Instructions for MI-Access models including: MI-Access, Functional Independence
This does not apply to schools who are closed for in-person instruction due to the COVID-19 pandemic. These schools must complete the new COVID-19 school closures page on the OEAA secure site. Manual Updates If updates to this manual are necessitated by the uncertainty caused by the ongoing COVID-19 pandemic, they
Functional Independence. Test. Administration. Manual. Instructions for. Distributing, Administering, and Returning. MI-Access Assessments ...
TM Functional Independence Test Administration Manual Instructions for Distributing, Administering, and Returning MI-Access Assessments Spring 2021 MICHIGAN STATE BOARD OF EDUCATION STATEMENT OF ASSURANCE OF COMPLIANCE WITH FEDERAL LAW The Michigan State Board of Education complies with all Federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of the Michigan State Board of Education that no person on the basis of race, color, religion, national origin or ancestry, age, sex, marital status, or handicap shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise be subjected to discrimination in any program or activity for which it is responsible or for which it receives financial assistance from the U.S. Department of Education. Copyright © 2021, held by the State Administrative Board, State of Michigan. Michigan schools have permission to duplicate this product for use within Michigan schools. Table of Contents General Information . . . . . . . 6 Introduction How to use this manual . . . . . . . .6 COVID-19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Testing Icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Accessing Documentation in the DRC INSIGHT Portal . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Assessment Calendar . . . . . . . . . . . . . . . . . . . . . . 10 Important Dates . . . . . . . . . . . . . . . . . . . . . . . . . . 10 The Educational Entity Master (EEM) . . . . . . . . 12 What's New This Year?? . . . . . . . . . . . . . . . . . . . . 12 Call Center and Contact Information . . . . . . . . 13 Incident Reporting . . . . . . . . . . . . . . . . . . . . . . . . 13 FI Assessment Security. . . . . . . . . . . . . . . . . . . . . 14 Overview of required security practices . . . . . . 14 OEAA Assessment Security Compliance Form. 16 Homebound and Hospitalized Students . . . . . . 16 Remote Learners and Virtual Schools . . . . . . . . 16 OEAA Communications with Schools and Districts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 FI Assessment Overview . . .18 Students Tested with MI-Access. . . . . . . . . . . . . 18 Functional Independence (FI) . . . . . . . . . . . . 18 Supported Independence (SI) . . . . . . . . . . . . 18 Participation (P) . . . . . . . . . . . . . . . . . . . . . . . 18 Implications of Assessment Decisions. . . . . . . . 19 Content Areas Assessed . . . . . . . . . . . . . . . . . . . . 19 Assessment Flexibility . . . . . . . . . . . . . . . . . . . . . 22 Standardized Testing. . . . . . . . . . . . . . . . . . . . . . . 24 Testing Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Assessment Administrators. . . . . . . . . . . . . . . . . 24 Roles and Responsibilities . . . . . . . . . . . . . . . . . . 25 Technology Coordinators . . . . . . . . . . . . . . . 25 Assessment Administrators . . . . . . . . . . . . . 25 Building Coordinators . . . . . . . . . . . . . . . . . . 25 District Coordinators . . . . . . . . . . . . . . . . . . . 26 Preparing for FI Test Administration . . . . . . . . . 26 Training Documents. . . . . . . . . . . . . . . . . . . . 26 Mini Tutorials. . . . . . . . . . . . . . . . . . . . . . . . . . 27 Assessment Security Training Table. . . . . . . 28 Supports and Accommodations . . . . . . .29 Supports and Accommodations Guidance Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Accommodations Providers . . . . . . . . . . . . . 29 Proctors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Assessment Accommodation Decisions . . . . . . 30 Online Accommodations . . . . . . . . . . . . . . . . . . . 30 Turning on Accommodations . . . . . . . . . . . . 30 Assessment Accommodations and Designated Supports for FI . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Audio CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Enlarged Print Versions . . . . . . . . . . . . . . . . . 31 Braille Versions . . . . . . . . . . . . . . . . . . . . . . . . 31 Calculators. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Group vs. One-on-One Administration . . . 32 Optional Materials . . . . . . . . . . . . . . . . . . . . . 32 Readers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Recording Student Responses . . . . . . . . . . . 33 Scribes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Word Processors . . . . . . . . . . . . . . . . . . . . . . . 34 Nonstandard Accommodation. . . . . . . . . . . 34 District Coordinators . . . . . .35 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 District Coordinator Quick List . . . . . . . . . . . . . . . 36 Pre-Testing Activities . . . . . . . . . . . . . . . . . . . . . . . 37 Pre-Identification Information (Pre-ID) Information . . . . . . . . . . . . . . . . . . . . . . . . . 37 Pre-Identification Student Barcode Labels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Contractor-printed Pre-ID Student Barcode Labels . . . . . . . . . . . . . . . . . . . . . . . . 37 www.mi.gov/mi-access · http://mi.drcedirect.com FOR HELP, call 1-877-560-8378 3 Table of Contents District/School-printed Pre-ID Student Barcode Labels . . . . . . . . . . . . . . . . . . . . . . . 38 Ordering Assessment Materials . . . . . . . . . . 38 Initial Materials Orders . . . . . . . . . . . . . . . . . 38 Additional Materials Orders . . . . . . . . . . . . . 39 Receiving Assessment Materials . . . . . . . . . 39 Inventorying Materials . . . . . . . . . . . . . . . . . 40 Ordering Missing and Additional Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Completing OEAA Security Compliance Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Using Reporting Codes . . . . . . . . . . . . . . . . . 40 Research I and II Fields. . . . . . . . . . . . . . . . . . 40 Preparing Materials for Distribution . . . . . . . . . 41 Matching Assessment Booklets with Answer Documents . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Building Materials. . . . . . . . . . . . . . . . . . . . . . 41 Security Barcode Numbers . . . . . . . . . . . . . . 41 Packaging of Accommodated Versions . . . . 42 Establishing an Internal District Return Date . . . . . . . . . . . . . . . . . . . . . . . . . 42 Informing Others about Professional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Distributing Assessment Materials to Buildings . . . . . . . . . . . . . . . . . . . . . . . . . 42 Testing Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Post-Testing Activities . . . . . . . . . . . . . . . . . . . . . 43 Inventorying Returned Materials. . . . . . . . . 43 Checking Special Handling Envelopes. . . . . 43 Preparing Materials for Return Shipment. . 43 Instructions for Returning Materials via FedEx . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Completing the Assessment Feedback Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Checking Accountable Students & Test Verification . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Building Coordinators . . . . .45 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Coordinator Checklist for Online Testing . . . . . 46 Coordinator Check List for Paper/Pencil Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Online Testing Software and Testing Devices. . 48 DRC INSIGHT Portal. . . . . . . . . . . . . . . . . . . . 48 INSIGHT and Central Office Services (COS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Supported Testing Devices . . . . . . . . . . . . . . 48 Pre-Testing Activities . . . . . . . . . . . . . . . . . . . . . . 48 Getting Started with Online Test Setup . . . . . . 49 Pre-ID Process . . . . . . . . . . . . . . . . . . . . . . . . . 49 Ordering Expressing Ideas (EI) . . . . . . . . . . . 49 Loading Students (eDIRECT). . . . . . . . . . . . . 49 Assigning/Editing Sessions . . . . . . . . . . . . . 49 Creating FI Test Sessions . . . . . . . . . . . . . . . . 49 Printing Test Tickets . . . . . . . . . . . . . . . . . . . . 50 Test Lock and Unlock . . . . . . . . . . . . . . . . . . . 50 Managing Student Login Tickets . . . . . . . . . 51 Getting Started with Paper/Pencil Test Setup . 51 Pre-ID Process . . . . . . . . . . . . . . . . . . . . . . . . . 51 Order Test Materials . . . . . . . . . . . . . . . . . . . 51 Receiving Assessment Materials . . . . . . . . . 51 Inventorying Materials . . . . . . . . . . . . . . . . . 52 Affixing Pre-ID Student Barcode Labels . . . 52 Matching Assessment Booklets with Answer Documents . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Preparing Accommodated Materials for Distribution . . . . . . . . . . . . . . . . . . . . . . . . . 53 Additional Administration Items . . . . . . . . . . . . 53 Using Report Codes . . . . . . . . . . . . . . . . . . . . 53 Research I and II Fields. . . . . . . . . . . . . . . . . . 53 Establishing an Internal Building Return Date . . . . . . . . . . . . . . . . . . . . . . . . . 54 Completing and Collecting Security Compliance Forms. . . . . . . . . . . . . . . . . . . . 54 Distributing Materials . . . . . . . . . . . . . . . . . . 54 Testing Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Post Testing Activities. . . . . . . . . . . . . . . . . . . . . . 55 Online Test Submission . . . . . . . . . . . . . . . . . 55 Inventorying Returned Materials. . . . . . . . . 55 Preparing the Special Handling Envelope. . 55 Returning Materials . . . . . . . . . . . . . . . . . . . . 55 Completing Coordinator Feedback Survey 55 4 MI-Access Functional Independence (FI) Test Administration Manual Table of Contents Assessment Administrators . . . . . . . . . .56 Assessment Administrator Role . . . . . . . . . . . . . 56 FI Administrator Quick List Online. . . . . . . . . . . 56 FI Administrator Quick List Paper/Pencil. . . . . . 57 FI Assessment Administration Process Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Pre-Testing Activities . . . . . . . . . . . . . . . . . . . . . . 59 Online Tools Training (OTTs). . . . . . . . . . . . . 59 Receiving Assessment Materials . . . . . . . . . 60 Completing and Returning Security Compliance Forms. . . . . . . . . . . . . . . . . . . . 60 Review Assessment Materials and Test Preparation . . . . . . . . . . . . . . . . . . . . . . . . . 60 Testing Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Administration of the FI Online Tests. . . . . 61 Directions and Scripts for Paper/Pencil Administration . . . . . . . . . . . . . . . . . . . . . . . 63 ELA: Accessing Print and Using Language. . 64 ELA: Expressing Ideas . . . . . . . . . . . . . . . . . . . 67 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . 72 Post Testing Activities. . . . . . . . . . . . . . . . . . . . . . 74 Completing the Online Test Session . . . . . . 74 Completing the Student Answer Document . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Returning Materials to the Building Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . 75 Completing Administrator Feedback Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Materials Return Instructions . . . . . . . . . . . . .76 How to Process MI-Access Test Materials After Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Return Material Diagram . . . . . . . . . . . . . . . . . . . 77 Return Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Instructions for Materials Return . . . . . . . . 78 Fedex Return Instructions . . . . . . . . . . . . . . . 80 Appendices . . . . . . . . . . . . . . .81 Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Additional Information on Accommodated Versions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Braille Versions of the Assessments . . . . . . 81 Enlarged Print Versions of the Assessments. . . . . . . . . . . . . . . . . . . . . . . . . 81 Audio CD Versions of the Assessments . . . 81 Instructions for Using Audio CDs. . . . . . . . . 82 Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 General Directions for "Do Not Read Aloud" Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Material Handling Instruction Samples . . . 84 Special Handling Envelope . . . . . . . . . . . . . . 85 Security Compliance Form . . . . . . . . . . . . . . 86 FI Form Samples . . . . . . . . . . . . . . . . . . . . . . . 88 FI Audio CD sample label . . . . . . . . . . . . . . . 89 Appendix D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 MI-Access FI Adminstration Flowchart . . . . 90 Return Materials Packing Diagram . . . . . . . 91 Appendix E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Passage Readability: ELA: Accessing Print and Using Language . . . . . . . . . . . . . . . . . . . . . . 92 Appendix F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 ELA: Expressing Ideas Scoring Rubric. . . . . . 94 Appendix G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Important Dates . . . . . . . . . . . . . . . . . . . . . . . 95 Appendix H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Incident Reporting Guide . . . . . . . . . . . . . . . 96 Appendix I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Training Resources . . . . . . . . . . . . . . . . . . . . 110 Appendix J . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Change Log . . . . . . . . . . . . . . . . . . . . . . . . . . 111 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 5 General Information General Information Introduction - How to Use This Manual This manual is intended to help those involved with administering MI-Access Functional Independence (FI) assessments to understand: · how the administration process works from beginning to end for paper/pencil and student-facing online testing · key dates when specific assessment activities take place · the roles that building personnel play in the administration process · how to use available Universal Tools, Designated Supports, or Accommodations Note: A separate manual is available for Supported Independence (SI) and Participation (P) on the MI-Access web page (www.michigan.gov/mi-access). This manual is divided into eight sections: General Information outlines calendar-related information in one place to help school/district personnel prepare for, schedule, and administer the tests. Overview describes general assessment information that everyone involved in the MI-Access administration process needs to know; this includes a description of the assessment, who should take the assessment, definition of the roles of different staff, and training resources. Assessment Accommodations discusses the Universal Tools, Designated Supports, or Accommodations available to students as they take the FI tests, as well as how and when to use them, and where to obtain additional information. District Coordinators covers specific information for fulfilling the role of a District MI-Access Coordinator before, during, and after testing. Building Coordinators covers specific information for fulfilling the role of a Building Coordinator before, during, and after testing. Test Administrator covers specific information for fulfilling the role of a Test Administrator before, during, and after testing. Throughout this manual, the Test Administrator role will also be referenced as the Assessment Administrator role interchangeably. Note: This section includes actual test directions for the paper/pencil administration by specific content areas. Materials Return Instructions describes in detail how schools or districts are to return all online and paper/ pencil testing materials to the MI-Access contractor for scanning/scoring and processing of secure materials. This section also provides a return material chart describing the process. Appendices includes detailed information to assist administrators before, during, and after the MI-Access administration. 6 MI-Access Functional Independence (FI) Test Administration Manual General Information COVID-19 On January 25, 2021, the Michigan Department of Education (MDE) delivered a request to the U.S. Department of Education to waive certain assessment and accountability requirements of the federal Every Student Succeeds Act (ESSA) including the Spring 2021 MI-Access. On March 26, MDE received approval of our request to waive certain high-stakes components of accountability including the requirement to assess 95% of our student population. As of April 1st, we have not received a response that will allow us to waive the administration of the MI-Access for 2021. To comply with current law, MDE and the Office of Educational Assessment and Accountability (OEAA) continue to prepare for the required spring assessments in the event the USED does not grant our waiver request. All students, even students receiving remote-only instruction, should have the opportunity to take the assessment. Districts have to offer remote or virtual students the opportunity to come into school to take the appropriate state summative assessments. However, those remote-only students would not be required to come into school for the sole purpose of taking the assessments. Updates regarding the status of this request will be provided through the weekly Spotlight on Assessment and Accountability newsletter. Please know the health, safety, and well-being of students, educators, and their families is MDE's first priority. The OEAA is developing a Safe Testing Planning Document to help districts and schools plan for the safe administration of the Spring 2021 assessments, including MI-Access. The planning document will include guiding questions and considerations for each aspect of testing to help you plan for your test administrations. We expect this document will be available on the MI-Access web page in early February. While the COVID-19 pandemic has significantly impacted the 2020-2021 school year, it does not change the policies and procedures of MI-Access test administration. The MI-Access must be proctored in-person by a trained test administrator according to the requirements of the Assessment Integrity Guide. Any administration in an Off-Site location must receive prior approval through the Off-Site Test Administration request process through the OEAA Secure Site. Note: This does not apply to schools who are closed for in-person instruction due to the COVID-19 pandemic. These schools must complete the new COVID-19 school closures page on the OEAA secure site. Manual Updates If updates to this manual are necessitated by the uncertainty caused by the ongoing COVID-19 pandemic, they will be announced in the Spotlight newsletter. What's New This Year? There is a new page on the OEAA Secure Site called the COVID-19 School Closures page. Use this page to document when your school is closed for in-person instruction due to the COVID-19 pandemic. This page provides a form for schools to document their COVID-related closures and for MDE to understand which schools and districts are impacted by COVID closures. It does not remove or impact accountability requirements at this time. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 7 General Information Testing Icons The MI-Access FI assessments can be administered in either paper/pencil or student-facing online modes. Note: The ELA Expressing Ideas assessment is administered exclusively with paper/pencil mode of testing. Since this manual provides information on both modes of testing, we have provided two graphic icons: 1. A pencil to represent paper/pencil testing 2. A computer to represent online testing When a section of the manual applies only to one mode of testing, the corresponding icon will appear. Sections without icons pertain to both online and paper/pencil testing. Icon Mode Paper/Pencil Online Everyone involved in MI-Access testing must be familiar with sections of this manual specific to their role(s) in the test administration process. It is strongly recommended that educators read the entire manual, if time permits, to better understand how their role fits into the overall administration process. The following table shows which sections of the manual must be read by whom, as well as where to find those sections. Role District Coordinator Required Sections All sections: · General Information · Assessment Overview · District Coordinators · Building Coordinators · Test Administrators · Supports and Accommodations · Materials Return Instructions Page Page 35 Building Coordinator · General Information · Assessment Overview · Building Coordinators · Test Administrators · Supports and Accommodations · Materials Return Instructions Page 45 Test Administrators · General Information · Assessment Overview · Test Administrators · Supports and Accommodations Page 56 8 MI-Access Functional Independence (FI) Test Administration Manual General Information Accessing Documentation in the DRC INSIGHT Portal Users can access documents and resources in the DRC INSIGHT Portal (https://mi.drcedirect.com). Test Administrators without secure access to the DRC INSIGHT Portal: Select "here" in the Documents and Training Materials bullet point to view all of the materials that are available without secure access. District and Building Coordinators with secure access to the DRC INSIGHT Portal: Go to My Applications and select General Information. Then, select the Documents tab. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 9 General Information Assessment Calendar The MI-Access assessments are a part of Michigan's overall assessment program. The calendar below provides a quick view of all the Spring 2021 assessments; this single page document may be accessed at this link or on the MI-Access web page. On March 18, MDE announced the extension of the testing window to eight weeks for MIAccess. The Spring 2021 Testing Schedule for Summative Assessments has been updated to reflect these updates. Spring 2021 Testing Schedule for Summative Assessments Week of Assessment 1/27- 2/1- 2/8- 2/15- 2/22- 3/1- 3/8- 315- 3/22- 3/29- 4/5- 4/12- 4/19- 4/26- 5/3- 1-29 2/5 2/12 2/19 2/26 3/5 3/12 3/19 3/26 4/2 4/9 4/16 4/23 4/30 5/7 M-STEP Grades 5, 8, 11 6 weeks 5/105/14 5/175/21 5/24- 5/315/28 6/4 M-STEP Grades 3 , 4, 6, 7 6 weeks MI-Access Alternate Assessments College Entrance: SAT w/Essay* Accommodated Testing Window* Work Skills: ACT WorkKeys* 8 weeks 4/13 Makeup only 4/27 4/13 4/26 4/14 only Makeup 4/27-29 Makeup 4/28 Makeup Contingency 5/5 Makeup Contingency 5/18 Makeup Contingency 5/18-20 Accommodated Testing Window* 4/14 4/27 Makeup 4/28-5/4 Makeup Contingency 5/5-11 PSAT 8/9 (grade 8)** Accommodated Testing Window 4/13 only Primary 4/14-16 Makeup 4/27-5/7 4/13 5/7 PSAT 8/9 (gr 9) PSAT 10*** Primary 4/13-16 Makeup 4/27- 5/7 Accommodated Testing Window WIDA ACCESS & WIDA Alternate ACCESS for ELLs Extended: January 27 - April 9, 2021 4/13 5/7 * Contingency makeup testing is allowed for schools that are closed for in-person instruction due to COVID-19 on the primary and/or makeup day of testing. ** Schools must administer the PSAT 8/9 for grade 8 on April 13, 2021. The Primary window of 4/14-4/16 is available for students who were absent on 4/13 (unless students are approved with accommodations that designate them to test in the accommodated testing window). *** Schools must administer the PSAT 8/9 for grade 9 and PSAT 10 on April 13, 14, 15, or 16, 2021 (unless students are approved with accommodations that designate them to test in the accommodated testing window). · Schools can choose which date works best for them as the initial test day. · The same grade must test on the same day at the same time. · Schools can administer multiple grades in one day, but grades must be in separate administration sessions (grade 9 students must be tested separate from grade 8 students). Important Dates The window for administering the MI-Access tests covers eight weeks; however, you should make every effort to complete testing as early in the window as possible. MI-Access administrators select an assessment based on student needs and their internal scheduling at any time during the administration window. A list of important dates for the activities before, during, and after the assessment can be found on the MI-Access web page (https:// www.michigan.gov/documents/mde/MI-Access_List_of_Important_Dates_634789_7.pdf) and in Appendix G. The list of important dates is a stand-alone document and can also be saved, printed, and distributed to testing staff members. 10 MI-Access Functional Independence (FI) Test Administration Manual General Information Important Pre-Testing Activities Pre-ID Window Opens: January 6, 2021 Closes for pre-printed barcode labels (paper/pencil testers): February 17, 2021 Closes for online test session pull: February 17, 2021 Remains open for new students through the test window Initial Order Window January 6 February 17, 2021 Additional Order Window April 8 June 1, 2021 (at noon) District and Building Training for Online Testing WebEx March 3, 2021 (10-11 a .m .) A recorded version will be posted to the DRC INSIGHT Portal by the end of the week. Watch Spotlight for details. DRC INSIGHT Portal opens to add/edit test sessions Initial Test Materials Arrive in Districts Test Administration Window Return of Materials March 5, 2021 For all grades: March 29 March 31, 2021 April 12 June 4, 2021 June 9, 2021 Answer documents returned after June 2 will not be scored. Accountable Students Enrolled, Demographics, and Answer Document Verification window Date: TBA - will be announced in Spotlight Two other alternate requests offered by the Office of Assessment and Accountability (OEAA) include: 1. The Off-site Test Administration Request open for individual students (for example homebound, with medical needs) from January 6, 2021 through June 3, 2021. Note: This does not apply to schools who are closed for in-person instruction due to COVID-19 pandemic. These schools must complete the new COVID-19 school closures page on the OEAA secure site. 2. The Alternate INSIGHT Availability Request for buildings that provide regular classroom instruction after 4:00 PM (this survey opens on January 14, 2021 and will remain open through March 5, 2021) www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 11 General Information The Educational Entity Master (EEM) The Educational Entity Master (EEM) is a repository that contains basic contact information for public schools, nonpublic schools, intermediate school districts, and institutions of higher education. Because the EEM serves as the directory for identifying and linking educational entities with other data collection applications, it is imperative that districts and schools keep their EEM information up to date. The Office of Educational Assessment and Accountability (OEAA) will use this information in various ways throughout the MI-Access testing process. For the MI-Access Administration, it is especially important that all contact and physical address information is accurate and up to date, to ensure testing materials are sent to the correct address. Note: Test materials are sent to the address provided for the MI-Access Coordinator and cannot be shipped to a post office box. The EEM can be accessed on the EEM web page (www.michigan.gov/eem). The EEM can be viewed by anyone, but it can only be updated by the authorized district EEM user. If you do not know who your EEM authorized user is, you can locate their name, email, and phone number on the District and School Contact page of the OEAA Secure Site. The EEM authorized user is listed on the District and School Contact page. What's New This Year? Every year brings some changes or adjustments to assessments and/or to the activities surrounding testing. Some of the changes described below have been in place for over a year, but since there was no administration of MI-Access in 2020, it is worthwhile to take note of them now as they apply to the 2021 assessments. · The DRC site formerly known as eDIRECT is now "DRC INSIGHT Portal." Directions for accessing this site are shown in the footers of this manual; all the training materials for your online testing administration and training needs can be found by following the links to the library in General Information. · The "Test Site Manager" (TSM) has been changed to "Central Office System" (COS). The COS manages network traffic, connectivity, and bandwidth issues, reducing network load and disconnects during testing. These changes will also be reflected throughout this manual. Related technical training and documents may be found in the DRC INSIGHT Portal site under Documents in the General Information section of the library. · A newer feature of the INSIGHT testing engine is Extended Retries, to address any connectivity issues during testing. - With this feature, instead of an error message being displayed after three attempts to reconnect, the system will continue to attempt reconnection for five minutes. The error message will instruct the student to raise their hand for help, but will continue to attempt reconnection. If the system is able to reconnect, the error message will close and the student can resume testing. Note that it is possible for a student to see the error message, and for the error to be resolved before the Test Administrator has had time to reach the student. If this occurs, the Test Administrator should instruct the student to resume testing. · There is a new page on the OEAA Secure Site called the COVID-19 School Closures page. Use this page to document your school's closure dates and dates of remote instruction that are related to the COVID-19 pandemic. 12 MI-Access Functional Independence (FI) Test Administration Manual General Information - This page provides a form for schools to document their COVID-related closures and for MDE to understand which schools and districts are impacted by COVID closures. It does not remove or impact accountability requirements at this time. Call Center and Contact Information The Office of Educational Assessment and Accountability (OEAA) operates a call center to answer any questions related to MI-Access testing. Agents are available to answer questions at the following toll-free phone number during the hours shown: Call Center number: 1-877-560-8378 Normal Hours: 8:00 a.m.5:00 p.m. (MF) Testing Window Hours: 7:00 a.m.5:00 p.m. (M-F) The table below shows the options related to MI-Access testing that can be selected when calling the OEAA Call Center. Topic Option Known or suspected cheating or unethical testing practices on any state assessment 1 DRC INSIGHT Portal, INSIGHT, COS, or online assessment tools 2 Secure Site, M-STEP, MI-Access, Accountability, or Reporting 3 · Assessment-related questions (online and paper/pencil) may also be submitted in writing at any time to mde-oeaa@michigan.gov for a quick and thorough response. · For technology-related questions, you can also send an email to MISupport@datarecognitioncorp.com. Incident Reporting Incident reporting is a transparency process designed to open a line of communication between the OEAA and a district or school experiencing a testing irregularity. These might include: · requesting a new test (online or paper/pencil) · requesting a regeneration of an online test · reporting test irregularities and misadministrations - request "Do Not Score" (paper/pencil and online) - report a "Prohibited Behavior" - report a "Nonstandard Accommodation" If testing irregularities occur before, during, or after testing, it is the District MI-Access Coordinator's responsibility to file an Incident Report in the OEAA Secure Site as soon as possible. Go to Secure Site Incident Reporting tool (https://www.michigan.gov/documents/mde/Incident_Reporting_520328_7.pdf) for detailed information on how to access and use the tool. Incident reports are submitted on the OEAA Secure Site under the student assessment drop-down menu (see following page). www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 13 General Information Once a report has been filed and submitted, the OEAA will be notified of the report. Most incident reports are processed within a business day. Some reports may require extended time to process and resolve. The OEAA expects schools and districts to report any testing irregularities by reporting all incidents, even if they are unsure of the outcome. Withholding information could present a more serious security issue if an incident is unreported and then discovered later. For more detailed information on situations necessitating an Incident Report, see Appendix H of this manual. FI Assessment Security The primary goals of test security are to protect the integrity of the assessment and to ensure that results are accurate and meaningful. Test security is integral in ensuring that no student has an unfair advantage or a disadvantage in assessment performance. The Assessment Integrity Guide (AIG) is available for download on the MI-Access web page (https://www. michigan.gov/documents/mde/Assessment_Integrity_Guide_291950_7.pdf)pdf). The AIG details how statelevel assessments should be securely administered. It also includes information on roles and responsibilities of testing staff, test preparation, administration irregularities, and security. District and Building Coordinators are required to read the AIG in its entirety. By following the guidelines in the AIG, schools ensure that: · student test results are valid and reliable · the testing context is equitable for all students · all practices are ethical Overview of required security practices Training The District Assessment Coordinator is responsible for providing clear and comprehensive annual training for building-level staff on test administration and security procedures, and must comply with state assessment requirements. Assessment Security Training All staff members who participate in a state assessment must be fully trained in assessment security. District/Building Coordinator Training Requirements: · Complete the MDE Assessment Security online course through Michigan Virtual (http://bit.ly MDEAssessmentSecurity). 14 MI-Access Functional Independence (FI) Test Administration Manual General Information · This four-module training series is used to train building staff on the importance of test security by following the AIG. Upon completion of the four modules and demonstration of knowledge on a short test, the participant will receive a Certificate of Completion, which must be retained on file with signed security compliance forms. After successful completion of this training, staff are required to participate in the refresher course in subsequent years. · Read the Assessment Integrity Guide. Test Administrators/Room Supervisors/Proctors/ Training Requirements · Read the AIG and/or complete the above MDE Assessment Security online course through Michigan Virtual (http://bit.ly/MDEAssessmentSecurity). · After successful completion of this training, staff are required to participate in the refresher course in subsequent years. Technology Coordinators and Other Staff (anyone who handles or has access to secure materials) Training Requirements · Read the "Keeping Assessment Materials Secure" section of the AIG (page 41). Material Security · All materials that allow access to or contain test questions or student responses are considered secure materials and must be handled in a way that maintains their security before, during, and after testing. This includes paper/pencil materials, accommodated materials, used scratch paper, online test tickets, and test rosters. · Secure materials must be retained in one secure, locked location within the building. During the test administration window, the materials must be distributed and collected daily. · Secure materials are barcoded and recorded on the security checklists that accompany shipments and must be returned to the scoring contractor. Note: Buildings should expect to account for every secure item recorded on the materials list. · Test tickets used to log students into each online test are considered secure materials and must be treated as such. Test rosters, which automatically print along with test tickets, are also considered secure. · Paper/pencil answer documents used are considered secure and must be handled and protected accordingly. · All used scratch paper (including graph paper) must be collected and returned to the Building Coordinator immediately after testing, to be shredded. · No test materials that contain test questions or student responses may be copied at any time or retained in the buildings. · The use of cameras or cell phones and posting pictures to social media sites during testing is an enormous security risk. Therefore, students or testing personnel may not take photographs at any time during testing. If students violate this policy, their tests will be marked "Prohibited Behavior" and no emergency tests will be permitted. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 15 General Information Test Administration All testing staff must adhere to these guidelines. · Begin all standardized test administration procedures according to the explicit directions in this test administration manual and test directions. · Read oral instructions to the students exactly as they are written. · Monitor student behavior closely for adherence to proper test-taking practices. Ensure that there are no distractions during the test administration period, including talking, noises, and other interactions among students. Prevent students from viewing another student's computer screen or answer document. · Ensure that students whose Individualized Educational Program (IEP) requires them to use Universal Tools, Designated Supports, or Accommodations have these available to them at the time of testing. · Maintain test material security at all times. OEAA Assessment Security Compliance Form All staff involved in the administration of MI-Access tests must read and sign an Office of Educational Assessment and Accountability (OEAA) Assessment Security Compliance Form, asserting that they have read the required assessment materials related to their role in the MI-Access administration process, and that they understand their role and responsibilities. Completed forms are required from technology coordinators, district and building coordinators, test administrators, proctors, and all other staff or volunteers with access to secure test materials or student responses. All OEAA Assessment Security Compliance Forms must be returned to the Building MIAccess Coordinator and kept on file for three years. Anyone involved in the administration of the MI-Access is obligated to report any suspected violations of test security. Homebound and Hospitalized Students Students who are homebound or hospitalized during the test window are required to test. "Homebound" refers to students who are receiving educational services at home due to a documented medical condition; this does not include students learning from home due to the COVID-19 pandemic or students who are quarantining at home. If these students return to school for in-person instruction during the testing window, they must be assessed. The off-site test administration request form is available in the OEAA Secure Site. Remote Learners and Virtual Schools During the COVID-19 pandemic, MDE does not support bringing otherwise remote or virtual students into school solely for the purpose of state assessment. Pending the approval of MDE's assessment waiver, districts have to offer remote or virtual students the opportunity to come into school to take the MI-Access assessments. However, those remote-only students are not required to come into school for the sole purpose of taking the assessments. Online or virtual schools must offer students the opportunity to test at a remote site. Virtual schools are those schools that offer full-time virtual learning for their educational program . Note: Schools offering remote learning due to the COVID-19 pandemic are not considered virtual schools. They may test at their building or at another district location. The section below does not apply to them. 16 MI-Access Functional Independence (FI) Test Administration Manual General Information Virtual school personnel should plan to work closely with the OEAA to ensure that testing at remote sites is managed in a secure fashion. An Off-site Test Administration Request must be submitted and approved . The request form is available in the OEAA Secure Site (www.michigan.gov/oeaa-secure) . OEAA Communications with Schools and Districts Keeping educators up to date regarding important deadlines, changes, and accountability is critical. The OEAA communicates with the field in several ways, including: · the weekly OEAA "Spotlight" newsletter, which is available to the public. Subscribe to receive the newsletter and/or read archived copies on the MI-Access web page (www.michigan.gov/mi-access) Spotlight on Student Assessment and Accountability · the MI-Access web page (www.michigan.gov/mi-access) · DRC INSIGHT Portal (https://mi.drcedirect.com) · the "Announcement" page on the Secure Site (www.michigan.gov/oeaa-secure) · presentations at state conferences, including the Michigan School Testing Conference, held every year in February Check these resources regularly to stay up to date on assessment- and accountability-related dates, issues, and activities. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 17 Assessment Overview FI Assessment Overview MI-Access is Michigan's alternate assessment based on alternate content expectations. It is designed for students with the most significant cognitive disabilities whose Individualized Education Program (IEP) teams have determined that it is not appropriate for them to participate in the state's general education assessments (the Michigan Student Test of Educational Progress [MSTEP] or the Michigan Merit Examination [MME]). Students Tested with MI-Access MI-Access assessments are available at three levels. · The Functional Independence (FI) assessments are for students who have, or function as if they have,* a significant cognitive disability. It is for students whose IEP goals, objectives, and course of instruction align most closely with the "High" range of complexity of the Essential Elements or Alternate Content Expectations. Typically, these students can, with assistance, assess their personal strengths and limitations, and can access resources, strategies, supports, and linkages to help them maximize their independence. · The Supported Independence (SI) assessments are for students who have, or function as if they have,* a significant cognitive disability. It is for students whose IEP goals, objectives, and course of instruction align most closely with the "Medium" range of complexity of the Essential Elements or Alternate Content Expectations. These students may also have both cognitive and physical impairments that impact their ability to generalize or transfer learning; however, they usually can follow learned routines and demonstrate independent living skills. · The Participation (P) assessments are for students who have, or function as if they have,* a significant cognitive disability. It is for students whose IEP goals, objectives, and course of instruction align most closely with the "Low" range of complexity of the Essential Elements or Alternate Content Expectations. These students may have both significant cognitive and physical impairments that limit their ability to generalize or transfer learning, and that make it difficult to determine their actual abilities and skills. It is the role of the IEP team to determine which MI-Access assessment is most appropriate, based on the student's adaptive behavior, curriculum, and instruction. Adaptive behaviors are essential to living independently. When adaptive behaviors are significantly impacted, the student is unlikely to develop the skills necessary to live independently and function safely in daily life. Significant cognitive disabilities impact students both in and out of the classroom and across multiple life domains, including academic domains. Students whose instruction is based on Michigan's general content standards should be assessed using the general assessments, not MI-Access. Also, under federal law, students with a Section 504 Plan are not eligible to take MI-Access, since these students have a disability condition but are not receiving specialized instruction under the Individual with Disability Education Act. Students with disabilities who are publicly placed in private schools as a means of providing special education and related services are required to be included in the statewide assessment system. Footnote: *The phrase "function as if they have" refers to students who adaptively function in environments that differ from their special education categories and, as a result, should be given the MI-Access assessment that best suits their "adaptive functioning" level of independence. To obtain more information on the students being tested, go to the MI-Access web page (www.mi.gov/mi-access). Target Essential Elements have been developed by: Dynamic Learning Maps Consortium (2013). Dynamic Learning Maps for Mathematics and English Language Arts. Lawrence, KS: University of Kansas. 18 MI-Access Functional Independence (FI) Test Administration Manual Assessment Overview Implications of Assessment Decisions When deciding whether a student should participate in an alternate assessment based on content expectations, IEP teams must consider some important implications. · If a student participates in a MI-Access Functional Independence assessment, it is assumed the student is receiving instruction based primarily on Michigan's alternate content expectations (such as the Essential Elements using the High Range of Complexity). · Students who are placed on a path to follow alternate content expectations, especially at a young age, may encounter undesired and unintended consequences later in their school experience. This may include an impact on the student meeting the requirements of the Michigan Merit Curriculum or other local requirements for graduation. Such discussions must take place with all members of an IEP team. IEP team decisions that place students in an alternate assessment should only be made using: · the state guidelines for participation, which can be found at MI-Access guidelines (https://www.michigan. gov/documents/mde/Should_My_Student_Take_the_Alternate_Assessment_556705_7.pdf) · the instructional norms for the student · the Interactive Decision-Making Tool located on the MI-Access web page (https://mdoe.state.mi.us/ MDEDocuments/InteractiveDecision-MakingTool/index.html) Content Areas Assessed Federal regulations and state policies require that state-level assessments be administered to all students in certain grades and in certain content areas. The table below shows the content areas and grades that the Functional Independence assessments cover. Content Area Grade English Language Arts (ELA)* 3rd 4th 5th 6th 7th 8th 11th üüüüüüü Mathematics üüüüüüü Science** ü ü ü Social Studies (offered for FI only) ü üü * ELA: Expressing Ideas (EI), writing and drawing, is available in paper/pencil mode only. **Note: Grade levels for MI-Access and M-STEP science will differ as new science assessments are developed. Note: In ELA assessments, the EI test is administered with paper/pencil only, regardless of whether the student is testing using the online or paper/pencil modes in assessments. As required by federal law, the MI-Access assessments reflect Michigan's state alternate content expectations and provide alternate assessments for students with the most significant cognitive disabilities, so they are appropriate for the student population being tested. The Essential Elements with Michigan Range of Complexity (EEs), Extended GLCEs (EGLCEs), and Extended Benchmarks (EBs) on which the Functional Independence assessments are based can be downloaded from the web page (www.mi.gov/mi-access). Brief descriptions of each FI content area assessment begin on the next page. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 19 Assessment Overview Functional Independence ELA: Accessing Print and Using Language (APUL) for Grades 3-8 and 11 The Functional Independence ELA: APUL Assessments have five parts: 1. Vocabulary 2. Language 3. Research/Inquiry 4. Listening 5. Understanding Text The format is multiple-choice with three answer choices. In some cases, there is a short stimulus combined with a question, or a passage combined with several questions. Question stimuli and passages are written to contain content and vocabulary appropriate for students being tested at any given grade level. The APUL assessments for students in grades 3-8 and 11 will each have 41 multiple-choice items. The assessment is based on four claims. Claim 1: Students can comprehend text in increasingly complex ways. Claim 2: Students can produce writing for a range of purposes and audiences. Claim 3: Students can communicate for a range of purposes and audiences. Claim 4: Students can engage in research/inquiry to investigate topics and present information. Students using the paper/pencil version record their answers directly in their assessment booklets; assessment administrators must transfer the answers to the students' answer documents after testing. Functional Independence ELA: Expressing Ideas (EI) for Grades 3-8 and 11 In the Functional Independence ELA: EI assessments, students are asked to respond to two prompts by "expressing ideas" related to practical, real-world situations. The prompts have been developed to allow students to write, draw, or use a combination of both to express themselves directly on the paper answer document. Students whose disabilities prevent them from writing or drawing may dictate their responses. Student responses are evaluated by specially trained external hand-scorers, using a four-point rubric that measures topic focus, organization, and use of language and visual conventions. The scoring rubric is shown in Appendix F of this manual. ELA: EI is assessed in grades 38 and 11 and will have separate booklets since it is administered in paper/pencil format only. For this reason, Expressing Ideas must be ordered for all FI students taking the ELA assessment. Important Note: Students who take any FI: ELA assessment must: · participate in both APUL as well as the EI tests · complete the paper/pencil version of EI, even if APUL is completed online · complete both APUL and EI to receive overall valid ELA scores Since the Expressing Ideas is a paper/pencil version of the test, this part of the ELA test is routinely overlooked and consequently missed. Failure to have students take both of these content areas will result in an invalid ELA score. 20 MI-Access Functional Independence (FI) Test Administration Manual Assessment Overview Functional Independence Mathematics Assessments for Grades 3-8 and 11 The FI mathematics assessments are based on four claims: Claim 1: Students demonstrate increasingly complex understanding of number sense. Claim 2: Students demonstrate understanding of increasingly complex spatial reasoning and understanding of geometric principles. Claim 3: Students demonstrate increasingly complex understanding of measurement, data, and analytic procedures. Claim 4: Students solve increasingly complex mathematical problems, making productive use of algebra and functions. Each claim contains a few different strands, such as Operations in Base 10, Numbers and Operations, Fractions, Geometry, Measurement and Data, and Problem Solving. For more specifics, see the Essential Elements with Michigan Range of Complexity for any given grade level, posted on the MI-Access web page. The mathematics assessments for students in grades 38 and 11 will each have 34 multiple-choice items. Each question is followed by three answer choices. The items are designed so that all data, tables, charts, examples, and/or text needed to respond to a question are presented as part of the item and not verbally supplied by the assessment administrator. Students may use calculators on the mathematics assessment if such devices are routinely used during classroom instruction. For the online math test this year an embedded DESMOS calculator is available. It should be noted, however, that no items are calculator-dependent. Students using the paper/pencil version must record their answers and perform computations directly in their assessment booklets; assessment administrators must transfer the answers to the students' answer documents after testing. Functional Independence Science Assessments for Grades 4, 7, and 11 The Functional Independence Science assessments focus on five strands: · Constructing New Scientific Knowledge · Reflecting on Scientific Knowledge · Using Life Science · Using Earth Science · Using Physical Science. To make the assessments meaningful for students, as many items as possible are presented in one of three realworld contexts: daily living, community experience, or employment. The grade 4 science assessments have 43 multiple-choice items; assessments for students in grade 7 have 50 multiple-choice items; and assessments for students in grade 11 have 55 multiple-choice items. Each question is followed by three answer choices (some with just words alone, others with graphics, with or without text or labels). As with mathematics, the science items are designed so that any data, tables, charts, graphics, and/or text needed to respond to a question are presented as part of the item, not verbally supplied by the assessment administrator. Students using the paper/pencil version must record their answers directly in their assessment booklets; assessment administrators must transfer the answers to the students' answer documents after testing. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 21 Assessment Overview Functional Independence Social Studies Assessments for Grades 5, 8, and 11 The Functional Independence Social Studies assessments for grades 5 and 8 focus on two major areas: United States History and Geography, and Public Discourse, Decision Making, and Citizenship. The grade 11 assessment focuses on four major areas: World History and Geography, United States History and Geography, Civics, and Economics. To make the assessments meaningful for students, as many items as possible are presented in one of three real-world contexts: daily living, community experience, or employment. The grade 5 assessments have 40 multiple-choice items; grade 8 has 42 multiple-choice items; grade 11 has 52 multiple-choice items. Each question is followed by three answer choices (some presented with just text, while others are presented with graphics with/without text words or labels). The social studies assessments also have sections comprised of passages that tell a brief story followed by several questions. This passage format is used to familiarize the student with events and places that introduce context to the test item. Assessment Flexibility IEP teams have the flexibility to determine if a student should be assessed in different content areas with the alternate assessment (MI-Access) and the general assessment (M-STEP). This decision is made by the IEP team and based on state assessment selection guidelines as well as the student's overall instructional routines. This assessment program flexibility includes adjacent levels of the MI-Access assessments. This flexibility: · provides a continuum of assessment throughout the MI-Access assessments to better accommodate students' needs and progress · allows the IEP team to determine that a student may take MI-Access assessments at different levels · limits the flexibility to only two adjacent levels. The following graphic displays how adjacent and non-adjacent participation might affect test results. For example, Sample Students 1, 2 and 3 participated in adjacent levels of testing and received valid test scores. The graphic also shows how Sample Students 4, 5 and 6 were incorrectly administered non-adjacent tests, which resulted in an invalid test result. 22 MI-Access Functional Independence (FI) Test Administration Manual Assessment Overview Sample M-STEP/ Student MME MI-Access (FI) 1 Participated in Adjacent assessments MI-Access (SI) MI-Access (P) Test Results Valid 2 Participated in Adjacent assessments Valid 3 Participated in Adjacent assessments Valid Participated in 4 Non-Adjacent assessments Participated in Non-Adjacent assessments Invalid Participated in Participated in 5 Non-Adjacent Non-Adjacent Invalid assessments assessments Participated in 6 Non-Adjacent assessments Participated in Non-Adjacent assessments Invalid This flexibility includes several limitations: · An M-STEP or MME assessment cannot be combined with any level of a MI-Access assessment other than at the Functional Independence (FI) level. · In any assessment, a student may only take adjacent levels of the assessment any non-adjacent testing might result in an invalidation of the lower type of test. · Students may be assessed with only one type of assessment per content area. Note: In ELA, Accessing Print and Using Language and Expressing Ideas must remain together as a set. · Grade 8 students must take either the MI-Access FI ELA and mathematics tests or the PSAT 8/9, based on their goals. · Students must not be pre-identified for multiple assessment programs and/or levels in the same content area. Review the Pre-Identification portion in the District Coordinator section of this manual for more information. · No student in grades 5 and 8 should take the M-STEP science assessment if their IEP team determines the MI-Access assessment is most appropriate for the student. Since the M-STEP science test would not be administered to these students, a reason must be entered during the Verification of Not Tested window in the Secure Site. This will ensure these non-participating students do not count against the school's participation rate for accountability. Additional information on this process will be provided as the Verification of Not Tested window draws near. There are several options and considerations for grade 11 students. · In grade 11, ELA and mathematics cannot be split between SAT® with Essay and the MI-Access FI. Students must be administered both content areas, with either the SAT with Essay or the MI-Access FI. · Students taking the grade 11 MI-Access FI assessments are not precluded from taking the WorkKeys assessment. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 23 Assessment Overview · Grade 11 students must take the science and social studies tests at the appropriate level (M-STEP or MIAccess) based on their goals. · A student who participated in a previous MI-Access administration as an 11th-grader is not eligible to take any component of the MME. Standardized Testing Uniform procedures are essential to a standardized testing program. To ensure comparable scores, all testing staff must follow the same testing procedures and give instructions exactly as they appear in this manual. Make sure that you and all testing staff comply with all applicable laws, including those relating to discrimination. By strictly following policies and procedures, you give students the best guarantee of fair testing and the best possible test day experience. Testing Schedule Building Coordinators and District Coordinators should work together to develop test schedules, taking any unique needs of the students into consideration. MI-Access tests are designed for administration in small groups or in one-on-one settings with assessment administrators. Since the testing environment for these students may be unpredictable, the MDE has allowed broad flexibility to schools in determining their own schedules within the eight-week window to complete all the content areas of testing. Documentation of testing schedules for MI-Access must minimally include the following information: · district name · building name · Building Coordinator's name · date of assessment administration · location of testing session(s) (such as room number, classroom designation) · starting and ending time of the testing sessions · assessment/grade/content being administered for each testing session · names of the test administrator(s) and proctor(s) for each testing session Testing schedules must be retained by the district or school for three years. The OEAA may request a copy of a building's testing schedule for monitoring and irregularity investigation purposes. As a result of the testing window extension from seven to eight weeks, for Spring 2021 only, districts and schools that created Testing Schedules prior to the extension announcement are not required to recreate new testing schedules. Assessment Administrators The FI assessments are designed to be administered by one person, most likely the student's teacher. Other professionals in the school or district--such as school psychologists, resource room teachers, or related services providers--may also administer the assessments if necessary. Paraprofessionals, teacher aides, and others may assist during assessment administration (for instance, making sure the student is on the correct page and addressing the right question, assisting with online tools), but they may not administer the assessments. See Appendix D of this manual for an assessment administration process flowchart, which provides an overview of the process of conducting the paper/pencil and online assessments for FI. 24 MI-Access Functional Independence (FI) Test Administration Manual Assessment Overview Roles and Responsibilities There are several roles associated with MI-Access testing. · Technology Coordinators (TC), associated with online testing only · District Coordinators (DC) · Building Coordinators (BC) · Assessment Administrators (AA), associated with both modes of testing online and paper/pencil DCs, BCs, and AAs each have their own section of this manual, including additional information on each of the listed tasks. Technology Coordinators have a separate manual that provides detailed information on how to install and configure the software used for testing. This Technology User Guide can be found the DRC INSIGHT Portal (formerly known as eDIRECT) (https://mi.drcedirect.com). Technology Coordinators · download and install testing software (INSIGHT) and Central Office Services (COS) Service Device · configure all testing devices to communicate with the COS · be readily available to District and Building Coordinators in the event of a technology issue during testing Assessment Administrators (see AA section for further details) MI-Access Assessment Administrators are responsible for: · reading the Directions and Scripts for each of the paper versions of the FI tests · arranging the testing environment; this includes logging students into and out of test sessions, verifying student information, and clicking on the test name and part for the student · assisting students with online test features such as speed and volume of text, color chooser, and contrasting · monitoring and assisting student in marking responses in paper/pencil test booklets as needed · monitoring students during testing · collecting login tickets and scratch paper from online testers at the end of each test session and delivering these to the Building Coordinator · collecting the student-marked booklets and any scratch paper from paper/pencil testers, and transferring the responses to the student answer document Building Coordinators (see BC section for further details) MI-Access Building Coordinators are responsible for: · confirming they have received Expressing Ideas materials for all students · scheduling and coordinating student test practice and Online Tools Training (OTTs) · ensuring online testers view the MI-Access Student Tutorial, available on INSIGHT or through the INSIGHT testing engine · assigning appropriate accommodations to FI online testing students in INSIGHT · printing and distributing student login tickets before each test and collecting tickets and scratch paper for destruction after each test session · organizing and distributing paper/pencil materials www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 25 Assessment Overview · developing test schedules based on the school's resources · ensuring the overall integrity of the assessment process · making sure they are identified as Building Coordinators in the EEM with current and accurate contact information District Coordinators (see DC section for further details) MI-Access District Coordinators are responsible for: · overseeing all testing at the district level · acting as backup support at the building level · developing necessary testing policies · ensuring students are unassigned from M-STEP, PSAT 8/9, or the MME assessments and are assigned to the appropriate MI-Access assessments in the OEAA Secure Site · making sure assessment material orders are completed by buildings as needed · ensuring that all other roles associated with testing are filled · leading professional development activities associated with testing · ensuring that Building Coordinators and Test Administrators are aware of training opportunities for students · making sure they are identified in the EEM with current and accurate contact information Preparing for FI Test Administration State testing requires carefully considered test administration strategies. Schools and districts should ensure that all staff members receive professional development that applies to their specific role. Past assessment survey feedback indicates that many test administrators simply read the test administration manual to prepare for testing -- this is not sufficient. The OEAA has made training a major focus in recent years and has provided the training resources listed below, as well as other documentation noted in Appendix I of this manual. Planning and support for staff members who administer tests to students receiving accommodations is especially critical. These staff members will need guidance to avoid irregularities and misadministrations that negatively affect students, schools, and districts. Training Documents The following resources are available for you and your staff members, for training at their own pace. Recorded Presentation Description Where to find it District and Building Coordinator Online Testing WebEx Recommended viewing for District and Building Coordinators, this recording of a live presentation provides an overview of the MI-Access Spring 2021 online administration, a "tour" of the training resources available for MI-Access, and answers to some common questions. http://mi.drcedirect.com General Information > Documents > Document Type: Training Presentations and FAQ (Available March 4, 2021) Live presentation March 3, 2021 Spring 2021 MI-Access Administration Presentation This PowerPoint presentation with audio outlines the overall administration process For MI-Access. The recording can be viewed on the MIAccess web page (www.michigan.gov/ mi-access). (Available mid-March - watch Spotlight for details.) 26 MI-Access Functional Independence (FI) Test Administration Manual Assessment Overview Recorded Presentation Technology Coordinator Recorded Presentation Description Optional viewing for District and Building Coordinators, this recording of a live presentation provides an overview of the software and technology setup required for M-STEP and MI-Access Spring 2020 testing. Where to find it http://mi.drcedirect.com General Information > Documents > Document Type: Training Presentations and FAQ (available now.) Training Manual and Tools Description MI-Access FI Test Administration Manual (TAM) Manual Where to find it www.michigan.gov/miaccess > Current Assessment Administration Student Tutorial Online Testing Video Resource providing students with an end-to-end review of how to navigate through the online training features available http://mi.drcedirect.com All Applications > General Information > Test Tutorials MI-Access Online Tools Training (OTT) Help Information on why and how to access the Online Tools Training (OTTs) for educators and students www.michigan.gov/miaccess>Assessment Training and Resources for Eductors section Assessment Coordinator Training Guide Chapter-based training for coordinators on specific assessments tasks MI-Access web page Assessment Selection Guidelines Training Assessment Selection Interactive Decision-Making Tool for IEP Teams Web-based presentation focused on helping IEP teams understand how to decide between general and alternate assessments Question-based navigational tool to help IEP teams decide the most appropriate level of assessment for students MI-Access web page in the Assessment Training and Resources for Educators section MI-Access web page in the Assessment Training and Resources for Educators section Mini Tutorials Mini Tutorials are short videos designed to instruct District and Building Coordinators and Test Administrators in online testing tasks. Each Mini Tutorial is accompanied by a printable document with the same information (users can choose the video, the printed document, or both). www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 27 Assessment Overview Mini Tutorial Description Where to find it Role Accessing Documents in INSIGHT How to access, sort, and filter documents on the INSIGHT test management website All Accessing Online Tools How to access OTTs the Trainings (OTTs) student practice tests All Searching for Students How to find students who have DC, in INSIGHT been pre-loaded into INSIGHT http://mi.drcedirect.com BC General Information Test Sessions - Adding a new test session and printing login tickets How to add a new test session (in addition to pre-loaded test sessions) and print login tickets >Documents >Document Type: Mini-Modules. DC, BC Test Sessions - Editing How to add or remove a DC, an existing test session student from a test session BC Checking Student Test Status How to check if a student has not started a test, is in progress, or has completed a test DC, BC Assessment Security Training Table For information regarding the MDE Assessment Security online training see the informational flyer posted on the MI-Access web page under the Assessment Training and Resources for Educators section. Who District/Building Assessment Coordinators What · Read the Assessment Integrity Guide located on the MI-Access web page in the Current Assessment section. · Complete the MDE Assessment Security online course through Michigan Virtual (https://www.michigan.gov/mde/0,1607,7-140-22709_28463---,00.html). Assessment Administrators, Proctors, and Accommodation Providers · Read the Assessment Integrity Guide located on the MI-Access web page in the Current Assessment section. and/or · Complete the MDE Assessment Security online course through Michigan Virtual (https://www.michigan.gov/documents/mde/MDE_Assessment_Security_ Flyer_560138_7.pdf). Technology Coordinators and Other Staff (anyone who handles or has access to secure materials) Read the Keeping Assessment Materials Secure training document available in Appendix E of the Assessment Security Training Guide. 28 MI-Access Functional Independence (FI) Test Administration Manual Supports and Accommodations Supports and Accommodations Supports and Accommodations Guidance Document The OEAA "Supports and Accommodations Guidance Document" provides information related to making decisions about appropriate Universal Tools, Designated Supports, and Accommodations for any student taking a MI-Access assessment. IEP teams should use this document when discussing what accommodations might be needed for students taking a MI-Access assessment. The Supports and Accommodations Guidance Document is posted on the MIAccess web page (www.mi.gov/mi-access). Accommodations Providers Accommodations providers may be used to help administer the MI-Access assessments. Accommodations providers are responsible for ensuring that students have access to those supports and accommodations that are both: · deemed appropriate by their IEP Teams · routinely used during classroom instruction Accommodations providers should be familiar with each student's IEP as it relates to assessment, so they can make sure the appropriate Universal Tools, Designated Supports, and Accommodations are prepared ahead of time, available during the assessment, and used correctly. Accommodations providers may also assist with such tasks as making sure the student is on the correct page during testing, assisting with a CD player (if applicable), and making sure that CDs are returned with the student's assessment materials. Paraprofessionals, teacher aides, and others may serve as accommodations providers, but only under the direct supervision of the assessment administrator. Proctors Proctors may be used to help administer the MI-Access assessments; however, they typically are needed only when several students are being tested at the same time in the same setting. Paraprofessionals, teacher aides, and others may serve as proctors, but only under the direct supervision of the assessment administrator. The MI-Access assessments were developed using universal design principles, which are based on the premise that every child deserves to participate in an assessment, and that assessment results should not be affected by disability, gender, ethnicity, or English language ability. In addition, universally designed assessments aim to reduce the need for assessment accommodations by removing access barriers associated with the assessments themselves. The Functional Independence assessments allow assessment administrators or the online test engine to read the questions and answer choices aloud to students (with a few exceptions), even though the assessments are written specifically to accommodate the reading levels of the students being tested. This ensures that a student's knowledge of the content area is being assessed, as opposed to his or her reading ability. Despite every effort to ensure that the MI-Access assessments are accessible, it is understood that some students may still need accommodations to participate fully and meaningfully in assessment. The next section outlines the accommodations allowed within the FI testing. Additional information about allowable Universal Tools, Designated Supports, and Accommodations can be found in the Supports and Accommodations Guidance Document for M-STEP, MI-Access, WIDA, PSAT, SAT, and ACT WorkKeys on the MI-Access web page. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 29 Supports and Accommodations Assessment Accommodations and Designated Supports Decisions All IEP team decisions about which accommodations a student needs must: - reflect what the student routinely uses or how he or she routinely responds during instruction (that is, it is not appropriate to introduce a new accommodation just for the assessment), marked on the student answer document in the appropriate box - be set in the DRC INSIGHT Portal for online testers (both embedded/non-embedded accommodations and supports) Assessment administrators (and accommodations providers, if used) are responsible for making sure the assessment accommodations are available during the assessment and for tailoring them as needed to the assessment situation. It is important that the student's needs, and how these needs are met, are documented in the student's IEP. The IEP does not need to indicate whether the support is considered a Universal Tool, Designated Support, or Accommodation as defined by the assessment. Online Accommodations MI-Access FI online assessments offer embedded accommodations that are integrated into the online testing system. These are referred to as "online" accommodations in the DRC INSIGHT Portal. These accommodations must be turned on in the DRC INSIGHT Portal by the Building Coordinator before the student's test ticket is generated. If a Universal Tool, Designated Support, or Accommodation (either embedded or non-embedded) is listed in the Supports and Accommodations table for MI-Access FI in the Supports and Accommodations Guidance Document, then the support or accommodation is considered a "standard" accommodation. Other non-embedded supports are available, but it is not necessary to designate these in INSIGHT, provided you are implementing them according to the Supports and Accommodations tables guidelines. Other Universal Tools available to students taking the online assessment (such as text-to-speech, color chooser, and magnifier) are available in the test engine and do not need to be enabled at the student level; this is why they do not appear as options to "turn on" in the DRC INSIGHT Portal. These Universal Tools can be controlled by the student or assessment administrator, directly in the test engine. Turning on Accommodations For detailed information on turning on embedded accommodations, refer to the Accommodations - Adding, Editing, Mass-assigning mini-tutorial. This document can be found here: http://mi.drcedirect.com General Information > Documents > Document Type > Mini-Modules. Assessment Accommodations and Designated Supports for FI The FI paper/pencil assessments: · contain traditional selected-response items (with word and/or picture answer choices) · are administered by only one person ELA: Expressing Ideas is the only FI assessment scored using a standardized rubric. The following section describes the supports commonly used on the Functional Independence assessments. 30 MI-Access Functional Independence (FI) Test Administration Manual Supports and Accommodations Audio CDs The FI assessment booklets are available on audio CDs for use with students whose IEPs indicate that CDs are an appropriate assessment Designated Support and who routinely use them during instruction . The audio CDs will come packaged with a companion assessment booklet and a student answer document. Both the audio CD and the print booklet will have the same form number, which will always end with the number "1" (for example, Form FIM51 for grade 5 Functional Independence mathematics). Be sure to print and bubble in the correct form number on the student's answer document. Reminder: There is one CD for ELA (Accessing Print and using Language and Expressing Ideas) but two separate answer documents and two separate test booklets. Instructions on how to use the CDs are included in Appendix A of this manual. Assessment administrators who are administering audio CD versions of the assessments should review the instructions prior to administration. CDs may be used to administer the assessment to small groups (defined as five or fewer students) if the students mark their own answers in their assessment booklet, use headsets, and have personal control over their equipment. Otherwise, CDs may be used only in one-on-one assessment situations. Enlarged Print Versions Enlarged print versions of the FI assessment booklets will be available for students who have a visual impairment, whose IEPs indicate that enlarged print is an appropriate assessment Accommodation, and who routinely use it during instruction. All such booklets will: · be produced by the American Printing House for the Blind (APH) · follow APH transcription and printing standards · use approximately 15-point font For more detailed information on accommodated versions of the assessments, see Appendix A. Enlarged Print assessments are ordered on the OEAA Secure Site. Coordinators must select the student(s) for whom the material is intended when placing the order. All enlarged print versions of the assessments will come packaged with a companion standard print assessment booklet and a student answer document. (Student responses in the booklet must still be transferred to the regular scannable answer document and sent back for scoring.) The Accessing Print and Using Language enlarged print kits will include listening scripts. The enlarged print versions of the assessments will always have form numbers that end with the number "1" (for example, Form FIM71 for grade 7 Functional Independence mathematics). Be sure to print and bubble in the correct form number on the student's answer document. Coordinators must select the student(s) for whom the material is intended when placing the order. Braille Versions Braille versions of the FI assessment booklets will be available for students who have a visual impairment, whose IEPs indicate that braille is an appropriate assessment Accommodation, and who routinely use it during instruction. All booklets will: · be produced by the American Printing House for the Blind (APH) · follow APH transcription and printing standards · use Unified English Braille (UEB) contracted format · where needed, use Nemeth numbers · use a regular answer document; the administrator must transfer the student responses onto the regular answer document www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 31 Supports and Accommodations 32 · will come packaged with a student answer document and a companion Assessment Administrator Booklet for Braille (AABB), which includes transcriber notes indicating how the items and/or directions have been adapted for braille. (Student responses in the booklet must still be transferred to the regular scannable answer document and sent back for scoring.) The Accessing Print and Using Language braille kits will include listening scripts. The scripts correspond to the items that appear in the Listening section of the test. Tables showing "Print to Braille" page correspondences are posted on the MIAccess web page (www.mi.gov/ mi-access). Because the braille assessment booklets are formatted somewhat differently than the Assessment Administrator Booklet for Braille (AABB), assessment administrators who are administering braille versions of the assessments should review the instructions and tables prior to administration. Braille versions of the assessments are different from audio CDs and enlarged print versions in two important ways. · Braille versions of the assessments will always have form numbers that end in "9" (for example, Form FIS79 for grade 7 Functional Independence science). Be sure to print and bubble in the correct form number on the student's answer document. · Braille and Enlarged Print assessments are ordered on the OEAA Secure Site. Coordinators must select the student(s) for whom the material is intended when placing the order. Calculators Students may use calculators on the FI mathematics assessments if such devices are routinely used in the classroom during instruction. Note: No items are written to be calculator-dependent. There is an embedded Desmos calculator available for the FI mathematics tests. This calculator can also be found in the Online Tools Training (OTTs) on the DRC site for students to practice prior to testing. Group v One-on-One Administration The FI assessments may be administered in small groups (defined as five or fewer students) if all the students in the group are able to both: · read the item stems and answer choices themselves · respond by marking the answer choices in their assessment booklets In all other instances (for example, when oral responses are given, when a student directs the assessment administrator to mark his or her response, and so forth), the assessments must be administered one-on-one with the test administrator. Students must have direct control of pacing in a group setting and be able to communicate the need to have items or directions re-read, that they are ready to move on, or other needs. Optional Materials There might be instances in the mathematics and science assessments when assessment administrators choose to have actual materials/objects on hand, instead of relying on the pictures/graphics in the assessment booklets. Some examples of optional materials include, but are not limited to: · coins · paper currency · clocks · base ten blocks · sand · musical instruments · containers of water MI-Access Functional Independence (FI) Test Administration Manual Supports and Accommodations The use of optional materials is allowed provided it does not change the nature of the question or elicit a different response. Prior approval for the use of replacement of objects for pictures is not required. Readers Readers may be used to administer the assessment in one-on-one assessment situations or in small groups (defined as five or fewer students) if the students mark their own answers in their assessment booklets. When making decisions about the use of readers, keep in mind that the assessments were developed specifically to accommodate the reading levels of the FI student population. Thus, while students may typically be read to in the classroom when working with grade-level materials (those that are beyond their instructional reading level), they might not need to be read to during the assessment. It is important to note that for some assessment items, reading the item stem and/or answer choices aloud would give the answers away. Therefore, a Do Not Read Aloud Table appears in the inside cover of each student assessment booklet, listing the items, or parts of items, that should not be read to the student. (General information on the types of items that should not be read aloud is included in Appendix B of this manual.) Note: There are listening items on all ELA: Accessing Print and Using Language assessments; these must be read to all students taking the paper/pencil assessment using the listening scripts. Recording Student Responses For the FI assessments: · Students are directed to choose the best answer to each question and mark the answers in their assessment booklets. · Oral and directed responses may be provided lowercase in one-on-one assessment situations. · The assessment administrator is required to transfer the answers to the answer document. Scribes For the ELA: Expressing Ideas component of the FI assessment, students are directed to write and/or draw their responses on the student answer document. · If a student's disability prevents him or her from writing or drawing a response, the student may dictate it. The assessment administrator will need to transcribe the student's response verbatim onto the student answer document and note that the response was "scribed" in the two places indicated on the document. · If a student with a visual impairment brailles a response, the assessment administrator must transcribe it onto the student answer document following the same procedures. · Scribes may only be used in one-on-one assessment situations where the student is dictating responses. Refer to the Scribe Protocol section of the "Supports and Accommodations Guidance Document" found on the MI-Access web page (https://www.michigan.gov/documents/mde/Michigan_Accommodations_ Manual.final_480016_7.pdf). · A scribe may also be listed as a Standard Accommodation on the test ticket for online testers if the administrator helps the student navigate through a test. The scribe may be noted in the test session setup for the student in INSIGHT. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 33 Supports and Accommodations Time The FI assessments are NOT timed. · Assessment administrators may use their professional judgment to determine how much time should be allotted for the assessment and how much of the assessment should be administered in one sitting. · The time allotted may vary depending on whether the assessment is being administered to a group of students or to an individual, in one session or in multiple sessions. For the best and most meaningful results, assessment administrators should encourage students to try to complete an entire part or section of a test. However, it is important to note that an entire content area or section is not required to be completed in one sitting or even in one day. Word Processors Word processors may be used for the ELA: Expressing Ideas component of the FI assessment by students who cannot handwrite their responses. However, because this part of the assessment considers writing conventions, all spelling, dictionary, thesaurus, and grammatical software must be deactivated. Otherwise, word processing will be considered a nonstandard assessment Accommodation and an Incident Report must be completed on the OEAA Secure Site. Word-processed responses do not need to be transcribed onto the student answer document by the assessment administrator. Instead, each word-processed page can simply be printed and inserted into the student's FI Student Answer Document for ELA: Expressing Ideas, and then returned in the Special Handling envelope. Prior to inserting the responses, the assessment administrator must write the following information in the upper-right corner of each word-processed page: · the student's name, birth date, grade, and state Unique Identification Code (UIC) · the school and district name/code · the assessment window (Spring 2021) · the content area Alternatively, the assessment administrator can print and place a student barcode label from the OEAA Secure Site (www.michigan.gov/oeaa-secure) in the upper-right corner of the pages. Additional Pre-identification labels with this information may be printed from the OEAA Secure Site and affixed to the pages, if desired. Important: The word-processed document must be returned with the Student Answer Document in the Special Handling Envelope (Green). Ensure that the envelope is marked appropriately when returning it. Nonstandard Accommodation Any student who receives a nonstandard Universal Tool, Designated Support, or Accommodation will not count as having been assessed. A nonstandard accommodation alters what the test is intended to measure. When nonstandard Universal Tool, Designated Support, or Accommodation are given/used, coordinators are required to file an Incident Report in the Secure Site. Refer to the Incident Report section in Appendix H of this manual for further details. Please note that special requests for a Universal Tool, Designated Support, or Accommodation not appearing on the Supports and Accommodations table may be made to the Michigan Department of Education. If approved, most of the special requested accommodations are considered "standard." 34 MI-Access Functional Independence (FI) Test Administration Manual District Coordinators District Coordinators Introduction MI-Access District Coordinators are responsible for overseeing all testing activities in their district. Specifically, they are expected to perform the following functions. · Establish a strong line of communication with buildings and ensure that they have all necessary materials and online technical supports for a successful administration. · Serve as a backup to coordinators at the building level. · Make sure that all MI-Access Building Coordinators and assessment administrators in the district receive training on how to administer the online and paper/pencil FI assessments. · Develop necessary testing policies and establish roles associated with online and paper/pencil testing. · Make sure that all assessment materials received from the MI-Access contractor are disseminated to appropriate building staff and are returned as directed. · Make sure Building Coordinators have read the Assessment Integrity Guide (AIG) and participated in the MDE Assessment Security online training. See the Assessment Security section of the General Information portion of this manual for details. · Distribute, collect, complete, and keep on file all signed OEAA Assessment Security Compliance Forms. The OEAA continues to allow districts the option of having MI-Access test materials delivered directly to buildings. This is intended to: 1. Help with the logistics of getting materials directly to the buildings in a timely fashion 2. Provide buildings with a direct means of returning the material after testing is completed 3. Reduce the time spent handling materials between district and schools Note: Materials will be sent to the district contact by default if no building chooses to have its test materials shipped to it. Information in this section is designed to cover all facets of the District Coordinator's responsibilities, whether materials are delivered to schools or district. OEAA has developed a complete training guide for Assessment Coordinators. This guide is designed to assist in every aspect of the coordinators' responsibilities and is a great training tool for new coordinators and staff members. The link to this training platform is found at the top of the MI-Access web page, along with a Bookmark feature that allows selection of the Guide to be imported to your computer desktop for quick reference. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 35 District Coordinators District Coordinator Quick List BEFORE (Mark when complete) o Read the MI-Access FI Test Administration Manual (this manual). o Read the Assessment Integrity Guide. o Complete the MDE Assessment Security online training course. o Train Building Coordinators for both online and paper/pencil testing. o Review the list of important dates found on the MI-Access web page. o Manage Secure Site and DRC INSIGHT Portal access and permissions. o Review, inventory, and distribute building order of materials for paper/pencil testers, including ELA: Expressing Ideas for every student (see content areas in the Overview section of this manual); place additional material orders as needed. o Ensure all student information is accurate in the Michigan Student Data System (MSDS). o Coordinate the pre-identification of students, and the ordering and distribution of test materials. o Ensure that students are pre-identified for only one assessment per content area. o Remove students taking paper/pencil versions of MI-Access FI from any online testing session in the DRC INSIGHT Portal for MI-Access or M-STEP. o Arrange for the destruction of any unneeded online test tickets and rosters already printed. o Manage the distribution, collection, and storage of all signed OEAA Assessment Security Compliance Forms. o Determine whether Reporting and Research Codes will be used. Note: Reporting codes will only be entered on the Secure Site, but Research codes may be entered on the answer documents. o Ensure students are placed in online test sessions in the Secure Site and the DRC INSIGHT Portal. o Prepare materials for distribution to buildings, unless materials are shipped directly to buildings. o Establish procedures for ensuring all students are assigned and receive any Universal Tools, Designated Supports, or Accommodations as required by their IEP. o Retrieve the Return Kit found in each material order, which district coordinators should retain and use to return all materials after testing. o Establish an internal district return date for schools and district. o Ensure all Educational Entity Master (EEM) information is accurate for district ad schools buildings. DURING (Mark when complete) o Assist Building Coordinators and assessment administrators as needed. o Be available to answer questions or to forward questions to the OEAA as needed. o Monitor the progress of online testing. o Enter Incident Reports into the Secure Site as needed. o Ensure that professional assessment administration practices are followed. AFTER (Mark when complete) o Inventory and review the returned assessment materials for accuracy. o Coordinate materials returns if the district has selected to handle returns. (See Materials Return Instructions section of this manual for further details.) o Return materials to the MI-Access contractor (see Appendix D for packing diagram). o Complete all tasks under the Accountable Student and Test Verification drop-down menu in the OEAA Secure Site. o Complete the Coordinator Feedback survey. 36 MI-Access Functional Independence (FI) Test Administration Manual District Coordinators Pre-Testing Activities Pre-Identification (Pre-ID) Information The OEAA requires that all students taking state-level assessments be pre-identified.The OEAA will automatically pre-ID all students from the fall MSDS general collection to the general assessment (M-STEP , MME, and PSAT for 8th grade components). It is the responsibility of the school or district to pre-identify students for the type of MI-Access assessments being given by content area and type (FI, SI, or P). Pre-identifying for MI-Access requires that coordinators manually remove students from the general assessment to the MI-Access assessment. Pre-identification can be done using the Secure Site Mass Update function; specific instructions for this process can be found the training site (www.michigan.gov/securesitetraining). Check the DRC INSIGHT Portal to see if students whose Pre-ID was changed from M-STEP to MI-Access are currently assigned to an online M-STEP session; remove students who do not belong in such sessions, and destroy any associated M-STEP test tickets. Once the pre-ID is completed, you can place test material orders. All students testing with MI-Access must be identified in the Michigan Student Data System (MSDS) as being in a special education program . If such a student is not flagged as "Special Education," they will be considered "Not Tested." Contact your local Pupil Accounting Person to ensure that students are flagged correctly in the MSDS data files. MI-Access science will continue to be assessed in grades 4, 7, and 11 . Buildings will assign these students to the correct MI-Access test in the Secure Site. Students in grades 5 and 8 are not to take the M-STEP Science assessment if the IEP team determines the FI science assessment is most appropriate. These students will not be administered a science test in 2021. During the Verification of Not Tested window, a Not Tested reason must be entered for these students to ensure they do not count against your building's participation rate in accountability. Additional information will be provided as the Verification of Not Tested window draws nearer. Pre-identified (Pre-ID) Student Barcode Labels Students taking the paper/pencil Functional Independence (FI) assessment must have Pre-Identified Student Barcode Labels affixed to their student answer documents. Contractor-printed Pre-ID Student Barcode Labels Schools that pre-identify FI students by the designated deadline (February 17, 2021) will receive Pre-ID student barcode labels printed by the MI-Access contractor. The labels will be organized and shipped by school. MI-Access Building Coordinators are to affix the appropriate labels to the appropriate student answer documents prior to distribution. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 37 District Coordinators District/School-printed Pre-ID Student Barcode Labels Districts and schools that miss the designated contractor-printed Pre-ID deadline must print Pre-ID student barcode labels locally from the OEAA Secure Site. When printing labels locally from the OEAA Secure Site, coordinators must: · print them from the MI-Access FI Test Cycle so the correct MI-Access labels are generated · use Avery 5161 style labels, 1 inch by 4 inches, 20 per page (no paper with glue, paste, staples, or tape) · print the labels on a laser printer If FI student answer documents are returned to the contractor without Pre-ID labels, a $10 per document processing fee might be assessed to cover the costs associated with correcting the error. A missing label might also cause the test to be invalidated if a student's participation in the testing cannot be confirmed. Ordering Assessment Materials It is up to the district to determine who will handle placing orders for paper/pencil test materials--either the District or the Building Coordinator. All test material orders must be entered through the OEAA Secure Site (www.michigan.gov/oeaa-secure). There are important things to remember: · A user must have a Michigan Educator Information System (MEIS) login to access the Secure Site system. · If Coordinators do not have a Secure Site user ID and password (required to enter the site), they should contact their District Administrator (as assigned by the District Superintendent), who has responsibility for maintaining the site at the district level. The Secure Site Login screen contains a link to the Request the MEIS ID credential process. · If the user has a MEIS ID but does not have access to the Secure Site system, the system will display a screen to request access after logging on with the MEIS login. · Every year, enhancements are made to the Secure Site to streamline and improve the ordering process. Therefore, be sure to review the "Material Ordering" section in the training site (www.michigan.gov/ securesitetraining). · The Assessment Coordinator Training Guide also provides specific chapters devoted to the material ordering process on the MI-Access web page. Standard test material orders for MI-Access FI are based on the number of students pre-identified for paper/ pencil testing in the Secure Site. Orders will be processed according to the pre-identification of the students. There are two different types of orders that can be placed: initial material orders and additional material orders. Initial Material Orders Before each assessment window, OEAA reminds District and Building Coordinators to enter initial material orders in the OEAA Secure Site. These orders must be submitted at specific times and will be used by the MIAccess contractor to determine the number and types of assessment materials that will be printed and sent to each district/school for distribution. 38 MI-Access Functional Independence (FI) Test Administration Manual District Coordinators Additional Material Orders If the initial material orders entered by District/Building Coordinators are based on sound estimates and there are no changes, additional materials should not be needed. However, the Building Coordinators might need to make additional orders in the OEAA Secure Site if: · there are new students, or there have been some unexpected changes · a student's Individualized Education Program (IEP) Team determines that a different assessment should be administered If secure materials are missing from the shipment, or if the contents of the shipment do not match what is listed on the security list, contact the OEAA Call Center to report the discrepancy. This will start the process to: · alert the vendor that there may be a problem with the packing of assessment materials · provide a tracking mechanism so that the materials order status can be traced Receiving Assessment Materials MI-Access assessment materials orders are shipped based on the number of students pre-identified and will arrive in boxes with purple MI-Access labels. The boxes will include the following materials (Note: Some buildings may not receive all these materials): · one Return Materials Kit, which includes Instructions for Materials Return, pre-printed FedEx Airbills, yellow Materials Return Labels, a divider sheet (gold), and a Special Handling Envelope (one kit per order) · OEAA Security Compliance Forms (to be completed and signed by all those involved with administering MI-Access) · a security list, packing lists, and box lists for use in inventorying returned materials (whether they are shipped to district or building) · standard print student assessment booklets (all assessment types and content areas as ordered for Functional Independence) · audio CDs of the Functional Independence assessment booklets, if ordered (with companion standard print assessment booklets and student answer documents) · braille versions of the Functional Independence assessment booklets, if ordered (with companion Assessment Administrator Booklets for Braille [AABB], listening scripts, and student answer documents) · enlarged print versions of the Functional Independence assessment booklets, if ordered (with companion standard print assessment booklets and student answer documents) · student answer documents · ELA: Expressing Ideas materialwill arrive for all students taking ELA regardless of mode of testing · Listening Scripts for ELA: Accessing Print and Using Language listening items in all grades · Pre-ID student barcode labels (for students pre-identified by the designated deadline as taking MI-Access assessments) www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 39 District Coordinators Inventorying Materials A critical first step after receiving the test materials is to take an inventory of the order. This will help to determine if the order is accurate or if any material is missing. Taking inventory will also assist you if you return any items. Ordering Missing and Additional Materials If additional materials are needed, an additional material order may be placed in the OEAA Secure Site. The additional materials will then be sent to the district/building coordinator for distribution. Completing OEAA Security Compliance Forms All staff members involved in any testing activities should first complete and sign an OEAA Security Compliance Form, using the directions at the bottom of the form. The completed forms should be kept at the district/school for three years following assessment administration. For more information, see the Security section of this manual. Using Reporting Codes The use of reporting codes (optional) allows districts and buildings to receive reports organized by a class or group designation(s). It is up to the district or building to determine whether this option will be used and to define the codes that will be most helpful to them. If these codes are used, District Coordinators must inform Building Coordinators, so they can tell test administrators the four-digit reporting code selected. Reporting codes must be entered in the Secure Site before the end of Accountable Students and Test Verification window. Research I and II Fields The use of research fields is an optional feature. Research codes are reported in the student data file results only; dynamic online reports do not include the research code information. In the past, districts have used the optional research fields to identify variations in results by a defined student group. For example: · Is there a relationship between the number of years students have attended school in our district and their test scores? · Is there a difference in attainment of achievement objectives among those students who were in reading program A v reading program B (v reading program C, and so on)? The following important points should be considered before deciding to use research fields. · Codes for research fields may be developed at the district or building level and assigned a different number, from one to 10. · Districts may elect to use one or both research code options at any or all of the grades assessed. · Research codes can be filled in on the Secure Site through the end of Accountable Students and Test Verification window. If research codes are used, District Coordinators need to inform Building Coordinators and Test Administrators, so the codes can be either be entered on the students' answer documents or added in the Secure Site before the end of Answer Document Verification Window. 40 MI-Access Functional Independence (FI) Test Administration Manual District Coordinators Preparing Materials for Distribution Matching Assessment Booklets with Answer Documents MI-Access Coordinators should understand how the assessment booklets and student answer documents are organized. OEAA has color-coded the material content areas to assist with the matching process. MIAccess FI Student Assessment Booklets and Answer Documents Content Areas Each content area has its own booklet and answer document for: · ELA: Accessing Print and Using Language (includes listening scripts) · ELA: Expressing Ideas (administered to all students in paper/pencil mode) · mathematics · science · social studies Grades · ELA: Accessing Print and Using Language--covers grades 38 and 11 (one answer document for all grades) · ELA: Expressing Ideas--covers grades 38 and 11 (one answer document for all grades) · mathematics--covers grades 38 and 11 (one answer document for all grades) · science--covers grades 4, 7, and 11 (one answer document per grade) · social studies--covers grades 5, 8, and 11 (one answer document per grade) Colors The colors for each of booklets and answer documents are: · purple - ELA: Accessing Print and Using Language · blue - ELA: Expressing Ideas · orange - mathematics · red - science · olive green - social studies Building Materials The MI-Access contractor will provide a copy of each building's packing list (included with the building's boxes). These lists can be used to track the materials that were sent to each building and to help inventory them. Security Barcode Numbers All MI-Access assessment materials and accommodated versions of the assessments have security barcode numbers on the back cover. These numbers are scanned by the contractor prior to distribution and will be scanned upon return to make sure that all the booklets--which are secure materials--have been shipped back. The MI-Access contractor will provide District MI-Access Coordinators with information on the security barcode numbers distributed to each building on the school security lists. These numbers can be used to track assessment booklets and ensure they are returned. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 41 District Coordinators Packaging of Accommodated Versions Accommodated versions of the assessments are packaged in very specific ways. · Each of the accommodated materials have been packaged in a kit and will arrive with all the necessary items to administer the test. For complete details refer to the Accommodations and Support section or the Building Coordinator section of this manual. Establishing an Internal District Return Date If your district decides to process all returns, it is important to establish a return date for all materials. While the MI-Access assessment window is eight weeks long, we strongly encourage district and building coordinators to discuss establishing realistic deadlines for returning testing materials as soon as testing is completed. Before distributing materials to buildings, determine the date by which materials must be returned to the district to ensure they will be shipped to the MI-Access contractor on time. All answer documents must be returned no later than June 9, 2021 in order to be scored . Informing Others about Professional Practices District MI-Access Coordinators must inform Building MI-Access Coordinators and assessment administrators about the Assessment Integrity Guide. It is available on the MI-Access web page (www.mi.gov/mi-access), and must be reviewed by all coordinators involved with MI-Access prior to assessment administration. See the Assessment Security Training table in the Preparing for FI Test Administration section of this manual for complete requirements. Distributing Assessment Materials to Buildings Once all the "before" steps have been completed, District MI-Access Coordinators may distribute assessment materials to each building participating in MI-Access, unless materials are shipped directly to buildings. Testing Activities Although District MI-Access Coordinators do not have any specific tasks to complete during the assessment window, it is important that they be available to: · answer questions from MI-Access Building Coordinators · relay any questions they cannot answer to OEAA staff (see the contact information section of this manual) · monitor overall testing progress for online and paper/pencil testing · file Incident Reports for any testing irregularities that occur before, during, or after testing; reports are filed in the OEAA Secure Site as soon as possible; for detailed information, access and use the Secure Site Incident Reporting tool (http://www.michigan.gov/documents/mde/Incident_Reporting_520328_7.pdf) · periodically check in with MI-Access Building Coordinators to make sure they have the materials and information they need to accurately administer the MI-Access assessments and that professional administration practices are followed 42 MI-Access Functional Independence (FI) Test Administration Manual District Coordinators Post-Testing Activities Inventorying Returned Materials Buildings and districts are responsible for taking an inventory of test materials before these are returned to the vendor. The OEAA requires these inventory practices to prevent test materials from being left in buildings or districts, which is a test security risk. Coordinators must take an inventory of the test materials using the packing list that comes with the material orders -- the critical part of their packing process. Refer to the Materials Return Instructions section of this manual for detailed information on the processing and shipping of returned materials. Checking Special Handling Envelopes District Coordinators will check each Special Handling Envelope (green) to make sure it is accurately completed. · Make sure the information on the envelope label has been checked, including documents with wordprocessed responses, damaged documents, and Do Not Score items. · Check to make sure that each used (or scorable) student answer document has a Pre-ID label; any missing labels should be printed from the OEAA Secure Site (www.michigan.gov/BAA-secure) and affixed to the answer documents. · Once the contents of and the information on the Special Handling Envelope(s) have been verified, put the materials back into the envelope(s), and then place all the UNSEALED envelopes into one pile; see the packing diagram in Appendix D of this manual if you have questions about how to organize the materials inside the envelopes. If for any reason the Special Handling Envelope is not used, it does not need to be returned with the materials and may be discarded. Preparing Materials for Return Shipment The method of returning materials to the contractor for processing is very similar for districts and for buildings. For this reason, instructions for this process have been condensed in the final section of this manual, "Material Return Instructions." A packing diagram in Appendix D outlines the sequence of how the material should be packed for return. Instructions for Returning Materials via FedEx Express® The instructions for using FedEx for material returns are the same for buildings and for districts; therefore, they have been included in the "Material Return Instructions" in the final section of this manual. Completing the Coordinator/Assessment Administrator Feedback Survey When the district's assessment materials have been returned to the MI-Access contractor, the Coordinator/ Assessment Administrator Feedback Survey is to be completed (www. mi.gov/mi-access). OEAA conducts this survey every test cycle to obtain feedback from the field on the assessment administration process. Watch the weekly OEAA Spotlight newsletter for the announcement of when the survey is available. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 43 District Coordinators Checking Accountable Students and Test Verification The Accountable Students and Test Verification window allows Secure Site users to review the scanned answer documents and online responses, as well as the demographic information that was submitted for students on their answer documents and in the MSDS. While this window is open (during the month of June), district/ buildings must verify that: · all students and their answer documents have been accounted for · student demographic information is accurate · students taking alternate assessments are flagged as "Special Education" · any student tests with "Prohibited Behavior" or "Nonstandard Accommodations" flagged are marked correctly · the Expected to Test information has been reviewed The Accountable Students and Test Verification period is the final opportunity districts will have to: · report missing answer documents and absent students, and · appeal/correct Prohibited Behavior and Nonstandard Universal Tools, Designated Supports, or Accommodations if they are incorrectly marked · update student demographic information in the MSDS to be used for assessment reporting and accountability calculations · appeal Students Expected to Test · mark a reason for students who did not take the science assessment in grades 5 and 8, and who would otherwise take MI-Access The Accountable Students and Test Verification window also provides a list of enrolled students and demographic information that will be used for accountability purposes. For more information, see the instructions (www. michigan.gov/securesitetraining). Important note: It is the primary responsibility of the district coordinator to review all tested student records in the verification window. Coordinators should watch for the announcement in the weekly Spotlight on Assessment and Accountability newsletter for when the verification window will open in June. 44 MI-Access Functional Independence (FI) Test Administration Manual Building Coordinators Building Coordinators Introduction Each school building involved with administering MI-Access must designate a Building Coordinator. Staff members new to this role should consult the MI-Access web page for the Assessment Coordinator Training Guide and other materials for a successful administration. The resources will be helpful to those starting the new role and as a refresher for experienced staff. Building MI-Access Coordinators are responsible for: · acting as the contact person between the school and the District MI-Access Coordinator · participating in professional development sessions organized by the District MI-Access Coordinator, for training Building MI-Access Coordinators and assessment administrators how on to administer the MIAccess assessments · watching the state's training videos located on the MI-Access website, which provide important information from the OEAA staff about the assessment administration process · making sure that all assessment materials received from the vendor or the District MI-Access Coordinator are disseminated to appropriate building staff and returned as directed · ensuring that secure testing materialssuch as booklets, listening scripts, test tickets, and rostersare kept in a secure location until the test session are scheduled to begin · making sure assessment administrators and other testing staff have either read the Assessment Integrity Guide or participated in the MDE Assessment Security online training · ensuring all OEAA Assessment Security Compliance Forms are kept on file for three years at the building or district · making sure online students are loaded to INSIGHT properly and with the correct Universal Tools, Designated Supports, or Accommodations assigned as needed, and that test tickets are produced prior to administration The MI-Access contractor ships all assessment materials to the District or Building Coordinator based on the district's preference as recorded in the Secure Site. District Coordinators are then responsible for distributing the materials to Building Coordinators, and/or to assessment administrators. The following information will assist Building Coordinators with what to do before, during, and after the assessments are administered. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 45 Building Coordinators Coordinator Checklist for Online Testing Mark when complete o Watch the District/Building Coordinator Online Testing WebEx (presented live March 3, 2021 the recording will be posted in the DRC INSIGHT Portal under General Information >Documents >Document type: Training Presentations & FAQs). o Participate in district test administration training. o Read the Assessment Integrity Guide. o Complete the MDE Assessment Security online training course. o Create a testing schedule for all students for both online and paper/pencil. Note: These schedules must be retained by the school/district for three years. o Read this MI-Access FI Test Administration Manual. o Provide assessment administration training for all staff involved in student testing. o Read through the Assessment Security section of this manual for detailed instructions for coordinators. o Ensure all Test Administrators have access to and have read the appropriate portions of the MI-Access Test Administration manuals (posted to MI-Access web page). o Sign the Security Compliance Form and ensure that the testing staff have completed the form as well. o Coordinate and verify the DRC INSIGHT test engine and Central Office Services (COS) setup with the Technology Coordinator (test that the system is properly installed by accessing OTTs). o Ensure Coordinators who do not have a Secure Site user name and password (required to enter the site) have contacted their District Administrator (as assigned by the District Superintendent), who has responsibility for maintaining the site at the district level. o Coordinate student use of Online Tools Training (OTT) and the viewing of the MI-Access Tutorial. o Manage the Student Roster in the DRC INSIGHT Portal; update incorrect/missing information in the OEAA Secure Site. o Schedule the Test Sessions and Create or Edit Test Sessions in in the DRC INSIGHT Portal, if necessary. o Assign appropriate FI Universal Tools, Designated Supports, or Accommodations to students who need them (complete before generating login tickets). o Print/sort/distribute student test login tickets to assessment administrators (daily). o Monitor testing and support assessment administrators during test window (daily). o Post-testing housekeeping: collect/destroy all login tickets, rosters, used scratch paper, and reference documents; verify that student statuses show "completed" for each student (in the DRC INSIGHT Portal: Test Setup Student Status). 46 MI-Access Functional Independence (FI) Test Administration Manual Building Coordinators Coordinator Checklist for Paper/Pencil BEFORE Mark when complete o Read this MI-Access FI Test Administration Manual. o Participate in district test administration training. o Read the Assessment Integrity Guide. o Complete the MDE Assessment Security online training course. o Complete an OEAA Assessment Security Compliance Form. o Inventory the materials received and make sure listening scripts are included with the ELA paper materials. o Provide training for all testing staff and administrators. o Print students labels as needed and apply to answer documents. o Prepare materials and distribution to assessment administrators. o Develop a testing schedule and arrange testing location logistics. (Keep in mind that most students will not complete any given test in one sitting.) o Establish an internal school materials return date. o Collect the completed and signed security compliance forms from all assessment administrators, accommodations providers, and proctors (building or district must keep these on file for three years). o Store materials in a secure and locked location prior to testing. DURING Mark when complete o Be available to answer questions. o Relay questions to the MI-Access District Coordinator as needed. o Collect and provide information to the District Coordinator regarding testing irregularities. o Periodically monitor the assessments. o Ensure that professional assessment administration practices are followed. AFTER Mark when complete o Collect all used student answer documents and accommodated materials. o Collect/destroy all scrap paper; coordinate the return of all paper/pencil materials from administrators. o Collect test booklets and listening scripts; all secure material must be returned. o Review the returned assessment materials and ensure no secure materials are missing. o Complete the Special Handling Envelope, if needed. o Prepare and return materials to the scoring vendor or District Coordinator. o Securely destroy unused answer documents and security compliance forms, do not return them. o Complete the online survey. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 47 Building Coordinators Online Testing Software and Testing Devices The DRC INSIGHT Portal (formerly known as eDIRECT) (http://mi.drcedirect.com) is the Data Recognition Corporation's (DRC) custom-built web application. It allows Michigan users to: · access training materials · download testing software · manage online test sessions · assign and manage online testing Universal Tools, Designated Supports, or Accommodations · monitor testing progress Each user will receive his or her own login information and password, with specific permissions based on their role as entered in the OEAA Secure Site. The DRC INSIGHT Portal is used in connection with DRC's online test engine, INSIGHT. INSIGHT and Central Office Services (COS) The INSIGHT Online Learning System (provided by DRC) is the software that provides a secure online testing environment. The INSIGHT Online Learning System consists of client software available from the DRC INSIGHT Portal that is to be installed on each testing device. In addition, the Central Office Services (COS) Service Devicea local caching system that securely stores test contentis installed on a single machine or server for the school or district, or in some cases, for the Intermediate School District (ISD). The COS helps manage network traffic, connectivity, and bandwidth issues, reducing network load and disconnects during testing. A COS is required for the audio components to function properly, ensuring a smooth testing environment. Supported Testing Devices Students may test using these devices: · Windows-based desktop or laptop · Mac-based desktop or laptop · iPad · Chromebooks All devices used for testing must have INSIGHT installed and must be configured to work with COS. For more detailed information about supported devices and versions, refer to the Technology User Guide in the DRC INSIGHT Portal. Chromebooks should use the latest Chrome OS stable channel available and must use version 83 or later for Spring 2021. Devices more than a year past "End of Life" support may not be able to update this OS and could become unavailable as testing devices. Pre-Testing Activities Building Coordinators play a significant role in preparing for testing in their building. In coordination with assessment administrators and the District Coordinator, the Building Coordinators take the lead in preparing themselves and their staff for the administration each year. The following sections are designed to provide practical information to assist in preparing for the MI-Access assessments. 48 MI-Access Functional Independence (FI) Test Administration Manual Building Coordinators Getting Started with Online Test Setup Pre-ID Process: Participation in the MI-Access Functional Independence (FI) assessments is based on a student's Individual Education Plan (IEP). Therefore, OEAA cannot systematically pre-identify students taking the MI-Access assessments. District and schools should take the following actions directly on the OEAA Secure Site to preidentify students to MI-Access FI as appropriate: · Unassign students from M-STEP (or PSAT or SAT). · Be sure to remove students from any sessions they will not be participating in. · Assign students to the correct MI-Access assessment and content, and flag for online testing. · Assign incoming students. · Unassign exiting students. · Place students in test sessions in the Secure Site by the deadline or in the DRC INSIGHT Portal after the deadline. · Review the pre-ID report prior to the start of the testing window (students must not be pre-identified for more than one content area). · In the DRC INSIGHT Portal, remove students from online M-STEP sessions (or ensure they have been removed) and destroy any test tickets that may have been printed from that M-STEP session. · Remove students from FI online sessions if they are going to test using paper/pencil. Ordering Expressing Ideas (EI) The EI assessment is the only MI-Access assessment that is administered entirely in paper/pencil mode. Initial orders are assembled based on the number of students pre-identified to MI-Access FI: ELA testing in the Secure Site. If more EI testing material is needed, submit an order during the additional material ordering window in the Secure Site. Loading Students (DRC INSIGHT Portal) To add students, follow the procedure to pre-identify students in the Secure Site. Once students are identified in the Secure Site, it may take up to one business day for them to be loaded into the DRC INSIGHT Portal. Students cannot be loaded directly into the DRC INSIGHT Portal. Assigning/Editing Sessions Students taking MI-Access FI online will need to be assigned to an online session using the Online Sessions page on the Secure Site. If students are not put into an online testing session on the Secure Site by the posted deadline, they can be put into online testing sessions in the DRC INSIGHT Portal. Creating FI Test Sessions Building Coordinators carry the primary responsibility of assigning students to test sessions; however, District Coordinators may provide backup. Prior to February 22, 2021, 5:00 p .m .: Assign students to sessions in the Secure Site. Instructions for assigning students to an online session can be found at www.michigan.gov/securesitetraining, by clicking on "Online Sessions." www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 49 Building Coordinators After February 23, 2021, 5:00 p .m .: Pre-identified students will be pulled into their session groups from the Secure Site and entered in the DRC INSIGHT Portal. Beginning on March 5, 2021, schools may begin to place new students into a session in the DRC INSIGHT Portal and not on the Secure Site. Pre-identified students will continue to be pulled three times a day throughout the testing window. Detailed directions on how to create and edit a test session in the DRC INSIGHT Portal, including assigning embedded accommodations, can be found on the INSIGHT website (no login required), at https://mi.drcedirect. com > General Information > Documents > Document Type Mini-modules. Printing Test Tickets Test tickets can be printed only for students who are entered in an online session in the DRC INSIGHT Portal. Each test ticket has a unique password. Before printing the test tickets, assign all designated supports and designated supports in the DRC INSIGHT Portal. Students who are testing online will need a different test ticket for each part of each assessment. Each online assessment has two parts. Students must take both parts. Detailed directions on how to print test tickets in the DRC INSIGHT Portal can be found on the INSIGHT website (no login required), at https://mi.drcedirect.com > General Information > Documents > Document Type Minimodules. It is important to remember that the test tickets and online roster are considered secure materials and must be kept in a secure location until needed. All test tickets must be returned to the Building Coordinator for destruction after testing. Online Test Tickets by Grade, Test, and Content Area Subject ELA: Accessing Print and Using Language* Math Science Social Studies Grades 3-8, 11 Part 1 1 Part 2 1 * ELA: Expressing Ideas is not administered online. 3-8, 11 1 1 4, 7, 11 1 1 5, 8, 11 1 1 Test Lock and Unlock In some cases during testing, the student might advance through the test and prematurely click "End Test." If this happens, the test will be locked and cannot be accessed. This could result in the test being submitted with responses missing. · If the student has completed five or fewer questions, call the OEAA help desk 1-877-560-8378 (option 2) to have the test unlocked. · If the student has completed more than five questions, you must submit an Incident Report on the Secure Site to have the test unlocked. · Once the test is unlocked, testing can resume. You can help students avoid locking their tests by reminding them not to click ahead. If they do click the "Begin Test" button early, they should select the "Pause" button and wait for your directions. 50 MI-Access Functional Independence (FI) Test Administration Manual Building Coordinators Managing Student Login Tickets For detailed information on printing login tickets, refer to the Test Sessions Adding, Editing, Printing Login tickets mini tutorial. This document can be found at (http://mi.drcedirect.com) General Information > Documents > Document Type: Mini-Modules. Test administrators have the responsibility of holding the test tickets until they are ready to login for the student. After a testing session is complete, the test administrator should return all test tickets to the Building Coordinator for destruction or secure storage. If a student takes a break from testing and the break exceeds 20 minutes, the test ticket will be required for them to login and resume testing. The administrator may log back in using the same test ticket in order to resume. If you have any difficulty logging in, call the OEAA call center at 877-560-8378, Option 2. Getting Started with Paper/Pencil Pre-Identification Process: For paper/pencil testing, the District/Schools should complete the following Pre-ID actions directly on the Secure Site: · Review the Pre-ID Student Report to ensure all students are pre-identified for FI testing. · Unassign students who have exited the school from the MI-Access testing. · Assign new students from the M-STEP to the MI-Access FI assessment and select the paper/pencil mode of testing. Students can be added and removed from a test session in the DRC INSIGHT Portal, but they cannot be removed from the DRC INSIGHT Portal. Ordering Test Materials Be sure to work with your District Coordinator to make sure all the appropriate materials are available for the paper/pencil administration. Reminder: The EI assessment is the only MI-Access assessment that is administered entirely in paper/pencil mode. Therefore, it is important to inventory the EI materials upon delivery to make sure the count is correct. Additional materials may be ordered in the Secure Site if there is a shortage. Receiving Assessment Materials Assessment materials can arrive at the school from the District MI-Access Coordinator or be shipped directly to the school in one delivery. The shipment will include: · a school packing list (packing and security list - used to inventory materials) · return kits, for returning test materials to the contractor after testing · standard print student assessment booklets (all assessments and content areas as ordered by the District Coordinator) · listening scripts for FI ELA: Accessing Print and Using Language (APUL), which are designed to be read aloud to students during the assessment · audio CDs of the FI assessment booklets (if ordered) with companion standard print assessment booklets and student answer documents Note: The APUL and EI items are on the same CD · braille versions of the FI assessment booklets (if ordered), with companion Assessment Administrator Booklets for braille and student answer documents www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 51 Building Coordinators · enlarged print versions of the FI assessment booklets (if ordered), with companion standard print assessment booklets and student answer documents Note: Braille and enlarged print kits for FI ELA Accessing Print and Using Language will include listening scripts · student answer documents (all assessments and content areas as ordered by the District Coordinator) · Pre-Identification barcode labels (to be affixed to answer documents for students pre-identified by the designated deadline in the OEAA Secure Site, if applicable) · OEAA Assessment Security Compliance Forms (one for the Building Coordinator to complete and sign, and multiple copies to be distributed to assessment administrators, accommodations providers, proctors, and any other staff involved in any aspect of testing) Inventorying Materials Building Coordinators must inventory the materials upon arrival to ensure all materials are securely accounted for. To inventory the building's materials, obtain the packing list and security list included in the shipment. If any materials are missing or if additional materials are needed, contact the MI-Access District Coordinator immediately. The Coordinator will work through established channels to obtain the needed materials from the MI-Access contractor. Affixing Pre-ID Student Barcode Labels Affix all Pre-ID student barcode labels (those provided by the MI-Access contractor as well as those printed locally by the school) to the appropriate student answer documents. The labels should be affixed where indicated on the student answer document. A $10 fee may be charged for each scored answer document returned without a barcode label. Matching Assessment Booklets with Answer Documents It is important for Building Coordinators to understand how the assessment booklets and student answer documents are to be organized for distribution. The OEAA has color-coded the materials by assessment type and/or by content area to assist with matching. For Functional Independence, there is one student assessment booklet for each grade and content area. The booklets and student answer documents are color-coded by content area. The color coding is: · purple for ELA: Accessing Print and Using Language · blue for ELA: Expressing Ideas · orange for mathematics · red for science · olive green for social studies The Functional Independence student answer documents are organized by content area and include: · ELA: Accessing Print and Using Language student answer document, one for grades 38 and 11 · ELA: Expressing Ideas student answer document, one for grades 38 and 11 · Mathematics student answer document, one for grades 38 and 11 · Science student answer document, one for each grade 4, 7, and 11 · Social studies student answer document, one for each grade 5, 8, and 11 When assessment booklets and answer documents are distributed to assessment administrators, it is important that materials are matched correctly. 52 MI-Access Functional Independence (FI) Test Administration Manual Building Coordinators Preparing Accommodated Materials for Distribution Accommodated versions of the Functional Independence assessments are packaged in very specific ways. · Each audio CD comes packaged with a companion standard print assessment booklet and a student answer document. The CD will always have a form number that ends in 1 (for example, Form FIS41 for grade 4 Functional Independence science). If the CD and its companion standard print booklet do not have the same form number, contact the MI-Access District Coordinator for assistance. · Each braille version of the assessment comes packaged with a companion Assessment Administrator Booklet for Braille (AABB), which includes transcription notes indicating how items/directions have been adapted for braille when needed, as well as a student answer document. The braille booklet will always have a form number that ends in 9 (for example, Form FIM79 for grade 7 Functional Independence mathematics). If the braille booklet and the AABB do not have the same form number, contact the MIAccess District Coordinator for assistance. Braille kits include listening scripts for ELA: APUL. · Each enlarged print version of the assessment comes packaged with a companion standard print assessment booklet and a student answer document. The enlarged print booklet will always have a form number that ends in 1 (for example, Form FIA61 for grade 6 Functional Independence ELA: APUL). If the enlarged print booklet and its companion standard print booklet do not have the same form number, contact the District Coordinator for assistance. Enlarged print kits include listening scripts for ELA: APUL. · When distributing accommodated versions of the assessments, Building Coordinators should keep them packaged in the way they were originally shipped.This way, assessment administrators will have everything they need in one place to administer accommodated versions. Additional Administration Items Using Reporting Codes · Reporting codes (optional) allow districts and schools to receive reports organized by class or group designation(s). It is up to the district or school to determine whether this option will be used and to define the codes that will be most helpful to them. If these codes are used, MI-Access District Coordinators must inform Building Coordinators. · The Mass Updates Assessments document on the Secure Site Training page (www.michigan.gov/ securesitetraining) explains how to assign Reporting Codes to a group of students. · The Reporting Code Labels document, also on the Secure Site Training page, explains how to create a label for reporting codes. Research I and II Fields The use of research fields is optional. Research codes are reported in the student data file results only. (Dynamic online reports do not include the research code information.) In the past, schools and districts have used the optional research fields to identify variations in results by a defined student group. For example: · Is there a relationship between the number of years students have attended school in our district and their test scores? · Is there a difference in attainment of achievement objectives among those students who had reading program A v reading program B (v reading program C, and so on)? www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 53 Building Coordinators The following important points should be considered before deciding to use research fields: · Codes for research fields may be developed at the district or building level and assigned a different number, from one to ten. · Districts/Schools may elect to use one or both of the research code options at any or all of the grades assessed. · Research codes can be filled in on the student answer documents or entered into the Secure Site through the end of Tested Verification window. If research codes are used, District Coordinators have to inform Building Coordinators and Test Administrators so the codes can be entered, either on the student answer documents or in the Secure Site before the end of the Accountable Students and Test Verification window in June. Establishing an Internal Building Return Date Schools have the option of returning assessment material directly to the contractor if they choose. For this reason, a return kit is included with each building's materials order. If buildings opt to return materials to the district, they should determine the date by which materials must be returned after testing. When setting this date: · keep in mind any school breaks that might cause delays · inform all assessment administrators of the building's return date · allow time for packing the materials for return to the contractor We also recommend that you emphasize with your test administrators the advantages of early returns whenever possible. Note: All materials must be shipped to the contractor no later than June 2, 2021 in order to be scored . Completing and Collecting Security Compliance Forms Before assessment administrators begin handling and distributing any testing materials, each staff member must sign and return the OEAA Security Compliance Form to the Building Coordinator. These forms must be held by the district for at least three years. The Security Compliance Form might be found in the material order; it is also posted on the MIAccess web page (www.mi.gov/mi-access). Distributing Materials Once all the "before" steps in this section of the manual have been completed, MI-Access Building Coordinators may distribute the appropriate materials to each assessment administrator in the building. Testing Activities Although MI-Access Building Coordinators do not have any specific tasks to complete during the assessment window, it is important that they: · are available to address questions and concerns from Assessment Administrators · answer questions or address any concerns of test administrators · relay questions or concerns to the MI-Access District Coordinator for follow-up, if necessary · immediately report any testing irregularities to the District Coordinator · check in periodically with Assessment Administrators to make sure they have the materials and information they need to accurately administer the MI-Access assessments and that professional administration practices are followed · check the testing status of all students, both online and paper/pencil; online may be reviewed in the DRC INSIGHT Portal while paper/pencil will require contacting the administrator(s) for updates 54 MI-Access Functional Independence (FI) Test Administration Manual Building Coordinators Post-Testing Activities Online Test Submission While it is the Assessment Administrators who assist the students with their online tests, it is important to remind them of several items. · Be sure to submit the tests for the students. · Collect all test tickets and rosters. · Gather all used scratch paper. · Return all materials used during the test to the Building Coordinator for final handling. Inventorying Returned Materials Schools and districts are responsible for taking an inventory of test materials when they arrive and before they are returned to the vendor. The OEAA requires these inventory practices to prevent test materials from being left in schools or districts, which is a test security risk. Coordinators must take an inventory of the test materials using the packing list that comes with the material orders. Refer to the Materials Return Instructions section of this manual for specific information about the processing and shipping of returned materials. Preparing the Special Handling Envelope The Special Handling envelope is designed for word-processed documents, damaged documents, or documents marked as "Do Not Score." Fill in the required information on the front of the envelope. (See Appendix D for a diagram of detailed return information.) If the envelope is not needed, it should be destroyed. The envelope will primarily be used by buildings administering FI assessments, as it is used for scannable answer documents requiring special attention. Returning Materials If your building will be returning test materials directly to the contractor, refer to the "Material Return Instructions" section in this manual for detailed instructions and use the Return Materials Kit to ship the materials. If your district is handling your returns, be sure to gather all materials as listed in the diagram in Appendix D and make arrangements to transport them to the district coordinator. Completing Coordinator Feedback Survey Once materials have been returned to the District Coordinator, complete the Coordinator/Assessment Administrator Feedback Survey at www.mi.gov/mi-access. The OEAA conducts this survey in each test cycle to obtain feedback from the field on the assessment administration process. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 55 Assessment Administrator Assessment Administrator Assessment Administrator Role Assessment administrators are responsible for preparing for test administration activities and administering the MI-Access tests directly to students. They are required to know what is required to successfully administer the assessments. This section is designed to help administrators prepare for both online and paper/pencil testing throughout the entire testing process. FI Administrator Quick List - Online BEFORE Mark when complete o Participate in district or building test administration training. o Review the required security practices section in the General Information chapter of this manual. o Read this entire section of the manual. o Verify the required Universal Tools and Designated Supports are available and listed on the test tickets. o Make sure the test tickets and online roster are available from the Building Coordinator for student testing. o Complete and return an OEAA Security Compliance form to the Building Coordinator. o Be sure to have students take the OTTs in INSIGHT to familiarize themselves with the directions, tools, and item types they will be exposed to during testing. o Work with the Building Coordinator to develop and maintain a testing schedule for students. o Make sure testing equipment works (computers, headphones). o Confirm and verify the test engine (INSIGHT) and Central Office Services (COS) setup with the Technology Coordinator (test that the system is properly installed by accessing OTTs). o Schedule (or work with the Building Coordinator to schedule) students for the paper/pencil Expressing Ideas portion of the FI ELA test. DURING Mark when complete o Log into the DRC INSIGHT testing platform for students with test tickets, verify student information, and click on the test name and part for the student. o Assist student(s) with test features, such as speed and volume of text-to-speech, color chooser, contrasting. o Confirm the accommodations are available during testing as outlined in the IEP. o Assist students with the technology if needed, such as operating the mouse. o Monitor and assist student progress. 56 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator AFTER (Mark when complete) o Look over the Review page with the student to confirm all items have responses; submit the test when the student is finished, and log out for the student. o Return all test tickets, rosters, and any scratch paper to the Building Coordinator for handling. o Confirm students have taken or are scheduled to take the paper/pencil Expressing Ideas portion of the FI ELA test. o Complete the online feedback survey posted on the MI-Access web page. FI Administrator Quick List Paper/Pencil BEFORE (Mark when complete) o Participate in district or building test administration training. o Review the required security practices section in the General Information chapter of this manual. o Read this entire section of the manual. o Complete and return an OEAA Security Compliance form to the Building Coordinator. o Inventory the materials received. o Set aside the assessment booklets and answer documents for each student being tested. o Review the assessment booklets and answer documents to prepare for assessment administration. o Review the test directions from this manual for the assessment being administered. See the directions later in this section. o Confirm and prepare any needed Universal Tools, Designated Supports, or Accommodations or supports required for the student. o Schedule the assessments. o Securely store test materials until ready for use. DURING (Mark when complete) o Listening Scripts are needed for administering the ELA: APUL assessment. These must be read to student. o Administer the assessments as directed (including using the scripts provided). o Relay questions to the Building Coordinator as needed. o Monitor the students' progress throughout the test and make sure they are marking their responses in the booklet. AFTER (Mark when complete) o Transfer students' answers from their booklets to their answer documents. o Complete the other components of the student answer documents. o Return used and unused materials to the Building Coordinator. o Complete the online feedback survey posted on the MI-Access web page. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 57 Assessment Administrator FI Assessment Administration Process Flowchart The tasks associated with the FI assessment for online and paper modes of testing can be confusing at first. To simplify the process, we have developed an administration flowchart for your reference and training purposes.This flowchart (below) describes the paper/pencil activities on the left, while the right side outlines the online tasks. There are some ELA crossover tasks, since Expressing Ideas is a paper/pencil test only and must be completed by all students even if the student is an online ELA tester. The flowchart demonstrates how these two differing modes work together to successfully complete the test administrations. This flowchart is also available on the MI-Access web page. Spring 2021 MI-Access FI Assessment Administration Flow Chart Paper/Pencil Test Administration Student-Facing Online Test Administration Receive and inventory all paper test materials Create/Manage Test Sessions in DRC Insight Portal Review material and schedule assessment times Distribute Student Test Tickets to test administrators Test Administration - April 12 to June 4, 2021 Students mark ALL responses directly in the test booklet except Expressing Ideas, which is on EI Answer Document Test Administrators transfer student responses from the booklet to the answer document Assemble all testing materials for return shipment Include ELA: Expressing Ideas Answer Documents Return Shipment on or before June 9, 2021 Note: See FI Test Administration Manual for return instructions Test Administrators log student into DRC Insight Portal test engine Student records responses to test in the student-facing online test ELA: Expressing Ideas (Writing/Drawing) must be completed with paper! Test Administrators must submit test for a student Test submission deadline is June 4, 2021 (by 4:00 PM) 58 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator Pre-Testing Activities Online Tools Training (OTT) The INSIGHT OTT offers online test-takers an opportunity to interact with an online test environment that looks and functions like the MI-Access Functional independence online assessments they will take in the spring. · Once the INSIGHT test engine (blue screen) is installed or updated on your computer, it is recommended that you use the test engine for your students to engage with the OTT. This will allow you to use the OTT within the same test engine your students will use to take the assessment. · The OTT contains instructions on how to use the available tools within the test engine, as well as practice with questions of varying types (such as independent questions, passage-based questions, questions involving graphics, questions involving maps). All questions on the online assessment will be the kind students are used to seeing for MI-Access Functional Independence -- that is, multiple choice (question and three answer choices). · The OTT uses text-to-speech (TTS), so you and your students will be able to experience this feature of online testing and become familiar with this type of audio presentation. · TTS is defaulted to "on" for all students taking the FI assessment; the volume, speed, and visual "followalong" may all be controlled by the user using the "Options" box. · Students may turn off the TTS as needed or simply turn down the volume. · Students may interact with these practice items as much or as often as they wish or as their teachers deem appropriate. · The OTT practice includes TTS and items from all content areas. Two OTTs are available; one for grades 3-5 and another for grades 6-8 and 11. · The purpose of the OTT is for students to become familiar with the functionality of the test environment, to learn how to use the various tools available, and to practice interacting with the system by answering sample test questions. · Unlike the M-STEP, there are no technology enhanced items in MI-Access, and the ELA constructed response items (Expressing Ideas) must be completed on paper by all students regardless of their mode of testing. Until your computers are ready to go with the test engine (INSIGHT), the Online Tools Training can be accessed via the web (using a Google Chrome browser, go to https://wbte.drcedirect.com/MI/ portals/mi/). www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 59 Assessment Administrator Receiving Assessment Materials The MI-Access contractor ships all assessment materials to the District or School MI-Access Coordinators who will administer paper/pencil assessments.The District Coordinators are then responsible for distributing materials to buildings and to assessment administrators. 1. The assessment administrator receives materials from the Building Coordinator to prepare for the administration. 2. The administrator prepares for administration with the "extra" booklet and other classroom materials as needed. 3. The administrator distributes the materials to students and keeps everything (including the "extra") in locked secure storage approved by the Building Coordinator when not in use. Completing and Returning Security Compliance Forms As you begin the testing activities, you must obtain, complete, and sign an OEAA Security Compliance Form, using the directions at the bottom of the form. Next, distribute security compliance forms to others who will assist in the classroom with the administration of the paper/pencil and online assessments, including accommodations providers and proctors. Make sure the forms are completed and signed prior to distributing any assessment materials. Then, return all the signed forms to the Building Coordinator before assessment administration begins. Review Assessment Materials and Test Preparation · Thoroughly review the assessment booklets and answer documents to become familiar with the format, questions, administration directions, materials provided by the state, and optional materials (if applicable). · Obtain the extra assessment administrator booklets that are provided by the MI-Access contractor. (One extra booklet is provided for each assessment the administrator is administering.) · For each assessment, review the Do Not Read Aloud Table in the front of the booklet; then, mark those items that cannot be read aloud in the assessment administrator copy of the booklet, so they are administered correctly. (General directions on the types of items that should not be read aloud can be found in Appendix B of this manual.) · Also, using the extra assessment administrator booklet, insert the appropriate page numbers in the assessment administrator scripts provided in this manual. The page numbers vary by content area and grade level. · Be sure each FI ELA: Accessing Print and Using Language test booklet is paired with a listening script for the listening section (the script is for use by the assessment administrator only). · For each student being tested, obtain the correct assessment booklet and student answer document. In the space provided on the front of the student assessment booklet, fill in the student name (corresponding with the Pre-ID student barcode label on the student answer document), teacher name, and school name. · In consultation with the building coordinator, schedule the assessment, keeping in mind that for most students it is to be administered individually, while a few students will participate in group administration. (See the General Information section of this manual for more information about group administration of the Functional Independence assessments.) 60 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator · Remember, the assessments are NOT timed; therefore, it is up to each assessment administrator to determine how much time should be allotted for the assessment and how much of the assessment should be administered in one sitting. · It is not required or recommended that students complete all parts and content areas in one sitting. · For each student being tested, find out if any assessment accommodations are needed. Keep in mind that an Accommodation may be used ONLY if both: 1. A student's IEP indicates it is appropriate for the student 2. It is what the student routinely uses or is how he or she routinely responds during instruction. (See the assessment accommodations section of this manual for more information.) · Determine whether optional materials are needed for the student being tested or if the graphics and words/labels in the assessment booklet are sufficient. If optional materials are needed, make arrangements to obtain them. · For students using a braille version of the assessment, be sure to have the Assessment Administrator Booklet for Braille (AABB) on hand, as it includes transcriber notes indicating how items/directions have been adapted for braille when necessary. Also, download the tables showing print and braille page correspondences from the MIAccess web page (www.mi.gov/mi-access) and use them to ensure the student is on the correct item on the correct page. (The correspondence tables were developed because the student's assessment booklet is formatted somewhat differently than the AABB.) · For students using an audio CD version of the assessment, review the "Instructions for Using Audio CDs" section of Appendix A in this manual. Also, go over the instructions with the student immediately prior to assessment administration. In addition, download the track lists for CDs, which are posted on the MI Access web page (www.mi.gov/mi-access). If there are any questions or concerns about the assessments, refer them to the Building Coordinator. Any questions the Building Coordinator cannot answer will be referred to the District Coordinator for follow-up. Testing Activities Administration of the FI Online Tests The MI-Access online mode is designed for students whose IEP teams have determined it is the appropriate mode of testing. · The online testing environment is a student-facing assessment experience that will require some active participation from the administrator. It is vital that the administrator know the student well and be familiar with MI-Access testing practices. · Administrators may assist the students with the technology, but not with the test responses. Here are some specific instructions to assist in the administration. · The test administrator must log into the DRC INSIGHT testing platform (blue screen) using the test ticket, and the student may begin the test process. Note: User names and passwords are not case sensitive. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 61 Assessment Administrator Spring 20XX · The text-to-speech (TTS) feature is the default setting at start up; it can be turned off using the audio settings from the "Options" tab. Headphones should be used if TTS is the preferred option. Note: TTS must be turned on for the two "listening" items that are found at the beginning of Part 2 of the ELA: Accessing Print and Using Language assessment. · The type of intervention the administrator can undertake to assist the student is at the administrator's discretion, based on the administrator's knowledge of the student's unique needs and abilities. Administrators may help students navigate the test; however, the administrator must not give the student the answers (or hints to the answers). · If for any reason the student cannot operate the computer or remain engaged with the items being presented, the assessment administrator may take control of the computer and ask the student to follow along; the administrator will record the student's selections. Administrators may say or do whatever is routinely done during normal instruction to help the student engage in this process. · The administrator may click on the student's response bubbles online as the student makes each selection, if needed. · The test is designed so that a single part can be completed in one instructional day. · If the student is unable to engage with the online testing, it is possible for the paper/pencil version of the test to be used. The District Coordinator must fill out an Incident Report on the Secure Site requesting the online test be marked "Do Not Score." The District Coordinator will also use the Secure Site to preidentify the student for paper/pencil testing and to order test materials for the student. · If a student requires the Color Chooser or Contrasting Text support, these must be turned on by the Test Administrator in the DRC INSIGHT test engine by selecting the Options button once the student has signed in. (See screenshot above.) 62 MI-Access Functional Independence (FI) Test Administration Manual · If a student requires the Masking support, it must first be turned on by the Building Coordinator in the DRC INSIGHT Portal, then turned on by the Assessment Administrator in the DRC INSIGHT Portal by selecting the Options button once the student has reached the first item. Note: Masking must be selected for each item for which it is needed. (See screenshot on previous page.) · If the student is testing on an iPad and the assessment is using the audio Universal Tool (TTS), make sure the volume rocker buttons are enabled to adjust headphone volume. · If a student needs to pause the test for a few minutes, use the blue "Pause" button in the tool bar on the bottom of the screen. Once the Pause button is selected, the test questions are removed from the screen for security reasons, and the student has up to 20 minutes to return and resume testing before being logged out of the test. · If a student needs to exit the test to move to another workstation or to resume at a later time or day: - select the Pause button - select Exit - select "Yes, Exit" on the pop-up screen - log in the student test ticket again · To end the test, select "End Test." Administrators are to check the review screen for any flags that were selected on any items and ensure all questions have been answered. Students will click "Submit" to submit the test. Clicking "Submit" ends the test and returns the users to the the DRC INSIGHT testing platform sign-in screen. · Return all test tickets, test rosters, and used scratch paper to the Building Coordinator for secure destruction. Directions and Scripts for Paper/Pencil Administration Before assessment administration: · Obtain the correct assessment booklet for each student being tested. · Check to make sure the proper information has been recorded for each student on the front of the answer document in the spaces provided. · Verify and apply the student barcode labels to the answer document. During assessment administration: · Administer each question in the assessment booklet as directed, ensuring that professional assessment administration practices are followed. (Use the directions and scripts in the following pages.) · Students' answers must be recorded directly in the assessment booklets, either independently by the student or with assistance from the assessment administrator. · With the exception of ELA: Expressing Ideas, students are not be given or have access to the answer documents. · Administrators should be aware of student needs when considering the timing of the tests. If breaks are required, the testing may resume at a different time or day. After assessment administration: · Assessment administrators will transfer answers from the assessment booklet to the student's answer document after administration is complete. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov Assessment Administrator 63 Assessment Administrator Directions and Scripts for Administration - ELA: Accessing Print and Using Language (APUL) The Directions and Scripts for each content area should be read by an assessment administrator, along with the correct materials, to ensure the test is administered as expected. The assessment administration directions for ELA: APUL are divided into five distinct parts. Turn to the section of the assessment on which the student will begin testing.The scripts below are designed to guide the administration; the directions must be read to the student from the booklets. 1 . Vocabulary All directions printed in bold type must be read aloud to students as directed. Have the extra assessment booklet provided to you on hand to show students where the directions, questions, and answer choices appear in their booklets. SAY: Turn to page 3 in your assessment booklet, Part one -- Vocabulary . Make sure all students are on page 3 and continue. SAY: You are about to take the MI-Access Assessment . You have been given a test booklet . In order for the results to be valid, you must NOT: · talk to or help another student · look at or copy another student's answers · ask for or accept any help from another student · use your cell phone or any other electronic device including an eBook · take pictures or make copies of any test materials · cause a disturbance · remove test booklet from the room · post or chat about any part of the test through social media (example: Facebook, Snapchat, Instagram, Twitter, etc .) If you do not understand these requirements or have questions, please raise your hand . It is important to do your best on this test so your teacher and school can know how much you have learned this school year . Read each sentence . Choose the BEST answer for each question or choose the word that belongs in the sentence . Mark your answers in your test booklet . You may begin now . Start with question 1 and stop after you have reached the end of this part and wait for further directions . If you are reading the assessment aloud to a student, you will need to fill in the bubble on the student's answer document indicating that a reader was used. Also keep in mind that readers may be used ONLY in small group (defined as five or fewer students) or one-on-one assessment situations. 64 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator 2 . Language All directions printed in bold type should be read aloud to the students exactly as written. Have the extra assessment booklet provided to you on hand to show students where the directions, questions, and answer choices appear in their booklets. SAY: Turn to Part 2, Language in your assessment booklet on page . (The assessment administrator will fill in the page number prior to administration.) Make sure students are looking at the correct page. SAY: Part 2 of the assessment is called Language . It tells me how well you understand what words to use . Follow along as I read the directions aloud . "Read each question . Choose the BEST answer for each question or choose the word that belongs in the sentence . Make your choice by marking it in the booklet ." Stop after you have reached the end of this part and wait for further directions . 3 . Research and Inquiry All directions printed in bold type should be read aloud to the students exactly as written. Have the extra assessment booklet provided to you on hand to show students where the directions, questions, and answer choices appear in their booklets. SAY: Turn to Part 3 in your assessment booklet on page . (The assessment administrator will fill in the page number prior to administration.) Make sure students are looking at the correct page. SAY: Part 3 of the assessment is called Research/Inquiry . It tells me how well you understand and use printed information . Follow along as I read the directions aloud . "Read each question . Choose the BEST answer for each question . Turn to the next page of your assessment booklet . You may begin with the first question now ." Stop after you have reached the end of this part and wait for further directions . 4 . Listening All directions printed in bold type should be read aloud to the students as directed. Have the listening scripts on hand to read to the student(s) for each item in this part. SAY: Turn to Part 4 in your assessment booklet on page . (The assessment administrator will have to find the page number prior to administration.) Make sure the students are looking at the correct part. Also, be prepared to read each of the Listening items for the student(s). www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 65 Assessment Administrator SAY: Part 4 of the assessment is called Listening . It tells me how well you understand and respond to details read to you . The next section contains questions that require listening only . There will be no text to read . Listen to the passage or information and answer the question that follows . Choose the BEST answer for each question . Stop after you have reached the end of this part and wait for further directions . The assessment administrator will read the item from the provided listening script for the student and provide time for the student to respond. There are two listening items and the same process should be followed for each of them. 5 . Understanding Text All directions printed in bold type should be read aloud to the students exactly as written. Have the extra assessment booklet provided to you on hand to show students where the directions, questions, and answer choices appear in their booklets. SAY: Turn to Part 5 in your assessment booklet on page . (The assessment administrator will fill in the page number prior to administration.) Make sure students are looking at the correct page. SAY: Part 5 of the assessment is called Understanding Text . It tells me how well you understand what you have read or heard . Follow along as I read the directions aloud . "Read the passage . Then, answer the questions that follow . Choose the BEST answer for each question . Turn to the next page of your assessment booklet . There are three passages in this part of the assessment . Each passage is followed by some questions to answer . You may begin with the first passage now ." Stop after you have reached the end of this part and wait for further directions . 66 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator Directions and Scripts for Administration - ELA: Expressing Ideas Students will be asked to respond to two different prompts contained in questions 1 and 2 of each ELA: Expressing Ideas assessment booklet. Students may respond by writing, drawing, or using a combination of the two response modes to express their ideas. Students may also dictate their responses if their disability prevents them from writing or drawing them (see the Scribing Protocol for guidance). The scoring rubric in Appendix F of this manual provides additional details on how students may respond to the prompts. The assessment administrator and the student should work together to determine which mode the student will use to respond to each of the prompts. (Students do NOT have to use the same response mode for both prompts.) Please note that the student is permitted to use one mode or a combination of modes as appropriate. There are two places on the student answer document where students can complete their responses to each prompt. Option 1 contains lines, and therefore is probably best suited for written or transcribed responses. Option 2 contains a blank space, which is probably best suited for visual representations (or drawings). The assessment administrator will direct each student to record his or her response in the most appropriate place given the student's chosen response mode. If a student needs more space than is available, he or she may use the adjacent page of the student answer document. Note: ALL responses--written, drawn, or dictated/transcribed-- must be completed using a Number 2 pencil. Following is some important information regarding each of the different response modes. · If a student writes his or her response, the assessment administrator may not transcribe and/or translate what the student has written. Scorers are trained to read all types of student handwriting. · If a student visually represents (or draws) a response, he or she may enhance the drawing with labels (one or more words or sentences) or provide a brief oral explanation of the drawing for the assessment administrator to transcribe onto the student's answer document. See the scoring rubric in Appendix F of this manual for more information. · If the student dictates or uses braille for his or her response, the assessment administrator must transcribe the response verbatim onto the student answer document using Option 1. Then, the administrator must indicate that the response was transcribed by initialing the space at the bottom of the student's answer document where indicated and by filling in the appropriate accommodation section. · If the student word processes his or her response, the assessment administrator should (1) label each word-processed page as described the accommodations section of this manual, (2) fill in the appropriate bubble in accommodation section of the student's answer document, and (3) insert the word-processed response into the student's answer document. To begin this assessment, distribute the assessment booklets and answer documents to the student. The assessment administrator will need to keep a copy of the appropriate assessment booklet AND the corresponding student answer document on hand to refer to while giving directions. The directions printed in bold type should be read aloud to the student as directed. SAY: Turn to page 3 in your assessment booklet . Make sure students are looking at the correct page. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 67 Assessment Administrator SAY: ELA; Expressing Ideas You are about to take the MI-Access Assessment . You have been given a test booklet and an answer document . In order for the results to be valid, you must NOT: · talk to or help another student · look at or copy another student's answers · ask for or accept any help from another student · use your cell phone or any other electronic device including an eBook · take pictures or make copies of any test materials · cause a disturbance · remove test booklet from the room · post or chat about any part of the test through social media (example: Facebook, Snapchat, Instagram, Twitter, etc .) If you do not understand these requirements or have questions, please raise your hand . It is important to do your best on this test so your teacher and school can know how much you have learned this school year . Read the prompt . You may use the test booklet as a scratch paper, but be sure to record your response directly on the answer document . Then, use the checklist to review and proofread your response . Now turn to the next page of your assessment booklet . Listen and follow along as I read the prompt for question 1 . Read the prompt aloud from the booklet. SAY: You will complete your response to the prompt on the student answer document that I gave you . I will show you where you should put your response . You may write or draw your answer here . Refer the students to their answer documents and direct them to the page where they should complete their response--either Option 1 or Option 2--for question 1, depending on the response mode chosen. Make sure the students have a Number 2 pencil to record their responses. SAY: When you are finished with your response, you may use the checklist in your booklet to review and proofread what you have written, drawn, or said . Review this checklist with the students and encourage them to use it. SAY: CHECKLIST: Use this checklist as you review and proofread your response to the prompt. _____ Did I answer each part of the prompt? _____ Did I support my ideas with details? _____ Did I organize my ideas and details clearly? _____ Did I review my response one more time to make sure it is just the way I want it? _____ Did I put my response on the student answer document? 68 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator SAY: Now, complete your response to the prompt in question 1 . Raise your hand when you are finished . The assessment administrator may reread the prompt if necessary. He or she also will determine when students are ready to continue with the prompt in question 2. If the assessment administrator decides to continue with question 2 at a later time, he or she must collect the student answer documents and store them in a secure locked location. If continuing with question 2, the assessment administrator will go on with the following directions. SAY: Now, turn to page 6 in your assessment booklet . Make sure students are looking at the correct page. SAY: Now, listen and follow along as I read the prompt for question 2 . Make sure students are looking at the correct page. Then, read the prompt aloud from the booklet. SAY: As before, you will complete your response to the prompt on your student answer document . I will show you where to put your response to question 2 . Direct students to the page on their answer documents where they should complete response--either Option 1 or Option 2--for question 2, depending on the response mode chosen. Make sure students have a Number 2 pencil to record their responses. SAY: When you are finished with your response, you may use the checklist in your booklet to review and proofread what you have written (drawn or said) . Review this checklist with the students and encourage them to use it. SAY: CHECKLIST: Use this checklist as you review and proofread your response to the prompt. _____ Did I answer each part of the prompt? _____ Did I support my ideas with details? _____ Did I organize my ideas and details clearly? _____ Did I review my response one more time to make sure it is just the way I want it? _____ Did I put my response on the student answer document? SAY: Now, complete your response to the prompt in question 2 . Raise your hand when you are finished . You may write or draw your answer here . The assessment administrator may reread the prompt if necessary. When all the students are finished, collect the student booklets and answer documents and store them in a secure locked location. Note: If a student uses additional pages for a response, affix a student label to the pages. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 69 Assessment Administrator Directions and Scripts for Administration - Mathematics Directions that are printed in bold type should be read aloud to students as directed. Have the extra booklet provided to you on hand to show students where the directions, questions, and answer choices appear in their booklets. SAY: Turn to page 3 in your assessment booklet . Make sure the student is on page 3 and continue. SAY: You are about to take the MI-Access Assessment . You have been given a test booklet . In order for the results to be valid, you must NOT: · talk to or help another student · look at or copy another student's answers · ask for or accept any help from another student · use your cell phone or any other electronic device including an eBook · take pictures or make copies of any test materials · cause a disturbance · remove test booklet from the room · post or chat about any part of the test through social media (example: Facebook, Snapchat, Instagram, Twitter, etc .) If you do not understand these requirements or have questions, please raise your hand . It is important to do your best on this test so your teacher and school can know how much you have learned this school year . Read each question . Choose the BEST answer for each question . Mark your answers in your test booklet . You may begin now . Start with question 1 and continue until you have completed all the questions in your booklet . These directions will have to be altered if you are not administering the entire assessment in one sitting. If you are reading aloud to a student, begin reading now. You will need to fill in the bubble on the student's answer document indicating that a reader was used. Keep in mind, however, that readers may be used only in small groups (defined as five or fewer students) or one-on-one assessment situations. Additionally, some item stems, answer choices, and/or keys must not be read aloud. Refer to the Do Not Read Aloud Table in the front of each student's assessment booklet for a list of those items, or parts of items, that cannot be read. 70 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator Directions and Scripts for Administration - Science Directions that are printed below in bold type should be read aloud to students as directed. Have the extra assessment booklet provided to you on hand to show students where the directions, questions, and answer choices appear in their booklets. SAY: Turn to page 3 in your assessment booklet . Make sure all students are on page 3 and continue. SAY: You are about to take the MI-Access Assessment . You have been given a test booklet . In order for the results to be valid, you must NOT: · talk to or help another student · look at or copy another student's answers · ask for or accept any help from another student · use your cell phone or any other electronic device including an eBook · take pictures or make copies of any test materials · cause a disturbance · remove test booklet from the room · post or chat about any part of the test through social media (example: Facebook, Snapchat, Instagram, Twitter, etc .) If you do not understand these requirements or have questions, please raise your hand . It is important to do your best on this test so your teacher and school can know how much you have learned this school year . Read each question . Choose the BEST answer for each question . Mark your answers in your test booklet . You may begin now . Start with question 1 and continue until you have completed all the questions in your booklet . If you are reading aloud to a student, begin reading now. You will have to fill in the bubble on the student's answer document indicating that a reader was used. Keep in mind, however, that readers may be used ONLY in a small group (defined as five or fewer students) or one-on-one assessment situations. Additionally, some answer choices (those with graphics and no accompanying labels) must not be read aloud. Refer to the Do Not Read Aloud Table in the front of each student's assessment booklet for a list of those answer choices. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 71 Assessment Administrator Directions and Scripts for Administration - Social Studies Directions that are printed below in bold type should be read aloud to students as directed. Have the extra assessment booklet provided to you on hand to show students where the directions, questions, and answer choices appear in their booklets. SAY: Turn to page 3 in your assessment booklet . Make sure all students are on page 3 then read this security statement to them: SAY: You are about to take the MI-Access Assessment . You have been given a test booklet . In order for the results to be valid, you must NOT: · talk to or help another student · look at or copy another student's answers · ask for or accept any help from another student · use your cell phone or any other electronic device including an eBook · take pictures or make copies of any test materials · cause a disturbance · remove test booklet from the room · post or chat about any part of the test through social media (example: Facebook, Snapchat, Instagram, Twitter, etc .) If you do not understand these requirements or have questions, please raise your hand . It is important to do your best on this test so your teacher and school can know how much you have learned this school year . Read each question . Choose the BEST answer for each question . Mark your answers in your test booklet . You may begin now . Start with question 1 and continue until you have completed all the questions in your booklet . If you are reading aloud to a student, begin reading now. You will have to fill in the bubble in Section 5 of the student's answer document indicating that a reader was used. Keep in mind, however, that readers may be used ONLY in small groups (defined as five or fewer students) or one-on-one assessment situations. Additionally, some answer choices (those with graphics and no accompanying labels) must NOT be read aloud. Refer to the Do Not Read Aloud Table in the front of each student's assessment booklet for a list of those answer choices. When the student has completed part 1 you may proceed to part 2 below. SAY: Turn to page in your assessment booklet . (For grade 5, the page number is 19; for grade 8, it is page 21; for grade 11, it is page 25.) 72 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator Make sure students are looking at the correct page. SAY: Part 2 uses a passage or a story to remind you about what we have learned in social studies . You will be asked social studies questions that go with the story or time period . Read each passage . Then, answer the questions that follow . Choose the BEST answer for each question . Turn to the next page of your assessment booklet . There are five passages in this part of the assessment . Each passage is followed by four questions to answer . You may continue now with the passages until you have completed all the questions . If you are reading the assessment aloud to a student, begin reading the passages and questions now. The passages, questions, and answer choices may be read (by the student and/or the assessment administrator) as many times as necessary. However, each time a passage or question is read aloud by the assessment administrator, he or she must read it from beginning to end, unless the student requests to have a specific sentence, paragraph, or word reread. Be sure to fill in the bubble in Section 4 of the student's answer document indicating that a reader was used. Keep in mind that readers may ONLY be used in small groups (defined as five or fewer students) or oneon-one assessment situations. If you want students to stop between each passage (as they are directed to in the student assessment booklet), or if you are not administering all five passages in one sitting, tell your students when you would like them to stop and start. Otherwise, direct them to continue reading the passages and answering the questions until they have answered all the questions. Note: If all the passages are not administered in one sitting, you must reread the part 2 directions (above) each time you begin. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 73 Assessment Administrator Post-Testing Activities Completing the online test session When testing is complete, the test administrator must be fully engaged with the process of assisting the student. · Make sure the student has completed the test by checking the review screen. If a question has not been answered, ask the student if they have finished or if they need to provide answers for any that are missing. · If the student is finished, the administrator must submit the test for the student. In some cases, the administrator may discover the student has preemptively submitted the test. While this is not uncommon, we continue to recommend assisting student through the final stages of submitting the test. · Collect any scratch paper and test tickets or rosters and return them to the Building Coordinator for secure destruction as soon as possible. Completing the Student Answer Document When the student has completed the test and marked their responses in the booklet, it is the responsibility of the assessment administrator to transfer those responses to the answer document and to: · obtain the student's answer document for the matching assessment (sample image below) · make sure the student label is affixed and that it matches the student information · complete all sections of the front page and reverse side, using a Number 2 pencil · complete the form number section by writing in the form number and selecting the matching bubble · use the test booklet to transfer the student's responses directly onto the answer document, on the reverse side · review the completed answer document to make sure everything has been recorded accurately and there are no duplicate or stray marks 74 MI-Access Functional Independence (FI) Test Administration Manual Assessment Administrator The "Notes" section on each answer document has a few reminders to administrators. · Homeschooled (not "Homebound")--a student who is tested but, because he or she is homeschooled, should not be included in the district's reports. Homeschooled students are not required to take MI-Access assessments; however, this does not preclude them from taking the test. The homeschooled designation must be set in Michigan Student Data System or in the Secure Site. There will be no bubble for the homeschooled designation on the answer document. · Nonstandard Accommodation: If a nonstandard Universal Tool, Designated Support, or Accommodation was used during testing, notify the district coordinator to file an Incident Report in the Secure Site (see Appendix H for instructions for Incident Report submission).Keep in mind a"NonstandardAccommodation" will invalidate the test for that student(s). See the Accommodations section of this manual for further details for nonstandard Universal Tool, Designated Support, or Accommodation. There is no bubble for Nonstandard Accommodation designation on the answer document. · Prohibited Behavior is closely associated with test security, since it involves a student who among other things: - talks to or helps another student - looks at or copies another student's answers - asks for or accepts any help from another student - uses a cell phone or any other electronic device, including an eBook - takes pictures or makes copies of any test materials - causes a disturbance - removes test booklet from the room - posts or chats about any part of the test through social media (example: Facebook, Snapchat, Instagram, Twitter) If an assessment administrator observes a paper/pencil or online tester(s) who appears to be engaged in one or more of these behaviors, the student(s) should be allowed to finish the assessment. The administrator must then contact the district coordinator to file an Incident Report in the Secure Site. There is no bubble for Prohibited Behavior designation on the answer document. Returning Materials to the Building Coordinator Return all secure material, including answer documents, test booklets, scripts for listening items, and accommodated materials (Braille, Enlarged Print, CDs), to the building coordinator after testing. · Check that all answer documents have the correct student barcode label and that the front covers have been filled out completely. · Transcribe responses onto the regular answer document when appropriate for students with accommodations. Note: Responses marked in the test booklet will not be scored. · Extra answer documents that are blank and unused must be returned to the building coordinator for destruction. Completing Administrator Feedback Survey Every year, the OEAA gathers input after the assessment cycles have been completed. With this feedback, we can make adjustments and decisions to help build efficiencies into all areas of assessments. Please take the time to complete the Administrator Feedback Survey, which is found on the MI-Access web page, as soon as possible after the administration. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 75 Materials Return Instructions Materials Return Instructions Districts and buildings have options for how they return testing materials. A return kit is included in every school building's materials order to allow the building or the district to make the return shipment. Material returns will include used and unused materials. The table below shows what to do with each type of material once testing is complete. You may have multiple types of MI-Access materials in your returns (FI, SI and P), so much of the following instructions will reference all three types of materials. How to Process MI-Access Test Materials After Testing Test Materials Return to Scoring Buildings Buildings Contractor Keep Destroy Used Answer Documents Answer documents must be returned no later than June 9, 2021 in order to be scored Unused Answer Documents Student Test Tickets and Test Rosters Green Special Handling Envelope(s) with contents Used and Unused Test Booklets (grades 38 & 11) FI Accommodated versions of the test (braille, enlarged print, audio CD, and AABBs) ELA Listening Scripts P/SI Scoring Documents 3 years P/SI Student Picture Cards (with bar coded cover sheet) OEAA Security Compliance Form(s) 3 years Biohazardous material (usually caused by student illness/accidents) * * If the material is secure, instruct the school to call the OEAA Call Center with the numeric portion of the secure bar code to report that it is destroyed. This will alert the contractor who tracks all secure materials. 76 MI-Access Functional Independence (FI) Test Administration Manual Materials Return Instructions Return Material Diagram This Return Material Diagram is designed to provide a graphic aid for coordinators when packaging materials for return to the vendor. The flowchart also appears in the Appendix D section of this manual. MI-Access Packing and Shipping Diagram for Returning Test Materials to Measurement Incorporated · Fill extra space with paper if needed. · Block out or remove old shipping labels. Top of Box Package return materials in the following sequence Special Handling Envelope(s) (if used includes) WORD PROCESSED Pages inside Answer Document DAMAGED materials Used Answer Documents marked "DO NOT SCORE" Fill in the appropriate information on the front of the Special Handling Envelope. Group by content area Return Shipping deadline June 9, 2021 Used Answer Documents for Functional Independence Gold Divider Sheet All Used and Unused Secure Materials: · Assessment Administrator Booklets (SI/P) · Assessment Booklets (FI) · Listening Scripts · Picture Cards (SI/P) · Accommodated Assessment Materials (FI ONLY) Do not return: · Security Compliance Forms · Unused Answer Documents · Scoring Documents for SI/P Apply FedEx airbill to box FedEx will provide labels for any other boxes if needed FedEx Air Bill MI-Access Box _of _ Bottom of Box [Original Shipping Box] Apply numbered yellow Materials Return Labels to the tops of all boxes www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 77 Materials Return Instructions Return Tools The MI-Access contractor provides districts/schools with several tools for returning materials. These include: · green Special Handling envelopes · gold divider sheet · FedEx Express Airbills for shipping · yellow Material Return stickers for the outside of return boxes · Return Materials cover sheet · Instructions for Materials Return sheet Districts and buildings are encouraged to complete and return test materials as soon as testing is completed. Fees may be assessed for the late return of scorable materials. Additional return materials may be ordered (if needed) during the Additional Material Order window. Instructions for Materials Return 1. First, collect all your used and unused materials. Materials may be returned by district or school coordinators . Inventory all materials by using the school packing lists and school security lists. If secure materials are missing, please obtain them. Please do NOT return security compliance forms, unused answer documents, or Scoring Documents for Participation and Supported Independence. 2. Second, assemble Functional Independence answer documents by doing the following: A. Separate used answer documents from unused/blank answer documents. Make sure that all used answer documents are free of sticky notes, paper clips, or other extraneous materials and that the front covers are accurately completed. B. Ensure that responses for students who received accommodations have been transcribed, as appropriate, on the regular scannable answer document. Also ensure that no answer documents have been tucked inside of a test booklet. C. Verify that each answer document being returned for scoring has a correct Pre-ID student barcode label. If any barcode labels are missing or incorrect, you can print them from the Secure Site (www. michigan.gov/oeaa-secure). A $10 fee might be charged for each scored answer document returned without a barcode label . D. Organize used answer documents by type. Group all mathematics answer documents together, all ELA: Expressing Ideas documents together, and so forth. If you have any answer documents with word processed pages or any that require special handling, separate those answer documents from the others and follow the instructions for Special Handling below . E. SPECIAL HANDLING: Some answer documents you are returning might require Special Handling. These are used secure documents that have been damaged, should not be scored for some reason, or include word processed pages. Use the green Special Handling Envelope to return these materials. Complete the front of the envelope as directed by the instructions on the envelope. Ensure that any answer document that should not be scored is clearly marked "Do Not Score" at the top of the document. Make sure the student and item information is written on any word processed pages and that the pages are inserted into the student's answer document . Do not return blank or unused answer documents. The envelope itself does not need be returned if it is not used. 78 MI-Access Functional Independence (FI) Test Administration Manual Materials Return Instructions 3. Use the original shipping boxes to return your materials to Measurement Incorporated . If the original boxes are not available, use other sturdy boxes. Please do not use copier paper boxes . 4. Pack materials into your box(es) in the following order. Note: All secure items must be returned. A packing diagram is available in the appendix section of the MI-Access manual. District coordinators can return materials for more than one school in the same box. A. Begin by placing all used and unused assessment booklets (FI, SI and P) and other test materials such as used or unused picture cards, listening scripts, and used or unused accommodated versions (CDs, enlarged print, or Braille) in the bottom of the box. Place the gold divider sheet on top of these materials. Note: Do not return security compliance forms, SI/P Scoring Documents, or unused answer documents. B. Place all used answer documents on top of the gold divider sheet . If all of your materials will not fit into one box, make sure that the used answer documents are in Box 1 of your return shipment. If there are too many used answer documents to fit into one box, proceed by packing the remainder into Box 2. C. If green Special Handling Envelopes have been used by your school(s), they are to be placed at the top of Box 1, on top of other regular used answer documents. Ensure they are filled out completely. 5. Do not return the OSA Security Compliance Form to the contractor. The state requires districts to keep these forms on file for three years following the assessment administration. 6. Scoring Documents sheets that were used during the Supported Independence and Participation observations and online score entry should be retained by the school and do not need to be returned. Assessment Administrator booklets are secure and should be returned. 7. After all your materials have been placed into the box(es), fill any excess space with crumpled paper or cardboard to keep the items protected during transit. 8. Remove or black out any old shipping labels. Then, adhere a yellow Materials Return label to the top of each box. Fill in the district name and district code and the "Box ___ of ___" fields for each box. Securely seal each box with three strips of plastic shipping tape on the top and bottom. 9. Last, complete the "from" or sender's section on the FedEx Express airbill and attach it to Box 1 of your shipment. You only need one airbill on Box 1 of your entire shipment. Follow the instructions below to arrange your pickup. If you do not have enough yellow Materials Return labels and/or FedEx Express airbills, place an order on the Secure Site. Note: Do not mark in any other section on the airbill. They have been preprinted with the accurate shipping destination and billing information. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 79 Materials Return Instructions Instructions for Returning via FedEx Express 1. Place the boxes where the FedEx driver normally delivers or picks up packages. 2. To schedule a pickup, call 1-800-GoFedEx (1-800-463-3339) . After the voice prompt, press 9 or say "Premier Customer Service Program ." 3. When prompted, enter 999 999 933 as the nine-digit FedEx account number. When transferred to a Customer Service Representative, specify that you need to schedule a FedEx Express pickup for the MIAccess project. 4. Have the following information available when you call: - phone number (if you have called to schedule FedEx pickups or shipped materials prior to this call, FedEx will have your address information in their system; otherwise, this information must be provided) - the pickup date - the total number of boxes you are returning (specify a "multiple piece shipment" if returning more than one box) - the average box weight (you can use 20 pounds per box) 5. For multiple-piece shipments, the FedEx driver will produce individual labels for each box, linking them to the airbill on Box 1. Retain the sender's copy of the airbill for your records, as it contains the master tracking number for your return shipment. 6. After returning all MI-Access materials for this administration, destroy any remaining FedEx Express airbills, as these are year-specific. 80 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendices Appendix A Additional Information on Accommodated Versions Accommodated versions of the assessment booklets might be used on the Functional Independence assessments. Here is information on these versions, as well as assessment administrator and student instructions for using audio CDs. Braille Versions of the Assessments Braille versions of the Functional Independence assessments are available for students with visual impairment whose IEPs indicate that braille is an appropriate assessment Accommodation, and who routinely use it during instruction. All braille booklets are produced by the American Printing House for the Blind (APH); follow APH transcription and printing standards; use Unified English Braille (UEB); use tactile graphics in place of print graphics; and use Nemeth numbers where needed. All braille versions of the assessments come packaged with a companion Assessment Administrator Booklet for Braille (includes transcriber notes indicating how the items and/or directions have been adapted for braille), and a student answer document. Braille kits for ELA: APUL will include listening scripts. Students are to indicate their answers in the assessment booklet during administration; the assessment administrator will transfer the responses later to the student's answer document. Enlarged Print Versions of the Assessments Enlarged print versions of the Functional Independence assessments are available for students with visual impairment whose IEPs indicate that enlarged print is an appropriate assessment Accommodation and who routinely use it during instruction. Enlarged print booklets are produced by APH and printed in approximately 15-point font. All enlarged print versions of the assessments will come packaged with a companion standard print booklet and a student answer document. Enlarged print kits for ELA: APUL will include listening scripts. Students are to mark their answers in the assessment booklet during administration; the assessment administrator will transfer the responses later to the student's answer document. Audio CD Versions of the Assessments Audio CD versions of the Functional Independence assessments are available for students whose IEPs indicate that CDs are an appropriate assessment Designated Support and who routinely use them during instruction. The audio CDs will come packaged with a companion standard print assessment booklet and a student answer document. CDs may be used to administer the Functional Independence assessments to small groups (defined as five or fewer students) as long as each student is able to mark his or her own answers in the assessment booklet, uses headsets, and has personal control over his or her equipment. Otherwise, CDs may only be used in one-on-one assessment situations. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 81 Appendices Instructions for Using Audio CDs Audio CDs function in very specific ways. Therefore, assessment administrators might want to review this information on how to use CD versions with students of the Functional Independence assessments prior to testing. · CDs must be handled with great care. They will not work properly if they are damaged by fingerprints and/ or scratches. · If you need to temporarily stop the CD during the assessment, be sure to hit the "Pause" button. When the "Pause" button is hit, the CD will pause and can be restarted at the same place. If you hit the "Stop" button, most CD players will return to the beginning of the CD. · CD track listings are posted on the MI-Access web page (www.mi.gov/mi-access). These listings include a question number and a page number for each CD track, and can be printed out for use during the assessment. · To avoid confusion, the CD tracks are set up so that the question number always corresponds with the track number on the CD. For example, question 11 is located on track 11. · Note: The CDs are not be copied onto a computer hard drive, nor are any copies of the CDs be made. · All CD versions of the assessments--as well as other accommodated versions--must be returned to the MI-Access Building Coordinator along with the other used and unused assessment materials (except manuals). The Building Coordinator will pass these materials along to the MI-Access District Coordinator for ultimate return to the MI-Access contractor. · The content for ELA: Accessing Print and Using Language and ELA: Expressing Ideas will continue to be on one CD as in the past, even though these tests have separate test booklets. 82 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendix B General Directions for "Do Not Read Aloud" Items Although readers are a designated support on all MI-Access assessments, the individual tests may include a number of items, or parts of items, that cannot be read aloud, as doing so would give the answer away. Therefore, Do Not Read Aloud Tables have been developed and included at the front of each MI-Access assessment booklet. Assessment administrators must review the tables prior to testing and note any items that cannot be read aloud in their own assessment booklets. Reading items that are designated as "Do Not Read" is a nonstandard accommodation and an Incident Report must be filed on the OEAA Secure Site. Following are descriptions--organized by content area--of the general types of items where reading aloud would be considered a nonstandard accommodation. Note: Each test is different and the information provided here is general. Note: The Do Not Read Aloud table should be considered the final and correct reference for a given test. ELA: Accessing Print and Using Language (FI) · All MI-Access ELA items have been developed in such a way that they do not have specific limitations on reading aloud. The Do Not Read Aloud table on the inside cover will read N/A. · For items where picture answer choices are not accompanied by labels, the answer choices usually cannot be read aloud. Mathematics · For all coin/money items, the coin(s) or bill(s) must never be identified by name. The item stem can be read, but the money must not be named, unless otherwise specified in the item. · For all base 10 block items, only the item stem should be read, never the key or answer choices. · For items where reading the numeral or corresponding word in either the item stem or the answer choices would give the answer away, the answer choices cannot be read aloud (see the example below). Example: What numeral represents the number seventeen? A 7 B 17 C 27 · For FI sequencing items with numbers, for example "8, 10, 14, 16", the numbers in the stem usually cannot be read aloud. Reference the Do Not Read Aloud tables for exceptions. · For sequencing items comprised of pictures/symbols (for example "heart, circle, square, heart, circle, BLANK"), the pictures/symbols in the stem and the answer choices usually cannot be read aloud or described. · Graphics keys cannot be read aloud. · Picture answer choices that are not accompanied by labels usually cannot be read aloud or described, unless otherwise specified in the Do Not Read Aloud tables. Science · Picture answer choices that are not accompanied by labels usually cannot be read aloud. Social Studies · Social studies assessments usually do not contain any "Do Not Read Aloud" items. Consult the Do Not Read Aloud table for exceptions. www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 83 Appendices Appendix C Material Handling Instructions Return Cover Letter MI-Access Return Materials Kit IMPORTANT! Please save the contents of this kit! This kit contains materials needed for the return of: 1) Scorable answer documents. 2) Used and unused test booklets and assessment administrator booklets. 3) Other used and unused secure test materials (including picture cards, listening scripts, CDs, enlarged print and Braille materials). Enclosed in this kit: · Instructions for Materials Return · FedEx Airbills · Yellow Materials Return Labels · Two Gold Divider Sheets · One Special Handling Envelope (green) If you do not have enough of any of these items, you may order more on the OEAA Secure Site. KCS-MIA-21 84 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendix C (continued) Special Handling Envelope - Green www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 85 Appendices Appendix C (continued) Assessment Security Compliance Form page 1 OEAA ASSESSMENT SECURITY COMPLIANCE FORM MICHIGAN DEPARTMENT OF EDUCATION Office of Educational Assessment and Accountability All staff who participate in a state assessment or handle secure assessment materials must be fully trained in assessment security and test administration procedures according to their role and sign this OEAA Assessment Security Compliance Form before participating in administering any of the state's assessments. Each staff member only needs to sign one form per academic year, if involved in the administration of multiple assessments. (Staff roles include, but are not limited to, coordinators, administrative staff, test administrators, proctors, and monitors) TO COMPLETE: 1. Read this form in its entirety. Directions 2. Date and sign the bottom of this page. 3. In the area under Building Information print both school name and district name on the lines provided. If known, provide school and district codes (these codes are found in the Educational Entity Master [EEM]). IMPORTANT: Districts or buildings must keep all completed Security Compliance Forms on file at their district for a period of three years following the assessment window. Do NOT return completed forms to the testing contractor. For complete documentation on required test security practices, policies, and procedures refer to the Assessment Integrity Guide. I, the undersigned, do certify and attest to all of the following: 1. I have been trained in assessment security as pertaining to my role. 2. I have received training on the appropriate procedures and administration of the state assessments. 3. I have read the information and applicable instructions provided in the manual, directions, and any other documentation for the assessment(s) I am involved with and I agree to follow these procedures as they pertain to my role. 4. I understand my obligations concerning the security and confidentiality of these tests. 5. I understand that any deviation from required test administration practices may result in one or more of the following: test invalidation, further investigation, required additional training, and the revocation of authorization to administer the state's assessments. I also understand that the local school district may also impose reprimands and sanctions according to local district policies. 6. I am aware of my obligation to report any suspected violations of test security. 7. I have not and will not keep, copy, reproduce, paraphrase, distribute, review, or discuss any test materials that have not been released via posting on the OEAA web page (www.michigan. gov/oeaa) by the Michigan Department of Education (MDE). 8. I will not use test items, test booklets/answer sheets, or any of the information contained in an assessment to review/prepare students for a test unless and until it is released via posting on the OEAA web page (www.michigan.gov/oeaa) by the MDE. 1 86 MI-Access Functional Independence (FI) Test Administration Manual OEAA ASSESSMENT SECURITY COMPLIANCE FORM Appendices Appendix C (continued) Assessment Security Compliance Form page 2 MICHIGAN DEPARTMENT OF EDUCATION Office of Educational Assessment and Accountability 9. I will not alter or influence students' responses in any manner (indicate answers, point out rationale, prompt, etc.) 10. I will not disclose individual student test scores or test performance data to unauthorized persons. 11. I will keep embargoed data secure until the public release of testing data by the MDE. Date: Signature: Printed Name: School Year: Building Information School Name: District Name: School Code: District Code: Note: Electronic copies of the Assessment Integrity Guide and assessment administrator documentation (including manuals, training materials, directions) are available on the OEAA web page (www.michigan.gov/oeaa). For further information, contact the Michigan Department of Education, Office of Educational Assessment and Accountability (OEAA), 608 W. Allegan St., P.O. Box 30008, Lansing, MI, 48909, call toll-free 877-560-8378, or e-mail mde-oeaa@ michigan.gov. 2 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 87 Barcode Label Area Barcode Label Area Barcode Label Area Appendices Appendix C (continued) FI Form Samples Barcode Label Area Funded by the Michigan Department of Education and the U.S. Education Department. Barcode Label Area Funded by the Michigan Department of Education and the U.S. Education Department. Barcode Label Area Funded by the Michigan Department of Education and the U.S. Education Department. FI Answer Documents Student Answer Document TM SPRING 2021 Grade 11 Functional Independence Social Studies Place student PreID barcode label here. If missing, there may be a $10 fee for processing. MARKING INSTRUCTIONS Correct ~» Incorrect ` ` ` ` YOU MUST USE A NO. 2 PENCIL TO COMPLETE ALL SECTIONS. 1. Print Student, Teacher, School, and District Information Student Name: Teacher Name: School: District: Date of Assessment: 2. Birth Date Month Day Year ` Jan ` Feb ` Mar 0000 ` Apr 1111 ` May 2292 ` Jun 33 3 ` Jul 44 ` Aug 5 5 ` Sep 6 6 ` Oct 7 7 ` Nov ` Dec 88 99 3. Research Codes I II 11 22 33 44 55 66 77 88 99 4. Assessment 5. Notes Accommodations Mark ALL that apply. a. Prohibited Behavior and See Manual for Nonstandard AccomSmeoedMataionnu/aSl ufoprpsopret cific definitions. specific definitions. specificredqeufiirneitiaonnsIn. cident Report. See the ` Reader MI-Access Test Administration Manual ` Audio CD for information about how to submit an ` Enlarged Print Incident Report. ` Other b. Homeschooled data must be indicated in MSDS or the Secure Site. See the MI-Access Test Administration Manual for information about how to submit homeschooled data. 6. Form Number PPrriinntt athnedfMoramrknumber in the box and mark the corresponding bubble. FISS- REQUIRED: The correct form number must be marked in order for the assessment to be scored correctly. The form number may be found in the upper right-hand corner of the booklet cover. Grade 11 ` FISS-111 Braille ` FISS-119 Emergency ` FISS-11EM (OVER) Student Answer Document TM SPRING 2021 Grades 3-8 Functional Independence Mathematics & 11 Place student PreID barcode label here. If missing, there may be a $10 fee for processing. MARKING INSTRUCTIONS Correct ~» Incorrect ` ` ` ` YOU MUST USE A NO. 2 PENCIL TO COMPLETE ALL SECTIONS. 1. Print Student, Teacher, School, and District Information Student Name: Teacher Name: School: District: Date of Assessment: 2. Birth Date Month Day Year ` Jan ` Feb ` Mar 0000 ` Apr 1111 ` May 2292 ` Jun 33 3 ` Jul 44 ` Aug 5 5 ` Sep 6 6 ` Oct 7 7 ` Nov 8 8 ` Dec 9 9 3. Research Codes I II 11 22 33 44 55 66 77 88 99 4. Assessment 5. Notes Accommodations Mark ALL that apply. a. Prohibited Behavior and See Manual for specific definitions. specificNreodqenufsiirnteaitniaodnnasIrn.dcAidcecnotmRSmeepoeodrMat.taiSonenue/aSltuhfoperpsopret cific definitions. ` Reader MI-Access Test Administration Manual ` Audio CD for information about how to submit an ` Enlarged Print Incident Report. ` Other b. Homeschooled data must be indicated in MSDS or the Secure Site. See the MI-Access Test Administration Manual for information about how to submit homeschooled data. 6. Form Number FIM- Print the form number in the box and mark the corresponding bubble below. Print and Mark REQUIRED: The correct form number must be marked in order for the assessment to be scored correctly. The form number may be found in the upper right-hand corner of the booklet cover. Grade 3 ` FIM-31 Braille ` FIM-39 Emergency ` FIM-3EM Grade 4 ` FIM-41 Braille ` FIM-49 Emergency ` FIM-4EM Grade 5 ` FIM-51 Braille ` FIM-59 Emergency ` FIM-5EM Grade 6 ` FIM-61 Braille ` FIM-69 Emergency ` FIM-6EM Grade 7 ` FIM-71 Braille ` FIM-79 Emergency ` FIM-7EM Grade 8 ` FIM-81 Braille ` FIM-89 Emergency ` FIM-8EM Grade 11 ` FIM-111 Braille ` FIM-119 Emergency ` FIM-11EM (OVER) Student Answer Document TM SPRING 2021 Functional Independence Science Grade 4 Place student PreID barcode label here. If missing, there may be a $10 fee for processing. MARKING INSTRUCTIONS Correct ~» Incorrect ` ` ` ` YOU MUST USE A NO. 2 PENCIL TO COMPLETE ALL SECTIONS. 1. Print Student, Teacher, School, and District Information Student Name: Teacher Name: School: District: Date of Assessment: 2. Birth Date Month Day Year ` Jan ` Feb ` Mar 0000 ` Apr 1111 ` May 2292 ` Jun 33 3 ` Jul 44 ` Aug 5 5 ` Sep 6 6 ` Oct 7 7 ` Nov 8 8 ` Dec 9 9 3. Research Codes I II 11 22 33 44 55 66 77 88 99 4. Assessment 5. Notes Accommodations Mark ALL that apply. a. Prohibited Behavior and See Manual for specific definitions. specificNreodqenufsiirnteaitniaodnnasIrn.dcAidcecnotmRSmeepoeodrMat.taiSonenue/aSltuhfoperpsopret cific definitions. ` Reader MI-Access Test Administration Manual ` Audio CD for information about how to submit an ` Enlarged Print Incident Report. ` Other b. Homeschooled data must be indicated in MSDS or the Secure Site. See the MI-Access Test Administration Manual for information about how to submit homeschooled data. 6. Form Number PPrriinntt tahnedfMoramrknumber in the box and mark the corresponding bubble. FIS- REQUIRED: The correct form number must be marked in order for the assessment to be scored correctly. The form number may be found in the upper right-hand corner of the booklet cover. Grade 4 ` FIS-41 Braille ` FIS-49 Emergency ` FIS-4EM (OVER) 88 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendix C (continued) FI Audio CD sample label Functional Independence Accessing Print and Using Language & Expressing Ideas FIAE-41 Use with Grade 4: ELA: Forms FIA-41 & FIE-41 Spring 2021 TM Copyright © 2021 State Administrative Board State of Michigan xx Minutes www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 89 Appendices Appendix D MI-Access FI Administration Flowchart Spring 2021 MI-Access FI Assessment Administration Flow Chart Paper/Pencil Test Administration Student-Facing Online Test Administration Receive and inventory all paper test materials Create/Manage Test Sessions in DRC Insight Portal Review material and schedule assessment times Distribute Student Test Tickets to test administrators Test Administration - April 12 to June 4, 2021 Students mark ALL responses directly in the test booklet except Expressing Ideas, which is on EI Answer Document Test Administrators transfer student responses from the booklet to the answer document Assemble all testing materials for return shipment Include ELA: Expressing Ideas Answer Documents Return Shipment on or before June 9, 2021 Note: See FI Test Administration Manual for return instructions Test Administrators log student into DRC Insight Portal test engine Student records responses to test in the student-facing online test ELA: Expressing Ideas (Writing/Drawing) must be completed with paper! Test Administrators must submit test for a student Test submission deadline is June 4, 2021 (by 4:00 PM) 90 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendix D (continued) Return Materials Packing Diagram MI-Access Packing and Shipping Diagram for Returning Test Materials to Measurement Incorporated · Fill extra space with paper if needed. · Block out or remove old shipping labels. Top of Box Package return materials in the following sequence Special Handling Envelope(s) (if used includes) WORD PROCESSED Pages inside Answer Document DAMAGED materials Used Answer Documents marked "DO NOT SCORE" Fill in the appropriate information on the front of the Special Handling Envelope. Group by content area Return Shipping deadline June 9, 2021 Used Answer Documents for Functional Independence Gold Divider Sheet All Used and Unused Secure Materials: · Assessment Administrator Booklets (SI/P) · Assessment Booklets (FI) · Listening Scripts · Picture Cards (SI/P) · Accommodated Assessment Materials (FI ONLY) Do not return: · Security Compliance Forms · Unused Answer Documents · Scoring Documents for SI/P Apply FedEx airbill to box FedEx will provide labels for any other boxes if needed FedEx Air Bill MI-Access Box _of _ Bottom of Box [Original Shipping Box] Apply numbered yellow Materials Return Labels to the tops of all boxes www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 91 Appendices Appendix E Passage Readability: ELA: Accessing Print and Using Language The readability target for all narrative, expository, and functional reading passages has been determined by the professional judgment of the MI-Access Functional Independence Assessment Plan Writing Team, item writers, content editors, and item-review committees composed of Michigan educators. In addition, the Degrees of Reading Power® (DRP®) software has been used to analyze the difficulty levels of passages. All Text Comprehension passages are written to approximate the following word count and DRP ranges: Grades Difficulty Level Narrative Length (number of words) Informational/ Functional Length (number of words) 3 4/5 6/7/8 11 3545 DRP units 4050 DRP units 4555 DRP units 5060 DRP units 200275 225300 250325 275350 100175 150225 200275 250325 Readability is a systematic method--typically embodied in one formula or another--of quantifying the differences that educators intuitively know exist in written materials. While there are many different formulas for measuring readability (for example Dale-Chall, Flesch-Kincaid), all or nearly all include the following features of text: word length, sentence length, and the frequency of word use in the language as a whole. This last feature, referred to as word frequency, can be known from the many counts of words in English that have been made over the years. While many of these features are related to one another--for example, the tendency of shorter words to also be words that occur with higher frequency--each feature makes its own contribution to the various formulas and, therefore, to the measures that each formula provides of readability. While the many formulas share features in common, each has been developed to serve slightly different purposes. The DRP approach to readability makes use of many of the surface, countable features of text mentioned above to measure readability. DRP readability values reflect the important features of text that will interact with a student's reading ability to determine the likelihood of success in reading comprehension. Because DRP values are based upon such things as word length, word frequency, and sentence length, they also reflect the semantic (vocabulary) and syntactic challenges that students will confront and will need to master if they are to become successful readers. In order to illustrate the DRP readability scale, the table below provides selected titles that might be used at various MI-Access Functional Independence grade levels, along with their DRP readability values. The selections are mostly award winners, popular titles, and newer copyrights. 92 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendix E (continued) Grades /Difficulty Levels Grades Difficulty Levels Selections 33 DRP units One Fish, Two Fish, Red Fish, Blue Fish, Dr. Seuss 3 37 DRP units Clifford, the Big Red Dog, Bridwell 41 DRP units Frog and Toad Together, Lobel (Newbery Honor) Strong to the Hoop, Coy (32 pgs) 42 DRP units What a Trip, Amber Brown, Danziger Teach Us, Amelia Bedelia, Parish Tales of a Fourth Grade Nothing, Blume 4/5 45 DRP units Train to Somewhere, Bunting (Children's Notable--Middle Readers) Superfudge, Blume 48 DRP units Because of Winn-Dixie, DiCamillo The Middle Moffat, Estes (Newbery Honor) 47 DRP units Toning the Sweep, Johnson (Coretta Scott King Award) Somewhere in the Darkness, Myers (Boston Globe-Horn Honor, Coretta Scott King Honor, Newbery Honor) 6/7/8 49 DRP units Holes, Sachar (Boston Globe-Horn Award, National Book Award, Newbery Medal) My Louisiana Sky, Holt (Boston Globe-Horn Honor, Children's Notable-- Older Readers, Josette Frank Award) 53 DRP units A Girl Named Disaster, Farmer (Newbery Honor) Postcards from No Man's Land, Chambers (Michael L. Printz Award) 48 DRP units The Cuckoo's Child, Freeman (Children's Book Award) Miracle's Boy, Woodson 11 52 DRP units Before We Were Free, Freeman (Children's Notable--Older Readers) Hope Was Here, Bauer (National Book Award) 55 DRP units The Amber Spyglass, Pullman (Children's Notable--Older Readers) Kit's Law, Morrissey (Alex Award) www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 93 Appendices Appendix F ELA: Expressing Ideas Scoring Rubric Scoring Rubric - Grades 38, and 11 Writing Drawing 4 The writing focuses on the topic. The topic The drawing focuses on the topic. Pertinent details may not be explicitly stated, but can be easily and/or examples based on the student's prior knowl- inferred by the reader. The text includes appro- edge and experience are (1) clearly present in the priate details and/or examples based on the stu- drawing, (2) present in the drawing and enhanced dent's prior knowledge and experience. There is through written explanation by the student and/ a clear organizational structure with transitions or oral explanation transcribed by the assessment between ideas, resulting in a unified whole. The administrator, or (3) provided solely through written writing demonstrates use of mostly precise word and/or transcribed oral explanation. The visual text choice and syntax. Errors in language conven- presents a logical organization and arrangement of tions (e.g., grammar, spelling, punctuation, and figures. Errors in language and visual conventions capitalization) do not interfere with understand- (e.g., composition, perspective, shape, and clarity) do ing. not interfere with understanding. 3 The writing is mostly on topic. The topic may The drawing is mostly on topic. Some details and/ or not be explicitly stated, but can be inferred with examples are (1) present in the drawing, (2) mostly little effort by the reader. There is some develop- present in the drawing and supported through writment of the topic with appropriate details and/ ten and/or transcribed oral explanation, or (3) are or examples. The text reflects a mostly organized provided solely through written and/or transcribed structure and may include transitions between oral explanation. The visual text presents an attempt ideas. The writing demonstrates some attention at logical organization and arrangement of figures. to word choice and syntax. Errors in language Errors in language and visual conventions (e.g., comconventions (e.g., grammar, spelling, punctua- position, perspective, shape, and clarity) may slightly tion, and capitalization) may slightly interfere interfere with understanding. with understanding. 2 The writing is somewhat on topic. If not explic- The drawing is somewhat on topic, but is developed itly stated, the topic may not be easily inferred. with limited details and/or examples that are (1) There is limited development with simplistic present in the drawing, (2) present in the drawing details and/or examples. The focus may wander. and supported through minimal written and/or The writing lacks a clear organizational structure transcribed oral explanation, or (3) presented sole- and ideas may be repetitive. Errors in language ly through minimal written and/or transcribed oral conventions (e.g., grammar, spelling, punctua- explanation. The visual text lacks a clear structure tion, and capitalization) may make understand- and arrangement of figures. Errors in language and ing difficult. visual conventions (e.g., composition, perspective, shape, and clarity) may make understanding difficult. 1 The writing shows some evidence of an attempt The drawing shows some evidence of an attempt to respond to the prompt, although there is to respond to the prompt, yet it presents little or little or no development of the topic and little no development of the topic and is supported with direction. The vocabulary may be limited to one little to no written or transcribed oral explanation. or two words, not a complete sentence. The text The visual text lacks direction or organization. Errors may show minimal sound/letter correspondence in language and/or visual conventions (e.g., com- and use of language conventions. Errors may position, perspective, shape, and clarity) may make make understanding nearly impossible. understanding nearly impossible. Not ratable if: A Off topic, B Illegible, C Written in a language other than English, D Blank/Refused to respond 94 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendix G List of Important Dates TM Spring 2021 MI-Access List of Important Dates Start 10/20/20 01/06/21 End 11/24/20 02/17/21 Task/Activity Online waiver window request waiver to administer paper/pencil by 5 p.m. Initial Material Order window (all grades) by 5 p.m. Mode PP PP 01/06/21 02/17/21 Pre-identification of students for barcodes labels by 5 p.m. PP 01/06/21 02/23/21 Online test session setup in the OEAA Secure Site by 5 p.m. OL 01/06/21 06/03/21 Pre-identification of students by 5 p.m. Both 1/06/21 06/03/21 Off-Site Test Administration Request Both 01/14/21 03/03/21 03/05/21 03/29/21 03/05/21 03/03/21 06/04/21 03/31/21 Alternate Insight Availability Request Online District and Building Coordinator Training WebEx - DRC INISIGHT Portal (formly known as eDIRECT) and Test Setup at 10 a.m. recording available 03/04/21 Create/Manage Online Test Sessions and assign Universal Tools, Designated Supports, and Accommodations in DRC INSIGHT Portal (formerly eDIRECT) Materials arrive in schools (all grades) OL OL OL Both 04/08/21 04/12/21 04/12/21 04/14/21 06/01/21 Additional Materials Order Window (closes at noon) 06/04/21 Test Administration Window 06/04/21 P/SI Online Answer Document score entry by 4 p.m. TBD Preliminary Reports (within 48 hours of online test submission) PP Both Both OL 06/02/21 06/09/21 Return of Materials Deadline PP June 2021 June 2021 June 2021 June 2021 Accountable Students Enrolled and Demographics - watch Spotlight for details Answer Documents Received - watch Spotlight for details Both Both June 2021 June 2021 Students Not Tested watch Spotlight for details Both June 2021 June 2021 Submitted Issues for Answer Documents - watch Spotlight for details Both TBD TBD Final Reports - watch Spotlight for details Both Watch the weekly Spotlight on Student Assessment and Accountability (www.michigan.gov/mde-spotlight) for updates and additional information. See the Change Log on the following page for a list of changes made to the table.. March 23, 2021 1 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 95 Appendices Appendix H MI-Access Incident Reporting Guide Any testing irregularities that occur before, during, or after testing must be reported to the Office of Educational Assessment and Accountability (OEAA) within two school days. It is required that all incident reports are reported; do not neglect to report an incident even if more than two school days have passed since you were aware of the incident. This table identifies the incident categories and sub-categories that are used in the Secure Site Incident Reporting tool and provides sample scenarios for each category or sub-category. You will find detailed information on how to access and use the tool at the Secure Site Incident Reporting tool (www.michigan.gov/documents/mde/Incident_Reporting_520328_7.pdf). Incident Category: Test Not Completed Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Test submitted prior to completion Student accidentally ends/submits the test without answering all questions If 5 or fewer questions have been answered, contact the Call Center at 1-877-560-8378 Option 2. N/A If more than 5 questions have been answered, an Incident Report is required. Incident Report Required/ Optional Online: Required if more than 5 item responses Paper/Pencil: N/A Student became ill Student becomes ill and goes home before finishing a test Pause and Exit test (do not End test). Resume testing with the original test ticket in a makeup session. Collect test materials and flag the last question answered. Resume testing when/if student returns. Online: Optional Paper/Pencil: Optional Student was removed from school by parent/ guardian Student is removed from class by a parent or guardian during the test administration Pause and Exit test (do not End test). Resume testing with the original test ticket in a makeup session. Collect test materials and flag the last question answered. Resume testing when/if student returns. Online: No Incident Report Necessary Paper/Pencil: No Incident Report Necessary 96 MI-Access Functional Independence (FI) Test Administration Manual Appendices Incident Category: Test Not Completed Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Student moved from school Do Not Score requested Student transfers or moves from school with an incomplete content area test Note: Be prepared to accept a phone call from student's receiving school requesting information on test completion and needed accommodations or designated supports. Submit an incident report with request for test to be marked Do Not Score. Mark the answer document Do Not Score and return it in the Special Handling Envelope. Student has taken (or logged into) incorrect assessment (took M-STEP instead of MI-Access assessment) Note: A student who begins a test and subsequently becomes ill does not meet the requirements for the test to be marked Do Not Score. Submit incident report with request for the test to be marked Do Not Score . Mark the answer document Do Not Score across the front and return in the Special Handling envelope. Submit an Incident Report documenting the Do Not Score request Incident Report Required/ Optional Online: Required Paper/Pencil: Required Online: Required Paper/Pencil: Required www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 97 Appendices Incident Category: Accommodation/Designated support Issue Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Incident Report Required/ Optional Designated support/required accommodation not provided Student is not provided appropriate designated support or accommodations Test misadministration. Submit an Incident Report. For students with an IEP or Section 504 plan that requires the missing designated support or accommodation: A new test with appropriate designated support or accommodation may be administered with: · notification to and approval of parents or guardians · documentation provided that identifies required designated support or accommodation (such as IEP plan) For students who do not have an IEP or Section 504 plan that requires the missing designated support: A new test with appropriate designated support may be administered with: · notification to and approval of parents or guardians · signed documentation from the person responsible for day-today instruction in the content area affirming the student's daily use of the designated support during regular instruction Test misadministration. Submit an Incident Report. Emergency test with appropriate designated support or accommodation may be administered with notification to and approval of parents or guardians. Online: Required Paper/Pencil: Required Original answer document must be marked Do Not Score and returned in the orange Special Handling Envelope. 98 MI-Access Functional Independence (FI) Test Administration Manual Appendices Incident Category: Accommodation/Designated support Issue Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Incident Report Required/ Optional Mark the student's test as Nonstandard Accommodation on the answer document and return with scorable materials. The student's test is invalidated. Nonstandard designated support/ accommodation provided Nonstandard accommodation provided (Refer to the "Nonstandard Accommodations" information on page 33 of this manual.) The student's test is invalidated. Inform parents or guardians. Submit an Incident Report-- working with the OEAA, in some cases students may be able to retest with the appropriate accommodation, if the student's parents and school agree it is in the best interest of the student. Perform an internal investigation as needed and keep the resulting documentation on file, as Nonstandard Accommodations may be appealed during the Answer Document Verification window. Inform the parent or guardian. Submit an Incident Report-- working with the OEAA, in some cases students may be able to retest with the appropriate accommodation, if the student's parents and school agree it is in the best interest of the student. Perform an internal investigation as needed and keep the resulting documentation on file as Nonstandard Accommodations may be appealed during the Answer Document Verification window. Online: Required Paper/Pencil: Required www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov 99 Appendices Incident Category: Misadministration Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Wrong test administered Wrong test ticket used Part missed or not administered Student is administered the incorrect test (for example, an M-STEP test instead of a MI-Access test) Student is issued wrong test ticket and begins the test Student is not administered one part of a test Inform parents or guardians. Students must be assigned to the correct test in the Secure Site and the appropriate test must be given in order to be included in accountability calculations. Submit an Incident Report--the test will be marked Do Not Score. Stop the test as soon as the error is identified. Pause and Exit the test (do not End the test). Submit an Incident Report. If it is identified within the testing window, administer the test. If it is past the testing window, submit an Incident Report. The test may not be administered. Inform parents or guardians. Mark the answer document with Do Not Score and return in the orange Special Handling Envelope. Student must be given the correct test in order to be included in accountability calculations -- material orders should be ordered on the Secure Site using the normal additional material order process. N/A If it is identified within the testing window, administer the test. If it is not identified within the testing window, submit an Incident Report. The test may not be administered. Incident Report Required/ Optional Online: Required Paper/Pencil: Required Online: Required Paper/Pencil: N/A Online: Optional Paper/Pencil: Optional 100 MI-Access Functional Independence (FI) Test Administration Manual Appendices Incident Category: Misadministration Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Incident Report Required/ Optional Wrong answer document used Assessment Administrator uses wrong answer N/A document when testing If the wrong answer document is the correct grade and test, but has a wrong barcode label, then a new correct barcode label should be printed and affixed. An Incident Report is not required. If the answer document is the wrong grade and/ or content, then mark the wrong answer document(s) used with Do Not Score and return in the orange Special Handling Envelope. Submit an Incident Report. Online: N/A Paper/Pencil: Optional Other Other misadministration not previously listed Submit an Incident Report working with the OEAA, the district may be able to quickly resolve issues. Submit an Incident Report working with the OEAA, the district may be able to quickly resolve issues. Online: Required Paper/Pencil: Required 101 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov Appendices Incident Category: Building Emergency Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Incident Report Required/ Optional Building emergency Building emergency occurs during the test and requires student(s) to leave the room or otherwise interrupts testing Address the building emergency--pause tests as appropriate/ possible. Submit an Incident Report. Address the building emergency--secure test materials as appropriate/ possible. Submit an Incident Report. Online: Required Paper/Pencil: Required Incident Category: Prohibited Behavior Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Incident Report Required/ Optional Electronics/social media Student(s) taking photos of test items, use of social media during testing. The student's test will be marked Prohibited Behavior and invalidated. Inform parents or guardians. Perform internal investigation as needed and keep resulting documentation on file as Prohibited Behaviors may be appealed during the Answer Document Verification window. Submit an Incident Report. Inform parents or guardians. Perform internal investigation as needed and keep resulting documentation on file as Prohibited Behaviors may be appealed during the Answer Document Verification window. Submit an Incident Report. Online: Required Paper/Pencil: Required 102 MI-Access Functional Independence (FI) Test Administration Manual Appendices Incident Category: Prohibited Behavior Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers Incident Report Required/ Optional Other Disruptive behaviors impacting test session/ completion or cheating Note: The use of nonpermitted tools results in test invalidation. Students engaged in disruptive or egregious behavior must be removed from the testing room. Where feasible, students are to be redirected and allowed to continue testing. Students engaged in prohibited behavior need not be removed from the testing room unless they are affecting other students. The student's test will be marked Prohibited Behavior and invalidated. Inform parents or guardians. Perform internal investigation as needed and keep resulting documentation on file, as Prohibited Behaviors may be appealed during the Answer Document Verification window. Submit an Incident Report. Students engaged in disruptive or egregious behavior must be removed from the testing room. Where feasible, students should be redirected and allowed to continue testing. Students engaged in prohibited behavior need not be removed from the testing room unless they are affecting other students. The student's test will be marked Prohibited Behavior and invalidated. Inform parents or guardians. Perform internal investigation as needed and keep resulting documentation on file, as Prohibited Behaviors may be appealed during the Answer Document Verification window. Submit an Incident Report. Online: Required Paper/Pencil: Required 103 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov Appendices Incident Category: Technical Problems with Online Testing Incident Sub-Category Scenario Response for Online Testers Response for Incident Report Paper/Pencil Required/ Testers Optional Student(s) has repeated disconnections during testing session Repeated disconnections Entire classroom has repeated disconnections during testing session INSIGHT freezing, crashing, or not advancing INSIGHT stops working and the student(s) cannot continue testing Contact local tech support. Tech support can contact DRC Customer Support if they need additional N/A help to resolve the matter. Submit an Incident Report. Contact local tech support. Tech support can contact DRC Customer Support if they need additional N/A help to resolve the matter. Submit an Incident Report. Contact local tech support. Tech support can contact DRC Customer Support if they need additional N/A help to resolve the matter. Submit an Incident Report. Online: Optional Paper/Pencil: N/A Online: Optional Paper/Pencil: N/A Online: Optional Paper/Pencil: N/A 104 MI-Access Functional Independence (FI) Test Administration Manual Appendices Incident Category: Technical Problems with Online Testing Incident Sub-Category Scenario Response for Online Testers Response for Incident Report Paper/Pencil Required/ Testers Optional Instruct the student to answer as best An item on the test they are able. is not functioning Submit an Incident as expected; for Report with the Item functionality example, the test and question N/A student believes number (if known), the correct answer and computer used cannot be selected for testing (Windows PC, Mac, iPad, Chromebook). Hardware failure If the problem is with just one computer, move the student to another computer and resume testing. If the problem Power outage, can be resolved in internet connection sufficient time to interrupted through complete testing N/A local error, stolen (restore power or computers internet connection), continue testing another time or day. If online testing becomes impossible, file an Incident Report. Other Use this category if your technical problem does not conform to the listed technical issues. Contact your local IT staff; if further support is required, contact DRC Customer Support. N/A Online: Required Paper/Pencil: N/A Online: Required IF it is necessary to move to emergency paper forms; otherwise optional Paper/Pencil: N/A Online: Optional Paper/Pencil: N/A 105 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov Appendices Incident Sub-Category Answer document damaged, defective, or lost Incident Category: Materials Scenario Response for Online Testers Response for Paper/ IR Required/ Pencil Testers Optional Answer document becomes damaged in such a way that will impact scanning--ripped, N/A torn; is defective upon arrival; or is lost during test administration. Assessment Administer must transcribe the all responses from the original answer document to a new answer document. If the Expressing Ideas answer document is damaged, follow the rules for scribing (see page 32). All responses must be transcribed exactly as they were recorded the original answer document in a oneon-one proctored session. Print and affix a bar code label to the new answer document and return with the scorable materials. Online: N/A Paper/Pencil: Optional Original answer document must be marked Do Not Score and be returned in the Orange Special Handling Envelope. Note: Materials with biohazards are should not be returned. Any secure material with biohazardous material should be securely destroyed. 106 MI-Access Functional Independence (FI) Test Administration Manual Appendices Incident Sub-Category Other Incident Category: Other Scenario Response for Online Testers Response for Paper/Pencil Testers Use this category only if an incident occurs that does not fit into the listed categories. Varies Varies IR Required/ Optional Online: Optional Paper/Pencil: Optional Incident Category: Staff Unethical Incident Sub-Category Scenario Response for Online Testers Response for Paper/Pencil Testers IR Required/ Optional Staff Unethical District administration or management company must report an incident involving inappropriate test administration practices of District/ Building Coordinators or Building Administration Note: When using this category, only the incident report submitter and anyone identified in the CC field of the report will receive notification of progress of this incident. Submit an Incident Report working with the OEAA, the district may be able to quickly resolve issues. Submit an Incident Report working with the OEAA, the district may be able to quickly resolve issues. Online: Required Paper/Pencil: Required 107 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov Appendices Incident Sub-Category COVID-Related Incident Category: COVID-Related Scenario Response for Online Testers Response for Paper/Pencil Testers Any COVID-related issue that does not conform to any other incident category Note: School closures should be submitted on the School Closings page of the OEAA Secure Site. Not Tested Issues should be submitted during the Accountable Students window. Varies Varies IR Required/ Optional Online: Optional Paper/ Pencil: Optional 108 MI-Access Functional Independence (FI) Test Administration Manual Appendices The Michigan Department of Education has its updated incident reporting requirements to ensure accurate and valid student-level assessment data for the specific situations described below. The requirements cover situations in which a student: · becomes ill and leaves school early due to illness on the day that the test was completed and submitted · spends fewer than 15 minutes testing and submits a test These tests can be regenerated if the incident report is submitted on the date of the incident (by 11:59 PM) and parent permission is documented. If it is not possible to obtain documentation of parent permission on the date of the incident, the school must submit the incident report on the date of occurrence and provide documentation of parent permission subsequently. Regeneration of any test for any of these listed reasons will only occur once. For example, if a student becomes ill and goes home on one test day, the test is regenerated; then, if the student spends less than 15 minutes on the test on the next test day, the second test will not be regenerated. Incidents Requiring Immediate Action (must be submitted by 11:59 PM on the date of occurrence) Incident Category Test Not Completed Incident Sub- Category Student became ill Scenario Student becomes ill, completes and submits test, and then goes home from school sick Response for Online Testers Submit an Incident Report on the date of occurrence by 11:59 PM requesting regeneration Gather documentation that verifies: · Parent permission to retest (use form provided in OEAA Secure Site) · Student left school early due to illness Response for Paper/ Pencil Testers IR Required/ Optional Online: Optional N/A Paper/Pencil: N/A Misadministration Other Submit an Incident Report on the date Student of occurrence by submits test 11:59 PM requesting after spending regeneration fewer than Gather N/A 15 minutes documentation testing in one that verifies parent test session permission to retest (use form provided in OEAA Secure Site) Online: Optional Paper/Pencil: N/A 109 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov Appendices Appendix I MI-Access Resources A number of resources are available on the MI-Access web page; these links allow quick and easy reference for some of them. MI-Access Web page www.michigan.gov/mi-access Current Assessment Administration · Spring 2021 Flexibilities for Statewide Summative Assessment - pending · MI-Access List of Important dates · Guide to State Assessments · Assessment Integrity Guide · Security Compliance Form · DRC INSIGHT Portal Support and Documentation Student Supports and Accommodations · Frequently Asked Questions · Student Supports and Accommodations Table · Online-Paper Pencil Supports and Accommodations · Scribe Protocol may be found in the Supports and Accommodations Guidance Document Functional Independence · FI Expressing Ideas Scoring Guides Professional Development · Assessment Coordinator Training Guide · Assessment Selection Guidance - Interactive Decision-Making Tool · Assessment Selection Guidelines Training · Assessment Coordinator Training Guide · New Test Coordinator Resources · FI Online Tools Training · Secure Site Training and Resource Materials General Information · Michigan Assessment System · MI-Access - What it is, What it Means, and What it Offers · Spotlight on Assessment and Accountability Weekly Update 110 MI-Access Functional Independence (FI) Test Administration Manual Appendices Appendix J Change Log Date of Revision 2/26/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 4/1/21 Page Number 95 7 10 thru-out thru-out thru-out thru-out thru-out 16 16 24 96 110 Description of Revision Added updated version of the List of Important Dates document. Updated the COVID-19 section to include references to updated policies and procedures as a result the USED approval of MDE's accountability waiver. Replaced Spring 2021 Testing Schedule for Summative Assessments with updated dates reflective of the Test Window Extension. Replaced references to a seven (7) week testing window to an extended eight (8) week testing window. Extended the end of the MI-Access testing window from May 28, 2021 to June 4, 2021. Extended the Additional Material Order window from May 25, 2021 to June 1, 2021. Extended the Return of Materials deadline from June 2, 2021 to June 9, 2021. Extended the Off-Site Test Administration Request window from May 27, 2021 to June 3, 2021. Provided clarification in the Homebound and Hospitalized Students section in the event students learning from home due to the pandemic return to school for in-person instruction during the testing window. Added a new section to provide policy for Remote Learners and Virtual Schools. Update to Testing Schedules requirement. Schools that previously completed Test Schedules are encouraged, but not required, to recreate Testing Schedules for the Spring 2021 administration only. Updated Appendix H, MI-Access Incident Reporting Guide with updated response in some Incident Sub-Categories and reformatted the table to better associate information provided for the Incidents Requiring Immediate Action. Updated Appendix I, MI-Access Resources to include a new document under development, "Spring 2021 Flexibilities for Statewide Summative Assessment (pending)" to list of resources on MI-Access Web page. 111 www.mi.gov/mi-access · https://www.drcedirect.com FOR HELP, call 1-877-560-8378 or email mde-oeaa@michigan.gov Michigan State Board of Education Ellen Cogen Lipton Tom McMillin Judith Pritchett Pamela Pugh Jason Strayhorn Nikki Snyder Tiffany Tilley Casandra E. Ulbrich Dr. Michael F. Rice State Superintendent Gretchen Whitmer Governor MI-Access Functional Independence (FI) Test Administration Manual (TAM) Office of Educational Assessment and Accountability (OEAA) Phone: 1-877-560-8378 Website: www.michigan.gov/oeaa Email: mde-oeaa@michigan.gov
Courses |
DRC Insight: Sign-In
MDE MI Access
SOM - State of MichiganMDE - OEAA-SecureMDE Secure Site Training
SOM - State of MichiganMDE MI Access
SOM - State of MichiganMDE - BAA-SecureCEPI Ed Entity MasterMDE SpotlightMDE MI AccessMDE oeaaMDE - OEAA-SecureMDE Secure Site Training
Department of EducationDRC Insight: Sign-In
DRC eTesting v2021.02 rev:8301b00SOM - State of Michigan - Page Not FoundMDE - MI-Access