Student Success

Student Student SuccessSuccess

Office of Superintendentof Public Instruction

Student Success

Training for Administrators and School Assessment Coordinators

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




Part 1—Overview

Overview Assessments Question Format

ACM~1-4ACM~1-4

Refer to Page Number of the Assessment Coordinator’s Manual (ACM)

and/or OSPI Test Admin Web site

Refer to Page Number of the Assessment Coordinator’s Manual (ACM)

and/or OSPI Test Admin Web site



Available for download

www.k12.wa.us/assessment/TestAdministration/default.aspx

Assessment Coordinator’s Manual

Updates from last year (pg. vii-viii)“New” Index available in the Resources SectionList of Training Resources

Assessment Coordinator’s Manual contain critical information for proctoring the High School Assessments

Read the manual prior to administration

WebWeb



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)



Assessments

Grade Level Tests

Grade 3 and 6 Reading and Mathematics

Grade 4 and 7 Reading, Mathematics, and Writing

Grade 5 and 8 Reading, Mathematics, and Science

High School (Grade 9) Grade 9 Testing Cancelled

High School (Grade 10–12) Reading, Mathematics, Writing, and Science

Important Note: Grade 9 voluntary testing has been cancelled due to budget constraint.

ACM~2-3ACM~2-3



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 items ask students to choose an answer and then explain their choice (worth two points).

Short-answer items ask students to supply the answer, which may be in the form of words, numbers and/or pictures/diagrams (worth two points).

Extended-response items require 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~3-4ACM~3-4



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

Part 2—Policies and Test Security

ACM~5-10ACM~5-10

No Media in testing environment, before, during, or immediately after testing



Confidentiality and Generally Recognized Standards

Confidentiality Generally Recognized Standards

Ensure understanding of test protocolConfirm the accuracy of student demographicsWatch for irregularities during testing.Document any inappropriate behavior during testing.Follow the Code of Professional Conduct 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

Chapter 181-87 WAC

ACM~5-6ACM~5-6



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~8ACM~8



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~8-9ACM~8-9



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)



Key Dates

Materials Receipt

Part 3—Before the AssessmentA: Calendars



Key Dates Calendars

WebWeb

NAEP

WLPT-IICAAO

WASL

WAASWAAS

Available on the Test Admin Web site:www.k12.wa.us/assessment/testadministration/

calendars.aspx



Date Activity

February 6 Assessment Coordinator’s manual and Directions for Administration manuals arrive

February 11 – March 5 WAMS –Material order window opens for additional order Reading/ Writing test booklets

February 11 – March 5 WAMS—Material order window opens for additional Portfolio Student Demographic Page and return ship kits

February 23 or March 2

Portfolio Binders, Pre-ID labels and Carrier labels arrive in districts

March 16-19 High School Reading/ Writing WASL and WAAS-DAW administration

March 23-25 High School Math WAAS-DAW administration

Receipt of Materials



Participants and Special Cases Institutions and Unaffiliated Schools NNEP Medical Exemptions Absenteeism Students Enter/Withdraw

Part 3—Before the AssessmentB: Participation

ACM~15-ACM~15-2424



Institutions and Unaffiliated Schools

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.

ACM~17-ACM~17-1818



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~18CM~18

New Non—English Proficient (NNEP) Students



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 [email protected] 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~18CM~18

Emergency Medical Exemptions



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.

Absenteeism

ACM~19-20ACM~19-20



Students Who Enter/Withdraw During the Testing WindowGrade 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 not eligible 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~21ACM~21



Activity Checklists Test Administration Scheduling

Mandatory Testing Schedule Scheduling Breaks

Part 3—Before the AssessmentC: Testing Schedule

ACM~25-ACM~25-2727



Before Testing Checklists

Available on Pages 11-13of the ACM.

ACM~11-ACM~11-1313



High School Mandatory Schedule

MarchHigh School Reading/Writing• Monday 16th Reading

1• Tuesday 17th Reading

2

• Wednesday 18th Writing 1

• Thursday 19th Writing 2

AprilHigh School Math/Science

• Monday 13th Math 1• Tuesday 14th Math 2 • Monday 20th Science 1• Tuesday 21th Science 2

• 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

MarchWAAS-DAW (11th & 12th)

Reading, Writing, Math

ACM~25ACM~25



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~25-27ACM~25-27



HS DFA spine binder marking is a solid bar in the lower left hand corner

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

Testing Schedules

ACM~25-27ACM~25-27



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)

WebWeb



Preparing Students for State Assessments Identifying and Training Proctors Checklists Training Resources Ordering Materials Security and Test Environment

Part 3—Before the AssessmentD: Preparing for the Assessment

ACM~28-42ACM~28-42



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 athttp://www.k12.wa.us/teacherresourcetool/default.aspx

ACM~28ACM~28



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-ACM~29-3030



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

WebWeb



Providing Testing Materials

31

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-ACM~31-3333



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 BookletsFebruary 11–March 5, 2009

WAAS Portfolio Student Demographic Page and Return Shipping KitFebruary 11–20, 2009

High School Mathematics and Science Test BookletsMarch 26–April 1, 2009

Grades 3–8 Test BookletsMarch 26–April 22, 2009

ACM~33ACM~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~34ACM~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)

ACM~36ACM~36

Provide testing breaks as Provide testing breaks as permitted in the Directions for permitted in the Directions for

AdministrationAdministration



Part 3—Before the AssessmentE: Receive/Distribute Materials

Pre-ID Roster Front Cover Mathematics Formula Sheet Demographic Page/Hand Bubble

ACM~36-ACM~36-4141



Pre-ID Barcode Roster

Locate in your “White District Box” last box of shipmentYour 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.

Returned to DRC

WAMSWAMS



WAAS-DAW DFAs

This is to help districts identify the correct DFA for proctoring situation

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)



WAAS-DAW Front Cover of Test Booklets

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.

WAAS-DAWSpine binding (solid black) Top binding: Form ESMiddle binding: Form MS

WASL - Spine binding (colored bars) Number of bars corresponds to the grade level



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.

2009 Test Booklets

Notes Box:Use to annotate, scribes, irregular administration, etc

ATTE

NTI

ON

:Ap

ply

barc

ode

labe

l her

e if

docu

men

t is

to b

e sc

ored

Student Signature (Required)

Writing HS Day One - Green

Writing HS Day Two- Purple

ATTENTION:Apply barcode label here if document is to be scored



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.

2009 WASL Booklets, Cont’d



Coordinator Use Box

Box 10 – WASL-Basic (formerly called WASL-Modified)

Box 15 – State Use 1.Grid “Y” if Pre-ID test booklet is used

for another student.

WASL Demographic PageCoordinator Use Box

Demographic page (back cover)

Updated Instructions for Completing the Demographic Page www.k12.wa.us/assessment/TestAdministration/default.asp

x



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.



Part 4—Accommodations

Wider Access Accommodations Guidelines Exceptional Accommodations Scribing

ACM~43-ACM~43-4747



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

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-ACM~43-4444



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.

Summary Description of Accommodations Categories

Important Note: Speech-to-Text assistive technology: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-ACM~43-

4444



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.

Accommodations-cont’d

ACM~43-ACM~43-4444



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 bookletWebWeb



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

Assessment Guidelines for English Language Learners

Note: Accommodations must be documented on the back cover (demographic page) of the student test booklet WebWeb



WASL Demographic PageAccommodation Boxes

Demographic page (back cover)

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.

Updated Instructions for Completing the Demographic Page www.k12.wa.us/assessment/TestAdministration/default.aspx



Scribing for Student

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

ACM~45-ACM~45-4747



Part 5—During Testing

Monitoring test administration Irregularities

ACM~49-ACM~49-5252



Monitoring Test Administration

The District Assessment Coordinator shall monitor test locations and administration to ensure that:

Test security and accountability of test booklets are maintained;

Administration policies and procedures are followed; and

All group and individual testing irregularities must be documentedAll individual irregularities are submitted to the DACAll group irregularities are reported to OSPI

ACM~ACM~5050



Irregular Test Administration

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

All testing irregularities must be documented on the front cover of test booklets in the “Notes:” box.

Invalidations for individual students will be determined by district. Invalidations for student groups 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

Notify administration and parents

ACMACM~50-51~50-51



Irregular Test Administration, cont'd

OSPI is available to clarify the proper protocol for test administration and determine whether the questioned proctoring could potentially invalidate student test scores.

The decision of whether or not to invalidate a test can be deferred until after student scores are available. If a review of student scores suggests that the scores do not accurately reflect what the student knows and is able to do, then impacted scores shall be invalidated.

Individual test booklets can be invalidated before the test documents are returned for scoring by marking on the demographic page.

OSPI may review test scores to determine whether the questioned proctoring has significantly impacted student test scores, or if there are internal test anomalies.

ACMACM~50-51~50-51

Notify District Assessment Coordinator and Notify District Assessment Coordinator and parents of invalidationparents of invalidation



Part 6—After TestingA: Overview Return of Materials

Early return of 12th grade scores Statistical Sample School 2009 Return Verification Form

Don’t forget to submit your Security and Missing Test Booklet Reports

ACMACM~53-63~53-63



Early Return of12th Grade Scores

Electronic “Met/Not met” information in districts by May 26, 2009

Will require earlier return of WASL and WASL-Basic High School booklets: March 25—return Reading and Writing used and unused test

booklets. April 20—return Mathematics used and unused

test booklets.

Will require earlier return of WAAS-DAW grade 11 &12 booklets: March 25—return Reading and Writing used and unused test

booklets. March 31—return Mathematics used and unused test booklets



Statistical Sample Schools

It is critical that our scoring contractor receives a representative sample of student test booklets early for range finding and calibration of the scoring system. All schools in the state have been divided into six demographically diverse groups.

Schools who have been identified will need to follow an accelerated schedule for preparation and return of grades 3-8 test booklets. DRC will provide school districts with salmon colored labels to facilitate the return. Additional staff may be required to accomplish this accelerated return schedule.

Districts with High Schools identified as Statistical Sample Schools will receive salmon colored return shipping labels. This unique label will assist DRC in identifying these schools for expedited processing. All high school WASL materials return on same schedule.

www.k12.wa.us/assessment/TestAdministration/default.aspx



2009 Return Verification Form

Districts are asked to complete the 2009 Early High School Test Material Return Verification Form, to assist with materials tracking.



Part 6—After TestingB: Communication

Resolve Inquiries and Interpret Results Scheduling Viewing Monitoring Viewing Score Appeals Return Materials



Communication Tools

• Graduation Toolkit• State Testing 2009

– Flier available in advance of spring testing– For all grades

• Your Child’s Progress (replaced Reaching Higher)– Available for grades Kindergarten through grade 10– Translated English; Cambodian, Chinese, Korean,

Punjabi, Russian, Somali, Spanish, Tagalog, Vietnamese Suggestions for redesign? Contact Chris Barron, Assessment

Communications Manager, [email protected]• Other

– Template letters and communications materials– How to read WASL Score Reports

www.k12.wa.us/resources.



Requests to View 2009 Student Test Booklets/Collections

Timelines – September 10, 2009 – February 1, 2010 Private School/Home-Based FERPA guarantees access to a student’s education record only to

parents/legal guardians or emancipated students. – Parents and districts will work together in determining when an

advocate is appropriate. Request to view procedures for WAAS-Portfolio and Collection of

Evidence are being finalized.

ACM~63-ACM~63-6666



Score Appeals

Parents/legal guardians (or in certain situations, school principals) may appeal a high school student’s score on an assessment. The only assessments subject to appeal are those used by high school students to earn a Certificate of Academic Achievement or a Certificate of Individual Achievement. Currently, that includes Reading, Mathematics, and Writing. Appeal forms will be available at the review session.

The Score Appeal Guidelines were designed to provide a means for students and parents to challenge the technical aspects of a score. A score appeal initiates an OSPI review of possible scoring errors, such as errors on open-ended items, incorrect score calculation, mistakes affecting erasures, test labeling, and lightly marked bubbles on multiple-choice items. The first step of the score appeal process is a parent/guardian review of their child’s test.

For more information see: www.k12.wa.us/assessment/appeals.aspx

ACM~66ACM~66



Scored Response Summary

Notice of Score AppealFor more information see: http://www.waslinfo.org



http://www.k12.wa.us/assessment/TestAdministration/default.aspx

Test Administration Web site



For Assistance

When you have questions:

1. Review your district and OSPI provided materials

2. Proctors: Contact your School Assessment Coordinators

3. School Assessment Coordinator: Contact your District Assessment Coordinator

4. District Assessment Coordinators can network with the State Technical Advisory Committee member for your region.

ACACMM

OSPI will refer calls from district and school

staff to their District Assessment Coordinator.

Student Success

Documents

Transcript of Student Success