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2009 Campus Test Coordinator Training. February 11-12, 2009 Trainer – Peggy Bradfield Lamar Consolidated Independent School District. TAKS Training Requirements (Page 50 in Coordinator Manual). What’s New for 2009?. Not Much!

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2009 campus test coordinator training

2009 Campus Test Coordinator Training

February 11-12, 2009

Trainer – Peggy Bradfield

Lamar Consolidated Independent School District

what s new for 2009
What’s New for 2009?
  • Not Much!
  • The test administrator manuals have been re-designed. There is now a general test administrator manual and grade-specific test administrator directions manual. The general TA manual will arrive before the first spring test administration and is to be kept and used for the rest of the year. The grade-specific TA manuals will arrive before each test administration.
  • There is a slight re-design of test administrator security oaths this year. (handout)
what s new for 20091

The high school honor statement has been expanded to include high school TAKS-M testing.

  • Reading the questions and answers on TAKS-M reading tests is no longer a required standard administration but are now an available accommodation for TAKS-M reading.
  • TELPAS will be 100% online this year including the holistic ratings. There will be no paper TELPAS tests or answer documents this year.
  • TAKS-M will be included in SSI re-tests this year.
What’s New for 2009?
calendar of events pages 6 9

Each column is an administration

    • Materials kept separate
    • May require separate trainings
    • Turned in separately
  • What happens up until testing – p. 6-7
    • When materials are due to arrive
    • Deadline for extra materials to be ordered – email Tanya
    • Deadline for test administrator training
  • Test schedule
Calendar of Events – Pages 6-9
calendar of events cont

What happens after testing – pages 8-9

    • When scorables are due
    • When nonscorables are due
    • When compositions can be discussed
    • When results are due
    • When parents must receive results
Calendar of Events, cont.
campus coordinator responsibilities

Read the coordinator’s manual, the coordinator supplement(eoc), the accommodations manual, and the test security supplement.

  • Read the test specific administrator manuals.
  • Attend test coordinator training.
  • Receive and manage testing materials.
  • Be responsible for all secure testing materials on your campus.
  • Prepare answer documents for testing. Ensure that each student is slated to take the correct test.
  • Coordinate all campus testing logistics.
  • Train test administrators – agenda & sign-in sheet.
  • Establish and monitor testing procedures to insure test security.
Campus Coordinator Responsibilities
campus coordinator responsibilities1

You and your principal are responsible for test security on your campus.

  • Supervise and actively monitor testing including make-ups.
  • Verify appropriate score codes, test taken information codes, testing accommodations codes, and all other coding is correct on answer documents.
  • Mark make-ups.
  • Prepare and return all testing materials to the district test coordinator. (handout)
  • Have a partner double check your nonscorables.
  • Be the campus contact for all questions about testing.
  • Report testing irregularities and security violations immediately to the district test coordinator.
Campus Coordinator Responsibilities
definitions

Test Security involves accounting for all secure materials before, during, and after each test administration.

  • Confidentiality involves protecting the contents of all tests booklets and student answer documents.
Definitions
test security and confidentiality requirements

All testing personnel must be trained and sign an oath before handling secure test materials.

  • All tests must be administered in strictaccordance with the manuals.
  • No person may view, reveal, or discuss the contents of a test or answer document unless specifically instructed to do so by the procedures in the test administrator manuals.
  • No person providing an oral administration of a test may write notes, calculations, or any other marks in a test booklet or in any other location.
Test Security and Confidentiality Requirements
test security and confidentiality requirements1

Secure materials (test booklets and LAT simplification guides) may not be duplicated without specific prior approval from TEA.

  • Seals on test booklets may only be broken during testing sessions and only by persons authorized to do so in the instructions.
  • No person may answer verbally or nonverbally any question that relates to the contents of a test before, during, or after a test administration.
  • No person may review or discuss student responses during or after testing unless specifically authorized to do so by the procedures in the TA manuals.
Test Security and Confidentiality Requirements
test security and confidentiality requirements2

No person may change any response or instruct a student to do so.

  • Only students can erase stray marks on their answer documents or in their scorable test booklets.
  • Secure materials must be securely locked up when not in use.
  • Testing materials must be signed out and in daily to test administrators.
  • Campuses must actively monitor testing sessions and require test administrators to actively monitor during testing.
Test Security and Confidentiality Requirements
what is active monitoring

Watching students during testing. The focus of the teacher’s attention is on the students and not elsewhere.

  • Walking around to better observe what students are doing. (Are students; working on correct section of test, marking answers on the answer document, not cheating, not using cell phones, not talking or communicating with other students, etc.?)
What Is Active Monitoring?

“Active Monitoring”

what is not active monitoring

Working on the computer or doing email.

  • Reading a book, magazine, or newspaper.
  • Grading papers or doing lesson planning.
  • Leaving the room without a trained substitute test administrator in the room.
  • Leaving students unattended during lunch or breaks.
  • Reading the test over a student’s shoulder.
  • Checking student responses during testing.
What is NOT Active Monitoring?
seating chart rule

Seating Charts are required for all test administrations. Seating Charts must include:

    • Location of testing session (Campus, room) and a brief description of the testing area (classroom, library, broom closet, etc.)
    • The assessment being given including grade, subject and date.
    • The first and last names of the test administrator(s).
    • The first and last names of each student and where they were seated for testing.
  • If students are re-grouped during testing an additional seating chart will be needed for the new group. The new seating chart should indicate the time students were re-grouped.
  • Seating chart samples on our page.
Seating Chart Rule
honor statements

Students in grades 9-12 will be asked to sign an honor statement immediately prior to taking TAKS and TAKS-M assessments. The language will appear on the answer document. Sign it in pencil.

By signing my name, I agree that I will not give or receive unauthorized assistance during the test. I understand that giving or receiving unauthorized assistance during the test is cheating and may result in the invalidation of my test results.

  • The test security supplement contains a sample letter to parents regarding the honor statement.
  • Test administrators are not required to check to make sure students sign their honor pledges.
Honor Statements
departures from test administration procedures

Incidents resulting in a deviation from documented testing procedures are defined as testing irregularities.

  • Each person participating in the testing program is responsible for reporting immediately to the district testing coordinator any violation or suspected violation of test security or confidentiality, including all testing irregularities.
  • TEA classifies testing irregularities by type and usually only requires corrective action plans for the irregularities that are relatively minor in nature.
Departures from Test Administration Procedures
serious testing irregularities

Testing irregularities that constitute a disclosure of secure testing materials or altering student results either directly or indirectly are considered serious and may result in actions being taken against a teaching certificate or the filing of criminal charges for tampering.

  • Examples include;
    • Viewing the test before, during, or after testing unless authorized by the testing procedures.
    • Scoring student tests.
    • Discussing secure test content or student responses.
    • Copying secure testing materials without permission by TEA
    • Directly or Indirectly assisting students during testing.
    • Tampering with student responses on answer documents.
Serious Testing Irregularities
document retention

Districts are required to maintain the following documentation for a period of five years.

    • Testing irregularity and investigation documents.
    • Materials inventory and extra material records.
    • Training agendas and sign-in sheets.
    • Signed security oaths for all testing personnel.
    • Seating Charts.
    • TELPAS Rating Rosters and Writing Verification Forms.
  • In LCISD, campuses are responsible for storing their campus testing records and maintaining them for the required five year period of time.
  • Organize by test administration by year. (columns)
  • Discuss with principal about storage place for documents.
  • Put previous year’s records in storage place; discard 2003 and earlier.
  • Testing records are based upon the calendar year and not the school year.
Document Retention
on site monitoring by tea

TEA will again be conducting on-site visits to districts and campuses throughout the 2009 testing year.

    • TEA will use independent test monitors.
    • The monitors will show up unannounced.
    • Monitors report to the superintendent’s office first and then will go to campuses.
    • All campuses need to be prepared for a visit. Talk to your principal.
    • Verify their ID badges if they show up at your campus and then grant them access to the campus testing sites. The principal or campus testing coordinator may accompany them to show them testing sessions and answer their questions.
On-Site Monitoring by TEA
test schedule and directions
Test Schedule and Directions
  • All tests must be administered on the scheduled day.
  • All tests must be administered in strict accordance with the instructions contained in the test administration manuals.
receiving materials

When materials arrive on your campus, open the boxes and do an inventory check to make sure that you have everything on your packing list. If anything is missing then immediately notify the district testing coordinator.

    • Shipping errors can be cleared up if addressed right after we receive the materials but after testing is complete, you cannot claim that any shortage of secure testing materials is the result of a shipping error.
  • Order any additional materials you need by email to Tanya before the day she has to order.
Receiving Materials
secure storage of testing materials

Secure testing materials must be kept under lock and key in a secure location.

  • A storage location is not secure if individuals who are not authorized to have access to the materials have a key to the storage location. (For example, custodians, administrators or others who may have a master key.)
  • Talk with your principal if you don’t have a secure storage area.
Secure Storage of Testing Materials
two answer documents

There are two answer documents that are used for all TAKS, TAKS (Accommodated), TAKS-M, and LAT testing.

    • TAKS, TAKS (Accommodated), and TAKS LAT including both English and Spanish are on one combined answer document (per grade)
    • TAKS–M and TAKS-M LAT – students taking all subjects with TAKS–M, including students eligible to take TAKS–M with linguistic accommodations, will use the regular TAKS-M answer document (grades 4–11) or scorable test booklet (grade 3)
  • TAKS–Alt – no answer documents should be submitted for students assessed with TAKS (Alt); it is an online only system.
Two Answer Documents
slide29

See page 161-162. Note: There are 6 different math and 6 different reading answer keys for this answer document.

Note the minor change in the language taken abbreviations on the answer document this year.

coding the answer documents

Mark ONE score code for each test that is included on the answer document. (Note the “*” score code means “did not test on this answer document” for the subject indicated. For example the student split testing between TAKS and TAKS-M.)

  • Mark the test taken for TAKS and TAKS-A on answer documents (and the testing language for grades 3-6).
  • Mark one or more accommodation codes depending upon what the student receives. Use the campus special education accommodations list. Leave blank if there are no accommodations.
  • OA, LP, and BR testing accommodations-
    • Do not bubble both OA and P for an oral administration. Use only the OA bubble.
    • Do not bubble both LP or BR and P for a large print or Braille test administration. Use only the LP or BR bubble.
Coding the Answer Documents
critical accountability issue

If you fail to mark a test taken information code the system will default to TAKS English, which would certainly fail the student unless they took the TAKS English test.

  • The test taken information code not only determines the answer key that is used to score the test but it also determines how the student results are used in accountability. (Most of TAKS Accommodated is not in state accountability this year.)
  • Once answer documents are submitted to Pearson we cannot correct coding errors (demographics or test taken information) for accountability. We could do a score code change request ($100 fee paid by campus) and get a correct score for the student but the original score would be the one used for accountability.
Critical Accountability Issue!
what coding affects accountability

For State Accountability Ratings

  • Ethnicity
  • Economic Disadvantaged Status
  • Score Code & Test Taken Information

For AYP Accountability Ratings

  • Ethnicity
  • Economic Disadvantaged Status
  • LEP Status
  • Special Education Status
  • Score Code & Test Taken Information
What Coding Affects Accountability?
what coding affects accountability1

For PBMS Accountability / Federal ProgramsCompliance

  • Ethnicity
  • Economic Disadvantaged Status
  • LEP Status
  • Migrant Status
  • Special Education Status
  • Bilingual Status
  • ESL Status
  • At Risk Status
  • CATE Status
  • Score Code
What Coding Affects Accountability?
verifying coding for accuracy

Everything is important since it affects something in one of the three accountability systems.

  • It is the responsibility of campus test coordinators to verify the demographic coding on student answer documents.
  • I would suggest that you use sources other than our district Discovery system to verify the coding since Discovery was the source of the coding to begin with.
  • See Appendix A for information on gridding, particularly the new codes for Bilingual & ESL.
Verifying Coding for Accuracy
corrections to precoded answer documents labels

If the name or PEIMS ID number is incorrect then

    • VOID the document.
    • Hand grid a new answer document with all the correct information.
    • Place voided answer document under Void Header Sheet for return with the scorable materials.
  • If anything other than the name or PEIMS ID number is incorrect then
    • Retain the answer document
    • Hand grid the correct information in the appropriate field.
    • Do not hand grid any field other than the one(s) being corrected.
Corrections to Precoded Answer Documents/Labels
precode answer documents labels

Precoded Answer Documents

  • Grade 4
  • Grade 5 Reading
  • Grade 5 Math
  • Grade 5 Science
  • Grade 6
  • Grade 7
  • Grade 8 Reading
  • Grade 8 Math
  • Grade 8 Science & SS
  • Grade 9
  • Grade 10 Math, Sci, & SS
  • Grade 11 Math, Sci, & SS

Precoded Labels

  • Grade 3 Reading*
  • Grade 3 Mathematics*
  • Grade 10 ELA
  • Grade 11 ELA
  • Exit Level Retests
  • TAKS-M All grades & subjects

(You will receive a precoded TAKS-M label for every student that is special education even if they will not be taking TAKS-M)

Precode Answer Documents & Labels

* Precoded labels can be used on either English or Spanish scorable documents.

returning unused precoded labels and answer documents

All precoded answer documents if not used must be returned under a VOID header with scorable materials.

  • If a precoded label is attached to an answer document and not used then it must be returned under a VOID header with scorable materials.
  • If a precoded label is not attached to an answer document then it is returned with the non-scorable materials.
Returning Unused Precoded Labels and Answer Documents
duplication of written compositions

Since 2009 is a designated TAKS release year, districts may retain a copy of each student’s TAKS, TAKS Accommodated, and TAKS-M compositions and/or open-ended responses for assessments administered during the 2008-2009 testing cycle (October 2008-July 2009).

(Handout: See TEA update & place in DCCM on pg. 179)

  • Districts are NOT permitted to make copies of student’s compositions or open-ended responses for the grade 10 ELA LAT test.
  • LCISD will be purchasing the pdf versions of the compositions and open ended responses again this year.
Duplication of Written Compositions
testing procedures1

TAKS Testing Procedures are listed in Campus Coordinator Activity 11 on pages 173-182 of the Coordinator Manual.

  • You MUST read the manual!
Testing Procedures

This PowerPoint is not a substitute for reading the appropriate sections of the 2009 Coordinator’s Manual.

summary of procedures

At least one test administrator for every 30 students.

  • “Testing – Do Not Disturb” signs posted on testing rooms.
  • Testing rooms should be quiet, well lighted, well ventilated, and comfortable.
  • Bulletin Boards and instructional displays covered or removed if it contains anything that might aid students during testing.
  • May take brief breaks in the testing room.
  • Do not allow students to bubble in the demographic fields on the front of the answer document.
  • No cell phones or other two-way telecommunication devices.
Summary of Procedures
summary of procedures1

Provide dictionaries (English) for grade 7 writing, 9th grade reading, and grade 10-11 ELA. At least 1 for every 5 students. May provide ESL dictionaries for LEP students.

  • Provide graphing calculators for grades 9-11 math tests. Every student will have their own graphing calculator.
  • Provide a four-function, scientific, or graphing calculator for grades 10-11 science tests. At least 1 for every 5 students.
  • Test administrators are not allowed to require students to first mark their answers in the test booklet and then transfer them to the answer document.
  • Must give students state-supplied rulers. CANNOT use other rulers.
Summary of Procedures
summary of procedures2

Students may use highlighters in non-scorable test booklets.

  • Must give students state-supplied math chart and science chart.
  • Reinforcing, reviewing, and/or distributing testing strategies during an assessment is strictly prohibited.
  • You cannot require students to use any particular test taking strategy. Students can use test taking strategies but you cannot require them to do so during the testing.
  • Lunch breaks are permitted, however students must remain as a group and be monitored by a trained test administrator so they do not discuss the test.
Summary of Procedures
summary of procedures3

Test administrators are not allowed to answer any question relating to the content of the test itself.

  • Test administrators must actively monitor students during testing.
  • Test administrators cannot leave the room unless a trained substitute test administrator is present.
  • The test administrator must inspect the answer document to be sure the student bubbled in answers as instructed.
  • May change testing rooms as long as test security is not breached.
  • Immediately after each test session, the test administrator must return test materials to the campus coordinator.
Summary of Procedures
summary of procedures4

No scratch paper for any TAKS testing (except as an accommodation or for an online test).

  • Students must remain seated during testing and are not allowed to talk while test booklets are open.
  • Students must be allowed to work at their own pace. Students may not be directed to speed up or slow down.
  • Students are not allowed to work on a previous section of the test or a section that has not yet been administered.
  • Students may not read books during breaks or between the written composition and revising and editing sections of the writing/ELA tests.
Summary of Procedures
summary of procedures5

All TAKS tests are untimed. Each student must be allowed to have as much time as necessary to respond to every test item.

  • Districts are not required to test beyond the regular school hours, but they are free to do so if they so choose.
    • LCISD guideline for state testing – The principal along with the campus coordinator determine the ending time for testing on their campus.
Summary of Procedures
summary of procedures6

Grade 3 Mathematics reading assistance

  • This is part of the standard administration for all students taking TAKS, TAKS Accommodated, and TAKS-M grade 3 mathematics.
  • Upon the request of the student, the test administrator may provide assistance by reading any word, phrase, or sentence of a test question or answer choice that the student is experiencing difficulty reading.
  • Permitted on an individual basis only for any grade 3 student who requests it.
  • Test administrators do not receive an additional copy of the test to provide mathematics reading assistance.
  • Reading the entire grade 3 math test is an oral administration.
Summary of Procedures
testing accommodations

Accommodations are practices and procedures that provide equitable access during instruction and assessments for students with special needs.

  • Accommodations are intended to reduce or even eliminate the effects of a student’s disability or limitation; however, they do not reduce learning expectations.
  • The accommodation must be documented in the IEP or IAP for the student and must be used in regular instruction for the student.
Testing Accommodations
accommodations manual

Contains information about accommodations for TAKS, TAKS (Accommodated), TAKS-M, LAT, and TELPAS Reading tests.

  • Accommodations provided are documented on the answer documents.
  • Accommodations are organized into four categories: Presentation (P), Response (R), Setting (S), Timing and Scheduling (T).
  • An Accommodations Request Form (ARF) should be used to request specific accommodations that are not listed in this manual or for those that require submission and approval of a request.
  • An ARF should contain objective evidence about why the student needs the accommodation.
Accommodations Manual
accommodations manual1

TEA has re-written the accommodations manual giving more direction about allowable accommodations and requiring fewer Accommodation Request Forms (ARFs) be submitted for approval.

  • The teacher tool #1 on pages 71-72 gives you the accommodations at a glance.
    • Supplemental aids on TAKS Accommodated do not require an ARF if they are on the examples list in appendix F.
    • Calculation devices for grades 3-6 still require an ARF.
    • Manipulatives require an ARF if not listed on page 32.
    • Note that Large Print for students without visual impairments requires a TEA approved ARF.
  • Supplemental aids created by teachers for the April tests must be approved by curriculum and are due in my office February 27.
Accommodations Manual
accommodation request forms

Must submit one request per student.

  • If you have multiple requests for the same accommodation you still need to submit a separate request for each student.
  • ARFs approved for one SSI test are good for all retests.
  • Do not send in ARFs for things that are listed as allowable in the Accommodations Manual.
  • Do not include confidential student information on the ARF. Write the student’s initials in upper left hand corner of the form.
  • Provide objective evidence that proves the student requires the accommodation to access the grade-level curriculum.
Accommodation Request Forms
dyslexia bundled accommodations

Available for eligible students in grades 3-8 on TAKS and TAK-A, but not TAKS-M.

  • Requires Form 1 for primary administrations. (There is only one form of each test for SSI retest administrations.) Plan ahead when math is given first. Use form 1 for math.
  • Requires individual or group administration. (Not with students taking a regular administration.)
  • Test administrator needs a copy of the test booklet.
  • Note testing calendar on page 43 of coordinator manual.
  • Same procedures as last year.
    • Orally reading proper nouns list before each passage.
    • Testing over two days. (prescribed break point)
    • Orally reading all questions and answer choices to students.
Dyslexia Bundled Accommodations
oral administration

Available for eligible special education students on TAKS, TAKS Accommodated, and TAKS-M.

  • Available for only Math, Science, and Social Studies. Not reading, writing or ELA tests.
  • Encompasses different levels of reading support. Must be documented in IEP.
  • Form 1 must be used for primary test administrations.
  • The Test Administrator needs a copy of the test booklet.
  • Must maintain test security and confidential integrity. (Needs additional training and additional signature on security oath when the teacher is reading the test as part of the test administration.)
Oral Administration
linguistically accommodated testing lat

Available for students who have a recent immigrant LEP exemption from taking TAKS or TAKS-M in reading, math, and science.

  • Used for NCLB and includes; math and reading in grades 3-8 & 10 plus science in grades 5, 8, & 10.
  • LAT separate test booklet for TAKS but uses the same TAKS-M test booklet and the same TAKS or TAKS-M answer document. TAK Accommodated students use the regular TAKS LAT test booklet.
  • LSGs for math and science but not for TAKS-M.
  • Linguistic accommodations are the same as last year.
  • Must be tested separately from any other student testing programs.
  • LPAC Committees determine accommodations
Linguistically Accommodated Testing (LAT)
linguistically accommodated testing lat1

Linguistic accommodations available on LAT test administrations is listed on page 34 of the coordinator manual.

  • The testing schedule for LAT test administrations is listed on pages 34 of the coordinators manual.
Linguistically Accommodated Testing (LAT)
make up testing

Make-up testing sessions are permitted only for the tests in grades and subjects that are used by NCLB to determine AYP ratings.

  • Reading & Math grades 3-8 & 10 including LAT.
  • The student must be absent on the scheduled testing day in order to be eligible for make up testing.
  • Requires extra coding on the answer document.
    • Bubble in the make-up bubble on Grade 10 ELA answer document.
    • For math bubble in “9” column D Agency Use Only.
    • For reading bubble in “9” column E Agency Use Only.
    • Pages 64-65.
Make Up Testing
general rule for submitting appropriate answer documents

Every student gets a TAKS or TAKS-M answer document for the primary administration of all tests, even if they do not take a test, including LAT testers. (For example, SSI reading grades 3, 5, & 8 will require an answer document coded “L” even though they will not take the LAT reading test until April.)

  • For SSI and Exit retests, only students that have not previously met the standard will receive an answer document, even if they do not take a test.
  • The exceptions are;
    • Student participating in the TAKS-Alt assessment.
    • Exit level retesting that is done online.
    • Registered out-of-school Exit re-testers.
  • Be sure to check the guidelines for each particular test administration in the coordinator's manual, pages 109-113.
General Rule for Submitting Appropriate Answer Documents
special site center testing

Home schools are responsible for their students at special sites

    • ALC – K-8,Claudina Anderson; 9-12, Chris Morse; SPED/LEP, Margaret Byers
    • JDC – Eddie Farthing
    • 1621 – Kathy Meadows
    • JJAEP – Randy Donnell
  • Home Campus Coordinator’s responsibilities
    • Gather materials needed for each student’s testing
    • Must bubble in the “1” in column B of the Agency Use field for JJAEP students; “2” for ALC students.
    • Deliver ALC’s to ALC; all the rest to 1621
Special Site Center Testing
special sites testing

Special Sites Coordinator responsibilities

        • Keep materials secure
        • Administer tests according to guidelines
        • Return completed tests along with all material to campuses or 1621.
Special Sites Testing
preparing materials for return

Verify that no answer documents have inadvertently been left in test booklets.

  • Prepare the Grade 3 scorable test booklets that are to be scanned (used and voided) by removing the Pull tab from the vinyl seal if it has not already been removed.
  • Verify that student information, test taken information, and accommodations coding on answer documents or scorable test booklets is accurate. It is critical to check the bubbles that affect accountability.
Preparing Materials for Return
preparing materials for return continued

Verify that all test booklets and answer documents are accounted for.

  • Make sure that any transcribing that is required for special testing situations has been completed.
  • Make sure the correct score code is marked on each answer document. (Do not mark “A” absent until after the make up testing date.)
Preparing Materials for Return- continued
campus group and class identification sheets

There is only one Campus & Group ID sheet and only one Class ID sheet for TAKS, TAKS-A, and TAKS-M.

  • There must be at least one class identification sheet for each test group.
  • A separate campus and group identification sheet must be completed for each group and testing program tested.
  • Incorrect counts on the identification sheets will delay the processing of our results and score reports.
  • Check that the number of answer documents match the number indicated on the identification sheets.
Campus, Group, and Class Identification Sheets
packaging materials

Separate scorable from nonscorable materials.

  • Separate voided answer documents from voided scorable test booklets.
  • Use a paper band to band each group of scorable materials.
    • If you have more than one banded set for a single group then write the campus, grade/test/form information on the band and number 1 of #, 2 of #, etc.
  • See pages 191-193
Packaging Materials
returning materials to district coordinator

Follow the packing charts in the coordinator’s manual to pack materials for return (pages 188-198).

  • Do not seal scorable boxes so that answer documents can be checked and verified by the district test coordinator.
  • Scorable materials should be returned to the district testing office the next school day after testing is complete.
Returning Materials to District Coordinator