Assessment Update Webcast SY 18-19 UPDATE #5 JANUARY 16, 2019

Today’s Topics Content WaKIDS Technology Science webpage Update Mid-year trainings Versions of Chrome iOS Additions to Grade 5 Training Test Select Assessments Miscellaneous Interim Best Practices WA-AIM Previous and Upcoming Webinars WCAP Portal Systems ELPA21 AIRWays Interim Answer Keys Contact Information WIDA Graduation Alternatives COE Local Operations Administration Resources Data Updates to TIDE and TA User Guides Updates to SRMAAUG Retro CIA Cut Score Retro CIA Cut Score: Facts and Figures The draft version of this slide deck is posted in WAMS. Go to: WAMS>Assessment Operations>File Downloads>2019 Administration>7. Administration Training Resources This presentation contains a script in the notes Section. If you are accessing this information with a screen reader, be sure you are reading the notes Section as well as the text contained in the slides.

Content Update

Science Assessment- Webpage Reorganized Science Assessment Website http://www.k12.wa.us/Science/Assessments.aspx

Science Assessment- Test Design and Item Specifications New working drafts are posted Grade 5, Grade 8, and High School Test Design section—a few minor updates Item Specifications section—10 to12 new PE specifications have been added at each grade The PEs included in the drafts represent only a part of what could be assessed on the WCAS. The inclusion of a PE does not indicate that the PE will be assessed by an item on the WCAS this spring, nor does the absence of a PE indicate that the PE will not be assessed on the WCAS this spring.

Science Assessment- Test Design and Item Specifications cont. A third working draft at each grade, with full PE coverage, should be published by the end of the 2018-19 school year. A Modifications Log has been posted to help track changes

Science Assessment- Training Tests One cluster and one standalone item will be added to the grade 5 training test in early February. The material added to the grade 5 training test provide grade 5 students the opportunity to practice more items types as well as the locking items and collapsing stimulus functions. The grade 8 and grade 11 training tests are not being expanded this year. The grade 5, grade 8, and high school training tests are available through the WCAP Portal. The Science Online Training Test Support document provides information about accessing the training tests, descriptions of ways to practice using the tools for each item type, an answer key, and other information for each item.

Science Assessment- Coming Soon A Lessons Learned document is in production that will share observations about student responses to WCAS field test items. We plan to post the document to the science assessment webpage in early February.

Interim Best Practices Check on student learning throughout the year Use IABs to inform instructional next steps Use Training Tests to practice functionality (grade bands) Use Practice Tests to practice item types and tested content, including CAT-like test and PT tests (each grade) Use interims for students to apply supports and accommodations to content Preview interim using AVA to decide which IAB to administer Reminder about best practices when it comes to interims: Interims are intended to be used throughout the year as their purpose is to inform instructional next steps. If teachers want to prepare students for taking the Smarter Balanced Summative Assessment, there are other resources designed for that purpose. First, there are training tests for grade bands 3-5, 6-8, and high school. These are short tests that are intended for students to engage with the online functionality and tools. In addition, there are practice tests, which can provide practice with grade-level content. There are practice tests similar to the CAT portion of the summative test, meaning they include a range of item types, a broad coverage of content, varying levels of difficulty, and even a practice performance task. Although these practice tests are not scored online, Smarter Balanced has provided scoring guides that can be viewed or downloaded online: http://www.smarterbalanced.org/assessments/practice-and-training-tests/resources-and-documentation/#tab-3

Recent webinar in the Digital Library: Interims Uses Shares 4 ways for educators to intentionally use the Interim Assessment Blocks (IABs) with students to gather and act on information about student learning. Quick Check – Individual Item(s) Instructional Activity – Together Clarify Criteria – Scoring Guides Standardized – Formal Administration Link to the webinar on YouTube The webinar walks through various uses for the interims. For each use, the following is provided: purpose, audience, delivery, task, considerations, and suggested formative strategies Webinar was with a live audience: SNEs and State Leads in October 2018 Recorded and posted in Digital Library under “Forums” > SNE Webinars & Screencasts > Building Learning One Block at a Time: How to Use the IABs Webinar Link: https://www.youtube.com/watch?v=1bLkXbxoPd0&feature=youtu.be

WCAP Portal Systems THSS System (for scoring) and AIRWays merged THSS application no longer appears on Portal Use AIRWays Reporting application for both scoring student responses and viewing interim reports Training materials and exemplars provided with item Materials for training and previewing still in TIDE New feature: suggested scores (machine scored) are now provided for ELA full writes (Performance Task) Resource: AIRWays Reporting User Guide Teacher hand scoring system is now embedded into the AIRWays reporting system. AIRWays now used for both scoring and reporting for interims. New Feature: Suggested scores for ELA full writes – all 3 rubrics Continue to calibrate using training materials and exemplars in order to verify/understand scores TAs can modify the suggested scores Important to note that teachers will continue to hand score the research items in part one of the PT even though part two (full writes) will have suggested scores. AIRWays User Guide link: https://wa.portal.airast.org/core/fileparse.php/2317/urlt/AIRWays-Reporting-User-Guide.pdf

AIRWays: Interims Answer Keys Interim-specific answer keys Posted in AIRWays Reporting for each interim Also includes a direct link to the Digital Library Connection Playlist Once in AIRWays looking at results at the student level, there is an icon that looks like a stack of books. When you click this icon, it open a box with two resources. One resource is a link to the Smarter Balanced Connections Playlist for that particular Interim Assessment Block. A new resource is the Answer Key for that interim. This answer key will provide the correct responses for all item types. However, if there is an interim that requires teacher hand scoring, those training materials will be in the resources part of AIRWays and also in TIDE.

Operations Update

Administration Resources Resources to be posted (estimated date): BYOD–Bring Your Own Device Guidance – 1/17/19 ELPA21 Test Coordinator Training PPTX - Week of 2/1/19 TA Scripts: Smarter Balanced – Week of 2/11/19 TAM–Smarter/WCAS Test Administration Manual – 2/8/19 TCM–Test Coordinator’s Manual for spring – Week of 2/4/19 PIRG–Professional Standards and Security, Incident, and Reporting Guidelines – Week of 2/4/19 Training PPTX–Spring TA & Coordinator – Week of 2/4/19 Posted but currently being updated TIDE User Guide, GTSA, TA User Guide, RTV & Appeal Guidelines, ARMS PPTX – Week of 1/28/19 Resources and Training Materials Posted to the Portal ELPA21 Summative TAM 1/4 SRMAAG (Updated) ELPA 21 TA Training PPT 1/2 Guidance for IEP Teams 11/30 Calculator and Electronic Device Policy Listed here are some of the materials posted to the Portal since the last webcast, and resources which will be posted soon. As materials are posted, the updates will be communicated in the WAW newsletter. We also will send updates under separate cover as test windows close in.

Updates to TIDE and TA User Guides It was recently discovered that both the TIDE User Guide and the TA User Guide incorrectly describes that logging out of TIDE logs the user out of all WCAP systems. This is incorrect, logging out of TIDE will not interrupt a test session. It was recently discovered that both the TIDE User Guide and the TA User Guide incorrectly warn that logging out from TIDE, or another AIR system, will also log the user out of the TA Site, causing a test session to stop. We are currently working with AIR to update those manuals with correct information.

WaKIDS Update

WaKIDS January Training Do you have teachers that use WaKIDS multiple times a year and were not trained this summer? Are you an administrator that wants to learn more about WaKIDS? Join our January Trainings! Find your location and date on the WaKIDS Events Page

Select Assessments Update WA-AIM ELPA21 WIDA Graduation Alternatives COE Local

Non-Standard Accommodation Requests Due January 11, 2019- please submit ASAP if you missed the deadline. TIPS 1) Only submit accommodations not addressed in GTSA Examples: Word Prediction- addressed on pg. 33 of GTSA. Calculator-addressed on pg. 31 of GTSA- we will not approve calculator use on non-calculator allowed items, 2) Requests features, not applications. Example: Co-Writer- word prediction, text to speech, speech to text already addressed in GTSA; grammar check, topic/word clouds would not be approved Non- Standard accommodation requests were due on January 11. If you missed the deadline you can still submit requests, we kindly ask that you submit any outstanding requests as soon as possible. A couple of tips regarding what to submit. First, only submit accommodations not addressed in the GTSA. For example, word prediction has been a common request over the past few years. There is no need to submit a request for this as this is already addressed in the GTSA on pg. 33. Another example, the policy for calculator use is stated in the GTSA on pg. 31. OSPI will not approve any request seeking calculator use on non-calculator allowed items. Second, if considering software or application, request features of the software or application, not the software or application itself. For example, Co-writer is the software. We do not approve software. The district needs to identify the features of the software or application they want to utilize like word prediction, text to speech, or speech to text. These features are already addressed in the GTSA so there would be no need seek approval. Other features like grammar check, topic/word clouds would not be approved as they would violate what is being measured and would give a student using those features an advantage over other test takers.

WA-AIM Upcoming Dates Fall WA-AIM Retakes Paper reports in district on/around January 8 Electronic versions available in eDirect>Report Delivery http://www.k12.wa.us/Assessment/WA-AIM/Scoring.aspx A couple of reminders for upcoming WA-AIM dates. Paper Individual Student Reports and Roster Reports from the WA-AIM Fall HS Retakes should have landed in your district on January 8th. As a reminder, Parent Letters, a Parent Guide and a WA-AIM Score Interpretation Guide to accompany the student reports can be found at the bottom of the WA-AIM Scoring and Reporting webpage.

Spring WA-AIM Administration All of eDirect is now open All test administrators need to be added to: USER MANAGEMENT TEACHER MANAGEMENT Window closes April 5, 2019 at 5:00 PM local time Late enrollment date of February 11, 2019 The spring WA-AIM window opened on October 15, 2018 and all eDirect functions are now available. As a reminder, district assessment coordinators may need to go back into eDirect and ensure all teachers administering the WA-AIM have been added to the Spring 2019 window in User Management and in Teacher Management. The WA-AIM window will close on April 5, 2019 at 5:00 PM local time. Student’s eligible to take the WA-AIM who enroll in your district on or after February 11, 2019 will not be required to be assessed. For these student we kindly request for you to continue to identify these students through the WA-AIM registration process through the end of the year.

WA-AIM 1% Participation Cap 2018-2019 Next I am going to go through the presentation regarding the 1% Alternate Assessment Participation Cap that has been shared with most special education directors through their monthly ESD meetings. District Assessment Coordinators will need to be part of the process and required justification response if their district assessed more than 1% of their students in any content area on the WA-AIM during the 2017-2018 school year. Most of this information has been shared in various venues including the fall WA-AIM administration trainings, and the WERA conference but I would like to take a little bit of your time to review this information once again. Office of Superintendent of Public Instruction Chris Reykdal, State Superintendent

Alternate Assessment 1% Participation Cap ESEA section 1111(b)(2)(D) and 34 CFR 200.6(c) and (d) - requirements for the participation of students with the most significant cognitive disabilities in the AA-AAAS. ESEA section 1111(b)(2)(D)(i)(I) limits the total number of students with the most significant cognitive disabilities who are assessed Statewide with an AA-AAAS to 1.0 percent of the total number of students in the State who are assessed in that subject. A State may not prohibit an LEA from assessing more than 1.0 percent of its assessed students with an AA-AAAS (34 CFR 200.6(c)(3)). However, a State must require an LEA that assesses more than 1.0 percent of its assessed students in any subject with an AA-AAAS to submit information to the State justifying the need to exceed the 1.0 percent threshold. States must provide appropriate oversight of each LEA that is required to submit such a justification and must make the justification publicly available, provided that it does not reveal personally identifiable information about an individual student. Displaying is the federal language around the 1% alternate assessment participation cap. I have summarized this on the next slide.

ESEA Key Points State cap Districts over 1% must justify the need to exceed 1% State must provide oversight of district exceeding the 1% cap District justifications must be made publicly available The key points are: this is a state cap, districts over 1% must justify the need to exceed 1%, the state must provide oversight of any district over 1%, and district justifications must be made publicly available.

GOAL of the 1% Participation Cap: The goal is not to ensure ALL districts are below the 1% WA-AIM participation cap, but to ensure ALL districts have identified the right students to take the WA-AIM The goal of the 1 % participation cap is not to ensure ALL districts are below the 1% WA-AIM participation cap, but to ensure ALL districts have identified the right students to take the WA-AIM

The Formula Calculated independently for ELA, math, and science Tested= has a reportable test score The WA-AIM participation rate is calculated independently for each content area. The formula is the total students tested on the WA-AIM in a content area divided by the total number of students tested on the WA-Aim plus total tested on the regular assessment, multiplied by 100. Tested means the student had a reportable score. This means instances of invalidated tests and test refusal are not factored into this calculation.

WA-AIM Participation Criteria Have a documented cognitive and adaptive behavior disabilities that are both at least two or more standard deviations below the mean and that are demonstrated in school, work, home, and community environments even with program modifications, adaptations, and accommodations; Be eligible for special education under one or more of the existing categories of disabilities under IDEA (e.g., intellectual disabilities, multiple disabilities, traumatic brain injury, autism) and have an IEP in effect at the time of the decision and during the duration of the assessment; Require extensive direct and individualized instruction and/or extensive supports in and across multiple settings to acquire, maintain and generalize academic and functional skills necessary for application in school, work, home, and community environments. The student’s need or extensive direct individualized instruction is not temporary or transient; The next two slides contain the WA-AIM participation criteria. I will not review them all today but they are provided in the posted powerpoint for you to review at a later date. IEP teams should be using the GUIDANCE FOR INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAMS: STUDENT PARTICIPATION IN STATEWIDE ASSESSMENTS FOR ACCOUNTABILITY AND GRADUATION document located in numerous places on the OSPI website, including the special education resource library and the WCAP portal.

WA-AIM Participation Criteria continued Be learning content that is linked to (derived from) the K-12 Learning Standards, that have been appropriately broken into a continuum of access points in order to provide the student with entry points of varying levels of complexity to show their knowledge and skills aligned to the K-12 Learning Standards; and Need substantial supports to achieve gains in the grade and age-appropriate academic and functional curriculum and require substantially adapted materials and customized methods of accessing information in alternative ways to acquire, maintain, and generalize skills across multiple settings.

The following criteria may not be used for alternate assessment participation decisions: Poor attendance, excessive or extended absences Disability related to visual or auditory disabilities, emotional-behavioral disabilities, specific learning disabilities, or speech and language impairment Lack of access to quality instruction in core standards Social, cultural, linguistic, or economic differences for the WA-AIM; however cultural and linguistic differences should not be used as sole exclusionary factors for eligibility to participate in the WIDA Alternate ACCESS The next two slides outline criteria that should never be used to determine if the WA-AIM is the right assessment for a student.

The following criteria may not be used for alternate assessment participation decisions: continued Below average reading or achievement levels Displays of behaviors or emotional distress during testing Expectations of poor performance, non-proficiency, or the pre-determined or anticipated impact of the student’s performance on the school/district on-grade level assessment scores An administrative decision The student’s disability category, educational placement, type of instruction, and/or amount of time receiving special education services

State Results 2017-2018 Test Total Tested Students Tested with SBA/WCAS Students Tested with WA-AIM WA-AIM % of Total Tested ELA 572885 567302 5553 0.97% Math 571105 565568 5537 Science 217354 215222 2132 0.98% Notifications to districts will based on 2017-2018 assessment results. Displaying are the state results from last year. As you can see, as a state we are below 1% in all content areas. However, we have approximately 115 districts over 1% in at least 1 content area for 2017-2018

Suggestions for analysis Based on multi-year data, are there changes in number of students taking the WA-AIM between years? Based on 2017-2018 data, are there differences in the number of students taking the WA-AIM between content areas? Based on multi-year data or 2017-2018 data, are there changes in overall participation for all assessments? Based on various data sources, are there trends: By grade? By school? By disability category? By personnel? Regardless of whether your district is over or under the 1% WA-Aim participation cap, we recommend all districts look at various data sources to answer some of the questions you are seeing on the screen. Based on multi-year data, are you seeing significant changes in the number of students taking the WA-AIM? Based on current data, are you seeing a difference in the number of students taking the WA-AIM between content areas? Based on multi-year, are you seeing changes in overall participation rates for both the WA-AIM and general? Based on various data sources are you seeing trends by grade, school, disability category, or personnel.

Recommended data sources State provided WA-AIM Participation Data IEP systems School Report Card Assessment Data District Special Education Profile Scorefile: EDS> Washington Assessment Management System> Assessment Operations> File Downloads In addition to the WA-AIM participation data being providing to your district in the notification and other assessment data resources most of you have access to, some other suggested data sources, which may require collaboration with your special education director, includes information from your IEP systems or from you district special education profile. In short, , we recommend using multiple data sources to get to the root causes you will need to identify in your district’s justification to exceed 1% on the WA-AIM.

Justification for exceeding the 1% cap 1) Any district circumstances or root cause(s) that explain why the district assesses more than 1% of the total tested population in any content area. Circumstances may include: A small LEA size which results in a greater impact on participation rates (e.g., the district’s tested population is 100 with 2 students participating in the WA- AIM). The LEA operates a regional program serving other students from surrounding districts that results in an expected higher population of students with significant cognitive disabilities. Local or community circumstances that results in a higher population of students with significant cognitive disabilities. 2) Anticipated WA-AIM Participation for the 2018–2019 assessment window. If your district is over the 1% cap, you will you will need to submit a justification addressing the following components: Any district circumstances or root causes that explain why the district has exceeded the 1% participation cap. Circumstances may include, but are definitely not limited to a small LEA size, operating a regional program, or local or district circumstances that result in an expected higher population of students with significant cognitive disabilities. Anticipated WA-AIM Participation for the 2018-2019 assessment window

Justification for exceeding the 1% cap continued 3) The district’s current process and/or plan to ensure the district is identifying the correct students to take the WA-AIM, including: How the district trains IEP team members and district/school administrative staff on the IEP Team assessment decision making process and WA-AIM Participation Criteria. How the district trains on the Guidelines for Tools, Supports, and Accommodations (GTSA) available on the state regular assessments (Smarter Balanced ELA and Math, Washington Comprehensive Assessment of Science). How the district identifies trends and/or disproportionality for any student group taking the WA-AIM and steps to address. How the district ensures that only those student with significant cognitive disabilities are participating in the WA-AIM. 3) District processes or plans regarding: how the district trains staff on the IEP team decision making process and the WA-AIM participation criteria, how the district trains staff on the tools, supports, and accommodations available on the general assessments, how the districts identifies trends and/or disproportionality for any student group taking the WA-AIM, and how the district ensure that only those students with the most significant cognitive disabilities are participating in the WA-AIM.

Nuts and Bolts End of January notification Letter to Superintendents Electronic notification to Superintendents, DACs, Special Education Directors, and ESD Directors Justifications due by March 1, 2019 Justification submitted to LEA’s iGrants 267 form package The Nuts and Bolts-Notification will go out at the end of the month. A letter will be mailed to Superintendents. Emails will go to Superintendents as well as DACs, and District and ESD Special Education Directors. Justifications will be due back to OSPI by March 1, 2019. Justifications will be submitted to the LEA iGrants 267 for package. If you have any questions, please contact Toni Wheeler or Janice Tornow here at OSPI.

ELP Assessment Updates Discussion Items Testing Window Planning for testing Update Secure Browser Checklists Training Measuring Growth WIDA Braille Ordering materials Non-disclosure Surveys Post Administration WIDA K-2 LCI Getting Involved Good afternoon. In the ELP Assessment Update we will be looking at the testing window, planning for testing, measuring growth, the alternate assessment surveys and some ways to get involved and nominate your educators to get involved.

Testing Window The testing window for ELP testing is January 28 to March 22. Both regular ELPA21 and WIDA Alternate ACCESS will be available for testing during this window. Materials return must happen on or before March 29. If this falls during your spring break, please adjust your testing schedule to ensure materials can be picked up by the deadline. The testing window for both ELP assessment will run from January 28 to March 22. All materials will need to be returned by March 29.

Plan for testing – Secure Browser & Checklists The secure browser for AIR was updated in November. Please ensure that your tech folks have updated your testing computers prior to the onset of testing. Checklists OSPI has checklist to help different roles prepare for testing. These checklists are located here: Preparing to Test http://k12.wa.us/ELPA21/Preparing.aspx (right side) AIR has updated the secure browser. Please ensure that your testing computers are updated prior to the onset of testing. To help with your test planning, OSPI has posted checklists to facilitate preparations. The checklists are specific to roles and available on the Preparing to Test Page.

Planning for testing - Training ELPA21 Annual Training slides for the ELPA21 annual test are located here: http://k12.wa.us/ELPA21/Preparing.aspx. Districts can add contacts and processes to these slides to best support TAs. As in previous years, DACs still need to keep local records of trained TAs. WIDA Alternate ACCESS Training for the WIDA Alternate ACCESS is located on Moodle (http://training.ospi.k12.wa.us/course/view.php?id=47). This training is required for all TAs and includes quiz and registration steps. A list of trained TAs will be accessible to DACs through WAMS. The list will be updated twice weekly until March and then as needed. TA trainings are available for both the ELPA21 and WIDA Alternate ACCESS. For the ELPA21, slides are available to support district trainings. The slides can be found on the Preparing for Testing page. Training for the WIDA Alternate ACCESS is on the OSPI Moodle. Districts are encouraged to provide opportunities for WIDA TAs to watch the recorded training together so they can take advantage of the practice opportunities embedded in the training. For TAs becoming training on the WIDA Alternate ACCESS, there are 3 steps to completing training. The first is watching the recorded training. The second is completing the quiz with a minimum of 10/12 correct. Finally, TAs must register through the link on Moodle as a trained TA. Lists of registered TAs will be provided in WAMS regularly.

WIDA Alternate ACCESS – Blind Students OSPI is working directly with the WSSB to adapt the WIDA Alternate ACCESS test for Blind ELs with significant cognitive disabilities. The adapted materials will not be in districts with other materials on January 14, but are expected to be ready and available around the end of the January. If you need one of these tests, please contact Leslie Huff, ELP Assessment Coordinator, at OSPI immediately to ensure enough materials are produced. Please also ensure that the student has a regular test booklet from WIDA (WAMS Pre-ID or WIDA AMS). NOTE: WIDA = DRC (edirect), not AIR, TIDE, TDS. OSPI is working directly with the Washington State School for the Blind to make the WIDA Alternate ACCESS accessible for blind ELs with significant cognitive disabilities. Blind students who take the WIDA Alternate ACCESS will need to have a regular student response booklet. A different TA script and support for response options will be provided in addition to the regular student response booklet. If you will need adapted materials for a blind student in your district, please contact Leslie Huff via email immediately to ensure enough materials are produced.

WIDA Alternate ACCESS –Materials Window opens January 14 and closes March 15. If you did not pre-identify one or more students, DACs can order materials through WIDA AMS on the DRC platform. All districts have ONE additional materials order prior to incurring costs. Only WIDA Alternate ACCESS materials can be ordered. These include: Student Response Booklet (1 per student) Listening, Reading, Speaking Test booklet (1 per 4 students) Test Administrator Script (1 per 4 students). Please note that you may need to also order labels if your district did not receive enough in the initial order. If you need to order additional materials for student who were not pre-identified in December, you can order materials through the Materials tab on WIDA-AMS located on the DRC’s platform. All districts have one additional materials order before costs are incurred. For the WIDA Alternate ACCESS, Washington districts can order only WIDA Alternate ACCESS materials. These include a Student Response Booklet for each student, A Listening, Reading, and Speaking Test booklet and a Test Administrator Script.

WIDA Alternate ACCESS – Non-Disclosure In additional to training, TAs are required to sign the WIDA non- disclosure document. This document should be kept with other training documents at the local district. The non-disclosure document can be found on the Alternate ACCESS page. http://k12.wa.us/ELPA21/AlternateACCESS.aspx. District personnel who are a part of the WIDA testing process will need to sign the Non-disclosure agreement located on the Alternate ACCESS page of OSPI’s website.

Surveys – Post Administration Following the testing window, we will be asking for feedback on various aspects of testing. OSPI is currently collecting ideas and areas of interest from the field that might be included in a survey. If you have an area of testing (test experience, training, perceived validity, etc.) that you would like included in the survey, please email Leslie Huff (leslie.huff@k12.wa.us) using the subject line “Survey Suggestion”. OSPI will be offering an opportunity for feedback on the ELP Assessments following the test administration window. We are currently collecting ideas for questions and specific areas of inquiry. If you have suggestions as we construct this survey, please don’t hesitate to reach out to Leslie Huff with your ideas.

Surveys – Learner Characteristics OSPI is working to develop deeper knowledge and understanding of language learners with significant cognitive disabilities. To this end, we are hopeful that TAs for the WIDA Alternate ACCESS will complete surveys for their students in grades K-2. The purpose of the survey is to gather greater understanding of who these students are and what they can do to better serve them and inform decision making at the state and local levels. This survey will be available during the test window. Please encourage your TAs to complete the survey as a part of their ELP testing of students with significant cognitive disabilities in grade K-2. To support our efforts to best serve all our students, we are asking teachers of K-2 students who are taking the WIDA Alternate ACCESS to complete a short survey on the learner characteristics of their students. Teachers in other grades will be completing a similar survey of their students as part of the WA-AIM process. Since students in kindergarten through grade 2 are not tested on the WA-AIM, we are asking these teachers to complete this survey to ensure our K-2 students are included as we move forward with efforts to better understand and serve these students. The survey will be available by the onset of testing at the end of the month.

Get Involved! OSPI is contemplating a variety of new work groups and discussions. If you would like to recommend some exceptional educators, we are always looking for new voices at the table. Some possible areas of focus include ELs with significant cognitive disabilities: testing experience, measuring language proficiency, and more. Using ELPA21 results effectively to improve instruction/experience. Identifying needed resources and supports. OSPI is always looking for new voices to bring into our conversations about serving students and schools. If you know of folks in your district who may be interested in contributing to the conversation around ELP assessments, please encourage them to contact Leslie Huff or recommend them to Leslie and she will reach out.

Contact Me If you have recommendations for future work groups or conversations please email me directly and identify topic(s) you feel your recommended person can best contribute. If you have questions about ELP Assessments, please do not hesitate to contact me: Leslie.huff@k12.wa.us or elpa21@k12.wa.us If you have questions about ELP assessment, please don’t hesitate to contact Leslie.

Graduation Alternatives – Voucher Requests In 2017-2018, 2333 test vouchers distributed 1910 ACT 423 SAT Currently in 2018-2019, 5301 test vouchers distributed 2943 ACT 1332 ACT with Writing 968 SAT 58 SAT with Essay In 2017-2018, 2333 test vouchers were distributed. 1910 ACT 423 SAT Currently in 2018-2019, 5301 test vouchers have been distributed. 2942 ACT 1332 ACT with Writing 968 SAT 58 SAT with Essay

Graduation Alternatives – Test Voucher Requests Vouchers will be distributed to students for the assessment graduation requirement they have not met. ACT with Writing and SAT with Essay vouchers will only be given to students who have not met ELA. Students must be eligible in the Graduation Alternatives application. Students are allowed one test voucher from OSPI for Graduation Alternatives purposes. Please remember that vouchers will be distributed to students for the assessment graduation requirement they have not met. ACT with Writing and SAT with Essay vouchers will only be given to students who have not met ELA. Students must be eligible in the Graduation Alternatives application and are allowed one test voucher from OSPI for Graduation Alternatives purposes.

Graduation Alternatives – COE Local January 31, 2019 submission deadline - Course Assurance Forms for COE Local (Locally Determined Course – Locally Administered Assessment). Forms should submitted by the District Assessment Coordinator or Designee and emailed to LAA@k12.wa.us Graduation Alternatives Questions? Contact Clarisse Leong at clarisse.leong@k12.wa.us or 360-725-6223 January 31, 2019 is the submissions deadline for Course Assurance Forms for COE Local (Locally Determined Course – Locally Administered Assessment). Forms should be submitted by the District Assessment Coordinator or Designee and emailed to LAA@k12.wa.us If you have questions about Graduation Alternatives, please contact me at Clarisse.leong@k12.wa.us or 360-725-6223

Cut Scores for Math and ELA COE Local In December a group of content educators met and determined the cut scores for Math and ELA COE Local: ELA cut score: 30 points Math cut score: 16 points Cut scores apply to all students currently using the COE Local as a LAA in a LDC The cut score meeting was necessary because the math tasks were being used for the first time and the ELA test map changed the number of tasks required. The process used to determine the cut score is presented in a paper on the COE Local Moodles. The process consisted of comparing the difficulty of items from the SBA and locating the appropriate cut score for the COE Local is determined.

COE Local Updates: Classroom Prior to the end of a course, an educator can offer students additional time to work on tasks After a task is scored, a different task cannot be substituted in its place—a scored task is part of the collection In the event that a student does not meet the cut score for the COE Local, they may: Compile a new collection with all new tasks if they are continuing in a year-long class Enroll in a new trimester or semester course and compile a new collection Students can work on tasks until the end of the course as long as it is productive. Enter the final scores for a task on a student score spreadsheet because we need to maintain a record of task-level scores. OSPI’s version of a student score sheet is in each moodle. You can use your own. Store an electronic copy of the collection and the score sheet in case of an appeal or an audit.  Submit a new course assurance form by January 31, if you are creating a new class for students who did not meet the cut score.

COE Local: Score Reporting Ensure that a student’s set of scores for each task is recorded and maintained at the school level Compile a list of all students who attempted the COE Local Keep an electronic copy of every student collection—both met and not met collections A process for notifying OSPI of the status of students who attempted the COE Local is forthcoming—look for information in the WAW and on the math and ELA Moodles DACs please communicate with your teachers about need for gathering data about students.

COE Local: Starting new LDCs/LAAs Administrators, send the Moodle hyperlinks to teachers as soon as possible Schedule introductory meetings to review sections of the Moodle Keep all COE Local educators up to date with Moodle changes or additions Additional guidelines for the COE Local are forthcoming Zoom trainings on the moodle contents and scoring materials will be scheduled soon DACs please assist teachers in understanding the components of a COE Local. Work together on the moodle discussing test maps, number and type of tasks, rubrics, training materials, instructional tasks and recorded and power point training slides. DACs, create connections between teachers working with COE Local students, forward Moodle emails to your teachers. Make sure all teachers fill out teacher scoring training agreement forms. The form is on both Moodles. It is a survey gizmo with brief information

Bridge to College: LDC/LAA Update Bridge to College courses can be used as a graduation alternative Students who meet the eligibility criteria may enroll in the courses Educators must attend all trainings in order to teach Bridge to College courses COE Local tasks are not to be used in the Bridge to College courses Bridge to College courses have embedded assessments as part of the program Make sure that Bridge to College courses are for students who meet eligibility requirements, students must meet the requirements established by the district to pass the course.

Data Update

Updates to SRMAAUG Document Updated language around Temp-IDs in “Non-Enrolled and New Students” section Reporting section updated with “Reporting Differences between ORS and OSPI systems” Refinement of the Attempt Code Logic tables

Retro CIA Cut Score “L2 Basic” is gone; “CIA Cut Score” is alive and well Concern from districts (paraphrased): “We delegated the task of flagging a student as eligible to be considered to have met standard by earning a level 2 to our schools. This pushes all that work back to districts.” Good News / Bad News: Bad News: yes, the work will shift to districts, though we’re looking at creating a school-level role in EDS for this task. Good news: there’s very little work actually shifting to districts

Retro CIA Cut Score cont. Actual Workload for CIA cut score 1. Nobody has to do anything for grades 3-8 2. Only applies to HS-level tests that can meet grad requirements among students with IEPs indicating as much 3. Score earned must be above L2 and below CAA cut score for CIA cut score to apply 4. The vast majority of these tests (85.4%) had scores above the CAA cut or below L2, so most of the ‘proactive’ flagging of tests proved unnecessary

Retro CIA Cut Score: Facts and Figures NOTE: “CIA Range” = “Scores between L2 and CAA Cut” 14.6 Percent of all tests flagged “L2-Basic eligible” statewide had scores in the CIA Range 1388 of 9468 High School ELA and math tests 164 districts flagged at least 1 HS-level tester as “L2 Basic”, 27 districts had ZERO students with that flag land in the CIA range Mean number of students per district in CIA range: 2 students Median: 4 students. Standard Deviation: 6 students Larger Districts will still have more work, but…

Retro CIA Cut Score: Facts and Figures cont. The district with the most records to retro update under new “CIA Cut Score” model would have to perform 67 retro updates per year. That district had 467 students flagged for “L2 Basic” in HS in TIDE in Spring 2018 sit for a test, plus some non-tested. 67 records is roughly the number of updates OSPI makes on districts’ behalf per week in the weeks before testing. That district gets 85.7% of their time back for this task (plus the time spent on grades 3-8).

Technology Update

Technology Update – Chrome OS Secure Browser is now supported for Chrome OS 70 WCAP portal has been updated to list OS 67, 68, 69 & 70 Replaces “OS 67+” which districts found confusing Still waiting to hear on AIR support for Chrome OS 71

Previous webinar information Go to the WCAP Portal: http://wa.portal.airast.org Select the Test Coordinators card Select Test Coordinator Resources Select the Modules folder Here is a reminder about where to find the slides, recordings, and Q&A documents from this webinar, and those we’ve held in the past. First, go to the WCAP Portal, then select the Test Coordinators card. Then choose the Test Coordinator Resources card, which does not need a login. Choose the Modules folder, then scroll down to the Assessment Update Webinars Overview section. Scroll down to the Assessment Update Webinars Overview section…

WCAP USER SUPPORT Questions regarding information in the Test Administration Manuals Test Administrators and School Test Coordinators, contact your District Test Coordinator. District Test Coordinators contact the OSPI Assessment Operations Team at: Assessment@k12.wa.us . Policy or Test Administration Questions Test Administrators and School Test Coordinators, refer to the Test Administration Manual. If additional support is needed, contact your District Test Coordinator. District Test Coordinators contact the OSPI Assessment Operations Team at: Assessment@k12.wa.us .

WCAP Contacts for Technology, System, or Program Issues TAs, SCs, and DCs contact the WCAP Help Desk (TAs and SCs must also alert the DC and Technology Coordinator of issues). The WCAP Help Desk is open Monday–Friday from 6:00 a.m. to 6:00 p.m. PT (except holidays or as otherwise indicated on the Washington Comprehensive Assessment Program Portal). Washington Comprehensive Assessment Program Help Desk Toll-Free Phone Support: 1-844-560-7366 Email Support: wahelpdesk@air.org

WCAP Contacts AIR Help Desk for Technical, Network, and password issues AIR Help Desk: wahelpdesk@air.org 1-844-560-7366 OSPI Assessment Analysts for student data issues OSPI Assessment Analysts: assessmentanalysts@k12.wa.us 360-725-6109 OSPI Assessment Development for content questions ELA and Math assessments: asi@k12.wa.us Science assessment: science@k12.wa.us OSPI Assessment Operations for assessment policy and test materials Assessment Operations Assessment@k12.wa.us (360) 725-6348 or (800) 725-4311, press option 3

Thank You!