Administration Code Training

Administration Code Training
2014 OFFICE OF ASSESSMENT AND ACCOUNTABILITY KENTUCKY DEPARTMENT OF EDUCATION

Nonacademic Indicators
Unbridled Learning ACT K-PREP (CRT/NRT) Alternate K-PREP ACCESS Nonacademic Indicators EOC CCR Assessments The Administration Code applies to all state-required pieces of the accountability system. College/Career Ready Assessments include ACT, COMPASS, WorkKeys, KYOTE, ASVAB, and KOSSA. Nonacademic Indicators: Attendance, dropouts, graduation rate, retention and transition to adult life KDE:OAA:DSR 8/29/2014

Rationale Page 3 Professional Ethics: No test preparation practice shall violate the ethical standards of the education profession. (16 KAR 1:020) Education Defensibility: Activities created or implemented for the sole purpose of artificially increasing test scores that do not contribute to the student’s overall education are considered a violation. Student Ownership: All assessment work shall be done entirely by the student. Students, teachers and schools deserve to have valid and reliable test results. Any test preparation practice must be done in a manner that will impact instruction and benefit student learning. Actions taken by anyone involved with test administration shall be done to benefit students’ overall learning and not to solely gain a testing advantage. The assessments are designed for students and not for what test administrators can lead students to respond. Inappropriate assistance can lead to invalid and unreliable test results which in turn impacts students, parents, schools, and communities. KDE:OAA:DSR 8/29/2014

APPROPRIATE ASSESSMENT PRACTICES
Page 4 APPROPRIATE ASSESSMENT PRACTICES Annual dedicated training time on the Administration Code and Inclusion of Special Populations regulations for any individuals who will potentially be involved with any component of the assessments. Training must occur prior to any test-related processes or test administration and shall include interaction regarding the content of the regulations. The need for training applies to both paper/pencil and computer- based versions of the assessments. It is the intent of the regulation for all administration manuals to be followed, including the reading of the scripts. Any person with the potential to be involved with any component of testing must be trained on the Administration Code regulation prior to beginning the work. This could include, but is not limited to principals, off-grade teachers, substitutes, accommodation providers, librarians, etc. Any individual also working with providing accommodations to special needs students must also receive training on the Inclusion of Special Populations regulation. The intent or meaning of “interaction” is for the training to be more than simply being assigned to read and sign the document. Training should include some type of personal interaction with the trainer, activities, or opportunity to ask questions, etc. The DAC/BAC Manual and Test Administration Manuals (TAMs) are to be the guiding documents for test administration procedures. KDE:OAA:DSR 8/29/2014

Appropriate Assessment Practices
Page 4 Everyone shall read and comply annually with the regulations, and sign the signature page or group training signature sheet. Signing either the signature page or group training signature sheet acknowledges that the signee will be held professionally accountable for his/her own actions. Districts are charged with maintaining records of individuals receiving training. The records may be maintained through collecting individual signature sheets found on the last page of the regulation document or by retention of group training attendance signature sheets. (Copies of the signature page or group training attendance sheet may be maintained in hard copy or electronic format.) Training participants are held professionally accountable for their actions after signing either type of signature sheet. Clipart: KDE:OAA:DSR 8/29/2014

TEST SECURITY There is an emphasis on test security not only in Kentucky, but nationwide. Data Forensics: erasure analysis and score analysis can lead to finding inappropriate practices such as: Cheat sheets Test administrators leading students to answers through gestures or verbal cues Adults changing student answers Student receiving help from test administrators Test security is a national concern and Kentucky is continually updating its security practices and requirements. The Kentucky Department of Education employs various data forensics techniques as part of its testing monitoring process. The purpose is not to seek out misdoings or serve as a “we gotcha” as much as it is to eliminate questions around the data. KDE:OAA:DSR 8/29/2014

TEST SECURITY Site Visits
School site visits are conducted during testing windows. Sites are chosen by both purposeful and random selection. DACs are notified shortly before the arrival of KDE staff. DACs may notify schools and attend if they so choose. KDE staff requests specific documents such as seating charts, testing schedules, test materials log in/out sheets, as well as to see testing and storage areas. Allegation Investigations School visits Staff and student interviews Documentation Each year staff from the Office of Assessment and Accountability (OAA) visit schools during the testing window. The visits are announced to the District Assessment Coordinator (DAC) shortly before staff arrival at the school building. OAA staff will interview school and district staff, as well as request to see storage and testing areas. Specific documents are also collected at the time of the visit. Any situation that is found to violate the Administration Code or Inclusion of Special Populations regulations is reported as an allegation. Allegations are investigated by KDE staff. The investigations require documentation of the incident to be submitted and can include school visits and interviews with those involved (students and staff). KDE:OAA:DSR 8/29/2014

Test security Page 5 DACs, administrators and teachers are responsible for the security of assessment materials before, during and after testing. Test security should be a top priority throughout the test processing from receiving of materials, to test administration, and return shipment of materials. KDE:OAA:DSR 8/29/2014

TEST SECURITY  Knowing concepts measured and using content standards
Page 5  Knowing concepts measured and using content standards  Using KDE support materials for instruction Х Using specific test item knowledge to prepare students for testing  All persons involved with testing processes committing to nondisclosure of information Х Revealing test items Х Reviewing or reading test items Х Taking notes or discussing test content, concepts, etc. before, during or after testing Nondisclosure of secure test information includes not discussing or sharing specifics with others even though they have been trained and are participating in test administration. KDE:OAA:DSR 8/29/2014

TEST SECURITY Page 5 & 6  Taking materials out of school setting for home/hospital administration Х Removing test materials from school/district setting for purposes other than administration  Using KDE approved technology for student responses Х Maintaining electronic versions of items or responses  Collecting and securely destroying student scratch paper, notes, drafts, etc. Х Scoring of test items or pre-writing areas Test security must be maintained for materials being transported and used for home/hospital administration. It is not acceptable to simply leave materials with students in a home/hospital setting. Electronic student responses are to be temporary. After testing is complete and student responses have been prepared for return shipment, the electronic versions are to be deleted/destroyed. Tip: Instructing students to put their names on scratch paper and retaining the paper until testing is complete are beneficial safety measures in case there is any need to reference it before materials are returned to the vendor. KDE:OAA:DSR 8/29/2014

Test security  = ACCEPTABLE Х = NOT ACCEPTABLE
Page 6 & 14  = ACCEPTABLE Х = NOT ACCEPTABLE  Visual scanning of student responses for good faith effort criteria Х Scoring or reading responses in their entirety Х Making results of a checklist available before the entire assessment, including makeup testing, has been administered and materials returned to school or district staff  Distributing Test Administrator Manuals prior to testing Х Distribution of test booklets before the testing window opens Х Allowing anyone other than those administering the test to see secure materials Х Storing test materials in an unsecure manner (double lock required for classroom storage) Х Leaving materials unattended outside locked storage Students are not to be made aware of how they’ve done on the checklist before all testing is completed. Districts/schools can decide how to share the results based on completed testing. Results can be shared for a grade level at a school when all testing is completed for that grade level. A school may decide to share results only after all testing for the entire school is completed or a district may give direction as to how results can be shared. Test administrators need test manuals well in advance of testing in order to read and prepare for test sessions. Following test manual directions and reading the scripts aloud is vitally important for a successful administration and to avoid committing an allegation. A double lock is only required for secure materials being stored in classrooms. Secure materials stored in other areas such as vaults or counselor’s office do not require a double lock. KDE:OAA:DSR 8/29/2014

Test security  = ACCEPTABLE Х = NOT ACCEPTABLE
Pages 6-7  = ACCEPTABLE Х = NOT ACCEPTABLE  Distributing materials in the order as packaged  Copying of alert papers by district/school administrator for the purpose of resolving the issue Х Reproducing secure materials in any way—i.e., ing, discussing, photocopying, handwriting, posting to social network sites  Accessing Internet or imaging capabilities on electronic devices with vendor or KDE approval (i.e. EOC, nonstandard response template) Х Using electronic devices to gain a testing advantage Х Accessing Internet, wireless communication, or imaging capabilities for any reason other than testing purposes Any copies of alert papers are considered secure test materials. Once the issue has been resolved the copies are to be destroyed in a secure manner. Internet access may become necessary in the future for computer-based testing, but it will not be acceptable to use electronic devices or the Internet to gain a testing advantage. KDE:OAA:DSR 8/29/2014

Test security ACCEPTABLE Yes or No
Deleting student nonstandard response templates from a flash drive only once at the completion of testing. Leaving test materials in a closed bin in a locked classroom while escorting students to music class. During a testing session allowing students access to electronic devices as each student finishes and test materials are collected. ACCEPTABLE Yes or No All student nonstandard responses may be maintained on a flash drive or CD until all testing is complete to ensure that responses are not lost prior to the return shipment of printed responses with secure test materials. Materials left unattended in a classroom must be doubled locked. Electronic devices should not be accessed by students until all testing in the building is completed to ensure that students are not communicating with other students in testing sessions. KDE:OAA:DSR 8/29/2014

Classroom materials Page 8  Displaying instructional materials any time during the year  Displaying materials without content, including periodic tables, during testing  Following specific directions in test administration manuals for display of materials Х Materials containing content or problem solving strategies in the testing environment Х Providing any resources not listed in test administration manuals Х Distributing, making available, or attaching to student workstations any information or materials not sent with test materials or listed in test administration manuals Materials that are appropriate for instruction and display may not be appropriate during testing sessions. Materials that contain content, problem solving strategies, processes, etc. are unacceptable for display or use during testing sessions. Basic periodic tables, non-content related materials and motivational materials are acceptable for display during testing sessions. The testing environment is any area that can be seen by a student during a testing session. Display includes on student desks, classroom walls, blinds, ceilings, student or staff clothing, etc. KDE:OAA:DSR 8/29/2014

Classroom materials ACCEPTABLE
Page 8 Classroom materials Basic periodic tables and motivational materials may remain posted. ACCEPTABLE Check with Building Assessment Coordinators (BACs) if unsure about the type of materials allowed to be posted during testing sessions. Clipart: Star motivation krazee4kindergarten.blogspot.com periodic table testing oneextradegree.blogspot.com KDE:OAA:DSR 8/29/2014

Classroom materials NOT ACCEPTABLE
Page 8 Materials used during direct instruction, containing content, or strategies/processes should not be displayed on classroom surfaces including walls, workstations or clothing. Classroom materials shall not provide a testing advantage to any student. NOT ACCEPTABLE Clipart: Algebraic equation Nouns Neuron KDE:OAA:DSR 8/29/2014

Classroom materials Approved Materials Unapproved Materials
Dictionaries and thesauri for On-Demand Writing only Blank writing or graph paper Blank overlays Content free bookmarks Materials listed as approved in administration manuals Unapproved Materials Mechanical pencils Ink pens Highlighters Colored pencils or markers Test administrators should refer to current test manuals for the listing of approved and unapproved materials. KDE:OAA:DSR 8/29/2014

Classroom materials Page 8  Allowing dictionaries and thesauri (paper copy or electronic) only for on-demand writing Х Allowing dictionaries and thesauri for reading, mathematics, science, or social studies  Students having access to calculators as specified in test administration manuals A classroom set of dictionaries and thesauri should be available for student use. Clipart: KDE:OAA:DSR 8/29/2014

Classroom materials Page 8-9  Providing in the testing environment, upon student request, materials consistent with instructional strategies to students with IEPs, 504 Plans or PSPs Х Allowing students to leave the testing room to gain access to any resource used for accommodations  Permitting electronic devices as specified in test administration manuals (i.e. calculators) Х Permitting students to share calculators  Allowing student access to non-content materials after the collection of test materials such as books and puzzles—is determined by school/district Test administrators should plan ahead of time to have all the necessary related materials needed for testing for both special needs and general education students. Schools/districts can make the decision as to whether or not to allow students access to non-content related materials after the student has handed over their testing materials to the test administrator. KDE:OAA:DSR 8/29/2014

Classroom materials Calculator Usage
Check assessment specific manuals for information on acceptable and prohibited calculator models. KDE recommends that schools provide calculators for each student; however, students are allowed to use their own approved calculators. Test administrators are responsible for ensuring that communication and Internet capabilities are disabled. Students within the same testing session may not share calculators even if test administrator clears the programs in between uses. For information on the use of algebraic programs such as Zoom Math® consult current DAC/BAC Administration Manuals and/or Test Administration Manuals (TAMs) for the current calculator use policy. KDE:OAA:DSR 8/29/2014

CLASSROOM MATERIALS Page 9  Test administrators having access to electronic devices to contact school administrators during test sessions  Allowing student use of personal electronic devices, which meet acceptable use criteria, for test administration Х Allowing staff or student electronic devices for personal use, except in case of emergency, during testing sessions BACs or principals may routinely request that teachers use their personal cellphones to notify the office of a need in the classroom, such as an ill student needing an escort from the room or the test administrator needing a restroom break. Students should not have access to electronic devices during testing sessions. KDE:OAA:DSR 8/29/2014

Classroom materials Allowing students to use their own approved calculators instead of one provided by the school. Using a personal cellphone to communicate with another teacher about a testing situation occurring in the classroom. Allowing students to read library or personal books as each student finishes and test materials are collected. Students may use their own calculators as long as the calculator meets the current acceptable use criteria. Internet and communication functions should be disabled during testing sessions. Teachers should not be communicating with one another while testing is occurring. Any teacher needing assistance with a situation in the classroom should contact building administrators for assistance. Schools/districts can make the decision as to whether or not to allow students access to non-content related materials after the student has handed over their testing materials to the test administrator. KDE:OAA:DSR 8/29/2014

Administration practices
Page 10 Administration practices DACs and BACs shall: Schedule test administration Arrange for adequate staff to administer assessment Prepare accurate student testing rosters and seating charts Ensure all assessment materials are kept secure before, during and after testing DACs and BACs are the authorities when dealing with state-required testing. The responsibility of managing test preparation, a successful administration and returning shipping falls to the DACs and BACs. Clipart: school.phillipmartin.info KDE:OAA:DSR 8/29/2014

Administration practices
Page 10 & 13  Words of encouragement such as “Do your best”, “Stay on task” Х Encouraging students to edit responses by giving evaluative feedback through tone, gesture or phrases such as “You can do better.” Х Giving evaluative statements to students or assigning grades regarding item responses Х Assisting students in understanding or answering test items Х Coaching, editing or pointing out errors or missing answers Х Altering student answers at any time or in any manner  Active monitoring by test administrator and ensured by school and district staff (circulating around the room)  Monitored restroom breaks Test administrators must be careful not to influence a student’s responses in any manner. This may require suspending some actions that are routinely done during instruction. It is acceptable to advise students before testing begins and at the 5 minute warning to do such things as double check their work, look for items they may have forgotten to answer and mark answers clearly by completely filling in the circle. For good faith effort checklists to be effective they should be in use during instruction throughout the school year. No one at any time is to alter student answers. Doing so could lead to sanctions by the Educational Professional Standards Board. Clipart: submitted online by KDE:OAA:DSR 8/29/2014

ADMINISTRATION PRACTICES
Page 10 & 11  Appropriate size testing locations and adequate number of staff to conduct active monitoring (circulating the room) Х Testing locations that limit the ability to adequately monitor students  Monitored restroom or refreshment breaks that do not impact the integrity of the test Х Allowing students to move about the room during a testing session Х Locations that exceed reasonable seating capacity Х Leaving students alone with test materials Х Allowing students to transport test materials without supervision Testing environments, such as arena testing, must be of adequate size and set up to allow for active monitoring. An adequate number of staff are required to ensure that monitoring (circulating) can be done in the room. Refreshment breaks are acceptable, but materials should be collected and students should be monitored at all times. KDE:OAA:DSR 8/29/2014

Page 11-12  Administer test sections in the order they appear in the book—same content, same grade, same school, same time Х Altering the order of testing to facilitate the need for calculators  Principal to ensure that accommodations are provided accurately Х Providing accommodations in a manner that may interfere with or influence other students Following time limits as specified in manuals Х Allowing students to continue working past the end of the school day  Extended time to immediately follow initial session and in an appropriate location  Pre-arranging for disruptive students to test in a different location Following vendor test administration manuals is of the utmost importance. Principals should work with BACs, DoSEs, teachers and accommodation providers to make sure everyone understands how to accurately provide accommodations. The amount of extended time allowed should be in accordance with the IEP, 504 or PSP. The Admissions and Release Committee determines if it is time, time and a half or double time. Test administrators do not have to wait for an incident to happen during testing to move a student to a different testing location. An IEP, 504 or PSP is not required for this accommodation. KDE:OAA:DSR 8/29/2014

Page 11-12  Schedule session to avoid lunch conflicts. If unavoidable, monitor students during entire break  Alter testing schedule due to personnel shortage needed for providing accommodations Х Allowing more time than specified in the manuals to students without IEPs, 504s or PSPs  Modifying Alternate Assessment materials as described in manuals  Utilizing makeup sessions, including altering the order if needed, for student missing test sections Х Allowing students to work ahead into future sessions or return to prior sessions IEP = Individualized Education Program PSP = Program Services Plan Assistive technology, where appropriate, should be considered for use during instruction so that it may be available for use during testing. The use of assistive technology lowers the number of humans to provide accommodations. However, if a shortage of personnel occurs the test schedule can be altered to meet student needs. Alternate Assessment manuals contain specific directions for altering and working with alternate materials. KDE recommends that students test with their peers following an absence. Makeup sessions should be done as soon as possible for the missed test parts. For legitimate absences, students are allowed to pick up with the first unanswered item and are to be allowed the balance of allotted time to complete the test session. Students should not work on any items that were already completed prior to their absence. KDE:OAA:DSR 8/29/2014

Students who miss or leave a test session(s)due to reasonable circumstances (e.g., illness, doctor’s appointment, family emergency), may pick up with the next item and use the remaining allotted time during a makeup session. Students who leave a test session(s) for unwarranted circumstances (e.g. not returning after a restroom break) may not complete the test part being administered at the time he/she left. MAKEUP SESSIONS Principals should make the determination as to whether or not the absence is legitimate. Test administrators should note the balance of time remaining for students leaving during a testing session. KDE:OAA:DSR 8/29/2014

Page 12  Using rulers and reference sheets for classroom instruction after testing is completed, as specified in manuals Х Altering rulers or reference sheets prior to test administration Rulers may be kept after testing for future instruction. DACs and BACs should make sure that test administrators distribute the rulers provided with the current testing materials. Clipart: wooden ruler blue ruler KDE:OAA:DSR 8/29/2014

Pointing out items with blank responses to students while monitoring a testing session. Indicating to a student the appropriate work area in a test booklet or student response booklet after a testing session has begun. Scribing for two students at the same time during a single test session. Test administrators are not to influence student responses or take over student ownership. It is acceptable for test administrators to remind all students to check their work before submitting their materials. Test administrators should make sure at the beginning of each testing session that students are in the appropriate area of the test book and student response book. As part of monitoring, test administrators should make sure that students do not get off track in their work. Scribing cannot be done for two students at the same time without interfering and/or influencing each student. KDE:OAA:DSR 8/29/2014

TEST PREPARATION AND STUDENT MOTIVATION/REWARDS
Page 13 All regulations regarding curriculum, instructional time, and finance must be followed when providing test preparation activities and/or student reward and motivational activities. Rewards and motivational strategies related to the state-required assessment are to be consistent with those used for the larger school program. Teachers and other staff cannot be required to conduct test preparation/practice activities instead of regular instruction or outside the normal workday. Other regulations apply to curriculum, instruction, reward funding, etc. When planning activities tied to assessment refer to the regulations. Rewards for assessment need to be comparable to rewards earned in other ways throughout the school year; for example, attendance or honor roll. Employment outside of the school day is a teacher’s choice. Examples of outside employment may be individual student tutoring paid for by parents, ACT national administration, Sylvan Learning Centers, etc. KDE:OAA:DSR 8/29/2014

Page 13  Normal instruction to continue Х Cessation of normal instruction; order of instruction altered to match content area tests  Regular review of content as part of an on-going instructional practice (lessons plans should reflect reviews throughout year) Х Modifying or developing a culminating review based on information gained from secure materials  Embedding test taking strategies into regular instruction Reviews are part of normal instruction. Continuing this type of instruction during the test window is to be expected and should be reflected in lesson plans. Reflection in the lesson plans will serve as evidence of inclusion in ongoing instruction should there be in a question about the timing of the review. Students should be familiar with the use of testing taking strategies for assessments as such those used in the classroom, district formative assessments, etc., not just for use on state-required assessments. Photo: Kentucky Department of Education KDE:OAA:DSR 8/29/2014

Page 13 & 14  Test prep courses and strategies using Kentucky’s content standards Х Activities that simulate test administration without providing feedback to students or results being used by teachers to enhance instruction Х Using Extended School Services (ESS) funds for test preparation  Providing instructional activities that contribute to the students’ overall learning Test prep courses, whether developed by teachers, districts, or commercially bought products are acceptable as long as the results are used to identify student strengths and weaknesses and to guide instruction for students. KDE:OAA:DSR 8/29/2014

Page 14  Using results of scrimmages, content reviews, benchmark testing, etc. to guide instruction and identify areas of weakness  Visually scanning student responses during test sessions to determine disciplinary problems and requiring students to answer the item again on a separate sheet of paper which is then submitted to KDE. The rewritten response is to be marked NOT TO BE SCORED. Х Modifying the original response to an item retaken for disciplinary purposes Activities related to test preparation should be planned with the purpose of improving student learning, include analyzing student results, student feedback, and improved instruction. Activities for the sole purpose of raising test scores or practice with no feedback are not acceptable. A student may be required to retake a test item for disciplinary purposes. The paper on which the retaken item is answered should be considered secure material and treated as such. Follow the directions in the administration manuals for how to submit the retaken item to KDE. No changes may be made to the original response recorded in the student response book. KDE:OAA:DSR 8/29/2014

Page 14 TEST PREPARATION AND STUDENT MOTIVATION/REWARDS  Visually scanning responses to determine good faith effort. The checklist may include answering all parts of the questions, legible writing, and being focused. Х Specifying particular organizers or pre-write methods for a good faith effort checklist Х Making results or rewards based on checklists available before all test materials are returned to the DAC or BAC  Including a pre-writing requirement of the student’s choice on a checklist Good faith effort checklists may be used at any level. The checklist expectation should be general in nature and not include any requirement that would take away student ownership. The checklist may include things such as: comes prepared for testing with pencils and erasers, arrives on time, does not disturb others, or uses time wisely. KDE:OAA:DSR 8/29/2014

Page 14  Accepting donations from individuals, businesses, parents, or school staff for use toward incentives Х Using school board funds, cash awards, or funds generated by students for incentives or rewards to attend school during testing window, participate in the assessment, or perform well on the state-required assessments Follow the guidelines in the Accounting Procedures for Kentucky School Activity Funds (“Redbook”) Other regulations apply to curriculum, instruction, reward funding, etc. When planning activities tied to assessment refer to the regulations. When accepting donations and using school bank accounts follow the “Redbook” rules. KDE:OAA:DSR 8/29/2014

Using commercially purchased test prep courses as part of instruction throughout the school year. Letting students know they are doing satisfactory work on test responses. Using scrimmage test results to identify student weaknesses. Commercially purchased test prep courses are acceptable as long as those are used to identify student strengths and weakness and instruction is adapted to improve student learning based on the results. It is not acceptable to use test prep courses of any kind for the sole purpose of practicing how to take a test. No evaluative feedback can be given to students until all testing is complete and materials are out of the hands of students and teachers. Testing activities that provide evaluative feedback which can be used to benefit students overall learning are acceptable and encouraged. KDE:OAA:DSR 8/29/2014

Inclusion of special Populations
Page 16 Staff must be trained annually regarding the role, responsibilities and conditions for providing accommodations. Accommodations are intended to support earning valid and reliable test results. Accommodations do not automatically lead to student proficiency. Any violation of the Inclusion of Special Populations regulation is considered a violation of the Administration Code regulation. Annual training is important for staff to understand their role in providing accommodations and to meet regulation requirements. Accommodations are intended to allow students with disabilities access to the curriculum and assessments at the same level as general education students. The purpose is not to provide an advantage or ensure proficient scores. The Inclusion of Special Populations regulation is referenced in the Administration Code. A violation of the Inclusion of Special Populations regulation constitutes a violation of the Administration Code. A violation of the Administration Code does not necessarily constitute a violation of the Inclusion of Special Populations regulation. KDE:OAA:DSR 8/29/2014

Alternate assessment Page 16 Interventions to enhance student ownership (i.e. modifying materials according to directions in test manuals) Х Altering student results Х Using an accommodation or assistive device that is not part of the student’s regular instruction Х Adding, subtracting, revising or working on materials after the completion deadline  Receiving training on the Alternate Assessment components  Securing storage of test materials Interventions related to alternate assessments should not diminish student ownership, but rather aid in the student exhibiting his/her knowledge and skills. Accommodations used must be on the student’s IEP, 504 or PSP and the student should be accustomed to their use. Altering student results for any reason is considered a violation. Neither students nor adults may continue working with test materials after the test window deadline. KDE:OAA:DSR 8/29/2014

Reporting concerns regarding assessment materials
Page 17 Do not reproduce test items in any way, in whole, in part or by paraphrasing. Identify the error/concern by test, grade level, test form identification number, subject and item number. Example: K-PREP, 7th grade, form 3, math, #26 Errors or suspected errors in test materials should be reported to KDE. The errors may be noticed while monitoring, scanning for good faith effort or reported by students. It is acceptable for test administrators to read an item reported by a student in order to understand what should be communicated to KDE. At no time should secure information be communicated through unsecure means. nor texting is considered secure. If discussion pertaining to secure information is required, appropriate school or district staff are to be notified to arrange for a personal meeting. Only non-secure identifying information should be shared in writing to the appropriate school or district staff. Clipart: paper and computer KDE:OAA:DSR 8/29/2014

Page 17 Reporting concerns regarding assessment materials Summarize the error/concern in general in a manner that does not jeopardize security. Notify the DAC with the identifying information and summary. No correct answer choice is provided. The information shared can be with BACs first for them to forward to DACs or the information can be sent directly to KDE. Clipart: cellphone, paper, computer KDE:OAA:DSR 8/29/2014

ing the grade level, content area and item number of an item reported to you by a student as faulty to the BAC. Texting the grade level, content area and item number of an item reported to you by a student as faulty to the BAC and letting her/him know that other colleagues agree with you. Writing down the grade level, content area and item number of an item reported to you by a student as faulty and personally handing it to the BAC when materials are returned after a testing session. Any written information should only be basic non-secure item identifying information. Teachers should not discuss items with colleagues. Reported problems or concerns are to be relayed to the appropriate school or district staff. KDE:OAA:DSR 8/29/2014

Testing allegation process
Page 18-19 KDE Allegations Coordinator is notified Board of Review makes recommendation to the Commissioner of Education Commissioner of Education makes final determination KDE manages investigation process Findings are reported to Board of Review District receives a letter from KDE stating the actions to be taken Allegations can be reported by anyone through notifying school/district staff or directly to KDE. Allegations can be reported anonymously through phone calls or s. The reported information must be sufficient enough to warrant an investigation. Reports that lack enough information are stalled and cannot be followed up on with an investigation. Allegations reported to BACs should be relayed to KDE through DACs. DACs in turn will submit the information online. KDE:OAA:DSR 8/29/2014

Allegations Inappropriate Assistance/Intervention by Staff
Example Inappropriate Assistance/Intervention by Staff Leading students to answers, making corrections to student work Test Security (Staff) Discussing item specifics Test Security (Student) Removing a test booklet from testing location Out of Order (Staff) Not following test schedule Out of Order (Student) Working in prior sections or ahead Special Education Giving inappropriate accommodations or not providing accommodations Student Action Using cell phones Missing Test Booklets Misplacing or failing to collect books by test administrator Other Giving feedback, allowing students to change answers after testing Reported allegations are filed under categories. KDE:OAA:DSR 8/29/2014

Review of secure assessment components
Page 20 Local districts are not required to allow reviews of secure materials. Persons outside of local district employment can request to review the materials at KDE offices in Frankfort. KDE will permit the review based on availability of appropriate staff to supervise the review. Those reviewing materials will be monitored at all times and required to sign a nondisclosure form. There may be times when persons outside of the education environment request to see secure materials. Schools and districts do not have to take on the responsibility of allowing access to those materials. Often time the requests may come in after secure materials are no longer in the district. For those willing to physically come to Frankfort, KDE will make arrangements for specific concerns to be addressed with appropriate staff from the Office of Assessment and Accountability. KDE:OAA:DSR 8/29/2014

Reporting of student data and nonacademic indicators
Page 20 Local districts are responsible for submitting and/or correcting student data and nonacademic indicators as accurately as possible for use in public reporting. Submitting incorrect data for the purpose of inaccurately affecting public reports is considered a violation. Schools and districts shall follow KDE guidance on the release of data during the data review periods and adhere to embargoed dates. Nonacademic information submitted to KDE is expected to be as accurate as possible at the time of submission. However, there are opportunities to correct errors that are found. Embargoes are placed around different types of data at multiple times throughout the year. The embargoes are in place to allow the review of data for accuracy before release to the public. Releasing embargoed data can result in misinformation being shared and inaccurate data being used for decision making. KDE clearly communicates embargo time periods as well as when the data is available to the public. KDE:OAA:DSR 8/29/2014

Training signature Page 21 By signing the signature page of the Administration Code training document or group training signature sheet, the signer acknowledges receipt of the document, participation in training, agreement to comply with the content and to be held professionally accountable. KDE:OAA:DSR 8/29/2014

Office of Assessment and Accountability
Division of Support and Research (502) KDE:OAA:DSR 8/29/2014

Administration Code Training

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