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End-Of-Course Winter 2014

End-Of-Course Winter 2014. Training-of-Trainers School Assessment Coordinators http://www.k12.wa.us/TestAdministration/default.aspx. ACM. South Kitsap School District. January 8, 2014. What’s NEW.

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End-Of-Course Winter 2014

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  1. End-Of-CourseWinter 2014 Training-of-Trainers School Assessment Coordinators http://www.k12.wa.us/TestAdministration/default.aspx ACM South Kitsap School District January 8, 2014

  2. What’s NEW • Hyperlinks have been embedded throughout the ACM. This allows electronic users to quickly access the related section of the document or external Web sites. Hyperlinked areas are bold and underlined. • The Access Supports and Accommodations Guidelines apply to all state assessments: www.k12.wa.us/Assessment/StateTesting • For online school program students registered through WAMS to test at an alternate site, DRC will package test booklets by the online school program, and will deliver directly to the testing district. • Test Proctor Assurance Forms require two signatures. One signature will be collected at time of training and the final signature at conclusion of testing. • The EOC test material return shipments will be a pre-scheduled one day pick-up. The EOC material pickup up date will be identified mid-November. Refer to the Key Dates Calendar specific to the administration: www.k12.wa.us/TestAdministration/Calendars

  3. Delivery andAdministration Schedule

  4. Administrator’s Preparation • Read the ACM (Tip: save as a PDF to your desktop to search for topics/questions) • Notify district assessment coordinator (DAC) of any changes to your school’s Secure Test Material Handling Plan • Complete the Proctor PowerPoint with building-specific information • Familiarize your team with the tools and accommodations needed and allowed for the Winter End-of-Course administration

  5. Preparing Students • Resources and Tools (sample passages, questions, anchor sets, test and item specifications) • Mathematics - www.k12.wa.us/Mathematics/Assessment • Mathematics End-of-Course Sample Item Booklet: www.k12.wa.us/Mathematics/pubdocs/EOCSampleItemBookletandAnswerKey.pdf • Biology - www.k12.wa.us/Science/EducatorResources.aspx • Biology- Science assessment resources for educators: www.k12.wa.us/Science/Assessments.aspx • Administrators • Item and Point Totals Charts and Scale Score Ranges at: www.k12.wa.us/assessments/StateTesting • Graduation requirements and resources: www.k12.wa.us/Resources • Web site links to Classroom Demos for: Translated CDs; Released Items; PLDs and other resources listed on pages 3 in the ACM. ACM 2-3

  6. Test Question Ambiguity • How to report a perceived error on a test: • During the assessment, make note of the perceived error. Include subject, test booklet form, question number, and page number. • Instruct students to do their best and complete the assessment. Do not attempt to provide a remedy. • Complete a Test Question Ambiguity Form and deliver to the district assessment coordinator with your secure materials. • The district assessment coordinator must alert the state test coordinator by fax at (360) 586-2728 or by phone (360) 951-9901. • Do notcopy any test content, share with colleagues or transmit this information through any device with cellular, messaging, or wireless capabilities (e.g., email, cell phones, pagers, iPods, tablets, other web-enabled devices, photo technology). ACM 5

  7. 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 • What is your role and what are your responsibilities? • Superintendent (p7) Principal (p8-9) • District Asmt. Coord. (p9-10) School Asmt. Coord.(p11-12) • Special Ed. Coord.(p12) Bilingual Coord. (p12) ACM 5-14

  8. Responsibilities of the Principal • Appoint School Assessment Coordinator • Training • Attend required trainings. • Ensure that proctors, individuals providing accommodations (such as scribes, readers, etc.), and staff who process materials attend required trainings. • Overall Planning and Scheduling • Includes assigning test proctors; designating testing areas; ensuring test security of materials by communicating; planning testing schedules, locations & testing population. Develop and have approved your school’s Secure Test Material Handling Plan. • Communication • Communicate with parents and all ancillary staff members and departments regarding the schedule, testing, importance of attendance and how test results will be reported. • Communicate your school’s Secure Test Material Handling Plan. • Implementation • Implement all district policies and procedures and monitor testing process. • Provide necessary accommodations as required by IEP, 504, and ELL plans as well as access supports. • Submit required documentation on time. ACM 8-9

  9. Responsibilities of the District Assessment Coordinator (DAC) • Approve the school’s Secure Test Material Handling Plan • Training • Attend required trainings. • Train school administrators, school assessment coordinators, and ensure that they provide appropriate training to proctors, scribes, and persons needed to assist with accommodations and 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, in collaboration with the school coordinator, the school’s Secure Test Material Handling Plan. • Implementation • Implement all district policies and procedures and monitor testing process. • Submit required documentation to OSPI on time. ACM 9-10

  10. Responsibilities of the District Assessment Coordinator (DAC) • A school’s Secure Test Material Handling Plan should include: • Schedule for testing (Winter EOC window is January 2-February 7). • Administration Training and Proctor Training schedule. • Change in transportation arrangements for the day. • Accommodations needed per student. • Identify students who are allowed accommodated forms, require a pre-approved special accommodation, or pre-approval for other exemptions. • Inventory and make available the universal tools and manipulatives allowed for each assessment. • Determine who is responsible for test security, including: receiving, inventorying, and securing documents throughout the assessment window. • Provide the communication plan for all targeted audiences. ACM 9-10

  11. Responsibilities of the School Assessment Coordinator (SAC) ACM 11-12 Before: • Attend required training • Provide training to all appropriate staff • Immediately inventory all material • Ensure security protocols in place • Provide test proctors with list of accommodations needed per students’ IEP, 504, and ELL plan • Provide proctors with contact information/process for immediate needs 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 After: • Inventory and return test materials (process ancillary materials- including transcription) • Complete Security Reports and required documentation

  12. Responsibilities of: Special Education & Bilingual Coordinators ACM 12 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.

  13. Assessment Options ACM 15-17 English Language Learners (ELL) Students who qualify for English Language Development (ELD) services: • Testing accommodations plans for ELL students must be documented and placed in the student’s cumulative folder.

  14. Pre-Identification and Labels

  15. State Testing Schedules • Uniform administration of state assessments ensures that no one student has an unfair advantage over any other student: • Allow 15 to 20 additional minutes 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 end of the school day in which it was started. ACM 19-21

  16. State Testing Schedules: Absences • For EOC assessments given in a single session: • Students who are absent on the day of the assessment may not make up the assessment during the winter test administration. The next opportunity to test in the spring administration. • For EOC assessments given over 3 days: • Students who are absent for Day 1 or Day 2 of the test may take the session they missed on the following day within the 3-day test window. • Students who are absent for Day 3 of the test cannot make up missed sessions because it is no longer within the approved 3-day window.

  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 EOC assessments. Manipulatives that are used during state assessments should not provide answers but should be: • Familiar to the students • Used regularly in the classroom • Available where students can get them if they elect to use them The charts on page 32-33 in the ACM identify the tools allowed for the end-of-course assessments. The tools allowed and calculator policy are on pages 25-26 and 33. • Any manipulative or tool NOT included in the charts on page 33 should be considered not allowed. • (Non-Standard Accommodation Use Forms 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 23-26

  18. Score Results Release Dates

  19. Irregular Test Administration All group and individual testing irregularities must be documented. Follow your district guidelines and protocols. Proctors 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 in the SAC). School assessment coordinators 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. 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.

  20. What can we learn? Scenario: Proctor provided graph paper for students during a Math EOC assessment. Response: Not OK. There is a list of materials for students and those are the only ones that can be provided. Students may only use the graph paper included within the math EOC test booklets. While students are encouraged to make notes in the booklet, additional graph paper is not allowed for End-of-Course. Scenario: Proctor allowed students who needed more testing time to carry their test booklets down the hall to the library. Response : Not OK. When moving students, proctors are to collect test booklets; they should be redistributed once students are seated in the new location. It is important to verify that the student is working in his/her booklet and the new location does not have inappropriate materials on the wall for that particular test.

  21. What can we learn? Scenario: Proctor observed two students sharing information during the test. She collected the note passing between them and separated the students but allowed the students to continue testing. Response: OK, but incomplete. This irregularity must be reported to your building Coordinator as soon as possible. Remember: Never invalidate a test yourself. Scenario: The principal trained a proctor to scribe for an IEP/504 student. Response: OK. IEP/504 students are allowed to have a scribe if documented as an accommodation in the Individualized Education Program or 504 Plan.

  22. What can we learn? Scenario: Teacher inadvertently sees a test question and it occurs to him that he did not cover that content. He adds that problem to today’s lesson plan. Response: Not OK. If you legitimately see a test question through test administration, it violates the state code of conduct to use that information to try to improve test results, such as doing special instruction with students based on what you saw on the test. Scenario: A student reports that when he turned in the test booklet the teacher flipped through the booklet and told him he had left a response blank. He was asked to go back and complete the test. Response: Not OK. No one is allowed to review or read test booklets except when necessary during test administration. It is okay to repeat the direction to the whole class, “When you finish be sure to check that you have answered all the questions on each page.”

  23. Test Booklet Cover Print or use school- or district-created 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.) Spine markings and booklet colors will differentiate between Biology, Year 1, and Year 2 Math booklets. Student’s Signature (Required) Notes: Use to note scribe name, irregular administration information, etc. Place Pre-ID student or a Site label here, if needed.

  24. Coding Demographics Left Justify all demographic information Bubble State Use Box, Row 1 “Y” if a scribe is used for an emergent inability to write.

  25. Pre-ID Student Roster • Your electronic or paper Pre-ID Roster should be used to: • Track material within the district and school. • Verify accuracy of pre-coded student demographics and suggest updates for your student information system. • Document test booklet barcode assignment when using an overage booklet. • 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.

  26. After Testing – Boxing Booklets SAVE BOXES FOR RETURNING MATERIALS • Sort booklets by grade level: • Put hand-gridded booklets and booklets with an irregularity on top of each grade level stack (for district assessment coordinator review). • Verify booklet count and annotate your student roster as needed. • Sort booklets by: • To-be-Scored • Stacked by content. • Not-to-be-Scored • Use Red X label (placed in or over the student label box) on individual booklets. Leave shrink wrapped booklets as is. • Includes all unused booklets. ACM 37-38 Slide 26

  27. After Testing - Paperwork Forms that must be completed on pick up date: Test Security Assurance Form Proctor Training Log School/Site Administration Security Report Pre-ID Roster signed by the Principal E-mail the Pre-ID Electronic Student Roster or deliver the paper roster with annotations

  28. For Assistance • When you have questions: • Proctors: • Refer to the DFA • Contact their school assessment coordinators • School assessment coordinator: • Refer to the ACM • Contacts the district assessment coordinator • District assessment coordinator: • Refer to the ACM • Contact OSPI • OSPI will refer calls from school staff to their • district assessment coordinator.

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