Procedures Manual for the Minnesota Assessments

Transcription

1 Procedures Manual for the Minnesota Assessments Published November 2015 November Procedures Manual

2 Statewide Assessment Websites Website Name Website URL Description Minnesota Department of Education Data Submissions Page of the MDE Website PearsonAccess (OLPA) PearsonAccess Next (MCA/MTAS) WIDA WIDA Assessment Management System (WIDA AMS) MDE/SchSup/ DataSubLogin/index.html com/mn (PearsonAccess Next URL is forthcoming) The MDE website includes information for parents, educators and District Assessment Coordinators, including testing schedules, user guides for MDE systems, test specifications, and technical reports. These MDE systems are used by District Assessment Coordinators and other district staff. Access must be granted for each site separately. Assessment Secure Reports: Secured section of the MDE website for obtaining student, school, and district test results and accountability reports. Test WES: MDE system for performing pretest edits and waiver requests, checking student eligibility, performing posttest edits on testrelated information and viewing preliminary AYP participation reports. GRR System: MDE system for providing data about students meeting graduation assessment requirements through alternate routes PearsonAccess is used for the administration of OLPA. Minnesota will be transitioning to PearsonAccess Next for administration of MCA and MTAS. Both sites allow users to sign in to create and manage users, set up test sessions for online testing, and access results for the applicable assessments. Districts are also able to download manuals and directions, access training resources, and access item samplers without signing in. As part of the WIDA Consortium, Minnesota districts administer the ACCESS for ELLs and Alternate ACCESS for ELLs English language proficiency assessment to all English learners in grades K 12. Logins and passwords are used to access online test administrator training, test administration, and reporting resources. The WIDA Assessment Management System (WIDA AMS) is used for setting up and administering online tests, ordering paper and accommodated test materials, and managing student data for ACCESS and Alternate ACCESS. November Procedures Manual

3 Minnesota Department of Education Contacts 1500 Highway 36 West, Roseville, MN FAX: (651) , Assessment Administration Area Code 612: Jennifer Burton, (651) , Area Codes 651, 763, 952: Tracy Cerda, (651) , Area Codes 507, 320: Lisa Grasdalen, (651) , Area Code 218: Julie Nielsen-Fuhrmann, (651) , Manager: Linda Sams, (651) , Test Integrity/Online Assessments Specialist: Andrea Hansen Bishop, (651) , MCA, MTAS, and OLPA: Pearson ; fax: English Language Proficiency Assessments: WIDA and DRC WIDA: ; Data Recognition Corporation (DRC): ; Students with Disabilities MTAS: Gail Gagnon, (651) , or Donna Tabat, (651) , Division of Statewide Testing Students with IEPs (Policy) and Minnesota Alternate Assessment: Writing: Eric Kloos, Special Education Policy, (651) , Students with 504 Plans: Carolyn Ellstra, Office of Compliance and Assistance, , Accommodations: See Area Code contacts above under Assessment Administration. English Learner (EL) Education Program EL Program Policies: Leigh Schleicher, (651) , EL Programs: Michael Bowlus, (651) , Accommodations: See Area Code contacts above under Assessment Administration. Accountability System (AYP and MMR) Stephanie Graff, Division of School Support, (651) , National Assessment of Educational Progress (NAEP) Kate Beattie, NAEP Coordinator, (651) , Minnesota Automated Reporting Student System (MARSS) Roxann Neu, Student Accounting, (651) , November Procedures Manual

4 Important Dates for Important Dates for Optional Local Purpose Assessment (OLPA) 1 Responsible Party Event Dates for Reading and Mathematics OLPA DAC Access manuals and other resources Sept. 28 MDE Precode files sent nightly 2,3 Oct. 1 Feb. 18 DAC Eligible students available in PearsonAccess from initial precode file Oct. 6 TESTING DATES 4 Oct. 19 Feb Results will be available within 60 minutes following testing in Pearson s On-Demand Reports. Data loads for Longitudinal Reports will occur each weekend so that data are available each Monday. No results are available through MDE s Data Center, and paper reports are not provided MARSS data must be submitted in order to have student information and test eligibility sent in precode files for OLPA. 3 In order for students to be loaded in PearsonAccess for online testing, any MARSS enrollment updates must be submitted at least two business days in advance. Once MARSS is submitted to MDE, that data is gathered overnight and is available the next business day in Test WES to make changes in Precode Student Eligibility (e.g., changing schools). Any changes made in Precode Student Eligibility will be sent in the next precode file and typically be reflected in PearsonAccess the next business day. Districts can go to Sent Precode in Test WES to view the list of the students included in the precode files sent each business day. 4 For OLPA, up to two testing opportunities are available for each student in grades 3 8 mathematics but ONLY one opportunity for reading and grade 11 mathematics. A minimum of 14 calendar days is required between testing opportunities for grades 3 8 mathematics. Students have 30 days to complete an OLPA test once it is started; the test will expire after 30 days. November Procedures Manual Important Dates

5 Important Dates for Standards-Based Accountability Assessments 5 Responsible Party DAC DAC DAC DAC Event Dates for Reading and Mathematics MCA Dates for Reading, Mathematics, and Science MTAS Dates for Science MCA Complete Pretest Editing in Test WES 6,7 Dec. 14 May 6 Dec. 14 May 13 Confirm Site Readiness in Test WES Dec. 14 Mar 4 Pretest task deadlines: Precode data used to determine quantities for initial paper accommodated and MTAS test materials shipment Complete Test Administration Information Access manuals and other resources Jan Jan. 25 DAC Receive accommodated and MTAS test materials Feb. 23 or March 1 DAC Order additional paper accommodated and MTAS test materials in Feb. 23 May 5 Feb. 23 May 12 PearsonAccess Next 9 5 Alternate Assessment Waiver, Adequate Yearly Progress (AYP), and Multiple Measurement Ratings (MMR) data release dates are still to be determined and will be communicated by the MDE Division of Student Support. 6 Pretest Editing continues for online assessments until the day before the last day of the testing window so that student enrollment and eligibility information continues to be updated in Pearson s systems. If accommodations are changed or entered after the Pretest task deadlines indicated, accommodated test materials must be ordered through additional orders. 7 In order for students to be loaded in PearsonAccess Next for online testing or data entry, any MARSS enrollment updates must be submitted at least two business days in advance. Once MARSS is submitted to MDE, that data is gathered overnight and is available the next business day in Test WES to make changes in Pretest Editing (i.e., test assignments or accommodations) and Precode Student Eligibility (e.g., changing schools). Any changes made in Pretest Editing or Precode Student Eligibility will be sent in the next precode file and be reflected in PearsonAccess Next the next business day. Districts can go to Sent Precode in Test WES to view the list of the students included in the precode files sent each business day. 8 Initial test materials quantities of paper accommodated and MTAS test materials are produced from this precode data based on the accommodations indicated in Pretest Editing. MARSS updates must be submitted by January 21 in order for students to be included in this precode file; this date may be earlier if you use a student information service provider. Check with your provider for dates. 9 Additional test materials can be ordered until noon on the day before the end of the testing window so that test materials will arrive in time for test administration. November Procedures Manual Important Dates

6 Responsible Party DAC DAC DAC and MARSS MARSS DAC DAC MDE DAC MDE Important Dates for Standards-Based Accountability Assessments 5 Event Dates for Reading and Mathematics MCA Dates for Reading, Mathematics, and Science MTAS Dates for Science MCA Data entry available for LCI data 10 N/A Feb. 29 N/A TESTING DATES (including make-ups) 11 Ship secure test materials by Posttest Editing in Test WES Online test administration and data entry: March 7 May 6 May 18 May 23 June 10 Last day to update MARSS data for June 8 accountability 12 Retrieve embargoed final math, reading, and science DSR and SSR June 27 files in Assessment Secure Reports Retrieve embargoed final math, reading, and science school and July 25 district summary results in Assessment Secure Reports Media receives embargoed final July 27 assessment results for school and district 13 Retrieve reports in Pearson s website 14 July 27 Public release of final assessment results in July 28 Data Center Online test administration and data entry: March 7 May Data entry opens one week prior to the MTAS test administration and data entry window ONLY to allow for earlier Learner Characteristics Inventory (LCI) data entry. No MTAS tests may be administered and no MTAS scores can be entered prior to the MTAS testing window. 11 Preliminary results will be available in On-Demand Reports within 60 minutes following testing and data entry for MCA, including student responses entered from paper accommodated test materials. 12 This date may be earlier if you use a student information service provider. Check with your provider for dates. 13 Media files will also be provided to districts through Assessment Secure Reports on the same date. 14 Results available on Pearson s website are considered preliminary and final data is accessed at MDE. November Procedures Manual Important Dates

7 Important Dates for Standards-Based Accountability Assessments 5 Responsible Party DAC DAC Event Student reports (including DVD) arrive in district Last day to request a rescore and to request a late score entry Dates for Reading and Mathematics MCA Dates for Reading, Mathematics, and Science MTAS Aug. 1 Oct. 24 Dates for Science MCA November Procedures Manual Important Dates

8 Important Dates for English Language Proficiency Assessments 15 Responsible Party DAC Event WIDA Assessment Management System available for some administration tasks Dates for ACCESS for ELLs 2.0 and Alternate ACCESS for ELLs Nov. 30 Dec. 18 MDE DAC DAC Precode sent to the WIDA Assessment Management System 16 Dec. 14 Online test setup in WIDA Assessment Management System Jan. 8 March 25 Receive paper accommodated and other paper test materials 17 Jan. 13 DAC Order additional paper accommodated and other paper test materials in WIDA Assessment Management System Jan. 15 March 18 DAC DAC DAC and MARSS TESTING DATES Feb. 1 March 25 Make-up Dates Ship paper accommodated and other paper test materials by Retrieve early student-level results in Test WES Any day in the window after scheduled testing April 1 May 23 Posttest Editing in Test WES May 23 June 10 DAC DAC MDE Retrieve embargoed final DSR and SSR files in Assessment Secure Reports Retrieve embargoed final school and district summary results in Assessment Secure Reports Public release of final assessment results in Data Center June 27 July 25 July 28 DAC Student reports arrive in district Aug Annual Measurable Achievement Objectives (AMAO) data release dates are still to be determined and will be communicated by the MDE Division of Student Support. 16 This date may be earlier if you use a student information service provider. Check with your provider for dates. 17 Paper accommodated test materials are available to order for eligible students for online testing. Other paper test materials that can be ordered include Kindergarten ACCESS and Alternate ACCESS. November Procedures Manual Important Dates

9 Table of Contents Statewide Assessment Websites... 2 Minnesota Department of Education Contacts... 3 Important Dates for Chapter 1 Introduction Purpose of This Manual Service Providers Information for New District Assessment Coordinators MDE s Secure Systems New for Chapter 2 Minnesota Assessments Overview Purpose of the Minnesota Assessment System Standards-Based Accountability Assessments for the Elementary and Secondary Education Act (ESEA) Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) English Language Proficiency Assessments for Elementary and Secondary Education Act (ESEA) Annual Measurable Achievement Objectives (AMAO) Graduation Assessment Requirements Other Assessments Local Testing Time Limitations Chapter 3 Responsible and Ethical Practices to Maintain Test Security and Test Score Integrity...39 Overview Part I: General Principles of Professionally Responsible Practice Part II: Practices in Preparation and Administration of Minnesota Assessments Part III: Practices in the Use and Interpretation of Minnesota Assessments Results Part IV: Test Security Part V: Training Part VI: Monitoring and Audits Summary Chapter 4 Roles and Responsibilities for Testing Overview Superintendent s/executive Director s Roles and Responsibilities for Testing November Procedures Manual Table of Contents

10 District Assessment Coordinator s Roles and Responsibilities for Testing School Principal s Roles and Responsibilities for Testing School Assessment Coordinator s Roles and Responsibilities for Testing Technology Coordinator s Roles and Responsibilities for Testing Test Monitor s Roles and Responsibilities for Testing MTAS Test Administrator s Roles and Responsibilities for Testing MARSS Coordinator s Roles and Responsibilities for Testing Chapter 5 Participation of Students with Individualized Education Programs (IEPs) and 504 Plans...83 Overview Supports and Accommodations Supports Available to All Students General Information about Accommodations for Students with IEPs or 504 Plans Accommodations for the MCA Students with IEPs and 504 Plans and Graduation Assessment Requirements Alternate Assessment Eligibility Information Chapter 6 Participation of English Learners Overview Identification of English Learners English Learners and Graduation Assessment Requirements Determining Appropriate Supports and Accommodations for English Learners Chapter 7 Students in Special Circumstances and Situations Overview Adult Basic Education (ABE) Students Alternative Learning Centers (ALC), Alternative Learning Programs (ALP) and Private Contract Alternatives Care and Treatment and Private Facilities Determining a Student s Grade Level District-Placed Students Dual-Enrolled Students or Concurrent Enrolled Students English Learners (EL) Enrolled in Another State (MARSS State Aid Category = 14 or 52) Expelled Students Plan Students November Procedures Manual Table of Contents

11 Foreign Exchange Students (MARSS State Aid Category = 2 or 15) Full Academic Year GED Students Homebound/Non-Attendance Students Homeless Shelters Home-Schooled Students Incarcerated Students at Correctional Facilities Independent Study Students Individualized Education Program (IEP) Students Intermediate Districts Medical Excuse Moving Into or Out of the District during Testing New-to-Country English Learner Online Schools (Virtual Schools) Open Enrollment/Parent Choice Program Students Out-of-State Testing Parent Refusal Physical Limitations (Temporary) Postsecondary Enrollment Options (PSEO) Students Private Schools (Nonpublic Schools) Retained Students Shared-Time Students (MARSS State Aid Categories = 16, 17, or 18) Significant Gap in Enrollment Students Special Education Sites, Combined Special Education/Vocational Education Programs Suspended Students Transfer Students from another State Summary Chapter 8 Test Administration Overview Important Dates Which Students Should Test What Test Students Will Take Where Students Should Test Establishment of Testing Windows for Minnesota Standards-Based Accountability Tests November Procedures Manual Table of Contents

12 Extension of Testing Windows Accountability Windows District Testing Schedules Scheduling Requirements and Estimated Test Administration Times Technology Preparation and Site Readiness Confirmation Pretest Editing for MCA and MTAS Test Materials Quantities for MCA and MTAS Test Materials Quantities for English Language Proficiency Assessments Nonpublic School Participation in Statewide Accountability Assessments Cost to Test Preparing a School Site for Testing Selecting Test Monitors and Test Administrators Item Samplers, Online Student Tutorials, and Online Calculators Tracking Secure Test Materials Provided to Students Calculator Use Verifying and Correcting Student Information for Testing Test Monitor and Student Directions Test Administration Considerations for ACCESS Test Administration Considerations for OLPA and MCA Cell Phone and Electronic Device Policy Monitoring Test Administration What Help Can Test Monitors Give to Students? Reporting Suspected Item Errors and Issues Misadministrations Occurring during Test Administration Test Responses for OLPA, MCA, and MTAS Valid Score Rules Leaving During Testing Defective or Damaged Test Materials What Students May Do after They Complete a Test Test/Accountability Codes Student Characteristic Codes Summary of Codes Data Entry for MCA and MTAS Collection and Return of Secure Test Materials November Procedures Manual Table of Contents

13 Posttest Editing Late Entry of Student Responses or MTAS Scores Rescores Chapter 9 Student Demographics and Data Editing Overview Demographic Data Elements and Assessment Precode Data Test WES Graduation Requirements Records (GRR) System Validation against MARSS and Assessment Records Chapter 10 Minnesota Assessment Results Reporting Overview Reporting Features in Pearson s Websites Secure Reports OLPA Reporting Early Reports, Embargoed Final Assessment Results, and Accountability Results Communicating Assessment Results to the Media and Public Public Release of Final Results Technical Reports Final Student Reports (Standards-Based Accountability Assessments) Final Reports (English Language Proficiency Assessments) Making MCA Comparisons between Schools and Districts or Years Perspective and Learning Locators Lexile Scores Progress Scores Career and College Readiness Minnesota Growth Model Public and Parental Access for Review of Statewide Assessments Policy Use of Private Student Information Appendix A Forms Appendix B Policy and Procedures Appendix C Other Minnesota Assessments Appendix D Glossary November Procedures Manual Table of Contents

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15 Chapter 1 Introduction Purpose of This Manual This Procedures Manual has been prepared for District Assessment Coordinators (DACs), administrators, teachers, and others with a role in administering Minnesota s assessments. It contains information about responsible test administration practices that will help you make informed decisions about properly administering statewide assessments in your district or charter school. Throughout this manual, the term district is used to denote both districts and charter schools. It is important that test administration practices are standardized across the state so that all students, schools, and districts are operating on a level playing field. This manual also contains information about test security to maintain the security of test content and the validity of the assessment results. There are several ways to use this manual: Keep an electronic copy on your computer and make frequent use of the Find function (Ctrl-F, Command-F) or use the indexing and search features in Pearson s Avocet tool to find information. Access Avocet from the PearsonAccess home page under Quick Links; a link to Avocet will also be available on PearsonAccess Next. Print some of the lists to use as checklists. Make copies of forms in the appendices that you might need this year. Use the MDE Contacts page in the front of the manual to find someone who can help you. Use the Important Dates pages in the front of the manual to schedule testing in your district and make sure you do not miss an important event. We have tried to make this manual as definitive as possible, and procedures in this manual should be followed. However, we realize that with upcoming ESEA and legislative changes, as well as suggestions we receive from those who use this manual, that revised editions will always be needed. Note that throughout this manual, the term district is used to denote both districts and charter schools. Service Providers Pearson is the service provider for the following assessments: Reading and Mathematics Optional Local Purpose Assessment (OLPA) Standards-Based Accountability Assessments: Reading, Mathematics, and Science Minnesota Comprehensive Assessments (MCA); Reading, Mathematics, and Science Minnesota Test of Academic Skills (MTAS) November Procedures Manual Chapter 1

16 For questions regarding online testing and TestNav, PearsonAccess, PearsonAccess Next, or Perspective, please contact the Pearson Help Desk: Phone: Hours of operation: Monday through Friday, 6:00 a.m. 7:30 p.m. Websites: PearsonAccess is used for the administration of OLPA. View PearsonAccess ( Minnesota will be transitioning to PearsonAccess Next for administration of MCA and MTAS. PearsonAccess Next is anticipated to be available in January Both sites allow users to sign in to create and manage users, set up test sessions for online testing, and access results for the applicable assessments. Districts are also able to download manuals and directions, access training resources, and access item samplers without signing in. Minnesota is a member of the WIDA Consortium. As a member, Minnesota districts administer the ACCESS for ELLs 2.0 (ACCESS) and Alternate ACCESS for ELLs (Alternate ACCESS) assessments to all English learner (EL) identified students in grades K 12. WIDA is the service provider for the ACCESS and Alternate ACCESS. WIDA has subcontracted with Data Recognition Corporation (DRC) to support administration of these assessments. Please contact the appropriate Help Desk with questions: WIDA: Contact WIDA for questions on training, access to the WIDA website, policies and procedures, and WIDA resources. help@wida.us Phone: Website: The WIDA website is used to access secure pages and resources. View the WIDA website ( > Assessment). Hours of operation: Monday through Friday, 8:00 a.m. to 5:00 p.m. DRC: Contact DRC for questions on access to WIDA AMS, ordering test materials, technology support, online administration resources, and data and reporting: WIDA@datarecognitioncorp.com Phone: The WIDA Assessment Management System (WIDA AMS) is used for setting up and administering online tests, ordering paper and accommodated test materials, and managing student data. View WIDA AMS ( Hours of operation: Monday through Friday, 6:00 a.m. to 8:00 p.m. November Procedures Manual Chapter 1

17 Information for New District Assessment Coordinators In addition to this Procedures Manual, there are many resources available on the MDE website and on the service providers websites for new District Assessment Coordinators. In particular, new District Assessment Coordinators should review the New District Assessment Coordinator Information for Accessing Systems and Resources. View this document on the Test Administration page of the MDE website (MDE website > School Support > Test Administration). This document describes the steps that must be completed in order to be listed as the DAC contact for your district in MDE-ORG and how to get login information for service providers systems. It also provides an overview of the process for gaining access to MDE secure systems (see next section for additional information) and provides references to available resources. MDE s Secure Systems MDE s secure systems that are related to assessment include Test WES, Assessment Secure Reports, Graduation Requirements Records (GRR) system, MARSS WES, and Student Identity Validation Interface. While it can vary depending on their roles in the district, the District Assessment Coordinator typically has access to Test WES, Assessment Secure Reports, and the GRR system, while the MARSS coordinator typically has access to MARSS WES and the Student Identity Validation Interface. Access all of these sites via the Data Submissions page of the MDE website (MDE website > School Support > Data Submissions). Below is a general description of the current process for requesting access to a secure MDE system. For any questions about access to MDE secure systems, please contact mde.testwes@state.mn.us. The first step in getting access to MDE systems is for the Identified Official with Authority for your district to pre-authorize your access to the applicable system(s). The Identified Official with Authority for your district is listed in MDE-ORG. View the External User Access Recertification System page for more information if an Identified Official with Authority has not been designated (MDE > School Support > Data Submissions > External User Access Recertification). After you have been pre-authorized, you must log in to each of the applicable system(s) and request access within 30 days. You will select the type of role (if applicable) and the organization (district or schools) to which you need access. Step-by-step instructions for creating an MDE account and requesting access to MDE secure systems are available on the Data Submissions page of the MDE website. View the Data Submissions page (MDE > School Support > Data Submissions). When requesting access, please allow three to five business days for approval. For questions about access to the MDE secure systems, please contact mde.testwes@state.mn.us. Please see Chapter 9 for more information about how Test WES, MARSS WES, the Student Identity Validation Interface, and the GRR system are used for assessment purposes; Assessment Secure Reports are described in Chapter 10. User guides or other help documents are also available within the systems for additional help. November Procedures Manual Chapter 1

18 New for The ( new ) symbol indicates significant additions or revisions to the edition of this manual. In the case of new assessments, we used the new symbol only where the assessment was introduced. The ( i ) symbol is used to indicate clarifications of existing policies and procedures. A number of changes for this year are listed below. This list highlights the major changes for this year, but districts must read this manual for further details related to all the changes. Assessments The grade 11 Mathematics OLPA is new for One opportunity of the grade 11 Mathematics OLPA is available. However, due to budget reductions, the OLPA is not planned to be offered in and beyond. To meet legislative requirements, the online grades 3 8 Reading and Mathematics MCA may include off-grade items to provide additional information about student achievement. Only ongrade items will be used for AYP and MMR accountability calculations. The grades 3 8 and 10 Reading MCA and grade 11 Mathematics MCA are adaptive assessments (in addition to grades 3 8 Mathematics MCA) will be the first operational administration of the online ACCESS for ELLs 2.0, and DRC is the new service provider for the ACCESS and Alternate ACCESS. The graduation assessment requirements for students first enrolled in grade 8 in and later have changed based on 2015 legislation. The Career and College Assessments are no longer administered statewide. Districts have a number of requirements to fulfill for students career and college planning. Detailed information is available in Chapter 2. Due to 2015 legislative changes and budget reductions, the GRAD retests are no longer available. Test Security Recommendations from the Test Policies and Procedures Committee (TPPC), which reviewed MDE s policies and procedures and considered best practices in test security, will begin to implemented over the next few years. Recommendations implemented this year are highlighted below and discussed in detail in this manual. Beginning this year, MDE will request a copy of the district test security procedure to audit from a sampling of districts. As part of a culture of academic integrity, districts are responsible for reminding students of the importance of test security and expectations that students will keep test content secure and act with honesty and integrity during test administration. MDE has added code of conduct information to all Standards-Based Accountability Assessments that students must view before beginning the test. November Procedures Manual Chapter 1

19 The Assurance of Test Security and Non-Disclosure replaces the Non-Disclosure Agreement used in previous administrations. Documentation of completion must be kept at the district for two years after the end of the academic school year in which testing took place. Prior to spring testing the District Assessment Coordinators must review with staff the specific responsibilities they agreed to in the Assurance of Test Security and Non-Disclosure. Districts should inform staff of the availability of the MDE Test Security Tip Line and other methods of reporting test security concerns. The timeframe for keeping test security checklists and documentation on file has been extended from one year to two in case a district or school is missing secure test materials and/or there is a security breach involving secure test materials. MDE requires District and School Assessment Coordinators (or any of their designated, trained staff) to conduct random, unannounced visits to testing rooms to observe Test Monitor and other staff adherence to state and district policies and procedures. To maintain test security, MDE is recommending (as a best practice for test security) to schedule and administer one subject on the same days in a school for the majority of the students in a given grade before administering the next subject. Training The timeline for keeping documentation of staff completion of district training on test administration and test security has been extended from one year to two. District Assessment Coordinators must certify (during Pretest Editing) that all staff have received annual district training on test administration and test security. The Online Test Monitor Certification Course is now required for any Test Monitors who will administer an OLPA or MCA to learn about creating, starting, and monitoring online test sessions. Test Monitors who complete the course in the fall for OLPA on PearsonAccess must complete the revised course for MCA prior to testing due to the transition to PearsonAccess Next. Since this is the first year that the grades 1 12 ACCESS will be administered online, all grades 1 12 Test Administrators must complete the online Grades 1 12 Online ACCESS for ELLS 2.0 Training Course. MDE has developed two mini modules for district staff, Assurance of Test Security and Non- Disclosure and Active Monitoring, and three mini modules specifically for New District Assessment Coordinators on scheduling testing, district training requirements, and district policies and procedures. Accommodations The following are approved uses of assistive technology devices if the IEP or 504 plan documents the need and the requirements outlined in Chapter 5 are followed: use of a mobile or November Procedures Manual Chapter 1

20 electronic device as scratch paper and use of a mobile or electronic device calculator application. Administration Minnesota is transitioning to the PearsonAccess Next system for the administration of the MCA and MTAS. This mid-year transition is necessary to provide greater security to best defend against distributed denial of service (DDoS) attacks. Because PearsonAccess Next is still in development at the time of publication of this manual, details on the system will be provided through the Assessment Update or Pearson user guides. Pearson delivers online tests to students using TestNav 8, which is accessed through a URL (browser-based TestNav) or through an application (installable TestNav). Beginning this year, students can test on supported devices, including tablets and Chromebooks. For online testing, test sessions must be created and started and student names must be added to the test session in PearsonAccess or PearsonAccess Next prior to students signing in to TestNav. This is a change from last year where students self-registered into the test session at the time of testing. District and School Assessment Coordinators need to develop a plan for tracking which students test on which computers or devices. Districts will determine how to track which computers or devices students use (e.g., seating charts, device number). The online student tutorials for OLPA and MCA are interactive, allowing students to practice the functionality while it is described. For the medical excuse test/accountability code, MDE requires that the medical condition be verified annually by a licensed medical professional, operating under the scope of their medical professional license. Districts are no longer able to enter scores online for a missed opportunities administration of the MTAS; missed opportunity are only available for students first enrolled in grade 8 in and earlier to meet graduation assessment requirements. Once student scores and the Learner Characteristics Inventory (LCI) are returned to MDE during the testing window for approved students, MDE will provide the student s results in a letter to the District Assessment Coordinator. Revisions to Minnesota Statute 120B.30 have placed local testing time limitations on locally adopted districtwide or schoolwide assessments. Schools and districts determine what constitutes a schoolwide or districtwide assessment. MDE Systems The timelines for precode updates to be reflected in Pearson s systems have been reduced from three days to two days for MARSS updates, and from two days to one day for changes made in Test WES. During Pretest Editing in Test WES, a custom group name can be entered to group students so that those students will be in a specified group in PearsonAccess Next for easier test session set up. November Procedures Manual Chapter 1

21 This is the last school year that Postpublish Editing will be available in Test WES. Only grade 12 is available in the Graduation Data List because the cohort of students enrolled in grade 8 in will likely be in grade 12 this school year. This report is no longer applicable for students first enrolled in grade 8 in and later so this is the last school year that the Graduation Data List will be available. There is an option to upload a file to MDE in Test WES if secure information needs to be provided to MDE (e.g., submitting a Test Administration Report in order to invalidate a test during Posttest Editing, providing a requested data file). Currently, the GRR system is NOT used to document any graduation-related decisions for students first enrolled in grade 8 in or later. The process for requesting reimbursement for the administration of The ACT or The ACT Plus Writing college entrance exam is still to be determined. Reporting Performance on off-grade items for students who take online grades 3 8 Reading and Mathematics MCA will be included in the calculation of the progress score, but will not be included in the on-grade MCA-III score or achievement level, since this is proscribed by federal law. Student progress scores in grades 3 8 and MCA-III scale scores in grades 10 and 11 will be compared with a target score in each grade that is associated with students being on track to demonstrate career and college readiness on a college entrance exam by the end of grade 11in reading and mathematics. Information about student performance with respect to these targets will be included on the ISRs. Reading and Mathematics MCA-III ISRs in grades 4 8 will report student growth since the previous assessment based on the three categories of the Minnesota Growth Model: Low Growth, Medium Growth, and High Growth. Clarifications and updates between publications of this Procedures Manual will be published in the weekly Assessment Update. DACs and District Technology Coordinators indicated in MDE-ORG and superintendents automatically receive the weekly Assessment Update. Other interested district staff may their name, address, and district name and number to mde.testing@state.mn.us to receive the newsletter. Comments and suggestions for improvements in the Minnesota Assessments testing procedures are valuable to the growth and effectiveness of the testing program. The Minnesota Department of Education and our service providers continually work to improve testing procedures for future administrations. To send a comment to MDE, use the Comment Form in Appendix A or mde.testing@state.mn.us. November Procedures Manual Chapter 1

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23 Chapter 2 Minnesota Assessments Overview This chapter focuses on the assessments available in the Minnesota Assessment System and taken by Minnesota students. First, it discusses the purpose behind the Minnesota Assessment System. Next, it gives an overview of the Minnesota assessments, including the Standards-Based Accountability Assessments, English Language Proficiency Assessments, and graduation assessment requirements. Then the chapter outlines other assessments some Minnesota students may take in , such as the Optional Local Purpose Assessment (OLPA) and the National Assessment of Educational Progress (NAEP). The process of building an assessment in the state of Minnesota from test development to standard setting is available in Appendix B. Purpose of the Minnesota Assessment System The Minnesota Assessments System has three purposes: 1. To measure achievement towards meeting the Minnesota Academic Standards (for the Standards-Based Accountability Assessments) and to measure progress towards meeting Minnesota s Standards for English Language Development (for English Language Proficiency Assessments). Each of these assessments is designed to measure student performance on the academic or language development standards. For the Standards- Based Accountability Assessments, the test specifications indicate which strands, sub-strands, standards, and benchmarks will be assessed on the test and in what proportions. Refer to the Frequently Asked Questions about Minnesota s K 12 Academic Standards on the MDE website for more information about the Minnesota Academic Standards (MDE website > Educator Excellence > Standards, Curriculum, and Instruction). 2. To measure the academic progress of students over time. Minnesota has implemented multiple approaches to measuring academic progress of students across time. Refer to Chapter 10 for additional information about these approaches. Progress scores: The progress score is a measure of learning that allows us to track a student s performance over time. The progress score puts the on-grade scale score onto a cross-grade vertical scale that has equivalent meaning across grades. The progress score is included in the District and School Student Results (DSR and SSR) files and is printed on the Individual Student Report (ISR) in grades 3 8; it only includes data from MCA-III tests. Career and college readiness indicators: Starting in 2016, student progress scores in grades 3 8 and MCA-III scale scores in grades 10 and 11 can be compared with a target score in each grade that is associated with being on track to demonstrate career and college readiness in reading and mathematics on a college entrance exam by the end of grade 11. Information about student performance with respect to these targets will be included on the ISRs beginning in November Procedures Manual Chapter 2

24 Growth model: Minnesota s Growth Model helps parents and educators compare each student s year-to-year achievement change against that of students who began the year at equivalent achievement levels. 3. To provide Minnesota graduates information related to career and college readiness. Minnesota expects its high school graduates to demonstrate the skills and knowledge necessary for success beyond high school. Based on the revisions to Minnesota Statute 120B.30, the graduation assessment requirements have transitioned to requirements for districts to assist students with career and college readiness. These requirements will be discussed in detail later in this chapter. Standards-Based Accountability Assessments for the Elementary and Secondary Education Act (ESEA) Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) ESEA and Minnesota Statute 120B.30 require that all public school students be assessed in reading and mathematics in grades 3 8 and once in high school for Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR). ESEA and Minnesota Statute 120B.30 also require that all public school students be assessed in grades 5, 8, and once in high school in science but science assessment results are not included in AYP proficiency or MMR calculations. However, student participation in the assessment is calculated. The primary purpose of the Standards-Based Accountability Assessments is to measure achievement on the Minnesota Academic Standards. Districts and schools use the results to inform curricular decisions. Parents use the results to monitor the academic progress of their children over the years. Minnesota public districts and schools, including charter schools, are required to assess all students in the required grades who are enrolled in the district during the state s accountability window. Students take one test in each subject as shown in Table 1. Most students take the MCA, but students who receive special education services and meet the MTAS eligibility criteria may take the MTAS. November Procedures Manual Chapter 2

25 Table 1. Minnesota Standards-Based Accountability Assessment Options in Subject Reading Mathematics Science Assessments Minnesota Comprehensive Assessment (MCA) OR Minnesota Test of Academic Skills (MTAS) Minnesota Comprehensive Assessment (MCA) OR Minnesota Test of Academic Skills (MTAS) Minnesota Comprehensive Assessment (MCA) OR Minnesota Test of Academic Skills (MTAS) The Standards-Based Accountability Assessments are aligned to the Minnesota Academic Standards. As academic standards are revised, a new series of assessments is developed to align with those standards. In MDE s official documents and test data, the series number is added at least in the initial reference to indicate the set of academic content standards that are being measured (e.g., MCA-III to designate the mathematics academic standards adopted in 2007). Table 2 shows the academic standards to which the current assessments are aligned in addition to other overview information that is described in detail in the following sections. The Building a Test procedure in Appendix B contains the schedule for the revision of academic standards. Table Standards-Based Accountability Assessments Overview Test Subject Grades Academic Standards Alignment Item Types MCA-III MCA-III Reading MCA Mathematics MCA 3 8, , Standards 2007 Standards MC, TE* MC, TE* MCA-III MTAS-III MTAS-III Science MCA Reading MTAS Mathematics MTAS 5, 8, , , Standards 2010 Standards 2007 Standards MC, TE* ** ** II Science MTAS 5, 8, Standards ** * MC = Multiple Choice; TE = Technology Enhanced ** Performance-based assessment administered and scored by the test administrator using a script and a task-specific scoring rubric Minnesota Comprehensive Assessments (MCA) The Reading, Mathematics and Science MCA are available only online. Paper accommodated test materials are available for eligible students. Students take the applicable assessments based on their grade during the spring testing windows, and the scores are used for final reports and accountability. 18 The high school Science MCA or Science MTAS is given to students in the year they complete their instruction in life science, usually in a biology course. November Procedures Manual Chapter 2

26 Beginning in to meet legislative requirements, the online grades 3 8 Reading and Mathematics MCA may include off-grade items to provide additional information about student achievement. Only on-grade items will be used for AYP and MMR accountability calculations. The grades 3 8 and 10 Reading MCA assessments are aligned to the 2010 Minnesota Academic Standards. Beginning this year, the grades 3 8 and 10 Reading MCA are adaptive assessments. This means that the test adjusts to each student s skills. Unlike the mathematics tests, which adjust at an item level, the Reading MCA adjusts at a passage level. In other words, a student s responses on a set of items associated with a passage or passages determine the next group of passages and items a student will receive. This testing method provides a more precise measure of students skills and knowledge. The Reading MCA assessments contain multiple-choice items along with technology-enhanced items where students manipulate reading content, such as demonstrating a sequence of actions or events, making connections between a cause and its effect, and choosing supporting details of a main idea. The grades 3 8 and 11 Mathematics MCA assessments are aligned to the 2007 Minnesota Academic Standards. The grades 3 8 Mathematics MCA, and beginning this year, the grade 11 Mathematics MCA, are adaptive assessments. This means that the test adjusts to each student s skills. Every time a student answers a question, her or his response helps determine the next question the student must answer. This testing method provides a more precise measure of students skills and knowledge. The Mathematics MCA contain multiple-choice items along with technology-enhanced items where students select one or more points on a graph, drag and drop a graphic from one location to another, type in numbers for an answer, or manipulate a graph. Students have access to an online calculator when allowed and can use easily accessible online formula sheets. All mathematics items are designed to be accessible to English learners. The grades 5, 8, and high school Science MCA assessments are aligned to the 2009 Minnesota Academic Standards. The Science MCA contains multiple-choice items along with technology-enhanced items where students create a graph or data table, select a hot spot, type in numbers, or drag images or words into designated response areas. The Science MCA also incorporates simulations. Simulations are scenarios that have one or more scenes that require students to manipulate variables and then view the results of that simulated situation. November Procedures Manual Chapter 2

27 Students in grades 9 12 are required to take the Science MCA (or Science MTAS) once in high school. The high school Science MCA covers the grades 9 12 Minnesota Academic Standards in Life Science (Strand 4) and the Nature of Science and Engineering (Strand 1) in the context of life science. Students in grades 9 12 who are enrolled in a life science/biology course or have received instruction on all Strand 4 and Strand 1 standards related to life science during the school year are expected to take the high school Science MCA. Students who transfer to your district and have completed life science coursework in a previous district will not take the high school assessment in your district. However, students who are re-taking their life science/biology course must take the Science MCA again, even if they took it previously. Minnesota Test of Academic Skills (MTAS) The MTAS is a performance-based assessment in reading, mathematics, and science for students with the most significant cognitive disabilities and is available in every grade in which the MCA is available. It is an alternate assessment based on alternate achievement standards that feature substantial reductions in the complexity of the academic content standards. MTAS test materials include Task Administration Manuals, Presentation Pages, and Response Option Cards that incorporate the use of pictures and symbols. The Reading MTAS includes brief passages that are available in two formats and may be read aloud to students. The Mathematics and Science MTAS include object lists that provide guidance on the provision of objects for students who need this type of support. Participation in the MTAS is limited to students whose IEP team determines that the student meets the eligibility requirements for the test. Additional information can be found in Chapter 5, Alternate Assessment Eligibility Information. The same grade-level considerations for the Science MCA apply in the determination of which high school students will take the Science MTAS. The Science MTAS can be administered in any of the grades 9 12, depending upon when students receive instruction in the life science standards. While some students with significant cognitive disabilities may not be enrolled in a course called Life Science or Biology, they should have access to the general education curriculum, which includes instruction in life science. The IEP team determines the most appropriate year for a high school student to take the Science MTAS. MTAS scores for each subject and student must be entered by the district online during the testing window. The entry of student MTAS scores online is how student responses are recorded and scored in order to report student results. For each student, the student s Learner Characteristics Inventory (LCI) must be entered and submitted. The LCI is a research tool developed by the National Alternate Assessment Center (NAAC). The purpose of the LCI is to better understand the learning characteristics of students participating in alternate assessments based on alternate achievement standards. It is an instrument that helps Minnesota answer validity questions and extends our knowledge of the assessment population to ensure that the test is designed appropriately for students with the most significant cognitive disabilities; November Procedures Manual Chapter 2