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

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Presentation on theme: "March 28-29, 2006. Welcome/21 st Century Partnership Dr. Steve Paine, State Superintendent of Schools."— Presentation transcript:

1 March 28-29, 2006

2 Welcome/21 st Century Partnership Dr. Steve Paine, State Superintendent of Schools

3 Opening Remarks Dr. Jorea Marple, Assistant State Superintendent Division of Curriculum and Instructional Services

4 Update on NCLB and Assessment Issues Dr. Jan Barth, Executive Director Office of Student Assessment Services

5 Dr. Jan Barth Executive Director Office of Student Assessment Services

6 Assessment Update Assessment 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

7 Assessment Update: To be Implemented in the School Year Assessment Request for Proposal (RFP) for Summative Assessments (Released in September) 3-11 Writing Assessment K-12 – Reading/Language Arts, Math, Science & Social Studies K-2 summative measure 3-8 summative measure (WESTEST) 8 th 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 school year

8 Assessment Update: To be Implemented in the School Year Assessment 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 school year

9 Assessment Update On-Line Writing Assessment: Writing assessment administered each spring to 66,000 students in grades 4, 7 and 10 Essays scored on a six-point rubric – aligned with rubrics for ACT, SAT and NAEP Scores reflect the analytic traits of organization, Development, Sentence Structure, Word choice and Mechanics A 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 teachers Each paper read by two teachers Reports returned to counties in August Online Writing Assessment for Grades 7 and 10 Word processed essays Computer scored Reports returned to counties in May Note: On-Line Assessments had very few administration problems this year in terms of technology issues.

10 Assessment Update West 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 recognition This system will determine the number of students at each of the five performance levels and create a weighted score based upon the individual student performance The values determined from the index will be used in part to identify West Virginia schools of excellence and distinguished schools Comparisons of one year scores to another year score will assist in determining school assessment improvement and assessment growth

11 Assessment Update New Alternate Assessment – Alternate Performance Task Assessment Pilot 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

12 Assessment Update Algebra I Pilot Project Eight counties, seventeen schools, and approximately two-thousand students Project is designed to increase standardization of math instruction in West Virginia Evaluate mathematic content taught in Applied Math I, Applied Math II with Algebra I content Increase student performance on WESTEST and ACT Increase student accountability for mastery of Algebra I content Four 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 objectives Form 1 designed as a diagnostic readiness test Each test form contains 24 multiple-choice items and two constructed response items with 3 DOK levels Twenty-one objectives were mapped to three clusters: Pattern Relations Functions, Number Theory and Data Analysis/Probability Eight objectives designated as emphasized objectives Reports available immediately after completion of the class test NOTE: Project evaluation indicate the instructional assessment approach is positively received by math teachers

13 Upcoming Federal Peer Review Will submit the newly developed APTA to the federal peer review April 25, Peer Review will be May 8-12, 2006

14 Update on Policy 2320 Dr. Kenna Seal, Executive Director Office of Education Performance Audits

15 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 years not meeting Adequate Yearly Progress (AYP) in the same subject for Temporary Accreditation designation. Safe Harbor Provision.

16 Office of Education Performance Audits 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.

17 Office of Education Performance Audits 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

18 Office of Education Performance Audits Achievement-Small Schools Less than 50 in All Students category. Average scores over 3 years.

19 Office of Education Performance Audits Achievement K-2 Accountability 3 rd grade feeder scores or On-site review every 3 years

20 Office of Education Performance Audits 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.

21 Office of Education Performance Audits 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.

22 Office of Education Performance Audits 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.

23 Office of Education Performance Audits Safe Harbor Applied in Decrease by 10% students not proficient. Make progress on the other indicators or above target for each subgroup.

24 Office of Education Performance Audits New Changes District AYP must be out at all three levels for identification as improvement status.

25 Office of Education Performance Audits 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

26 Office of Education Performance Audits Participation rate exemptions for students with significant medical emergencies. New Changes

27 Office of Education Performance Audits Full academic year from 5 th instructional day to spring testing window. New Changes

28 Office of Education Performance Audits Uniform averaging for both grades and years will average the past three years and compare with current – Highest score will be used. New Changes

29 Office of Education Performance Audits 2006 safe harbor will also average three years and compare with current year. New Changes

30 Office of Education Performance Audits Participation rates will be averaged over three years or use current year whichever is higher. New Changes

31 Office of Education Performance Audits Annual Measurable Objectives Year Elementary Reading Middle School Reading High School Reading Elementary Mathematics Middle School Mathematics High School Mathematics

32 Office of Education Performance Audits School Accreditation Status Exemplary Accreditation Full Accreditation Conditional Accreditation Temporary Accreditation Seriously Impaired

33 Office of Education Performance Audits Exemplary Accreditation Issued to a school when a schools performance and progress meet or exceed the standards adopted by the West Virginia Board of Education.

34 Office of Education Performance Audits 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

35 Office of Education Performance Audits 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.

36 Office of Education Performance Audits Further Information Telephone (304) FAX (304) Kenna R Seal, Director: Donna Davis, Deputy Director: Allen Brock, Coordinator: Website:

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38 Exemption Schools/Status of Mountaineer Challenge Academy Karen Larry, Executive Assistant to the State Superintendent Office of the State Superintendent

39 WVEIS NCLB Reporting Nancy Walker, Executive Director Division of Research, Technology and Professional Services

40

41 Update on Title III and ESL Students Dr. Amelia Courts, Executive Director International Schools/ESL

42 Assessing Limited English Proficient (LEP) Students Achievement Assessment Directors Update March 27, 2006

43 QUIZ A.85% B.77% C.73% D.68% What percent of LEP students made progress on the 2005 WESTELL?

44 QUIZ A.85% B.77% C.73% D.68% What percent of LEP students made progress on the 2005 WESTELL?

45 QUIZ 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

46 QUIZ 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

47 QUIZ 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?

48 QUIZ 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?

49 OVERVIEW WESTEST 2005 Results LEP participation in 2006 WESTELL 2005 Results Impact Study 2006 Timelines

50 WESTEST Math Results Grade/Grade Span Students Proficient & Advanced #% H.S.1179

51 WESTEST – 2005 Reading Results Grade/Grade Span Students Proficient & Advanced #% H.S.1071

52 WESTEST LEP Committee LEP Assessment Participation Document Accommodations Codes for WVEIS

53 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)

54 WESTELL Title I and Title III Requirement Standards-based assessment (multi- state consortium with CCSSO)

55 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

56 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

57 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

58 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

59 WESTELL- Impact Study Targets

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61 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 Impact Study and Technical Reports available at

62 WESTELL– 2006 Administration March 9 Administration Training March 10 Order Deadline March County Training April 3~28 Testing Window (K-12) May 5 Deadline for Returning Mat. August 15 Reports Issued

63 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

64 Title III Directors Meeting May 3 rd, Marriott, Charleston Questions and / or Comments?

65 Update on Individuals with Disabilities Education Improvement Act (IDEIA) Dr. Lynn Boyer, Executive Director Office of Special Education Program Services

66 IDEA the evolving focus on student results County Test Coordinators Meeting March 28, 2006

67 (In post PL )...the strategy for winning the implementation revolution was to follow the letter of the law... using the procedures set forth in the law. The tragic irony is that the letter of the law has become the principal barrier to achieving the spirit of the law. Special Education at the Centurys End Edited by Thomas Hehir and Thomas Latus Page 204

68 IDEA 2004 provides... Increased emphasis on improved educational results Increased emphasis on improved educational results The requirement that programs and interventions be scientific and research based The requirement that programs and interventions be scientific and research based The option of using a response to intervention process instead of the discrepancy model for identification The option of using a response to intervention process instead of the discrepancy model for identification Requirement that all students with disabilities have access to our content standards and objectives Requirement that all students with disabilities have access to our content standards and objectives A state performance plan framework that requires all states to establish 6 year goals for improved results A state performance plan framework that requires all states to establish 6 year goals for improved results

69 State Education Agency Responsibilities in Implementing IDEA 2004 Oversight Oversight Leadership Leadership

70 OVERSIGHT General supervision that ensures implementation of IDEA according to statute.

71 Continuous and focused monitoring of local education agencies implementation Training and assignment of due process hearing officers Coordination of complaint and due process hearings systems Coordination or and support for the mediation process

72 Individuals with Disabilities Education Improvement Act 2004 The primary focus of Federal and State monitoring activities shall be on improving results and functional outcomes for 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

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75 Students with Disabilities Percent Proficient by Grade Level

76 Reading/Language Arts All Students by Grade Level

77 Mathematics All Students by Grade Level

78 Reading Language Arts Selected Disabilities – Percent Proficient

79 Mathematics Selected Disabilities – Percent Proficient

80 State Performance Plan Baseline and Targets

81 Root Causes of Academic Performance Low academic expectations for SWD remain in many schools and families. Low academic expectations for SWD remain in many schools and families. IEP goals and instruction based on Content Standards are only emerging practices IEP goals and instruction based on Content Standards are only emerging practices Identifying students as disabled after a lengthy wait period breeds lack of motivation and a continuing failure cycle. Identifying students as disabled after a lengthy wait period breeds lack of motivation and a continuing failure cycle. The average minutes per day of reading instruction has been insufficient for students to acquire grade level skills and the associated content knowledge. The average minutes per day of reading instruction has been insufficient for students to acquire grade level skills and the associated content knowledge. General education teachers are often not prepared to meet the needs of students with disabilities or to collaborate effectively with special education teachers General education teachers are often not prepared to meet the needs of students with disabilities or to collaborate effectively with special education teachers

82 Root Causes of Academic Performance Continuous monitoring of student progress as strategies or program interventions are implemented is limited. Continuous monitoring of student progress as strategies or program interventions are implemented is limited. The number of special education teachers with knowledge of the WV CSOs, core academic content, and strategies to teach reading and math based on student learning profiles is inadequate. The number of special education teachers with knowledge of the WV CSOs, core academic content, and strategies to teach reading and math based on student learning profiles is inadequate. Pre-school and other early learning experiences are frequently absent in young childrens experiences. Pre-school and other early learning experiences are frequently absent in young childrens experiences. The learning profile of some SWD precludes their achieving grade level mastery despite sound and inspired teaching and standards based instruction. The learning profile of some SWD precludes their achieving grade level mastery despite sound and inspired teaching and standards based instruction.

83 LEADERSHIP A vision for improved student results and the organization and action to achieve it

84 Put money, effort, and expertise where it matters most for achieving Intervene early to build literacy and language: Phonemic Awareness Intervene early to build literacy and language: Phonemic Awareness Create school climates that increase time on task: RS: Schoolwide Positive Behavior Support Create school climates that increase time on task: RS: Schoolwide Positive Behavior Support Develop IEPs and provide instruction based on or linked to the WV Content Standards and Objectives Develop IEPs and provide instruction based on or linked to the WV Content Standards and Objectives Build special educators who are not only highly qualified but also prepared to effectively consult and co-teach and to integrate technology into instruction for students with disabilities Build special educators who are not only highly qualified but also prepared to effectively consult and co-teach and to integrate technology into instruction for students with disabilities Ensure appropriate and timely identification of students with disabilities but especially those with learning disabilities: Response to Intervention Ensure appropriate and timely identification of students with disabilities but especially those with learning disabilities: Response to Intervention

85 Expand the WVDE Phonemic Awareness Collaborative Statewide Project 226 schools trained 226 schools trained Focus on at-risk students in pre-kindergarten, kindergarten and first grade Focus on at-risk students in pre-kindergarten, kindergarten and first grade All elementary schools trained by 2011 All elementary schools trained by 2011 Evaluation data indicate that students who have participated in the project have made significant gains. Evaluation data indicate that students who have participated in the project have made significant gains.

86 Extend Schoolwide Positive Behavior Support programs into all counties 97 cadre members serving 215 schools in 43 of 55 counties. in 43 of 55 counties.

87 Teach to the West Virginia Content Standards and Objectives Connecting West Virginia Content Standards and Objectives to Individualized Education Program (IEP) Development The document addresses the rationale for a standards-based approach to IEP development and includes a 9-step decision- making process for developing standards-based IEPs.

88 Bring the West Virginia Content Standards to students with the most significant cognitive disabilities Extended Standards

89 Build Special Educators qualified to teach for improved 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

90 Autism Autism Behavior Disorders Behavior Disorders Mentally Impaired Mentally Impaired Multi-categorical Multi-categorical Learning Disabilities Learning Disabilities Autism Behavior Disorders Deaf & Hard of Hearing Mentally Impaired Multi-categorical Learning Disabilities Visually Impaired Six Hours of ReadingThree Hours of Math Additional Requirements for Special Education Programs in Policy 5100

91 Differentiation of Instruction Differentiation of Instruction Positive Behavioral Supports & Interventions Positive Behavioral Supports & Interventions Consultation Consultation Additional Requirements for Special Education Programs

92 Six hours of Special Education Six hours of Special Education Focus on the impact of disabilities Focus on the impact of disabilities Use of evaluation data to assist in instructional planning Use of evaluation data to assist in instructional planning Effective use of consultation Effective use of consultation Address differentiated instruction for diverse learners Address differentiated instruction for diverse learners Requirements for General Education Programs

93 Ensure appropriate and timely identification of students with disabilities, especially students with learning disabilities.

94 Building Better Readers The West Virginia Response to Intervention Pilot Project RtI Building Better Readers...

95 IDEA 2004 & Identification of Students with Learning Disabilities An LEA shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability... An LEA shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability... An LEA may use a process which determines if a child responds to scientific, research-based intervention in determining whether a child has a specific learning disability. An LEA may use a process which determines if a child responds to scientific, research-based intervention in determining whether a child has a specific learning disability.

96 Half of the students receiving special education are LD. Half of the students receiving special education are LD. 80% to 90% of students with LD have reading disabilities. 80% to 90% of students with LD have reading disabilities. Most students can learn to read with scientifically based instruction. Most students can learn to read with scientifically based instruction. A very few students fail to respond to even our best instructional approaches. A very few students fail to respond to even our best instructional approaches.

97 Reading Language Arts Selected Disabilities – Percent Proficient

98 What is RtI? Response to Intervention (RtI) is the degree to which a student who has been identified as at risk for academic problems by screening measures has benefited from intervention designed to reduce risk. Response to Intervention (RtI) is the degree to which a student who has been identified as at risk for academic problems by screening measures has benefited from intervention designed to reduce risk. Determining RtI requires: Determining RtI requires: Assessing students to determine level of risk Providing scientifically based interventions On-going progress monitoring to ascertain response

99 RtI is a process of teaching students to read... and perhaps concluding that a few are learning disabled.

100 Core Concepts of RTI Universal early screening to determine readiness for reading Universal early screening to determine readiness for reading Multiple tiers of increasingly intense student interventions Multiple tiers of increasingly intense student interventions High quality research-based instruction in general education setting High quality research-based instruction in general education setting Research based interventions Research based interventions Continuous progress monitoring to determine skill acquisition and intervention effectiveness and to make modifications Continuous progress monitoring to determine skill acquisition and intervention effectiveness and to make modifications Problem solving framework Problem solving framework

101 School-wide Context of RtI Intensive 1-5% 5-15% 80-90% Academics Behavior Targeted 5-15% Universal 80-90%

102 Wood Kanawha Putnam Harrison Raleigh Tyler Hampshire Preston Morgan RESAs 1,3,5,7 & 8 3,000 K-3 students 150 teachers WV RtI Project Participants

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

104 Implications Students will acquire reading skills that provide access to the curriculum and learning.

105 Implications Referrals to special education are expected to decline.

106 It is the core belief of the West Virginia Department of Education that students with disabilities can and will meet the challenge of high educational standards and achieve better results.

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108 Update on Alternate Performance Task Assessment (APTA) Beth Judy, Coordinator Office of Student Assessment Services

109 West Virginia Alternate Performance Task Assessment (WVAPTA) Office of Student Assessment Services

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

111 Alternate Performance Task Assessment (APTA) Pilot Schedule Booklets/Materials Printed by OSASApril 7-17, 2006 Materials Mailed to CTCsApril 19-20, 2006 Administration of APTAMay 1 – May 12, 2006 Booklets Received by OSASMay 26, 2006 Scoring of APTAJune 12 – 15, 2006

112 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

113 Test Sessions Operational: –Reading/Language Arts Number of items range from 22 to 27 – depending on the number of standards per grade –Math Number of items range from 30 to 36 depending to the number of standards per grade

114 APTA Test Booklet Examiners 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.

115 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

116 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)

117 Documentation (cont.) Response Type –Teacher will document the students response to the item by placing an X over the type Write/Mark Point Eye gaze Sign Verbal This should be the students usual mode of expressive communication

118 Documentation (cont.) Student Response –On the Examiners 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.

119 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 Examiners Manual

120 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

121 Scores The level of assistance and the correct response determines the student score for both MC and CR items. MC ItemsCR Items (rubric) I 3 points5-6 points P 2 points 3-4 points F 1 point 1-2 points NR/Unscorable 0 points

122 Student Page Student work product (e.g., writing, circling, stamping) shall be the first type of response considered when it is within the students ability. Test item presentation and student response methodologies should be those used regularly as classroom instructional practices

123 Activity Turn to the Item Presentation Protocol Chart Look at the different response types and prompt types. Questions?

124 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

125 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

126 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

127 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

128 Setting Requirements The test is to be administrated individually Classrooms need adequate lighting and ventilation Environment has minimum distraction from noise and other students

129 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

130 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

131 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 students elbow Full Physical prompting is hand- over-hand where both the examiner and student choose the answer.

132 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

133 Test Administration The examiner must ensure that the required demographic information is completed in the test booklet Students 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

134 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)

135 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

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

137 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

138 Contact Information: Beth Judy OSAS Website:

139 Alternate Performance Task Assessment (APTA) Training Beth Judy, Coordinator Office of Student Assessment Services

140 Policy 2340/Security Issues Dr. Jan Barth, Executive Director Office of Student Assessment Services

141 West Virginia Measures of Academic Progress Policy 2340 This policy establishes rules governing the administration and operation of the WV-MAP

142 Testing Code of Ethics and Test Security

143 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; and Encouraged to follow test preparation procedures.

144 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.

145 TEST SECURITY As 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.

146 Test Security Any 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.

147 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.

148 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.

149 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.

150 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).

151 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

152 Test Security Any breach of security, loss of materials, or other deviation from acceptable security procedures shall be reported immediately to: The School Principal County Test Coordinator County School Superintendent Proper Authorities at WVDE Investigation by WVDE will follow.

153 Ethical Testing Practices Test 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.

154 Ethical Testing Practices Personnel 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.

155 Ethical Testing Practices The 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.

156 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.

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

158 Test Administration Examiners 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 tests administration manuals. All examiners shall strive to create a positive testing environment.

159 Test Administration Students 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.

160 Test Administration Accommodations 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).

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

162 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.

163 Investigation of Security Violation (Policy 2340 § ) Review/Train all superintendents, county office staff, principal, test administrators, and examiners on investigation process to avoid policy violations.

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166 WESTEST Training of Test Coordinators Responsibilities Lisa Youell, Coordinator

167 WESTEST 2006

168 WESTEST Training Materials Security Procedures County Test Coordinators Responsibilities Training of Principals/Building Test Coordinators Training of Examiners Training Resources and Materials

169 County Test Coordinators Responsibilities Inventory and Secure Test Materials Delivery of Test Materials to Schools Training Principals/Building Test Coordinators Return of Materials to CTB

170 Inventory of Test Materials Examiners Manuals Mathematics Punch-Out Tools Test Booklets (boxed by school) Packing Lists School Security Checklists (Document and Report) Discrepancies (Request) Additional Materials

171 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

172 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

173 WESTEST Materials Shipment Schedule Spring 2006 ShipmentMaterialsDates #1Test Coordinator Manuals Examiner Manuals Punch-out Tools 4/4/06 – 4/6/06 #2Test Coordinator Kit Pre-coded Barcode Labels Barcode Instructions Flyer Box Count Verification Form Security Checklist Folder Materials Return Labels Group Information Sheets (GIS) School/Group Lists (SGL) FedEx Return Envelopes and FedEx Air-bill 4/24/06 – 5/1/06 #3Secure Materials Student Test Booklets Large Print and Braille versions Stack Cover Cards and bands 4/24/06 -4/28/06

174 Securing Test Materials Keep the test materials in a locked and secured central location until distribution to the schools.

175 Delivery of Test Materials to Schools Make arrangements for delivery of the secure test materials to schools no sooner than one week before the testing date

176 Post Administration Verify Materials Returned to the County Test Coordinator from the Schools which Include: Test Booklets with Group Information Sheets School Security Checklists (original and 2 nd 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

177 Return of Materials to CTB Verify 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

178 Return of Materials to CTB Check each schools 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.

179 The School/Group List 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.

180 Discrepancy Reporting (New) Student Counts Received vs Student 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 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.

181 Return of Materials to CTB Verify 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).

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

184 Return of Materials to CTB Place 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.

185 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 Coordinators 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 to schedule a pick-up. Use the Federal Express Air Bill provided to send the forms to: Julia Charfauros CTB/McGraw-Hill Attention: Custom Scoring WESTEST 20 Ryan Ranch Road Monterey, CA Note: Do not send any test materials to this address. Box category/Label colorNumber of Boxes Complete and partially Complete Green label:_______________ Non-Public/Home School Yellow label:_______________ Unused Pink label:_______________

186 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 SiteMonterey

187 Return of Materials to CTB 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 Coordinators Manual. The Bill-of-Lading outlines the job responsibilities of the shipping company driver.

188 Return of Materials to CTB After scheduling pickup the County Test Coordinator will receive two s: A confirmation of the request Information on the carrier CTB/McGraw- Hill has scheduled for pickup

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

190 Calendar of Testing Activities Test Materials Distributed to Schools May 5, 2006 Testing WindowMay 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

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192 Try to relax after the meal.

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

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196 WESTEST Training of Principal/Building Coordinators Responsibilities Lisa Youell, Coordinator Janet Hass, Coordinator John Putnam, Coordinator Sandra Starr, Coordinator Beth Judy, Coordinator

197 Training Principals/Building Level Coordinators West Virginia Board of Education Policy 2340 and the Testing Code of Ethics Principal/Building Test Coordinators Responsibilities Correct Procedures for Handling Test Materials Before, During, and After Testing Training Examiners Security Checklist Instructions Preparing Test Materials Return of Test Materials to County Test Coordinator

198 Training Principals/Building Level Coordinators 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

199 Training Principals/Building Level Coordinators 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

200 Training Principals/Building Level Coordinators 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.

201 Principals/Building Level Coordinators Responsibilities Prepare Testing Schedules One content test per day Administer the same grade level content test on the same day across all schools Schedule Make-up Sessions Collect 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

202 WESTEST Suggested Testing Time Block and Schedule for Test Week – Grades Day 1 MorningDay 2 MorningDay 3 MorningDay 4 Morning Mathematics Administrative Time 5 minutes Session 1, Part 1 10 minutes 1 Minute Break Session 1, Part 2 30 minutes Reading/Language Arts Administrative Time 5 minutes Session 1 35 minutes 10 Minute Break Session 2 30 minutes 10 Minute Break Session 3 25 minutes Social Studies Administrative Time 5 minutes Session 1 35 minutes 10 Minute Break Session 2 30 minutes Science Administrative Time 5 minutes Session 1 30 minutes 10 Minute Break Session 2 30 minutes 10 Minute Break Session 2 30 minutes

203 WESTEST Suggested Testing Time Block and Schedule for Test Week – Grade 10 Day 1 MorningDay 2 MorningDay 3 Morning Mathematics Administrative Time 5 minutes Session 1, Part 1 10 minutes 1 Minute Break Session 1, Part 2 30 minutes Reading/Language Arts Administrative Time 5 minutes Session 1 35 minutes 10 Minute Break Session 2 30 minutes 10 Minute Break Session 3 25 minutes Science Administrative Time 5 minutes Session 1 30 minutes 10 Minute Break Session 2 30 minutes 10 Minute Break Session 2 30 minutes

204 Principals/Building Level Coordinators Responsibilities 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.

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206 Principals/Building Level Coordinators Responsibilities 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.

207 Principals/Building Level Coordinators Responsibilities Establish testing rooms and examiner assignments Ensure that all examiners are trained in the following: All test security procedures Reporting procedures for any violation of test security Possible consequences of test or data security violations The Testing Code of Ethics Test administration procedures Preparation of classrooms for testing Documentation of IEP Accommodations (WVS.326)

208 Principals/Building Level Coordinators Responsibilities Prepare Examiners Testing Packets: Examiners Manual Mathematics Punch-Out Tools (if applicable) Scratch Paper Test Irregularity Sheet Extra Pencils and Erasers Do Not Disturb Sign Testing Roster (optional) Student Test Booklets with Pre-slugged Labels Testing Option Report WVS.326 (if applicable)

209 WESTEST Training of Examiners Responsibilities Lisa Youell, Coordinator Janet Hass, Coordinator John Putnam, Coordinator Sandra Starr, Coordinator

210 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.

211 Check received column

212 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.

213 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.

214 Student completes this information. Place Student Label Here

215 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.

216 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.

217 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, :00 PM.

218 Principals/Building Level Coordinators 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 announcements Ringing bells Telephones

219 Principals/Building Level Coordinators 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.

220 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.

221 Return of Materials to 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.

222 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.

223 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.

224 Group Information Sheet GIS School Group List SGL

225 Return of Materials to County Test Coordinator 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)

226 Stack Cover Card The 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

227 Stack Cover Card

228 Return of Materials to County Test Coordinator 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.

229 Return of Materials to County Test Coordinator 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.

230 Return of Materials to County Test Coordinator Fill in all information on the green, yellow and pink labels. Green Green – Public Schools --Complete/partially complete test Booklets Yellow Yellow – Non-Public/Home Schools --Complete/partially complete test booklets Pink Pink – Unused, Braille, and large-print

231 Color-Coded Labels

232 Return of Materials to County Test Coordinator 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 schools records. Shred all scratch paper.

233 Return of Materials to County Test Coordinator 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

234 Discrepancy Reporting (New) Student Counts Received vs Student 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 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.

235 New for 2006

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238 Reminder of August County Test Coordinators Meeting Brenda West, Assistant Director Office of Student Assessment Services

239 WESTEST Training for New County Test Coordinators Lisa Youell, Coordinator


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