School Test Coordinator Handbook
South Carolina Public Charter School District
2015-16
1
Table of Contents
Acronyms ..................................................................................................................................................................... 4
Contacts .........................................................................................................................................................................4
Changes to the Handbook for 2015‐2016 ...................................................................................................... 5
2015‐2015 Assessments ........................................................................................................................................ 5
Readiness Assessments...................................................................................................................................... 5
CogAT/IA ................................................................................................................................................................. 5
SC Performance Tasks ....................................................................................................................................... 6
SCPASS ...................................................................................................................................................................... 6
ELA and Math Census Testing, Grades 3‐8 ............................................................................................... 6
SC‐Alt and NCSC (National Center and State Collaborative) ............................................................. 6
English Language Development Assessment (ELDA) .......................................................................... 7
ACCESS for ELLs ................................................................................................................................................... 7
EOCEP ....................................................................................................................................................................... 8
WorkKeys ................................................................................................................................................................ 8
College and Career Readiness Assessment ............................................................................................... 8
AP ................................................................................................................................................................................ 8
NAEP .......................................................................................................................................................................... 9
Formative Assessments .................................................................................................................................... 9
2015 – 2016 Assessment Schedule ................................................................................................................ 10
Test Security ............................................................................................................................................................ 12
State Law Regarding Test Security ............................................................................................................ 12
State Board Regulations ................................................................................................................................. 12
Test Security Agreement Forms ................................................................................................................. 15
Reporting Test Security Violations ........................................................................................................... 15
Required Documentation ......................................................................................................................... 16
How to Conduct an Investigation and Document the Information ........................................ 16
Students with Disabilities .................................................................................................................................. 17
Definition of a Student with Disabilities ................................................................................................. 17
Student Participation ...................................................................................................................................... 17
IEP and 504 Accommodation Plan Requirements .............................................................................. 17
Use of Monitors .................................................................................................................................................. 18
IEP/504 Standard Accommodations ........................................................................................................ 18
Customized Materials ...................................................................................................................................... 18
2
Oral Administration ......................................................................................................................................... 18
Response Options ............................................................................................................................................. 19
Supplemental Materials and Devices ....................................................................................................... 19
Return Procedures ........................................................................................................................................... 19
Violations and Students with Disabilities ............................................................................................... 19
Materials and Ordering ....................................................................................................................................... 20
Precode ....................................................................................................................................................................... 20
eDirect ........................................................................................................................................................................ 21
School Test Coordinators ................................................................................................................................... 21
STC Requirements ............................................................................................................................................ 21
STC Responsibilities ........................................................................................................................................ 21
Test Administrators .............................................................................................................................................. 22
TA Requirements .............................................................................................................................................. 22
TA Responsibilities ........................................................................................................................................... 23
Monitors ..................................................................................................................................................................... 23
Monitor Requirements ................................................................................................................................... 23
Monitor Responsibilities ................................................................................................................................ 23
Training ...................................................................................................................................................................... 24
Accountability ......................................................................................................................................................... 24
Avoiding Common Mistakes .............................................................................................................................. 25
Participation ............................................................................................................................................................ 25
Challenges for Virtual Schools .......................................................................................................................... 25
Location ................................................................................................................................................................. 25
Registration ......................................................................................................................................................... 26
Personnel & Training ...................................................................................................................................... 26
Maintaining security of materials .............................................................................................................. 26
Disclaimer: This handbook is not intended to be a stand‐alone resource. Each individual
involved with state testing is still responsible for reading and following the policies and
procedures outlined in the Test Administration Manual for each assessment. Suggestions
for revisions to this manual are welcomed.
3
Acronyms
ACCESS: Assessing Comprehension and Communication in English State‐to‐State for
English Language Learners
CogAT: Cognitive Abilities Test
DRC: Data Recognition Corporation
DTC: District Test Coordinator
ELA: English Language Arts
ELL: English Language Learners
EOCEP: End of Course Examination Program
GIFT: Gifted Identification Forms and Tasks
IDEA: Individuals with Disabilities Education Act
IEP: Individualized Education Program
IA: Iowa Assessments
LEP: Limited English Proficient
MAP: Measures of Academic Progress
NAEP: National Assessment of Educational Progress
NCSC: National Center and State Collaborative
NWEA: Northwest Evaluation Association
MAP: Measures of Academic Progress
SC‐Alt: South Carolina Alternate Assessment
SCDE: South Carolina Department of Education
SCPASS: South Carolina Palmetto Assessment of State Standards
SCPCSD: South Carolina Public Charter School District
SIDN: School Identification Number
SIS: Student Information System
SLED: State Law Enforcement Division
STC: School Test Coordinator
TA: Test Administrator
TAM: Test Administration Manual
WiDA: World Class Instructional Design and Assessment
Contacts
Jean Epps
Coordinator of Assessment (DTC)
803-734-0117
jepps@sccharter.org
8
0
3
-
Courtney Mills
Director of Academic Programs
cmills@sccharter.org
803‐734‐0525
All communication to the State Department of Education or the Test Contractors should be
conducted through the DTC. School Test Coordinators or Administrators should not
contact the SCDE or the Test Contractors directly.
4
4
Changes to the Handbook for 2015-2016
1. NO SCPCSD schools were selected to participate in NAEP this year.
2. End of Course Geometry and Algebra 2 (if required for federal accountability)
2. New Assessments‐4K MyIGDIS, 5K DRA2, ELA & Math Census test for grades 3‐8 and/or the
College and Career Readiness Assessment could be new.
2015-2016 Assessments
4K and 5K Readiness
Readiness Assessments are mandated and policies are set forth by SC laws and provisos incuding
First Steps to School Readiness Initiative, the Read To Succeed Act and Proviso 1A.77. All students
In publicly funded kindergartens will be administered a readiness assessnet focused on early
language and literacy during the first 45 days of th school year and again during the last 45 days
of the school year.
4K--Individual Growth and Development Indicators (MyIGDIS)
 Subject areas: oral language, phonologial awareness, alphabet knowledge, comprehension
 Paper based, with entry into computer system
5K—DRA2 Plus Developmental Reading Assessment, 2nd Edition Plus
 Word Analysis: rhyming, phonemic awareness, oncepts of print, letter recognition
 Benchmark Assessment: reading engagement, oral reading fluency, comprehension
CogAT/IA Cognitive Abilities Test and Iowa Assessment




Grades: 2
Subject Areas: Aptitude (verbal, quantitative, and nonverbal), reading, and
math
Test Dates: October 21– November
Format: Paper‐and‐pencil
Who is tested?
The norm‐referenced tests (aptitude and achievement) for gifted and talented screening
are administered in the fall of each year to students in grade 2. The information from the
administration of the norm‐referenced tests is entered into the GIFT software program,
which identifies students who qualify for the program. Based on the results from the
norm‐referenced tests, a secondary screening using a performance assessment may be
required for possible candidates.
Although the purpose of administering these tests is to identify students for the gifted and
talented program, the results for all students can be useful to teachers as they examine
their instructional practices and can help them identify teaching strategies for all students.
5
SC Performance Tasks





Name: Performance Tasks Assessment,
Grades: Typically 2 , but may include others
Subject Areas: Verbal and nonverbal
Test Dates: February – March
Format: Paper‐and‐pencil with preteaching and manipulatives
Who is tested?
Students who partially qualify as Gifted and Talented in either Dimension A or Dimension
B, but not both, based on CogAT/ITBS scores, may be given the Performance Tasks
Assessment. This assessment provides a second opportunity to become identified as Gifted
and Talented.
SCPASS





Name: Palmetto Assessment of State Standards
Grades: 4‐8
Subject Areas: science and social studies
Test Dates: May
Format: Paper‐and‐pencil or online
Who is tested?
All students in grades 4‐8 take both science and social studies.
ELA and Math Census Testing, Grades 3‐8
This test is still TO BE DETERMINED.
SC‐Alt and NCSC (National Center and State Collaborative)





Name: South Carolina Alternate Assessment
Grades: 3‐8 and 11 (typically)
Subject Areas: science, and social studies
Test Dates: March ‐ April
Format: Paper‐and‐pencil
Who is tested? An Alternate Assessment on Alternate Achievement Standards (AA‐AAS) is
an assessment for students with significant cognitive disabilities who are assessed against
alternate achievement standards as they are unable to participate in the general
assessment program even with appropriate accommodations. As many students who
participate in alternate assessment are non‐graded, these students are assessed on grade‐
level content based on their age commensurate with the ages of students who are typically
in the tested grades.
South Carolina Alternate Assessment (SC‐Alt) in Science and Social Studies The SC‐Alt
in science and social studies is administered to students who meet the participation
guidelines for alternate assessment and who are ages 9–13 as of September 1 of the
6
assessment year. (These are the ages of students who are typically in grades 4–8). The
assessment consists of a series of performance tasks that are linked to the grade level
academic standards although at a less complex level See the South Carolina Alternate
Assessment Social Studies Instructional and Assessment Guide and the Science Extended
Standards for information on instructional and assessment content.
National Center and State Collaborative (NCSC) Alternate Assessment in English
Language Arts and Mathematics South Carolina is a member of the NCSC Alternate
Assessment Collaborative, a project led by five centers and 24 states to build an alternate
assessment based on alternate achievement standards (AA‐AAS) linked to the Common
Core State Standards (CCSS) in English language arts and mathematics for students with
the most significant cognitive disabilities. NCSC is administered to students who meet the
participation guidelines and who are ages 8–13 and 16. These are the ages of students who
are typically in grades 3–8 and 11. The NCSC ELA and mathematics test is a computer
delivered assessment.
English Language Development Assessment (ELDA) This assessment is no longer
being administered. It was administered in 2014 and could be selected instead of ACCESS for
2016.
ACCESS for ELLs (Assessing Comprehension and Communication in Elnglish State‐to‐
State for English Language Learners) through WIDA (World Class instructional Design and
Assessment.) ACCESS replaced ELDA. In 2015.
Subjectareas reading, writing, listening, and speaking
 Test dates—February and March
*Procurement of the test for ELL students is not finalized but is expected to be ELDA or
ACCESS.
Who is tested: All students in grades K‐12 who are determined to have limited English
proficiency – based upon the completion of a Home Language Survey and the initial
assessment of their English proficiency – must take . This includes those students
whose parents have waived direct ESOL services.
Alternate ACCESS for ELLs The Alternate ACCESS for ELLs is an assessment of English
language proficiency for students in grades 1–12 (ages 6–17) who are classified as English
language learners (ELLs) and have significant cognitive disabilities that prevent their
meaningful participation in the ACCESS for ELLs.
7
EOCEP
o Name: End‐of‐Course Examination Program
o Grades: 7‐12
o Subject Areas:
 Algebra 1/Math for the Technologies 2
 English 1
 US History
 Biology 1/Applied Biology 2
o Test Dates: January, May, July
o Format: Paper‐and‐pencil or Online
Who is tested?
All public middle school, high school, alternative school, virtual school, adult education, and
home school students who are enrolled in courses in which the academic standards
corresponding to the EOCEP tests are taught, regardless of course name or number, must
take the appropriate tests.
The examinations count 20 percent of the students’ final grade in each course.
EOCEP—Geometry and Algebra 2 Tests may be administered if required for federal
accountability.
WorkKey



ACT Work Skills job skills assessment
Grade 11
Paper/pencil
College and Career Readiness Assessment


Procurement Award in Process
Grade 11
AP Exams





Name: Advanced Placement
Grades: High School (Typically 11 & 12)
Subject Areas: 31 subjects including Calculus, Biology, & English Lit.
Test Dates: May
Format: Paper‐and‐pencil
Who is tested?
The state pays for students enrolled in approved Advanced Placement courses to take the
exam (students may pay a small administrative fee). Any student may take the exam for
$89. All schools must obtain a Level II code from the College Board in order to administer AP exams.
8
NAEP





Name: National Assessment of Educational Progress
Grades: 4, 8, and 12
Subject Areas: 12 subject areas, including math, reading, writing, and science
Test Dates: Oct – Dec (Gr. 8), Jan – Mar (Gr. 4), Mar – May (Gr. 12)
Format: Paper‐and‐pencil, but pilot testing on tablets in 2015, technology based
assessments begin in 2017.
Who is tested?
Rather than testing all students, NAEP statisticians carefully select a sample of students to
represent the entire student population. Main NAEP is administered to students in grades
four, eight, and twelve; however, samples for long‐term trend are based on age (9, 13, and
17) rather than grade. Test scores and questionnaire responses are always kept
confidential. Results are never reported for individual students or schools.
The National Assessment of Educational Progress (NAEP) is designed to measure what
students across the nation know and can do in 12 subject areas, including mathematics,
reading, writing, and science. The results of these tests are reported in the Nation's Report
Card. State‐level results allow us to learn more about student achievement in South
Carolina, while also allowing for comparisons between our state and other states, regions,
and the nation.
For the 2015-16 school year no schools in the SC Public Charter School District were
selected to participate in NAEP. The subject area of the Arts is being assessed nationwide.
Formative Assessments
Since 2006 SC law provided for a statewide adoption list of formative assessments and
English language arts (ELA) and mathematics. The adoption list includes products that
provide feedback for improving instruction and learning.
Subject to appropriations by the General Assembly for the assessments, districts have been
allocated funds to select and administer formative assessments from the adoption list for
use in improving student performance in accordance with district improvement plans.
The State Board of Education approved the following assessments for the 2014‐15 school
year:





I-Ready-paid for by the SCPCSD in 2015-16
Istation
STAR Reading and STAR Math-Published by Renaissance Learning
Measures of Academic Progress-Published by Northwest Evaluation Association
Blending Assessment with Instructon Program –published by Computerized Assessment and
Learning LLC
9
Each year, schools complete a survey to indicate the number of students tested and submit
an invoice showing funds spent. The state collects this information from all districts and
allocates funds based on the number of students tested statewide. Reimbursement varies
each year and is not expected to be 100%.
SC Public Charter School District
2014 – 2015 Assessment Schedule
Updated 9/2/2015, subject to change
MyIGDIs (4K Readiness)
Administer once during first 45 days of school and once during last 45 days of school
DRA-2nd Edition Plus (5K readiness) Administer once during first 45 days of school and once during last 45 days
of school
Cognitive Abilities Test (CogAT) and Iowa Assessments (IA)
October 21 – November 11, 2016
Make-up Testing; January 14-21, 2016
PSAT
October 14, 2015 (Wednesday)
End of Course Examination Program (EOCEP) Alg I, Engl I, Bio I, and US History
Fall/Winter
Spring
Summer
Paper: January 4-January 15, 2016
Online: January 4-Janurary 22, 2016
Paper: May 9-May 20, 2016
Online: May 9-May 27, 2016
Online Testing Only: June 24-July 15, 2016 (holiday on July 4)
EOCEP Geometry and English 2- (To be determined) These exams will be administered spring 2016
if required
SC Performance Tasks
February 16 – March 3, 2016
English Language Proficiency (ELP) Assessments The ELP assessments are typically administered from
mid February to mid March.
Test names and administration dates will be announced as soon as the procurement activities are finalized.
Alternate Assessments: NCSC
SC-Alt
ELA & Math
March 1 – April 29, 2016
Science & Social Studies March 1-April 29, 2016
10
Summative Assessments for ELA and math –
grades. 3-8 and gr. 11-(grs. 9 & 10 if funds are available)
Test names and administration dates will be announced as soon as the procurement activities are
finalized.
ACT WorkKeys, gr. 11 The Department is negotiating with ACT, Inc. to determine test dates. Test dates will be
announced as soon as the negotiations are final.
SCPASS Science and Social Studies, grs. 4-8- Testing and make-up testing for SCPASS are typically scheduled
during the first few weeks in May. However, to ensure there is not a conflict with the administration of the summative
assessments for ELA and mathematics, test dates for SCPASS science and social studies and for the ELA and
mathematics assessments for grades 3–8 will be announced at the same time.
11
Test Security
State Law Regarding Test Security
SECTION 59‐1‐445. Violations of mandatory test security; penalties; investigations.
(1) It is unlawful for anyone knowingly and willfully to violate security procedures
regulations promulgated by the State Board of Education for mandatory tests administered
by or through the State Board of Education to students or educators, or knowingly and
willfully to:
(a) Give examinees access to test questions prior to testing;
(b) Copy, reproduce, or use in any manner inconsistent with test security
regulations all or any portion of any secure test booklet;
(c) Coach examinees during testing or alter or interfere with examinees’ responses
in any way;
(d) Make answer keys available to examinees;
(e) Fail to follow security regulations for distribution and return of secure test as
directed, or fail to account for all secure test materials before, during, and after
testing;
(f) Participate in, direct, aid, counsel, assist in, encourage, or fail to report any of the
acts prohibited in this section.
Any person violating the provisions of this section or regulations issued hereunder is guilty
of a misdemeanor and upon conviction must be fined not more than one thousand dollars
or be imprisoned for not more than ninety days, or both. Upon conviction, the State Board
of Education may suspend or revoke the administrative or teaching credentials, or both, of
the person convicted.
(2) The South Carolina Law Enforcement Division shall investigate allegations of violations
of mandatory test security, either on its own initiative following receipt of allegations, or at
the request of a school district or the State Department of Education. The South Carolina
Law Enforcement Division shall furnish to the State Superintendent of Education a report
of the findings of any investigation conducted pursuant to this section.
(3) Nothing in this section may be construed to prohibit or interfere with the
responsibilities of the State Board of Education or the State Department of Education in test
development or selection, test‐form construction, standard setting, test scoring, and
reporting, or any other related activities which in the judgment of the State Superintendent
of Education are necessary and appropriate.
State Board Regulations
S.C. Code Ann. § 59‐1‐447 (2004) requires the State Board of Education to establish
detailed mandatory test security procedures by regulation.
12
The State Board of Education promulgated revised test security regulations that became
effective June 27, 2003. These regulations, 24 S.C. Code Ann. Regs. 43‐100 (Supp. 2008), are
reprinted below:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Tests administered by or through the State Board of Education shall include but are not
limited to:
A. The statewide tests, as defined in the State Board of Education Regulation 43‐
262, including field tests and pilot tests;
B. Examinations for admission to teacher education programs and teacher
certification examinations;
C. Examinations for admission to programs such as the gifted and talented
program;
D. The High School Equivalency Program test (GED).
As used in this regulation, “local school board” means the governing board of a public
school district as well as those of special school districts, special schools, and
institutions that utilize tests administered by or through the State Board of Education.
Each local school board must develop and adopt a district test security policy. The
policy must provide for the security of the materials during testing and the storage of all
secure tests and test materials, before, during, and after testing. Before and after testing
all materials must be stored at a location(s) in the district under lock and key. This also
applies to district‐owned materials that are the same as those used in any State‐
operated testing or assessment program. Throughout the time testing materials are
under the control of the school district, tests must be secured under lock and key when
not in use for approved test administration activities.
Each District Superintendent must designate annually one individual in each district for
each mandated assessment who will be the sole individual in the district authorized to
procure test instruments that are utilized in testing programs administered by or
through the State Board of Education. The name of the designated individual must be
provided to the South Carolina Department of Education (SDE) in writing. When the
testing program involves procurement of materials available commercially, the
designated individual must be the sole individual in the district authorized to procure
commercial test instruments which are utilized in testing programs administered by or
through the State Board of Education.
State‐owned test materials and district‐owned materials that are the same as those
utilized in any State mandated testing program must not be used for census testing in
the grades included in the State mandated program(s) except on testing dates specified
by the State Department of Education.
Individuals must adhere to all procedures specified in all operating manuals governing
the mandated testing programs. Manuals are provided by or through the SDE.
A. The State Board of Education may invalidate test scores that reflect improbable gains
and that cannot be satisfactorily explained through changes in student populations or
instruction;
B. In cases where test results are invalidated because of a breach of security or action of
the State Board of Education, any programmatic, evaluative, or certification criteria
dependent upon the data will be deemed to not have been met.
Any individual(s) who knowingly engage(s) in any activity that results in the
invalidation of scores derived from teacher certification examinations, the examinations
13
IX.
X.
for admission to teacher education programs, and/or the High School Equivalency
Program test (GED) forfeits all opportunities to retake the test(s).
Any knowing involvement in the presentation of forged, counterfeit, or altered
identification for the purpose of obtaining admission to a test administration site for
any of the tests administered by or through the State Board of Education will be
considered a breach of test security within the meaning of S.C. Code Ann. § 59‐1‐445
(2004). Any individual(s) who knowingly cause(s) or allow(s) the presentation of
forged, counterfeit, or altered identification for the purpose of obtaining admission to
any test administration site specified in this paragraph forfeits all opportunities to
retake the test(s).
Each of the following is considered a breach of professional ethics which may
jeopardize the validity of the inferences made on the basis of test data, and as such are
viewed as security violations which could result in criminal prosecution and/or
disciplinary action to an educator’s professional certificate.
A. Failing to administer tests on the test dates specified by the SDE.
B. Failing to maintain an appropriate testing environment, free from undue
distractions.
C. Failing to proctor the test to ensure that examinees are engaged in appropriate
test taking activities.
D. Providing examinees with access to test questions or specific test content prior
to testing.
E. Providing examinees with access to answer keys prior to or during testing.
F. Keeping, copying, reproducing, or using in any manner inconsistent with the
instructions provided by or through the State Department of Education any test,
test question, or specific test content.
G. Keeping, copying, or reproducing in any manner inconsistent with the
instructions provided by or through the State Department of Education any
portion of examinee responses to any item or any section of a secured test.
H. Coaching examinees, altering examinee responses, or interfering with examinee
responses in any way prior to, during, or after testing. This includes hinting to
examinees about the correctness of their responses.
I. Failing to follow instructions specified in the test manuals for the distribution,
storage, or return of test materials or failing to account for test materials before,
during, or after testing.
J. Failing to follow all directions pertaining to the administration of a test as
specified in the test manuals for that test. This section includes failure to clear
the memory of calculators used on a test as directed in the test manual.
K. Allowing, participating in, assisting in, or encouraging any unauthorized access
to test materials prior to, during, or after testing.
L. Disclosing the contents of any portion of secure materials or discussing the
contents of secure tests with examinees, teachers, or other educators before,
during, or after testing.
M. Leaving in view of examinees during test administration materials that are
content or conceptually related to the subject areas being assessed.
N. Providing references or tools other than those specifically allowed in test
manuals. Providing references or tools during test administration at times other
than those specifically allowed in test manuals.
14
XI.
XII.
XIII.
XIV.
O. Not providing accommodations (to include customized test forms and
modifications) as appropriate for students with Individual Education Programs
or 504 Plans. This includes providing more accommodations (customization,
modifications) than appropriate.
P. Excluding examinees or exempting from assessment students who should be
assessed.
Q. Failing to return test materials for all examinees.
R. Engaging in inappropriate test preparation practices that invalidate the test
scores. These practices include activities that result in an increase in test scores
without a simultaneous increase in the examinee’s real achievement or
performance in the content area.
S. Revealing test scores or test performance to anyone not involved in the
education of the examinee.
T. Altering test scores in electronic records or files.
U. Failing to report a security breach.
The State Department of Education has the right and responsibility to observe test
administration activities without prior notice in order to monitor adherence to test
security. Examinees should be made aware that monitoring may occur.
Any suspected violation of security must be reported to the South Carolina Law
Enforcement Division [SLED].
If a security breach occurs in a district rendering test forms or test items unusable,
funds equivalent to replacement costs may be withheld from the district by the State
Department of Education at the discretion of the State Board of Education.
At the discretion of the State Board of Education, an educator may receive a public or
private reprimand or the credential of an educator may be suspended or revoked based
on evidence of violation of test security provisions.
Test Security Agreement Forms
Every District Test Coordinator, School Test Coordinator, Test Administrator, and Monitor
is required to sign a Test Security Agreement Form. These forms are available in the TAM
and on the SCDE website: http://ed.sc.gov/agency/ac/Assessment/TestSecurity.cfm.
These forms should be provided to the DTC for storage at the district office.
Reporting Test Security Violations
All suspected test security violations as defined in S.C. Code Ann. §59‐1‐445 (2004) or 24
S.C. Code Ann. Regs. 43‐100 (Supp. 2007) must be reported to the South Carolina
Department of Education (SCDE).
The DTC and the STC are responsible for conducting a comprehensive investigation of each
allegation. The DTC must prepare and submit to the SCDE all required documentation that
serves as a summary of the information obtained from all persons interviewed who have
knowledge of the incident.
Following an internal SCDE review of the submitted documentation, and considering the
gravity of the alleged violation, the SCDE will take one of three actions:
1) the incident will not be reported to SLED;
2) the incident will be reported to SLED for information; or
15
3) the incident will be reported to SLED for investigation.
As appropriate, the DTC and/or the Superintendent will receive an e‐mail or a
memorandum indicating which of these actions is being pursued by the Office of
Assessment.
Reports may serve as a basis of initiating invalidation of test scores or other actions by the
Certification Review Committee and/or the State Board of Education.
Required Documentation
The following documents must be completed and submitted to the DTC.
1. Test Security Violation Action Form – This form must be typed and e‐mailed to the DTC.
A Word file may be downloaded from the Office of Assessment Web page:
http://ed.sc.gov/agency/ac/Assessment/documents/TestSecurityViolationActionForm.doc
The Action Form must include all of the requested information including the identification
of the person who allegedly committed the violation and their certificate number.
Also indicate the regulation that has been violated. The regulation violation item should
have the exact wording of the violation(s) as stated in the S.C. Code Ann. § 59‐1‐447 (2004)
and provided in the TAM for each assessment program. For example, if a teacher assisted a
student on the test, what should be typed on the Action Form following Regulation
Violation(s): is “H. Coaching examinees, altering examinee responses, or interfering with
examinee responses in any way prior to, during, or after testing… ”
The description of the violation section of the Action Form should be a concise summary of
the incident. The summary should include the basic elements of who, what, when, why, and
how the violation occurred. This section does not replace an overall summary written by
the DTC.
2. Supporting Documentation – This information would include all of the following items:
a. written statements from all adults involved in the incident.
b. summaries of any interviews with students
c. IEP team meeting minutes with an indication of their recommendations
d. a summary of all applicable information from the DTC indicating actions, if appropriate,
taken by the DTC or the district office
How to Conduct an Investigation and Document the Information
The following paragraphs outline more specific information about how to conduct an
investigation and to document the information included in the test security violation
report.
A. If a test security violation is observed within a school, the individual(s) observing the
incident must notify the School Test coordinator (STC) or the District Test Coordinator
(DTC) as soon a possible. The STC must notify the DTC immediately regarding the violation.
The DTC must notify the appropriate Office of Assessment Program Manager.
16
B. The DTC and the STC are responsible for conducting a comprehensive investigation to
reconstruct what occurred to cause the allegation. The investigation should capture
information including the “who, what, where, when, and how” of the incident.
C. The STC and/or the DTC should obtain a written statement of events (affidavit) from
each adult involved in the situation, including the accused. Affidavits must be signed and
dated in ink by the person making the statement.
D. As appropriate, the STC and DTC may need to interview some or all of the persons
involved in each incident. All interviews should be conducted individually to elicit the most
relatable information. Open‐ended questions should be used during the interview process
to obtain the most compelling evidence. In the case of student interviews, the STC should
write a summary of the information learned from each student. It is not necessary to have
the students provide a written statement.
E. The STC or DTC must write a concise summary of events. This summary can be included
in the Description of Violation section on the Test Security Violation Action Form. If
appropriate, the DTC may want to provide additional details regarding the incident such as
action taken as a result of the investigation, whether the district referred the violation to
SLED, or any information that supports or refutes the credibility of any witness. The
additional information regarding the incident may be attached to the Action Form.
Students with Disabilities
Definition of a Student with Disabilities
A student with a documented disability is one who has been evaluated and found to meet
the eligibility criteria for enrollment in special education as defined by the Individuals with
Disabilities Education Act (IDEA 97) and South Carolina State Board of Education
Regulation 43‐243.1 or one who has a disability covered under Section 504 of the
Rehabilitation Act of 1973.
Student Participation
Students with a current individualized education program (IEP) or 504 Accommodation
Plan must participate in state assessments. The student’s IEP team determines whether the
student will participate in the assessment in the same manner as other students, with
accommodations, or in the alternate assessments. If the IEP team determines that the
student cannot participate in an assessment even with appropriate accommodations and
that the student meets the criteria for alternate assessment, the student will participate in
SC‐Alt/NCSC. See participation criteria on the SCDE Web site at the address listed below:
www.ed.sc.gov/agency/Accountability/Assessment/SouthCarolinaAlternateAssessment.html.
IEP and 504 Accommodation Plan Requirements
The IEP or 504 Accommodation Plan team determines how a student with disabilities
participates in the state assessments. Decisions about standard accommodations, non‐
17
standard accommodations, and alternate assessment must be made on an individual
student basis, not on the basis of the category of disability or instructional placement.
Accommodations are changes to the content, format, or conditions (instructional,
assessment) for particular students that do not reduce learning expectations or change the
construct but do remove construct‐irrelevant factors so that students are able to access the
content and fully demonstrate what they know and can do. Standard accommodations
and/or supplemental materials and devices must be consistent with those used routinely in
classroom instruction and assessment throughout the school year. However, not all
instructional accommodations are appropriate for a standardized assessment as they may
change the construct and invalidate the test results. Any accommodation and supplemental
materials and devices used for instruction and assessment must be documented in the IEP
or 504 Accommodation Plan. Changing accommodations in the IEP or 504
Accommodation Plan immediately before testing may not reflect accommodations
that are familiar to the student and may not be in the best interest of the student.
Accommodations received during testing must match those received during regular
instruction, and they also must match what appears in Excent, in PowerSchool, and as
coded on the student’s answer document.
Use of Monitors
The requirements regarding monitors also apply to the testing of students with disabilities
including individual and small group administrations. A test administrator (TA) must be in
the room at all times when materials are not in locked storage, even if a monitor is present.
IEP/504 Standard Accommodations
A standard accommodation is a change in the testing environment, procedures, or
presentation that does not alter what the test measures or the comparability of scores. The
purpose of accommodations is to enable students to participate in an assessment in a way
that allows knowledge and skills to be assessed rather than disabilities. Standard
accommodations provide access to the assessment; they do not reduce learning
expectations. Examples of standard accommodations include but are not limited to: small
group or individual administration, frequent breaks, repeating directions, highlighting,
dictation of responses, etc. Standard accommodations may be different for each
assessment. Refer to the TAM for the specific accommodations allowed for each
assessment.
Customized Materials
Customized materials may be ordered from the testing contractor if required by a student’s
IEP or 504 plan. Examples of customized materials include but are not limited to: large‐
print test booklet, loose‐leaf test booklet, braille test booklet, sign language test booklet or
DVD, etc. Customized materials may be different for each assessment. Refer to the TAM for
the specific customized materials available for each assessment.
Oral Administration
Oral administration may be used if required by a student’s IEP or 504 plan. This requires
an oral administration script (if the TA will read the test aloud) OR an audio CD‐ROM (if a
18
computer will be used to read the test aloud) AND a special test booklet in a form that
matches the oral script. STCs must be careful to plan for the additional staff or equipment
needed for oral administrations. CD‐ROMs should be checked prior to the testing date to
ensure it is working properly. Note that oral administration is considered a standard
accommodation for some assessments and a non‐standard accommodation for others.
Refer to the TAM for possible accountability implications.
Response Options
Alternative response options may be used if required by a student’s IEP or 504 plan.
Response options include but are not limited to: non‐verbal indication of answer choices,
dictation of responses, responding in the test booklet, etc. Additional monitors or tape
recording may be required. Refer to TAM for specific assessment instructions.
Supplemental Materials and Devices
Students with disabilities may use supplemental materials if they are used in the student’s
daily instruction and documented in the IEP or 504 Plan. If any of these materials are
used, the school must supply them. Be sure that the accommodation(s) codes have been
completed for the appropriate students. Use of supplemental materials and devices should
be hand‐coded as an accommodation on the answer document. Example of supplemental
materials and devices include but are not limited to: amplification equipment, special
lighting, colored overlays, Braille note‐taking device, pencil grips, headphones,
manipulatives, etc.
Return Procedures
The procedures to return materials for students who tested with accommodations are
often different than the procedures for returning other materials. Refer to the TAM for
specific assessment instructions.
Violations and Students with Disabilities
DTCs and STCs should work closely with special education coordinators and teachers
within the schools to ensure that all accommodations are provided for students with
disabilities in accordance with each student’s Individualized Education Program (IEP) or
504 Plan.
The State Board of Education Regulations 24 S.C. Code Ann. Regs. 43‐100 (Supp. 2008)
state that not providing accommodations (to include customized test forms) as specified
for students with IEPs or 504 Plans or providing more accommodations than specified
are considered breaches of professional ethics that may jeopardize the validity of the
inferences made on the basis of test data. As such, these actions are viewed as security
violations that could result in criminal prosecution and/or disciplinary action to an
educator’s professional certificate.
In the event of a test security violation involving testing accommodations for students with
disabilities, the DTC must report the test security violation in accordance with the
procedures outlined in the previous section.
19
The school/district must convene the IEP/504 Plan team to review the test security
violation. During the meeting of the IEP/504 Plan team, the team may consider only the
testing accommodations as written in the IEP/504 Plan and may not change the
accommodations specified in the plans. The IEP or 504 Plan team must address the test
security violation as follows:
•• If a student received a standard accommodation that is not specified in the
IEP/504 Plan, the team must determine if the unauthorized accommodation causes
the test administration to be invalid.
If the IEP/504 Plan team determines that:
•• the test administration is valid, the test is returned for scoring. Remember to
mark the correct standard accommodation or IEP special request code (if
applicable) on the student’s answer document.
•• the test administration is not valid, the school/district must invalidate the
score by handcoding the IEP Invalidation bubble on the student’s answer document
(for the appropriate subject test), report the violation to the DTC and SCDE, and
return the answer document to the contractor.
Materials and Ordering
Secure test materials may be ordered in three different ways:
1. The Precode process using data entered in PowerSchool
2. An ordering form in a contractor’s portal (eDirect or the ACT, for example)
3. A combination of Precode data in PowerSchool and orders placed in eDirect
The DTC will communicate to STCs details of the ordering process for each assessment. It
is the responsibility of each STC to ensure that adequate materials are ordered for his or
her school. Additional or late orders may result in the school being charged a fee. In
general, schools will not be charged for ordering materials for students who enroll after the
ordering deadline.
Once materials arrive, STCs must:
 Immediately conduct an inventory and notify the DTC of any missing materials
 Maintain all secure materials in a safe location.
The DTC will communicate to STCs the deadlines for returning materials to the district
office. It is the responsibility of each STC to ensure that ALL materials are accounted for,
packaged according to the instructions in the TAM, and returned on time.
Precode
Precode refers to the student information in school databases that is shared with testing
contractors for the purpose of preassigning answer documents and test booklets to
students via scannable (barcoded) test documents or labels. When a school successfully
participates in the precode project, the vast majority of test documents do not need to be
manually coded by teachers and students, which saves time and labor and prevents errors.
20
Observe all data quality control procedures and deadlines to ensure you receive correctly
precoded materials. If a school is using online testing, the data collected during Precode
will be uploaded into the online testing system.
The precode data include identifying and demographic information. In addition, the
precode data allow schools to indicate, among other things:
 how school materials should be sorted
 which customized materials students need
 which students are eligible for SC‐Alt
 which EOCEP subjects students need to take
STCs are responsible for communicating with the school PowerSchool coordinator to
ensure that data is properly entered prior to the precode deadlines. The precode manual
can be found on the Bookshelf using the following link:
https://sccharter‐public.sharepoint.com/Pages/Precode.aspx
eDirect (Portal for SCPASS and EOCEP ordering)
Each STC is provided with an account on eDirect (https://sc.drcedirect.com). Contact the
DTC for assistance logging in or using eDirect. This account is used to:
 Order test materials for EOCEP and SCPASS social studies and science
 View documents such as the TAM
 Access online assessments
 View reports after testing is completed
School Test Coordinators
STC Requirements
 STCs must be certified employees of the district. It is the responsibility of the DTC to
approve qualified STCs.
 It is the responsibility of the STC to read and understand all of the policies and
procedures given in the TAM.
 STCs must read and sign the appropriate Agreement to Maintain Test Security and
Confidentiality form after attending the training provided by the DTC. This form is
included in the TAM and may be copied. STCs should return signed forms to the
DTC.
 STCs or DTCs must hold training sessions for all TAs and monitors who are
employed or volunteer to assist with test administration. This includes retired
teachers, additional TAs hired for testing, and substitute teachers.
STC Responsibilities




Notify parents of the testing schedule
Attend all pretest workshops given by the DTC
Distribute TAMS to and train TAs and monitors prior to each testing window
Inventory materials and maintain test security
21




Oversee labeling and coding of answer documents
Monitor testing to check for adherence with test security guidelines
Report any violations of test security to the DTC
Supervise materials return
Test Administrators
TA Requirements
It is the DTC’s responsibility to approve qualified TAs, who must meet one of the following
criteria:
1. an employee of the district who is certified;
2. an employee of the district who is a critical needs teacher and has a letter of
eligibility, an interim certificate, or a critical needs certificate;
3. a substitute teacher who is certified and employed by the district on an “as needed”
basis;
4. someone who was a certified teacher but has allowed the teaching certificate to
expire due to retirement, change of career, etc., and has been approved by the DTC
as a qualified test administrator; or
5. someone who is not certified but has been employed by the school district in an
instructional capacity and has been approved by the DTC as a qualified TA.
Even if a test is administered in a location other than the school, the TA must meet the
specified eligibility criteria and must be approved by the DTC.
TAs cannot administer tests to close relatives such as their own children, grandchildren,
nieces, nephews, or close cousins.
TA Responsibilities
 Read and understand all sections of the TAM, especially test security and
administration directions
 Attend a training session held by the STC
 Sign the appropriate Agreement to Maintain Test Security and Confidentiality form
 Remain in the classroom at all times when secure materials are present
 Know school policies and procedures for students who are tardy, sick, or cause
disturbances in the classroom
 Prepare classroom by removing any materials (such as maps, calendars, word lists,
etc.) that may cue students during testing
 Ensure classroom is conducive to testing, with plenty of space to work, good
lighting, comfortable seating, and minimal distractions
 Know which students use accommodations for testing and plan how these students
will be tested
 Follow all administration directions in the TAM
Monitors
22
Monitor Requirements
 The use of monitors is required for HSAP and recommended for PASS and EOC to
facilitate the administration of the tests and to ensure that test security is
maintained.
 A monitor can be a teacher’s aide, a parent, or other district or school personnel
(e.g., music teachers, P.E. teachers, counselors).
 Monitors cannot be in rooms where their close relatives are being tested.
 It is not permissible for a monitor to be left in charge of a test administration
session; the TA should remain with the students and send the monitor out in case of
an emergency.
 The STC must review testing procedures, test security, and duties with monitors.
Monitor Responsibilities
 Monitors are required to walk around the room during testing to check that
students are marking their answers in the correct sections of the answer
documents. It is permissible to alert students that their answers are being marked in
the wrong sections of the answer documents. However, it is not permissible to stop
and read test items or students’ responses in students’ answer documents.
The following is a list of duties that should be performed by a monitor.
 Distribute and collect materials needed during testing (e.g., No. 2 pencils, answer
documents, paper) as directed by the TA.
 Ensure that students receive the correct answer documents.
 During testing, ensure that students
o receive additional sharpened No. 2 pencils when needed,
o follow directions,
o mark their responses in the appropriate area of the answer document,
o use only the allowable supplemental materials specified in this manual, and
o do not give or receive help from other students.
 Help maintain test security.
 Refer all student questions to the TA.
 Check restrooms before allowing students to enter to make sure that they do not
contain reference materials (e.g., books, notes, writing on towels or walls). This is
especially important for schools where examinees are permitted to leave the testing
room early.
 Retrieve additional test materials from the STC if needed during testing.
 Serve as a messenger between the TA and STC during testing, if an emergency
occurs. (Monitors may leave the room for short periods of time to relay messages.)
The TAM for most assessments contains a separate section for monitors that describes test
security regulations, monitor responsibilities, and test administration policies. The STC
should provide a copy of this section to each monitor prior to the testing window.
Each monitor should sign the appropriate Agreement to Maintain Test Security and
Confidentiality form.
23
Training
STCs are required to attend district‐level training and to conduct school‐level training for
TAs and monitors. Training should emphasize the following topics:
 Test security regulations and penalties for not following them.
 School-specific procedures for transfer of materials
 School policies for students who are tardyk sick, or cause disturbances
 Procedures for administering tests with accommodations
 Procedures for maintaining a conducive testing environment.
Accountability
South Carolina uses two systems of accountability: the Elementary and
Secondary Education Act (ESEA) Federal Accountability System and the Education
Accountability Act (EAA) State Report Cards.
 ESEA grades are based on two or three components: test participation and test performance for
all schools, and graduation rate for high schools. The Grade 3-8 Summative Assessment
is used to measure elementary and middle schools, while the College and Career Readiness
Assessment and EOC are used to measure high schools.
Participation, performance, and graduation rate are each broken down into
subgroups of economically disadvantaged, major racial and ethnic groups, gender,
students with disabilities, and students with limited English proficiency. Schools
must meet the state standard for performance or show improvement over the
previous year for all students as well as for each subgroup.

The EAA Report Cards include ESEA data plus results from all other state tests taken,
a breakdown of student demographics, teacher qualifications, brief financial
information, and more. Schools may receive more than one report card if the grades
taught are outside of the traditional grade spans.
The South Carolina Department of Education obtained a flexibility waiver that substantially
changed the components of ESEA (formerly known as AYP). These changes took effect for
the 2012 reports.
The participation rate includes all enrolled students on the first day of testing, and the
target is 95% for each subgroup. Performance includes only those students who are
continuously enrolled from the 45th day through the first day of testing.
All EOCEP scores are included, regardless of how long the students were enrolled.
New summative assessments in English Language Arts and math mandated by Act 200 of 2014
and new College and Career Assessments mandated by Act 155 necessitate changes in the reporting
of student performance. State law requires that for school years 2014-15 and 2015-16 the
EOC (Education Oversight Committee) will not rate schools or districts but will instead
report on student academic performance.
24
Avoiding Common Mistakes
1. Ensure that your school has enough test materials by meeting all ordering
deadlines, conducting an inventory as soon as materials arrive, and comparing
quantities received with current enrollment. Place additional orders promptly.
2. Know the dates that tests must be administered. Some tests must have specific
sections administered on specific days. Other tests can be given on any day during
the district‐identified window.
3. Be aware of monitor requirements, which are different for each assessment.
4. Carefully read policies regarding students with disabilities, and develop an effective
system for ensuring that students receive the correct accommodations. Most
security violations occur when testing with accommodations.
5. Provide a comprehensive training for STCs and monitors. Encourage them to
contact you any time there is a questionable situation. Make sure you are available
by phone and they all have your number.
Participation
It is the responsibility of the STC to ensure that all students participate in state testing as
required by law. Each school must develop policies and procedures to follow in the event a
student is unable or unwilling to participate. No one can be exempted for state testing. The
only students that will be excluded from accountability calculations are those who have a
medical note indicating the student is unable to attend school or receive instruction (note:
not just unable to test) for the entire testing window, including makeups. The note must be
on letterhead, dated, and signed by a doctor. These must be properly coded in
PowerSchool to be excluded.
Challenges for Virtual Schools
Location
With students spread throughout the state, virtual schools must begin planning test sites
early in the school year. Free sites such as libraries and technical schools are available, but
may be more complicated to work with. Hotel meeting spaces may better fit the school’s
needs, but they will charge a fee. Each school must establish a budget to spend on test sites
and then choose locations accordingly.
The state assessments are considered high‐stakes for the students and for the school, so
care should be taken to ensure the test sites are conducive to a proper testing atmosphere.
It is recommended that someone physically visit a site before booking it. Select locations
that will provide enough lighting and space for all the students and will be free of
distractions.
Select locations early enough in the school year so they can be clearly communicated to
students and parents in advance. Students should not be stressed about finding a test site
just prior to taking the exam.
25
Registration
Each school must develop a system for students to select the testing site they prefer. The
system should include a process for dealing with students who do not register. Prior to
testing, every student should be assigned a site, whether by choice or not, and that
information should be clearly communicated to them. The testing materials for that
student should be available at the assigned site, even if the student never responds.
Personnel & Training
State testing requires an army of personnel, and it is the responsibility of the STC to train
them. Each training session should include a discussion of the challenges of testing
students outside of a traditional school building. Ensure that everyone involved has the
opportunity to ask questions until they feel comfortable with the school’s testing policies
and procedures.
No individual test administrator should ever be at a testing site alone with students. For
the sake of liability, each site should have a minimum of two responsible adults who are
affiliated with the school.
Test administrators should be required to arrive at the testing site at least an hour before
the test is scheduled to begin, especially on the first day. This allows time to discover and
remedy any potential problems with the test site itself, inventory and organize materials,
and appear professional and prepared in front of the students and parents as they arrive.
All TAs and Monitors at remote locations should be given a contact number for the STC in
case of an emergency. The STC (or a designee) must be available on testing days, as
questions and issues are inevitable.
Maintaining security of materials
Each school must develop a system for maintaining security of materials at remote test
sites. Materials should be inventoried and a signature obtained each time there is a
transfer of responsibility. If an item is ever discovered missing, it should immediately be
reported to the STC and the person last responsible should be questioned. Only individuals
with a valid SC educator certificate should be responsible for test material security.
26