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

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training overview
Training Overview
  • Coordinator Procedures
  • Updates for 2010
  • Before Testing
  • Scheduling
  • Accommodations
  • During Testing
  • After Testing
  • Online Testing (EV, PV, SM, SE)
slide3

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
assessments
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.

procedures communication
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.

new bsd state assessment coordinator website
New: BSD State Assessment Coordinator Website
  • Check website for new resources being posted
  • From BSD website:District Departments Curriculum & Assessment Assessment State Assessment Coordinators
front cover
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.

back cover bubbling
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.
new procedure google documents
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
transfer of booklets
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.
alternative learning experience schools
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.
most important pronunciation
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.
updates from 2009
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
question format
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.
slide23
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
proctor training
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
proctor training continued
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
systems of security
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)
ensuring test security
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.
confidentiality and generally recognized standards
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

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

responsibilities of school assessment coordinators and iep teams
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.
ensuring a proper testing environment
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
provide testing materials
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.

communication devices and backpacks
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.
new non english proficient nnep students
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.
emergency medical exemptions
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.

absenteeism
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.
before testing checklists
Before Testing Checklists

Provide testing breaks as permitted in the Directions for Administration

guidelines for scheduling assessments
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.
statistical sample schools
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
accommodations1
Accommodations
  • See pgs 50-53, 77
  • See Accommodations Guidelines
assure wider access
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.
scribing for students
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
scribing for students continued
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.
proctor training accommodation videos
Proctor Training: Accommodation Videos
  • Videos can be found on BSD’s “State Assessment Coordinators” website
good proctoring
Good Proctoring
  • Make sure testing rooms are all noted on the door with sign
  • Make sure that teachers are actively proctoring
  • Have plan for students needing more testing – students do not carry books. Develop accountability system.
math tools pg 35 acm
Math Tools (pg 35 ACM)
  • Grades 3-6: Manipulatives and tools, but NOCALCULATORS (including students who have IEP)
  • Grades 7,8: Manipulatives and tools, including calculators
  • Glossary of non-mathematical terms available
science tools pg 36 acm
Science Tools (pg 36 ACM)
  • Grades 5 & 8
    • rulers, straightedges, and/or calculators available for students access.
    • Glossary of non-science terms
mathematics formula sheets
Mathematics Formula Sheets

Individual Student

Classroom Poster Only

  • Mathematics Formula Sheets are included on the inside front cover of grades 6, 7 and 8 mathematics test booklets.
  • “Individual Student “ and Classroom Poster” versions are available for download from the OSPI Test Administration Web site.
  • Students must be instructed not to use this page as scratch paper.
  • All individual student copies provided during the assessment must be collected and accounted for by the proctor then immediately and securely shredded.

This image may be reproduced for classroom posters only. Do not use this document to print copies for individual student use.

irregularities
Irregularities
  • Read pg 56-57
  • Contact Brian Loffer or Judy Armijo immediately
  • Describe what constitutes an individual irregularity? Group Irregularity?
irregular test administration
Irregular Test Administration

Consult your District Assessment Coordinator regarding all irregularities.

All individual and group testing irregularities must be gridded on the back cover (demographic page) of the student(s) test booklet.

Invalidations for individual students will be determined by district and must be approved by your District Assessment Coordinator.

District Assessment Coordinators must consult with the OSPI State Test Coordinator of all irregular administrations that involve staff or student groups. These type of irregularities will be investigated at the district, reported to OSPI, and invalidated as determined by OSPI.

Irregularities must be promptly documented on forms located on the Test Admin Web site: www.k12.wa.us/assessment/TestAdministration.aspx.

Coordinators must submit a list of invalidated student test booklets, including a Testing Irregularity Report, to the District Assessment Coordinator . Invalidated test booklets must be packaged with To-Be-Processed and scored materials.

reporting perceived error on a test
Reporting Perceived Error on a Test
  • If there appears to be an error on the assessment, proctors are to contact the School and/or District Assessment Coordinator. The District Assessment Coordinator should contact the OSPI Assessment Operations office.
  • Have students complete the section of the assessment. Do not attempt to provide your own remedy. The state will provide an equitable remedy, if needed, for all students.
  • Security requires that the perceived problem is not copied, shared with colleagues or transmitted via e-mail.
  • Assure the student that items found to contain errors will not be counted toward their score.
packaging pg 63 64
Packaging (pg 63-64)
  • Bundled by subject and grade
  • 5 by 5
  • Abs together
  • ELL together
  • Separate out Non-Scoreable items
  • Complete BSD Group Totals Worksheet
  • Follow BSD Checklist
  • Question: What is considered Scoreable?
  • Question: What is considered non-scoreable