Brevard
Spring 2011
FCAT/FCAT 2.0
TRAINING
Training Materials Link
This training PPT is available online at
the Accountability and Testing website.
Other Pearson materials are available
at
www.pearsonaccess.com/fl
Support tab
2
Writing
Daily Test Administration Schedule
Day 1 – Tuesday, March 1
Grades 4, 8, 10
Writing Test
45 minutes
Day 2 – Wednesday, March 2
Grades 4, 8, 10
Writing Make-Up Test
45 minutes
Day 3 – Thursday, March 3
Grades 4, 8, 10
Writing Make-Up Test
45 minutes
Any deviation from this schedule requires written approval from the FDOE prior to
implementation.
Reading, Mathematics, & Science
Brevard Daily Test Schedule
Reading, Mathematics, & Science
Daily Test Administration Schedule (continued)
Reading, Mathematics, & Science
Daily Test Administration Schedule (continued)
FCAT RETAKES :
• Testing Window April 6-13
•
The FCAT Mathematics Retake is a computer-based test (CBT). Paperbased versions will be provided for students with allowable paper-based
accommodations written in their IEPs. CBT sessions and make-ups may be
scheduled during the entire testing window from April 6-13.
•
The FCAT Reading Retake is offered in Brevard in paper-based format only.
All Reading Retakes will be administered on Monday, April 11, 2011 with
make-ups on Tuesday and Wednesday, April 12 and 13.
•
Both Retake tests are untimed. Retained 10th graders and students in
Grades 10-Adult participating in the RETAKE tests may be allowed to work
until the end of the school day to complete the Retake test administered that
day.
6
Reading, Mathematics, & Science
Daily Test Administration Schedule (continued)
GRADE 10 FCAT MATHEMATICS:
• Testing Window April 13-25
•
Gr. 10 math sessions may be scheduled on Day 3 through Day 10 of the test
window. Schools may test Grade 10 CBT Math on any or all days from
Wednesday, April 13 through Monday, April 25.
•
Grade 10 students will take the computer-based FCAT Mathematics test.
Paper-based versions will be provided for students with allowable paperbased accommodations written in their IEPs.
•
The test will be administered in one 160-minute session with a scheduled 10
minute break after 80 minutes.
7
Reading, Mathematics, & Science
Daily Test Administration Schedule (continued)
2011 Computer- Based Tests
1. Math Retake
2. Grade 10 FCAT Math
3. Algebra 1 End-of Course exam: all schools with Alg 1 or
equivalent courses
4. Geometry EOC Field Test: Selected Schools
5. Biology EOC Field Test: Selected Schools
8
Reading, Mathematics, & Science
Daily Test Administration Schedule (continued)
Grades 5, 8 and 11 Science
 Day 7: Tuesday, April 19
 Students impacted by Passover should be given
the make-up test on a subsequent day.
 Both 55-minute sessions of Grade 8 Science and
both 65-minute sessions of Grade 11 Science
must be administered in one day.
9
Reading, Mathematics, & Science
Daily Test Administration Schedule (continued)
Grade 10 Mathematics
 Computer-based ONLY
 Paper-based versions will be provided to students with
allowable paper-based accommodations
 One 160-minute session
 Scheduled 10 minute break after 80 minutes
 Individual breaks, as needed
 Mathematics sessions may begin on Day 3- April 13
Grade 10 students MAY NOT be tested with Retake students
(e.g., these students may not be tested at the same time in the
same computer lab).
10
Reading, Mathematics, & Science
Daily Test Administration Schedule (continued)
FCAT Retakes
 Districts select one-week testing window
 April 6-13 (Waiver approved)
 Mathematics Retake - Untimed
 Computer-based ONLY
– Paper-based versions will be provided to students with
allowable paper-based accommodations
 Sessions may be scheduled during the entire one-week
testing window selected by district
 Reading Retake - Untimed
 Paper-based
– Paper-based: Districts may choose any one day during the
selected testing window and all schools must test on that day
– Monday, April 11 is Brevard’s Reading Retake day
– Brevard is NOT offering Reading Retakes as a CBT
11
What’s New
Who Participates in 2011 FCAT/FCAT 2.0?
Writing, Reading, Mathematics, & Science
• Students will participate in the following assessments:
 FCAT 2.0 Reading: Grades 3 – 10
 FCAT 2.0 Mathematics: Grades 3 – 8
 No FCAT Math assessment for Grade 9 students
 Original FCAT Writing: Grades 4, 8, 10
 Original FCAT Science: Grades 5, 8, 11
 FCAT Mathematics Retake / Grade 10 FCAT Math is same test
 Computer Based Test (CBT)
 Retakes and Grade 10 must test separately
 First time Grade 10 students will test together
 Retained Grade 10 and Gr. 11-AD will test together
 FCAT Reading Retake: Retained Grade 10 and Grades 11-AD
students
12
What’s New for the 2011 FCAT/FCAT 2.0
Writing, Reading, Mathematics, & Science
The daily session schedule and session lengths for this
administration differ from previous administrations.
–
These changes will remain in place for the duration
of FCAT 2.0.
–
Please carefully review the new daily schedule and
session lengths as you prepare for the test
administration. (See Brevard Daily Test
Administration Schedule)
–
Districts/schools must not deviate from this schedule.
13
What’s New for the 2011 FCAT/FCAT 2.0
Writing, Reading, Mathematics, & Science
–
The Grade 10 Mathematics and Mathematics Retake
assessments are computer-based except for students
whose IEPs designate paper/pencil
–
This year only, students taking Grade 10 Mathematics
and students taking the Mathematics Retake will be
taking the same assessment.
– The Grade 10 Mathematics test consists of one 160minute session, and the Mathematics Retake is still
untimed.
– Grade 10 students MAY NOT be tested with Retake
students (e.g., these students may not be tested at
the same time in the same computer lab).
14
What’s New for the 2011 FCAT/FCAT 2.0
Writing, Reading, Mathematics, & Science
• Student Grid Sheets and
PreID labels
 Ethnicity Category
 Indicates whether a student is
Hispanic or Latino
 Grid Y for Yes OR N for No
 Y or N is printed on student
labels next to Hisp/Latino
 Race Category
 Grid Y for Yes OR N for No
next to each category
 Y may be gridded for more
than one Race category
 Race code(s) are printed on
student labels next to Race
15
What’s New for the 2011 FCAT/FCAT 2.0
Writing, Reading, Mathematics, & Science
• First school box in each school’s shipment is a white box
with a red stripe for easy identification.
• No more Calibration schools.
 No more BLUE labels
 Peach, Red, and White labels will be used for all TO BE
SCORED materials, as applicable
• Schools can access the Administration Record/Security
Checklist with pre-populated security numbers of secure
documents in PearsonAccess.
 May be used to collect required administration information and
track security numbers
16
What’s New for the 2011 FCAT/FCAT 2.0
Reading, Mathematics, & Science
• Session 4 of Grades 3 and 4 Mathematics contains items
that require a ruler.
 Rulers should not be distributed for Session 3
 Rulers will be provided on perforated sheets with other test
materials
• New Braille ruler for Grades 3 and 4 students. Rulers will
be included in the Braille test materials kits.
Do not cut the edges of the ruler!
17
What’s New for the 2011 FCAT/FCAT 2.0
Reading, Mathematics, & Science
• Mathematics Reference Sheets for Grades 5-AD students
and Science Reference Sheets for Grades 8 and 11
students will be packaged as stand-alone pages and
shipped with test materials. Distribute on test day (in
script). Return in District Coordinator Box.
• Mathematics Reference Sheets available on the
FDOE website:
 FCAT, Grade 10/Retake
http://fcat.fldoe.org/pdf/1011g10rfcatmrs.pdf
 FCAT 2.0, Grades 6-8
http://fcat.fldoe.org/fcat2/pdf/mg68rs.pdf
 FCAT 2.0, Grade 5
http://fcat.fldoe.org/fcat2/pdf/mg5rsr.pdf
18
What’s New for the 2011 FCAT/FCAT 2.0
Reading, Mathematics, & Science
• Sample Test Materials (STMs)
 Regular print STMs are provided in online format ONLY
 http://fcat.fldoe.org/fcatsmpl.asp
 Special document STMs are provided as paper copies
 Sent to districts/schools in November 2010
• STMs can be used at any time, up to one week
before the test, so that students become familiar
with the format of the test(s).
• Short- and extended- response items have been
removed from all assessments.
19
What’s New for the 2011 FCAT/FCAT 2.0
Gr 10 Math and Retake Practice Tests
– The ePAT practice test script for the Mathematics
and Reading Retake (also used for Grade 10
Mathematics) and the correct answers to all
currently published practice tests have been posted
to www.pearsonaccess.com/fl under the Resources
tab.
– Schools will need to download and use the ePAT for
scheduled practice tests and use appropriate scripts.
– Practice tests are not available in the Training Center
(practice sessions may not be scheduled in the
Training Center, which is a change from last year).
20
What’s New for the 2011FCAT
Writing
• Writing prompt has been removed from the Writing
Folder
• NO barcode numbers on the Writing Folder or Prompt
Sheet
 Used prompt sheets are still considered secure materials and
must be collected after testing(return in Dist Coord Box)
 Maintain a record of required administration information
 New Administration Record/Security Checklist (you keep)
 No field for security numbers
 Fields added for verifying that students have returned each type
of secure document (Writing folders, prompt sheets, and planning
sheets)
• Packages of Writing Prompt Sheets may be opened on
the day of testing or on the evening before testing, but
NO EARLIER
21
What’s New for the 2011 FCAT
Writing
• Writing PreID labels and rosters will arrive in
districts two weeks prior to test administration and
will not be included in the test materials shipment.
• Test Group Code box has been added to the
inside front cover of the Writing Folder.
• Large print Writing Folder is now 4 pages instead
of 8 pages.
22
Reminders for the 2011 FCAT/FCAT 2.0
Writing, Reading, Mathematics, & Science
• Districts/schools are required to adhere to the daily testing
schedule, unless a request for a change was made by the
district and approved by the FDOE.
• Test administrators are required to use ALL of the allotted
time in each test session and should not end a session
early.
• A student with the accommodation of extra time must
complete one session before continuing to the next
session.
• If a student starts a test and leaves school without
finishing (for an appointment, illness, etc.), he/she will
NOT be allowed to complete the test.
23
Reminders for the 2011 FCAT/FCAT 2.0
Writing, Reading, Mathematics, & Science
• Students may not have any electronic or recording devices at
their desks, in their pockets, or anywhere they can reach them
during testing, even if the devices are turned off or the students
do not use them.
 If a student is found to be in possession of ANY electronic
device(s) during testing, his or her test must be invalidated in
order to successfully enforce this policy.
• Inappropriate actions by school or district personnel before,
during, or after test administration may result in consequences
such as test invalidations and/or loss of teaching certification.
 Carefully read the Test Security Policies and Procedures to
ensure that you are following the correct procedures.
 District assessment coordinators must require that school
administrators, school assessment coordinators, test
administrators, and proctors sign an FCAT/FCAT 2.0
Administration and Security Agreement.
 Test administrators must NOT administer the FCAT/FCAT 2.0
to their family members.
24
Reminders for the 2011 FCAT/FCAT 2.0
Writing, Reading, Mathematics, & Science
• Forms and materials located at
www.PearsonAccess.com/fl under the Support tab
 Comment Forms











Student (CBT only)
Test Administrator
School Coordinator
District Coordinator
Ensure that comment forms are reviewed before testing and complete
them after testing.
Training Materials
Administration Record/Security Checklist
Materials Return List
Special Documents Materials Return List
Missing Materials Form
Test Irregularities and Security Breaches Form
Braille Scripts
25
Reminders for the 2011 FCAT/FCAT 2.0
Testing Location Considerations
•
•
Use classrooms whenever possible.
Make sure that each room is free of distractions and has




Comfortable seating
Good lighting
Sufficient workspace
Adequate ventilation
•
Avoid testing in a cafeteria, gymnasium, auditorium, or
library whenever possible.
•
Make sure that:
 students are not facing each other when seated at tables.
 students are not in seating (stadium or staggered) that allows
them to easily view other students’ answers.
 there is at least three feet between students.
•
Remove or cover all visual aids on student desks or
displayed in the room, such as posters showing
mathematical and scientific concepts.
26
Students to be Tested
• In general, all Florida public school students enrolled in tested
grade levels (Grades 3-11) participate in the FCAT/FCAT 2.0 per
Section 1008.22(3)(c)8, Florida Statute. Students must take the
test for the grade level in which they are enrolled at the time of
testing.
• Grade 10 students
 First time Grade 10 students (students who entered Grade 9
in Fall 2009) participate in the Grade 10 FCAT 2.0 Reading
and Grade 10 CBT FCAT Mathematics.
 Students enrolled in Grade 10 participate in the FCAT
testing regardless of any ACT or SAT concordant scores on
file.
27
Students to be Tested
(continued)
• Who takes the RETAKE ?
 CHANGE ALERT!! Retained Grade 10 and Grades 11AD students participate in FCAT Retake Reading
and/or Mathematics if they have not previously taken or
if they have not previously passed one or both parts of
the FCAT OR achieved an ACT or SAT concordant
score(s) to meet their graduation requirement
 Adult high school students who have not yet passed
both parts of the FCAT required for graduation with a
standard diploma
 Certificate of Completion students within one year
 Students in the second or third year of the Three-Year
Graduation Program
28
Students to be Tested
(continued)
Students who MAY NOT participate in Retake
administrations
 Students who have received a GED diploma
 Students enrolled in grade levels below Grade 10
 Home Education Program students
 FTC Scholarship Program students
 McKay Scholarship Program Private School students
29
Students to be Tested
(continued)
• Home Education Program students
 MAY participate in the FCAT/FCAT 2.0 appropriate for their gradelevel but not for Retakes
• McKay Scholarship Program students
 In PRIVATE schools MAY participate in the FCAT/FCAT 2.0
appropriate for their grade level
 In PUBLIC schools MUST participate in the FCAT/FCAT 2.0
• Florida Tax Credit (FTC) Scholarship Program students
 INDIVIDUAL students MAY participate in the FCAT/FCAT 2.0
appropriate for their grade-level
• District Virtual Instruction Program students
 MUST participate in the FCAT/FCAT 2.0
• K-8 Virtual School Program students
(formerly Connections Academy and Florida Virtual Academy)
 Grades 3–8 MUST participate in the FCAT/FCAT 2.0
30
Students to be Tested
(continued)
• English Language Learners (ELLs)
 ALL ELLs are expected to participate in FCAT/FCAT 2.0 Reading;
however, if an ELL has been receiving services for one year or less
AND the ELL committee determines that it is appropriate, the student
may be exempt from FCAT Reading only, but must participate in the
English proficiency assessment (CELLA).
 ALL ELLs are expected to participate in the FCAT/FCAT 2.0 Writing,
Mathematics and Science tests no matter how long these students
have been receiving services.
• Students with Disabilities
 All students with disabilities participate in one of the following manners:
 FCAT/FCAT 2.0 without accommodations
 FCAT/FCAT 2.0 with accommodations
 Florida Alternate Assessment
31
Materials Allowed During Testing
Grade
Level
Writing
Planning
Sheet
FCAT/
FCAT 2.0
Calculator
Mathematics
Reference
Sheet
Science
Reference
Sheet/Periodic
Table
Ruler
CBT
Work
Folder
3
N/A
NO
NO
N/A
YES*
N/A
4
YES
NO
NO
N/A
YES*
N/A
5
N/A
NO
YES
NO
NO
N/A
6
N/A
NO
YES
N/A
NO
N/A
7
N/A
YES
YES
N/A
NO
N/A
8
YES
YES
YES
YES
NO
N/A
9
N/A
YES
N/A
N/A
NO
N/A
10
YES
YES
YES
N/A
NO
YES
11
N/A
N/A
N/A
YES
NO
N/A
RETAKE
N/A
YES
YES
N/A
NO
YES
* Grades 3 & 4 FCAT 2.0 Mathematics Session 4 ONLY
32
Elementary School
Document Configuration
GRADE
3
DOCUMENT TITLE
ITEM TYPE
Multiple Choice
Reading Test and Answer Book

Mathematics Test and Answer Book

Gridded Response
Writing Folder
4
5
Reading Test and Answer Book

Mathematics Test and Answer Book


Mathematics Test and Answer Book


Reading Test Book
Reading Answer Folder

Science Test and Answer Book

33
Middle School
Document Configuration
GRADE
DOCUMENT TITLE
ITEM TYPE
Multiple Choice
Gridded Response
6
Reading & Mathematics Test Book
Reading & Mathematics Answer Book


7
Reading & Mathematics Test Book
Reading & Mathematics Answer Book


Reading & Mathematics Test Book
Reading & Mathematics Answer Book


Science Test Book
Science Answer Book


Writing Folder
8
34
High School
Document Configuration
ITEM TYPE
GRADE
9
DOCUMENT TITLE
Reading Test Book
Reading Answer Folder
Multiple
Choice
Gridded
Response

No Comprehensive Mathematics Test
Writing Folder
10
Reading Test Book
Reading Answer Folder
Mathematics Grade 10/Retake Test and Answer Book


Science Test Book
Science Answer Book


Reading Retake Test and Answer Book

(paper-based accommodation only)
11
Retake

Mathematics Grade 10/Retake Test and Answer Book
(paper based accommodation only)


35
Preidentified Student Labels
• Verify that the student is still enrolled and will be tested.
• Verify the information on the PreID Roster against the school’s student information
database.
• Five elements MUST be correct on a student PreID label for Grades 4, 8, and 10 Writing,
Grades 3-10 Reading and Mathematics, and Grades 5, 8, and 11 Science:





Student name
Student ID number
District number
School number
Grade level
• Four elements MUST be correct on a student PreID label for RETAKE:




Student name
Student ID number
District number
School number
• The PreID Roster includes the complete Social Security Number (SSN) or Florida Student
Number for each preidentified student.


Even though the same file was used to create both the PreID rosters and the student PreID labels,
only the last four digits of the SSN preceded by five Xs and followed by one X (XXXXX7884X) are
printed on the labels.
You are NOT required to grid the missing numbers of a SSN.
36
Incorrect or missing PreID
Information
• Incorrect elements on a student label that has been affixed to an
UNUSED answer document
 Student grid sheet of a non-preidentified document MUST be gridded
with the correct elements
 Document with incorrect label affixed should be returned with the NOT
TO BE SCORED materials
• Incorrect elements on a USED answer document
 Student must, under the supervision of the test administrator, transfer
his/her exact responses into a replacement answer document
 Ensure the replacement has the same form code for the following:








Grade 3 Reading Test and Answer Book
Grade 3 Mathematics Test and Answer Book
Grade 4 Reading Test and Answer Book
Grade 4 Mathematics Test and Answer Book
Grade 5 Mathematics Test and Answer Book
Grade 5 Science Test and Answer Book
Grade 10/Retake Mathematics Test and Answer Book
Reading Retake Test and Answer Book
37
Sample Student Label
• Affix the label in the box in the lower left corner of the
student grid sheet.
• Do not remove labels once they have been affixed.
• Do not place a label over another label.
38
Student Grid Sheet
Registration Mark
Student
Information
(must be completed
by the student)
Grade Level/
Content Assessed
Form Code
Security Number Area
Student
Demographic
Information
Student
Label Area
Timing Tracks
School Use Only
DNS and UNDO bubbles
– Pg 15
Registration Mark
39
Placement of Security Numbers
The Security Number will appear in these spaces.
– Pg 19
40
Security Numbers
• A security number consists of a nine-digit number followed by a
check digit.
• Written documentation of the number ranges must be maintained at
all times during distribution and return of materials.
 Pre-populated Administration Record/Security checklist is provided with a
list of security numbers for all secure documents assigned to each school
 A blank copy of the checklist is provided as a perforated page in
Appendix C of the manuals.
 You may use the pre-populated administration record/security checklist, a
blank copy of the checklist, or may make his/her own comprehensive record of
security numbers.
 Security number(s) of the document(s) assigned to and returned by each
student should be recorded and verified at the completion of each day of
testing.
 Security numbers of secure materials not already listed MUST be added to the
record with the names of the students to whom the test materials are assigned.
Such as materials obtained from the district.
– 18 & 19
41
Administration Record/
Security Checklist
Pre-populated version of the form that can be downloaded from
PearsonAccess into Excel
– Pg 20
42
Administration Record/
Security Checklist (continued)
Blank version of the form (located in Appendix C of the manual)
– Pg 21
43
Test Invalidation
Policies and Procedures
• Purpose of test invalidation is to identify when the validity of test
results has been compromised.
• Test administrators should discuss situations involving possible
invalidation with the school assessment coordinator and the situation
should be investigated immediately.
• A test MUST be invalidated if any of the following circumstances
occur:
 A student has an electronic device during testing.
 A student is cheating during testing.
 A student is disruptive during testing.
Situations involving possession of electronic devices, possible cheating, or disruptive behavior
should be investigated and discussed with the school assessment coordinator and site
administrator before a final invalidation decision is made.
• Return ALL invalidated tests with the DNS bubble(s) gridded with all
other TO BE SCORED (red-labeled) materials.
 This will ensure that the student’s record is on the electronic file,
but the student will not receive a score.
– Pg 21
44
Test Invalidation
Policies and Procedures (continued)
A test MAY be invalidated if any of the following
circumstances occur:
1. A student becomes ill and is unable to finish, OR a student is
not allowed the correct amount of time.
2. A student was given an accommodation not allowed on the
FCAT/FCAT 2.0.
3. A student was given an accommodation not on the student’s
IEP, Section 504 plan, or ELL plan.
4. A student was not provided an allowable accommodation listed
on the student’s IEP, Section 504 plan, or ELL plan.
5. An error occurs in test administration or procedures that could
compromise the validity of the test results (e.g., students had
access to an unauthorized visual aid that gave an unfair advantage).
– Pg 21-22
45
Defective Materials
Test Books
• If a defective test book is identified before
testing, give the student a replacement book.
 Return defective books with the NOT TO BE
SCORED materials.
• If a student discovers he/she has a defective
test book during testing, give the student a
replacement test book with the same form code.
 If the same form code book is not available, give the
student a book with any form code, and bubble the
replacement form code on the student grid sheet.
– Pg 22 & 23
46
Defective Materials (continued)
Answer Documents
• If a defective answer document (answer folder, answer book,
and test and answer book) is identified before testing, give the
student a replacement document.
 Return defective documents with the NOT TO BE SCORED
materials.
• DNS bubble MUST be gridded if any of the following
circumstances occur:
1. Document is defective and USED
2. Student Name, Student ID Number, District Number, School
Number, OR Grade Level (except for Retake) is INCORRECT on a
label affixed to a USED document
3. A student label has been placed over another student label on a
USED document
If any of the three circumstances occurs during testing, give the student
a replacement document. When the student completes the session,
he/she must, under the supervision of the test administrator, transfer
the exact responses from the defective document to the replacement.
– Pg 22 & 23
47
Defective Materials (continued)
Answer Documents
• Under the following circumstances, it is NOT necessary to grid the
DNS bubble if the document has been packaged properly for
return with all other NOT TO BE SCORED materials.
1. Preidentified document belongs to a student who has withdrawn
before testing begins.
2. Preidentified document belongs to a student who has been absent
during the entire testing window.
3. Document is defective and UNUSED.
4. Preidentified information is incorrect and the document is UNUSED.
– Pg 22 & 23
48
Sample DO NOT SCORE (DNS) &
UNDO Bubbles
Writing Sample
Reading, Mathematics, & Science Samples
– Pg 21
49
Writing Test Materials
School Boxes
School Boxes:
•
•
•
•
•
•
•
•
School Cover Memo
Packing List
PreID Rosters
PreID Labels
School Assessment Coordinator Kit – clear plastic bag
 Document Count Forms
 Paper Bands
 Red Labels (TO BE SCORED Materials)
 Yellow Labels (NOT TO BE SCORED Materials)
 White Labels (Large Print and Braille), if applicable
Planning Sheets
Writing Prompt Sheets
Writing Folders
Special Documents Boxes:
•
Special Document Kits, if applicable
 Large Print and Braille Cover Memo
 Document Count Forms
 Special Document Return Envelope(s)
 Test Materials
50
RMS Test Materials
School Boxes
School Boxes:
•
•
•
•
•
School Cover Memo
Packing List
PreID Rosters
PreID Labels
School Assessment Coordinator Kit – clear plastic bag







•
•
•
•
Document Count Forms
Paper Bands
Peach Labels (TO BE SCORED – Grade 3 and Retake Materials)
Red Labels (Grades 4-11 TO BE SCORED Materials)
Yellow Labels (NOT TO BE SCORED Materials)
White Labels (Large Print, Braille, and One-Item-Per-Page Materials), if applicable
FCAT 2.0 Rulers (Grades 3 and 4 Mathematics only)
Reference Sheets
Work Folders, if applicable (CBT Grade 10/Retake Mathematics)
Reading Passage Booklets, if applicable (CBT Reading Retake
accommodation)
Reading, Mathematics, and Science Test Books, Test and Answer Books,
Answer Books, and Answer Folders
– Pg 219
51
RMS Test Materials
School Boxes (continued)
Special Document Boxes:
• Special Document Kits, if applicable
 Special Documents Cover Memo
 White Labels (Large Print, Braille, and OIPP Materials (one item per
page for Unique Accommodations)
 Document Count Forms
 Special Document Return Envelope(s)
 Test Materials
• SAVE ALL YOUR ORIGINAL BOXES
– Pg 219
52
School Assessment Coordinator
Responsibilities Before Testing
Required Administration Information
1. Track Security Numbers
2. Collecting the required administration information, which
includes the following:
 Students assigned to each testing room—provide Student Name and Student
ID Number
 Attendance information
 Test Group Code
 Unique security number of secure document(s) assigned to each student
 Signatures of test administrator, school assessment coordinator and anyone
who will come into contact with the test this includes the Principal.
– Pg 220
53
School Assessment Coordinator
Responsibilities Before Testing
 2 (continued)
 Dates for when documents are received and returned.
 Maintain a record of the security numbers of the secure
materials you receive from your district assessment
coordinator. The locations of security numbers are shown on
page 19.
 After the returned materials are inventoried, the district may
receive a list of any missing secure test materials and you
may need to refer to these records.
– Pg 220
54
School Assessment Coordinator
Responsibilities Before Testing
3. Assign Test Group Codes
 Test group codes are used as a security measure to identify
groups of students tested together.
 I will provide you with instructions regarding the four-digit test
group codes that you will give to test administrators to be used
for all Grades 3–AD test sessions, including computer-based and
make-up sessions. Each group of tested students, initial and
make-up, should receive a unique test group code.
– Pg 220
55
School Assessment Coordinator
Responsibilities Before Testing
4. Train Test Administrators and Proctors
 You are responsible for training all test administrators and
proctors, (e.g., itinerant teachers, non-school-based instructors,
such as district personnel that may be proctoring at your school)
 Remember to train several employees to act as possible
alternates. In case of absences.
 Test administrators who will be administering the test to students
using large print, Braille, and/or one-item-per page materials
must be trained in the use of those test materials.
– Pg 220
56
School Assessment Coordinator
Responsibilities Before Testing
5. Ensure that each test administrator and proctor signs
an FCAT/FCAT 2.0 Administration and Security
Agreement after training is complete. Collect and file
the signed agreements.
Training Materials are provided at
www.PearsonAccess.com/fl under the Support tab.
– Pg 221
57
Security Log
• Schools are required to maintain an accurate Security
Log for each testing room.
• Anyone who enters a room for the purpose of monitoring
a test MUST sign the log for that testing room.
 Applies for a short break, regardless of how much time he/she
spends monitoring a testing room.
• A perforated Security Log can be found in Appendix C of
the manuals.
• Blank document can also be found at
www.PearsonAccess.com/fl under the Support tab.
58
Security Log (continued)
59
School Assessment Coordinator
Prepare Test Materials for Return to
District Assessment Coordinator
1. Verify that all distributed secure materials have been returned.
2. Check for and remove all stray Writing planning sheets, Writing prompts
sheets, and/or Mathematics and Science reference sheets from test
documents. Sheets left in test documents interfere with the scanning process.
3. DO NOT Make copies file the following:
1. records of required administration information collected by test administrators
2. all Security Logs
4. Verify DNS and UNDO bubbles.
5. Use cover sheets to separate test materials into stacks (by grade level and
document type) in the following order:
1.
2.
3.
4.
5.
6.
Your School’s TO BE SCORED Documents
Home Education Program TO BE SCORED Documents
McKay Scholarship Program TO BE SCORED Documents
FTC Tax Credit Scholarship Program TO BE SCORED Documents
District Virtual Instruction Program TO BE SCORED Documents 05-7001
Florida K-8 Virtual School Continuity Program TO BE SCORED Documents
1.
2.
Formerly Connections Academy—all grade levels tested 71-7078
Formerly Florida Virtual Academy—all grade levels tested 50-7079
7. All NOT TO BE SCORED Materials
– Pg 224
60
Prepare Your School’s
TO BE SCORED Documents for Return
6. Complete a separate Document Count Form for each grade level
and document type.
1. Verify the accuracy of the NUMBER OF TO BE SCORED
DOCUMENTS (Box 5) on the count form. An inaccurate number on the
form will delay the scanning process.
2. Verify that you have included all documents from make-up sessions
before you complete each form.
3. Do not combine documents for more than one grade level and
document type under the same count form.
4. Do not copy blank document count forms. If you need additional forms,
contact your district assessment coordinator.
7. Place each completed Document Count Form on top of the first
stack of corresponding TO BE SCORED answer documents.
8. Complete and secure Paper Bands.
1. Do not use staples, paper clips, or tape to seal the bands.
– Pg 225
61
Document
Count Form
Make sure the count
you enter is
accurate; inaccurate
counts can delay the
scoring process.
– Pg 226
62
Paper Band
– Pg 227
63
Prepare Home Education Program
TO BE SCORED Documents for Return
• Complete a Document Count Form for each grade level and
document type.
 Verify the accuracy of the NUMBER OF TO BE SCORED
DOCUMENTS (Box 5) on the count form. An inaccurate number on the
form will delay the scanning process.
 Verify that you have included all documents from make-up sessions
before you complete each form.
 Do not combine documents for more than one grade level and
document type. Do not copy blank count forms. If you need additional
forms, contact your district assessment coordinator.
 In the space labeled School Name, write Home Education Program.
 In the space labeled District Number, write your district number and, in
the box labeled School Number, write 05-9998.
• Place each completed Document Count Form on top of the
appropriate stack of TO BE SCORED Home Education Program
documents.
• Complete and secure Paper Bands.
 Do not use staples, paper clips, or tape to seal the bands.
– Pg 227
64
Prepare McKay Scholarship Program
TO BE SCORED Documents for Return
(Private School Students Only)
• Complete a Document Count Form for each grade level and
document type.
 Verify the accuracy of the NUMBER OF TO BE SCORED
DOCUMENTS (Box 5) on the count form. An inaccurate number on the
form will delay the scanning process.
 Verify that you have included all documents from make-up sessions
before you complete each form.
 Do not combine documents for more than one grade level and
document type. Do not copy blank count forms. If you need additional
forms, contact your district assessment coordinator.
 In the space labeled School Name, write McKay Scholarship Program.
 In the space labeled District Number, write your district number and, in
the box labeled School Number, write 05-3518.
• Place each completed Document Count Form on top of the
appropriate stack of TO BE SCORED McKay Scholarship Program
documents.
• Complete and secure Paper Bands.
– Pg 228
 Do not use staples, paper clips, or tape to seal the bands.
65
Prepare Florida Tax Credit
Scholarship Program
TO BE SCORED Documents for Return
– Pg 229
• Complete a Document Count Form for each grade level and
document type.
 Verify the accuracy of the NUMBER OF TO BE SCORED DOCUMENTS
(Box 5) on the count form. An inaccurate number on the form will delay the
scanning process.
 Verify that you have included all documents from make-up sessions before
you complete each form.
 Do not combine documents for more than one grade level and document
type. Do not copy blank count forms. If you need additional forms, contact
your district assessment coordinator.
 In the space labeled District Name write FTC and in the space labeled
School Name, write FTC.
 In the space labeled District Number, write district number 97 and, in the
box labeled School Number, write 9999.
• Place each completed Document Count Form on top of the
appropriate stack of FTC Scholarship Program TO BE SCORED
documents.
• Complete and secure Paper Bands.
 Do not use staples, paper clips, or tape to seal the bands.
66
Prepare Virtual School TO BE
SCORED Documents for Return
• Brevard’s Virtual Instruction Program 05-7001
 Materials for these students should be packaged for return using
YOUR district number and school number of the student’s school
of enrollment.
 Complete Document Forms for these TO BE SCORED
documents.
• Florida Virtual School Continuity Program
(formerly Connections Academy and Florida Virtual Academy)
 Materials for these students should be packaged as in previous
years, depending on their school of enrollment.
 Place all TO BE SCORED answer documents for Connections Academy
in the envelope marked Florida Virtual School Continuity Program
(Formerly Connections Academy) and seal it. 71-7078
 Place all TO BE SCORED answer documents for Florida Virtual Academy
in the envelope marked Florida Virtual School Continuity Program
(Formerly Florida Virtual Academy) and seal it. 50-7079
– Pg 230
67
Special Programs Chart
Program
District Name
District
Number
School Name
School
Number
Home Education
Brevard
05
Home Education
Program
9998
McKay Scholarship
(private school students)
Brevard
05
McKay
Scholarship
3518
Florida Tax Credit
Scholarship
FTC
97
FTC
9999
05
Brevard Virtual
Instruction
Program
7001
Brevard
71
Formerly
Connection
Academy
7078
Brevard
50
Formerly Florida
Virtual Academy
7079
District Virtual Instruction
Program
Florida K-8 Virtual School
Continuity Program
Brevard
(formerly Connection Academy)
Florida K-8 Virtual School
Continuity Program
(formerly Florida Virtual Academy)
– Pg 231
68
Writing
Return Label Reference Chart
MATERIALS INCLUDED
TO BE SCORED Answer Documents
NOT TO BE SCORED Materials
Large Print and Braille Materials (TO BE SCORED
and NOT TO BE SCORED documents and Braille
notes)
•
•
•
•
Non-secure Materials (manuals, unused paper
bands, unused Document Count Forms, unused
Braille paper, etc.)
Prompt Sheets (used and unused)
Planning Sheets (used and unused)
This is your recycle bin nothing is left in your
building or disposed of at the school site
LABEL
COLOR
MANUAL
REFERENCE
RED
Page 42
Steps 1-4
YELLOW
Page 44
Steps 1-4
WHITE
Page 64
Steps 12-15
No Return
Label – Mark
Boxes
District
Coordinator
ONLY
Page 44
Steps 1-4
69
Writing
Packaging
Diagram
70
Writing
Packaging
Diagram
Special
Documents
71
Reading, Mathematics, and Science
Return Label Reference Chart
LABEL
COLOR
MANUAL
REFERENCE
PEACH
Page 232
Steps 1-5
RED
Page 232
Steps 1-5
NOT TO BE SCORED Materials
YELLOW
Page 234
Steps 1-4
All Special Document Materials
WHITE
Page 274
Steps 12-15
No Return
Label – Mark
Boxes District
Coordinator
ONLY
Page 234
Steps 1-4
MATERIALS INCLUDED
Grade 3 and Retake TO BE SCORED
Answer Documents
Grades 4-11 TO BE SCORED Reading and
Mathematics Answer Documents
•
•
Non-secure materials (manuals, unused paper
bands, unused Document Count Forms, unused
Braille paper, etc.)
This is your recycle bin nothing is left in your
building or disposed of at the school site
72
RMS
Packaging
Diagram
– Pg 233
73
RMS
Packaging
Diagram
Special
Documents
– Pg 233
74
Large Print (LP), Braille (BR) and
One-Item-Per-Page (OIPP)
Instructions for Completing Student Grid Sheets
IMPORTANT DISTINCTION:
• For LP users, the student grid sheet on the front cover of the large
print answer document must be completed.
• For BR and OIPP users, the student grid sheet of the regular print
answer book, answer folder, or test and answer book must be
completed and included in each student's return envelope.
Complete the student’s grid sheet in one of the following ways:
 Affix the student’s verified PreID label in the lower left corner of the grid
sheet in the box that reads Place STUDENT LABEL here.
 If the student does not have a label, grid the student information with a
No. 2 pencil.
 Pgs 245-274
75
Prepare Students’ Special Documents
Special Documents
Location of Student Name and District
/School Number
Large Print Writing Folder
On the student grid sheet
Large Print Prompt Sheet
On the front of the prompt sheet
Large Print Planning Sheet
On the front of the planning sheet
Braille Writing Folder
On the front cover
Braille Final Writing Sheets/Braille Paper
In the upper right corner of each sheet
containing student responses
Braille Planning Sheets
In the upper right corner of each used
planning sheet
Regular Print Writing Folder (Braille only)
On the student grid sheet
Large Print Test and Answer Book
On the student grid sheet
Braille Test Book
On the front cover
Braille Answer Sheets
In the upper right corner of each sheet
containing student responses
Regular Print Test Book (Braille and one-item-per-page)
On the front cover
Regular Print Answer Document (Braille and one-item-per-page)
On the student grid sheet
One-Item-Per-Page Test and Answer Book
On the title page
76
LP and BR
Record Student Responses for Writing
• Students using large print materials will record their responses
directly in the large print Writing folders.
 If a student provides verbal or signed responses, the test administrator
MUST record the student’s responses directly in the large print Writing
folder.
 Do not use a regular print folder.
• Students who use Braille materials will record their responses on
Braille paper.
 Contractor will transcribe the student’s response from the Braille paper
into the regular print Writing folder.
 If a student provides a verbal or signed response, the test administrator
MUST record the student’s response in the regular print Writing folder.
***If a student is using multiple learning media (e.g., a student uses Braille
materials and records his or her response in a large print Writing folder),
make sure that the student’s complete response is in ONE answer
document type.
77
LP, BR, and OIPP
Record Student Responses for RMS
• Students using large print materials will record their responses
directly in the large print test and answer book.
 If a student provides verbal or signed responses, the test administrator
MUST record the student’s responses directly in the large print book.
 Do not use a regular print answer document.
• Students who use Braille materials will record their responses on
Braille paper.
 Contractor will transcribe the student’s responses from the Braille
paper into the regular print answer book, answer folder, or test and
answer book.
 If a student provides verbal or signed responses, the test
administrator MUST record the student’s responses in the
regular print document.
Pg 270
78
LP, BR, and OIPP
Record Student Responses for RMS
• Students who use OIPP materials will record their
responses in the OIPP test and answer book.
 School/district staff MUST transcribe the student’s
responses from the OIPP book into the regular print
answer book, answer folder, or test and answer book.
If a student is using multiple learning media (e.g., a student uses
Braille materials and records his or her responses in a large print
answer document), make sure that ALL of the student’s responses
are in ONE answer document type.
Pg 270
79
School Assessment Coordinator
Steps for Returning LP, BR, and OIPP to the
District Assessment Coordinator
• Verify that all distributed secure materials have
been returned.
• DO NOT Make copies file the following:
 Records of required administration
information collected by test administrators
 All Security Logs
• Open each Special Document Return Envelope
and verify that each envelope contains
documents for one student only.
• Verify that each student grid sheet has been
completed correctly or has a PreID label affixed.
• Pg 271
80
School Assessment Coordinator
Steps for Returning LP, BR, and OIPP to the
District Assessment Coordinator
• Verify DNS and UNDO bubbles.
• Complete a Document Count Form for each
student by grade level and document type.
• Verify the completed information on the outside
of each student envelope and seal the envelope.
• Place all TO BE SCORED and NOT TO BE
SCORED materials into the boxes in which they
arrived. SAVE YOUR BOXES!!!!!!!!
• For packing diagram see page 273 in RMS
manual.
Pg 271
81
Test Accommodations
1. Accommodations should facilitate an accurate demonstration of
what the student knows or can do.
2. Accommodations should not provide the student with an unfair
advantage or interfere with the validity of a test; accommodations
must not change the underlying skills that are being measured by
the test.
3. Accommodations must be the same or nearly the same as those
needed and used by the student in completing classroom
instruction and assessment activities.
4. Accommodations must be necessary for enabling the student to
demonstrate knowledge, ability, skill, or mastery.
– PG 277
82
Test Accommodations
Students with disabilities who are not currently enrolled in
public schools or receiving services through public
school programs and require accommodations in order
to participate in an FCAT/FCAT 2.0 administration may
have access to accommodations if the following
information is provided:
■ Evidence that the student has been found eligible as a
student with a disability under IDEA or Section 504 of the
Rehabilitation Act, and
■ Documentation that the requested accommodations
are regularly used for instruction.
– PG 277
83
A. Presentation
 Positioning tools, such as a reading stand, may be
used.
 A student may highlight key words or phrases in
directions, items, and passages
 Students may use magnification devices (e.g., CCTV,
reading loupes, hand-held magnifiers).
 Colored transparencies/overlays may be used.
 Test directions may be repeated, clarified, or
summarized.
– PG 277
84
A. Presentation
 Signed or oral presentation may be provided as many
times as a student requests for all directions and for
items other than reading passages.
 Writing prompt: The test administrator may sign or
read aloud the writing prompt (topic) on the writing
test .
 Reading passages and items: The test administrator
may read test directions, but may NOT sign or read
aloud reading passages, items, or answer choices.
Reading passages, items, and answer choices must
be read by the student through visual or tactile
means.
– PG 277
85
A. Presentation
Mathematics and Science items: The test administrator
may sign or read aloud all mathematics and science
items and answer choices. These test items may not be
reworded, summarized, or simplified.
 When reading answer choices, be very careful not to
use inflection that might lead a student to the
correct/incorrect responses.
 Test directions may be repeated, clarified, or
summarized.
 A student may be allowed to demonstrate that he or
she understands the directions (e.g., repeating)
–PG 277
86
B. Responding
 A student may dictate responses to a proctor.
 A student may use speech-to-text technology to
record answers.
 A student may use a computer/alternative keyboard
to indicate answers.
 A student may use a pointing device to indicate
answers.
 A student may use other communication devices to
indicate answers
–PG 278
87
C. Scheduling
 A student may be administered a test during several
brief sessions, allowing frequent breaks during the
testing sessions.
 Between sessions and during breaks (e.g.,
restroom breaks, lunch breaks),
 students must be closely monitored to ensure that
they do not share responses or change responses
to items that were already completed.
 A student may use a specific time of day for specific
sessions.
– PG 279
88
C. Scheduling
 A student may be provided extended time to complete
the test. Extended time must be offered to the student in
accordance with the student’s IEP or Section 504 plan.

Extended time is not unlimited time; it should align with the
accommodation used regularly in the student’s classroom instruction
and assessments. The student is not required to use all of the extended
time that is allowed and may end the testing session prior to the
expiration of the extended time.
 A student must complete testing in one session before
continuing to the next session.
 At no time is it appropriate to instruct a student to move on to a
new session before completing the current session or test.
– PG 279
89
C. Scheduling
• Other considerations for Scheduling accommodations
when administering the FCAT/FCAT 2.0 to students with
disabilities include:
 At Grades 4, 8, and 10, the Writing test should be
completed within one school day.
 In very limited cases, a student with a disability(s)
may not be able to complete a reading, mathematics,
or science session in one day. In these cases, the
student may be tested over more than one day in a
session, as long as the following conditions are
maintained to ensure the validity of the test
– PG 279
90
C. Scheduling
Administration across days:
 The student may not be permitted to change his or
her responses to items that were completed on a
previous day.
 The test administrator must closely supervise the
administration of the test on an individual basis to
ensure that answers from the previous day are not
changed and that the student does not preview parts
of the test to be answered the following day.
– PG 279
91
D. Setting
 Administer the test in a familiar place with a test
proctor present and/or by a familiar person who has
been appropriately trained to administer the test.
Procedures for test security must also be followed
and precautions taken in order to ensure that the test
remains secure.
 A student may use special lighting.
 A student may use adaptive or special furniture.
– PG 280
92
E. Assistive Devices
 Visual magnification and auditory amplification
devices may be used.
 Real coins may be used.
 For students with visual impairments, an abacus and
products such as the Graphic Aid for Mathematics,
Math Window®, and the geoboard may be used at all
grade levels. These devices are approved substitutes
for paper and pencil computation
–PG 280
93
Unique Accommodations
 In accordance with Rule 6A-1.0943, FAC, school
districts may request unique accommodations for
individual students with disabilities. Unique
accommodations usually involve alterations of
existing test materials.
– PG 281
94
English Language Learners (ELLs)
 Flexible Setting.
 ELLs may be offered the opportunity to be tested in a separate
room with the English for Speakers of Other Languages (ESOL) or
heritage language teacher acting as test administrator. Parents
must be informed of this option for students not of legal age and
shall be given the opportunity to select the preferred method of test
administration.
 Flexible Scheduling.
 ELLs may take a session of the test during several brief periods
within one school day; however, a session of the test must be
completed within one school day.
 Additional Time.
 ELLs may be provided additional time; however, a session must be
completed within one school day.
– PG 282
95
English Language Learners (ELLs)
Assistance in Heritage Language.
 ELLs may be provided limited assistance by an ESOL or heritage
language teacher using the student’s heritage language.
 The ESOL or heritage language teacher may answer student
questions about the general test directions in their heritage language.
If the FCAT/FCAT 2.0 is administered to a group of students, the
teacher may answer questions about directions for the benefit of the
group.
 Questions of clarification from individual students must be
answered on an individual basis without disturbing other
students.
– PG 282
96
English Language Learners (ELLs)
Reading:
The ESOL or heritage language teacher may answer student questions
about the general test directions ONLY.
 Questions must be answered in a way that the student would not be led to infer
the correct answer to any of the items.
 The teacher is prohibited from reading words to the student from the
passages and test items, and from answering student questions about
the passages and test items.
Mathematics and Science:
The teacher may answer specific questions about a word or phrase that is
confusing the student because of limited English proficiency, but is
prohibited from giving assistance .
 THE TEACHER IS PROHIBITED FROM READING THE MATH
or SCIENCE TEST TO THE STUDENTS!
– PG 282
97
English Language Learners (ELLs)
Writing:
 The teacher may answer specific inquiries concerning
a word or phrase in a writing prompt that is confusing
the student because of limited English proficiency.
 In no case shall assistance be given to the student in
responding to the writing prompt.
The teacher is prohibited from reading
the entire prompt to the student.
– PG 282
98
Follow- Up Training for New Test
Coordinators
February 17
9:30-11:30
Training Room 3
Y’all come!
– PG 282
99
QUESTIONS
• If you have questions, do not hesitate to call
or email our office:
Karen Schafer, Director
 321-633-1000- ext. 370
schafer.karen@brevardschools.org
Neyda Francis, Assistant Director
 321-633-1000-ext. 360
francis.neyda@brevardschools.org
100