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Student Success

Student Success. Training for Administrators and School Assessment Coordinators. Office of Superintendent of Public Instruction. Administering the 2008–2009 Washington Assessment of Student Learning (WASL)

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Student Success

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  1. Student Success Training for Administrators and School Assessment Coordinators Office of Superintendent of Public Instruction Administering the 2008–2009Washington Assessment of Student Learning(WASL) This presentation is provided to assist in the training of proctors and should be augmented with special consideration appropriate for your local district February 10, 2009

  2. Part 1—Overview • Overview • Assessments • Question Format Refer to Page Number of the Assessment Coordinator’s Manual (ACM) and/or OSPI Test Admin Web site ACM~1-4

  3. Updates from last year (pg. vii-viii) “New” Index available in the Resources Section List of Training Resources Assessment Coordinator’s Manual Assessment Coordinator’s Manual contain critical information for proctoring the High School Assessments • Read the manual prior to administration • Available for download www.k12.wa.us/assessment/TestAdministration/default.aspx Web

  4. Overview of Washington Comprehensive Assessment Program Overview of Assessments • Washington Assessment of Student Learning (WASL) • Washington Alternate Assessment System (WAAS) • Certificate of Academic Achievement Options (CAAO) • Washington Language Proficiency Test (WLPT-II) • Classroom Based Assessments (CBA)

  5. Assessments Important Note: Grade 9 voluntary testing has been cancelled due to budget constraint. ACM~2-3

  6. WASL Question Format • Multiple-choice items have either three (grades 3, 4, and 5) or four (grades 6, 7, 8, and HS) response options (worth one point). • Enhanced multiple-choice itemsask students to choose an answer and then explain their choice (worth two points). • Short-answer itemsask students to supply the answer, which may be in the form of words, numbers and/or pictures/diagrams (worth two points). • Extended-response itemsrequire students to write an answer that offers more examples and more detail (worth four points). • HS students will respond to two Writing prompts. • Each student’s writing is scored by two readers, which doubles the possible score points to 12 per prompt for a total possible of 24 points. ACM~3-4

  7. Part 2—Policies and Test Security Assessment Coordinators are Key • Confidentiality and Generally Recognized Standards • Responsibilities: • School Principal • Assessment Coordinator • IEP Teams • Cell Phones Turned Off • Backpacks, and Purses • Posting Testing Locations No Media in testing environment, before, during, or immediately after testing ACM~5-10

  8. Confidentiality and Generally Recognized Standards • 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. Chapter 181-87 WAC Detailed information available on the OSPI Web site at the following link: www.k12.wa.us/ProfPractices/CodeConduct.aspx www.k12.wa.us/assessment/TestAdministration/Coordinator.aspx ACM~5-6

  9. 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 training; • reads and complies with OSPI instructions; • stores test materials in a secure, locked area with restricted and limited access; • implements adequate student supervision and staffing levels to ensure a secure testing environment, including testing of students with behavior or discipline problems; • monitors testing and test security during the testing window; and • signs and submits a school/site WASL Administration and security report, as required by OSPI. ACM~8

  10. Responsibilities of a District/Site Assessment Coordinator • Provide training for identified proctors and backup personnel. • Maintain test security and accountability of test materials. • Follow appropriate daily procedures for counting, distributing, collecting, and returning test materials. These include detailed procedures for check-in and check-out of materials, as described in OSPI’s Directions for Administration and the Assessment Coordinator’s Manual for each test. • Report all testing irregularities according to OSPI instructions. • Monitors testing and test security during the testing window. • Sign and submit a school/site WASL Administration and Security report, as required by OSPI. ACM~8-9

  11. Responsibilities of IEP Teams IEP teams must review the available performance data and identify the most appropriate large-scale testing option: • WASL • without accommodations • with accommodations • WAAS • Portfolio (WAAS-PORT) • Developmentally Appropriate WASL (WAAS-DAW)—only Grades 11 and 12 • WASL-Basic (Level 2 “Basic” meets standard)

  12. Part 3—Before the AssessmentA: Calendars • Key Dates • Materials Receipt

  13. Key Dates Calendars NAEP WLPT-II CAAO WAAS WAAS WASL Available on the Test Admin Web site: www.k12.wa.us/assessment/testadministration/calendars.aspx Web

  14. Receipt of Materials

  15. Part 3—Before the AssessmentB: Participation • Participants and Special Cases • Institutions and Unaffiliated Schools • NNEP • Medical Exemptions • Absenteeism • Students Enter/Withdraw ACM~15-24

  16. Students in all institutions, including facilities that may be partially administered by a local district, must be given the opportunity to take the state assessments. Juvenile detention centers are not required to administer the WASL but may allow testing by district personnel. Test and “other indicator” results from institutions and unaffiliated schools will not be included in the aggregated results for the local district. Districts must work with institutions and unaffiliated schools to establish which entity will administer the WASL and/or WAAS. Institutions and Unaffiliated Schools ACM~17-18

  17. New Non—English Proficient (NNEP) Students • NNEP students are those who first enrolled in a U.S. public school within the past 12 months. They are not required to take the Reading and Writing assessment. Please keep in mind that these students test their second year in school and are still subject to CAA/CIA graduation requirements. • 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., WASL or AYP results). If NNEP students do not take the Mathematics WASL, they will be counted in AYP as non-participants. NCLB requires 95% participation, so be sure to have no more than 5% of all students excluded from testing in Mathematics. • For further information contact OSPI (360) 725-6348 CM~18

  18. Emergency Medical Exemptions • If a school district determines that a student should be exempted from the current test administration due to a severe condition that prevents access to test, the District Assessment Coordinator should contact the Office of Superintendent of Public Instruction (OSPI), Assessment Operations Office to request a Medical Emergency Exemption form at Assessment@k12.wa.us or (360) 725-6348. FAX this form to OSPI at (360) 586-2728. • This exemption is not intended for students with chronic conditions. District Assessment Coordinators request a waiver form from the OSPI Assessment Operations office. Approval for this exemption must be obtained from OSPI prior to the testing window. CM~18

  19. Absenteeism All Grades Students who are absent with a valid excuse and do not take the assessment will not be included in the proficiency portion of AYP or WASL results. However, they will be counted as non-participants for AYP purposes. Absences need to be reported on the demographic page, with the indication of whether the absence was excused or unexcused. Grades 3—8 Students must be given an opportunity to make up missed sections of the assessment. Make-up sessions for students who miss one or more parts of the assessment may be scheduled after the initial administration. Students who miss a first-day session but are present for the second-day administration may be tested along with other students and make up the first session at a later time. Review the sample questions from the first day’s administration with individual students prior to beginning subsequent sessions. High School Students taking the High School WASL will not be allowed to make up the assessment for any reason. Students who were absent during the March and/or April administration will be eligible to test in Reading, Writing, and Mathematics in August 2009. ACM~19-20

  20. Students Who Enter/Withdraw During the Testing Window Grade 3-8 Students • In Grades 3–8, districts/schools are encouraged to administer tests to all “partially enrolled” students per professional judgment. Scores for “partially enrolled” students are not included in aggregate reports. Grade 10 Students • If a student enters the school during the testing window, the student should participate in the remaining sessions of the High School WASL. High School students entering the school during the testing window are noteligible to make up tests that were given prior to their arrival. • If a student withdraws during the testing window, the sessions of the test that were taken prior to the withdrawal should be submitted for scoring, provided the student has met the completion criteria as outlined in the coordinator’s manual. ACM~21

  21. Part 3—Before the AssessmentC: Testing Schedule • Activity Checklists • Test Administration Scheduling • Mandatory Testing Schedule • Scheduling Breaks ACM~25-27

  22. Before Testing Checklists Available on Pages 11-13 of the ACM. ACM~11-13

  23. High School Mandatory Schedule • March • High School Reading/Writing • Monday 16th Reading 1 • Tuesday 17th Reading 2 • Wednesday 18thWriting 1 • Thursday 19th Writing 2 March WAAS-DAW (11th & 12th) Reading, Writing, Math • Monday 16th Reading 1 • Tuesday 17th Reading 2 • Wednesday 18th Writing 1 • Thursday 19th Writing 2 • Monday 23rd Math 1 • Tuesday 24th Math 2 • Wednesday 25th Math 3 • All WAAS-DAW testing occurs in March • April • High School Math/Science • Monday 13th Math 1 • Tuesday 14th Math 2 • Monday 20th Science 1 • Tuesday 21th Science 2 ACM~25

  24. Test Administration Schedule • High School • Mandatory schedule – no make ups • Cancel late starts and early dismissals • Interruptions in testing must be avoided • Schools can accommodate students who arrive shortly after testing begins, if there is no interruption of other student’s • Middle School • Encourage district-wide schedule (especially Writing) • Testing schedule approved by District Assessment Coordinator • Mark test booklet “Make-up” for those who tested • after scheduled testing • Elementary • Common schedule within school • Testing schedule approved by District Assessment Coordinator • Mark test booklet “Make-up” for those who tested after scheduled testing ACM~25-27

  25. Testing Schedules • Late starts, early dismissals and planned interruptions in testing must be cancelled • Allow 15-20 additional time for administrative process • Breaks are not included in timeframe • Assessments are untimed.Students who needadditional time may needto be moved to a new location HS DFA spine binder marking is a solid bar in the lower left hand corner ACM~25-27

  26. 2009 Test Schedule Matrix Grades 3-8 Available for download http://www.k12.wa.us/assessment/TestAdministration/default.aspx (Communicate your approved schedule to avoid schedule conflicts) Web

  27. Part 3—Before the AssessmentD: Preparing for the Assessment • Preparing Students for State Assessments • Identifying and Training Proctors • Checklists • Training Resources • Ordering Materials • Security and Test Environment ACM~28-42

  28. Preparing Students for State Assessments • A test is designed to generate a score from which the user wishes to draw an inference. The score itself carries the idea of “validity” in that the user can make inferences about the student from the score. • It is desirable for students to be given a certain amount of practice so they will be familiar with the format of the assessment items. • Students need to be given practice with multiple-choice, short answer, and extended response formats in regular instructional activities. Such test preparation activities should be viewed as being a continual process, not something that is only done immediately prior to testing. Sample and Released tests are available at http://www.k12.wa.us/assessment/WASL/testquestions.aspx Teacher Resource Tool available at http://www.k12.wa.us/teacherresourcetool/default.aspx ACM~28

  29. Identifying and Training Test Proctors • The WASL must be administered by a trained staff member. • 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 ACM~29-30

  30. List of Training Resources • Assessment Coordinator’s Manual • Directions for Administration Manual • PowerPoints to assist with the administration of assessments and proctor training: • Available online prior to each administration www.k12.wa.us/assessment/TestAdministration • Proctor Quiz and Quiz Key • Shipping Carrier Matrix • Individualized district training material Web

  31. Providing Testing Materials • Mathematics • Approved calculators except during last session • Tools and manipulatives (counters, base ten blocks, color tiles, • number boards, hundred boards, geoboards, 3-D shapes, fraction shapes, representative currency and coins, or instructional clocks) • Acetates provided by Data Recognition Corporation • Writing • At least 3 sheets of lined yellow scratch paper (pad) • Commercially published thesaurus or dictionary • Science • Approved calculators • Straightedge, protractor ACM~31-33

  32. Ordering Additional Testing Materials • School Assessment Coordinators should contact their District Assessment Coordinator to request additional materials. • Requests for additional test booklets are limited to the following time frames: High School Reading, Writing and WAAS-DAW Test Booklets February 11–March 5, 2009 WAAS Portfolio Student Demographic Page and Return Shipping Kit February 11–20, 2009 High School Mathematics and Science Test Booklets March 26–April 1, 2009 Grades 3–8 Test Booklets March 26–April 22, 2009 ACM~33

  33. Test Security • Implement your school test security plan and communicate it to all proctors and key staff. • Ensure that all materials are kept secure at all times. Create a plan for daily accounting of all test booklets and provide a locked, limited access, secure storage. • Develop a system for tracking materials so that all test booklets are accounted for and returned to your District Assessment Coordinator after testing is completed. • Maintain security and return any Braille and large print editions. ACM~34

  34. Preparing the 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 • Remove or cover any materials in the test site that may help students answer items that are on the assessment (the ONLY permitted items are the alphabet, simple number line, Writing Checklists) Provide testing breaks as permitted in the Directions for Administration ACM~36

  35. Part 3—Before the AssessmentE: Receive/Distribute Materials • Pre-ID Roster • Front Cover • Mathematics Formula Sheet • Demographic Page/Hand Bubble ACM~36-41

  36. Pre-ID Barcode Roster Returned to DRC • Locate in your “White District Box” last box of shipment • Your Student Roster should be used to: • Document transfer students • Verify the accuracy of pre-coded demographic information • Grid Test Booklets for students not on the Pre-ID Roster – Document overage and additional order barcode assigned to student test booklets. This is help facilitate future test booklet tracking, if needed. • Document testing irregularities. • Inventory testing material prior to return to DRC for processing and scoring. WAMS

  37. WAAS-DAW DFAs • Important Information: • WAAS-DAW DFA covers have lined spine binding bars IIIIIIIIIIIIIIII • Form ES (upper left corner) • Form MS (located on left side in the middle) • WASL DFA covers have solid spine binding bars • Grade-band 3-5 (upper left corner) • Grade-band 6-8 (located on left side in the middle of binding) • This is to help districts identify the correct DFA for proctoring situation

  38. WAAS-DAW Front Cover of Test Booklets WAAS-DAWSpine binding (solid black)Top binding: Form ES Middle binding: Form MS The 2009 WAAS-DAW “Form ES” and “Form MS” test booklets closely resemble the WASL test booklets. Note the following difference to assist with processing your testing materials. WASL - Spine binding (colored bars)Number of bars corresponds to the grade level

  39. 2009 Test Booklets Writing HS Day One - Green Writing HS Day Two- Purple CAUTION: Never mark or obscure the security barcode on front of test booklet. (This barcode is used to track the return of test booklets.) New this year: Place student adhesive label here. Student Signature (Required) ATTENTION: Apply barcode label here if document is to be scored Notes Box: Use to annotate, scribes, irregular administration, etc ATTENTION: Apply barcode label here if document is to be scored

  40. 2009 WASL Booklets, Cont’d A Mathematics Formula Sheet is provided on the inside front cover of each High School Mathematics student test booklet. Students must not remove this page from the test booklet. • Students must erase completely any marks that they wish to change on multiple-choice items. • If marks are not completely erased the scanners may be unable to accurately read the response. • Sample questions are placed in the Reading, Mathematics, and Science test booklets at all grade levels.

  41. WASL Demographic PageCoordinator Use Box • Coordinator Use Box • Box 10 – WASL-Basic(formerly called WASL-Modified) • Box 15 – State Use • Grid “Y” if Pre-ID test booklet is used for another student. Demographic page (back cover) • Updated Instructions for Completing the Demographic Page www.k12.wa.us/assessment/TestAdministration/default.aspx

  42. Hand Bubbling Test Booklets • High School score returns do not allow for editing (record reconciliation) of the score files prior to early electronic score results. • Extra care must be taken to assure that the Reading, Writing, Mathematics, and Science test booklets have identical demographic data gridded on them. • It is suggested that you photocopy the front and back cover of all test booklets that have been hand bubbled during the March administration of the Reading and Writing assessments. Use these copies to assure that all student test booklets for the April administration of the Mathematics and Science WASL have identical information bubbled on them.

  43. Part 4—Accommodations • Wider Access • Accommodations Guidelines • Exceptional Accommodations • Scribing ACM~43-47

  44. Wider Access and Accommodations for Students with Disabilities Note: Accommodations must be documented on the back cover (demographic page) of the student test booklet ACM~43-44 • Work closely with your Special Education department and know necessary accommodations needed for students on Individual Education Plans. Refer to the Washington State’s Accommodations Guidelines for Students with Disabilities http://www.k12.wa.us/assessment/altassess.aspx • Accommodations must provide access to the tests, not advantage. • Types of accommodations: • Scheduling • Setting • Presentation • Braille • Large Print • Sign Language • Other • Response • Scribe • Transcribe • Other

  45. Summary Description of Accommodations Categories • Important Note: Speech-to-Text assistive technology: • All students’ responses must be deleted from the computer and all printed copies of those responses must be shredded. ACM~43-44 • Presentation Accommodations for all students • Students can read the directions or test items aloud as long as it does not distract other students. Students may use a whisper phone. • Student can be cued to begin work and stay on task. • Response Accommodations for all students • Provide assistance in turning pages. • Setting Accommodations for all students • Offer noise buffers such as earphones, earplugs or headphones that are not connected to any audio device. • Timing and Scheduling Accommodations for all students • If necessary a student is allowed to take breaks when individually needed.

  46. Accommodations-cont’d ACM~43-44 • Presentation Accommodations (Reading the HS Reading Tests) • High School:Students with reading disabilities documented in their IEP are allowed to have a reader for ALL tests! • Response Accommodations • High school students with mathematics disabilities documented in their IEP are allowed to use calculation devices (including abacus, calculator, arithmetic table, manipulatives, number chart) on BOTH days of the mathematics assessments. • All students with writing disabilities documented in their IEP may use electronic dictionaries and other spelling devices on all portions of the state writing assessments.

  47. Exceptional Accommodations District Assessment Coordinators must submit an exceptional accommodation form for approval for any accommodation not listed in the Accommodations Guidelines: All exceptional accommodations must be submitted to your district assessment coordinator prior to the following review panel dates: • February 20, 2009 • March 6, 2009 • April 3, 2009 • April 17, 2009 Accommodations must be documented on the demographic page(back cover) of the student test booklet Web

  48. Assessment Guidelines for English Language Learners Note: Accommodations must be documented on the back cover (demographic page) of the student test booklet Web • Know accommodations needed for students on who qualify for ELL services. Refer to the Washington State’s Accommodations Guidelines for Students with Disabilities www.k12.wa.us/assessment/TestAdministration/default.aspx. • Accommodations must provide access to the tests, not advantage. • Types of accommodations: • Presentation • Response • Timing and Scheduling

  49. WASL Demographic PageAccommodation Boxes • Note: • Grid “Y” for “Mathematics Tools (Day 2)” if Mathematics Tools/Calculators were used on a no tools day (only for high school student with accommodation documented in IEP). • When Speech-to-Text or other assistive technology was used, district and school coordinators must ensure that all secure test information has been deleted off the computer/network. • Only use box 8 to report irregularities in test administration. Demographic page (back cover) • Updated Instructions for Completing the Demographic Page www.k12.wa.us/assessment/TestAdministration/default.aspx

  50. Scribing for Student ACM~45-47 • 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 student’s 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 • Must be used during regular classroom instruction • Scribing must conform to the specific directions in DFA • Grid Box 6 “Y” (yes) in “Mark All Accommodations Types,” on back cover of test booklet • Name of scribe should be noted on front cover of test booklet

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