ADMINISTRATION AND ACCOMMODATION GUIDE€¦ · Administration and Accommodation Guide: Grade 9 Assessment of Mathematics—2020 Contents 2 What’s NEW for 2020 3 The Assessment at

ADMINISTRATION AND ACCOMMODATION GUIDEGrade 9 Assessment of Mathematics

Including information about special provisions for English language learners and students with special education needs

IMPORTANT DATES 2019–2020 WINTER SPRING

BEFORE THE ASSESSMENT

PHASE 1 | Student Data Collection (SDC)

Finalize student information using SDC system, and order special versions. Ensure all student information is up to date and accurate.

Monday, November 25 to Friday, December 6, 2019

Tuesday, April 14 to Friday, April 24, 2020

PHASE 2 | Student Data Collection (SDC)

Make required changes or additions using the SDC system (e.g., add a new student, delete a student who has left the school).

Monday, December 16, 2019 to Friday, January 31, 2020

Monday, May 4 to Friday, June 19, 2020

Receive assessment materials at school. Wednesday, January 8 to Thursday, January 9, 2020

Thursday, May 28 to Friday, May 29, 2020

Verify, using SDC system, that all materials have arrived.

Wednesday, January 8 to Thursday, January 9, 2020

Thursday, May 28 to Friday, May 29, 2020

Download assistive technology and MP3 audio versions.

Available Thursday, January 9, 2020

Available Friday, May 29, 2020

ADMINISTER GRADE 9 ASSESSMENT January 13–24, 2020 June 2–15, 2020

AFTER THE ASSESSMENT

Prepare assessment materials for return to EQAO, and delete all electronic versions of the assessment, including MP3 audio files.

Immediately after administration or no later than Monday, January 27, 2020

Immediately after administration or no later than Tuesday, June 16, 2020

Delete electronic versions of students’ work. Wednesday, September 30, 2020 Wednesday, September 30, 2020

EQAO Information Centre: 1-888-327-7377

Administration and Accommodation Guide: Grade 9 Assessment of Mathematics—2020

Contents

2 What’s NEW for 2020

3 The Assessment at a Glance

4 Assessment Procedures for All Students

5Professional Responsibilities for the Administration of the Grade 9 Assessment of Mathematics

7 Principal’s Steps

11 Teachers’ Steps

14 Guidelines for Classroom Displays

15 Assessment Day Instructions for Teachers

17 Administration Day: What Happens If…?

21 Impacts on Reporting: What Happens If…?

22 How to Resolve Issues Through the SDC System or Issues Envelopes

23 Accommodations and Special Provisions

24 Permitted Accommodations for Students with Special Education Needs

27 How to Return Computer Responses to EQAO

28 Special Provisions for English Language Learners

29 Students with Special Circumstances

30 Student Materials Order Checklist

2 Administration and Accommodation Guide: Grade 9 Assessment of Mathematics—2020

What’s NEW for 2020

■ Updated Guidelines for Classroom Displays.

(See page 14 for more information.)

■ Revised Framework for the EQAO assessments is available online at www.eqao.com.

http://www.eqao.com

Administration and Accommodation Guide: Grade 9 Assessment of Mathematics—2020 3

ACTIVITY ESTIMATED TIME ALLOTTED TIME

Booklet 1 (Question and Answer)■ seven multiple-choice questions■ four open-response items■ seven multiple-choice questions

40 minutes 60 minutes

Booklet 2 (Question and Answer)■ seven multiple-choice questions■ four open-response items■ seven multiple-choice questions

40 minutes 60 minutes

Questionnaire (Answer Booklet 2) 10 minutes 10–15 minutes (approximately)

Students typically complete each booklet in 60 minutes. If students require additional time to complete a booklet, you may allow the extra time in one continuous session, with supervision, according to EQAO’s guidelines in this document.

Participation

■ All students working toward an academic or applied Grade 9 mathematics credit are required to participate.

■ All students eligible for the assessment, including English language learners, students with special education needs and adult students, must be accounted for.

Do not include

■ students enrolled in a locally developed Grade 9 mathematics course or a mathematics credit recovery program

or■ students enrolled in a co-op course associated with Grade 9 mathematics who have previously

passed the Grade 9 academic or applied mathematics course.

Additional Resources

Additional resources, including the “SDC Guide for Principals, 2019–2020” and “Accounting and Reporting EQAO Results for Students with Unique or Special Circumstances,” are available on the secure section of EQAO’s website (www.eqao.com) under “Student Data Collection System—Resources.”

The Assessment at a Glance


Assessment Procedures for All Students

Setting (environment) ■ A quiet, individual and/or small group setting

■ Preferential seating in the assessment room

Prompts for students with severe attention problems who are at risk of being off task for significant periods of time

■ Prompts draw the student’s attention back to the assessment through a tap on the desk.

■ Prompts can also be a verbal signal (e.g., word or phrase to redirect the student’s attention).

Prompters cannot clarify, explain or translate any part or draw the student’s attention to a specific part of the assessment.

Use of headphones ■ Headphones are for access to calming white noise or music for students who regularly use this type of accommodation during classroom assessments.

■ Students can access the music or white noise on the device regularly used in class during assessments.

■ Schools are responsible for ensuring that students are not using personal devices for any other purpose.

Verbatim reading of questions ■ Read instructions and/or questions only to students who request it. Readers cannot define, translate, explain or review any terms.

Electronic manipulatives or calculators ■ Virtual manipulatives or math applications (e.g., calculators) are permitted during the assessment as long as they are not instructional (e.g., provide a glossary, tutorials or definitions). Any electronic calculator must have the same functionalities as a regular scientific or graphing calculator, with or without computer algebra systems.

■ Students can access manipulatives or calculators on the device regularly used in class during assessments.

■ Schools are responsible for ensuring that students are not using personal devices for any other purpose.

Additional time ■ The majority of students will typically complete each booklet of the assessment in 60 minutes. If students require additional time to complete a booklet, you may allow the extra time in one continuous session, with supervision. Each booklet must be completed in one continuous session, with or without additional time.

■ A session may not be interrupted by lunch or by any other school programming. A session may include supervised breaks (water fountain, stretch and washroom). These routine supervised breaks are not considered part of the 60 minutes allotted for the assessment.

Note: If a student’s IEP indicates periodic extended supervised breaks, this accommodation must be entered in the EQAO Student Data Collection (SDC) system.

EQAO assessment conditions should be as close as possible to the regular assessment environment that students experience throughout the year. The following procedures do not require an Individual Education Plan (IEP).


Professional Responsibilities for the Administration of the Grade 9 Assessment of Mathematics

EQAO relies on principals and teachers in the development, administration, scoring and reporting of the Grade 9 Assessment of Mathematics.

Principals are responsible for ensuring that

■ they, the teachers, support staff and other personnel (e.g., scribes) preparing for, participating in or administering the assessments have read the current school year’s Administration and Accommodation Guide and board direction/policy.

■ all teachers, support staff and other personnel (e.g., scribes and prompters) participating in, preparing for and administering the assessments have received training this year and follow this year’s Administration and Accommodation Guide.

■ all students eligible for the Grade 9 Assessment of Mathematics are accounted for in the SDC system, including those writing with accommodations, special provisions and special circumstances.

■ any student receiving an accommodation has an Individual Education Plan (IEP) that outlines the accommodations that are necessary for and consistent with regular classroom assessment practices used for the student. Any accommodation offered for the assessment must be consistent with the permitted accommodations in this year’s Administration and Accommodation Guide. The student must normally receive the accommodation for all forms of assessment, including summative assessments.

■ complete and appropriate assessment materials are ordered for each student, using the EQAO Student Data Collection (SDC) system. If necessary, additional materials should be requested after receipt of the initial shipment.

■ all information provided to EQAO is complete and accurate for ALL students.

■ all materials necessary for the preparation for and administration of the assessment are provided to all participating teachers, support staff and other personnel.

■ all assessment materials are kept secure prior to, during and after the administration.

■ the locations and conditions for writing the assessment allow each student to work independently of every other student as outlined in this year’s Administration and Accommodations Guide.

■ the schedule, supervision plan and requirements for students receiving additional time have been determined.

■ there is no deviation from the EQAO guidelines and instructions without explicit written direction from the relevant supervisory officer and EQAO’s Chief Assessment Officer.

■ any breach or suspected breach of security is reported to EQAO.

Principals and teachers are responsible for ensuring the fair and consistent administration of the assessments as outlined in this year’s Administration and Accommodation Guide.

Before the Administration

These procedures must be followed:

■ All materials ordered must be received and checked (with attention to material type) at the school.

■ Student and teacher assessment packages must not be opened prior to the administration of the first booklet.

■ Only staff members administering the assessment may have access to assessment materials.

■ Teachers administering the assessment may receive the student assessment materials and the teacher’s package of assessment materials no earlier than on the morning of the day the administration begins.

■ Scribes and prompters may have access to the assessment materials only during the administration sessions.

■ Staff preparing test materials for assistive technologies may have access to the electronic materials no earlier than 48 hours prior to the start of the administration.

■ Assessment materials must not be copied in any way for any reason.


Professional Responsibilities for the Administration of the Grade 9 Assessment of Mathematics (continued)

During and After the Administration

■ Only teachers, support staff and other personnel administering the assessment may have access to assessment materials.

■ Scribes and prompters may have access to the assessment materials only during the administration sessions.

■ Only those individuals directly involved in the administration and assessment activities may enter the testing room.

■ Students must be supervised at all times during the administration. This includes students who require additional time to complete the assessment.

■ Unused assessment packages (e.g., for absent students) must not be opened for any reason, except with EQAO’s permission.

■ All classroom materials containing mathematics content of an instructional nature required for the Grade 9 applied or academic mathematics course must be removed from view or covered.

■ Assessment materials are to be kept secure during and after the administration.

■ Once the assessment materials have been opened (i.e., prior to, during or after the assessment), no one may use information from the assessment to provide instruction on any concept or question being tested.

■ No one may explain, define, translate or provide examples of mathematics terminology to students, including those with accommodations.

■ Nothing may be said or done to influence student responses, including, but not limited to, actions such as drawing a student’s attention to an unanswered question.

■ Cellphones, audio- or video-recording devices, or e-mail or text-messaging devices are not allowed into the assessment room. Exceptions may apply according to the guidelines in this year’s Administration and Accommodation Guide. Students who are using personal devices in accordance with these guidelines may not use them for any other purpose.

■ At no point during or after the assessment may anything be said or done to encourage or influence students to alter or revise their responses.

■ Student work must not be copied in any way for any reason.

■ No one may alter student responses in any way for any reason. This includes darkening, rewriting, editing or erasing student work.

■ Each assessment booklet must be completed in one continuous session. A session may not be interrupted by lunch or by any other school programming. A session may include supervised water fountain, stretch and washroom breaks.

■ After a booklet has been administered, it must not be returned to students for further review, correction or completion.

■ At the end of each session, all assessment materials must be collected and stored in a secure place in the school without review except by teachers who are marking the assessment for course marks.

■ If a component of the assessment will be marked by the teacher for course marks, the assessments must be stored in a secure place in the school throughout this process.

■ All assessment materials must remain in the school until they are returned to EQAO.

■ All EQAO assessment materials, used or unused, must be returned to EQAO.

■ Any circumstances that may affect the scoring of student work (e.g., package ID number issues) or may have affected the validity of any student performance (e.g., a discussion between two students during the assessment) must be documented and reported to EQAO on the Issues Envelope.


Principal’s Steps I Before Administration

FOLLOW STEPS 1 TO 10

STEP ✓ ITEM DETAILS RESOURCES

1 ❑ Student Data Collection (SDC)

■ Enter, confirm and finalize information using SDC system during Phase 1.

■ Order required special versions of assessment.

Secure website: SDC system, SDC Guide for Principals

“Accounting and Reporting EQAO Results for Students with Unique or Special Circumstances”

“SDC at a Glance” video

2 ❑ Administration Schedule

■ Determine administration schedule based on dates stated under “Important Dates” on cover of this guide.

■ Determine schedule and supervision for students receiving additional time.

■ Create plan to accommodate students who regularly receive additional time for assessments as well as those who require extra time during the administration of the Grade 9 Assessment of Mathematics.

“Important Dates” and “The Assessments at a Glance” sections of this guide

3 ❑ Accommodations, Special Provisions and Special Circumstances

■ Identify supports required and make arrangements for students receiving accommodations and/or special provisions and those with special circumstances.

■ Send letters to adult students or parents or guardians of students receiving accommodations and/or special provisions.

■ Record accommodations and special provisions in the SDC system.

This guide

Secure website: SDC system sample administration and information letters

4 ❑ Meeting with Staff

■ Determine whether some or all components of the assessment will be counted for course marks.

■ Ensure all staff involved with the administration have read this guide.

■ Review

– “Professional Responsibilities for the Administration of the Grade 9 Assessment,” and ensure that all staff, including scribes and prompters, are aware of their roles and responsibilities;

– permitted accommodations and special provisions outlined in this guide;

– arrangements for students requiring accommodations and special provisions and those with special circumstances;

– school policy for students who are absent or late and

– assessment room requirements.

Teachers’ Step 2: “Marking the Assessment” (page 12) and

“Professional Responsibilities for the Administration of the Grade 9 Assessment of Mathematics” in this guide

“Guidelines for Classroom Displays” section of this guide

5 ❑ Security ■ Identify secure location for assessment materials.



6 ❑ Assessment Materials

■ Ensure all required materials have been received.■ Do not open individual student packages.

Secure website: Class Tracking Sheet (CTS) printed from SDC system

Packing list (with delivery)

7 ❑ Additional Materials

■ Update student information in SDC system (e.g., students who have moved).

■ Order additional materials using SDC system (e.g., for new students).

Secure website: SDC system

8 ❑ Secure Storage of Assessment Materials

■ Store assessment materials in secure location until distribution to teachers on first administration day.

■ Ensure materials remain secure until end of administration.

9 ❑ Assistive Technology or Audio

■ For students using MP3 audio or assistive-technology formats, download file in correct format from SDC system and load onto student’s computer. These files are available at 9:00 a.m. two days before assessment period begins. Only students for whom electronic versions were ordered may use them.

This guide, in particular the “Accommodations and Special Provisions” section of this guide


10 ❑ Class Tracking Sheet (CTS) and Assessment Packages to Teachers

■ Print up-to-date CTS for each class.■ Distribute assessment materials on administration

day.■ Resolve package ID problems as they occur and

until end of assessment.


“Administration Day: What Happens If...?” (section of this guide)

Principal’s Steps I Before Administration (continued)


FOLLOW STEPS 1 TO 9


1 ❑ Student Information Review

■ Check that student information is complete and accurate.

■ Update information if required.


2 ❑ Receipt of Assessment Materials from Teachers

■ Use CTS to check that all materials, including all Question and Answer booklets and all teacher packages, have been returned.


3 ❑ Special Versions Envelope

■ Ensure that all student work is securely attached to inside front cover of appropriate Answer Booklet, and ensure last 12 digits of barcode are on each page.

■ Include only special version booklets containing responses typed on computer or audio transcripts.

“ How to Return Computer Responses to EQAO” (section of this guide)

Secure website: “SDC Guide for Principals”

4 ❑ Issues Envelope ■ Include all materials that require EQAO’s attention (e.g., materials with student ID problems, booklets with missing pages, notes to EQAO).

■ Provide detailed explanation of each issue on outside of Issues Envelope.

■ All booklets must be returned (excluding the plastic bags).

“How to Resolve Issues Through the SDC System or Issues Envelopes” (section of this guide)

5 ❑ School Files ■ Store for one year:

– Class Tracking Sheets (CTSs);

– documentation for students with accommodations and/or special provisions and/or special circumstances and

– assessment room seating plans. ■ Delete electronic versions (assistive technology and

MP3 audio) of assessment by date specified on front page of this guide.

■ Delete electronic versions of student work by date specified on front of this guide.

6 ❑ Checking of Materials

■ Use packing list to ensure that quantities returned are same as quantities received.

Packing List (with delivery)

Principal’s Steps I During and After Administration



7 ❑ Packing and Sealing of Tote Boxes

■ Include Teacher Questionnaires (which may be placed in sealed envelope), Special Versions Envelopes, Issues Envelopes and all assessment booklets (used or unused).

■ All booklets (including Question Booklets, Answer Booklets, those from teacher packages, Braille booklets and tactiles) must be returned.

■ Do not return plastic packaging of used packages.

■ Ensure Answer Booklets are not inside Question Booklets.

■ All unused packages must be returned in plastic bags unopened.

8 ❑ Return Labels ■ Affix label, ensuring that ID number on label matches one on tote box.

UPS Return Shipping Instructions (with delivery)

9 ❑ UPS Pickup ■ Prepare for pickup immediately upon completion of assessment or no later than date stated under

“Important Dates” on cover of this guide.■ Go to www.ups.ca or call 1-800-742-5877 to arrange

pickup, and follow instructions.■ Record date and shipment tracking number.

Principal’s Steps I During and After Administration (continued)


FOLLOW STEPS 1 TO 6


1 ❍ Guide ■ Read this guide. This guide

2 ❍ Staff Meeting ■ Meet with principal and other staff members administering assessment to review roles and responsibilities, and plan for administration, accommodations, special provisions, special circumstances and in-school marking of the assessment for course marks.

Refer to Teachers’ Step 2: “Marking the Assessment” (page 12)

3 ❍ Informing of Students

■ Inform students about assessment (e.g., length, date, time, layout).

4 ❍ Preparation of Classroom for Assessment

■ Set up room to ensure students will work independently.■ Prepare seating plans.■ Cover or remove from view all instructional materials

pertaining to the Grade 9 academic or applied mathematics courses.

■ Post “Key Words” and “Formula Sheets” (both available at www.eqao.com) if desired.

“Guidelines for Classroom Displays” (section of this guide)

5 ❍ Student Supplies ■ Ensure each student has pencil, eraser, ruler and scientific or graphing calculator with or without computer algebra systems. Students using programmable calculators must delete all programs before and after assessment.

■ Ensure manipulatives are available. During assessment, students may choose which manipulatives to use. Virtual manipulatives and math applications (e.g., calculators) that are not instructional are permitted as long as students have access only to these tools. Versions of these tools that require Internet connectivity are permitted. Manipulatives or applications that are instructional (e.g., that contain a glossary, lessons or definitions) are not permitted.

■ Allow the use of headphones for calming white noise or music if they are used by the student during regular classroom assessments.

6 ❍ Receipt of Assessment Materials

■ Do not open individual student or teacher packages.■ Check that number of student packages matches

number of students listed on CTS.■ Check that you have received teacher’s package

(first one listed on CTS).

“ Impact on Reporting: What Happens If...” (section of this guide)

“ Administration Day: What Happens If...?” (section of this guide)

Teachers’ Steps I Before Administration


FOLLOW STEPS 1 TO 7


1 ❍ Assessment Administration

■ Follow “Assessment Day Instructions for Teachers.” ■ Distribute packages to students using CTS.■ Circulate among and continuously monitor students.■ Ensure students do not use electronic devices other

than those permitted according to EQAO guidelines.■ Record student absences and inform principal of them.■ Ensure students record all of their answers in the

appropriate Answer Booklet.

“ Assessment Day Instructions for Teachers” (section of this guide)

“ Impacts on Reporting: What Happens If...?” (section of this guide)

2 ❍ Marking the Assessment

Some or all components of assessment may be marked for course marks on completion of assessment and prior to return of materials to EQAO.

■ Marks may be used only according to Ministry of Education guidelines.

■ Marking methodology is school or board decision.■ Assessment booklets must not be removed

from school.■ Marks must not be made on students’ work.■ Student work must not be copied in any way for

any reason.■ All materials in teacher package must be returned to

EQAO with rest of assessment material.■ Any materials generated during marking that include

references to content of questions must be returned to EQAO.

Reminder: Some or all questions will be different for students using special versions or supplemental packages.

Note: Open-response questions may or may not have titles.

3 ❍ Teacher Questionnaire

■ Complete questionnaire.■ For teachers who teach both applied and academic

courses, complete only one questionnaire for type of course that includes majority of your students.

■ For confidentiality, completed questionnaires may be placed in sealed envelope labelled “Teacher Questionnaire” (envelope is not provided by EQAO).

4 ❍ Collection of Assessment Materials

■ Collect all student Question and Answer booklets (excluding plastic packaging bags) and unused student packages .

■ Ensure Answer Booklets are not inside Question Booklets.

■ Retain electronic versions of student work until date specified on front cover of this guide.

■ Delete all assistive technology versions and MP3 audio files of assessment by date specified on cover of this guide.

Teachers’ Steps I During and After Administration



5 ❍ Issues ■ Provide principal with detailed written explanation of any issues that require EQAO’s attention (e.g., materials missing pages, student package ID problems, notes to EQAO) and booklets involved. These booklets will be returned in Issues Envelope.

“How to Resolve Issues Through the SDC System or Issues Envelopes” (section of this guide)

6 ❍ Special Versions ■ Securely attach all computer-printed responses to inside front cover of appropriate Answer Booklet.

■ Provide principal with Special Versions Envelope. Include only special version booklets containing responses typed on computer or audio transcripts.

Note: Ensure last 12 digits of package ID are on each page of student work.

“ How to Return Computer Responses to EQAO” (section of this guide)

7 ❍ Return of Materials to Principal

■ Return all materials to principal (CTS, all Question and Answer booklets, Teacher Questionnaires, all teacher packages, all unused assessment materials and all Special Versions and Issues Envelopes). You do not have to return formula sheets or the French Immersion glossary.

Teachers’ Steps I During and After Administration (continued)


Guidelines for Classroom Displays

A classroom refers to a room in the school where students write the Grade 9 Assessment of Mathematics.

If students write the EQAO assessment in a classroom other than their regular mathematics classroom, schools should follow their regular procedures for providing these students with access to the approved display materials.

All classrooms where students are writing the Grade 9 Assessment of Mathematics must conform to the guidelines regarding classroom materials displayed outlined in this year’s Administration and Accommodation Guide.

NON-INSTRUCTIONAL MATERIALS INSTRUCTIONAL MATERIALS

CAN BE DISPLAYED

SHALL BE COVERED OR REMOVED

Classroom materials that do not provide explicit instruction of knowledge and skills required for the Grade 9 applied or academic mathematics courses can be displayed. Some examples:

■ illustrations, equations, formulas or terms with titles or headings, but without defining labels, definitions, explanations or specific examples

■ EQAO formula sheets or classroom-generated area, perimeter, volume or surface area formulas with or without labelled images and titles

■ EQAO “Key Words” document

■ general classroom resources (e.g., classroom rules or tips, learning goals, success criteria, levels of achievement charts)

Classroom materials that provide explicit instruction of knowledge and skills required for the Grade 9 applied or academic mathematics courses (e.g., materials that define, explain or provide examples that help a student answer a mathematics question) must be removed from view or covered. Some examples:

■ illustrations, equations, formulas or terms with defining labels, definitions, explanations or specific examples

■ samples of student work or solutions to questions related to mathematics, including past EQAO assessment questions with responses

■ anchor charts that outline the steps or processes to answer a question or solve a problem related to mathematics

Refer to the Guidelines for Classroom Displays available on the EQAO website for examples of non-instructional and instructional materials.

http://www.eqao.com/en/assessments/grade-9-math/assessment-docs/guidelines-classroom-displays-g9.pdf


Assessment Day Instructions for Teachers I Booklet 1 (Day 1)

✓ ITEM DETAILS RESOURCES

❍ Use most up-to-date Class Tracking Sheet (CTS) to distribute packages to students

■ For each student, ensure last 12 digits of package ID match those on up-to-date CTS.

Do not change the barcode or digits on this document.

821 11201 00 555555 09 01 50

grademident class student


❍ Ask students to check materials in their package

■ Ensure package contains Question Booklet 1, Question Booklet 2, Answer Booklet 1, Answer Booklet 2, Formula Sheet and envelope.

■ Ask students to check that last 12 digits match in each booklet.■ French Immersion students studying mathematics in French will

write the assessment for English-language students, in English. English/French and French/English glossaries of mathematics terms will be provided.


❍ Read script to students

Script:

Put Question Booklet 2 and Answer Booklet 2 in the envelope. Write your name on the envelope.

Follow along as I read the instructions and directions for both Booklet 1s. (Teacher: From your copies of the Question and Answer booklets, read the instructions and the “Directions” on the covers.)

Use a pencil to complete the whole assessment.

The use of cellphones, audio- or video-recording devices, or e-mail or text-messaging devices during the assessment is not permitted. (Exceptions may apply according to EQAO guidelines and should be determined prior to assessment.)

Once the assessment begins, I will not be able to answer your questions.

You have 60 minutes to complete Booklet 1.

Start Booklet 1.


“ Impacts on Reporting: What Happens If...?” (section of this guide)

❍ Monitor assessment time

■ Remind the students when 15 minutes is remaining.■ After 60 minutes, announce end of assessment time.■ Ensure students record all of their answers in the appropriate Answer

Booklet. If students have recorded their multiple-choice answers in the Question Booklet only, supervise the students as they transcribe their answers into the Answer Booklet.

■ Supervised additional time may be provided to students as long as it is part of the same continuous session.

❍ Collect materials ■ Collect all Booklet 1s (both Question and Answer).■ Have students place Formula Sheet in envelope

with Booklet 2s.■ Have French Immersion students place English/French and French/

English glossaries in envelope with Booklet 2s.■ Collect envelopes for redistribution on Day 2.


Assessment Day Instructions for Teachers I Booklet 2 (Day 2)

✓ ITEM DETAILS RESOURCES

❍ Read script to students

Script:

Remove Question Booklet 2, Answer Booklet 2, the Formula Sheet and English/French and French/English glossaries for French Immersion students from your envelope.

Follow along as I read the instructions and directions for Booklet 2. (Teacher: From your copies of the Question and Answer booklets, read the instructions and the “Directions.”)

Use a pencil to complete the whole assessment.

The use of cellphones, audio- or video-recording devices, or e-mail or text-messaging devices during the assessment is not permitted. (Exceptions may apply according to EQAO guidelines and should be determined prior to assessment.)

Once the assessment begins, I will not be able to answer your questions.

You have 60 minutes to complete Booklet 2.

This does not include time for the Student Questionnaire at the end of Answer Booklet 2. I will tell you when to start the questionnaire.

Start Booklet 2.

❍ Monitor assessment time

■ Remind the students when 15 minutes is remaining.■ After 60 minutes, announce end of assessment time.■ Supervised additional time may be provided to students as long as

it is part of the same continuous session.■ Ensure students record all of their answers in the appropriate Answer

Booklet. If students have recorded their multiple-choice answers in the Question Booklet only, supervise the students as they transcribe their answers into the Answer Booklet.

❍ Complete Student Questionnaire

■ Have students complete questionnaire if time permits, or allow students to complete questionnaire next day.

■ Collect both Booklet 2s (both Question and Answer).■ If students are completing questionnaire on next day, hand out

Answer Booklet 2 and have them complete questionnaire and collect all the booklets afterwards. Ensure students only work on the pages of the Student Questionnaire.

❍ Update seating plan ■ Provide final seating plan to principal.

❍ Verify collection of all student materials

■ Use CTS to ensure that all four booklets for each student (used or unused) have been collected.

■ Formula Sheets and French Immersion glossaries do not need to be returned to EQAO.

■ Ensure Answer Booklets are not inside Question Booklets.■ Place only Answer Booklets containing responses typed on a computer

in the Special Versions Envelope.

❍ Marking of assessment

■ If some or all components of assessment will be marked for course marks, store materials in secure place in school and return them to principal as soon as marking is completed and prior to end of administration period.

■ Provide all assessment materials to principal, including all teacher booklets.

Review “Policies and Procedures for the Grade 9 Math Assessment” found on EQAO’s website


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: S

DC

sys

tem

Bo

okl

et

Issu

esS

tud

ent

pac

kage

is

inco

mp

lete

(a b

ookl

et

is m

issi

ng).

Use

an

unas

sign

ed s

tud

ent

pac

kage

OR

Use

pac

kage

of a

n ab

sent

st

uden

t

OR

Ord

er a

new

pac

kage

.

Up

dat

e S

DC

sy

stem

by

usin

g “S

witc

h P

acka

ges”

ta

sk b

utto

n.Y

ES

N/A

Con

tact

EQ

AO

to

des

crib

e p

rob

lem

an

d t

o or

der

new

p

acka

ge if

req

uire

d.

Do

not

pho

toco

py

anot

her s

tud

ent’s

p

acka

ge.

Sec

ure

web

site

: S

DC

sys

tem

Som

e st

uden

ts’

que

stio

ns a

re d

iffer

ent.

Hav

e st

uden

t co

mp

lete

al

l que

stio

ns in

ass

igne

d

boo

klet

.N

/AN

/AN

/AN

/AD

o no

t p

hoto

cop

y an

othe

r stu

den

t’s

pac

kage

.

“Pol

icie

s an

d

Pro

ced

ures

for

the

Gra

de

9 M

ath

Ass

essm

ent”

foun

d

on E

QA

O’s

web

site

(w

ww

.eq

ao.c

om)

Not

e: T

here

are

diff

eren

t ve

rsio

ns o

f the

as

sess

men

t, as

fiel

d-t

est

que

stio

ns a

re

emb

edd

ed in

boo

klet

s. F

ield

-tes

t q

uest

ions

ar

e no

t in

clud

ed in

stu

den

ts’ s

core

s. S

pec

ial

vers

ions

(inc

lud

ing

aud

io, l

arge

-prin

t, B

raill

e an

d a

ssis

tive

tech

nolo

gy) a

nd s

upp

lem

enta

ry

pac

kage

s m

ay c

onta

in d

iffer

ent

que

stio

ns.

Boo

klet

and

ass

istiv

e te

chno

logy

ver

sion

s d

o no

t m

atch

.

Ens

ure

pac

kage

and

m

ater

ial t

ype

pro

vid

ed t

o

stud

ent m

atch

CTS

.

If th

e st

uden

t has

alre

ady

beg

un t

he t

est

and

is

resp

ondi

ng u

sing

as

sist

ive

tech

nolo

gy, b

ut

the

req

uire

d a

ssis

tive

tech

nolo

gy v

ersi

on h

as

not

bee

n or

dere

d, h

ave

the

stud

ent c

ontin

ue u

sing

the

as

sign

ed p

acka

ge.

Ens

ure

last

12

dig

its

of

pac

kage

ID a

re in

clud

ed o

n ea

ch p

age

of c

omp

uter

-p

rinte

d r

esp

onse

s.

N/A

YE

SN

/AN

/AD

o no

t p

hoto

cop

y an

othe

r stu

den

t’s

pac

kage

.

EQ

AO

will

up

dat

e st

uden

t’s

reco

rds

to

ind

icat

e us

e of

ass

istiv

e te

chno

logy

.

N/A

N

ot

Ap

plic

able


Ad

min

istr

atio

n D

ay: W

hat

Hap

pen

s If

…?

(con

tinue

d)

CA

TE

GO

RY

OC

CU

RR

EN

CE

PR

INC

IPA

L/

TE

AC

HE

R S

TE

PS

U

pd

ate

SD

C

Sys

tem

Pla

ce in

Is

sues

Env

elo

pe

(with

det

aile

d

exp

lana

tion)

Pla

ce in

S

pec

ial

Vers

ions

E

nvel

op

e

Co

ntac

t E

QA

O

1-88

8-32

7-73

77

info

@eq

ao.c

om

DO

NO

TE

QA

O

AC

TIO

NS

RE

SO

UR

CE

S

Bo

okl

et

Issu

es

(co

nt’d

)

Boo

klet

is m

issi

ng p

ages

.H

ave

stud

ents

con

tinue

w

orki

ng in

pac

kage

the

y re

ceiv

ed.

If st

uden

ts h

ave

beg

un

test

, do

no

t sw

itch

p

acka

ges.

N/A

YE

SN

/AN

/A

Do

not

pho

toco

py

anot

her s

tud

ent’s

p

acka

ge.

Pac

kag

e ID

Num

ber

Is

sues

Do n

ot c

hang

e th

e ba

rcod

e or

dig

its o

n th

is d

ocum

ent.

821

1120

1 00

555

555

09

01

50

grad

em

iden

tcl

ass

stud

ent

Not

all

mat

eria

ls in

st

uden

t’s p

acka

ge h

ave

sam

e la

st 1

2 d

igit

s.

Con

tinue

to

use

pac

kage

.

N/A

YE

SN

/AN

/A

Do

not

chan

ge

pac

kage

ID

num

ber

or

bar

cod

e.

Boo

klet

s ar

e no

t d

istr

ibut

ed a

ccor

din

g to

C

TS (s

tud

ents

rec

eive

w

rong

pac

kage

s).

Hav

e st

uden

ts c

ontin

ue

wor

king

in p

acka

ge t

hey

rece

ived

.

If st

uden

ts h

ave

beg

un

test

, do

no

t sw

itch

p

acka

ges

and

do

no

t ch

ang

e b

arco

des

or

dig

its o

n an

y d

ocum

ent.

If m

ix-u

p in

volv

es

one

or

mo

re p

airs

o

f st

uden

ts, u

se

“Sw

itch

Pac

kage

s”

task

but

ton

in

SD

C s

yste

m t

o sw

itch

pac

kage

IDs

bet

wee

n st

uden

ts.

If ID

s w

ere

corr

ecte

d in

SD

C

syst

em, d

o no

t in

clud

e in

Issu

es

Env

elop

e.

N/A

If th

e m

ix-u

p in

volv

es

man

y st

uden

ts, p

rint

the

CTS

, writ

e b

y ha

nd t

he la

st 1

2 d

igits

of t

he ID

of

the

pac

kage

eac

h st

uden

t ac

tual

ly

used

, cal

l EQ

AO

to

com

mun

icat

e

the

chan

ges

that

ne

ed t

o b

e m

ade,

fa

x th

e C

TS t

o

416-

325-

6622

, an

d p

lace

all

stud

ent

mat

eria

ls

and

a c

opy

of t

he

faxe

d C

TS in

the

Is

sues

Env

elop

e.

Do

not

chan

ge

pac

kage

ID

num

ber

s or

b

arco

de.

The

bar

cod

e w

ill o

verr

ide

any

hand

writ

ten

num

ber

cha

nge.

Sco

res

will

b

e re

por

ted

ac

cord

ing

to u

pd

ated

d

istr

ibut

ion

on

the

CTS

.

Cla

ss T

rack

ing

She

et (C

TS)

Sec

ure

web

site

: S

DC

Gui

de

for

Prin

cip

als

So

iled

/D

amag

ed

Bo

okl

ets

Boo

klet

s ar

e so

iled

and

/or

dam

aged

.P

lace

soi

led

or

dam

aged

ite

ms

in p

last

ic b

ag.

N/A

YE

SN

/AN

/AN

/A


CA

TE

GO

RY

OC

CU

RR

EN

CE

PR

INC

IPA

L/

TE

AC

HE

R S

TE

PS

U

pd

ate

SD

C

Sys

tem

Pla

ce in

Is

sues

Env

elo

pe

(with

det

aile

d

exp

lana

tion)

Pla

ce in

S

pec

ial

Vers

ions

E

nvel

op

e

Co

ntac

t E

QA

O

1-88

8-32

7-73

77

info

@eq

ao.c

om

DO

NO

TE

QA

O

AC

TIO

NS

RE

SO

UR

CE

S

Ab

senc

esS

tud

ent

is a

bse

nt

(e.g

., si

ck, v

acat

ion)

.H

ave

stud

ent

com

ple

te

asse

ssm

ent

upon

re

turn

if p

ossi

ble

dur

ing

adm

inis

trat

ion

per

iod

an

d w

hile

ass

essm

ent

boo

klet

s ar

e in

sch

ool.

N/A

N/A

N/A

N/A

N/A

“Pol

icie

s an

d

Pro

ced

ures

for

the

Gra

de

9 M

ath

Ass

essm

ent”

foun

d

on E

QA

O’s

web

site

(w

ww

.eq

ao.c

om)

Teac

her

is a

bse

nt.

Ano

ther

tea

cher

, su

per

vise

d b

y p

rinci

pal

, m

ay a

dm

inis

ter

asse

ssm

ent.

Thi

s te

ache

r m

ust

be

fam

iliar

w

ith a

dm

inis

trat

ion

pro

ced

ures

and

mus

t fo

llow

the

m.

N/A

N/A

N/A

N/A

N/A

“Pol

icie

s an

d

Pro

ced

ures

for

the

Gra

de

9 M

ath

Ass

essm

ent”

foun

d

on E

QA

O’s

web

site

(w

ww

.eq

ao.c

om)

Late

ness

Stu

den

t is

late

.H

ave

stud

ent

beg

in u

pon

ar

rival

. If p

ossi

ble

, allo

w

late

stu

den

ts t

he t

ime

allo

tted

to

writ

e ea

ch

boo

klet

, with

sup

ervi

sion

.

N/A

N/A

N/A

N/A

N/A

“Pol

icie

s an

d

Pro

ced

ures

for

the

Gra

de

9 M

ath

Ass

essm

ent”

foun

d

on E

QA

O’s

web

site

(w

ww

.eq

ao.c

om)

Em

erg

ency

Ther

e is

a fi

re a

larm

or

othe

r sc

hool

em

erge

ncy.

Tell

stud

ents

to

leav

e th

eir

asse

ssm

ent

mat

eria

ls o

n th

eir

des

ks a

nd t

o ex

it im

med

iate

ly a

ccor

ding

to

scho

ol’s

em

erge

ncy

exit

plan

. Whe

n st

uden

ts re

turn

, in

stru

ct t

hem

to

retu

rn

to a

sses

smen

t. M

onito

r st

uden

ts a

t al

l tim

es.

N/A

N/A

N/A

N/A

N/A

“Pol

icie

s an

d

Pro

ced

ures

for

the

Gra

de

9 M

ath

Ass

essm

ent”

foun

d

on E

QA

O’s

web

site

(w

ww

.eq

ao.c

om)

Stu

den

tR

esp

ons

esS

tud

ent

resp

ond

s in

la

ngua

ge o

ther

th

an E

nglis

h.

Do

not

influ

ence

st

uden

ts’ a

nsw

ers.

Fren

ch Im

mer

sion

st

uden

ts s

tud

ying

m

athe

mat

ics

in F

renc

h w

ill w

rite

asse

ssm

ent

for

Eng

lish-

lang

uage

st

uden

ts, i

n E

nglis

h.

Eng

lish/

Fren

ch a

nd

Fren

ch/E

nglis

h gl

ossa

ries

of m

athe

mat

ics

term

s w

ill

be

pro

vid

ed.

N/A

N/A

N/A

N/A

N/A

The

por

tion

of

resp

onse

s no

t in

Eng

lish

will

no

t b

e sc

ored

.

“Pro

fess

iona

l R

esp

onsi

bili

ties

for

the

Ad

min

istr

atio

n of

the

Gra

de

9 A

sses

smen

t of

M

athe

mat

ics”

“Pol

icie

s an

d

Pro

ced

ures

for

the

Gra

de

9 M

ath

Ass

essm

ent”

foun

d

on E

QA

O’s

web

site

(w

ww

.eq

ao.c

om)

Ad

min

istr

atio

n D

ay: W

hat

Hap

pen

s If

…?

(con

tinue

d)


Ad

min

istr

atio

n D

ay: W

hat

Hap

pen

s If

…?

(con

tinue

d)

CA

TE

GO

RY

OC

CU

RR

EN

CE

PR

INC

IPA

L/

TE

AC

HE

R S

TE

PS

U

pd

ate

SD

C

Sys

tem

Pla

ce in

Is

sues

Env

elo

pe

(with

det

aile

d

exp

lana

tion)

Pla

ce in

S

pec

ial

Vers

ions

E

nvel

op

e

Co

ntac

t E

QA

O

1-88

8-32

7-73

77

info

@eq

ao.c

om

DO

NO

TE

QA

O

AC

TIO

NS

RE

SO

UR

CE

S

Stu

den

tR

esp

ons

es

(co

nt’d

)

Stu

den

t us

es o

ffens

ive

lang

uage

or

dis

clos

es

alle

gatio

ns.

Do

not

influ

ence

st

uden

ts’ a

nsw

ers.

N/A

YE

SN

/AN

/AN

/A

Pag

es w

ith

offe

nsiv

e la

ngua

ge m

ay

not

be

scor

ed.

The

prin

cip

al

will

be

notifi

ed.

“Pol

icie

s an

d

Pro

ced

ures

for

the

Gra

de

9 M

ath

Ass

essm

ent”

foun

d

on E

QA

O’s

web

site

(w

ww

.eq

ao.c

om)

Ens

urin

g

Mul

tip

le-

Cho

ice

Ans

wer

s A

re

in C

orr

ect

Bo

okl

et O

nly

Ans

wer

s ar

e no

t in

ap

pro

pria

te A

nsw

er

Boo

klet

.

Sup

ervi

se s

tud

ent

in

tran

scrip

tion

of a

nsw

ers

fo

r m

ultip

le-c

hoic

e q

uest

ions

into

ap

pro

pria

te A

nsw

er

Boo

klet

. No

othe

r ch

ange

s m

ay b

e m

ade

to

ans

wer

s.

N/A

N/A

N/A

N/A

N/A

Ass

isti

veTe

chno

log

yTe

chni

cal i

ssue

s w

ith

com

put

er/t

echn

olog

y.C

onta

ct y

our

boa

rd’s

IT

dep

artm

ent.

If w

ork

cann

ot b

e re

trie

ved

, prin

t re

mai

nder

of s

tud

ent

wor

k.

N/A

YE

SN

/AN

/A

The

stud

ent

cann

ot

red

o w

ork

that

has

b

een

lost

.

Stu

den

t re

spon

ses

not

save

d o

n co

mp

uter

.C

onta

ct y

our

boa

rd’s

IT

dep

artm

ent.

Ask

st

uden

ts t

o s

ave

thei

r w

ork

fre

que

ntly

.

N/A

YE

SN

/AN

/A

The

stud

ent

cann

ot

red

o w

ork

that

has

b

een

lost

.

Stu

den

tH

as M

ove

dS

tud

ent

is n

o lo

nger

on

scho

ol’s

reg

iste

r.If

a p

acka

ge h

as b

een

del

iver

ed t

o sc

hool

for

stud

ent,

pac

kage

mus

t b

e re

turn

ed t

o E

QA

O in

sc

hool

’s r

etur

n sh

ipm

ent

follo

win

g ad

min

istr

atio

n of

tes

t.

Del

ete

stud

ent

from

S

DC

sys

tem

.

N/A

N/A

N/A

Do

no

t se

nd

pac

kag

e to

st

uden

t’s n

ew

scho

ol.


Impacts on Reporting: What Happens If…?

OCCURRENCEPlace in Issues Envelope (with detailed explanation)

Place in Special Versions Envelope

EQAO ACTIONS

Student’s computer responses not securely attached inside appropriate booklets

N/A

Securely attach pages to inside front cover of appropriate Answer Booklet.

Place booklets in Special Versions Envelope.

Student’s work may be scored incomplete or may not receive any score.

Administration steps not followed

YES N/A

Scores may be withheld. EQAO may request information from school or school board as part of decision making.

Students copy from one another

YES N/A

Scores may be withheld. EQAO may request information from school or school board as part of decision making.

Students practise questions from current year’s assessment before administration

YES N/AScores for students may be withheld.

Scribe or prompter does not follow instructions and/or provides hints to student

YES N/A

Scores for student may be withheld.

Scribe does not write down exact words of student YES N/A


Student receives instruction for a question or definition, explanation or example of mathematics terminology or concept

YES N/A


Student is influenced or instructed to alter or revise their responses

YES N/AScores for student may be withheld.

Student uses cellphone or other electronic device for purposes that have not been approved during the assessment

YES N/A


Student is provided with instructional material in addition to EQAO student package for use during assessment

YES N/A


Student uses a dictionary (refer to page 28 for exceptions) YES N/A



ANSWERSBooklet 2

DIRECTIONS

Answering Multiple-Choice Questions

Answer all multiple-choice questions. If you fill in more than one answer to a question, or leave a question blank, the question will be scored zero. Incorrect answers will also be scored zero.

Answering Open-Response Questions

Do all of your work for each question in the space provided for the question only. Work on additional or other pages will not be scored.

Write your solutions, including all calculations, clearly and completely, as they will be scored by someone who does not know your work. Your teacher may also mark some or all of your work.

11XXX_A

Record ALL your answers to

multiple-choice and open-response questions

in this booklet.

Grade 9 Assessment of Mathematics • Applied Winter/Spring 20xx

This is a secure document. Reproduction and/or publication of this document is strictly prohibited.

You are now ready to start the assessment.

821 11201 00 555555 09 01 50

How to Resolve Issues Through the SDC System or Issues Envelopes

Issues Envelopes

Teachers: After the administration, provide your principal with a detailed written explanation of any errors or situations that did not adhere to EQAO’s guidelines.1 I

Principal: Review the written explanation of issues and determine an appropriate resolution workflow.2 I

3 I 3 IUpdate the SDC system. Collect all of the affected students’ Answer Booklets.

Ensure the packages related to issues resolved through the SDC system are returned in the regular tote boxes.

DO NOT include these packages in the Issues Envelopes. No written explanation for these packages is required.

4 I Write the last six digits of the student’s package ID in the boxes on the Issues Envelope, and provide a detailed explanation of the issues next to each listed package.

4 I

Include all Answer Booklets for each listed package ID in the Issues Envelope.5 I

Issues Envelope Enveloppe des problèmes

School Contact Information

Date: _______________________________________________________________

School Name: _______________________________________________________

Principal Name: _____________________________________________________

Telephone Number: ( ) __________________________________________

Coordonnées de l’école

Date : ______________________________________________________________

Nom de l’école : _____________________________________________________

Nom de la directrice ou du directeur : __________________________________

Numéro de téléphone : ( ) _______________________________________

Provide a detailed explanation of the issue below./Fournir ci-dessous une explication détaillée du problème.

Last six digits of student’s package ID/ Six derniers chiffres du numé ro d’identification de la trousse de l’élève

Issue/Problème

Please use the back of the envelope or additional sheets as necessary./Veuillez utiliser le verso de l’enveloppe ou des feuilles additionnelles si nécessaire.

INCLUDE

□ Package ID number issues

– Materials used by student that do not all have same last 12 digits

– Error in distribution of packages (e.g., class or group of students) not corrected in SDC system by school

□ Damaged or missing material

– Misprinted booklets

– Damaged booklets

– Notes pertaining to booklets that are lost, destroyed or not received by school

□ Administration anomalies

– Administration irregularity notes addressed to EQAO

□ Other

– Material relating to situations that require EQAO’s attention

INCLURE□ Problèmes avec le numéro d’identification de la trousse

– Documents utilisés par l’élève n’ayant pas tous les mêmes 12 derniers chiffres

– Erreur dans la distribution des trousses (p. ex., à une classe ou à un groupe d’élèves) non corrigée par l’école dans le système de CDE

□ Matériel abîmé ou manquant

– Cahiers mal imprimés– Cahiers abîmés– Notes relatives à des cahiers perdus, détruits ou non reçus

par l’école

□ Anomalies dans l’administration du test

– Notes d’irrégularités dans l’administration du test adressées à l’OQRE

□ Autre

– Documents relatifs à des situations qui requièrent l’attention de l’OQRE

DO NOT INCLUDE

■ Unassigned packages

■ Packages of students absent, sick or on vacation

– Student will be reported as having no data (do not delete student from SDC system)

■ Material relating to issues you can rectify by updating student data in SDC system

– New student at school or student moved (use add or delete task)

– Error in distribution of packages involving pair of students (use switch packages task)

– Error in student information (e.g., spelling error, missing accommodation)

NE PAS INCLURE

■ Trousses non attribuées■ Trousses d’élèves absents, malades ou en vacances

– L’élève sera déclaré comme n’ayant pas de données (ne pas supprimer le nom de l’élève du système de CDE)

■ Documents relatifs à des problèmes qui peuvent être corrigés en utilisant le système de CDE

– Élève nouveau à l’école ou élève ayant déménagé (utiliser le bouton Ajouter ou Supprimer)

– Erreur dans la distribution des trousses impliquant deux élèves (utiliser le bouton Échanger des trousses)

– Erreur dans les renseignements sur l’élève (p. ex., erreur orthographique, adaptation non mentionnée)

2 Carlton Street, Suite 1200Toronto ON M5B 2M9Telephone: 1-888-327-7377Fax: 416-325-0831Web site: www.eqao.com

2, rue Carlton, bureau 1200Toronto (Ontario) M5B 2M9Téléphone : 1 888 327-7377Télécopieur : 416 325-0831Site Web : www.oqre.on.ca

SAMPLE SCHOOL

Day / Month / Year

PRINCIPAL NAME

000 000-0000

0 9 0 3 0 1

0 9 0 1 2 3

0 9 0 1 2 5

Student 4’s responses did not

save to the computer.

Booklets not distributed according to CTS. Student with OEN 123456789 used Answer Booklet 1 from package ID

777777 09 01 23 and Answer Booklet 2 from package ID 777777 090 01 25



ANSWERS


11XXX_A

Booklet 1


DIRECTIONS









in this booklet.

821 11201 00 555555 09 01 50

Issues Envelope Enveloppe des problèmes


Date: _______________________________________________________________

School Name: _______________________________________________________

Principal Name: _____________________________________________________

Telephone Number: ( ) __________________________________________


Date : ______________________________________________________________

Nom de l’école : _____________________________________________________

Nom de la directrice ou du directeur : __________________________________

Numéro de téléphone : ( ) _______________________________________

Provide a detailed explanation of the issue below./Fournir ci-dessous une explication détaillée du problème.

Last six digits of student’s package ID/ Six derniers chiffres du numé ro d’identification de la trousse de l’élève

Issue/Problème

Please use the back of the envelope or additional sheets as necessary./Veuillez utiliser le verso de l’enveloppe ou des feuilles additionnelles si nécessaire.

INCLUDE

□ Package ID number issues

– Materials used by student that do not all have same last 12 digits

– Error in distribution of packages (e.g., class or group of students) not corrected in SDC system by school

□ Damaged or missing material

– Misprinted booklets

– Damaged booklets

– Notes pertaining to booklets that are lost, destroyed or not received by school

□ Administration anomalies

– Administration irregularity notes addressed to EQAO

□ Other

– Material relating to situations that require EQAO’s attention

INCLURE□ Problèmes avec le numéro d’identification de la trousse

– Documents utilisés par l’élève n’ayant pas tous les mêmes 12 derniers chiffres

– Erreur dans la distribution des trousses (p. ex., à une classe ou à un groupe d’élèves) non corrigée par l’école dans le système de CDE

□ Matériel abîmé ou manquant

– Cahiers mal imprimés– Cahiers abîmés– Notes relatives à des cahiers perdus, détruits ou non reçus

par l’école

□ Anomalies dans l’administration du test

– Notes d’irrégularités dans l’administration du test adressées à l’OQRE

□ Autre

– Documents relatifs à des situations qui requièrent l’attention de l’OQRE

DO NOT INCLUDE

■ Unassigned packages

■ Packages of students absent, sick or on vacation

– Student will be reported as having no data (do not delete student from SDC system)

■ Material relating to issues you can rectify by updating student data in SDC system

– New student at school or student moved (use add or delete task)

– Error in distribution of packages involving pair of students (use switch packages task)

– Error in student information (e.g., spelling error, missing accommodation)

NE PAS INCLURE

■ Trousses non attribuées■ Trousses d’élèves absents, malades ou en vacances

– L’élève sera déclaré comme n’ayant pas de données (ne pas supprimer le nom de l’élève du système de CDE)

■ Documents relatifs à des problèmes qui peuvent être corrigés en utilisant le système de CDE

– Élève nouveau à l’école ou élève ayant déménagé (utiliser le bouton Ajouter ou Supprimer)

– Erreur dans la distribution des trousses impliquant deux élèves (utiliser le bouton Échanger des trousses)

– Erreur dans les renseignements sur l’élève (p. ex., erreur orthographique, adaptation non mentionnée)



SAMPLE SCHOOL

Day / Month / Year

PRINCIPAL NAME

000 000-0000

0 9 0 3 0 1

0 9 0 1 2 3

0 9 0 1 2 5

Student 4’s responses did not

save to the computer.





SDC System

Student 1 did not use a scribe despite having the accommodation.

Students 2 and 3 accidentally received each other’s package for all of the administration.

Examples:

A

B

Student 4’s responses did not save to the computer.

Students 5 and 6 accidentally used each other’s Booklet 2s only.

Examples:

C

D

Common Issues and Appropriate Resolution Workflow

AIssue

CIssue

DIssue

BIssue {

Issues that DO NOT require EQAO’s attention Issues that DO require EQAO’s attention


Support for English Language Learners and Students with Special Education Needs

All accommodations outlined in this guide must be adhered to whether the student is taking the assessment in a paper or an electronic format. No instructional materials that facilitate responses to questions can be used. EQAO relies on educators to administer the assessments in accordance with EQAO guidelines and to ensure the security and validity of the assessments.

Role of the Principal

The principal is responsible for

■ making decisions about accommodations and special provisions for students;

■ ensuring that all accommodations and special provisions are provided;

■ documenting the relevant information in the Student Data Collection (SDC) system according to the instructions in this guide; and

■ sending an information letter to parents or guardians or adult students outlining approved accommodations.

Sample letters are available on the secure section of the EQAO website, www.eqao.com.

Definitions

Modifications: changes to the content of the assessment. These are not permitted, because they affect the validity and reliability of the assessment.

Accommodations: changes in the way the assessment is administered or the way in which a student with special education needs responds to its components. These do not alter the content of the assessment or affect validity or reliability.

Special Provisions: changes to setting (e.g., digital or paper language resources) or timing (extended periodic supervised breaks for English language learners) while writing the assessment. These do not affect the validity or reliability of the assessment.

Scribe: an individual who supports the accommodations the student receives on a regular basis for all forms of assessment by recording student verbatim responses. Scribes must be adults and must not be relatives of the students they are assisting.

Prompter: an adult who draws the student’s attention back to the assessment. Prompts can be a verbal signal (e.g., a word or phrase to redirect the student’s attention) or a non-verbal signal (e.g., a tap on the desk). Prompters cannot clarify, explain or translate any part of the test or draw the student’s attention to a specific part of the assessment.

Resources

This guide is based on the following Ministry of Education documents, available at www.edu.gov.on.ca:

■ Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide, 2017

■ English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007)

■ Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016

■ The Individual Education Plan (IEP): A Resource Guide (2004)

■ STEP: Steps to English Proficiency, A Guide for Users (2015)

Accommodations and Special Provisions


Permitted Accommodations for Students with Special Education Needs

Setting (environment)

Assistive devices (adaptive equipment)

■ Permitted: special lighting, special pens or pencil grips, and devices for supporting the student’s arm for printing, writing or keyboarding.

Time

Extended periodic supervised breaks

■ Routine supervised breaks (e.g., water fountain, stretch and washroom breaks) are not considered part of the time allotted for the assessment.

Presentation Format (format in which student receives assessment)

Sign language or oral interpreter ■ Interpreters translate the English text of the assessment into American Sign Language (ASL) and student responses from ASL into written English.

■ An oral interpreter mouths words so the student can lip-read.

Unified English Braille (UEB) ■ Available: contracted or uncontracted.

■ Students may have access to both the Braille and the audio versions.

Large-print booklets ■ White paper

Coloured-paper versions (regular or large-print)

■ Available: blue, green or yellow.

MP3 audio with regular- or large-print booklets (recommended for students with a visual impairment)

■ Available for download at 9:00 a.m. two days before the assessment period begins.

■ All MP3 audio files must be deleted by the date specified on the front page of this guide.

THE STUDENT

■ has an Individual Education Plan (IEP) that outlines accommodations that are necessary for and consistent with regular classroom practices and

■ receives these accommodations for all forms of assessment.

MAKE DECISIONS ABOUT ACCOMMODATIONS

■ based on the accommodations outlined in this guide and those identified on the student’s IEP;

■ so they are consistent with regular classroom practice, including assessments;

■ prior to the assessment;

■ for each student individually and

■ in consultation with the student and parents or guardians and with the appropriate teaching staff.


Permitted Accommodations for Students with Special Education Needs (continued)

Presentation Format (format in which student receives assessment) continued

Assistive technology formats ■ These electronic formats (Word or PDF) may be used with technology (e.g., text-to-speech software), and files will be available for download (as a zip file) at 9:00 a.m. two days before the assessment period begins. A set of regular-print booklets will also be sent to the school for students using assistive technology.

■ The version optimized for the Read&Write Google Chrome extension will be made available on the school board’s secure EQAO website at 9:00 a.m. two days before the assessment period begins. School boards will be responsible for sharing the files with schools that have requested Read&Write for Google Chrome.

Braille, audio and assistive technology versions

■ For ease of use, both Booklet 1s (Question and Answer) are presented as a single document for the audio version, Braille version and assistive-technology versions. This is also the case for both Booklet 2s (Question and Answer). Students will still receive the printed booklets as two separate booklets. Although the layout of the printed booklets differs from the layout of these versions, the content is the same.

Response Format (format in which student responds)

Use of a computer or word processor or assistive devices and technology (see “How to Return Computer Responses to EQAO”)

■ Type the last 12 digits of the package ID on the top of each page of the computer printout.

■ Label each response with the question number.

■ Permitted: speech synthesizer, Brailler, speech-to-text software or augmentative or alternative communications systems.

■ Recommended font size for responses may be posted for students (14 pt. for Times New Roman, Times Roman or Arial).

■ All responses will need to be securely attached to the inside front cover of the appropriate Answer Booklet and returned in the Special Versions envelope.

Verbatim scribing of responses ■ Print by hand or type exactly what the student dictates. Handwritten transcriptions must be made directly in the Answer Booklet. Typed transcriptions must be securely attached to the inside front cover of the appropriate Answer Booklet.

■ Fill in the multiple-choice circles in the Answer Booklets as directed by the student.

■ Read the dictation back to the student if requested.

■ After the student has finished working, show the student the transcription and ask the student to indicate any corrections. (The scribe may erase, cross out or insert according to the student’s directions.)

DO NOT

■ review the assessment prior to administration.■ edit or alter the student’s dictation in any way, except at the student’s request. ■ alert the student to mistakes. ■ cue the student. ■ initiate the use of assessment-taking strategies.■ show any reaction to the student’s responses. ■ correct the student’s responses. ■ engage in incidental conversation with the student or others during the assessment.

Audio recording of student responses

■ A verbatim transcription of the audio recording must be submitted.

■ Ensure that the last 12 digits of the package ID are on the top of each page of the transcription and on the audio recording.


Permitted Accommodations for Students with Special Education Needs (continued)

Additional Information

■ All students, including students with special education needs, can choose to use manipulatives during the assessment. Teachers may provide students who have visual impairment with any three-dimensional figures that are pictured in each question.

■ Ensure that computers have sufficient memory to accommodate the electronic versions in various formats, that students’ work is saved frequently and that it can be printed.

■ Booklet 1 is completed in one continuous session, as is Booklet 2. Continuous sessions may include supervised breaks (e.g., water fountain, stretch and washroom breaks).

■ Time to read the instructions, take supervised breaks and answer the questionnaire is not considered part of the time allotted for the student to complete the assessment.

■ Readers are not permitted to define, translate, explain or review any terms.

Return of Materials

■ Computer responses and responses in assistive technology (speech-to-text software) format must be securely attached to the inside front cover of the appropriate Answer Booklet. Only booklets containing responses typed on a computer must be placed in the Special Versions Envelope. (See

“How to Return Computer Responses to EQAO” in this guide.)

■ Retain electronic student responses to the assessment until the date indicated on the front cover of this guide.

■ Verbatim transcriptions of audio-recorded responses must be securely attached to the front cover of the appropriate Answer Booklet and must be placed in the Special Versions Envelope.

■ Place all student materials that contain an issue that require EQAO’s attention for resolution in the Issues Envelope, and document the issues on the outside of the envelope. (See

“How to Resolve Issues Through the SDC System or Issues Envelopes” in this guide.)

Documentation

■ Record accommodations in the SDC system.

■ A copy of the information letter from the principal to the parents or guardians or adult student outlining the accommodations must be kept on file at the school for one year.

■ Keep all other documentation on file.


How to Return Computer Responses to EQAO


Open-Response page 3

8 Lorem ipsum

Lorem ipsum dolor sit amet, consectetuer adipiscing elitaliquam erat volutpat.

Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper. Suscipit lobortis nisl ut aliquip ex ea commodo consequat exerci tation.

Duis autem vel eum iriure dolor in hendrerit.

Lorem ipsum dolor sit amet.

6 m

4 m

8 m

4 m

821 11201 00 555555 09 01 50

Computer Printout555555 09 01 50

1

Add the package ID to each page.■ Before the assessment, type the last

12 digits of the package ID at the top of each page.

1 I

Ensure that responses are securely attached.■ Staple or clip the pages to the inside front

cover of the appropriate Answer Booklet (Answer Booklet 1 or Answer Booklet 2).

4 I

Ensure that all text is legible. ■ Font size of 14 pt. in Times

New Roman, Times Roman or Arial is recommended.

2 I

Print all student responses. ■ Print pages double-sided, if possible. ■ Ensure that the pages are numbered and

are in order (e.g., 1, 2 of 10). ■ Identify the question number for each

response (e.g., #5). ■ If the student has used technology to

answer multiple-choice questions, check that the responses are clearly visible on printed pages.

3 I

5 I Include typed responses in the Special Versions Envelope.■ Place only the Answer Booklets

containing responses typed on a computer in the Special Versions Envelope.

■ Include all other booklets and all other EQAO assessment materials in the return tote box.

ANSWERS


11XXX_A

Booklet 1


DIRECTIONS









in this booklet.

821 11201 00 555555 09 01 50Computer Printout

1

555555 09 01 50

Computer PrintoutLorem ipsum dolor sit amet

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Mauris nec pretium neque. Quisque nec enim eu velit commodo mattis eu id turpis. Etiam malesuada elementum urna, ut malesuada massa faucibus a. In fringilla pharetra magna, a porttitor ante consectetur eu. Vivamus finibus metus lorem, vel viverra diam dapibus sit amet. Aenean ante lorem, aliquam a justo at, convallis elementum massa. Nam ut convallis massa, eu ultricies enim. Aenean vel feugiat turpis, et laoreet eros. Pellentesque nec sem eget augue tincidunt dictum nec id nibh. Aliquam eleifend, dolor imperdiet laoreet pharetra, eros elit congue arcu, sit amet dictum mi felis non enim. Vestibulum pharetra nulla nulla, in consequat purus pharetra eu. Sed commodo elit et ante fermentum, pharetra sollicitudin massa cursus. Duis ultrices ut purus nec dictum. Sed elit lectus, elementum quis finibus at, condimentum nec mauris. Aenean maximus aliquet magna. Nullam viverra malesuada libero vitae mollis. Phasellus ut luctus ex, a hendrerit arcu. In dictum lorem vitae volutpat semper. Maecenas tempor leo odio, eget venenatis nunc maximus sit amet. Pellentesque feugiat, libero eget consectetur porta, quam metus euismod urna, id semper mi ex sit amet eros. Aliquam sed enim congue, euismod metus ullamcorper, pretium tellus. Proin eu nisl quam. Etiam convallis magna nec sapien malesuada dictum. Sed tempus fringilla mauris.

Lorem ipsum dolor sit amet

Nulla facilisi. Fusce et quam arcu. Sed vel augue sit amet risus tincidunt rhoncus. Donec rutrum tempus aliquam. Donec tincidunt purus et enim euismod tempus. Donec quis mollis sapien, eu scelerisque neque. Donec lacinia aliquet tempor. Nullam quis convallis ligula. Ut eleifend consectetur ex, ac pulvinar odio. Suspendisse egestas mauris nibh, vel venenatis dui pretium eu. Curabitur non nulla ligula. Vivamus eget nulla felis. Quisque condi-mentum efficitur libero, sed ornare orci interdum at. Curabitur vestibulum semper feugiat. Nunc ultrices maximus finibus. Maecenas pellentesque, risus id gravida consectetur, enim nunc hendrerit leo, ac tincidunt leo risus non justo. Sed sodales urna risus, volutpat pulvinar ante tincidunt in. Aliquam et enim et dui viverra rhoncus. Praesent vestibulum metus vitae aliquet ornare. Nam ut quam nibh. Morbi in congue enim. Pellentesque ullamcorper mau-ris a dui imperdiet porttitor. Proin eu ex pretium, finibus augue sit amet, faucibus magna. Maecenas ultricies quam facilisis, facilisis lacus vitae, malesuada enim. Pellentesque sollicitudin sem lorem, ut convallis tortor consequat vitae. Suspendisse sagittis rhoncus odio. Aliquam in tortor dui. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Praesent at semper magna. Aliquam vel arcu non risus luctus rhoncus et a libero. Integer metus eros, auctor ut ante et, consectetur pretium ante. Donec mollis nunc dui, venenatis sodales urna volutpat vel. Nulla facilisi. Fusce et quam arcu. Sed vel augue sit amet risus tincidunt rhoncus. Donec rut-rum tempus aliquam. Donec tincidunt purus et enim euismod tempus. Donec quis mollis sapien, eu scelerisque neque. Donec lacinia aliquet tempor. Nullam quis convallis ligula. Ut eleifend consectetur ex, ac pulvinar odio. Suspendisse egestas mauris nibh, vel venenatis dui pretium eu. Curabitur non nulla ligula. Vivamus eget nulla felis. Quisque condimentum efficitur libero, sed ornare orci interdum at. Curabitur vestibulum semper feugiat. Nunc ultrices maximus finibus. Maecenas pellentesque, risus id gravida consectetur, enim nunc hendrerit leo, ac tincidunt leo risus non justo. Sed sodales urna risus, volutpat pulvinar ante tincidunt in. Aliquam et enim et dui viverra rhoncus. Praesent vestibulum metus vitae aliquet ornare. Nam ut quam nibh. Morbi in congue enim. Pellentesque ullamcorper mauris a dui imperdiet porttitor. Proin eu ex pretium, finibus augue sit amet, faucibus magna. Maecenas ultricies quam facilisis, facilisis lacus vitae, malesuada enim. Pellentesque sollicitudin sem lorem, ut convallis tortor consequat vitae. Suspendisse sagittis rhoncus odio. Aliquam in tortor dui. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Praesent at semper magna. Aliquam vel arcu non risus luctus rhoncus et a libero. Integer metus eros, auctor ut ante et, consectetur pretium ante. Donec mollis nunc dui, venenatis sodales urna volutpat vel.

1


School Name: _______________________________________________________

Principal Name: _____________________________________________________

Telephone Number: ( ) ____________________________________


Nom de l’école : ____________________________________________________

Nom de la directrice ou du directeur : ____________________________________________________

Numéro de téléphone : ( ) ________________________________

Special Versions Envelope Enveloppe des versions spéciales

Include ONLY the following:

• printed computer responses stapled to the corresponding student answer booklets

• typed transcriptions of audio or video responses stapled to the corresponding student answer booklets

• Braille answers stapled to the corresponding student answer booklets

• USB flash drives and corresponding student answer booklets

N’inclure QUE les documents suivants :

• les réponses écrites à l’ordinateur agrafées aux cahiers de réponses de l’élève correspondants;

• les transcriptions dactylographiées des réponses fournies par enregistrement sonore ou vidéo agrafées aux cahiers de réponses de l’élève correspondants;

• les réponses en braille agrafées aux cahiers de réponses de l’élève correspondants;

• les clés USB et les cahiers de réponses de l’élève correspondants.



Please refer to the guides for additional information on how to use this envelope.

Veuillez vous référer aux guides pour obtenir des renseignements additionnels sur l’utilisation de cette enveloppe.


School Name: _______________________________________________________

Principal Name: _____________________________________________________

Telephone Number: ( ) ____________________________________


Nom de l’école : ____________________________________________________

Nom de la directrice ou du directeur : ____________________________________________________

Numéro de téléphone : ( ) ________________________________

Special Versions Envelope Enveloppe des versions spéciales

Include ONLY the following:

• printed computer responses stapled to the corresponding student answer booklets

• typed transcriptions of audio or video responses stapled to the corresponding student answer booklets

• Braille answers stapled to the corresponding student answer booklets

• USB flash drives and corresponding student answer booklets

N’inclure QUE les documents suivants :

• les réponses écrites à l’ordinateur agrafées aux cahiers de réponses de l’élève correspondants;

• les transcriptions dactylographiées des réponses fournies par enregistrement sonore ou vidéo agrafées aux cahiers de réponses de l’élève correspondants;

• les réponses en braille agrafées aux cahiers de réponses de l’élève correspondants;

• les clés USB et les cahiers de réponses de l’élève correspondants.



Please refer to the guides for additional information on how to use this envelope.

Veuillez vous référer aux guides pour obtenir des renseignements additionnels sur l’utilisation de cette enveloppe.


Special Provisions for English Language Learners

If an English language learner is working toward an academic or applied Grade 9 mathematics credit in a publicly funded school, the student is required to participate in the Grade 9 Assessment of Mathematics. There are no deferrals or exemptions for Grade 9.

Further reference: • Supporting English Language Learners: A Practical Guide for Ontario Educators, Grades 1 to 8 (2008) • STEP: Steps to English Proficiency, A Guide for Users (2015)

Setting (environment)

Digital or paper language resources

■ English language learners are permitted digital or paper language resources (e.g., dual-language dictionary, translating tools) if these are used on a regular basis and are non-instructional.

■ Responses need to be provided in the language of the assessment.

■ Schools are responsible for ensuring that students are not using these resources for any other purpose.

Time

Extended periodic supervised breaks

■ Routine supervised breaks (water fountain, stretch and washroom) are not considered part of the time allotted for the assessment.

■ Booklet 1 is completed in one continuous session, as is Booklet 2.

■ Time to read the instructions, take supervised breaks and answer the questionnaire is not considered part of the time allotted for the student to complete the assessment.

THE STUDENT

is an English language learner as defined by English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007).

MAKE DECISIONS ABOUT ENGLISH-LANGUAGE LEARNERS


■ for each student individually;

■ in consultation with the student and parents or guardians, and with the appropriate teaching staff and

■ consistent with regular classroom practice, including assessments.

Additional Information

■ English language learners who have special education needs and an IEP are entitled to accommodations listed under “Permitted Accommodations for Students with Special Education Needs” in this guide.

■ The audio version of the assessment is available only to English language learners who have special education needs and an IEP that indicates the audio accommodation. The audio version is recommended for students who have a visual impairment.

Return of Materials

■ Place all student materials that contain an issue that require EQAO’s attention for resolution in the Issues Envelope, and document the issues on the outside of the envelope. (See “How to Resolve Issues Through the SDC System or Issues Envelopes” in this guide.)

Documentation

■ Record special provisions in the SDC system.

■ A copy of the information letter from the principal to the parents or guardians or adult student outlining the approved special provisions and/or accommodations must be kept on file at the school for one year.


Students with Special Circumstances

THE STUDENT

is unable to participate without accommodations, due to special circumstances.

New to School: Student does not have an IEP, due to a recent transfer into the school from another jurisdiction. There is documentation to show that accommodations are necessary.

Temporary Condition: Student has a temporary condition that hinders/impedes them from writing or using a keyboard (e.g., a hand injury) and would not normally require accommodations.

MAKE DECISIONS ABOUT SPECIAL CIRCUMSTANCES


■ for each student individually;

■ in consultation with the student and parents or guardians, and with the appropriate teaching staff and

■ with reference to the permitted accommodations in this guide.

Documentation

■ Record accommodations in the SDC system.

■ A copy of the information letter from the principal to the parents or guardians or adult student outlining the special circumstances and accommodations must be kept on file at the school for one year.


Student Materials Order ChecklistIf a student is responding using assistive technology, ensure that the appropriate presentation format is ordered. Orders for special versions (presentation format) must be entered into the SDC system during Phase 1 of the SDC process to ensure materials arrive on time.

Schools may copy and use this page to help them prepare to enter information into the SDC system.

Student Name: OEN:

Permitted Accommodations

Setting

❒ Assistive devices or adaptive equipment

Time

❒ Extended periodic supervised breaks

Presentation Format

This identifies the type of package that the student requires in order to participate.

❒ Sign language or oral interpreter

❒ United English Braille (UEB) □ contracted □ uncontracted

❒ Large-print version (white paper)

❒ Large-print coloured-paper version □ blue □ green □ yellow

❒ Coloured-paper version □ blue □ green □ yellow

❒ Audio version (MP3) with □ regular print □ large print

❒ Assistive technology format (Word, PDF or Read&Write for Google Chrome extension)

Response Format

This identifies how the student will respond.

❒ Computer or word processor or assistive device and technology

❒ Verbatim scribing of responses

❒ Audio recording of student responses

Special Provisions

Setting and Time

❒ Extended periodic supervised breaks

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