Presentation Transcript

1. Test Administration TrainingSpring 2014

   Administrators/Coordinators [ADD SCHOOL NAME HERE] MSP Reading, Writing, Math, Science 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 Guidelines for state assessments Accommodations selections on the back cover of test booklets or within eDIRECT for online testers Caution symbol in the Administration and Proctoring PowerPoints as a reminder of the most frequent irregularities Writing Day 1 must be given before Writing Day 2 (MSP) May submit partially completed test booklets as “Do Not Score”
3. MSP Delivery & Administration Schedule
4. 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.
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.aspx Science - www.k12.wa.us/Science/Assessments.aspx 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/Assessment/StateTesting/ItemPoints.aspx Graduation requirements and resources: www.k12.wa.us/Resources Other Web site links to Classroom Demos for: Math/Science Translated CDs; Released Items, PLDs and other resources listed on page 7 in the DFA. 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 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
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 that they provide appropriate training to test proctors, staff assisting with accommodations and access supports, and to persons assisting with secure 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 the new staff member in mind Immediately inventory all material Ensure security protocols in place Provide test proctors with 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 [Name, Phone] After: Inventory and return test materials (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 (braille, large print, Translated CDs, etc.), to your DAC.
11. 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
12. Assessment Options ACM 23-25 Slide 12 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 non-participants). Absent excused does not affect the proficiency rate (removed from the denominator). Absent excused is counted 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 not required per NCLB Science & Math (MSP) 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
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
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 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
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 chart on page 45 in the ACM, identifies 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 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. (Non-Standard Accommodations Use form should be completed to request the use of an accommodation that is on an IEP but not listed in the Access Supports and Accommodations Guidelines) ACM 35-38 45-47
18. Calculator and Electronic Device Policy ACM 37-38 Calculator overview Not allowed at grade levels 3-6, even if documented in IEP 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 44-47 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.
20. 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.
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 Bubble State Use Box, Row 1 “Y” if a scribe is used for an emergent inability to write.
23. 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
24. 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.
25. After Testing - Documentations Test Security Assurance Form, signed twice Proctor Training Logs School/Site Administration & Security Report Pre-ID Roster signed by the Principal (1st page only) Deliver the Pre-ID Roster with annotations to the SAC [District Specific Instructions here]
26. Score Results Release Dates
27. 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.