Spring 2020 Test Coordinator’s Manual · Dear Test Coordinator, Data Recognition Corporation (DRC) is honored to continue our partnership with you and ACSI in the administration

Spring 2020

Test Coordinator’s Manual

Developed and published under contract with the Association of Christian Schools International (“CSP”) by Data Recognition Corporation LLC, 13490 Bass Lake Road, Maple Grove, MN 55311. Copyright © 2020 by Data Recognition Corporation LLC. All rights reserved. Only CSP educators may copy, download, and/or print the document located online at: www.purposefuldesign.com. Any other use or reproduction of this document, in whole or in part, requires prior written permission of the publisher. TerraNova is a registered trademark of Data Recognition Corporation. Primary Test of Cognitive Skills, and InView are trademarks of Data Recognition Corporation. The CSP logo is a registered trademark of the CSP. All other trademarks are the property of their respective owners.

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Dear Test Coordinator,

Data Recognition Corporation (DRC) is honored to continue our partnership with you and ACSI in the administration of the TerraNova 3, Christian School Program (CSP) Edition Assessment Program. Please read this Test Coordinator’s Manual (TCM) for the Spring 2020 Test Administration carefully. It contains important information that will enable you and your staff to administer the test smoothly and accurately, and to package the test materials correctly to send in for scoring.

Important notes:

Prior to the Spring 2017 administration, students could be excluded from the printed summary reports by separating their test materials and submitting them with a separate Group Information Sheet (GIS). Please note that as of Spring 2017, this is no longer the case. Please do not submit test materials separately for students to be excluded from summary reports; follow the directions on page 23 to use the special codes to designate specific groups of students in Assessment Data Online (ADOL).

Primary Test of Cognitive Skills (PTCS) is no longer being scored by DRC. Please do not submit PTCS test books for scoring. Schools can request PTCS self-scoring materials by contacting the ACSI Care Team.

Retain your DRC INSIGHT Portal User ID and Password. You will use this login for Online Enrollment for machine scoring and again when you are notified that your school data are available in the ADOL application.

If you have forgotten your password, you can attempt to recover it as follows:

1) From the Welcome to the DRC INSIGHT Portal page, click the Forgot Your Password link.

2) Enter the email address associated with the account in the dialog box that displays and click Send.

3) If your request is successful, you will receive an email containing a link to update your password. If you do not receive an email, please check your Spam folder. The email will be sent from [email protected]. If you cannot locate the email, contact the ACSI Care Team for assistance.

If you have any questions regarding your Test Coordinator’s Kit, please contact the ACSI Care Team. Thank you very much for your cooperation; we wish you a very successful testing season!

Sincerely,

ACSI Christian School Program Team / DRC

ACSI Care Team: [email protected] or 800-367-0798 Copyright © 2020 by Data Recognition Corporation

Contents

Schedule of Important Dates for Spring 2020

Testing Program 1

Partners in Your Assessment Program 4

Introduction 4

Important Contact Information 4

Message to Test Coordinators 5

Administration 5

Test Administration Times and Number of Items 6

Student Identification Numbers 7

Calculators 10

Important Information About Test Security 11

Before Testing 11

During Testing 11

After Testing 12

Important Additional Instructions 12

Steps in Handling Test Materials

Step 1—Preparation for Testing 13

Step 2—Review Your Test Materials 14

Step 3—Apply Precoded Barcode Labels (If Ordered) 15

Step 4—Distribute Test Materials 17

Step 5—Check Answer Documents 18

Physical Condition 18

Invalidation of Tests 19

Large Print 20

Student-Identifying Information 21

Step 6—Check Group Information Sheets 25

Home School, International, & Other Student Groups 28

Special Circumstances 29

mailto:[email protected]


Step 7—Complete the School/Group List 31

Step 8—Prepare Answer Documents for Shipping 33

Test Book Matching Rules for Grades K–3 33

Packaging Rules for Answer Documents for Grades 4–12 34

Stack Cover Card 38

Step 9—Package and Ship Test Materials 40

Important Reminders 44

Appendices

Appendix A. Customer Checklist 45

Appendix B. Classroom/Teacher Checklist 46

Appendix C. Test Coordinator Checklist 49

Appendix D. Applying Precoded Barcode Labels 53

Appendix E. Region Numbers 54

Appendix F. Student Populations Data in ADOL 55

Frequently Asked Questions (FAQs) 56

Appendix G. Glossary of Terms and Abbreviations 57



Schedule of Important Dates for Spring 2020 Testing Program

Please observe the following schedule so that Data Recognition Corporation (DRC) may serve all of the Christian School Program (CSP) schools most efficiently:

Window 1 Test Administration—Important Dates:

January 6 - The first window for Online Enrollment for machine January 31, 2020 scoring services and Precode Upload is open to all

schools, but schools testing during the early administration window (March) and international schools must use this window so that they receive their Test Coordinator’s Kit (TCK) before testing. Schools that order Precoded Barcode Labels for answer documents must submit student ID information files to DRC during the same window. The Precoded Barcode Labels will be sent with the Test Coordinator's Kit (TCK). If you are not able to complete Online Enrollment for machine scoring services for any reason, contact the ACSI Care Team for assistance.

February 21, 2020 Test Coordinator’s Kits will arrive no later than this date at schools completing Online Enrollment by January 31, 2020. Please complete an inventory of materials immediately upon receipt.

March 2020 Early test administration window. Only schools that have logged 136 days of instruction before test administration may test in this window.

Test Coordinator’s Manual Page 1



Window 2 Test Administration—Important Dates:

February 6 - The second window for Online Enrollment for machine February 28, 2020 scoring services and Precode Upload may be used by

U.S. schools that are testing in April (or early May). Schools that order Precoded Barcode Labels for answer documents must submit student ID information files to DRC during the same window. The Precoded Barcode Labels will be sent with the Test Coordinator's Kit (TCK). If you are not able to complete Online Enrollment for machine scoring services for any reason, contact the ACSI Care Team for assistance.

March 20, 2020 Test Coordinator’s Kits will arrive no later than this date at schools completing Online Enrollment by February 28, 2020. Please complete an inventory of materials immediately upon receipt.

April 2020 Official test administration window.

Materials Return—Important Date:

May 29, 2020 Last day for Data Recognition Corporation to receive scorable materials from schools. Any materials received at the Data Recognition scoring center after this date will be subject to a late materials fee.

June 12, 2020 Any materials received after this date will be returned to the school for self-scoring.

Page 2 Test Coordinator’s Manual



Additional Materials Return

Please follow this process if additional scorable answer documents or test books are found after returning the rest of the materials for scoring.

Package all additional materials for return following the same processes used for the initial materials return (Steps 5–9, Pages 18 through 42). If you do not have blank Stack Cover Cards, School/Group Lists, Group Information Sheets, or Scoring Center labels, please contact the ACSI Care Team at 800-367-0798 to request additional copies of the packaging materials needed.

Additional materials returned to the Data Recognition Corporation Scoring Center will be processed as received and are subject to the following:

1) All data for the school is reposted to Assessment Data Online (ADOL) and ADOL for Parents.

2) Paper reports for the subsequent additional materials returned are limited to: Individual Profile Report Student Label Bible Student Report

3) If you receive your paper reports before additional materials have been received by Data Recognition Corporation, you will not receive updated Summary and Optional reports.

Reports—Turnaround Times

All reporting materials will be shipped by DRC to CSP schools and posted online within 15 business days of the receipt of all scorable materials for students. Package your materials according to the instructions in this manual as the report turnaround time only applies to properly packaged materials. Improper packaging of materials may delay turnaround time.

Note: Email notification that student data has been posted in ADOL and PDF reports have been posted in the DRC INSIGHT Portal will be sent to the email address or addresses indicated in Online Enrollment.




Partners in Your Assessment Program

Introduction

ACSI and Data Recognition Corporation (DRC) have designed this manual to help you organize and assemble the TerraNova 3TM, Christian School Program Edition, and InViewTM test materials that will be sent to DRC. We have sequentially described the steps you should follow in checking and assembling test materials to ensure that your testing program is successful for students, teachers, parents, and schools.

Other optional assessments from DRC are available through the ACSI Care Team. Please contact the ACSI Care Team for ordering and score processing information.

Important Contact Information

If you have any questions, you may contact the ACSI Care Team by any of the options below. Before contacting the ACSI Care Team, see “Appendix A. Customer Checklist.” This checklist will help you prepare information before contacting us and will also help us answer your questions quickly and accurately.

ACSI Care Team

Email: [email protected]

Phone: 800-367-0798

Fax: 719-531-0716

Website: www.purposefuldesign.com




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Message to Test Coordinators

Administration

The Christian School Program Spring 2020 test administration may include the following:

TerraNova 3, CSP Edition—composed of TerraNovaTM, Third Edition, Form G Complete Battery; PLUS tests; and CSP Bible Assessment

InView (grades 2–12)—if administered with TerraNova 3, CSP Edition

Review all supplementary materials as soon as possible. As the Test Coordinator, please ensure Test Administrators are familiar with the information provided in this manual, as applicable. They should also be thoroughly familiar with the appropriate Test Directions for Teachers for TerraNova 3, CSP Edition and the Examiner’s Manuals for InView. These directions contain important information that must be reviewed prior to the day of testing.

This manual contains specific information necessary for completing Student Answer Documents, Group Information Sheets (GISs), and the School/Group List (SGL) and for packaging completed materials for return to the DRC Scoring Center. It is imperative that the directions be followed exactly as written to ensure proper scoring.


Note: Student Answer Documents sent to DRC without appropriate packaging will be assessed a fee and grouped and processed at grade level, not by individual teacher. Appropriate packaging encompasses current-administration forms such as SGL and GIS, Stack Cover Cards, and DRC Scoring Center labels.



Test Administration Times and Number of Items

For each test section, add 5 to 10 minutes for administering the sample test questions and reading introductions and directions.

TerraNova 3, CSP Edition

Administration Times/# of Items

Level

Grade

TerraNova, Third Edition—Complete Battery PLUS Tests

Bible

Total

Reading

Language

Math

Science

Social

Studies

Word

Analysis

Vocab.

Language Mechanics

Spelling

Math

Comput.

10 K :55/40 :40/30 N/A N/A N/A N/A N/A

N/A N/A :30/40 2:05

11 1 1:00/45 1:05/47 :20/20 :20/20 :15/20 :15/20 N/A

N/A :20/20 :30/40 4:05

12 2 1:15/60 1:00/47 :25/25 :25/25 :15/20 :15/20 :15/20 :15/20 :20/20 :30/40 4:55

13 3 1:00/42 :35/28 1:10/50 :40/35 :40/35 :15/20 :15/20 :15/20 :15/20 :20/20 :25/40 5:50

14 4 1:00/46 :35/34 1:10/57 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

15 5 1:00/46 :35/34 1:10/57 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

16 6 1:00/46 :35/34 1:10/56 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

17 7 1:00/46 :35/34 1:10/57 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

18 8 1:00/46 :35/34 1:10/56 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

19 9 1:00/46 :35/34 1:10/46 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

20 10 1:00/46 :35/34 1:10/46 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

21/22 11/12 1:00/46 :35/34 1:10/46 :40/40 :40/40 N/A :15/20 :15/20 :15/20 :20/20 :25/40 5:35

InView

Administration Times/# of Items

Level

Grade

Sequences

Analogies

Quantitative Reasoning

Verbal

Reasoning— Words

Verbal

Reasoning— Context

Total

1 2/3 :15/20 :20/20 :30/20 :20/20 :20/20 1:45

2 4/5 :15/20 :10/20 :30/20 :20/20 :20/20 1:35

3 6/7 :15/20 :10/20 :30/20 :20/20 :20/20 1:35

4 8/9 :15/20 :10/20 :30/20 :20/20 :20/20 1:35

5 10/11 :15/20 :10/20 :30/20 :20/20 :20/20 1:35

6 11/12 :15/20 :10/20 :30/20 :20/20 :20/20 1:35




Student Identification Numbers

Assignment of Student Identification Numbers:

Schools need to follow the guidelines below for Student ID Numbers to enable longitudinal tracking after two consecutive use years. Please note that only data from spring administrations are used for longitudinal tracking.

a) If Student ID Numbers were used in the prior administration year, please use the same number for the same student, as assigned. To ensure longitudinal tracking, the Student ID Number and Last Name must match from year to year.

b) New Students: Schools need to assign a Student ID Number for incoming students. Follow the six-digit formula and DO NOT reuse numbers from the past.

c) Former Students: If a student has left the school for more than a year, please assign a new Student ID Number because the student’s longitudinal data has disconnected from the non-consecutive use. Schools may choose to use the student’s prior number, but it might be easier to assign a new one.

It is strongly recommended that you do not use any previously assigned Student ID Numbers.

Retrieving Student ID Numbers:

It is strongly advised that a school store TerraNova 3 Student ID Numbers in its Student Management System or maintain them in a secure Excel data file. If the school is unable to locate the file, there are a few troubleshooting steps to follow:

a) Previously assigned Student ID Numbers may be accessed using student reports in ADOL. Log in to the Administrator's Portal in ADOL and select TerraNova 3 from the menu on the right, choose the Student Roster and the grade levels you need. Once the report has been refreshed, download the excel file which will include all biographical data for the student(s) from the previous testing year.

b) Check server/computer files with key words such as “student id number,” “precode,” “Terranova,” “TN3,” “testing id,” “testing file,” etc.

c) Use the Individual Profile Reports or student data files from the previous administration to retrieve the Student ID Number manually. You will need both the student’s last name (exactly as spelled in the previous test administration) in addition to the Student ID Number in order to match the student records from the previous administration.




The assignment of the Student Identification Numbers follows these guidelines:

a) The longitudinal scoring may be matched or tracked over time only with the Student ID Number and the Student Last Name for that school/campus as previously used in Student Demographic Information.

b) It is the school’s responsibility to maintain and properly use the Student ID Numbers and create new numbers for new students.

c) It is highly recommended that you do not use any previously used Student ID Numbers.

d) When a new student enters a school for any reason, the student cannot reuse the Student ID Number assigned from the previous school. A new number must be assigned to that student.

e) There is no longitudinal tracking across schools or campuses within CSP.

f) Longitudinal tracking is only available for consecutive test administrations.

g) It is important for your school to keep accurate and consistent information from year to year to ensure reliability of longitudinal tracking results. Maintain the list of Student ID Numbers assigned each year to ensure that you do not unintentionally duplicate Student ID Numbers.

It is recommended that the list be sorted alphabetically by student last name within the school and grade. This will assist with bubbling Student ID Numbers when preparing and/or packaging materials and assigning new numbers.




If your school is participating in the TerraNova 3, CSP Edition administration for the first time, please follow these guidelines to establish the Student ID Number across your school:

a) It is the school’s responsibility to assign, maintain, and properly use the Student ID Number.

b) When a new student enters your school, he or she cannot reuse a Student ID Number assigned from the previous school. Also, the school may not reuse a Student ID Number from a student that is no longer enrolled at your school. The school must assign a new number to each new student.

c) Assign a unique full six-digit numeric identification number to each student in your school. It must be unique across the school (all grades included). Do not begin with blanks. Begin with 1, for example: 100001, 100002, 100003, etc.

d) This same Student ID Number and last name (spelled exactly the same each year) must be accurately used each year. The six-digit number must be coded on the student’s answer document (in the ID Number columns A through F only) or included in the Precoded Barcode Label data file if Precoded Barcode Labels are used.

Schools with existing Student Information System (SIS) ID Numbers:

The Christian School Program is aware that some schools have existing Student Information Systems and may be using a Student ID Number within those systems. However, for purposes of the TerraNova 3, CSP Edition assessment program, these numbers may not be used for longitudinal tracking. It is imperative for longitudinal tracking that you begin and continue with the same unique number for each student to be tracked during all the years the student is enrolled in your school.

Entering Student ID Numbers in Student Biographical Data on answer documents: Refer to Page 21 for a graphic description of placement of the Student ID Number on the Student Data Grid. Schools are encouraged to use the optional service for Precoded Barcode Labels, which helps to eliminate errors in bubbling critical student biographical data on the answer document. For additional information, contact the ACSI Care Team.




Calculators

Unless a student has a special accommodation allowing the use of a calculator:

Calculators are permitted in grades 3–12 only and only where specified in the CSP Test Directions for Teachers.

Calculators are not permitted in the Science Assessment.

By design, the test items do not require the use of a calculator to solve them. ACSI does not provide, endorse, or recommend a list of calculator brands or types that students are permitted to use. Test Examiners should follow their own general education policy for the types of calculators permitted during quizzes, benchmark tests, common assessments, chapter/unit tests, and final exams.

Calculators cannot contain stored equations or functions at the time of the Mathematics Assessments. Test Examiners are responsible for ensuring and verifying that calculators that have the ability to store equations and functions, e.g., a graphing or a scientific calculator, have the memory cleared before and after each Mathematics Assessment.

Calculators cannot have Internet connectivity or be able to connect to anyone inside or outside the classroom during testing. Students cannot use a calculator on a laptop or other portable computer, pocket organizer, cell phone, device with a typewriter-style keyboard, electronic writing pad, or pen-input device unless a particular assistive device is required for a student and is specified on his or her IEP.




Important Information About Test Security

The Test Coordinator must take full responsibility for security of all test materials and for communicating security requirements to appropriate staff. A breach of security carries significant consequences. Depending on the nature of the breach, your school, class, or student(s) may be disqualified from testing. Your school may be allowed to purchase an alternate assessment for the breach population.

If you feel there may have been a breach of security, please contact ACSI immediately at 800-367-0798.

Before Testing

Test materials—Teacher Directions, test books, and answer documents—must always be kept in a secure location. Students should never have prior knowledge of test content or have access to test books. This is a secure, high-stakes summative assessment. TerraNova 3, CSP Edition test materials are copyrighted and may not be photocopied. To review the alignment of the school’s curriculum to the test’s objectives, the school should use such resources as the Teacher’s Guide to TerraNova 3 and The Bible Assessment Subtest Administrator’s Guide. The school should never use actual test books/items for this purpose.

Do not use the operational test book for practice test items. Practice test books are available for purchase from ACSI at purposefuldesign.com.

Materials should be distributed to teachers/proctors just prior to testing, providing just enough time for them to become familiar with directions, testing format, and how the directions and test book correlate. Teachers/proctors may also need to complete student demographic information on the test books and generally organize materials. They should also make sure materials are kept out of sight and in a secure location.

DRC does not publish practice items on the internet and does not sanction the use of these items or outside practice test publications to prepare for the test. DRC does publish TerraNova 3 practice tests available through ACSI.

During Testing

Test Coordinators and teachers/proctors should:

Make sure that students have cleared their desks of all materials but their test books and No. 2 pencils. For the Mathematics test, students may also have scratch paper.

Except for appropriate use of calculators (see Page 10), do not allow electronic devices of any kind (including cell phones, digital cameras, handheld scanners, pagers, or games). Also not allowed in the testing area are mechanical pencils, pens, highlighters, crayons, colored pencils, tape, or correction fluid.




Be certain that students are working quietly and independently in the correct section of the test book. Make sure that they are marking their answers in the correct subtests.

Encourage students to do their best. If asked for assistance, encourage students to continue working. As appropriate, suggest that they go back and check their work if they have finished early.

Do not discuss test questions or answers; follow teacher directions precisely.

Begin a subtest only if there is time for its completion. Never break up the administration time of a single subtest. Also, do not allow students to complete a subtest at a later time.

Strictly adhere to the time limits. TerraNova 3 and InView are timed tests.

After Testing

After testing, teachers/proctors should package test books according to the Test Coordinator’s instructions. Again, all test materials must be kept secure at all times.

Important Additional Instructions

The “Classroom/Teacher Checklist” is Appendix B, beginning on Page 46.

The “Test Coordinator Checklist” is Appendix C, beginning on Page 49.




Step1 Preparation for Testing

The following instructions are necessary for each Test Administrator to administer the test. They must:

□ announce the test dates to students in advance and prepare students by explaining the purpose of the test

□ read the appropriate TerraNova 3, CSP Edition Test Directions for Teachers and the InView Examiner’s Manual and become thoroughly familiar with their contents

□ review the security requirements outlined on Pages 11–12. Test security is critical to successful test administration

□ administer practice activities/tests prior to the actual testing (if using practice activities/test). Careful checking of the practice activities/tests will identify those students who may need extra help with the mechanics of taking tests.

□ prepare the testing schedule. The schedule should be paced to avoid rushed sessions and fatigue.

□ gather materials for the test administration:

several No. 2 pencils with erasers for each student

a sufficient number of test books

a sufficient number of answer documents for students who are using reusable test books (grades 4–12)

appropriate Test Directions for Teachers (for TerraNova 3) and Examiner’s Manuals (for InView)

Group Information Sheet(s)

a Do Not Disturb sign (not furnished)

a watch or clock with second hand (a stopwatch is recommended)

scratch paper

punch-out rulers for grades 3-12, for TerraNova 3, CSP Edition only

calculators, where applicable, for grades 3-12 TerraNova 3, CSP Edition only. Test Directions for Teachers must be followed because calculators may not be used in specified sections of the tests (See Page 10, “Calculators,” for a description of ACSI calculator policy.)

If students are able to complete the student-identifying information themselves, the Test Administrator may display a model of the answer document’s data grid to guide them in completing this form.

If students are not able to complete the student-identifying information accurately, the Test Administrator must complete all the student-identifying information on each student’s answer document prior to distributing the documents, including correct birth date, which is essential for certain scores to be complete.




Step2 Review Your Test Materials

This section will explain the procedures for securing and distributing test materials and returning them to Data Recognition Corporation (DRC) for scoring to ensure accurate reporting of the test results. Please read the directions carefully before distributing any test materials to the Test Administrators (see Pages 11–12 for security requirements.)

The following items should be noted:

We use the term “Test Coordinator” to refer to the person who will be responsible for receiving test materials from ACSI before testing, distributing the materials to the teachers who will be administering the test, collecting the materials after testing, and shipping the materials to DRC for scoring. If you will not be acting in this capacity, provide the new contact person’s email address to the ACSI Care Team. To ensure that the testing and packing procedures are followed, it is important that the Test Coordinator receives this Test Coordinator’s Manual.

Save the boxes in which test materials were shipped so that you can use them to return answer documents to DRC, providing they are still in usable condition. If not, another sturdy box of similar size may be used.

If, after reading this manual, you have any questions about the test materials or the instructions for organizing and returning the materials to DRC for scoring, please contact the ACSI Care Team.

Inventory and check all test materials and Test Coordinator’s Kit materials immediately upon receipt. The Test Coordinator’s Kit is sent to your school upon completion of Online Enrollment for machine scoring services according to the windows described on Page 1. Report any shortages to the ACSI Care Team as soon as identified.

Please verify that you have sufficient answer documents (grades 4–12) or scannable test books (grades K–3) for each student expected to test. TerraNova 3, CSP Edition test materials may not be photocopied.




Step3 Apply Precoded Barcode Labels (If Ordered)

Follow these instructions to apply the labels to test books and answer documents before testing:

1) Using your Precode Roster, verify that each student’s biographic and demographic information is accurate.

NEW THIS YEAR: Verify that the TerraNova level and InView level (if applicable) has been pre-filled correctly on the roster. If there are any errors in the student data, DO NOT use the Precoded Barcode Label. Destroy the label and:

(a) If the Grade Level listed on the Precoded Barcode roster and label is correct, bubble in student demographic information, along with the TerraNova level and InView level (if applicable) on the test book/answer document.

OR (b) If the Grade Level listed on the Precoded Barcode roster and label is

incorrect, please contact the ACSI Care Team immediately to correct this issue. The Grade Level listed on the roster will override the manually bubbled correct grade level even if the label is not used. Only after contacting the ACSI Care Team, please bubble in student demographic information on the test book/answer document.

2) Affix only one Precoded Barcode Label to the designated area on the front cover

of the student’s answer document or the back cover of the student’s test book.

3) The Precoded Barcode Label will not scan if placed outside the designated area on the front of the answer document or on the back cover of the test book.

4) The TerraNova level and, if applicable, the InView level is now being captured

in your precode barcode data. If the level for either of these is incorrect (you can verify this against your precode roster), do NOT use the precode label and proceed to bubble in all student demographic information on the test book/answer document including the TerraNova and InView level, if applicable.

5) The Precoded Barcode Label placement for TerraNova 3, CSP Edition

(Levels 10–13, Grades K–3), and InView, Level 1 (Grades 2–3) books is on the back cover of the test book.

6) Answer Documents (Levels 14–21/22, Grades 4–12) and InView

(Levels 2–6, Grades 4–12) Precoded Barcode Label placement is on the front cover of the answer document in the upper left area indicated “Place Student Label Here.”


Note: See “Appendix D Applying Precoded Barcode Labels” for more information.



7) If you are testing Off-Level, be sure to confirm the correct test level on the Precoded Barcode Label. Do not use a Precoded Barcode Label if any information on it is incorrect. Destroy the label. If the label has already been affixed to the test document, cover it with a blank level. Next:

a. If the Grade Level listed on the Precoded Barcode roster and label is correct, bubble in student demographic information on the test book/answer document.

OR

b. If the Grade Level listed on the Precoded Barcode roster and label is incorrect, you must contact the ACSI Care Team immediately to correct the issue. The Grade Level listed on the roster will override the bubbled correct grade level even if the label is not used. Only after contacting the ACSI Care Team, please bubble in student demographic information on the test book/answer document.

8) If the Precoded Barcode Label is damaged or if an incorrect Precoded Barcode Label is affixed to an answer document or test book, cover the incorrect student label with a blank, white label and either (a) ensure that the biographic and demographic information for the correct student is bubbled on the front cover of the answer document or the inside front cover of the test book or (b) place the correct student label on top of the blank label. Multiple copies of the Precoded Barcode Labels are provided to ensure that you can replace damaged Precoded Barcode Labels, if needed.

9) If any of the following data were not entered into the precode upload and are missing on the Barcode Roster Report, you may use the Precoded Barcode Label, and, in addition, bubble this information on the test book/answer document:

• Ethnicity • Gifted and Talented • Number of Years in Your Christian School • Special Programs (IEP, 504, LEP/ELL) • Other Groups/Column M (Home School, International, Other)

10) The “Home Language” and “Accommodations” sections are not recorded for Christian School Program schools. Do not bubble these two sections.




adhesive

Step4

E

Paper Band

Distribute Test Materials

Shortly before the testing date, distribute the test books, answer documents, and prefilled Group Information Sheets to the teachers who will be administering the test. Each school should also have a School/Group List and enough Stack Cover Cards with paper bands for shipping. The GIS and SGL (blue) must be for the current test administration.

When you distribute these… do this:

test books and answer documents Distribute test books and answer documents in appropriate numbers to each class.

If you are distributing Large Print TerraNova 3, Complete Battery documents, include the corresponding TerraNova 3, CSP Edition machine-scorable Student Book or Student Answer Document. (See Page 20.)

Group Information Sheets (GISs)— scannable documents, one for each set of answer documents to be scored and reported as a single group

School/Group List (SGL)—document to check the information used to group the answer documents

Stack Cover Cards with paper bands — used with the GIS and the SGL to group answer documents for scoring

Distribute Group Information Sheets to each class. Give the teachers one GIS for each group to be scored. (GISs are scanned with the answer documents and cannot be photocopied.)

One School/Group List must be filled out by the Test Coordinator. (SGLs may be photocopied if needed.)

Bind documents using the Stack Cover Cards as described in Step 9. (Current year's Stack Cover Cards may be photocopied on heavy paper if necessary.)

Note: If you need additional Group Information Sheets or any additional Test Coordinator Kit materials, please contact the

ACSI Care Team. Do not use prior test administration forms.

Place all documents in the original boxes in which materials were received, provided they are still in usable condition, for return to the scoring center.

Note: For information on administering the tests, please refer to the appropriate


test directions.

Page 17

Test Book

S

COV

TAC

R C

K

ARD



Step5 Check Answer Documents

Immediately after the testing session, the teacher collects the test documents from the students and checks the physical condition of the responses, including whether bubbles are filled in with solid, dark markings. Invalidated tests are also identified and documents are checked for accurate student-identifying information.

If manufacturing defects are discovered (such as upside-down pages, loose pages, large ink blotches), please contact the ACSI Care Team.

Physical Condition

There are some conditions that interfere with the electronic scoring process. Check documents that are to be machine-scored for the following:

If you find this... do this:

scratch paper tape of any kind Post-it® Notes staples pins

paper clips loose sheets

Remove them.

incomplete or light marks Fill in marks or make heavier as needed.

Use a No. 2 pencil only.

stray marks Use a soft eraser to completely remove stray marks.

completed bubbles in sections not tested

Invalidate the test section.

(See invalidation instructions on the next page.)

bent corners folds in document creases in document paper damaged by erasures ripped or torn sheets

Transcribe the filled-in circles onto a clean, unused document. Use a No. 2 pencil only.

Use a soft eraser.

Mark responses with solid, dark, filled-in circles.

Note: Carefully count answer documents to ensure that a document has been collected from each student who was tested.




Invalidation of Tests

Students who mark multiple or random responses to test questions, experience sudden illness, or become unduly disturbed by the testing situation should have their tests marked as invalid. If a teacher has determined that a test section must be invalidated, all circles for the first five items must be filled in for the test section that is to be invalidated, as described in the Test Directions for Teachers or the InView Examiner’s Manual.

Note that a student may have an invalidated test in one content area, but valid tests in others. If all test sections are to be invalidated for one student, these instructions must be applied to all content areas of the test. Only content areas the student has attempted (has made marks in) may be considered for invalidation. If any marks are made in a test section, those marks will be scored unless invalidated. If a test section is left blank, no invalidation is needed. It is not possible to invalidate one section within a subtest. Both sections must be invalidated at the beginning of the subtest.

Encourage teachers to ask students to refrain from making any stray marks in sections they will not be tested in. If stray marks/bubbling are made, the section will be scored and erroneous score reports and billing will result.

If any student fills in one or more bubbles in the InView section of the Answer Document (Levels 14–21/22), a School Billing Report will be generated for the entire GIS grade. To avoid unexpected InView billing, please emphasize the importance of completely erasing any stray marks in the InView section.




Large Print for Special Needs Students

Large Print versions of the TerraNova 3, Complete Battery may be ordered at purposefuldesign.com or by contacting the ACSI Care Team.

Large Print versions of TerraNova 3, Complete Battery (not including Plus Tests and Bible Assessment) are available for grades 3–12. Large Print versions are not available for Kindergarten, grade 1, or grade 2.

CSP schools may enlarge all grade levels of the Bible Assessment and Plus Tests, and schools may enlarge all Bible Assessment, Plus Tests, and TerraNova form GL for Kindergarten, grade 1, and grade 2.

After administering the Large Print test, student responses must be carefully transcribed into the standard test book or answer document for the corresponding level. These transcribed test books or answer documents must be sent in with the materials for the regular student population.




Student-Identifying Information

Check the student-identifying information on all answer documents. This information should have already been filled in during the test administration. Review the data for accuracy and check all handwritten entries for legibility. All marks should be solid and dark. Ensure that only No. 2 pencils were used to complete student-identifying information. Incorrect or incomplete

information (including incorrect bubbling) will result in inaccurate student data and will have a negative impact on the final reports.

Below is a sample of the Student Data Grid from the Student Answer Document. Use it and the explanations on the following pages to check all data grids.

Sample Student Data Grid


Note: Precoded Barcode Label users should NOT fill out #5 as it is already captured in the Precoded Barcode data.



When you check this... look for this:

1 Student’s last name, first name, and middle initial

Letters must be printed, one per box, above the lettered circles. Under each box, the circle with the same letter must be filled in. If the letter space is blank, fill in the empty circle at the top of the column under that letter space.

2 Teacher Name, School Name, Region (See “Appendix E. Region Numbers.”)

Names should be printed in the appropriate spaces. Teacher names should be unique within a school.

3 Birth Date The appropriate circles for the month, day, and year of the student’s date of birth must be filled in. (If the “day” is not a two-digit number, the number should be preceded by a zero.) This is critical in receiving accurate Cognitive Skills Index (CSI) scores when administering InView.

4 Gender and Grade The circle indicating the student’s gender and the circle corresponding to the student’s grade level must be filled in.

5 TerraNova Level and InView Level

The circle corresponding to the level of the test taken must be filled in, as appropriate for each test.

(TerraNova 3, CSP Edition Levels 14–21/22, and

InView Levels 2–6 only.)

As of 2018, Precoded Barcode Label users do NOT fill out this information as it is already captured in the Precoded Barcode data.

6 ID number If your school is using Student ID Numbers for Longitudinal Tracking, the first digit of the student’s number should correspond with a filled- in circle in column A, the second in column B, etc. Columns A–F should be filled and columns G–J left blank. Students are matched from year to year based on an exact match of the Student ID Number and the student’s last name, within the school. (See the section beginning on Page 7 for information on the use of Student ID Numbers for Longitudinal Tracking.)





Required use for disaggregating data in ADOL. Excluded groups are not being used as of Spring 2018.

7 Special Codes See the table on the left for a description of the

special codes. You will only be able to

disaggregate data by these special codes in

Assessment Data Online (ADOL).

Bubble “1” in column K if applicable; otherwise, leave

the column blank.

One circle, and only one circle, in column L must

be filled in for each student. Marking more than

one circle in a column will invalidate the

coding.

Bubble only one circle in column M if applicable;

otherwise, leave the column blank.

All other columns (N–P) should be left blank.

The group "Other" under "Other Groups" may

include categories such as government-funded

program students, honors classes, students with

accommodations not designated with an IEP or 504,

etc. This group would also include students excluded

from summary reports in previous administrations

by submitting a separate Group Information Sheet

(GIS) for excluded students; please note that as of

Spring 2017, students can no longer be

excluded from printed summary reports by

submitting a separate GIS. Please mark these

students as “Other” in Column M to view their

results separately in ADOL.

Special

Codes Column Bubble

Gifted and

Talented K 1

Number of Years in Your Christian

School:

0–1 year L 1

2 years L 2

3 years L 3

4 years L 4

5 years L 5

6 years L 6

7 years L 7

8 years L 8

9 or more

years L 9

Other Groups:

Home School M 1

International M 2

Other M 3

8 Ethnicity Enter student ethnicity here. You can disaggregate

data by ethnicity in ADOL.



9 Home Language Home language may be left blank. It does not appear on paper or electronic reports.

10 Program If the student has an IEP, 504, or LEP/ELL, mark here. You can disaggregate data by program in Assessment Data Online (see note below).

11 Testing Accommodations Unless ordering a Student Data File, the information in this section is not reported back to the school. ACSI recommends that you use Section 7 "Special Codes" to identify students with accommodations. Refer to the Assessment Accommodations Supplement for coding details if special accommodations were given to any special-needs students. Accommodations may be used but are not required, and will only be reported in the Student Data File, an optional report accessed in the DRC INSIGHT portal.

Note: Designate students using the Special Codes, Other Groups (Column M), or Program to disaggregate data for these students in ADOL. It will allow you to pull separate reports for mainstream students and any special populations designated.




Step6

Check Group Information Sheets

The Group Information Sheet (GIS) provides data that will appear on your reports. It is essential that a complete and accurate GIS be placed on top of each stack of answer documents with scores that are to be reported together. One GIS is to be used for each class or group. Some information has been pre-filled. Some information must be entered manually by the teachers. Review both the precoded and hand-entered information for accuracy. Use only a No. 2 pencil to complete the hand-entered information. Only one grade per GIS may be selected. Please use only GISs for the CURRENT administration year! Destroy all previous versions.

Sample Group Information Sheet


Note: Make sure the GIS “GRADE” and “TEACHER

NAME” are correctly matched to the student documents placed under the sheet. Refer to the following pages for details.



When you check this... look for this:

1 TEACHER NAME

(or Group Name)

The teacher’s last name must be printed in the boxes and then the initial of the first name (or full name, if needed). Under each box, the circle with the same letter must be filled in. Teacher names should be unique within a school across classrooms.

2 SCHOOL NAME The school name has been pre-filled. Be sure that your GISs reflect your school name and School Account Number.

3 NUMBER STUDENTS TESTING The number of students whose answer documents are grouped with the GIS must be printed in the boxes and the corresponding circles filled in. (The number will be preceded by zero(s) as needed to completely fill in the boxes.)

4 GRADE The circle that shows the grade of the students being tested must be filled in. Do not group multiple grade levels under the same GIS unless testing one or more students in a class off level (GIS Grade is what is reflected as the student grade level on reports). Do not bubble more than one grade level per GIS. Check to make sure the group of student documents placed under the GIS matches the Grade and count (“Number Students Testing”) on the GIS.

5 ORGANIZATION NAME,

ELEMENT/DISTRICT NAME, SO #, STATE

These have been pre-filled. Note that “Element/District Name” refers to the CSP Region. Each school's specific state will be printed.




6 SPECIAL CODES This has been pre-filled with your CSP region and school identification numbers. Check columns A–B (Region Number) and columns C–I (School Number) for accuracy.

Note: After a GIS has been checked for accuracy, place it on top of the students’ answer documents. Double-check that the Grade and count on the GIS match the student grade for all students (unless a student tested off-level) and that the count of documents under the GIS matches the count bubbled on the GIS (“Number Students Testing”). Then bind the GIS and the answer documents with a Stack Cover Card and paper bands.

Each GIS will go on top of its corresponding group of answer documents. If a group measures higher than three inches, separate the group into separate stacks, each with its own Stack Cover Card. The GIS will be placed under the first Stack Cover Card for that group. The SGL will be placed on top of the bound documents in Box #1. (See Steps 7–10 for more details.)

Prior to Spring 2017 administrations, students could be excluded from the printed summary reports by separating their test materials and submitting them with a separate Group Information Sheet (GIS) and bubbling special codes T=0. Please note that beginning in Spring 2017, this is no longer the case and they will be included in your summary reports, both printed and in ADOL. Do not submit test materials separately for students to be excluded from summary reports; instead use ADOL to separate results for specific groups of students. Please follow the steps listed on the next page to bubble the student answer document to properly filter these excluded groups in ADOL.

Student Assessment Accommodations

For students who have documented education plans (an IEP, 504, or LEP/ELL) indicating that they may participate in educational tests with certain accommodations during testing (e.g., extra testing time), appropriate accommodations may be made. For a detailed explanation of categories of accommodations, refer to the Assessment Accommodations Supplement available through ACSI.

If a student has special needs but does not have documentation on file, the teacher and administrator, at their discretion, may still choose to use student accommodations, but will need to designate the student using available codes on Page 23 or 24 to disaggregate the student's results. The designation will allow the student data to be disaggregated in ADOL. In that case, the student’s parents must be notified of the assessment accommodation, and documentation must be included in the student’s permanent file. It is recommended that a code from Page 23 and/or Page 24 be used to identify this student.




Home School, International, and Other Student Groups

In 2015, a new feature was added to ADOL that allows schools to apply additional filter options to identify and view specific populations within ADOL.

To utilize these features of online reporting, Special Codes must be marked in the Special Codes, Other Groups (Column M), and/or Programs section in the Student Data Grid of your students' test booklets/answer documents to indicate which student results you would like to be able to filter separately from other student results, as explained on Pages 23-24, under item 7 and item 10, and as highlighted below:

View scores to evaluate progress for all groups (Mainstream, IEP/504, ELL/LEP, GATE, Home School, International, etc.).

Apply multiple filters to student subgroups for in-depth data for all student populations

Simplify analyzing data for students in a classroom, grade level, etc., by marking the applicable bubble for specific student(s) or groups

Other Groups (Column M) include Home School, International, and "Other" for designations not listed. You can view Home School student(s) separate from main campus scores using Column "M"

Refer to Appendix F for additional information regarding the use of ADOL to disaggregate data for specific student groups.




Special Circumstances

Occasionally, schools come across unique situations that require extra attention to detail when packaging student responses for machine scoring. Highlighted below are some situations and special handling that is required:

Off-Level (Off-Grade) Test Administration

Off-level individual students may be placed under the same GIS as the regular population. Off-level students under a regular class GIS will be reported at the grade level bubbled on the GIS. Norms and comparative scores will reflect the student’s achievement as measured against the Grade bubbled on the GIS. The scores will be correct based on the test book the student completed (grades K–3/Levels 10–13) or the form/level bubbled on the answer document (grades 4–12/Levels 14–22).

For example, an answer document marked Form/Level 15 (grade 5) found under a grade 6 GIS will be processed as a sixth-grade student taking the grade 5 test.

Results: Norms and comparative scores that reflect the student’s achievement as measured against the Grade bubbled on the GIS. So a grade 5 test sent in under a grade 6 GIS will have scores that compare the student to other grade 6 students.

Note that off-level answer documents will be processed as received.

Off-Level Grade 4 Students (taking a grade 2/Level 12 test)

There is a special circumstance that arises if a grade 4 student (placed under a grade 4 GIS) is administered the grade 2 (Form/Level 12) test. Since the lower test levels (10–12) use Form GL, and the upper test levels (13–21/22) use Form G, the Language sections between the two forms have significant differences. In these cases, place the grade 2 (Form/Level 12) answer document under a separate GIS with “Ungraded” bubbled on the GIS to ensure the appropriate special handling and scoring. Avoid using grade 2 as the GIS Grade to prevent the student from receiving inflated scores. “Ungraded” is the grade recommended in these cases. Note, however, that National Norm Scores (NP, NS, and NCE scores) will not be available for these students.

The same process should be followed if any of the lower test levels (grades K– 2; Forms/Levels 10–12) were administered to students in the upper levels (grades 3–12; Forms/Levels 13–21/22).




Off-Level InView Test Administration

If a student is tested using a level of InView that does not correspond to the TerraNova 3, CSP Edition form/level, the student will not receive Anticipated Achievement scores. Always ensure that students taking both TerraNova 3, CSP Edition and InView are using test forms matched to the correct grades and levels.

InView has six levels that are related to grade ranges as shown below:

InView Grades TerraNova 3, CSP Edition

Level 1 2/3 Levels 12/13




Level 5 10/11(Fall) Level 20/21

Level 6 11(Spring)/12 Levels 21/22

Notes:

TerraNova 3, CSP Edition Forms/Levels 12–13 (grades 2–3) test books should be submitted with the InView Level 1 test book.

Grade 11 students should take InView Level 5 if testing during a fall administration and InView Level 6 if testing during a spring administration.

For a large special group of students, contact the ACSI Care Team early in your Online Enrollment for machine scoring window and request a separate School Account Number for that group. This approach will treat the special population of students as a completely separate entity with its own teacher groups, School/Group List, and reports. All reports – paper, PDF, and those within ADOL – will be only for the identified school group. Contact the ACSI Care Team for complete details about this process.




Step7

Complete the School/Group List

The School/Group List is Data Recognition Corporation’s way of double-checking that we have received all groups of answer documents. Every completed Group Information Sheet must have an entry on the School/Group List. Fill in information on the School/Group List as instructed on the following page. Keep a photocopy of the completed document for your records. You may photocopy the blank School/Group List if additional pages are needed, but use only the School/Group List for the CURRENT administration year (blue) or fees will apply! Please destroy all previous versions.

Sample School/Group List




When you check this… look for/do this:

1 REGION NAME The Test Administered, Organization Number, and CSP region name are pre-filled.

2 SCHOOL The school name is pre-filled. Make sure the school name is printed as it appears on each Group Information Sheet.

3 AREA OR REGION SCHOOL NUMBER

The region and school numbers are pre-filled. Check that these numbers correspond with the numbered circles filled in for columns A through I on the Special Codes field of each Group Information Sheet.

4 CONTACT PERSON PHONE NUMBER

Provide the name and phone number of a person DRC may contact. The contact person may be the principal, Test Coordinator, or another person.

5 TEACHER NAME GRADE NUMBER STUDENTS TESTED COMMENTS

List each group by the name shown on its Group Information Sheet—typically the classroom teacher’s name. Teacher names should be unique within a school across classrooms.

For each group, write the grade and the number of students tested, which must match the information on the corresponding Group Information Sheet.

Note: the number of students tested should be entered here not the number of documents per student.

Note: Please check that all information is accurate. Verify that all Group Information Sheets are listed on the School/Group List and that all counts on the School/Group List and corresponding Group Information Sheets match. Double-check that the correct group of student documents is under the correct Group Information Sheet. If any pre-filled information is in error, contact the ACSI Care Team.




Step8 Prepare Answer Documents for Shipping

Below are the steps that must be taken to prepare test books for grades K–3 and answer documents for grades 4–12 for shipment to the DRC Scoring Center. To ensure that your test reports give you the full range of information they are designed to provide, proper completion of these steps is essential. Failure to follow these directions may cause a delay in processing your answer documents.

Follow these guidelines...

1 Group and order answer documents.

Answer documents should be grouped as follows: by class/teacher/group alphabetized by students’ last names, from top (A) to bottom (Z) in a

stack by grade level with lowest grade level on top to highest grade level at

bottom (ensure that all students match the grade bubbled on the GIS) if InView is administered (grades K–3 only), alternate books as shown,

placing each student’s InView test book behind his or her TerraNova 3, CSP Edition test book

if testing a student at a different form level than his or her grade level (e.g., a Level 16 test for a grade 5 student), please see instructions under “Special Circumstances” on Pages 29–30

Test Book Matching Rules for Grades 2–3

For grades 2 and 3, there are separate scannable test books for TerraNova 3, CSP Edition and InView. These separate books must be collated and returned following this procedure to ensure that each student’s results are correctly matched and reported together:

1) Place the InView book for each student behind the TerraNova 3, CSP Edition book. Place matched books under the same GIS, as shown in the illustration.

2) Note: if TerraNova 3 and InView documents aren’t collated according to these instructions, separate reports for each assessment will be produced and InView results will not be in ADOL. DRC will not be able to correct this for a surcharge fee, as was the case in the past.

3) The following biographical information needs to be bubbled accurately on both test books for the student documents to be merged correctly:

a) Student Last Name

b) Student First Name

c) Birth Date

d) Gender


Page 33



Packaging illustration for Grades 2–3 answer documents when both TerraNova and InView were administered:

If TerraNova 3 and InView documents are not collated according to these instructions, separate reports for each assessment will be produced and InView results will not be in ADOL. DRC will not be able to correct this for a surcharge fee, as was the case in the past.

Packaging Rules for Answer Documents for Grades 4–12

Grades 4-12 test books are reusable because each student writes responses on an answer document for the TerraNova 3, CSP Edition and InView. Each answer document provides a place for responses for both the TerraNova 3, CSP Edition and InView tests, so there is one answer document per student to send in for scoring. (After testing, test books for grades 4-12 must be promptly stored in a secure place until the next test administration.)




Use the following instructions to package grades 4–12 answer documents for scoring:

1) Verify that the TerraNova level and the InView level (if administered) are correctly bubbled for each student document.

2) All answer documents for a single class/group must be grouped under the GIS for that class/group. All answer documents under a GIS will be scored at the grade level marked on the GIS.

3) The following biographical information needs to be bubbled accurately on the Student Data Grid on each answer document:

• Student Last Name

• Student First Name

• Birth Date

• Gender

• TerraNova Level

• InView Level (if administered)

• Student ID Number (if using for longitudinal tracking)

4) OR if Precoded Barcode Labels were ordered and the data were submitted per the date requirements (see Page 1), the labels may be affixed to each answer document instead of manually bubbling in each student’s biographical information, including the TerraNova level and InView level.

5) The group of answer documents for each grade level should be banded together with the GIS on top of the stack, and the Stack Cover Card on top of the GIS.




Packaging illustration for grades 4–12 answer documents, and for K–3 when only TerraNova 3 is administered:




2 Use Stack Cover Cards and paper bands to bind

stacks of answer documents.

Place the corresponding Group Information Sheet (GIS) on top of the first answer document in a group. Fill out one Stack Cover Card for each group and place it on top of the GIS. Do not combine groups. If the group of answer documents measures higher than three inches, separate the group into separate stacks, each with its own Stack Cover Card. Be sure the GIS is under the first Stack Cover Card. See the next pages for information on how to fill out Stack Cover Cards.

Wrap a paper band horizontally around the width of the answer documents with the adhesive side facing up. Remove the waxed paper and fasten the band together securely. Cut off any excess paper from the end. Repeat with a second paper band, wrapping it snuggly around the answer documents vertically.




Stack Cover Card

Complete the Stack Cover Card by filling out the information in the upper-right corner.

Sample Stack Cover Card

Step 1: Place a completed stack

cover card on top of every bundle of scannable test booklets or answer documents.

Step 2: If more than one bundle is needed for grade or content area, use a separate stack cover card for each bundle. Number each bundle consecutively (“bundle 1 of 3, bundle 2 of 3,” etc.). Make sure that the GIS is in bundle 1 under the stack cover card.

Step 3: Use the paper bands to secure each bundle.

Teacher Name

Grade Bundle/Stack of School Name School Code District* Code Total number of students listed on

the GIS:

Placement for Paper Bands

*“District” is the level above “school.” This could be a “system,” “region,” “corporation,” or other designation.

If found return box and contents to:

Data Recognition Corporation 8900 Wyoming Ave. North Brooklyn Park, MN 55445 (800) 538-9547

Pla

cem

ent

for

Pap

er B

ands

Place a Scoring Center Label on the side of the box in the place provided. The carrier label goes on the top of the box.

XXXXXXX




Where you see this… do this:

TEACHER NAME (or Group) Write in the name of the teacher (or Group) as it appears on the Group Information Sheet (GIS).

GRADE Write the number of the grade of the group of students.

BUNDLE/STACK In the first space, write “1” if this is the first stack of this group, “2” if this is the second stack, and so on. In the second space, write the total number of stacks for this group. If the group has only one stack, write “1 of 1.” Note that the number of test books associated with a GIS may not match the total number of students listed on the GIS. For instance, for a group of grade 2 students taking both InView and TerraNova, there will be twice as many test books as students.

SCHOOL NAME Write the name of the school as it appears on the GIS.

SCHOOL CODE Write the school number as it appears in columns C–I on the GIS.

DISTRICT CODE Write the District Code, which is your ACSI Region Number (see page 54).

TOTAL NUMBER OF STUDENTS LISTED ON THE GIS

Write the total number of students (“Number Students Testing”) listed on the GIS.


Note: Student Answer Documents sent to DRC without appropriate packaging will be assessed a fee and grouped and processed at grade level, not by individual teacher. Appropriate packaging encompasses current year forms such as SGL and GIS, Stack Cover Cards, and DRC Scoring Center labels.



Step9 Package and Ship Test Materials

When all the test materials have been returned to and checked by the Test Coordinator, the materials should be packaged according to the following guidelines to ensure safe shipment. All boxes containing completed answer documents and Group Information Sheets, with the School/Group List, are to be sent to DRC in one complete shipment; do not ship any boxes of tests separately. All reusable test books, Test Directions for Teachers, Examiner’s Manuals, and unused answer documents are to be inventoried and stored in a secure location at the school.

Do NOT return unused and non-scannable materials to DRC or ACSI. Testing materials are not returnable. Retain for use in the next testing season.

Follow these guidelines…

1 Obtain shipping boxes.

Use corrugated cardboard boxes that are sturdy and dry. The boxes in which testing materials were delivered to you are ideal, provided they are still in usable condition. Ensure that labels and other markings have been removed or covered. Reinforce the bottom of each box by adding packing tape to form an “H” pattern.

2 Before binding documents for shipping, complete one final quality check. Specifically check:

a) Each group of student documents is from the same grade and teacher and is placed under the appropriate Group Information Sheet (GIS) with the correct Teacher Name, student count (“Number Students Testing”), and Grade bubbled.

b) Review the School/Group List (SGL) and make sure that all GIS groups are listed and that Teacher Name, student count, and Grade match the SGL.

c) Review the Stack Cover Cards against the GIS and student documents to ensure they are placed over the correct group.




1 XXXX

2 ANY SCH OOL

4

B R O W N A

XXXX

3

3

Mr. Mike Smith 555 123-

4567

5 0 2 6

4

5

Place all stacks of answer documents in boxes.

Stack the bound answer documents flat (highest grade on bottom and lowest grade on top) in the boxes with the Stack Cover Cards facing up and in the same direction. If a group is divided and bound into separate stacks, order the stacks from top to bottom, with the topmost stack containing the Group Information Sheet. Keep all of a group’s answer documents together in one box.

Once all bound stacks of answer documents are placed in boxes, place the School/Group List (SGL) on top of the first stack of Box #1.

Add packing material and seal the boxes.

Add enough packing material to hold the documents securely in place during transit. Use crumpled, recycled paper; do not use foam packing “peanuts” or “popcorn.” Fold the top flaps of the box over, then seal each box tightly with packing tape.

Attach required Scoring Center labels to boxes.

You must attach or affix a blue Scoring Center label on the side of the box. These labels were included with your Test Coordinator’s Kit and ensure proper identification of test materials once they reach the Data Recognition Corporation Scoring Center.

Mark the Scoring Center label on the side of each box with a unique number where it says “SCORABLE BOX OF .” For example, if you are shipping three boxes to DRC, label one box “SCORABLE BOX 1 OF 3,” another box “SCORABLE BOX 2 OF 3,” and the last box “SCORABLE BOX 3 OF 3.”

The Scoring Center labels can be photocopied if additional copies are needed.


B R O W S

M I T H A

N S

N A

H M

O N J

L A R S O N P

5 0

5 0

6 0

0 2

3 2

2 5

6 0 2 9

5

Excl Grp

Sample Scoring Center Label



6 Attach UPS Return Shipping labels to boxes.

Attach or affix a return UPS shipping label on the top of each box. These labels were included with your test materials sent to you by ACSI in a bright pink envelope. If you do not have those shipping labels, use UPS or another traceable shipping method to send materials to the Data Recognition Corporation Scoring Center, or contact the ACSI Care Team to request UPS shipping labels. Do NOT use the U.S. Postal Service to return scorable documents!

IMPORTANT: Retain the tracking number from the bottom tab of your peel-off UPS shipping label. ACSI may not have a record of the tracking number(s) that are sent to each school, so if your shipment to the Scoring Center is lost, ACSI cannot provide assistance in locating it.

Please note that TWO labels must be affixed to each box—a blue Scoring Center Label (barcoded), and a UPS shipping label.

Shipping from international schools, Alaska, and Hawaii

UPS shipping labels were sent to schools in the continental U.S. only. International schools, Alaska, Hawaii, and U.S. territories are responsible for shipping their materials via a traceable shipping method.

7 Send only scorable documents. Data Recognition Corporation must receive scorable documents no later than May 29, 2020. Any materials received at the Data Recognition Corporation scoring center after the materials return deadline will be subject to a late materials fee. Testing materials received after June 12, 2020 will be returned to the school for self-scoring.


For questions regarding shipping testing materials to

Data Recognition Corporation for scoring, please visit

purposefuldesign.com and select Assessment Support.

For additional assistance, contact the ACSI Care Team.



Additional Materials Return

Please follow this process if additional scorable answer documents or test books are found after returning the rest of the materials for scoring.

Package all additional materials for return following the same processes used for the initial materials return (Steps 5–9, Pages 18 through 42). If you do not have blank Stack Cover Cards, School/Group Lists, Group Information Sheets, or Scoring Center labels, please contact the ACSI Care Team at 800-367-0798 to request additional copies of the packaging materials needed.

Additional materials returned to the Data Recognition Corporation Scoring Center will be processed as received and are subject to the following:

1) All data for the school is reposted to Assessment Data Online (ADOL) and ADOL for Parents.

2) Paper reports for the subsequent additional materials returned are limited to: Individual Profile Report Student Label Bible Student Report

3) If you receive your paper reports before additional materials have been received by Data Recognition Corporation, you will not receive updated Summary and Optional reports.




Important Reminders Please note that any incorrect submissions will delay machine scoring and your school may incur additional fees. To avoid delays and fees, keep in mind the following:

Group Information Sheet (GIS) □ Teacher Names on the GIS must match the name on the SGL for each grade. □ Student Count on the GIS must match the student count bubbled on the

SGL. □ Double-check the Grade bubbled on the GIS—this is the grade under

which the documents will be processed. □ Stack 1 of each new Teacher Group and Grade must contain a GIS.

o If a GIS is not included in Stack 1, DRC will process documents using the grade as the name. For example, no GIS provided for grade 10, these documents will be processed under Teacher Name ‘GRADE TEN.’

School Group List (SGL) □ Teacher Names on the SGL must match the name on the GIS for each

grade. □ Student count on the SGL must match the student count bubbled on the

GIS for each teacher group. □ The SGL should list ALL grades being returned for machine scoring.

o Enclose SGL(s) at the TOP of BOX 1 only. o Do NOT put a School Group List in each box.

Scoring Center Labels □ You must affix a Scoring Center Label to each of your boxes so that DRC is aware of how many boxes they

should be receiving. These labels were included with your Test Coordinator’s Kit and can be photocopied if additional copies are needed.

□ Mark the Scoring Center Label with a unique number of boxes being shipped. For example, if you are shipping three boxes to DRC, label one box “SCORABLE BOX 1 OF 3,” another box “SCORABLE BOX 2 OF 3,” and the last box “SCORABLE BOX 3 OF 3.”

□ Ship ALL boxes together, do not ship on separate dates.




Appendix A. Customer Checklist

Before Contacting the ACSI Care Team:

Having information prepared before contacting the ACSI Care Team will help the representatives answer your questions quickly and accurately. Please have the following information available when contacting ACSI:

School Account Number

The category(ies) of help you need: Testing schedules Status of reports

Materials received Assessment Data Online

Filling out information on materials Explanation of scores and score reports

Shipping answer documents to Data Recognition Corporation

Test Materials

If you have questions regarding test materials, please prepare the following information:

Materials title

Materials code number

Grade level

Quantity needed (if there is a shortage)

Test Coordinator Materials

If you have questions regarding materials used to ship answer documents to Data Recognition Corporation, please prepare the following information:

The material(s) you have questions regarding:

Group Information Sheets (GISs)

School/Group List (SGL) [blue]

Stack Cover Cards and/or paper bands

Scoring Center labels or return shipping labels

Boxes for shipping

Quantity needed (if there is a shortage)

Score Reports

If you have questions regarding score reports, please prepare the following information:

Report title

Group or class name (name of teacher)

Grade level




Appendix B. Classroom/Teacher Checklist

Photocopy this appendix for each teacher administering the test. Distribute to the teachers along with the test materials prior to test administration.

Before Testing Announce the test dates to students in advance. Prepare students by explaining the purpose of the test.

Read the appropriate TerraNova 3, CSP Edition Test Directions for Teachers and InView Examiner’s Manuals. Become thoroughly familiar with their contents. Be sure the test directions and InView manual are for the levels of tests you are administering.

Review the security requirements outlined on pages 11–12. Test security is critical to successful test administration.

Administer the appropriate practice activities/tests prior to the actual testing. Careful checking of the practice activities/tests will identify those students who may need extra help with the mechanics of taking tests.

Prepare the testing schedule. Pace the schedule so that you avoid rushed sessions and fatigue.

Gather your materials:

several No. 2 pencils with erasers for each student

a sufficient number of test books

a sufficient number of answer documents for students who are using reusable test books

appropriate Test Directions for Teachers and Examiner’s Manuals


a Do Not Disturb sign (not furnished)

a watch or clock with second hand (a stopwatch is recommended)

scratch paper

punch-out rulers for grades 3-12, for TerraNova 3, CSP Edition only

calculators, where applicable for TerraNova 3, CSP Edition only. Test Directions for Teachers must be followed because calculators may not be used in specified subtests. (See Page 10, “Calculators,” for a description of ACSI’s calculator policy.)

If students are able to complete the student-identifying information themselves, you may display a model of the answer document’s data grid to guide them in completing this form.

If students are not able to complete the student-identifying information, complete all the student-identifying information on each student’s answer document prior to distributing the documents, including correct birth date, which is essential for certain scores to be complete.




During Testing Prepare a quiet environment with proper lighting and good ventilation.

Plan a smooth method of distributing and collecting test materials.

Have extra No. 2 pencils and scratch paper available in an accessible place.

Have your Test Directions for Teachers or the InView Examiner’s Manual open and ready.

Be sure that each student has the following:

a machine-scorable test book or an answer document and a reusable test book

two No. 2 pencils

erasers

scratch paper

a punch-out ruler, for TerraNova 3, CSP Edition, grades 3-12

calculators (see Page 10)

Place the Do Not Disturb sign outside the closed door of the testing room.

If students will complete the student-identifying information themselves, explain the model of the data grid while guiding students in completion of the form.

Review the rules for using machine-scorable forms:

Marks must be made with No. 2 pencils only.

Marks must be dark and completely fill the circles.

Erasures must be clean so that no extraneous marks are visible.

Administer the test as directed in the Test Directions for Teachers or the InView Examiner’s Manual.

Make sure students are marking in the correct section of the answer document. Make sure students do not leave stray marks in the InView section if that test is not being administered to the class. This will avoid additional charges.

TerraNova 3 and InView are timed tests. Observe all stop and start commands and time limits. (See Page 6 for test administration times.)




After Testing Collect all answer documents.

Check the condition of the answer documents to be sure

marks are dark and completely fill the circles.

there are no accidental or extraneous marks.

there are no marks in sections not tested. (If found, follow invalidation instructions in Step 5 to invalidate the section.) Make sure students do not leave stray marks in the InView section if that test is not being administered to the class. This will avoid additional charges.

erasures are clean.

answer documents are flat and straight.

all scratch paper and manipulatives have been removed. Ensure there are no Post-it® Notes, staples, paper clips, or other notations on the answer documents.

student-identifying information is completely and correctly filled in, including birth dates, the form/level of the test, and special codes, as directed. (Anticipated achievement, ability, and CSI scores cannot be produced for students with incorrect or incomplete birth date entries.)

the TerraNova level and the InView level (if administered) are bubbled on all grades 4–12 answer documents only if the precoded label is not applied to the answer document. If the precode label is not applied, these levels must be indicated on the answer documents.

invalidated tests have been marked according to the instructions in Step 5.

Complete the Group Information Sheet by

using only a No. 2 pencil to complete the Group Information Sheet.

entering the teacher’s name, the number of students tested (this is the number of students whose answer documents are in the group being identified), and the grade. (Mark only one grade per GIS.)

Alphabetize the students’ answer documents.

Place your completed Group Information Sheet on top of the answer documents for each group of tests you are submitting for scoring.

Return all machine-scorable answer documents to your Test Coordinator.

Assemble all reusable or unused test materials separately and return them to the Test Coordinator or principal marked as “Test materials to be retained.”




Appendix C. Test Coordinator Checklist

This checklist will be provided to you in the Test Coordinator’s Kit.

Before Testing Inventory and check all test materials and Test Coordinator’s Kit materials immediately upon receipt. Please report any shortages to the ACSI Care Team as soon as identified. Your materials should include sufficient quantities of:

School/Group Lists (SGLs)


Scoring Center Labels

Stack Cover Cards and paper bands

UPS return shipping labels received from ACSI with the testing materials in a bright pink envelope

Save the sturdy boxes in which test materials were shipped.

Read this Test Coordinator’s Manual. Read and be familiar with the content in the Test Directions for Teachers and Examiner’s Manuals for all tests and levels.

Should testing accommodations for special-needs students be categorized for reporting purposes, obtain a copy of the Assessment Accommodations Supplement from ACSI and be familiar with its contents.

Provide the Test Administrators with the appropriate materials for their classroom:

practice activities/tests and directions

Test Directions for Teachers (by level of TerraNova 3, CSP Edition) and the InView Examiner’s Manual (by level)

sufficient numbers of test books and answer documents

copies of the “Classroom/Teacher Checklist” from Appendix B of this Test Coordinator’s Manual


For missing or additional materials, contact the ACSI Care Team.

Provide the Test Administrators with information on how to fill out the Student ID Number, Special Codes, Program, (includes Home School, International, Other, ELL, IEP, 504, etc.) and Testing Accommodations fields on the Student Data Grid of each answer document. Note: Students who need to be disaggregated from data must have a designation bubbled.

Provide the Test Administrators with information on how to fill out the Special Codes field on the Group Information Sheets.

Ensure Test Administrators have all the information and materials they need to administer the test. Be available to answer any questions before, during, and after the test.




After Testing After testing, collect all materials:

machine-scorable test books and answer documents


reusable or unused test materials

Retain reusable or unused test materials in a secure and dry place.

Check the condition of each answer document to ensure the physical condition will not interfere with machine scoring and that all student-identifying information is complete and correct. The birth date must be accurate: no Anticipated Achievement, ability, or Cognitive Skills Index (CSI) scores can be produced for students with incorrect or incomplete birth date entries. Please ensure there are no Post-it® Notes, staples, paper clips, or loose papers attached to or inside the answer documents.

Make sure students do not leave stray marks in the InView section if that test is not being administered to the class. This will avoid additional charges.

For Large Print versions of the test, transcribe all responses to the corresponding TerraNova 3, CSP Edition Student Book or Student Answer Document.

Count answer documents to ensure that a document has been collected from each student who was tested. Alphabetize answer documents by student last name.

Check that each group of answer documents has one Group Information Sheet (GIS). Ensure all information on the GISs is accurate:

Check the preassigned region and school numbers in columns A through I of the Special Codes field.

Check that all other pre-filled and hand-filled information is correct, including the number of students testing for the group, and that the grade level is correctly assigned for the class. Ensure that all hand-written information was completed using a No. 2 pencil only.

Fill out the School/Group List (SGL), being careful to list every group that has a GIS and matching the GIS count to number of students tested on the SGL. Double-check for any Special Codes and Programs that need to be bubbled (Pages 23-24).

Bind each group of answer documents, including the GIS, using a Stack Cover Card and two paper bands. Divide a group into separate stacks if higher than 3 inches, using a Stack Cover Card for each stack. Complete the information on the Stack Cover Cards.

Place the bound stacks in reinforced boxes with the SGL on top of the contents of Box #1. Place labels on the boxes and number them.




Ship the boxes of scorable material to Data Recognition Corporation at the Brooklyn Park, MN, address indicated on the Scoring Center labels. Be sure to ship materials using the UPS Return Shipping labels supplied with your test materials from ACSI.

If you have any questions about the test materials or the instructions for organizing and returning the materials to Data Recognition Corporation for scoring, please contact the ACSI Care Team.







Appendix D. Applying Precoded Barcode Labels

Precoded Barcode Labels are an optional service that schools elect to pay for during Online Enrollment for machine scoring services. If you selected this option and have uploaded the Precoded Barcode Label data file, labels were created and distributed to your school with your Test Coordinator Kit.

Pay special attention to the following:

Using your Precode Roster, verify that each student’s biographic and demographic information is accurate. Verify that the TerraNova 3 and InView level (if applicable) has been prefilled correctly on the roster. If there are any errors in the student’s data, DO NOT use the Precoded Barcode Label. Destroy the label and:

□ If the Grade Level listed on the Precoded Barcode Label is correct, bubble in student demographic information, along with the TerraNova level and InView level (if applicable) on the test book/answer document.

OR

□ If the Grade Level listed on the Precoded Barcode Label is incorrect, please contact the ACSI Care Team immediately to correct this issue. The Grade Level listed on the roster will override the manually bubbled correct grade level even if the label is not used. Only after contacting the ACSI Care Team, please bubble in student demographic information on the test book/answer document.

If the Precoded Barcode Label is damaged or if an incorrect label is affixed to an answer document or a test book, cover the incorrect Precoded Barcode Label with a blank, white label and either:

□ Place a correct or undamaged student label on top of the blank label

Or, if you do not have a correct/undamaged label,

□ If the Grade Level on the Precoded Barcode roster is correct, Bubble in the correct biographic and demographic information for the student.

OR

□ If the Grade Level listed on the Precoded Barcode roster is incorrect, contact the ACSI Care Team immediately to correct the issue. The Grade Level listed on the roster will override the manually bubbled correct grade level even if the label is not used.

The Precoded Barcode Label will not scan if placed outside the designated area on the front cover of the answer document or on the back cover of the test book. The Precoded Barcode Label placement for TerraNova 3, CSP Edition (Levels 10–13) and InView Level 1 test books is on the back cover.




Appendix E. Region Numbers (District Codes)

Region Name States District Code (Region Number)

California California, Hawaii CSP01

Florida Florida CSP02

Mid-America Illinois, Indiana, Iowa, Michigan, Minnesota, Nebraska, North Dakota,

South Dakota, Wisconsin

CSP03

Northeast Connecticut, Delaware, DC, Maine, Maryland, Massachusetts,

New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont

CSP04

Northwest Alaska, Idaho, Montana, Oregon, Washington

CSP05

Ohio River Valley Kentucky, Ohio, West Virginia CSP06

Rocky Mountain Arizona, Colorado, Nevada, New Mexico, Utah, Wyoming

CSP07

Southeast Alabama, Georgia, Mississippi, North Carolina, South Carolina,

Tennessee, Virginia

CSP08

South Central Arkansas, Kansas, Louisiana, Missouri, Oklahoma, Texas

CSP09

International Outside of Continental U.S. CSP10

CSI Christian Schools International CSP11

NAUMS National Association of University Model Schools

CSP12

NCSA National Christian School Association

CSP13

SBAC Southern Baptist Association of Christian Schools

CSP14




Appendix F. Student Populations Data in ADOL

Prior to Spring 2018 administrations, students could be excluded from the printed summary reports by separating their test materials and submitting them with a separate Group Information Sheet (GIS). Please note that as of Spring 2018, this is no longer the case and all students will be included in printed summary reports. Do not submit test materials separately for students to be excluded from summary reports; instead use Assessment Data Online (ADOL) to separate results for specific groups of students using the Special Codes and Programs on Page 23-24.

In 2015, a new feature was added to ADOL that allows schools to apply additional filter options to identify and view specific populations within ADOL.

Use ADOL to:

View scores to evaluate progress for specific groups (Mainstream, IEP/504, ELL/LEP, GATE, Home School, International, etc.)

Apply multiple filters to student subgroups for in-depth data for specific student populations

Analyze data for students in a classroom, grade level, etc., by marking the applicable bubble for each student, or group

Allow teachers to view subgroup of students’ scores through the teacher portal

Separate Home School and International student(s) from the mainstream students

Use the "Other" designation in Column M for groups not otherwise listed

To utilize these features of online reporting, Special Codes must be marked in Column M in the Student Data Grid of your students' test booklets/answer documents to indicate which student results you would like to be able to filter separately from other student results. Please follow the steps below:

Follow the directions on page 23-24 and 27-28 to mark the following designations:

o GATE (Column K) o Years in Your School (Column L) o Other Groups (Column M) o 1—Home School Student o 2—International Student o 3—Other (Undesignated) – this

code can be used to indicate students who were previously considered part of an Excluded Group and/or when “Program,” or “Special Codes K & L” does not apply

o Program section (ELL, IEP, 504, etc.)

o Students will default to “Mainstream” if left blank

Note: schools need to bubble Column “M” or other designation(s) to provide disaggregation (exclusion) in ADOL.

Marking more than one circle in a column will invalidate the coding.




Frequently Asked Questions (FAQs)

1. If a student is a GATE, IEP, 504, or ELL student, do I need to bubble both the “Program” and “Special Codes”? No. Column “M” is bubbled only when the student falls within both categories (examples below).

a) Student is both an ELL and International student. School would bubble “LEP/ELL” and “International Student.”

b) Student is Home School and has an IEP, or 504 plan. School would bubble “IEP,” or “504,” and “Home School Student.”

c) Student has accommodations, but does not have a formal IEP. School would bubble “Other (Undesignated)” in Column “M”. School may choose to use a Program from page 24, if they prefer.

2. What if my student(s) do not fit “Program” or “Special Code(s)”?

Schools can leave Column “M” and the “Program” section blank, and student(s) will default as a “Mainstream” student(s). Schools can also mark Column “M” as “Other,” if appropriate.

3. What if only Column “M,” but not “Program” section, applies to a student, or student group? Schools will mark the best fit designation in Column “M.”

a) International student is marked “International Student.”

b) Home School student is marked “Home School Student.”

c) School would mark “Other (Undesignated)” if it has students with accommodations and does not want to mark them as IEP, 504, ELL/LEP, GATE, etc., but would like to track them separately. “Other (Undesignated)” can be used for students who were previously considered part of an “Excluded” Group, or other category the school needs (i.e. voucher, scholarship, special school program, etc.).

4. What if my school has “Excluded Groups?”

Mark a category applicable to the student to ensure data can be disaggregated (see examples below).

a) Student is excluded for having accommodations, which are undocumented with a formal IEP. School can choose “Other (Undesignated)” from Column “M” or use "Program."

b) Student is an International student only. School will mark “International Student” in Column “M.”

c) Student is a Home School student only. School will mark “Home School Student” in Column “M.”

5. Can I still use “Excluded Groups” option for paper reports as in the past?

Prior to Spring 2018 administrations, students could be excluded from the printed summary reports by separating their test materials and submitting them with a separate Group Information Sheet (GIS). As of Spring 2018, this is no longer the case and all students will be included in printed summary reports.

The Christian School Program can disaggregate data, or exclude, students by bubbling the applicable Special Code or Program for each student. These designations are described on Pages 23-24 of the Test Coordinator's Manual. This allows schools to disaggregate student results within Assessment Data Online (ADOL).

Do not submit test materials separately for students to be excluded from summary reports; instead please use ADOL to separate results for specific groups of students.




Appendix G. Glossary of Terms and Abbreviations

ADOL Assessment Data Online--online portal to create customizable score reports for

CSP schools

CSP Christian School Program—ACSI student assessment program

Column M Column on answer document where additional designations may be made to

identify a special population: International, Home School, and Other.

District Same as ACSI Region, which is based on your state or Partner Organization

name. Complete list found in Appendix E.

DRC Data Recognition Corporation--the publisher of TerraNova 3 and machine scoring

service provider

DRC INSIGHT Online portal for registering for machine scoring and precode services and for

accessing PDFs of paper reports and optional student data file.

Special Populations Formerly known as Excluded Groups. Schools must bubble a designation on the

student biographical page to disaggregate online reports.

GIS Group Information Sheet – used when packaging materials for shipping to DRC

scoring center. One for each set of answer documents to be scored and reported

as a single group.

InView Grades 2-12 cognitive abilities assessment

OE Online Enrollment for machine scoring services--registration that is required in

order to receive machine scoring services. Must be completed within specified

Online Enrollment windows.

Precode Precoded barcode labels used in lieu of manually bubbling demographic

information on answer document. Requires a precode file (spreadsheet) to be

uploaded to DRC INSIGHT portal during Online Enrollment.

Region ACSI Region, which is based on your state or Partner Organization name. Same

as District. Complete list found in Appendix E.

SGL School/Group List – school-wide document used to group GIS’s and answer

documents when packaging materials for shipping to DRC scoring center.

SIS School Information System – the school’s information system that houses

student data

SO # Scoring Order Number—prefilled by DRC on the GIS

Student ID Number Student Identification Number--a unique 6-digit number assigned to each student

by the school, used for longitudinal tracking




TCK Test Coordinator’s Kit – the packet received from DRC after you have

completed Online Enrollment for machine scoring. Shipped from DRC about

one week after the close of an enrollment window. TCK contains the TCM, as

well as the GIS, SGL, Stack Cover Cards, and Paper Bands used to package

materials for shipping to DRC scoring center.

TCM Test Coordinator’s Manual--resource for the test coordinator that includes

instructions for administering TerraNova 3, packaging materials to be scored, and

accessing score results

TN3 TerraNova 3 – K-12 achievement test used in the Christian School Program. CSP

Edition includes the complete battery, PLUS tests, and the Bible Assessment

subtest.

