Test Administration Training Spring 2014

1. Test Administration TrainingSpring 2014 Administrators/Coordinators [ADD SCHOOL NAME HERE] MSP Range FindingEarly Writing Training-of-Trainers [ADD DATE] [ADD LOCATION] [ADD TIME] This material should be augmented with special consideration appropriate for your local district.

2. What’s New • Access Supports and Accommodations Guidelinesfor state assessments • Accommodations selections on the back cover • Caution symbol in Administration and Proctoring • Writing Day 1 must be given before Writing Day 2 (MSP)

3. MSP Delivery & Administration Schedule

4. Sample Delivery MSP & Administration Schedule • Students who miss both writing sessions (Day One and Day Two) during the Early Writing Range Finding (RF) testing window will need to be assessed during the early writing schedule or during the April 23-May 15 standard testing window. • Students who have attempted writing Day One but missed the writing Day Two assessment may take writing Day Two during the early writing schedule or during the April 23-May 15 standard testing window. • This early writing testing schedule may not be appropriate for students receiving services. If needed, districts may retain student test booklets and assess during the April 23-May 15 testing window. • Early Writing Range Finding identified schools will be provided DRC (pink-colored) expedited return shipping labels. • NOTE: For the situations outlined above in the first three bullets, students’ test booklets will need to be securely held from the early return shipment if testing during the standard administration. These booklets will return at completion of testing with all other MSP test materials on Friday, May 23.

5. Administrator Preparation • Read the ACM and DFA (TIP: save as a PDF to your desktop to search for topics/questions, link to OSPI documents) • Notify District Assessment Coordinator (DAC) [Name, Phone] of changes to the school’s Test Security and Building Plan • Complete the Proctor PowerPoint with building specific information • prior to training day. Test Security Assurance forms, signed twice. • Familiarize your team with the specific tools and • accommodations needed and allowed for each assessment. • Communicate the plan for students who finish early. • Reminder: Students may not read other materials while the test booklet/materials is on their desk.

6. Preparing Students • Curriculum & Assessment Home page has links to Parent and Teacher Resources • Resources and Tools • Writing - www.k12.wa.us/Writing/Assessment • Classroom and Test Proctor Resources - www.k12.wa.us/TestAdministration/TestProctorResources.aspx • Administrators • Item and Point Totals charts and Scale Score Ranges at: www.k12.wa.us/assessments/StateTesting • Web site links to Released Items, PLDs, and other resources listed on page 4 in the DFA manual: ACM 3-4

7. Policies and Test Security • State Laws Governing Security All test content including, but not limited to, test booklets and accommodated forms are confidential and must not be reviewed except to the extent necessary for administration of state assessments. • Securing Testing Environment • Who and what can be in the testing room • Trained proctors, not volunteers • No media (and limited access to the campus) • Only approved electronic devices • No purses or backpacks near the students • Posting a Testing – Do Not Disturb sign • What is your role and what are your responsibilities? • Superintendent (p7) Principal (p8) • District Asmt. Coord. (p9) School Asmt. Coord.(p12) • Technology Coord. (p11) Teacher/Proctor (p14) • Special Ed. Coord.(p14) Bilingual Coord. (p14) ACM 5-7

8. Responsibilities of the Principal • Appoint School Assessment Coordinator • Training • Attend required trainings and comply with instructions • Ensure that proctors, individuals providing accommodations (such as scribes, readers, etc.), and staff who process materials attend required trainings • Overall Planning and Scheduling • Assigning test proctors; designating testing areas; ensuring test security of materials; planning testing schedules, locations & testing population. Develop and have approved your school’s Test Security and Building Plan • Communication • Communicate with all parents and all staff members and departments regarding the schedule, importance of attendance and how test results will be reported. • Implementation • Implement all district policies and procedures and monitor testing process. • Submit required documentation on time. • Provide necessary accommodations as required by IEP, 504, and ELL plans as well as Universal Accommodations • Communicate your school’s Test Security and Building Plan ACM 8-9

9. Responsibilities of the District Assessment Coordinator (DAC) • Approve the school’s Test Security and Building Plan • Training • Attend required trainings, read and comply with OSPI instructions • Train school administrators, School Assessment Coordinators, and ensure that they provide appropriate training to proctors, scribes and persons needed to assist with accommodations and test material processing • Overall Planning and Scheduling • Develop and implement a plan to collect the information in a timely manner in order to ensure that each student has access to the appropriate assessment and testing environment. Develop a Test Security and Building Plan. • Implementation • Implement all district policies and procedures and monitor testing process. • Submit required documentation to OSPI on time. ACM 9-11

10. Responsibilities of the School Assessment Coordinator (SAC) ACM 12-13 Before: • Attend required training • Provide training to appropriate staff, train with the new staff member in mind • Immediately inventory all material • Ensure security protocols in place • Provide test proctors with list of accommodations needed per student • Provide proctors with the contact information/process should an immediate need arise during testing During: • Provide a positive test-taking environment • Distribute all appropriate test materials and ensure security protocols. • Monitor proper test administration • Report and document any irregularities to the DAC [Name, Phone] After: • Inventory and return test materials (process ancillary materials) • Complete School/Site Security Reports and required documentation

11. Responsibilitiesof the Special Education & Bilingual Coordinators ACM 14 Work closely with teachers and student teams to determine testing needs of each student. • Attend required training and read assigned materials • Follow district/school procedures for providing a list of students and their testing needs (braille and large print), to your DAC.

12. Assessment Options ACM 17-21 Special Education Alternative Options: • Basic - meet standard at level 2 & available to grade 3 and higher • WAAS-Portfolio – available to students in all grades • Portfolio Late Enrollment Exemption Form • May submit with 2 data points, no form required English Language Learners (ELL) - Students who qualify for English Language Development (ELD) services: • Students may be tested with access supports and/or accommodations when documentation is included in the student record

13. Assessment Options ACM 23-25 Slide 13 Parent Refusals: Are treated as not tested and therefore, not meeting standard Absenteeism: • Absent unexcused affect the proficiency rate. Students required to test are recorded as “Not Tested” and therefore not meeting standard (and are counted as AMO non-participants). • Absent excused does not affect the proficiency rate (removed from the denominator). Absent excused is counted in AMO as non-participants Exemptions: • NNEP; Medical Emergency Exemption; and Special Unavoidable Circumstances Appeals

14. New Non-English Proficient (NNEP) • NNEP students are students who enrolled in a U.S. public school, where English is a language of instruction, within the 12 months prior to testing. • NNEP student's scores that do not meet standard are never included in score results. However, score results meeting standard will be included in aggregate reporting. • Reading and Writing assessments are notrequired per NCLB • Science & Math (MSP/EOC) assessments are required • Math counts toward Participation Rate • (NCLB requires 95% participation) • Participation requires answering at least 2 questions • May use translated Science or Math CDs according to ELL Accommodation Plans • You must Bubble “Y” Box 10 – in order for NNEP rules to apply; does not transfer from CEDARS ACM 25

15. OSPI Report Card - Absenteeism How did we do? • Unexcused = No Score which counts as a zero in Proficiency rate. • Excused are not included in the Proficiency rate calculations. Any absence counts against the AMO Participation rate. Must follow local school board policy on excused absences.

16. Pre-Identification and Labels

17. State Testing Schedules • Uniform administration of state assessments ensures that no one student has an unfair advantage over any other student: • Allow an additional 15-20 for test proctor activities • Breaks are not included in the timeframes below, follow breaks as outlined in the Directions for Administration for each test • Assessments are untimed but must be completed by the end of school day in which it was started unless specified in an IEP/504 plan for more than one day for a test. ACM 29-34

18. Materials ACM 44-47 • Ancillary Materials • Checklist of what you need for each assessment • Materials Available for Student Access • Accommodated Materials and Resources available for student access, listed by grade level.

19. Irregular Test Administration All group and individual testing irregularities must be documentedfollowing district guidelines and protocols Proctor should: Call the SAC as soon as possible Make a notation on the Test Security Assurance form Make a notation in the Note section on the Booklet Cover (in consultation with the SAC) SAC should: Call DAC as soon as possible Hand-grid the demographic page, where applicable Note the irregularity on the Pre-ID Roster Complete the corresponding irregularity report. Never invalidate a test booklet. Invalidations are determined by DAC, SAC and in consultation with OSPI . NOTE: A decision of whether or not to invalidate a test may be deferred until after student scores are available and it is determined if the irregularity impacted what the student knows and is capable of doing.

20. Test Booklet Cover Print or use Labels here Booklet Number CAUTION: Never mark or obscure the security barcode on front of test booklet. (This barcode is used to track the return of test booklets.) Student Signature (Required) Place Pre-ID student or a Site label here, if needed. Notes: Use to note scribe name, irregular administration information, etc

21. Coding Demographics Bubble State Use Box, Row 1 “Y” if a scribe is used for an emergent inability to write.

22. Pre-ID Roster • Your Pre-ID Roster should be used to: • Document reason for not-testing, Excused or Unexcused, Withdrawn date, etc. • Document testing irregularities • Document accommodations used • Add student information when assigning a test booklet to a new student

23. After Testing – Boxing Booklets SAVE BOXES for RETURNING MATERIALS • Determine if test booklets are Scorable or Non-Scorable using the chart below. • Sort Scorable booklets by grade and subject.

24. After Testing - Documentations Test Security Assurance Forms, signed twice Proctor Training Logs School/Site Administration & Security Report Pre-ID Roster signed by the Principal (1st page only) Deliver the Electronic Roster with annotations to the SAC [District Specific Instructions here]

25. Score Results Release Dates

26. For Assistance • When you have questions: • Proctors: • Contact their School Assessment Coordinator • School Assessment Coordinator: • Contacts the District Assessment Coordinator • [NAME XXX-XXX-XXXX] (Office) • [ XXX-XXX-XXXX] (Mobile) • District Assessment Coordinator: • Contacts OSPI • OSPI will refer calls from school staff to their • District Assessment Coordinator.