Training Overview

2. Training Overview • Coordinator Procedures • Updates for 2010 • Before Testing • Scheduling • Accommodations • During Testing • After Testing • Online Testing (EV, PV, SM, SE)

3. Assessment Coordinators Manual Assessment Coordinators Manual contains critical information for test security and administration of state assessments. District Assessment Coordinators must read and understand parts 1-6 of this manual. • Available for download www.k12.wa.s/TestAdministration/ • Read the manual prior to administration • New—Online Resource Links (in the Resources Section) • Updates from last year (pg. vii-ix) • Index available (in the Resources Section) • List of Training Resources

4. Assessments All Students grade 3-8 and high school are required to participate in state testing. Exception Reading & Writing (New Non-English Proficient or students new to country within last year.) Special Education has MSP, MSP w/Accommodations, MSP-BA, and PORT as options for testing.

6. Procedures: Communication • Communication Chain of Command: • Students & Staff  School Coordinators  District Coordinator (Brian)  OSPI • Contacts for Brian & Judy: • Brian Office: x6953 • Judy Office: x6952 • Brian Cell: (253) 732-2373 • Check Email: • Important messages from district or state will be emailed to you regularly – especially during WASL We are a team. Don’t hesitate to call.

7. New: BSD State Assessment Coordinator Website • Check website for new resources being posted • From BSD website:District Departments Curriculum & Assessment Assessment State Assessment Coordinators

8. Complete Group Totals Worksheet

9. HSPE/MSP Coordinator Check-list

10. HSPE/MSP Coordinator Check-list (cont.)

11. HSPE/MSP Coordinator Check-list (cont.)

12. Front Cover See page 78 in ACM PRE-ID BOOKLETS Students enrolled before Feb 15. PRE-ID ADHESIVE LABELS Students enrolled after Feb 15 COORDINATOR BUBBLING New students close to testing. Site Label needed to be placed where a Pre-ID label would go.

13. Back Cover Bubbling • Example on page 79 of ACM • Field descriptions on pp 82-86 • New students (without pre-id label) must be hand bubbled by coordinator. • Judy will email coordinators new students and appropriate demographics to facilitate bubbling. • All absences, sped accommodations, MSP-BA, and irregularities need to be bubbled.

14. New Procedure: Google Documents • Google Documents will be used for the following: • SPED Accommodations Spreadsheet • Student Test Roster: • Like past electronic rosters • Document Absences (AU or AE) • Document (Irregularities) • Document (NNEP and Home-based, etc.) • School Notes • District Notes • MSP Hour log for additional funds

15. Google Documents

16. Transfer of Booklets • Go through Assessment Office ONLY. No books will be moved from one school to another without going through Assessment office. • Judy or Brian will transport books. • Requests from out-of-district must be directed to Assessment office. • Paperwork documentation • Documented for you in Google Doc roster.

17. Alternative Learning Experience Schools • Tests will be separate from your count. • The assessment office will mail them back to the school. • Proposing that BSD charges the schools and money to go to the school that is proctoring. Waiting for approval.

19. Most Important . . . Pronunciation • HSPE (hĭs-pē) High School Proficiency Exam • HSPE-BA (hĭs-pē-bă) HSPE Basic • DAPE (dāp) Developmentally Appropriate Proficiency Exam • MSP(mĭs-pē) Measurements of Student Progress • MSP-BA(mĭs-pē-bă) MSP-Basic • SPED option (per IEP) to take the MSP at grade level but only need to score Level 2 (or Basic) to count as meeting standard. This does not count as meeting standard for AYP. • WAAS (wăws) Washington Alternative Assessment System • SPED option (per IEP) to complete the Portfolio for state assessment requirement. Usually ILC students.

20. Updates from 2009 • Washington Assessment of Student Learning (WASL) to Measurements of Student Progress (MSP) for Grades 3–8 • Mathematics and Science assessments and directions translated in six languages (Chinese, Korean, Russian, Spanish, Somali and Vietnamese) • Online testing in grades 6-8 Reading and Mathematics • Later testing window (MSP) in May • Mathematics Formula Sheets included in grades 6–8 test booklets • Calculators not allowed during the grades 3, 4, 5 and 6 mathematics assessments • Accommodated materials (CDs, Braille, large print) will be packaged as a kit (zip-lock baggy) including a consumable (Form A) test booklet

21. Question Format • Multiple-choice items have either three (Grades 3, 4 and 5) or four (Grades 6, 7 and 8) response options. For these items, students must choose the best answer and completely fill in the circle next to the answer. Any unwanted marks must be erased completely. Each item is worth one point. • Short-answer items ask students to supply the answer, which may be in the form of words, phrases, sentences, numbers and/or pictures/diagrams. Each item is worth two points. • Completionitems ask students to supply the answer, which may be in the form of a word, phrase, short sentence and/or numeric answers on the answer line or in the box provided. Each item is worth one point. • Stand-alone items on the Reading assessments are not connected with a passage. Stand-alone items on the Science assessments are not connected with a scenario. Stand-alone items ask students to choose the best answer or write a word or phrase. Each item is worth either one or two points.

23. Identifying Proctors, Scribes, Volunteersincluding Persons Assisting with Sign Language/Braille/Large Print The assessments must be administered by a trained staff member of a school district under the general supervision of a certificated employee. Student teachers and interns have a contractual relationship with the school and may assist in the administration of the assessments. Volunteers may not administer or assist in the administration of any state assessments. Volunteers may assist in the supervision of students who need a break or have completed testing. The Assessment Coordinator is responsible for training administrators and test proctors before the test administration and encouraging a positive atmosphere for testing. • Ensure completion of Test Proctor/Administrator Training Log • Ensure all signatures on Security Assurance Forms

24. Proctor Training • Training content should include: • Security Procedures (Check-in / Check-out) • Appropriate & Inappropriate Proctoring: Assure Access not Advantage • Proctor Quiz • Irregularities • Getting to Know DFA (Directions for Administration) Perhaps a scavenger hunt or allow proctors to use with Quiz. • Code of Conduct for Certification • Training Log signed • Test Security Assurance Form • Refer to page 34 in ACM for additional ideas

25. Proctor Training (continued) • Who should attend training?All teachers, administrators, and any classified para-educators who will be proctoring or helping proctor. No one should be in the testing room proctoring (or otherwise) who has not been trained. Avoid using subs for training by having back-up proctors. • What resources will provided to assist with training? • This PowerPoint • Enclosed documents from today • ACM Use each other • DFA’s • The following will be sent to you upon arrival: • OSPI Building Coordinator Training PowerPoint • OSPI Proctor Training PowerPoint • OSPI Proctor Quiz and answer key

26. Systems of Security • Systems for locked storage • Systems for reconciling tests each day • Systems for documenting the handling of test items (i.e. to make-up rooms)

27. Ensuring Test Security There are three fundamental dimensions to the security of state assessments. • First, the test booklets and accommodated forms must be maintained in a secure manner and not revealed to students or teachers prior to testing. • Second, the students must not be given inappropriate assistance during the time they are taking the test (e.g., visual, tactile or audible clues that lead the students to the correct answer, materials on the walls or blackboards that assist students in finding correct answers, or explanations that lead the student to the correct answers). • Third, the test booklets and accommodated forms have to be maintained in a secure manner before and after administration because items are reused over time. • Staff are not permitted to read, inspect, discuss or transmit secure test content as in items, passages or performance tasks before, during or after the assessment has been administered. Follow your district/building security plan.

28. Confidentiality and Generally Recognized Standards Chapter 181-87 WAC • Confidentiality • Generally Recognized Standards • Ensure understanding of test protocol • Confirm the accuracy of student demographics • Watch for irregularities during testing • Document any inappropriate behavior during testing • Follow the Code of Professional Conduct Chapter 181-87 WAC

29. Responsibilities • Read pages 7-10 of ACM • Summarize the responsibilities of each role, District Assessment Coordinator, Principal, School Assessment Coordinator, and Teacher

30. Responsibilities of School Principal The principal ensures test security within the school building and that assessments are administered according to OSPI guidelines. Specifically, the principal: • Attends required principal training; • Ensures test proctor have received training; • Reads and complies with OSPI instructions; • Ensures that test materials are stored in a secure, locked area with restricted and limited access; • Implements adequate student supervision and staffing levels during the assessment; • Monitors testing process and security during the administration; and • Signs and submits a School/Site Administration and Security Report, as required by OSPI. ACM ~ 8-9

31. Responsibilities of School Assessment Coordinators and IEP Teams School Assessment Coordinator: • Attend all required training. • Follow district/school test security plan to maintain test security and accountability. • Follow appropriate procedures for counting, distributing, collecting and returning secure testing materials to your district assessment coordinator. • Monitor testing sessions. • Report all testing irregularities according to OSPI instructions. • Sign and submit a School/Site Administration and Security Report, as required by OSPI. IEP Teams: • IEP teams review the available performance data and identify the most appropriate testing option for students in grades 3-8, in the content area for which a student qualifies for and receives Special Education Services.

32. Ensuring a Proper Testing Environment Provide an appropriate testing environment • Select a site that meets security and supervision requirements but is familiar and comfortable to students. • Schedule activities so that there are not competing demands on students’ attention before, during or immediately following the assessments. • Verify that materials in the test site that may help students answer items that are on the assessment have been covered or removed. The following are samples of items permitted: • Alphabet • Simple number line • Writing Checklists • Glossaries for non-mathematics and non-science terms • Mathematics Formula Sheet

33. Post Testing Locations

34. Provide Testing Materials No. 2 Pencils ONLY • Pens, highlighters, markers, mechanical pencils, crayons, and pencils of 2.5, 3.0 etc., are NOT permitted; they will not be picked up by the scanners. • Students may use a No. 2 pencil to underline or circle key words in the assessment directions. Scratch Paper For the Reading, Mathematics and Science Assessments, additional paper of any kind is not permitted. For the Writing Assessment, students must be provided scratch paper for the prewriting and first drafts of each session. It is suggested that you provide at least 3 sheets of yellow lined letter-size (8 ½” x 11”) scratch paper so that it can be easily identified and removed for shredding. Word Processors Word processors must not be used for any portion of the assessment unless specified in an IEP or Section 504 Plan. Students may not use semantic mapping software. Any student responses generated with word processers must be transcribed verbatim into the student booklet.

35. Communication Devices and Backpacks • Because cell phones, iPods and other communications devices can be used to transmit information, capture images and disrupt testing, they must be turned off and kept out-of-view and out-of-reach during testing sessions. Use of cell phones during testing will result in an irregularity and possible invalidation. • Backpacks, bags and purses must be kept a distance from the student so that items may not be retrieved without leaving the seat.

36. New Non—English Proficient (NNEP) Students • NNEP students are those who first enrolled in a U.S. public school within the past 12 calendar months. They are not required to take the Reading and Writing assessment. • The No Child Left Behind Act (NCLB), however, does require NNEP students to take the Mathematics and Science assessments. Test scores, including those in mathematics, are not counted in any way (i.e., MSP or AYP results). If they do not take the Mathematics assessment, they will be counted in AYP as non-participants. Students who attempt at least two items per assessment session will be counted as a participant in the Mathematics assessment. NCLB requires 95% participation, so be sure to have no more than 5% of all students excluded from testing in mathematics.

37. Emergency Medical Exemptions For Emergencies only (like hospitalization) that prevent the student from testing during the entire testing window. Contact Brian if you think there is a candidate. Form will need to be completed and sent for Brian to send to OSPI for approval. Note: This exemption is not intended for students with chronic conditions. Refer to the Assessment Coordinators Manual (page 21) for examples of conditions that may warrant a medical exemption from state testing.

38. Absenteeism • All GradesStudents who are absent with a valid excuse and do not take the assessment will not be included in the proficiency portion of AYP or state results. However, they will be counted as non-participants for AYP purposes. Absences need to be reported, on the back cover (demographic page) of the student test booklet, either as excused or unexcused. This documentation must follow local school board policy on excused absences. • Grades 3–8 • Students in grades 3–8 must be given an opportunity to make up missed sections of the assessment. Make-up sessions for students who miss one or more tests may be scheduled after the initial administration. Students who miss a first-day writing session but are present for the second-day may be tested along with other students and make up the first session at a later time.

39. Before Testing Checklists Provide testing breaks as permitted in the Directions for Administration

41. Guidelines for Scheduling Assessments • All students within a grade level at a school must take the same assessment on the same day. • Each assessment should be completed during the school day (unless part of IEP) • Students should only be scheduled for 1 test per day • Writing Day 1 must occur before Writing Day 2 • It is not recommended to schedule writing day 1 and writing day 2 on consecutive days. • Testing recommended in the a.m. so there are no issues for completion of the test. • Challenge program cancelled (grades 3-6 only) during week of 5/16-5/20. Avoid testing on Challenge day. • Leave last week of window for make-ups. • Rd pages 30 and 31 from Assessment Coordinators Manual.

42. Guidelines for Scheduling the Assessments (Cont’d)

43. Statistical Sample Schools Earlier Window (May 5 – May 24) • Schools • Clover Creek (Pick-up Tests on 5/25 @ 9:00 a.m.) • Elk Plain (Pick-up Tests on 5/25 @ 7:30) • Evergreen (Pick-up Tests 5/25 @ 10:30 a.m.) • Pioneer Valley (Pick-Up Tests 5/25 @ 12:00) • Roy Elementary (Pick up Tests on 5/25 @ 9:00 a.m.) • Cedarcrest Junior • Spanaway Junior

44. Accommodations

45. Accommodations • See pgs 50-53, 77 • See Accommodations Guidelines

46. Assure Wider Access The Checklist for accommodations available for allstudents is available in the Resources section of the Assessment Coordinators Manual. • The goal of the Washington Comprehensive Assessment Program is to assure every student has the opportunity to participate in the assessment, without providing a special advantage. • Refer to the Accommodations Guidelines for specific accommodations available to students receiving Special Education Services and English Language Learners.

47. Scribing for Students Scribing should only be used for students who are unable to write their own responses in the test booklet. The need for a scribe must be documented on the students’ IEP or Section 504 Plan. • Scribing should not be used to compensate for: • Poor handwriting • Poor spelling • Difficulty with writing organization and slow production • Student’s resistance to performing writing tasks

48. Scribing for Students -- continued • Partial Scribing may be used if document in the students’ IEP or 504 Plan • Transcribing Student Work from a Computer • Scribing for student with broken arm, hand, etc. • Individual Testing Irregularity Report must be submitted to OSPI, Assessment Operations Office.

49. Proctor Training: Accommodation Videos • Videos can be found on BSD’s “State Assessment Coordinators” website