March 28-29, 2006. Welcome/21 st Century Partnership Dr. Steve Paine, State Superintendent of...

March 28-29, 2006

Welcome/21st Century Partnership

Dr. Steve Paine,

State Superintendent of Schools

Opening Remarks

Dr. Jorea Marple, Assistant State SuperintendentDivision of Curriculum and Instructional Services

Update on NCLB and Assessment Issues

Dr. Jan Barth,

Executive Director

Office of Student Assessment Services

Dr. Jan BarthExecutive DirectorOffice of Student

Assessment Services

Assessment UpdateAssessment RFI/ RFP Release

Summative Assessment

Formative Assessment

On-Line Writing Assessment

New Alternate Assessment – Alternate Performance Task Assessment

Index System for School Improvement & School Recognition

Assessment Update: To be Implemented in the 2008-2009 School

YearAssessment Request for Proposal (RFP) for Summative Assessments (Released in September)

3-11 Writing Assessment

K-12 – Reading/Language Arts, Math, Science & Social StudiesK-2 summative measure

3-8 summative measure (WESTEST)

8th grade predictive college admission

9-12 summative measure (WESTEST/combination with college admissions tests)

Alternate Assessment (APTA) for 1% of the severe and profound population

Modify assessment for 2% (population to be defined by Office of Special Education)

Summative Assessment will be in place for the 2008-2009 school year

Assessment Update: To be Implemented in the 2008-2009 School

YearAssessment Request for Proposal (RFI) for Formative Assessments (Proposals will be released in fall 2006)

K-12 – Reading/Language Arts, Math, Science & Social Studies plus some high school courses

Benchmark assessment items for local school districts

Classroom assessment items and testlets for teacher use

Review of proposals will follow December 2006/or January 2007

Professional development plan is part of proposal

Online Formative Assessment system will be in place for the 2008-2009 school year

Assessment UpdateOn-Line Writing Assessment:

Writing assessment administered each spring to 66,000 students in grades 4, 7 and 10Essays scored on a six-point rubric – aligned with rubrics for ACT, SAT and NAEPScores reflect the analytic traits of organization, Development, Sentence Structure, Word choice and MechanicsA summative score is assigned (total of the analytic traits)Performance levels assigned (Distinguished, Above Mastery, Mastery. Partial Mastery and Novice)

Grade 4 papers scores in the summer by West Virginia teachersEach paper read by two teachersReports returned to counties in August

Online Writing Assessment for Grades 7 and 10Word processed essaysComputer scoredReports returned to counties in May

Note: On-Line Assessments had very few administration problems this year in terms of technology issues.

Assessment UpdateWest Virginia School Achievement Index (WV-SAI)

An index to determine school, county and state performance using student WESTEST data (R/LA, Math, Science and Social Studies) for school improvement and school recognitionThis system will determine the number of students at each of the five performance levels and create a weighted score based upon the individual student performanceThe values determined from the index will be used in part to identify West Virginia schools of excellence and distinguished schoolsComparisons of one year scores to another year score will assist in determining school assessment improvement and assessment growth

Assessment UpdateNew Alternate Assessment – Alternate Performance Task

AssessmentPilot administered in 33 counties

Pilot scored and data entry completed

Performance Level Descriptors completed

Alignment Study completed

Standards Setting to determine cut scores March 25-26, 2006

Operational to be administered May 1 – May 12, 2006

Assessment UpdateAlgebra I Pilot Project

Eight counties, seventeen schools, and approximately two-thousand studentsProject is designed to increase standardization of math instruction in West VirginiaEvaluate mathematic content taught in Applied Math I, Applied Math II with Algebra I contentIncrease student performance on WESTEST and ACTIncrease student accountability for mastery of Algebra I contentFour Benchmark tests were designed using all Algebra I Objectives in each Test Form, except Form 1.Form 1 Pre-Algebra is linked to Grade 8 Mathematics objectivesForm 1 designed as a diagnostic readiness testEach test form contains 24 multiple-choice items and two constructed response items with 3 DOK levelsTwenty-one objectives were mapped to three clusters: Pattern Relations Functions, Number Theory and Data Analysis/ProbabilityEight objectives designated as emphasized objectivesReports available immediately after completion of the class test

NOTE: Project evaluation indicate the instructional assessment approach is positively received by math teachers

Upcoming Federal Peer Review

Will submit the newly developed APTA to the federal peer review April 25, 2005.

Peer Review will be May 8-12, 2006

Update on Policy 2320

Dr. Kenna Seal,

Executive Director

Office of Education Performance Audits

5.1.1. Achievement

WESTEST grades 3-8 and grade 10. Tests in reading/language arts and

mathematics for accountability. Average of 3 years will be used if higher than current year.

Minimum N of 50. 2 years not meeting Adequate Yearly

Progress (AYP) in the same subject for Temporary Accreditation designation.

Safe Harbor Provision.

5.1.1. Achievement-Starting Points

Separate for reading/language arts and mathematics.

Established at elementary, middle, and high school by subject.

Statewide starting point. Based on percent of students at

mastery (proficient) or above. 20 percent school by enrollment.

5.1.1. Achievement-Starting Points

Recalculated in 2005 by averaging with 2004 data.

Starting point becomes AYP. Rank top to bottom proficient according to

enrollment (all schools by programmatic level and by subject area).

Add total enrollment and multiply by 0.2 to identify school up 20% for starting point.

Annual measurable objectives and intermediate goals established.

All students proficient by 2013-2014.

5.1.1. Achievement-Small Schools

Less than 50 in All Students category.

Average scores over 3 years.

5.1.1. AchievementK-2 Accountability

3rd grade feeder scores or

On-site review every 3 years

5.1.2. Participation Rate

95% of all students, including students in each subgroup, participate in the WESTEST in the current year or three year average.

Significant medical emergency exemptions with proper superintendent documentation.

Continuous enrollment from the fifth instructional day to the spring testing window.

5.1.3. Attendance Rate

Elementary and middle school attendance rate at or above 90% or improving.

Exclusions include:-Excused student absences.-Students not in attendance due to

disciplinary measures.-Absent students for whom attendance

director has pursued judicial remedies.-Productive and Safe Schools Act.-School bus transportation interruptions.

5.1.4. Graduation Rate

High schools at or above 80% or improving.

Excludes GED. Regular diploma. Definition: Total number of 4 year

graduates divided by the sum of the total number of 4 year graduates plus the dropouts for the 4 years of high school for this class of graduates.

Safe Harbor

Applied in 2005.

Decrease by 10% students not proficient.

Make progress on the other indicators or above target for each subgroup.

New Changes

District AYP must be out at all three levels for identification as improvement status.

LEP students will have scores counted for two years following their exit as LEP.

LEP committee will determine standard number of years for graduation.

New Changes

Participation rate exemptions for students with significant medical emergencies.

New Changes

Full academic year from 5th instructional day to spring testing window.

New Changes

Uniform averaging for both grades and years. 2006 will average the past three years and compare with current – Highest score will be used.

New Changes

2006 safe harbor will also average three years and compare with current year.

New Changes

Participation rates will be averaged over three years or use current year whichever is higher.

New Changes

Annual Measurable Objectives

Elementary Reading

Middle School Reading

High School Reading

Elementary Mathematics

Middle School Mathematics

High School Mathematics

2006 72.00 75.00 71.00 67.00 64.00 59.00

2007 76.67 79.17 75.83 72.50 70.00 65.83

2008 76.67 79.17 75.83 72.50 70.00 65.83

2009 76.67 79.17 75.83 72.50 70.00 65.83

2010 81.33 83.33 80.66 78.00 76.00 72.67

2011 86.00 87.50 85.50 83.50 82.00 79.50

2012 90.67 91.67 90.33 89.00 88.00 86.33

2013 95.34 95.84 95.16 94.50 94.00 93.17

2014 100.00 100.00 100.00 100.00 100.00 100.00

School Accreditation Status

Exemplary Accreditation Full Accreditation Conditional Accreditation Temporary Accreditation Seriously Impaired

Exemplary Accreditation

Issued to a school when a school’s performance and progress meet or exceed the standards adopted by the West Virginia Board of Education.

Exemplary Accreditation

• All schools will be ranked by the percent proficient in each subject (reading/language arts, math, science, and social studies) including the writing assessment. The schools earning the top combined ranking will be eligible for the next step of ranking on a student achievement index. All students in each school will be ranked by a student achievement index in each subject of reading/language arts, math, science, and social studies on the WESTEST and writing assessment with progressive weighting for scores at each performance level (.25 for Below Mastery, .5 for Mastery, .75 for Above Mastery, and 1.0 for Distinguished) and aggregated for a total ranking. The top ten percent weighted ranking for elementary, middle, and high schools will be eligible as Exemplary.

Student attendance rate at or above 94% Student graduation rate is at or above 85%

At least 55% of graduates declare their intent to enroll in

college or other post-secondary education (2005) At least 5% of students successfully complete Advanced

Placement, dual credit, or honors classes

Appeals Procedure

Resolution within 30 days. Accuracy of data. 5 days from receipt of impending

designation. 3 levels ending at West Virginia

Board of Education level.

Further Information

Telephone (304) 558-3788 FAX (304) 558-2405

Email Kenna R Seal, Director: kseal@access.k12.wv.us

Email Donna Davis, Deputy Director: dndavis@access.k12.wv.us

Email Allen Brock, Coordinator: adbrock@access.k12.wv.us

Website: http://oepa.state.wv.us

Exemption Schools/Status of Mountaineer Challenge Academy

Karen Larry, Executive Assistant to the State SuperintendentOffice of the State Superintendent

WVEIS NCLB Reporting

Nancy Walker,Executive DirectorDivision of Research, Technology and Professional Services

Update on Title III and ESL Students

Dr. Amelia Courts,

Executive Director

International Schools/ESL

Assessing Limited English Proficient (LEP) Students’ Achievement

Assessment Directors Update

March 27, 2006http://wvconnections.k12.wv.us

A. 85%

B. 77%

C. 73%

D. 68%

What percent of LEP students “made progress” on the 2005 WESTELL?

A. 85%

B. 77%

C. 73%

D. 68%

What percent of LEP students “made progress” on the 2005 WESTELL?

What criteria must an LEP student meet in order to “Exit” LEP status?

A. Score of Level 5 on WESTELL

B. Score of Level 5 on WESTELL + Mastery on WESTEST RLA

C. Score of Level 5 on the WESTELL + 2 years score of Mastery on WESTEST RLA

D. Two years’ score of Level 5 on WESTELL + Mastery on WESTEST RLA

What criteria must an LEP student meet in order to “Exit” LEP status?

A. Score of Level 5 on WESTELL

B. Score of Level 5 on WESTELL + Mastery on WESTEST RLA

C. Score of Level 5 on the WESTELL + 2 years score of Mastery on WESTEST RLA

D. Two years’ score of Level 5 on WESTELL + Mastery on WESTEST RLA

A. The date its collected

B. The exit criteria of the student

C. The students’ proficiency level

D. Nothing

What is the difference between the WVEIS preslug for the WESTEST and the WVEIS preslug for the WESTELL?

A. The date its collected

B. The exit criteria of the student

C. The students’ proficiency level

D. Nothing

What is the difference between the WVEIS preslug for the WESTEST and the WVEIS preslug for the WESTELL?

OVERVIEW

WESTEST

2005 Results

LEP participation in 2006

WESTELL

2005 Results

Impact Study

2006 Timelines

WESTEST- 2005 Math Results

Grade/Grade Span Students Proficient & Advanced

3 17 89

4 27 93

5 23 85

6 27 90

7 16 89

8 16 94

H.S. 11 79

WESTEST – 2005 Reading Results

Grade/Grade Span Students Proficient & Advanced

3 15 79

4 27 93

5 21 78

6 29 97

7 17 94

8 15 88

H.S. 10 71

WESTEST

• LEP Committee

• LEP Assessment Participation Document http://wvconnections.k12.wv.us/assessment.html

• Accommodations

• Codes for WVEIS

Accommodations

Presentation•Have directions, stimulus, answer choices read aloud for Math, Science & Social Studies•Have directions read aloud for RLA•Use electronic translator/bilingual dictionary•Have directions rephrased by trained examiner

Response•Indicate responses to a scribe for selected-response•Indicate responses to a scribe for constructed-response *when physically unable•Use computer, typewriter to respond (*must be transcribed)•Use electronic translator/bilingual dictionary

Scheduling•Flexible scheduling•Provide more breaks than are scheduled•Use extra time for any timed test (*WESTEST is not timed)

WESTELL

Title I and Title III Requirement

Standards-based assessment (multi-state consortium with CCSSO)

WESTELL

• Assesses the five domains: Reading, Writing, Listening, Speaking and Comprehension

• Focuses on Academic English:– ELA– Math, Science, Technology– Social Studies– Classroom/Academic language

• USDE requires K-12 ELP assessment be fully operational by Spring 06

WESTELL- AMAOs

Annual Measurable Achievement Objectives

• AMAO 1- Annual increases in the # or % of LEP students “Making Progress”

• AMAO 2- Annual increases in the # or % of LEP students becoming proficient

• AMAO 3 – Annual increases in the # or % of LEP students making AYP

WESTELL – 2005 Results

• LEP Accountability Workgroup• 2004 WESTELL field test administration

– 569 students (grades 3-12) participated– Reports included no student ID#

• 2005 WESTELL operational administration– 734 students (grades 3-12) participated– Reports included Student ID#s – K-2 Field tested

• 274 Matching Student Reports

WESTELL- Impact Study

• Defined “Cohorts”– Making Progess – all student with 2 years of WESTELL data– Becoming Proficient - those students with 4 years in the

program who were at level 3 the previous year • Defined “Making Progress”

– Annual increase of one level for Levels 1 and 2 – Bi-Annual increase of one level for Level 3– Maintaining current level and increasing any domain sub-score

for Levels 4 and 5• Defined “Proficiency”

– Level 4 or higher with no sub-score below level 3

WESTELL- Impact Study Targets

AMAO 1 Targets 2006-2014

Series1

Series1 75 76.7 78.4 80.1 81.8 83.5 85.2 86.9 89

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

WESTELL- Impact Study Targets

AMAO 2 Targets 2006-2014

Series1

Series1 6 6.5 7 7.5 8 8.5 9 9.5 10

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

WESTELL – Impact Study

Current data includes 2004 Field test data Does not include K-2 testing Does not include 3 data points Student records are not linked by Student ID#s

(susceptible to human error) Limited by small number of matching scores In light of limitations, the committee will measure

the accuracy of current targets and makes final recommendations regarding revising the AMAO targets beginning in Fall 2007.

Impact Study and Technical Reports available at http://wvconnections.k12.wv.us/assessment.html

WESTELL– 2006 Administration

• March 9 Administration Training

• March 10 Order Deadline

• March 10-31 County Training

• April 3~28 Testing Window (K-12)

• May 5 Deadline for Returning Mat.

• August 15 Reports Issued

WESTELL – 2006 Changes & Updates• Scoring Speaking

– Option 1 – Individually Scored by County

– Option 2 – Tape Recorded and scored by vendor

• K-2 Inventory –length of time for shortened

• Student Background Questionnaires- limited bubbling

• Costs for 2006 Development and administration absorbed by the state

Title III Directors Meeting

May 3rd, Marriott, Charleston

Questions

and / or

Comments?

Update on Individuals with Disabilities Education

Improvement Act (IDEIA)Dr. Lynn Boyer,

Executive Director

Office of Special Education Program Services

IDEA 2004 . . . IDEA 2004 . . . the evolving the evolving

focus on student focus on student resultsresults

County Test Coordinators’ MeetingCounty Test Coordinators’ MeetingMarch 28, 2006March 28, 2006

““(In post PL 94-142) . . .the strategy for (In post PL 94-142) . . .the strategy for winning the implementation revolution winning the implementation revolution was to follow the letter of the law . . . was to follow the letter of the law . . . using the procedures set forth in the law. using the procedures set forth in the law. The tragic irony is that the letter of the law The tragic irony is that the letter of the law has become the principal barrier to has become the principal barrier to achieving the spirit of the law.”achieving the spirit of the law.”

Special Education at the Century’s EndSpecial Education at the Century’s EndEdited by Thomas Hehir and Thomas LatusEdited by Thomas Hehir and Thomas Latus

Page 204

IDEA 2004 provides . . .IDEA 2004 provides . . . Increased emphasis on improved Increased emphasis on improved

educational resultseducational results The requirement that programs and The requirement that programs and

interventions be scientific and research interventions be scientific and research basedbased

The option of using a response to The option of using a response to intervention process instead of the intervention process instead of the discrepancy model for identificationdiscrepancy model for identification

Requirement that all students with Requirement that all students with disabilities have access to our content disabilities have access to our content standards and objectives standards and objectives

A state performance plan framework that A state performance plan framework that requires all states to establish 6 year goals requires all states to establish 6 year goals for improved resultsfor improved results

State Education Agency State Education Agency Responsibilities in Responsibilities in

Implementing IDEA 2004Implementing IDEA 2004

Oversight Oversight

LeadershipLeadership

OVERSIGHTOVERSIGHT

General supervision that General supervision that ensures implementation of ensures implementation of IDEA according to statuteIDEA according to statute..

Continuous and focused monitoring of Continuous and focused monitoring of local education agencies’ local education agencies’ implementationimplementation

Training and assignment of due Training and assignment of due process hearing officersprocess hearing officers

Coordination of complaint and due Coordination of complaint and due process hearings systemsprocess hearings systems

Coordination or and support for the Coordination or and support for the mediation processmediation process

Individuals with Disabilities Individuals with Disabilities Education Improvement Education Improvement

ActAct20042004The primary focus of Federal and State The primary focus of Federal and State

monitoring activities shall be on improving monitoring activities shall be on improving results and functional outcomes for results and functional outcomes for

students with disabilities.students with disabilities.

10 uses of “improved or improving results”10 uses of “improved or improving results” 65 uses of “educational results”65 uses of “educational results”

0Stude nt

Profic ientin M a th

Stude ntsProfic ient in

Rea d ing /La ngua g e Arts

Sc ho olsM eeting

Ade qua teYea rly Pro gress (AYP)

200471%

200583%

200467%

200574%

200477%

200580%

Aug ust 20 05

W es t V irg in iaD ep artm ent of E ducation

2004 2005720 715

0Num b e r o f

Stud e ntsPro fic ie nt

M a th

Sc ho o lsM e e ting

20 0411 %

20 0540 %

20 0430 %

20 0537 %

Num b e r o f Stud e ntsPro fic ie ntRe a d ing

20 0434 %

20 0538 %

W es t V irg in iaD ep artm ent of E ducation

Aug ust 2 00541 Ad d itio na l Sc ho o ls M e t AYP In 2005

2004 2005

152 146

Students with Disabilities Students with Disabilities Percent Proficient by Grade Percent Proficient by Grade

LevelLevelWESTEST Spring 2005

Students with DisabilitiesPercent Proficient by Grade Level

0.010.020.030.040.050.060.0

3 4 5 6 7 8 10

e Mathematics

Reading LanguageArts

Reading/Language Arts Reading/Language Arts All Students by Grade All Students by Grade

LevelLevelWESTEST Reading Language Arts Spring 2005

All Students and Students with Disabilities by Grade Level

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

3 4 5 6 7 8 10

Grade Level

All Students

Students withDisabilities

Mathematics Mathematics All Students by Grade All Students by Grade

LevelLevelWESTEST Mathematics Spring 2005

All Students and Students with Disabilities by Grade Level

100.0%

3 4 5 6 7 8 10

Grade Level

All Students

Students withDisabilities

Reading Language Arts Reading Language Arts Selected Selected DisabilitiesDisabilities – –

Percent ProficientPercent Proficient

3 4 5 6 7 8 10

Grade Level

WESTEST Reading Language Arts Percent Proficient

Spring 2005

Behavior Disorders

Other Health Impairment

Learning Disabilities

Mental Impairments

Mathematics Mathematics Selected Disabilities – Selected Disabilities –

3 4 5 6 7 8 10Grade Level

WESTEST Mathematics Selected Disabilities Percent Proficient

Spring 2005

Behavior Disorders

Mental Impairment

State Performance Plan State Performance Plan 2005-2010 Baseline and 2005-2010 Baseline and

TargetsTargetsWest Virginia State Performance Plan 2005-2010

Baseline and Targets for Students with Disabilities

0.00%20.00%40.00%60.00%80.00%

100.00%

2004-2005 2006-2007 2010-2011

Includes WESTEST and Alternate Assessment

cent P

rofici

Mathematics

Reading

Root Causes of Academic Root Causes of Academic PerformancePerformance

Low academic expectations for SWD remain in many Low academic expectations for SWD remain in many schools and families.schools and families.

IEP goals and instruction based on Content Standards are IEP goals and instruction based on Content Standards are only only emerging practicesemerging practices

Identifying students as disabled after a lengthy wait period Identifying students as disabled after a lengthy wait period breeds lack of motivation and a continuing failure cycle.breeds lack of motivation and a continuing failure cycle.

The average minutes per day of reading instruction has The average minutes per day of reading instruction has been insufficient for students to acquire grade level skills been insufficient for students to acquire grade level skills and the associated content knowledge.and the associated content knowledge.

General education teachers are often not prepared to meet General education teachers are often not prepared to meet the needs of students with disabilities or to collaborate the needs of students with disabilities or to collaborate effectively with special education teacherseffectively with special education teachers

Root Causes of Academic Root Causes of Academic PerformancePerformance

Continuous monitoring of student progress as strategies or Continuous monitoring of student progress as strategies or program interventions are implemented is limited.program interventions are implemented is limited.

The number of special education teachers with knowledge The number of special education teachers with knowledge of the WV CSOs, core academic content, and strategies to of the WV CSOs, core academic content, and strategies to teach reading and math based on student learning profiles teach reading and math based on student learning profiles is inadequate.is inadequate.

Pre-school and other early learning experiences are Pre-school and other early learning experiences are frequently absent in young children’s experiences.frequently absent in young children’s experiences.

The learning profile of some SWD precludes their achieving The learning profile of some SWD precludes their achieving grade level mastery despite sound and inspired teaching grade level mastery despite sound and inspired teaching and standards based instruction.and standards based instruction.

LEADERSHIPLEADERSHIP

A vision for improved student A vision for improved student results and the organization results and the organization

and action to achieve itand action to achieve it

Put money, effort, and Put money, effort, and expertise where it matters expertise where it matters most for achieving most for achieving

1.1. Intervene early to build literacy and language: Intervene early to build literacy and language: Phonemic AwarenessPhonemic Awareness

2.2. Create school climates that increase time on task: Create school climates that increase time on task: RS: Schoolwide Positive Behavior SupportRS: Schoolwide Positive Behavior Support

3.3. Develop IEPs and provide instruction based on or Develop IEPs and provide instruction based on or linked to the WV Content Standards and Objectiveslinked to the WV Content Standards and Objectives

4.4. Build special educators who are not only highly Build special educators who are not only highly qualified but also prepared to effectively consult qualified but also prepared to effectively consult and co-teach and to integrate technology into and co-teach and to integrate technology into instruction for students with disabilitiesinstruction for students with disabilities

5.5. Ensure appropriate and timely identification of Ensure appropriate and timely identification of students with disabilities but especially those with students with disabilities but especially those with learning disabilities: learning disabilities: Response to InterventionResponse to Intervention

Expand the WVDE Expand the WVDE Phonemic Awareness Phonemic Awareness

CollaborativeCollaborative Statewide ProjectStatewide Project

226 schools trained 226 schools trained Focus on at-risk students in pre-Focus on at-risk students in pre-

kindergarten, kindergarten and first gradekindergarten, kindergarten and first grade All elementary schools trained by 2011All elementary schools trained by 2011 Evaluation data indicate that students who Evaluation data indicate that students who

have participated in the project have have participated in the project have made significant gains. made significant gains.

Extend Extend Schoolwide Positive Schoolwide Positive Behavior SupportBehavior Support

programs into all countiesprograms into all counties

http://www.pbis.org/schoolwide.htmhttp://www.pbis.org/schoolwide.htm

97 cadre members serving 215 97 cadre members serving 215 schoolsschools

in 43 of 55 countiesin 43 of 55 counties..

Teach to the West Virginia Teach to the West Virginia Content Standards and Content Standards and

ObjectivesObjectivesConnecting West Virginia Content Connecting West Virginia Content

Standards and Objectives to Standards and Objectives to Individualized Education Program (IEP) Individualized Education Program (IEP)

DevelopmentDevelopment http://http://wvde.state.wv.us/osewvde.state.wv.us/ose

The document addresses the rationale for a standards-The document addresses the rationale for a standards-based approach to IEP development and includes a 9-based approach to IEP development and includes a 9-

step decision-making process for developing step decision-making process for developing

standards-based IEPs.standards-based IEPs.

Bring the West Virginia Bring the West Virginia Content Standards to Content Standards to

students with the most students with the most significant cognitive significant cognitive

disabilitiesdisabilities

Extended StandardsExtended Standards

Build Special Educators Build Special Educators qualified to teach for qualified to teach for

improved resultsimproved results•Ensure that special education teachers know how to teach students

to read and do math across all grades

•Change WVBE policies to require teacher preparation programs to include this.

•Ensure that special education teachers have no less than the applicable WV License in the core content areas they teach.

•Develop alternate routes to certification that have reading and math strategies at their core, sustain the focus on developing specially designed instruction and are delivered within the context of core

academic knowledge.

•Develop and implement the Integrated Technology for Special Educators pilot in 70 high schools

AutismAutism Behavior DisordersBehavior Disorders Mentally ImpairedMentally Impaired Multi-categoricalMulti-categorical Learning DisabilitiesLearning Disabilities

AutismAutism Behavior DisordersBehavior Disorders Deaf & Hard of Deaf & Hard of

HearingHearing Mentally ImpairedMentally Impaired Multi-categoricalMulti-categorical Learning DisabilitiesLearning Disabilities Visually ImpairedVisually Impaired

Six Hours of Reading

Three Hours of Math

Additional Requirements for Special Additional Requirements for Special Education Programs in Policy 5100Education Programs in Policy 5100

Differentiation of InstructionDifferentiation of Instruction Positive Behavioral Supports & Positive Behavioral Supports &

InterventionsInterventions ConsultationConsultation

Additional Requirements for Additional Requirements for Special Education ProgramsSpecial Education Programs

Six hours of Special EducationSix hours of Special Education Focus on the impact of disabilitiesFocus on the impact of disabilities Use of evaluation data to assist in Use of evaluation data to assist in

instructional planninginstructional planning Effective use of consultationEffective use of consultation Address differentiated instruction for Address differentiated instruction for

diverse learnersdiverse learners

Requirements for General Requirements for General Education ProgramsEducation Programs

Ensure appropriate and timely Ensure appropriate and timely identification of students with identification of students with

disabilities, especially disabilities, especially students with learning students with learning

disabilities.disabilities.

Building Better Building Better ReadersReaders

The West Virginia Response to The West Virginia Response to Intervention Pilot ProjectIntervention Pilot Project

Building Better Readers...

IDEA 2004 & IDEA 2004 & Identification of Identification of

Students with Learning Students with Learning DisabilitiesDisabilities

An LEA An LEA shall not be requiredshall not be required to take into to take into consideration whether the child has a consideration whether the child has a severe discrepancy between achievement severe discrepancy between achievement and intellectual ability . . . and intellectual ability . . .

An LEA An LEA may usemay use a process which a process which determines if a child responds to determines if a child responds to scientific, research-based intervention in scientific, research-based intervention in determining whether a child has a specific determining whether a child has a specific learning disability.learning disability.

Half of the students receiving special Half of the students receiving special education are LD.education are LD.

80% to 90% of students with LD have 80% to 90% of students with LD have reading disabilities.reading disabilities.

Most students can learn to read with Most students can learn to read with scientifically based instruction.scientifically based instruction.

A very few students fail to respond to A very few students fail to respond to even our best instructional even our best instructional approaches.approaches.

Reading Language Arts Reading Language Arts Selected Disabilities – Selected Disabilities –

3 4 5 6 7 8 10

Grade Level

WESTEST Reading Language Arts Percent Proficient

Spring 2005

Behavior Disorders

Mental Impairments

What is RtI?What is RtI? Response to Intervention (RtI) is the degree Response to Intervention (RtI) is the degree

to which a student who has been identified to which a student who has been identified as “at risk for” academic problems by as “at risk for” academic problems by screening measures has benefited from screening measures has benefited from intervention designed to reduce risk.intervention designed to reduce risk.

Determining RtI requires:Determining RtI requires:Assessing students to determine level of riskAssessing students to determine level of riskProviding scientifically based interventionsProviding scientifically based interventionsOn-going progress monitoring to ascertain On-going progress monitoring to ascertain responseresponse

RtI is a process of teaching RtI is a process of teaching students to read . . . and students to read . . . and

perhaps concluding that a perhaps concluding that a

few are learning disabledfew are learning disabled..

Core Concepts of RTICore Concepts of RTI Universal early screening to determine Universal early screening to determine

readiness for readingreadiness for reading Multiple tiers of increasingly intense Multiple tiers of increasingly intense

student interventionsstudent interventions High quality research-based instruction in High quality research-based instruction in

general education settinggeneral education setting Research based interventionsResearch based interventions Continuous progress monitoring to Continuous progress monitoring to

determine skill acquisition and determine skill acquisition and intervention effectiveness and to make intervention effectiveness and to make modificationsmodifications

Problem solving frameworkProblem solving framework

School-wide Context of School-wide Context of RtIRtI

Intensive

1-5% 1-5%

80-90%

Academics Behavior

Targeted

Universal

80-90%

Kanawha

Putnam

Harrison

Raleigh

Hampshire

Preston Morgan

RESAs 1,3,5,7 & 8

3,000 K-3 students

150 teachers

WV RtI

Project Participants

ImplicationsImplications

Increased confidence and assurance Increased confidence and assurance that students we identify as learning that students we identify as learning disabled do have unique learning disabled do have unique learning needs and present such significant needs and present such significant learning challenges that specialized learning challenges that specialized instruction is necessary and instruction is necessary and substantial legal protections are substantial legal protections are justified.justified.

Students will acquire reading skills that Students will acquire reading skills that provide access to the curriculum provide access to the curriculum

and learning.and learning.

Referrals to special education are Referrals to special education are expected to decline.expected to decline.

It is the core belief of the West Virginia It is the core belief of the West Virginia Department of Education that Department of Education that

students with disabilities can and will students with disabilities can and will meet the challenge of high meet the challenge of high

educational standards and achieve educational standards and achieve better results. better results.

Update on Alternate Performance Task Assessment (APTA)

Beth Judy,

Coordinator

West Virginia Alternate Performance Task Assessment (WVAPTA)

Building the Foundation:Policy 2520.16Alternate Academic Achievement Standards for West Virginia Schools

Alternate Performance Task Assessment (APTA) Pilot Schedule

Booklets/Materials Printed by OSAS April 7-17, 2006

Materials Mailed to CTCs April 19-20, 2006

Administration of APTA May 1 – May 12, 2006

Booklets Received by OSAS May 26, 2006

Scoring of APTA June 12 – 15, 2006

Performance Level Descriptors(Developed by the Office of Special Education)

Level IV – Above Mastery Independent – Student performs more complex task without assistance

Level III – Mastery Progressing toward independent – Student performs task without assistance

Level II – Partial Mastery Supported – Student performs task with assistance

Level I - Novice Entry- Student attempts to perform task with assistance

Test Sessions

• Operational:– Reading/Language Arts

• Number of items range from 22 to 27 – depending on the number of standards per grade

– MathNumber of items range from 30 to 36

depending to the number of standards per grade

APTA Test Booklet• Examiner’s Page

– Script– Alternate Script– Alternate Directive– Documentation Sections

• Student Response• Prompt Type – many books unscorable

because teachers neglected to document the Prompt type

• Response Type – need to document this as well. Verbal response will be added.

Documentation Sections• Due to the diversity of the students

taking APTA, teacher documentation is crucial.

• Teachers must document student performance by indicating the following:Prompt Type – place an X on type

Response Type – place an X on type

Documentation (cont.)

• Prompt Level

• Teacher will document the prompt level used by the student to respond to the item by placing an “X” over one of these levels:– Independent (I)

– Partial Physical (PP)

– Full Physical (FP)

Documentation (cont.)• Response Type

– Teacher will document the student’s response to the item by placing an “X” over the type• Write/Mark• Point• Eye gaze• Sign• VerbalThis should be the student’s usual mode of expressive

communication

Documentation (cont.)• Student Response

– On the Examiner’s Page, the examiner will Correct, Incorrect or No Response of the student

– Some pages have multiple questions, each will count as an individual item

– Teacher may document any other noteworthy observations, such as Assistive Technology, Communication Devices, etc.

Item Presentation Protocol Chart• Item Presentation Protocol Chart

must be adhered to in order to assure standardized conditions for all students.

• One will be mailed with test booklets for each teacher administering the test.

• Example is also in Examiner’s Manual

Access of Test Items

• Examiners follow the IPPC script – The examiner is to give the student an

opportunity to respond to the question independently, beginning with Step One on the Item Protocol Chart

• The examiner proceeds through the steps as outlined in the Item Presentation Protocol Chart

Scores

• The level of assistance and the correct response determines the student score for both MC and CR items. MC Items CR Items (rubric)

• I 3 points 5-6 points• P 2 points 3-4 points• F 1 point 1-2 points• NR/Unscorable 0 points

Student Page• Student work product (e.g., writing,

circling, stamping) shall be the first type of response considered when it is within the student’s ability.

• Test item presentation and student response methodologies should be those used regularly as classroom instructional practices

Activity

• Turn to the Item Presentation Protocol Chart

• Look at the different response types and prompt types.

• Questions?

Examiner Requirements (cont.)• Examiners must be trained prior to

test administration and must sign a Test Procedures Agreement for Examiners form

• The WVAPTA must be administered during the testing window

• Content information relevant to the test must not be discussed during the testing window

Examiner Requirements (cont.)

• Examiners need to review the “Manipulatives List” prior to administration.

• Examiners must ensure that all appropriate supports and accommodations are available, programmed, and in good working order prior to the first day of testing

Examiner Requirements (cont.)• Examiner will coordinate with the

Building Level Administrator to eliminate distractions during testing

• Examiner assigned to complete the testing should not change during the administration unless extenuating circumstances mandate change

• Examiner will submit testing schedule to Principal/BLC

Participant Requirements

• The student must have met the criteria to participate in the WVAPTA as documented in the current IEP– Part VIII/Part B

• Students must be tested at the grade level in which they are enrolled

Setting Requirements

• The test is to be administrated individually

• Classrooms need adequate lighting and ventilation

• Environment has minimum distraction from noise and other students

Setting Requirements (cont.)

• A “Do Not Disturb” sign should be placed on the door of the testing room

• Cellular phones and pagers must be turned off during the testing period

Scheduling

• The examiner must test at optimum times/conditions for individual students

• An entire section of the test must be completed at each testing session

• If a crisis precludes the completion of a section, testing may resume with the next item on a subsequent day.

• Students may not finish previously attempted items

Test Administration (cont.)

In the event of physical prompting:

• Partial Physical prompting is used to facilitate the response, but the student chooses the correct answer.– Example: touching the student’s elbow

• Full Physical prompting is “hand-over-hand” where both the examiner and student choose the answer.

Coordination

• The Principal/Building Level Coordinator maintains quality control of the testing sessions

• Testing irregularities must be recorded for a student on the WVAPTA TEST Disruptions/Irregularity Sheet

• Test booklet must be promptly returned at the end of each testing session to the BLC

• When breaks are provided, test materials must be kept secure

Test Administration

• The examiner must ensure that the required demographic information is completed in the test booklet

• Student’s answers are to be recorded in the test booklet by the student and/or the examiner or scribe

• The examiner must follow the scripts provided in the test booklet

Use of a Scribe• A scribe is used when physical/motor

disability precludes the student from responding in writing

• A scribe when a short term medical condition precludes the student from writing with the dominant hand. (This must be approved by the CTC on a case-by-case basis)

Homebound Students• To be determined by CTC• Examiner must be trained in the

administration• Examiner must sign Test Procedures

Agreement for Examiner• Test materials must remain secure• Individuals at the homebound location

may not participate in, or observe the administration

• All test procedures and schedules must be followed

Medically Fragile Students

• Requests for participation exemption due to physical or mental condition must be accompanied by a signed statement from the treating physician.

Return of Testing Materials

• Include the Security Checklist• Keep Examiner Manual and IPPC• Return Security Checklists,Test

Booklets and Manipulatives • Band in books of 8 (use adding

machine tape)• Place lowest numbers on top• Return to OSAS by May 30, 2006

Contact Information:

Beth JudyOSAS

bjudy@access.k12.wv.us304.558.1585Website: http://osa.k12.wv.us

Alternate Performance Task Assessment (APTA) Training

Beth Judy,

Coordinator

Policy 2340/Security Issues

Dr. Jan Barth,

Executive Director

West Virginia Measures of Academic Progress

Policy 2340This policy establishes rules governing the

administration and operation of the WV-MAP

Testing Code

of Ethics

Test Security

Test Notification

Students and parents/guardians shall be:

Given notification before testing;Provided information on the purposes of the test and uses of test results; andEncouraged to follow test preparation procedures.

Test Preparation Practices

Instruction will be focused on the inclusive content standards and objectives in the curricular areas.Utilization of the informal item bank may be used for test preparation.Students should be taught general test-taking skills and objectives.

TEST SECURITYAs per West Virginia Board Policy 2340, county school personnel shall establish and implement procedures to ensure maximum test security and limit involvement to school personnel.

Test SecurityAny individual who administers or handles the test materials at the school shall acknowledge that all assessments within the West Virginia Measures of Academic Progress are secure tests by reviewing, signing and returning the West Virginia Board of Education Test Procedures Agreement for Examiner to the school principal by the date established by the principal. This signed agreement must be on file with the principal.

TEST SECURITY

Before each test administration, materials must be distributed according to instructions provided with the test. Tests must be secured at all times during test administration, including any break times. Unused test materials shall be returned to a locked and secured area as soon as practical. All test booklets (used and unused) must be counted, reconciled, and returned to a centrally located, locked and secure area following each daily testing session.

TEST SECURITY

The test administration area shall be maintained in a secure manner to include only those students to whom the assessment is being administered and the examiners.

Test Security

Apart from the scheduled test administration to students, use of test booklets and copying the booklets or excerpts from the booklets is inappropriate and unethical. Violation may result in severe penalties, including but not limited to, revocation of professional license.

Test Security

All student test data will be stored in a locked and secured area. Student test data will be maintained under conditions consistent with the requirements of the Family Educational Rights and Privacy Act (FERPA).

Handling Test Booklets

• Do not• Leave test booklets on desk unattended

• Put test booklets in unlocked file cabinet

• Put test booklets in unlocked cabinet

• Put test booklet(s) in briefcase and take home

• Throw booklets away

• Reproduce test booklets in any manner

• Do• Lock test booklets up in a safe, secure,

central location

Test SecurityAny breach of security, loss of materials, or

other deviation from acceptable security procedures shall be reported immediately

The School Principal County Test Coordinator County School Superintendent Proper Authorities at WVDE

Investigation by WVDE will follow.

Ethical Testing PracticesTest booklets or questions shall not be reproduced or paraphrased in any manner.No portion of student responses to any item shall be kept, copied or reproduced.

Ethical Testing PracticesPersonnel responsible for the testing program shall be properly instructed in the appropriate test administration procedures.

No one shall violate test security or the accuracy of the test data score results by manipulating the test administration, demographic data or the students’ answers or data.

Ethical Testing PracticesThe examiners shall not use any specific information from the secure test questions to review students, create review worksheets, or any other aids that would improve students’ test scores without improving the underlying knowledge base.Specific information, as specified by the test manual, shall not be displayed in the room during test administration.Only references or tools specifically designated in test manuals are provided.

Ethical Testing Practices

Test materials are not in the building more than one week prior to testing. Testing, including make-ups, must occur during the testing window. Access to test booklets and answer sheets shall be restricted to the test administration period.

Test Administration

Tests shall be administered only during the testing window established by the West Virginia Board of Education.

Test AdministrationExaminers must be educators employed by the county, RESA or state.

Examiners of standardized tests shall rigorously follow the appropriate administrative procedures as directed in the test’s administration manuals.

All examiners shall strive to create a positive testing environment.

Test AdministrationStudents shall not have prior access to test questions.

Examiners shall limit assistance to students to issues concerning the mechanical aspects of marking answers, clarifying directions, and finding the right place on answer sheets. Examiners shall not indicate answers or point out the rationale of an item.

Test AdministrationAccommodations as appropriate for students with Individual Education Programs (IEPs) or Section 504 Plans shall be provided as established in their plans.The accommodations in mathematics and reading/language arts for students with disabilities must be documented by the assigned examiner (WVS.326 Testing Option Report, Assessment with Accommodations).

Test Administration

Students and examiners shall be monitored to ensure that appropriate test taking and test security procedures are followed.

Test Procedures Agreement

Obtain a copy of the West Virginia Board of Education Test Procedures Agreement For Examiner.Read, sign and date the agreement.Return signed document to the Principal.

Investigation of Security Violation

(Policy 2340 §126-14-8)

Review/Train all superintendents, county office staff, principal, test administrators, and examiners on

investigation process to avoid policy violations.

WESTEST Training of Test Coordinator’s Responsibilities

Lisa Youell,

Coordinator

WESTEST

WESTEST Training MaterialsSecurity Procedures

County Test Coordinator’s Responsibilities

Training of Principals/Building Test Coordinators

Training of Examiners

Training Resources and Materials

County Test Coordinator’s Responsibilities

Inventory and Secure Test Materials

Delivery of Test Materials to Schools

Training Principals/Building Test Coordinators

Return of Materials to CTB

Inventory of Test Materials

Examiner’s Manuals

Mathematics Punch-Out Tools

Test Booklets (boxed by school)Packing Lists

School Security Checklists

(Document and Report) Discrepancies

(Request) Additional Materials

Report Discrepancies

If you find discrepancies in the number of test booklets or the bar-coded numbers contact CTB McGraw-Hill immediately.

The contact number for the CTB/McGraw Hill WESTEST Program Service Line is 1-800-282-6259..

Request for Additional Materials

Additional Materials MUST be ordered by May 11, 2:00 pm (EST).

CTCs should contact the CTB/McGraw Hill WESTEST Service Center if additional materials are needed. 1-800-282-6259

WESTESTMaterials Shipment Schedule

Spring 2006

Shipment Materials Dates#1 Test Coordinator Manuals

Examiner ManualsPunch-out Tools

4/4/06 – 4/6/06

#2 Test Coordinator Kit Pre-coded Barcode LabelsBarcode Instructions FlyerBox Count Verification FormSecurity Checklist FolderMaterials Return LabelsGroup Information Sheets (GIS)School/Group Lists (SGL)FedEx Return Envelopes and

FedEx Air-bill

4/24/06 – 5/1/06

#3 Secure MaterialsStudent Test BookletsLarge Print and Braille versionsStack Cover Cards and bands

4/24/06 -4/28/06

Securing Test Materials

Keep the test materials in a

locked and secured central

location until distribution to the schools.

Delivery of Test Materials to SchoolsMake arrangements

for delivery of the secure test materials to schools no

sooner than one week before the

testing date

Post AdministrationVerify Materials Returned to the County Test Coordinator

from the Schools which Include:

Test Booklets with Group Information SheetsSchool Security Checklists (original and 2nd copy)School Group List(s)*Test Irregularities Sheets*Testing Option Reports (WVS.326), Assessment with Accommodations (Documentation of Accommodations for Students with Disabilities)

*Documents to be kept on file with CTC /Special Education Director

Return of Materials to CTBVerify that all test booklets from the schools including large-print and Braille are in the correct color coded boxes.

Green -Public Schools--Complete/partially complete test

booklets

Yellow -Non-Public Schools--Complete/partially complete test

booklets

Pink -Unused, Braille and large-print

Check each school’s SGL for accuracy. All completed SGL forms will be placed in box number 1 from the county in the envelope provided.

Verify that the test booklets are bundled and labeled properly.

The School/Group

• The names on the SGL must match the names on the GIS exactly.

• Home Instructed Students will be listed on a separate (Home Instructed) SGL.

• Non-Public Schools will be listed on a separate SGL.

Discrepancy Reporting (New)Student Counts Received

vsStudent Counts Reported

If the student test booklets received at CTB differ from the student counts reported on the SGL/GIS sheets,

the CTB Scoring Project Manager will fill out a discrepancy report and email it to the CTC, with a copy of the SGL and a list of the students processed; a copy will be forwarded to WVDE. CTB will expect resolution

within 2 days and then proceed to process the students.

Return of Materials to CTBVerify that the correctly colored school labels are on the boxes.Complete the appropriate county labels and label the boxes.Count and number the boxes consecutively beginning with the Public School complete/partially complete boxes (green), through Non-Public complete/partially complete boxes (yellow) through the unused, Braille and large-print boxes (pink).

Continue the Sequential Numbering of Boxes Through Green, Yellow and Pink

Return of Materials to CTBPlace the SGL forms from all the schools in the envelope provided and put the envelope in box number 1 from the county.Complete the Box Count Verification Form with the correct number of boxes (by label color) that will be returned to CTB/McGraw-Hill.Send the top copy of all School Security Checklists and the Box Count Verification Form in the envelope provided. Use the air bill provided to send the envelope to Monterey.

WESTEST Spring 2006 Box Count Verification Form

County Name___________________ County Code_______CTC Contact____________________ Phone Number________

County Test Coordinators:Please see the instructions in the Spring 2006 Test Coordinator’s Manual for packing test materials for return to CTB McGraw-Hill. When test materials are ready to be picked up, follow the directions for filling out this form below:

Instructions:Complete all of the information on this form and indicate the number of boxes by category and color of the return-shipping label. Make sure that the box count you provide is accurate. This information will be used to check materials that are received at CTB/McGraw-Hill Scoring Center.Make a copy of this form for your records.Return this form with the original copy of the security checklists. Call FedEx at 1-800-463-3339 to schedule a pick-up. Use the Federal Express Air Bill provided to send the forms to:

Julia Charfauros CTB/McGraw-HillAttention: Custom Scoring WESTEST20 Ryan Ranch RoadMonterey, CA 93940

Note: Do not send any test materials to this address.

Box category/Label color Number of BoxesComplete and partiallyComplete Green label: _______________

Non-Public/Home SchoolYellow label: _______________

UnusedPink label: _______________

Send top copy of all Security Checklists and the Box Count Verification Form in the return envelope provided in your CTC kit to Monterey address in manual.

Place the SGL forms from all schools in the envelope provided. Put the envelope in Box #1 from the county.

Delran Scoring Site Monterey

Prior to scheduling the return of materials, have the final box counts by label color.

Schedule the pick-up of boxes using the website provided in the Test Coordinator’s Manual.

The Bill-of-Lading outlines the job responsibilities of the shipping company driver.

After scheduling pickup the County Test Coordinator will receive two emails:

A confirmation of the request

Information on the carrier CTB/McGraw-Hill has scheduled for pickup

County Test Coordinator Instructions for Returning Materials to CTB/McGraw Hill

Calendar of Testing ActivitiesTest Materials

Distributed to SchoolsMay 5, 2006

Testing Window May 15-19, 2006

Testing

Make-up Week

May 22-26, 2006

Secure Materials Returned to CTC

May 31, 2006

Test Materials Returned to CTB/McGraw Hill

June 2, 2006

Try to relax after the meal.

You have our greatest appreciation. You have our greatest appreciation. Now you deserve some rest and Now you deserve some rest and

relaxation! relaxation!

WESTEST Training of Principal/Building Coordinator’s

ResponsibilitiesLisa Youell, CoordinatorJanet Hass, CoordinatorJohn Putnam, CoordinatorSandra Starr, CoordinatorBeth Judy, Coordinator

Training Principals/Building Level Coordinators

West Virginia Board of Education Policy 2340 and the Testing Code of Ethics Principal/Building Test Coordinator’s Responsibilities

Correct Procedures for Handling Test Materials Before, During, and After TestingTraining Examiners

Security Checklist InstructionsPreparing Test MaterialsReturn of Test Materials to County Test Coordinator

Instruct Principals in the West Virginia Board of Education Policy 2340 and the Testing Code of Ethics

Require and have on file the signed Test Procedures Agreement for Principal

Instruct Principals to have on file the signed Test Procedures Agreement for Examiners

The Office of Student Assessment Services has prepared three PowerPoint presentations for your use:

Testing Code of Ethics and Security Procedures

Training of Principals and Building Level Coordinators

Training of Examiners

Provide each school with WESTEST Parent Brochures for students in grades 3-8 and 10.

Request the principal/designee to run the program WVS.326 to print a list of students with their accommodations as entered into the WVEIS special education record.

Principal’s/Building Level Coordinator’s Responsibilities

Prepare Testing SchedulesOne content test per day

Administer the same grade level content test on the same day across all schools

Schedule Make-up SessionsCollect booklets of absent students each morning

May schedule make-up sessions in the afternoons

Priority should be given to mathematics and reading/language arts tests

WESTESTSuggested Testing Time Block and

Schedule for Test Week – Grades 3 - 8

Day 1 Morning Day 2 Morning Day 3 Morning Day 4 Morning

Mathematics

Administrative Time 5 minutes

Session 1, Part 110 minutes

1 Minute Break

Reading/LanguageArts

Administrative Time5 minutes

Session 135 minutes

10 Minute Break

Session 230 minutes

10 Minute Break

Session 325 minutes

Social Studies

Session 135 minutes

10 Minute Break

Session 230 minutes

Science

Session 130 minutes

10 Minute Break

Session 230 minutes

10 Minute Break

Session 2

30 minutes

WESTESTSuggested Testing Time Block and Schedule for Test Week – Grade 10

Day 1 Morning Day 2 Morning Day 3 Morning

Mathematics

1 Minute Break

Reading/Language Arts

Session 135 minutes

10 Minute Break

Session 230 minutes

10 Minute Break

Session 325 minutes

Science

Session 130 minutes

10 Minute Break

Session 230 minutes

10 Minute Break

Session 2

30 minutes

Each principal must establish one or more locked and secure locations within the school for test booklets to be stored before and after daily testing.

Examiner Training

Examiners must be educators employed by the county, RESA or state.

Train “extra” examiners.

Distribute examiner manuals and punch-out tools during training.

Establish testing rooms and examiner assignmentsEnsure that all examiners are trained in the following:

All test security proceduresReporting procedures for any violation of test securityPossible consequences of test or data security violationsThe Testing Code of EthicsTest administration proceduresPreparation of classrooms for testingDocumentation of IEP Accommodations (WVS.326)

Prepare Examiners’ Testing Packets:Examiner’s ManualMathematics Punch-Out Tools (if applicable)Scratch PaperTest Irregularity SheetExtra Pencils and Erasers“Do Not Disturb” SignTesting Roster (optional)Student Test Booklets with Pre-slugged LabelsTesting Option Report WVS.326 (if applicable)

WESTEST Training of Examiner’s Responsibilities

Lisa Youell, CoordinatorJanet Hass, CoordinatorJohn Putnam, CoordinatorSandra Starr, Coordinator

School Level Procedures for Handling Test Materials Prior to Testing

Open the bundles of test booklets and verify that all booklets are in sequential barcode order.

On the Security Checklist, place checkmarks in the received column as appropriate to verify receipt of each test booklet.

Document any barcode discrepancies on the Security Checklist.

Notify the County Test Coordinator immediately of any discrepancies.

Check received column

School Level Procedures for Preparing Test Materials Prior to Testing

Keep the CTB boxes for returning materials to the County Test Coordinator.

Lock the test booklets in a safe secure location before and after daily testing.

School Level Procedures for Handling Test Materials Prior to Testing

Pre-slugged labels are organized alphabetically by grade level, not by examiner.

Use Check-out/Check-in process of test booklets for examiners who must read aloud to students.

Student completes this information.

Place Student Label Here

Procedures for Preparing Test Materials Prior to Testing

Damaged or lost student barcode labels can be replaced by contacting the WVDE, Office of Student Assessment Services.

Complete the Bio-Grid information on the inside cover of the test booklet for any student not having a pre-slugged label. Record the student name next to the assigned test booklet number on the Security Checklist. Bio-Grid Information should be completed by the Principal/Building Level Coordinator.

Bio-Grid:

Completed only if the student does not have a pre-slugged label.

•Should be completed by the principal/building level coordinator

•WVEIS number must be correct

This box should be checked to make sure the student has not filled in bubbles.

Requests for Additional Materials

The Principal/Building Level Coordinator should contact the County Test Coordinator with requests for additional materials or with any questions about materials.

The last day to request additional materials from CTB is May 11, 2006 - 2:00 PM.

Principal’s/Building Level Coordinator’s Responsibilities During Testing

Use the Security Checklist to check-out/check-in student test booklets daily.Collect test booklets from each examiner, for students who are absent, shortly after the testing session begins. Create make-up schedules for students who are absent.Ensure that unnecessary distractions are reduced or eliminated during test administration

Public announcementsRinging bells Telephones

Principal’s/Building Level Coordinator’s Responsibilities During Testing

Monitor testing rooms to ensure proper procedures are followed.

Check-in test booklets and forms immediately after daily testing.

Secure test booklets in a locked central location(s).

Prepare materials for the next testing session.

Return of Materials to County Test Coordinator

Verify that all test booklets have been returned from examiners.

Make sure the numbers listed on the School Security Checklist match the test booklets returned from examiners.

All discrepancies must be resolved before materials are returned to the County Test Coordinator.

Beginning with the completed and partially completed test booklets, check the number of students reported on each Group Information Sheet (GIS) with the number of students reported on the School Security Checklist.

Transfer the information from each GIS form to the School/Group List (SGL) EXACTLY as written and bubbled in on the GIS.

Group Information Sheet

Transfer the teacher name, grade level, and number tested to the School Group List (SGL) EXACTLY as it is written on the GIS.

The GIS is placed under the Stack Cover Card of the first bundle for an Examiner or Grade Level.

The School/Group List

• Use only one SGL per school

• Place in Box 1

• The names on the SGL must match the names on the GIS exactly.

• Home Instructed Students will be listed on a separate (Home Instructed) SGL.

• Non-Public schools will be listed on a separate SGL.

Group Information Sheet

GIS School Group List

Stack test booklets in groups of 10 or less by grade level or by teacher.Place a completed stack cover card on top of each stack.Insert the completed GIS under the Stack Cover Card in the first bundle for that grade level or teacher.Secure each bundle with one horizontal and one vertical band. (Use only bands provided by CTB/McGraw Hill)

Stack Cover CardThe Stack Cover Card requires the

following information:

Teacher Name

County Number (0 placed before the county two digit code)

School Number – 3 digits

Grade – grade level tested

Bundle/Stack _of X (X being the total number of bundles for that grade level or teacher)

Total number of students listed on the GIS (total number in all bundles for that grade or teacher)

Total number of test booklets in THIS Bundle

Stack Cover Card

Preparing Large-Print and Braille Test Booklets for Return to the County Test Coordinator

Regular-sized test booklets containing the transcribed student responses from large-print and Braille are processed as completed test booklets.All large-print and Braille test booklets must be returned with unused materials to CTB/McGraw-Hill.

Place marked bundles in the CTB/McGraw Hill boxes.One SGL is generally needed for each school.Place all unused, Braille and large-print booklets sorted by grade level in CTB/McGraw Hill boxes.Fill in all information on the color-coded labels.

Fill in all information on the green, yellow and pink labels.

Green Green – Public Schools --Complete/partially complete test

Booklets

YellowYellow – Non-Public/Home Schools --Complete/partially complete test

booklets

Pink Pink – Unused, Braille, and large-print

Color-Coded Labels

Boxes are not to be sealed by the principal/building level coordinator.Keep bottom copy of the School Security Checklist, copies of School Group List, School Rosters, Test Irregularity Sheets, Scribe Verification Forms and Testing Option Reports (WVS.326) for the school’s records.Shred all scratch paper.

Deliver unsealed boxes to the County Test Coordinator with the following:

School Security Checklists

School Group List(s)

Test Irregularity Sheets

Scribe Verification Forms

Testing Option Reports

Discrepancy Reporting (New)Student Counts Received

vsStudent Counts Reported

If the student books received differ from the student counts reported on the SGL/GIS sheets, the CTB Scoring Project Manager will fill out a discrepancy

report and email it to the CTC, with a copy of the SGL and a list of the students processed; a copy will be

forwarded to WVDE. CTB will expect resolution within 2 days and then proceed to process the students.

New for 2006

Reminder of August County Test Coordinators Meeting

Brenda West,

Assistant Director

WESTEST Training for New County Test Coordinators

Lisa Youell,

Coordinator

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