The Complete Guide for Administering the Ontario Secondary ... · COMPLETE GUIDE FOR ADMINISTERING THE ONTARIO SECONDARY SCHOOL LITERACY TEST 4 The Student The student has an IEP

The Complete Guide for Administeringthe Ontario Secondary School Literacy Test

March 2006

The Complete Guide for Administering the Ontario Secondary

School Literacy Test

March 2006

Contents

Section 1: New and Important . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Section 2: Accommodations, Special Provisions, Deferrals and Exemptions . . . . . . . . . . . . . . . . . . . . .3

Accommodations for Students with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Students with a Temporary Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Students New to the School Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Other Accommodations (Not Covered Elsewhere in This Section) . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Special Provisions for ESL or ELD Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Deferrals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Exemptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Human Resources: Scribes and Prompters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Special Versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Submitting Student Responses to Special Versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Section 3: OSSLT at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Steps in Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Section 4: Teacher’s Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Script for the Student Information Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Script for the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Appendix A—EQAO Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Appendix B—Sample Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Appendix C—Information Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Appendix D—Test Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Appendix E—Sample Student Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

MARCH 20061

Section 1: New and Important

Purpose of the GuideThis guide has been developed to help principals and teachers administer the Ontario SecondarySchool Literacy Test (OSSLT). It is important to follow the procedures exactly as stated. This willensure fairness to students by maintaining province-wide consistency before, during and after theadministration of the test.

This guide is available electronically at www.eqao.com or on the Training to Administer CD-ROM.

What’s New for 2006The Test

• The OSSLT administration has been shortened to one day.

• The OSSLT was designed for completion in two 75-minute sessions, and pilot tests haveshown that most students will be able to complete the test in this amount of time.However, it is possible that some students will have difficulty completing the assessmentbooklets in 75 minutes. Therefore, in the best interest of students, 90 minutes has beenallotted for the completion of each test booklet.

• Each booklet consists of– reading selections with multiple-choice and open-response questions,– multiple-choice writing-related questions,– short writing prompts and– a long writing prompt.

Student Data Collection• Student-level data for schools in district boards will be collected electronically through the

Student Data Collection (SDC) process.

• Throughout, this guide explains where student information is required. Schools shouldupdate the information in the SDC system. The online Student Information Form hasreplaced the paper version.

Student Tracking Sheets• Prior to the assessment, schools will be required to print the most recent Student Tracking

Sheet (STS) from the SDC.

• When distributing student packages, ensure that the student barcodes on the packagesmatch the numbers assigned on the STS.

Administration• Information from the former Guide for Accommodations, Special Provisions, Deferrals and

Exemptions is included in this new guide.

• All students must write the entire test.

• Students identified as exempted, deferred or fulfilling the requirement through the OntarioSecondary School Literacy Course (OSSLC) will not receive any test materials.

• No security seals are required for student booklets.

• Use the Exceptions and Issues envelope to return all booklets and related materials thathave barcode problems or other issues.

COMPLETE GUIDE FOR ADMINISTERING THE ONTARIO SECONDARY SCHOOL LITERACY TEST2

Important Information

Packages to SchoolsSchools will receive two shipments:

• Shipment 1 contains this guide, a principal’s memo and the Training to Administer CD-ROM.

The Training to Administer CD-ROM contains– this guide, which now includes information from the former Guide for Accommodations,

Special Provisions, Deferrals and Exemptions and – editable letters in Microsoft Word format to parents.

• Shipment 2 will contain all student test packages.

The Importance of BarcodesWhen preparing for the administration, schools must ensure that the last 12 digits of the barcode onthe STS match those on the student’s booklets and in the student information (SDC).

Note: The first three digits might not match.

Mismatched or Damaged Barcodes• If a student has not started writing the test and finds that the last 12 digits of a barcode on

any item in his or her package do not match those in other items in the package, call EQAO at1-888-327-7377 for instructions.

• If the student has already worked in one or both of the booklets and finds mismatched barcodes, cross out the mismatched barcode, clearly record the correct barcode number belowit and add the student’s name.

• If the barcode has been damaged on any of the booklets or the Student Answer Sheet, clearly write the last 12 digits of the barcode number and the student name on the front of the document.

• The alteration of barcodes may affect the accuracy of the student’s Individual Student Report(ISR). For help resolving barcode problems, please call EQAO at 1-888-327-7377.

Exceptions and Issues EnvelopeFor students affected by a barcode problem, return all booklets and Student Answer Sheets in the Exceptions and Issues envelope. Place all student test materials in the envelope. Document theissue on the envelope cover.

Student Answer Sheet• Students must answer multiple-choice questions on a Student Answer Sheet. They must

use a pencil to fill in the circles on the Student Answer Sheet and an eraser to changeanswers.

• Students must print their name on the Student Answer Sheet and sign it.• Schools must keep a copy of all Student Answer Sheets.

Reporting• Field-test items are embedded in the student booklets. Students’ responses to these

questions will not be included in their scores. • A single literacy score will be reported to all students.

MARCH 20063

Section 2: Accommodations, Special Provisions, Deferrals andExemptions

This section will assist principals and teachersin making decisions about accommodations forstudents with special needs, about specialprovisions for students enrolled in English as a second language (ESL) and English literacydevelopment (ELD) courses, and aboutdeferrals and exemptions. It also clarifies theexpectations for documentation.

This section is based on two Ministry ofEducation policy documents:

• Policy/Program Memorandum 127, availableat www.edu.gov.on.ca, and

• Individual Education Plans: Standards for Development, Program Planning,and Implementation, available atwww.edu.gov.on.ca.

Definitions“Modifications” are changes to content and toperformance criteria. Modifications are notpermitted, because they would affect thevalidity and reliability of the test.

“Accommodations” are supports and servicesthat enable students with special needs to demonstrate their competencies in the skills being measured by the test. Accommoda-tions change only the way in which the test isadministered or the way in which the personassessed responds to the components of thetest. They do not alter the content of the test oraffect the validity or reliability of the test.

Clarification of instructions for all students ispermitted prior to the test. Clarification ofquestions (e.g., rewording or explaining) is notallowed.

“Exemptions” are decisions made for studentswhose Individual Education Plan (IEP) statesthey are not working toward an OSSD.

Organization of This SectionThe headings “The Student,” “DecisionMaking,” “Required Documentation” and“Notes” are used for each of the followingtopics:

• accommodations for

– students with special needs

– students with a temporary condition

– students new to the school board

• other accommodations (not coveredelsewhere in this guide)

• special provisions for ESL or ELD learners

• deferrals

• exemptions

Sample letters are available in Appendix B.

Role of the Principal The principal is responsible for makingdecisions about student participation in thetest and ensuring that any accommodation,special provision, deferral or exemption isdocumented according to the instructions inthis guide.


The Student The student has an IEP thatoutlines the accommodations thatare necessary for and consistentwith regular classroom testpractices.

Decision MakingDecide on the accommodations

• based on the student’s IEP,

• prior to the test,

• for each student individually and

• in consultation with the studentand parents or the adult student,and with the appropriate teachingstaff.

Permitted AccommodationsPermit only the accommodations listed below that the studentregularly receives when doing tests.

Applicable to Both the Reading and the Writing Sections

Setting

� an individual or small-group setting or an individual studycarrel

� preferential seating within the regular classroom� assistive devices or adaptive equipment (e.g., special lighting,

special pens or pencil grips or a device to support the student’sarm for printing, writing or keyboarding)

� prompts for students with severe attention problems who areoff-task for significant periods of time, solely to draw theirattention back to the test

Timing

� additional time, to a maximum of double the time allotted� periodic supervised breaks

Presentation Format

� sign language or an oral interpreter*� Braille version� large-print version (no Student Answer Sheet)� coloured-paper version� large-print coloured-paper version (no Student Answer Sheet)� audio version (CD or tape)� assistive devices and technology (e.g., text-to-speech software

or augmentative or alternative communication systems)

Applicable to the Writing Sections Only

Presentation Format

� verbatim reading of the writing question prompts (including thetopic and accompanying materials)

* An oral interpreter mouths words for deaf or hard-of-hearing students so that they can lip-read. The interpreter does not vary from the approved administration script or theassigned tasks.

Accommodations for Students with Special Needs

MARCH 20065

Response Format

� use of a computer or word processor (with spell checker)� audiotaping of responses (for later transcription)� assistive devices and technology (e.g., a speech synthesizer, a

Brailler, speech-to-text software or augmentative or alternativecommunication systems)

� verbatim scribing of responses

Applicable to the Reading Section Only

Response Format

� videotaping of signed responses (for later transcription)

Required Documentation � student information (in SDC application)� an information letter from the principal to the parents or adult

student (see Appendix B)� other applicable correspondence

File all documentation in the student’s Ontario Student Record (OSR).

Notes• A teacher (or other adult) may help the student by separating

the test booklet so that text and questions are side by side.• The time allowed for reading the Teacher’s Script, for the

break and for the questionnaire is not considered part of thetime allowed for the test.

• The student must complete the assigned booklets by the end ofthe test day.

• Consider a deferral if it is determined that the student will notbe able to participate even with accommodations.


The Student The student would not normallyrequire accommodations but has atemporary condition, e.g., a handinjury that prevents him or herfrom writing or using a keyboard.


• prior to the test and

• for each student individually.

Permitted AccommodationsThe principal may grant permission for accommodations according tothe section “Accommodations for Students with Special Needs.”

Required DocumentationRequest for accommodation has been approved by the principal:

� student information (in SDC application)� Under “Special Permission,” indicate that the student has the

principal’s permission for accommodations due to atemporary injury or condition. � Indicate the accommodations provided.

� a letter or record of request for accommodation from theparents or adult student to the principal

� an information letter from the principal to the parents or adultstudent (see Appendix B)

� other applicable correspondence

File all documentation in the student’s OSR.

Request for accommodation has not been approved by the principal:

� a letter or record of request for accommodation from theparents or adult student

� a letter from the principal to the parents or adult student,stating the reason for denying the request and advising that theparents or adult student may appeal to the appropriatesupervisory officer for a final decision

� any other related correspondence


Notes• Consider a deferral if it is determined that the student will not

be able to participate in the test, even with accommodations.• If the adult student or the parents disagree with the principal’s

decision, they may appeal to the appropriate supervisoryofficer for a final decision.

Students with a Temporary Condition

MARCH 20067

The StudentThe student has transferred intothe school from another schoolboard, province or country shortlybefore the test, and there is notime to develop an IEP. There isdocumentation to show thataccommodations are necessary.





Permitted AccommodationsThe principal may grant permission for accommodations accordingto the section “Accommodations for Students with Special Needs.”

Required DocumentationRequest for accommodation has been approved by the principal:

� student information (in SDC application)� Under “Special Permission,” indicate that the student has the

principal’s permission for accommodations due to recentarrival from another school. � Indicate the accommodations provided.

� a letter or record of request for accommodation from theparents or adult student to the principal

� a letter from the principal to the parents or adult student (seeAppendix B)

� other applicable correspondence


Request for accommodation has not been approved by the principal:

� a letter or record of request for an accommodation from theparents or adult student

� a letter from the principal to the parents or adult student,stating the reason the request has been denied and that theparents or adult student may appeal to the appropriatesupervisory officer for a final decision



Notes• Consider a deferral if it is determined that the student will not

be able to participate in the test, even with accommodations.• If the adult student or the parents disagree with the principal’s

decision, they may appeal to the appropriate supervisoryofficer for a final decision.

Students New to the School Board


The StudentAn adult student or a student’sparents request an accommodationthat is not listed in this guide (e.g.,more than double the time allottedfor the test).

Decision Making Decide on the accommodations

• prior to the test and


Refer to PPM 127. The principalmust obtain written approval fromEQAO’s Chief Assessment Officer(CAO) (see “Notes”). The principalsubmits the following informationto the CAO:

• the student’s full name;

• his or her date of birth;

• a letter or e-mail record of therequest for special considerationfrom the principal, the parents orthe adult student;

• a description of previousimplementation of the student’sIEP (e.g., for the Grade 9Assessment of Mathematics) and

• a brief description of thedocumentation that identifies thestudent’s special needs (e.g.,psychological or medical reports).

Permitted AccommodationsThe principal may grant permission for other accommodations onlywhen approved in writing by EQAO’s CAO.

Required Documentation� student information (in SDC application)� written approval from the CAO (for the accommodation)� a letter from the principal to the parents or adult student

outlining the accommodation(s)or

a letter from the parents or adult student to the principalrequesting other accommodations



NotesWhen a parent, adult student or principal identifies the need for anaccommodation that is not listed in this guide or involves more thandouble the time allotted for the test, that conforms to the definitionof accommodations in this guide, and that is described in thestudent’s IEP, the parent, adult student or principal must submit therequest for consideration to EQAO’s CAO. The decision of the CAOis final.

Chief Assessment OfficerEducation Quality and Accountability Office2 Carlton Street, Suite 1200Toronto ON M5B 2M9

EQAO Information Centre: 1-888-327-7377E-mail: [email protected]

Note: The request must be received by the CAO on or before March 20, 2006.

Other Accommodations (Not Covered Elsewhere in This Section)

MARCH 20069

The StudentThe student

• is enrolled in ESL or ELD coursesat Level 1, 2, 3 or 4 or ESL Level 5(Bridge to English) or

• would qualify for ESL or ELDcourses if they were offered atthe school.

Decision MakingDecide on the special provisions




Permitted Special ProvisionsSpecial provisions are applicable to both the reading section and thewriting section of the test.

Setting

� an individual or small-group setting or an individual study carrel

Timing

� additional time to a maximum of double the time� periodic supervised breaks

Required Documentation � student information (in SDC application)� an information letter from the principal to the parents or adult

student outlining the special provisions approved (see Appendix B)� other applicable correspondence


Notes• Do not provide special provisions to students who have

completed ESL/ELD Level 5 (Bridge to English).• Consider a deferral for students enrolled in ESL/ELD Levels 1–4

or Level 5 (Bridge to English) if they have not yet acquired alevel of proficiency in English sufficient to participate in the test.

• The time allowed for reading the Teacher’s Script, for the break and for the questionnaire is not considered part of thetime allowed for the test.

• The student must complete the assigned booklets by the end ofthe test day.

• ESL/ELD learners who have special education needs are alsoentitled to accommodations in accordance with the section“Accommodations for Students with Special Needs.”

Special Provisions for ESL or ELD Learners


The StudentThe student is working toward anOntario Secondary School Diploma(OSSD) but will not participate in thecurrent administration of the test forone of the following reasons:

• The student is registered in Level 1,2, 3 or 4 or Level 5 (Bridge to English)of an ESL/ELD course and has not yetacquired a level of proficiency inEnglish sufficient to participate inthe test.

• The student has been identified asexceptional by an Identification,Placement and Review Committeeand would not yet be able toparticipate in the test even if allpermitted accommodations wereprovided.

• The student has not yet acquired thereading and writing skillsappropriate for Grade 9.

• The student has a temporarycondition or is new to the board,and appropriate accommodationscannot be provided.

Decision MakingThe parents or adult student maymake a written request for deferral, tothe principal, or the principal maysuggest a deferral in consultation withthe parents or adult student.

Decide on a deferral

• prior to the administration of thetest,


• in consultation with the student andparents or the adult student, andwith the appropriate teaching staff.

Required Documentation� student information (in SDC application)� a copy of the letter from the parents or adult student

requesting the deferral, if applicable� a copy of the principal’s letter to the parents or adult student

granting or refusing the deferral (see Appendix B)� documents supporting special permission requests if the

student is temporarily incapacitated or new to the school� a record of the supervisory officer’s decision, if applicable� any other related correspondence


Notes• Participation may be deferred only to the next administration

of the test. If a deferral is required again, there must be anew request, and the decision-making process must beginagain.

• There is no limit to the number of deferrals a student mayreceive, but the student must be advised that a deferral willresult in fewer opportunities to take the test and that passingeither the OSSLT or the OSSLC is a diploma requirement.

• Students must be informed of the following: For the 2003–2004 school year, students who had had twoopportunities to take the OSSLT and had failed it at leastonce were eligible to enrol in the OSSLC. However, in June 2004, policy was changed to grant principals thediscretion to allow a student to enrol in the OSSLC before heor she has had a second opportunity to take the OSSLT, if theprincipal determines that it is in the best educationalinterests of the student (see Ministry of EducationPolicy/Program Memorandum 127).

• Student materials (booklets, etc.) will not be shipped fordeferred students.

• If the adult student or the parents disagree with theprincipal’s decision, they may appeal to the appropriatesupervisory officer for a final decision.

Deferrals

MARCH 200611

The StudentThe student’s IEP indicates that heor she is not working toward anOSSD.

Decision Making Decide on an exemption

• in consultation with the studentand parents or adult student, andwith the appropriate teachingstaff;

• with the consent of the parent oradult student;

• in compliance with theprocedures outlined in this guide(in accordance with PPM 127);

• prior to the administration of thetest and


If the adult student wishes to writethe test, or the parents want theirson or daughter to write the test,the student must be allowed towrite.

Required Documentation� student information (in SDC application)� a letter from the parents or adult student, requesting exemption,

or a record of parental consent if exemption has been initiatedby the school

� a copy of the principal’s letter to the parents or adult studentinforming them of the exemption (see Appendix B)

� a record of the supervisory officer’s decision, if applicable� any other related correspondence


Notes• If the learning expectations in the student’s IEP are revised and

the student begins to work toward an OSSD, the student willno longer be exempted and must meet the literacy requirementto receive a diploma.

• Student materials (booklets, etc) will not be shipped forexempted students.

Exemptions


NoteA scribe or a prompter is someonewho supports the accommodationsthe student receives. Scribes andprompters must not be relatives ofthe students they are assisting.

GuidelinesThe person must

� follow the guidelines in this guide, including the requirementto report child abuse (see Appendix A);

� work under the supervision of a teacher, unless he or she is ateacher;

� adhere to the security requirements and� not provide students with any assistance that compromises

the validity of the test; that is, he or she must not provideassistance that helps the student understand the questions orformulate answers.

ScribesThe role of the scribe is to write, type or word-process the student’sdictated answers.

Scribes are allowed to

� write by hand, or use a typewriter or computer, to record thestudent’s answers exactly as they are dictated;

� fill in the circles on the student’s Student Answer Sheet; � for large-print only, circle the student’s responses to multiple-

choice questions in the booklets and � read back what has been recorded, at the student’s request.

Scribes are not allowed to

� assist the student in formulating answers to the questions,� give any assistance or suggestions related to the content of the

test or� give advice related to the order of the questions or the time to

be spent on them.

Human Resources: Scribes and Prompters

MARCH 200613

PromptersA prompter is allowed for students with severe attention difficultiesif supervised breaks will not adequately accommodate the student’sneeds.

Prompters are allowed to

� draw the student’s attention back to the test through a tap onthe arm, shoulder or desk or

� use a verbal signal, for example a word or phrase, to redirectthe student’s attention.

Prompters are not allowed to

� clarify, explain or comment on the reading selections,questions or writing tasks or

� draw the student’s attention to a specific part of the test booklet.


If sufficient numbers of special versions have not been ordered, schools must update the SDC.

Under no circumstances may special versions be photocopied for use by other students.

Special Versions

Uncontracted Braille plus a set of regular-print booklets for the scribe’s use

Contracted Braille plus a set of regular-print booklets for the scribe’s use

Large-print booklets—white paper

Large-print booklets—blue, green or yellow paper

One single-sided hard copy to be scanned for use with assistive devices and technology resourcessuch as text-to-speech software, plus the required sets of regular-print student booklets

Regular-print booklets—blue, green or yellow paper

Audio CD plus a set of regular-print booklets

Audio CD plus a set of large-print student booklets

Audio tape plus a set of regular-print booklets

Audio tape plus a set of large-print student booklets

Special Versions

MARCH 200615

After the test has been completed, handle the different student response formats according to thechart below. Braille transcriptions and scribed responses should be submitted along with regularversions. All others should be submitted in the Exceptions and Issues envelope.

Submitting Student Responses to Special Versions

Responseformat

Special instructionsWhat to return to EQAO

and howWhat to keep at

the school

Computerresponses

• Type the student’s name andfull 22-digit barcode in theheader of the document.

• Save the file to a disk, usingthe student’s 22-digitbarcode as the file name.

• Label the disk with thestudent’s name and full 22-digit barcode.

Printout:• Print the student’s

answers and staple thepages to the inside frontcover of the correspon-ding test booklet.

• Return the booklets withthe other test materials.

Disk:• If you prefer to send the

disk, make a copy of it,then place it in theExceptions and Issuesenvelope with thestudent’s booklets.

• On the envelope,indicate the softwareused.

• Retain a copy ofthe disk in a secureplace.

• If no review isrequested, delete thematerial from thedisks one year afterthe date of the test.

• If a review isrequested, retain thedisk until the reviewis complete.

Audiotapedresponses

• Clearly state the full 22-digitbarcode at the beginning ofeach taping session.

• Clearly print the full 22-digitbarcode on each audio tape.

• Place the student’s audiotapes with the student’sregular-print or large-print booklets inside theExceptions and Issuesenvelope.


Responseformat



the school

Brailleresponses

• Clearly print the full 22-digit barcode at the topof each response page.

• Staple the student’s Brailleresponses to the inside frontcover of the student’s regular-print booklets.

• Place the regular-printbooklet inside the front coverof the corresponding Braillebooklet.

• Return the materials with theother test materials.

Brailletranscriptions

• For word-processedtranscriptions, follow theprocedures outlined in“Computer responses”above.

• Complete the StudentAnswer Sheet, or circle themultiple-choice responsesin the large-print booklets.

• Handwritten transcriptionsshould be made directly inthe corresponding booklets.

• Place the student’s regular-print booklets inside the frontcover of the correspondingBraille booklets.

• Return the materials with theother test materials.

Videotapedresponses

• Clearly state the full 22-digit barcode at thebeginning of each tapingsession.

• Clearly print the full 22-digit barcode on the outsideof each videotape.

• Return the student’s videotapes with the student’sregular-print booklets in theExceptions and Issuesenvelope.

Scribedresponses

• Responses scribed by handshould be written directlyin the correspondingbooklets.

• Complete the StudentAnswer Sheet, or circle themultiple-choice responsesin the large-print booklets.

• For word-processed or type-writer scribing, follow theprocedures outlined in“Computer responses”above.

• Return the materials with the other test materials.

MARCH 200617

Responseformat



the school

Single-sidedhard-copyresponses

• Include the full 22-digitbarcode in the header ofthe document.

• For word-processedresponses, follow theprocedures outlined in“Computer responses”above.

• Return the student’sresponses with the student’sregular-print booklets withthe other test materials.

Presentation Format

Large-printversions

• Large-print booklets do nothave a Student AnswerSheet. Students circlemultiple-choice responsesin the booklets.

• Return the materials with theremainder of the testmaterials.


Section 3: OSSLT at a Glance

Assessment Timeline

*AVOID ORDERING AT THE LAST MINUTE, BECAUSE MATERIALS MAY NOT ARRIVE IN TIME.

The OSSLT at a GlanceMorning of March 29, 2006

Note: Allow time before and after the administration of the test for distributing and collectingmaterials. The chart indicates the allotted test times.

Instructions: not included in test time

Test Booklet: Session 1—reading and writing activities: 90 minutes

Break: 15 minutes

Test Booklet: Session 2—reading and writing activities: 90 minutes

Student Questionnaire: 5 minutes

Total Time: 3 hours, not including instructions, break or questionnaire

Receive Shipment 1 by March 6, 2006

Order supplemental materials March 6–24, 2006

Hold information session(s) before March 29, 2006

Receive Shipment 2 March 24–27, 2006

Administer test March 29, 2006

Pack materials for return to EQAO March 29, 2006

Scoring April 2006

Reporting—individual student results posted on securesection of website

June 2006

MARCH 200619

Overview

Review the training material.

Maintain the security of the materials.

Prepare the STS and student information (in SDCapplication).

Distribute materials.

Collect materials.

Read the Teacher’s Scripts.

Before the Administration

During the Administration

Prepare the materials for return to EQAO.

Keep copies of the Student Answer Sheets.

After the Administration

Plan for the administration: review the Steps in Detail.

Have tote boxes ready by the end of the day on March29, 2006, for UPS pickup between 9:00 a.m. and4:00 p.m. on March 30.


LEGEND: Principal Teacher

Steps in Detail

ResponsibilityChecklist

STEP 1Exemptions anddeferrals

• Read the section in this guide on exemptionsand deferrals. It is also available atwww.eqao.com.

Exemptions:• Identify students for whom exemptions should

be recommended. Select “No materialsrequired (exempted)” as the material type.Note: Student materials will not be shipped toyour school for exempted students.

• Send letters regarding exemptions to thestudent’s parents.

• File the signed letters the parents return.

Deferrals:• Identify students for whom deferrals should be

recommended. Select “No materials required(deferred)” as the material type. Note: Studentmaterials will not be shipped to your schoolfor deferred students.

• Send letters regarding deferrals to the student’sparents or to the adult students.

• File the signed letters that parents return.

STEP 2Accommodations andspecial provisions

• Read the section in this guide onaccommodations and special provisions.

• Identify students with IEPs who needaccommodations.

• Identify students enrolled in ESL/ELD whoneed special provisions.

• Communicate with the students’ parents orwith the adult students.

• Arrange the necessary support.

Follow the steps below. For help accessing or updating information on the SDC system, please referto the Instructions for Using the Student Data Collection System on the secure portion of EQAO’sWeb site.

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LEGEND: Principal TeacherLEGEND: Principal Teacher


STEP 3Special versions Use the SDC system to select the materials for

students who require special versions.

STEP 4Plan testadministration

• Determine the following:– space requirements (schools may use

classrooms, a congregated setting, such as a gymnasium or cafeteria, or a combinationof these);

– room allocation, including particularrequirements to meet the needs ofaccommodated students; ensure all roomscan be secured;

– manner in which accommodated studentswill use CD or tape players and computers;

– location and technological requirements forspecial versions;

– procedures for students who finish early;– staffing requirements for preparing materials

(scanning and printing of special versions);– staffing requirements for administering the

OSSLT, including support for studentsreceiving accommodations;

– procedures for the distribution andcollection of forms and test materials andtheir return to EQAO and

– procedures for notifying students of theroom in which they will write the test.

• Organize and plan for information sessions.




STEP 5Student informationand STS

• Use the SDC application to enter the data for each student who will receive one ormore accommodations, special provisions orspecial permissions or who will be exempted.

• Review the data for accuracy and make anynecessary changes.

• If there are corrections to be made to thename or Ontario Education Number, callEQAO for directions.

• Transfer students between classes as necessaryfor test room organization.

• Add newly arrived students who are in Grade10 or previously eligible students who arerequired to successfully complete the OSSLTas a diploma requirement.

Note: Schools may update this information afterFebruary 2.

January 26–February 2, 2006 The SDC will not be available to schools while EQAO assigns student barcodes and creates STSs.

Shipment 1

STEP 6Receive and storeShipment 1

March 6–10, 2006

Shipment 1 contains all the materials you need toprepare for the administration of the OSSLT.

• Using the Packing/Return List, immediatelycheck the contents of Shipment 1:– principal’s memo– this guide– Training to Administer CD-ROM

• Immediately call EQAO at 1-888-327-7377 if any materials are missing or if additionalmaterials are required. The deadline forordering is 6:00 p.m., March 24, 2006. Avoid ordering at the last minute, becausematerials may not arrive on time, especiallyfor remote and difficult-to-access areas.

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LEGEND: Principal TeacherLEGEND: Principal Teacher


STEP 7Plan for security andconfidentiality ofOSSLT materials

The OSSLT is a secure test. Protect itsconfidentiality by

• securely storing all OSSLT materials before,during and after the administration of the test;

• ensuring all materials and rooms can besecured during the break;

• ensuring that custodial and office staff arealerted to expect the arrival of all shipmentsand the need for their secure storage;

• ensuring that test materials are never leftunattended and

• informing all involved in the administration ofthe test that test materials must not be read,copied or disclosed.

Note: Notify EQAO immediately at 1-888-327-7377 if a security breach issuspected.

STEP 8Distribute and readthis guide

• Distribute this guide to appropriate staff (e.g., teachers administering the test, thesupport staff).

• Read the guide carefully.




STEP 9Train to administer • Schedule training-to-administer sessions at

least one week before the administration.• Arrange individual or group sessions to review

this guide before the administration.• Use the CD-ROM as a source for training

materials if you wish.• Discuss

– the confidentiality of the test materials;– the security of materials (students may not

be left alone with materials; rooms must besecured during the break);

– the processing of Shipment 2;– the distribution and collection of test materials;– the importance of following the

administration procedures;– the importance of using and following the

script and– how to prepare materials for return to the

principal.• Make sure everyone understands the scripts

and the procedures to follow. This will ensureconsistency in administration across theprovince.

• Inform teachers administering the test that aquality assurance observer may visit with 24 hours’ notice.

STEP 10Establish start time fortest administration

• Establish a start time for the test administrationas close as possible to the beginning of theregularly scheduled Period 1.

Note: The start time of the test may be delayedfor up to one hour due to unforeseencircumstances affecting a group of students(e.g., bus delay, weather conditions), at theprincipal’s discretion. For delays longer than one hour, the principal must call EQAO at 1-888-327-7377.

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STEP 11Plan informationsession(s) for students

• Determine the location and date (prior toMarch 29) of one or more informationsessions for students writing the OSSLT.

• Prepare overheads for the information sessions(see Appendix C).

STEP 12Verification of STSs • Use the SDC to verify that all students are

listed on the STSs.• Print the STS for each class or group, and

store it.

STEP 13Hold informationsession(s) for students

• Read the Script for the Student InformationSession in this guide.

Shipment 2

STEP 14Receive Shipment 2 Shipment 2 will contain all the materials

needed to administer the OSSLT.

• Using the Packing/Return List, immediatelycheck the contents of Shipment 2:– memo to principal – Return Service labels– plastic security ties– Exceptions and Issues Envelope– Student Answer Sheets Return Envelope– student booklet packages, bundled and

labelled according to the groups specifiedon the STS

Each bundle will be labelled with the range ofbarcode numbers on the student packages in thebundle.

Each student package is polybagged and willcontain Test Booklet: Session 1, Test Booklet:Session 2 and a Student Answer Sheet. Do notopen the individual student booklet packages.




STEP 14cont’d

Receive Shipment 2 • Immediately call EQAO at 1-888-327-7377 ifany materials are missing.

Note: Materials requested after March 24, 2006,will be sent in a separate shipment. You willneed to print a separate STS.

STEP 15Store test materialssecurely

• Use the plastic tote boxes to store the testmaterials in a secure place.

• Store the Packing/Return List, the UPS ReturnService labels and the plastic security ties foreasy retrieval.

STEP 16Retrieve STSs • Retrieve the previously stored STSs for each

group and class.• Check that they are accurate and up to date.

If they are not, print the most recent STSs fromthe SDC system.

STEP 17Match studentpackages with STSand writing locations

• Open the bundles of student bookletpackages. Do not open the packagesthemselves.

• Match the barcode on each STS to thebarcode on the corresponding studentpackage.

• If necessary, rebundle unopened polybaggedstudent booklet packages according to theappropriate writing location, using the STSs.

• Label the bundles by writing location. • Store the bundles and STSs in a secure place.

MARCH 200627



STEP 18Prepare test site • Schedule additional time, space and

personnel for students requiringaccommodations and special provisions.

• Organize the test room(s) so that students willwork independently and not be able to seeother students’ answers.

• Remove from the walls and display areas inthe test rooms any instructional materialsrelated to reading or writing.

• Remove dictionaries and thesauruses.• Turn off bells and PA announcements during

the test administration period.• Inform staff if a quality assurance observer will

be visiting your school.

STEP 19Review this guide,which includes theTeacher’s Scripts

• Review the steps and the scripts prior to theadministration of the test. They are requiredprocedures that ensure consistency in theadministration.

STEP 20Distribute materials toteachersadministering OSSLT

• Distribute the materials to the teachersadministering the test, on the morning of theadministration. They are responsible for thesecurity and confidentiality of the materials.

• Copy and distribute a copy of the StudentTracking Sheet to the teachers administeringthe test.

• In case of an emergency, follow school orboard procedures.


LEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal Teacher


Administration

STEP 21Distribute testpackages to students

• Use the STS to distribute student packages.• Ensure that the last 12 digits of the student

barcode on the STS and the student packagematch.

• If there is a barcode problem or if a studentpackage is incomplete, follow the directionsin the “Importance of Barcodes” in this guide.

Notes:

Do not attempt to change barcodes. It is veryimportant that they not be altered, as alterationwill affect the accuracy of the student’s score.

If a student’s package is incomplete, or if yourequire additional materials, call EQAO at 1-888-327-7377.

Extra packages must not be opened and must bereturned to EQAO at the conclusion of the test.

STEP 22Administration • Follow the Teacher’s Scripts.

• Read the Teacher’s Scripts to the students,excluding the italicized parts.

• Never leave your room unattended once the materials are distributed. In case ofemergency, instruct the students to leave their materials on their desks and to exitimmediately. When they return, instruct them to return to work.

• Remind the students to plan their time so thatthey can complete each section of the test.

• Do not translate or explain terms.• Do not influence the students’ responses.• Do not correct the students’ work during the

test.

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LEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal Teacher


STEP 22cont’d

Administration • Before the test, encourage students to attemptall items. All unanswered items will be scoredzero.

• At the end of the first session, collect Test Booklet: Session 1 and store securely.

• Have students leave the Student Answer Sheetface down on their desks.

• At the end of the test, collect Test Booklet:Session 2 and the Student Answer Sheetsseparately. (Refer to “Submitting StudentResponses to Special Versions,” page 15, forcollection of materials.)

• Place all student materials with issues in theExceptions and Issues envelope.

STEP 23Collect test materials(including scribed orword-processedresponses)

• Collect, bundle and store all test booklets,used or unused.

• Follow the instructions in the section“Submitting Student Responses to SpecialVersions.”

STEP 24Return of testmaterials to principal

• Bundle all Student Answer Sheets and placethem in the Student Answer Sheets ReturnEnvelope.

• Bundle all completed Test Booklet: Session 1swith an elastic.

• Bundle all completed Test Booklet: Session 2swith an elastic.

• Bundle all unused student packages.• Place all student materials with issues in the

Exceptions and Issues envelope. Documentthe issue on the cover.


LEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal Teacher


After the Administration

STEP 25Preparation of testmaterials for return toEQAO

• Review the SDC to ensure it is complete andaccurate.

• Indicate on the Packing/Return List the totalquantity of each item being returned. Thequantities returned must equal the quantitiesreceived by the school.

• Photocopy the following and keep the copieson file:– the completed Packing/Return List– the Student Answer Sheets

• Bundle the original Student Answer Sheets forall classes and ensure they are placed in theStudent Answer Sheet Return Envelope.

• Bundle all Test Booklet: Session 1s together.• Bundle all Test Booklet: Session 2s together.• Place all test materials and unused student

packages in the tote box(es) provided. Fill anyfree space with the original packing material.

• Place all student materials with issues in theExceptions and Issues envelope.

• Include the original Packing/Return List withthe materials being returned.

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LEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal TeacherLEGEND: Principal Teacher


STEP 26Keep materials on fileat school

• Keep the following on file in the school:– the STS and Student Information Form for

each class or group, printed from the SDC(do not return these to EQAO)

– the signed consent forms for the exemptedstudents

– photocopies of all Student Answer Sheets– a photocopy of the completed

Packing/Return List • In the student’s OSR, file all documentation

related to accommodations, specialpermissions, deferrals and exemptions,including signed parent consent forms for anystudents exempted from the test. Do not sendthis documentation to EQAO.

STEP 27Prepare tote boxes forshipping

• Affix the correct UPS Return Service label tothe top of each tote box. Match the tote ID onthe label with the one on the tote box.

• Seal the tote box(es).

STEP 28Have tote boxesready for UPS pickupon March 30, by9:00 a.m.

Ensure that the tote boxes are ready.The UPS courier will arrive at your school onMarch 30 between 9:00 a.m. and 4:00 p.m. forpickup.

• If UPS does not pick up your materials by the end of March 30, call EQAO at 1-888-327-7377.

Note: If you use a courier other than UPS,EQAO cannot guarantee the delivery of the testmaterials for marking.

• Keep a record of the tracking number from theUPS Return Service label.


Section 4: Teacher’s Scripts

A point-form version of this document for use asan overhead is in Appendix C. A printableversion is on the Training to Administer CD-ROM, in the folder Principal_Materials.

Introduction

� All eligible secondary-schoolstudents in Ontario will be takingthe Ontario Secondary SchoolLiteracy Test on March 29, 2006.This test is a requirement for yourOntario Secondary SchoolDiploma. In a few months, youwill receive an Individual StudentReport indicating whether or notyou have passed the test.

� You will be asked to completetwo booklets. Each bookletcontains various readingselections, writing tasks andquestions. You will have90 minutes to complete eachbooklet. We will take a shortbreak after Test Booklet:Session 1.

� At the end of Test Booklet:Session 2, you will answer a shortquestionnaire.

� If you are retaking the test, youneed to write the entire test.

Where and When

� The OSSLT will take place inroom _______ on Wednesday,March 29. It will takeapproximately three hours. This

does not include the 15-minute break or the instructions or thequestionnaire. You must be in yourseat and ready to start at ___ a.m.

Punctuality and Absenteeism

� It is very important that you be inyour seat by ___ a.m. to write the test.

� If you are late, you will beallowed to write the bookletbeing completed at that time, butyou will not have the instructionsrepeated for you, and you will notbe given any extra time to makeup for the time you have missed.Being late will reduce yourchances of passing.

� If you are absent, you will berequired to take the test at thenext administration.

What to Bring

� You may use blue or black ink or pencil for all written answersin the booklet, and pencil formarking your multiple-choiceanswers on the Student AnswerSheet.

� You will not require any othermaterials. Leave your gym bag,backpack, lunch bag and anyelectronic devices (CD player,cellphone, pager, etc.) in yourlocker or at home.

Script for the Student Information Session

MARCH 200633

Test-Room Protocol

� When you arrive in the test room,your teacher will direct you toyour seat.

� Wait for instructions from yourteacher before opening thepackage that will be at your seat.

What to Do If You Finish Early

� Review your work. Check thatyou have not missed any pages or tasks.

(Please communicate your school policy forstudents who finish the test early.)

General Instructions

� You will work on your own. Yourteacher will not be able to answerany questions during the testingperiod. Please ask questions atthe end of these instructions, sothat you fully understand whatyou will have to do before youwrite the OSSLT.

� Answer all the test questions. Notanswering questions or leaving a writing task blank will reduceyour chances of success.

� Write clearly. Handwriting thatcannot be read cannot be scored.

� If you write offensive material,your work may not be scored andthe principal will be notified.

� On the inside of each of your test booklets, you will find

instructions. Follow theinstructions carefully.

Answering the Questions

� You will be answering allmultiple-choice questions on theStudent Answer Sheet. Pleasebring several sharpened pencilsand an eraser to do this.

� If you wish to change a multiple-choice answer, erase your answerand fill in the circle for your newanswer. Ensure that your finalanswer is darker than the one youhave erased.

� You will be answering all writtenresponse questions using blue orblack ink or pencil in the bookleton the lines provided.

� The amount of lined spaceindicates the expected length ofyour response.

� Use the space provided for roughnotes to jot ideas or plan yourresponse, but write your responsein the lined space provided. Workcompleted in the space for roughnotes will not be scored.

� If you wish to change a writtenresponse or edit some of yourwork, cross out the incorrect partand write in the new answer asneatly as you can. Do not useliquid paper. Clearly identify yourfinal answer. As long as scorerscan read your work, it will bescored.


� Remember to use the StudentAnswer Sheet for all multiple-choice questions.

Student Questions

� Do you have any questions?

� Remember to follow theinstructions. Answer all the testquestions. If you have time left,reread your work to ensure youare satisfied with it, and checkthat your Student Answer Sheet is accurate.

� You will have to manage yourtime in order to complete eachbooklet within the 90 minutesallotted for it.

� Do your best.

MARCH 200635

Script for the Test

Introduction

� I am reading from a script, so thatthe test is fair for every student.Every student in the province willbe hearing exactly the sameinstructions.

� The test will last three hours this morning, not includinginstructions, your break or thestudent questionnaire that youwill find at the end of TestBooklet: Session 2.

� You will have 90 minutes tocomplete each booklet. If youfinish early, review your work.Check that you have not missedany pages or tasks.

(Distribute student packages, ensuring that thebarcode ID package matches the barcode on theStudent Tracking Sheet.)

� Remove the plastic wrapping fromyour booklets.

� Check that you have Test Booklet:Session 1, Test Booklet: Session 2and the Student Answer Sheet.

Note: Large-print booklets do not include aStudent Answer Sheet. Students circle their multiple-choice responses in the booklets.

� In the space provided on theStudent Answer Sheet, print andsign your name.

� Check that the last 12 digits of thebarcode on each booklet are thesame as those on the StudentAnswer Sheet.

� Put Test Booklet: Session 2 facedown on the corner of your desk.

� Check that the page numbers inTest Booklet: Session 1 are inorder and that none are missing.

� If you are missing anything, or ifyour barcodes do not match, putup your hand. I will replace yourpackage with a new one.

(If there is a mismatch of barcodes, refer to theinformation on barcodes in Section 1 of thisguide.)

� Keep Test Booklet: Session 1closed and face up on your desk.

� You may use blue or black ink or pencil for all written answersin the booklet, and pencil formarking your multiple-choiceanswers on the Student AnswerSheet.

(Read aloud the instructions from the insidecover.)

� If you have any questions, pleaseask them now, since I will not beable to answer any questionsduring the test.

(Distribute pens and pencils if necessary.)

� Read the selections and thequestions carefully. Answer all thequestions in each section. Manageyour time carefully to complete asmuch of the test as you can in thetime provided.

� If you have any time left, reviewyour work, including your StudentAnswer Sheet.


� You have 90 minutes to completeTest Booklet: Session 1.

� I will let you know when youhave 15 minutes left.

� You may begin now.

After 75 minutes� You now have 15 minutes left to

complete Test Booklet: Session 1.

After 90 minutes� Stop working. I will now collect

your Test Booklet: Session 1. Putyour Student Answer Sheet facedown on your desk. We will takea 15-minute break.

(Ensure that no student is left in the room withmaterials and that the room is secure during the break.)

Following the 15-minute break� You will now begin work on the

second part of the test. Turn overTest Booklet: Session 2 and yourStudent Answer Sheet.

� Check the page numbers in TestBooklet: Session 2 to ensure theyare in order and that you are notmissing any pages. Raise yourhand if you are missing pages.

� Remember to use pencil formarking your multiple-choiceanswers on the Student AnswerSheet. You may use blue or blackink or pencil for the writtenresponses in the booklet.

� If you finish early, check overyour work including your StudentAnswer Sheet.

� At the back of Test Booklet:Session 2 is a StudentQuestionnaire. You may completeit once you have checked over allof your work, but everyone willhave extra time for thequestionnaire.

� You have 90 minutes to completeTest Booklet: Session 2.

� I will let you know when youhave 15 minutes left.

After 75 minutes � You now have 15 minutes left to

complete Test Booklet: Session 2.

After 90 minutes� Stop working now.

� Complete the StudentQuestionnaire.

(Walk around to ensure students are working on Section N, the questionnaire, and notcompleting another section.)

Collect Booklet 2 and the Student Answer Sheetsseparately. Do not put Student Answer Sheetsinside the booklets.

� Congratulations, you have nowfinished the OSSLT. You willreceive your scores in a fewmonths.

MARCH 200637

Appendix A—EQAO Policies and Procedures

The Role of EQAOEQAO is an independent agency established by the Government of Ontario. Its purpose is topromote greater accountability and better quality in Ontario’s publicly funded school system.

The role of EQAO is to

• design and implement a comprehensive program of student assessment within government-established guidelines;

• develop and implement a system for measuring the quality of education in Ontario;

• manage Ontario’s participation in national and international assessments;

• promote research on best practices in assessment and accountability and

• report to the Minister of Education, the public and the education community on system quality issues and recommend improvements.

EQAO believes that the most important goal of assessment is to improve student learning, and it values only that information with the potential to bring about constructive change andimprovement. The OSSLT has been designed specifically for Ontario students. It was developed by Ontario educators and was pilot tested and field tested with Ontario students. The reading andwriting skills tested on the OSSLT are based on The Ontario Curriculum, up to the end of Grade 9.

Policies and Procedures

Consistency and FairnessThe consistency of testing procedures is important to ensuring fairness for all students. Studentsmust work independently in a quiet environment, supervised by teachers trained to administer thetest. Teachers are given a script that must be followed to ensure that a common message is given toall students throughout the province. The conditions of the test administration include a time limitas well as limited access to the test booklets. The standardization of the test content and of theconditions under which the test is administered ensure comparable opportunities for students todemonstrate the skills measured by the test.

Quality AssuranceAs part of EQAO’s quality assurance procedures, schools may be visited during the test by anobserver representing EQAO. The observer’s responsibility is to monitor the consistency ofadministration across the province. The observer will notify the school in advance by phone and willpresent a letter of identification to the principal.

Participation in the Ontario Secondary School Literacy TestSuccessful completion of the OSSLT is a requirement for students who entered Grade 9 in September2000 or later and are working toward an OSSD. Students can also meet this requirement through the OSSLC but must have had at least two opportunities to take the test (at the principals’ discretion,this may be reduced to one) and have failed the test at least once.


Participants in the March 2006 OSSLT are

• students who entered Grade 9 in the 2004–2005 school year,

• students who did not pass the test on a previous administration,

• students who were absent or deferred in 2004 and

• students who were exempted in 2004 but are now working toward an OSSD.

Punctuality Students who are less than 30 minutes late will be permitted to write the day’s test booklets.However, the instructions will not be repeated, and students will not be granted extra time tocompensate for their late arrival. Students arriving more than 30 minutes late but before or duringthe break will not be permitted to write the first test booklet but will be permitted to write thesecond test booklet, after the break, with the rest of the students. Students who are late may not beable to complete sufficient work to pass.

Teacher AbsencesIn the case of an absence, another teacher, supervised by the principal, may administer the test. Theteacher taking over the administration of the test must be provided in advance with a copy of thisguide and must follow the steps and scripts. The teacher must have the opportunity to have theprocedures clarified.

EQAO Policy on the Duty to Report Child AbuseUnder provincial law, persons dealing with children, including teachers, teaching assistants andprincipals, have a duty to report suspicions of child abuse to the Children’s Aid Society. According tothe Child and Family Services Act, the duty to report also applies where there are reasonable groundsto suspect patterns of child neglect.

If a teacher, non-teaching staff member, principal or volunteer working as a scribe has reasonablegrounds to suspect child abuse or neglect, he or she is obligated to report any suspicion and theinformation on which it is based directly to the Children’s Aid Society. When reporting to theChildren’s Aid Society, send only the student’s writing linked to the suspicion of abuse or neglect.Notify EQAO at 1-888-327-7377 at the same time, indicating which portion of the test is in question.Do not send the Children’s Aid Society any part of the preprinted test, including the writing prompt.If they require more information, they will contact EQAO.

EQAO has procedures in place to facilitate scorers’ reporting of suspicions of child abuse.

EQAO Policy on Offensive LanguageStudent work that contains offensive language or obscene or racist graphic depictions will bereported to the student’s principal, so that appropriate action can be taken at the school level.Offensive content may invalidate a student’s response.

MARCH 200639

Reporting to Students and ParentsEQAO will provide an ISR for each student who participated in the OSSLT, following the testadministration. A copy will also be provided for the student’s school record. The ISR will indicatewhether a student has successfully completed the test. Directors of education for each district schoolboard will receive school, board and provincial results. School, board and provincial results will bereported publicly by schools, boards and EQAO.

Embedded MaterialsNote: Field-test questions are embedded in the student booklets. Students will have differentversions of these embedded questions. These questions will not be included in the students’ scores.However, it is important that students give them the same effort they give the other parts of the test.


Appendix B—Sample Letters

(over)

<on school letterhead>

Dear <Parent or Guardian or Adult Student>:

Name of student: ___________________________________________________

On March 29, 2006, students who entered Grade 9 during the 2004–2005 school year will write the Ontario Secondary

School Literacy Test, as will students who are retaking the test.

The literacy test, administered by Ontario’s Education Quality and Accountability Office (EQAO), is used to determine

whether a student has the literacy (reading and writing) skills required to meet the standard for understanding reading

selections and communicating in a variety of writing forms expected by The Ontario Curriculum across all subjects up to

the end of Grade 9. The successful completion of this test or the Ontario Secondary School Literacy Course is a

requirement for the Ontario Secondary School Diploma.

The purpose of this letter is to inform you that, in accordance with <your child’s or your> Individual Education Plan,

the following <accommodation(s)> will be provided, as permitted by the Ministry of Education’s Policy/Program

Memorandum No. 127 and Individual Education Plans: Standards for Development, Program Planning, and

Implementation as well as EQAO’s Complete Guide for Administering the Ontario Secondary School Literacy Test.


Setting

� An individual or small-group setting or an individual study carrel

� Preferential seating within the regular classroom

� Assistive devices or adaptive equipment

� Prompts to draw the student’s attention back to the test

Timing

� Additional time, to a maximum of double the time allotted

� Periodic supervised breaks

Presentation Format

� Sign language or an oral interpreter

� Braille version

� Large-print version (no Student Answer Sheet)

� Coloured-paper version

� Large-print coloured-paper version (no Student Answer Sheet)

� Audio version (CD or tape)

� Assistive devices and technology resources (e.g., text-to-speech software, augmentative or alternative communication

systems)

Applicable to the Writing Sections Only

Presentation Format

� Verbatim reading of the writing-question prompts (including the topic and accompanying materials)

Response Format

� Use of computer or word processor for responses

� Audiotaping of responses

� Assistive devices and technology resources (e.g., speech synthesizer, Brailler, speech-to-text software, augmentative

Students with SpecialNeeds

Students Receiving aDeferral

Note: Editable MicrosoftWord versions of these lettersare on the secure portion ofEQAO’s Web site.

Students Receiving anExemption

Students with aTemporary Condition

Students ReceivingSpecial Provisions

(over)



Name of student: __________________________________________________

The Ontario Secondary School Literacy Test (OSSLT), administered by Ontario’s Education Quality and Accountability

Office (EQAO), is used to determine whether a student has the literacy (reading and writing) skills required to meet the

standard for understanding reading selections and communicating in a variety of writing forms expected by The Ontario

Curriculum across all subjects up to the end of Grade 9. The successful completion of this test or the Ontario Secondary

School Literacy Course is a requirement for the Ontario Secondary School Diploma.

On March 29, 2006, students who entered Grade 9 during the 2004–2005 school year will write the OSSLT, as will

students who deferred or who are retaking the test.

<Include one of the following:>

Although <your child does not or you do not> currently have an Individual Education Plan, as required by policy, one is

being developed.

<OROR>

Although <your child does not or you do not> have an Individual Education Plan, as required by policy, a temporary injury

or condition would otherwise prevent <your child or you> from participating in the test without an accommodation.

We therefore recommend that <your child or you> receive the following <accommodation(s)>, as permitted by the

Ministry of Education’s Policy/Program Memorandum No. 127 and EQAO’s Complete Guide for Administering the

Ontario Secondary School Literacy Test.


Setting


� Preferential seating within the regular classroom

� Assistive devices or adaptive equipment

� Prompts to draw the student’s attention back to the test

Timing



Presentation Format

� Sign language or an oral interpreter

� Braille version

� Large-print version (no Student Answer Sheet)

� Coloured-paper version

� Large-print coloured-paper version (no Student Answer Sheet)

� Audio version (CD or tape)

� Assistive devices and technology resources (e.g., text-to-speech software, augmentative or alternative communication

systems)



Name of Student: ___________________________________________________

The Ontario Secondary School Literacy Test (OSSLT), administered by Ontario’s Education Quality and

Accountability Office (EQAO), is used to determine whether a student has the literacy (reading and writing) skills

required to meet the standard for understanding reading selections and communicating in a variety of writing forms

expected by The Ontario Curriculum across all subjects up to the end of Grade 9. The successful completion of this

test or the Ontario Secondary School Literacy Course is a requirement for the Ontario Secondary School Diploma.


students who are retaking the test.

The purpose of this letter is to inform you that the following special provisions will be in place for <your child or

you>, as permitted by the policy outlined in the EQAO’s Complete Guide for Administering the Ontario Secondary

School Literacy Test.

Setting


Timing



If you have any questions or concerns about the special provisions, please contact me.

__________________________________________

(PRINCIPAL’S SIGNATURE)


May be adapted for use where

a request for deferral is refused.


Name of student: ___________________________________________________





test or the Ontario Secondary School Literacy Course is a requirement for the Ontario Secondary School Diploma.

The OSSLT will be administered on March 29, 2006. Following consultation with you and with <name of

appropriate school staff>, the decision has been made to defer <your or name of student’s> participation in the test

until the next test administration, in March 2007.

The <reason(s)> for the deferral <is or are> ________________________________________________________________

___________________________________________________________________________________________________

It is important to note that <you or name of student> must participate in the next administration of the test (dates to

be announced), unless another deferral is granted prior to then.

Please contact me if you have questions or concerns.

A copy of this letter will be retained in <your or name of student’s> Ontario Student Record.

__________________________________________




Name of student: ___________________________________________________





test or the Ontario Secondary School Literacy Course is a requirement for the Ontario Secondary School Diploma

(OSSD).


students who are retaking the test. In the course of developing an Individual Education Plan for <you or name of

student> and following consultation with you, it was determined that <you or name of student> <is or are> not

working toward an OSSD and will therefore be exempted from the OSSLT.

It is important to note that students who do not successfully complete the test are not eligible for the OSSD. If the

learning expectations in <name of student>’s IEP are revised and <he or she> begins to work toward the OSSD, <he

or she> must successfully complete the test in order to be eligible to receive the diploma.

A copy of this letter will be retained in <your or name of student’s> Ontario Student Record.

__________________________________________


Appendix C—Information Session

Note: A printable overhead version of Appendix C can be found on the Training to Administer CD-ROM, in the Principal_Materials folder.

Introduction• March 29, 2006

• diploma requirement

• Individual Student Report in 2006

• Instructions and Test Booklet: Session 1

• Test Booklet: Session 2

• 90 minutes to complete each booklet

• Every student rewriting the OSSLT must complete the entire test.

Where and When• room(s) ___

• approximately three hours

• 15-minute break

• start:_____ and finish: _____

Punctuality• less than 30 minutes late:

– allowed to write both booklets

– instructions not repeated

– no extra time

• more than 30 minutes late but before or during the break:

– allowed in test room after the break only

– allowed to write only Test Booklet: Session 2

– will affect chances of passing

What to Bring• blue or black pens (highlighter optional), pre-sharpened pencils, and erasers

• no gym bags, backpacks, lunch bags or electronic devices

continued

MARCH 200641


Student Test-Room Protocol• Sit where assigned.

• Wait for your teacher’s instructions before starting.

• Make sure the last 12 digits of your barcode number are the same on all materials. The barcodeidentifies you.

• Your package will contain– Test Booklet: Session 1– Test Booklet: Session 2– Student Answer Sheet

What to Do If You Finish Early

• Review your work.

• Begin answering the questionnaire.

• ______________________

General Instructions• Work on your own.

• Write clearly.

• Offensive content may not be marked. Principal will be notified.

• Test instructions are on the inside cover of each test booklet.

• Follow all instructions.

• Manage your time.

MARCH 200643

Appendix D—Test Instructions

Test Instructions

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

Read carefully before writing the test:

• Check the barcodes of your three documents to see that the last 12 digits all match. If they donot, report the mismatch to the teacher in charge.

• Check the pages of this Test Booklet to see that they are in order. If they are not, report theproblem to the teacher in charge.

• Read all instructions before responding to the questions.

Multiple-Choice

• Choose the best or most correct answer for each question.

• You must record your multiple-choice answers on the Student Answer Sheet. Multiple-choiceanswers recorded in the Test Booklet will not be scored.

To indicate your answer, use a pencil to fill in the circle completely.

Like this: Not like this:

• If you fill in more than one circle for a question, the question will be scored incorrect.

• If you wish to change a multiple-choice answer, erase your answer and fill in the circle foryour new answer. Ensure that your final answer is darker than the one you have erased.

Written Answers

• For all questions that ask for a written answer, write legibly and in complete sentences on thelined space provided in the Test Booklet.

• In your written answers, pay attention to clarity, organization, spelling, grammar andpunctuation.

• The lined space provided for your written work indicates the approximate length of thewriting expected.

• There is space in the Test Booklet for rough notes. Nothing you write in these spaces will be scored.

You are now ready to start Test Booklet: Session 1.

Remember to record all your multiple-choice answers on the Student Answer Sheet.

Ontario Secondary School Literacy Test

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


Appendix E—Sample Student Answer Sheet

Sample Answer Sheet

Student Answer Sheet 01 1

SESSION 1

Section A

1.

2.

3.

4.

5.

6.

7.

8. Respond in booklet.


Section B

1.

2.

3.

4.

5.

Section C

1.

2.

3.

4.

5.

6.

7.



A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

A B C D

F G H J

A B C D

F G H J

A B C D

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

Section D


Section E


Section F1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Section G


End of Session 1

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

SESSION 2

Section H


Section I1.

2.

3.

4.

5.

Section J

1.

2.

3.

4.

5.

6.

7. A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

A B C D

F G H J

A B C D

F G H J

A B C D

Section K

1.

2.

3.

4.

5.

6.

7.

8.



Section L


Section M

1.

2.

3.

4.

5.

6.

7.



A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

OSSLT March 2006

Student Answer SheetFor Test Sessions 1 and 2• To indicate your answer, use a pencil to fill in the circle completely, as shown below:

Like this: Not like this:• If you fill in more than one circle for a question, the question will be scored incorrect. • If you wish to change a multiple-choice answer, erase your answer and fill in the circle for your new answer.

Ensure that your final answer is darker than the one you have erased.

Print Student Name: ________________________________________________

________________________________________________

Student Signature: ________________________________________________

Section N

1. a)

b)

2.

3. a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

4.

5. a)

b)

c)

d)

6. a)

b)

c)

d)

e)

f)

7.

End of Test

A B C D

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

A B C D

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

A B C D E

A B C

Y N

© 2006 Queen’s Printer for Ontario

Education Quality and Accountability Office2 Carlton Street, Suite 1200Toronto ON M5B 2M9

Telephone: 1-888-327-7377Web site: www.eqao.com

Printed on recycled paper.

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The Complete Guide for Administering the Ontario Secondary ... · COMPLETE GUIDE FOR ADMINISTERING THE ONTARIO SECONDARY SCHOOL LITERACY TEST 4 The Student The student has an IEP