Procedures Manual) Role of IEP: Procedural Irregularities include: “Failing to provide a student with a documented accommodation or providing a student with an accommodation that is not documented on their IEP, 504, or EL plan and therefore is not appropriate.” (Procedures Manual) A student with a disability or who has been identified as an English learner may be allowed, under certain circumstances, the use of certain tools and materials as test accommodations that are otherwise prohibited. However, under no circumstances may any student be allowed access to the Internet outside of the secure TestNav environment, a cell phone, or a visual recording device. Test accommodations must be listed in the student’s IEP, 504, or EL plan and documented on the student test assignment (through the Personal Needs Profile) in PAnext, as appropriate, by the SAC or a school or district employee assigned the Sensitive Data role. (Procedures Manual) Accommodations provided to a student are based on individual need documented in the student’s approved IEP or 504 plan. Students may only utilize accommodations for testing that are specifically listed in the IEP or 504 plan. Accommodations may not be provided based on a category of disability, level of instruction, environment, or other group characteristic. No accommodations may be provided to a student merely because he or she is a member of an instructional group. (Procedures Manual) *AA-AAAS:* All students, including students with Individualized Education Programs (IEPs), participate in the state assessment system. The IEP team, which must include the parents, determines the best fit in terms of assessment program based on student need, taking into consideration the alignment between what the student is learning in the classroom and content assessed on the general CMAS assessments. According to federal requirements, evidence of alignment between a student’s educational plan and the accommodations provided on any of the state assessments must exist, as well as any determinations for students to participate in the CoAlt. (Procedures Manual) Training requirements: AA-AAAS: Training on current administration procedures is required each year for all Test Examiners before administration… Note: CoAlt administration training is required for anyone in the testing environment. (Procedures Manual) Other – Logistics for accommodated assessments: The School Assessment Coordinator (SAC) must “Assemble and maintain a master list of all students and their accommodations and form-dependent accessibility features (i.e., text-to-speech and color contrast)” and “Verify students are assigned the necessary accommodations and form-dependent accessibility features prior to testing” and “Ensure standardized testing environments for all students and designate locations for the administration of tests for students who require special accommodations.” (Procedures Manual)
CT	Duplication and copying: Breaches of test security include, but are not limited to, photographing/copying of test materials. (Assessment Guidelines) Before the test examiner approves the student’s request to print a test item/stimulus, the test examiner must ensure that the printer is on and is monitored by properly trained staff. (CCA TCM) *AA-AAAS:* Breaches of test security include, but are not limited to, copying of test materials, failing to return test materials, coaching students, giving students answers, and/or changing students’ answers. (CTAA TAM) General information: Students may not have any of the items listed under Prohibited Devices and Aids on page 19, except in the case of approved accommodations. (Test Coordinator’s Manual) Test security refers to maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity and validity of a test. Test security can become an issue when accessible test formats are used (e.g., braille, large print), or when someone other than the student is allowed to see the test (e.g., interpreter, reader). To ensure test security and confidentiality, test administrators need to: 1) keep testing materials in a secure place to prevent unauthorized access; 2) keep all test content confidential and refrain from sharing information or revealing test content with anyone; and 3) return all materials as instructed. (Assessment Guidelines) Security of test and materials: All testing materials, including accommodated materials for use during the accommodated testing window, are shipped to the test coordinator. The SSD coordinator can assist in ensuring the secure storage and timely return of any materials that remain in use after standard materials used on the primary test date have been returned for scoring. (Test Coordinator’s Manual) Plan for secure storage of materials used for accommodated testing. Materials for students testing during the accommodated testing window must be held until all accommodated testing has been completed before you can return answer sheets for scoring. (Test Coordinator’s Manual) Phone access is not allowed in the testing site (unless approved for use as an accommodation). (Test Coordinator’s Manual) Large-print answer sheets are returned with other used answer sheets in the white Accommodated Testing Envelope (for students listed on the NAR). (Test Coordinator’s Manual) After testing, Test Coordinators should collect materials from proctors, including “Any additional test materials related to accommodated testing (such as test books with answers, USB flash drives, etc.).” (Test Coordinator’s Manual) All testing materials, including nonstandard materials for use during the accommodated two-week testing window, are shipped to the SAT test coordinator; however, the SSD coordinator can assist in the inventory and secure storage of test materials as needed. (Test Coordinator’s Handbook) During the test, teachers administering the alternate must “Maintain test security by ensuring all test materials are in a secure and locked location when not testing.” After the test, they should “Give all printed copies of the test, DTAs [Directions for Test Administration], scoring rubrics, student login information, scratch paper, student work, etc., to the DC/SC for secure shredding… [and] Remove any secure materials from computers, Assistive Technology, and AAC devices.” (CTAA TAM) *AA-AAAS:* All printed assessment materials are secure and must be given to the DC/SC for secure shredding upon completion of the test. (CTAA TAM) *AA-AAAS:* For printed test materials including, but not limited to, DTAs, test-specific reference pages, scoring rubrics, and test item/s, a TEA must: • Maintain all printed test materials in a secure, locked location • Protect secure materials from view by other students, teachers, parents, school staff, or other individuals • Ensure secure transport of testing material from school building to school building • Refrain from duplicating, reproducing, or sharing items or other secure test materials • Give ALL printed test item/s or other printed material to the DC/SC after the test session is completed, for secure shredding • Delete any test materials, items, or information from the computer and/or any assistive technology used by the student after testing is complete. (CTAA TAM) *AA-AAAS:* Examples of testing improprieties include “Transporting printed test materials within the school in a non-secure manner. Leaving any test materials unattended or in a non-secure setting, including, but not limited to, DTAs, test items, materials related to test items, and scoring rubrics. Leaving the Test Delivery System unattended while logged into the test or the DTA.” (CTAA TAM) *AA-AAAS:* Trained Teachers Administering the Alternate Assessments (TEAs) and test examiners approved to administer specific accommodations (i.e., scribe, human reader) may have limited exposure to test items in the course of properly administering the assessments; however, no district or school staff may actively review or analyze any test items. (CCA TCM) Changes to standard test procedures: Students without accommodations or supports test in a standard room on the primary test date using purple test books. Students with accommodations or supports may have different room, test date, and materials requirements from one student to the next—these will be noted on the NAR. (Nonstandard Administration Report). (Test Coordinator’s Manual) Authorized visitors, including assistants for students with approved accommodations, are the only visitors allowed in the testing rooms. (Test Coordinator’s Manual) *AA-AAAS:* Test item/s can be provided via a secure PDF available in the Preparing for Testing section of TIDE under the Secure Testing Materials task menu. Test items are also available for print through the print-on-demand accessibility feature in the student interface of the Test Delivery System upon request. (CTAA TAM) Personnel knowledgeable: It is not uncommon for members of the PPT (most often special education teachers) to be given the responsibility for arranging, coordinating, and providing assessment accommodations for all students who may need them. (Assessment Guidelines) Qualifications: The following support staff “must meet the same requirements as all other staff: • Human readers • Scribes • Sign language interpreters for test directions • Other support staff (e.g., aide, nurse).” (Test Coordinator’s Manual) Students can have the test administered at home or in the hospital provided the test is administered by a certified school staff member who is fully trained in the proper test administration and security procedures for the Smarter Balanced Assessments, NGSS, Connecticut SAT, CTAA, and CTAS. (Assessment Guidelines) On the Science test only, “All test directions may be read and clarified in English, or the student’s native language, for EL students who have been identified as needing this support. A non-certified or certified staff person trained in test administration and security may administer this designated support.” (Assessment Guidelines) A designated adult, employed by the school and trained in a manner consistent with the Test Administration Manual (TAM), including security procedures, may act as test proctor (teacher) for the student [receiving a separate setting accommodation]. (NG TAM) The sign language accommodation for the Standard Science Assessment allows a qualified teacher to sign the test directions or test content to a student who is deaf or hard of hearing. (NG TAM) Qualifications for Scribes: “The scribe should be an adult who is familiar with the student, such as the teacher or teaching assistant who is typically responsible for scribing during educational instruction and assessments. • Scribes must have demonstrated knowledge and experience in the subject for which scribing will be provided. • Scribes should have extensive practice and training in accordance with Smarter Balanced and member administration and security policies and procedures as articulated in Consortium and member test administration manuals, guidelines, and related documentation.” (Scribing Protocol) Qualifications for Test Readers: “The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. Test readers must be trained on the administration of the assessment in accordance with member policy and familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation.” (Read Aloud Guidelines) Role of IEP: Students must have an active IEP or 504 Plan to substantiate the need for accommodations. (Test Coordinator’s Manual) *AA-AAAS:* For the CTAA, a student may use the accommodations that are included in their IEP that are consistent with the secure standardized administration of the CTAA. Typically, these are defined on page 8 of the IEP and are also used during instruction. (CTAA TAM) Training requirements: Teachers must be trained and review the Scribe Protocol and complete the Security/Confidentiality Agreement Form when the special accommodation petition permission has been approved by the CSDE. This accommodation allows students to dictate their responses to a qualified person who records verbatim what they dictate. (Assessment Guidelines) Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation. (Read Aloud Guidelines) *AA-AAAS:* Examples of testing Improprieties include Administering the test by a staff member who has not completed the Connecticut Alternate Assessment System Training – Required for Teachers Administering the Alternate (TEAs) (i.e., a paraprofessional, aide, or student teacher). Staff members must pass the mandatory training with a score of at least 80% accuracy or greater. (CTAA TAM) *AA-AAAS:* All TEAs must participate annually in the required online Alternate Assessment System training and pass the associated quiz with a score of 80% or better to be eligible to: administer alternate assessments, access the tests and associated secure materials, and submit the Connecticut Alternate Assessment Eligibility Form and the CTAS scores into the DEI. (CTAS TAM)
DE	Duplication and copying: No copies of the test booklets, test items, stimuli, reading passages, performance task materials, answer booklets (if applicable), or writing prompts may be made or otherwise retained. (English Language Arts Summative Assessment: Test Administration Manual Paper-Pencil Form) Qualifications: Qualifications for Scribes: – The scribe should be an adult who is familiar with the student, such as the teacher or teaching assistant who is typically responsible for scribing during educational instruction and assessments. – Scribes must have demonstrated knowledge and experience in the subject for which scribing will be provided. – Scribes should have extensive practice and training in accordance with DeSSA and state administration and security policies and procedures as articulated in state test administration manuals, guidelines, and related documentation. Qualifications for Test Readers: – The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. – Test readers must be trained on the administration of the assessment in accordance with state policy, and familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. – Test readers must be trained in accordance with DeSSA Assessments administration and security policies and procedures as articulated in state test administration manuals, guidelines, and related documentation. Qualifications of native language/visual communication translator: – Has at least a high school diploma (minimum level of education). – Is proficient in student’s native language and English. – Has previous experience performing interpretation/visual communication translation from English to student’s native language. – Is able to speak clearly and at a normal pace with good pronunciation. – Is knowledgeable of both American culture and the student’s native country or geographic region. – Is familiar with the United States K-12 public educational system. Qualifications for Test Administrators Who Simplify Test Directions – The test administrator who simplifies test directions should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. – Test administrators must be trained on the administration of the assessment in accordance with member policy, and be familiar with the terminology and symbols specific to the directions and related conventions for standard oral communication. – Test administrators must be trained in accordance with Smarter Balanced and member administration and security policies and procedures as articulated in the TAM and the Member Procedures Manual. – Test administrators must be familiar with the vocabulary used in the TAM directions and be able to speak clearly and at a normal pace with clear pronunciation. – Test administrators must be willing to be patient and repeat test directions. (Accessibility Guidelines) Role of IEP: Students who have been formally identified as needing special education services under the Individuals with Disabilities in Education Act or under Section 504 of the Rehabilitation Act of 1973 are eligible to test with Level 1, 2 or 3 on all or part of the DeSSA (ELA/Literacy, Math, Science and Social Studies) and accommodations for the DeSSA-Alt (ELA, Math and Science) [italics added]. Students who have been formally identified through the IEP or 504 process but do not have accommodations or assistive devices documented in their plans are not eligible for any accommodations during the statewide assessments. “None” should be selected for each content area and then entered into TIDE. (Accessibility Guidelines) Training requirements: All test readers must complete Read-Aloud Protocol Training. To be trained and qualified, scribes must review the Scribing Protocol on Appendix A-6 and the Scribing Protocol Training video. The native language/visual communication translator will complete DeSSA Test Administrator Training or DeSSA-Alt Test Administrator Training and sign all necessary forms if he is serving as Test Administrator AND native language/visual communication translator. Prior to Test Administration, in the TAM, test administrators who simplify test directions should be trained in administering the assessment per the requirements noted in Section 1.4 - Training of the TAM. (Accessibility Guidelines)
DC	Duplication and copying: Authorized personnel are prohibited from photocopying, or in any way reproducing, or disclosing secure test items or other materials related to statewide assessments. (Test Security Manual) Be prohibited from: Photocopying, or in any way reproducing, or disclosing secure test items or other materials related to Districtwide assessments. (PARCC Test Administration Manual – CBT) Security of test materials: Maintain an inventory of all secure test materials; secure all secure test materials under lock and key. (Test Security Manual) a) Prior to, during, and following each test administration, maintain security of all secure statewide test materials, to include all testing materials containing or granting access to paper- and computer- based secure test items and responses, under lock and key or under secured, password-protected electronic access and prohibit unauthorized access to secure testing materials at all times; b) Follow assessment-specific chain of custody procedures; c) Prohibit unauthorized access to secure test materials; d) Ensure schools return/dispose of all secure and non-secure test materials following procedures outlined in the appropriate testing manuals. (Test security manual) Human Reader Scripts contain secure item content and should be handled as secure test materials. Test Administrators should return materials to Test Coordinators. Test Coordinators must return the Human Reader Scripts with the nonscorable materials. Tactile graphics booklets contain secure item content and should be handled as secure test materials. Test Administrators should return tactile graphics to Test Coordinators. Test Coordinators must return tactile graphics with the nonscorable materials. (Accessibility Features and Accommodations Manual) Changes to standard test procedures: A permitted deviation to school requirements is approved accommodation(s) for eligible students that are explicitly identified on a student’s IEP, Section 504 plan or ELL plan; provided that any accommodation shall be limited to the eligible student (see DC Code § 38-1800.02(13)(E)). Any accommodations must be: 1. Limited to the eligible student or students; Based on explicit direction in an IEP, Section 504 plan or ELL plan or guideline; and administered strictly as outlined in the appropriate test manual (see Testing Integrity Act, Sec. 104(a)(4)(b) (DC Code § 38-771.04(a)(4)(b)); ….and 3. Included in the OSSE Testing Accommodations Guides (TAGs) for PARCC, DC Science, MSAA, DLM, ACCESS for ELLs, and Alternate ACCESS. (Test Security Manual) Personnel knowledgeable: The special population coordinator is considered by OSSE to be authorized personnel and must comply with all the responsibilities and prohibitions of authorized personnel. The primary function of the special population coordinator is to ensure that students entitled to accommodations and accessibility features have access to those accommodations and features on all applicable statewide assessments, and to provide training to authorized personnel tasked with providing those accommodations and features to students. (Test Security Manual) Qualifications: The special population coordinator should be an employee of the school or LEA and should be selected by the LEA test integrity coordinator(s) or school test monitor. Test proctors need not be professional employees of the LEA or school, and may be volunteers, contractors, or aides. They must receive training in test security and test administration procedures from the school test monitor, and work at all times under the direct supervision of a test administrator or school test monitor. Parent volunteers serving as proctors may not proctor the assessment of their own child. (Test Security Manual, p. 17). Individuals who provide the scribe accommodation to a student must: – be trained by the school or district, as indicated in the PARCC Test Administrator Manuals; – sign a PARCC Security Agreement Form; and – be fluent in receptive and expressive American Sign Language (ASL), signed English, or other sign system, for students who are deaf or hard of hearing. – Preferably, the scribe will already be familiar with and have experience scribing for the student. If the scribe is unfamiliar with the student, then scribe and student should have the opportunity to practice the scribing process together prior to taking the assessment. In general, the following individuals may serve as a Test Administrator: – Individuals employed by the Local Education Agency (LEA) as teachers – LEA and school-level administrators – Other certified educational professionals (Accessibility Features and Accommodations Manual). Role of IEP: IEP or Section 504 plan team members are responsible for making decisions about appropriate accommodations and accessibility features for a student with disabilities. Failure to provide appropriate accommodations or providing accommodations to students who are not eligible is a direct violation of the Testing Integrity Act. (Test Security Manual) Test Administrator Responsibilities: Ensure that students are ONLY provided accommodations that are listed specifically for use during PARCC testing in an approved IEP or a 504 plan, or an EL plan. (PARCC Test Coordinator Manual) Training requirements: Proctors must receive training in test security and test administration procedures from the school test monitor, and work at all times under the direct supervision of a test administrator or school test monitor. (Test Security Manual, p. 17) The School Test Coordinator will provide Test Administrators with a list of all required accessibility features and accommodations for applicable students. If you are administering a test with an accessibility feature or accommodation, be sure you have received the proper training. It is critical to ensure that students have the appropriate accessibility features and accommodations prior to testing. (PARCC Test Administration Manual – CBT)
FL	Duplication and copying: Examples of prohibited activities: “Copy, photocopy, scan, photograph, or record test content.” (EOC Test Admin User Guide, p. 2; Test Admin Guidance, p. 2) *AA-AAAS:* Test administrators should report possible breaches of test security (e.g., secure test content that has been photographed, copied, or otherwise recorded) to the SAC immediately. (Performance Task Procedural) General information: Test Administrators are prohibited from “Read[ing] test items while monitoring the room… [and giving] students more time than is allotted for the session… except when providing allowable accommodations.” (EOC Test Admin User Guide) Security of test and materials: Text-To-Speech is only available when using the secure browser. (FSA Test Admin User Guide) *AA-AAAS:* The security of all test materials must be maintained before, during, and after test administration. A security number is used to account for each secure document. Security checklists are provided to school sites in order to track these secure documents. Performance Task components prior to administration in order to become familiar with, and to organize, the materials. However, these materials must be checked out and returned to the school’s secure area each day. Test materials should never remain in classrooms or be taken out of the building overnight. (Performance Task Admin) All assessment materials are secure and must be returned to the designated secure area or locked storage room between administrations. (Performance Task Admin) Changes to standard test procedures: Students who require test settings or accommodations other than the default settings will need to have their information updated in TIDE before they can begin testing. For students taking the FCLE, test administrators may enable the Print on Request feature when viewing students’ test settings. If a student’s settings are incorrect, please contact your school assessment coordinator before allowing the student to test. (FSA Test Admin User Guide) If any accommodation is incorrect, the student should not test until the incorrect setting has been corrected in TIDE. (FSA Test Admin User Guide) Personnel knowledgeable: AA-AAAS: Performance Task administrators should know what accommodations are utilized in classroom instruction: “I understand that during testing (including during breaks) I may not: • Assist students in answering test items beyond the appropriate accommodations allowed in the administration of the assessment and utilized daily in classroom instruction.” (Performance Task Procedural) Qualifications: AA-AAAS: Any certified, licensed, or non-licensed district employee may serve as a scribe if… he or she has received district-provided training on proctoring;… he or she has completed the Test Administration and Security Agreement and Test Administrator Prohibited Activities Agreement… and… he or she is familiar with the student and with the student’s mode of communication. (Performance Task Admin) *AA-AAAS:* Remember that ALL test administrators must be certified educators. Non-certified school personnel must NOT be allowed to serve as test administrators… Test administrators must NOT administer the tests to their family members. Students related to their assigned test administrator should be reassigned to an alternate test administrator. In addition, under no circumstances may a student’s parent/guardian be present in that student’s testing room.” (Performance Task Procedural) Role of IEP: Students with disabilities may participate in computer-based test administrations using the accommodated forms as indicated on their IEPs or Section 504 plans. If a student does not receive the accommodations designated in the IEP or Section 504 plan, the test administration may be considered invalid. (FSA Test Admin User Guide)
GA	Duplication and copying: Test content must not be copied or distributed. All statewide mandated tests given in Georgia are secure. Test items, student responses, and/or answer documents that are copied (by hand or by photocopying) or distributed violate test security and render the results of the test invalid. (Assessment Administration Protocol Manual) General information: Any departure from the list of allowable accommodations may alter the nature of the task being assessed, resulting in an invalid administration. (EOG TAM) Security of test and materials: Test security involves maintaining the confidentiality of test items and answers and is critical in ensuring the integrity and validity of a test. Test security can become an issue when other test formats are used (e.g., Braille, large print) or when someone other than the student is allowed to see the test (e.g., interpreter, reader, scribe). In order to ensure test security and confidentiality, test examiners need to (1) keep testing materials in a secure place to prevent unauthorized access, (2) keep all test content confidential and refrain from sharing information or revealing test content with anyone, and (3) return all materials as instructed (Accessibility and Accommodations Manual). For the small number of paper test materials that might be needed for testing due to a student’s documented disability on an IEP or IAP/504, a documented line of possession must be established among the system, school, and testing location. These materials should be removed from secure storage only for test administration, transcription, or transport between secure storage locations. Secure paper materials, both scorable and nonscorable should be return to the testing program’s contractor at the close of the local testing window according to guidance in the test coordinator’s manual. (Student Assessment Handbook) *AA-AAAS:* Maintaining security of student materials is crucial to obtaining valid and reliable assessment results. The GAA is designed as a working assessment that occurs in the classroom. Teachers who are assessing students on the GAA need access to the forms and collected evidence to complete the assessment. While evidence is being collected and compiled, it is permissible for the materials to remain in the classroom, provided they are secured (i.e., secured in locked storage within the classroom) when not in use. (Bulletin Update) Changes to standard test procedures: Sign Language interpreters may review the test before administering the assessments to their students. However, it is unethical for interpreters to reproduce or disclose any secure material or to cause it to be reproduced or disclosed in any form. (Student Assessment Handbook) Personnel knowledgeable: School Test Coordinators are responsible for the overall conduct of the assessment administration and should be involved in the planning and coordination of accessibility supports. Prior to the day of a test, the School Test Coordinator should ensure certain test examiners and proctors know what accessibility supports, especially accommodations, each student will be using and how to administer them properly. It is important to engage the appropriate personnel to plan the logistics and provisions of assessment accessibility supports on the test day. (Accessibility and Accommodations Manual) Qualifications: Test examiners must be certified educators by the Georgia Professional Standards Commission (GaPSC) and must be assisted by proctors, when required. It is highly recommended that proctors be system employees; however, it is permissible to allow volunteers to serve as proctors, provided they receive all required training. Parents, other relatives, and guardians must not proctor the class or grade level in which their child or a relative is a student. Parents who are school employees should not serve as the examiner for their child or a child of a close relative. Further, it is highly advisable that, if possible, parents should avoid serving as an examiner or proctor for the grade level(s) of their children. (Student Assessment Handbook) Role of IEP: In Georgia, students who are eligible for testing accommodations are those who have a disability-based rationale as documented in an IEP, IAP/504, or EL/TPC plan. Different tests serve different purposes and may measure content and skills through slightly different means; therefore, a specific accommodation may be allowed for one test, but not for another. IEP, IAP/504, and EL/TPC teams should always consider the purpose of the assessment and consult Georgia’s Student Assessment Handbook to determine if an accommodation is allowed for the assessment under consideration. (Assessment Administration Protocol Manual) Training requirements: The GaDOE offers trainings to assist local school districts in administering state-mandated assessments. Traditionally, these trainings focus on test security and general test administration policies and procedures. However, over the past two years, there has been an emphasis in the area of the use and selection of test accommodations for SWD and ELs. Consistent training on accommodations provides an opportunity for the state and district to make sure that all testing personnel know how to make appropriate decisions about testing accommodations for state assessments. All personnel involved in testing must receive training on appropriate test administration, policies, and procedures including accommodations for each assessment given test; this includes all staff who are involved in the handling of secure test materials. Proctors must comply with all training for all state assessments in which the proctor will participate. (Assessment Administration Protocol Manual)
HI	Duplication and copying: Printed materials from the print-on-demand accommodation, scratch paper, and documents with student information must be kept in a securely locked room or cabinet that can be opened only with a key or keycard by staff responsible for test administration until they are shredded. Descriptions of test items, stimuli, printed reading passages, or writing prompts must not be retained, discussed, or released to anyone. (Science TAM) General information: The Hawaii State Department of Education requires that all schools closely monitor statewide assessments. Systematic delivery of the assessments with individualized, specific, appropriate accessibility features included is essential to the delivery of a fair, valid, and reliable assessment. As a first step in this test delivery oversight process, school test coordinators are asked to input (or request verification for) each student’s individual test accessibility feature(s). Provision of inappropriate accommodations, or any modification to the state assessment that somehow alters item construct or cognitive demand will invalidate results. Schools are required to monitor on-site testing for systematic delivery. If inappropriate accommodations or site-specific test modifications are provided to students, schools must notify the state through the filing of a testing incident report as soon as possible. These incidents may result in any number of actions, including, but not limited to test invalidation. (Accessibility Manual) Security of test and materials: To ensure test security and confidentiality, test administrators need to (1) keep testing materials in a secure place to prevent unauthorized access, (2) keep all test content confidential and refrain from sharing information or revealing test content, and (3) return all materials as instructed. Some of the same considerations for test security apply to embedded accessibility supports. For example, ensuring that only authorized personnel have access to the test and that test materials are kept confidential is critical in technology-based assessments. (Accessibility Manual) Printed materials from the print-on-demand accommodation, scratch paper, and documents with student information must be kept in a securely locked room or cabinet that can be opened only with a key or keycard by staff responsible for test administration until they are shredded. Printed test items/passages, including embossed braille printouts, and scratch paper must be collected, inventoried and then securely destroyed immediately upon a students’ completion of the test. All test materials must remain secure at all times. Printed materials from the print-on-demand accommodation and scratch paper must be kept in a securely locked room or cabinet that can be opened only with a key or keycard by trained staff who are responsible for test administration until they are shredded. Printed test items/passages, including embossed braille printouts and scratch paper, must be collected and inventoried at the end of each test session and then immediately shredded. DO NOT keep printed test items or scratch paper for future test sessions. (Science TAM) Personnel knowledgeable: Prior to the day of a test, test coordinators should ensure that test administrators and proctors know what accessibility supports each student will be using and how to administer them properly. For example, test administrators and proctors should know whether a student needs to test in a separate location, so that plans can be made accordingly. Staff administering accessibility supports, such as reading aloud to a student or scribing student responses, must adhere to specific guidelines so that student scores are valid. (Accessibility Manual) Qualifications: The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. Scribes must be DOE certificated employees who have Smarter Balanced test administrator certification. The scribe should be an adult who is familiar with the student, such as the teacher or teaching assistant who is typically responsible for scribing during educational instruction and assessments. (Accessibility Manual) *AA-AAAS:* The HSA-Alt must be administered by a certified Test Administrator, who will most likely be the student’s classroom teacher. Classroom aides or paraprofessionals may not administer the HSA-Alt. (Alternate TAM) *AA-AAAS:* Who can be a test administrator: – Special education teacher, including those hired (full or part time) by a private recruiting agency. Must have a teacher license or credential (for Hawaii or another state) – General education teacher (full or part time). Must have a Hawaii teacher license or credential – School counselor. Must have a master’s degree in counseling – Instructors. Must be teaching a class independently in a content area where there is a shortage of Hawaii licensed or credentialed teachers – Long-term substitute teachers. Not required to have a Hawaii teacher license or credential if they are teaching a class independently – Identified public charter school employee – Qualified teaching staff member – District resource teacher. Hawaii State Alternate Assessment Support Team member – Test Coordinator. Must have any one of the above requirements. (Alternate TAM) Role of IEP: IEP teams and educators make decisions about accommodations. These teams (or educators for 504 plans) provide evidence of the need for accommodations and ensure that they are noted on the IEP or 504 plan. The IEP team (or educator developing the 504 plan) is responsible for ensuring that information from the IEP is entered into the test registration tool, so that all embedded accommodations can be activated prior to testing. This can be accomplished by identifying one person from the team to enter information into the test registration tool, or by providing information to the test coordinator who enters into the test registration tool a form that lists all accommodations and designated supports needed by individual students on IEPs or 504 plans. (SBA Accessibility Guide) Training requirements: Test readers must be trained on the administration of the assessment in accordance with state policy, and be familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. Test readers must be trained in accordance with HSAP test administration and security policies and procedures as articulated in the administration manuals, guidelines, and related documentation for each assessment and exam (Accessibility Manual). Prior to administering an assessment, Test Administrators who will be administering any secure HAS Science (NGSS) Assessments and/or EOC Exams should read this manual, the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines, the HSAP Crosswalk of Accessibility Features Across State Assessments in Hawai’i, and the Guide to Navigating Online HSAP Administration; view the associated training modules; and/or attend a school-based training. (Science TAM) Proctors may not administer the online assessments or exams and do not need to complete the online TA Certification Course. (Science TAM) Other – Security of assistive technology devices: Prior to testing, the IEP team should check on compatibility of assistive technology devices and make appropriate adjustments if necessary. When a non-embedded designated support or accommodation is used that involves a human having access to items (e.g., reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements. (SBA Accessibility Guide)
ID	Duplication and copying: Unless needed as a print-on-demand or Braille accommodation, no copies of the test items, stimuli, reading passages, performance task materials, or writing prompts may be made or otherwise retained. No digital, electronic, or manual device may be used to record or retain test items, reading passages, or writing prompts. (Online TAM) Security of test and materials: Printed materials from the print-on-demand accommodation and scratch paper must be kept in a securely locked room or locked cabinet that can be opened only with a key or keycard by staff responsible for test administration. All test materials must remain secure at all times. Printed test items/passages, including embossed Braille printouts and scratch paper, must be collected, and inventoried at the end of each test session and then immediately shredded according to SDE policies and procedures. DO NOT keep printed test items/passages or scratch paper for future test sessions except as noted below for performance tasks (PTs). (Online TAM) After testing, the scribe collects scratch paper, graphic organizers, other ancillary materials, and login information and gives it to the DC/SC for secure shredding. The scribe may not keep any testing materials after testing is complete. (Online TAM) Qualifications: Qualifications for Test Proctors Who Simplify Test Directions – The test proctor who simplifies test directions should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. – Test proctors must be trained on the administration of the assessment in accordance with Idaho policy, and be familiar with the terminology and symbols specific to the directions and related conventions for standard oral communication. – Test proctors must be trained in accordance with Smarter Balanced and Idaho security policies and procedures as articulated in this manual. – Test proctors must be familiar with the vocabulary used in Appendix E directions and be able to speak clearly and at a normal pace with clear pronunciation. – Test proctors must be willing to be patient and repeat test directions. (Online TAM) A scribe must: – be a state-certified educator employed by the district; – complete all training for the IDAA; – be familiar to the student; – be familiar with the Test Administration Script outlined in Appendix L; – be familiar with accessibility features needed by the student; and – be familiar with all the accommodations included in the student’s Individualized Education Program (IEP). (Online TAM) Qualifications for Test Readers – The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. – Test readers must be trained on the administration of the assessment in accordance with member policy and familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation. (SBA Accessibility Guide) Test Administrators and Observers must not have a conflict of interest or the appearance of a conflict of interest. For example, Test Administrators and Observers should not be present in rooms in which a child who resides in their household is testing. Test Administrators and Observers may not use their knowledge of test content to violate the integrity of the assessments through acts of coaching or other prohibited actions. Teachers can be Observers for emotional and behavioral support in rooms where their students are testing. To minimize student interactions that can lead to additional COVID-19 spread, teachers this year may act as Test Administrators for both in-person and remote administrations of their own students. (Integrity Guide) *AA-AAAS:* Who Can Administer an IDAA Test? – A certified and licensed educator familiar with the student, typically the student’s TE, who has completed the required Test Administrator (TA) Certification Course can administer the test. – A long-term substitute who is a certified and licensed educator and has completed the required TA Certification Course. – A highly qualified paraprofessional who has completed the required TA Certification Course and fulfills test responsibilities under the supervision of a certified and licensed educator. (Online TAM) Role of IEP: IEP teams and educators make decisions about accommodations. These teams (or educators for 504 plans) provide evidence of the need for accommodations and ensure that they are noted on the IEP or 504 plan. The IEP team (or educator developing the 504 plan) is responsible for ensuring that information from the IEP is entered into the test registration tool, so that all embedded accommodations can be activated prior to testing. This can be accomplished by identifying one person from the team to enter information into the test registration tool, or by providing information to the test coordinator who enters into the test registration tool a form that lists all accommodations and designated supports needed by individual students on IEPs or 504 plans. (SBA Accessibility Guide) Training requirements: Prior to administering a test, TAs and any other individuals who will be administering any secure assessments should read the Usability, Accessibility, and Accommodations Guidelines (UAAG) and view the associated training modules and videos, which are available on the resources page of the ISAT portal. (Online TAM)
IL	Duplication and copying: Testing materials irregularities include copying or reproducing (e.g., taking a picture of) any part of the passages or test items or any secure test materials or online test forms. (TAM) General information: Follow proper test security procedures for providing accessibility features or accommodations. Ensure that students are only provided accommodations that are listed specifically for use during IAR testing in an approved IEP or a 504 plan, and an EL plan if required for EL students. Follow guidelines on proper administration of accommodations as prescribed in the Accessibility Features and Accommodations (AF&A) Manual. (TAM) Security of test and materials: Testing materials irregularities include removing secure test materials from the school’s campus or removing them from locked storage for any purpose other than administering the test. The District Test Coordinator must ensure that the following test materials are securely destroyed/shredded immediately after all testing is complete (either by the district or school): All accommodated responses (Do NOT destroy test booklets, answer documents, and Human Reader scripts.) Any original student responses that were printed from an assistive technology device or recorded in another accommodation document such as blank paper must be securely destroyed. (Test Coordinator Manual) Changes to standard test procedures: A student with a disability or who is an English Learner may be allowed to use certain tools or materials that are otherwise prohibited during testing if the need for these accommodations is documented in the student’s IEP or 504 plan (or EL plan, if required). Remember, the Human Reader script must be used if a Human Reader is administering the mathematics assessment, and Human Reader scripts are secure test materials. Students receiving the human reader accommodation must have their test placed in a specific session designed for the human reader accommodation. (TAM) Personnel knowledgeable: The School Test Coordinator will provide Test Administrators with a list of all required accessibility features and accommodations for applicable students. If you are administering a test with an accessibility feature or accommodation, be sure you have received the proper training. Refer to Section 6.0 for additional information about accessibility features and accommodations. It is critical to ensure that students have the appropriate accessibility features and accommodations prior to testing. If a Human Reader is administering the mathematics assessment, the Human Reader Test Script must be used and are secure test materials. Test Administrator may check students’ accessibility features and accommodations by completing the steps in the Personal Needs Profile Guidance Managing Incorrect Accessibility Features and Accommodation PNP Data document at http://il.mypearsonsupport.com. Check with your School Test Coordinator for additional information. (TAM) Qualifications: In general, the following individuals may serve as a Test Administrator: Individuals employed by the district as teachers, district- and school-level administrators, other certified educational professionals. (TAM) A proctor is an individual who may be called on to help a Test Administrator monitor a testing session under the supervision of the Test Administrator. A Test Administrator must be in the room at all times during testing if a Proctor is used. Student teachers may serve as Proctors who assist the Test Administrators. Refer to your School Test Coordinator for more information about state policy. (TAM) Role of IEP: All accommodations for students with disabilities or ELs must be approved and documented in advance in an Individualized Education Program (IEP), 504 plan, or, if required, an EL plan. Responsibility for confirming the need and appropriateness of an accommodation rests with the school-based team involved with each student’s instructional program. A master list of all students and their accommodations must be maintained by the school and/or district. (Test Coordinator Manual) Training requirements: Receive training in administering test sessions properly and securely: Review the Test Administrator Manual (TAM) and all relevant test security requirements before administering test sessions; attend any training session(s) led by the STC/Designee before test administration; understand and follow the protocols related to administering accessibility features and accommodations, if applicable. (TAM)
IN	Duplication and copying: No secure test materials, test questions, or student responses/answer documents shall be reviewed, retained, reproduced, videoed, photographed, paraphrased, or discussed before, during, or after testing in any manner unless and until such materials are released via posting on the website by IDOE. (Code of Ethical Practices and Procedures) General information: TAs must know which students testing are eligible to receive accommodations. Providing undocumented accommodations to students who should not receive them will result in a testing irregularity and will likely result in a test invalidation. TAs may edit a student’s designated features, if necessary, within the TA Interface prior to providing approval for a student to begin testing. Designated features are available to any student. Providing a designated feature should not be considered a testing irregularity. (Test Administration Manual) Security of test and materials: Before each test administration, materials must be distributed and stored according to the Indiana Assessments Policy Manual. Testing materials must be secured at all times during test administration, including all breaks in the testing sequence. All read-aloud scripts, assessment books (used and unused), answer documents, test tickets, scratch paper, glossary sheets (ILEARN paper-and-pencil only) and online test access codes must be counted, reconciled, and returned to a centrally-located, locked, and secured area immediately upon the completion of each daily testing session (Code of Ethical Practices and Procedures). All accommodated assessment books (regular print, large print, braille, and Spanish) must be treated as secure documents, and processes were in place to protect them from loss, theft, and reproduction of any kind. (Policy Manual) Personnel knowledgeable: TAs are required by law to be familiar with the test accommodations approved for students with disabilities, ELs, and students with medical conditions covered by Section 504 of the Rehabilitation Act. The Test Coordinator is responsible for making sure TAs are aware of all test accommodations a student will need prior to a test session and for ensuring that TAs receive training to provide appropriate accommodations. Accommodations must be confirmed before a student begins testing. If a student is not provided a test accommodation or is provided an accommodation that is not listed in his or her IEP, Section 504 Plan, Service Plan, CSEP, or ILP, the school must submit a Testing Irregularity Report, notify the student’s parent/guardian, and contact IDOE for guidance as to whether the test session(s) must be invalidated. (Policy Manual) Qualifications: Assessments are to be administered only by personnel who hold an active license granted by IDOE. The license must be an instructional, administrative, or a school services license. Personnel with an emergency Indiana license (in one of these three areas) or a Transition to Teaching permit can also serve as Test Administrators (TAs). A Substitute permit is not acceptable. NOTE: TAs must complete a brief certification process annually to initiate assessments in Cambium Assessments, Inc.’s (CAI’s) platform. Personnel not certified (e.g., teacher’s aides, secretaries, or substitute teachers who do not hold one of the licenses described in the TAs section above) may only serve as proctors, not as TAs. In no case may unlicensed personnel be allowed to supervise the test administration without the guidance and presence of a TA. Proctors may, however, assist the TA before, during, and after the test administration. (Policy Manual) Role of IEP: TAs must follow accommodations as outlined in a student’s Individualized Education Plan (IEP), Individual Learning Plan (ILP), and/or plan developed pursuant to Section 504 of the Rehabilitation Act of 1973. TAs must provide appropriate accommodations as required by 511 IAC 5-2-4(b). (Code of Ethical Practices and Procedures) Training requirements: Ensure staff members who will provide students with test accommodations receive focused training on providing such accommodations prior to the start of the state testing window for each assessment. (Policy Manual)
IA	Duplication and copying: Except when explicitly allowed as described in the Accessibility and Accommodations Manual or the Directions for Administrations manuals, electronic materials used during assessment may not be printed. (Test Security Manual) Personnel knowledgeable: Iowa Administrative Code 282-25 (Iowa’s Code of Ethics) requires certified educators to uphold the ethical practices for test administration and security. Iowa Administrative Code 282-25.3 (3) (e) states “Falsifying or deliberately misrepresenting or omitting material information regarding the evaluation of students or personnel, including improper administration of any standardized tests, including, but not limited to, changing test answers, providing test answers, copying or teaching identified test items, or using inappropriate accommodations or modifications for such tests.” (Test Security Manual) Qualifications: Human Readers: The human reader should be an education professional who is familiar with the student, and who is typically responsible for providing this feature in the classroom. The human reader must be trained in accordance with test administration and security policies and procedures as articulated in the ISASP Test Administrator Manual. The human reader must have prior experience in providing read aloud support and must be familiar and comfortable with the process before providing this support to a student during test administration. (Accessibility Manual) Scribes: The scribe should be an education professional who is familiar with the student, and who is typically responsible for providing this accommodation in the classroom. The scribe must be trained in accordance with test administration and security policies and procedures as articulated in the ISASP Test Administrator Manual, ISASP Accessibility and Accommodations Manual, and related documentation. The scribe must have prior experience in providing scribing or transcribing services and must be familiar and comfortable with the process before providing this accommodation to a student during operational test administration. (Accessibility Manual) Sign language interpreters: A sign language interpreter in Iowa shall be licensed by examination or hold a temporary license, according to Iowa Administrative Code 281.41.34(3)d. The sign language interpreter should be a professional who is familiar with the student, and who is typically responsible for providing this accommodation/designated feature in the classroom. The sign language interpreter must be trained in accordance with test administration and security policies and procedures as articulated in the ISASP Test Administrator Manual, ISASP Accessibility and Accommodations Manual, and related documentation. The sign language interpreter must have prior experience in providing sign language interpreter services and must be familiar and comfortable with the process before providing this accommodation/designated feature to a student during operational test administration. (Accessibility Manual) Role of IEP: Districts are responsible for ensuring that accommodations do not compromise test security, difficulty, reliability, or validity and are consistent with a student’s IEP or 504 plan. All needed accommodations must be documented annually in the IEP or 504 plan prior to testing (Technical Manual, 3-4). Each district must include in their Test Security Policy a plan and procedures for monitoring these federally mandated assessments as well as other state assessments and district assessments. The plan should establish written procedures that address monitoring students during test sessions, monitoring social media sites, and monitoring practices of all staff to ensure compliance with the district test security policy. Additionally, the plan should include monitoring accessibility and IEP designated accommodations to ensure fair testing practices are implemented. (Test Security Manual) Training requirements: Human readers and scribes must be trained in accordance with test administration and security policies and procedures as articulated in the ISASP Test Administrator Manual, ISASP. (Accessibility Manual) Other – Reporting of inappropriate activities: The IDOE Assurances require that staff report any direct observation of inappropriate accommodation practices or accommodations not specified in a student’s IEP, and that they report any direct observation of inappropriate proctoring by coaching or signaling students (e.g., hints, rephrasing questions, voice or facial inflection during tests read aloud), pointing out errors, or otherwise identifying correct answers during the exam. (TAM) Other – Monitoring: Checklist for monitoring - Information about monitoring accommodations. (Test Security Manual)
KS	Duplication and copying: Test materials must never be copied, reproduced, or paraphrased. (Test Examiner’s Manual) You are asked not to reproduce any test questions or other materials, directly or indirectly, and not to disclose the content of these materials. (Confidentiality agreement in Technical Manual) Security of test and materials: Store test materials (such as braille forms and DAC) in a secure, locked area before and between each test session(s) and after testing. (Test Security Guidelines) Qualifications: Parents and school volunteers may not administer a state assessment. (Test Security Guidelines) Role of IEP: Students may have accommodations during testing. These accommodations must be done routinely and are typically part of an IEP or 504 student plan. (Test Security ppt., slide 34) Training requirements: Train building-level personnel before local testing begins; include training regarding test security procedures, ethics of testing, and reporting/documentation of accommodations. Building-level personnel includes any staff member who administers a state assessment, such as administrators, educators, and para-educators. (Test Security Guidelines) District Test Coordinator Responsibilities: Train district and building-level personnel before testing begins, including training regarding test security procedures, ethics of testing, and reporting and documentation of accommodations. (Training ppt., slide 11) Other – Documentation: Keep records of documentation for text-to-speech accommodations and any other accommodation that requires a deviation from the general administration of the assessment; documentation must be kept at the district and the building level. (Test Security Guidelines) Other – Establish procedures: Establish procedures for entering student accommodation information into the Personal Needs Profile (PNP) in Educator Portal. (Test Security Guidelines)
KY	Security of test and materials: Organize accommodated kits and testing tickets and place them in a locked, secure location until distributed for testing. (TAM) Role of IEP: Accommodations provided on all state assessments are to be identified in a current Individual Education Program (IEP), 504 Plan or Program Service Plan (PSP). It is critical that all accommodations provided on the state assessment have been identified and discussed by all involved parties, and guidelines have been followed as set forth in the Inclusion of Special Populations in the State-Required Assessment and Accountability Programs (703 KAR 5:070) regulation. (TAM) Training requirements: Any individual providing accommodations for students in special populations must also be trained on the inclusion of special populations in the state required assessment and accountability programs (703 KAR 5:070). (TAM) Ensure that all test administrators, who will be providing accommodations to students, are properly trained in the use and guidelines for both paper and online accommodations. (TAM)
LA	Security of test and materials: I will keep all secure materials in a locked, secure storage area before and after testing. (Security and Confidentiality Agreement in Operational Test Coordinator Manual, Grade 7, ELA) No one, except students or test administrators who are administering tests which require viewing of items as part of an approved accommodation, is permitted to view or read the test or test items before, during, or after administration. (Test Coordinator Manual, Grade 7, ELA) Changes to standard test procedures: Violation of Test Security: Examining any test item at any time (except for providing certain accommodations). (Test security ppts., slide 7) Qualifications: The choice of a test administrator for students who receive accommodations should be made at the school level. All test administrators, scribes, and interpreters must be trained in test security, administration procedures, and accommodations. (Test Coordinator Manual, Grade 7, ELA, p. 15). For students who are hearing impaired, a test administrator and/or interpreter who is fluent in the signing or cueing modality routinely used by the student should be available to repeat or clarify directions and sign the tests if warranted by the student’s IEP. (Test Coordinator Manual, Grade 7, ELA, p. 17). Procedures for assigning a different test administrator for a class than the teacher of record for that class, except for teachers testing students with accommodations and grades 3 through 8, to the extent possible. (Test Security Checklist) Training requirements: Required Training Sessions: The training should focus on test security policies and procedures, test administration procedures, documentation and provision of testing accommodations, and the importance of strictly following all directions in the manuals. (Test Coordinator Manual, Grade 7, ELA) Other – Documentation: I will provide a list of students approved for accommodations, with the accommodations they are to receive, to the appropriate test administrators. (Security and Confidentiality Agreement in Operational Test Coordinator Manual, Grade 7, ELA)
ME	Security of test materials: Secure assessment materials must be kept in a locked storage area that is only accessible to the SAC and designees. Materials should be locked before and after administration. Secure items include, but are not limited to assessment booklets, assessment tickets, answer documents, scratch paper, materials used to provide accommodations, and ancillary materials specific to particular assessments (e.g., Listening & Speaking CD for ACCESS for ELLs). (Maine Assessment Security Handbook) Changes to Standard Procedures: Some students may require a unique assessment environment as an approved accommodation. In such cases, the accommodation overrides the general assessment environment requirements. (Maine Assessment Security Handbook) Qualifications: Proctors may be assigned to assist Assessment Administrators in assessment administration. The Proctor is an adult other than the Assessment Administrator who assists with and monitors the administration of the assessment. This adult must be approved by the building Principal or school Assessment Coordinator and can be a teacher, teaching assistant, or special service provider. While not a requirement, the Maine DOE encourages all School Administrative Units (SAUs) to work toward having two adults in each room where an assessment is being administered. SAUs may use a “proctoring by proximity” model or someone circulating to support Assessment Administrators. (Maine Assessment Security Handbook) *AA-AAAS:* For MSAA, the Assessment Administrators must be teachers or paraprofessionals who work with students daily on academic instruction. (Maine Assessment Security Handbook) Role of IEP: Student must have required IEP and/or 504 plan determinations to receive supports and/or accommodations. (Test Security Handbook) Other – Test irregularities: For more complex irregularities, the State Assessment Coordinator will contact the DAC and possibly initiate an investigation of the irregularity to determine the most appropriate resolution (e.g., starting an assessment session without required accommodations; staff or student misconduct during administration). (Maine Assessment Security Handbook) Other – Adults in room: While not a requirement, the Maine DOE encourages all School Administrative Units (SAUs) to work toward having two adults in each room where an assessment is being administered. SAUs may use a “proctoring by proximity” model or someone circulating to support Assessment Administrators. (Maine Assessment Security Handbook)
MD	General information: State laws, regulations and policies specify practices to assure test security and the standardized and ethical administration of assessments. In Maryland, testing regulations and policies are contained within the Code of Maryland Regulations (COMAR) as well as this manual; the Test Administration Manual (TAM) and Test Coordinator’s Manual (TCM) are other materials provided by the State for each testing program. Test Administrators, proctors, and all staff involved in test administration in any way are required to adhere to these policies. The Code of Professional Responsibilities in Educational Measurement (NCME, 1995) states that test administrators and others involved in assessments must: • Take appropriate security precautions before, during, and after the administration of the assessment; • Understand the procedures needed to administer the assessment prior to administration; • Administer standardized assessments according to prescribed procedures and conditions and notify appropriate personnel if nonstandard or delimiting conditions occur; • Avoid any conditions in the administration of the assessment that might invalidate the results; • Provide for and document all reasonable and allowable accommodations for the administration of the assessment to persons with disabilities or special needs; • Avoid actions or conditions that would permit or encourage individuals or groups to receive scores that misrepresent their actual levels of attainment. [National Council on Measurement in Education. (1995) Code of Professional Responsibilities in Educational Measurement. Washington DC: Author.] Failure to adhere to these practices may constitute a test irregularity or a breach of test security and must be reported and investigated according to State and local testing policies. All Maryland educators must be familiar with COMAR and receive training regarding test administration, accommodations, and security procedures. Staff should check with their Local Accountability Coordinator (LAC) for more detailed information regarding test security procedures. (Maryland Assessment, Accessibility & Accommodations Policy Manual) Security of test and materials: Test security involves maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity and validity of a test. Test security can become a particular concern when accessible test formats are used (e.g., braille, large print) or when someone other than the student is allowed to see the test (e.g., interpreter, human reader, scribe). In order to ensure test security and confidentiality, test administrations must (1) provide proper training in both specific test administration procedures for each testing program as well as training in specific test security procedures for each test, (2) keep testing materials in a secure place to prevent unauthorized access, (3) keep all test content confidential and refrain from sharing information or revealing test content with anyone, and (4) return and account for all materials as instructed. (Maryland Assessment, Accessibility & Accommodations Policy Manual) Personnel knowledgeable: As noted previously, all staff involved in any way with State testing are required to become familiar with and comply with the State regulation governing Test Administration and Data Reporting Policies and Procedures (COMAR 13.A303.04). In addition, all staff are required to comply with procedures for each testing program as outlined in the Test Administration Manual (TAM) and Test Coordinator’s Manual (TCM) and any other ancillary materials produced by the State for each assessment. In addition, local district assessments require compliance with general State procedures as well as any district-specific procedures. Check with your LAC for more information. The following code of ethics conforms to the Standards for Educational and Psychological Testing developed by the American Education Research Association, and the National Council on Measurement in Education: IT IS A BREACH OF PROFESSIONAL ETHICS FOR SCHOOL PERSONNEL TO PROVIDE VERBAL OR NONVERBAL CLUES OR ANSWERS, TEACH ITEMS ON THE TEST, SHARE WRITING PROMPTS, COACH, HINT, OR IN ANY WAY INFLUENCE A STUDENT’S PERFORMANCE DURING THE TESTING SITUATION. A BREACH OF ETHICS MAY RESULT IN INVALIDATION OF TEST RESULTS AND LOCAL EDUCATION AGENCY (LEA) OR MSDE DISCIPLINARY ACTION. VIOLATION OF TEST SECURITY CAN RESULT IN PROSECUTION AND/OR PENALTIES AS IMPOSED BY THE MARYLAND STATE BOARD OF EDUCATION AND/OR THE STATE SUPERINTENDENT OF SCHOOLS IN ACCORDANCE WITH COMAR 13.A.03.04 AND 13A.12.05. (Maryland Assessment, Accessibility & Accommodations Policy Manual) Role of IEP: In the event that a student was provided a test accommodation that was not listed in his or her IEP or 504 Plan, or if a student was not provided a test accommodation listed in his or her IEP or 504 Plan, the school must notify the LAC who in turn will complete the necessary documents. All or part of the student’s score may be invalidated for Maryland’s Accountability Program purposes. Test Administrator Responsibilities: 6. Follow proper test security procedures for providing accessibility features or accommodations. • Ensure that students are ONLY provided accommodations or accessibility features that are listed specifically for use during MCAP testing in an approved IEP, 504 plan, EL plan, or documented reason for using an accessibility feature identified in advance. • Follow guidelines on proper administration of accommodations as prescribed in the Maryland Assessment, Accessibility, & Accommodations Policy Manual. (TAMS and TCM) Training requirements: Test Administrator Responsibilities: 1. Receive training in administering test Sessions properly and securely. • Review the Test Administrator Manual (TAM) and all relevant test security requirements before administering test Sessions. • Attend any training session(s) led by the STC/Designee before test administration. • Understand and follow the protocols related to administering accessibility features and accommodations, if applicable. • Sign the Test Administration and Certification of Training Form and Non-Disclosure Agreement after training. (TAM) STCs are responsible for training School Technology Coordinators, Test Administrators, Proctors, Accommodators, and all other staff with access to secure materials. Training attendance should be documented and kept on file for 6 years according to MSDE policy (refer to Appendix C). An effective training plan will familiarize all school staff with their individual responsibilities and MCAP Test Security policies listed under Section 2.0. The School Test Coordinator will: • Explain chain-of-custody requirements. • Distribute and/or provide links to the Test Administrator Manuals to Test Administrators. (MCAP TCM) Other – Technology and accommodations assignment: Coordinators or their designee should be on hand to help address any technology issues. They should be mindful of test security procedures. Resources for troubleshooting the following common computer-based testing issues have been developed: • If a student has the wrong form assignment for accommodated testing • If a student exits TestNav (either unintentionally or intentionally). (MCAP TCM) Other – Unique and emergency accommodations: Students may require additional accommodations that are not available in the Maryland Assessment, Accessibility, & Accommodations Policy Manual. MSDE will review requests for unique accommodations on an individual basis. Approval will be given ONLY if the requested accommodation will result in a valid score for the student (i.e., does NOT change the construct being measured by the test and does NOT violate test security requirements). An emergency accommodation may be appropriate for a student who incurs a temporary disabling condition that interferes with test performance shortly before or within the MCAP assessment window (e.g., a student breaks their arm and needs a scribe). An emergency accommodation should be given ONLY if the accommodation will result in a valid score for the student (i.e., does NOT change the construct being measured by the test and does NOT violate test security requirements). (MCAP TCM)
MA	General information: *AA-AAAS:* MCAS-Alt Administrative and Security Requirements: Principals are responsible for ensuring that all educators administering the MCAS-Alt comply with the requirements and instructions contained in the 2022 Educator’s Manual for MCAS-Alt. In addition, other administrators, educators, and staff within the school and district are responsible for complying with the same requirements. School staff members who violate the test security requirements are subject to the sanctions and penalties outlined in this section. The purpose of the MCAS-Alt security requirements is to protect the validity of the statewide results. (Educator’s Manual for MCAS-Alt) Training requirements: Provide additional training to test administrators administering accommodations. Test administrators who will be administering accommodations should receive training in the correct administration of their specific accommodations (also see training topics listed in Part III, section F). Since student test results can be invalidated due to test administrator errors (e.g., giving the Human Read Aloud accommodation when a student does not receive this accommodation), it is critical that test administrators understand the protocols for administering their students’ accommodations. (Tasks to Complete for Computer-Based Test Administration – PAM Part IV) Train all school personnel authorized to have access to secure materials in test security requirements. Train test administrators, hall monitors, and technology staff, in test security requirements and the school’s testing procedures. (Checklist of tasks to complete for test administrations related to accommodations - see topics in Part III, section F). Other – Assign accommodations: 3, 4 Identify students who will be participating in each grade’s tests. Also, assign accessibility features and accommodations. (Checklist of tasks to complete for test administrations related to accommodations - see topics in Part III, section F).
MI	Security of test and materials: Sound planning plays a key role in ensuring the security and validity of assessments. This includes proper handling of test materials and successful return of all materials. The importance of maintaining test security at all times must be stressed. Ethical practices ensure the validity of the assessment results and following are professional assessment security practices that all school personnel must follow. • All assessment materials must be kept in a locked storage area that is only accessible to the Building Assessment Coordinator and designates. This includes immediately before and after testing. Supervise materials closely. Secure materials include, but are not limited to, the following items » Test booklets » Test tickets » Listening scripts » Accommodated materials » Answer documents » Used and unused scratch paper/graph paper » MI-Access student picture cards » MI-Access P/SI scoring documents • Restrict access to the storage area to authorized personnel only and ensure the assessment materials remain secure at all times. • Determine and document which staff members are responsible for maintaining a chain of custody over assessment materials and limit access to those directly involved with each of the assessments. • Distribute and collect secure test materials to/from students individually. • Account for all assessment materials, including test tickets, before during, and after each test session. • Ensure that students testing online do not access unauthorized computer applications, including the use of the internet, during the test. • Refrain from examining or discussing actual test items or test responses with anyone. • Return answer, documents, test booklets, and other secure assessment materials within the designated timelines. • Contact the OEAA with test irregularities and breaches immediately. The loss of secure state assessment materials is a breach of assessment security and must immediately be investigated and reported. (MDE Assessment Integrity Guide) Changes to standard test procedures: Coordinators and assessment administrators must work together and communicate to schedule logistics for certain circumstances, such as small groups, individual administration of the assessment, provision of headphones, etc. (MDE Assessment Integrity Guide) Personnel knowledgeable: All individuals providing supports and accommodations to students need to know and understand the requirements of the state assessments, including the appropriate use of designated supports and accommodations. District Coordinators, Building Coordinators, and Test Administrators/Room Supervisors/Proctors should know which specific designated supports and accommodations must be provided to individual students, as well as how the supports and accommodations are administered. For example, staff administering a particular support or accommodation such as Read-Aloud or scribing/transcribing of student responses must know and adhere to specific guidelines pertaining to that support, to ensure that student scores are valid. (MDE Assessment Integrity Guide) Role of IEP: Accommodations - available when need is documented in an Individualized Education Program (IEP) or section 504 plan It is the responsibility of the Building and District Test Coordinators to ensure that students receive the appropriate designated supports and accommodations for all assessments. (MDE Assessment Integrity Guide) Training requirements: Staff providing supports and accommodations are required to be fully trained and must sign an Assessment Security Compliance Form. (MDE Assessment Integrity Guide) The Michigan Department of Education (MDE) also provides the Assessment Security online course through Michigan Virtual (http://bit.ly/ MDEAssessmentSecurity). This four-module training series is used to train building staff on the importance of test security by following the Assessment Integrity Guide. Upon completion of the four modules and demonstration of knowledge on a short test, participants will receive a Certificate of Completion, which must be retained on file with signed security compliance forms. After successful completion of this training, staff are required to participate in the refresher course in subsequent years. (M-STEP TAM) *AA-AAAS:* The AIG details how state level assessments should be securely administered. It also includes information on roles and responsibilities of testing staff, test preparation, administration irregularities, and security. District and Building Coordinators are required to read the AIG in its entirety. By following the guidelines in the AIG, schools ensure that: • student test results are valid and reliable • the testing context is equitable for all students • all practices are ethical. (Functional Independence Test Administration Manual Instructions for Distributing, Administering, and Returning MI-Access Assessments)
MN	Copying and duplication: Unethical Preparation and Administration - Copy, reproduce, retain, or use any portion of any secure test materials in any manner inconsistent with test security policies and procedures. (Procedures Manual for Minnesota Statewide Assessments 2021-2022) Security of test and materials: All content in a test is, per statute, nonpublic data, and is therefore considered secure. This secure test content includes, but is not limited to, reading passages and titles; science scenarios, phenomena, and titles; all components of test items in online assessments, paper test books, scripts, and any other paper test materials; and student responses. (Procedures Manual for Minnesota Statewide Assessments 2021-2022) Qualifications: Qualifications of Readers – The reader should be a district staff member who is familiar with the student, and who is typically responsible for providing this type of accommodation in the classroom. – The reader must be familiar and comfortable with the process before providing this accommodation during test administration. (2021-22 Guidelines for Administration of Accommodations) Qualifications of Scribes – The scribe should be a district staff member who is familiar with the student, and who is typically responsible for providing this type of accommodation in the classroom. – The scribe must have prior experience in providing scribing or transcribing services and must be familiar and comfortable with the process before providing this accommodation during test administration. (2021-22 Guidelines for Administration of Accommodations) Qualifications of Interpreters – Whenever possible, the interpreter should be familiar with the student and someone who is typically responsible for providing signed interpretation in the classroom. – The interpreter must be familiar and comfortable with the process before providing either of these accommodations during test administration. (2021-22 Guidelines for Administration of Accommodations) Role of IEP: IEP and 504 plan teams determine which accommodations, if any, are appropriate for students with disabilities. Accommodations are documented in the IEP or 504 plan and must be provided based on individual need, as long as they do not invalidate the assessment. It is recommended that teams also document any general supports that students will use, particularly if they are locally provided, such as a magnification device, audio amplification, plastic color overlay, etc. This ensures that the student has access to the general support during the assessment. (Procedures Manual for Minnesota Statewide Assessments 2021-2022) *AA-AAAS:* Verify that the student’s IEP indicates that the student will take the MTAS. (MTAS Task Test Administration Manual Spring 2022) Training requirements: Readers and scribes must complete the MCA Test Monitor training course prior to test administration. (2021-22 Guidelines for Administration of Accommodations, p. 2, 5). Interpreters must complete the Test Security Training prior to test administration. If they are also the Test Monitor, the MCA Test Monitor training course must be completed. (2021-22 Guidelines for Administration of Accommodations) Other – Reporting accommodations irregularities: The School Assessment Coordinator also is responsible for the reporting of misadministrations and special circumstances (e.g., student moving to next test segment before instructed to do so, use of calculator in non calculator segment, use of word processor or computer-assistive technology, etc.). (MN Manual of Accommodations for Students with Disabilities in Instruction and Assessment)
MS	Duplication and copying: The contents of the test, including student responses, must not be reproduced or disclosed.” (Test Admin Manual Science) *AA-AAAS:* All parts of the [MAAP-A] test materials are considered secure documents. Secure test materials MUST NOT be enlarged on a copy machine.” (TAM MAAP-A) General information about accommodations security: When evaluating accommodations use consider “Are there policies in place to ensure ethical testing practices, the standardized administration of assessments, and that test security practices are followed before, during, and after testing?” (TAM) Security of test and materials used for accommodated tests: Two trained staff members must remain with secure test materials at all times. One of these staff members must be certified. (Test Admin Manual Science) Accommodated materials will be packed in boxes by school and shipped to the District Test Coordinator. The DTC must store materials in a secure location until distributing them to schools. It is recommended that secure materials leave the district office no more than three school days before the start of testing that all accommodated materials are collected and returned to DRC. (Test Admin Manual Science Bio History) *AA-AAAS:* The MAAP-A program requires rigorous test security in order to ensure that the results of the assessments are valid and reliable. All parts of the test materials are considered secure documents. Secure documents MUST be: kept in a locked and secure place when not being handled by the TA or Second Scorer; always in the possession of two trained (one holding a Mississippi Educator License) staff members; viewed only by persons who are part of the test administration process; accounted for before, during, and after the test administration window. All MAAP-A test materials, whether used or unused, and adapted stimulus materials must be returned to Questar after completion of testing with the sole exception of the TAM, which must be destroyed at the district level. Questar will conduct a thorough inventory of returned materials and report its findings to the MDE. (TAM MAAP-A) *AA-AAAS:* …teachers acting as Test Administrators have access to the secure testing materials one week prior to administering the assessment. (TCM MAAP-A) *AA-AAAS:* The DTC MUST store materials in a secure location until distributing them to schools. It is recommended that the secure materials are distributed to schools at least seven school days prior to the start of testing. DTCs and STCs must store materials in a secure location at all times, except when they are being prepared/reviewed/used for administration by TAs. (TCM MAAP-A) Changes to standard test procedures: All questions rely on the students’ ability to comprehend and respond to items exactly as written or with allowable accommodations (IEP, 504 Plan, or LSP). The readaloud script must be read to students verbatim, unless the students’ IEP, 504 Plan, or LSP accommodations allow the directions to be paraphrased. Any additional information or explanation must not be provided, as this will affect what the test is designed to measure. (Test Admin Manual Science) Test tickets may be unlocked if a student has an IEP, 504 Plan, or EL accommodation plan with a multi-day accommodation. (Test Admin Manual Science Bio History) Text-to-speech is an accommodation where a computer-voice screen reader reads text aloud to the student during the online test session. The technology requirements for students testing with TTS may differ from a standard administration. (Test Admin Manual Science Bio History) Personnel knowledgeable: *AA-AAAS:* The STC [School Test Coordinator] schedules and manages the activities of TAs (special education teachers and other licensed school personnel) during the testing window, monitors the test administration, maintains the security of test materials, and assembles and returns test materials to the DTC. The STC should contact the DTC if the testing materials have not arrived at the school by the date given by MDE and Questar. (TAM MAAP-A) Qualifications: There are situations where it is appropriate for the IEP/504 Committee to specify a teacher to serve as the student’s test administrator. Care, however, should be given in selecting this accommodation. There are situations where it is impossible to provide this accommodation (e.g., when the decision for an individual administration by the student’s special education teacher has been selected for five different students in the same teacher’s classroom). (TAM) The reader must be familiar with the specific Read-Aloud accommodations for the students prior to administering the test. (TAM Algebra English) Role of IEP: Test administrators should ensure that arrangements have been made for special accommodations for any student with an Individualized Education Program (IEP), 504 Plan, or LSP that specifies allowable testing accommodations. (Test Admin Manual Science, p. 20) “…be certain to document instructional and state assessment accommodation(s) in the IEP/504/LS Plan.” (TAM) Training requirements: The Test Administrator must carefully read through these directions prior to beginning the test administration and must participate in test security training in his/her district. The TAM must be used for training purposes and/or Test Administrator orientation prior to testing. (Test Admin Manual Science)
MO	Duplication and copying: The tests must not be read, scored, reviewed, photocopied, duplicated, scanned, transported by students, photographed, texted, or made accessible to personnel not responsible for testing. (MAP TCM) The use of some tools/accommodations requires access to a printed copy of the listening script for ELA. The script will need to be downloaded and printed at the local level. (MAP TCM) General information: Accommodations are “Changes in procedures or materials that increase equitable access to the MAP Grade-Level Assessments. Assessment accommodations allow students to access assessment content to show what they know and can do. Accommodations are available for students with documented Individualized Education Programs (IEPs) or 504 Plans.” (MAP TCM) Test Examiners should ensure they are aware of which tools/accommodations students have and how those tools/accommodations work. For example, Test Examiners should be aware of which sessions a dictionary or a calculator is allowed on. (MAP TCM) Districts and schools have the authority to make administrative determinations for any student as long as test security is not compromised and the requirements are met regarding testing conditions and environment. (MAP Tools & Accommodations) Security of test and materials: Physical test materials—test tickets and Large Print, Braille, and Paper/Pencil assessments—should be kept secure at all times when not being used. They should not be left out on desks, in a drawer, in a closet, etc. Follow the school procedure for checking test materials in and out. Anyone handling the physical materials should be aware of the check-in and check-out procedure. (MAP TCM) Maintaining the security of all test materials is crucial to obtaining valid and reliable test results. Therefore, test materials including listening scripts must be kept in locked storage, except during actual test administration. (MAP TCM) The INSIGHT student platform currently blocks the use of other software. Prior to the use of this accommodation, districts should make an effort to find an alternative solution such as the use of a scribe. If the use of Speech-To- Text software is required, the software must be used on a different device. Answers resulting from the use of the software must be treated securely and must be transcribed into the system. (MAP Tools & Accommodations) *AA-AAAS:* All reports are secure documents containing student Personally Identifiable Information (PII). They must be securely downloaded and stored, and if printed, they must be securely stored or destroyed after using them. If a TIP [Testlet Information Page] was printed, it must be securely destroyed. If the student requires blank lined or unlined paper, it may be provided to the student. However, once the student has written anything on it, the paper then becomes a secure assessment document. At the conclusion of the assessment session, the paper must be securely destroyed along with the TIP. (DLM TAM) Changes to standard test procedures: Accommodations are changes in procedures or materials that increase equitable access to the MAP Grade-Level Assessments. Assessment accommodations allow students to access assessment content to show what they know and can do. Accommodations are available for students with documented Individualized Education Programs (IEPs) or 504 Plans. For special circumstances that require students to test on paper, a paper/pencil edition is a part of the test delivery system. (MAP TCM) Qualifications: A human reader should be trained on the administration, security policies and procedures of the assessment, and have extensive practice in providing read aloud support and must be familiar and comfortable with the process before working directly with a student. Ideally, they are familiar with the student, and are typically responsible for providing this support during educational instruction and assessments. (MAP TCM) When using a translator, translation cannot be provided by any service that requires internet connection… The translator cannot be a friend or family member of the student. If the translator is not a district employee, a trained examiner from the district must act as proctor. (MAP TCM) Training requirements: Test Examiners (TEs) should thoroughly read this manual and view trainings before administering the tests. (MAP TCM) A human reader should… Be trained on the administration, security policies and procedures of the assessment… Have extensive practice in providing read aloud support and must be familiar and comfortable with the process before working directly with a student. (MAP TCM) When using a translator, “The district must train the translator just as they would a test examiner.” (MAP TCM) *AA-AAAS:* Training is required for all test administrators who will administer the DLM alternate assessment. In addition to test administrators, other educators such as the district and building assessment coordinators may be required to take the training. State policy determines which roles take the required training course, the courses that are offered, and the format of the courses. The training covers all three DLM subjects, test security, and information about Educator Portal. (DLM ACM)
MT	Duplication and copying: Testing personnel should not reproduce, discuss, or in any way release, share or distribute the test questions. (MontCAS TSM) *AA-AAAS:* No test materials should be photographed, printed, or reproduced in any way. (AMSA TAM) *AA-AAAS:* Unless needed as an alternate response options accommodation, no copies of the test items, stimuli, reading passages, performance task materials, or writing prompts may be made or otherwise retained... No digital, electronic, or manual device may be used to record or retain test items, reading passages, or writing prompts. (AMSA TAM) *AA-AAAS:* The AMSA is available as a fixed form with accompanying supplemental paper alternate response options as an approved accommodation only. Answer option cards and test visuals are provided as a PDF to be printed for this fixed form of the assessment. (AMSA TAM) General information: Test coordinators must ensure state assessments are administered with or without accommodations, based on individual student needs and consistent with all state and federal laws and regulations. (TC TSA) Q: What security measures need to be taken before, during, and after the assessment for students who use universal tools, designated supports, and/or accommodations? A: Test security involves maintaining the confidentiality of test questions and answers and is critical in ensuring the integrity of a test and validity of test results. Ensuring that only authorized personnel have access to the test and that test materials are kept confidential is critical in technology-based assessments. In addition, it is important to guarantee that (a) students are seated in such a manner that they cannot see each other’s terminals, (b) students are not able to access any unauthorized programs or the internet while they are taking the assessment, and (c) students are not able to access any externally saved data or computer shortcuts while taking the test. Prior to testing, the IEP team should check on compatibility of assistive technology devices and make appropriate adjustments if necessary. When a non-embedded designated support or accommodation is used that involves a human having access to items (e.g., reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements. Test administrators need to (a) keep testing materials in a secure place to prevent unauthorized access, and (b) keep all test content confidential and refrain from sharing information or revealing test content. (Accessibility Manual) Security of test and materials: Test administrators need to keep testing materials in a secure place to prevent unauthorized access. (Accessibility Manual) Example of a test incident: Administrator left instructional related materials on the walls or desks in testing environment or administrator allowed inappropriate designated supports and/or accommodations during test window.” Is considered a Level II Test Incident. (MontCAS TSM) For mathematics and Interim Comprehensive Assessment (ICA) ELA performance tasks, if a student needs to take the performance task in more than one session, scratch paper, whiteboards, and/or assistive technology devices may be collected at the end of each session, securely stored, and made available to the student at the next performance task testing session. Once the student completes the performance task, the scratch paper must be collected and securely destroyed, whiteboards should be erased, and notes on assistive technology devices erased to maintain test security. (MCA Accommodations) If students use their own assistive technology devices, all assessment content should be deleted from these devices after the test for security purposes. (MCA Accommodations) *AA-AAAS:* DCs, SCs, TAs, and other staff must not review, discuss, or analyze test items, stimuli, reading passages, or writing prompts at any time, including before, during, or after testing. Students should be informed that they may not discuss or share test items, stimuli, reading passages, or writing prompts with anyone during or after testing… Printed materials from the alternate response options accommodation, scratch paper, and documents with student information must be kept in a securely locked room or locked cabinet that can be opened only with a key or keycard by staff responsible for test administration…Printed test items/passages, including scratch paper, must be collected and inventoried and then immediately destroyed upon a student’s completion of the test. (AMSA TAM) *AA-AAAS:* Unauthorized staff or other adults must not be in the room during testing. Only students who are testing and the designated teacher administering the AMSA can view items. Students who are not being tested may not be in the room where a test is being administered and must not have access to secure testing materials including test items. (AMSA TAM) Changes to standard test procedures: Directions cannot be modified in any way, unless specified in the educational plan such as Individualized Education Programs (IEPs), English learner (EL) plan, or section 504 plan. (MontCAS TSM) Personnel knowledgeable: Having an Assessment Team hierarchy not only forces a chain of custody, but also helps prevent one individual from being overwhelmed or responsible for all assessment matters. For example, persons most familiar with and experienced in student educational plans such as IEPs should be responsible for setting up individual student supports and accommodations on a case-by-case basis in the TIDE system. (MontCAS TSM) Student’s parents/guardians should be knowledgeable about the supports and accommodations planned for their child so they are aware of the conditions under which their child will participate in the assessment. (MontCAS TSM) Qualifications: Scribe: The scribe should be an adult who is familiar with the student, such as the teacher or teaching assistant who is typically responsible for scribing during educational instruction and assessments. Scribes must have demonstrated knowledge and experience in the subject for which scribing will be provided. (Accessibility Manual) Test readers. The test reader should be an adult who is familiar with the student and who is typically responsible for providing this support during educational instruction and assessments. (Accessibility Manual) *AA-AAAS:* In the Read Aloud accommodation, “Text is read aloud to the student by a trained and qualified human reader. All or portions of the content may be read aloud.” (AMSA TAM) Role of IEP: Allowable Accommodations: These are described in a student’s IEP/504 Plan and should match those used during the administration of the statewide assessments. Standard accommodations do not override standard administration of the MontCAS assessments or the need for independent work by the students. There is no standard accommodation (including oral presentation) that provides an opportunity for a student to request or receive help on a specific word, phrase, line, pronunciation, definition, item, question, answer choice or any part of the assessment. (TSI AR & Principals; TSI STC) *AA-AAAS:* Test coordinators must “ensure accommodations and supports for students with Individualized Education Programs (IEPs) are followed in strict accordance with the IEP Team’s recommendation for state testing, including participation in the alternate assessment based on alternate academic achievement standards for students with significant cognitive disabilities.” (TC TSA) Training requirements: Test administrators should be trained in the accommodation and support guidelines for each test in order to prevent testing incidents related to the misadministration of accommodations. (MontCAS TSM) The Authorized Representative must designate the System Test Coordinator (or STC) and ensure all staff have been properly trained in standardized testing protocols: test administration, test security, student privacy, student eligibility and participation, and the appropriate use of accommodations prior to testing. (AR TSA) Scribes: Scribes should have extensive practice and training in accordance with Smarter Balanced and Montana Science Assessment administration as well as security policies and procedures as articulated in Montana Office of Public Instruction test administration manuals, guidelines, and related documentation. (Accessibility Manual) Test readers. Test readers must be trained on the administration of the assessment in accordance with Montana Office of Public Instruction policy, and familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. Test readers must be trained in accordance with Montana Testing Portal administration, as well as security policies and procedures as articulated in Smarter Balanced and Montana Science Assessment test administration manuals, guidelines, and related documentation. (Accessibility Manual) Test coordinators must “ensure annual training includes meaningful participation for all students using a three-tiered approach to gauge student accessibility needs for participating in the state assessments (e.g., universal features, designated supports, and accommodations). (TC TSA) Authorized Representatives and School Principals must agree: “As the Authorized Representative/Principal, you are required to certify you have received training/information in test security including appropriate use of accommodations in order to facilitate monitoring of them.” (TSI AR & Principals) Authorized Representatives and School Principals must also agree: “As the Authorized Representative/Principal, you will certify that the training of educators in your school district included the following:.. Test security, handling of materials, test administration, accommodations, and calculator use… Procedures for materials handling and test administration outlined in the assessment-specific Test Administrator Manuals, Accessibility and Accommodations Manuals, Online System User Guides, and the MontCAS Test Security Manual must be followed.” (TSI AR & Principals) The System Test Coordinator must certify online he/she has received and provided training in test security, handling of test materials, test administration, accommodations, and calculator use to the appropriate educators in the School System, such as Authorized Representatives/Principals, Building Coordinators, and Test Administrators and have communicated to the appropriate educators that it is their professional responsibility to maintain the security of the test and test materials. It is essential that professional educators complete training on test security and administration prior to testing in order to fulfill their professional obligations. (TSI STC) The Test Administrator responsible for administering the required MontCAS assessments is responsible for ensuring he/she has completed training on test security, test administration and accommodations. (TSI TA) *AA-AAAS:* System (District) Test Coordinators (DC) are responsible for ensuring that the SCs, TEs, and TAs in their districts are appropriately trained regarding the state and Alternate Montana Science Assessment administration and security policies and procedures and reporting online test security incidents to the OPI via the secure centralized OPI. (AMSA TAM) *AA-AAAS:* Prior to administering a test, School Test Administrators (and any other individuals who will be administering the AMSA) should read this manual; the Montana Science Usability, Accessibility, and Accommodations Guidelines; and the Test Administrator User Guide, and view the associated training modules. The OPI expects all persons involved in handling test materials and test administration to complete the following: • Complete the MontCAS Test Security readings and tasks as described on the OPI Test Security webpage; Complete the role-specific Roles and Responsibilities for Test Security Information test security agreement per OPI published guidance; • Complete the assessment-specific MontCAS Accessibility and Accommodation Guideline readings and tasks as described on the OPI Montana Science Accessibility & Accommodations webpage; and • Complete the Test Administrator (TA) Certification Course • Complete the Test Security Agreement (TSA) located in TIDE under the General Resources dropdown menu in the upper right-hand.” (AMSA TAM)
NE	Duplication and copying: Do not keep, copy, reproduce, or use any reading, mathematics, or science test, test item, any specific test content, or examine responses to an item or any section of a secured test in any manner inconsistent with the instructions provided by and through the Nebraska Department of Education. (Phase 1) *AA-AAAS:* Do not keep, copy, reproduce, or use any test content ? All printed materials (i.e., Administration Manuals, Student Test Booklets, and online test tickets) must be destroyed locally by the end of the testing window. All digital copies of files must be deleted/removed by the end of the testing window. (ATA Training) *AA-AAAS:* No accommodated versions of the NSCAS Alternate test are available. Districts may provide tests in large print or another format that supports the student’s primary mode of communication ? Districts must securely destroy any tests provided in these formats. (ATA Training) General information: Test security involves maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity of a test and validity of test results. If non-embedded accessibility supports are used, assessment security can become an issue when other test formats are used (e.g., braille, large print) or when someone other than the student is allowed to see the test (e.g., interpreter, reader, scribe). (AAM) Proctors are responsible for “Ensuring accommodations are assigned correctly and provided during testing, including headphones for students assigned Text-to-Speech (available for English-language tests only).” (Phase 1) Security of test and materials: To ensure test security and confidentiality, test administrators need to (1) keep testing materials in a secure place to prevent unauthorized access, (2) keep all test content confidential and refrain from sharing information or revealing test content, and (3) return all materials as instructed. (Accessibility Manual) Students may have access to an electronic device for medical purposes (e.g., Glucose Monitor). The device may include a cell phone but should only support the student during testing for medical reasons. Educators should follow local policies regarding medical devices and ensure students’ health is the highest priority. Device settings must restrict access to other applications, or the test administrator must closely monitor the use of the device to maintain test security. (AAM) Guidelines for Transcription: Any stored test content on the word processing device must be deleted after the transcription is completed. While awaiting transcription, the device with recorded answers must be stored in a secured, locked location. (AAM) *AA-AAAS:* Test content is to be viewed only by those individuals directly responsible for test administration… Do not discuss, disseminate, or otherwise reveal the contents of the test to anyone. (ATA Training) *AA-AAAS:* All NSCAS Alternate Administration Manuals and Student Test Booklets contain secure test content and must not be downloaded electronically and stored locally. Printed NSCAS Alternate Administration Manuals, Student Test Booklets, and online Test Tickets must be stored securely until testing is finished… Do not send any materials to DRC. Districts are responsible for secure destruction of printed NSCAS Alternate materials. (ATA Training) Changes to standard test procedures: Scheduled extended time can be arranged in advance for students who typically require additional time to complete similar tests. When such accommodations are made, school personnel must ensure that students are monitored at all times to prevent sharing of information. (Phase 1) Students being provided unapproved accommodations is an assessment irregularity and/or security breach. (TA Orientation) Personnel knowledgeable: EL teams, IEP teams, and educators for 504 plans make decisions about accommodations… Decision makers should provide evidence of the need for accommodations and ensure that they are noted on the IEP or 504 plan, applicable. Decision makers are responsible for entering information on linguistic supports and/or accommodations from the IEP or 504 plan. (AAM) Qualifications: Para-educators under the supervision of a certified teacher may be used as Test Proctors. (Test Administration Manual) Human reader: The human reader should be an education professional who is familiar with the student, and who is typically responsible for providing this feature in the classroom. • The human reader must be trained in accordance with test administration and security policies and procedures as articulated in the state’s guidelines. • The human reader must have prior experience in providing read aloud support and must be familiar and comfortable with the process before providing this support to a student during test administration. (Accessibility Manual) Scribe: The scribe should be an education professional who is familiar with the student, and who is typically responsible for providing this accommodation in the classroom. • The scribe must be trained in accordance with test administration and security policies and procedures as articulated in test administration manuals, accessibility and accommodations manuals, and related documentation. • The scribe must have prior experience in providing scribing or transcribing services and must be familiar and comfortable with the process before providing this accommodation to a student during operational test administration. (Accessibility Manual) Translators: Translators should participate in all aspects of staff training related to test administration and protocols, test security, code of ethics, and planning for testing day. (Accessibility Manual) Role of IEP: Educators are not to provide assistance to students while a standardized assessment is being administered except as provided for in a student’s 504 Plan or IEP. (Sample District Policy, p. 3) Accommodations provided to students must be specified in the student’s IEP and used during instruction throughout the year. (Phase 1) Training requirements: As outlined in the following Dos and Don’ts chart, translators should participate in all aspects of staff training related to test administration and protocols, test security, code of ethics, and planning for testing day. (AAM) *AA-AAAS:* Test Administrators and Proctors should study the NSCAS Alternate Administration Manual and become familiar with the test format prior to test administration. (ATA Training)
NV	Duplication and copying: Test material, whether online or paper/pencil, must not be copied or reproduced by any means without the prior written authorization of the test publisher and the NDE, nor is any individual permitted to review, analyze, discuss, or notate test content. (Test Security Manual) General information: Test security procedures must be understood and adhered to by all district and school personnel involved in test administration or the handling of materials related to state assessments… Strict adherence to procedures protects the integrity of the State assessment program, and ensures consistency in test administration, security of test materials, and the validity of scores. (Security Procedures) Security of test and materials: Test administrators need to keep testing materials in a secure place to prevent unauthorized access. (Accessibility Manual) Test administrators, proctors, school administrators, teachers, substitute teachers, aides, any other school personnel, or other individuals required to be present during test administration (e.g., medical caregivers) are not permitted to review test content… EXCEPTION: When a test administrator, proctor, or ASL interpreter is authorized to view test content in order to provide specific accommodations or designated supports (i.e., read aloud, signing, scribing); or as needed for administration of the Nevada Alternate Assessment or WIDA. A Confidentiality Agreement… must be signed prior to test administration and retained with the school’s test security documentation for three consecutive school years.” (Security Procedures) When a non-embedded designated support or accommodation is used that involves a human having access to items (e.g., reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements… Test administrators need to (a) keep testing materials in a secure place to prevent unauthorized access, and (b) keep all test content confidential and refrain from sharing information or revealing test content. Printed test items/stimuli, including embossed braille printouts, must be collected and inventoried at the end of each test session and securely shredded immediately. DO NOT keep printed test items/stimuli for future test sessions. (Accessibility Guidelines) For mathematics and ELA performance tasks, if a student needs to take the performance task in more than one session, scratch paper may be collected at the end of each session, securely stored, and made available to the student at the next performance task testing session. Once the student completes the performance task, the scratch paper must be collected and securely destroyed to maintain test security. (Accessibility Guidelines) Changes to standard test procedures: Before testing, embedded testing accommodations and designated supports must be selected for the appropriate students in the online testing system prior to test administration. Non-embedded accommodation and designated support information must also be provided to test administrators. (Security Procedures) Qualifications: A test reader or scribe should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. (Accessibility Manual) Role of IEP: If the student’s IEP or 504 testing accommodations require the test administrator or ASL interpreter to read or sign test content, or transcribe responses, that individual must sign a Confidentiality Agreement prior to testing (Test Security Manual) Test readers should be aware of and familiar with all additional supports and/or accommodations provided to a student in accordance with the student’s Individualized Education Program (IEP) or 504 plan. This will ensure that there are plans in place for providing all needed designated supports and accommodations. (Accessibility Manual) Training requirements: Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation. Scribes should have extensive practice and training in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and member test administration manuals, guidelines, and related documentation. (Accessibility Manual)
NH	Duplication and copying: Photocopying, hand copying or otherwise reproducing (e.g. taking a picture or screenshot) of ALL OR ANY PART of the test or student answers is strictly prohibited. (Test Security Assurances) Security of test and materials: All summative test items and test materials are secure and must be appropriately handled. Secure handling protects the integrity, validity, and confidentiality of assessment items, prompts, and student information. (Policy and Procedures Manual) Role of IEP: The NHDOE has identified digitally embedded and non-embedded accommodations for students for whom there is documentation of the need for the accommodations on an Individualized Education Program (IEP) or 504 accommodation plan. Team members and educators responsible for developing a student’s IEP or 504 plans must make decisions regarding the accommodations to provide, and list these in the plan of each student. (Policy and Procedures Manual)
NJ	Duplication and copying: Reproduction or transmittal of test items, passages, or other secure items or materials is prohibited (DTC Training). Security is a district responsibility [N.J.A.C. 6A:8-4.1 (e)]. There should be absolutely no reproduction or transmittal by any means of test items, passages, or other secure items or materials. (DTC Handbook) Security of test and materials: Test Booklets must always be stored in a secure location when not in use, and should never be accessible to personnel not responsible for testing. Each school must have a designated secure location with locked and restricted access to store secure test materials. Test Coordinators and Test Administrators must use all provided Security Forms to document test booklet distribution and test booklet return (DTC Handbook). The following test materials are secure: Student testing tickets; Mathematics reference sheets written on by students (if locally printed); Scratch paper written on by students; Human reader scripts for mathematics (if applicable); Tactile graphics (if applicable). (TAM – CBT) After testing, your STC may ask TAs to assist with transcription of student responses or other after-testing activities for accessibility features and accommodations. Accommodated student responses (e.g., assistive technology or scribe) are secure and must be treated as secure test materials. (TAM – CBT) Changes to standard test procedures: With the support of the school administration, your STC has the authority to schedule students in testing spaces other than regular classrooms, and at different scheduled times, as long as all requirements for testing conditions and test security are met as set forth in this manual. (TAM – CBT) Personnel knowledgeable: Test Administrators must be familiar with the student’s Individualized Education Plan (IEP) or 504 plan, and should know in advance which accommodations are required by the student, and for which test (ELA and/or Mathematics/Science) the student is designated to receive a human signer. Test Administrators must be aware of whether a student requires additional tools, devices, or adaptive equipment that has been approved for use during the test, such as a magnifier, closed circuit television (CCTV), abacus, brailler, slate, stylus, etc., and if use of these tools impacts the translation of the test, the signer should be made aware of this. (Accommodations Manual)
NJ	Qualifications: All DTCs and STCs must hold a valid New Jersey Teacher Certificate. Examples include, but are not limited to, the following: New Jersey Teacher Certification, New Jersey School Leader Certification, Educational Services Professional Certification, or Career and Technical Education Certification. A Test Administrator (TA) is an individual at the school who is responsible for administering the assessment to students. In general, the following individuals may serve as a TA: individuals employed by the district as teachers, district- and school-level administrators, other certified educational professionals, such as child study team members. (TAM – CBT) A TA must hold one of the endorsements required for DTCs and STCs listed above. Paraprofessionals may only serve as TAs if they hold one of these endorsements. Long-term substitutes may only serve as TAs if they hold one of the endorsements listed above and have had contractual employment at the testing site for more than 20 consecutive school days prior to the start of the testing window and will have additional continual uninterrupted employment at the school during the prescribed testing window for NJSLA. A proctor is an individual who may be called on to help a TA monitor a test unit under the supervision of the TA. A TA must be in the room at all times during testing if a proctor is used. Student teachers may serve as Proctors who assist the TAs. Proctors do not need to hold any endorsement; however, they must be under the direct supervision of a TA or STC at all times and they may not provide testing accommodations or handle secure materials at any time. (TAM – CBT) Individuals who provide the scribe accommodation to a student must: be trained by the school or district, as indicated in the NJSLA Test Administrator Manuals; sign a New Jersey Security Agreement Form; and be fluent in receptive and expressive American Sign Language (ASL), signed English, or other sign system, for students who are deaf or hard of hearing. (Accommodations Manual) Role of IEP: Ensure that students are only provided accommodations that are listed specifically for use during NJSLA-ELA/Math testing in an approved IEP or a 504 plan, or an ELL plan for English language learners. (TAM – CBT) Training requirements: Districts are strongly encouraged to hold a special training for accommodated testing (i.e., Scribes, Small Group Testing, One on One, English Learners or ELLs, etc.) (DTC Training). TA Responsibilities: Receive training in administering test sessions properly and securely; Review the TAM and all relevant test security requirements before administering test units; Attend any training session(s) led by the STC or designee before test administration; Understand and follow the protocols related to administering accessibility features and accommodations, if applicable. (TAM – CBT) Ensure that TAs who will administer accessibility features or accommodations that require TA interaction (e.g., human reader/human signer) have specific training so that they know what is allowed during the assessment. (Test Coordinator Manual) Other – Student refusal to use an assigned accommodation: If a student refuses the accommodation(s) listed in their IEP, 504 plan, or ELL plan, the school must document in writing that the student refused the accommodation(s). However, the accommodation(s) must be offered and remain available to the student during the test administration. The Student Accommodation Refusal Form in Appendix H of the AF&A Manual must be completed and placed in the student’s file. Also, on the day of the student’s refusal of an accommodation, a copy of the completed form must be sent home to the parent or guardian. The STC should work with TAs to determine who else should be informed of the student’s refusal of the accommodation(s). In addition, the team involved in the student’s IEP, 504 plan, or ELL plan, if used, may want to consider discussing this issue at the student’s next meeting. (Test Coordinator Manual) Other – Documentation of non-provision of accommodation: In the event that a student was provided a test accommodation that was NOT LISTED in their IEP, 504 plan, or was not documented for an ELL, or if a student was NOT PROVIDED a test accommodation listed in their IEP/504 plan/documentation for an ELL, the school test coordinator must immediately contact their district testing coordinator who will in turn notify the state assessment office of the incident. (Accommodations Manual)
NM	Duplication and copying: Section 6.10.7.12D NMAC lists practices that are specifically prohibited during test administration: – discussing, photocopying, or reproducing in any other fashion including paraphrasing, any portion of a standardized test or student responses; – teaching from, possessing, or in any way disseminating a photocopy or other reproduced or paraphrased standardized test or portion of a standardized test. (DTC Manual) Security of test and materials: All secure materials for both CBT and PBT must be stored in a locked location. TAs should sign out secure materials prior to an assessment session and should check in the materials as soon as possible after the conclusion of a session. Secure materials should not leave school campus without prior approval and documentation. (DTC Manual) Personnel knowledgeable: It is vital that DTCs, STCs, and TAs are aware of which students have been assigned accommodations, and plan ahead to make sure those accommodations are in place before the test. (DTC Manual) Qualifications: DTCs must hold one of the following valid PED licenses from the State of New Mexico: school instructor, administrator; school counselor; or student success advisor. (DTC Manual) STCs must hold one of the following valid PED licenses from the State of New Mexico: school instructor, administrator, school counselor, student success advisor; instructional support providers (e.g., educational diagnostician, psychologist, social worker). (DTC Manual) TAs must hold one of the following valid PED licenses from the State of New Mexico: school instructor, administrator, school counselor, student success advisor, instructional support providers (e.g., educational diagnostician, psychologist, social worker). Only long-term substitutes who hold one of the above PED licenses may serve as TAs. Short-term substitutes, educational assistants (EAs), school nurses, and coaches may not serve as TAs unless they also hold one of the valid licenses listed above. (DTC Manual) Proctors assist TAs but may not act as a TA. Proctors are generally Educational Assistants (EAs) but can be anyone who does not hold one of the approved PED licenses. No proctor should assist with a group that has a child who is a close relative (child, grandchild, niece/nephew, etc.). (DTC Manual) Role of IEP: Accommodations are available only to students with an IEP or 504 Plan or for ELs, if assigned by a school-based SAT team. Accommodations are changes in procedures or materials that ensure equitable access to instruction and assessment content. Examples: Braille, text to speech (on a language arts assessment), extended time (on timed tests). An assessment administered with appropriate accommodations assigned in accordance with a student’s legal plan generates valid test results for the student. If testing accommodations are applied incorrectly the result can be an invalidation of student test results. Invalidation can result from an accommodation being assigned to a student without a legal plan, or from an accommodation in a student’s IEP not being assigned when an assessment is administered. DTCs must submit a testing irregularity report (see Section 4) any time an assessment is administered without accommodations that are in a student’s legal plan, an accommodation is mistakenly given to a student without a legal plan, or an assessment is administered with a modification. (DTC Manual) Administering an assessment with an accommodation that is not in a student’s legal plan is a testing irregularity. Administering an assessment without an accommodation that is in a student’s IEP is also a testing irregularity. (Assessment Accommodations and Accessibility Manual) Training requirements: All school principals should attend the trainings held by the DTC or designated STC. The principal must verify that all test security, staff training, and accommodation requirements have been met each semester. (DTC Manual)
NY	Duplication and copying: In order to administer certain testing accommodations, a change in test format may be necessary. In most cases, changes in the format of tests may be made by the school. For example, a revised test format is often needed if using text-to-speech software with paper-based tests, as the test will have to be scanned into a digital format in order to be used with such software. For State assessments, any reproduction and/or reformatting of a test booklet, which ordinarily is prohibited, requires the advance written permission of the Office of State Assessment. (Testing Accommodations for Students with Disabilities) Changes to standard test procedures: Some students with disabilities whose schools have chosen CBT for their grade level may benefit from using online testing accommodations that change the way the test is displayed to enhance its accessibility for those students. Students with learning needs as documented in an IEP or 504 Plan may require CBT accommodation. (School Administrator’s Manual) Some students with disabilities may use certain recording/playback devices only if this accommodation is specifically required as a provision of the student’s IEP or 504 Plan. In addition, a student may be allowed to retain an otherwise prohibited device in their possession if there is documentation on file at the school from a medical practitioner that the student requires such a device during testing. (School Administrator’s Manual) In order to administer certain testing accommodations, a change in test format may be necessary. In most cases, changes in the format of tests may be made by the school. For example, a revised test format is often needed if using text-to-speech software with paper-based tests, as the test will have to be scanned into a digital format in order to be used with such software. For State assessments, any reproduction and/or reformatting of a test booklet, which ordinarily is prohibited, requires the advance written permission of the Office of State Assessment. (Testing Accommodations for Students with Disabilities) Personnel knowledgeable: It is the principal’s responsibility to ensure that students receive their testing accommodations and that those staff who will be providing them are appropriately trained. Teachers are advised to become familiar with the accommodations specific to the particular test being administered. (School Administrator’s Manual) Qualifications: Scribes may be teachers, teacher aides, teacher assistants, or other school personnel who are appropriately prepared to provide this accommodation. (Testing Accommodations for Students with Disabilities) Role of IEP: Ensure that students with disabilities are provided allowable testing accommodations as indicated on a student’s Individualized Education Program (IEP) or Section 504 Accommodation Plan (504 Plan). (School Administrator’s Manual) Training requirements: Ensure that teachers, aides, and assistants receive training to ensure the correct implementation of testing accommodations. (School Administrator’s Manual) All those responsible for developing and implementing the student’s IEP/504 plan should participate in staff development activities. These include members of the CSE/Section 504 Committee, teachers, administrators, teaching assistants, and teacher aides. Professional development and training topics related to testing accommodations should include: purpose of testing accommodations, eligibility, documentation, types of testing accommodations. criteria for making decisions. aligning testing accommodations with instructional accommodations. implementation of testing accommodations, purpose of State assessments, State policy and guidelines, discussing testing accommodations with students, instructing students on the use of certain testing accommodations. (Testing Accommodations for Students with Disabilities)
NC	Duplication and copying: Copying, reproducing, or paraphrasing test materials represents a breach of test security and is a violation of federal copyright laws, 16 N.C. Admin. Code 06D .0311, SBE policy, and the Testing Code of Ethics. (Test Coordinator’s Handbook) General information: To ensure standardized testing procedures for students with disabilities who require test accommodations, administrative procedures must be developed and implemented to ensure individual student needs are met, and at the same time, to maintain sufficient uniformity of the test administration to maintain test validity and to fulfill the requirements of testing for accountability. State tests are not designed to provide comprehensive diagnostic information at the individual student level. Among the accommodations students with disabilities may need are (a) special print versions, (b) assistive technology devices or special test arrangements, and/or (c) a special test environment. A student may require the combined use of any number of these accommodations to obtain access to a given test. Accommodations designated for the tests should be consistent with accommodations used routinely during classroom instruction and similar classroom assessments. It is vital for students with disabilities to receive accommodations on state-mandated tests that allow them to demonstrate their true abilities; however, students must not receive unnecessary, inappropriate, or unfamiliar accommodations. (Testing Students with Disabilities) Security of test and materials: Except for students being tested, test books and online test questions are not to be read or reviewed by anyone, at any time. An exception to this rule would be when students with documented special needs require an accommodation, such as Test Read Aloud (in English), or when there is express permission from the North Carolina Department of Public Instruction (NCDPI). School personnel and proctors must neither disclose the contents of secure tests nor discuss with each other or with students any specific test questions or information contained within the tests or write about them on the internet or social media sites. (Proctor’s Guide) Regarding Braille, large print, one item per page, and braille writer: The test administrator must purge any electronic files associated with the test administration immediately following the completion of the transcription process. The public school unit must follow the procedures in the North Carolina Test Coordinators’ Policies and Procedures Handbook regarding (1) storing or returning braille editions of state tests, (2) storing or returning original student responses recorded in a manner other than the regular answer sheet (e.g., braille writer/braille paper), and (3) storing and returning original scribe recordings of student responses if not recorded directly in a test book (e.g., scribe records responses on a separate sheet of paper and transcribes after the testing session). Storing and returning procedures may vary based on the test. (Testing Students with Disabilities) Regarding AT devices: The test administrator must follow the regular procedures for processing test materials unless the AT Devices accommodation is used in conjunction with another accommodation that requires special storage and processing. (Testing Students with Disabilities) Regarding abacus: Unless the Cranmer Abacus accommodation has been used in conjunction with another accommodation that requires special handling, the test administrator must follow the regular procedures for processing test materials. (Testing Students with Disabilities) Regarding scribe: The transcriber must purge any electronic files that include test materials immediately following the completion of the transcription process. The public school unit must follow the procedures in the North Carolina Test Coordinators’ Policies and Procedures Handbook regarding storing and returning original scribe recordings of student responses if not recorded directly in a test book or entered directly on a computer for online test administrations (e.g., scribe records responses on a separate sheet of paper and transcribes after the testing session). Procedures may vary based on the test. (Testing Students with Disabilities) Upon completion of test administrations with approved accommodations, test administrators must return all test materials for accommodations (e.g., original student responses recorded in a manner other than the regular answer sheet, special print versions, and original scribe recordings of student responses if not recorded directly in a test book) to the school test coordinator. (Test Coordinator’s Handbook) Since the interpreter or transliterator must be familiar with the concepts of the test questions, the interpreter or transliterator can review the test up to two days before testing. The review must occur under secure conditions in a group setting (i.e., three or more designated school personnel). If necessary, the interpreter or transliterator may make notes regarding the signs to use during the test administration in the test book that will be used during the test administration. The school test coordinator must ensure the interpreter or transliterator is given the same test book to refer to during the test administration. During the review, no notes may be made on separate paper, and no test book or other test materials may be removed from the secure location. The interpreter or transliterator must not disclose the content or specific questions of the test. Test security must be maintained at all times during the review and administration of the test. (Testing Students with Disabilities) Changes to standard test procedures: In addition to making decisions about how a student with disabilities will participate in the testing program, consideration must be given to the student’s testing mode. All North Carolina assessments are available in either an online (with the exception of NCEXTEND1 at grade 11) or a paper mode. Some assessments are required online administrations. However, for those required online, students with disabilities can receive either a paper or an online format of the assessment if there is documentation for the need in the student’s current IEP or Section 504 Plan. IEP teams and Section 504 committees determine whether a student’s disabling condition prevents the student from being able to access instructional materials in one of these formats. It is an IEP team or Section 504 committee decision whether a student requires a specific mode for accessibility. The mode of testing should mirror the delivery of daily classroom instruction and assessment. If a student requires a specific mode of testing, the team should include data and document the rationale for the decision in the IEP or Section 504 Plan. Before selecting paper tests, IEP teams and Section 504 committees should first consider the accessibility features and accommodations that are available to the student for online testing. Students should have the opportunity to practice interacting with the tools and features in the online testing system. It is important that students have used the online tutorials and released tests to become familiar with selecting answers, using the online tools, moving through the test, and submitting the test. If a student with a documented disability is unable to access the online tests after the accessibility features and accommodations have been considered and opportunities for practice interacting with the online testing system have been provided, the paper mode is an option that should be discussed and provided if documented in the current IEP or Section 504 Plan. (Testing Students with Disabilities) Personnel knowledgeable: The public school unit test coordinator, exceptional children director or coordinator, and Section 504 coordinator are to work collaboratively to provide information to school-based staff regarding policies and procedures for testing students with disabilities. (Testing Students with Disabilities) All teachers, IEP teams, and Section 504 committees, including parent(s), guardian(s), surrogate parent(s), and students age eighteen or older must be informed about (a) the state testing requirements at each grade level (including the National Assessment of Educational Progress [NAEP], if applicable); (b) the guidelines governing the provision and use of testing accommodations; and (c) the guidelines governing the administration and use of the North Carolina alternate assessments [italics added]. (Testing Students with Disabilities) Qualifications: Only current or retired professional educators as defined in G.S.§115C-270.1.2 (an administrator, teacher, or student services personnel) or teachers who (1) are employed by local education agencies (LEAs); and (2) have training in the Annual Testing Program as required in Rule .0308 of this Section shall administer secure tests. (Test Coordinator’s Handbook) Proctors are responsible adult community members (i.e., age 18 or older and not enrolled as a student in the K–12 public school system), school staff, or school system staff. Proctors should not be assigned to proctor in rooms where their relatives or wards are to be tested. Relatives and wards include children, stepchildren, grandchildren, nieces, nephews, siblings, in-laws, and persons under the proctor’s guardianship. Additionally, proctors should not be assigned to proctor with test administrators who are family members or close acquaintances. (Proctor’s Guide) Role of IEP: For any state-mandated test, accommodations must (1) be documented in the student’s current IEP or Section 504 Plan, and (2) the documentation must reflect their routine use during instruction and similar classroom assessments that measure the same construct. If a student has not been provided the accommodations documented on the IEP or Section 504 Plan during instruction, they are still required to receive the accommodations specified in the current IEP or Section 504 Plan for the state-mandated tests. However, the use of testing accommodations that were not routinely used during instruction or similar classroom assessments may constitute a misadministration and result in an invalid test score. Moreover, student performance could be adversely affected because the student did not become familiar with the accommodations before testing. In such cases, a local investigation must be conducted to determine if the student was adversely affected by the provision of the testing accommodations and if a misadministration should be declared. It is not appropriate to recommend the provision of accommodations during test administrations if the purpose is to potentially enhance student performance rather than provide equal access and opportunity to perform. Provision of accommodations for North Carolina tests that are not specified in this publication may invalidate the results of a given test. Accommodations that alter the construct of the test, interfere with the measurement of the construct, or provide inappropriate assistance to the student within the context of the test, invalidate the results of the test. (Testing Students with Disabilities) Training requirements: Early in the school year, school personnel must receive training on how to use accommodations during instruction. Before testing, training sessions on testing students with disabilities must be conducted by the public school unit for test administrators, proctors (if utilized); exceptional children teachers; and any other appropriate school personnel who serve students with disabilities on IEP teams and Section 504 committees or who are otherwise involved in administering a state test, providing accommodations during the administration of a state test, or administering or assisting with the administration of an alternate assessment. (Testing Students with Disabilities) Training on testing students with disabilities includes: (1) review of the standard procedures for administrating the test(s); (2) information located in the Testing Students with Disabilities document (this publication) and the Testing Code of Ethics, which includes information about maintaining test security and the sanctions for violations; (3) information about ordering test materials (The superintendent or the superintendent’s designee, usually the public school unit test coordinator, is responsible for ensuring secure test materials are properly ordered. Special print versions [e.g., braille, large print, one test item per page editions, and large print/one test item per page editions] must be entered into the public school unit-approved accommodations management system [i.e., Every Child Accountability and Tracking System (ECATS), PowerSchool, or a public school unit-approved, third-party application] for ordering purposes. Testing accommodations information must be accurate within the accommodations management systems in order to ensure adequate production, quality control, and delivery time of the special print versions.); and (4) information about testing accommodations. (Testing Students with Disabilities) To ensure valid test results, training before the administration of each state test must include review of accommodation(s) that have been approved for the student to use with specific tests and the appropriate use of and procedure for the provision of the approved accommodation(s). – A student may require accommodations for only one test (e.g., reading), or a student may have approval for accommodations for several tests (e.g., reading, mathematics, and science). In addition, a student may have approval for more than one accommodation per test because of his or her individual needs. – The test administrator must complete the accommodations provided in the Accommodations tab in NCTest for online tests or code all applicable bubbles on the student answer sheet for paper tests to identify the specific accommodation(s) provided during the test administration. Accommodation documentation must be accurate. This information is used for state and federal reporting purposes and for making determinations about the validity of test scores. – Unless the provision or use of the testing accommodation requires special handling, the test administrator must follow standard procedures for processing test materials. – Procedures for storing or returning paper test materials used with accommodations (e.g., Braille Editions or test books used for the Student Marks Answers in Test Book accommodation) can be found in the North Carolina Test Coordinators’ Policies and Procedures Handbook. (Testing Students with Disabilities) After receiving test administration training from the NCDPI, “LEA test coordinators shall in turn conduct training in the Annual Testing Program for any school test coordinators” (16 N.C. Admin. Code 06D .0308 [c]). The district test coordinator will train local personnel who are responsible for test administration procedures. This training shall include procedures for test administrations that require accommodations and shall emphasize the need to follow the directions outlined by the test publisher. (Test Coordinator’s Handbook) *AA-AAAS:* Although training on the alternate assessment for students with disabilities is the responsibility of the public school unit test coordinator, it should be conducted in collaboration with the exceptional children director or coordinator. The collaboration is necessary because public school unit test coordinators may have minimal experience working with alternate academic achievement standards and students with disabilities. Communication and cooperation among public school unit staff is vital to ensure test administrators and related personnel involved in the administration of the alternate assessment receive appropriate training, staff development, and support. (Testing Students with Disabilities)
ND	Duplication and copying: It is unethical and shall be viewed as a violation of test security for any person to capture images of any part of the test via any electronic device or duplicate in any way any part of the test. (TAM) Security of test and materials: All Braille test booklets should be treated as secure documents, and processes should be in place to protect them from loss, theft, and reproduction of any kind. Braille test booklets should be returned via mail to CAI at the address below and notification of the return provided to NDDPI. (TAM) Personnel knowledgeable: Prior to the day of a test, teachers should ensure that test administrators and proctors know what accessibility supports each learner will be using and how to administer them properly. For example, test administrators and proctors should know whether a learner needs to test in a separate location, so plans can be made accordingly. Staff administering accessibility supports, such as reading aloud to a learner or scribing learner responses, must adhere to specific guidelines so that learner scores are valid. (North Dakota Accessibility Manual) Qualifications: Test Readers: – The human reader should be an education professional who is familiar with the learner, and who is typically responsible for providing this feature in the classroom. – The human reader must be trained in accordance with test administration and security policies and procedures. – The human reader must have prior experience in providing read aloud support and must be familiar and comfortable with the process before providing this support to a learner during test administration. (North Dakota Accessibility Manual) Scribes: – The scribe should be an education professional who is familiar with the learner, and who is typically responsible for providing this accommodation in the classroom. – The scribe must be trained in accordance with test administration and security policies and procedures as articulated in test administration manuals, accessibility and/or accommodations manuals. – The scribe must have prior experience in providing scribing or transcribing services and must be familiar and comfortable with the process before providing this accommodation to a learner during operational test administration. (North Dakota Accessibility Manual) Role of IEP: IEP, 504, or ILP teams make decisions about accommodations. For ELs with disabilities, for example, these teams should include an expert in the area of English language acquisition. These decision makers provide evidence of the need for accommodations and ensure that they are noted on the IEP, 504 plan, or ILP. Decision makers are responsible for entering information on accessibility features and accommodations from the IEP, 504 plan, or ILP. (North Dakota Accessibility Manual)
OH	Duplication and copying: *AA-AAAS:* Copying, reproducing, using or otherwise disclosing any portion of secure test materials in any manner inconsistent with test security regulations and procedures. (Alternate Assessment for Students with the Most Significant Cognitive Disabilities, Test Administration Manual, Spring 2022) Changes to standard test procedures: Providing a student with modifications during Ohio’s State Tests may constitute a test irregularity and will result in an invalidated score (the score will not be counted) and/or an investigation by the state into the school’s or district’s testing practices. Moreover, providing modifications to students during statewide tests may have the unintended consequence of reducing their opportunities to learn critical content and may result in adverse effects on the students throughout their educational careers. (Ohio’s Accessibility Manual, Sixth Edition)
OK	Duplication and copying: Tests may not be photocopied, enlarged, altered, or duplicated. (OSTP Accommodations for Students with an IEP or Section 504 Plan) General information: Test security involves maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity and validity of a test. Test security can become an issue when accessible test formats are used (e.g., Braille, large print) or when someone other than the student is allowed to see the test (e.g., interpreter, reader, scribe). (Oklahoma Accommodations Guide) Security of test and materials: In order to ensure test security and confidentiality, test administrators need to (1) keep testing materials in a secure place to prevent unauthorized access, (2) keep all test content confidential and refrain from sharing information or revealing test content with anyone, and (3) return all materials as instructed. (Oklahoma Accommodations Guide) Changes to standard test procedures: All accommodations require adherence to test security protocols, including the presence of both a Test Administrator and a Test Proctor during periods requiring access to secure testing materials (e.g., human read aloud). Accommodations may not: 1) Alter, explain, simplify, paraphrase, or eliminate any test question, reading passage, writing prompt, or multiple-choice answer option; 2) Provide verbal or other clues or suggestions that hint at or give away the correct response to the student; 3) Contradict test administration requirements or result in the violation of test security; for example, • Test questions may not be modified, reordered, or reformatted in any way for any student; • Tests may not be photocopied, enlarged, altered, or duplicated; • English-language dictionaries are not allowed for any student on any test. (OSTP Accommodations for Students with an IEP or Section 504 Plan) Role of IEP: All accommodations require adherence to test security protocols, including the presence of both a Test Administrator and a Test Proctor during periods requiring access to secure testing materials (e.g., human read aloud). IEP/504 teams determine annually which accommodations will be needed and update the IEP/504 Plan accordingly. If the IEP/504 team believes that an OSTP accommodation listed in the student’s IEP/504 Plan should be removed because it is no longer necessary or appropriate for the student, the team must amend the IEP/504 Plan accordingly prior to testing. (OSTP Accommodations for Students with an IEP or Section 504 Plan)
OR	General information: Students must only have access to and use of those accessibility supports identified in the Oregon Accessibility Manual that are permitted for each specific test (or portion of a test). (Summative Test Administration Manual, 2021-22 School Year) Examples of Reported Adult-Initiated Test Improprieties: Providing a student with access to supports not identified in the Oregon Accessibility Manual or providing an approved support in a manner that is inconsistent with the Oregon Accessibility Manual. (Summative Test Administration Manual, 2021-22 School Year) TAs should review the Oregon Accessibility Manual to understand what is allowable in case a student requests an alteration in how a test is being administered. In cases where a student’s IEP indicates that a designated support or accommodation should be used, review the student’s IEP as well as the Oregon Accessibility Manual. (Summative Test Administration Manual, 2021-22 School Year) Security of test and materials: Destroy test materials securely includes printed test items/passages, including embossed Braille printouts, and scratch paper – they are to be collected, inventoried, and then immediately shredded. (Summative Test Administration Manual, 2021-22 School Year, Section 2.0 – Test Security) Notes from PT can be securely retained – TAs must direct students to write their names (or some appropriate identifying information) on their notes, collect and inventory the notes at the end of each test session, store securely in between test sessions. Materials retained between test sessions must be securely destroyed immediately upon the student’s completion of the test. (Summative Test Administration Manual, 2021-22 School Year) Qualifications: Signed Test Interpreter Qualifications…Meet OAR 581-015-2035 minimum standard…Receive annual Test Administration and Security training from their local district, consistent with requirements listed in the Test Administration Manual…Sign an Assurance of Test Security form for the current school year…. (Summative Test Administration Manual, 2021-22 School Year, pp. 75-76) A Qualified Trainer (QT) is a teacher or appropriately selected educator who has been trained to administer the ORExt to a student and score their responses as well as train others to become Qualified Assessors (QA). Appropriately selected educators are defined by the state and are essentially those who are certified and/or licensed. A Qualified Assessor (QA) is a teacher or other appropriately selected educator who has been trained to administer the ORExt to a student and to score their responses and demonstrated proficiency by passing the required proficiency assessments on the or.k12test.com website. Qualified Assessors become qualified by (a) receiving training from a current Qualified Trainer (QT) AND (b) passing a proficiency exam of their knowledge and skills related to the ORExt. Appropriately selected educators are defined by the state and are essentially those who are certified and/or licensed. (Oregon Extended Assessment Administration Manual) Role of IEP: Examples of Reported Adult-Initiated Test Improprieties: ….Giving the student the wrong test, including administering an assessment in a manner that is inconsistent with a student’s Individualized Education Program (IEP), giving the wrong test format, or testing a student at the wrong grade level. (Summative Test Administration Manual, 2021-22 School Year) TAs should review the Oregon Accessibility Manual to understand what is allowable in case a student requests an alteration in how a test is being administered. In cases where a student’s IEP indicates that a designated support or accommodation should be used, review the student’s IEP as well as the Oregon Accessibility Manual. (Summative Test Administration Manual, 2021-22 School Year) Training requirements: Completion of Training Module 3: Accessibility Supports. In addition to Test Administration and Security Training, any individual administering Smarter Balanced or OAKS Online through the Braille interface is required to participate in the Braille Interface Training. The Braille Interface Training prepares Teachers of the Visually Impaired to set up and administer Smarter Balanced and OAKS Online using the Braille interface and supporting Braille technologies. (Assessment Training Materials webpage)
PA	Security of test materials: In a paper-and-pencil test, test security can become an issue when accessible test formats are used (e.g., Braille, enlarged print) or when someone other than the student is allowed to see the test (e.g., interpreter, reader, scribe). To ensure test security and confidentiality, test administrators must keep testing materials in a secure place during testing sessions to prevent unauthorized access, keep all test content confidential and refrain from sharing information or revealing test content with anyone, securely destroy all student original work (including scratch paper); and return all materials as instructed. (Accessibility Manual) Educational sign language interpreters may review test materials up to three days prior to test administration. Test materials must be reviewed in a secure location supervised by the principal or test coordinator. Materials may not be removed from the secure location. (Test Administration Manual) Interpreters/translators may only access the test in a secure setting; the assessment may not leave the building (any notes necessary for administering the test must not leave the building. (Accessibility Manual) Qualifications: If an interpreter familiar with the student receives a copy of the test to use for preparation, special precautions may need to be taken to ensure the security of the test is not compromised. Some states require the interpreter live in another locale to ensure test security. However, this presents a new challenge as the interpreter is unlikely to be familiar with the signs used locally. (Accessibility Manual) Training requirements: Before test administration district assessment coordinator (DAC) must ensure that school assessment coordinators are trained n the Accommodations Guidelines. SACs before test administration must Know the required accommodations and those allowable accommodations for each student with an IEP or 504 Service Plan and/or for each English Learner being assessed and communicate this to the appropriate personnel. Before test administration, test administrator (TA)/proctors must Know and prepare to appropriately implement the required accommodations for each student with an IEP or 504 Service Plan and for each English Learner being assessed in your room. During test administration the TA/proctor must appropriately implement required accommodations. (Test Security Handbook)
RI	Duplication and copying: Accommodations may not require paper-based tests be photocopied, photographed, scanned, altered, or duplicated in any way; or, require screen shots of computer-based tests be taken. (Accessibility Manual) Do not duplicate any secure test content, including but not limited to audiotaping, videotaping, photographing, typing, or copying by hand. The only exceptions are for test administrators who must transcribe student responses into answer booklets for students with disabilities receiving certain accommodations or for students who did some or all of their work in damaged, defective, or void booklets. (Test Security Guidelines) General information: Follow guidelines on proper provision of RICAS accommodations as prescribed in the Accommodations and Accessibility Features Manual. (Test Security Guidelines) Accommodations may not contradict test administration requirements or result in a violation of test security; e.g., modify, reorder, or reformat test questions in any way (see translation accommodations for information on when, and for which tests, translations are acceptable. (Accessibility Manual) Security of test and materials: Keep any test materials stored in a secure place accessible only by the school’s test coordinator. Distribute testing materials as close to the actual testing time as possible. Use a sign-out and sign-in sheet for any staff receiving and returning test materials. This sheet should show date and time. (Test Coordinators Handbook) Qualifications: Test Reader: The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. Test readers must meet qualifications for test administrators found in the RISAP Test Coordinator Manual. (Accessibility Manual) Scribe: The scribe should be familiar with the student, such as the teacher or teaching assistant who is typically responsible for scribing during educational instruction and assessments. Scribes must meet the criteria outlined in the Rhode Island Test Coordinator Handbook. (Accessibility Manual) Test Administrators Who Simplify Directions: familiar with the student. Typically the test administrator or teacher is responsible for providing this support during educational instruction and assessments. Test administrators who simplify instructions must sign and abide by all requirements in the Test Security Agreement. Test Administrators: The following individuals may serve as a Test Administrator: Individuals employed by the LEA as teachers; LEA and school-level administrators (e.g. principals, assistant principals, directors, assistant superintendents, superintendents) who hold certificates for their positions as administrators; Long-term substitute teachers holding a teaching certificate, or state equivalent credentials, employed by the LEA as teachers; School psychologists, school social workers, librarians, school guidance counselors, and speech pathologists who hold certificates for their positions; Teachers employed by the LEA who hold provisional certificates. (NGSA Test Coordinator Manual) Proctor: Anyone serving as a proctor must be a school employee. (NGSA Test Coordinator Manual) Role of IEP: Ensure that students are only provided accommodations that are listed specifically for use during RICAS testing in an approved IEP or a 504 plan, or that were specifically chosen as accommodations for English learner (EL) students. (Test Security Guidelines) Training requirements: For test administrators who provide accommodations to students with disabilities, or English learner (EL) students, provide training in the implementation of accommodations in accordance with the Accommodations and Accessibility Features Manual. (Test Security Guidelines) Other – Viewing students’ screens: A test administrator may view students’ tests on-screen only for the purpose of assisting a student who is having trouble with the computer interface, or in order to administer appropriate accommodations and accessibility features. (Test Security Guidelines)
SC	Duplication and copying: *AA-AAAS:* It is a test violation to copy, reproduce, use, or otherwise disclose any portion of secure test materials in any manner inconsistent with test security regulations and procedures. (SC Alt TAM) *AA-AAAS:* It is unlawful for anyone to knowingly and willfully violate security procedures regulations promulgated by the State Board of Education for mandatory tests administered by or through the State Board of Education to students or educators, or to knowingly and willfully: (a) Give examinees access to test questions prior to testing; (b) Copy, reproduce, or use in any manner inconsistent with test security regulations all or any portion of any secure test booklet. (Appendix A in ALT TAM) General information: Test security involves maintaining the confidentiality of test questions and answers, protecting items from theft, employing ethical testing practices and is critical in ensuring the integrity of a test and validity of test results. If non-embedded accessibility supports are used, assessment security can become an issue when other test formats are used (e.g., braille, large print) or when someone other than the student is allowed to see the test (e.g., interpreter, reader, scribe). (South Carolina Accessibility Support Document January 2019 (adapted from the CCSSO Accessibility Manual)) *AA-AAAS:* Maintaining test security is one of the most important responsibilities of personnel who participate in the administration of the SC-Alt. The SC-Alt is subject to provisions of the state test security legislation, South Carolina Code of Laws, Section 50-445, and the regulations of the State Board of Education (see Appendix A: Test Security Regulations and Violations for test security legislation). Interfering with student responses or fabricating data is a violation of the security legislation. The responses submitted in the online Data Entry Interface (DEI) and the Student Interface must reflect authentic student work and responses. All paper test materials must be maintained in a secure location on site. (SC Alt TAM) Security of test and materials: To ensure test security and confidentiality, test administrators need to (1) keep testing materials in a secure place to prevent unauthorized access, (2) keep all test content confidential and refrain from sharing information or revealing test content, and (3) return all materials as instructed. Some of the same considerations for test security apply to embedded accessibility supports. For example, ensuring that only authorized personnel have access to the test and that test materials are kept confidential is critical in technology-based assessments. In most cases, any special required hardware devices and appropriate applications, such as switches, should be compatible with computer-delivered assessments. Prior to testing, educators should check on device compatibility and make appropriate adjustments if necessary. (2018 South Carolina Accessibility Manual) *AA-AAAS:* All school and district personnel who may have access to SC-Alt materials or to the location in which the materials are securely stored must sign the Agreement to Maintain Test Security and Confidentiality form before accessing the materials. (SC Alt TAM) *AA-AAAS:* TAMs and/or other appropriate instructions must be distributed to testing personnel at least two weeks prior to the testing window so that STCs, test administrators (TAs), and testing monitors (TMs) will have the opportunity to read the TAM and become familiar with test security laws, regulations, and procedures, as well as their responsibilities within the classroom. (SC Alt TAM) Changes to standard test procedures: The state of South Carolina allows appropriate accommodations on statewide assessments, so long as they do not interfere with the construct being measured. (South Carolina Accessibility Support Document January 2019 (adapted from the CCSSO Accessibility Manual)) Personnel knowledgeable: Test administrators are required to be knowledgeable about test administration procedures and test security policies. (SC Alt TAM) Role of IEP: During the meeting of the IEP/504 Plan team, the team may consider only the testing accommodations as written in the IEP/504 Plan and may not change the accommodations specified in the plans. The IEP or 504 Plan team must address the test security violation as follows: • If a student received a non-standard accommodation that is not specified in the IEP/504 Plan, the team must invalidate the test administration. • If a student received a standard accommodation that is not specified in the IEP/504 Plan, the team must determine if the unauthorized accommodation would cause the test score to be invalid. • If a student did not receive a standard or non-standard accommodation that is specified in the IEP/504 Plan, the team must determine whether the test score would be valid without the specified accommodation and/or non-standard accommodation. (2018 South Carolina Accessibility Manual) Test Security Violations and Students with Disabilities District Test Coordinators (DTCs) and School Test Coordinators (STCs) should work closely with special education coordinators and teachers within the schools to ensure Plan. The State Board of Education Regulations 2 S.C. Code Ann. Regs. 43-100 (2016) state that not providing accommodations (to include customized test forms) as specified for students with IEPs or 504 Plans or providing more accommodations than specified is considered a breach of professional ethics that may jeopardize the validity of the inferences made on the basis of test data. As such, these actions are viewed as security violations that could result in criminal prosecution and/or disciplinary action to an educator’s professional certificate. That all accommodations are provided for students with disabilities in accordance with each student’s Individual Education Program (IEP) or 504 Accommodation In the event of a test security violation involving testing accommodations for students with disabilities, the DTC must report the test security violation in accordance with the procedure outlined in the Test Administration Manual (TAM) for each assessment program and as posted at: http://ed.sc.gov/tests/assessment-information/test-security/. (Test Security Violations and Students with Disabilities) *AA-AAAS.* Test Administrators should play a key role in implementing the student’s IEP, and offer guidance to the IEP team regarding the student’s current abilities, skills, and social integration as related to the decision-making process for selecting the appropriate assessment. (SC Alt TAM) Training requirements: Test security is essential to obtain reliable and valid scores for accountability purposes. Accordingly, the South Carolina Department of Education (SCDE) must take every step to assure the security and confidentiality of the state test materials. District test coordinators for alternate assessment (DTCs-Alt) and school test coordinators (STCs) must provide appropriate training for all personnel involved in testing so that they have a common understanding of test security and appropriate testing practices. (SC Alt TAM) *AA-AAAS:* Test administrators must complete the TA Certification Course, available on the Portal. (SC Alt TAM)
SD	Duplication and copying: Once a student is approved to receive the printing of test items/passages, that student may send a print request to the PR during testing by selecting the print icon on the screen. Before the PR approves the student’s request to print a test item/stimulus, the PR must ensure that the printer is on and is monitored by staff who have been trained using the Proctor training modules for the test. This request needs to be made for each individual item. (Test Administration Manual) Unless needed as a print-on-demand or braille accommodation, no copies of the test items, stimuli, reading passages, performance task materials, or writing prompts may be made or otherwise retained. (TAM) *AA-AAAS:* Items are for the exclusive use of testing and are not to be used for instruction, and are not to be shared, emailed, copied, or distributed in any manner. To do so is a test irregularity and a violation of test security and should be reported. (SDSAA TAM) General information: Test security involves maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity of a test and validity of test results. (Accommodations Guide) Q: What security measures need to be taken before, during, and after the assessment for students who use universal tools, designated supports, and/or accommodations? A: Test security involves maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity of a test and validity of test results. Ensuring that only authorized personnel have access to the test and that test materials are kept confidential is critical in technology-based assessments. In addition, it is important to guarantee that (a) students are seated in such a manner that they cannot see each other’s terminals, (b) students are not able to access any unauthorized programs or the internet while they are taking the assessment, and (c) students are not able to access any externally saved data or computer shortcuts while taking the test. Prior to testing, the IEP team should check on compatibility of assistive technology devices and make appropriate adjustments if necessary. When a non-embedded designated support or accommodation is used that involves a human having access to items (e.g., reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements. Test administrators need to (a) keep testing materials in a secure place to prevent unauthorized access, and (b) keep all test content confidential and refrain from sharing information or revealing test content. (Accessibility Manual) Security of test and materials: Test administrators need to (a) keep testing materials in a secure place to prevent unauthorized access. (Accessibility Manual) Ensuring that only authorized personnel have access to the test and that test materials are kept confidential is critical in technology-based assessments. Printed test items/stimuli, including embossed Braille printouts, must be collected and inventoried at the end of each test session and securely shredded immediately. DO NOT keep printed test items/stimuli for future test sessions. (Accommodations Guide) Printed materials from the print-on-demand accommodation, scratch paper, and documents with student information must be kept in a securely locked room or locked cabinet that can be opened only with a key or keycard by staff responsible for test administration. (TAM) All scratch paper must be collected and securely destroyed at the end of each CAT [Computer Adaptive Test] assessment session to maintain test security. All notes on whiteboards or assistive technology devices must be erased at the end of each CAT session… For mathematics and ELA performance tasks, if a student needs to take the performance task in more than one session, scratch paper, whiteboards, and/or assistive technology devices may be collected at the end of each session, securely stored, and made available to the student at the next performance task testing session. Once the student completes the performance task, the scratch paper must be collected and securely destroyed, whiteboards should be erased, and notes on assistive technology devices erased to maintain test security. (Accommodations Guide) Students may use amplification assistive technology (e.g., headphones, FM System) to increase the volume provided in the assessment platform. Use of this resource likely requires a separate setting. If the device has additional features that may compromise the validity of the test (e.g., internet access), the additional functionality must be deactivated to maintain test security. (Accommodations Guide) Educators should follow local policies regarding medical supports and ensure students’ health is the highest priority. Electronic medical support settings must restrict access to other applications, or the test administrator must closely monitor the use of the device to maintain test security. Use of electronic devices may require a separate setting to avoid distractions to other test takers and to ensure test security. (Accommodations Guide) Students should practice using assistive technology devices in the Practice/Training tests administered through the secure test browser to ensure interoperability. The assistive technology device needs to be consistent with the student’s plan. Access to internet must be disabled on assistive technology devices. Functionality must be verified with the test platform. If students use their own assistive technology devices, all assessment content should be deleted from these devices after the test for security purposes. (Accommodations Guide) Students who are unable to use the embedded calculator for calculator-allowed items will be able to use the calculator that they typically use, such as a braille calculator or a talking calculator. Test administrators should ensure that the calculator is available only for designated calculator items and that calculator functions are consistent with those of the embedded calculator for each grade level. The non-embedded calculator should have no internet or wireless connectivity, and all security procedures need to be followed. (Accommodations Guide) *AA-AAAS:* All items, stimuli, paper response cards options and all associated test administration materials are secure. (SDSAA TAM) *AA-AAAS:* During testing, Test Administrators should “Maintain test security by ensuring all test materials are in a secure and locked location when not testing.” After testing, they should Remove any secure materials from computers and assistive technology. (SDSAA TAM) *AA-AAAS:* PRs and SCs/ACs must ensure that all aspects of the Test are maintained in a secure manner. Items are for the exclusive use of testing and are not to be used for instruction, and are not to be shared, emailed, copied, or distributed in any manner. To do so is a test irregularity and a violation of test security and should be reported. (SDSAA TAM) *AA-AAAS:* Secure handling of test materials protects the integrity and confidentiality of test items and the validity of student results. It is essential that unauthorized persons are prevented from accessing or viewing test content in the Test Delivery System or if using the paper response card options accommodation. (SDSAA TAM) *AA-AAAS:* For printed test materials including but not limited to paper response card options, test items or stimuli, a PR must: • maintain all printed test materials in a secure, locked location; • protect secure materials from view by other students, teachers, parents, school staff, or other individuals; ensure secure transport of testing material form school building to school building; • refrain from duplicating, reproducing, or sharing items or other secure test materials; • give ALL printed test item/s or other printed material to the AC/SC after the test session is completed, for secure shredding; and • delete any test materials, items, or information from the computer and/or any assistive technology used by the student after testing is complete. (SDSAA TAM) *AA-AAAS:* Printed materials from the print-on-demand accommodation and scratch paper must be kept in a securely locked room or locked cabinet that can be opened only by staff responsible for test administration. All test materials must remain secure always. Printed test items/stimuli and scratch paper, must be collected at the end of each test session and then immediately destroyed according to district and/or state policies or procedures. Do NOT keep printed test items/stimuli or scratch paper for future test sessions. (SDSAA TAM) Changes to standard test procedures: Use of electronic devices may require a separate setting to avoid distractions to other test takers and to ensure test security. (Accommodations Guide) For the print on demand accommodation, “The method of recording student responses depends on documentation in the IEP or 504 plan (e.g., after first recording responses on the paper version, the student could enter responses into the computer or the scribe could enter responses into the computer).” (Accessibility Guidelines) To ensure that all students are tested under the same conditions, the PR should adhere strictly to the script for administering the test unless a student is assigned the non-embedded designated support or accommodation for Simplified Test Directions… No test items can be read to any student for any content area, unless the student is assigned a Read Aloud non-embedded designated support or accommodation as described in the TSA. (TAM) *AA-AAAS:* PRs must administer all test items according to the TAM. Modifications or changes to TAMs are not permitted and are inappropriate test practices and a test irregularity. (SDSAA TAM) *AA-AAAS:* Students may select an answer from the options in a variety of ways, such as using the computer mouse, verbalizing, gesturing, using eye gaze or communication devices, using assistive technology, etc. Students enter responses into the MSAA Online Assessment System. If the student has the Scribe Accommodation, the scribe enters the response on behalf of the student. (AA TAM) Personnel knowledgeable: *AA-AAAS:* TAs must be familiar with the student’s IEP and should know in advance which accommodations are required by the student. TAs must be aware of whether a student requires additional tools, devices, or adaptive equipment that has been approved for use during the Test, such as a magnifier, closed circuit television, abacus, brailler, slate, stylus, etc., and if use of these tools impacts the translation of the Test, the signer should be made aware of this. (AA TAM) Qualifications: When a non-embedded designated support or accommodation is used that involves a human having access to items (e.g., reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements. (Accommodations Guide) A test reader or scribe should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. (Accessibility Manual) The scribe should be an adult who is familiar with the student, the certified teacher who is typically responsible for scribing during educational instruction and assessments… Scribes must have demonstrated knowledge and experience in the subject for which scribing will be provided… Scribes should have extensive practice and training in accordance with the state administration and security policies and procedures as articulated in the test administration manuals, guidelines, and related documentation. (Accommodations Guide) Test Readers: The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. ? Test readers must be trained on the administration of the assessment in accordance with member policy and familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. ? Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation. (Accessibility Manual) *AA-AAAS:* Scribes: Be a state-certified educator or an employee of the district • Complete all training for the Test • Sign and submit state test security agreements according to state policy • Be familiar to the student • Be familiar with all the accommodations in the student’s IEP • Scribe under the direction of a qualified, trained TA who is administering the Test. (AA TAM) Role of IEP: Accommodations are available for students with documented IEPs or Section 504 Plans. (TAM) Test readers should be aware of and familiar with all additional supports and/or accommodations provided to a student in accordance with the student’s Individualized Education Program (IEP) or 504 plan. This will ensure that there are plans in place for providing all needed designated supports and accommodations. (Accessibility Manual) *AA-AAAS:* Provide accommodations to students based on appropriate assessment features, and the accommodations in the student’s IEP that are consistent with MSAA accommodations policies. (AA TAM) *AA-AAAS:* Any accommodation required by a student must be included in the student’s IEP prior to testing. (AA TAM) Training requirements: Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation. Scribes should have extensive practice and training in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and member test administration manuals, guidelines, and related documentation. (Accessibility Manual) *AA-AAS:* All TAs must complete the following two tasks before they can access the DTA and administer the MSAA tests: 1. View the Online MSAA Test Administration Training Modules for Test Administrators, including the end-of-module quizzes. There is no required score that must be achieved to pass the end-of-module quizzes. 2. Complete the Final Quiz with at least an 80% accuracy score. (MSAA Manual) AA-AAAS: Scribes and signers must be trained on test administration policies. (AA TAM)
TN	Duplication and copying: I understand that it is my responsibility to take all necessary precautions to safeguard the tests and test materials. This includes: – Ensuring that test items are not reproduced, duplicated, or paraphrased in any way, for any reason, by any person. Standard copyright laws must be maintained at all times. (Building Test Coordinator Guidebook) Security of test and materials: All assessment materials must be kept in a locked storage area that is only accessible to the building testing coordinator and designees at all times. Restrict access to the storage area to authorized personnel only and ensure the assessment materials remain secure at all times. (Building Test Coordinator Guidebook) Personnel knowledgeable: It is the responsibility of the building and district testing coordinators to ensure that students receive the appropriate designated supports and accommodations. All individuals providing support and accommodations to students need to know and understand the requirements of the state assessments, including the appropriate use of designated supports and accommodations. Staff providing supports and accommodations are required to be fully trained and must sign a department Test Administration and Security Agreement and Code of Ethics and Security Procedures agreement. DTCs, BTCs, and test administrators should know which specific designated supports and accommodations must be provided to individual students, as well as how the supports and accommodations are administered. (Test Security Manual) Prior to the test, test administrators must know what accommodations each student will be using and how to administer them properly. Testing accommodations provided for one student may not impede or impact other students in the testing room. It is the responsibility of the test administrator to ensure that each student who qualifies for testing accommodations receives them with efficacy while also ensuring that other students who do not receive accommodations are not affected. (Building Test Coordinator Guidebook) Qualifications: Test administrators (TAs) should be selected from the following list: – licensed teachers or licensed educational administrators employed by the school district – paraprofessionals or non-licensed administrative personnel employed by the school district – licensed substitute teachers or retired teachers with a valid Tennessee teacher license A proctor is typically a teacher’s aide, a paraprofessional, or another paid district or school staff member. Proctors may also be volunteers who must receive the same training as proctors employed by the school or district. (Test Security Manual) Role of IEP: Accommodations are available to students with a disability served under an IEP or a 504 Plan. Accommodations are also available to students with limited English proficiency, which include EL students with an ILP (defined as L and W) and transitional students (T1-T4). Accommodations may only be used when the student requires them to participate in the assessment meaningfully and appropriately. (Building Test Coordinator Guidebook) Training requirements: An online training for test administrators that covers how to administer TCAP tests will be available. Topics include how to administer tests, test security, test environment, and accommodations. (Test Administration Manual)
TX	Duplication and copying: A serious test irregularity is duplicating, recording, or electronically capturing confidential test content unless specifically authorized to do so. (TEA training PPT) *AA-AAAS:* In order to access some allowable accommodations, it may be necessary to photocopy secure materials. These allowable accommodations must be documented in the student’s IEP. Many of the techniques used to make images more accessible require methods that might distort the images on the next page of the student test booklet. In these instances, photocopying of the student test booklet may be required. Adhere to these guidelines when photocopying the student test booklet. • The student test booklet cannot be disassembled. • The district must maintain test security and confidentiality when photocopying the student test booklet. (STARR Alt 2 TAM) Security of test and materials: *AA-AAAS:* All secure test materials must be handled in strict accordance with the instructions contained in the Coordinator Resources and the test administrator manuals. Districts are required to implement the controls necessary to ensure the proper storage and accurate tracking of secure materials throughout each stage of all test administrations. Districts and campuses must identify a suitable location where secure test materials can be kept in locked storage when not in use. Access to these secure locations should be limited to no more than a few essential personnel and these individuals should be the only people who possess keys to the storage area. Districts that choose to participate in the optional testing window extensions must maintain test security and confidentiality throughout the extended windows. This includes ensuring that all test materials (e.g., online test tickets) are securely stored and students are cautioned about sharing secure test content. All testing personnel who handle test materials should be aware that the materials may contain secure test content and that any viewing, discussing, or recording of this confidential information is strictly prohibited. Test administrators who have permission to view secure content in order to provide an approved designated support or as part of the program-specific test administration process must be reminded that responding to test questions, recording the information they see, scoring a test, or discussing the content of a test at any time is strictly prohibited. Each person participating in the student assessment program is required to maintain and preserve the confidentiality of all secure test content including test booklets, online assessments, online test tickets, completed answer documents, STAAR Alternate 2 image cards, TELPAS holistically rated components, and TELPAS calibration activities. (STARR Alt 2 TAM) *AA-AAAS:* STAAR Alternate 2 test materials are considered secure, and the campus coordinator must check them out to the test administrator using the STAAR Alternate 2 Materials Control Form. Test materials should be checked out during the preview window only when needed by the test administrator to become familiar with the test and prepare for accommodations. At the end of each day, all secure materials, including photocopied pages from the student test booklet, must be returned to the campus coordinator. (STARR Alt 2 TAM) Changes to standard test procedures: A student who uses this designated support may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. The appropriate team of people at the campus level must document eligibility for this designated support, but the documentation does not need to specify exactly how much extra time the student should be granted to complete the test. A student should be allowed to continue testing until the end of the regularly scheduled school day, but cannot be required to continue testing until that time. A student should be allowed to leave the testing room when that student has completed the test. 3. The district must maintain test security and confidentiality when providing extra time to complete testing. All standard test security and confidentiality requirements must be followed. Refer to the Security section in these District and Campus Coordinator Resources for more information. (2020–2021 Accessibility Features) Training requirements: Recommendation #14: TEA will require test administrators to participate in a standardized online training program that addresses mandatory test security procedures. Rationale: All test administrators are required to be trained prior to each major state assessment. Topics to be covered in training are outlined in the District and Campus Coordinator Manual that is produced annually for the state assessment program. However, implementation of this training is handled at the local level, and the quality and extensiveness of the training received by test administrators varies widely across districts. To ensure that all test administrators receive similar training and that all critical elements are covered in the training, standardized training modules should be developed by TEA that can be delivered online. (Recommendations for Implementation of 14-point Test Security Plan) *AA-AAAS:* Testing personnel are required to receive annual training in test security and administration procedures and are responsible for complying with state assessment requirements. In addition, testing personnel must receive training in testing policies and procedures specific to each administration and, if applicable, training related to security protocols for authorized viewing of state assessments. By signing the appropriate oath, participants affirm that they have been trained, understand their obligation to properly implement the program, acknowledge their responsibility to report any suspected testing irregularity to the district or campus testing coordinator, principal, or the TEA Student Assessment Division, and are aware of the range of penalties that may result from a violation. (STARR Alt 2 TAM) *AA-AAAS:* All test administrators are required to receive annual training in test security, general testing procedures, and procedures unique to specific testing circumstances. • Your campus coordinator will schedule and conduct your training session before testing begins and will aid you in becoming familiar with the Assessment Management System. Topics may include the following: • test administrator roles and responsibilities „ maintaining security of test materials until returned to the campus coordinator „ preparing test materials for each administration „ implementing the test administration processes and procedures stated in the manuals „ monitoring and maintaining test security „ reporting any suspected violation of test security to the campus coordinator „ transcribing student responses into an online transcription form „ administering individual tests in more than one session „ accessing the online system and entering scoring and assessment data „ preparing test materials for return to the campus coordinator at the end of test administrations, including all photocopies of the images and text in the student test booklet and the STAAR Alternate 2 Scoring Document used to record student performance • timeline for test administrations • allowable accommodations. (STARR Alt 2 TAM) *AA-AAAS:* Individuals who are authorized to conduct test administration procedures that involve viewing secure state assessments must receive additional training and confirm compliance with state confidentiality requirements. (STARR Alt 2 TAM) Other – Use of technology and security issues – Districts are required to have procedures in place to prevent the use of cell phones and personal electronic devices during test administrations. When using allowable or approved technology, including technology-based accommodations (i.e., accessibility features, designated supports), the following guidelines for test security and validity must be followed and reviewed prior to an assessment. Appropriate review requires knowledge of both the Texas Essential Knowledge and Skills (TEKS) for the specific subject and grade and the capabilities and functions of the device or software. Test administrators must actively monitor the use of the technology, including technology-based accommodations, during an assessment. Some technology may be useful during a daily academic setting but cannot be used during a state assessment if it has functionality that creates an assessment concern that cannot be addressed. Additional reviews of technology, including technology-based accommodations, after an upgrade or update must be conducted to determine if it continues to meet the Student Assessment Division guidelines for use during a state assessment. For a device or software to be considered appropriate for state assessment use, it must be set in a mode that locks the user into a specific software program; block the user from accessing functionality that may violate test security, such as the ability to send secure test content (e.g., messages, captured images, videos); the ability to send or receive any person-to-person communication about secure test content (e.g., chat, video); and the ability to save secure test content. When using applications on a tablet, laptop, or desktop computer, districts must ensure the application does not provide functionality that compromises the content being assessed. For more information, refer to the Technology Guidelines3 webpage in these Coordinator Resources. (Security - District and Campus Coordinator Resources)
UT	Duplication and copying: Print on demand is allowed for items and passages for students with Large Print or paper-based accommodations. (TAM) General information: When selecting accommodations or resources for state assessments with a student, it is important to look at state policies and procedures to determine whether use of an accommodation or resource results in adverse consequences on a state test (e.g., lowering or not counting a student’s score). Assessment accommodations/resources that result in adverse consequences are commonly referred to as modifications, alterations, and nonstandard or unapproved accommodations. (Accommodations Manual) Security of test and materials: Secure materials should be stored between testing sessions and destroyed at the end of testing according to local procedures. Ensure the following materials are secure: – Scratch paper/graph paper written on by students – Embossed items and passages (for students with braille accommodation) – Print-on-Demand items and passages (for students with Large Print or paper-based accommodations). (TAM) Changes to standard test procedures: A student assessed in an alternate location always needs a proctor supervising the assessment. (Accommodations Policy) Personnel knowledgeable: It is very important for educators to become familiar with state policies regarding accommodations during assessments. Accommodations should be provided routinely for instruction and assessment during the school year in order to be used for state assessments. It is not uncommon for members of the team to be given the responsibility for arranging, coordinating, and providing assessment accommodations and resources for all students who may need them. Thus, it is essential for all team members to know and understand the requirements and consequences of LEA and state assessments, including the use of accommodations and resources. (Accommodations Manual) Other – Remote testing: Remote: Students who require the use of accommodations outside the embedded resources—print, braille, assistive technology, scribe, and sign language—will need to submit a request form to USBE. This ensures students needing those accommodations will receive the appropriate support to be successful. (TAM) For students with special needs or administrators seeking to accommodate students using accessibility features, the Secure Browser provides the option for assessments to be taken in less restrictive environments. This feature is known as Permissive Mode. Assistive Technology Mode (also called Permissive Mode) is an accommodation option that allows students to use accessibility software in addition to the Secure Browser. Offered on Mac OS and Windows, students testing in Permissive Mode can have moderated access to the system outside of the Secure Browser. This allows students who need accessibility resources/tools to seamlessly navigate between the browser and approved applications that suit their test-taking needs. (TAM) Other – Modifications: Providing a student with a modification during a state accountability assessment may constitute a test irregularity and/or an ethics violation and may result in an investigation into the school’s or LEA’s testing practices. If a student is administered a modified assessment, the student may be considered non-proficient and recorded as a non-participant at the school and LEA levels. (Accommodations Policy)
VT	Duplication and copying: Breaches of test security include but are not limited to copying of test materials, failing to return test materials, coaching students, giving students answers, and/or changing students’ answers. Unless needed as a print-on-demand or braille accommodation, no copies of the test items, stimuli, reading passages, performance task materials, or writing prompts may be made or otherwise retained. (SBA TAM) Security of test and materials: Prior to testing, the IEP team should check on compatibility of assistive technology devices and make appropriate adjustments if necessary. When a non-embedded designated support or accommodation is used that involves a human having access to items (e.g., reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements. Test administrators need to (a) keep testing materials in a secure place to prevent unauthorized access, and (b) keep all test content confidential and refrain from sharing information or revealing test content. Printed test items/stimuli, including embossed braille printouts, must be collected and inventoried at the end of each test session and securely shredded immediately. DO NOT keep printed test items/stimuli for future test sessions. (Accessibility Manual) Printed materials from the print-on-demand accommodation, scratch paper, and documents with student information must be kept in a securely locked room or locked cabinet that can be opened only with a key or keycard by staff responsible for test administration. Printed test items/passages, including embossed braille printouts, and scratch paper must be collected, inventoried and then securely destroyed immediately upon a student’s completion of the test. (SBA TAM) Changes to standard test procedures: Smarter Balanced paper tests (standard paper, braille, or large print) are available only to students with paper test accommodations in their IEP or Section 504 plan. Upon completion of paper tests, Test Administrators are required to submit student responses to standard paper, large print, and braille paper tests in the Data Entry Interface (DEI) so that the student’s test can be scored. The DEI is a secure system that will display an online version of the test. (SBA TAM) Qualifications: The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. (Accessibility Manual) The scribe should be an adult who is familiar with the student, such as the teacher or teaching assistant who is typically responsible for scribing during educational instruction and assessments. Scribes must have demonstrated knowledge and experience in the subject for which scribing will be provided. Scribes should have extensive practice and training in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and member test administration manuals, guidelines, and related documentation. (Accessibility Manual) TEs (Teachers) should be certified school personnel; however, if a paraprofessional or substitute teacher is needed to administer a test, the individual must be fully trained in test administration and test security procedures. To ensure that test administration and test security procedures are followed, a certified teacher should monitor paraprofessionals. A substitute teacher should be monitored by the building principal or another administrator to ensure that test administration and security procedures are followed. (Test Coordinator’s Manual) Role of IEP: IEP teams and educators make decisions about accommodations. These teams (or educators for 504 plans) provide evidence of the need for accommodations and ensure that they are noted on the IEP or 504 plan. Smarter Balanced members have identified digitally embedded and non-embedded accommodations for students for whom there is documentation of the need for the accommodations on an Individualized Education Program (IEP) or 504 plan. (Accessibility Manual) Training requirements: Test readers must be trained on the administration of the assessment in accordance with member policy and familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. Test readers must be trained in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and Consortium member test administration manuals, guidelines, and related documentation. (Accessibility Manual) Scribes should have extensive practice and training in accordance with Smarter Balanced and member administration, as well as security policies and procedures as articulated in Smarter Balanced and member test administration manuals, guidelines, and related documentation. (Accessibility Manual) TEs (Teachers) should be certified school personnel; however, if a paraprofessional or substitute teacher is needed to administer a test, the individual must be fully trained in test administration and test security procedures. (Test Coordinators Manual)
VA	Duplication and copying: Capturing ALL OR ANY PART of a secure test is a violation of test security. Prohibited actions include, but are not limited to, copying, photographing, recording, outlining, or summarizing test content or details regarding the secure test content. Any exceptions to this must first be authorized by the Virginia Department of Education through the Division Director of Testing. (TAM) Security of test and materials: WITHOUT EXCEPTION, secure test booklets (including braille and large-print test booklets/prompts, Examiner copies, and audios), all Testing Tickets, student’s short paper, audio, or electronic responses used for transcriptions, audio/electronic copies of testing sessions (e.g., read-aloud), students’ used and unused scratch paper, and used answer documents must be kept in secure, locked storage at all times when they are not in use in an actual testing session. (TAM) Changes to standard test procedures: All students will be required to take the online version of the Standards of Learning (SOL) tests with the exception of students who meet one of the criteria listed below: The student requires an accommodation specified in his/her Individualized Education Plan (IEP), 504 Plan, or English Learner (EL) Assessment Participation Plan that is described in Appendix B as requiring a paper test (e.g., large-print test, braille test, brailler, and some instances of multiple test sessions). (TAM) Personnel knowledgeable: All persons in the school(s) who may be exposed to secure test items and those involved in the administration of Virginia Standards of Learning (SOL) Assessments (including, but not limited to, Examiners, Proctors, Interpreters and Scribes) MUST read, understand, and agree to adhere to the School Division Personnel Test Security Agreement before they are given access to the tests or prompts. Staff must also read the legislation passed by the Virginia General Assembly § 22.1–19.1 Action for violations related to secure mandatory tests and § 22.1–292.1 Violations related to secure mandatory tests. Before testing, appropriate staff should become familiar with special test accommodations specified in students’ IEPs, 504 Plans, or EL Assessment Participation Plans. (TAM) Prior to the day of a test, the School Test Coordinator should ensure Test Examiners and Proctors know what accommodations each student will be using and how to administer them properly. (Guidelines for Accommodations) Role of IEP: Providing a student with an accommodation not documented in the student’s IEP or 504 Plan, failing to provide a documented accommodation during a state assessment, and improper administration of an accommodation are considered testing irregularities which may result in invalidation of the student’s score and may require re-testing. (Guidelines for Accommodations) Training requirements: Training topics for examiners/proctors: – Reviewing with all school staff, who are not directly involved in test administration, that access to the secure test room is prohibited and the content of unreleased test items is not to be discussed with students or with other school staff; reviewing with all school staff the process of how to report potential test security concerns – Understanding what testing materials/manipulatives are available online and what hand-held manipulatives are permitted for online and/or paper tests – Ensuring eligible students receive authorized testing accommodations. (TAM)
WA	Duplication and copying: All persons having direct or indirect access to secure test material are prohibited from duplicating, transmitting, or by any means disclosing secure test content, including, but not limited to, test questions, passages, or performance tasks and/or the contents of students’ online tests or test/answer booklets, unless specifically authorized to do so by OSPI. (Test Security Assurance Statement) Unless needed as a print-on-demand or braille accommodation, no copies of the test items, stimuli, reading passages, performance task materials, or writing prompts may be made or otherwise retained. (Test Administration Manual) Print-on-Demand requests must be approved and processed by the TA in the TA Interface during online test administration. Due to the adaptive nature of the online test, only one item can be printed at a time. Once a student is approved to receive the printing of test items/passages/stimuli, that student may send a print request to the TA during testing by selecting the print icon on the screen. Before the TA approves the student’s request to print a test item/stimulus, the TA must confirm that the printer is on and is monitored by staff who have been trained on security and the Print-on-Demand feature. This request needs to be made for each individual item. (Test Administration Manual) General information: Ethical testing practices must be maintained during the administration of state tests. Under very limited circumstances, appropriate testing practices may require reading or reviewing secure test content. These situations are limited and must align to OSPI policy. Test security can become compromised when accommodated test booklets are used (e.g., braille, large print, Spanish, standard print) or when someone other than the student is allowed access to the test (e.g., interpreter, human reader, scribe). (Test Administration Manual) It is required that districts have identified methods for ensuring that each student designated to receive accessibility features has access to those supports during summative assessments. This type of information should be included in your school’s Test Security and Building Plan (TSBP). (Test Administration Manual) Accessibility is attention to the use of practices, procedures, and, where applicable to specific student need, technology features that provide equitable engagement during instruction and assessment that do not alter the validity, score interpretation, reliability, or security of the assessment. (TSA) Security of test and materials: Test and answer booklets, ELA Listening Transcripts, the secure WCAS TA Script of Student Directions, printed test items and passages, including embossed braille printouts, ancillary materials (scratch and graph paper), and documents with student information (such as test tickets) must be collected and inventoried upon completion of each student’s test session. Verify that materials for every student tested are collected. These materials should be immediately returned to the SC and/or kept in a securely locked room or locked cabinet that can be opened only with a key or keycard by staff responsible for test administration per your Test Security and Building Plan (TSBP). (Test Administration Manual) Student test booklets and answer booklets (including braille, large print, and Spanish), the ELA Listening Transcripts, and the WCAS TA Script of Student Directions for accommodated paper tests are secure. Maintaining the security of all test materials is crucial to obtaining valid and reliable assessment results. Therefore, test materials must follow chain-of-custody as documented in your school’s TSBP, and be retained in locked storage, except during actual test administration. All individuals who administer state assessments must follow security procedures. (TAM) All materials must be collected and inventoried at the end of each test session and then immediately returned to your SC according to your school’s TSBP. When materials are not in use for testing, they must be retained securely in a locked area that can be opened only with a key or keycard by trained staff responsible for the test administration. Do not retain printed test items/passages except as noted in the GTSA or for students who require additional testing time. Scratch paper should only be retained according to the guidelines in the GTSA. A Scratch Paper Log can be used to assist in tracking papers to and from students. (TAM) Changes to standard test procedures: It is required that the WCAS accommodated paper forms be administered to students in small groups to ensure the validity, reliability, and fairness of student results. The student to Test Administrator (TA) ratio should be no greater than 3 students to 1 TA. (TAM) Test questions cannot be read to any student for any content area, unless the student requires a Read-Aloud designated support or accommodation which must follow the specific guidance outlined in the GTSA and the Read Aloud Guidelines for Washington State Assessments. (TAM) The method of recording student responses depends on documentation in the IEP or 504 plan. After recording responses on the paper version, the student could enter responses into the computer or the teacher could enter responses into the computer. Scribes who enter student responses into the computer must be trained in the Scribing Protocols for Washington State Assessments and sign a Test Security Staff Assurance form. (TSA) Scratch paper, whiteboards, and/or assistive technology devices must be collected at the end of each session, securely stored, and made available to students at the start of the next testing session. Once each test is completed, all scratch paper must be collected and securely destroyed to maintain test security. (TSA) Students may use amplification assistive technology to increase the volume provided in the assessment platform. If the device has additional features that may compromise the validity of the test (e.g., internet access) it must be deactivated to maintain test security. (TSA) Educators should follow local policies regarding medical devices and ensure students’ health is the highest priority. Device settings must restrict access to other applications, or the TA must closely monitor the use of the device to maintain test security. Use of electronic devices may require a separate setting to avoid distractions to other test takers and to ensure test security. (TSA) Access to internet must be disabled on assistive technology devices. Functionality must be verified with the test platform. Assistive technology devices, including low-tech assistive technology (math window), are permitted to make notes. (TSA) If students use their own assistive technology devices, all assessment content must be deleted from these devices after the test for security purposes. (TSA) For security purposes, tablets are not supported for braille testing. (TSA) Permissive Mode: Is a feature in TIDE that must be enabled to use non-embedded assistive technology. When permissive mode is enabled, students can use accessibility software in addition to the secure browser. The permissive mode feature will allow other windows to float on top of the secure browser and essentially lower the security on the machine to allow the two pieces of software to inter-operate– for example, Speech-to-Text software. (TSA) Personnel knowledgeable: It is essential that all individuals providing support be trained in and understand the requirements of the state assessments, including the appropriate use of accessibility features. It is important to engage these individuals in planning of the logistics for accessibility, both prior to and on the day of testing. (Test Administration Manual) Qualifications: Text is read aloud to the student by a trained and qualified test reader who follows the Read Aloud Guidelines for Washington State Assessments. (TSA) Role of IEP: Accommodations are available only to those students with documentation of the need through a formal plan (i.e., IEP or 504 plan). (TSA) IEP teams and other decision-makers must take care to ensure that students have opportunities to become familiar with the technological aspects of any accessibility support process. (TSA) Once accessibility decisions have been made by the appropriate decision-making teams (e.g. IEP, 504 plan, ELD), the logistics of providing the necessary access must be mapped out. (Test Administration Manual) IEP and 504 teams should keep in mind that a universal tool needed by a student to access classroom instruction or the state assessment may need to be documented in the IEP. The fact that the state assessment makes universal tools available for all students does not define whether such tools are supplementary aids, services, and other supports; a special consideration; or an accommodation for purposes of classroom instruction. (TSA) Training requirements: Training slide decks include information on accommodations. Scribes who enter student responses into the computer must be trained in the Scribing Protocols for Washington State Assessments and sign a Test Security Staff Assurance form. (TSA) Text is read aloud to the student by a trained and qualified test reader who follows the Read Aloud Guidelines for Washington State Assessments. (TSA) For the scribe accommodation, Students dictate their responses to a trained and qualified human scribe who records verbatim what the student dictates. (TSA) Other – Test security plan: Each district is advised to have a Test Security and Building Plan that include methods for ensuring that each student designated to receive accessibility features has the necessary access to each feature during testing. (TSA)
WV	Duplication and copying: It is considered a testing security violation for an individual to fail to follow security procedures set forth by WVDE to copy the passages or test items. (West Virginia General Summative Assessment 2018–2019 Vol. 5 Test Administration) Security of test and materials: All special document (braille and one-item-per-page) test materials were treated as secure documents, and processes were in place to protect them from loss, theft, and reproduction in any medium. (West Virginia General Summative Assessment 2018–2019 Vol. 5 Test Administration) Apart from the scheduled test administration to students, secure test materials shall be stored in a locked and secured location by the district test coordinator in accordance with the test administration guidelines of each assessment. The district test coordinator shall be responsible for the test booklets/answer sheets received by the district and shall maintain a record of the booklets sent to each school in accordance to the test administration guidelines of each assessment. Before each test administration, materials must be distributed and stored according to instructions provided with the test. Tests must be secured at all times during test administration, including all breaks in the testing sequence. All test booklets (used and unused) and answer sheets, if applicable, must be counted, reconciled, and returned to a locked and secured area immediately upon the completion of each daily testing session. Secure test materials in a school must be stored in a locked and secured location(s) prior to and following each daily testing session. Secure test materials are to be stored in the building prior to and after testing in accordance to the test administration guidelines of each assessment. No secure test materials, test questions or student responses/answer sheets shall be reviewed, retained, reproduced, paraphrased, or discussed in any manner. Test security involves maintaining the confidentiality of test questions and answers and is critical to ensuring the integrity of a test and validity of test results. If non-embedded accessibility supports WVGSA 2018–2019 Technical Report: Volume 5 Test Administration 10 West Virginia Department of Education are used, assessment security can become an issue when other test formats are used (e.g., large print) or when someone other than the student is allowed to see the test (e.g., interpreter, reader, scribe). To ensure test security and confidentiality, test administrators need to (1) keep testing materials in a secure place to prevent unauthorized access, (2) keep all test content confidential and refrain from sharing information or revealing test content, and (3) return all materials as instructed. (Guidelines for Participation in West Virginia State Assessments, 2020-2021) The security of assessment instruments and the confidentiality of student information are vital to maintaining the validity, reliability, and fairness of the results. All summative test items and test materials are secure and must be appropriately handled. Secure handling protects the integrity, validity, and confidentiality of assessment items, prompts, and student information. Any deviation in test administration must be reported as a test security incident to ensure the validity of the assessment results. Large print and braille test booklets, printed materials from the Print-on-Demand accommodation, tactile graphics, and scratch paper must be kept in a securely locked room or locked cabinet which can be opened only with a key or keycard by staff responsible for test administration who have signed a security agreement. All test materials must remain secure at all times. Printed test items/passages, including embossed braille printouts and scratch paper, must be collected and inventoried at the end of each test and then immediately shredded according to WVBE Policy 2340. (Test Administration Manual) Role of IEP: Accommodations were provided to students with disabilities enrolled in public schools with current Individualized Education Programs (IEPs) or Section 504 Plans, as well as to students identified as ELs. Although students could have decided not to use an accommodation, they were required to have been offered the opportunity to use the accommodations indicated on their IEPs or Section 504 Plans. (TAM) Training requirements: Any individual who administers, handles, or has access to secure test materials at the district or school shall complete each required assessment’s training and sign the appropriate training verification form to remain on file in the appropriate office each year. (Guidelines for Participation in West Virginia State Assessments, 2020-2021: Guidance on accommodations for students with disabilities and/or English learners in state and district-wide testing) Other – Inactivity log off: As a security measure, students are automatically logged out of the test after twenty minutes of inactivity. (Test Administration Manual)
WI	Duplication and copying: No secure test materials may be photocopied or duplicated in any manner. Loading, storing, transferring, or copying the test into a central server to be vectored to individual terminals would constitute a reproduction. As soon as the data is stored, a security breach has occurred. Therefore, loading, storing, transferring or copying the test into a central server to be vectored to individual terminals is strictly prohibited. (Test Security Manual) General information: Special-population students must be included on all required assessments and, when necessary, be provided with approved supports and accommodations to ensure their accessibility needs are met for participation. (Test Security Manual) Security of test and materials: All tests, including special versions, must be kept secure until the day of testing, serially numbered and tracked, and then returned to the scoring contractor. Special versions of the paper/pencil tests include Braille, large print, etc. (Test Security Manual) Changes to standard test procedures: Prohibit change in procedures for administering the assessment to create a nonstandard condition for one or more students inconsistent with approved testing practices (with the exception of allowable accommodations). (Test Security Manual) The DAC/SAC are the only individuals who have permissions to add accessibility features to the DRC INSIGHT Portal for students. Assigning inappropriate permissions is a security violation. (Test Administrators Manual) Role of IEP: Provide accommodations and supports, as appropriate, for students with Individual Education Programs (IEPs), Section 504 Plans, or English Learners (EL). (Test Security Manual) Training requirements: Proctors must be familiar with appropriate testing supports and accommodations and ensure proper test security. (Test Security Manual)
WY	Duplication and copying: Print on demand - Any portion of the test printed during testing must be printed to a secure and known location and all printed material must be collected and securely destroyed in order to protect the security of the test content. (Accessibility Manual) General information: For all students, the selection of appropriate universal tools, designated supports, and accommodations must be done for students’ experience in the classroom as well as for the assessment. The universal tools, designated supports, and accommodations used on the assessments should be ones the student is already familiar with using or are used during regular instruction. A mismatch in the types of supports offered in the classroom and for assessments can cause significant difficulties for students at the time of testing and could negatively impact students’ test scores. Students who are given supports and accommodations who do not require them can also be given an unfair advantage over other students. (Assessment Security Guide) Security of test and materials: All assessment materials must be kept in a locked cabinet within a locked storage area that is only accessible to the Building Coordinator and designates. This includes immediately before and after testing. Supervise materials closely. Secure materials include, but are not limited to, the following items: paper test materials; test tickets; accommodated materials; used and unused scratch/graph paper. (Assessment Security Guide) Braille - Any transcripts, descriptions, captions or content embossed during testing must be collected and securely destroyed in order to protect the security of the test content. Speech to text; word prediction - if students use their own assistive technology devices, all assessment content should be deleted from these devices after the test for security purposes. (Accessibility Manual) Personnel knowledgeable: All individuals providing supports and accommodations to students need to know and understand the requirements of the state assessments, including the appropriate use of designated supports and accommodations. District Test Coordinators, Building Coordinators, and Test Administrators should know which specific designated supports and accommodations must be provided to individual students as well as how the supports and accommodations are administered. For example, staff administering a particular support or accommodation such as Human Reader or scribing/transcribing of student responses must know and adhere to specific guidelines pertaining to that support to ensure that student scores are valid. (Assessment Security Guide) Qualifications: The test reader should be an adult who is familiar with the student, and who is typically responsible for providing this support during educational instruction and assessments. Test readers must be familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. Test readers must be employed by the school or school district and trained in test administration as well as test security policies in accordance with the WY-TOPP and WY-ALT manuals, guidelines, and related documentation. Test readers may not be close relatives or immediate family members of the student. (Accessibility Manual) A scribe must be employed by the school or school district and trained in test administration as well as test security policies in accordance with the WY-TOPP manuals, guidelines, and related documentation. • The scribe should be an adult who is familiar with, but not related to, the student, and who is typically responsible for providing this support during educational instruction and assessments. If the scribe is unfamiliar with the student, then scribe and student should have the opportunity to practice the scribing process together prior to taking the assessment. • A scribe must be familiar with the terminology and symbols specific to the test content and related conventions for standard oral communication. (Accessibility Manual) Role of IEP: It is required that any student receiving an accommodation on an assessment has the accommodation(s) documented in his/her IEP or section 504 plan. Prohibited assessment security practice - providing accommodations to students who do not have an IEP or section 504 plan. (Assessment Security Guide) Training requirements: Must provide training to testing personnel in appropriate test preparation, test administration procedures, and accommodations. (Test security manual, p. 14). As with all statewide testing, districts are required to provide annual training on test security and standards for the ethical use of tests to all employees who have access to state tests and access to students who are administered the state tests. (Alternate Assessment Manual) Other – Inappropriate test security breaches: Common test security breach – Accommodations being used inappropriately to cheat. (2021-22 training slides – slide 10)

¹If a state provided specific test security information for the AA-AAAS that differed from the overall state policy, it is included in italics in the table.

Go to Report 434

Top of page