Wisconsin Alternate Assessment for Students with Disabilities

1. Wisconsin Alternate Assessment for Students with Disabilities  Test Administration Training The development of this assessment has been a close collaboration between the Office of Educational Accountability, the Special Education team, and educators across the state.The development of this assessment has been a close collaboration between the Office of Educational Accountability, the Special Education team, and educators across the state.

2. 2 Introductions Phil Olsen- Assistant Director philip.olsen@dpi.wi.gov Brian Johnson- Alternate Assessments brian.johnson@dpi.wi.gov Kristen Kehoe- Special Populations kristen.kehoe@dpi.wi.gov Questions regarding the WAA-SwD or other state assessments may be directed towards the Office of Educational Accountability. Questions may include (but are not limited to): test administration policy and procedures, accommodations, AYP, and student reports. Please feel free to contact us at anytime. Questions regarding the WAA-SwD or other state assessments may be directed towards the Office of Educational Accountability. Questions may include (but are not limited to): test administration policy and procedures, accommodations, AYP, and student reports. Please feel free to contact us at anytime.

3. 3 Questions regarding participation in the WAA-SwD, the Extended Grade Band Standards, IEP processes, and classroom instruction for students with disabilities should be directed towards the Special Education Team. Please use DPI as a resource throughout the year as questions or concerns arise. Questions regarding participation in the WAA-SwD, the Extended Grade Band Standards, IEP processes, and classroom instruction for students with disabilities should be directed towards the Special Education Team. Please use DPI as a resource throughout the year as questions or concerns arise.

4. 4 Frequently Asked Questions The Department has developed a FAQ document for the WAA-SwD. This document is broken into specific categories related to the assessment. The WAA-SwD FAQ is updated on an annual basis and can be found at: http://dpi.wi.gov/oea/faqwaa.html The WAA-SwD FAQ document was developed from commonly asked questions that arose during training sessions and the testing window in the first year’s administration. The FAQ should be used as a resource guide as you prepare for each year’s test administration. The WAA-SwD FAQ document was developed from commonly asked questions that arose during training sessions and the testing window in the first year’s administration. The FAQ should be used as a resource guide as you prepare for each year’s test administration.

5. 5 Agenda Background of WAA-SwD Student Participation Test Administration Example Test Items Accommodations Test Security Distribution/Scoring/Reporting

6. 6 Background 2007 Educator involvement Development of the Extended Grade Band Standards Pre-Alignment Study of the WAA-SwD Item Content and Bias Review 2008 Educator involvement Post-Alignment Study Standard Setting Additional descriptors were written to enhance the Extended Grade Band Standards Collaboration has not been limited to DPI staff. Educators, both general and special education, from across the state have had a significant impact on this assessment. The entire process started in April 2007, when general and special education teachers developed the Extended Grade Band Standards. Educators have played a crucial role in the development and ongoing reviews of the assessment. Collaboration has not been limited to DPI staff. Educators, both general and special education, from across the state have had a significant impact on this assessment. The entire process started in April 2007, when general and special education teachers developed the Extended Grade Band Standards. Educators have played a crucial role in the development and ongoing reviews of the assessment.

7. 7 Background - Usability Study Test administration of sample items Three students at grades 4, 5, and 6 with varying cognitive disabilities; IEP Teams determined that all three students will participate in the WAA-SwD Brian Johnson, from the Office of Educational Accountability, conducted a usability study (essentially a “practice” administration) with three of his former students. These students were in grades 4, 5, and 6, all with varying cognitive disabilities. Their IEP teams determined that these students would qualify for the WAA-SwD. Lessons learned from the Usability Study were: Use of manipulatives: Use what the student is using in the classroom for academic purposes. The student in the picture on this slide did everything academically-related at this table, so all manipulatives were right there. Redirection: Brian assisted the student as she pointed to each answer to keep on track. Brian had her point to everything that she read so that he knew that she was following along. Brian did not help with choosing the answer. Test setting: Administer the test anywhere that is appropriate for the individual student and where the student completes most academic learning. This might include a table, desk, study carrel, floor, swing, etc. Incorporate the test into the learning environment: Do not make this test into a high-stress activity. You might want to use the sample items to practice for the test before administration. Most important is patience!Brian Johnson, from the Office of Educational Accountability, conducted a usability study (essentially a “practice” administration) with three of his former students. These students were in grades 4, 5, and 6, all with varying cognitive disabilities. Their IEP teams determined that these students would qualify for the WAA-SwD. Lessons learned from the Usability Study were: Use of manipulatives: Use what the student is using in the classroom for academic purposes. The student in the picture on this slide did everything academically-related at this table, so all manipulatives were right there. Redirection: Brian assisted the student as she pointed to each answer to keep on track. Brian had her point to everything that she read so that he knew that she was following along. Brian did not help with choosing the answer. Test setting: Administer the test anywhere that is appropriate for the individual student and where the student completes most academic learning. This might include a table, desk, study carrel, floor, swing, etc. Incorporate the test into the learning environment: Do not make this test into a high-stress activity. You might want to use the sample items to practice for the test before administration. Most important is patience!

8. 8 Background Extended Grade Band Standards Grade bands: 3-4, 5-6, 7-8, and 10 Instructional achievement descriptors defined for WAA-SwD Minimal, Basic, Proficient, and Advanced performance levels for Mathematics, Reading, and Science Posted August 27, 2007: http://dpi.wi.gov/sped/assmt-extstd.html The Extended Grade Band Standards are alternate standards covering grade bands in reading and mathematics at grades: 3-4, 5-6, 7-8, and 10 and grade-leveled for science in grades 4, 8, and 10. These standards are descriptions of what students are expected to know and to be able to do at the appropriate grade-band level. The Extended Grade Band Standards are posted on the DPI website. There is also a Mediasite presentation that includes this information and a parent brochure that can be used as a resource. The Extended Grade Band Standards are alternate standards covering grade bands in reading and mathematics at grades: 3-4, 5-6, 7-8, and 10 and grade-leveled for science in grades 4, 8, and 10. These standards are descriptions of what students are expected to know and to be able to do at the appropriate grade-band level. The Extended Grade Band Standards are posted on the DPI website. There is also a Mediasite presentation that includes this information and a parent brochure that can be used as a resource.

9. 9 How do all these pieces connect? Here is a visual layout of the relationship of the Wisconsin Model Academic Standards to the Wisconsin Assessment Frameworks and the relationships of both to the Wisconsin Extended Grade Band Standards. Frameworks include: Reading, Mathematics & Science. They are grade-leveled, are to be used as a guide for instruction, and are essentially the “blueprint” for WKCE. The instructional goal is proficiency for all students. Extended Standards include: Reading and Mathematics at grades 3-4, 5-6, 7-8, and 10; Science at grades 4, 8, and 10. They are a guide for instruction and the “blueprint” for the WAA-SwD. The instructional goal is proficiency for all students. The Extended Grade Band Standards are aligned to the WAA-SwD. Six to eight questions were written for every standard including questions at the minimal, basic, proficient, and advanced performance levels. The Wisconsin Extended Grade Band Standards incorporate the essence of the Assessment Frameworks and the Wisconsin Model Academic Standards. How do all these pieces connect? Here is a visual layout of the relationship of the Wisconsin Model Academic Standards to the Wisconsin Assessment Frameworks and the relationships of both to the Wisconsin Extended Grade Band Standards. Frameworks include: Reading, Mathematics & Science. They are grade-leveled, are to be used as a guide for instruction, and are essentially the “blueprint” for WKCE. The instructional goal is proficiency for all students.

10. 10 Student Participation IEP Team decision 2008-2009: Participation Checklist Students must take either WKCE or WAA-SwD for all tested subjects Revised September 2007, found online at http://dpi.wi.gov/sped/assmt-waa.html Who takes this assessment? This is an IEP team decision. The participation checklist must be used during the IEP team meeting to make participation decisions pertaining to statewide and districtwide assessments. This checklist is based on guidance from the U.S. Department of Education . Individual Education Program (IEP) teams should be using this checklist when determining which assessment is appropriate for the student. The WAA-SwD is intended for students whose instruction is based upon the Extended Grade Band Standards, whereas the WKCE is intended for students whose instruction is based upon the Wisconsin Model Academic Standards. All students must take either the complete WKCE or the complete WAA-SwD-not parts of both. Who takes this assessment? This is an IEP team decision. The participation checklist must be used during the IEP team meeting to make participation decisions pertaining to statewide and districtwide assessments. This checklist is based on guidance from the U.S. Department of Education . Individual Education Program (IEP) teams should be using this checklist when determining which assessment is appropriate for the student. The WAA-SwD is intended for students whose instruction is based upon the Extended Grade Band Standards, whereas the WKCE is intended for students whose instruction is based upon the Wisconsin Model Academic Standards. All students must take either the complete WKCE or the complete WAA-SwD-not parts of both.

11. 11 Participation Checklist You will notice that the participation checklist is not broken down by subject area as it was several years ago. IEP teams will need to determine if a student is being taught using curricula aligned with the Extended Standards or being taught using the state academic standards, even with instructional accommodations or modifications. You will notice that the participation checklist is not broken down by subject area as it was several years ago. IEP teams will need to determine if a student is being taught using curricula aligned with the Extended Standards or being taught using the state academic standards, even with instructional accommodations or modifications.

12. 12 WAA-SwD Tests Students taking the WAA-SwD are tested in Reading and Mathematics for grades 3-8 and 10. In addition, Science is tested in grades 4, 8, and 10. In grades 4, 8, and 10 students are also assessed in Social Studies and in Language Arts/Writing. These content areas are assessed through a teacher rater form based upon classroom evidence and will be discussed in greater detail later in this presentation.Students taking the WAA-SwD are tested in Reading and Mathematics for grades 3-8 and 10. In addition, Science is tested in grades 4, 8, and 10. In grades 4, 8, and 10 students are also assessed in Social Studies and in Language Arts/Writing. These content areas are assessed through a teacher rater form based upon classroom evidence and will be discussed in greater detail later in this presentation.

13. 13 WAA-SwD Schedule

14. 14 Test Forms Grade clusters 3-4, 5-6, 7-8, and 10 Separate test for each grade (one grade 3, one grade 4, etc.) One test book for every student all content areas in one book Separate Teacher Test Book all content areas in one book One student answer document for every student Tests will include a small number of field test items per content area Student Labels WKCE and WAA-SwD label shipment will be the same If no label, bubble in student information For every student taking the WAA-SwD, districts will receive a student test book, a teacher test book, and a student answer document. The books are formatted in the same way as the standards (in grade clusters). However, there is a separate test book for every grade. For example, the grade 3 test has different test questions than the grade 4 test. There are also some overlapping items in grades 3-4, 4-5, 5-6, 7-8, 8-10; this is designed so that you can see a progression of growth over time. Tests will be noticeably shorter in comparison with the first administration of the WAA-SwD. Each content area will contain only a small number of field test items. Student Labels will be shipped at the same time as the WKCE labels. If you do not have a label for the student, all information will have to be bubbled on the student information page. For every student taking the WAA-SwD, districts will receive a student test book, a teacher test book, and a student answer document. The books are formatted in the same way as the standards (in grade clusters). However, there is a separate test book for every grade. For example, the grade 3 test has different test questions than the grade 4 test. There are also some overlapping items in grades 3-4, 4-5, 5-6, 7-8, 8-10; this is designed so that you can see a progression of growth over time. Tests will be noticeably shorter in comparison with the first administration of the WAA-SwD. Each content area will contain only a small number of field test items. Student Labels will be shipped at the same time as the WKCE labels. If you do not have a label for the student, all information will have to be bubbled on the student information page.

15. 15 Test Item: Mathematics grade 3-4 Teacher Test Book This is a sample Mathematics grade 3-4 question. This example shows the Teacher Book. This is a standardized test, and the script tells the test administrator (teacher) exactly what they can say and do. Notice that at the top of the page it says “Prepare: Place Pattern in front of the student”. The next slide shows an example of the student Test Book for the same item. Notice that it also says “Pattern” at the top left corner. This ensures that the teacher and student are working on the same test item. All instructions that the test administrator will read aloud to the student are labeled with a SAY icon. The wording in bold must be read verbatim by the test administrator. Further instructions for the test administrator follow the bold passages and appear in italics. These are the actions that the test administrator should complete and are not to be read out loud to the student.This is a sample Mathematics grade 3-4 question. This example shows the Teacher Book. This is a standardized test, and the script tells the test administrator (teacher) exactly what they can say and do. Notice that at the top of the page it says “Prepare: Place Pattern in front of the student”. The next slide shows an example of the student Test Book for the same item. Notice that it also says “Pattern” at the top left corner. This ensures that the teacher and student are working on the same test item. All instructions that the test administrator will read aloud to the student are labeled with a SAY icon. The wording in bold must be read verbatim by the test administrator. Further instructions for the test administrator follow the bold passages and appear in italics. These are the actions that the test administrator should complete and are not to be read out loud to the student.

16. 16 Test Item: Mathematics grade 3-4Student Test Book Using the teacher and student test book from the previous and current slides, practice administering the math item. Notice that the test administrator reads, “Which shape comes next,” not “Tell me or Point to”, etc. This test is designed universally for every student to be able to communicate his or her knowledge. The student can point to the answer choice, or the student can tell the administrator his or her answer choice, or the test administrator can point to each item and the student can blink at his or her answer. However the student best communicates with the test administrator and can give his or her answer choice, is appropriate on this assessment.Using the teacher and student test book from the previous and current slides, practice administering the math item. Notice that the test administrator reads, “Which shape comes next,” not “Tell me or Point to”, etc. This test is designed universally for every student to be able to communicate his or her knowledge. The student can point to the answer choice, or the student can tell the administrator his or her answer choice, or the test administrator can point to each item and the student can blink at his or her answer. However the student best communicates with the test administrator and can give his or her answer choice, is appropriate on this assessment.

17. 17 Who Does What? This is a list of suggested responsibilities for individuals within a district. In order to have a successful WAA-SwD test administration, it is important that collaborative effort is made between all individuals within a district as well as with DPI. Please work together in your district and use DPI as a resource as questions or issues arise. This is a list of suggested responsibilities for individuals within a district. In order to have a successful WAA-SwD test administration, it is important that collaborative effort is made between all individuals within a district as well as with DPI. Please work together in your district and use DPI as a resource as questions or issues arise.

18. 18 Test Administrators Test administrators: qualifications Must be teachers or licensed staff (e.g., school psychologists, speech therapists, etc.) Paraprofessionals and aides cannot administer WAA-SwD Familiarity with student and the student’s response style and communication style is essential Who can administer this test? The test administrator must be a teacher or licensed staff member such as a school psychologist or a speech therapist. Paraprofessionals and aides cannot administer this test because by state law, they are not allowed to evaluate student performance. Because the test administrator is filling in the answers and determining judgment, this test is considered evaluative. Familiarity with the student is essential to get the most accurate results. This test can be cross-administered: for example, a teacher can administer a portion of the test, then the speech therapist can administer the next portion, etc. Who can administer this test? The test administrator must be a teacher or licensed staff member such as a school psychologist or a speech therapist. Paraprofessionals and aides cannot administer this test because by state law, they are not allowed to evaluate student performance. Because the test administrator is filling in the answers and determining judgment, this test is considered evaluative. Familiarity with the student is essential to get the most accurate results. This test can be cross-administered: for example, a teacher can administer a portion of the test, then the speech therapist can administer the next portion, etc.

19. 19 Test Administrators Prepare materials ahead of time, and familiarize yourself with the flow of test items Consider manipulatives and accommodations for each student Logistics: what makes sense for each of your students? Stick to the script in the Teacher Test Book Test Administrators must read, verbatim, what follows the icon Remain neutral while reading and pointing to test items and answer choices (e.g., no inflection of tone should be detectable, no lingering pointing, etc.?) Redirect students as needed Test Administrators can re-read any section following the SAY icon; however, the entire section must be read, and it must be repeated verbatim; answer choices may be repeated as often as needed, with or without reading the question Maintain test security Test administrators are allowed to preview the test beforehand. This time should be used to prepare for individual student accommodations, including manipulatives. This test is not timed; test administrators can do a couple of questions here or there, whenever the student is in “a good place” to do academics. The student can also take the test wherever they feel most comfortable, whether that is at the table, at a desk, or lying on beanbag chairs on the floor. The test is designed to be administered individually, for each student to demonstrate his or her knowledge the best way possible. Administrators will need to stick to the script. This will remove any subjectivity and ambiguity. Administrators will also need to read verbatim what follows the SAY icon. Lingering, finger pointing, or inflection of tone while reading the answer choices are not allowed. Test administrators are allowed to use the same redirection techniques that they use in the classroom. For example, the test administrator can point to the passages and answer choices, have the student point to the passages and answer choices, or re-read sections of the test. Test administrators must re-read directions and passages verbatim when re-reading an entire section. This is a secure test. All test security measures must be in place. Tests will need to be kept in a locked storage area (file cabinet or desk) when not in use. Parents cannot view the test before it is administered. Parents may review any of the sample items, but not the actual test.Test administrators are allowed to preview the test beforehand. This time should be used to prepare for individual student accommodations, including manipulatives. This test is not timed; test administrators can do a couple of questions here or there, whenever the student is in “a good place” to do academics. The student can also take the test wherever they feel most comfortable, whether that is at the table, at a desk, or lying on beanbag chairs on the floor. The test is designed to be administered individually, for each student to demonstrate his or her knowledge the best way possible. Administrators will need to stick to the script. This will remove any subjectivity and ambiguity. Administrators will also need to read verbatim what follows the SAY icon. Lingering, finger pointing, or inflection of tone while reading the answer choices are not allowed. Test administrators are allowed to use the same redirection techniques that they use in the classroom. For example, the test administrator can point to the passages and answer choices, have the student point to the passages and answer choices, or re-read sections of the test. Test administrators must re-read directions and passages verbatim when re-reading an entire section. This is a secure test. All test security measures must be in place. Tests will need to be kept in a locked storage area (file cabinet or desk) when not in use. Parents cannot view the test before it is administered. Parents may review any of the sample items, but not the actual test.

20. 20 Reading Test 2/3 of items in the Reading Test are to be read to students by the teacher 1/3 of items are “read by STUDENT” items Spread throughout test at different levels of difficulty Encourage students to try their best on these independent reading items Test administrators must pay close attention to which items are “read by STUDENT” On these items, the test administrator will read prompts and can redirect students’ attention to the reading passage or answer choices; test administrators cannot read the reading passage or answer choices… stick to the script! The format of the reading test is that 2/3 of all items are read by the teacher and that 1/3 of all items are read by the student independently. We encourage test administrators to encourage students to do their best on all items even if they have little or no reading ability. Our standards and our test reflect using context clues and other reading strategies. Questions that are read by the student are written at a minimal level, basic level, proficient level, and an advanced level and are spread throughout the test. Test administrators will need to pay close attention to which items are “read by STUDENT” and which are “read by TEACHER”. If an item is read by the student, the administrator is not allowed to read the passage or the answer choices.The format of the reading test is that 2/3 of all items are read by the teacher and that 1/3 of all items are read by the student independently. We encourage test administrators to encourage students to do their best on all items even if they have little or no reading ability. Our standards and our test reflect using context clues and other reading strategies. Questions that are read by the student are written at a minimal level, basic level, proficient level, and an advanced level and are spread throughout the test. Test administrators will need to pay close attention to which items are “read by STUDENT” and which are “read by TEACHER”. If an item is read by the student, the administrator is not allowed to read the passage or the answer choices.

21. 21 Example Reading Item (grade 5-6)Teacher Test Book: Read by Student This is an example of an item that is read by the student. You can see that in the gray bar it says, “read by STUDENT” in large letters. Every reading item will have either “read by STUDENT” or “read by TEACHER” next to the item number. This is designed so that as soon as the test administrator turns the page, they will know if the item is to be read by the teacher or read by the student. This item is a “read by STUDENT” item, so the test administrator will say, “Read the sentence.” Students may read silently or aloud. Then the question the test administrator reads to students is, “What does John like to ride?”This is an example of an item that is read by the student. You can see that in the gray bar it says, “read by STUDENT” in large letters. Every reading item will have either “read by STUDENT” or “read by TEACHER” next to the item number. This is designed so that as soon as the test administrator turns the page, they will know if the item is to be read by the teacher or read by the student. This item is a “read by STUDENT” item, so the test administrator will say, “Read the sentence.” Students may read silently or aloud. Then the question the test administrator reads to students is, “What does John like to ride?”

22. 22 Example Reading Item (grade 5-6) Student Test Book: Read by Student This item is a basic level question. There are some overt context clues to help the student find the answer to this test item. Items that are proficient or advanced do not have such overt context clues. You can see that the format of the reading test allows the student to see both the passage and the answer choices at the same time. The Mathematics and Science content areas only have one item per student page. This item is a basic level question. There are some overt context clues to help the student find the answer to this test item. Items that are proficient or advanced do not have such overt context clues. You can see that the format of the reading test allows the student to see both the passage and the answer choices at the same time. The Mathematics and Science content areas only have one item per student page.

23. 23 Social Studies and Language Arts Social Studies and Language Arts/Writing Can be done before October test window; save the score to record on WAA-SwD student answer document Document score on back of WAA-SwD student answer document Rating Scale Format (checklist) No evidence collected Only one rater (no second rater needed) Items do not need to be IEP-aligned Download from the WAA-SwD (Special Education) website: http://dpi.wi.gov/sped/assmt-waa.html The Social Studies and Language Arts/Writing rating scales are downloadable off of the DPI website on the link listed on the page. These assessments must be completed by the end of the testing period for the WAA-SwD. Bubble in the Performance Levels on the WAA-SwD student answer document before turning into your school assessment coordinator. The rater forms are simple checklists. No evidence is collected, only one rater is needed, and there are no IEP-aligned items. The Social Studies and Language Arts/Writing rating scales are downloadable off of the DPI website on the link listed on the page. These assessments must be completed by the end of the testing period for the WAA-SwD. Bubble in the Performance Levels on the WAA-SwD student answer document before turning into your school assessment coordinator. The rater forms are simple checklists. No evidence is collected, only one rater is needed, and there are no IEP-aligned items.

24. 24 Accommodations Braille orders and/or picture descriptions: contact Jeremiah Holiday at DPI jeremiah.holiday@dpi.wi.gov, 608-266-3522 or 800-441-4563 http://dpi.wi.gov/oea/doc/WAA-0001.doc Assistive technology Allowed, as long as it is recorded in the student’s current IEP and it does not alter what a particular test item measures Not allowed: Paraphrasing, rewording, explaining, etc.; stick to the script to keep the results of the test valid Returning to a test item after it has already been administered Calculators Accommodations on WAA-SwD Must be allowable on WSAS Assessment Accommodations Matrix (http://www.dpi.wi.gov/oea/pdf/accom08.pdf) If you need this test in Braille and/or need picture descriptions please complete the “Braille and Picture Description Order Form” located at: http://dpi.state.wi.us/oea/doc/WAA-0001.doc . Contact Jeremiah Holiday with any questions. Assistive technology can be used on this assessment as long as it is in the student’s IEP. Some accommodations are irrelevant for the WAA-SwD such as extended time and small group administration (because it is un-timed and individually administered). Paraphrasing and rewording, etc, is not allowed. You must stick to the script. Once a test item is administered, test administrators cannot go back to that item. This is a standardized test, and the student has one chance at each item. Calculators are not allowed on this assessment. There are a limited number of computation problems on this assessment. These items were developed specifically to measure a student’s ability to compute simple math equations. Accommodations are allowed on the WAA-SwD. The Accommodations Matrix, available on the DPI website, includes all accommodations that are allowed for our assessment system, including the WAA-SwD. If you need this test in Braille and/or need picture descriptions please complete the “Braille and Picture Description Order Form” located at: http://dpi.state.wi.us/oea/doc/WAA-0001.doc . Contact Jeremiah Holiday with any questions. Assistive technology can be used on this assessment as long as it is in the student’s IEP. Some accommodations are irrelevant for the WAA-SwD such as extended time and small group administration (because it is un-timed and individually administered). Paraphrasing and rewording, etc, is not allowed. You must stick to the script. Once a test item is administered, test administrators cannot go back to that item. This is a standardized test, and the student has one chance at each item. Calculators are not allowed on this assessment. There are a limited number of computation problems on this assessment. These items were developed specifically to measure a student’s ability to compute simple math equations. Accommodations are allowed on the WAA-SwD. The Accommodations Matrix, available on the DPI website, includes all accommodations that are allowed for our assessment system, including the WAA-SwD.

25. 25 Accommodations: Manipulatives Allowable manipulatives Manipulative Guide http://dpi.wi.gov/oea/pdf/maniguide.pdf It is important for test administrators to review the test ahead of time to prepare manipulatives for each individual student Remember – only use manipulatives that your student uses regularly in class; do not introduce new manipulatives during test administration Ruler required for grade 10 Mathematics Test Use the ruler that your student uses in class Please refer to the Manipulative Guide. Test administrators are allowed to preview the test ahead of time to consider manipulatives for students. Manipulatives should be considered on an individual student basis and should only include things that the student uses regularly in the classroom. Manipulatives must help the student to access their knowledge without changing what the test item is intending to measure. There is one required manipulative on the grade 10 Mathematics test. The test administrator must supply a ruler. This will not be supplied with test materials.Please refer to the Manipulative Guide. Test administrators are allowed to preview the test ahead of time to consider manipulatives for students. Manipulatives should be considered on an individual student basis and should only include things that the student uses regularly in the classroom. Manipulatives must help the student to access their knowledge without changing what the test item is intending to measure. There is one required manipulative on the grade 10 Mathematics test. The test administrator must supply a ruler. This will not be supplied with test materials.

26. 26 Student Answer Document Only answers bubbled onto student answer document will be scored Answers recorded in the Student Test Book will not be scored If answers are not bubbled correctly on the student answer document, AYP can be affected Test administrators may choose initially to document answers in the Teacher Test Book and then to transfer answers onto the student answer document (bubble sheet) after administration The student answer document is a separate document from the Student and Teacher test books. Please pay close attention to this document and complete it with 100% accuracy. This is the document that is scored, so the bubbling on this document will determine a student’s score. It is recommended that test administrators write student responses in the Teacher Test Book and then transfer the response to the student answer document.The student answer document is a separate document from the Student and Teacher test books. Please pay close attention to this document and complete it with 100% accuracy. This is the document that is scored, so the bubbling on this document will determine a student’s score. It is recommended that test administrators write student responses in the Teacher Test Book and then transfer the response to the student answer document.

27. 27 WAA-SwD Test Security Teachers will be utilizing the test in their classrooms and will be able to have access to the test before testing begins Teachers administering the WAA-SwD are able to maintain possession of individual student tests and administration guides until all content areas are complete All tests must remain in locked storage when not in use After test administration, test books must be collected, counted, and returned to the School Assessment Coordinator (SAC) for storage in a secured-and-locked room and/or cabinet ALL test booklets and answer documents must be returned. Districts CANNOT keep a copy or copies of the WAA-SwD Each CESA and the DPI will retain one copy for reference This policy is different than the WKCE Schools and districts will be required to return all materials for this test, including the Student Test Book, Teacher Test Book, and the Student Answer Document. Districts will not be allowed to keep any copies. All CESAs and the DPI will have an extra copy that teachers or parents can view after the administration window closes. Schools and districts will be required to return all materials for this test, including the Student Test Book, Teacher Test Book, and the Student Answer Document. Districts will not be allowed to keep any copies. All CESAs and the DPI will have an extra copy that teachers or parents can view after the administration window closes.

28. 28 Distribution Receiving test materials Districts will be sent WAA-SwD materials based on the number of students in each district who participated in the WAA-SwD last year. Student labels Two labels with WKCE shipment Dates: http://dpi.state.wi.us/oea/calendar.html The number of WAA-SwD tests sent to districts is based upon last year’s numbers. For example, if you had 10 third graders take the test last year, you will receive 10 fourth grade books this year plus an overage amount within the district. Student labels for students taking the WAA-SwD will be sent at the same time as the WKCE student labels. If a student does not receive a label, then their information must be bubbled in on the answer document. The number of WAA-SwD tests sent to districts is based upon last year’s numbers. For example, if you had 10 third graders take the test last year, you will receive 10 fourth grade books this year plus an overage amount within the district. Student labels for students taking the WAA-SwD will be sent at the same time as the WKCE student labels. If a student does not receive a label, then their information must be bubbled in on the answer document.

29. 29 Scoring and Reporting RES window will include WKCE and WAA-SwD Reporting of WAA-SwD scores is similar to WKCE Student Answer Document information Student answers must be bubbled in for Mathematics, Reading, and Science Student label (or bubble in all student info) SS and LA/Writing Performance Levels Accommodations WAA-SwD Student Performance Level Survey Important that test administrators review Performance Level Descriptors before completing survey on the student answer document There is only one Record Editing System (RES) window for both the WKCE and the WAA. This window will fall in the month of January. DACs, please make sure that all demographic information is correct. Test administrators will also need to ensure that the demographic information is correct, especially if they will be bubbling in any student information. Reporting of scores will be similar to the WKCE reports and will provide a lot more information than in the past. There are some differences in score reporting: no scale scores, no state percentiles, and results are relative to Extended Grade Band Standards (instead of Frameworks as in WKCE). The answer document will include the following, which must be filled out completely and accurately: -Answers bubbles for all WAA-SwD content areas -Student label -SS and LA/Writing proficiency levels (4,8,10) -Accommodations: there will be a list of 5-6 accommodations, which should be bubbled in if the student used each accommodation -Student Performance Survey: there will be a list of subject areas, and the test administrator will need to bubble in which proficiency level their student is performing on the assessment. Administrators should use the Performance Level descriptors included in their test materials as well as within the Extended Grade Band Standards.There is only one Record Editing System (RES) window for both the WKCE and the WAA. This window will fall in the month of January. DACs, please make sure that all demographic information is correct. Test administrators will also need to ensure that the demographic information is correct, especially if they will be bubbling in any student information. Reporting of scores will be similar to the WKCE reports and will provide a lot more information than in the past. There are some differences in score reporting: no scale scores, no state percentiles, and results are relative to Extended Grade Band Standards (instead of Frameworks as in WKCE). The answer document will include the following, which must be filled out completely and accurately: -Answers bubbles for all WAA-SwD content areas -Student label -SS and LA/Writing proficiency levels (4,8,10) -Accommodations: there will be a list of 5-6 accommodations, which should be bubbled in if the student used each accommodation -Student Performance Survey: there will be a list of subject areas, and the test administrator will need to bubble in which proficiency level their student is performing on the assessment. Administrators should use the Performance Level descriptors included in their test materials as well as within the Extended Grade Band Standards.

30. 30 Questions? Please feel free to utilize us at the department for any resources that you may need. The next slide includes all contact information for us. Thank you! Please feel free to utilize us at the department for any resources that you may need. The next slide includes all contact information for us. Thank you!

31. 31 For More Information… Visit the WAA-SwD pages on the DPI website http://dpi.wi.gov/oea/waa.html (OEA page) http://dpi.wi.gov/sped/assmt-waa.html (Special Education page) Watch the Webcast of this presentation will include answers to frequently-asked questions will be available in late Sept. 2008 http://dpi.wi.gov/oea/webcasts.html Call us… DPI Office of Educational Accountability 608-267-1072 DPI Special Education Team 608-266-1781