Jan 2012 Regents Scanning - Children First Network 201

June 2012 Regents Scanning
CFN 201 – Information for School Staff
Version 3.01 – May 15, 2012
After viewing the presentation, you will understand:
> The overall scanning process to be performed by schools, and stepby-step procedures for each stage;
> How schools can avoid common pitfalls in the scanning process by
using best practices;
> Process updates for the June 2012 administration; and
> What documents and resources are available for support, including
use of the demo IT environment.
Process Changes for June 2012 Regents Scanning
> Key differences for June 2012 Regents Exams include:
 Schools must now scan ALL 10 Regents examinations.
Exams that will be scanned for the first time include Algebra
2/Trig, Chemistry, Geometry, and Physics. (Slide 4)
 A new exam code deck for high schools and middle schools has been released
in STARS student scheduling. (Slides 8 - 9)
 A scan confirmation page will now be automatically generated after every
batch of answer documents is scanned to report the scanning status of all
answer documents and inform any necessary follow-up. (Slide 21)
 Use of “did not meet lab requirements” is now available for all 4 science exams
(Slide 22)
 No final score will be calculated until an answer document is fully scored and
scanned; this now includes one page answer documents scanned with missing
teacher scored responses (Slide 24)
SED Regents Requirements
Beginning in June 2012, the SED requires all districts to collect
and submit item-level data for all ten Regents exams.
> Beginning in June 2012, all ten Regents exams will be scanned,
including Algebra 2/Trig, Geometry, Chemistry, and Physics.*
Beginning in the 2012-13 school year, teachers can no longer
score the state exams of students that attend their school.
> In January 2012, 27 schools engaged in a distributed scoring pilot model, in which
teachers graded Regents exams of students from different schools;
> In June 2012, 165 schools will engage in either an electronic or non-electronic
distributed scoring effort on select exams to inform compliance starting in SY 201213. Networks will be trained to support schools through this transition
*RCTs will continue to use the traditional administration and scoring process and
will not be scanned.
Timeline of Key Steps
School Activity
School Action
Now – June
General Preparation
-Schools receive training from CFN Assessment and/or
Data/Application Specialist as needed.
-Schools consult with CFN Data/Application Specialist to ensure
appropriate staff members have access to ATS/STARS.
Now – June
Clean/test scanner, and
ensure adequate supplies
(toner, paper, etc.).
-Schools clean their ATS scanner, arrange for scanner maintenance
(if needed) and ensure adequate supplies are on hand (extra toner,
extra paper).
Now – 5/24
Register the majority of
students for Regents in
-Schools contact CFN Data/Application Specialist is new 5-character
exam codes are not on their code deck.
-Schools add regent exam codes to their master schedule (one
section per group of students).
-Schools schedule students for regent exam sections and generate
exam invitations.
5/29 – 6/12
Schools begin to print answer
documents in ATS
-Schools begin generating exam answer documents early.
6/13 – 6/21
Regents administration
-Schools generate answer documents for walk-in students.
6/13 – 6/25
Regents scanning window
-Scored exams are scanned into ATS using the ATS scanner AFTER
schools are notified that scanning can begin.
Step 2: STARS
> Main changes for June 2012:
 New June Regents and RCT codes have been added to all high
school and middle school code decks.
> Best practices:
 Complete registration process for majority of student before printing
answer documents.
 Only register students expected to take exams (though when in
doubt, err in favor of registration).
> Middle Schools:
 Middle schools offering accelerated courses in eighth grade should
schedule their students using the STARS accelerated course/exam
codes. Middle school accelerated course/exam codes are available in
the STARS add/modify screen. Data/application specialists can add
new STARS exam courses to Middle School code decks.
Networks will monitor the scheduling progress regularly.
Step 2: STARS New Exam Code Deck – High Schools
> The June 2012 Regents codes for High School students are below. Note
these codes also indicate the month of exam administration.
New Code
New Course Name
Comprehensive English
Integrated Algebra
Algebra 2/Trigonometry
Earth Science
Living Environment
Global History & Geography
US History & Government
Step 2: STARS New Exam Code Deck – Middle schools
> The June 2012 Regents codes for Middle School students are below:
New Course Name
Comprehensive English
Integrated Algebra
Algebra 2/Trigonometry
Earth Science
Living Environment
Global History & Geography
US History & Government
Step 3: Printing Answer Docs in ATS
> There are four main options for printing answer docs:
1. Not Previously Printed (batch printing for registered students)
Prints batch of answer documents that have not been printed
2. Print by Student ID (for DOE walk-in student)
Prints an answer sheet for any student, one at a time. This option
may be used for another DOE student taking the exam at your
school. (Use SBIO screen to look up student ID.) (RGPR)
3. Print by Name (non-public) (for non-DOE walk-in student)
Prints an answer sheet for a non-DOE student who is taking the
exam at your school. (RGPR)
4. Reprint Answer Documents
Reprint previously printed docs by student ID or answerdocument page number. (RGRR)
Step 3: Printing Answer Docs in ATS (RGPR)
> Use RGPR screen for printing options 1, 2, and 3.
Sorting Options
Step 3: Printing Answer Docs in ATS (RGRR)
> Use RGRR screen for printing option 4.
Sorting Options
ATS-Generated Answer Documents
Old Answer Document
Regents Scannable
> Schools will no longer receive answer sheets from
NYSED for Regents exams
Step 3: Printing Answer Docs in ATS
> Best practices for printing answer documents
 Whenever possible, print answer documents using the ATS printer/scanner you
intend to use for scanning. If this is not possible, print answer docs only on
supported printers (Lexmark T640 or later), not older or incompatible printers
 After printing batches of answer documents, a “test page” will print. Scan the test
page to confirm the ink quality for a batch. Trailing test pages are specific to each
exam to better diagnose scanning issues ahead of testing period. Make sure to
scan the test pages and with enough time to reprint answer document as
 Answer documents must be printed on white paper only. Use the same stock
paper as is normally used for attendance forms. Using colored paper or heavy
stock may result in scanning errors.
 Ensure only one answer document is printed per student per exam to avoid
possible data errors.
**School should contact their CFN if encountering trouble printing answer
documents; if that fails, then call the DOE Help Desk to open a support ticket
Networks will monitor the printing progress regularly.
Step 4: Logistics Planning for Regents Week
> Main tasks:
 Distribute test rosters and page one of answer docs to
appropriate staff in advance.
 Train exam proctors on new procedures and policies.
 Ensure adequate supply of toner, paper, pens/pencils.
> Best practices:
 Roles and responsibilities are clear and communicated to all
relevant staff before Regents Week.
 Ensure the scanner is clean; a dirty scanner may result in
inaccurate results. See the Tips for Scanning appendix of
the Regents Scanning Handbook (available on the intranet
and ARIS) for instructions on cleaning.
 Arrange for servicing of scanner(s) as necessary prior to
Step 5: Exam Week & Scoring
> Main tasks:
 Proctors emphasize proper technique –
Completely fill in bubbles and erase stray marks;
Remind students to sign student declaration when finished; and
Ensure accommodations are properly accounted for on the
answer sheet
> Best practices:
 Students use Pencil for Multiple Choice, Pen for essays, DBQ
questions. Student Attestation (Signature) preferred to be done in
Pen but can be completed in Pencil.
 Teachers carefully fill in bubbles (using only pencil) when scoring
Constructive Response questions.
 Ensure no teacher scored items are left blank and teacher names
are filled in on the answer sheet.
Support: Network Assessment Liaison
Step 5: Exam Week & Scoring
> Administering Exams to English Language Learners:
 Schools should ensure ELL accommodations are correctly recorded
Bubble ELL Accommodation
13 Bilingual Dictionaries
and Glossaries
Schools may extend the test time for English language learners. Principals may use any
reasonable extensions, such as “time and a half” (the required testing time plus half that amount),
in accordance with their best judgment about the needs of the English language learners.
Schools are encouraged to provide optimal testing environments and facilities for all students.
They may administer Regents Exams to ELLs individually or in small groups in a separate
ELLs may use bilingual dictionaries and glossaries when taking Regents Exams in all subjects.
The bilingual dictionaries and glossaries may provide only direct translations of words. Bilingual
dictionaries or glossaries that provide definitions or explanations are not permitted.
14 Simultaneous Use of
English and Alternative
Language Editions
For Regents Exams for which the Department provides written translations, ELLs may use both an
English and an alternative language edition of the test simultaneously. However, they should be
instructed to record all of their responses in only one of the two editions. The alternative
language edition used by the student should be so indicated on the student’s answer sheet.
15 Oral Translation for
Lower Incidence
Schools may provide English language learners with an oral translation of a Regents Exam when
there is no translated edition provided by the Department. This accommodation is permitted for
State exams in all subjects except English. All translations must be oral, direct translations of the
English editions. No clarifications or explanations may be provided.
16 Writing Responses
in the Native Language
ELLs making use of alternative language editions or of oral translations of Regents Exams may
write their responses to the open-ended questions in their native language. Scoring the tests
is the responsibility of the school.
18 Reading of Listening
Proctors may read the listening passage of the Regents Comprehensive Examination in English a
third time to English language learners.
11 Time Extension
12 Separate Location
Step 5: Exam Week & Scoring
Instructions for “Walk-Ins”
Schools should make preparations and assign roles to handle walk-in
students prior to Regents week.
> Inform appropriate staff how to direct walk-ins upon arrival, and appoint staff
to print answer documents using ATS.
> Print answer documents by following the instructions below:
Confirm student’s ID
School notification
Print answer doc in ATS
Enter exam code
DOE Student
Non-DOE Student
Check photo ID
Check photo ID
Check student record against
notification sent from her home
Must present signed letter on
school letterhead with exam
“Print by Student ID”* to connect
to student’s DOE record
“Print by Student ID”* if student has
NYC ID from DOE summer school.
“Print by Name” in other cases.
Use appropriate exam code
Use appropriate exam code
*If Student ID is unknown, use ATS SBIO menu to look up.
Step 5: Exam Week & Scoring
> SED Rescoring Policy:
 As of June 2011, schools are no longer permitted to rescore
any of the open-ended questions on any Regents exam after
each question has been rated the required number of times
(as specified in the rating guide), regardless of the final
exam score.
 Specifically, exams receiving a final score of 60-64 or 50-54
are not permitted to be re-scored.
 Principals and other administrative staff in a school or
district do not have the authority to set aside the scores
arrived at by the teacher scoring committee and rescore
student exams.
Step 5: Exam Week & Scoring
> Teacher scoring of their own students’ exams:
 In June 2012 exams, teachers can still score their own
students’ exams, although NYSED requests principals should
make every effort to prevent teachers from rating their own
students’ responses, where possible.
 Under guidance from the New York State Education
Department, starting in the 2012-13 school year, teachers will
no longer be able to score their own students’ responses.
• Select schools will participate in electronic and non-electronic
distributed scoring models in June 2012 to inform city-wide
implementation for the upcoming school year. Contact your
Cluster Assessment Point for more information.
Step 6 and 6a: Scanning Answer Documents
> Main tasks:
 After notification from the DOE, you may use the attendance scanner to
begin scanning answer documents. Notification will be communicated to CFN
Assessment and Data/IT Liaisons, on the intranet Regents page, and through
the ATS login screen. Documents scanned before notification will not be
processed and will have to be rescanned.
 Documents with errors in reading bar codes will be reprinted by the scanner
with an error message. Documents with bubble read errors will be indicated
on confirmation sheet(s) and may be investigated in ATS. Re-scan affected
documents as necessary.
 Review REDS reports for “warnings” noted to inform of scan read errors,
including multiple or omitted responses, or stray marks.
 Review the automatically generated SCNS report, which provides information
on scanning status and whether ATS successfully received scanned data.
 In order to preserve answer sheet quality for audit purposes, answer
documents should be scanned only once except if there is missing or incorrect
teacher scores on the document, or if the “did not meet lab requirements”
bubble is filled.
Support: Network Data/Application Specialist
Step 6 and 6a: Scanning Answer Documents
> “Did not meet lab requirements” bubble:
 Addition of a “Did not meet lab requirements” bubble on all science
exam answer documents, including Chemistry and Physics.
 This designation is used only for students who sat (but were ineligible)
for either exam, and should be used only on completed and
scanned documents. Un-schedule students who did not sit for the
exam in STARS and do not scan these documents.
 If this bubble is filled when scanned, it will remove the score; no grade
will appear on report cards or transcripts. The score will not be
reported to the State.
Step 6 and 6a: Scanning Answer Documents
Use Case
Method of Entry
Effect on exam
Absent (ABS)
Student is absent
Scanned answer
Score is ABS
document or RGTU
Did not
meet lab
Student mistakenly
allowed to sit for exam;
exam was mistakenly
scanned and a score
answer document
Score not
reported on
transcript or
report card (data
sent to SIF)
Confirmed case of
student cheating
Scanned answer
document (with
principal initials)
Score of INV
School error (ex. missing
document was created for
the wrong student)
Score not
reported on
transcript or
report card
Do not scan completely blank (unused) answer documents
Step 6 and 6a: Scanning Best Practices
> The scanner will automatically print a confirmation page after every scanned
batch indicating pages with scanning errors, and will reprint pages for which the
bar code could not be read.
> If only one page of a two-page document is scanned, it will register in ATS as an
incomplete scan until the second page is processed. No score will be calculated
until both pages of a two-page document or if all teacher responses are
blank on a one-page answer document.
> Schools may scan the first page of two-page documents immediately, before
scoring is complete for page two.
> When scanning two-page documents, it is recommended to batch all page one
documents and scan separately from page two documents for faster scanning
and upload.
> File the scanned batches together with the DFS confirmation page. This will
assist in retrieving papers as needed in the future.
> Scanning is open from 6 a.m. – 9 p.m. on weekdays, and from 8:30 a.m. – 4 p.m.
on weekends. Please allow time for the whole batch to process, and do not
attempt to scan large quantities of documents too close to the daily cutoff for
overnight data transfer to STARS.
Step 6 and 6a: Scanned Images
> Scanning captures
an item-level data
string as well as
images of answer
documents (and any
ancillary re-scans)
for an audit trail.
> Central users have
access to scanned
image capture.
Step 7: ATS Reports: REDS (Status Report)
> REDS reports (available immediately after scanning):
 Use Document Status Report to ensure that all answer docs have
been properly scanned and to flag warnings.
 Use Item Report to see students’ scores of individual students.
Review report for “warnings/multiples/omits” by using “Include
only W/M/O” option.
 Use Item Distribution Report to inform decisions on present and
future instruction.
> REDS report changes:
• Scores of Misadministration, Did not meet lab requirements,
Exam invalidated, and Absent will all override scaled score
from responses.
• Score of “INC” will be shown when only one page (of a twopage answer doc) has been scanned or when all teacher
score responses on a one-page answer document are unfilled.
> Given the length (and width) of the REDS report, it is best viewed
when printed, as all data may not be visible on the ATS screen.
Schools may download ATS reports into Excel for further analysis.
Step 7: ATS Reports: REDS (Status Report)
> Report uses:
 Displays score, accommodations, warnings, for each student.
 Shows summary of documents scanned, outstanding, and warnings.
 Use this report to track outstanding unscanned and incompletely
scanned document.
Scan-specific info
Document statuses
Step 7: ATS Reports: REDS (Item Report)
> Report uses:
 Displays line-item data for each student.
 Shows specific questions to review (warnings).
 Use to flag Teacher section questions to investigate (e.g. omits, multiples).
Correct answers
Incorrect answers
Multiple answers
CR raw scores
Step 7: ATS Reports: SCNS (Scan Statistics Report)
> Report uses:
 This report is automatically printed, but can be run separately for an exam.
This report provides information on scanning status including the number of
pages scanned, and whether the data was accepted or rejected by ATS.
 The total number of times scanned, with and without errors.
Step 7: ATS Reports: RADI (Item Dist. Report)
> Report uses:
 Shows school-level aggregated data for each question.
 Use data to flag specific subject matter and question types for instruction.
‘*’ denotes correct answer
Step 7: ATS Reports: RGTU (Update Regents Answers)
> The RGTU screen is used to update student and teacher responses not
accurately picked up by the scanner, including incomplete erasures,
selections lightly bubbled in, or stray marks.
 Process:
• After a school confirms a scanner error, the school will use RGTU to update
individual student or teacher section responses.
• Changes made in RGTU that do not cause a record to move from a failing score
to a passing score will be processed automatically (e.g. an 80  82 or 49  52).
» Requested changes that cause a record to move from a failing score to a
passing score will be held for review and approval by DAPS, and will cause
the record to be locked until the document status is resolved.
• If a school attempts to rescan a locked record, the scan sheet will be
successfully scanned and sent to ATS—but ATS will reject the record. The error
will appear on the SCNS report, and the record will not be updated in ATS
• Principals will be able to review the status of requests in ATS. Most requests will
be reviewed within 48 hours unless further information is needed.
 Appeal process
• Principals (and Data/IT Liaisons) will be directly notified via email if a change
requested has been denied, or if further information is needed to justify the
change. Assessment and/or Data/IT Liaisons will work with DAPS to clarify any
such requests.
Step 7: ATS Reports: RGTU (Update Regents Answers)
> Best practices for use of the RGTU screen:
 Do not attempt to use the RGTU screen on an incompletely scanned
answer document.
 Use RGTU for scanning errors, such as stray marks or lightly bubbled
responses. Do not erase or re-bubble and then rescan any student
 Under no circumstances may teachers or administrators mark, erase, or
otherwise modify any part of the student section of the answer document.
 If a teacher fails to properly record a score in the Teacher section, then the
RGTU screen should be used to correct the error. If a Teacher section
answer is omitted, the answer document should be bubbled in with the
correct response and then rescanned.
 In the event a document cannot be scanned, schools will need to recreate
the student answer document and scan (and retain the original) in order to
access the RGTU screen.
 Schools may mark an exam record as misadministered on this screen.
 Each school must retain a written explanation of each change in RGTU
for audit and review purposes.
Step 7: ATS Reports: RGTU (Update Regents Answers)
> Note corrections to Student and Teacher sections are made
separately in the RGTU screen
Step 7: ATS Reports: RGTU (Update Regents Answers)
> Example change to student section:
Step 7: ATS Reports: RGTU (Update Regents Answers)
> Example change to student section: Note that the response to
Question 10 registers as “M” (multiple).
Step 7: ATS Reports: RGTU (Update Regents Answers)
> The online edit changes the student’s response to Question 10
from “Multiple” to “1”, leading to a new raw and final score.
Step 7: ATS Reports: RGTU (Update Regents Answers)
> Example Change to Teacher Section
Step 7: ATS Reports: RGTU (Update Regents Answers)
> Change to Teacher Section: Note that Question 34 has been left blank
Step 7: ATS Reports: RGTU (Update Regents Answers)
> Change to Teacher Section: Question 34 is now filled in, and
the raw and final scores have changed.
Step 7: ATS Reports: RGTU (Update Regents Answers)
> If an online edit results in a “critical change” (i.e., a change in
score below 65 to a score of 65 or more) DAPS will review the
requested online edit in conjunction with the scanned image(s),
and make a determination either to accept or reject the edit.
Step 7: ATS Reports: RGDR (Approval Status)
> Schools can view the status of their requested online edits that
have been held for DAPS review in the RGDR screen in ATS:
Step 7: ATS Reports: RGDR (Approval Status)
> Schools can view the status of their requested online edits that
have been held for DAPS review in the RGDR screen in ATS:
> To identify the status of all RGTU requests at your school, you
can you can simply press F2 twice.
Step 7: ATS Reports: RGDR (Approval Status)
> Schools should check RGDR during Regents scanning period to
observe the status of pending online edit requests
Step 7: Score Verification
> Main tasks:
 Although optional, schools should verify a sample of scanned
results for accuracy - approximately 5% of answer documents.
 Schools should look in REDS reports for students with
incomplete scores (INC) as well as students with a score of
zero, which may result from scanning a blank answer document.
> Best practices:
 Verify scan data is correct prior to close of scan window; data
errors identified after this time can only be corrected centrally.
Data errors identified or missing and unscored answer
documents discovered after upload of scores to the State will
require Superintendent approval before they can be processed..
Support: Jerry Lin – [email protected]
Network Data/Application Specialist
Step 8: Accessing Results in STARS
> Main tasks:
 On the day after answer documents are scanned, results will be available in
STARS (for non walk-in students) and on transcripts (for all students),
provided that scanning was completed by 9 pm the previous day.
 Check ATS reports to ensure that all students have valid scores, and that no
duplicate answer documents were mistakenly scanned
 Check the REDS report for omissions in student response and teacher scored
sections prior to the scan window close.
> Best practices:
 Any future score changes (e.g. errors on State exams identified after
administration) will be applied automatically.
 Data flows from ATS to STARS automatically; no manual data entry is
required. Results will be automatically applied to transcripts and report cards
from STARS.
Support: Jerry Lin – [email protected]
Network Data/Application Specialist
State Testing Calendar
On-Going Support & Resources
The following resources are available to support implementation
and execution of Regents scanning.
> Documentation and updates:
 ARIS: or: http://www.bit.ly/regentsscanning
> Technical support (STARS, ATS, & Printing/Scanning):
 CFN Data/Application Specialist
> Scanners and printers:
 DIIT Help Desk, 718-935-5100
> Overall process support:
 Amy Reynolds, CFN 201 Assessment Liaison
[email protected] 917-940-7319
 Jerry Lin, Network Data/Application Specialist
[email protected] 718-281-7561
 Borough Assessment Implementation Directors (BAID)

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