Reading, Mathematics, & Science -

Spring 2012

Reading, Mathematics, & Science

Test Administration Manual

Florida Comprehensive Assessment Test®

Spring 2012 FCAT/FCAT 2.0 Reading/Mathematics/Science

Daily Test Administration Schedule FCAT 2.0 PAPER-BASED TEST ADMINISTRATIONS

Day 1 — Monday, April 16

Grades 3, 4, 5 Reading – Session 1 70 minutes Grade 6 Mathematics – Session 1 70 minutes Grade 6 Mathematics – Session 2 70 minutes Grades 7, 8, 9 Reading – Session 1 70 minutes Grade 10 (paper accommodations) Reading – Session 1 70 minutes Day 2 — Tuesday, April 17

Grades 3, 4, 5 Reading – Session 2 70 minutes Grades 7, 8, 9 Reading – Session 2 70 minutes Grade 6 (paper accommodations) Reading – Session 1 70 minutes Grade 10 (paper accommodations) Reading – Session 2 70 minutes All Grades Make-up Testing Day 3 — Wednesday, April 18

Grades 3, 4, 5 Mathematics – Session 1 70 minutes Grades 7, 8 Mathematics – Session 1 70 minutes Grades 7, 8 Mathematics – Session 2 70 minutes Grade 6 (paper accommodations) Reading – Session 2 70 minutes All Grades Make-up Testing Day 4 — Thursday, April 19

Grades 3, 4, 5 Mathematics – Session 2 70 minutes All Grades Make-up Testing Day 5 — Friday, April 20

All Grades Make-up Testing Day 6 — Monday, April 23

Grades 3–8 Make-up Testing Day 7 — Tuesday, April 24

Grade 5 Science – Session 1 80 minutes Grades 3–8 Make-up Testing Day 8 — Wednesday, April 25

Grade 5 Science – Session 2 80 minutes Grades 4–8 Make-up Testing Days 9 and 10 — Thursday, April 26 and Friday, April 27

Grades 4–8 Make-up Testing

Spring 2012 FCAT/FCAT 2.0 Reading/Mathematics/Science Daily Test Administration Schedule

GRADE 8 FCAT 2.0 SCIENCE Districts may administer Grade 8 FCAT 2.0 Science on Day 4, Day 5, Day 6, Day 7, OR Day 8 of the testing window. This must be a DISTRICT (not a school-by-school) decision. Both 80-minute sessions of the Grade 8 FCAT 2.0 Science assessment must be administered in one day. Each district must notify the FDOE of the selected Grade 8 FCAT 2.0 Science administration day.

MAKE-UP TESTING Make-up testing for the paper-based tests listed above may begin on Day 2 and continue through Day 10, as needed. All Grade 9 FCAT 2.0 Reading tests and paper-based Grade 10 FCAT 2.0 Reading tests must be completed by Friday, April 20. All Grade 3 testing must be completed by Tuesday, April 24.

COMPUTER-BASED TEST ADMINISTRATIONS The following assessments are computer-based tests (CBT). Paper-based accommodations (regular print and braille) will be provided for eligible students, as indicated on student IEPs or Section 504 plans. Please see the scheduling guidance below for each test.

■ Grade 6 FCAT 2.0 Reading —Grade 6 FCAT 2.0 Reading will be administered in two 70-minute sessions over two days. Districts may begin scheduling Grade 6 FCAT 2.0 Reading sessions on Day 2 and may schedule sessions each day for the remainder of the testing window, if needed. Paper-based tests (accommodations only) should be administered on Day 2 and Day 3 of the testing window, with make-up testing administered through Day 10, as needed.

■ Grade 10 FCAT 2.0 Reading —Grade 10 FCAT 2.0 Reading will be administered in two 70-minute sessions over two days. Districts may begin scheduling Grade 10 FCAT 2.0 Reading sessions on Day 1 and may schedule sessions each day for the remainder of the testing window, if needed. Paper-based tests (accommodations only) should be administered on Day 1 and Day 2 of the testing window, with make-up testing administered through Day 5, as needed. All high school paper-based tests must be administered no later than Friday, April 20.

■ FCAT Mathematics and FCAT 2.0 Reading Retakes —The CBT administration window for Spring Retakes is April 9–April 20, 2012. • FCAT Mathematics Retake —CBT sessions may be scheduled during the entire Retake window

(April 9–April 20). Students may have up to the length of a typical school day to complete the test but must complete the test in one day. Districts must select one week within the testing window to administer paper-based FCAT Mathematics Retakes (accommodations only). Each district must notify the FDOE of the selected week.

• FCAT 2.0 Reading Retake —CBT sessions may be scheduled during the entire Retake window (April 9–April 20). The FCAT 2.0 Reading Retake is administered in two sessions over two days. Students may have up to half the length of a typical school day to complete each session. Districts must select one week within the testing window to administer paper-based FCAT 2.0 Reading Retakes (accommodations only). Each district must notify the FDOE of the selected week.

FCAT READING RETAKE The FCAT Reading Retake is offered in paper-based and computer-based formats; districts may select the delivery mode by school. Students may have up to the length of a typical school day to complete the test but must complete the test in one day.

• Paper-based FCAT Reading Retake : Districts may choose any one day during the selected week of the Retake window (April 9–13 or April 16–20) to administer the FCAT Reading Retake. All sites in each district must administer the FCAT Reading Retake on the same day, as specified by the district, with make-up testing administered as needed.

• Computer-based FCAT Reading Retake : Schools administering the CBT FCAT Reading Retake may schedule sessions during the entire Retake window (April 9–20). Any paper-based accommodations must be administered on the day designated by the district, with make-up testing administered as needed.

There should be no deviation from the established FCAT/FCAT 2.0 administration schedule unless districts request and receive written approval from the FDOE prior to implementation.

Spring 2012 Reading, Mathematics, and Science Test Administration Manual i

Table of Contents

Table of Contents Introduction ....................................................................................................................................................................................................

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vi

What’s New for 2012 Reading, Mathematics, and Science vii

Reminders for the 2012 FCAT/FCAT 2.0 ix

General Information 1

Background Information 1 The FCAT/FCAT 2.0 Program 1

Test Administration Policies and Procedures 2 Administration Schedule 2 Students to Be Tested 2 Administration Accommodations 5 Make-up Administration Procedures 5 Sample Test Materials 6 Calculators 6 Rulers.......................................................................................................................................................................................................

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6 Mathematics Reference Sheets and Science Periodic Tables 6 Test Documents 7 Student Demographic Information 9 Preidentified Student Labels 13

Test Security Policies and Procedures 16 Admission of Students to Testing 17 Proctors 17 Missing Materials and Test Irregularities/Security Breaches 17 Security Numbers 18

Test Invalidation/Defective Document Policies and Procedures 20 DNS (Do Not Score) and UNDO Bubbles 20 Test Invalidation ...................................................................................................................................................................................

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20 Defective Materials 21

Test Administrator Responsibilities Before Testing 23 Prepare the Room for Testing 23 Required Administration Information 23 Seating Charts 24 Test Group Code 24 Assemble Materials 24 Receive Materials 26 Communicate Testing Policies to Students 29

Test Administrator Responsibilities During Testing 30 Read Scripts 30 Distribute Materials 30 Student Pledge 30 Keep Time 31 Maintain Test Security .........................................................................................................................................................................

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31 Supervise Test Administration 31

Grade 3 Scripts 33 Script for Administering Grade 3 Reading Session 1 33 Script for Administering Grade 3 Reading Session 2 39 Script for Administering Grade 3 Mathematics Session 1 44 Script for Administering Grade 3 Mathematics Session 2 50

Grade 4 Scripts 55 Script for Administering Grade 4 Reading Session 1 55

Spring 2012 Reading, Mathematics, and Science Test Administration Manual ii

Table of Contents

Script for Administering Grade 4 Reading Session 2 ...............................................................................................................................................................................................................................................................................................................................................

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61 Script for Administering Grade 4 Mathematics Session 1 66 Script for Administering Grade 4 Mathematics Session 2 72

Grade 5 Scripts 77 Script for Administering Grade 5 Reading Session 1 77 Script for Administering Grade 5 Reading Session 2 83 Script for Administering Grade 5 Mathematics Session 1 88 Script for Administering Grade 5 Mathematics Session 2 94 Script for Administering Grade 5 Science Session 1 99 Script for Administering Grade 5 Science Session 2 105

Grade 6 Scripts 110 Script for Administering Grade 6 Mathematics Session 1 110 Script for Administering Grade 6 Mathematics Session 2 117 Script for Administering Grade 6 Reading Session 1 122 Script for Administering Grade 6 Reading Session 2 ...................................................................................................................

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Grade 7 Scripts 133 Script for Administering Grade 7 Reading Session 1 133 Script for Administering Grade 7 Reading Session 2 139 Script for Administering Grade 7 Mathematics Session 1 144 Script for Administering Grade 7 Mathematics Session 2 150

Grade 8 Scripts 155 Script for Administering Grade 8 Reading Session 1 155 Script for Administering Grade 8 Reading Session 2 161 Script for Administering Grade 8 Mathematics Session 1 166 Script for Administering Grade 8 Mathematics Session 2 172 Script for Administering Grade 8 Science Session 1 177 Script for Administering Grade 8 Science Session 2 184

Grade 9 Scripts 189 Script for Administering Grade 9 Reading Session 1 189 Script for Administering Grade 9 Reading Session 2 ...................................................................................................................

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Grade 10 Scripts 200 Script for Administering Grade 10 Reading Session 1 200 Script for Administering Grade 10 Reading Session 2 206

Retake Scripts 211 Script for Administering FCAT Reading Retake 211 Script for Administering FCAT Mathematics Retake 216 Script for Administering FCAT 2.0 Reading Retake Session 1 222 Script for Administering FCAT 2.0 Reading Retake Session 2 228

Script for Gridding a Non-Preidentified Student Grid Sheet 232

Script for Verifying a Preidentified Label 234

Test Administrator Responsibilities After Testing 236 Return Materials to the School Assessment Coordinator 236 Comment Form 237

School Assessment Coordinator Responsibilities Before Testing 238 Receive Test Materials .......................................................................................................................................................................

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238 Assign Test Group Codes 239 Required Administration Information/Track Security Numbers 239 Seating Charts 239 Train Test Administrators and Proctors 240 Assign Proctors 240 Make Arrangements to Test Special Program Students 240 Ensure Implementation of Test Administration Accommodations 240 Student Responses for Special Documents 241 Provide Appropriate Test Settings 241

Spring 2012 Reading, Mathematics, and Science Test Administration Manual iii

Table of Contents

School Assessment Coordinator Responsibilities During Testing ............................................................................................................................................................................................................

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242 Supervise Test Administration and Maintain Test Security 242 Supervise Make-up Administrations 242

School Assessment Coordinator Responsibilities After Testing 243 Prepare Materials for Return 243 Prepare Your School’s TO BE SCORED Documents for Return 244 Prepare Home Education Program TO BE SCORED Documents for Return 246 Prepare McKay Scholarship Program TO BE SCORED Documents for Return 247 Prepare Florida Tax Credit (FTC) Scholarship Program TO BE SCORED Documents for Return 248 Prepare Virtual School Program TO BE SCORED Documents for Return 249 Package Materials for Return 249 Other Materials 253 Comment Form 254

District Assessment Coordinator Responsibilities Before Testing 255 Receive Test Materials .......................................................................................................................................................................

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255 Required Administration Information/Track Security Numbers 257 Distribute Test Group Codes 257 Seating Charts 257 Training 258 Home Education Program Students 258 McKay Scholarship Program Students 258 FTC Scholarship Program Students 259 Virtual School Program Students 259 Ensure Implementation of Test Administration Accommodations 259 Student Responses for Special Documents 259

District Assessment Coordinator Responsibilities During Testing 260 Monitor Test Administration and Maintain Test Security 260

District Assessment Coordinator Responsibilities After Testing 261 Prepare Boxes for Return 261 Return Materials to Contractor........................................................................................................................................................

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262 District Assessment Coordinator ONLY Boxes 263 Other Materials 263 Comment Form 263

Special Documents (Large Print, Braille, and One-Item-Per-Page) Instructions 265 Special Documents Test Administration 266 Large Print Test Administrator Responsibilities Before and During Testing 267 Large Print Test Administrator Responsibilities After Testing 275 Braille Test Administrator Responsibilities Before and During Testing 276 Braille Test Administrator Responsibilities After Testing 282 One-Item-Per-Page Test Administrator Responsibilities Before and During Testing 283 One-Item-Per-Page Test Administrator Responsibilities After Testing 291 Special Documents School Assessment Coordinator Responsibilities 292 Large Print School Assessment Coordinator Responsibilities 293 Braille School Assessment Coordinator Responsibilities 295 One-Item-Per-Page School Assessment Coordinator Responsibilities ......................................................................................

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297 Return Special Documents to District Assessment Coordinator 299

Appendix A: Test Accommodations 301 Test Accommodations 302 FCAT/FCAT 2.0 Accommodations for Students With Disabilities 303 Allowable Accommodations on the FCAT/FCAT 2.0 for Students With Disabilities 303 Unique Accommodations 307 Documenting Test Accommodations 307 Test Accommodations for Students With Disabilities as Defined by Section 504 307 Test Accommodations for English Language Learners (ELLs) 308

Spring 2012 Reading, Mathematics, and Science Test Administration Manual iv

Table of Contents

Appendix B: Florida Test Security Statute and Rule ............................................................................................................................. .............................................................................................................................................................

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309 Florida Test Security Statute 310 Florida State Board of Education Test Security Rule 311

Appendix C: Perforated Forms and Signs 313 FCAT/FCAT 2.0 Administration and Security Agreement 315 Test Administrator Prohibited Activities Agreement 317 FCAT/FCAT 2.0 Security Log 319 Administration Record/Security Checklist 321 Test Administrator Checklist 323 School Assessment Coordinator Checklist 325 District Assessment Coordinator Checklist 327 Electronic Devices Sign .....................................................................................................................................................................

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329 Do Not Disturb Sign 331 Session 1 Sign 333 Session 2 Sign 335 Absent Students Cover Sheet 337 TO BE SCORED Cover Sheet 339 Home Education Program TO BE SCORED Cover Sheet 341 McKay Scholarship Program TO BE SCORED Cover Sheet 343 Florida Tax Credit Scholarship Program TO BE SCORED Cover Sheet 345 Virtual School Program TO BE SCORED Cover Sheet 347 NOT TO BE SCORED Cover Sheet 349

Graphics Sample Preidentified Student Label 13 Sample Student Grid Sheet 15 Location of Security Number 19 DNS (Do Not Score) and UNDO Bubbles .................................................................................................................................

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20 Sample Document Count Form 245 Paper Band 246 Blue TO BE SCORED Label 250 Red TO BE SCORED Label 251 Peach TO BE SCORED Label 251 Packaging Diagram 252 Yellow NOT TO BE SCORED Label 253 Blue, Peach, Red, Yellow, and White Labels 261 Samples of Materials Return Lists 262 Packaging Diagram for Special Documents 299 White SPECIAL DOCUMENTS Label (TO BE SCORED only) 300

Spring 2012 Reading, Mathematics, and Science Test Administration Manual v

Introduction

Introduction This manual includes scripts and instructions for administration of the paper-based Florida Comprehensive Assessment Test (FCAT) 2.0 Grades 3–10 Reading, Grades 3–8 Mathematics, Grades 5 and 8 Science, FCAT Reading and Mathematics Retakes, and FCAT 2.0 Reading Retake. Grades 6 and 10 FCAT 2.0 Reading, FCAT Mathematics Retake, and FCAT 2.0 Reading Retake are computer-based tests, with paper-based versions (regular print and braille only) available for eligible students who have such accommodations indicated in their individual educational plans (IEPs) or Section 504 plans. The FCAT Reading Retake is available in computer-based and paper-based formats; districts have already identified the schools participating in the paper-based FCAT Reading Retake.

See the Spring 2012 Computer-Based Test Administration Manual (Spring 2012 CBT Manual) for computer-based test administration information.

Spring 2012 Reading, Mathematics, and Science Test Administration Manual vi

What’s New for 2012 Reading, Mathematics, and Science

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

What’s New for 2012 Reading, Mathematics,

and Science 1. Prior to testing, students are required to read and sign a student pledge that reads: “I agree that I will not

give or receive unauthorized help during this test. I understand that giving or receiving such help during the test is cheating and will result in the invalidation of my test results.” If a student refuses to sign, this must be noted in the record of required administration information, but the student should be allowed to test.

2. Because of the transition from FCAT to FCAT 2.0 and EOC assessments, the four-function calculators distributed to districts by the Florida Department of Education (FDOE), formerly referred to in test administration manuals as “FCAT calculators,” are now called “approved four-function calculators.” Do not interpret this as permission to use any calculators other than the four-function calculators distributed by FDOE, except for approved calculators for students with visual impairments as described on page 6.

3. The daily session schedule and some of the session lengths for this administration differ from previous administrations. Please review the new daily schedule in the front of this manual carefully as you prepare for the test administration. Districts must not deviate from this schedule without prior written approval from the FDOE.

4. This year, schools will use BLUE return labels for Grade 3 TO BE SCORED materials and PEACH return labels for Grade 9, Grade 10, and Retake TO BE SCORED materials. RED return labels will be used for Grades 4–8 TO BE SCORED materials only. Please see the sample return labels on page 261.

5. Test administrators are required to maintain an accurate seating chart for each group of students in their rooms during testing. All seating charts must indicate the front and back of the room, as well as the direction the students are facing. If students are moved to a different location during testing, a new seating chart must be created and maintained for this location. After testing, the school assessment coordinator must make copies of all seating charts, file the copies, and return the original charts in the District Assessment Coordinator ONLY box.

6. Only FOUR elements are now required to be correct on all student PreID labels: student name, student ID number, district number, and school number. If this information is correct, even if other information, including grade level, is incorrect, use the label. If any of this information is incorrect, grid the correct information on a new test document.

7. Grades 5 and 8 students will participate in the FCAT 2.0 Science test for the first time during this administration. There is no FCAT 2.0 Science test for Grade 11 students.

Science reference sheets are not provided for Grade 5 students, but Grade 8 students receive a Periodic Table of the Elements to use during testing. Periodic Tables of the Elements are packaged as stand-alone sheets.

8. For students taking a Reading Retake, school personnel must ensure that these students are administered the correct test (FCAT or FCAT 2.0). Refer to the Students to Be Tested section on pages 2–5 for guidance. The FCAT and FCAT 2.0 Reading Retake test and answer books are very similar in appearance, so school personnel must look closely at the logos and titles of the books to be sure they are distributing the correct books for each group of students tested.

9. The FCAT/FCAT 2.0 Administration and Security Agreement has been revised to emphasize the importance of proper training and the possible consequences of test administration irregularities. See the revised agreement in Appendix C.

Spring 2012 Reading, Mathematics, and Science Test Administration Manual vii

What’s New for 2012 Reading, Mathematics, and Science

10. ALL test administrators must be certified educators. Non-certified school personnel may serve as proctors, according to the instructions on page 17. Non-certified school personnel must NOT be allowed to serve as test administrators. In addition, while proctors are not required in rooms where fewer than 30 students are being tested, we strongly encourage the use of proctors in all test administrations to help reduce testing irregularities and aid in investigations, if necessary.

11. In addition to the FCAT/FCAT 2.0 Administration and Security Agreement, test administrators are now required to sign a Test Administrator Prohibited Activities Agreement indicating that they understand prohibited activities during test administration and possible consequences of inappropriate behavior. This form is located in Appendix C. Test administrators will need to be prepared to record their certification number on this form.

The FCAT/FCAT 2.0 Administration and Security Agreement and the Test Administrator Prohibited Activities Agreement may be copied together so that double-sided, single-page copies can be distributed to test administrators. School assessment coordinators must file the signed forms with their signed security agreements.

12. The Special Documents Instructions section of this manual has been organized into test administrator and school assessment coordinator responsibilities that are specific to each special document type (i.e., large print, braille, one-item-per-page). Test administrators and school assessment coordinators must carefully follow the instructions outlined for administration and return of each special document type. One Document Count Form must now be completed and placed inside the first Special Document Return Envelope (1 of n) for each student using large print, braille, or one-item-per-page materials.

13. Beginning with this administration, return instructions for special documents have changed. White labels will only be used for Special Documents (large print, braille, one-item-per-page) TO BE SCORED materials. Yellow labels will be used to return Special Documents NOT TO BE SCORED materials along with all other NOT BE SCORED materials.

14. Each large print test materials kit contains a regular print answer document. School/district personnel are responsible for preparing the grid sheet of the regular print answer document and returning it with the large print test materials so that the student’s responses can be transcribed into the regular print document by the contractor.

15. Braille test books have been divided into separate volumes. The braille tests for Grades 3–10 FCAT 2.0 Reading, Grades 3–8 FCAT 2.0 Mathematics, Grades 5 and 8 FCAT 2.0 Science, and FCAT 2.0 Reading Retake include separate volumes for Session 1 and Session 2. The braille tests for FCAT Reading Retake and FCAT Mathematics Retake are divided into Volume 1 and Volume 2.

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

17. Materials for K–8 Virtual Continuity (Florida Virtual Academy) Program students will no longer be returned in separate envelopes. School assessment coordinators should complete a separate Document Count Form and use a separate paper band to package and return these materials with all other TO BE SCORED materials.

18. Sample test materials are provided in online format only, except for special document sample test materials. Sample test materials can be used at any time after they are made available to schools, up to the day before the test. Please remember to use these materials in enough time to adequately familiarize students with the format of the tests. Sample test materials can be found at http://fcat.fldoe.org/fcatsmpl.asp.

19. The pallet detail is now called the shipment detail. This document has not changed from previous administrations, but the title was revised because the detail accompanies all shipments, not just those containing pallets.

20. Scripts for administering computer-based tests (Grades 6 and 10 Reading and Reading and Mathematics Retakes) to students who require a regular print paper-based test accommodation are included with the test administration scripts in this manual. “Regular Print Paper-based Accommodation Only” is indicated under the title of each script.

Spring 2012 Reading, Mathematics, and Science Test Administration Manual viii

http://fcat.fldoe.org/fcatsmpl.asp

Reminders for the 2012 FCAT/FCAT 2.0


1. Inappropriate actions by school or district personnel before, during, or after test administration may result in consequences such as test invalidations and/or loss of teaching certification. Please carefully read the Test Security Policies and Procedures on pages 16–19, the Florida Test Security Statute on page 310, and the Florida State Board of Education Test Security Rule on pages 311–312. District assessment coordinators must ensure that all school administrators, school assessment coordinators, test administrators, and proctors receive adequate training prior to test administration and must require that all personnel involved in test administration read and sign an FCAT/FCAT 2.0 Administration and Security Agreement, provided in Appendix C, and that test administrators sign a Test Administrator Prohibited Activities Agreement, also provided in Appendix C.

2. Students may not have any electronic or recording devices at their desks, in their pockets, or anywhere they can reach them during testing, even if the devices are turned off or the students do not use them. If a student is found to be in possession of ANY electronic device(s) during testing, his or her test must be invalidated in order to successfully enforce this policy. Students and parents must be made aware of this policy prior to testing.

3. If a student begins a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she will NOT be allowed to complete that session. No exceptions will be made once the student leaves the school’s campus, so parents and students must be made aware of this policy. If you have concerns about a student, you should not allow the student to begin. Instead, arrange to administer the test to that student on a make-up day.

4. While the FDOE and Pearson currently employ strategies to protect the environment in the production and destruction of materials, we encourage schools and districts to consider recycling manuals and other non-secure ancillary materials after scores have been reported for the Spring FCAT/FCAT 2.0 Reading, Mathematics, and Science administration.

5. You will receive PreID labels for each paper-based test being administered. Please be sure to affix the student label to the correct test that student is scheduled to take.

If a label is affixed to a test that the student is not scheduled to take, the book CANNOT be used by another student and must be returned with all other NOT TO BE SCORED materials. Do not remove the label. Grid all PreID information on a replacement document.

6. Large print, braille, and one-item-per-page materials return instructions for district assessment coordinators are located in the District Assessment Coordinator Responsibilities After Testing section of this manual. Test administrators and school assessment coordinators must refer to the Special Documents (Large Print, Braille, and One-Item-Per-Page) Instructions section in the back of the manual for instructions pertaining to special documents.

7. The following forms and materials can be found at www.PearsonAccess.com/fl, under the Support tab:

■ Test administration manuals ■ Forms to report missing materials and test irregularities/security breaches ■ Training materials ■ Comment forms ■ Blank Administration Record/Security Checklist ■ Security Log ■ Materials Return Lists ■ Braille Scripts

8. Test administrators must NOT administer the FCAT/FCAT 2.0 to their family members. Students related to their assigned test administrator should be reassigned to an alternate test administrator.

9. Test administration manuals, including the Spring 2012 CBT Manual, must be provided to itinerant teachers in time for them to prepare adequately for the test administration. These teachers must also be included in test administrator training, including training for the CBT administration.

Spring 2012 Reading, Mathematics, and Science Test Administration Manual ix

http://www.PearsonAccess.com/fl


10. A student with the accommodation of extra time must complete one session before continuing to the next session.

11. Test administrators are required to use ALL of the allotted time in each session and should not end a session early.

12. FCAT 2.0 Rulers for use in Session 2 only of Grades 3 and 4 Mathematics will be provided on perforated sheets with other test materials. Grades 3 and 4 students using large print or one-item-per-page materials will also use regular FCAT 2.0 Rulers. Braille rulers will be included in the braille test materials kits for students using braille materials. Rulers should not be distributed for Session 1.

13. Reference sheets are provided for students taking Grades 5–8 and Retake Mathematics tests. These are packaged as stand-alone pages and should be distributed according to the instructions in the administration scripts.

14. There is only one Document Count Form for the Reading, Mathematics, Science, and Retake documents, including all special documents (large print, braille, one-item-per-page for all grades and subjects). The accuracy of the NUMBER OF TO BE SCORED DOCUMENTS on Document Count Forms should be verified prior to returning materials. An inaccurate number on the form will delay the scanning process.

15. A bill of lading will be presented to the district assessment coordinator by delivery drivers when arriving for pickup of test materials instead of being provided in the District Assessment Coordinator Kit.

16. Administration Record/Security Checklists pre-populated with security numbers of secure documents are available in PearsonAccess at the school level. School users may log in to PearsonAccess to access these documents under the Test Setup tab and use them to collect required administration information and track security numbers.

Spring 2012 Reading, Mathematics, and Science Test Administration Manual x

General Information

General Information—Background Information

Background Information

The FCAT/FCAT 2.0 Program

The FCAT program began in 1998 as part of Florida’s overall plan to increase student achievement by implementing higher standards. The FCAT consists of criterion-referenced tests (CRT) in reading, mathematics, science, and writing, which measure student progress toward meeting the Sunshine State Standards (SSS) benchmarks. During the 2011–2012 school year, Florida will continue the transition from the FCAT to the FCAT 2.0 and Florida End-of-Course (EOC) Assessments.

The FCAT 2.0 measures student achievement of the Next Generation Sunshine State Standards (NGSSS). FCAT 2.0 Reading for Grades 3–10 and FCAT 2.0 Mathematics for Grades 3–8 were administered in the spring of 2011. During this spring 2012 administration, Grades 5 and 8 students take FCAT 2.0 Science for the first time.

The FCAT/FCAT 2.0 assesses high-level, challenging standards appropriate to the grade levels assessed, as defined by the SSS/NGSSS benchmarks. FCAT Writing is administered at Grades 4, 8, and 10, and the test requires students to write an essay in response to a prompt. All FCAT/FCAT 2.0 Reading, Mathematics, and Science tests include multiple-choice items. In addition, FCAT/FCAT 2.0 Mathematics tests include griddedresponse items at Grades 4–8 and Retake.

More information on the Statewide Assessment Program can be found on the Department’s Web site at http://fcat.fldoe.org/.

Spring 2012 Reading, Mathematics, and Science Test Administration Manual 1

http://fcat.fldoe.org/

General Information—Test Administration Policies and Procedures

Test Administration Policies and Procedures

Administration Schedule

The official state testing schedule for FCAT/FCAT 2.0 Reading, Mathematics, and Science is April 16–April 27, 2012. The administration window for Retakes is April 9–April 20. Any deviation from the official testing schedule must be approved in writing by the FDOE.

Test administrators must allow the exact amount of time allotted for each session. While we realize that some, if not all, students may finish before the time allotted for testing ends, this policy is in place to provide a fair environment for students who require all or most of the allotted time and to avoid pressuring any student to finish early. Remember that districts may allow their schools the option of permitting test administrators to collect test materials as students finish and permit them to read for the remainder of the allotted time; however, no special incentives should be given to students to encourage them to finish early. Once test materials are collected, they may not be returned to students during that session.

The time needed to prepare for testing will vary, depending on whether grid sheets are preidentified and on the number of students who need to grid information. The amount of time needed to collect and verify the return of all materials after testing will also vary, depending on the number of students tested.

Students to Be Tested

In general, all Florida public school students enrolled in tested grade levels (Grades 3–10) participate in the FCAT/FCAT 2.0, per Section 1008.22(3)(c)8, Florida Statutes (F.S.). Students must take the test(s) appropriate for the grade level in which they are enrolled.

Grades 10–Adult (AD) Students Students who entered Grade 9 in Fall 2009 and beyond participate in Grade 10 FCAT 2.0 Reading. First-time Grade 10 students who entered Grade 9 in Fall 2010 do NOT take an FCAT/FCAT 2.0 Mathematics test. Students enrolled in Grade 10 participate in FCAT 2.0 Reading regardless of any ACT or SAT concordant scores on file.

Students who participate using RETAKE test materials only:

■ Retained Grade 10 and Grades 11–AD students whose graduation requirement is FCAT Reading or Mathematics participate in FCAT Retake Reading and/or Mathematics if they have not previously taken or passed one or both assessments OR achieved an ACT or SAT concordant score(s) to meet the assessment portion of their graduation requirement.

■ Adult high school students who have not yet passed both parts of the FCAT required for graduation with a standard diploma. (Adult high school students in an “adult high school credit program,” as defined in s. 1004.02(4), F.S., which leads to a standard high school diploma, must meet the same requirements as other high school students.)

■ Certificate of Completion students

• Students who have completed the minimum number of credits and the district-specified courses but who have not satisfied the other requirements for a standard high school diploma (passing the parts of the FCAT required for graduation or earning the 2.0 grade point average).



• Students who have met all of the requirements for a standard high school diploma except earning passing scores on the parts of the FCAT required for graduation (CPT-Eligible Certificate of Completion).

Students participating in Retake administrations should only take the subject test(s) they have not yet passed.

Students who have received a GED diploma are not eligible to participate in FCAT/FCAT 2.0 administrations.

Students enrolled in grade levels below Grade 10 MAY NOT participate in Retake administrations.

Students in Three-Year Graduation Programs Students who entered Grade 9 in 2010–2011 or earlier and selected one of the accelerated three-year graduation options shall have three opportunities to earn passing scores on the Grade 10 FCAT/FCAT 2.0 by the end of Grade 11. Requirements for three-year graduation options are defined in s. 1003.429, F.S. Students who don’t meet these requirements shall automatically move to the four-year program set forth in s. 1003.428 and s. 1003.43, F.S.

The three opportunities to pass the Grade 10 FCAT/FCAT 2.0 are as follows:

■ Spring of the second year—first opportunity

■ Fall of the third year—second opportunity

■ Spring of the third year—final opportunity

Students Confined to Custodial or Residential Institutions If a student is confined to a custodial or residential institution and is eligible to participate in this FCAT/FCAT 2.0 administration, the district assessment coordinator in the diploma-granting district should contact the FDOE to discuss how to proceed with testing. FCAT/FCAT 2.0 administrations at custodial/residential institutions will be authorized at the discretion of the FDOE.

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

Grades 11 and 12 Home Education Program students are not permitted to take the Reading and Mathematics Retakes.

McKay Scholarship Program Students Students enrolled in PRIVATE schools through the McKay Scholarship Program may participate in the Grades 3–10 statewide assessments, but not Retakes. Consistent with s. 1002.39(5)(f), F.S., school districts are required to provide information to these students regarding the locations and times available for statewide assessments.

Students enrolled in PUBLIC schools through the McKay Scholarship Program are required to participate in statewide assessments as outlined in their IEPs.



Florida Tax Credit (FTC) Scholarship Program Students S. 1002.395(7)(e), F.S., allows for a private school student enrolled in the FTC Scholarship Program to participate in the Grades 3–10 statewide assessments. FTC Scholarship Program students may not participate in Retakes. The parent/guardian is responsible for contacting the district to register the student for the selected assessments and for transporting the student to and from the district-assigned testing location. The parent/guardian is also responsible for providing the following to the testing location on or before the day of the test: all student information necessary to complete the student grid sheet, photo identification (if the student is unknown to the test administrator or other school staff), and emergency contact information. If materials for these students are packaged properly, results will be returned to the FDOE Office of Independent Education & Parental Choice for distribution to the parent/guardian.

Virtual School Program Students Students enrolled full-time in one of the following virtual school programs and who meet the requirements for students to be tested for this administration will need to be accommodated for testing in the district in which they reside.

Virtual Program/School District/School Number

State Level

FLVS Full-Time 71/0300 (Middle School) 71/0400 (High School)

Florida Virtual Academy 50/7079

District Level

District Virtual Instruction Program (VIP) District Number/7001 or 7023

District Franchise of FLVS District Number/7004

Virtual Charter Schools District Number/Charter School Number

Students who receive part-time instruction from a virtual program and are enrolled in a brick-and-mortar district public school or the district Home Education Program should be coded with the district/school numbers for their organization of enrollment to ensure they are reported to the correct schools. These students should not be confused with full-time virtual program students.

Private school students who receive part-time instruction from a virtual program do not participate in statewide assessments unless they are part of a school choice scholarship program, such as the McKay Scholarship Program.

English Language Learners (ELLs) Per the Department’s Office of Student Academic Achievement through Language Acquisition, all ELLs are expected to participate in statewide assessments. However, if an ELL has been receiving services in an English for Speakers of Other Languages (ESOL) program operated in accordance with an approved ELL plan for one year or less AND a majority of the student’s ELL committee determines that it is appropriate, the ELL may be exempt from this FCAT 2.0 Reading administration. Exempt ELLs must participate in the English proficiency assessment or they will be counted as “not assessed” and this will impact the participation rate calculation.

All ELLs are expected to participate in the FCAT 2.0 Mathematics and Science tests no matter how long these students have been receiving services.



Students With Disabilities All students with disabilities participate in the statewide assessment program. Students with disabilities participate in one of the following:

■ FCAT/FCAT 2.0 without accommodations,

■ FCAT/FCAT 2.0 with accommodations, or

■ Florida Alternate Assessment.

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

Administration Accommodations

Appendix A provides information concerning allowable test administration accommodations for students with disabilities and for ELLs. The test administrator and the school assessment coordinator are responsible for ensuring that arrangements have been made for accommodations prior to the test administration dates. Preplanning is necessary for eligible students with disabilities who will work in a single session over several days (e.g., dividing/clipping test documents for each day’s work). Requests for unique accommodations must have been submitted by the district assessment coordinator to the Bureau of K–12 Assessment at the FDOE and approved by the Commissioner of Education or a designee.

Students with disabilities, regardless of learning environment (e.g., public school, hospital, home), are eligible for accommodations on the FCAT/FCAT 2.0 if they have been found eligible as students with a disability under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act and if the requested accommodations are regularly used for instruction, and documentation is provided. Such documentation includes the IEP, Section 504 plan, or evidence that the student has been found eligible for services through one of these plans. Note: Students enrolled in public schools whose parents have declined services through an IEP or Section 504 plan process are not eligible for accommodations. Any accommodation provided to a student with a disability must be provided as stated in the student’s current IEP or Section 504 plan, unless it is not an allowable FCAT/FCAT 2.0 accommodation.

A student with a temporary disability (e.g., broken limb) who requires accommodations for a limited period may be provided such accommodations through a Section 504 plan. As with other accommodations for students with disabilities, the accommodation must be used regularly by the student in the classroom to qualify for use as an accommodation during testing. For example, a student with an injury that results in the inability to write will need responding accommodations not only for the FCAT/FCAT 2.0, but for classroom activities as well.

For the computer-based tests (Grades 6 and 10 Reading, FCAT Mathematics Retake, FCAT 2.0 Reading Retake) and for computer-based administrations of FCAT Reading Retake, eligible students with disabilities may be provided paper-based tests (regular print, braille), if indicated as an accommodation on an IEP or Section 504 plan.

Students who are identified as ELLs must be provided with the allowable accommodations listed on page 308 of Appendix A.

Make-up Administration Procedures

Students who are not tested on the regular administration date due to a temporary illness, disabling condition, etc., should be tested on a make-up day. All security and administration procedures must be followed while conducting make-up tests.



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

Sample Test Materials

Materials are developed by the FDOE to assist teachers in preparing students for the FCAT/FCAT 2.0. These sample test materials will be available in late fall each year and may be used at any time up to the day of the test. Schools are encouraged to use sample test materials to familiarize students with the test format. Sample test materials can be accessed online at http://fcat.fldoe.org/fcatsmpl.asp. Teachers should instruct students that they can access the materials themselves at any time as they prepare for testing.

Information regarding practice tests (ePATs) for computer-based tests may be found in the Spring 2012 CBT Manual.

Calculators

Your district should have an adequate supply of approved four-function calculators provided by the FDOE. Districts are responsible for establishing policies for the storage, use, and retention of calculators. The school assessment coordinator and test administrators must ensure that one working calculator is available for each student in Grades 7–AD for use on all Mathematics tests and in Grade 8 for use on the Science test. Calculators may not be used by students in Grades 3–6.

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

No other calculators may be used.

Rulers

FCAT 2.0 Rulers are provided on perforated sheets for use in Session 2 of the Grades 3 and 4 Mathematics tests only. Do NOT distribute rulers to students until Session 2 of these tests, according to the directions in the scripts.

Students using braille test materials will use braille rulers. Braille rulers are included in the braille test materials kits.

Students using large print or one-item-per-page materials will use regular FCAT 2.0 Rulers. FCAT 2.0 Rulers are also included in the large print and one-item-per-page test materials kits.

Mathematics Reference Sheets and Science Periodic Tables

Mathematics Reference Sheets are provided for use during Grades 5–8 and Retake Mathematics sessions.


http://fcat.fldoe.org/fcatsmpl.asp


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

Reference sheets and periodic tables are stand-alone pages and are shipped with test materials. Test administrators will distribute reference sheets and periodic tables on the day of the test, according to the directions in the scripts. Students may refer to them at any time during both sessions of the test. After students complete the test, the test administrator should collect all reference sheets and periodic tables, and the school assessment coordinator should destroy them by recycling, or return them, as directed by the district assessment coordinator.

Reference sheets and periodic tables must not be reused.

Test Documents

Test documents for the Spring 2012 FCAT/FCAT 2.0 administration are listed in this section by grade level.

Grade 3 1. Reading Next Generation Sunshine State Standards Test and Answer Book

2. Mathematics Next Generation Sunshine State Standards Test and Answer Book

Tests for Grade 3 consist of multiple-choice items only. Grade 3 students mark their answers directly in their test and answer books; there are no separate answer documents.

Grade 4 1. Reading Next Generation Sunshine State Standards Test and Answer Book


Tests for Grade 4 include multiple-choice items and, in Mathematics, gridded-response items. Grade 4 students mark their answers directly in their test and answer books; there are no separate answer documents.

Grade 5 1. Reading Next Generation Sunshine State Standards Test Book

2. Reading Next Generation Sunshine State Standards Answer Folder


4. Grade 5 FCAT 2.0 Mathematics Reference Sheet

5. Science Next Generation Sunshine State Standards Test Book

6. Science Next Generation Sunshine State Standards Answer Book

Tests for Grade 5 include multiple-choice items and, in Mathematics, gridded-response items. Grade 5 students also use a separate, stand-alone Mathematics Reference Sheet. For Mathematics, students record their answers directly in their test and answer books. For Reading, students mark their answers in a separate answer folder. For Science, students mark their answers in a separate answer book.

Grade 6 1. Reading Next Generation Sunshine State Standards Test Book (paper-based accommodation only)

2. Reading Next Generation Sunshine State Standards Answer Folder (paper-based accommodation only)

3. Reading Passage Booklet (CBT accommodation only)

4. Mathematics Next Generation Sunshine State Standards Test Book



5. Mathematics Next Generation Sunshine State Standards Answer Book

6. Grades 6–8 FCAT 2.0 Mathematics Reference Sheet

Tests for Grade 6 include multiple-choice items and, in Mathematics, gridded-response items. Grade 6 students also use a separate, stand-alone Mathematics Reference Sheet. Students mark their answers for Mathematics in a separate answer book. Grade 6 Reading is a computer-based test; only students with paper-based accommodations, as indicated in their IEPs or Section 504 plans, will take a paper-based test. Students with such accommodations will record their answers for Reading in a separate answer folder.

Grade 7 1. Reading & Mathematics Next Generation Sunshine State Standards Test Book

2. Reading & Mathematics Next Generation Sunshine State Standards Answer Book


Tests for Grade 7 include multiple-choice items and, in Mathematics, gridded-response items. Grade 7 students also use a separate, stand-alone Mathematics Reference Sheet. Students mark their answers for both subjects in a separate answer book.

Grade 8 1. Reading & Mathematics Next Generation Sunshine State Standards Test Book

2. Reading & Mathematics Next Generation Sunshine State Standards Answer Book


4. Science Next Generation Sunshine State Standards Test Book

5. Science Next Generation Sunshine State Standards Answer Book

6. Periodic Table of the Elements

Tests for Grade 8 include multiple-choice items and, in Mathematics, gridded-response items. Students record their responses for Reading and Mathematics in one separate answer book, and Science responses are recorded in another separate answer book. There is a separate, stand-alone reference sheet for Grade 8 Mathematics and a separate, stand-alone periodic table for Science.

Grade 9 1. Reading Next Generation Sunshine State Standards Test Book

2. Reading Next Generation Sunshine State Standards Answer Folder

The Reading test for Grade 9 includes multiple-choice items only. Students mark their answers in a separate answer folder.

Grade 10 1. Reading Next Generation Sunshine State Standards Test Book (paper-based accommodation only)

2. Reading Next Generation Sunshine State Standards Answer Folder (paper-based accommodation only)

3. Reading Passage Booklet (CBT accommodation only)

The Reading test for Grade 10 includes multiple-choice items only. Grade 10 Reading is a computer-based test; only students with paper-based accommodations, as indicated in their IEPs or Section 504 plans, will take a paper-based test. Students with such accommodations will record their answers for Reading in a separate answer folder.



Retake Students (Grades 10–AD) 1. Reading Sunshine State Standards Retake Test and Answer Book (paper-based test or paper-based

accommodation)

2. Reading Next Generation Sunshine State Standards Retake Test and Answer Book (paper-based accommodation only)

3. FCAT or FCAT 2.0 Reading Passage Booklet (CBT accommodation only)

4. Mathematics Sunshine State Standards Retake Test and Answer Book (paper-based accommodation only)

5. FCAT Mathematics Retake Reference Sheet

6. Florida Computer-Based Testing Work Folder (CBT only)

The FCAT and FCAT 2.0 Reading Retakes contain multiple-choice items only, and the FCAT Mathematics Retake includes multiple-choice and gridded-response items. The FCAT 2.0 Reading Retake and FCAT Mathematics Retake are computer-based tests; only students with paper-based accommodations, as indicated in their IEPs or Section 504 plans, will take a paper-based test. Students with such accommodations will record their answers directly in their test and answer book. For Mathematics, students will use a separate, stand-alone Mathematics Reference Sheet. Students taking the computer-based FCAT Mathematics Retake will also be provided a work folder for working the problems.

The FCAT Reading Retake is either paper-based or computer-based depending on the selection made by each district. Students taking the paper-based test will mark their answers directly in their test and answer book.

Please refer to the Students to be Tested section on pages 2–5 for guidelines on students eligible to participate in the Retake tests.

Student Demographic Information The student grid sheet on the front of the answer document captures student demographic information. The preidentification information provided by each district was used to create student labels. Student demographic information and the corresponding indicators that appear on student labels are described below. Refer to page 13 for a sample preidentified student label and to page 15 for a sample student grid sheet.

A document is preidentified if it has a student label affixed to the lower left corner of the student grid sheet. If demographic information is missing from a student label, grid the information with a No. 2 pencil. Except for the grade level on Retake documents, incorrect information cannot be corrected in this manner.

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

Only school personnel may grid the following:

■ Primary Exceptionality

■ Section 504

■ ESE/504 Accommodation Types

■ ELL Accommodation Types

■ ELL

School personnel or students may grid the following:

■ Student Name

■ District/School Number

■ Social Security Number (preferred) or Florida Student Number

■ Date of Birth

■ Student Grade Level (Retake only)



■ Gender

■ Ethnicity

■ Race

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

School staff may apply labels and/or complete grid sheets as soon as test materials are received from the district assessment coordinator.

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

District/School Number Provide the six-digit district/school number (DIST/SCH on a student label). Do not leave this information blank. Grid the corresponding bubbles.

District/school numbers for students from special programs (e.g., FTC Scholarship, McKay Scholarship, Home Education, virtual school program) must be completed using the appropriate numbers for that program. See the table below for the correct numbers.

Program District Number School Number

FLVS Full-Time Middle School 71 0300

FLVS Full-Time High School 71 0400

Florida Virtual Academy 50 7079

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

District Franchise of FLVS Your district number 7004

Virtual Charter Schools Your district number Charter School Number

Home Education Your district number 9998

McKay Scholarship Your district number 3518

Florida Tax Credit Scholarship (FTC) 97 9999

Social Security Number or Florida Student Number Provide the student’s Social Security Number if it is available. Grid the corresponding bubbles. When gridded by hand, the nine-digit number is followed by an X. If the Social Security Number is not available, use the ten-digit Florida Student Number. Do not leave this information blank. On a student label, the last four digits of the student’s Social Security Number preceded by five Xs and followed by one X or the complete ten-digit Florida Student Number is printed next to ID.



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

mm/dd/yyyy (e.g., 09/09/2002)

Student Grade Level (Retake Only) Provide the current grade level of the student. Grid the Grade 13 bubble only for those students who were in Grade 12 last year and are returning to school for an additional year. Grid the bubble for Adult (AD) for students enrolled in an adult high school program and for Certificate of Completion students. Do not leave this information blank. If the grade level is incorrect on a student label, grid the correct grade level.

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

Male (shown as M on label)

Female (shown as F on label)

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

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

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

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

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

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

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

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

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



Primary Exceptionality These codes are used to identify students with current IEPs who have been classified as exceptional according to State Board of Education Rule 6A-6.0331, Florida Administrative Code (FAC). The school assessment coordinator must provide the test administrator with a list of students with disabilities and the appropriate code for each. If the code is not on a preidentified student label, the test administrator must grid the appropriate bubble. GRID ONLY ONE. If more than one code is gridded, none of the codes will be recognized as valid.

C = OI J = EBD P = ASD Orthopedically Impaired Emotional/Behavioral Autism Spectrum Disorder

F = SI Disability

S = TBI Speech Impaired K = SLD Traumatic Brain Injured

G = LI Specific Learning Disability

V = OHI Language Impaired L = GIF Other Health Impaired

Gifted H = DHH W = InD

Deaf/Hard of Hearing M = HH Intellectual Disability

I = VI Hospital/Homebound

Visually Impaired O = DSI Dual-Sensory Impaired

Section 504 If a student has been identified by the district as a student with a disability according to Section 504 of the Rehabilitation Act of 1973, grid the Yes bubble in the Section 504 box. On a student label, the code Y is printed next to S504.

ESE/504 or ELL Accommodation Types If a student with an IEP, a Section 504 plan, or an ELL plan receives any accommodations during the test administration, grid the bubble next to the accommodation type used. Do not grid the bubble unless an accommodation is actually used. More than one bubble may be gridded. Accommodations are gridded by type (e.g., flexible presentation, flexible responding, flexible scheduling, flexible setting, or assistive device(s) other than standard calculator). Not all allowable accommodations are listed on the student grid sheets, but see Appendix A for a description of allowable accommodations and the categories in which they fall.

All students must be provided with the allowable FCAT/FCAT 2.0 accommodations on their plans. If a student chooses not to use an accommodation that is provided, the school assessment coordinator should be notified when testing is completed and ensure that the accommodation bubble is not gridded.

ELL If a student is identified as an ELL and receives services in an approved ESOL program, provide the length of time the student has received services if this information is not preidentified on the student label. Time in the ESOL program is based on the student’s initial entry date in the program, i.e., not the first day of school.

ELL—Receiving ESOL services for:

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

■ At least 1 year, but less than 2 years (shown as 2 on label)

■ 2 years or more (shown as 3 on label)



Preidentified Student Labels

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

Please adhere to the following policies as you prepare student materials:

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

■ Do not use student labels from previous administrations.

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

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

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

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

2. Verify the information on the PreID roster against the school’s student information database. Because the complete Social Security Number is not printed on the label, the PreID roster must be used to verify student information. It is not necessary to verify the labels AND the roster because the same data file was used to create both.

If the student name, student ID number, district number, OR school number is INCORRECT, destroy the label in a secure manner.

3. Verify that no information is missing from student labels. Grid any missing information with a No. 2 pencil. Only the last four digits of a student’s Social Security Number preceded by five Xs and followed by one X will be printed on the label. You are NOT required to grid the missing digits of the Social Security Number.

4. IN ORDER FOR A DOCUMENT TO BE PROPERLY SCANNED, carefully place the label in the lower left corner of the student grid sheet in the box that reads PLACE STUDENT LABEL HERE.

Do not remove labels once they have been affixed. Do not affix a label over another label.

Sample Preidentified Student Label

SA

MP

LES

TU

DE

NT

, BE

N

C.

GR

D: 3

ID

: XX

XX

X 0

000X

G

EN

: M

DO

B: 0

9/09

/200

2E

SE

: K

S50

4:

ELL

: 1

LP: Y

B

R: C

N:O

NIT

AL/P

SIH

PB

:E

CA

R

BA

RC

OD

E: 0

0561

9356

-6D

IST

/SC

H: 0

1-00

01

SA

MP

LE S

CH

OO

L1



Incorrect or Missing Preidentifi ed Information Destroy labels in a secure manner if ANY of the following information is incorrect:

1. Student Name

2. Student ID Number (Social Security Number or Florida Student Number)

3. District Number

4. School Number

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

If the student name, student ID number, district number, OR school number is INCORRECT on a student label that has been affixed to an UNUSED answer document, the student grid sheet of a non-preidentified document MUST be gridded. The document with the incorrect label affixed should be set aside and returned to the school assessment coordinator with all other NOT TO BE SCORED materials.

If the student name, student ID number, district number, OR school number is INCORRECT on a USED answer document, the student must, under the supervision of the test administrator, transfer his or her exact responses into a replacement answer document. Ensure the replacement document has the same form code if the replacement is one of the following:

■ Grade 3 Reading Test and Answer Book

■ Grade 3 Mathematics Test and Answer Book

■ Grade 4 Reading Test and Answer Book



The test administrator must grid ALL DNS bubbles on the answer document that contains the label with the incorrect student information and return it with all other NOT TO BE SCORED materials. The test administrator must then grid the correct student information on the replacement document.

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

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

See the sample student grid sheet on the next page.



Sample Student Grid Sheet

Registration Mark

Registration Mark

Timing Tracks

Security Number

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


General Information—Test Security Policies and Procedures

Test Security Policies and Procedures

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

Examples of prohibited activities are listed below:

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

■ Revealing the passages or test items

■ Copying the passages or test items

■ Explaining or reading passages or test items for students

■ Changing or otherwise interfering with student responses to test items

■ Copying or reading student responses

■ Causing achievement of schools to be inaccurately measured or reported

Please read and familiarize yourself with the Statute and Rule on pages 310–312.

If students with current IEPs, Section 504 plans, or ELL plans have allowable accommodations documented, test administrators may provide the accommodations as described in Appendix A and may modify the scripts as necessary to reflect the allowable accommodations. Do NOT interpret this as permission to paraphrase items. Modified FCAT/FCAT 2.0 scripts for students using braille versions of the test are provided with the braille test materials and are also available in PearsonAccess. Modifications to the regular administration scripts for students using large print and one-item-per-page materials are located in the Special Documents Instructions section of this manual.

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

Please remember that after ANY administration, initial or make-up, materials must be returned immediately to the school assessment coordinator and placed in locked storage. No more than three people should have access to the locked storage room. Test books and answer documents should never be left unsecured. These secure materials should not remain in classrooms or be taken off the school’s campus overnight. Secure documents should never be destroyed (e.g., shredded, thrown in the trash), except for soiled documents as described in the Security Numbers section on page 18.

District assessment coordinators must ensure that all school administrators, school assessment coordinators, test administrators, and proctors receive adequate training prior to test administration and that all personnel involved in test administration sign and return an FCAT/FCAT 2.0 Administration and Security Agreement, provided in Appendix C, stating that they have read and agree to abide by all test administration and test security policies and procedures. Additionally, any other person who assists the school assessment coordinator or test administrator must sign and return an agreement. Test administrators must also sign the Test Administrator Prohibited Activities Agreement, located in Appendix C. Remember that ALL test administrators must be certified educators. Non-certified school personnel must NOT be allowed to serve as test administrators.

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

Test administrators must NOT administer the FCAT/FCAT 2.0 to their family members. Students related to their assigned test administrator should be reassigned to an alternate test administrator.



Admission of Students to Testing

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

Districts must ensure that students take each subject test only ONCE during each administration. In the event that a student takes a subject test more than once and it cannot be determined which test was taken first, both tests will be invalidated.

Proctors

When testing a large group of students, proctors MUST be assigned to the room to assist the test administrator. Refer to the table below for the required number of proctors.

1–30 students Test Administrator*

31–60 students Test Administrator and 1 Proctor

61–90 students Test Administrator and 2 Proctors

* It is recommended that a proctor be assigned to rooms with 30 or fewer students whenever possible. Refer to the Spring 2012 CBT Manual for the number of proctors required during a CBT administration.

School personnel and non-school personnel may be trained as proctors (only certified school personnel may be trained as test administrators). Prior to testing, inform all proctors of their duties for assisting with test sessions and of the appropriate test security policies and procedures. School personnel duties may include preparing and distributing test materials and completing student grid sheets. Non-school personnel may assist test administrators during test administration; however, they may NOT participate in any of the test administration procedures (e.g., preparing, distributing, and collecting secure test materials, completing student grid sheets, providing accommodations).

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

Proctors and anyone who assists with any aspect of test preparation or administration must also be informed of the test security laws and rules prohibiting any activities that may threaten the integrity of the test. Every proctor who monitors a testing room for any length of time must sign an FCAT/FCAT 2.0 Administration and Security Agreement and the Security Log for that room.

Missing Materials and Test Irregularities/Security Breaches

School assessment coordinators must verify that all secure materials on the packing list are received and should report any mispackaged or missing materials to their district assessment coordinator immediately. The FDOE maintains a record of the quantity of secure materials and the unique security number of each secure document sent to and returned by all schools. Each secure document will be scanned and tracked electronically. Individuals responsible for handling secure materials are accountable for the materials assigned to them. Test administrators should report any missing materials to the school assessment coordinator immediately.



If, after a thorough investigation, a secure document is not found or a test irregularity or security breach is identified, the school assessment coordinator must contact the district assessment coordinator. The district assessment coordinator should call the FDOE Bureau of K–12 Assessment immediately to discuss the concern. A written report must be submitted to the Bureau within ten calendar days after an irregularity or security breach has been discovered and within 30 calendar days after secure materials have been identified as missing. The report must include, as applicable, the nature of the situation, the time and place of the occurrence, the names of the persons involved, a description of the communication between the district assessment coordinator’s office and school personnel, how the incident was resolved, and what steps are being implemented to avoid future losses, irregularities, or security breaches.

A form to report missing materials and a form to report test irregularities and security breaches can be found online at www.PearsonAccess.com/fl under the Support tab. School personnel and district assessment coordinators may use these forms, manipulate these forms, or create their own forms to submit with a written report. Compile all pertinent information and submit the written report to the FDOE via fax at 850-245-0781 or via email as indicated on the forms.

If there is reason to believe that a secure document has been stolen, photographed, or photocopied, the school assessment coordinator should contact the district assessment coordinator immediately. The district assessment coordinator must then call the Bureau of K–12 Assessment to discuss a plan of action. This action may include the involvement of local law enforcement personnel.

Security Numbers

A security number is used to account for each secure document. See the following page for a list of secure documents and a graphic that shows the locations of the security number.

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

Pre-populated Administration Record/Security Checklists are provided with lists of security numbers for all secure documents assigned to each school. These pre-populated lists are available for district and school personnel in PearsonAccess. School assessment coordinators may use them to record the security numbers of the documents assigned to and returned by each test administrator. A blank version of this form is also available as a perforated page in Appendix C and in PearsonAccess.

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

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

If a secure document is soiled (e.g., with blood or vomit), the district assessment coordinator should fax the security number to Pearson at 319-358-4270 or email it to [email protected]. A copy of the information must also be submitted to the Bureau of K–12 Assessment via fax at 850-245-0781. At their discretion, school personnel may transfer responses to a replacement document and then destroy the soiled document as directed by the district assessment coordinator.



mailto:[email protected]

Location of Security Number on Test Books

Grade 5 Reading Next Generation Sunshine State Standards ■ Test Book Science Next Generation Sunshine State Standards ■

Test Book

Grade 6 Reading Next Generation Sunshine State Standards ■ Test Book (paper-based accommodation) Mathematics Next Generation Sunshine State Standards ■ Test Book

Grade 7 Reading & Mathematics Next Generation Sunshine State■ Standards Test Book

Grade 8 Reading & Mathematics Next Generation Sunshine State■ Standards Test Book Science Next Generation Sunshine State Standards ■

Test Book

Grade 9 Reading Next Generation Sunshine State Standards ■ Test Book

Grade 10 Reading Next Generation Sunshine State Standards ■ Test Book (paper-based accommodation)

Location of Security Number on Test and Answer Books

Grade 3 Reading Next Generation Sunshine State Standards ■ Test and Answer Book Mathematics Next Generation Sunshine State Standards ■

Test and Answer Book

Grade 4 Reading Next Generation Sunshine State Standards ■ Test and Answer Book Mathematics Next Generation Sunshine State Standards ■

Test and Answer Book

Grade 5 Mathematics Next Generation Sunshine State Standards ■ Test and Answer Book

Retake Reading Sunshine State Standards Retake Test and ■ Answer Book (paper-based test or paper-based accommodation) Mathematics Sunshine State Standards Retake ■ Test and Answer Book (paper-based accommodation) Reading Next Generation Sunshine State Standards Retake ■ Test and Answer Book (paper-based accommodation)


Location of Security Number


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General Information—Test Invalidation/Defective Document Policies and Procedures

Test Invalidation/ Defective Document

Policies and Procedures

DNS (Do Not Score) and UNDO Bubbles

DNS and UNDO bubbles are located in the SCHOOL USE ONLY box near the bottom of the student grid sheet. The number of DNS and UNDO bubbles on the student grid sheet depends on whether the document contains student responses for one or two subject tests (e.g., a Reading and Mathematics answer book). There is one DNS bubble and one UNDO bubble for each subject in an answer document. See the samples below.

SCHOOL USE ONLY

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The DNS bubble must be gridded when a test is invalidated or an answer document is defective and USED.

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

Test Invalidation

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

Test administrators should discuss situations involving possible invalidation with the school assessment coordinator and the situation should be investigated immediately. When a student’s test is invalidated for any of the reasons described in this Test Invalidation section, return the invalidated test with the DNS bubble(s) gridded with all other TO BE SCORED materials. This will ensure that the student’s record is on the electronic file, but the student will not receive a score.

A test MUST be invalidated if either of the following circumstances occurs:

1. A student has an electronic device during testing.

2. A student is cheating during testing.

Please note, as stated in Rule 6A-10.042, FAC, in situations involving cheating, a report must be submitted to the FDOE within ten calendar days of the incident as stated on page 18.



A test MAY be invalidated if any of the following circumstances occur:

1. A student becomes ill and is unable to finish, OR a student is not allowed the correct amount of time (e.g., the test administrator instructs students to stop working without allowing the correct amount of time, or a parent removes a student for an appointment prior to the end of the allotted testing time). If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she will NOT be allowed to complete that session. No exceptions will be made once the student leaves the school’s campus, so parents and students should be made aware of this policy. If you have concerns about a student, you should not allow the student to begin. Instead, arrange to administer the test to that student on a make-up day.

Invalidation decisions should be made based on whether or not the student was provided adequate time to respond completely to the test items. If a determination can be made that the student was provided enough time to respond completely, the test should be submitted for scoring.

If it is determined that the student was not provided adequate time to complete a test AND the validity of the test results has been compromised, the test should be invalidated. However, if the validity of the test results has not been compromised AND the student has not left the school’s campus, the student may return to the testing room during the same school day to complete the test.

2. A student is given an accommodation not allowed on the FCAT/FCAT 2.0.

3. A student is given an accommodation not indicated on the student’s IEP, Section 504 plan, or ELL plan.

4. A student was not provided an allowable accommodation indicated on the student’s IEP, Section 504 plan, or ELL plan.

5. An error occurs in test administration or procedures that could compromise the validity of the test results (e.g., students had access to an unauthorized visual aid that gave an unfair advantage).

6. A student is disruptive during testing.

7. A student works in the wrong session (e.g., works in Session 2 on Day 1, changes answers in Session 1 on Day 2).

Defective Materials

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

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

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

Answer Documents If a defective answer document (answer folder, answer book, or test and answer book) is identified before testing begins, give the student a replacement document. Return the defective document with all other NOT TO BE SCORED materials.



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

1. The answer document is defective and USED.

2. A student name, student ID number, district number, OR school number is INCORRECT on a label affixed to a USED answer document.

3. A student label has been placed over another student label on a USED answer document.

If a student discovers any of the above issues during testing, give the student a replacement answer document. When the student completes the session, he or she must, under the supervision of the test administrator, transfer the exact responses from the defective document to the replacement. If the defective document has a student label, do not remove the label. Grid all information on the student grid sheet of the replacement document. (See the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233.) Grid the DNS bubble on the defective USED answer document and return it with all other NOT TO BE SCORED materials.

Under the following circumstances, it is NOT necessary to grid the DNS bubble if the document has been packaged properly for return with all other NOT TO BE SCORED materials:

1. The preidentified answer document belongs to a student who has withdrawn before testing begins.

2. The preidentified answer document belongs to a student who was absent during the entire testing window.

3. The answer document is defective and UNUSED.

4. The preidentified information is incorrect and the answer document is UNUSED.

If a test document is soiled, see the instructions in the Security Numbers section on page 18.


Test Administrator Responsibilities Before Testing

Test Administrator Responsibilities Before Testing Please remove the Test Administrator Checklist from Appendix C and use it before, during, and after testing.

Test administrators MUST be certified educators. If you are not a certified educator, you may not administer a test.

Remember, you must complete the following prior to testing:

■ read, sign, and return an FCAT/FCAT 2.0 Administration and Security Agreement verifying that you have read appropriate sections in this manual, are familiar with the test security statute and security policies, and have received adequate training;

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

Prepare the Room for Testing

The test should be administered in a room that has comfortable seating, good lighting, and sufficient workspace. Make sure that the room is adequately ventilated and free of distractions.

Arrange the room so that each student will have enough workspace for the test materials. There must be at least three feet between students. Make sure that students are not facing each other when seated at tables and are not in seating (stadium or staggered) that allows them to easily view other students’ answers.

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

Outside each door to the testing room, post a sign that reads TESTING—Please Do Not Disturb. A sign is provided in Appendix C. Display the test group code and information for students to use if they will be completing or verifying student grid sheets. Also display starting and stopping times as soon as testing begins.

Refer to the chart on page 17 for the number of proctors needed.

For room preparation and proctor guidelines for computer-based testing, refer to the Spring 2012 CBT Manual.

Required Administration Information

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

■ Students assigned to your room—provide Student Name and Student ID Number

■ Attendance information

■ Test group code

■ Unique security number of secure documents assigned to each student

■ Grade level

■ Signatures of test administrator and school assessment coordinator

■ Dates for when documents are received and returned

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



Seating Charts

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

■ the room name/number

■ student names and their location in the room during testing

■ date

■ session starting time

■ your name

■ names of proctors (if applicable)

■ test group code

All seating charts must indicate the front and back of the room, as well as the direction the students are facing. If students move around or change seating during a test session, for example, after a stretch break, a new seating chart must be created. Seating charts must be returned to your school assessment coordinator after testing.

Test Group Code

Your school assessment coordinator will provide you with a four-digit test group code to use as directed in the scripts for all grade levels. The test group code is used as a security measure to identify groups of students tested together. You will need to provide a code for each session to students as directed in the administration scripts.

Assemble Materials Test Administration Manual You will need this manual to read the scripts for completing or verifying student grid sheets and for administering each test. You are also responsible for reading the General Information sections, the Test Administrator Responsibilities sections, Appendix B and other appropriate appendices, and the appropriate scripts BEFORE testing. If you are administering a computer-based test, you must also read all relevant sections of the CBT test administration manual.

When testing students who are eligible to receive certain allowable accommodations, you may need to modify the scripts. It is especially important that you review the scripts BEFORE testing begins to determine the necessary modifications. Do not interpret this as permission to paraphrase test items. Preplanning is necessary for students who will work in one session over several days (e.g., dividing/clipping test documents for each day’s work).

You will be asked by your school assessment coordinator to sign an FCAT/FCAT 2.0 Administration and Security Agreement, provided in Appendix C, stating that you have read and agree to abide by all administration and test security policies and procedures. You must also sign a Test Administrator Prohibited Activities Agreement, provided in Appendix C. Failure to adhere to these policies and procedures may result in the invalidation of student answer documents and/or loss of teaching certification.



Pencils Ensure that students use No. 2 pencils to complete information on the student grid sheets, sign the student pledge, and record their responses. Mechanical pencils must NOT be used. Students should bring No. 2 pencils on the day of the test, but a supply of sharpened No. 2 pencils should also be available.

Watch or Clock You will need a watch or clock to ensure that students are allowed the exact amount of time indicated for each session.

Session Sign Before the beginning of each session, post the appropriate Session sign, provided in Appendix C, where it is visible to all students.

Security Log You are required to maintain an accurate Security Log for your testing room. Anyone who enters a room for the purpose of monitoring a test MUST sign the log for that testing room. This applies to test administrators, proctors, and anyone who relieves a test administrator, even for a short break, regardless of how much time he or she spends monitoring a testing room. Remove the Security Log from Appendix C and use it as required. This document can also be found at www.PearsonAccess.com/fl under the Support tab.

Do Not Disturb Sign Remove the Do Not Disturb sign from Appendix C and make copies for all entrances to the testing room. Post the signs prior to testing.

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

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

Cover sheets in Appendix C include:

■ Absent Students Cover Sheet

■ TO BE SCORED Cover Sheet

■ Home Education Program TO BE SCORED Cover Sheet

■ McKay Scholarship Program TO BE SCORED Cover Sheet

■ Florida Tax Credit Scholarship Program TO BE SCORED Cover Sheet

■ Virtual School Program TO BE SCORED Cover Sheet

■ NOT TO BE SCORED Cover Sheet




Receive Materials

Your school assessment coordinator will provide you with the materials needed to administer each session; however, review the information on pages 27–29 to determine which materials are needed for each session. Secure materials should be delivered or picked up immediately before the beginning of each session. You should verify that you have all necessary materials.

Test Books and Answer Documents/Reference Sheets/ Periodic Tables/Work Folders See Test Administration Materials on pages 27–29 for a list of documents, by grade level, needed on each administration day.

Calculators Approved four-function calculators are provided for students in Grades 7–AD for use on the Mathematics tests and for students in Grade 8 for use on the Science test. Distribute calculators as indicated in the administration scripts.

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

No other calculators may be used.

Rulers FCAT 2.0 Rulers are provided on perforated sheets for use in Session 2 of the Grades 3 and 4 Mathematics tests only. Do NOT distribute rulers to students until Session 2 of these tests, according to the directions in the scripts.


Students using large print or one-item-per-page materials will use regular FCAT 2.0 Rulers. FCAT 2.0 Rulers are also included in the large print and one-item-per-page test materials kits.



Test Administration Materials

Day of Testing

Test Materials Needed

Day 1 Grade 3 Reading (Session 1)

Reading Next Generation Sunshine State Standards Test and Answer Book

Grade 4 Reading (Session 1)



Reading Next Generation Sunshine State Standards Test Book Reading Next Generation Sunshine State Standards Answer Folder

Grade 6 Mathematics (Sessions 1 and 2)

Mathematics Next Generation Sunshine State Standards Test Book Mathematics Next Generation Sunshine State Standards Answer Book Grades 6–8 FCAT 2.0 Mathematics Reference Sheet


Reading & Mathematics Next Generation Sunshine State Standards Test Book Reading & Mathematics Next Generation Sunshine State Standards Answer Book






Reading Next Generation Sunshine State Standards Test Book (paper-based accommodation only) Reading Next Generation Sunshine State Standards Answer Folder (paper-based accommodation only) Reading Passage Booklets (computer-based accommodation only)

Day 2 Grade 3 Reading (Session 2)
















Make-Up Testing Varies, depending on the make-up session administered



Test Administration Materials (Continued)

Day of Testing


Day 3 Grade 3 Mathematics (Session 1)

Mathematics Next Generation Sunshine State Standards Test and Answer Book

Grade 4 Mathematics (Session 1)

Mathematics Next Generation Sunshine State Standards Test and Answer Book


Mathematics Next Generation Sunshine State Standards Test and Answer Book Grade 5 FCAT 2.0 Mathematics Reference Sheet


Reading Next Generation Sunshine State Standards Test Book (paper-based accommodation only) Reading Next Generation Sunshine State Standards Answer Folder (paper-based accommodation only) Reading Passage Booklet (computer-based accommodation only)


Reading & Mathematics Next Generation Sunshine State Standards Test Book Reading & Mathematics Next Generation Sunshine State Standards Answer Book Grades 6–8 FCAT 2.0 Mathematics Reference Sheet Approved four-function calculator


Reading & Mathematics Next Generation Sunshine State Standards Test Book Reading & Mathematics Next Generation Sunshine State Standards Answer Book Grades 6–8 FCAT 2.0 Mathematics Reference Sheet Approved four-function calculator


Day 4 Grade 3 Mathematics (Session 2)

Mathematics Next Generation Sunshine State Standards Test and Answer Book FCAT 2.0 Ruler


Mathematics Next Generation Sunshine State Standards Test and Answer Book FCAT 2.0 Ruler


Mathematics Next Generation Sunshine State Standards Test and Answer Book Grade 5 FCAT 2.0 Mathematics Reference Sheet


Day 5 Make-Up Testing Varies, depending on the make-up session administered

Day 6 Make-Up Testing Varies, depending on the make-up session administered

Day 7 Grade 5 Science (Session 1)

Science Next Generation Sunshine State Standards Test Book Science Next Generation Sunshine State Standards Answer Book


Day 8 Grade 5 Science (Session 2)

Science Next Generation Sunshine State Standards Test Book Science Next Generation Sunshine State Standards Answer Book


Days 9 and 10


Day to be Determined by District (must be Day 4, 5, 6, 7, or 8)

Grade 8 Science (Sessions 1 and 2)

Science Next Generation Sunshine State Standards Test Book Science Next Generation Sunshine State Standards Answer Book Periodic Table of the Elements Approved four-function calculator



Test Administration Materials (Continued)

Day of Testing


Days to be Determined by District

FCAT Reading RETAKE FCAT Mathematics RETAKE FCAT 2.0 Reading RETAKE

Reading Sunshine State Standards Retake Test and Answer Book (paper-based test or paper-based accommodation)

Reading Next Generation Sunshine State Standards Retake Test and Answer Book (paper-based accommodation only)

FCAT or FCAT 2.0 Reading Passage Booklet (computer-based accommodation only)

Mathematics Sunshine State Standards Retake Test and Answer Book (paper-based accommodation only)

FCAT Mathematics Reference Sheet

Approved four-function calculator

Florida Computer-Based Testing Work Folder (CBT only)

Refer to the Spring 2012 CBT Manual for materials needed to administer computer-based tests. Refer to the Special Documents Instructions section of this manual for materials needed to administer tests to students using large print, braille, and one-item-per-page documents.

Communicate Testing Policies to Students

Prior to testing, make sure students to be tested understand the following policies:

■ Electronic Devices Policy—If students are found with ANY electronic devices during testing, their tests will be invalidated. The best practice would be for students to leave devices at home or in their lockers on the day of testing.

■ Leaving Campus—If students leave campus before completing the test (for lunch, an appointment, or illness, etc.), they WILL NOT be allowed to complete the test. Students and parents should be aware of this policy. If a student does not feel well on the day of testing, it may be best for the student to wait and be tested on a make-up day.

■ Student Pledge—Students will be asked to sign a pledge prior to testing indicating that they will not give or receive unauthorized help during the test. If students are caught cheating or irregular answer patterns are detected during scoring, their tests will be invalidated.


Test Administrator Responsibilities During Testing

Test Administrator Responsibilities During Testing If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she will NOT be allowed to complete that session, with the exception of students who have an extended time accommodation that specifically allows for a single session of a subject test to be taken over more than one school day. No other exceptions will be made once the student leaves the school’s campus. If you have concerns about a student, you should not allow the student to begin. Instead, arrange to administer the session to that student on a make-up day.

Read Scripts

There is a separate script for administering each test session. The tabs on the edges of pages 33–231 of this manual separate the scripts by grade level and, for Retake, by assessment (FCAT or FCAT 2.0) and subject. Refer to the Spring 2012 CBT Manual for scripts for administering computer-based tests (Grades 6 and 10 Reading, Mathematics and Reading Retakes).

Read the appropriate administration scripts VERBATIM to students. Please read the important information and adhere to the instructions between the SAY boxes.

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

You may make necessary modifications to the scripts when testing students who are allowed certain accommodations. For example, if a student receives a flexible responding accommodation, remove references to marking the student’s answers in his or her answer document and include the specific instructions the student is to follow. Do not interpret this as permission to paraphrase test items. Modified scripts for students using braille versions of the test are provided with the braille test materials and are also available in PearsonAccess. Modifications to the regular administration scripts for students using large print and one-item-per-page test materials are located in the Special Documents Instructions section of this manual.

Distribute Materials

After students are seated, read the appropriate administration script and distribute test materials when instructed to do so. If the documents are preidentified, make sure each student receives the document with his or her name on it. If the documents are not preidentified, distribute them in the order in which they are packaged.

Student Pledge

Students are required to read and sign a student pledge on page 2 of the test book or test and answer book that reads: “I agree that I will not give or receive unauthorized help during this test. I understand that giving



or receiving such help during the test is cheating and will result in the invalidation of my test results.” As you read the portion of the script regarding the student pledge, walk around the room and ensure that all students sign below the pledge. If a student refuses to sign the pledge, make a note of this in your record of required administration information, but still allow the student to test.

Keep Time

Keep accurate time for each session. Record the starting and stopping times in the spaces provided in the script and also display these times for students.

The FCAT Reading and Mathematics Retakes are untimed; however, testing for a single Retake subject may not exceed the length of the school day.

Keep accurate time for each session of the FCAT 2.0 Reading Retake. Each session may last no longer than half the length of a typical school day. Your school assessment coordinator will provide you with specific starting and stopping times for FCAT 2.0 Reading Retake test sessions.

Maintain Test Security

Maintain test security at all times and report violations or concerns to your school assessment coordinator immediately. Adhere to the Test Security Policies and Procedures on pages 16–19, the Statute and Rule in Appendix B, the FCAT/FCAT 2.0 Administration and Security Agreement, and the Test Administrator Prohibited Activities Agreement that you signed prior to testing. Maintain your record of required administration information, Security Log, and seating chart during testing.

Supervise Test Administration

It is not appropriate to use cell or classroom phones, grade papers, or work on the computer during testing. Instead, while students are working, ensure the following:

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

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

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

■ Students have signed the student pledge

■ Students do not talk or make any disturbance

■ Students are working independently

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

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



While you may encourage students to continue working, you may not talk with them about test items or help them with their answers. If students finish the test before the allotted time for the session has elapsed, you may encourage them to go back and check their work. You may not provide students with any information that would allow them to infer the correct answer, such as suggesting that they might want to check their work on specific items. Further, you may not check through answer documents and return them to students after they have been collected or discuss test items or answers with students, even after all test materials have been returned and testing has been completed. Because some items may be used on future tests, discussion would compromise the validity of those items.

If a student reports a test item that he or she thinks is defective, note the grade level, content area, form code, item number, and basic student concern (e.g., two possible answers, no correct answer). Most concerns result from a student not reading an item carefully; therefore, encourage the student to reread the item. If the student still thinks that the item is defective, reassure the student that a flawed item will not be used to calculate student scores. The student should answer the item to the best of his or her ability and continue with the test. Once testing has ended, inform your school assessment coordinator of the concern and he or she will contact the district assessment coordinator, who in turn will provide the FDOE with this information. The item will be investigated and the district will be informed of the results of the investigation.

As directed by the district assessment coordinator, schools may permit students to read after they have finished a session and their test materials have been collected. Students are not permitted to have paper or to write after they have finished a session, even after their test materials have been collected. Test materials may not be returned to students once the materials have been collected.


Grade 3 Scripts

Script for Administering Grade 3 Reading Session 1


Script for Administering Grade 3 Reading

SESSION 70 minutes 1

Ensure that you have a Security Log, a seating chart, and a form to collect required administration information for your room. Remember to maintain these documents during testing.

If a student starts a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she will NOT be allowed to complete that session. No exceptions will be made once the student leaves the school’s campus. If you have concerns about a student, you should not allow the student to begin. Instead, contact your school assessment coordinator for instructions.

Provide individual student restroom breaks as needed and maintain the security of the test during breaks. The student should close his or her test and answer book and should not discuss the test or exchange information about the test with anyone during breaks.

Modifications to this script for students using large print and one-item-per-page test materials are located in the Special Documents Instructions section of this manual. A modified script for students using the braille version of the test is provided with the braille test materials and is also available in PearsonAccess.

Before reading this script:

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

2. Ensure that the Session 1 and the Electronic Devices signs (perforated signs in Appendix C) are visible to all students.

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

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

Then,

Say Now, you’re going to take Session 1 of the Grade 3 FCAT 2.0 Reading test. Remove all materials from your desk except a No. 2 pencil.

You may not have any electronic or recording devices at your desk, in your pockets, or anywhere you can reach them during testing, even if they are turned off or you do not use them. If you are found with any electronic devices during this test session, your test will not be scored. If you have any electronic devices with you right now, turn them off and raise your hand.

If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 3 Reading test and answer books.

Follow the instructions in Option A or Option B, depending on whether test and answer books have been preidentifi ed.

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

Then,

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

OR

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

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

After reading Option A OR Option B,

Say Your No. 2 pencil and your Grade 3 Reading Next Generation Sunshine State Standards Test and Answer Book should be the only things on your desk. Do not open your book.

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

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

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

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

If school personnel have NOT already gridded the test group code on student test and answer books,

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

If school personnel have not already gridded or verified student information prior to testing, read the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233 or the Script for Verifying a Preidentified Label on pages 234–235 before reading the remainder of this script.

After reading either or both scripts, OR if school personnel have already gridded or verified student information,

Say Find the plastic pull tab on the right side of your book. Gently pull the tab OUT and DOWN. Do not try to remove any remaining pieces of the plastic.

34 Spring 2012 Reading, Mathematics, and Science Test Administration Manual


Pause to make sure that all students pull the tabs correctly. If a student tears his or her book, contact your school assessment coordinator to obtain a replacement, and add the new security number to your record of required administration information.

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

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

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

Do not remove the student PreID label from the defective book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner on the front cover of the replacement book. After the session has ended, grid all other student information on the replacement, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it with all other NOT TO BE SCORED materials.

Say Open your book to page 2 and look at the student pledge at the top of the page.

Read silently as I read aloud the student pledge.

I agree that I will not give or receive unauthorized help during this test. I understand that giving or receiving such help during the test is cheating and will result in the invalidation of my test results.

Signing this pledge means that you will not cheat during the test (by sharing answers with other students or copying another student’s answers). If you cheat, you will not receive a score for your test. You must sign your name on the line next to Signature to show that you understand and agree to the student pledge before you can take the test. Now, sign your name.

Walk around the room and ensure that all students sign their names. If a student does not sign his or her name, make a note of this in your record of required administration information, but still allow that student to test.

Say You’ll have 70 minutes to finish Session 1 of the Reading test.

Look at Session 1 on page 3 of your test and answer book. The session number is at the top of each page. You may work only in Session 1.

On page 3 you’ll see a table of contents to help you find the articles, stories, or poems in Session 1. Read silently as I read aloud the Directions to Students below the table of contents.

Read each article, story, or poem in Session 1. Then choose the best answer to each question that follows. Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely.

Now close your test and answer book.

Remember the following:

■ Mark your answers directly in your test and answer book.

■ Mark only the bubble for the answer you choose.

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

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

answers will NOT be scored.

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

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

You may not have scratch paper, but you may underline or circle words, phrases, and sentences in the passages.

Now, turn to page 25 and look at the STOP sign. When you come to this STOP sign on page 25, you have finished Session 1. It is very important that you do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Now close your book.

Please remember that during this test session you MUST NOT

■ work in Session 2

■ talk or make any disturbance

■ look at another student’s test and answer book

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

■ ask for help answering any test questions

■ have notes or scratch paper

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

Please raise your hand if you have any questions.

Answer all questions.

Read OPTION A, B, or C based on instructions from your district/school assessment coordinator.

Option A

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


OR

Option B

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




OR

Option C

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


After answering all questions,

Say Remember, you have 70 minutes to complete Session 1, and we will take a short stretch break after 40 minutes of testing.

Turn to page 4 in your test and answer book and begin working.

Complete the following:

STARTING time:

Add 40 minutes: +40 minutes

Time to call a break:

TIME TESTING RESUMES:


Time for 10-minute reminder:


STOPPING time:

Display the STARTING and STOPPING times for students.

During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES. Although it is your responsibility to ensure that students are working independently and in the correct session, you are prohibited from reading the contents of the test and answer books before, during, and after the test.

After 40 minutes from the STARTING time,

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

After a short break,

Say Now be seated. You still have 30 minutes to complete Session 1, and I’ll let you know when you have 10 minutes left.

Open your test and answer book and continue working. Make sure you are on the page where you left off.

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After 20 minutes,

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

After 10 more minutes,

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

Complete the following steps:

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

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

3. Ensure that the box in the top left corner of the student grid sheet has been completed by each student and that the gridded or preidentified information is accurate and complete, as described on pages 13–14.

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










Collect the test and answer books from your school assessment coordinator.


1. Verify that you have all materials you were assigned.

2. Complete or verify student grid sheets for students who were absent during Session 1.


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



Then,

Say Now, you’re going to take Session 2 of the Grade 3 FCAT 2.0 Reading test. You may not change any answers from Session 1. Remove all materials from your desk except a No. 2 pencil.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 3 Reading test and answer books. Each student who participated in Session 1 should receive the book with his or her name on it.

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

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Say Your No. 2 pencil and your Grade 3 Reading test and answer book should be the only things on your desk. Make sure you have the test and answer book with your name on it.



When all students have gridded the test group code, OR if school personnel have already gridded the test group code,


Now, turn to page 2 and reread the student pledge you signed before Session 1. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Open your test and answer book to Session 2 on page 27. The session number is at the top of each page. You may work only in Session 2.

On page 27 you’ll see a table of contents to help you find the articles, stories, or poems in Session 2.

Read each article, story, or poem in this session. Then choose the best answer to each question that follows. Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely. Now close your test and answer book.





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

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

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

You may not have scratch paper, but you may underline or circle words, phrases, and sentences in the reading passages.

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







Say

Script for Administering Grade 3 Reading Session 2 G

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Option A



OR

Option B



OR

Option C




Remember, you have 70 minutes to complete Session 2, and we will take a short stretch break after 40 minutes of testing.


Say


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STARTING time:







STOPPING time:








After 20 minutes,

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









4. Grid the appropriate bubbles on student grid sheets for any accommodation type used by students during this test.

5. Return all materials to your school assessment coordinator, as described on pages 236–237.

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Script for Administering Grade 3 Mathematics Session 1

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Script for Administering Grade 3 Mathematics


Do NOT distribute FCAT 2.0 Rulers for this session. FCAT 2.0 Rulers will be used for SESSION 2 ONLY.









4. Ensure that all student desktops are free of any unauthorized aids (e.g., charts displaying mathematical concepts).

Then,

Say Now, you’re going to take Session 1 of the Grade 3 FCAT 2.0 Mathematics test. Remove all materials from your desk except a No. 2 pencil.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 3 Mathematics test and answer books.





Then,


OR




Say Your No. 2 pencil and your Grade 3 Mathematics Next Generation Sunshine State Standards Test and Answer Book should be the only things on your desk. Do not open your book.










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Say Now open your book to page 2 and look at the student pledge at the top of the page.





Say You’ll have 70 minutes to finish Session 1 of the Mathematics test.


Turn to page 4 and read silently as I read aloud the directions at the top of the page.

Use the space in this Test Book to do your work. Then completely fill in the bubble beside the answer you choose. If you change your answer, be sure to erase completely.








Say

Script for Administering Grade 3 Mathematics Session 1 Gra

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

Turn to page 27 and look at the STOP sign. When you come to this STOP sign on page 27, you have finished Session 1. It is very important that you do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Now close your book.












Option A



OR

Option B



OR


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Option C







STARTING time:







STOPPING time:








After 20 minutes,











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Session 2 of Grade 3 Mathematics contains items that require an FCAT 2.0 Ruler. Obtain rulers from your school assessment coordinator, and distribute them to students as indicated in this script.













Then,

Say Now, you’re going to take Session 2 of the Grade 3 FCAT 2.0 Mathematics test. You may not change any answers from Session 1. Remove all materials from your desk except a No. 2 pencil.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute FCAT 2.0 Rulers and the Grade 3 Mathematics test and answer books. Each student who participated in Session 1 should receive the book with his or her name on it.




Say Your No. 2 pencil, your Grade 3 Mathematics test and answer book, and your FCAT 2.0 Ruler should be the only things on your desk. Make sure you have the test and answer book with your name on it.





Now, turn to page 2 and reread the student pledge you signed before Session 1. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Open your test and answer book to Session 2 on page 29. The session number is at the top of each page. You may work only in Session 2. Now close your test and answer book.

Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely.

If a test question requires you to use your ruler, the question will have directions for you to do so.












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Say ■ talk or make any disturbance









Option A



OR

Option B



OR

Option C









STARTING time:







STOPPING time:








After 20 minutes,




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1. Make sure that each student returns his or her test and answer book and FCAT 2.0 Ruler, and indicate on your record of required administration information that each book is returned.


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Grade 4 Scripts














Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 4 Reading test and answer books.


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Then,


OR




Say Your No. 2 pencil and your Grade 4 Reading Next Generation Sunshine State Standards Test and Answer Book should be the only things on your desk. Do not open your book.
























On page 3 you’ll see a table of contents to help you find the reading passages in Session 1. Read silently as I read aloud the directions below the table of contents.

Read each selection in Session 1. Then choose the best answer to each question that follows. Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely.

Now close your book.






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Say

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Option A



OR

Option B



OR



Option C







STARTING time:







STOPPING time:








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After 20 minutes,




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6. Ensure that all student desktops are free of unauthorized aids (e.g., word lists, dictionaries).

Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 4 Reading test and answer books. Each student who participated in Session 1 should receive the book with his or her name on it.

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Say Your No. 2 pencil and your Grade 4 Reading test and answer book should be the only things on your desk. Make sure you have the test and answer book with your name on it.




Say You’ll have 70 minutes to complete Session 2 of the Reading test.

Now, turn to the inside front cover and reread the student pledge you signed before Session 1. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Open your test and answer book to Session 2 on page 31. The session number is at the top of each page. You may work only in Session 2.

On page 31 you’ll see a table of contents to help you find the reading passages in Session 2.

Read each selection in this session. Then choose the best answer to each question that follows. Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely.












Say













Option A



OR

Option B



OR

Option C



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STARTING time:







STOPPING time:








After 20 minutes,













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Script for Administering Grade 4 Mathematics Session 1 G

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Do NOT distribute FCAT 2.0 Rulers for this session. FCAT 2.0 Rulers will be used for SESSION 2 ONLY.










Then,







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

Then,


OR

Option B If you are distributing test and answer books that are not preidentifi ed, distribute them in the order in which they are packaged.

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

Say


Your No. 2 pencil and your Grade 4 Mathematics Next Generation Sunshine State Standards Test and Answer Book should be the only things on your desk.

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





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



Say Find the plastic pull tab on the right side of your book. Gently pull the tab OUT and DOWN. Do not try to remove any remaining pieces of plastic.

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Say

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


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








Look at the symbol of the pencil and grid on page 2 of your test and answer book. Read silently as I read aloud.

This symbol appears next to questions that require you to fill in your answer on a grid in your Test Book.

The Directions for Completing the Response Grids are as follows:

1. Work the problem and find an answer.

2. Write your answer in the answer boxes at the top of the grid.

For whole-number, whole-number currency, and percent grids:

■ Print your answer with the first digit in the left answer box OR with the last digit in the right answer box.

■ Print only one digit or symbol in each answer box. Do NOT leave a blank answer box in the middle of an answer.

For decimal and money grids:

■ Use the decimal point to decide where to start your answer.

3. Fill in a bubble under each box in which you wrote your answer.

■ Fill in one and ONLY one bubble for each answer box. Do NOT fill in a bubble under an unused answer box.


Say


■ Fill in each bubble by making a solid mark that completely fills the circle.

■ You MUST fill in the bubbles accurately to receive credit for your answer.

You may refer to the Directions for Completing the Response Grids at any time while taking the Mathematics test.

Now look at page 3. The session number is at the top of each page. You may work only in Session 1.


Use the space in this Test Book to do your work. Then fill in the bubble or grid completely to show your answer. If you change your answer, be sure to erase completely.







■ Refer to the Directions for Completing the Response Grids on page 2 of your test and answer book to make sure you have completed the grids correctly.

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















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Option A

Say

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


OR

Option B

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


OR

Option C

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








STARTING time:







STOPPING time:








After 20 minutes,









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Session 2 of Grade 4 Mathematics contains items that require an FCAT 2.0 Ruler. Obtain rulers from your school assessment coordinator, and distribute them to students as indicated in this script.













Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 4 Mathematics test and answer books and FCAT 2.0 Rulers. Each student who participated in Session 1 should receive the test and answer book with his or her name on it.



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

Say Your No. 2 pencil, your Grade 4 Mathematics test and answer book, and your FCAT 2.0 Ruler should be the only things on your desk. Make sure you have the test and answer book with your name on it.




Say You’ll have 70 minutes to complete Session 2 of the Grade 4 Mathematics test.

Turn to page 2 and reread the student pledge you signed before Session 1. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Now, review the Directions for Completing the Response Grids. Read silently as I read aloud.












You may refer to the Directions for Completing the Response Grids at any time during this session.

For multiple-choice questions, fill in the bubble completely for the answer you choose. If you change your answer, be sure to erase completely.

If a test question requires you to use your ruler, the question will have directions for you to do so.

Now turn to Session 2 on page 27 of your book. The session number is at the top of each page. You may work only in Session 2. Now close your test and answer book.




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■ Refer to the Directions for Completing the Response Grids on page 2 of your test and answer book to make sure you have completed the grids correctly.

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


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













Option A

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


OR



Option B

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


OR

Option C

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






STARTING time:







STOPPING time:



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

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Say




After 20 minutes,

Say You have 10 minutes to finish Session 2. Remember, do not work in Session 1.




1. Make sure that each student returns his or her test and answer book and FCAT 2.0 Ruler, and indicate on your record of required administration information that each book is returned.






Grade 5 ScriptsScript for Administering Grade 5 Reading Session 1






Provide individual student restroom breaks as needed and maintain the security of the test during breaks. The student should close his or her test book and answer folder and should not discuss the test or exchange information about the test with anyone during breaks.







Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 5 Reading answer folders.

Follow the instructions in Option A or Option B, depending on whether answer folders have been preidentifi ed.

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Option A If you are distributing folders with the labels already affixed, or if the student grid sheets have already been gridded, ensure that each student receives the preidentifi ed folder with his or her name on it.

Then,

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

OR

Option B If you are distributing folders that are not preidentified, distribute folders in the order in which they are packaged.

Contact your school assessment coordinator if you have preidentified folders that do not belong to students testing in your room or if you need extra answer folders.


Say The only things on your desk should be your No. 2 pencil and your Grade 5 Reading Next Generation Sunshine State Standards Answer Folder. Do not open your answer folder.

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



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


If school personnel have not already gridded or verified the student information prior to testing, read the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233 or the Script for Verifying a Preidentified Label on pages 234–235 before reading the remainder of this script.

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

Say Now the only things on your desk should be your No. 2 pencil, your Grade 5 Reading Next Generation Sunshine State Standards Test Book, and your Grade 5 Reading Next Generation Sunshine State Standards Answer Folder. Do not open your test book or answer folder.

Write your name in the lower left corner of your test book.

Next, look at the front cover of your answer folder. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed in the lower left corner on the front of your test book.



Say Your test book has two seals.

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

Pause to make sure that all students break the correct seal and that they do not break the seal for Session 2.

Say Next, open your test book to page 2. Check each page through page 30 to see that all page numbers are in order and that there aren’t any missing or upside-down pages. Do not read any of the questions before the test begins.



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

Say Now open your test book to page 2 and look at the student pledge at the top of the page.






Look at Session 1 on page 3 of your test book. The session number is at the top of each page and is also displayed for you. You may work only in Session 1.

On page 3, you’ll see a table of contents to help you find the reading passages in this session.

Read silently as I read aloud the directions below the table of contents.

Read each selection in this Test Book. Then choose the best answer to each question. In your Answer Folder, fill in the bubble for the answer you choose. If you change your answer, be sure to erase completely.

Now close your test book.

Open your answer folder to page 3. You’ll see a section titled NGSSS READING SESSION 1, which starts with number 1. This is where you’ll mark the answers for this session.


■ Mark your answers directly in your answer folder.


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Say ■ Do not make a mark in any of the other bubbles.





Now turn to page 30 in your test book and look at the STOP sign. When you come to this STOP sign on page 30, you have finished Session 1. It is very important that you do not go on to Session 2. The pages of Session 2 are sealed. Do not break this seal. If you complete Session 1 before time is called, go back and check your work. Now close your test book.




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

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







Option A

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


OR

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Option B

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


OR

Option C

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




Turn to page 4 in your test book and begin working.


STARTING time:







STOPPING time:


During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES. Although it is your responsibility to ensure that students are working independently and in the correct session, you are prohibited from reading the contents of the test books and answer folders before, during, and after the test.


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



Open your test book and answer folder and continue working. Make sure you are on the pages where you left off.

After 20 minutes,



Say STOP. Put your pencil down and close your test book and answer folder.


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




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Collect the test books and answer folders from your school assessment coordinator.








Then,


You may not have any electronic or recording devices at your desk, in your pockets, or anywhere you can reach them during testing, even if they are turned off or you do not use them. If you are found with any electronic devices during this test session, your test will not be scored. If you have any electronic devices with you right now, please turn them off and raise your hand.

If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 5 Reading answer folders and the Grade 5 Reading test books. Each student who participated in Session 1 should receive the test book and the answer folder with his or her name on them.

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

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Say The only things on your desk should be your No. 2 pencil, your Grade 5 Reading test book, and your Grade 5 Reading answer folder. Make sure you have the test book and answer folder with your name on them. Do not open your test book or answer folder.

Turn your answer folder over. On the back cover, write the Session 2 test group code in the boxes. Grid the corresponding bubbles. (Pause.) Now turn your folder back over.

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

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


Turn to page 2 of your test book and reread the student pledge you signed before Session 1. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Open your test book to Session 2 on page 31. Check each page through the end of the book to see that all page numbers are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.


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

Say The session number is at the top of each page. You may work only in Session 2.

On page 31, you’ll see a table of contents to help you find the reading passages in this session. Read each selection in this session. Then choose the best answer to each question that follows. In your answer folder, fill in the bubble for the answer you choose. If you change your answer, be sure to erase completely. Now close your test book.

Open your answer folder to page 3. You’ll see a section titled NGSSS READING SESSION 2. It starts with number 31. This is where you’ll mark the answers for this session.




■ Do not make a mark in any of the other bubbles.





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Say














Option A



OR

Option B

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


OR

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Option C

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






STARTING time:







STOPPING time:








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After 20 minutes,











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

Then,








Then,


OR




Say The only things on your desk should be your No. 2 pencil and your Grade 5 Mathematics Next Generation Sunshine State Standards Test and Answer Book. Do not open your book.




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




Say Find the plastic pull tab on the right side of your book. Gently pull the tab OUT and DOWN. Do not try to remove any remaining pieces of plastic.


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Say You’ll have 70 minutes to complete Session 1 of the Mathematics test.

Look at the symbol of the pencil and grid on page 2 of your test and answer book. Read silently as I read aloud.

This symbol appears next to questions that require you to fill in your answer on a grid in your Test Book.











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Say





Now look at Session 1 on page 3. The session number is at the top of each page. You may work only in Session 1.


Use the space in this Test Book to do your work. Then fill in the bubble or grid completely to show your answer. If you change your answer, be sure to erase completely.


Now I’m going to hand out the Grade 5 FCAT 2.0 Mathematics Reference Sheets. The reference sheet contains formulas and conversions you may need to answer the mathematics questions. You may refer to this sheet at any time during the Mathematics test.

Distribute the reference sheets.

Say Remember the following:





■ Refer to the Directions for Completing the Response Grids on page 2 to make sure you have completed the grids correctly.



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










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Say Please raise your hand if you have any questions.

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Option A



OR

Option B



OR

Option C









STARTING time:







STOPPING time:








After 20 minutes,



Say STOP. Put your pencil down, place your reference sheet inside your test and answer book, and close your book.


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




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Then,

Say Now, you’re going to take Session 2 of the FCAT 2.0 Mathematics test. You may not change any answers from Session 1. Remove all materials from your desk except a No. 2 pencil.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 5 Mathematics test and answer books and reference sheets. Each student who participated in Session 1 should receive the test and answer book with his or her name on it.



Say


The only things on your desk should be your No. 2 pencil, your Grade 5 Mathematics test and answer book, and your Grade 5 FCAT 2.0 Mathematics Reference Sheet. Make sure you have the test and answer book with your name on it. Do not open your book.


You’ll have 70 minutes to complete Session 2 of the Mathematics test.


Now, review the Directions for Completing the Response Grids. Read silently as I read aloud.












You may refer to the Directions for Completing the Response Grids at any time during this session.

For multiple-choice questions, fill in the bubble completely to show your answer. If you change any answers, be sure to erase completely.

Turn to Session 2 on page 29 of your test and answer book. The session number is at the top of each page. You may work only in Session 2. Now close your test and answer book.








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

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













Option A



OR

Option B



OR

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Option C





Turn to page 31 and begin working.


STARTING time:







STOPPING time:








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After 20 minutes,

Say You have 10 minutes to complete Session 2. Remember, do not work in Session 1.


Say STOP. Put your pencil down, close your test and answer book, and place your reference sheet on top of your book.


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

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






Script for Administering Grade 5 Science Session 1


Script for Administering Grade 5 Science










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

Then,

Say Now, you’re going to take Session 1 of the Grade 5 FCAT 2.0 Science test. Remove all materials from your desk except a No. 2 pencil.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 5 Science answer books.

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

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Script for Administering Grade 5 Science Session 1 G

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Then,

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

OR


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


Say The only things on your desk should be your No. 2 pencil and your Grade 5 Science Next Generation Sunshine State Standards Answer Book. Do not open your book.

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



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



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

Say Now the only things on your desk should be your No. 2 pencil, your Grade 5 Science Next Generation Sunshine State Standards Test Book, and your Grade 5 Science Next Generation Sunshine State Standards Answer Book. Do not open your test book or answer book.

Write your name in the lower left corner of your test book.

Next, look at the front cover of your answer book. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed in the lower left corner on the front of your test book.



Say Your test book has two seals.






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






Say You’ll have 80 minutes to complete Session 1 of the Science test.

Look at Session 1 on page 3 of your test book. The session number is at the top of each page and is also displayed for you. You may only work in Session 1.

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

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


Open your answer book to page 2. Check each page to see that all page numbers are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand.


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


■ Mark your answers directly in your answer book.






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

Turn to page 28 in your test book and look at the STOP sign. When you come to this STOP sign on page 28 in your test book, you have finished Session 1. It is very important that you do not go on to Session 2. The pages of Session 2 are sealed. Do not break this seal. If you complete Session 1 before time is called, go back and check your work. Now close your book.




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

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







Option A

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


OR



Option B

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


OR

Option C

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






STARTING time:







STOPPING time:


During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES. Although it is your responsibility to ensure that students are working independently and in the correct session, you are prohibited from reading the contents of the test books and answer books before, during, and after the test.


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



Open your test book and your answer book and continue working. Make sure you are on the pages where you left off.

After 30 minutes,

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


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


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




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Collect the test books and answer books from your school assessment coordinator.








Then,

Say Now, you’re going to take Session 2 of the Grade 5 FCAT 2.0 Science test. You may not change any answers from Session 1. Remove all materials from your desk except a No. 2 pencil.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 5 Science test books and answer books. Each student who participated in Session 1 should receive the books with his or her name on them.

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

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Say The only things on your desk should be your No. 2 pencil, your Grade 5 Science test book, and your Grade 5 Science answer book. Make sure you have the test book and answer book with your name on them. Do not open your books.

Turn your answer book over. On the back cover, write the Session 2 test group code in the boxes. Grid the corresponding bubbles. (Pause.) Now turn your book back over.


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



Open your test book to Session 2 on page 29. Check each page through the end of the book to see that all page numbers are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.



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

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

Fill in the bubble completely beside the answer you choose. If you change any answers, be sure to erase completely.









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Say


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












Option A



OR

Option B

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


OR

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Option C

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






STARTING time:







STOPPING time:








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After 30 minutes,





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






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Grade 6 Scripts



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Provide individual student restroom breaks as needed and maintain the security of the test during breaks. The student should close his or her test book and answer book and should not discuss the test or exchange information about the test with anyone during breaks.







Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 6 answer books.




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

Then,


OR

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

Contact your school assessment coordinator if you have preidentified answer books that do not belong to students testing in your room or if you need extra answer books.


Say The only things on your desk should be your No. 2 pencil and your Grade 6 Mathematics Next Generation Sunshine State Standards Answer Book. Do not open your answer book.







After reading either or both scripts, OR if school personnel have already gridded or verified student information, distribute the Grade 6 Mathematics test books.

Say Now, the only things on your desk should be your No. 2 pencil, your Grade 6 Mathematics Next Generation Sunshine State Standards Test Book, and your Grade 6 Mathematics Next Generation Sunshine State Standards Answer Book. Do not open your books.

First, write your name in the lower left corner of your test book.



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

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










Look at the symbol of the pencil and grid on page 2 of your test book. Read silently as I read aloud.

This symbol appears next to questions that require you to fill in your answer on a grid in your Answer Book.







Say


■ Be sure to write a decimal point or fraction bar in the answer box if it is part of the answer.





Review the Parts of a Response Grid at the bottom of the page.


You’ll also be asked to answer multiple-choice questions. For these questions, fill in the bubble completely for the answer you choose.

Open your test book to Session 1 on page 3. The session number is at the top of each page. You may work only in Session 1.


Use the space in the Test Book to do your work. Then mark the space in your Answer Book for the answer you have chosen. If you change your answer, be sure to erase completely.


Now I will hand out the Grades 6–8 FCAT 2.0 Mathematics Reference Sheets. The front and back of this reference sheet contain formulas and conversions you may need to answer the mathematics questions. You may refer to this sheet at any time during the Mathematics test.


Say Now, open your answer book to page 2. Check each page through the end of the book to see that all page numbers are in order and that there aren’t any missing or upside-down pages.

If you see any problems, raise your hand.

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

Do not remove the student PreID label from the defective book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner and fill in the test book form number on the front cover of the replacement answer book. After the session has ended, all other student information must be gridded on the replacement, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it will all other NOT TO BE SCORED materials.

Say Look at page 3 of your answer book. You’ll see a section titled NGSSS MATHEMATICS SESSION 1, which starts with number 1. This is where you’ll mark the answers for this session.






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Say ■ Refer to the Directions for Completing the Response Grids on page 2 of your test book to

make sure you have completed the grids correctly.




Now turn to page 20 in your test book and look at the STOP sign. When you come to this STOP sign on page 20, you have finished Session 1. It is very important that you do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Now close your book.












Option A



OR

Option B

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


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OR

Option C

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






STARTING time:







STOPPING time:







Open your test book and answer book and continue working. Make sure you are on the pages where you left off.


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After 20 minutes,



Say STOP. Put your pencil down, place the reference sheet inside your test book, and close your test book and answer book.

Provide students with a short break.

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

IF THE MATERIALS ARE COLLECTED BEFORE SESSION 2:

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




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If you returned materials between sessions, collect the test books, answer books, and Mathematics Reference Sheets from your school assessment coordinator.








Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 6 Mathematics test books, the Grade 6 Mathematics answer books, and the Mathematics Reference Sheets. Each student who participated in Session 1 should receive the test book and the answer book with his or her name on them.


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Say The only things on your desk should be your No. 2 pencil, your Grade 6 Mathematics test book, your Grade 6 Mathematics answer book, and your Grades 6–8 FCAT 2.0 Mathematics Reference Sheet. Make sure you have the test book and the answer book with your name on them. Do not open your books.



Turn to page 2 in your test book and reread the student pledge you signed before Session 1. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Now, review the Directions for Completing the Response Grids.

Pause to allow students time to review the directions.

Say You may refer to the Directions for Completing the Response Grids at any time during this session.

You may continue to use your Mathematics Reference Sheet at any time during this session.

Now turn to page 21 in your test book and look at Session 2. The session number is at the top of each page. You may work only in Session 2.

Use the space in the test book to do your work. Then mark the space in your answer book for the answer you have chosen. If you change your answer, be sure to erase completely.

Now close your book. Look at page 5 of your answer book. You’ll see a section titled NGSSS MATHEMATICS SESSION 2, which starts with number 27. This is where you’ll mark the answers for this session.






■ Refer to the Directions for Completing the Response Grids on page 2 of your test book to make sure you have completed the grids correctly.





Say














Option A



OR

Option B



OR

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Option C







STARTING time:







STOPPING time:








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After 20 minutes,





Say STOP. Put your pencil down, close your test book and answer book, and place your reference sheet on top of your books.


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






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(Regular Print Paper-based Accommodation Only)


This script should be used ONLY for Grade 6 students who are participating in the Grade 6 Reading test using the regular print paper-based accommodation. If you are administering the computer-based Grade 6 Reading test, you must use the administration script in the Spring 2012 CBT Manual.




A modified script for students using the braille version of the test is provided with the braille test materials and is also available in PearsonAccess.






Then,







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

Then,


OR

Option B If you are distributing answer folders that are not preidentified, distribute them in the order in which they are packaged.

Contact your school assessment coordinator if you have preidentified answer folders that do not belong to students testing in your room or if you need extra answer folders.










Say Now, the only things on your desk should be your No. 2 pencil, your Grade 6 Reading Next Generation Sunshine State Standards Test Book, and your Grade 6 Reading Next Generation Sunshine State Standards Answer Folder. Do not open your test book.



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Say Next, look at the front cover of your answer folder. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed in the lower left corner on the front of your test book.

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












Look at Session 1 on page 3 of your test book. The session number is at the top of each page. You may work only in Session 1.

On page 3 of your test book, you’ll see a table of contents to help you locate the reading passages in Session 1. Read silently as I read aloud the directions below the table of contents.


Now close your test book. Please raise your hand if you have any questions.

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Say Next, open your answer folder to page 2. Check each page through the end of the folder to see that all page numbers are in order and that there aren’t any missing or upside-down pages.


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

Do not remove the student PreID label from the defective folder. Direct the student to write his or her name, school name, and district name in the box in the upper left corner and fill in the test book form number on the front cover of the replacement answer folder. After the session has ended, all other student information must be gridded on the replacement, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective folder aside and return it will all other NOT TO BE SCORED materials.

Say Look at page 3 of your answer folder. You’ll see a section titled NGSSS READING SESSION 1, which starts with number 1. This is where you’ll mark the answers for this session.









Now turn to page 23 in your test book and look at the STOP sign. When you come to this STOP sign on page 23, you have finished Session 1. It is very important that you do not go on to Session 2. The pages of Session 2 are sealed. Do not break the seal. If you complete Session 1 before time is called, go back and check your work. Now close your book.

Please remember that during this test session, you MUST NOT












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Option A



OR

Option B

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


OR

Option C

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





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STARTING time:







STOPPING time:








After 20 minutes,

Say You have 10 minutes to finish Session 1. Remember, do not go on to any other session.









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This script should be used ONLY for Grade 6 students who are participating in the Grade 6 Reading test using the regular print paper-based accommodation. If you are administering the computer-based Grade 6 Reading test, you must use the administration script in the Spring 2012 CBT Manual.





Collect the test books and answer folders.


1. Verify that you have all materials you were assigned from your school assessment coordinator.






Then,





If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 6 Reading test books and the Grade 6 Reading answer folders. Each student who participated in Session 1 should receive the test book and the answer folder with his or her name on them.

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

Say The only things on your desk should be your No. 2 pencil, your Grade 6 Reading test book, and your Grade 6 Reading answer folder. Make sure you have the test book and answer folder with your name on them. Do not open your test book.






Open your test book to Session 2 on page 25. Check each page through the end of the book to see that all pages are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.



Say The session number is printed at the top of each page. You may work only in Session 2.

On page 25, you’ll see a table of contents to help you find the reading passages in Session 2.

Read each selection in this session. Then choose the best answer to each question. In your answer folder, fill in the bubble for the answer you choose. If you change your answer, be sure to erase completely.

Now close your test book. Look at page 3 of your answer folder. You’ll see a section titled NGSSS READING SESSION 2, which starts with number 26. This is where you’ll mark the answers for this session.







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Say ■ When you have finished, check through your answers in this session only to make sure you

have filled in only one bubble for each question.















Option A



OR

Option B



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OR

Option C







STARTING time:







STOPPING time:









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After 20 minutes,










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Grade 7 Scripts














Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 7 Reading & Mathematics answer books.


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Then,


OR




Say The only things on your desk should be your No. 2 pencil and your Grade 7 Reading & Mathematics Next Generation Sunshine State Standards Answer Book. Do not open your answer book.




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



After reading either or both scripts, OR if school personnel have already gridded or verified student information, distribute the Grade 7 Reading & Mathematics test books.

Say Now the only things on your desk should be your No. 2 pencil, your Grade 7 Reading & Mathematics Next Generation Sunshine State Standards Test Book, and your Grade 7 Reading & Mathematics Next Generation Sunshine State Standards Answer Book. Do not open your books.





Say Your test book has three seals.

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

Pause to make sure that all students break the correct seal and that they do not break the second or third seals.











Look at Session 1 on page 3 of your test book. The session number is printed at the top of each page. You may work only in Session 1.

On page 3 of your test book, you’ll see a table of contents to help you locate the reading passages in Session 1.


Read each selection in this Test Book. Then choose the best answer to each question. In your Answer Book, fill in the bubble for the answer you choose. If you change your answer, be sure to erase completely.



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



Do not remove the student PreID label from the defective book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner and fill in the test book form number on the front cover of the replacement answer book. After the session has ended, all other student information must be gridded on the replacement, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it will all other NOT TO BE SCORED materials.

Say Look at page 3 of your answer book. You’ll see a section titled NGSSS READING SESSION 1, which starts with number 1. This is where you’ll mark the answers for this session.









Now turn to page 25 in your test book and look at the STOP sign. When you come to this STOP sign on page 25 in your test book, you have finished Session 1. It is very important that you do not go on to Session 2. The pages of Session 2 and the pages of the Mathematics test are sealed. Do not break these seals. If you complete Session 1 before time is called, go back and check your work. Now close your book.


■ work in any other sessions












Option A



OR

Option B



OR

Option C






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STARTING time:







STOPPING time:








After 20 minutes,

Say You have 10 minutes to finish Session 1. Remember, do not go on to any other session.




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





















Then,

Say Now, you’re going to take Session 2 of the FCAT 2.0 Reading test. You may not change any answers from Session 1. Remove all materials from your desk except a No. 2 pencil.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 7 Reading & Mathematics test books and the Grade 7 Reading & Mathematics answer books. Each student who participated in Session 1 should receive the test book and the answer book with his or her name on them.


Gra

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Day 2

Sessio

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2Sess

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Say The only things on your desk should be your No. 2 pencil, your Grade 7 Reading & Mathematics test book, and your Grade 7 Reading & Mathematics answer book. Make sure you have the test book and the answer book with your name on them. Do not open your books.


Open your test book and carefully slide the eraser end of your pencil under the Session 2 seal to break it.

Pause to make sure that all students break the seal correctly and that they do not break the seal for the Mathematics test.



Now, turn to page 27 of your test book and look at Session 2. Check each page through page 47 to see that all pages are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.




On page 27, you’ll see a table of contents to help you locate the reading passages in Session 2.

Read each selection in this session. Then choose the best answer to each question. In your answer book, fill in the bubble for the answer you choose. If you change your answer, be sure to erase completely.

Now close your test book. Look at page 3 of your answer book. You’ll see a section titled NGSSS READING SESSION 2, which starts with number 29. This is where you’ll mark the answers for this session.









Say


rade 7

Readin

g

Day 2

Sessio

n 2


Turn to page 47 in your test book and look at the STOP sign. When you come to this STOP sign on page 47 in your test book, you have finished Session 2. If you complete Session 2 before time is called, go back and check your work. Do not go back and work in Session 1. The pages of the Mathematics test are sealed. Do not break this seal. Now close your book.












Option A



OR

Option B



OR


Gra

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2Sess

ion 2


Option C







STARTING time:







STOPPING time:










After 20 minutes,

Say You have 10 minutes to finish Session 2. Remember, do not work in any other session.









Gra

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Day 2

Sessio

n 2



Gra

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3Sess

ion 1











2. Complete or verify student grid sheets for students who were absent during the Reading test.




6. Provide students with approved four-function calculators.

7. Ensure that all student desks are free of any unauthorized aids (e.g., charts, rulers).

Then,

Say Now, you’re going to take Session 1 of the Grade 7 FCAT 2.0 Mathematics test. Remove all materials from your desk except a No. 2 pencil and your calculator.

You may not have any electronic or recording devices, except your approved four-function calculator, at your desk, in your pockets, or anywhere you can reach them during testing, even if they are turned off or you do not use them. If you are found with any electronic devices during this test session, your test will not be scored. If you have any electronic devices with you right now, please turn them off and raise your hand.

If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 7 Reading & Mathematics test books and the Grade 7 Reading & Mathematics answer books. Each student who participated in any previous sessions should receive the test book and the answer book with his or her name on them.




Say The only things on your desk should be your No. 2 pencil, your Grade 7 Reading & Mathematics test book, your Grade 7 Reading & Mathematics answer book, and your approved four-function calculator. No other calculator may be used. Make sure you have the test book and the answer book with your name on them. Do not open your books.

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




Turn to page 2 and reread the student pledge you signed before the Reading test. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Now, turn to Session 1 of the Mathematics test on page 49. The session number is at the top of each page. You may only work in Session 1 of the Mathematics test. Now check each page through the end of the book to see that all page numbers are in order and that there aren’t any missing or upside-down pages. Do not read any of the questions before the test begins.



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

Say Now, turn to page 50 and look at the symbol of the pencil and grid. Read silently as I read aloud.





■ Print your answer with the first digit in the left answer box OR with the last digit in the right answer box. Note that some grids only allow for a negative sign in the left answer box.




Gra

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Say ■ Fill in one and ONLY one bubble for each answer box. Do NOT fill in a

bubble under an unused answer box.





You’ll also be asked to answer multiple-choice questions. For these questions, fill in the bubble completely for the answer you choose.

Now, look at page 51. The picture of the four-function calculator indicates the function of each of the keys.

Note that some calculators display the negative sign to the right of the numbers rather than to the left. Let’s perform a calculator check. Key in the subtraction problem three minus seven. Your calculator will display the answer as a 4 followed by a negative sign or as a negative sign followed by a 4 (4 – or – 4). Either is correct.

The bottom half of the page lists HELPFUL HINTS FOR USING A FOUR-FUNCTION CALCULATOR. Take a minute to read through the list of hints. You may refer to this page at any time during the test.

Pause to allow students time to review the list.

Say Now turn to page 52 in your test book and read silently as I read aloud the directions at the top of the page.





Say Open your answer book to page 5. You’ll see a section titled NGSSS MATHEMATICS SESSION 1, which starts with number 1. This is where you’ll mark the answers for this session.









Say

Script for Administering Grade 7 Mathematics Session 1 Gra

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Math

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Day 3

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

Now turn to page 71 in your test book and look at the STOP sign. When you come to the STOP sign on page 71, you have finished Session 1. It is very important that you do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Do not go back and work in Sessions 1 or 2 of the Reading test. Now close your book.












Option A



OR

Option B



OR


Gra

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Math

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3Sess

ion 1


Option C







STARTING time:







STOPPING time:










After 20 minutes,







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




Gra

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Gra

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If you returned materials between sessions, collect the test books, answer books, Mathematics Reference Sheets, and approved four-function calculators from your school assessment coordinator.



2. Complete or verify student grid sheets for students who were absent during the Reading test or Session 1 of the Mathematics test.






Then,

Say Now, you’re going to take Session 2 of the Grade 7 FCAT 2.0 Mathematics test. You may not change any answers from Session 1 or from Sessions 1 or 2 of the Reading test. Remove all materials from your desk except a No. 2 pencil and your calculator.




If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 7 Reading & Mathematics test books, Grade 7 Reading & Mathematics answer books, and Mathematics Reference Sheets. Each student who participated in any previous sessions should receive the test book and the answer book with his or her name on them.


Say The only things on your desk should be your No. 2 pencil, your Grade 7 Reading & Mathematics test book, your Grade 7 Reading & Mathematics answer book, your Grades 6–8 FCAT 2.0 Mathematics Reference Sheet, and an approved four-function calculator. No other calculator may be used. Make sure you have the test book and answer book with your name on them. Do not open your books.




Now, look at pages 50 and 51 and review the Directions for Completing the Response Grids, the Parts of a Response Grid, the diagram of the four-function calculator, and the Helpful Hints for Using a Four-Function Calculator.


Say You may refer to these instructions and hints at any time during this session.

You may continue to use the Mathematics Reference Sheet at any time during this session.

Now turn to Session 2 of the Mathematics test on page 73 of your test book. The session number is at the top of each page. You may work only in Session 2 of the Mathematics test.

Use the space in the test book to do your work. Then mark the space in your answer book for the answer you have chosen. If you change your answer, be sure to erase completely.

Now close your test book. Look at page 7 of your answer book. You’ll see a section titled NGSSS MATHEMATICS SESSION 2, which starts with number 27. This is where you’ll mark the answers for this session.








Gra

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Gra

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


When you come to the STOP sign in your test book, you have finished Session 2. If you complete Session 2 before time is called, go back and check your work. Do not go back and work in Session 1 or in either session of the Reading test. Now close your answer book.












Option A



OR

Option B



OR



Option C

Say

Gra

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Day 3

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






STARTING time:







STOPPING time:









Gra

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Math

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After 20 minutes,



Say STOP. Put your pencil down, close your test book and answer book, and place your reference sheet on top of your books.


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







Grade 8 Scripts














Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 8 Reading & Mathematics answer books.


Gra

de 8

Readin

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Day 1

Sessio

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rade 8

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1Sess

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Then,


OR




Say The only things on your desk should be your No. 2 pencil and your Grade 8 Reading & Mathematics Next Generation Sunshine State Standards Answer Book. Do not open your answer book.







After reading either or both scripts, OR if school personnel have already gridded or verified student information, distribute the Grade 8 Reading & Mathematics test books.

Say Now the only things on your desk should be your No. 2 pencil, your Grade 8 Reading & Mathematics Next Generation Sunshine State Standards Test Book, and your Grade 8 Reading & Mathematics Next Generation Sunshine State Standards Answer Book. Do not open your books.



Say



Your test book has three seals.

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

Pause to make sure that all students break the correct seal and that they do not break the second or third seals.












On page 3 of your test book, you’ll see a table of contents to help you locate the reading passages in Session 1. Read silently as I read aloud the directions below the table of contents.

Read each selection in this Test Book. Then choose the best answer to each question. In your Answer Book, fill in the bubble for the answer you choose. If you change your answer, be sure to erase completely.


Gra

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Day 1

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n 1




Say Next, open your answer book to page 2. Check each page through the end of the book to see that all page numbers are in order and that there aren’t any missing or upside-down pages.


Gra

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Do not remove the student PreID label from the defective book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner and fill in the test book form number on the front cover of the replacement answer book. After the session has ended, all other student information must be gridded on the replacement book, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it with all other NOT TO BE SCORED materials.

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









Turn to page 22 in your test book and look at the STOP sign. When you come to this STOP sign on page 22 in your test book, you have finished Session 1. Do not go on to Session 2. The pages of Session 2 and the Mathematics test are sealed. Do not break these seals. If you complete Session 1 before time is called, go back and check your work. Now close your book.














Option A



OR

Option B



OR

Option C






Gra

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Day 1

Sessio

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rade 8

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1Sess

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STARTING time:







STOPPING time:




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



Open your books and continue working. Make sure you are on the pages where you left off.

After 20 minutes,

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

























Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 8 Reading & Mathematics test books and Grade 8 Reading & Mathematics answer books. Each student who participated in Session 1 should receive the test book and the answer book with his or her name on them.


Gra

de 8

Readin

g

Day 2

Sessio

n 2



Say

Gra

de 8

Readin

gD

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2Sess

ion 2

The only things on your desk should be your No. 2 pencil, your Grade 8 Reading & Mathematics test book, and your Grade 8 Reading & Mathematics answer book. Make sure you have the test book and the answer book with your name on them. Do not open your books.



Pause to make sure that all students break the seal correctly and that they do not break the seal for the Mathematics test.



Now, turn to Session 2 on page 23. Check each page through page 46 to see that all pages are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.




On page 23 of your test book, you’ll see a table of contents to help you locate the reading passages in Session 2. Read each selection in Session 2. Now close your test book.

Turn to page 3 in your answer book. You’ll see a section titled NGSSS READING SESSION 2, which starts with number 26. This is where you’ll mark the answers for this session.










Say


Turn to page 46 in your test book and look at the STOP sign. When you come to the STOP sign on page 46, you have finished Session 2. Do not go back and work in Session 1. The pages of the Mathematics test are sealed. Do not break this seal. If you complete Session 2 before time is called, go back and check your work.












Option A



OR

Option B



OR

Gra

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Readin

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Day 2

Sessio

n 2



Option C

Say

Gra

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Readin

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2Sess

ion 2

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






STARTING time:







STOPPING time:








After 20 minutes,



Say You have 10 minutes to complete Session 2. Remember, do not work in any other session.









Gra

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Readin

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Day 2

Sessio

n 2




rade 8

Math

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3Sess

ion 1










2. Complete or verify student grid sheets for students who were absent during Sessions 1 and 2 of the Reading test.





7. Ensure that all student desks are free of any unauthorized aids (e.g., charts, rulers).

Then,

Say Now, you’re going to take Session 1 of the Grade 8 FCAT 2.0 Mathematics test. Remove all materials from your desk except a No. 2 pencil and your calculator.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 8 Reading & Mathematics test books and Grade 8 Reading & Mathematics answer books. Each student who participated in any previous sessions should receive the test book and the answer book with his or her name on them.




Say The only things on your desk should be your No. 2 pencil, your Grade 8 Reading & Mathematics test book, your Grade 8 Reading & Mathematics answer book, and your approved four-function calculator. No other calculator may be used. Make sure you have the test book and the answer book with your name on them. Do not open your books.





Turn to page 2 and reread the student pledge you signed before the Reading test. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Next, turn to page 47 in your test book. Check each page through the end of the book to see that all page numbers are in order and that there aren’t any missing or upside-down pages. Do not read any of the questions before the test begins.



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

Say Now turn to page 48 and look at the symbol of the pencil and grid. Read silently as I read aloud.





■ Print your answer with the first digit in the left answer box OR with the last digit in the right answer box. Note that some grids only allow for a negative sign in the left answer box.



Gra

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Math

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Day 3

Sessio

n 1



Say

Gra

de 8

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3Sess

ion 1







You’ll also answer multiple-choice questions. For multiple-choice questions, choose the best answer and, in the space provided in your answer book, fill in the bubble for the answer you choose.

Now look at page 49. The picture of the four-function calculator indicates the function of each of the keys.


The bottom half of page 49 lists HELPFUL HINTS FOR USING A FOUR-FUNCTION CALCULATOR. Take a minute to read through the list of hints. You may refer to this page at any time during the test.


Say Turn to page 50 in your test book. Read silently as I read aloud the directions at the top of the page.





Say Turn to page 5 in your answer book. You’ll see a section titled NGSSS MATHEMATICS SESSION 1, which starts with number 1. Now turn to page 7 of your answer book. Session 1 ends on page 7, with number 28. This is where you’ll mark the answers for this session.








Say





Turn to page 72 in your test book and look at the STOP sign. When you come to this STOP sign on page 72 of your test book, you have finished Session 1. It is very important that you do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Do not go back and work in the Reading test. Now close your book.












Option A



OR

Option B



Gra

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Math

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Day 3

Sessio

n 1



OR

Option C

Gra

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3Sess

ion 1





Now turn to page 50 and begin working.


STARTING time:







STOPPING time:










After 20 minutes,







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




Gra

de 8

Math

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Day 3

Sessio

n 1




rade 8

Math

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3Sess

ion 2







If you returned materials between sessions, collect the test books, answer books, Mathematics Reference Sheets, and approved four-function calculators from your school assessment coordinator.



2. Complete or verify student grid sheets for students who were absent during the Reading test or Session 1 of the Mathematics test.






Then,

Say Now, you’re going to take Session 2 of the Grade 8 FCAT 2.0 Mathematics test. You may not change any answers from Session 1 or from Sessions 1 or 2 of the Reading test. Remove all materials from your desk except a No. 2 pencil and your calculator.




If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 8 Reading & Mathematics test books, Grade 8 Reading & Mathematics answer books, and Mathematics Reference Sheets. Each student who participated in any previous sessions should receive the test book and the answer book with his or her name on them.


Say The only things on your desk should be your No. 2 pencil, your Grade 8 Reading & Mathematics test book, your Grade 8 Reading & Mathematics answer book, your Mathematics Reference Sheet, and your approved four-function calculator. No other calculator may be used. Make sure you have the test book and the answer book with your name on them. Do not open your books.



Turn to page 2 of your test book and reread the student pledge you signed before Session 1 of the Reading test. Remember that giving or receiving unauthorized aid is cheating and will result in the invalidation of your test results.

Look at pages 48 and 49 and review the Directions for Completing the Response Grids, the Parts of a Response Grid, the diagram of a four-function calculator, and the Helpful Hints for Using a Four-Function Calculator.


Say You may refer to these instructions and hints at any time during this session.

You may continue to use the Mathematics Reference Sheet at any time during this session.

Turn to Session 2 of the Mathematics test on page 73 in your test book. The session number is at the top of each page. You may work only in Session 2 of the Mathematics test. Now close your test book.

Look at page 7 of your answer book and you’ll see a section titled NGSSS MATHEMATICS SESSION 2, which starts with number 29. Session 2 continues onto page 9 of your answer book. This is where you’ll mark the answers for this session.









Gra

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n 2



Say

Gra

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3Sess

ion 2


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












Option A



OR

Option B



OR



Option C







STARTING time:







STOPPING time:




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




Gra

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Math

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Day 3

Sessio

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After 20 minutes,




Gra

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3Sess

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





















Then,

Say Now, you’re going to take Session 1 of the Grade 8 FCAT 2.0 Science test. Remove all materials from your desk except a No. 2 pencil and your calculator.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 8 Science answer books.


Gra

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D

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, 5, 6

, 7, o

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Sessio

n 1



rade 8

Sci

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Day

4,

5,

6,

7,

or

8Sess

ion 1


Then,


OR




Say The only things on your desk should be your No. 2 pencil, your Grade 8 Science Next Generation Sunshine State Standards Answer Book, and your approved four-function calculator. Do not open your answer book.







After reading either or both scripts, OR if school personnel have already gridded or verified the student information, distribute the Grade 8 Science test books.

Say Now the only things on your desk should be your No. 2 pencil, your Grade 8 Science Next Generation Sunshine State Standards Test Book, your Grade 8 Science Next Generation Sunshine State Standards Answer Book, and your approved four-function calculator. No other calculator may be used. Do not open your books.



Say


Look at the front cover of your answer book. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed in the lower left corner on the front of your test book.

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


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










Look at page 3 in your test book. The picture of the four-function calculator indicates the function of each of the keys.



Gra

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, 5, 6

, 7, o

r 8

Sessio

n 1




Say

Gra

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Sci

ence

Day

4,

5,

6,

7,

or

8Sess

ion 1



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


Now I will hand out the Periodic Table of the Elements. You may refer to this sheet at any time during the Science test.

Distribute the periodic tables.

Say Open your answer book to page 2. Check each page to see that all page numbers are in order and that there aren’t any missing or upside-down pages.


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

Do not remove the student PreID label from the defective book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner and fill in the test book form number on the front cover of the replacement answer book. After the session has ended, all other student information must be gridded on the replacement book, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it with all other NOT TO BE SCORED materials.

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






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



Now turn to page 30 in your test book and look at the STOP sign. When you come to this STOP sign on page 30 in your test book, you have finished Session 1. If you complete Session 1 before time is called, go back and check your work. Do not go on to Session 2. Now close your book.




Say











Option A



OR

Option B



OR

Option C



Gra

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, 5, 6

, 7, o

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Sessio

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Gra

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Day

4,

5,

6,

7,

or

8Sess

ion 1


STARTING time:







STOPPING time:








After 30 minutes,

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


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






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




Gra

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Scie

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D

ay 4

, 5, 6

, 7, o

r 8

Sessio

n 1




rade 8

Sci

ence

Day

4,

5,

6,

7,

or

8Sess

ion 2







If you returned materials between sessions, collect the test books, answer books, Periodic Tables of the Elements, and approved four-function calculators from your school assessment coordinator.









Then,

Say Now, you’re going to take Session 2 of the Grade 8 FCAT 2.0 Science test. You may not change any answers from Session 1. Remove all materials from your desk except a No. 2 pencil and your calculator.




If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 8 Science test books, Grade 8 Science answer books, and periodic tables. Each student who participated in Session 1 should receive the test book and the answer book with his or her name on them.


Say The only things on your desk should be your No. 2 pencil, your Grade 8 Science test book, your Grade 8 Science answer book, your Periodic Table of the Elements, and your approved four-function calculator. No other calculator may be used. Make sure you have the test book and the answer book with your name on them. Do not open your books.


You’ll have 80 minutes to complete Session 2 of the Science test.


Look at Session 2 on page 31 of your test book. The session number is at the top of each page. You may work only in Session 2. Now close your book.

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









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








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, 5, 6

, 7, o

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Sessio

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Say ■ have notes or scratch paper



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Sci

ence

Day

4,

5,

6,

7,

or

8Sess

ion 2



Option A



OR

Option B



OR

Option C





Now turn to page 32 in your test book and begin working.




STARTING time:







STOPPING time:








After 30 minutes,





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

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


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, 5, 6

, 7, o

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5,

6,

7,

or

8Sess

ion 2






Grade 9 Scripts














Then,





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Day 1

Sessio

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rade 9

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1Sess

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Then,


OR


Contact your school assessment coordinator if you have preidentified folders that do not belong to students testing in your room or if you need extra folders.










Say Now, the only things on your desk should be your No. 2 pencil, your Grade 9 Reading Next Generation Sunshine State Standards Test Book, and your Grade 9 Reading Next Generation Sunshine State Standards Answer Folder. Do not open your test book or answer folder.



Say


Next, look at the front cover of your answer folder. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed in the lower left corner on the front of your test book.

Your test book has two seals.


Pause to make sure that all students break the correct seal and that they do not break the seal for the Session 2.















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Day 1

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Say Now close your test book. Look at page 3 of your answer folder. You’ll see a section titled NGSSS READING SESSION 1, which starts with number 1. This is where you’ll mark the answers for this session.









Now turn to page 22 in your test book and look at the STOP sign. When you come to this STOP sign on page 22 of your test book, you have finished Session 1. It is very important that you do not work in Session 2. The pages of Session 2 are sealed. Do not break this seal. If you complete Session 1 before time is called, go back and check your work. Now close your book.












Option A



Gra

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1Sess

ion 1

OR



Option B



OR

Option C







STARTING time:







STOPPING time:




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Day 1

Sessio

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




After 20 minutes,









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1Sess

ion 1


















Then,



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 9 Reading test books and Grade 9 Reading answer folders. Each student who participated in Session 1 should receive the test book and the answer folder with his or her name on them.

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

Gra

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Day 2

Sessio

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Say The only things on your desk should be your No. 2 pencil, your Grade 9 Reading test book, and your Grade 9 Reading answer folder. Do not open your test book or answer folder.






Now, turn to Session 2 on page 23. Check each page through the end of the book to see that all page numbers are in order and that there aren’t any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.




On page 23, you’ll see a table of contents to help you locate the reading passages in Session 2.

Read each selection in this session. Then choose the best answer to each question. In your answer folder, fill in the bubble for the answer you choose. If you change your answer, be sure to erase completely.


Look at page 3 of your answer folder. You’ll see a section titled NGSSS READING SESSION 2, which starts with number 24. This is where you’ll mark the answers for this session.








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2Sess

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Say















Option A



OR

Option B



OR

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Day 2

Sessio

n 2



Option C







STARTING time:







STOPPING time:








Gra

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2Sess

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After 20 minutes,













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Day 2

Sessio

n 2

Grade 10 Scripts



rade 1

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eadin

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1Sess

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This script should be used ONLY for Grade 10 students who are participating in the Grade 10 Reading test using the regular print paper-based accommodation. If you are administering the computer-based Grade 10 Reading test, you must use the administration script in the Spring 2012 CBT Manual. If you are administering a regular print paper-based Reading Retake, turn to the appropriate administration script in this manual.










Then,








Then,


OR


Contact your school assessment coordinator if you have preidentified answer folders that do not belong to students testing in your room or if you need extra answer folders.










Say Now the only things on your desk should be your No. 2 pencil, your Grade 10 Reading Next Generation Sunshine State Standards Test Book, and your Grade 10 Reading Next Generation Sunshine State Standards Answer Folder. Do not open your test book or answer folder.



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Say Next, look at the front cover of your answer folder. In the box labeled TEST BOOK FORM NUMBER, grid the form number of your test book, which is printed in the lower left corner on the front of your test book.

Your test book has two seals.






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











Now, close your test book.

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Say


Turn to page 3 in your answer folder. You’ll see a section titled NGSSS READING SESSION 1, which starts with number 1. This is where you’ll mark the answers for this session. If you change any answers, be sure to erase completely.









Turn to page 29 in your test book and look at the STOP sign. When you come to this STOP sign on page 29 of your test book, you have finished Session 1. The pages of Session 2 are sealed. Do not break this seal. Do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Now close your test book.












Option A



Gra

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eadin

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Day 1

Sessio

n 1

OR



Option B



OR

Option C







STARTING time:







STOPPING time:



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1Sess

ion 1




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




After 20 minutes,









Gra

de 1

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eadin

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Day 1

Sessio

n 1




rade 1

0 R

eadin

gD

ay

2Sess

ion 2




This script should be used ONLY for Grade 10 students who are participating in the Grade 10 Reading test using the regular print paper-based accommodation. If you are administering the computer-based Grade 10 Reading test, you must use the administration script in the Spring 2012 CBT Manual. If you are administering a regular print paper-based Reading Retake, turn to the appropriate administration script in this manual.













Then,





If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Grade 10 Reading test books and Grade 10 Reading answer folders. Each student who participated in Session 1 should receive the test book and the answer folder with his or her name on them.

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

Say The only things on your desk should be your No. 2 pencil, your Grade 10 Reading test book, and your Grade 10 Reading answer folder. Make sure you have the test book and answer folder with your name on them. Do not open your test book or answer folder.






Now, turn to Session 2 on page 31. Check each page through the end of the book to see that all pages are in order and there aren’t any missing or upside-down pages. If you see any problems, raise your hand. If not, close your book and sit quietly.




On page 31 of your test book, you’ll see a table of contents to help you locate the reading passages in Session 2. Read each selection in Session 2 of your test book. Then choose the best answer to each question. In your answer folder, fill in the bubble for the answer your choose. If you change your answer, be sure to erase completely. Now close your test book.

Turn to page 3 in your answer folder. You’ll see a section titled NGSSS READING SESSION 2, which starts with number 27. This is where you’ll mark the answers for this session. If you change any answers, be sure to erase completely.







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Say ■ When you have finished, check through your answers in this session only to make sure you

have filled in only one bubble for each question.


You may not have scratch paper, but you may underline or circle words, phrases, and sentences in the reading passages if you find it helpful.













Option A



OR

Option B



Gra

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eadin

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2Sess

ion 2



OR

Option C







STARTING time:







STOPPING time:


During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES. Although it is your responsibility to ensure that students are working independently and in the correct session, you are prohibited from reading the contents of the test books or answer folders before, during, and after the test.







Gra

de 1

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eadin

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Day 2

Sessio

n 2


After 20 minutes,










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Retake Scripts

Script for Administering FCAT Reading Retake



This script should be used only for students taking the paper-based FCAT Reading Retake. Schools administering the computer-based FCAT Reading Retake should use this script to administer the test to students who require a regular print paper-based test as an accommodation. If you are administering the computer-based test, refer to the administration script in the Spring 2012 CBT Manual.






1. Display the district name, school name, and the four-digit test group code assigned by your school assessment coordinator.

2. Ensure that the Electronic Devices sign (perforated sign in Appendix C) is visible to all students.



Then,

Say Now, you’re going to take the FCAT Reading Retake. Remove all materials from your desk except a No. 2 pencil.

You may take the FCAT Reading Retake test only ONCE during this administration.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Spring Reading Sunshine State Standards Retake Test and Answer Books.


FC

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Readin

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Reta

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FC

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Then,


OR




Say The only things on your desk should be your No. 2 pencil and your Spring Reading Sunshine State Standards Retake Test and Answer Book. Do not open your book.




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







Say

Script for Administering FCAT Reading Retake FC

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Readin

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Reta

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



Do not remove the student PreID label from the defective book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner on the front cover of the replacement book and grid his or her grade level in the GRADE LEVEL box. After testing has ended, all other student information must be gridded on the replacement book, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it with all other NOT TO BE SCORED materials.






Say Now look at page 3. You will see a table of contents to help you locate the reading passages.


Read each selection in this Test and Answer Book. Then, choose the best answer to each question. Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely.



■ Mark your answers directly in your book.




■ When you have completed the test, check through your answers to make sure you have filled in only one bubble for each question.

Although the Reading Retake is UNTIMED, you must finish before the end of the school day. Try to answer every question. If you aren’t sure how to answer a question, skip it and keep going. After you have answered all the other questions, go back and answer any questions you skipped.


FC

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Say You may not have scratch paper, but you may underline or circle words, phrases, and sentences in the passages.

If at any time you need to leave the room, raise your hand. Only one student may leave the room at a time. Close your test and answer book before you leave. While outside the testing room, you are NOT permitted to discuss or exchange information about the test with anyone.

Please remember that during the test you MUST NOT






■ have any electronic or recording devices in your possession, even if you don’t use them




Option A

Say When you have finished the test, review your work carefully and make sure you have answered every question. Then, close your book and raise your hand. I’ll come and collect your test materials. Then you may leave quietly.


OR

Option B

Say When you have finished the test, review your work carefully and make sure you have answered every question. Then, close your book and raise your hand. I’ll come and collect your test materials. Once I have collected your test and answer book, I will not be able to return it to you. Then you must sit quietly until everyone is fi nished.


OR



Option C

Say

FC

AT

Readin

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Reta

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When you have finished the test, review your work carefully and make sure you have answered every question. Then, close your book and raise your hand. I’ll come and collect your test materials. Once I have collected your test and answer book, I will not be able to return it to you. Then you must sit quietly until everyone is finished. You may read, but you may not write.



Say Now turn to page 4 and begin working.

During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES. Although it is your responsibility to ensure that students are working independently, you are prohibited from reading the contents of the test and answer books before, during, and after the test.

If an extended break such as lunch occurs, all test materials should be collected and verified. All test materials should be returned to your school assessment coordinator until testing resumes. Make sure that students are not discussing the test or exchanging information about the test in the testing room, hallways, bathrooms, or lunchroom.

If the school day is ending,









Script for Administering FCAT Mathematics Retake

Script for Administering FCAT Mathematics Retake FC

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Math

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Reta

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(Regular Print Paper-based Accommodation Only) This script should be used ONLY for students who are participating in the FCAT Mathematics Retake using the regular print paper-based accommodation. If you are administering the computer-based Mathematics Retake, you must use the administration script in the Spring 2012 CBT Manual.






1. Display the district name, school name, and the four-digit test group code assigned by your school assessment coordinator.

2. Ensure that the Electronic Devices sign (perforated sign in Appendix C) is visible to all students.




Then,

Say Now, you’re going to take the FCAT Mathematics Retake. Remove all materials from your desk except a No. 2 pencil and your calculator.

You may take the FCAT Mathematics Retake only ONCE during this administration.


If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Spring Mathematics Sunshine State Standards Retake Test and Answer Books.





Then,


OR




Say The only things on your desk should be your No. 2 pencil, your Spring Mathematics Sunshine State Standards Retake Test and Answer Book, and an approved four-function calculator. No other calculator may be used. Do not open your book.




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



After reading either or both scripts, OR if school personnel have already gridded or verified the student information,

Say Find the plastic pull tab on the right side of your book. Gently pull the tab OUT and DOWN. Do no try to remove any remaining pieces of the plastic.

FC

AT

Math

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Reta

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Say

FC

AT

Math

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ati

cs

Reta

ke

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



Do not remove the student PreID label from the defective book. Direct the student to write his or her name, school name, and district name in the box in the upper left corner on the front cover of the replacement book and grid his or her grade level in the GRADE LEVEL box. After testing has ended, all other student information must be gridded on the replacement book, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it with all other NOT TO BE SCORED materials.






Say Now look at the symbol of the pencil and grid on page 2. Read silently as I read aloud the directions beside the symbol.

This symbol appears next to questions that require you to fill in your answer on a grid. Answers may be gridded using several correct formats. You MUST fi ll in the bubbles accurately to receive credit for your answer.

Now read silently as I read aloud the Directions for Completing the Response Grids.











Say



You will also be asked to answer multiple-choice questions. For multiple-choice questions, choose the best answer and, in the space provided in your book, fill in the bubble for the answer you choose.

On page 3 of your book, the picture of the four-function calculator indicates the function of each of the keys. Note that some calculators display the negative sign to the right of the numbers rather than to the left. Let’s perform a calculator check. Key in the subtraction problem three minus seven. Your calculator will display the answer as a 4 followed by a negative sign or as a negative sign followed by a 4 (4 – or – 4). Either is correct.



Say Turn to page 4 and read silently as I read aloud the directions at the top of the page.

Use the space in the Test and Answer Book to do your work. Then fill in the bubble or grid completely to show your answer. If you change your answer, be sure to erase completely.


Now I will hand out the FCAT Mathematics Retake Reference Sheets. The reference sheet contains formulas and conversions you may need to answer the mathematics questions. You may refer to this sheet at any time during the Mathematics test.


Say Remember the following:






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

Although the Mathematics Retake is UNTIMED, you must finish before the end of the school day. Try to answer every question. If you aren’t sure how to answer a question, skip it and keep going. After you have answered all the other questions, go back and answer any questions you skipped.



FC

AT

Math

em

atics

Reta

ke



Say

FC

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Math

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ati

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Reta

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Option A

Say When you have finished the test, review your work carefully and make sure you have answered every question. Then, close your book and raise your hand. I’ll come and collect your test materials. Then you may leave quietly.


OR

Option B

Say When you have finished the test, review your work carefully and make sure you have answered every question. Then, close your book and raise your hand. I’ll come and collect your test materials. Once I have collected your test and answer book, I will not be able to return it to you. Then you must sit quietly until everyone is fi nished.


OR

Option C

Say When you have finished the test, review your work carefully and make sure you have answered every question. Then, close your book and raise your hand. I’ll come and collect your test materials. Once I have collected your test and answer book, I will not be able to return it to you. Then you must sit quietly until everyone is finished. You may read, but you may not write.





Say Now turn to page 4 and begin working.

During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES. Although it is your responsibility to ensure that students are working independently, you are prohibited from reading the contents of the test and answer books before, during, and after the test.

If an extended break such as lunch occurs, all test materials should be collected and verified. All test materials should be returned to your school assessment coordinator until testing resumes. Make sure that students are not discussing the test or exchanging information about the test in the testing room, hallways, bathrooms, or lunchroom.

If the school day is ending,



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






FC

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Math

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Script for Administering FCAT 2.0 Reading Retake Session 1

Script for Administering FCAT 2.0 Reading Retake Session 1 FC

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2.0

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Sess

ion 1

Script for Administering FCAT 2.0 Reading Retake


SESSION 1 This script should be used ONLY for students who are participating in the FCAT 2.0 Reading Retake using the regular print paper-based accommodation. If you are administering the computer-based FCAT 2.0 Reading Retake, you must use the administration script in the Spring 2012 CBT Manual.



Provide individual student restroom breaks as needed and maintain the security of the test during breaks. The student should close his or her test and answer book and should not discuss the test or exchange information about the test with anyone during breaks. Only one student may leave the testing room at a time.



1. Display the district name, school name, and four-digit test group code assigned by your school assessment coordinator.

2. Display the stopping time for this session where it is visible to all students. Contact your school assessment coordinator if you have not already received a specific stopping time for Session 1.

3. Ensure that the Session 1 and Electronic Devices (perforated pages in Appendix C) signs are visible to all students.



Then,

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

This is an administration of the FCAT 2.0 Reading Retake. If you are supposed to take the FCAT Reading Retake, please raise your hand.

If any students raise their hands, contact your school assessment coordinator.


Say


You may take the FCAT 2.0 Reading Retake only ONCE during this administration.

You may not have any electronic or recording devices at your desk, in your pockets, or anywhere you can reach them during testing, even if they are turned off or you do not use them. If you are found with any electronic devices during this test, your test will not be scored. If you have any electronic devices with you right now, please turn them off and raise your hand.

If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Spring Reading Next Generation Sunshine State Standards Retake Test and Answer Books.



Then,


OR




Say The only materials on your desk should be your No. 2 pencil and your FCAT 2.0 Spring Reading Next Generation Sunshine State Standards Retake Test and Answer Book. Do not open your book. Look at the FCAT 2.0 logo in the top left corner of your book. If you see the FCAT logo instead of the FCAT 2.0 logo, raise your hand. I will collect the book and provide you with the correct test and answer book.

If a student raises his or her hand, provide the student with the correct book and add the new security number to your record of required administration information.

Do not remove the student PreID label from the unused FCAT Reading Retake test and answer book. Direct the student to write his or her name on the front cover of the replacement book and grid his or her grade level in the STUDENT GRADE LEVEL box. After testing has ended, all other student information must be gridded on the replacement, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Return the unused FCAT Reading Retake test and answer book with your NOT TO BE SCORED materials.

FC

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Sessio

n 1



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




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




Pause to make sure all students pull the tabs correctly. If a student tears his or her book, contact your school assessment coordinator to obtain a replacement, and add the new security number to your record of required administration information.



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

Do not remove the student PreID label from a defective book. Direct the student to write his or her name on the front cover of the replacement book and grid his or her grade level in the STUDENT GRADE LEVEL box. After testing has ended, all other student information must be gridded on the replacement, according to the instructions in the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233. Set the defective book aside and return it with all other NOT TO BE SCORED materials.

Say Now you’re going to take Session 1 of the Reading test. Open your book to page 2 and look at the student pledge at the top of the page.



Signing this pledge means that you will not cheat during the test (by sharing answers with other students or copying another student’s answers). If you cheat, you will not receive a score for your test. You must sign your name on the line next to Signature to indicate that you understand and agree to the student pledge before you can take the test. Now, sign your name.

FC

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Sess

ion 1




Say Now look at Session 1 on page 3. The session number is at the top of each page. You may only work in Session 1. You will see a table of contents to help you locate the reading passages.


Read each selection in this Test and Answer Book. Then, choose the best answer to each question. Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely.






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

■ When you have completed the test, check through your answers to make sure you have filled in only one bubble for each question.



Now turn to page 30 and look at the STOP sign. When you come to the STOP sign on page 30, you have finished Session 1. It is very important that you do not go on to Session 2. If you complete Session 1 before time is called, go back and check your work. Now close your book.












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

FC

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Sessio

n 1



Option A

Say

FC

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Sess

ion 1

When you have finished this session, review your work carefully and make sure you have answered every question. Then, close your test and answer book and raise your hand. I’ll come and collect it. Once I have collected your book, I will not be able to return it to you. Then you may leave quietly.


OR

Option B

Say When you have finished this session, review your work carefully and make sure you have answered every question. Then, close your test and answer book and raise your hand. I’ll come and collect it. Once I have collected your book, I will not be able to return it to you. Then you must sit quietly until everyone is fi nished.


OR

Option C

Say When you have finished this session, review your work carefully and make sure you have answered every question. Then, close your test and answer book and raise your hand. I’ll come and collect it. Once I have collected your book, I will not be able to return it to you. Then you must sit quietly until everyone is finished. You may read, but you may not write.



Say You have until (STOPPING TIME) to complete Session 1. I’ll let you know when you have 10 minutes left. Turn to page 4 and begin working.

During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES as you move around the room. Although it is your responsibility to ensure that students are working independently, you are prohibited from reading the contents of the test and answer books before, during, and after the test.

If an extended break occurs, test and answer books should be collected and verified before students are allowed to leave the room. Test and answer books should be returned to your school assessment coordinator until testing resumes. Make sure that students are not discussing test questions or exchanging information about the test in the testing room, hallways, bathrooms, or lunchroom. Also, remind students that they may not leave the school’s campus.



At 10 minutes prior to the stopping time, if there are students still working,









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Script for Administering the FCAT 2.0 Reading Retake

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SESSION 2 This script should be used ONLY for students who are participating in the FCAT 2.0 Reading Retake using the regular print paper-based accommodation. If you are administering the computer-based FCAT 2.0 Reading Retake, you must use the administration script in the Spring 2012 CBT Manual.



Provide individual student restroom breaks as needed and maintain the security of the test during breaks. The student should close his or her test and answer book and should not discuss the test or exchange information about the test with anyone during breaks. Only one student may leave the testing room at a time.





3. Ensure that the Session 2 and Electronic Devices (perforated pages in Appendix C) signs are visible to all students.

4. Display the four-digit Session 2 test group code and the stopping time for this session where they are visible to all students. Contact your school assessment coordinator if you have not already received a specific stopping time for Session 2.



Then,

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

You may not have any electronic or recording devices at your desk, in your pockets, or anywhere you can reach them during testing, even if they are turned off or you do not use them. If you are found with any electronic devices during this test, your test will not be scored. If you have any electronic devices with you right now, please turn them off and raise your hand.



If a student raises his or her hand, follow your district’s procedures regarding electronic devices. AT THIS TIME, ENSURE THAT YOUR OWN ELECTRONIC DEVICES ARE TURNED OFF. Distribute the Spring Reading Next Generation Sunshine State Standards Retake Test and Answer Books. Each student who participated in Session 1 should receive the test and answer book with his or her name on it.

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

Say The only materials on your desk should be your No. 2 pencil and your FCAT 2.0 Spring Reading Next Generation Sunshine State Standards Retake Test and Answer Book. Make sure you have the book with your name on it. Do not open your book.

Turn your test and answer book over. On the back cover, write the Session 2 test group code ____ in the boxes. Grid the corresponding bubbles. (Pause.) Now turn your book back over.


Now, turn to Session 2 on page 31. The session number is at the top of each page. You may only work in Session 2. On page 31 of your test book, you’ll see a table of contents to help you locate the reading passages. Read each selection in this session. Then choose the best answer to each question that follows. Fill in the bubble completely beside the answer you choose. If you change your answer, be sure to erase completely. Now close your book.






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












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Say Please raise your hand if you have any questions.

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

Option A

Say When you have finished this session, review your work carefully and make sure you have answered every question. You may not review your work from Session 1. Then, close your test and answer book and raise your hand. I’ll come and collect it. Once I have collected your book, I will not be able to return it to you. Then you may leave quietly.


OR

Option B

Say When you have finished this session, review your work carefully and make sure you have answered every question. You may not review your work from Session 1. Then, close your test and answer book and raise your hand. I’ll come and collect it. Once I have collected your book, I will not be able to return it to you. Then you must sit quietly until everyone is fi nished.


OR

Option C

Say When you have finished this session, review your work carefully and make sure you have answered every question. You may not review your work from Session 1. Then, close your test and answer book and raise your hand. I’ll come and collect it. Once I have collected your book, I will not be able to return it to you. Then you must sit quietly until everyone is finished. You may read, but you may not write.



Say You have until (STOPPING TIME) to complete Session 2. I’ll let you know when you have 10 minutes left. Turn to page 32 and begin working.



During testing, do not use cell or classroom phones (except for emergencies), check email, grade papers, etc. Your full attention should be on students AT ALL TIMES as you move around the room. Although it is your responsibility to ensure that students are working independently, you are prohibited from reading the contents of the test and answer books before, during, and after the test.

If an extended break occurs, test and answer books should be collected and verified before students are allowed to leave the room. Test and answer books should be returned to your school assessment coordinator until testing resumes. Make sure that students are not discussing test questions or exchanging information about the test in the testing room, hallways, bathrooms, or lunchroom. Also, remind students that they may not leave the school’s campus.

At 10 minutes prior to the stopping time, if there are students still working,

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









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Script for Gridding a Non-Preidentified Student Grid Sheet

Script for Gridding a Non-Preidentifi ed

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

Display the district and school number as a six-digit number for use later in this script. If students from special programs (e.g., FTC Scholarship, McKay Scholarship, Home Education, virtual school program) are testing at your school, ensure that they use the appropriate district and school numbers for their programs. See the table on page 10 for the correct numbers.

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

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

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

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

Look at the SOCIAL SECURITY NUMBER/FLORIDA STUDENT NUMBER box. If you have a Social Security Number, write the nine-digit number followed by an X in the boxes. If you don’t have a Social Security Number, write your ten-digit Florida Student Number in the boxes. Now grid the corresponding bubble in the column below each box.

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

For Retake students only: Now look at the STUDENT GRADE LEVEL box. Grid the bubble for your current grade level.

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

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

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

■ American Indian or Alaska Native

■ Asian


Script for Gridding a Non-Preidentified Student Grid Sheet

Say ■ Black or African American

■ Native Hawaiian or Other Pacific Islander

■ White

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


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






Say Do not grid any other bubbles on your grid sheet.


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


Script for Verifying a Preidentifi ed Label


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

Display the district and school number as a six-digit number for use later in this script. If students from special programs (e.g., FTC Scholarship, McKay Scholarship, Home Education, virtual school program) are testing at your school, ensure that they verify the district and school numbers appropriate for their programs. See the table on page 10 for the correct numbers.

Because the complete Social Security Number is not printed on student labels, school personnel must use the student PreID Roster to verify the complete number before testing begins.

If the student name, ID number, district number, AND school number are CORRECT on a label, even if other information is incorrect, use the answer document.

If the student name, ID number, district number, OR school number is INCORRECT on a label, a replacement non-preidentified answer document MUST be gridded. Set incorrectly preidentified answer documents aside to be returned to your school assessment coordinator with all other NOT TO BE SCORED documents.

If any information is missing from a student label, the information must be added to the preidentified document by gridding the appropriate bubbles on the student grid sheet. Incorrect information CANNOT be corrected by gridding, except for the Retake grade level.

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

Say Now you’ll be checking the PreID label on the front of your answer document. It is very important that you review the information carefully. Listen as I read the instructions and raise your hand if you have any questions.

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

Your name must be spelled correctly on the label.

Your ID is the last four digits of your nine-digit Social Security Number followed by an X OR your ten-digit Florida Student Number. Your Social Security Number has already been verified by school personnel. If your Florida Student Number is printed on the label, verify this information.

Your district and school (DIST/SCH) numbers must match the information I have displayed for you.

If your name, ID number, district number, or school number is INCORRECT, raise your hand and I’ll give you a new answer document. (Pause.)

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

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

For Retake students only: If the grade level is incorrect, grid the bubble for your current grade level.

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

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


Say


The next information we will check is ETHNICITY. If you are Hispanic or Latino, there is a Y for Yes next to Hisp/Latino on the label. If you are not, there is an N for No.

Now we will check the information printed for RACE. Next to Race on the label, one or more of the following letters are printed to reflect your racial category or categories:

■ I is for American Indian or Alaska Native.

■ A is for Asian.

■ B is for Black or African American.

■ P is for Native Hawaiian or Other Pacific Islander.

■ W is for White.

Verify the information printed next to Hisp/Latino and Race. Raise your hand if you have any questions.

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


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






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


Test Administrator Responsibilities After Testing


Return Materials to the School Assessment Coordinator

Complete the following steps after testing:

1. Verify that you have collected all required administration information (see page 23). Make a copy for your files. Notify your school assessment coordinator immediately if any secure test materials are missing.

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

3. After administering the second session of the Mathematics test (Grades 5–8 and Retake) and the Grade 8 Science test, remove stray Mathematics Reference Sheets or periodic tables from the test books and answer documents. Leaving stray reference sheets or periodic tables in answer documents will interfere with the scanning process.

4. Check for and erase stray marks ONLY on the student grid sheets and the security number area of test books. Any marks outside the information boxes, especially on or near the registration marks and timing tracks, will adversely affect the scanning of the documents. Notify your school assessment coordinator of any concerns.

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

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

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

7. Group your TO BE SCORED materials using the cover sheets in Appendix C. Copy cover sheets as necessary.

8. Organize your materials according to the list below:

■ Absent Students––Hold For Make-Up Administrations Cover Sheet

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

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

• Your school’s TO BE SCORED documents

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

• TO BE SCORED documents

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


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


■ Virtual School Program TO BE SCORED Cover Sheet—circle the program, grade level, and subject tested


■ NOT TO BE SCORED Cover Sheet

• NOT TO BE SCORED documents (includes test books, used Work Folders, unused non-preidentified and preidentified documents, and defective documents with all DNS bubbles gridded)

■ Test Administration Manuals



■ Security Log

■ Seating Chart

■ Required Administration Information

■ FCAT 2.0 Rulers (Grades 3 and 4 Mathematics only)

■ Reference Sheets, if applicable

■ Periodic Tables, if applicable

■ Reading Passage Booklets, if applicable

9. Return all materials to your school assessment coordinator.

Comment Form

Go to www.PearsonAccess.com/fl, click Support, and complete the Test Administrator Comment Form for this administration. If you also administered a computer-based test, complete a separate CBT comment form for this administration. Information from this form will be summarized by the contractor for FDOE use. Please provide feedback that will be meaningful to the FDOE and the test contractor. If you have comments pertaining to school/district procedures, please contact your school or district assessment coordinator.



School Assessment Coordinator Responsibilities Before Testing

School Assessment Coordinator Responsibilities

Before Testing Please remove the School Assessment Coordinator Checklist from Appendix C and use it before, during, and after testing.

Receive Test Materials

The first school box is a white box with a red stripe. PreID labels and rosters are included in your test materials shipment. You may also receive an additional shipment of PreID labels and rosters if your district submitted a second PreID file in February. Communicate with your district assessment coordinator regarding the arrival of PreID labels and rosters.

Inventory the contents of your boxes within 24 hours of receipt and report missing materials immediately. Request additional materials as necessary.

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

SCHOOL BOXES:

■ School Cover Memo

■ Packing List

■ School Assessment Coordinator Kit—clear plastic bag

• Document Count Forms

• Paper Bands

• Blue Labels (Grade 3 TO BE SCORED materials)

• Peach Labels (Grade 9, Grade 10, and Retake TO BE SCORED materials)

• Red Labels (Grades 4–8 TO BE SCORED materials)

• Yellow Labels (NOT TO BE SCORED materials)

• FCAT 2.0 Rulers (Grades 3 and 4 Mathematics only)

■ Reference Sheets (Grades 5–8 and Retake Mathematics)

■ Periodic Tables of the Elements (Grade 8 Science)

■ PreID Rosters

■ PreID Labels

■ Reading Passage Booklets, if applicable (CBT accommodation)

■ Reading, Mathematics, and Science Test Books, Test and Answer Books, Answer Books, and Answer Folders

SPECIAL DOCUMENT BOXES, if applicable:

■ Special Document Kits

• Special Document Cover Memo



• White Labels (SPECIAL DOCUMENTS TO BE SCORED materials)


• Special Document Return Envelope(s)

• Test Materials

Save the original boxes for returning special documents materials. Detailed instructions for the use and return of these materials are provided on pages 265–300.

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

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

Assign Test Group Codes

Test group codes are used as a security measure to identify groups of students tested together. Your district assessment coordinator will provide you with instructions regarding four-digit test group codes that you will give to test administrators to be used for ALL test sessions, including computer-based and make-up sessions. Each group of tested students, initial and make-up, should receive a unique test group code for each test session.

Required Administration Information/ Track Security Numbers

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

■ Students assigned to each testing room—provide Student Name and Student ID Number


■ Test group code

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

■ Grade level



Maintain a record of the security numbers of the secure materials you receive from your district assessment coordinator. The locations of security numbers are shown on page 19. After the returned materials are inventoried, your district assessment coordinator will receive a list of any missing secure test materials and may need to refer to these records.

Seating Charts

Test administrators are required to maintain an accurate seating chart for each group of students in their rooms during testing. Ensure that test administrators record all information indicated on page 24 and that they create a new seating chart if a student changes location during a test session. Seating charts must show the front and back of the testing room and indicate which direction students are facing. After testing, you must make copies of all seating charts, file the copies, and return the original charts in the District Assessment Coordinator ONLY box.



Train Test Administrators and Proctors

ALL test administrators must be certified educators. Non-certified school personnel may serve as proctors, according to the instructions on page 17. Non-certified school personnel must NOT be allowed to serve as test administrators. In addition, while proctors are not required in rooms where fewer than 30 students are being tested, we strongly encourage the use of proctors in all test administrations to help reduce testing irregularities and aid in investigations, if necessary.

You are responsible for training all test administrators and proctors, including non-school-based instructors (e.g., itinerant teachers). You must train several employees to act as possible alternates. In the absence of sufficiently trained administrators, postpone testing until trained administrators are available. Training materials are provided at www.PearsonAccess.com/fl under the Support tab.

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

Ensure that each test administrator and proctor signs an FCAT/FCAT 2.0 Administration and Security Agreement and that each test administrator signs a Test Administrator Prohibited Activities Agreement, located in Appendix C, after training is complete. Collect and file the signed agreements.

Assign Proctors

Review the guidelines for proctors on page 17, make sure that they understand their responsibilities, and explain the Security Log to them.

Make Arrangements to Test Special Program Students

Your district assessment coordinator may contact you to make arrangements for special program students (district virtual instruction programs, Home Education Program, etc.) to test at your school. You will receive information and instructions from your district assessment coordinator, as applicable.

Ensure Implementation of Test Administration Accommodations

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




Student Responses for Special Documents

See the school assessment coordinator responsibilities for each special document type according to the table below.

Special Documents School Assessment Coordinator Responsibilities Page 292

Large Print School Assessment Coordinator Responsibilities Pages 293–294

Braille School Assessment Coordinator Responsibilities Pages 295–296

One-Item-Per-Page School Assessment Coordinator Responsibilities Pages 297–298

Return Special Documents to District Assessment Coordinator Pages 299–300

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

Provide Appropriate Test Settings

Test in classrooms whenever possible. Ensure that students are not facing each other when seated and are not in seating (stadium or staggered) that allows them to easily view other students’ answers. Avoid testing students in areas designed for large groups (e.g., the cafeteria, gymnasium, auditorium, media center). Make sure there are at least three feet between students. Also, make sure that each room is free of distractions and has comfortable seating, good lighting, and adequate ventilation. For room preparation and proctor guidelines for computer-based testing, refer to the Spring 2012 CBT Manual.

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


School Assessment Coordinator Responsibilities During Testing


During Testing

Supervise Test Administration and Maintain Test Security

Provide test administrators with additional materials during testing, as necessary.

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

Supervise Make-up Administrations

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


School Assessment Coordinator Responsibilities After Testing


After Testing

Prepare Materials for Return

In order to ensure that student scores are reported on schedule, package all materials according to the instructions below. Mispackaged materials will delay reporting of student results.

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

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

2. Check for and remove any stray reference sheets or periodic tables from the test documents (Grades 5–8 and Retake Mathematics and Grade 8 Science). Sheets left in test documents interfere with the scanning process.

3. Make copies of the records of required administration information collected by test administrators and file the copies.

4. Make copies of all Security Logs and seating charts and file the copies.

5. If a test has been invalidated for any of the reasons listed on pages 20–21, verify that the DNS bubble has been gridded and the document is placed with TO BE SCORED materials.

Verify that the DNS bubble has been gridded on any defective documents (see pages 21–22) and place the documents with NOT TO BE SCORED materials.

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

6. Use the cover sheets in Appendix C to help separate test materials when preparing for packaging.

Separate test materials into stacks as follows:

■ TO BE SCORED Documents (by grade level and document type)

• Your School’s TO BE SCORED Documents (by grade level and document type)

• Home Education Program TO BE SCORED Documents (by grade level and document type)

• McKay Scholarship Program TO BE SCORED Documents (by grade level and document type)

• FTC Scholarship Program TO BE SCORED Documents (by grade level and document type)

• Virtual School Program TO BE SCORED Documents (by program, grade level, and document type)

■ All NOT TO BE SCORED Materials

• Includes test books, unused non-preidentified and preidentified documents, and defective documents with all DNS bubbles gridded

7. Ensure that the following materials are packaged in your District Assessment Coordinator ONLY box:

■ Test administration manuals (after the Spring 2012 Reading, Mathematics, and Science test administration) and unused non-secure materials (e.g., paper bands, count forms, labels)

■ Original records of required administration information

■ Original Security Logs

■ Original seating charts



Prepare Your School’s TO BE SCORED Documents for Return

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

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

Document Count Forms Complete the Document Count Form by following the instructions on the form. It is important to verify the accuracy of the NUMBER OF TO BE SCORED DOCUMENTS (Box 5) on your Document Count Form. An inaccurate number on the form will delay the scanning process.

1. Verify that you have included all documents from make-up sessions before you complete the forms.

2. For Grades 3–10 TO BE SCORED materials, complete a separate Document Count Form for each grade level and document type. Do not combine documents for more than one grade level and document type under the same count form. Do not copy blank count forms; however, once the count forms are completed, you may copy them for your records. If you need additional count forms, contact your district assessment coordinator.

3. Retake TO BE SCORED materials must be sorted by document type ONLY (you may place materials for more than one grade level under one Document Count Form).

4. Place each completed form on top of the first stack of corresponding TO BE SCORED answer documents.

Note: The information on the Document Count Form will be used for scoring purposes. If information (e.g., school number) on the Document Count Form conflicts with information on a PreID label or a student grid sheet, the information on the Document Count Form will be used. Therefore, it is vital that all information on this form be accurate.



Sample Document Count Form


Paper Band


Paper Bands Documents for each grade level and document type must be banded separately. You may use more than one paper band per grade level and document type, if necessary. Follow these steps for each paper band you use:

1. Write the district/school number and school name on the paper band.

2. Count the number of TO BE SCORED documents that will be banded in each paper band. Write that number under Number of TO BE SCORED Documents Contained in This Paper Band.

3. Under Number of Banded Stacks per Document Count Form, number the paper bands 1 of n, 2 of n, etc., where n is the school’s total number of banded stacks per Document Count Form.

4. Place a paper band around each stack of TO BE SCORED answer documents. The Document Count Form must be under the paper band on top of the stack labeled 1 of n.

5. Seal the paper band and be sure that it securely holds the documents. Do not use staples, paper clips, or tape.

Prepare Home Education Program TO BE SCORED Documents for Return

Process documents for all Home Education Program students separately from your school’s TO BE SCORED documents by using the school number 9998. Scores for these students will be returned to the district office for distribution, but results will NOT be aggregated with district or school data.

Document Count Forms 1. Verify that you have included all Home Education Program documents from make-up sessions before

you complete the forms. It is important to verify the accuracy of the NUMBER OF TO BE SCORED DOCUMENTS (Box 5) on your Document Count Form. An inaccurate number on the form will delay the scanning process.

2. Complete a separate Document Count Form for each Home Education Program grade level and document type. Do not combine documents for more than one grade level/document type under the same Document Count Form. Do not copy blank count forms; however, once the forms are completed, you may copy them for your records. If you need additional count forms, contact your district assessment coordinator.

3. Write Home Education Program in the space labeled School Name instead of your school name.

4. Write your district number in the box labeled District Number. Write the Home Education Program number 9998 in the box labeled School Number. (For example, Alachua would use the district/school number 01/9998 when returning Home Education Program documents.) Grid the corresponding bubbles.

5. Place each completed Document Count Form on top of the appropriate stack of TO BE SCORED Home Education Program documents.




1. In the space labeled District/School Number, write your district number and the Home Education Program number 9998. Write Home Education Program in the space labeled School Name instead of your school name.

2. Count the number of Home Education Program TO BE SCORED answer documents that will be banded in each paper band. Write that number under Number of TO BE SCORED Documents Contained in This Paper Band.

3. Under Number of Banded Stacks per Document Count Form, number the paper bands 1 of n, 2 of n, etc., where n is the total number of banded stacks for Home Education Program documents per Document Count Form.



Prepare McKay Scholarship Program TO BE SCORED Documents for Return (Private School Students Only)

Process documents for participating McKay Scholarship program students ENROLLED IN PRIVATE SCHOOLS separately from your school’s TO BE SCORED documents by using the school number 3518. Scores for these students will be returned to the district office for distribution, but results will NOT be aggregated with district or school data. Follow the steps below for returning these student documents.

Document Count Forms 1. Verify that you have included all McKay Scholarship Program documents from make-up tests before


2. Complete a separate Document Count Form for each McKay Scholarship Program grade level and document type. Do not combine documents for more than one grade level/document type under the same Document Count Form. Do not copy blank count forms; however, once the forms are completed, you may copy them for your records. If you need additional count forms, contact your district assessment coordinator.

3. Write McKay Scholarship Program in the space labeled School Name instead of your school name.

4. Write your district number in the box labeled District Number. Write the McKay Scholarship Program number 3518 in the box labeled School Number. (For example, Alachua would use the district/school number 01/3518 when returning McKay Scholarship Program documents.) Grid the corresponding bubbles.

5. Place each completed Document Count Form on top of the appropriate stack of TO BE SCORED McKay Scholarship Program documents.



Paper Bands Documents for each grade level and document type must be banded separately. You may use more than one paper band per grade level and document type. Follow these steps for each paper band you use:

1. In the space labeled District/School Number, write your district number and the McKay Scholarship Program number 3518. Write McKay Scholarship Program in the space labeled School Name instead of your school name.

2. Count the number of McKay Scholarship Program TO BE SCORED answer documents that will be banded in each paper band. Write that number under Number of TO BE SCORED Documents Contained in This Paper Band.

3. Under Number of Banded Stacks per Document Count Form, number the paper bands 1 of n, 2 of n, etc., where n is the total number of banded stacks for McKay Scholarship Program documents per Document Count Form.



Test materials for McKay Scholarship Program students ENROLLED IN YOUR PUBLIC SCHOOL will be processed by using your school number. TO BE SCORED test materials for McKay Scholarship Program students enrolled in your school should be returned with your school’s TO BE SCORED documents. Scores for these students will be returned to your school.

Prepare Florida Tax Credit (FTC) Scholarship Program TO BE SCORED Documents for Return

FTC Scholarship Program students may only participate in the FCAT/FCAT 2.0 as individual students.

Process documents for all FTC Scholarship Program students separately from your school’s TO BE SCORED documents by using the district number 97 and the school number 9999. Scores for these students will be returned to the FDOE Office of Independent Education and Parental Choice (District 97) for distribution, and results will NOT be aggregated with your district or school data.

Document Count Forms 1. Verify that you have included all FTC Scholarship Program documents from make-up tests before


2. Complete a separate Document Count Form for each FTC Scholarship Program grade level and document type. Do not combine documents for more than one grade level/document type under the same Document Count Form. Do not copy blank count forms; however, once the forms are completed, you may copy them for your records. If you need additional count forms, contact your district assessment coordinator.

3. Write FTC in the space labeled District Name instead of your district name.

4. Write FTC in the space labeled School Name instead of your school name.

5. Write the FTC Scholarship Program district number 97 in the box labeled District Number. Write the FTC Scholarship Program number 9999 in the box labeled School Number. Grid the corresponding bubbles.

6. Place each completed Document Count Form on top of the appropriate stack of FTC Scholarship Program TO BE SCORED documents.




1. In the space labeled District/School Number, write the district number 97 and the FTC Scholarship Program number 9999. Write FTC in the space labeled School Name instead of your school name.

2. Count the number of FTC Scholarship Program TO BE SCORED answer documents that will be banded in each paper band. Write that number under Number of TO BE SCORED Documents Contained in This Paper Band.

3. Under Number of Banded Stacks per Document Count Form, number the paper bands 1 of n, 2 of n, etc., where n is the total number of banded stacks for FTC Scholarship Program documents per Document Count Form.



Prepare Virtual School Program TO BE SCORED Documents for Return

Package materials from virtual school program students who tested at your school separately by program type, subject, and grade level. Virtual school program materials should be packaged using separate Document Count Forms and paper bands for each program type and then placed in the appropriate (blue-, peach-, or red-labeled) box of TO BE SCORED materials. Complete a Document Count Form for each set of materials, using the district and school numbers indicated in the table below. Consult your district assessment coordinator if you have questions about how to package virtual school program materials.

Virtual Program/School District/School Number

State Level

FLVS Full-Time 71/0300 (Middle School) 71/0400 (High School)

Florida Virtual Academy 50/7079

District Level

District Virtual Instruction Program (VIP) District Number/7001 or 7023

District Franchise of FLVS District Number/7004

Virtual Charter Schools District Number/Charter School Number

Package Materials for Return

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

■ Grade 3 TO BE SCORED documents— Blue-labeled boxes

■ Grade 9, Grade 10, and Retake TO BE SCORED documents— Peach-labeled boxes

■ Grades 4–8 TO BE SCORED documents— Red-labeled boxes



■ All NOT TO BE SCORED materials, including NOT TO BE SCORED large print, braille, and one-itemper-page materials—Yellow-labeled boxes

■ District Assessment Coordinator ONLY boxes

■ All TO BE SCORED large print, braille, and one-item-per-page materials, if applicable— White-labeled boxes (See pages 292–300 for instructions on the packaging and return of large print, braille, and one-item-per-page materials.)

It is your responsibility to package all materials correctly. Mispackaged materials will delay reporting of student results.

Grade 3 TO BE SCORED Documents (Blue Labels) If your school tested Grade 3 students, materials must be boxed separately using the blue labels provided in your School Assessment Coordinator Kit. Do not package Grade 3 TO BE SCORED materials using red labels. Grade 3 documents that are NOT packaged as instructed will be reported on a delayed schedule.

1. Place Reading and Mathematics TO BE SCORED answer documents for Grade 3 students (as applicable) in the boxes according to the diagram on page 252.

2. Place a blue label in the square on the top of each box that reads “Apply return shipping label here.” Labels may be placed over any existing shipping labels (e.g., vendor or carrier labels). Do NOT use red labels to return Grade 3 TO BE SCORED materials. Do not copy labels. If you need additional labels, contact your district assessment coordinator.

Blue TO BE SCORED Label

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

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

Grades 4–8 TO BE SCORED Documents (Red Labels) 1. Place your school’s Reading, Mathematics, and Science TO BE SCORED materials for Grades 4–8 students

in the boxes according to the diagram on page 252. You may place materials for more than one grade level in a box. For example, materials for Grades 6, 7, and 8, though banded separately, may be placed in the same box.

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



Red TO BE SCORED Label

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

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

Grade 9, Grade 10, and Retake TO BE SCORED Documents (Peach Labels) 1. Place your school’s Grade 9 Reading, Grade 10 Reading, FCAT Reading Retake, FCAT 2.0 Reading Retake,

and FCAT Mathematics Retake TO BE SCORED materials in the boxes according to the diagram on page 252. You may place materials for more than one grade level in a box. For example, materials for Grade 9, Grade 10, and Retake, though banded separately, may be placed in the same box.

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

Peach TO BE SCORED Label

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

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



Packaging Diagram

Virtual School Program (appropriatenumbers)

F

(9998) (3518) (97/9999)

Package the materials above

by grade level and document

type on top of your school’s

documents

Blue-, Peach-, or Red-labeled boxes

The packaging diagram for large print, braille, and one-item-per-page documents is in the Special Documents Instructions section on page 299.



All NOT TO BE SCORED Materials (Yellow Labels) 1. Place all NOT TO BE SCORED documents in boxes (unused test books, unused non-preidentified and

preidentified documents, used and unused Reading Passage Booklets, and defective documents with all DNS bubbles gridded). Include unused special documents (large print, braille, and one-item-per-page) materials and any special documents with DNS bubbles gridded.

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

Yellow NOT TO BE SCORED Label

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

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

District Assessment Coordinator ONLY Boxes 1. Place the following non-secure materials in the District Assessment Coordinator ONLY boxes:

■ Test administration manuals, unused paper bands, unused count forms, and unused labels

■ Original records of required administration information

■ Original Security Logs

■ Work Folders (used and unused)

■ Original seating charts

2. Seal the boxes.

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

4. If you are asked by your district assessment coordinator to hold these boxes for return at a later date, store them in a secure location. Your district assessment coordinator may ask you to recycle or destroy these materials, except for the records of required administration information and Security Logs, after scores for this administration have been reported.

Other Materials

Store calculators as instructed by the district assessment coordinator.

Reference sheets and FCAT 2.0 Rulers must be recycled, destroyed, or returned as directed by the district assessment coordinator.

Reference sheets must not be reused.



Comment Form

Go to www.PearsonAccess.com/fl, click Support, and complete the School Assessment Coordinator Comment Form. If you also coordinated a computer-based test, complete a separate CBT comment form for this administration. Information from this form will be summarized by the contractor for FDOE use. Please provide feedback that will be meaningful to the FDOE and the test contractor. If you have comments pertaining to district procedures, please contact your district assessment coordinator.



District Assessment Coordinator Responsibilities Before Testing

District Assessment Coordinator Responsibilities

Before Testing

Please remove the District Assessment Coordinator Checklist from Appendix C and use it before, during, and after testing.

Receive Test Materials

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

You can access copies of your packing lists in PearsonAccess. Review the packing lists to ensure that the correct grade-level materials are being sent for each participating school. After your shipment arrives, make sure that each school receives the range of boxes assigned. If any boxes are missing, either fax notification to Pearson at 319-358-4270 or email it to [email protected]. Instruct school assessment coordinators to inventory the contents of their boxes within 24 hours of receipt and report missing materials immediately.

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

SCHOOL BOXES:

■ School Cover Memo

■ Packing List

■ School Assessment Coordinator Kit—clear plastic bag


• Paper Bands






■ Reference Sheets (Grades 5–8 and Retake Mathematics)

■ Periodic Tables of the Elements (Grade 8 Science)

■ PreID Rosters

■ PreID Labels

■ Reading Passage Booklets, if applicable (CBT accommodation)

■ Reading, Mathematics, and Science Test Books, Test and Answer Books, Answer Books, and Answer Folders




SPECIAL DOCUMENT SCHOOL BOXES, if applicable:

■ Special Document Kits

• Special Document Cover Memo

• White Labels (SPECIAL DOCUMENTS TO BE SCORED materials)


• Special Document Return Envelope(s)

• Test Materials

DISTRICT BOXES:

■ District Cover Memo

■ Shipment Detail

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

■ District Assessment Coordinator Kit—clear plastic bag


• Paper Bands

• District Pickup Dates

• Materials Return List

• Special Document Materials Return List





• White Labels (SPECIAL DOCUMENTS TO BE SCORED Materials)

• Special Document Return Envelopes


■ Reference Sheets (district overage)

■ Periodic Tables of the Elements (district overage)

■ Reading, Mathematics, and Science Test Books, Test and Answer Books, Answer Books, and Answer Folders (district overage)

SPECIAL DOCUMENT DISTRICT BOXES, if applicable:

■ Special Document Cover Memo

■ Shipment Detail

■ Packing Lists (copies of all school packing lists)

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

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

Special document materials will be delivered during the same window as other secure test materials, but they will be delivered as a separate shipment. Directions for handling, packaging, and returning special document materials can be found on pages 292–300. Instruct school assessment coordinators to save the original boxes for returning TO BE SCORED special document materials.



Required Administration Information/ Track Security Numbers

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

■ Students assigned to each test administrator’s room—provide Student Name and Student ID Number


■ Test group code

■ Unique security numbers of secure documents assigned to each student

■ Grade level



You may use the pre-populated Administration Record/Security Checklist, available at www.PearsonAccess.com/fl, and manipulate it to meet your district’s needs (e.g., some districts collect birth date information), or you may create your own form, as long as the required administration information is collected.

Advise school assessment coordinators that they are responsible for tracking the security numbers of documents as they are distributed and returned. Security number locations are shown on page 19.

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

■ Instruct school assessment coordinators to use the pre-populated Administration/Security Checklist available at www.PearsonAccess.com/fl

■ Instruct school assessment coordinators to copy and use the blank Administration Record/Security Checklist located in Appendix C and at www.PearsonAccess.com/fl

■ Allow school assessment coordinators to determine their own methods

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

Distribute Test Group Codes

A test group code is a unique four-digit number used to identify groups of students tested together. You may either create and distribute test group codes to all your school assessment coordinators or instruct them to create their own unique four-digit codes for each testing room and test session.

Seating Charts

Test administrators are required to maintain an accurate seating chart for each group of students in their rooms during testing. Ensure that school assessment coordinators communicate to test administrators the information they are required to collect, as shown on page 24, and that test administrators understand that they must create a new seating chart if a student changes location in a testing room during a test session. After testing, school assessment coordinators must make copies of all seating charts, file the copies, and return the original charts in your District Assessment Coordinator ONLY box.






Training

You are responsible for training school assessment coordinators, and school assessment coordinators are responsible for training test administrators and proctors. Ensure that school assessment coordinators are aware of the policy that ALL test administrators must be certified educators. Non-certified school personnel may serve as proctors, according to the instructions on page 17. Non-certified school personnel must NOT be allowed to serve as test administrators. Stress the importance of training both non-school-based instructors (e.g., itinerant teachers) and personnel who may possibly serve as alternate administrators in the event of test-day emergencies. Test security requires the use of trained administrators to minimize test irregularities and possible test invalidations. Training materials are available at www.PearsonAccess.com/fl under the Support tab.

EMPHASIZE RETURN INSTRUCTIONS. Make it clear that it is the responsibility of the school assessment coordinator to package materials correctly. Remind school assessment coordinators that it is imperative that Document Count Forms include accurate counts as well as accurate school and district numbers. Mispackaged materials or inaccurate information on a Document Count Form will delay reporting of student results. Communicate to school assessment coordinators how you want boxes returned to you (sealed or unsealed).

Review the following when training school assessment coordinators:

■ Security Log

■ Required administration information

■ Seating charts

■ Test group codes

■ Document Count Forms

■ Paper bands

■ Packaging and returning materials

Ensure that all test administration and test security policies and procedures are followed. Require that all school administrators, school assessment coordinators, technology coordinators, test administrators, and proctors complete and return an FCAT/FCAT 2.0 Administration and Security Agreement, provided in Appendix C. Also ensure that test administrators sign a Test Administrator Prohibited Activities Agreement, provided in Appendix C. Since these agreements are for internal records only, do not return them to Pearson or FDOE.

Home Education Program Students

A Home Education Program student may participate in the statewide assessment for his or her grade level only, if he or she has registered appropriately with the district office and the assessment is requested by the parent/ guardian as the selected measure of the child’s annual progress. Make arrangements for these students to be tested.

McKay Scholarship Program Students

Students enrolled in PUBLIC schools through the McKay Scholarship Program are required to participate in statewide assessments as outlined in their IEPs.

McKay Scholarship Program students in PRIVATE schools are NOT REQUIRED to participate in statewide assessments, but the assessments must be made available to them. In order to meet the educational needs of these students, private school staff, in consultation with parents, should determine whether or not each child will participate in the assessments and then notify your office. Contact participating private schools with information about the district’s deadlines, schedules, and locations for testing.




FTC Scholarship Program Students

FTC Scholarship Program students in PRIVATE schools are NOT REQUIRED to participate in the statewide assessments, but the assessments must be made available to them. In order to meet the educational needs of these students, private school staff, in consultation with parents, should determine whether or not each child will participate in statewide assessments. If a decision is made for an FTC Scholarship Program student to take a statewide assessment, the parents of that student should notify your office.

Virtual School Program Students

Familiarize yourself with participation requirements for each type of virtual school program in your district. In general, all full-time virtual school students enrolled in a public school must participate in statewide assessments. It is your responsibility to make arrangements to test these students.

Ensure Implementation of Test Administration Accommodations

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

Student Responses for Special Documents

Test administrator and school assessment coordinator responsibilities for each special document type are outlined in the Special Documents Instructions section of this manual. Ensure that school assessment coordinators train test administrators to follow the correct procedures for administering tests to students using special documents. Student responses must be recorded properly in all special documents before they are submitted for scoring. If special document materials are not returned as instructed, student tests may be invalidated or responses may not be scored.


District Assessment Coordinator Responsibilities During Testing


During Testing

Monitor Test Administration and Maintain Test Security

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


District Assessment Coordinator Responsibilities After Testing


After Testing

You will receive up to six types of boxes from school assessment coordinators:

■ Blue-labeled boxes (Grade 3 TO BE SCORED materials)

■ Peach-labeled boxes (Grade 9, Grade 10, and Retake TO BE SCORED materials)

■ Red-labeled boxes (Grades 4–8 TO BE SCORED materials)

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

■ White-labeled boxes (All SPECIAL DOCUMENTS TO BE SCORED materials), if applicable

■ District Assessment Coordinator ONLY boxes (non-secure materials)

See School Assessment Coordinator Responsibilities After Testing for the contents of each box. Samples of the return labels are shown below.

Prepare Boxes for Return

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

1. Verify that school assessment coordinators have numbered the blue-labeled boxes, peach-labeled boxes, red-labeled boxes, yellow-labeled boxes, and white-labeled boxes correctly. If any errors are found, you may use additional labels from your overage materials. Do not copy labels.

Blue, Peach, Red, Yellow, and White Labels

Peach Grade 9, Grade 10, Blue Grade 3 Red Grades 4–8and RETAKES

TO BE SCORED Label TO BE SCORED LabelTO BE SCORED Label

Yellow White SPECIAL DOCUMENTS NOT TO BE SCORED Label TO BE SCORED Label



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

3. Make sufficient copies of the Materials Return List(s) to record information for all schools in your district. Each form will accommodate multiple schools. Complete the Materials Return List according to the directions on the form. There is a separate Special Documents Materials Return List for large print, braille, and one-item-per-page materials to be completed, as applicable.

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

Samples of Materials Return Lists

District Number/Name: Page of District Number/Name: Page of

MATERIALS RETURN LIST SPECIAL DOCUMENTS SPRING 2012 READING, MATHEMATICS, AND SCIENCE MATERIALS RETURN LIST

Instructions: Complete this form when preparing boxes for return to Pearson. Enter the school number, SPRING 2012 READING, MATHEMATICS, AND SCIENCE school name, the number of boxes per label color for each school, and, if applicable, the number of the pallet on which these boxes are placed. You may copy this form to enter information for additional schools.

Instructions: Complete this form when preparing boxes for return to Pearson. Enter the school number, Fax Materials Return Lists to Pearson at 319-358-4270 or email them to [email protected] school name, the number of white-labeled boxes for each school, and, if applicable, the number of the pallet on the day of pick up. File the originals for your records. If you have questions or concerns, please call on which these boxes are placed. You may copy this form to enter additional schools. Pearson Customer Service at 877-847-3043.

SCHOOL NUMBER

SCHOOL NAME

# of PEACH-Labeled Boxes

# of BLUE-

Labeled Boxes

# of RED-

Labeled Boxes

# of YELLOW- Labeled Boxes

PALLET NUMBER COMMENTS

Fax Materials Return Lists to Pearson at 319-358-4270 or email them to [email protected] the day of pick up. File the original for your records. If you have questions or concerns, please call Pearson Customer Service at 877-847-3043.

SCHOOL NUMBER SCHOOL NAME

# of WHITE-Labeled Boxes

PALLET NUMBER COMMENTS

Return Materials to Contractor

All TO BE SCORED and NOT TO BE SCORED materials for your district MUST be picked up by the specified dates. See the District Pickup Dates document in the District Assessment Coordinator Kit for your district’s pickup dates.

Return special documents TO BE SCORED materials (white-labeled boxes) on the same date as all other TO BE SCORED materials. However, special documents materials must not be boxed or palletized with other TO BE SCORED materials.

K2 Logistics, the shipping company, will contact you prior to your scheduled pickup dates to confirm the pickup location and approximate box count. If you have not been contacted at least one week prior to your scheduled pickup dates, please notify Pearson at 877-847-3043.

A bill of lading will be presented to the district assessment coordinator by delivery drivers upon arrival for pickup of test materials.

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

As soon as each shipment is picked up, fax the completed Materials Return Lists to Pearson at 319-358-4270 or email them to [email protected] and then file the forms.




District Assessment Coordinator ONLY Boxes

1. Open the boxes, review the records of required administration information, and make sure that you have notified the FDOE if any secure Reading, Mathematics, or Science materials are missing by using the Missing Materials form found at www.PearsonAccess.com/fl under the Support tab. Complete the necessary investigation and file the records.

2. Verify that the Security Logs and seating charts were completed and file them.

3. Do not recycle or destroy any ancillary materials, such as manuals and Mathematics Reference Sheets, until scores for this administration have been reported.

Other Materials

Discuss with school assessment coordinators your procedures for storing calculators. Used reference sheets and periodic tables of the elements must be packaged in the District Assessment Coordinator ONLY box until scores for this administration have been reported, and unused reference sheets and periodic tables must be disposed of according to your instructions. They may NOT be used for future FCAT/FCAT 2.0 test administrations.

Comment Form

Go to www.PearsonAccess.com/fl, click Support, and complete the District Assessment Coordinator Comment Form for this administration. Please complete a separate CBT comment form for this administration. Information from this form will be summarized by the contractor for FDOE use. Please provide feedback that will be meaningful to the FDOE and the test contractor.





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

Special Documents (Large Print, Braille, and

One-Item-Per-Page) Instructions



Special Documents Test Administration

These instructions serve as a guideline for administering the 2012 FCAT/FCAT 2.0 Reading, Mathematics, and Science tests to students who use large print, braille, or one-item-per-page materials. These instructions should be used with the General Information sections; the Test Administrator, School Assessment Coordinator, and District Assessment Coordinator Responsibilities sections; and the appendices of this manual, which provide additional information on general FCAT/FCAT 2.0 procedures and test administration accommodations.

The test administrator responsibilities described in these Special Documents Instructions have been organized into sections that are specific to each special document type (see table below). Test administrators must carefully follow the instructions outlined for administration of each special document type to ensure that student responses are recorded correctly. If special document materials are not returned as instructed in these sections, student tests may be invalidated or responses may not be scored.

Large Print Test Administrator Responsibilities Before and During Testing Pages 267–274

Large Print Test Administrator Responsibilities After Testing Page 275

Braille Test Administrator Responsibilities Before and During Testing Pages 276–281

Braille Test Administrator Responsibilities After Testing Page 282

One-Item-Per-Page Test Administrator Responsibilities Before and During Testing Pages 283–290

One-Item-Per-Page Test Administrator Responsibilities After Testing Page 291

School assessment coordinator responsibilities include general responsibilities and return instructions for all special documents, as well as specific responsibilities organized by special document type (see table below).

Special Documents School Assessment Coordinator Responsibilities Page 292

Large Print School Assessment Coordinator Responsibilities Pages 293–294

Braille School Assessment Coordinator Responsibilities Pages 295–296

One-Item-Per-Page School Assessment Coordinator Responsibilities Pages 297–298

Return Special Documents to District Assessment Coordinator Pages 299–300

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



Large Print Test Administrator

Responsibilities Before and During Testing

Assemble Large Print Materials

Your school assessment coordinator will provide the materials needed to administer the 2012 FCAT/FCAT 2.0 Reading, Mathematics, and Science tests to students using paper-based large print materials. Large print test documents are not available for computer-based Grades 6 and 10 Reading, FCAT Mathematics Retake, or FCAT 2.0 Reading Retake. Read the following charts to ensure that you have all appropriate materials. If you are missing any materials or have questions about their use, contact your school assessment coordinator. See Test Administrator Responsibilities Before Testing on pages 23–29 for additional information.

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



Large Print Materials

Grade 3 Grade 4 Grade 5 Test Administrator


■

Regular Print Grade 3 ReadingTest and Answer Book

■

Regular Print Grade 3Mathematics Test and Answer Book

■

Special Document ReturnEnvelope

■

Test Administrator


■


■


■


■

Test Administrator


■

Regular Print Grade 5 ReadingTest Book and Answer Folder

■


■

Regular Print Grade 5 ScienceTest Book and Answer Book

■


■

Student Reading Test Materials

Large Print Grade 3 Reading Test and Answer Book

■



■



■

Student Mathematics Test Materials

Large Print Grade 3 Mathematics Test and Answer Book

■

FCAT 2.0 Ruler (for Session 2 Mathematics only)

■



■

Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents

■


■



■

Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents

■

Large Print Grade 5 FCAT 2.0 Mathematics Reference Sheet

■

Student Science Test Materials

Large Print Grade 5 Science Test and Answer Book

■






■

Regular Print Grade 6Mathematics Test Book and Answer Book

■


■

Test Administrator


■

■ Regular Print Grade 7 Reading& Mathematics Test Book and Answer Book Special Document ReturnEnvelope

■

Approved Regular FourFunction Calculator

■

Test Administrator


■

Regular Print Grade 8 Reading& Mathematics Test Book and Answer Book

■


■


■


■


Large Print Grade 7 Reading & Mathematics Test and Answer Book

■



■



■

Grades 6–8 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents

■

Large Print Grades 6–8 FCAT 2.0 Mathematics Reference Sheet

■



■


■


■

Approved Large Key/Large Display or Talking Four-Function Calculator

■



■


■


■


■


Large Print Grade 8 Science Test and Answer Book

■

Large Print Periodic Table of the Elements

■


■




Grade 9 Retake Test Administrator


■


■


■



■

Test Administrator


■

Regular Print FCAT Reading Retake Test and Answer Book

■


■


Large Print FCAT Reading Retake Test and Answer Book

■

Test Administration Manual You are also responsible for reading the following sections of this manual prior to testing: General Information, Test Administrator Responsibilities, the appropriate appendices, and the appropriate scripts.

Large Print Scripts You will use the test administration scripts provided in this manual to administer tests to students using large print materials. Modifications to the regular test administration scripts should be made as specified below. It is important that you review the scripts and modifications BEFORE testing begins.

For ALL Grade Levels

■ Omit instructions to grid the test book form number. The box labeled TEST BOOK FORM NUMBER has been removed from the grid sheet of applicable large print test documents.

■ Remove all references to students breaking seals on their test materials. NONE of the large print test documents contain seals.

Grade 3 FCAT 2.0 Reading and Mathematics

■ No other modifications are necessary.

Grade 4 FCAT 2.0 Reading


Grade 4 FCAT 2.0 Mathematics

■ Instruct students to ignore the Directions for Completing the Response Grids printed in the large print test and answer book. Distribute the gridding instructions, Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents, as a replacement and read aloud in the script (Sessions 1 and 2). Instruct students to refer to these gridding instructions to make sure they have completed the grids correctly.




■ Replace all references to the “test book” or the “answer folder” with the “test and answer book.”

■ Omit instructions to mark answers in the answer folder. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the large print test and answer book and to circle answers instead of filling in bubbles for the answers they choose.


■ Instruct students to ignore the Directions for Completing the Response Grids printed in the large print test and answer book. Distribute the gridding instructions, Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents, as a replacement and read aloud in the script. Instruct students to refer to these gridding instructions to make sure they have completed the grids correctly.

■ Distribute the separate large print Grade 5 FCAT 2.0 Mathematics Reference Sheet and instruct students to refer to it at any time during the Mathematics test.

Grade 5 FCAT 2.0 Science

■ Replace all references to the “test book” or the “answer book” with the “test and answer book.”

■ Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the large print test and answer book and to circle answers instead of filling in bubbles for the answers they choose.



■ Instruct students to ignore the Directions for Completing the Response Grids printed in the large print test and answer book. Distribute the gridding instructions, Grades 6–8 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents, as a replacement and read aloud in the script. Instruct students to refer to these gridding instructions to make sure they have completed the grids correctly.

■ Distribute the separate large print Grades 6–8 FCAT 2.0 Mathematics Reference Sheet and instruct students to refer to it at any time during the Mathematics test.




■ When students are instructed to check through the pages of their test books, instruct students to check each page through the end of the test and answer book, not to the listed page number.




■ Omit instructions to check pages in the test and answer book (if all pages of the large print test and answer book were checked during administration of Grade 7 FCAT 2.0 Reading).








■ When students are instructed to check through the pages of their test books, instruct students to check each page through the end of the test and answer book, not to the listed page number.




■ Omit instructions to check pages in the test book (if all pages of the large print test book were checked during administration of Grade 8 FCAT 2.0 Reading).






■ Distribute the separate large print Periodic Table of Elements and instruct students to refer to it at any time during the Science test.



■ Replace all references to the “test book” or the “answer folder” with the “test and answer book.”

■ Omit instructions to mark answers in the answer folder. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the large print test and answer book and to circle answers instead of filling in bubbles for the answers they choose.

FCAT Reading Retake


As you read the scripts, ensure that students understand how to properly indicate answers for multiple-choice and gridded-response items. Students are required to grid bubbles for multiple-choice answers in large print test documents that contain answer choice bubbles. In large print documents that do not contain answer choice bubbles, students are required to circle answers for multiple-choice items. For gridded-response items, responses must be written legibly in the answer boxes and the decimal point, fraction bar, or negative sign gridded if it is part of the answer.



Prepare Student Large Print Documents

To ensure that each student’s test documents are processed correctly, verify that the student name and the district/school name are written on the front cover in the box in the upper left corner of the large print test and answer book.

The student grid sheet on the front cover of the student’s regular print answer document must also be completed in one of the following ways:

■ If the student has a preidentified label, verify the accuracy of the information on the label and carefully place it in the lower left corner of the grid sheet in the box that reads PLACE STUDENT LABEL HERE.

■ If the student does not have a label, grid the student information with a No. 2 pencil.

Examine each student’s large print test and answer book and each student’s regular print answer document to ensure that they have been completed correctly. For information about this process, see pages 9–15. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233 or the Script for Verifying a Preidentified Label on pages 234–235.

Distribute Large Print Materials

Refer to the charts on pages 268–270 and to the Test Administrator Responsibilities Before Testing section on pages 23–29 to ensure that you have all necessary materials.

Rulers Rulers should be used for Session 2 of the Grades 3 and 4 Mathematics tests only. Unauthorized use of rulers during any other Mathematics session will be cause for invalidation.

Students using large print test materials will use regular FCAT 2.0 Rulers. FCAT 2.0 Rulers are provided on perforated sheets with regular test materials and are also included in the large print test materials kits.

Calculators Provide each student using large print materials the appropriate calculator for use on the Mathematics test (Grades 7–AD) and on the Science test (Grade 8). Calculators may not be used by students in Grades 3–6. Ensure that a supply of approved regular, large key/large display, and talking four-function calculators is available prior to the administration date and that each student has sufficient time to practice using the calculator(s).

Some talking calculators provided by the FDOE do not have a key for finding the square root of a number. Prior to testing, inform each student using a talking calculator that he or she may request the use of an approved regular four-function calculator to find the square root of a number if his or her talking calculator does not have a square root key. In this case, the student must tell you what keys to press to find the square root of a number, and then you may read the display to the student.

Similarly, some talking calculators may not have a change sign key (+/–), which is used to perform operations involving negative numbers. Before testing begins, notify each student using a talking calculator that he or she may request the use of an approved regular four-function calculator to perform operations involving negative numbers if his or her talking calculator does not have a change sign key. Keep in mind that you may only perform actions involving negative numbers and then read the display to the student.

In both instances, you may only perform actions requested by the student.



Reference Sheets/Periodic Tables of the Elements Make sure that you provide students at appropriate grade levels with the correct reference sheets. Each student in Grades 5–8 should receive a large print FCAT 2.0 Mathematics Reference Sheet for use on the Mathematics test. Each student in Grade 8 should receive a large print Periodic Table of the Elements for use on the Science test. Use of the incorrect reference sheet may be cause for invalidation.

Response Grid Instructions Students using large print materials are required to complete grids on the Mathematics tests that differ from grids on regular print materials. Separate gridding instructions are provided to ensure that large print grids are completed correctly. Each student in Grades 4 and 5 should receive the Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents for use on the Mathematics test. Each student in Grades 6–8 should receive the Grades 6–8 FCAT 2.0 Mathematics Response Grid Instructions for Large Print Documents for use on the Mathematics test.

Student Responses

Students using large print materials will record their responses directly in the large print test and answer book. Students are required to grid bubbles for multiple-choice answers in large print test documents that contain answer choice bubbles. In large print documents that do not contain answer choice bubbles, students are required to circle answers for multiple-choice items. For gridded-response items, responses must be written legibly in the answer boxes and the decimal point, fraction bar, or negative sign gridded if it is part of the answer. The contractor will transcribe the student’s responses from the large print test and answer book into the regular print answer document included in the student’s return envelope. School/district personnel are responsible for preparing the grid sheet of the student’s regular print answer document before placing it in the student’s Special Document Return Envelope.

Flexible responding accommodations should be provided as necessary to eligible students using large print materials to ensure that student responses are indicated correctly. For students who cannot grid bubbles or write clearly in gridded-response answer boxes, you should record or transcribe the student’s responses into the regular print answer document provided for the student. If a student using large print materials provides verbal or signed responses, you will record the student’s responses in the student’s regular print answer document. Student responses are recorded or transcribed into regular print answer documents for provision of these accommodations only. In these cases, include the student’s large print test materials and the regular print answer document containing his or her responses in the student’s Special Document Return Envelope(s).

If a student is using multiple learning media (e.g., a student uses braille materials and records his or her responses in a large print test and answer book), make sure that ALL of the student’s responses are in ONE answer document type. Place TO BE SCORED test materials containing the student’s responses in the student’s Special Document Return Envelope(s) according to the return instructions for that document type. See pages 304–305 in Appendix A for additional information on flexible responding accommodations.



Large Print Test Administrator

Responsibilities After Testing

Return Large Print Materials

Complete the following steps as soon as testing has been completed:

1. Verify that you have collected all required administration information (see page 23). Copy and file this information. Notify your school assessment coordinator immediately if any secure test materials are missing.

2. Verify that your Security Log has been completed correctly. Copy and file this log.

3. Remove stray large print reference sheets and gridded response instructions from the test materials.

4. Ensure that the student’s first and last names, school name, and district name are written in the box in the upper left corner of the student’s large print test and answer book.

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

6. Ensure that student responses are indicated clearly (i.e., bubbles are gridded for multiple-choice items, responses in gridded-response answer boxes are legible and completed according to the large print response grid instructions). If student responses are not recorded properly, they will not be scored.

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

8. Place each student’s large print materials in the Special Document Return Envelope according to the chart below. Do not place materials for more than one student in the same envelope. Do NOT seal the envelope(s).

Return Large Print Test Materials ■

■

Large Print Test and Answer Book

AND

Regular Print Answer Book/Answer Folder or Regular Print Test and Answer Book

9. Complete the Special Document Return Envelope for each student according to the instructions on the envelope. Use the space on the envelope marked STUDENT ENVELOPE ____ OF ____ to number each student’s envelope 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.

10. Return the completed Special Document Return Envelopes and all other materials (e.g., reference sheets, response grid instructions, calculators) to your school assessment coordinator.

11. Complete the online Test Administrator Comment Form at www.PearsonAccess.com/fl under Support. Information from this form will be summarized by the contractor for FDOE use. Please provide feedback that will be meaningful to the FDOE and the test contractor. If you have comments pertaining to school/district procedures, please contact your school or district assessment coordinator.




Braille Test Administrator


Assemble Braille Materials

Your school assessment coordinator will provide the materials needed to administer the 2012 FCAT/FCAT 2.0 Reading, Mathematics, and Science tests to students using braille materials. The braille tests for Grades 3–10 FCAT 2.0 Reading, Grades 3–8 FCAT 2.0 Mathematics, Grades 5 and 8 FCAT 2.0 Science, and FCAT 2.0 Reading Retake include separate volumes for Session 1 and Session 2. The braille tests for FCAT Reading Retake and FCAT Mathematics Retake are divided into Volume 1 and Volume 2. Read the following charts to ensure that you have all appropriate materials. If you are missing any materials or have questions about their use, contact your school assessment coordinator. See Test Administrator Responsibilities Before Testing on pages 23–29 for additional information.

Students using braille materials record their responses on braille paper. Regular print versions of the test materials are also included in the braille test materials kits. Braille notes provide a detailed list of the differences between the braille version and the regular print version of the test documents. School/district personnel are responsible for preparing the grid sheet of the student’s regular print answer document so that the student’s responses can be transcribed into the regular print document by the contractor.



Braille Test Materials



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Braille Script■

Braille Notes (inside the front cover of the braille test book)

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Test Administrator


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Braille Script■


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Test Administrator


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Braille Script■


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Braille Grade 3 Reading Test Book – Session 1

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Braille Student Pledge Sheet■

Braille Paper (for studentresponses)

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Braille Grade 3 MathematicsTest Book – Session 1

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Braille Ruler (for Session 2Mathematics only)

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Braille Ruler (for Session 2Mathematics only)

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Braille Grade 5 FCAT 2.0 Mathematics Reference Sheet

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Braille Grade 5 Science Test Book – Session 1

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Grade 6 Grade 7 Grade 8

Test Administrator


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Braille Script■


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Braille Grades 6–8Mathematics Reference Sheet

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Test Administrator


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Braille Script■


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Approved Talking FourFunction Calculator

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Test Administrator


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Braille Script■


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Braille Periodic Table of the Elements

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Grade 9 Grade 10 Retake Test Administrator


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Braille Script■


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Test Administrator


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Braille Script■


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Regular Print Grade 10Reading Test Book and Answer Folder

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Braille Grade 10 Reading Test ■ Book – Session 1 Braille Grade 10 Reading Test Book – Session 2

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Test Administrator


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Braille Script■


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Regular Print FCAT Mathematics Retake Test and Answer Book

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Regular Print FCAT 2.0 Reading Retake Test and Answer Book

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Student FCAT Reading Retake Test Materials

Braille FCAT Reading Retake Test Book – Volume 1

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Braille FCAT Reading Retake Test Book – Volume 2

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Student Mathematics Retake Test Materials

Braille FCAT Mathematics Retake Test Book – Volume 1

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Braille FCAT Mathematics Retake Test Book – Volume 2

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Braille Mathematics RetakeReference Sheet

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Student FCAT 2.0 Reading Retake Test Materials

Braille FCAT 2.0 Reading Retake Test Book – Session 1

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Braille FCAT 2.0 Reading Retake Test Book – Session 2

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Braille Scripts You will use the braille scripts provided with the braille test materials to administer tests to students using braille materials. Braille scripts are also available in PearsonAccess. It is important that you review the braille scripts BEFORE testing begins.

Braille Notes Braille notes provide a page-by-page detailed list of the differences between the braille version and the regular print version of the test books. It is very important that you read the braille notes carefully before administering the test and that you use them, as appropriate, during the test administration.

Prepare Student Braille Documents

To ensure that each student’s test documents are processed correctly, ensure the student’s first and last names, district name, school name, and grade level are included on the front cover of his or her braille test books (Session/Volume 1 and Session/Volume 2). Make sure the student’s first and last names, district name, school name, grade level, and the tested subject are included on each braille answer sheet and on the Student Pledge Sheet.

The grid sheet on the front cover of the student’s regular print answer document must also be completed in one of the following ways:



Examine each student’s braille test materials and each student’s regular print test and answer book to ensure that they have been completed correctly. For information about completing the student grid sheet, see pages 9–15. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233 or the Script for Verifying a Preidentified Label on pages 234–235.

Distribute Braille Materials

Refer to the charts on pages 277–279 and to Test Administrator Responsibilities Before Testing on pages 23–29 to ensure that you have all necessary materials.





Calculators Provide each student using braille materials the appropriate calculator for use on the Mathematics test (Grades 7–AD) and on the Science test (Grade 8). Calculators may not be used by students in Grades 3–6. Ensure that a supply of approved regular, large key/large display, and talking four-function calculators is available prior to the administration date and that each student has sufficient time to practice using the calculator(s).




Reference Sheets/Periodic Tables of the Elements Make sure that you provide students at appropriate grade levels with the correct reference sheets. Each student in Grades 5–8 should receive a braille FCAT 2.0 Mathematics Reference Sheet for use on the Mathematics test. Each student in Grade 8 should receive a braille Periodic Table of the Elements for use on the Science test. Use of the incorrect reference sheet may be cause for invalidation.

Student Pledge Sheets A separate braille Student Pledge Sheet is clipped to the inside front cover of the braille test books. Students must read and agree to the student pledge by brailling their initials or signing their names on the braille Student Pledge Sheets before participating in each test administration.

Student Responses

Students who use braille materials will record their responses on braille paper. The contractor will transcribe the student’s responses from the braille paper into the regular print answer document included in the student’s return envelope. School/district personnel are responsible for preparing the grid sheet of the student’s regular print answer document before placing it in the student’s Special Document Return Envelope.

If a student using braille materials provides verbal or signed responses, you will record the student’s responses in the regular print answer document provided for the student. Include the student’s braille test materials and the regular print answer document containing his or her responses in the student’s Special Document Return Envelope(s).

If a student is using multiple learning media (e.g., a student uses braille materials and records his or her responses in a large print answer document), make sure that ALL of the student’s responses are in ONE answer document type. Place TO BE SCORED test materials containing the student’s responses in the student’s Special Document Return Envelope(s) according to the return instructions for that document type.

See pages 304–305 in Appendix A for additional information on flexible responding accommodations.



Braille Test Administrator


Return Braille Materials




3. Ensure the student’s first and last names, district name, school name, and grade level are included on the front cover of his or her braille test book. Make sure the student’s first and last names, district name, school name, grade level, and the tested subject are included on each braille answer sheet and on the Student Pledge Sheet.


5. If a test is TO BE SCORED, verify that the DNS bubble on the grid sheet of the regular print answer document has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If a test is NOT TO BE SCORED, verify that the DNS bubble has been gridded.

6. Place each student’s braille materials in the Special Document Return Envelope according to the chart below. Do not place materials for more than one student in the same envelope. Do NOT seal the envelope(s).

Return Braille Test Materials ■

■

■

■

Braille Answer Sheets containing student responses (separated by subject) Braille Test Books (Session/Volume 1 and Session/Volume 2) Braille Student Pledge Sheet

AND


7. Complete a Special Document Return Envelope for each student according to the instructions on the envelope. Use the space on the envelope marked STUDENT ENVELOPE OF to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.

8. Return the completed Special Document Return Envelopes and all other materials (e.g., unused braille paper, calculators) to your school assessment coordinator.





One-Item-Per-Page Test Administrator


Assemble One-Item-Per-Page Materials

Your school assessment coordinator will provide the materials needed to administer the 2012 FCAT/FCAT 2.0 Reading, Mathematics, and Science tests to students using paper-based one-item-per-page materials. One-itemper-page test documents are not available for computer-based Grades 6 and 10 Reading, FCAT Mathematics Retake, or FCAT 2.0 Reading Retake. Read the following charts to ensure that you have all appropriate materials. If you are missing any materials or have questions about their use, contact your school assessment coordinator. See Test Administrator Responsibilities Before Testing on pages 23–29 for additional information.

Students using one-item-per-page materials record their responses directly in the one-item-per-page test and answer book. Regular print versions of the test materials are also included in the one-item-per-page test materials kits. School/district personnel must prepare the student grid sheet of the regular print answer document and transcribe the student’s responses into the regular print document. Student responses from one-item-per-page documents must be transcribed into a regular print answer document in order to be scored.



One-Item-Per-Page Test Materials



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One-Item-Per-Page Grade 3 Reading Test and Answer Book

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One-Item-Per-Page Grade 3 Mathematics Test and Answer Book

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Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents (inside the one-item-per-page test book)

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Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents (inside the one-item-per-page test book)

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Grade 5 FCAT 2.0 Mathematics Reference Sheet (inside the one-item-per-page test book)

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One-Item-Per-Page Grade 5 Science Test and Answer Book

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Test Administrator


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Test Administrator


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One-Item-Per-Page Grade 7 Reading & Mathematics Test and Answer Book

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Grades 6–8 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents (inside the one-item-per-page test book)

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Grades 6–8 FCAT 2.0 Mathematics Reference Sheet (inside the one-item-per-page test book)

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Approved Regular, Large Key/Large Display, or Talking Four-Function Calculator

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One-Item-Per-Page Grade 8 Science Test and Answer Book

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Periodic Table of the Elements (inside the one-item-per-page test book)

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Grade 9 Retake Test Administrator


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Test Administrator


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Student FCAT Reading Retake Test Materials

One-Item-Per-Page FCAT Reading Retake Test and Answer Book

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One-Item-Per-Page Scripts You will use the test administration scripts provided in this manual to administer tests to students using one-item-per-page materials. Modifications to the regular test administration scripts should be made as specified below. It is important that you review the scripts and modifications BEFORE testing begins.

For ALL Grade Levels

■ Instruct students to print their Name, School Name, and District Name in the box in the upper right corner of the title page for all one-item-per-page test documents. The box in the upper right corner of the title page must be completed by each student, and school/district staff will be responsible for affixing a student PreID label or gridding student information on the regular print answer document included in the student’s test materials kit. It is not necessary to read the Script for Gridding a Non-Preidentified Student Grid Sheet or the Script for Verifying a Preidentified Label when administering the test.

■ Omit instructions to grid the test group code. School staff should grid the appropriate test group code on the back of the regular print answer document included in the student’s test materials kit.

■ Omit instructions to grid the test book form number. When applicable, school staff should grid the test book form number on the student grid sheet of the regular print answer document included in the student’s test materials kit.

■ Remove all references to students breaking seals on their test documents. NONE of the one-item-perpage test documents contain seals.

■ Omit instructions to check pages in the test and answer book (if all pages of the test and answer book were checked prior to the test administration).

■ Refer to or distribute the appropriate individual test book page(s) to students as the remaining directions in the scripts are read aloud. Make adjustments to the listed page numbers.



Grade 3 FCAT 2.0 Reading and Mathematics





■ Instruct students to refer to the Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents in the one-item-per-page test and answer book. Read these gridding instructions to replace the Directions for Completing the Response Grids in the script. Instruct students to refer to these gridding instructions to make sure they have completed the grids correctly.


■ Replace references to the “test book” or the “answer folder” with the “test and answer book.”

■ Omit instructions to mark answers in the answer folder. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the one-item-per-page test and answer book and to circle answers instead of filling in bubbles for the answers they choose.


■ Instruct students to refer to the Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents in the one-item-per-page test and answer book. Read these gridding instructions to replace the Directions for Completing the Response Grids in the script. Instruct students to refer to these gridding instructions to make sure they have completed the grids correctly.

■ Remove the Grade 5 FCAT 2.0 Mathematics Reference Sheet from the one-item-per-page test and answer book by opening the binder rings and instruct students to refer to this reference sheet at any time during the Mathematics test.

Grade 5 FCAT Science

■ Replace references to the “test book” or the “answer book” with the “test and answer book.”

■ Omit instructions to mark answers in the answer book. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the one-item-per-page test and answer book and to circle answers instead of filling in bubbles for the answers they choose.



■ Instruct students to refer to the Grades 6–8 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents in the one-item-per-page test and answer book. Read these gridding instructions to replace the Directions for Completing the Response Grids in the script. Instruct students to refer to these gridding instructions to make sure they have completed the grids correctly.

■ Remove the pages of the Grades 6–8 FCAT 2.0 Mathematics Reference Sheet from the one-item-perpage test and answer book by opening the binder rings and instruct students to refer to this reference sheet at any time during the Mathematics test.






















■ Remove the Periodic Table of Elements from the one-item-per-page test and answer book by opening the binder rings and instruct students to refer to this periodic table at any time during the Science test.



■ Replace references to the “test book” or the “answer folder” with the “test and answer book.”

■ Omit instructions to mark answers in the answer folder. Omit instructions to mark bubbles. Instruct students to mark their answers directly in the one-item-per-page test and answer book and to circle answers instead of filling in bubbles for the answers they choose.

FCAT Reading Retake




Prepare Student One-Item-Per-Page Documents

To ensure that each student’s test documents are processed correctly, verify that the student name and the student district/school number are written the box in the upper right corner of the title page.

The student grid sheet on the front cover of the student’s regular print answer document must also be completed in one of the following ways:



Examine each student’s one-item-per-page test and answer book and each student’s regular print answer document to ensure that they have been completed correctly. For information about completing the student grid sheet, see pages 9–15. You may also refer to the Script for Gridding a Non-Preidentified Student Grid Sheet on pages 232–233 or the Script for Verifying a Preidentified Label on pages 234–235.

School/district staff must transcribe student responses from the one-item-per-page test and answer book into the regular print answer document in order for the responses to be scored. Both documents must be included in the student’s return envelope.

Distribute One-Item-Per-Page Materials

Refer to the charts on pages 284–286 and to Test Administrator Responsibilities Before Testing on pages 23–29 to ensure that you have all necessary materials.


Students using one-item-per-page test materials will use regular FCAT 2.0 Rulers. FCAT 2.0 Rulers are provided on perforated sheets with regular test materials and are also included in the one-item-per-page test materials kits.

Calculators Provide each student using one-item-per-page materials the appropriate calculator for use on the Mathematics test (Grades 7–AD) and on the Science test (Grade 8). Calculators may not be used by students in Grades 3–6. Ensure that a supply of approved regular, large key/large display, and talking four-function calculators is available prior to the administration date and that each student has sufficient time to practice using the calculator(s).






Reference Sheets/Periodic Tables of the Elements Make sure that you provide students at appropriate grade levels with the correct reference sheets. Each student in Grades 5–8 should receive an FCAT 2.0 Mathematics Reference Sheet for use on the Mathematics test. Each student in Grade 8 should receive a Periodic Table of the Elements for use on the Science test. Use of the incorrect reference sheet may be cause for invalidation.

Response Grid Instructions Students using one-item-per-page materials are required to complete grids on the Mathematics tests that differ from grids on regular print materials. Separate gridding instructions are provided to ensure that one-item-perpage grids are completed correctly. Each student in Grades 4 and 5 should receive the Grades 4 and 5 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents for use on the Mathematics test. Each student in Grades 6–8 should receive the Grades 6–8 FCAT 2.0 Mathematics Response Grid Instructions for One-Item-Per-Page Documents for use on the Mathematics test.

Student Responses

Students using one-item-per-page materials will record their responses directly in the one-item-per-page test and answer book. School/district personnel MUST transcribe the student’s responses from the one-item-per-page test and answer book into the regular print answer document provided for that student.

Flexible responding accommodations should be provided as necessary to eligible students using one-item-perpage to ensure that student responses can be clearly interpreted and transcribed into the regular print answer document. If a student using one-item-per-page materials provides verbal or signed responses, you MUST record the student’s responses in the regular print answer document. Include the student’s one-item-per-page test materials and regular print test materials in the student’s Special Document Return Envelope(s). See pages 304– 305 in Appendix A for additional information on flexible responding accommodations.



One-Item-Per-Page Test Administrator


Return One-Item-Per-Page Materials




3. Ensure that the student’s name, school name, and district name are written in the box in the upper right corner on the title page of the one-item-per-page test and answer book. Verify that the student grid sheet on the front of the student’s regular print answer document has been completed correctly or has a student label affixed.

4. Ensure that student responses have been transcribed from the one-item-per-page test and answer book into the regular print answer document.

5. If a test is TO BE SCORED, verify that the DNS bubble on the grid sheet of the regular print answer document has not been gridded. If a DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If a test is NOT TO BE SCORED, verify that the DNS bubble has been gridded.

6. Place each student’s test materials in the Special Document Return Envelope according to the chart below. Do not place materials for more than one student in the same envelope. Do NOT seal the envelope(s).

Return One-Item-Per-Page Test Materials ■

■

One-Item-Per-Page Test and Answer Book

AND


7. Complete a Special Document Return Envelope for each student according to the instructions on the envelope. Use the space on the envelope marked STUDENT ENVELOPE OF to number each student’s envelopes 1 of n, 2 of n, etc., where n is the total number of envelopes for that student.

8. Return the completed Special Document Return Envelopes and all other materials (e.g., unused braille paper, calculators) to your school assessment coordinator.





Special Documents School Assessment

Coordinator Responsibilities Please refer to pages 238–254 for school assessment coordinator responsibilities.

Large print, braille, and one-item-per-page materials are packaged separately from regular test materials. The boxes (kits) will contain large print, braille, and one-item-per-page test materials, Document Count Forms, Special Document Return Envelopes, and white labels. No test administration manuals will be included; therefore, make sure that you provide manuals from your regular shipment to the personnel responsible for administering the FCAT/FCAT 2.0 to students using large print, braille, or one-item-per-page materials. Save the original boxes for returning these materials.

Because calculators are NOT included in the large print, braille, and one-item-per-page shipment, ensure that an adequate supply of approved large key/large display and talking four-function calculators is available prior to the administration date. Also make sure that test administrators have the appropriate calculators for the students they will be testing. If necessary, request additional calculators from your district assessment coordinator. Schools that have not yet accumulated an adequate supply of approved large key/large display calculators or talking calculators to accommodate all students with visual impairments testing in this administration may use comparable calculators that are regularly used in their classrooms. Such calculators must be basic, four-function models and must not have functions that are unavailable on the approved calculators provided by FDOE. No other calculators may be used.

To ensure that you provide test administrators with all necessary materials, refer to the charts on pages 268– 270, pages 277–279, and pages 284–286.



Large Print School Assessment

Coordinator Responsibilities

Large Print Student Responses

Ensure that responses for students using large print materials are recorded properly in the large print test and answer books. Students are required to grid bubbles for multiple-choice answers in large print test documents that contain answer choice bubbles. In large print documents that do not contain answer choice bubbles, students are required to circle answers for multiple-choice items. For gridded-response items, responses must be written legibly in the answer boxes and the decimal point, fraction bar, or negative sign gridded if it is part of the answer.

School/district personnel are not required to transcribe student responses from the large print test and answer books, except for defective/soiled documents or when indicated for an accommodation. Contractor staff will transcribe responses for students using large print materials into the regular print answer document included in the student’s return envelope. If the test administrator recorded responses for a student using large print materials, the student’s responses must be recorded properly in the regular print answer document. Test administrators must carefully follow the instructions outlined for administration of large print documents to ensure that student responses are indicated properly. If large print materials are not returned as instructed, student tests may be invalidated or responses may not be scored.

Inform test administrators that transcription of student responses from large print test documents by school/ district personnel is indicated in the following cases ONLY:

■ A defective or soiled large print test and answer book may require transcription of student responses into the regular print answer document included in the student’s large print test materials kit. Refer to the Security Numbers section on page 18 for instructions regarding soiled documents. Refer to the Defective Materials section on pages 21–22 for instructions regarding invalidation of defective documents.

■ Student responses may be transcribed into a regular print answer document if indicated for an accommodation in Appendix A.

Prepare Large Print Materials

Complete the following steps to prepare large print materials for return to your district assessment coordinator:

1. Verify that all distributed secure materials have been returned. If any secure materials are missing, notify your district assessment coordinator immediately and complete the necessary investigation.

2. Make copies of and file the records of required administration information collected by test administrators.

3. Make copies of and file all Security Logs.

4. Open each Special Document Return Envelope and verify that each envelope contains documents for one student only. Materials for one student may be placed in more than one envelope. Make sure that each student envelope contains the following materials for each subject tested:



Return Large Print Test Materials ■

■

Large Print Test and Answer Book

AND


5. Ensure that the student’s first and last names, school name, and district name are written in the box in the upper left corner of the student’s large print test and answer book.


7. Ensure that student responses are indicated clearly (i.e., bubbles are gridded for multiple-choice items, responses in gridded-response answer boxes are legible and completed according to the large print response grid instructions). If student responses are not recorded properly, they will not be scored.

8. If the test is TO BE SCORED, verify that the DNS bubble has not been gridded. If the DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If the test is NOT TO BE SCORED, verify that the DNS bubble has been gridded. See Test Invalidation/Defective Document Policies and Procedures on pages 20–22 for information on test invalidation.

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

10. Complete one Document Count Form for each student and place it with the large print test materials inside the student’s first Special Document Return Envelope (1 of n). See the sample Document Count Form on page 245.

11. Place the large print test materials into the boxes in which they arrived, according to the diagram and instructions on pages 299–300. Use white labels for return of TO BE SCORED large print materials only. Return NOT TO BE SCORED large print materials with all other NOT TO BE SCORED materials in yellow-labeled boxes.



Braille School Assessment

Coordinator Responsibilities Ensure that responses for students using braille materials are indicated on braille paper. School/district personnel are not required to transcribe student responses from the braille documents. Contractor staff will transcribe responses for students using braille materials into the regular print answer document included in the student’s return envelope. If the test administrator recorded responses for a student using braille materials, the student’s responses must be recorded properly in the regular print answer document. Test administrators must carefully follow the instructions outlined for administration to students using braille documents to ensure that student responses are indicated properly. If braille materials are not returned as instructed, student tests may be invalidated or responses may not be scored.

Braille documents containing original student responses must be returned in the Special Document Return Envelopes, along with the student’s regular print answer document.

Prepare Braille Materials

Complete the following steps to prepare braille materials for return to your district assessment coordinator:





Return Braille Test Materials ■

■

■

■

Braille Answer Sheets containing student responses (separated by subject) Braille Test Books (Session/Volume 1 and Session/Volume 2) Braille Student Pledge Sheet

AND


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

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

7. If the test is TO BE SCORED, verify that the DNS bubble has not been gridded on the regular print answer document. If the DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If the test is NOT TO BE SCORED, verify that the DNS bubble has been gridded. See Test Invalidation/ Defective Document Policies and Procedures on pages 20–22 for information on test invalidation.




9. Complete one Document Count Form for each student and place it with the braille test materials inside the student’s first Special Document Return Envelope (1 of n). See the sample Document Count Form on page 245.

10. Place the braille test materials into the boxes in which they arrived, according to the diagram and instructions on pages 299–300. Use white labels for return of TO BE SCORED braille materials only. Return NOT TO BE SCORED braille materials with all other NOT TO BE SCORED materials in yellow-labeled boxes.



One-Item-Per-Page School Assessment

Coordinator Responsibilities

One-Item-Per-Page Student Responses

Ensure that responses for students using one-item-per-page materials are recorded properly in the student’s regular print answer document. School/district personnel MUST transcribe the student’s responses from the one-item-per-page test and answer book into the regular print answer document provided for that student. Test administrators must carefully follow the instructions outlined for administration of one-item-per-page documents to ensure that student responses are indicated properly. If one-item-per-page materials are not returned as instructed, student tests may be invalidated or responses may not be scored.

One-item-per-page documents containing original student responses must be returned in the Special Document Return Envelopes, along with the student’s regular print answer document.

Prepare One-Item-Per-Page Materials

Complete the following steps to prepare one-item-per-page materials for return to your district assessment coordinator:





Return One-Item-Per-Page Test Materials ■

■

One-Item-Per-Page Test and Answer Book

AND


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

6. Ensure that student responses are entered properly (i.e., in a regular print answer document). If student responses are not recorded properly, they will not be scored.

7. If the test is TO BE SCORED, verify that the DNS bubble has not been gridded on the regular print answer document. If the DNS bubble has been gridded by mistake, erase the DNS bubble and grid the UNDO bubble. If the test is NOT TO BE SCORED, verify that the DNS bubble has been gridded. See Test Invalidation/ Defective Document Policies and Procedures on pages 20–22 for information on test invalidation.




9. Complete one Document Count Form for each student and place it with the one-item-per-page test materials inside the student’s first Special Document Return Envelope (1 of n). See the sample Document Count Form on page 245.

10. Place the one-item-per-page test materials into the boxes in which they arrived, according to the diagram and instructions on pages 299–300. Use white labels for return of TO BE SCORED one-item-per-page only. Return NOT TO BE SCORED one-item-per-page materials with all other NOT TO BE SCORED materials in yellow-labeled boxes.



Return Special Documents to District Assessment Coordinator Packaging Diagram for Special Documents Fill out a separate Document Count Form for each student and place it inside the student’s first Special Document Return Envelope.

TOP TOP

Large Print Braille One-Item-Per-Page

Documents Documents Documents

Document Document Count Count

Form Form Document Document Document Document

Count Count Count Count Form Form Regular Regular Form Form

Print Print Answer Answer

Regular Regular Document Document Regular Regular Print Print Print Print Answer Answer Answer Answer

Braille Braille Document Document Document Document

Sheets Sheets Containing Containing

Student Student One-Item- One-Item-Large Print Large Print Responses Responses Per-Page Per-Page

Test and Test and Test and Test and

Answer Answer Answer Answer

Book Book Braille Braille Book Book

Test Test Book Book

Braille Braille Student Student Pledge Pledge

Sheet Sheet

Return Envelopes

(TO BE SCORED

documents)

White-labeled box



White SPECIAL DOCUMENTS Label (TO BE SCORED only)

1. Place a white label on the top of each special document box, according to the diagram. Do not copy labels. If you need additional labels, contact your district assessment coordinator.

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

3. Return the white-labeled boxes containing TO BE SCORED special documents as directed by your district assessment coordinator.

4. Place NOT TO BE SCORED special documents materials (unused documents or documents with DNS bubble gridded) with all other NOT TO BE SCORED materials in yellow-labeled boxes.

5. Place materials such as test administration manuals, used and unused reference sheets, directions for completing the response grids, braille paper that does not contain student responses, etc., into the District Assessment Coordinator ONLY boxes, or handle as directed by your district assessment coordinator. See page 253.


Appendix A: Test Accommodations




Test Accommodations

This appendix lists accommodations to the testing procedures that are permissible for administering the 2012 FCAT/FCAT 2.0 Reading, Mathematics, and Science tests. The accommodations are divided into three sections: accommodations for students with disabilities enrolled in public schools with current IEPs, accommodations for students with current Section 504 plans, and accommodations for students with ELL plans. Provide a student with only the accommodations permitted for that student. In addition, students with disabilities must be provided the opportunity to participate in practice activities for the FCAT/FCAT 2.0 with appropriate allowable accommodations.

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

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

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

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

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

Students with disabilities who are not currently enrolled in public schools or receiving services through public school programs and require accommodations in order to participate in an FCAT/FCAT 2.0 administration may have access to accommodations if the following information is provided:

■ Evidence that the student has been found eligible as a student with a disability under IDEA or Section 504 of the Rehabilitation Act, and

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

For further information, contact the Bureau of Exceptional Education and Student Services Clearinghouse Information Center at 850-245-0475 or visit the following Web site: www.fldoe.org/ese/fcatasd.asp.

Districts may want to organize an FCAT/FCAT 2.0 Accommodations Tool Kit that could include, but is not limited to, the following approved items:

color transparencies or overlays raised line, shaded line, and color-coded paper reading stand talking calculator reading guide math grids page tabs adapted grip ruler highlighter tape writing guides or templates alternative keyboard visual magnifier digital voice or tape recorder

Materials for tool kits may be ordered from:

Onion Mountain Technology, Inc. 74 Sextons Hollow Road Canton, CT 06019-2102 Phone 860-693-2683 Fax 860-693-9433 www.onionmountaintech.com


http://www.fldoe.org/ese/fcatasd.asp

http://www.onionmountaintech.com


FCAT/FCAT 2.0 Accommodations for Students With Disabilities

Rule 6A-1.0943. FAC, Statewide Assessment for Students with Disabilities, was amended effective July 1, 2010. The rule may be found at http://www.flrules.org/gateway/ruleNo.asp?ID=6A-1.0943.

The rule states that “each school board shall utilize appropriate and allowable accommodations for statewide assessments within the limits prescribed herein and current statewide assessment test administration manuals published by the Florida Department of Education Bureau of Assessment and School Performance...”

Allowable Accommodations on the FCAT/FCAT 2.0 for Students With Disabilities

Listed below are allowable accommodations on the FCAT/FCAT 2.0 for students with disabilities. Examples of unique accommodations are identified by an asterisk (*). Not all allowable accommodations are listed.

A. Flexible Presentation ■ Students may use magnification devices (e.g., CCTV/video magnifier, reading loupes, hand-held

magnifiers).

■ A large print version of the test may be requested for a student who requires it.

■ A braille version may be requested for a student who uses braille materials. Some test items may be altered in format for braille versions of the test as authorized by the Department. Test items that have no application for the braille reader will be deleted as authorized by the Department. Student performance standards that cannot be assessed in the braille format will be deleted according to the requirements of s. 1008.22, F.S.

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

■ A student may be provided with a copy of directions from the FCAT/FCAT 2.0 administration script that is read by the teacher.

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

■ Colored transparencies/overlays may be used.

■ Test books may be secured to a work area if no adhesives are used on scannable documents. If necessary, scannable documents may also be secured with adhesives if responses are transcribed into replacement documents.

■ Spacing may be increased between test items.*

■ Fewer items may be placed on each page.*

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

■ A student may highlight key words or phrases in directions, items, and passages.

If a student uses a highlighter regularly in classroom instruction and it is noted on the IEP or Section 504 plan, a student may highlight key words and phrases in the directions, items, and passages. The use of a highlighter must be closely monitored. The use of a highlighter on a TO BE SCORED document can negatively impact the processing of the document. If a highlighter is used at grade levels at which the test items and answers are in the same book, the answers must be transcribed into a separate book. At all other grade levels, the answer documents must be carefully monitored for stray marks. If any highlighting marks are found on an answer document, answers must be transcribed into a new document.


http://www.flrules.org/gateway/ruleNo.asp?ID=6A-1.0943


■ Oral presentation may be provided for all directions and items other than reading passages and items.

• Reading passages and items: The test administrator may read test directions but may not read aloud reading passages, items, or answer choices. Reading passages, items, and answer choices must be read by the student through visual or tactile means.

• Mathematics and Science items: The test administrator may read aloud all mathematics and science items and answer choices. These test items may not be reworded, summarized, or simplified. When reading answer choices, the test administrator must be very careful not to use inflection that might lead a student to the correct/incorrect responses.

■ Signed presentation may be provided for all directions and items other than reading passages and items. Reading passages, items, and answer choices may not be signed but must be read by the student through visual or tactile means. The test administrator may translate using the same method of sign language that the student regularly uses in the classroom but must be careful not to use signs that might lead the student to the correct response. In such cases, fingerspelling may be used as an alternative.

■ For oral or signed presentation, the test administrator may sign or read aloud items, other than reading passages and items, to the student in the manner that is regularly used in the classroom (e.g., read or sign items to the student individually, read or sign items to a group of students, read or sign items only when the student requests). Oral or signed presentation may be provided as many times as a student requests.

■ Test directions may be repeated, clarified, or summarized.

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

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

■ Verbal encouragement (e.g., “keep working,” “make sure to answer every question”) may be used; however, it may not be used to cue a student regarding correct/incorrect responses.

■ For computer-based tests, paper-based test materials (i.e., regular print, braille) and computer-based accommodated forms (i.e., large print font, color contrast, zoom, screen reader) may be requested for students who require them.

B. Flexible Responding ■ The student may use varied methods to respond to the test, including written, signed, and verbal

responses. (Written responses may include the use of devices such as the Graphic Aid for Mathematics or the geoboard for students using braille.) A test administrator or proctor may transcribe student responses to the format required by the test, except where noted in the large print, braille, and one-item-per-page instructions. Recorded responses must accurately reflect the response of the student, without addition or edification by the test administrator or proctor.

■ A student may dictate responses to a proctor.

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

■ A student may use a computer switch to indicate answers.

■ A student may use a computer/alternative keyboard to indicate answers.

■ A student may use a pointing device to indicate answers.

■ A student may use other communication devices to indicate answers.

■ A student may enter answers directly in a test book (would require that responses are then transcribed by school/district personnel).

■ A student may sign responses to an interpreter.

■ A student may dictate responses into a tape recorder (would require that responses are then transcribed by school/district personnel and original tape destroyed after testing is completed). Students may listen to their taped responses to review their work.

■ A student may use special paper such as raised line, shaded line, or color-coded for short- or extended-response items (would require that responses are then transcribed by school/district personnel).



■ A student may use mathematics grids/guides to organize mathematical computation.

■ A student may use writing guides to produce legible answers.

■ Test administrators may check periodically to be sure that students are marking in the correct spaces.

Other considerations for Responding accommodations when administering the FCAT/FCAT 2.0 to students with disabilities include:

■ If the student is providing typed responses, the responses must be transcribed by appropriate school personnel into a regular print answer document. Students must be told the amount of space into which the response will be transcribed. Student responses must not be edited or changed in any way when transcribed. In the event that a student provides a typed response in a native language, the response must be transcribed exactly as written by the student. The transcriber must not translate the response. A transcribed response must fit in the answer space provided in a regular print answer document and may not continue on to additional pages.

■ If the student is providing a response in a large print or one-item-per-page document or on braille paper, the large print, braille, or one-item-per-page documents containing the original student work must be returned, according to the Special Documents return instructions (see pages 265–300).

■ If a student is providing oral responses or signed responses, the student must be told the amount of space in which the response must be written. All responses must be recorded by the appropriate school personnel in the space provided on the student’s answer document. These responses must be made without any edits, changes, or corrections to the student’s responses. If a student gives an oral response, the proctor must ask the student to indicate punctuation and the spelling of words that the proctor is not completely certain that the child can spell (i.e., words not on the Dolch word list for the grade level tested). The student may review the written material and direct the test administrator on editing.

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

■ If the student types responses on a computer or records responses in some other manner at the school, all copies must be erased or destroyed after the responses have been transcribed into the student’s answer document by school/district personnel.

■ If a student’s disability prevents him or her from writing small enough to respond in the answer document, the student may respond on paper that is regularly used in the classroom setting. The written response must be transcribed into the student’s answer document by the appropriate personnel.

C. Flexible Scheduling ■ A student may be administered a test during several brief sessions, allowing frequent breaks during the

testing sessions. Between sessions and during breaks (e.g., restroom breaks, lunch breaks), students must be closely monitored to ensure that they do not share responses or change responses to items that were already completed.

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

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

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

Other considerations for Scheduling accommodations when administering the FCAT/FCAT 2.0 to students with disabilities include:

■ In very limited cases, a student with a disability(s) may not be able to complete a reading, mathematics, or science session in one day. In these cases, the student may be tested over more than one day in a session, as long as the following conditions are maintained to ensure the validity of the test administration across days:

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



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

• The test administrator must use a paper clip or binder clip to secure the answer documents and prevent the student from reviewing his or her answers from the previous day. ALL CLIPS MUST BE REMOVED AFTER TESTING. Staples or tape should NOT be used on books containing student answers.

D. Flexible Setting ■ Administer the test in a familiar place with a test proctor present and/or by a familiar person who has

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

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

■ If a student requires use of an accommodation that may disturb other students, the student should be tested in a separate setting.

■ A student may use special lighting.

■ A student may use adaptive or special furniture.

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

■ Increase or decrease the opportunity for movement.

■ Reduce stimuli (e.g., limit the number of items on student’s desk).

■ Other specialized settings.*

■ White noise/sound machines or approved music may be used to reduce auditory distractions.

E. Assistive Devices and Tools ■ For mathematics tests, calculators are allowed for all students in Grades 7 through AD. For Grades 3

through 6, a calculator may NOT be used, even as an accommodation for students with disabilities. For the science test, approved four-function calculators are allowed for students in Grade 8 only.

■ Visual magnification and auditory amplification devices may be used.

■ Real coins may be used to represent coins depicted in test items. Coins may not be used as counting devices.

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

■ Technology may be used without accessing spelling- or grammar-checking applications for any assessment involving the writing process and without using speech output programs for reading items assessed. Other assistive technology typically used by the student in classroom instruction may be used provided the purpose of the testing is not violated. Implementation of assistive devices must ensure that test responses are the independent work of the student.

■ Students who use sign language as their primary means of communication may use an English/sign or sign/English translation dictionary. The dictionary must be similar to one used in instructional setting and may not contain definitions of words. The dictionary may contain the sign picture, the word, synonyms, and an index. Use of electronic dictionaries is strictly prohibited and may be cause for invalidation.

■ Manipulative materials, including, but not limited to, counters, base-10 blocks, clock faces, or geometric shapes are not allowed to be used by any student during the administration of the FCAT/FCAT 2.0.

• FOR BRAILLE MATERIALS ONLY: While the use of manipulatives is not an allowable accommodation, occasionally an item in a braille test will require the use of manipulatives to give the student a tactile reference. If/when such items occur, test administrators will be provided with instructions allowing students to use the manipulatives for those specific test items only. These modifications are approved by the Department and apply to braille test materials only.



Unique Accommodations

In accordance with Rule 6A-1.0943, FAC, school districts may request unique accommodations for individual students with disabilities. Unique accommodations usually involve alterations of existing test materials. In addition, they must be regularly used by the student for classroom instruction and must not alter the underlying content of the assessment. Each unique accommodation must be approved by the Commissioner of Education prior to its use. Written requests for unique accommodations must be submitted by using the Unique Accommodation Request Form. Accommodation requests must be reviewed by district level staff before being sent to the FDOE. In addition, the signatures of both the district ESE coordinator and the district assessment coordinator are required.

Documenting Test Accommodations

The category of accommodations provided for each test session must be gridded on the student grid sheet. More than one category may be indicated for a student. Each category should be gridded only if a student uses an allowable accommodation in that category on the FCAT/FCAT 2.0. If a student uses braille or one-item-per-page documents, accommodations must be gridded on the grid sheet of the regular print answer document provided for that student.

Test Accommodations for Students With Disabilities as Defi ned by Section 504

To assure that all eligible students in our public education system are provided necessary related aids, services, or accommodations during the administration of the FCAT/FCAT 2.0, districts will ensure that students with disabilities as defined by Section 504 be considered for and, if appropriate, provided the same test accommodations listed on the previous pages.

Procedures for determining Section 504 eligibility are given in the publication District Guide for Meeting the Needs of Students: Section 504 of the Rehabilitation Act of 1973 (Product #307671). This document is available from the Bureau of Exceptional Education and Student Services Resource and Information Center (BRIC) at 850-245-0477 or may be downloaded from http://www.fldoe.org/ese/pubxhome.asp.

BEESS Resource and Information Center (BRIC) 325 W. Gaines St., Suite 628 Turlington Building Tallahassee, Florida 32399-0400 Phone 850-245-0477 Fax 850-245-0987 BRIC@fl doe.org

Questions concerning these requirements or determination of eligibility under Rule 6A-19.001(6), FAC, should be directed to the district local Section 504 Coordinator. Additional assistance may be obtained by contacting the Student Support Services Project, 850-245-7851, or the Office of Equal Educational Opportunity, 850-245-0511.


http://www.fldoe.org/ese/pubxhome.asp


Test Accommodations for English Language Learners (ELLs)

Districts are required to offer accommodations to students identified as ELLs. Allowable accommodations for ELLs are listed below. The test may be administered with any one of these modifications or a combination of accommodations that are determined to be appropriate for the particular needs of ELLs. However, all testing, with or without accommodations, must be completed during the prescribed testing dates shown on the inside front cover of this manual.

Instruct test administrators to follow the testing procedures outlined in the rest of this manual and to give special assistance only to students who are eligible for assistance as stated in this appendix.

Flexible Setting. ELLs may be offered the opportunity to be tested in a separate room with the English for Speakers of Other Languages (ESOL) or heritage language teacher acting as test administrator. Parents must be informed of this option for students not of legal age and shall be given the opportunity to select the preferred method of test administration.

Flexible Scheduling. ELLs may take a session of the test during several brief periods within one school day; however, a session of the test must be completed within one school day.

■ Additional Time. ELLs may be provided additional time; however, a session must be completed within one school day.

Assistance in Heritage Language. ELLs may be provided limited assistance by an ESOL or heritage language teacher using the student’s heritage language. The ESOL or heritage language teacher may answer student questions about the general test directions in their heritage language. If the FCAT/FCAT 2.0 is administered to a group of students, the teacher may answer questions about directions for the benefit of the group. Questions of clarification from individual students must be answered on an individual basis without disturbing other students.

■ Reading: The ESOL or heritage language teacher may answer student questions about the general test directions ONLY. Questions must be answered in a way that the student would not be led to infer the correct answer to any of the items. The teacher is prohibited from reading words to the student from the passages and test items, and from answering student questions about the passages and test items.

■ Mathematics and Science: The teacher may answer specific questions about a word or phrase that is confusing the student because of limited English proficiency but is prohibited from giving assistance that will help the student solve mathematics problems and answer science test items. A student’s questions must not be answered in a way that would lead the student to infer the correct answer to an item.

All student responses must be written in English. Responses written in languages other than English will not be scored.

Approved Dictionary. ELLs must have access to an English-to-heritage language translation dictionary and/or heritage language-to-English translation dictionary, such as those made available to ELLs in an instructional setting. However, a dictionary providing definitions written exclusively in the heritage language or in English may not be provided. Use of electronic dictionaries is strictly prohibited and may be cause for invalidation.


Appendix B: Florida Test Security Statute and Rule

Appendix B: Florida Test Security

Statute and Rule



Florida Test Security Statute

1008.24 Test Security (1) It is unlawful for anyone knowingly and willfully to violate test security rules adopted by the State Board of

Education for mandatory tests administered by or through the State Board of Education or the Commissioner of Education to students, educators, or applicants for certification or administered by school districts pursuant to s. 1008.22, or, with respect to any such test, knowingly and willfully to:

(a) Give examinees access to test questions prior to testing;

(b) Copy, reproduce, or use in any manner inconsistent with test security rules all or any portion of any secure test booklet;

(c) Coach examinees during testing or alter or interfere with examinees’ responses in any way;

(d) Make answer keys available to examinees;

(e) Fail to follow security rules for distribution and return of secure test as directed, or fail to account for all secure test materials before, during, and after testing;

(f ) Fail to follow test administration directions specified in the test administration manuals; or

(g) Participate in, direct, aid, counsel, assist in, or encourage any of the acts prohibited in this section.

(2) Any person who violates this section commits a misdemeanor of the first degree, punishable as provided in s. 775.082 or s. 775.083.

(3) (a) A district school superintendent, a president of a postsecondary educational institution, or a president of a nonpublic postsecondary educational institution shall cooperate with the Commissioner of Education in any investigation concerning the administration of a test administered pursuant to state statute or rule.

b) The identity of a school or postsecondary educational institution, the personally identifiable information of any personnel of any school district or postsecondary educational institution, or any specific allegations of misconduct obtained or reported pursuant to an investigation conducted by the Department of Education of a testing impropriety are confidential and exempt from the provisions of s. 119.07(1) and s. 24(a), Art. I of the State Constitution until the conclusion of the investigation or until such time as the investigation ceases to be active. For the purpose of this paragraph, an investigation shall be deemed concluded upon a finding that no impropriety has occurred, upon the conclusion of any resulting preliminary investigation pursuant to s. 1012.796, upon the completion of any resulting investigation by a law enforcement agency, or upon the referral of the matter to an employer who has the authority to take disciplinary action against an individual who is suspected of a testing impropriety. For the purpose of this paragraph, an investigation shall be considered active so long as it is ongoing and there is a reasonable, good faith anticipation that an administrative finding will be made in the foreseeable future. This paragraph is subject to the Open Government Sunset Review Act in accordance with s. 119.15 and shall stand repealed on October 2, 2014, unless reviewed and saved from repeal through reenactment by the Legislature.

History.—s. 370, ch. 2002-387; s. 1, ch. 2009-143.



Florida State Board of Education Test Security Rule

6A-10.042 Maintenance of Test Security (1) Tests implemented in accordance with the requirements of Sections 1004.93, 1008.22, 1008.29, 1008.30,

1012.55, and 1012.56, Florida Statutes, shall be maintained and administered in a secure manner such that the integrity of the tests shall be preserved.

(a) Test questions shall be preserved in a secure manner by individuals who are developing and validating the tests. Such individuals shall not reveal in any manner, verbally or in writing, the test questions under development.

(b) Tests or individual test questions shall not be revealed, copied, or otherwise reproduced by persons who are involved in the administration, proctoring, or scoring of any test.

(c) Examinees shall not be assisted in answering test questions by any means by persons administering or proctoring the administration of any test.

(d) Examinees’ answers to questions shall not be interfered with in any way by persons administering, proctoring, or scoring the examinations.

(e) Examinees shall not be given answer keys by any person.

(f ) Persons who are involved in administering or proctoring the tests or persons who teach or otherwise prepare examinees for the tests shall not participate in, direct, aid, counsel, assist in, or encourage any activity which could result in the inaccurate measurement or reporting of the examinees’ achievement.

(g) Each person who has access to tests or test questions during the development, printing, administration, or scoring of the tests shall be informed of specifications for maintaining test security, the provisions in statute and rule governing test security, and a description of the penalties for breaches of test security.

(h) During each test administration, school district and institutional test administration coordinators and contractors employing test administrators and proctors shall ensure that required testing procedures are being followed at all test administration sites. Officials from the Department are authorized to conduct unannounced observations of test administration procedures at any test administration site to ensure that testing procedures are being correctly followed.

(2) Test materials, including all test booklets and other materials containing secure test questions, answer keys, and student responses, shall be kept secure and precisely accounted for in accordance with the procedures specified in the examination program administration manuals and other communications provided by the Department. Such procedures shall include but are not limited to the following:

(a) All test materials shall be kept in secure, locked storage prior to and after administration of any test.

(b) All test materials shall be precisely accounted for and written documentation kept by test administrators and proctors for each point at which test materials are distributed and returned.

(c) Any discrepancies noted in the number or serial numbers of testing materials received from contractors shall be reported to the Department by designated institutional or school district personnel prior to the administration of the test.

(d) In the event that test materials are determined to be missing while in the possession of an institution or school district, designated institutional or school district personnel shall investigate the cause of the discrepancy and provide the Department with a report of the investigation within thirty (30) calendar days of the initiation of the investigation. At a minimum, the report shall include the nature of the situation, the time and place of occurrence, and the names of the persons involved in or witness to the occurrence. Officials from the Department are authorized to conduct additional investigations.



(e) In those cases where the responsibility for secure destruction of certain test materials is assigned by the Department to designated institutional or school district personnel, the responsible institutional or school district representative shall certify in writing that such destruction was accomplished in a secure manner.

(f ) In those cases where test materials are permitted by the Department to be maintained in an institution or school district, the test materials shall be maintained in a secure manner as specified in the instructions provided by the Department. Access to the materials shall be limited to the individuals and purposes specified by the Department.

(3) In those situations where an employee of the educational institution, school district, or contractor, or an employee of the Department suspects a student of cheating on a test or suspects other violations of the provisions of this rule, a report shall be made to the Department or test support contractor, as specified in the test administration procedures, within ten (10) calendar days. The report shall include a description of the incident, the names of the persons involved in or witness to the incident, and other information as appropriate. Officials from the Department are authorized to conduct additional investigations.

(4) Violations of test security provisions shall be subject to penalties provided in statute and State Board Rules.

Specific Authority 1001.02(1), 1008(24)(1) FS. Law Implemented 1001.02, 1008.24 FS. History-New 7-5-87, Amended 10-26-94.


Appendix C: Perforated Forms and Signs

Appendix C: Perforated Forms and Signs



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FCAT/FCAT 2.0 Administration and Security Agreement

Florida Department of EducationBureau of K–12 Assessment

Florida State Board of Education Rule 6A-10.042, FAC, was developed to meet the requirements of the Test Security Statute, s. 1008.24, F.S., and applies to anyone involved in the administration of a statewide assessment. The Rule prohibits activities that may threaten the integrity of the test. See Appendix B of this manual for the Florida Test Security Statute and State Board of Education Rule. Examples of prohibited activities are listed below:

■ Reading or viewing the passages or test items

Revealing the passages or test items■

■ Copying the passages or test items

Explaining or reading passages or test items for students■

■ Changing or otherwise interfering with student responses to test items

Copying or reading student responses ■

■ Causing achievement of schools to be inaccurately measured or reported

If any of the above examples are allowable accommodations for students with current IEPs, Section 504 plans, or ELL plans, test administrators are permitted to provide the accommodation(s) as described in Appendix A.

All personnel are prohibited from examining or copying the test items and/or the contents of student test books and answer documents. The security of all test materials must be maintained before, during, and after the test administration. Please remember that after ANY administration, initial OR make-up, materials must be returned immediately to the school assessment coordinator and placed in locked storage. Secure materials should not remain in classrooms or be taken out of the building overnight.

The use of untrained test administrators increases the risk of test invalidation due to test irregularities or breaches in test security. Inappropriate actions by district or school personnel will result in further investigation and possible loss of teaching certification.

I, have received adequate training regarding the administration of FCAT/FCAT 2.0 assessments and read the Florida Test Security Statute and State Board of Education Rule in Appendix B, and the information and instructions provided in all applicable sections of the Spring 2012 Reading, Mathematics, and Science Test Administration Manual. I agree to administer the Florida Comprehensive Assessment Test (FCAT/FCAT 2.0) according to these procedures.

Further, I will not reveal or disclose any information about the test items or engage in any acts that would violate the security of the FCAT/FCAT 2.0 and cause student achievement to be inaccurately represented or reported.

School Name and Number Print Name

Date Signature


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Test Administrator Prohibited Activities Agreement

It is important for you to know that, as a test administrator of a statewide assessment, if you engage in any of the following activities, you will be investigated and possibly lose your teaching certification or be prosecuted for violation of law. Please read the following list of prohibited activities and sign your name on the signature line at the bottom of this page indicating that you understand these violations and their consequences.

I understand that before testing I may not:

■ Leave test materials unattended

■ Remove test materials from the school’s campus

■ Open and check through test books

■ Read test items

I understand that during testing I may not:

■ Answer student questions about test items

■ Read test items and student responses as I monitor the room

■ Give verbal cues (“you may want to re-check number 7”) or non-verbal cues (pointing at a specific item) to students

■ Give students more time than is allotted for the session (unless a student has an extended time accommodation)

■ Encourage students to finish early

■ Display or fail to cover visual aids (word lists, multiplication tables) that may aid students

■ Use my cell phone, check email, grade papers, or engage in other activities that will result in my attention not being on students at all times

■ Leave the room unattended for any period of time

■ Allow students to talk or cause disturbances

■ Allow students to use cell phones or other electronic devices

■ Instruct students to test in a session other than the one designated for that day/allotted testing time (going on to Session 2 during Session 1, reviewing work in Session 1 during Session 2)

■ Coach students during testing regarding test-taking strategies (“don’t forget to underline the main idea.”)

■ Administer the assessment to my family members

I understand that after testing I may not:

■ Leave test materials unattended

■ Remove test materials from the school’s campus

■ Read through student test documents

■ Change student answers

■ Discuss the content of the test with students

If you are administering a test(s) to students with a flexible-responding or flexible-presentation accommodation that requires you to read test items, you may not reveal, copy, or share the items, nor use the test content during instruction after testing.

I acknowledge the information above and will not engage in any of the prohibited activities on this page.

Signature: Date: Certification Number:

Return this agreement to your school assessment coordinator.


FCA

T/

FCA

T 2.0 Security L

og

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SSECURITY LOG S M A SCSPRING 2012 READING , MAATHEMATICS , AND SCIENCE

DDistrict: SSchool: RRoom No: TTest Group Code: SSession Name:

Personnel (test administrator, proctors) assigned to monitor this room for ANY length of time must complete this log when entering and exiting the room. Please be sure to indicate your assigned area of the testing room (e.g., first three rows, back of the room).

DDATE

SSE

SS

ION

1

SSE

SS

ION

2

TTIME IN TTIME OUT AASSIGNED

AAREA OOF ROOM

PPRINT NAME SSIGNATURE


Ad

ministration R

ecord/

Security Checklist

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ADMINISTRATION RECORD / SECURITY CHECKLIST SPRING 2012 READING, MATHEMATICS, AND SCIENCE

SCHOOL NUMBER: SCHOOL NAME:

Security Number

Student Last Name

Student First Name

Grade Level

Student ID Number Attendance*

Test Group Code

Test Administrator Signature

School Assessment Coordinator Signature

Date Returned

*Attendance Codes: P = Present A = Absent W = Withdrawn P/I = Present but Invalidated


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Spring 2012 FCAT/FCAT 2.0 Reading, Mathematics, and Science

TEST ADMINISTRATOR CHECKLIST

Before Testing

❏ Carefully read the Test Administration Manual, as well as any local directions you have been given. Resolve any questions you might have with your school assessment coordinator.

❏ Read the Test Administration Policies and Procedures and Appendix B, then sign the FCAT/FCAT 2.0 Administration and Security Agreement.

❏ Establish an appropriate setting for test administration and remove or cover any unauthorized aids in the testing room (page 23).

❏ Prepare necessary forms to collect required administration information during testing (page 23).

❏ Prepare a Security Log to be used in your testing room.

❏ Prepare a seating chart to be used in your testing room. Ensure that you record room name/number, student names, their location in the room during testing, date, time, subject tested, your name, names of proctors (if applicable), and the test group code. You will need a separate seating chart for each test session.

❏ Make copies of the Do Not Disturb sign and Electronic Devices sign to post prior to testing.

❏ Receive your test group codes from your school assessment coordinator.

❏ Understand your district’s procedure for completing or verifying student information on student grid sheets, per your school assessment coordinator’s instructions.

❏ Assemble all materials needed for test administration (pages 24–29).

❏ Ensure that your students understand the electronic devices policy prior to the first day of testing.

❏ If you are administering tests to students who require special accommodations, become familiar with the accommodations specified in their IEPs, Section 504 plans, or ELL plans. Discuss with your school assessment coordinator how accommodations will be provided (Appendix A).

During Testing

❏ Maintain your record of required administration information and seating chart.

❏ Ensure that proctors and anyone who enters your room for the purpose of monitoring the test sign the Security Log for your testing room.

❏ Administer the test according to the directions in the appropriate administration script and read the SAY boxes verbatim to students.

After Testing

❏ Verify that you have collected all required administration information; make a copy for your files. Report any missing materials to your school assessment coordinator (pages 17–18).

❏ Verify that your Security Log and seating charts have been completed correctly; make copies for your files.

❏ Inspect students’ answer documents for stray marks on the student grid sheet, verify that each student has completed the required information in the upper left corner of the grid sheet, and remove stray reference sheets/periodic tables, if applicable (page 236).

❏ Check to make sure DNS bubbles have not been gridded by mistake and that DNS bubbles are gridded on invalidated test documents (page 236).

❏ Organize test materials and return them to your school assessment coordinator (pages 236–237).

❏ Complete the Test Administrator Comment Form at www.pearsonaccess.com/fl (under the Support tab).

http://www.pearsonaccess.com/fl


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SCHOOL ASSESSMENT COORDINATOR CHECKLIST

Before Testing

❏ Carefully read this Test Administration Manual, as well as any local directions you have been given. Resolve any questions you might have with your district assessment coordinator.

❏ Read the Test Administration Policies and Procedures and Appendix B, then sign the FCAT/FCAT 2.0 Administration and Security Agreement.

❏ Ensure that only certified educators serve as test administrators. Non-certified school personnel may serve as proctors, according to the instructions on page 17.

❏ Train your test administrators and proctors and ensure that they, as well as all school administrators, sign an FCAT/FCAT 2.0 Administration and Security Agreement and that test administrators sign a Test Administrator Prohibited Activities Agreement.

❏ Receive test materials from your district assessment coordinator. Inventory the materials within 24 hours of receipt and report missing materials or request additional materials immediately (pages 238–239).

❏ Communicate the process for collecting required administration information to your test administrators (page 239).

❏ Maintain a record to track the security numbers of each secure document you receive from your district assessment coordinator (page 239).

❏ Distribute test group codes to test administrators (page 239).

❏ Assign proctors, as needed (page 240).

❏ Verify student information on PreID labels and affix labels to test documents according to your district’s procedures. Complete student grid sheets when necessary (pages 13–15).

❏ Ensure that appropriate test settings are available for all test sessions (page 241).

❏ If any students who require special accommodations are testing at your school, discuss with test administrators how accommodations will be provided (Appendix A).

❏ If any special program students (McKay Scholarship, Home Education, etc.) are testing at your school, ensure that grid sheets for these students are completed with the correct district and school names and numbers (pages 246-249).

During Testing

❏ Provide test administrators with additional materials, as necessary.

❏ Monitor each testing room to ensure that test administration and test security policies and procedures are followed, Security Logs, and seating charts are being properly completed, and required administration information is being collected.

❏ Be available during testing to answer questions from test administrators.

❏ Arrange for and supervise make-up administrations (page 242).

After Testing

❏ Verify that all distributed secure materials have been returned. Report any missing materials to your district assessment coordinator and conduct the necessary investigation (pages 17–18).

❏ Make copies of all collected required administration information, Security Logs, and seating charts, and file the copies.

❏ Inspect students’ answer documents for stray marks on the student grid sheet, verify that each student has completed the required information in the upper left corner of the grid sheet, and remove stray reference sheets/periodic tables, if applicable (page 243).

❏ Check to make sure DNS bubbles have not been gridded by mistake and that DNS bubbles are gridded on invalidated test documents (pages 20–22).

❏ Organize test materials and return them to your district assessment coordinator (pages 243–253).

❏ Complete the School Assessment Coordinator Comment Form at www.pearsonaccess.com/fl (under the Support tab), and encourage test administrators to complete their forms.



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DISTRICT ASSESSMENT COORDINATOR CHECKLIST

Before Testing

❏ Carefully read the Test Administration Manual, as well as any local directions you have been given. Resolve any questions you might have with the state assessment office.

❏ Train school assessment coordinators. Ensure that school assessment coordinators are aware of the policy that only certified educators may serve as test administrators (page 258).

❏ Receive test materials and make sure each school receives the range of boxes assigned (pages 255–256).

❏ Communicate the process for collecting required administration information to your school assessment coordinators (page 257).

❏ Track the security numbers of each secure document you receive in your district overage (page 257).

❏ Distribute test group codes to school assessment coordinators (page 257).

❏ As applicable, make arrangements to test Home Education Program, McKay Scholarship Program, FTC Scholarship Program, and Florida K–8 Virtual School Continuity Program students, as well as students enrolled in your district virtual instruction program (pages 258–259).

❏ Provide assistance to school assessment coordinators to address any special needs they may have regarding test accommodations (Appendix A).

❏ Ensure that all school assessment coordinators, school administrators, test administrators, and proctors sign an FCAT/FCAT 2.0 Administration and Security Agreement, and that test administrators sign a Test Administrator Prohibited Activities Agreement.

During Testing

❏ Provide schools with additional materials, as necessary.

❏ Monitor schools to ensure that test administration and test security policies and procedures are followed.

❏ Be available during testing to answer questions from school personnel.

After Testing

❏ Verify that school assessment coordinators have numbered all boxes correctly (page 261).

❏ Make copies of all Materials Return Lists and file the copies (page 262).

❏ Fax completed Materials Return Lists to Pearson at 319-358-4270 (page 262).

❏ Review the records of required administration information from your District Assessment Coordinator ONLY boxes, report any missing materials to the FDOE, and conduct any necessary investigations (page 263).

❏ Verify that Security Logs and seating charts were completed and file them.

❏ Store ancillary materials (manuals, reference sheets) until after scores for this administration have been reported (page 263).

❏ Organize test materials and return them to the contractor (pages 261–262).

❏ Complete the District Assessment Coordinator Comment Form at www.pearsonaccess.com/fl (under the Support tab), and encourage school assessment coordinators to complete their forms.



Electronic Devices Sign

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Do Not Disturb Sign

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TESTING

Please Do Not Disturb


Session 1 Sign

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You should now be

working in

SESSION 1


Session 2 Sign

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Absent Students Cover Sheet

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ABSENT

STUDENTS

Hold for Make-Up

Administrations


TO BE SCORED Cover Sheet

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TO BE

SCORED Subject (CIRCLE ONLY ONE)

Reading Mathematics Science

Grade Level (CIRCLE ONLY ONE)

3 4 5 6 7

8 9 10 Retake


Home Education Program TO BE SCORED Cover Sheet

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Home Education Program

TO BE SCORED

Subject (CIRCLE ONLY ONE)



3 4 5 6 7 8 9 10


McKay Scholarship Program TO BE SCORED Cover Sheet

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McKay Scholarship

Program (Private School Students)

TO BE SCORED Subject (CIRCLE ONLY ONE)



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Florida Tax Credit Scholarship Program TO BE SCORED Cover Sheet

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Florida Tax Credit

Scholarship Program

(Private School Students)

TO BE SCORED Subject (CIRCLE ONLY ONE)



3 4 5 6 7 8 9 10


Virtual School Program TO BE SCORED Cover Sheet

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Virtual School Program

TO BE SCORED Program (CIRCLE ONLY ONE)

FLVS Full-Time

Florida Virtual

Academy

District Virtual Instruction

Program (VIP)

District Franchise of FLVS

Virtual Charter Schools

Subject (CIRCLE ONLY ONE)



3 4 5 6 7 8 9 10 Retake


NOT TO BE SCORED Cover Sheet

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NOT

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Notes



Notes



Copyright Statement for This Assessment Publication

Authorization for reproduction of this document is hereby granted to persons acting in an official capacity within the State System of Public Education as defined in Section 1008.23(1), Florida Statutes. The copyright notice at the bottom of this page must be included on all copies.

Permission is NOT granted for distribution or reproduction outside the State System of Public Education or for commercial distribution of the copyrighted materials without written authorization from the Florida Department of Education. Questions regarding use of these copyrighted materials should be sent to the following:

The Administrator Offi ce of Assessment

Florida Department of Education Tallahassee, Florida 32399-0400

Copyright © 2012 State of Florida

Department of State

FL00004048

FLORIDA DEPARTMENT OF EDUCATION

www.fldoe.org FL00004048 1 2 3 4 5 A B C D E Printed in the USA

http://www.fldoe.org