Test Administration Training Spring 2014

1. Administrators/Coordinators Test Administration TrainingSpring 2014 [ADD SCHOOL NAME HERE] HSPE/DAPE 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 Accommodation Guidelines for state assessments • Frequent Irregularities

3. Sample Delivery HSPE/DAPE andAdministration Schedule

4. Administrator Preparation • Read the ACM and DFA (TIP: save both documents as a PDF to your desktop to search for topics/questions, link to OSPI documents). • Notify District Assessment Coordinator (DAC) 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 test booklets/materials are on their desk.

5. Preparing Students • Curriculum & Assessment Home page has links to Parent and Teacher Resources • Resources and Tools (sample passages, questions, anchor sets, and • test and item specifications) • Reading - www.k12.wa.us/Reading/Assessment • Writing - www.k12.wa.us/Writing/Assessment • Mathematics - www.k12.wa.us/Mathematics/Assessment • Administrators • Item and Point Totals charts and Scale Score Ranges at: www.k12.wa.us/assessments/StateTesting/ • Graduation requirements and resources: www.k12.wa.us/Resources • Other Web site links to Classroom Demos: Read-Aloud Reading • and Math Translated CDs, Released Items, PLDs, and other resources listed on page 4 in the manual. ACM 3-4

6. 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

7. Responsibilities of the Principal • Appoint School Assessment Coordinator (SAC) • Training • Attend required trainings • 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 departments, staff members, and parents 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 access supports and accommodations as required • Communicate your school’s Test Security and Building Plan ACM 8-9

8. 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 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 template. • Implementation • Implement all district policies and procedures and monitor testing process. • Submit required documentation to OSPI on time. ACM 9-11

9. Responsibilities of the School Assessment Coordinator (SAC) ACM 12-13 Before: • Attend required training • Provide training to all appropriate staff, train with new staff members in mind • Immediately inventory all material • Ensure security protocols are in place • Provide proctors a list of access supports and 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 After: • Inventory and return test materials on time (process ancillary materials) • Complete School/Site Security reports and required documentation

10. 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 (Access supports and accommodations) to your DAC.

11. Assessment Options ACM 17-20 Retake Opportunities: • HSPE in August, DAPE in November, EOC Math/Science in January • Also available to students who want to improve scores Special Education Alternative Options: • Basic - meet standard at level 2 is available to students in all grades • WAAS-Portfolio–available to students in all grades • WAAS-DAPE–meet standard at ES or MS level for grades 11-12 students only • Locally-Determined Assessment (LDA)–is available to grade 12 students only 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.

12. Assessment Options ACM 20-25 Slide 12 Certificate of Academic Achievement Options: Alternative assessments equal in rigor to state assessments to meet graduation and CAA requirements. (Must attempt state assessment first) • Transfer Student Options (Gr. 11 or 12 students new to district) • Collection of Evidence • College Admission (ACT, SAT) and AP Tests (Gr. 11 or 12) • GPA Comparison 3.2 GPA required (Calculated for Gr. 12 in July, Feb. and/or June) 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

13. 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 • Math counts toward AMO 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

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

15. Pre-Identification and Labels ACM 27-28

16. 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 to 20 additional minutes for test proctor activities • Breaks are not included in the timeframes below, follow breaks as outlined in the DFA 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 33

17. Tools and Manipulatives In order to ensure consistent, reliable administration of assessments across the state, OSPI has compiled a chart of tools and manipulatives that students may access during the assessments. The charts on pages 45-47 in the ACM identify the tools allowed for each state assessment. Calculator and Electronic Device Policy is on pages 37-38. Manipulatives that are used during state assessments should not provide answers but should be: • Used in the classroom – this should not be the first time student see them. • Available where students can get them if they elect to use them • Manipulatives or tools not included in the chart in the ACM should be considered not permitted. • (Requests for Exceptional Situations [i.e., to request the use of a non-standard accommodation not listed in the Guidelines] are submitted using a Non-Standard Accommodations Use form.) ACM 35-38 45-47

18. Calculator and Electronic Device Policy ACM 37-38 • Calculator Overview • Calculator Use and Restrictions • Allowed Calculators • Calculator Memory Clearing Policy • Calculator Sharing Policy • Examples of Prohibited Electronic devices, calculator models, and features

19. Materials ACM 44-46 • Ancillary Materials • Checklist of what you need for each assessment • Materials Available for Student Access • Access supports/accommodated materials and resources available for student access, listed by grade level.

20. Irregular Test Administration All group and individual testing irregularities must be documentedfollowing state and 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.

21. 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

22. Coding Demographics Left Justify all demographic information Bubble State Use Box, Row 1 “Y” if a scribe is used for an emergent inability to write.

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

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

25. Score Results Release Dates ACM 52

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.