The purpose of the statewide assessments is to understand how well Minnesota students have met the academic standards that educators have determined are essential for all students. Most students can show what they know or can do under standard testing conditions, but for some students with disabilities or special language needs, it’s both fair and appropriate to make adjustments, or accommodations, to the test. These accommodations should reduce or even eliminate the effect of the disability without lowering our expectations for their learning. It is critical that accommodations are selected and implemented in ways that “level the playing field” for students with special needs, yet maintain the integrity of the test so that valid judgments can be made about student learning.

What is an Accommodation ?

Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable access to grade level content for students with special needs. Accommodations provided to a student during state assessments must also be provided during classroom instruction, classroom assessments, and district assessments; however, some instructional accommodations are not appropriate for use on statewide assessments. It’s critical that educators become familiar with state policies regarding the appropriate use of accommodations during assessments. 

Types of Accommodations

There are four types of accommodations.

Making effective decisions about accommodations begins with making sound instructional decisions. These decisions are facilitated by gathering and reviewing information about the student’s specific needs and current levels of performance in relation to state academic standards. It is important to keep in mind that the purpose of accommodations during instruction and assessment is to provide equitable access to the general education curriculum. Careful consideration should be given to each accommodation selected rather than assuming that “more is better” and checking boxes for accommodations that may actually be counterproductive.

This chapter provides additional information about the accommodations that may be considered for students based on identified needs in the areas of presentation, response, setting and timing/scheduling. Students who have an Individualized Education Program (IEP), a 504 Plan, or are identified as LEP are eligible for accommodations. The tables in this chapter provide additional information about the appropriateness of various accommodations for each subgroup of students and each assessment. MDE recognizes that school personnel may consider accommodations that are not included in this chapter that may be entirely appropriate for a particular student and assessment. If you have a special situation not covered by this chapter, you may send a question to mde.testing@state.mn.us or the contact person listed under Students with IEPs (Accommodations) in the front of this manual. 

General Test-Taking Practices Available to All Students

These test-taking practices are available for all students who need them and are not considered accommodations. All of the assessments included in the Minnesota Assessment Program are standardized tests, which should be administered in a standardized fashion unless a student’s IEP team, ESL teacher or 504 Plan specifies one or more accommodations. Accommodations are not available for general education students except when an injury prevents normal responding (see Tables 6 and 7 for specifics). If a practice is not listed below, it is considered an accommodation, and is not allowed for general education students. 

Who is Responsible for Making Decisions Regarding Accommodations?  

All students in public schools should be assessed under NCLB. Three groups of students are eligible for accommodations to these tests, students with IEPs, students with 504 Plans and LEP students.

The purpose of accommodations is to reduce or eliminate the effects of a student’s disability, or in the case of a student identified as LEP, to eliminate barriers to the academic standards caused by language differences. Students with IEPs, 504 Plans, or identified as LEP may be provided with assessment accommodations.

Selecting Appropriate Accommodations

To ensure that students with disabilities are engaged in standards-based instruction and assessment, every IEP team member must be knowledgeable about the state and district academic content standards and assessments. Making effective decisions about the provision of appropriate accommodations begins with making good instructional decisions. Making appropriate instructional decisions is facilitated by gathering and reviewing good information about the student’s disability and present level of performance in relation to local and state academic standards. In essence, the process of making decisions about accommodations is one in which the IEP team members attempt to “level the playing field” so that  students with disabilities can participate in the general education curriculum.

Whether assessment accommodations are provided for students who are identified as LEP, students with 504 Plans, or students who receive special education services, the goal is the same: to reduce or eliminate the effects of the disability or language difference so that students can accurately demonstrate what they know and can do.

The first question asked by those who make accommodation decisions should not be, “What accommodations are available?” This practice does not promote sound decision-making or advance equal opportunities for students to participate in the general education curriculum. In addition, research has demonstrated that more is not necessarily better when it comes to accommodations, and that providing students with accommodations that are not truly needed may have a negative impact on performance.

The better approach when making accommodation decisions is to focus on a student’s identified needs within the general education curriculum. Some examples of questions that should be considered prior to the selection of an accommodation are:

• What accommodations will increase the student’s access to the general education curriculum? What accommodations address the student’s learning needs while reducing the effects of the disability?

The following pages describe accommodations that may be considered by IEP teams, 504 committees and ESL teachers as they make accommodation decisions for students. The accommodations are organized under the headings of presentation, response, setting, and timing/scheduling. These charts are intended for use as a reference, and are not an exhaustive list of possible testing accommodations. If school personnel determine that a student needs a particular accommodation that is not included on these charts, please contact MDE to ensure that the accommodation will not invalidate the specific assessment that will be administered to the student.

Accommodations with the Basic Standards Test (BST)

Minnesota students take three kinds of statewide tests, those that are part of the Title I accountability system, those that are part of the Title III accountability system, and for students who first entered grade 8 before 2005-06, those that are required for graduation (BST Reading, Mathematics and Written Composition). The content of this chapter so far has applied to all of these tests. However, in 2006 some accommodations (e.g., test books translated into Hmong, Somali, Spanish, and Vietnamese) were no longer available for the MCA-IIs. They still exist, however, for the BST retests. In addition, all accommodations are still available to seniors taking a BST. Finally, all of the accommodations and modifications in the 2004-05 Guidelines for Accommodations continue to apply to students who were in grade 8 prior to 2005-06 (see pp. 10-11 of the 2004-05 Guidelines for details and related information). A copy can be found at the Content Archive section of http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner /Policies_Procedures_Guidelines/index.html.

Accommodations for LEP Students

Eligibility of LEP students for testing accommodations is determined by a local district process (Minn. Rule 3501.0100).  Each local district must establish a process to determine an appropriate course of action for testing students whose first language is not English.  District personnel, teachers of LEP students and their parents must be involved in establishing this process.  Districts are encouraged to establish a committee that is representative of their specific LEP populations.  Districts are also encouraged to provide translators, if necessary, to facilitate the involvement of its committee members.

When selecting statewide testing accommodations for an LEP student, the teacher should consider accommodations the student uses in daily instructional/testing situations. Students may require multiple accommodations such as interpreted directions and a small group setting.  Specific accommodations are explained in Table 7.

As with students with IEPs or 504 plans, accommodations that have not previously been used with an LEP student should not be introduced for the first time during a state assessment because they could be distracting or confusing.  If the district wants to provide an accommodation not listed in these guidelines, contact mde.testing@state.mn.us. Item Samplers which familiarize teachers and students with the format and content of the MCA-II and other assessments are available on the MDE Web site.

A collaborative dialogue among ESL teachers, general education teachers and parents and families can help determine what is best for the individual student based on the guidelines listed above and instruction that student is receiving at the classroom level.

If a translator is needed, districts must use a local process to hire someone who is qualified. MDE and Metro ECSU have set up a database of language interpreters at http://www.ecsu.k12.mn.us/interpreter/. Refer to “Translating Test Materials” in Appendix B for more information on translations. In general, for all tests but the mathematics BST, only test directions can be translated.

All translators must sign a Non-Disclosure Form (see Appendix A). Persons planning an oral translation are allowed to see the secure test materials only on the day the test is administered. Persons planning a written translation of a math script are allowed to see the mathematics BST no earlier than 48 hours before the test is administered, and the Test of Written Composition prompt no earlier than 24 hours before the test is administered. Districts should follow the Translations Proceduresfound in Appendix B of this manual. 

Documenting the Use of an Accommodation

Many of the accommodations have a special code that should be entered on the student’s test book or answer book/document. Districts will be able to correct errors that were made when entering these codes at the Student Information Edits Window on PEM’s Web site.  These accommodation codes are used by MDE to help analyze test results. Individual Student Reports and Summary Reports do not report on accommodations used.

It is the IEP team’s responsibility to determine which testing accommodations are needed by a student who receives special education services. For a student who has a disability under IDEA, specific accommodations are annually documented in the IEP prior to testing. Likewise, a 504 team should document in the 504 Plan its decision to use an accommodation. ESL teachers should record the use of accommodations for students identified as LEP.

When Accommodation Codes Conflict

There are some accommodations that can be used together and others that should not or cannot be used together. Some examples of accommodation codes that are not compatible are a Braille book and a Large Print test book, a math MCA-II script and a math MCA-II script read on a CD or a Spanish version of the math BST and a large print version. When using accommodations that involve a translation or large print, make sure that they are compatible and that you fill in the answer book/document accommodation codes correctly. Contact mde.testing@state.mn.us if you have questions.

Are Modifications of a Test Available for Students?

Yes, but only for students taking a Basic Skills Tests, i.e., for students who entered grade 8 prior to 2005-06. When the BSTs were introduced in 1996, the IEP or 504 Team was able to make large adjustments in the testing conditions or even in the test itself, as long as test security was not compromised. These large adjustments, called modifications, change the meaning of the test score. Some examples are setting a lower passing score (before or after the student takes the BST), giving the student a second day of testing, or requiring the student take only part of the test. No modifications are available for the MCA-II or other accountability tests. For further information on modifications for the BST, see the 2004-05 Guidelines for Accommodations in the DAC Corner of the Research and Assessment Website.

Minnesota Test of Academic Skills (MTAS) - alternate assessment

Both NCLB and IDEA 2004 require that all students with disabilities be administered assessments used to hold schools accountable for the academic performance of students. Individualized Education Program (IEP) team members are required to engage in a planning process that addresses:

All Minnesota students, including students with disabilities, must participate in statewide (e.g., MCA-IIs in grades 3-8, 10, and 11) and district-wide assessments. There are some students with significant cognitive disabilities for whom the regular assessment, even with accommodations, is not an appropriate measure of their academic performance. If a student’s IEP team determines that the regular assessment is inappropriate, the student must be administered an alternate assessment linked to grade level academic standards in reading and mathematics. Alternate assessments based on alternate achievement standards, such as the Minnesota Test of Academic Skills (MTAS), represent a reduction in the complexity of the standards. The MTAS will be administered in the spring of 2006-07. The following participation guidelines and the diagram at the end of this chapter describe the process an IEP team uses to determine if a student should participate in MTAS.

For all students who are administered the MTAS, an MCA-II answer book/document should be returned with the MTAS bubble filled in for each subject assessed or the MTAS should be indicated on the Student Information Update located at the PEM Web site prior to testing.

Assessment Decisions for Students with the Most Significant Cognitive Disabilities

It is the Individualized Education Program (IEP) team’s responsibility to determine how each student who receives special education services will participate in the statewide assessment program. In Minnesota, three assessment options for federal accountability requirements under the 2001 Elementary and Secondary Education Act—commonly referred to as NCLB—are currently available for students with IEPs:

IEP teams must first consider whether the MCA-II, with or without accommodations, is an appropriate measure of a student’s academic progress. If the IEP team determines that the MCA-II is not an appropriate measure of the student’s academic progress, and the student meets the requirements established in this document, then it is appropriate that the student be assessed with the MTAS. Care should be taken when making assessment decisions for students served by multiple programs. Additional assessment options are available for students with IEPs who are also identified as Limited English Proficient (LEP). The MTAS may be appropriate for students with 504 plans if they also have an IEP and meet the guidelines specified in this document.

Beginning in spring 2007, the Minnesota Test of Academic Skills (MTAS) will be Minnesota’s alternate assessment based on alternate achievement standards. MTAS is designed for students with the most significant cognitive disabilities and will include performance tasks in mathematics and reading that are linked to grade-level academic content standards, as required by NCLB (20 USC 6311, Sec. 1111, (b)(1)(D)(ii)(I)). The grade-level academic standards are reduced in complexity or modified to reflect prerequisite skills. Alternate achievement standards measure students’ performance on grade-level content standards, but the performances and expected achievement levels have been modified for students wih significant cognitive disabilities. Minnesota educators are participating in the modification of the academic standards and the development of the performance tasks in the MTAS.

Importance of Providing Access to the General Education Curriculum

Students with significant cognitive disabilities should access grade-level standards to the maximum extent appropriate, although the standards may be reduced in complexity or modified to reflect prerequisite skills.  The MTAS will measure the extent to which students with significant cognitive disabilities are making progress in the general education curriculum, and students must be provided an opportunity to develop knowledge and skills that are aligned with the general education curriculum in order for the assessment to be a valid measure.15

Both NCLB 2002 and the Individuals with Disabilities Education Improvement Act 2004 (IDEA) require the curriculum for students with disabilities to access the same grade-level content standards and goals set for all other students, as defined by states for purposes of federal accountability. This requirement does not, however, eliminate the need to provide instruction in functional living skills for students with identified needs in this area.

Federal statute 34 CFR 300.39 (b)(3)(ii) lends further support to the importance of providing access to the general education curriculum by defining special education as “specially designed instruction to meet the unique needs of a child with a disability… to ensure access of the child to the general education curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.”

Guidelines for Determining Student Participation in the MTAS

IDEA assigns responsibility to the state for developing and implementing guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in regular assessments. States’ responsibilities in determining which students are appropriately assessed with an alternate assessment for federal accountability requirements under NCLB are further clarified in Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities: “It is the State’s responsibility to define which students have the most significant cognitive disabilities... [and] to establish clear and appropriate guidelines for IEP teams to use when deciding if an alternate assessment based on alternate achievement standards is justified for an individual child” (p. 23).  The U.S. Department of Education has provided states with the following guidance in defining the term “significant cognitive disabilities”:

Only students with the most significant cognitive disabilities may be assessed based on alternate achievement standards. The regulation does not create a new category of disability. Rather, the Department intended the term ‘students with the most significant cognitive disabilities’ to include that small number of students who are (1) within one or more of the existing categories of disability under IDEA (e.g., autism, multiple disabilities, traumatic brain injury, etc.); and (2) whose cognitive impairments may prevent them from attaining grade-level achievement standards, even with the very best instruction.16

IEP teams should apply these guidelines and their knowledge of the student when making an annual determination about how the student will participate in the state assessment program. If the IEP team determines that the  MCA-II, even with accommodations, is not an appropriate measure of the student’s academic progress, and ALL of the following requirements are met, the student is appropriately assessed with the MTAS.

 

Ordering Accommodations from PEM

The Research and Assessment Division has developed a number of optional forms to help District Assessment Coordinators keep track of accommodations to be ordered from PEM and alternate assessments, including the MTAS in Reading and Mathematics and the MDE Alternate Assessment in Writing. There are two forms for tracking assessments and accommodations for the MCA-IIs and the BSTs, and one form for the MTELL and the TEAE. The most common way to use these forms is to send them to the lead special education or ELL teacher in each school building and have them complete and return them to the District Assessment Coordinator at least a week before it is time to order the tests.  The District Assessment Coordinator compiles the numbers from all the schools before ordering tests for the district. The ordering windows for 2006-07 can be found in Table 9, Testing Timelines for 2006-07, in Chapter 8.

Table 6: Summary of Accommodations for Minnesota Assessments

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Accommodations are available for Minnesota assessments unless otherwise specified. See Table 7 for detailed explanations of each accommodation.  Accommodations must be documented by the IEP or 504 Team before testing begins.

* In some cases a general education student with an injury that prevents normal responding may be allowed to use this response format. The instance must be documented on the Test Administration Report.

Table 7. Accommodations Explained

Explanation of Accommodation	Reading	Math	Writing	TEAE	Code
Assistive Technology refers to technology that is used to maintain, increase or improve the functional capabilities of students with disabilities who take computer-delivered assessments.					AT
A bilingual word-to-word dictionary contains mathematics terms in English and in the first language of a given learner.  In a word-to-word dictionary, no definitions are provided—only direct translations of the mathematics words.  The links below provide online examples of English-Spanish bilingual mathematics dictionaries:    http://www.math2.org/math/spanish/eng-spa.htm http://nw.pima.edu/dmeeks/spandict/ And the following is a link to a multiple language on-line dictionary: http://www.glencoe.com/sec/math/mlg/mlg.php?&letter=d&language Before simply copying one of these in its entirety, two cautions:  A tool such as this is only appropriate for testing if it is a part of the student’s daily mathematics instruction. A bilingual word-to-word dictionary ought to be grade-level appropriate, containing only the words a learner at a given grade should be expected to know. (For example, a fifth grade word-to-word dictionary would likely contain mathematics words children learn in fifth grade as well as words from lower grades.) The K-12 MN Academic Standards in Mathematics list the standards and the benchmarks that Minnesota students should learn in each grade.  The standards, along with district-level curricular documents and teacher input, provide the basis for determining grade-level appropriate mathematics terms. A bilingual word-to-word dictionary is not allowed for the mathematics BST, but is permitted on the MTELL and the mathematics MCA-II.		■			OL
Braille note-taking devices may be used by students competent in their use as determined by the IEP or 504 team.  School testing personnel must transfer answers to a scannable answer book.  See “Transfer of Student Answers to Answer Book” at the end of this table.	■	■	■	■	BR
Braille versions of all paper and pencil tests are available to students who are blind or partially sighted and are competent in the Braille system as determined by the student’s IEP team.  Student responses may be recorded in one of the following ways: in the answer book by a proctor in the test book by the student with a typewriter or word processor by the student dictated to a scribe by the student Braille writer, slate, and stylus used by the student. A regular print version of the Braille tests will be provided at the time of testing to test administrators or proctors working with students.  See “Transfer of Student Answers to Answer Book” at the end of this table.	■	■	■	■	BR
Extended testing time (same day) for the TEAE is available to LEP students on an IEP. Other LEP students must finish the segment(s) on the day they are scheduled.				■	N/A
Large Print Answer Books may be provided for students who need more space to accommodate their large handwriting when completing constructed response items.  Contact PEM (1-800-627-7990 x 824) for information about these special order materials. Also, see “Transfer of Student Answers to Answer Book” at the end of this table.	■	■	■	■	OA
Large Print Test Books are for students with low vision who need a large-print test book to see the test items.  If the student writes responses directly in the test book/document, then the transfer of answers must be documented (including the names of school personnel involved) on the Test Administration Report.  Answers must be transferred accurately.  Written Composition papers must be written in pencil. See the District and School Assessment Coordinator Manual for directions on how schools should return secure test material that won’t be scored (e.g., used Large Print Test Books) to PEM in a special envelope.	■	■	■	■	18 or 24
Magnification or low vision aids may be provided as documented in an IEP or 504 Plan. Examples of low-vision aids are magnifying glasses, electronic magnifiers, cardboard cut-outs, colored paper, and colored overhead transparencies.	■	■	■	■	OA
Mathematics Script on CD or read to student may be provided to Special Education students as documented in the IEP, or to LEP students who need it.  Mathematics scripts are keyed to a Form 1 test book which must be ordered from PEM. Note: PEM supplies CDs for mathematics accommodations.  District Assessment Coordinators making audiocassette copies of the CD must follow the MDE policy Copying Audio Accommodation from CDs found in Appendix B of this Procedures Manual and submit their duplication plans to mde.testing@state.mn.us for approval. This section applies to all math tests including the MTELL.		■			MC or MSor OL
Scratch Paper is only available for students with IEP or 504 Plans. Other students should use the margins and other white space in the test book, but grade 3 students should be very careful not to write over the bubble areas of the MCA-II or TEAE.	■	■		■	OA
Scribes may be provided to students in those rare instances when visual or motor difficulties, including injuries, prevent them from writing their answers. The student’s IEP must document the need for a scribe except in injury situations.  The students should be competent in the use of scribes as determined by the student’s IEP team.  Scribes must be impartial and experienced in transcription. Students must be given time if desired to edit their document. Students do not need to spell out words or provide punctuation. See “Transfer of student answers to Answer Book” at the end of this table. Contact mde.testing@state.mn.us with questions.	■	■	■	■	SC
Segmented test books (BST only; MCA-IIs are already segmented) may be ordered for students who are unable to take the entire test in one sitting.  These tests may be administered only during the designated test day.	■	■			SS
Signed Interpretation of the Mathematics script may be provided for deaf or hard-of-hearing students.  The CD or its script must be used for administration to maintain the validity of the test, which will be Form 1.  Only the literal interpretation is acceptable.		■			OL
Tape recorders may be used by the student to record and edit answers if the student is unable to mark a scannable answer book. See “Transfer of student answers to Answer Book” at the end of this table.	■	■		■	SC
Tape recording and other pre-writing strategies are available in individual testing settings.  Students may record their ideas to assist in pre-writing organization.  The students may replay their dictation as they organize their compositions.  See “Transfer of student answers to Answer Book” at the end of this table.			■	■	SC
Tape recording reading test may be done in individual testing settings.  The student may read the reading test into a tape recorder.  The student may replay the tape as the test is taken.	■			■	MT
Templates to reduce visual print field may be used by students competent in their use.  Templates are not available from the state.	■	■	■	■	OA
Translated Directions (oral, written, or ASL) into first language.	■	■	■	■	TD
Translation of math BST test books (Form 1 only) for students to read may be developed at the district level. Districts should follow the translation policy in Appendix B of this Procedures Manual. The state provides translations in Hmong, Spanish, Somali, and Vietnamese.		■			OL
Translated Mathematics BST Script on CD or read to student may be provided for LEP students who have difficulty with printed or oral material in English.  Translated mathematics scripts on CD are available in English, Hmong, Somali, Spanish, and Vietnamese. The test codes for these are HM, SO, SP, & VT. Districts that develop a written translated script or record such a script on a CD should follow the translation policy in Appendix B. CDs should be used with headphones or in individual situations. Note: PEM supplies scripts and CDs in English for both the mathematics MCA-IIs and BST. It also supplies scripts and CDs in four languages for the mathematics BST.  District Assessment Coordinators who want to make audiocassette copies of a CD should follow the MDE Policy Copying Audio Accommodation from CDs located in Appendix B and submit their duplication plans for approval as indicated.		■			OL
Translation Scribes may be provided to LEP students who write a constructed response in a language other than English for the Mathematics MCA-II. Scribes must be impartial and experienced in translation, and their translation must be transcribed onto the student’s scannable answer document immediately below the native writing. This means the student should be told to leave sufficient room for the scribe to write the translation. The translation must be documented (including the names of school personnel involved) on the Test Administration Report.  Be sure to check the accuracy of all translated answers.  Transcriptions must be written with a #2 pencil.		■			SC
Voice-activated computers may be used by students who are competent in their use as determined by student’s IEP team.  The student must be given the time needed to edit the documents.  Follow the instructions below when submitting written composition papers  that are produced by voice-activated computers: Print the essay. Paste the essay into a scannable answer book so it fits within the text boxes provided. The essays must be trimmed to fit completely within the text box provided in order for the essay to be scanned.  Submit the scannable answer book with the other documents to be scored and flag it with a Post It note. Fill out a Test Administration Report indicating that these steps have been taken.  Include the names of school personnel involved. Note: See “Computers and Statewide Assessments” at the end of this table.	■	■	■	■	CA

Explanation of Accommodation	Reading	Math	Writing	TEAE	Code
Word processors, computers, or similar computerized devices may be used if the IEP or 504 Team determines that a student needs it.* For example, a student may use a portable note taker such as an Alphasmart or related program (such as a spellchecker or word prediction) commonly used in a student’s academic setting if it is included in the IEP and the student has demonstrated competency in its use. However, for the BST Test of Written Composition where spelling and grammar are dimensions considered in the scoring rubric, support programs such as spell checkers or word prediction must not be used in order for the student to be eligible to earn a Pass State (PS).  If such a resource is used, the writing test has been modified and the district will give the student a Pass Individual (PI) designation.  When submitting student responses produced by word processors (an essay from the Test of Written Composition, constructed responses from an MCA-II), Print a copy of the student’s writing. Paste the copy into a scannable answer book so it fits within the text boxes provided. The copy must be trimmed to fit completely within the text box provided in order for the essay to be scanned by PEM. Only the writing that is inside the box will be scored. Submit the scannable answer book with the other documents to be scored and flag it with a Post It note. Fill out a Test Administration Report with the names of school personnel involved indicating that these steps have been taken. See “Computers and statewide assessments” and “Transfer of student answers to Answer Book” at the end of this table. *In some cases a general education student with an injury may be allowed to use a word processor. These cases must be documented in the Test Administration Report	■	■	■	■	CA

Computers and statewide assessments. The student’s IEP or 504 Team determines the student’s need for computer-assisted testing for presenting test items, collecting student responses, or both. These decisions should be documented in the IEP or 504 Plan. When a computer is provided:

Computer lab connections must allow individual students to test at their own pace and return to previous items where allowed. 

Transfer of student answers to Answer Book.  Student writing must be transcribed accurately, without edits and in #2 pencil, to the regular scannable answer book. Be sure to check the accuracy of all transcribed answers.  Give the student a chance to edit if desired and when allowed. Testing personnel must fill in student demographic information on the answer book.  Transcription of answers must be documented (including the names of school personnel involved) on the Test Administration Report.