NCEO Report 437
State Requirements for
Test Administrators,
Proctors, and
Accommodaons
Providers Who Administer
Tests to Students with
Disabilies, English
Learners, and English
Learners with Disabilies
i
NCEO Report 437
State Requirements for Test Administrators,
Proctors, and Accommodations Providers
Who Administer Tests to Students with
Disabilities, English Learners, and English
Learners with Disabilities
Sheryl S. Lazarus, Mari Quanbeck, and Martha L. Thurlow
November 2022
All rights reserved. Any or all portions of this document may be reproduced and
distributed without prior permission, provided the source is cited as:
Lazarus, S. S., Quanbeck, M., & Thurlow, M. L. (2022). State requirements for
test administrators, proctors, and accommodations providers who administer
tests to students with disabilities, English learners, and English learners with
disabilities (NCEO Report 437). National Center on Educational Outcomes.
ii
The Center is supported through a Cooperative Agreement (#H326G210002)
with the Research to Practice Division, Oce of Special Education Programs,
U.S. Department of Education. The Center is aliated with the Institute on
Community Integration at the College of Education and Human Develop-
ment, University of Minnesota. Consistent with EDGAR §75.62, the contents
of this report were developed under the Cooperative Agreement from the
U.S. Department of Education, but do not necessarily represent the policy or
opinions of the U.S. Department of Education or Oces within it. Readers
should not assume endorsement by the federal government.
Project Ocer: David Egnor
In collaboration with:
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University of Minnesota
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NCEO Core Sta
Sheryl S. Lazarus, Director
Jessica Bowman
Kascinda Fleming
Gail Ghere
Linda Goldstone
Andrew R. Hinkle
Kristi K. Liu
Charity Funfe Tatah Mentan
Michael L. Moore
Darrell Peterson
Virginia A. Ressa
Christopher M. Rogers
Jennifer Sommerness
Kathy Strunk
Martha L. Thurlow
Terri Vandercook
Yi-Chen Wu
iii
Executive Summary
To help ensure that assessments are properly administered, states have developed policies about
who can administer or proctor assessments and the training they must have. The individuals who
administer or proctor assessments, as well as those who provide accommodations (e.g., scribes,
test readers, sign language interpreters, translators), need to be qualied and knowledgeable
about how to appropriately administer assessments and how to provide accommodations. This
report presents the ndings of our analysis of states’ 2021 policies on the qualications and
requirements for test administrators, proctors, and accommodations providers for general state
summative content assessments (e.g., math, language arts, science), specically as they relate
to students with disabilities, English learners, and English learners with disabilities.
Most states (N = 43) had policies about the qualications of individuals who can serve as test
administrators, though less than half of the states included training requirements for test ad-
ministrators, and even fewer states required that the training specically address accessibility
and accommodations. The policies of 23 states noted that test administrators should be school
or district employees, while the policies of two states explicitly allowed non-school employees
or volunteers to be test administrators.
Eighteen states had policies for test proctors, and 13 states required proctors to complete train-
ing that in some cases included training on accessibility and accommodations. The policies of
six states stated that proctors should be school or district employees, while the policies of three
states explicitly allowed non-school employees or volunteers to serve in that role. Eight states
allowed student teachers to be proctors. Five states indicated that family members could not
serve as proctors.
Many states’ policies addressed the qualications of individuals who provide accommodations
that require a human to administer. Forty states had policies for scribes, 26 states had policies
for test readers, 10 had policies for interpreters, and ve had policies for translators. Policies
in some states required accommodations providers to be familiar with the students and to have
completed training. A few states required accommodations providers to be school or district
employees, and several prohibited family members from serving as accommodations providers.
Some states had policies that were specic to the type of accommodation that the individual
would provide. For example, three states required interpreters to be procient in the students’
preferred sign system (e.g., American Sign Language, signed English).
We provide several recommendations for state education agencies (SEAs) based on the ndings
of our policy analysis:
• Review SEA policies to ensure that they include appropriate information about the required
qualications and training for test administrators, proctors, and accommodations providers,
and revise them if needed.
iv NCEO
• Ensure that all test administrators, proctors, and accommodations providers receive training
on accommodations and how to appropriately administer tests to students with disabilities,
English learners, and English learners with disabilities.
• Consider the risks of allowing non-school employees or volunteers to serve as test admin-
istrators, proctors, or accommodations providers.
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Table of Contents
Executive Summary .................................................................................................................iii
Overview ................................................................................................................................... 1
Purpose ................................................................................................................................. 3
Analysis Procedures .................................................................................................................. 3
Results ....................................................................................................................................... 4
Test Administration Qualications ....................................................................................... 5
Proctor Qualications .......................................................................................................... 9
Scribe Qualications .......................................................................................................... 12
Test Reader Qualications ................................................................................................. 15
Sign Language Interpreter Qualications .......................................................................... 17
Translator Qualications .................................................................................................... 20
Discussion ............................................................................................................................... 22
Major Findings ................................................................................................................... 22
Limitations ......................................................................................................................... 23
Recommendations .............................................................................................................. 23
References ............................................................................................................................... 25
Appendix A: State Documents Used in Analysis of Test Administrators, Proctors,
and Accommodations Providers Qualications Policies ........................................................ 26
Appendix B: Test Administrator, Proctor, and Accommodation Provider
Requirements by State ............................................................................................................ 33
1NCEO
Overview
Many students with disabilities, English learners, and English learners with disabilities use ac-
cessibility features and accommodations to access state summative assessments that are used
for accountability purposes. Test administrators, proctors, and accommodations providers (see
Table 1 for denitions) need to know which accessibility supports and accommodations each
student will be using and how to address any issues that may arise on test day. This includes
understanding state accessibility policies and what to do if there are logistical issues or if selected
supports do not work as intended on test day. They also need to know how to maintain test se-
curity while ensuring that the student has the accommodations identied on their individualized
education program (IEP), 504 plan, or English learner plan. The individuals who administer or
proctor assessments, as well as those who provide accommodations (e.g., scribes, test readers,
sign language interpreters, translators), need to be qualied and knowledgeable about how to
appropriately administer assessments and provide accommodations (Lazarus et al., 2021; Olson,
et al., 2021; Thurlow et al., 2020).
Table 1. Denitions: Test Administration Roles
Test Administrator: An individual who is responsible for administering a test.
Proctor: An individual who assists a test administrator with the administration of a test.
Accommodations Provider: An individual who provides accommodations that require a
human to administer (e.g., scribes, test readers, sign language interpreters, translators,
etc.).
Although test administrators and proctors are sometimes the same individuals who provide
accommodations to students with disabilities, this is not always the case. In addition to test
administrators and proctors, accommodations providers (scribes, test readers, sign language
interpreters, translators) are involved in the test administration process and therefore need to
be knowledgeable about how to appropriately administer accommodations in ways that do not
invalidate test results.
Assessments need to be designed and administered according to their original intentions and
to produce results that are valid and that support appropriate interpretations and uses of the
results. According to the Standards for Educational and Psychological Testing (AERA/APA/
NCME, 2014), “Test takers should receive comparable treatment during the test administration
and scoring process” (p. 65). This requires that test administration follows standard protocols
2 NCEO
to avoid outside inuences on test scores that would not reect the constructs being assessed
by the assessment. The Standards further state:
Test administrators and users should also provide those who have a role in determining
and administering accommodations with sucient information and expertise to appro-
priately use accommodations that may be applied to the assessment. (p. 68)
Although the Standards do not specically address what the qualications for individuals in-
volved in test administration should be, the Standards do indicate that:
Those responsible for educational testing programs should provide appropriate train-
ing, documentation, and oversight so that the individuals who administer and score the
test(s) are procient in the appropriate test administration and scoring procedures and
understand the importance of adhering to the directions provided by the test developer.
(p. 201)
Summative assessments used for federal accountability are required to be technically sound
and meet statutory and regulatory requirements. The U.S. Department of Education’s Oce
of Elementary and Secondary Education (OESE) conducts peer reviews of states’ assessments
to ensure that they meet minimum requirements (U.S. Department of Education, 2018). Peer
review Critical Element 2.3 addresses test administration training, including training about how
to administer alternate assessments and accommodations. It states:
The State implements policies and procedures for standardized test administration;
specically, the State:
• Has established and communicates to educators clear, thorough and consistent
standardized procedures for the administration of its assessments, including
administration with accommodations;
• Has established procedures to ensure that general and special education
teachers, paraprofessionals, teachers of [English learners], specialized instruc-
tional support personnel, and other appropriate sta receive necessary training
to administer assessments and know how to administer assessments, including,
as necessary, alternate assessments, and know how to make use of appropri-
ate accommodations during assessments for all students with disabilities (U.S.
Department of Education, 2018, pp. 40-41).
3NCEO
Purpose
Accommodated tests are often administered in small group or individual settings, which requires
schools to identify test administrators or proctors for each of these administrations. Schools often
scramble to nd enough test administrators and proctors for all administrations, and in some
cases, it is possible that under-qualied individuals may administer these assessments. To help
ensure that assessments are properly administered, states have developed policies about who
can administer or proctor assessments and the training they must have. Similarly, states have
policies regarding who can provide accommodations to help ensure that the accommodations
are provided appropriately. Little is known about these policies.
To explore test administration policies, specically as they relate to students with disabilities,
English learners, and English learners with disabilities, we conducted an analysis of state policies
to see how they addressed the qualications and requirements for test administrators, proctors,
and accommodations providers (i.e., scribes, test readers, sign language interpreters, translators)
who administer accommodated general content assessments (e.g., math, language arts, science)
to students with disabilities, English learners, or English learners with disabilities. This report
presents the ndings of our analysis.
Analysis Procedures
We gathered data by examining and analyzing publicly available documents on state depart-
ment of education (SEA) websites for the 50 states and the District of Columbia. These docu-
ments included test administration and procedures manuals, accessibility and accommodations
manuals, test security manuals, and other documents that addressed the qualications of test
administrators and providers of accommodations. The number of publicly available documents
that included information about required qualications of test administrators and of providers
of accommodations ranged across states from one to ve documents. The titles and locations
of all state documents referenced in this report are provided in Appendix A.
Information that pertained to required qualications of test administrators and providers of ac-
commodations was compiled during May and June of 2021 and then was coded into categories
by one of the authors. Compiled data were then reviewed and spot checked by the other two
authors. To generate the coding categories, the policies of all states were reviewed, and based
on the information found in those policies, themes were identied, and codes were developed.
When the need for more coding categories was identied, codes were added. Previously coded
states were then reviewed again to determine whether the added coding categories should be
applied to those states. The coding categories are listed in Appendix B, Table B1.
4 NCEO
Some states provided lists of roles test administrators and providers of accommodations must
be chosen from (e.g., teachers, paraprofessionals, other administrators), while others outlined
the exact requirements that an individual must meet. In either of these situations, when cod-
ing, the qualications were considered “required” unless a qualication was clearly labeled as
“preferable.”
Results
There was wide variation across states in which roles were included in test administration docu-
ments and the required qualications and training of test administrators, proctors, and providers
of accommodations. Some states gave extensive detailed information about required qualica-
tions, while other states provided brief, broad statements. Figure 1 shows roles addressed in
state policies. The policies of 43 states included information about the requirements for test
administrators, while the policies of 18 states had similar information for proctors. Many states
also contained information about requirements and training for accommodations providers, with
40 states providing information about scribes, 26 about test readers, 10 about sign language
interpreters, and ve about translators. States varied in the language that they used to describe
the qualications. See Appendix B for additional details about test administrators (Table B2),
proctors (Table B3), scribes (Table B4), test readers (Table B5), sign language interpreters (Table
B6), and translators (Table B7). Specications for all of these groups are provided in Table B8.
Figure 1. Test Administration Roles Addressed in State Policies
Figure 1. Test Administration Roles Addressed in State Policies
N=51
Note: Three states did not have a policy for any of the test administration roles.
5
10
26
40
18
43
0 5 10 15 20 25 30 35 40 45 50
Translator
SignLanguageInterpreter
TestReader
Scribe
Proctor
TestAdministrator
NumberofStates
TestAdministrationRole
N=51
Note: Three states did not have a policy for any of the test administration roles.
N = 51
5NCEO
Test Administration Qualications
As indicated in Figure 2, states’ policies showed wide variation in the required qualications
for test administrators. Some states addressed both the roles of individuals who are allowed to
be test administrators (e.g., must be: teacher, paraprofessional, or school administrator) as well
as the training they are required to complete, while other states addressed only the roles or the
training requirements. The terminology varied across states with regard to “test administrator,”
as some states used the term “test administrator” and others used “test examiner.” One state
(Florida) used the term “proctor” to refer to someone who has the responsibilities and qualica-
tions required by other states for “test administrators,” and thus was coded as a test administrator.
For details and specications, see Tables B2 and B8 in Appendix B.
Figure 2. Qualications for Test Administrators
Figure 2. Qualifications for Test Administrators
N = 43
Note: The number of states includes all states that had policies that addressed either required or recommended
qualifications for each of the roles.
8
21
6
3
17
2
23
15
28
33
0 5 10 15 20 25 30 35
Other
CompletedTraining
NotFamilyMember
StudentTeachers
SubstituteTeachers
Non‐schoolEmployeesorVolunteers
SchoolorDistrictEmployees
Paraprofessionals
SchoolAdministrators
LicensedTeachers
NumberofStates
Requirements
N = 43
Note: The number of states includes all states that had policies that addressed either required or recommended
qualications for each of the roles.
Licensed Teachers. Thirty-three states allowed licensed teachers to act as test administrators
(TAs). For example, the Alabama policy stated that “TAs may be part-time or full-time but must
hold a valid Alabama teaching certicate.”
Another example is the Iowa policy, which indicated that “Test administrators/proctors must
be certied teachers/educators to administer federally mandated tests.”
School Administrators. Twenty-eight states also allowed school administrators (e.g., princi-
pals, counselors, special education directors, etc.) to act as test administrators. For example,
6 NCEO
the Maryland policy indicated that “LEA and school-level administrators” could serve as a test
administrator.
Paraprofessionals. Fifteen states allowed paraprofessionals to act as test administrators. Para-
professionals, sometimes called paraeducators, are individuals who typically aid teachers in the
classroom during instruction. For example, the Colorado policy allowed “instructional support
paraprofessionals” to administer assessments.
State policies often indicated that the paraprofessional must receive training. The Vermont state
policy indicated that:
TEs [test examiners] should be certied school personnel; however, if a paraprofessional
or substitute teacher is needed to administer a test, the individual must be fully trained
in test administration and test security procedures.
A few state policies required that paraprofessionals acting as test administrators must be su-
pervised by licensed sta. For example, the Idaho policy stated that test administrators can be:
A highly qualied paraprofessional who has completed the required TA Certication
Course and fullls test responsibilities under the supervision of a certied and licensed
educator.
Additionally, several states specically noted that only paraprofessionals who were licensed
educators could administer assessments. For example, the New Jersey policy stated:
A TA must hold one of the endorsements required for DTCs and STCs listed above.
Paraprofessionals may only serve as TAs if they hold one of these endorsements.
One state (Iowa) prohibited the use of paraprofessionals as test administrators.
School or District Employees. Twenty-three states required that test administrators be employed
by the school or district. School or district employees included teachers, paraprofessionals,
and school administrators but could also be other sta that worked at schools or in the district
oce. For example, the Michigan policy indicated that test administrators should be selected
from the following list:
• Licensed teachers or licensed educational administrators employed by the school district
• Paraprofessionals or non-licensed administrative personnel employed by the school district
• Licensed substitute teachers who are employed by the district for the purpose of adminis-
tering the test
7NCEO
Another example is the Colorado policy:
Test Administrators must:
• Be employed by the school/district
• Actively supervise the test administration at all times
Preferably, Test Administrators are licensed teachers, licensed administrators, instruc-
tional support paraprofessionals, substitute teachers who hold a teaching certicate,
school psychologists, school social workers, school librarians, school counselors, or
speech pathologists.
Ohio’s policy generally required test administrators to be employees of the district, though al-
lowed “de facto” employees to administer assessments to some district students whose instruc-
tion occurred outside of the district:
In situations where a local education agency, such as a Developmental Disabilities
(DD) facility or Educational Services Center (ESC), is providing services for a district,
employees at those locations may be considered “de facto” employees of the district
and administer tests as long as they also hold a license, certicate or permit issued by
the Ohio Department of Education.
Non-school Employees or Volunteers. Two states allowed non-school employees or volunteers,
including parents, to act as test administrators. For example, the Oregon policy stated:
Substitutes and volunteers are not prohibited from the TA role; however, districts using
substitutes or volunteers to administer a statewide assessment must ensure that they
rst receive training as described in Section 1.5 Training Requirements of this manual.
One state (Minnesota) prohibited non-school employees or volunteers from serving as test
administrators.
Substitute Teachers. Seventeen states allowed substitute teachers to act as test administrators.
Some policies noted that substitute teachers must be long-term substitutes or hold a license in
order to be involved in test administration while others allowed substitutes to be hired speci-
cally to administer the assessment.
Idaho is an example of a state that allowed long-term substitute teachers to be test administra-
tors. The state’s policy indicated that a “long-term substitute who is a certied and licensed
educator and has completed the required TA Certication Course” could be a test administrator.
8 NCEO
New Jersey is an example of a state that had very detailed requirements regarding the use of
long-term substitute teachers as test administrators:
Long-term substitutes may only serve as TAs if they hold one of the endorsements
listed above and have had contractual employment at the testing site for more than 20
consecutive school days prior to the start of the testing window and will have additional
continual uninterrupted employment at the school during the prescribed testing window
for NJSLA.
Michigan is an example of a state that allowed substitutes to be hired specically to administer
the assessment. Its policy stated, “Licensed substitute teachers who are employed by the district
for the purpose of administering the test.”
One state (Washington) prohibited substitute teachers from serving as test administrators.
Student Teachers. Three states allowed student teachers to serve as test administrators. For
example, Delaware allowed student teachers to act as test administrators, but only if there were
sta shortages:
If there is a severe shortage of sta, a test may be administered by the following:
• Student teachers acting as TAs, if closely supervised by a Delaware certied educator
Four states prohibited student teachers from acting as test administrators. For example, the
Colorado state policy noted, “Student teachers may not be Test Administrators but may serve
as proctors in the test environment.”
Cannot Be Family Member. Six states indicated in their policies that test administrators must
not be family members of students taking the assessments. For example, the Minnesota state
policy said:
A parent/guardian or relative cannot be involved with their student’s test administration
or be in the same room during testing. Relatives are dened as children, stepchildren,
grandchildren, nieces, nephews, siblings, in-laws, spouses, and persons under guardian-
ship.
The Wisconsin policy was another example:
Parent volunteers are not allowed to proctor the examination. School personnel who are
parents or guardians are not allowed to proctor their own children.
9NCEO
Must Complete Training. The policies of 21 states indicated that individuals must complete
training before acting as test administrators. For example, the North Dakota policy stated:
Test Administrators must complete the Test Administrator Certication Course before
administering NDSA.
The Colorado policy addressed the requirements of including training on accommodations
specically. Its policy stated, “Training on specic accommodations is required for Test Ad-
ministrators who are administering assessments for which students require accommodations.”
Other. Eight states included other requirements or qualications in their policies that were unique
to that state. These included requirements such as passing a background check, being procient
in English, or not having been sanctioned for test integrity violations in the past. A few states
also identied additional groups who could serve as test administrators (e.g., retired teachers).
Proctor Qualications
Proctors are individuals who assist test administrators with the administration of state assess-
ments. The policies of 18 states addressed the required and preferred qualications of proctors
for state assessments. As illustrated in Figure 3, states’ policies showed wide variation in their
qualications of proctors. Some states addressed both the roles of individuals who are allowed
to act as proctors and the training they are required to complete. Other states addressed only the
roles of individuals who are allowed to serve as proctors (e.g., must be: teacher, paraprofessional,
or school administrator) or the training that they are required to complete. These requirements
included who was allowed to act as a proctor and specic qualications they needed to meet.
For details and specications, see Tables B3 and B8 in Appendix B.
Licensed Teachers. Only two states had policies that specically listed licensed teachers as
a group that could serve as proctors. For example, the Michigan state policy included a list of
individuals who could serve as proctors, with “Licensed teachers or licensed educational ad-
ministrators employed by the school district” as the rst group of individuals allowed.
The Nebraska state policy stated that:
Any teachers, counselors, administrators, or other qualied education personnel may
act as Proctors.
School Administrators. Six states allowed school administrators to assist with test administra-
tion as proctors. School administrators were not always explicitly mentioned in policies, but they
fell under broader categories that some states allowed. However, some state policies explicitly
allowed school administrators to serve as proctors. For example, the Michigan policy included
10 NCEO
“licensed teachers or licensed educational administrators employed by the school district” in
the list of individuals allowed to act as proctors.
Paraprofessionals or Other Sta. Eight states allowed paraprofessionals or other school sta
to serve as proctors. These policies were sometimes broad and only oered a few examples of
which sta were allowed to be proctors, and there was great variation across states in which
roles were acceptable. For example, the Indiana state policy said:
Personnel not certied (e.g., teacher’s aides, secretaries, or substitute teachers who
do not hold one of the licenses described in the TAs section above) may only serve as
Proctors, not as TAs.
New Mexico is another example of a state with a very broad policy. It stated:
Proctors are generally Educational Assistants (EAs), but can be anyone who does not
hold one of the approved PED licenses.
Student Teachers. Eight states indicated in their policies that student teachers were allowed to
act as proctors. For example, the Rhode Island state policy stated that:
Student teachers may not administer any test, but they may serve as proctors.
Figure 3. Qualifications for Proctors
N = 18
13
5
3
6
8
8
6
2
0 2 4 6 8 10 12 14
CompletedTraining
NotFamilyMember
Non‐schoolEmployeesorVolunteers
SchoolorDistrictEmployees
StudentTeachers
ParaprofessionalsorOt herStaff
SchoolAdministrators
LicensedTeachers
NumberofStates
Requirements
Figure 3. Qualications for Proctors
N = 18
11NCEO
In some cases, student teachers were allowed to serve as proctors only in specic circumstances.
For example, Delaware allowed student teachers to act as proctors, but only if there are sta
shortages.
School or District Employees. Six states indicated that school or district employees were al-
lowed to assist with the administration of tests as proctors. The roles of these employees were
not always explicitly noted. For example, the Arizona state policy stated that:
TAs, Proctors, and any adult who will have access to AzM2 tests must be employees of
the school/district/charter.
The Rhode Island state policy included that:
Anyone serving as a proctor must be a school employee.
Non-school Employees or Volunteers. Three states stated in their policies that individuals
who were volunteers or were not employed by the school or district could act as proctors. For
example, the District of Columbia policy said that:
Test proctors need not be professional employees of the LEA or school, and may be
volunteers, contractors, or aides.
Another example is Tennessee. Its policy said:
Proctors may also be volunteers who receive the same training as proctors employed
by the school district.
Cannot Be Family Member. Five states indicated in their policies that individuals were not
allowed to act as proctors for family members. For example, the New Mexico state policy stated:
No proctor should assist with a group that has a child who is a close relative (child,
grandchild, niece/nephew, etc.).
The District of Columbia policy specically addressed parents and indicated that:
Parent volunteers serving as proctors may not proctor the assessment of their own child.
Must Complete Training. Thirteen states that included qualications for proctors in their poli-
cies indicated that individuals must complete training to qualify as proctors. Sometimes these
policies included information about what the training should cover or agreements (e.g., test
security armation form, condentiality agreement) that must be signed following completion
of training. For example, the Arizona state policy stated that:
12 NCEO
AzM2 TAs, Proctors, and any adult who will have access to AzM2 tests must be trained
in proper test security and test administration procedures, must sign an Achievement
Test Security Agreement, must be thoroughly familiar with this document, and must
follow the test administration procedures in this document, including the following
scripted directions.
Other policies were less detailed with regard to what the training should include. The North
Carolina policy indicated that:
Proctors must attend a proctor training session before the test administration and under-
stand and agree to carry out the duties described.
Scribe Qualications
The policies of 40 states addressed the required and recommended qualications of scribes for
state assessments. Scribes are individuals who write down what students dictate to them. As
seen in Figure 4, states’ policies showed wide variation in their requirements for scribes. These
requirements included who was allowed to act as a scribe and specic qualications they needed
to meet. Sometimes the policies also included qualications or roles that were recommended
for scribes but not required. For details and specications, see Tables B4 and B8 in Appendix B.
Figure 4. Qualications for Scribes
Figure 4. Qualifications for Scribes
N = 40
0
5
0
0
0
0
0
0
31
34
24
2
7
22
1
24
2
0 10 20 30 40
Other
CompletedTraining
FamiliarwithStudent
NotFamilyMember
SchoolorDistrictEmployees
ParaprofessionalsorOt herStaff
SchoolAdministrators
LicensedTeachers
TestAdministrators
NumberofStates
Requirements
Required Recommended
N = 40
13NCEO
Test Administrators. Two states’ policies indicated that test administrators were one group that
qualied to be accommodations providers. For example, the Oklahoma policy stated:
A scribe must be a currently employed educator/paraprofessional, must be familiar with
scribing, must have been trained as a Test Administrator or Proctor, and must have on
le a signed Test Administrator/Proctor Security Form (See Test Preparation Manual).
In addressing the transcription of braille, the Louisiana state policy indicated that individuals
who did braille transcription could be a test administrator who was also certied to teach stu-
dents with visual impairment:
Braille transcription: Only an eligible Test Administrator who is a certied Teacher of
Students with Visual Impairment, including Blindness, or someone working under the
direct supervision of an eligible Test Administrator who is a certied Teacher of Students
with Visual Impairment, including Blindness, may transcribe a student’s responses onto
the paper or online form of the LEAP 2025 assessments.
Licensed Teachers. Twenty-four states indicated in their policies that licensed teachers may
provide the scribe accommodation during state assessments. For example, the Idaho state policy
stated that:
The scribe should be an adult who is familiar with the student, such as the teacher or
teaching assistant who is typically responsible for scribing during educational instruc-
tion and assessments.
School Administrators. One state included school administrators in the list of individuals who
can act as scribes. The Pennsylvania state policy noted:
Qualied teachers, counselors, administrators, and paraprofessionals employed by the
LEA may act as scribes.
Paraprofessionals or Other Noncertied Sta. Twenty-two states indicated in their policies
that paraprofessionals or other school sta could act as scribes during state assessments. Com-
monly, the terms “teaching aide” or “teaching assistant” were used in policies. Sometimes general
terms such as “school personnel” were used, which did not specify which roles in the school
were acceptable for scribes to be chosen from. For example, the New York state policy said:
Scribes may be teachers, teacher aides, teacher assistants, or other school personnel who
are appropriately prepared to provide this accommodation.
In other states, the policies were more explicit in naming the individuals who could act as scribes.
The Maryland state policy indicated that:
14 NCEO
It is preferable for the scribe to be a familiar person such as the teacher or paraprofes-
sional who is typically responsible for scribing during regular instruction.
School or District Employees. Seven states indicated that individuals who served as scribes
should be employed by the school or district. In some policies, there was little additional guid-
ance about which roles within the district were qualied to act as scribes. For example, the
Minnesota state policy stated that:
The scribe should be a district sta member who is familiar with the student, and who
is typically responsible for providing this accommodation in the classroom.
The Wyoming state policy indicated that:
A scribe must be employed by the school or school district and trained in test admin-
istration as well as test security policies in accordance with the WY-TOPP manuals,
guidelines, and related documentation.
Cannot Be Family Member. Two states stated in their policies that individuals who act as
scribes must not be related to individuals taking the assessment. The Colorado state policy
indicated that:
The transcriber/translator must NOT be related to the student.
The Missouri state policy stated that:
Parents, school volunteers, peer tutors, and other students may NOT act as scribes on
Missouri’s statewide assessments.
Familiar with Student. Twenty-nine states required or recommended that individuals who
served as scribes be familiar with the student before providing the accommodation. Twenty-four
policies noted that this was a requirement, while ve indicated that it was recommended. For
example, the Iowa state policy stated:
The scribe should be an education professional who is familiar with the student, and who
is typically responsible for providing this accommodation in the classroom.
Utah is an example of a state that recommended that scribes be familiar with the student:
It is preferable for the scribe to be a person familiar to the student, such as the teacher
or paraprofessional, who is typically responsible for scribing during regular instruction.
Must Complete Training. Thirty-four states indicated that individuals must complete training
before serving as scribes. For example, the New Hampshire state policy said:
15NCEO
The scribe must be trained and qualied, and must follow the administration guidelines
provided in the New Hampshire Statewide Assessment System Test Administration
Manual.
Another example is the Delaware policy, which provided details about exactly what should be
covered in training prior to acting as scribes:
Scribes should have extensive practice and training in accordance with DeSSA and state
administration and security policies and procedures as articulated in state test adminis-
tration manuals, guidelines, and related documentation.
Other. Thirty-one states included at least one other requirement for individuals who served as
scribes. Examples of these requirements included prociency in the student’s preferred com-
munication method (e.g., American Sign Language or signed English); knowledge and experi-
ence in the subject for which they would be scribing; and being impartial and experienced in
transcription. See Tables B4 and B8 in Appendix B for specic details.
Test Reader Qualications
The policies of 26 states addressed the required and recommended qualications of test read-
ers for state assessments. As shown in Figure 5, there was wide variation across states in the
requirements for test readers. These requirements included who was allowed to act as a test
reader and specic qualications they needed to meet. Test readers, sometimes called human
readers, are individuals who read aloud directions, passages, questions, or answer options to
students. Some states also included specic qualications for test readers who provided oral
delivery in a language other than English. For details and specications, see Tables B5 and B8
in Appendix B.
Test Administrator. One state policy indicated that test administrators can serve as test readers.
The Alabama state policy stated that:
The Reader usually serves as the Test Administrator.
Licensed Teachers. Three states indicated that the test reader accommodation could be provided
by licensed teachers. Two of the states required the test readers be licensed teachers (Alabama,
Oklahoma), while the third state (Wisconsin) included teachers in a list of groups that may serve
as test readers. Oklahoma policy dened a human reader as:
A state-certied educator who reads orally to a student.
The Alabama policy stated:
16 NCEO
Readers must hold a valid teaching certicate (preferably an Alabama certicate) and
may be full-time or part-time employees contracted through an outside agency.
School Administrators, Paraprofessionals, or Other Sta. Only one state indicated in its
policy that school administrators, paraprofessionals, or other school sta could act as test read-
ers. The Wisconsin state policy said:
The test reader should be an employed district sta member (including administrators,
teachers, and paraprofessionals) who is familiar with the student, and who is typically
responsible for providing this support during educational instruction and assessments.
School or District Employees. Four states indicated in their policies that test readers should be
school or district employees. For example, the state policy of Wyoming stated that:
Test readers must be employed by the school or school district and trained in test ad-
ministration as well as test security policies in accordance with the WY-TOPP manuals,
guidelines, and related documentation.
Another example is Minnesota. Its policy indicated that:
The reader should be a district sta member who is familiar with the student, and who
is typically responsible for providing this type of accommodation in the classroom.
Figure 5. Qualications for Test Readers
Figure 5. Qualifications for Test Readers
N = 26
23
22
1
4
1
3
1
0 5 10 15 20 25
CompletedTraining
FamiliarwithStudent
NotFamilyMember
SchoolorDistrictEmployees
ParaprofessionalsorOt herAdministrators
LicensedTeachers
TestAdministrators
NumberofStates
Requirements
N = 26
17NCEO
Familiar with Student. Twenty-two states had requirements for test readers which indicated
that they should be individuals who were familiar with the students to whom they were provid-
ing the accommodation. For example, the California state policy stated:
The test reader should be an adult who is familiar with the student, and who is typically
responsible for providing this support during educational instruction and assessments.
A few states’ policies addressed test readers for Spanish versions of math and science content
assessments. West Virginia’s policy indicated that:
The test reader should be a biliterate adult who is familiar with the student, and who
is typically responsible for providing a Read Aloud accommodation in Spanish during
educational instruction and assessments.
Must Complete Training. Twenty-three states indicated that individuals must complete train-
ing prior to acting as test readers. The level of specicity in policies with regard to training
requirements varied, with some states including detailed instructions for training and others
giving little guidance. For example, the Montana state policy stated that:
Test readers must be trained on the administration of the assessment in accordance
with the Montana Oce of Public Instruction policy, and familiar with the terminology
and symbols specic to the test content and related conventions for standard oral com-
munication. Test readers must be trained in accordance with Montana Testing Portal
administration, as well as security policies and procedures as articulated in Smarter
Balanced and Montana Science Assessment test administration manuals, guidelines,
and related documentation.
Another example is the Maryland policy which stated:
Readers must be trained locally to administer each assessment, as indicated in the Test
Administrator Manual (TAM).
Sign Language Interpreter Qualications
Sign language interpreters are individuals who interpret test content between spoken and sign
language (e.g., American sign language – ASL). The policies of 10 states addressed the required
and recommended qualications for sign language interpreters on state assessments. As shown
in Figure 6, states’ policies showed wide variation in their requirements for interpreters. These
requirements included who was allowed to act as an interpreter as well as the specic quali-
cations they needed to meet. For additional details and specications, see Tables B6 and B8 in
Appendix B.
18 NCEO
Figure 6. Qualications for Sign Language Interpreters
Figure 6. Qualifications for Sign Language Interpreters
N = 10
0
0
0
2
0
0
0
4
8
3
2
1
1
2
0123456789
Other
CompletedTraining
ProficientinSignSystem
FamiliarwithStudent
NotFamilyMember
VolunteerorNon‐schoolEmployee
SchoolorDistrictEmployees
NumberofStates
Requirements
Required Recommended
N = 10
School or District Employees. Two states included in their policies that sign language interpret-
ers must be employees of the school or district that they are serving. For example, the Arkansas
policy stated:
The interpreter must:
• be employed by the school district where the examinee attends school.
Another example is the Indiana policy, which indicated that:
Interpreters must be school employed and certied.
Non-school Employees or Volunteers. One state explicitly allowed non-school employees to
act as sign language interpreters for state assessments. The Alabama state policy noted:
Sign Language Interpreters do not have to be full-time certicated employees of the
system and may be contracted through an outside agency.
Cannot Be Family Member. One state indicated that individuals who act as sign language
interpreters cannot be related to the individuals to whom they provide the support. The Arkansas
policy stated:
Additionally, the interpreter must:
19NCEO
• not be a relative or guardian of the examinee
Familiar with Student. Four states included either a requirement or a recommendation that
individuals acting as sign language interpreters be familiar with the student for whom they are
providing the support. For example, the South Carolina state policy stated:
Human signer should be an education professional who is familiar with the student, and
who is typically responsible for providing this accommodation in the classroom.
New York’s policy is an example of a state where it was preferred that interpreters be familiar
with the student:
Whenever possible, the “assigned interpreter” should be one with whom the student is
familiar and who is familiar with the student.
Procient in Sign System. Three states required interpreters to be procient in the student’s
preferred sign system, such as American Sign Language or signed English. For example, the
Arkansas state policy stated:
Individuals who serve as an interpreter must possess the following qualications:
• Prociency in English and, if applicable, American Sign Language (ASL), Signing
Exact English (SEE), or Cued Speech.
Another example is the North Carolina policy, which said:
The interpreter or transliterator must be procient in sign language or the student’s
individual communication modality.
Completed Training. Eight states noted in their policies that individuals must complete train-
ing before they can act as a sign language interpreter on a state assessment. As with the policies
about other accommodations providers, these policies varied in the level of detail provided about
the required training. For example, the Nebraska state policy did not provide much detail and
merely indicated that:
Interpreters must be trained on test administration policies by local test coordinators.
Indiana’s policy is an example of policies that included more guidance on what constitutes
training:
The interpreter must complete Test Security Training and read and sign the Testing
Security and Integrity Agreement prior to test administration which is located in the
Indiana Assessments Policy Manual.
20 NCEO
Other. Four states included additional requirements for sign language interpreters. These in-
cluded qualications such as having prior experience providing signing services, completing
a training and prociency assessment, being comfortable with the process of providing this
accommodation during test administration, staying in the room during test administration, and
not being a private consultant or individual tutor who is paid by the student’s family. See Tables
B6 and B8 in Appendix B for specic details.
Translator Qualications
Translators are individuals who translate test content for students in the students’ native language.
The policies of ve states addressed the required and recommended qualications of translators
for state content assessments. As illustrated in Figure 7, states’ policies showed wide variation
in their requirements for translators. These requirements included specications regarding who
was allowed to act as a translator as well as specic qualications they needed to meet. For
additional details and specications, see Tables B7 and B8 in Appendix B.
Figure 7. Qualications for Translators
Figure 7. Qualifications for Translators
0
0
0
1
0
0
0
5
1
4
0
2
1
0
0123456
Other
CompletedTraining
ProficientinNativeLanguageandEnglish
FamiliarwithStudent
NotFamilyMember
VolunteerorNon‐schoolEmployee
SchoolorDistrictEmployee
NumberofStates
Requirements
Required Recommended
Non-school Employees or Volunteers. One state allowed individuals who were not school
employees to act as translators. The Alabama state policy noted:
Native Language Interpreters do not have to be full-time certicated employees of the
system and may be contracted through an outside agency.
N = 5
21NCEO
Cannot Be Family Member. Two states prohibited family members or relatives of the student
from acting as their translator for state assessments. The Colorado state policy started with:
The transcriber/translator must NOT be related to the student.
The Alabama state policy indicated that:
No relative of a student who is taking the test may serve as a Native Language Interpreter
for that student.
Familiar with Student. One state indicated a preference that the translator be familiar with the
student through involvement in the classroom. The Alabama state policy stated:
It is preferred that Native Language Interpreters be directly involved in the education
of students.
Procient in Native Language and English. Four states required that translators be procient
and uent in both the native language of the student and English. For example, the Delaware
policy required that a translator:
Is procient in student’s native language and English.
Another example is the Wisconsin policy which addressed several aspects of language pro-
ciency:
Translators and interpreters should have the following qualications:
• Mastery of the target language and dialect
• Extensive general and academic vocabulary in both languages
• Ability to express thoughts clearly and concisely in both languages.
Completed Training. Only one state explicitly required that translators complete training prior
to test administration. The Michigan policy noted that:
Interpreters should have the following qualications:
• Attendance at school/district/statewide trainings regarding how to administer the
assessments.
Other. Five states indicated additional requirements for translators. These included:
• being procient in keyboarding;
22 NCEO
• writing legibly;
• being familiar with the content area in English and the student’s native language;
• including both the native language interpreter and a test administrator in administration;
• having previous experience with interpretation;
• having at least a high school diploma, being knowledgeable of both American culture and
the student’s native culture;
• being familiar with the state’s education system; and
• preferably holding a bachelor’s degree in the student’s native language or holding a formal
certication in translation or interpretation.
See Tables B7 and B8 in Appendix B for specic details.
Discussion
Most states had policies regarding the qualications or requirements for individuals who could
be involved in the test administration process, as test administrators, proctors, or accommoda-
tions providers. These policies had signicant variation in who could serve in these dierent
roles and in the level of detail included.
Major Findings
Test Administrators and Proctors. Almost all states had policies that addressed the required
qualications or roles of individuals who could act as test administrators, but fewer had policies
about the required qualications or roles of individuals who could act as proctors. Some poli-
cies contained detailed information about the requirements or roles for these various positions
involved in test administration of state assessments, whereas other states provided little or no
information in their policies. Frequently, the information about test administrator and proctor
qualications and requirements was presented in two or more dierent state documents (for
example, in the test administrator manual and in the accommodations and accessibility features
manual).
Forty-three states had policies about who could act as test administrators on state assessments
and the required or preferred qualications for these individuals. The most common required
qualication or role of individuals who could act as test administrators was a licensed teacher,
with 33 states including this in their policies, while 28 states allowed school administrators to
23NCEO
act as test administrators. Less than half of states had policies about the required training for
individuals who served as test administrators. Only 18 states included policies about proctor
qualications or individuals who could serve as proctors, and the most common requirement was
that individuals complete training prior to serving as a proctor. Three states’ policies indicated
that non-school employees or volunteers could act as proctors for state summative assessments,
which could be a concern in regards to test security and the validity of the assessment.
Accommodations Providers. In addition to policies about test administrators and proctors, many
states included policies about who could serve as accommodations providers. These policies
sometimes overlapped with the requirements for test administrators and proctors. Forty states
had policies that addressed scribes, 26 states had policies for test readers, 10 had policies for
sign language interpreters, and ve had policies for translators. Common qualications or roles
of individuals who could act as providers of various accommodations included being a licensed
teacher, being a paraprofessional or school administrator, being a school or district employee,
and being familiar with the student. Several states also required accommodations providers to
complete training prior to test administration. Several states permitted non-school employees
to serve as accommodations providers.
Limitations
For this study, many state documents (see Appendix A for list) that addressed the qualications
and roles of individuals who could serve as test administrators, proctors, and accommodations
providers were compiled and analyzed, but there were likely additional state documents. This
analysis included only documents that were publicly available on states’ websites. Other docu-
ments may be available on secure portals that require a user to log-in or may be included as
hard copies in the packages of materials that are sent to districts and schools.
Only data from state policies that pertained to the administration of state general summative
content assessments (e.g., reading/language arts, math, science) were compiled, coded, and ana-
lyzed; it does not include data for alternate assessments based on alternate academic achievement
standards (AA-AAAS) which are taken by some students with the most signicant cognitive
disabilities. Therefore, the ndings are not inclusive of the requirements for AA-AAAS test
administrators, proctors, and accommodations providers.
Recommendations
The ability to make valid inferences and to ensure the fairness of test taking is compromised
when unqualied individuals act as test administrators, proctors, or provide accommodations
to students with disabilities, English learners, and English learners with disabilities. Policies,
24 NCEO
processes, and procedures are needed that will support the valid measurement of what students
know and can do while maintaining the integrity of the test.
States may want to consider several suggestions when developing or updating policies that
address the qualications and requirements of individuals who administer, proctor, or provide
accommodations to students who take accommodated state general summative content assess-
ments. Recommendations for state education agencies (SEAs) based on the ndings of the
policy analysis are:
• Review SEA policies to ensure that they include appropriate information about the
required qualications and training for test administrators, proctors, and accommo-
dations providers (e.g., scribes, test readers, sign language interpreters, translators);
revise if needed. In order to ensure that test results are valid, it is vital that all students,
including students with disabilities, English learners, and English learners with disabilities,
who take accommodated tests have tests that are administered by test administrators and
proctors who know how to appropriately provide accommodated tests, and that accommoda-
tions that require provision by a human are provided by a skilled accommodations provider
who understands appropriate policies and procedures.
• Ensure that all test administrators, proctors, and accommodations providers receive
training on accommodations and how to appropriately administer tests to students
with disabilities, English learners, and English learners with disabilities. Most states
require training for test administrators and proctors, however, in some states, the training
may not include information on how to appropriately administer accommodated tests and
provide accommodations. Additionally, accommodations providers may not always receive
training. In order to help ensure that assessments are administered in valid and secure ways
to students with disabilities, English learners, and English learners with disabilities, it is
important that test administrators, proctors, and accommodations providers receive appro-
priate training that addresses the administration of accommodated tests.
• Consider the risks of allowing non-school employees or volunteers to serve as test
administrators, proctors, or accommodations providers. It can be challenging to nd
enough school sta to cover all small group and individual test administrations that may be
required for accommodated tests. Similarly, it can be challenging to nd a sucient number
of qualied accommodations providers. The use of non-school employees or volunteers
may seem like a solution; however, there can be dire consequences if condentiality or test
security is not maintained. If an assessment is not administered appropriately when a school
employee was used as test administrator, proctor, or accommodations provider, the sta
member can be disciplined, whereas schools and districts have little recourse if non-school
employees or volunteers are used in these roles and there are problems.
25NCEO
References
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Council on Measurement (Eds.). (2014). Standards for educational and psychological testing.
American Educational Research Association.
Lazarus, S., Goldstone, L., Wheeler, T., Paul, J., Prestridge, S., Sharp, T., Hochstetter, A., &
Warren, S. (2021). CCSSO accessibility manual: How to select, administer, and evaluate use
of accessibility supports for instruction and assessment of all students. Council of Chief State
School Ocers.
Olson, J. F., Lazarus, S. S., Thurlow, M. L., & Quanbeck, M. (2021). Test security and students
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Thurlow, M. L., Warren, S. H., & Chia, M. (2020). Guidebook to including students with dis-
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assessment peer review process. Oce of Elementary and Secondary Education.
26 NCEO
Appendix A
State Documents Used in Analysis of Test Administrators, Proctors, and
Accommodations Providers Qualications Policies
All state documents used in this analysis were publicly available on state department of educa-
tion websites.
Alabama (2018, July). 2018-2019 Integrity Handbook for Test Administration.
https://www.bhamcityschools.org/cms/lib/AL01001646/Centricity/Do-
main/136/Integrity_Handbook_for_Test_Administration_2018-19_%20
7.31.2018.pdf
Alaska (2020). Paper-Based Test Administration Directions.
https://education.alaska.gov/tls/Assessments/peaks/PB-TAD-Spring2020.
pdf
(2021). Computer-Based Test Administration Directions.
https://education.alaska.gov/tls/Assessments/Peaks/Spring2021_PEAKS_
CBA_TAD.pdf
Arizona (2021). Spring 2021 Grades 3-8 Test Directions.
https://azm2portal.org/core/leparse.php/1972/urlt/_SP21_AZ_Gr3-8_Test_
Directions.pdf
Arkansas (n.d). ACT Aspire Test Coordinator Manual – Summative Testing –
Arkansas. https://content.act.org/arkansas/r/ACT_Aspire_Test_Coordina-
tor_Manual
(n.d.). ACT Aspire Room Supervisor Manual for Summative Testing –
Online – Arkansas. https://content.act.org/arkansas/r/ACT_Aspire_Room_
Supervisor_Manual_Online
California (2021, July). Read Aloud Guidelines.
https://portal.smarterbalanced.org/library/en/read-aloud-guidelines.pdf
(2021, July). Read Aloud Guidelines in Spanish.
https://portal.smarterbalanced.org/library/en/read-aloud-guidelines-in-span-
ish.pdf
(2021, July). Scribing Protocol for Smarter Balanced Assessments.
https://portal.smarterbalanced.org/library/en/scribing-protocol.pdf
Colorado (2021). CMAS and CoAlt Procedures Manual Spring 2021.
http://www.cde.state.co.us/assessment/cmas_coalt_proceduresmanual_
sp21
Connecticut (2021, July). Read Aloud Guidelines.
https://portal.smarterbalanced.org/library/en/read-aloud-guidelines.pdf
(2021, July). Read Aloud Guidelines in Spanish.
https://portal.smarterbalanced.org/library/en/read-aloud-guidelines-in-span-
ish.pdf
(2021, July). Scribing Protocol for Smarter Balanced Assessments.
https://portal.smarterbalanced.org/library/en/scribing-protocol.pdf
(2021). Test Coordinator Manual.
https://ct.portal.cambiumast.com/core/leparse.php/51/urlt/Test-Coordina-
tor-Manual-TCM.pdf
27NCEO
Delaware (2021). Test Administration Manual.
https://de.portal.cambiumast.com/core/leparse.php/2667/urlt/2020-
2021-Smarter-Summative-TAM.pdf
(n.d.). Appendix A-6: Scribing Protocol – DeSSA.
https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/527/Ap-
pendix%20A-6%20Scribing%20Protocol.pdf
(n.d.). Appendix A-7: Read Aloud Protocol.
https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/527/Ap-
pendix%20A-7%20Read%20Aloud%20Protocol%20-%20DeSSA.pdf
(n.d.). Appendix C-6: Native Language/Visual Communication Translator
Protocol – DeSSA and DeSSA-Alt. https://www.doe.k12.de.us/cms/lib/
DE01922744/Centricity/Domain/527/Appendix%20C-6%20Native%20Lan-
guage%20%20Visual%20Communication%20Translator%20Protocol.pdf
(n.d.). Appendix C-9: Read Aloud Protocol – DeSSA (Spanish).
https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/527/Ap-
pendix%20A-7%20Read%20Aloud%20Protocol%20-%20DeSSA.pdf
District of
Columbia
(2021, October). Accessibility Features and Accommodations Manual.
https://dc.mypearsonsupport.com/resources/manuals/PC1137742_DC_
AF&A_Spring22_WEBTAG.pdf
(2021). Test Administrator Manual.
https://dc.mypearsonsupport.com/resources/manuals/DC%20Science%20
TAM%20CBT%20-%20Final.pdf
Florida (2021). Spring 2021 Paper-Based Testing Test Administration Manual.
https://fsassessments.org/core/leparse.php/3031/urlt/Spring-2021_TA_
PBT_TAM_Final_031521.pdf
Georgia (2020, September). 2020-2021 Student Assessment Handbook.
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assess-
ment/Documents/For%20Educators/2020_2021_Student_Assessment_
Handbook_Rev_September_2020.pdf
Hawaii (2020). Usability, Accessibility, and Accommodations Guidelines.
https://smarterbalanced.alohahsap.org/core/leparse.php/3410/urlt/2020_
Usability-Accessibility-And-Accommodations-Guidelines.pdf
(2021, April). Smarter Balanced English Language Arts/Literary and
Mathematics Assessments: Online, Summative, Test Administration
Manual. https://smarterbalanced.alohahsap.org/-/media/project/client-
portals/hawaii-smarter-balanced/pdf/2021q2/smarter-balanced-summative-
tam_2020-2021.pdf
Idaho (2021, April). Online Test Administration Manual (TAM).
https://idaho.portal.cambiumast.com/-/media/project/client-portals/idaho/
pdf/2020/2020-21-idaho-tam.pdf
(2021). Idaho Usability, Accessibility, and Accommodations Guidelines.
https://idaho.portal.cambiumast.com/-/media/project/client-portals/idaho/
pdf/2021/uaag_sy21-22.pdf
28 NCEO
Illinois (2019, October). Accessibility Features and Accommodations Manual.
https://il.mypearsonsupport.com/resources/training-resources/afa/Accessibi
lityFeaturesandAccommodationsManual(Body).pdf
(2019). Test Coordinator Manual.
https://il.mypearsonsupport.com/resources/training-resources/IARTC-
MSpring2019.pdf
(2021). Test Administrator Manual.
https://il.mypearsonsupport.com/resources/training-resources/IAR%20
Spring%202021%20Computer-Based%20Test%20Administration%20
Manual%20WEBTAG.pdf
Indiana (2021). 2020-2021 Indiana Assessments Policy Manual.
https://www.doe.in.gov/sites/default/les/assessment/2020-2021-accessi-
bility-and-accommodations-guidance.pdf
Iowa (2021). Accessibility and Accommodations Manual.
https://iowa.pearsonaccess.com/resources/manuals/IA1128644_Admin_
Sp20_Accom.pdf
(2020). 2020-2021 State of Iowa Test Security Manual.
https://educateiowa.gov/sites/les/ed/documents/2020-2021TestSecurity-
Manual.pdf
Kansas
Kentucky (n.d.). Administration Code for Kentucky’s Educational Assessment
Program and Inclusion of Special Populations in the State-Required As-
sessment and Accountability. https://education.ky.gov/AA/distsupp/Pages/
AdminCode.aspx
Louisiana (2021). LEAP 2025 Accommodations and Accessibility Features User
Guide. https://www.louisianabelieves.com/docs/default-source/assess-
ment/leap-2025-accommodations-and-accessibility-features-user-guide.
pdf?sfvrsn=edcf8d1f_16
Maine (2021). Test Administration Manual.
https://www.maine.gov/doe/sites/maine.gov.doe/les/inline-les/MSAA%20
2021%20TAM.pdf
Maryland (2003). Test Administration and Coordination Manual.
http://archives.marylandpublicschools.org/NR/rdonlyres/19977A2E-38CD-
4765-97DA-E147290DAAA0/2379/32TestAdministrationCoordinatorsMan-
ual_2003.pdf
(2016, August). PARCC Accessibility Features and Accommodations
Manual. https://www.isbe.net/Documents/parcc-access-accom-manual.pdf
(2017, October). Maryland Assessment, Accessibility, & Accommodations
Policy Manual. https://marylandpublicschools.org/programs/Documents/
Special-Ed/IEP/MAM508102017.pdf
Massachusetts (2021). Test Administrator’s Manual Computer-Based Tests.
https://www.doe.mass.edu/mcas/testadmin/manual/TAM-CBT.pdf
Michigan (2020). Spring 2020 Supports and Accommodations Guidance Document.
https://www.michigan.gov/documents/mde/Michigan_Accommodations_
Manual.nal_480016_7.pdf
(2021). Spring 2021 M-STEP Test Administration Manual.
https://www.michigan.gov/documents/mde/M-STEP_Test_Administration_
Manual_630729_7.pdf
29NCEO
Minnesota (2020, October). Guidelines for Accommodations 2020-21.
http://minnesota.pearsonaccessnext.com/resources/resources-training/
manuals/Guidelines%20for%20Accomm_2020-21.pdf
(2020, October). Procedures Manual for the Minnesota Assessments 2020-
21. http://minnesota.pearsonaccessnext.com/resources/resources-training/
manuals/2020-21%20Procedures%20Manual_Final.pdf
Mississippi (2021). Spring 2021 Test Coordinator Manual (3-8).
https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Ac-
cess/Statewide_Assessment_Programs/MAAP-Mississippi%20Academ-
ic%20Assessment%20Program/Test-Manuals/2017-2018%20MAAP%20
Manuals/Spring%202021%20Test%20Manuals/Questar/Grades%203-8/
Spring%202021%20Test%20Coordinator%20Manual%20(3-8).pdf
Missouri (2020, April). Guidelines for Use of a Scribe.
https://dese.mo.gov/media/pdf/asmt-scribing-guidelines
(2021). Grade-Level Assessments Test Coordinator’s Manual.
https://dese.mo.gov/media/pdf/asmt-gl-tcm-2021
Montana (2020). Usability, Accessibility, and Accommodations Guidelines.
https://mt.portal.cambiumast.com/core/leparse.php/1579/urlt/2020-2021_
MT_UAAG.pdf
(2020). Test Administration Manual.
https://mt.portal.cambiumast.com/core/leparse.php/1579/urlt/SmarterSum-
mative_TAM_MT_2020-2021.pdf
Nebraska (2018, December). Nebraska Student-Centered Assessment System
(NSCAS) Summative and Alternate Accessibility Manual. https://cdn.
education.ne.gov/wp-content/uploads/2019/01/NSCAS-Summative-and-
Alternate-Accessibility-Manual-12.10.pdf
(2020, December). Online Test Administration Manual.
https://cdn.nwea.org/docs/NE/TAMOnline_Final+20-21.pdf
Nevada (2021, July). Usability, Accessibility, and Accommodations Guidelines.
https://portal.smarterbalanced.org/library/en/usability-accessibility-and-
accommodations-guidelines.pdf
New Hampshire (2021, March). New Hampshire Statewide Assessment System Test
Administration Manual. https://nh.portal.cambiumast.com/-/mhttps://
nh.portal.cambiumast.com/-/media/project/client-portals/new-hampshire/
pdf/nh_test-administration-manual_20-21.pdfedia/project/client-portals/
new-hampshire/pdf/nh_test-administration-manual_20-21.pdf
(2018). New Hampshire Statewide Assessment System: Accommodations,
Designated Supports, and Universal Tools Guide. https://nh.portal.cambiu-
mast.com/-/media/project/client-portals/new-hampshire/pdf/nhsasaccom-
modationsguide.pdf
New Jersey (2018, October). Accessibility Features and Accommodations Manual.
https://nj.mypearsonsupport.com/resources/manuals/NJSLASpring2019A-
FA.pdf
(2021). Test Coordinator Manual.
https://nj.mypearsonsupport.com/resources/test-administration-resource/
NJSLA%20Spring%202021%20Test%20Coordinator%20Manual.pdf
New Mexico (2020, September). District Test Coordinator Manual.
https://webnew.ped.state.nm.us/wp-content/uploads/2020/09/fall-20-21-dtc-
manual.pdf
30 NCEO
New York (2018, February). Testing Accommodations for Students with Disabilities.
https://www.p12.nysed.gov/specialed/publications/documents/testing-ac-
commodations-guide-feb-2018.pdf
North Carolina (2020, July). Testing Students with Disabilities.
https://les.nc.gov/dpi/documents/les/tswd-2020-21.pdf
(2021). Test Coordinators’ Manual.
https://www.dpi.nc.gov/media/8677/open
North Dakota (2019, December). North Dakota Accessibility Manual.
https://www.nd.gov/dpi/sites/www/les/documents/SpeEd/December%20
2019%20Access%20Manual%20Updated.pdf
(2021, April). Test Administration Manual.
https://ndsa.portal.cambiumast.com/core/leparse.php/2022/urlt/NDSA-
TAM_20-21-4-6-21-v2.pdf
Ohio (2021). Test Administration Manual.
https://oh.portal.cambiumast.com/core/leparse.php/3094/urlt/OST-Sp21-
TAM-for-Posting-v3.pdf
Oklahoma (2020). Accommodations for Students with an Individualized Education
Program (IEP) or Section 504 Plan. https://sde.ok.gov/sites/default/les/
documents/les/FINAL_2020-21_OSTP-IEP-504-Accommodations_1.pdf
Oregon (2020). Oregon Accessibility Manual.
https://www.oregon.gov/ode/educator-resources/assessment/Documents/
accessibility_manual.pdf
(2020). Test Administration Manual.
https://www.oregon.gov/ode/educator-resources/assessment/Documents/
test_admin_manual.pdf
(2021, July). Read Aloud Guidelines.
https://portal.smarterbalanced.org/library/en/read-aloud-guidelines.pdf
(2021, July). Read Aloud Guidelines in Spanish.
https://portal.smarterbalanced.org/library/en/read-aloud-guidelines-in-span-
ish.pdf
(2021, July). Scribing Protocol for Smarter Balanced Assessments.
https://portal.smarterbalanced.org/library/en/scribing-protocol.pdf
Pennsylvania (2020). Pennsylvania System of School Assessment Handbook for
Assessment Coordinators. https://www.education.pa.gov/Documents/K-12/
Assessment%20and%20Accountability/PSSA/PSSA%20Handbook%20
for%20Assessment%20Coordinators.pdf
(2021). Read Aloud and Scribing Guidelines.
https://www.education.pa.gov/Documents/K-12/Assessment%20and%20
Accountability/PSSA/Accommodations/Read%20Aloud%20and%20Scrib-
ing%20Guidelines.pdf
Rhode Island (2021). Accommodations and Accessibility Features Manual.
https://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-
and-Assessment-World-Class-Standards/Assessment/Accom-
modations/Accommodations_Accessibility_Manual_v2_2020-21.
pdf?ver=2021-01-26-151308-463
(2021). Test Coordinator’s Handbook 2020-21.
https://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-
Assessment-World-Class-Standards/Assessment/RISAP-Test-Coordinator-
Handbook-2020-21.pdf?ver=2020-06-12-121635-183
31NCEO
South Carolina (2019, January). South Carolina Accessibility Support Document.
https://ed.sc.gov/tests/tests-les/students-with-disabilities/accessibility-
support-document-january-2019/
(2021). Test Administration Manual for Paper Testing.
https://ed.sc.gov/tests/tests-les/sc-ready-les/sc-ready-scpass-spring-
2021-paper-testing-tam/
South Dakota (2019, September). South Dakota TSA Tools Supports and
Accommodations. https://doe.sd.gov/Assessment/documents/SD-TSAgu-
ide-20.pdf
(2021, January). Online Test Administration Manual.
https://sd.portal.cambiumast.com/core/leparse.php/2122/urlt/SD-Online-
Test-Administration-Manual-TAM.pdf
Tennessee (2019). Tennessee Test Security Manual 2019-2020.
https://accountability.cmcss.net/wp-content/uploads/sites/92/2019/09/Ten-
nessee-Test-Security-Manual-FINAL_20190820.pdf
Texas (2018). District and Campus Coordinator Manual.
https://tea.texas.gov/sites/default/les/2018_STAAR_DCCM_Overview.pdf
Utah (2021). Scribe Accommodation Guidelines.
https://www.schools.utah.gov/le/7f01748c-2b27-4fb4-b379-c47d5e78067e
Vermont (2021, January). Smarter Balanced Test Coordinator’s Manual.
https://vt.portal.cambiumast.com/core/leparse.php/1691/urlt/VT_SB-Test-
Coordinator-Manual_2020-2021_FINAL.pdf
(2021, July). Usability, Accessibility, and Accommodations Guidelines.
https://portal.smarterbalanced.org/library/en/usability-accessibility-and-
accommodations-guidelines.pdf
Virginia
Washington (2020, August). Scribing Protocol for Washington State Assessments.
https://wa.portal.cambiumast.com/-/media/project/client-portals/washington/
pdf/2020-21-scribing-protocol-for-washington-state-assessments.pdf
(2021). Test Administration Manual.
https://wa.portal.cambiumast.com/core/leparse.php/2317/urlt/TAM-
Spring-2021.pdf
(n.d.). Read Aloud Guidelines for Washington State Assessments.
https://wa.portal.cambiumast.com/-/media/project/client-portals/washington/
pdf/read-aloud-guidelines-for-washington-state-assessments.pdf
West Virginia (2020, September). Guidelines for Participation in West Virginia State
Assessments. https://wvde.us/wp-content/uploads/2020/09/2020-2021-Par-
ticipation-Guidelines.pdf
Wisconsin (2021, January). Test Administration Manual.
https://dpi.wi.gov/sites/default/les/imce/assessment/pdf/TAM_2020-21.pdf
(n.d.). Qualications and Guidelines for Translators and Interpreters.
https://dpi.wi.gov/sites/default/les/imce/assessment/pdf/Qualications_
and_Guidelines_for_translation.pdf
(n.d.). Wisconsin Forward Exam Guidelines for Read Aloud.
https://dpi.wi.gov/sites/default/les/imce/assessment/pdf/forward_read_
aloud_guidelines.pdf
(n.d.). Wisconsin Forward Exam Scribing Guidelines.
https://dpi.wi.gov/sites/default/les/imce/assessment/pdf/Foward_Scrib-
ing_Guidelines.pdf
32 NCEO
Wyoming (2018, September). Guidance for Accessibility and Accommodations.
https://edu.wyoming.gov/downloads/assessments/2018/WY-TOPP-Accom-
modations-Guide.pdf
(2019, August). WY-TOPP Test Administration Manual.
https://edu.wyoming.gov/wp-content/uploads/2019/08/Interim-and-Modular-
Test-Administration-Manual-FA-WI-2019-2020.pdf
33NCEO
Appendix B
Test Administrator, Proctor, and Accommodation Provider Requirements by State
Table B1. Final Coding Categories
Licensed Teachers
School Administrators
Paraprofessionals or Other Sta
School or District Employees
Non-school Employees or Volunteers
Substitute Teachers
Student Teachers
Cannot Be Family Member
Must Complete Training
Test Administrator
Familiar with Student
Procient in Sign System Utilized
Procient in Student’s Native Language and English
Other
34 NCEO
Table B2. Qualications for Test Administrators
X = Required, P = Prohibited
State
Licensed
Teachers
School
Adminis-
trators
Parapro-
fession-
als
School or
District
Employ-
ees
Non-
school
Employ-
ees or
Volunteers
Sub-
stitute
Teachers
Student
Teachers
Can-
not Be
Family
Member
Must
Complete
Training Other
Alabama X P X X
Alaska X X
Arizona X X
Arkansas X X X X X
California X X
Colorado X X X X X P X X
Connecticut X X X X X X
Delaware X X X X X
District of
Columbia
X X X
Florida X X X
Georgia X X X X
Hawaii X X X
Idaho X X X X X
Illinois X X X X X P X
Indiana X X X X
Iowa X P
Kansas
Kentucky X
Louisiana
Maine X X X X
Maryland X X X
Massachu-
setts
X
Michigan X X X X X
35NCEO
State
Licensed
Teachers
School
Adminis-
trators
Parapro-
fession-
als
School or
District
Employ-
ees
Non-
school
Employ-
ees or
Volunteers
Sub-
stitute
Teachers
Student
Teachers
Can-
not Be
Family
Member
Must
Complete
Training Other
Minnesota X X X X P X P X X
Mississippi X
Missouri X X X X X
Montana X X
Nebraska
Nevada
New
Hampshire
X
New Jersey X X X X X X
New Mexico X X X
New York
North
Carolina
X X X X
North Dakota X
Ohio X X X X
Oklahoma
Oregon X X X X X X
Pennsylvania X X X
Rhode Island X X X X
South
Carolina
X X X X X
South
Dakota
X X X
Tennessee X X X X X
Texas X X X
Utah
Vermont X X X X
Virginia
Washington X X X X P X
36 NCEO
State
Licensed
Teachers
School
Adminis-
trators
Parapro-
fession-
als
School or
District
Employ-
ees
Non-
school
Employ-
ees or
Volunteers
Sub-
stitute
Teachers
Student
Teachers
Can-
not Be
Family
Member
Must
Complete
Training Other
West Virginia
Wisconsin X X X X X X X
Wyoming X X
Total
Allowed 33 28 15 23 2 17 3 6 21 8
Prohibited 0 0 1 0 1 1 4 0 0 0
Note: See Table B8 for specications and descriptions.
37NCEO
Table B3. Qualications for Proctors
X = Required
State
Licensed
Teachers
School
Adminis-
trators
Paraprofes-
sionals or
Other Sta
Student
Teach-
ers
School or
District
Employ-
ees
Non-
school
Employ-
ees or
Volunteers
Can-
not Be
Family
Member
Must
Complete
Training
Alabama X X
Alaska
Arizona X X
Arkansas X X
California
Colorado X
Connecticut
Delaware X X
District of
Columbia
X X X X
Florida
Georgia X
Hawaii
Idaho
Illinois X
Indiana X X X X
Iowa
Kansas
Kentucky X
Louisiana
Maine
Maryland
Massachu-
setts
Michigan X X X X
Minnesota X
Mississippi
Missouri
Montana X
Nebraska X X X X
Nevada
New
Hampshire
38 NCEO
State
Licensed
Teachers
School
Adminis-
trators
Paraprofes-
sionals or
Other Sta
Student
Teach-
ers
School or
District
Employ-
ees
Non-
school
Employ-
ees or
Volunteers
Can-
not Be
Family
Member
Must
Complete
Training
New Jersey X X X
New
Mexico
X X X X
New York
North
Carolina
X X X X
North Da-
kota
Ohio
Oklahoma
Oregon
Pennsylva-
nia
X X
Rhode
Island
X X
South
Carolina
South Da-
kota
Tennessee X X X X X
Texas
Utah
Vermont
Virginia
Washington X
West Vir-
ginia
Wisconsin
Wyoming
Total
(Required)
2 6 8 8 6 3 5 13
Note: See Table B8 for specications and descriptions.
39NCEO
Table B4. Qualications for Scribes
X = Required, R = Recommended
State
Test Admin-
istrators
Licensed
Teachers
School
Administra-
tors
Paraprofes-
sionals or
Other Sta
School or
District Em-
ployees
Cannot
Be Family
Member
Familiar
with Stu-
dent
Must
Complete
Training Other
Alabama X X
Alaska
Arizona
Arkansas
California X X X X X
Colorado X X
Connecticut X X X X X
Delaware X X X X X
District of
Columbia
R X X
Florida X
Georgia X X X
Hawaii X X X X X X
Idaho X X X X X
Illinois R X X
Indiana X X
Iowa X X X X X
Kansas
Kentucky
Louisiana X X X
Maine X X X
Maryland X X R X
Massachu-
setts
Michigan X X X X X
40 NCEO
State
Test Admin-
istrators
Licensed
Teachers
School
Administra-
tors
Paraprofes-
sionals or
Other Sta
School or
District Em-
ployees
Cannot
Be Family
Member
Familiar
with Stu-
dent
Must
Complete
Training Other
Minnesota X X X
Mississippi
Missouri X X X X X
Montana X X X X X
Nebraska X X X X X
Nevada X X X X X
New
Hampshire
X
New Jersey X X
New Mexico
New York X X X X
North
Carolina
X X
North
Dakota
X X
Ohio
Oklahoma X X X R X X
Oregon X X X X X
Pennsylva-
nia
X X X X X
Rhode
Island
X X X X
South
Carolina
X X X
South
Dakota
X X X X
Tennessee
Texas
Utah X X R X
Vermont X X X X X
41NCEO
State
Test Admin-
istrators
Licensed
Teachers
School
Administra-
tors
Paraprofes-
sionals or
Other Sta
School or
District Em-
ployees
Cannot
Be Family
Member
Familiar
with Stu-
dent
Must
Complete
Training Other
Virginia
Washington X X X X X
West Vir-
ginia
X X X X X X
Wisconsin X X X X X
Wyoming X X X X
Total
(Required)
2 24 1 22 7 2 24 34 31
Total (Rec-
ommended)
0 0 0 0 0 0 5 0 0
Note: See Table B8 for specications and descriptions.
42 NCEO
Table B5. Qualications for Test Readers
X = Required
State
Test
Adminis-
trator
Licensed
Teachers
School
Adminis-
trators
Parapro-
fessionals
or Other
Adminis-
trators
Must Be
School or
District
Employee
Familiar
with
Student
Must
Complete
Training Other
Alabama X X
Alaska
Arizona
Arkansas
California X X
Colorado
Connecticut X X
Delaware X X
District of
Columbia
Florida
Georgia
Hawaii X X
Idaho X X
Illinois
Indiana
Iowa X X
Kansas
Kentucky
Louisiana X
Maine
Maryland X
Massachusetts
Michigan X X
Minnesota X X
Mississippi
Missouri
Montana X X
Nebraska X X
Nevada X X
New
Hampshire
X
43NCEO
State
Test
Adminis-
trator
Licensed
Teachers
School
Adminis-
trators
Parapro-
fessionals
or Other
Adminis-
trators
Must Be
School or
District
Employee
Familiar
with
Student
Must
Complete
Training Other
New Jersey
New Mexico
New York
North Carolina
North Dakota X X
Ohio
Oklahoma X X X
Oregon X X
Pennsylvania
Rhode Island X X
South Carolina X X
South Dakota X X
Tennessee
Texas
Utah
Vermont X X
Virginia
Washington X X
West Virginia X X
Wisconsin X X X X X
Wyoming X X X
Total
(Required)
1 3 0 1 4 22 23 0
Note: See Table B8 for specications and descriptions.
44 NCEO
Table B6. Qualications for Sign Language Interpreters
X = Required, R = Recommended
State
Must Be
School or
District Em-
ployee
Volunteer
or Non-
school
Employee
Cannot
Be Family
Member
Familiar
with Stu-
dent
Procient
in Sign
System
Utilized
Must
Complete
Training Other
Alabama X
Alaska
Arizona
Arkansas X X X X X
California
Colorado
Connecticut
Delaware
District of
Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana X X X
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota R X
Mississippi
Missouri
Montana
Nebraska X
Nevada
New Hampshire
New Jersey
45NCEO
State
Must Be
School or
District Em-
ployee
Volunteer
or Non-
school
Employee
Cannot
Be Family
Member
Familiar
with Stu-
dent
Procient
in Sign
System
Utilized
Must
Complete
Training Other
New Mexico
New York R X
North Carolina X X X
North Dakota X
Ohio
Oklahoma
Oregon X X
Pennsylvania
Rhode Island
South Carolina X X X
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Total
(Required)
2 1 1 2 3 8 4
Total (Recom-
mended)
0 0 0 2 0 0 0
Note: See Table B8 for specications and descriptions.
46 NCEO
Table B7. Qualications for Translators
X = Required, R = Recommended
State
Must Be
School or
District
Employee
Volunteer
or Non-
school
Employee
Can-
not Be
Family
Member
Familiar
with Stu-
dent
Procient
in Student’s
Native Lan-
guage and
English
Must
Complete
Training Other
Alabama X X R X
Alaska
Arizona
Arkansas
California
Colorado X X X
Connecticut
Delaware X X
District of
Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan X X X
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
47NCEO
State
Must Be
School or
District
Employee
Volunteer
or Non-
school
Employee
Can-
not Be
Family
Member
Familiar
with Stu-
dent
Procient
in Student’s
Native Lan-
guage and
English
Must
Complete
Training Other
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin X X
Wyoming
Total (Required) 0 1 2 0 4 1 5
Total
(Recommended)
0 0 0 1 0 0 0
Note: See Table B8 for specications and descriptions.
48 NCEO
Table B8. Details and Specications
State Details and Specications
Alabama Test Administrator: TAs may be part-time or full-time but must hold a valid
Alabama teaching certicate. No relative of a student who is taking the test may
serve as Test Administrator for that student. No student intern may serve as a
Test Administrator.
Only those school personnel who have been trained in a specic assessment
may administer that assessment.
Proctor: The Proctor does not have to be certied or work full-time and may be
an individual contracted through an outside agency. Proctors must be directly in-
volved with the education of students. No student intern may serve as a Proctor.
No relative of a student taking a test may be a Proctor. Proctors must participate
in a training session for the specic assessment in which they will proctor, be-
fore participating in the administration of that standardized assessment.
Scribe: Scribes must hold a valid teaching certicate (preferably an Alabama
certicate) and may be full-time or part-time employees contracted through an
outside agency.
Test Reader (Human Reader): Readers must hold a valid teaching certicate
(preferably an Alabama certicate) and may be full-time or part-time employees
contracted through an outside agency. The Reader usually serves as the Test
Administrator. A Proctor is required in a read-aloud administration.
Sign Language Interpreter: Sign Language Interpreters do not have to be
full-time certicated employees of the system and may be contracted through
an outside agency. This administration must include the Interpreter and a Test
Administrator.
Translator:
Native language interpreter:
Native Language Interpreters do not have to be full-time certicated employees
of the system and may be contracted through an outside agency. It is pre-
ferred that Native Language Interpreters be directly involved in the education of
students. No relative of a student who is taking the test may serve as a Native
Language Interpreter for that student. No student intern may serve as a Native
Language Interpreter. This administration must include the Interpreter and a
Test Administrator.
Alaska Test Administrator: Test Administrators are trained district employees who
administer the PEAKS and Alaska Science assessments to students. Test Ad-
ministrator training must be provided using either local materials or the training
materials available via the DRC INSIGHT Portal or from DEED. Adequate time
must be provided for Test Administrators to ask questions and receive further
clarication. Test Administrators do not need a teaching certicate to administer
the assessment. Test Administrators, like all testing personnel, must read and
sign a Test Security Agreement to indicate their understanding and agreement.
49NCEO
State Details and Specications
Arizona Test Administrator/Proctor: TAs, Proctors, and any adult who will have access
to AzM2 tests must be employees of the school/district/charter. Proctors may
be assigned to assist TAs. AzM2 TAs, Proctors, and any adult who will have
access to AzM2 tests must be trained in proper test security and test administra-
tion procedures, must sign an Achievement Test Security Agreement, must be
thoroughly familiar with this document, and must follow the test administration
procedures in this document, including following the scripted directions.
Arkansas Test Administrator: The test coordinator should conrm that the room
supervisor(s) meet all of the following criteria. Each room supervisor should be:
• Procient in English.
• Experienced in testing and classroom management.
• A sta member of the school or district where the test administration will
take place.
• Arkansas Summative Testing Policy: Currently licensed by the ADE: DESE
as a teacher or administrator, a long-term substitute who holds a license
from the ADE: DESE, or be employed under a waiver from licensure as a
teacher of record or administrator.
To protect both examinees and the room supervisor from questions of pos-
sible conict of interest, relatives or guardians of examinees taking ACT Aspire
should not serve in the role of room supervisor in the same test room as the ex-
aminee relative. It is permissible for relatives or guardians of testing examinees
to serve as a room supervisor in the same school/district as a related examinee,
provided that examinee tests in a dierent room. In such circumstances, the
district/school should monitor the testing process so that room supervisors who
have a relative testing do not handle the test materials of the relative without
another responsible individual present. Private consultants or individual tutors
whose fees are paid by an examinee or examinee’s family should not serve as a
room supervisor.
Proctor: Arkansas Periodic Testing Policy: Every district employee who is
involved in the administration of the ACT Aspire Periodic assessments (Interim
or Classroom) must read the list of prohibited activities and sign the security
agreement indicating that they understand the actions and their consequences
prior to setting up for and/or administering the test. The district shall verify each
person is an employee of the school or district, has been trained and has signed
the agreement prior to administering the periodic assessments.
Sign Language Interpreter:
Individuals who serve as an interpreter must possess the following qualica-
tions:
• Prociency in English and, if applicable, American Sign Language (ASL),
Signing Exact English (SEE), or Cued Speech.
• Experience administering standardized or other “high-stakes” tests.
Additionally, the interpreter must:
• be employed by the school district where the examinee attends school.
• agree to administer the tests in compliance with ACT policies and
procedures.
• stay in the room throughout the administration.
• read and sign the Interpreter’s Agreement for their administration.
• not be a relative or guardian of the examinee.
• not be a private consultant or individual tutor whose fees are paid by the
examinee or examinee’s family.
50 NCEO
State Details and Specications
California Test Administrator: Must be a credentialed or licensed employee at the LEA.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Smarter
Balanced and member administration and security policies and procedures as
articulated in Consortium and member test administration manuals, guidelines,
and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with member policy, and familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Test readers must be trained in accordance
with Smarter Balanced and member administration and security policies and
procedures as articulated in Smarter Balanced and Consortium member test
administration manuals, guidelines, and related documentation.
Test Readers – Spanish:
The test reader should be a biliterate adult who is familiar with the student, and
who is typically responsible for providing this support during educational instruc-
tion and assessments. Test readers must be trained on the administration of the
assessment in accordance with member policy, and familiar with the terminology
and symbols specic to the test content and related conventions for standard
oral communication. Test readers must be trained in accordance with Smarter
Balanced and member administration and security policies and procedures as
articulated in Smarter Balanced and Consortium member test administration
manuals, guidelines, and related documentation.
51NCEO
State Details and Specications
Colorado Test Administrator:
Test Administrators must:
• Be employed by the school/district.
• Actively supervise the test administration at all times.
Preferably, Test Administrators are licensed teachers, licensed administrators,
instructional support paraprofessionals, substitute teachers who hold a teach-
ing certicate, school psychologists, school social workers, school librarians,
school counselors, or speech pathologists. Training on current administration
procedures is required each year for all Test Administrators before administering
or monitoring a physical testing group in a testing environment. Test Adminis-
trators must read the instructions in the CMAS Test Administrator Manual and
familiarize themselves with test administration procedures prior to administering
the test to students. Training on specic accommodations is required for Test
Administrators who are administering assessments for which students require
accommodations.
School/district employees may administer the assessments at the grade levels
of relatives, but must not administer the test to relatives, nor be in the same test-
ing environment as relatives during testing.
• This requirement includes sons, daughters, stepchildren, nieces, nephews,
brothers, and sisters of Test Administrators.
Proctor: Student teachers may not be Test Administrators but may serve as
proctors in the test environment.
Scribe:
Transcriber:
The transcriber/translator must NOT be related to the student.
• The transcriber/translator must write legibly.
• The transcriber/translator must be procient in reading and writing in the
student’s language and English.
NOTE: Do not translate and transcribe responses written in Spanish
as they are scored by Pearson.
• The transcriber/translator should be familiar with the content area in both
English and the student’s language.
• With CBT, the transcriber must be procient in keyboarding.
Scribe for ELA Constructed Response:
Scribes and transcribers must be procient in reading and writing in the stu-
dent’s spoken language (English for ELA or Spanish for CSLA).
Translator: The transcriber/translator must NOT be related to the student.
The transcriber/translator must write legibly. The transcriber/translator must be
procient in reading and writing in the student’s language and English. NOTE:
Do not translate and transcribe responses written in Spanish as they are scored
by Pearson. The transcriber/translator should be familiar with the content area in
both English and the student’s language. With CBT [computer-based tests], the
transcriber must be procient in keyboarding.
52 NCEO
State Details and Specications
Connecticut Test Administrator: Test Administrators should be certied school personnel;
however, if a paraprofessional or substitute teacher is needed to administer a
test, the individual must be fully trained in test administration and test security.
To ensure that test administration and test security procedures are followed,
a certied teacher should monitor paraprofessionals. The principal or another
building administrator should monitor substitute teachers to ensure that test
administration and security procedures are followed.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Smarter
Balanced and member administration and security policies and procedures as
articulated in Consortium and member test administration manuals, guidelines,
and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with member policy, and familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Test readers must be trained in accordance
with Smarter Balanced and member administration and security policies and
procedures as articulated in Smarter Balanced and Consortium member test
administration manuals, guidelines, and related documentation.
Test Readers – Spanish:
The test reader should be a biliterate adult who is familiar with the student, and
who is typically responsible for providing this support during educational instruc-
tion and assessments. Test readers must be trained on the administration of the
assessment in accordance with member policy, and familiar with the terminology
and symbols specic to the test content and related conventions for standard
oral communication. Test readers must be trained in accordance with Smarter
Balanced and member administration and security policies and procedures as
articulated in Smarter Balanced and Consortium member test administration
manuals, guidelines, and related documentation.
Delaware Test Administrator:
Test administrators must be:
• Delaware-certied educators (teachers, administrators, or guidance
counselors)
• Paraprofessionals, if closely supervised by a Delaware-certied educator
• Translators (if they are not Delaware-certied educators, they must be
closely supervised by a Delaware-certied educator)
• Substitute teachers (if they are not Delaware-certied educators, they must
be closely supervised by a Delaware-certied educator)
If there is a severe shortage of sta, a test may be administered by the follow-
ing:
• Student teachers acting as TAs, if closely supervised by a Delaware
certied educator
• Student teachers and school support sta acting as proctors.
53NCEO
State Details and Specications
Delaware
(continued)
Proctor: If there is a severe shortage of sta, a test may be administered by the
following:
• Student teachers acting as TAs, if closely supervised by a Delaware
certied educator
• Student teachers and school support sta acting as proctors.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with DeSSA
and state administration and security policies and procedures as articulated in
state test administration manuals, guidelines, and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with state policy, and familiar with the
terminology and symbols specic to the test content and related conventions for
standard oral communication. Test readers must be trained in accordance with
DeSSA Assessments administration and security policies and procedures as
articulated in state test administration manuals, guidelines, and related docu-
mentation.
Test Readers – Spanish:
The test reader should be a bi-literate adult who is familiar with the student,
and who is typically responsible for providing a Read Aloud support in Spanish
during educational instruction and assessments. Test readers must be trained
on the administration of the assessment in accordance with state policy, and
familiar with the terminology and symbols specic to the test content and related
conventions for standard oral communication. Test readers must be trained in
accordance with DeSSA assessment administration and security policies and
procedures as articulated in Consortium and state test administration manuals,
guidelines, and related documentation.
Translator: Native language/visual communication translator:
• Has at least a high school diploma (minimum level of education).
• Is procient in student’s native language and English.
• Has previous experience performing interpretation/visual communication
translation from English to student’s native language.
• Is able to speak clearly and at a normal pace with good pronunciation.
• Is knowledgeable of both American culture and the student’s native country
or geographic region.
• Is familiar with the United States K-12 public educational system.
54 NCEO
State Details and Specications
District of
Columbia
Test Administrator: The following individuals may serve as a Test Administra-
tor:
• Individuals employed by the LEA as teachers
• LEA- and school-level administrators
• Other school-level or LEA-level employees
Test Administrators must NOT have been sanctioned for test integrity violations
in the previous year. In addition, student teachers may NOT serve as a Test
Administrator in charge of administering the PARCC assessment.
Proctor: Proctor is an individual who may be called on to help a Test Adminis-
trator monitor a testing session under the supervision of the Test Administrator.
A Test Administrator must be in the room at all times during testing if a Proctor is
used. Student teachers may serve as Proctors who assist the Test Administra-
tors. Test proctors need not be professional employees of the LEA or school,
and may be volunteers, contractors, or aides. They must receive training in test
security and test administration procedures from the school test monitor, and
work at all times under the direct supervision of a test administrator or school
test monitor. Parent volunteers serving as proctors may not proctor the assess-
ment of their own child.
Scribe: Individuals who provide the scribe accommodation to a student must:
1. be trained by the school or district, as indicated in the PARCC Test
Administrator Manuals;
2. sign a PARCC Security Agreement Form; and
3. be uent in receptive and expressive American Sign Language (ASL),
signed English, or other sign system, for students who are deaf or hard of
hearing.
Preferably, the scribe will already be familiar with and have experience scribing
for the student. If the scribe is unfamiliar with the student, then scribe and stu-
dent should have the opportunity to practice the scribing process together prior
to taking the assessment.
Florida Test Administrator: School personnel and non-school personnel may be
trained as proctors. Prior to testing, proctors must be informed of their duties
and of the appropriate test security policies and procedures. School personnel
proctor duties may include preparing and distributing secure materials and pro-
viding accommodations. Non-school personnel may assist test administrators
during test administration; however, non-school personnel may not participate in
any of the test administration procedures (e.g., distributing and collecting secure
materials, providing accommodations).
Proctor: Volunteers (e.g., parents, retired teachers) may be trained as proctors
and may perform non-school personnel duties.
55NCEO
State Details and Specications
Georgia Test Administrator: Test Examiners must hold GaPSC certication and comply
with all training for all state assessments per the SchTC and STC. Examiners
are expected to review and prepare for test administration through participation
in trainings, review of Test Examiner manuals, follow all test security protocols
and policies, and apply and enforce prescribed calculator, cell phone, and elec-
tronic device guidelines and policies. Test Examiners must be familiar with the
Student Assessment Handbook and the GaPSC Code of Ethics (See Appendix
A), particularly in the area of test security.
A Test Examiner:
• Must be GaPSC certied and adheres to the Georgia Code of Ethics for
Educators. As required by State Board Rule 160-3-1-.07, certied educators
(teachers, interpreters, counselors, administrators, and paraprofessionals)
must administer all state-mandated assessments. The term Certied
Educator in this statement is dened as those educators directly involved
with the instruction of students, and who must hold a clearance certicate
as dened by the GaPSC. Educators without Georgia certication from the
GaPSC must not administer state assessments. Local systems must be
mindful of certicate expiration dates and ensure that all examiners possess
a valid/unexpired certicate at the time of test administration. The term
Examiner refers to the person administering the assessment.
• At least annually, and more frequently where required, participates in and
complete all training related to test administration, test security, and ethical
behavior.
• Reviews and follows all procedures in handling all administration materials.
Proctor: Proctors must comply with all training for all state assessments in
which the proctor will participate. The Proctor must review all test security proto-
cols and assist the Test Examiner in maintaining strict test security. In addition,
proctors are expected to monitor online test administrations and communicate
with the Test Examiner when test administration, technology, and/or student
issues arise. Proctors must be familiar with the Student Assessment Handbook
roles and responsibilities assigned to proctors and adhere to protocols and poli-
cies related to test security.
Scribe: Scribes must be aware that students receiving this accommodation usu-
ally require extended-time and frequent breaks during test administration. These
considerations may be included in the student’s IEP, EL/TPC, or 504. Scribes
must be familiar with the content area for which they are scribing, so that they
understand the terms and academic language of the content area. Scribes
must read and sign the Examiner’s Certication of Prescribed Administration
Procedures found in this Handbook. Scribes must be familiar with the student’s
IEP, EL/TPC or 504 Plan. The scribe and the student should have at least one
practice session together prior to the assessment to allow both to become
familiar with the procedure. Note that students should be familiar with scribing
procedures given their use of this accommodation during routine classroom
instruction.
56 NCEO
State Details and Specications
Hawaii Test Administrator: Test administrators can be:
• General education teacher (full or part time): Must have a Hawai‘i teacher
license or credential
• Special education teacher, including those hired (full or part time) by a
private recruiting agency: Must have a teacher license or credential for
Hawai‘i or another state
• School counselor: Must have a master’s degree in counseling
• Instructors: Must be teaching a class independently in a content area where
there is a shortage of Hawai‘i licensed or credentialed teachers
• Long-term substitute teachers: Not required to have a Hawai‘i teacher
license or credential if they are teaching a class independently
• Identied public charter school employees: Qualied teaching sta
members
• Test Coordinator: Must meet any one of the above requirements
Scribe: Scribes must be DOE certicated employees who have Smarter Bal-
anced test administrator certication. The scribe should be an adult who is fa-
miliar with the student, such as the teacher or teaching assistant who is typically
responsible for scribing during educational instruction and assessments. Scribes
must have demonstrated knowledge and experience in the subject for which
scribing will be provided. Scribes should have extensive practice and training
in accordance with the Hawai‘i Statewide Assessment Program (HSAP) test
administration and security policies and procedures as articulated in the admin-
istration manuals, guidelines, and related documentation for each assessment
and exam.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with state policy and be familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Hawai‘i Read Aloud Test Readers must view
the Read Aloud Training Module (Smarter Balanced Assessments only) that
is posted in the Training and Webinars folder on the Resources page at http://
alohahsap.org. Test readers must be trained in accordance with HSAP test
administration and security policies and procedures as articulated in the admin-
istration manuals, guidelines, and related documentation for each assessment
and exam.
Test Readers – Spanish:
The test reader should be a biliterate adult who is familiar with the student, and
who is typically responsible for providing this support during educational instruc-
tion and assessments. Test readers must be trained on the administration of the
assessment in accordance with member policy, and familiar with the terminology
and symbols specic to the test content and related conventions for standard
oral communication. Test readers must be trained in accordance with Smarter
Balanced and member administration and security policies and procedures as
articulated in Smarter Balanced and Consortium member test administration
manuals, guidelines, and related documentation.
57NCEO
State Details and Specications
Idaho Test Administrator: Test administrators can be:
• A certied and licensed educator familiar with the student, typically the
student’s TE, who has completed the required Test Administrator (TA)
Certication Course can administer the test.
• A long-term substitute who is a certied and licensed educator and has
completed the required TA Certication Course.
• A highly qualied paraprofessional who has completed the required TA
Certication Course and fullls test responsibilities under the supervision of
a certied and licensed educator.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Smarter
Balanced and member administration, as well as security policies and proce-
dures as articulated in Smarter Balanced and member test administration manu-
als, guidelines, and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with member policy, and familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Test readers must be trained in accordance
with Smarter Balanced and member administration and security policies and
procedures as articulated in Smarter Balanced and Consortium member test
administration manuals, guidelines, and related documentation.
58 NCEO
State Details and Specications
Illinois Test Administrator: Test administrators can be:
• Individuals employed by the district as teachers
• District- and school-level administrators
• Other certied educational professionals
• *Refer to your School Test Coordinator for qualications*
• Parents or legal guardians may NOT serve as a Test Administrator for their
own child, unless otherwise specied by ISBE. In addition, student teachers
may NOT serve as a Test Administrator in charge of administering the IAR
assessment.
• In general, educators holding an active Professional Educator License
with stipulations endorsed as a provisional educator may administer IAR.
Below are three specic circumstances that deviate slightly from the general
rule. For a detailed explanation of school sta who may administer the IAR
assessments, please see the document posted at the ISBE web site.
1. Paraprofessionals who hold an Educator License with Stipulations
endorsed as a Paraprofessional Educator who are under the
constant line-of-sight supervision of a licensed educator may
administer IAR. A licensed educator hired as a paraprofessional also
has to be under constant line-of-sight supervision.
2. Substitute teachers who hold a Substitute Teaching License and hired
as a substitute teacher may administer IAR.
3. Parents are not allowed to be present in the classroom with their
children during testing. There are two exceptions to this rule:
a. The parent’s presence is required as part of the student’s IEP
or Section 504 Plan.
b. The parent is employed by the district and his or her duties
require him or her to be present in the child’s classroom.
Proctor: Student teachers may serve as Proctors who assist Test Administra-
tors. Refer to your School Test Coordinator for more information about state
policy.
Scribe: Scribes must:
• be trained by the school or district, as indicated in the Test Administrator
Manuals;
• sign a Security Agreement Form; and
• be uent in receptive and expressive American Sign Language (ASL),
signed English, or other sign system, for students who are deaf or hard of
hearing.
Preferably, the scribe will already be familiar with and have experience scribing
for the student. If the scribe is unfamiliar with the student, then scribe and stu-
dent should have the opportunity to practice the scribing process together prior
to taking the assessment.
Indiana Test Administrator: Assessments are to be administered only by personnel
who hold an active license granted by IDOE. The license must be an instruction-
al, administrative, or a school services license. Personnel with an emergency
Indiana license (in one of these three areas) or a Transition to Teaching permit
can also serve as Test Administrators (TAs). NOTE: TAs must complete a brief
certication process to initiate assessments in the Cambium Assessments, Inc.
(CAI) platform.
TAs should be thoroughly familiar with the administration procedures prior to the
start of the administration of the test. This includes:
59NCEO
State Details and Specications
Indiana
(continued)
• Being fully aware of the local testing schedule and communicating any
concerns to the STC ahead of testing;
• Studying the TAM (paying specic attention to the icons representing
reading comprehension and calculator usage);
• Reviewing the Code of Ethical Practices and Procedures (in Appendix A of
this manual);
• Reading all applicable portions of the current Indiana Assessments Policy
Manual (this document);
• Reviewing accommodations needed by students in advance of the test
administration; and
• Completing all applicable test administration, test security, and test
accommodations trainings.
All TAs should be trained to understand the testing procedures and their respon-
sibilities as TAs. Only those who are certied TAs may administer the assess-
ment. If uncertied or untrained sta administer an assessment, the impacted
student assessments are at risk for invalidations following IDOE review.
Proctor: Personnel not certied (e.g., teacher’s aides, secretaries, or substi-
tute teachers who do not hold one of the licenses described in the TAs section
above) may only serve as Proctors, not as TAs. In no case may unlicensed
personnel be allowed to supervise the test administration without the guidance
and presence of a TA. Proctors may, however, assist the TA before, during, and
after the test administration. Parents, guardians, student teachers, and school
volunteers are not permitted to serve as Scribes, TAs, or Proctors and cannot
be present in testing rooms during testing. Scribes, TAs, and Proctors must
be corporation/school employees or contractors. In addition, Scribes, TAs and
Proctors are not permitted to administer assessments to their own child (i.e.,
when the Scribe, TA or Proctor is the parent/guardian of a child in a tested grade
level) due to potential conict of interest concerns. Proctors must be trained on
test administration procedures and test security before assisting with testing.
Scribe: Scribe/Interpreter:
The scribe should be procient in the sign system utilized (e.g., ASL) or the
scribe should be working with an interpreter procient in the sign system. The
interpreter must complete Test Security Training and read and sign the Testing
Security and Integrity Agreement prior to test administration which is located in
the Indiana Assessments Policy Manual. Interpreters must be school employed
and certied.
Scribe/Braille:
The scribe should be procient in reading (visually or tactually) braille in all
braille codes used by the student.
Sign Language Interpreter:
Scribe/Interpreter:
The scribe should be procient in the sign system utilized (e.g., ASL) or the
scribe should be working with an interpreter procient in the sign system. The
interpreter must complete Test Security Training and read and sign the Testing
Security and Integrity Agreement prior to test administration which is located in
the Indiana Assessments Policy Manual. Interpreters must be school employed
and certied.
60 NCEO
State Details and Specications
Iowa Test Administrator: Test Administrators/proctors must be certied teachers/
educators to administer federally mandated tests. Paraeducators and other sup-
port sta may not administer federally mandated assessments (ISASP, ELPA21,
DLM, and NAEP).
Scribe: The scribe should be an education professional who is familiar with the
student, and who is typically responsible for providing this accommodation in the
classroom. The scribe must be trained in accordance with test administration
and security policies and procedures as articulated in the ISASP Test Adminis-
trator Manual, ISASP Accessibility and Accommodations Manual, and related
documentation. The scribe must have prior experience in providing scribing or
transcribing services and must be familiar and comfortable with the process
before providing this accommodation to a student during operational test admin-
istration.
Test Reader: The human reader should be an education professional who is fa-
miliar with the student, and who is typically responsible for providing this feature
in the classroom. The human reader must be trained in accordance with test
administration and security policies and procedures as articulated in the ISASP
Test Administrator Manual. The human reader must have prior experience in
providing read aloud support and must be familiar and comfortable with the pro-
cess before providing this support to a student during test administration.
Kansas
Kentucky
Louisiana Scribe: Individuals who provide the scribe accommodation to a student must:
1. be trained by the school or district, as indicated in the LEAP 2025 Test
Administrator Manuals;
2. sign a LEAP 2025 Security Agreement Form; and
3. be uent in receptive and expressive American Sign Language (ASL),
signed English, or other sign systems, for students who are deaf or hard of
hearing
Braille transcription: Only an eligible Test Administrator who is a certied Teach-
er of Students with Visual Impairment, including Blindness, or someone working
under the direct supervision of an eligible Test Administrator who is a certied
Teacher of Students with Visual Impairment, including Blindness may transcribe
the student’s responses onto the paper or online form of the LEAP 2025 assess-
ments.
Test Reader: Readers must be trained locally to administer each assessment.
61NCEO
State Details and Specications
Maine Test Administrator: Test administrators can be:
• A certied and licensed educator familiar with the student, typically
the student’s teacher, who has completed the required MSAA Test
Administration Training and the end-of-module quizzes, and has passed the
Final Quiz with at least an 80%, can administer the Test.
• A long-term substitute who is a certied and licensed educator, has
completed the required MSAA Test Administration Training and end-of-
module quizzes, and has passed the Final Quiz with at least an 80%, can
administer the Test.
Some MSAA states have additional policies regarding who can administer the
Test and who can assist the TA. Please refer to State-Specic Policy Information
(page 1) to learn about any additional policies in your state regarding who can
be involved with administering the Test.
Scribe: Scribes must:
• Be a state-certied educator or an employee of the district
• Complete all training for the Test
• Sign and submit state test security agreements according to state policy
• Be familiar to the student
• Be familiar with all the accommodations in the student’s IEP
Scribe under the direction of a qualied, trained TA who is administering the Test
Maryland Test Administrator: In general, the following individuals may serve as a Test
Administrator:
• Individuals employed by the Local Education Agency (LEA) as teachers
• LEA and school-level administrators
• Other certied educational professionals
Scribe: The scribe must hold Maryland certication or be under the direction of
a Test Administrator holding Maryland certication. It is preferable for the scribe
to be a familiar person such as the teacher or paraprofessional who is typically
responsible for scribing during regular instruction. If it is a new scribe to the
student, give them time to work together during instruction prior to the assess-
ment day. For students who are deaf, the scribe must be uent in receptive and
expressive American Sign Language (ASL) and/or signed English.
Test Reader: Readers must be trained locally to administer each assessment,
as indicated in the Test Administrator Manual (TAM).
62 NCEO
State Details and Specications
Massachusetts Test Administrator: Test administrators can be:
• Test administrators, test coordinators, and other school personnel
authorized to have access to secure materials must attend the school
training session.
• Test administrators who will administer accommodations to students with
disabilities or EL students should receive additional training at another
time to ensure that accommodations are correctly provided. In addition,
these test administrators must also understand the dierences between
instructional accommodations and testing accommodations especially in
regard to the prohibition on coaching and assisting students during testing
• Review the TAMs and all relevant test security requirements before
administering test sessions.
• Attend the training session led by the principal/designee before test
administration. See www.doe.mass.edu/mcas/testadmin/forms for a sample
form that principals may use to document participation in training and
receipt of TAMs.
• Understand and follow the protocols related to administering tests to
students with disabilities and EL students.
Michigan Test Administrator: Test Administrators must:
• Complete the OEAA Assessment Security Compliance Form
• Complete the Michigan Virtual online Assessment Security Training modules
and/or read the Assessment Integrity Guide
• Read the Test Administrator’s Directions and Manual for each grade level
and test mode to be administered
Test Administrator/Proctor: Test Administrators (TAs)/Proctors/Room Supervi-
sors should be selected from the following list:
• Licensed teachers or licensed educational administrators employed by the
school district
• Paraprofessionals or non-licensed administrative personnel employed by
the school district
• Licensed substitute teachers who are employed by the district for the
purpose of administering the test
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Michi-
gan’s administration and security policies and procedures, as articulated in
Michigan’s test administration manuals, guidelines, and related documentation.
63NCEO
State Details and Specications
Michigan
(continued)
Test Reader: Read Aloud Readers must be:
• an adult who is familiar with the student, and who is typically responsible for
providing this support during educational instruction and assessments
• trained on the administration of the assessment in accordance with state
policy, and familiar with the terminology and symbols specic to the test
content and related conventions for standard oral communication
• trained in accordance with M-STEP state administration and security
policies and procedures, as articulated in Michigan’s test administration
manuals, guidelines, and related documentation
Arabic Read Aloud:
The test reader should be a biliterate adult who is familiar with the student, and
who is typically responsible for providing a read-aloud support in Arabic during
educational instruction and assessments. Test readers must be trained on the
administration of the assessment in accordance with state policy, and famil-
iar with the terminology and symbols specic to the test content and related
conventions for standard oral communication. Test readers must be trained in
accordance with Michigan’s state administration and security policies and proce-
dures as articulated in Michigan’s test administration manuals, guidelines, and
related documentation.
Spanish Read Aloud:
The test reader should be a biliterate adult who is familiar with the student,
and who is typically responsible for providing a read-aloud support in Spanish
during educational instruction and assessments. Test readers must be trained
on the administration of the assessment in accordance with state policy, and
familiar with the terminology and symbols specic to the test content and related
conventions for standard oral communication. Test readers must be trained in
accordance with Michigan’s state administration and security policies and proce-
dures as articulated in Michigan’s test administration manuals, guidelines, and
related documentation.
Translator: Translators and Language Interpreter (non-American Sign Lan-
guage):
Preference should be given to individuals who have bachelor’s degrees in lan-
guages other than English or who hold a formal certication in either translation
or interpretation. When this is not possible, interpreters should have the follow-
ing qualications:
1. mastery of the target language and dialect
2. familiarity with both American culture and the culture of the target language
3. extensive general and academic vocabulary in both language
4. ability to express thoughts clearly and concisely in both languages
5. familiarity with the Michigan education system
6. attendance at school/district/statewide trainings regarding how to administer
the assessments
7. a signed OEAA Assessment Security Compliance Form
64 NCEO
State Details and Specications
Minnesota Test Administrator: Test Monitors should be selected from the highest possible
ranking from this list. If a school has exhausted the availability of persons in
category “1,” it should select sta in category “2,” and so on.
1. Licensed teachers or administrators who work in the school
2. Licensed teachers or administrators who work in the district
3. Paraprofessionals who work in the school
4. School district personnel employed by the school district
5. Licensed substitute teachers
Only sta involved in testing are allowed in the room during testing. In addition
to Test Administrators and Test Monitors, any individuals in the room during test
administration, like paraprofessionals, must complete required trainings, includ-
ing the Test Security Training, annually (see Chapter 3 for detailed information).
If there are any non-school personnel involved with testing (e.g., volunteers
assisting as hall monitors), there must be school personnel directly responsible
for supervising them, and they must complete the Test Security Training. Note:
Non-school personnel cannot be Test Administrators or Test Monitors. Since stu-
dent teachers are involved in daily instruction of students, they are allowed to be
in the testing room during test administration. However, student teachers cannot
be the sole Test Administrator or Test Monitor and must complete required train-
ings for their role as outlined in Chapter 3. A parent/guardian or relative can-
not be involved with their student’s test administration or be in the same room
during testing. Relatives are dened as children, stepchildren, grandchildren,
nieces, nephews, siblings, in-laws, spouses, and persons under guardianship.
Scribe: The scribe should be a district sta member who is familiar with the
student, and who is typically responsible for providing this accommodation in the
classroom. The scribe must have prior experience in providing scribing or tran-
scribing services and must be familiar and comfortable with the process before
providing this accommodation during test administration.
Test Reader: The reader should be a district sta member who is familiar with
the student, and who is typically responsible for providing this type of accommo-
dation in the classroom. The reader must be familiar and comfortable with the
process before providing this accommodation during test administration.
Sign Language Interpreter: Whenever possible, the interpreter should be
familiar with the student and someone who is typically responsible for provid-
ing signed interpretation in the classroom. The interpreter must be familiar and
comfortable with the process before providing either of these accommodations
during test administration.
Mississippi Test Administrator: Holds a current teaching license.
Missouri Test Administrator: The examiner must be a district employee, under contract.
At a minimum, they must meet the qualications of a paraprofessional.
Scribe: Scribes may be teachers, teacher aides, teacher assistants or other
school personnel who are appropriately trained and qualied. Translators for EL
students may also act as a scribe. Parents, school volunteers, peer tutors, and
other students may NOT act as scribes on Missouri’s statewide assessments.
When using a scribe, the student’s IEP/504 Team or a teacher working with the
student should determine if the student has preferred mode of dictation.
65NCEO
State Details and Specications
Montana Test Administrator:
Test administrators can be:
• District or school personnel responsible for administering the Smarter
Balanced and the Montana Science assessments in a secure manner
in compliance with the policies and procedures outlined in the
OnlineSummative Test Administration Manual.
• All roles DA/DC, SC, and TE can administer tests.
• The Smarter Balanced and the Montana Science assessments should be
administered by individuals with an existing state/territory certication in
education (e.g., teachers, school psychologists, principals, etc.).
• The OPI expects all persons involved in handling test materials and test
administration to complete the following:
1. Complete the MontCAS Test Security readings and tasks as
described on the OPI Test Security webpage;
2. Complete the assessment-specic MontCAS Accessibility and
Accommodation Guideline readings and tasks as described on the
OPI Smarter Balanced Accessibility & Accommodations webpage;
and
3. Complete the Test Administrator (TA) Certication Course
4. Complete the Test Security Agreement (TSA) located in TIDE under
the General Resources dropdown menu in the upper right-hand.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Smarter
Balanced and Montana Science Assessment administration, as well as security
policies and procedures as articulated in Montana Oce of Public Instruction
test administration manuals, guidelines, and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during edu-
cational instruction and assessments. Test readers must be trained on the
administration of the assessment in accordance with Montana Oce of Public
Instruction policy, and familiar with the terminology and symbols specic to the
test content and related conventions for standard oral communication. Test
readers must be trained in accordance with Montana Testing Portal administra-
tion, as well as security policies and procedures as articulated in Smarter Bal-
anced and Montana Science Assessment test administration manuals, guide-
lines, and related documentation.
66 NCEO
State Details and Specications
Nebraska Proctor: Any teachers, counselors, administrators, or other qualied education
personnel may act as Proctors.
Scribe: The scribe should be an education professional who is familiar with the
student, and who is typically responsible for providing this accommodation in
the classroom. The scribe must be trained in accordance with test administra-
tion and security policies and procedures as articulated in test administration
manuals, accessibility and accommodations manuals, and related documenta-
tion. The scribe must have prior experience in providing scribing or transcribing
services and must be familiar and comfortable with the process before providing
this accommodation to a student during operational test administration.
Test Reader: The human reader should be an education professional who is fa-
miliar with the student, and who is typically responsible for providing this feature
in the classroom. The human reader must be trained in accordance with test
administration and security policies and procedures as articulated in the state’s
guidelines. The human reader must have prior experience in providing read
aloud support and must be familiar and comfortable with the process before
providing this support to a student during test administration.
Sign Language Interpreter: Interpreters must be trained on test administration
policies by local test coordinators.
Nevada Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Smarter
Balanced and member administration, as well as security policies and proce-
dures as articulated in Smarter Balanced and member test administration manu-
als, guidelines, and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with member policy and familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Test readers must be trained in accordance
with Smarter Balanced and member administration, as well as security policies
and procedures as articulated in Smarter Balanced and Consortium member
test administration manuals, guidelines, and related documentation.
New Hampshire Test Administrator: TA Certication course MUST be completed before admin-
istering remote assessments.
Scribe: The scribe must be trained and qualied and must follow the admin-
istration guidelines provided in the New Hampshire Statewide Assessment
System Test Administration Manual.
Test Reader: Test readers should be an adult who is familiar to the student and
who is typically responsible for providing this support.
67NCEO
State Details and Specications
New Jersey Test Administrator: In general, the following individuals may serve as a TA:
• Individuals employed by the district as teachers
• District- and school-level administrators
• Other certied educational professionals, such as child study team
members.
A TA must hold one of the endorsements required for DTCs and STCs listed
above. Paraprofessionals may only serve as TAs if they hold one of these
endorsements. Long-term substitutes may only serve as TAs if they hold one
of the endorsements listed above and have had contractual employment at
the testing site for more than 20 consecutive school days prior to the start of
the testing window and will have additional continual uninterrupted employ-
ment at the school during the prescribed testing window for NJSLA. Parents or
legal guardians may not serve as a TA for their own child. In addition, a student
teacher may not serve as a TA.
Proctor: A proctor is an individual who may be called on to help a TA monitor a
test unit under the supervision of the TA. A TA must be in the room at all times
during testing if a proctor is used. Student teachers may serve as Proctors who
assist the TAs. Proctors do not need to hold any endorsement; however, they
must be under the direct supervision of a TA or STC [school test coordinator] at
all times and they may not provide testing accommodations or handle secure
materials at any time.
Scribe: Individuals who provide the scribe accommodation to a student must:
• be trained by the school or district, as indicated in the NJSLA Test
Administrator Manuals;
• sign a New Jersey Security Agreement Form; and
• be uent in receptive and expressive American Sign Language (ASL),
signed English, or other sign system, for students who are deaf or hard of
hearing.
68 NCEO
State Details and Specications
New Mexico Test Administrator: TAs must hold one of the following valid PED licenses from
the State of New Mexico:
1. school instructor
2. administrator
3. school counselor
4. student success advisor
5. instructional support providers (e.g., educational diagnostician, psychologist,
social worker)
Only long-term substitutes who hold one of the above PED licenses may serve
as TAs. Short-term substitutes, educational assistants (EAs), school nurses, and
coaches may not serve as TAs unless they also hold one of the valid licenses
listed above. Before testing, the TA must attend trainings deemed mandatory by
the DTC or STC. TAs should familiarize themselves with the assessment-specif-
ic administration manual. NOTE: In some cases where small group testing (less
than ve) or one-on-one accommodations are required, an EA may be permitted
to act as a TA under the supervision of a licensed TA, provided the EA is able to
fulll the responsibilities as noted in 6.10.7.11 NMAC.
Proctor: Proctors assist TAs but may not act as a TA. Proctors are generally
Educational Assistants (EAs) but can be anyone who does not hold one of the
approved PED licenses. No proctor should assist with a group that has a child
who is a close relative (child, grandchild, niece/nephew, etc.). Before testing,
proctors must attend trainings deemed mandatory by the DTC or STC and famil-
iarize themselves with district and school test security policies prior to the rst
day of testing.
New York Scribe: Scribes may be teachers, teacher aides, teacher assistants, or other
school personnel who are appropriately prepared to provide this accommoda-
tion. Scribes must understand how to record responses using the procedures
described and be familiar with the test, including knowledge of the vocabulary
used in the test.
Sign Language Interpreter: Interpreters must be appropriately qualied and
trained. Whenever possible, the “assigned interpreter” should be one with whom
the student is familiar and who is familiar with the student.
69NCEO
State Details and Specications
North Carolina Test Administrator: Only persons who are employed by the school system,
either permanently or contractually, and have professional training in education
(preferably a North Carolina educator’s license) and the state testing program
(SBE policy TEST-010) are permitted to administer secure state tests.
If a school contracts with a third party for the provision of instructional services
(e.g., special education teachers or tutors for blind or hearing-impaired stu-
dents), the contracted employee can administer secure state tests only if the
employee meets the following criteria:
1. holds a valid North Carolina educator’s license;
2. passes a criminal history check, as dened in G.S. §115C-332(a)(1), that is
performed at the school;
3. is trained on test administration in accordance with the North Carolina
Testing Program; and
4. signs a test security agreement and understands the sanctions for testing
violations. The signed test security agreement must be kept on le at the school.
Retired teachers, if employed by the school district as substitute teachers or
members of the sta in any capacity, may administer North Carolina tests.
Proctor: The principal should be responsible for selecting proctors who are
school sta or responsible adult community volunteers (i.e., age 18 or older
and not enrolled as a student in the K–12 public school system). Proctors must
attend a proctor training session before the test administration and understand
and agree to carry out the duties described.
Scribe: The scribe should be familiar with and have experience scribing for
the student. The test administrator and scribe must attend all test administrator
training sessions provided before testing.
Sign Language Interpreter: The test administrator and interpreter or transliter-
ator must attend all test administrator training sessions provided before testing.
It is important that the school use an interpreter or transliterator who is familiar
with and has experience signing or cueing for the student(s). The interpreter or
transliterator must be procient in sign language or the student’s individual com-
munication modality.
70 NCEO
State Details and Specications
North Dakota Test Administrator: Test Administrators must complete the Test Administrator
Certication Course before administering NDSA. The course can be accessed
from the North Dakota Assessment Portal at https://ndsa.portal.cambiumast.
com/users/ndsa-assessment.stml.
Scribe: The scribe should be an education professional who is familiar with the
learner, and who is typically responsible for providing this accommodation in the
classroom. The scribe must be trained in accordance with test administration
and security policies and procedures as articulated in test administration manu-
als, accessibility and/or accommodations manuals. The scribe must have prior
experience in providing scribing or transcribing services and must be familiar
and comfortable with the process before providing this accommodation to a
learner during operational test administration.
Test Reader: The human reader should be an education professional who is fa-
miliar with the learner, and who is typically responsible for providing this feature
in the classroom. The human reader must be trained in accordance with test
administration and security policies and procedures. The human reader must
have prior experience in providing read aloud support and must be familiar and
comfortable with the process before providing this support to a learner during
test administration.
Sign Language Interpreter: Signers must be trained on test administration
policies by local test coordinators.
Ohio Test Administrator: Any person administering a test must be an employee of
the district and hold a license, certicate or permit issued by the Ohio Depart-
ment of Education. In situations where a local education agency, such as a
Developmental Disabilities (DD) facility or Educational Services Center (ESC),
is providing services for a district, employees at those locations may be con-
sidered “de facto” employees of the district and administer tests as long as
they also hold a license, certicate or permit issued by the Ohio Department
of Education. It is district policy if they consider substitute teachers employees
of the district. During every test administration, a test administrator who meets
these criteria must be in the room at all times. This person must actively monitor
students to ensure test security. If the test administrator must leave the room in
which the test is being administered, another test administrator who meets the
criteria must be called to be in the test room.
Oklahoma Scribe: A scribe must be a currently employed educator/paraprofessional,
must be familiar with scribing, must have been trained as a Test Administrator
or Proctor, and must have on le a signed Test Administrator/Proctor Security
Form (See Test Preparation Manual). Scribes must be impartial and experi-
enced in transcription. It is preferable for the scribe to be a familiar person, such
as the teacher who is typically responsible for scribing during regular instruc-
tion. Scribes will review the test security procedures and will sign all statements
required of Test Administrators/Proctors.
Test Reader: A state-certied educator who reads orally to a student. All Human
Readers must receive Test Administrator training by the local district, and the
district must retain documentation, which may be requested by the OSDE at
any time. A test proctor who is employed by the school district is required. Small
group (8-10 maximum) or individual testing required.
71NCEO
State Details and Specications
Oregon Test Administrator: TAs are district or school personnel, substitute teachers, or
volunteers responsible for administering the statewide summative assessments
and/or the interim assessments in a manner that complies with the policies and
procedures in the Test Administration Manual. TAs can set up test sessions for
online tests and administer tests in their schools. Substitutes and volunteers are
not prohibited from the TA role; however, districts using substitutes or volunteers
to administer a statewide assessment must ensure that they rst receive training
as described in Section 1.5 Training Requirements of this manual. In addition,
the district must establish policies and procedures to address test improprieties
initiated by substitutes or volunteers. Due to changes under ESSA, it is now
allowable for teachers fully funded by Title IA to administer state required as-
sessments in some circumstances. If the school is operating under the Title IA
School Wide Program model, a teacher fully funded by Title IA may administer
state assessments. This is no longer considered supplanting, as the measure-
ment for supplement not supplant is based in a district’s methodology of distri-
bution of state and local funds. However, if the school is operating under a Title
IA Targeted Assisted Plan, this teacher may not administer state assessments,
as the design of this model is based on services for specic students. Districts
must avoid having a TA administer a statewide assessment to a relative or
other student with whom the TA shares a personal tie. In cases where the only
available TA is related to or otherwise shares a personal tie with a student, the
district must notify their Regional ESD Partner of the relationship before the TA
administers the test to the student.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Smarter
Balanced and member administration and security policies and procedures as
articulated in Consortium and member test administration manuals, guidelines,
and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with member policy, and familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Test readers must be trained in accordance
with Smarter Balanced and member administration and security policies and
procedures as articulated in Smarter Balanced and Consortium member test
administration manuals, guidelines, and related documentation.
Human Reader – Spanish:
The test reader should be a biliterate adult who is familiar with the student, and
who is typically responsible for providing this support during educational instruc-
tion and assessments. Test readers must be trained on the administration of the
assessment in accordance with member policy, and familiar with the terminology
and symbols specic to the test content and related conventions for standard
oral communication. Test readers must be trained in accordance with Smarter
Balanced and member administration and security policies and procedures as
articulated in Smarter Balanced and Consortium member test administration
manuals, guidelines, and related documentation.
72 NCEO
State Details and Specications
Oregon
(continued)
Sign Language Interpreter: Signed test interpreter must:
• Meet OAR 581-015-2035 minimum standard (see below).
• Complete and pass the ODE Sign Interpretation Training and Prociency
Assessment on the BRT (UO) Online Training website.
• Receive annual Test Administration and Security training from their local
district, consistent with requirements listed in the Test Administration
Manual.
• Read and understand the Test Administration Manual, as well as all
appendices pertaining to those specic assessments which the interpreter
will support.
• Sign an Assurance of Test Security form for the current school year.
Review and follow “Oregon Math Read-Aloud Guidelines and Examples”
• Review Math and Science terminology (see “Resources” below).
• Use the relevant ELA, Math, Science, Social Science, or ORExt sample
questions to practice interpreting test items in the subject area they will be
interpreting (see “Resources” below).
Pennsylvania Test Administrator: Test Administrators and Proctors must be:
a. Employed or contracted (either directly or indirectly via a provider) by the LEA
b. Completed the annual Pennsylvania State Test Administration Training
(PSTAT)
c. Trained by the SACs [school assessment coordinators] annually
d. Have not been prohibited from being a TA by PDE or LEA
Proctor: Test Administrators and Proctors must be:
a. Employed or contracted (either directly or indirectly via a provider) by the LEA
b. Completed the annual Pennsylvania State Test Administration Training
(PSTAT)
c. Trained by the SACs annually
d. Have not been prohibited from being a TA by PDE or LEA
Scribe: Qualied teachers, counselors, administrators, and paraprofession-
als employed by the LEA may act as scribes. Any person who functions as a
scribe for the PSSA or Keystone Exams must complete the PSSA and Keystone
Exams Test Administration online training module found at: https://www.pstat-
training.net/
73NCEO
State Details and Specications
Rhode Island Test Administrator: Test administrators can be:
• Individuals employed by the LEA as teachers
• LEA and school-level administrators (e.g., principals, assistant principals,
directors, assistant superintendents, associate superintendents,
superintendents) who hold certicates for their positions as administrators
• Long-term substitute teachers holding a teaching certicate, or state
equivalent credentials, employed by the LEA as teachers
• School psychologists, school social workers, librarians, school guidance
counselors, and speech pathologists who hold certicates for their positions
• Teachers employed by the LEA who hold provisional certicates
Proctor: Anyone serving as a proctor must be a school employee. Student
teachers may not administer any test, but they may serve as proctors.
Scribe: The scribe should be familiar with the student, such as the teacher or
teaching assistant who is typically responsible for scribing during educational in-
struction and assessments. Scribes must meet the criteria outlined in the Rhode
Island Test Coordinator Handbook. Scribes must have completed all training for
administering the test, including security policies and procedures outlined in the
selected test’s test administrator manual.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with member policy, and familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Test readers must be trained in accordance
with RIDE security policies and procedures as articulated in the Test Coordina-
tor Manual (TCM).
74 NCEO
State Details and Specications
South Carolina Test Administrator: Test Administrators must be:
• an employee of the district who is certied;
• an employee of the district who is a critical-needs teacher and has a letter of
eligibility, an interim certicate, or a critical-needs certicate;
• a substitute teacher who is certied and employed by the district on an “as
needed” basis;
• someone who was a certied teacher but has allowed the teaching
certicate to expire due to retirement, change of career, etc., and has been
approved by the DTC as a qualied TA; or
• someone who is not certied but has been employed by the school district in
an instructional capacity and has been approved by the DTC as a qualied
TA.
Scribe: The scribe should be an education professional who is familiar with the
student, and who is typically responsible for providing this accommodation in
the classroom. The scribe must be trained in accordance with test administra-
tion and security policies and procedures as articulated in test administration
manuals, accessibility and accommodations manuals, and related documenta-
tion. The scribe must have prior experience in providing scribing or transcribing
services and must be familiar and comfortable with the process before providing
this accommodation to a student during operational test administration.
Test Reader: The human reader should be an education professional who is fa-
miliar with the student, and who is typically responsible for providing this feature
in the classroom. The human reader must be trained in accordance with test
administration and security policies and procedures as articulated in the state’s
guidelines located in the assessment specic Test Administration Manual (TAM).
The human reader must have prior experience in providing read aloud support
and must be familiar and comfortable with the process before providing this sup-
port to a student during test administration.
Sign Language Interpreter: Human signer should be an education profession-
al who is familiar with the student, and who is typically responsible for provid-
ing this accommodation in the classroom. The human signer must be trained
in accordance with test administration and security policies and procedures as
articulated in test administration manuals, accessibility and accommodations
manuals, and related documentation. Human signer must have prior experience
in providing signing or transliteration services and must be familiar and comfort-
able with the process before providing this accommodation to a student during
operational test administration.
75NCEO
State Details and Specications
South Dakota Test Administrator: The Smarter Balanced assessments should be adminis-
tered by individuals with an existing state/territory certication in education (e.g.,
teachers, school psychologists, principals). District or school personnel are
responsible for administering the Smarter Balanced assessments in a secure
manner in compliance with the policies and procedures outlined in the Online
Summative Test Administration Manual. All roles can administer tests. Users
with the TA role in TIDE will NOT be able to see score report data in the ORS.
Scribe: The scribe should be an adult who is familiar with the student, the certi-
ed teacher who is typically responsible for scribing during educational instruc-
tion and assessments. Scribes must have demonstrated knowledge and expe-
rience in the subject for which scribing will be provided. Scribes should have
extensive practice and training in accordance with the state administration and
security policies and procedures.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during edu-
cational instruction and assessments. Test readers must be trained on the
administration of the assessment and familiar with the terminology and symbols
specic to the test content and related conventions for standard oral communi-
cation. Test readers must be certied sta, trained on the administration of the
assessment, and familiar with the terminology and symbols specic to the test
content and related conventions for standard oral communication.
Tennessee Test Administrator:
Test administrators (TAs) should be selected from the following list:
• Licensed teachers or licensed educational administrators employed by the
school district
• Paraprofessionals or non-licensed administrative personnel employed by
the school district
• Licensed substitute teachers or retired teachers with a valid Tennessee
teacher license
Proctor: Trained proctors may be assigned to assist TAs in administering the
tests. A proctor is typically a teacher’s aide, a paraprofessional, or another paid
district or school sta member. Proctors may also be volunteers who must re-
ceive the same training as proctors employed by the school or district. Proctors
must be supervised directly by a TA and may not administer a test independent-
ly. A TA must be in charge of the test administration at all times. Proctors should
not handle secure test materials. TAs and proctors must not have a conict of
interest or the appearance of a conict of interest. TAs and proctors cannot
serve as testing sta in rooms in which their children or students who reside in
their household are testing.
Texas Test Administrator: Districts allowing certied or noncertied paraprofession-
als (e.g., teacher aides) to access secure materials or to administer tests must
identify a certied sta member who will be responsible for supervising these
individuals. If a violation of test security or condentiality occurs under these
circumstances, the supervising certied professional is subject to the penalties
above.
76 NCEO
State Details and Specications
Utah Scribe: It is preferable for the scribe to be a person familiar to the student,
such as the teacher or paraprofessional, who is typically responsible for scrib-
ing during regular instruction. If the scribe is new to the student, the two should
have time to work together during instruction prior to the assessment adminis-
tration. For students who are deaf, the scribe must be uent in American Sign
Language (ASL) and/or signed English, depending on the student’s preferred
communication method.
Vermont Test Administrator: TEs should be certied school personnel; however, if a
paraprofessional or substitute teacher is needed to administer a test, the indi-
vidual must be fully trained in test administration and test security procedures.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Smarter
Balanced and member administration, as well as security policies and pro-
cedures as articulated in Smarter Balanced and member test administration
manuals, guidelines, and related documentation. Scribes should have extensive
practice and training in accordance with VTSA security policies and procedures
as articulated in this TAM.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with member policy and familiar with
the terminology and symbols specic to the test content and related conventions
for standard oral communication. Test readers must be trained in accordance
with Smarter Balanced and member administration, as well as security policies
and procedures as articulated in Smarter Balanced and Consortium member
test administration manuals, guidelines, and related documentation. Test read-
ers must be trained in accordance with Vermont Agency of Education security
policies and procedures as articulated in the Test Coordinator Manual (TCM).
Virginia
77NCEO
State Details and Specications
Washington Test Administrator: State assessments must be administered by trained sta
members of a school district. It is recommended that assessments be adminis-
tered by individuals with an existing state certication in education (e.g., teach-
ers, school psychologists, principals, etc.). However, non-certicated sta (such
as paraeducators) may administer assessments with appropriate training and
under the general supervision of a certicated school district employee. Certi-
ed sta are not required to be within the testing location with non-certied sta
at all times, but at least one trained sta member must be in the testing room
while students are testing. Student teachers, paraeducators, and interns have a
contractual relationship with the school district—even though they are not paid
employees—and may assist in the administration of the assessments, including
proctoring. Volunteers may not administer or assist in the administration of any
state assessments, and volunteers are not permitted to assist with the handling
of secure test materials. Volunteers may assist in the supervision of students
who need a break or have completed testing and left the testing site.
Proctor: Student teachers, paraeducators, and interns have a contractual rela-
tionship with the school district—even though they are not paid employees—and
may assist in the administration of the assessments, including proctoring.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with Wash-
ington state test administration and security policies and procedures as articulat-
ed in state test administration manuals, guidelines, and related documentation.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained in accordance
with Washington State test administration and security policies and procedures
as articulated in state test administration manuals, guidelines, and related docu-
mentation.
78 NCEO
State Details and Specications
West Virginia Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with state
administration and security policies and procedures as articulated state test
administration manuals, guidelines, and related documentation. Scribes must
be a currently employed educator and/or approved employee of the state or
district, or a currently employed educator of a nonpublic school. Scribes must
hold a valid West Virginia teaching license or certication granted by the Oce
of Certication. Scribes must have been trained and must have on le a signed
Examiner’s/Scribe’s Secure Materials and Test Procedures Agreement (See Ap-
pendix F) for the purpose of administering or assisting with the administration of
an assessment included in the WV-MAP.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this accommodation during
educational instruction and assessments. Test readers must be trained on the
administration of the assessment in accordance with state policy, and famil-
iar with the terminology and symbols specic to the test content and related
conventions for standard oral communication. Test readers must be trained in
accordance with state administration and security policies and procedures as
articulated in state test administration manuals, guidelines, and related docu-
mentation.
Test Readers – Spanish:
The test reader should be a biliterate adult who is familiar with the student,
and who is typically responsible for providing a Read Aloud accommodation in
Spanish during educational instruction and assessments. Test readers must be
trained on the administration of the assessment in accordance with state policy,
and familiar with the terminology and symbols specic to the test content and
related conventions for standard oral communication. Test readers must be
trained in accordance with state administration and security policies and proce-
dures as articulated in state test administration manuals, guidelines, and related
documentation.
79NCEO
State Details and Specications
Wisconsin Test Administrator: Test Administrators/Proctors (TAs) are trained sta (includ-
ing administrators, teachers, and paraprofessionals) who are employed by the
school or district. This may also include student teachers who normally have
responsibility for supervising students. Parent volunteers are not allowed to
proctor the examination. School personnel who are parents or guardians are not
allowed to proctor their own children.
Scribe: The scribe should be an adult who is familiar with the student, such as
the teacher or teaching assistant who is typically responsible for scribing during
educational instruction and assessments. Scribes must have demonstrated
knowledge and experience in the subject for which scribing will be provided.
Scribes should have extensive practice and training in accordance with the
administration of the Forward Exam including accessibility policies, security poli-
cies and procedures as articulated in test administration manuals, guidelines,
and related documentation.
Test Reader: The test reader should be an employed district sta member (in-
cluding administrators, teachers, and paraprofessionals) who is familiar with the
student, and who is typically responsible for providing this support during educa-
tional instruction and assessments. Test readers must be trained on the admin-
istration of the assessment in accordance with DPI policy, and familiar with the
terminology and symbols specic to the test content and related conventions for
standard oral communication. Test readers must be familiar with the allowable
designated supports and accommodations for the Forward Exam available in
the Accessibility Guide. Test readers must be trained in test security policies and
procedures as articulated in test administration manuals, guidelines, and related
documentation.
Translator: Preference should be given to individuals with bachelor’s degrees
in Modern Languages or a certication in either translation or interpretation.
When this is not possible, translators and interpreters should have the following
qualications:
1. Mastery of the target language and dialect
2. Familiarity with both cultures
3. Extensive general and academic vocabulary in both languages
4. Ability to express thoughts clearly and concisely in both languages
5. Familiarity with the Wisconsin education system
80 NCEO
State Details and Specications
Wyoming Test Administrator: A Test Administrator or a Test Proctor needs to hold Wyo-
ming professional licensure. Test Administrators need to be in the same room
as the students to whom the test is being administered. A paraprofessional may
assist the student with access to the test per an Individualized Education Plan
(IEP). Anyone who administers or proctors a test must complete the online Test
Administrator Certication Course. Individuals involved in test administration
must also complete the Test Security Agreement, this includes paraprofession-
als who may be working as access assistants.
Scribe: A scribe must be employed by the school or school district and trained
in test administration as well as test security policies in accordance with the WY-
TOPP manuals, guidelines, and related documentation. The scribe should be an
adult who is familiar with the student, and who is typically responsible for provid-
ing this support during educational instruction and assessments. If the scribe is
unfamiliar with the student, then scribe and student should have the opportunity
to practice the scribing process together prior to taking the assessment. A scribe
must be familiar with the terminology and symbols specic to the test content
and related conventions for standard oral communication.
Test Reader: The test reader should be an adult who is familiar with the stu-
dent, and who is typically responsible for providing this support during edu-
cational instruction and assessments. Test readers must be familiar with the
terminology and symbols specic to the test content and related conventions for
standard oral communication. Test readers must be employed by the school or
school district and trained in test administration as well as test security policies
in accordance with the WY-TOPP manuals, guidelines, and related documenta-
tion.
NCEO is an affiliated center of the Institute on Community Integration
