Site Search Site Search


 

Special Education Handbook
2012-2013
General Method for Scribing The scribe must be a licensed or certificated employee of the district if the scribe is also the test administrator for a student.
  • The scribe is not required to be a licensed/certificated employee if someone else is acting as the test administrator. The test administrator who is the licensed/certified employee must remain in the room during the administration.
    • In such a case, the test administrator must supervise the scribe during the test administration.
    • However, any person giving a scribing accommodation must be an adult non-relative of the student.
    • Students may not serve as scribes for other students, even if they are older students.
  • The accommodation of a scribe may be provided to a student in any appropriate test administration subject (e.g., reading, writing, mathematics, science, social studies) subject to the four criteria for allowable test accommodations.
  • The use of a scribe is considered an allowable accommodation, as long as all four of the following criteria under Ohio Administrative Code 3301-13-03 are met:
    1. The accommodation must be provided to the student in the classroom for classroom- and district-wide tests and the accommodation must be documented in writing in the IEP or 504 Plan.
    2. The accommodation cannot change the content or structure of the test.
    3. The accommodation cannot change what the test is intended to measure.
    4. The accommodation cannot change or enhance the student’s response.
The “Broken Arm” Exception: There is one exception to the use of a scribing accommodation and the criteria above. If a student suffers an injury prior to (or during) test administration that prevents the student from physically writing the responses, a scribing accommodation may be provided to that student without an IEP/504 plan in place. This is a temporary exception to the first criteria above that historically has been allowed for state tests. Districts should note the injury and keep a written record of any doctor’s notes on file if such a special case injury accommodation is provided. Districts do not need to call the Office of Assessment or any other ODE office to receive permission to provide this accommodation in this circumstance.

Word Processor Method for Scribing

The use of a word processor is considered an allowable accommodation. The following steps must be taken when using the word processor method.
  • The computer device used should not be able to access the Internet during the test administration.
  • The student may not use the word processor’s dictionary or thesaurus features for reading, mathematics, science or social studies tests. These features must be disabled during reading, mathematics, science and social studies test administrations.
  • The student may not use the word processor’s spell check, dictionary, thesaurus or grammar check features for writing tests. These features must be disabled during writing test administration.
  • A hard copy print out is produced after the student has completed their responses for that test using the computer.
  • The scribe transcribes verbatim from the hard copy print out into the answer booklet (or test book for grades 3-4) exactly what the student wrote.
  • The printed hard copy of the student’s responses must be inserted into an envelope after the scribe has completed the transcription.
  • The student’s name, ID number, grade level, subject(s), pre-ID bar code label number, test booklet number and any applicable answer document number should be recorded on the outside of the envelope. The envelope should be returned with the rest of the secure, non-scorable test materials.
  • Finally, all electronic files containing the student’s responses must be deleted upon completion of the transcription of the printed hard copy into a scorable test booklet or answer document.
Dictation Method for Scribing
  • The scribe writes exactly what the student dictates. No additions, deletions or changes may be made that are not initiated by the student.
  • It is anticipated that a different scribe may be used during the administration of different test(s). An example is given below:
      • One person may scribe (e.g., “Scribe A”) a student’s reading test and another person (e.g., “Scribe B”) may scribe a student’s mathematics test. Scribe A and Scribe B will have different handwriting. The same handwriting must be used within each reading test response (all in Scribe A’s hand); and the same handwriting must be used within each math test response (all in Scribe B’s hand).
  • The student may review and edit their response after dictating it to the scribe. The student must ask the scribe to make specific changes to the response. The response must be written completely in one person’s handwriting on any single test, or the response(s) for that test may not be scored by the test scoring contractor.
  • No audio recordings of the student’s oral response may be made during an oral dictation scribing accommodations.
  • The only time when audio recordings of a student’s oral response are needed are for test administrations where oral translations are provided to eligible LEP students.
  • Writing Test Restriction: The student is required to indicate the beginning of sentences (use of capitals) and end of sentence punctuation on all writing tests. This can be accomplished by either of the following methods:
    • The student can indicate where sentences begin and end while he/she is dictating the response.


The student can edit what the scribe has written. Capital letters and punctuation can be added by the scribe. The student must ask the scribe to make specific changes to the response. The responses for the writing test must be written completely in one person’s handwriting, or a given response may not be scored by the test scoring contractor (see note and explanation above).

Supplemental Guidelines for Transcribing Student Responses
There are situations during administration of state tests where it is necessary for a test administrator to transcribe a student’s response into another test booklet or answer document. These situations include, but are not limited to, the following examples:
  • A student who records the answers in the wrong section of a test answer document.
  • A student who utilizes a special test format: e.g., large print, oral translation, bilingual form.
  • A student who uses the word processor method of an allowable scribing accommodation.
  • A student who records the answers in a test book instead of the required test answer document as an allowable accommodation.
  • An answer document becomes unusable, e.g. torn, wrinkled, etc.


If it is necessary to transcribe a student’s responses, test administrators shall follow this procedure.

  • A person authorized to administer state tests must be present during the transcription. Two persons shall be present during any transcription of student responses.
  • The student’s response must be transcribed verbatim into the test answer document.
  • The student’s original response in any test booklet or answer document should be returned with the secure test materials – districts should write “DO NOT SCORE” and place an “X” with a black marker on the front and back covers of this original document.
  • The student’s original response must be inserted into an envelope after the scribe has completed the transcription.
  • The student’s name, ID number, grade level, subject(s), pre-ID bar code label number, test booklet number and any applicable answer document number shall be recorded on the outside of the envelope. The envelope shall be returned with the rest of the secure, non-scorable test materials.


Additional Test Administration Time

Three types of students may have more time per test area, up to a maximum of one school day for each test:
  • Students having an IEP may have additional test administration time if it is specified in writing as an accommodation in the IEP.
  • Students having a 504 Plan may have additional test administration time if it is specified in writing as an accommodation in the 504 Plan.
  • Students who are properly identified as limited English proficient (LEP), [i.e., by meeting all of the criteria in OAC Rule 3301-13-11(A)], may have additional test administration time and may use English language and/or translation dictionaries.


Except for additional time and the use of dictionaries as accommodations for limited English proficient (LEP) students, all accommodations must be specified in writing in an IEP or 504 Plan prior to the test administration. See pages 38-39 for more complete information regarding test accommodations.