1. Test Coordinator & Administrator Training Fall 2017 Retake Testing
Required for DCs, DAs, and SCs
Fall
This PPT was created to support training of test coordinators and administrators. Please supplement with information specific to your district and schools.
Considerations
During your training, you can demonstrate the WCAP Portal “User Cards” by accessing the portal online and sharing the purpose of each user card as you are walking the audience through it.
Smarter Balanced and Off-Grade Level
Published October 13, 2017
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
If you are using a screen reader to view this presentation, please also read the script included in the Notes section.

2. Introductions
____________________________, District Test Coordinator (DC)
____________________________, District Administrator (DA)
____________________________, Assistant Superintendent
You may want to consider including an introduction to each team member presenting this training. You may also want to make note if you have an assistant superintendent attending.

3. Acronyms Acronym Definition (Users) DC District Test Coordinator DA
Definition (Systems, applications, materials, test components)
AVA
Assessment Viewing Application
CAT
Computer Adaptive Test
GTSA
Guidelines on Tools, Supports, & Accommodations
ORS
Online Reporting System
PIRG
Professional Standards and Security, Incident, & Reporting Guidelines PT
Performance Task
TAM
Test Administration Manual
TAUG
TA User Guide
TSBP
Test Security and Building Plan
TDS
Test Delivery System
TIDE
Test Information Distribution Engine
THSS
Teacher Hand Scoring System (interim)
WCAP
Washington Comprehensive Assessment Program
Acronym
Definition (Users) DC
District Test Coordinator DA
District Administrator SC
School Test Coordinator TA
Test Administrator IS
Instructional Specialist
As we move through this slide deck, there will be times that acronyms are used instead of fully displaying the name of a system or material. This slide displays several acronyms that include the definition. There also is a Definitions and Acronyms document posted to the WCAP Portal.

4. Materials Required for Test Coordinators
Guidelines
Manuals/User Guides
Modules
Guidelines on Tools, Supports, & Accommodations
TIDE User Guide
ORS User Guide
TA User Guide
TIDE Module
Assessment Update Webinars
Calculator and Electronic Device Policy
TCM
TAM
Test Material Processing Training
Professional Standards and Security, Incident, & Reporting Guidelines
Quick Start Guide
TIDE Student Records Pull Logic
Pre-ID Details Document
Participation Attempt Codes
File Layout
Coordinator Training for Fall 2017
DCs, DAs and SCs
Other training resources may also be required at a local level
Included on this slide is a summary of the materials required to be reviewed annually by DCs, DAs, and SCs. School districts may also have additional resources that are required for review.
The items listed in this slide are required by the state for yearly review.
Important information on TAM and TA Scripts
The online TA Script for ELA and Math is new for this Fall 2017 administration.
TAs will use the Spring 2017 paper-pencil TA Scripts for this current Fall 2017 administration. The only update to note, is the reference of Spring 2017.
TAs will reference the Spring 2017 TAM for this Fall 2017 administration. An errata sheet has been posted to accompany the spring TAM.
Required resources are located on the WCAP Portal

5. Navigating the Portal
The WCAP Portal homepage is a great source for information to support families and students, TAs, teachers, and coordinators.
The Test Coordinator User Card is your source for accessing systems and applications, including support resources described on the previous slide.
There is a search option tool available for locating materials. To access the search tool:
Click on the Resources tab in the upper toolbar on the homepage, and then select Test Coordinators.
This will open the page, allowing you to refine your search by entering a specific word (“translation”) or by entering the name of the document (“TAM”).
A list will be displayed of all documents that relate to the information entered into the search field.

6. Test Administrator Certification: walk through of TA Interface, data review, security, and monitoring.
Access Points
Training Test Administration: allows authorized users to administer Training Tests and Practice Tests in a secure environment.
Test Coordinator Resources: provides access to resources and training materials needed for all WA state assessments.
TIDE: allows authorized users to view and edit student settings, manage rosters, print test tickets and labels, and order additional materials.
Interim Teacher Hand Scoring System (THSS): allows scorers to score Interim test responses that require human scoring.
Test Administration: provides access to Interim and Summative state assessments.
Assessment Viewing Application: allows authorized users access to view interim assessments for administrative and instructional purposes.
Online Reporting System: allows authorized users access to view score reports, generate and export summary statistics, and student results.
Shown on this slide are the cards presented to Test Coordinators after selecting the Test Coordinator User Card on the WCAP Portal landing page. When a lock icon appears in the lower right corner of a card, it requires user login credentials for AIR systems.
Forgotten passwords can be retrieved by selecting the “Forgot Your Password?” link.
A Test Coordinator user account includes access to multiple components within the WCAP Portal.
The Test Information Distribution Engine (TIDE) is used to add and manage users, view and edit student test settings, create and manage rosters, print test tickets and labels, request appeals, and order additional materials, as well as to access THSS hand scoring training materials.
The Test Coordinator Resources card is where all the support and training materials for WA State assessments can be found.
The Online Reporting System is used to view participation and performance reports.
As a reminder, the Smarter Balanced Assessment system is three parts – Summative, Interim, and Digital Library. The Digital Library requires a different log in and can now be reset by the user.
For Interim assessments, the Interim Teacher Hand Scoring card provides access to the scoring system for Interim assessments. AIR Ways Reporting is used to view student performance reports for the Interim Assessments.
The Test Administrator Certification is highly recommended for TAs, but a district or school may require this as part of their training package.
Digital Library: provides educator resources to apply the formative assessment processes during daily instruction.
AIR Ways Reporting: allows authorized users access to view assessment performance reports for interim assessments.

7. TIDE Overview Monitoring Student Test Progress
Enter Student Participation Codes
Add User
View/Edit/Export User
Upload Users
Student Settings
Frequency Distribution Report
Set Test Windows
In the Users application, you can add users, view/edit/export and upload user data.
The Student Information application is where you can view and edit or upload student settings (OGL, Tools, Supports, & Accommodations), and export student settings. The Frequency Distribution Report is also available here.
Test windows can be utilized by districts to establish school testing schedules for the summative assessments. By setting a school schedule, the summative assessments will not appear for TAs until the first day the window opens. This will help to eliminate TAs incorrect test selection when their intent is to administer an interim assessment. The windows are available for SCs and TAs to view. Test windows can be modified by the DC at any time.
You can add, view, edit, and upload rosters from the Rosters application.
Place additional orders, and view your order history and summary in the Orders application. The additional order window opens October 17.
The Appeals application can be accessed by a DC or DA for submitting appeals during the Fall 2017 administrations.
SCs will notify their DC or DAs when an appeal is requested to be submitted in TIDE.
The DC or DA will verify the request ensuring that the situation warrants an appeal. If needed, an appeals will be submitted through TIDE.
Under OSPI directions, AIR processes appeals. Most appeals are processed in less than 24 hours.
Refer to the PIRG for guidance on availability and restrictions. The TIDE User Guide is referenced for support in accessing and submitting appeals.
Monitoring Test Progress can generate reports on test status and completion rates. This can support DCs, DAs, and SCs. TAs can monitor student progress within the TA Interface.
You can print Test Tickets from your student list or rosters in support of student login to the test session. It is important to ensure security of test tickets, before, during, and after testing.
The After Testing, Data Cleanup section allows staff to code students for participation (reason not tested) and exemptions.
Print Test Tickets
Rosters Students
Create Appeals
View Appeals
Upload Appeals
Additional Orders
Order History
Order Summary

8. Fall 2017 AIR System Enhancements: TIDE and TDS
Allow dual enrollment to be supported for students
Updated student settings to separate supports and accommodations in drop-downs
Options for line reader, global notes, notepad in universal tools
TDS:
The “eye” icon in the TA Interface will display a student’s test settings   
Changed the tool label for text to speech from TTS to Text- to-Speech
ELA PT 2 requires TA approval
TIDE and TDS enhancements have been implemented in support of the Fall 2017 test administration.
TIDE:
Allow dual enrollment to be supported for students.
Although the system was unable to place certain supports and accommodations in the correct categories, the system was updated to label the pull down boxes with Designated Support and Accommodation.
New tools have been added to the student settings selectable in TIDE, including line reader, global notes, and digital notepad.
TDS:
The “eye” icon in the TA Interface will display a student’s test settings   
Changed the tool label for text to speech from TTS to Text-to-Speech
The ELPA PT 2 requires TA approval

9. Fall 2017 AIR System Enhancements: Practice and Training Tests
Tools will be selectable by the TA in the TA Interface.
New Braille options added
Line Reader default is ‘On’ for just ELA CAT practice/training tests. All other practice/training tests, and operational tests, the line reader default is ‘Off’
Tools/Test settings are alphabetized within their respective tool classifications.
Update the Presentation setting’s drop down so that the default option appears first on the list.
Update high school practice and training test labels from G11 to G10, in both student and TA interfaces
Global notes has been removed as a selectable tool for tests other than ELA PT.
Practice and Training Tests have been updated:
Tools will be selectable by the TA in the TA Interface.
New Braille options added
Line Reader default is ‘On’ for just ELA CAT practice/training tests. All other practice/training tests, and operational tests, the line reader default is ‘Off’
Tools/Test settings are alphabetized within their respective tool classifications.
Update the Presentation setting’s drop down so that the default option appears first on the list.
Update high school practice and training test labels from G11 to G10, in both student and TA interfaces
Global notes has been removed as a selectable tool for tests other than ELA PT.

10. Building Plans and Communication Training
DCs working with their schools should have a plan in place to ensure:
Technical requirements are met
Schools testing schedules fall within the state mandated window
Students and staff proctoring tests are familiar with the practice and training tests
Students test settings and accessibility supports are correctly identified in TIDE
Chain of custody for secure test materials
Training for all staff handling student information, secure materials, or proctoring assessments
Communication between districts, schools, and parents
A district testing plan and testing plans for each school should be developed by the stakeholders involved and implemented prior to the administration of state assessments. A Test Security and Building Plan template is available for district review and access on the WCAP Portal.
Plans should include procedures to complete the following:
Review and address all technical requirements. Schools that administer an online assessment, but do not meet the technical requirements, are at risk of providing students items that cannot be manipulated, items that do not display with associated graphics, and items not fitting on the screen.
Establish test schedules for each administration by school. Test schedules must fall within the state mandated windows and are required to be reviewed and approved by the DC.
It is important that all students participating in an online assessment complete the Practice Test, Training Test, and/or Interim Assessments at least once at school before the day of testing.
Identify staff and responsibilities for who will ensure that students are correctly registered in TIDE and have been identified for appropriate accessibility supports.
Establish a chain of custody for secure test materials that includes tracking paper test materials from district to school, school to TA, TA to student, student to TA, TA to school, school to district, and then district to scoring contractor. The plan should detail how materials are accounted for and processed.
All staff must be trained prior to handling confidential student information, secure test materials, or proctoring a state assessment.
Communication is extremely important when planning test administration activities. Communication between district, schools, students, and parents can be outlined in the school building plan.

11. Fall Key Dates Activity Date(s)
TIDE: Additional Order window for ordering Off-Grade Level and Smarter Balanced testing materials. A/O schedule is available on the Portal in the Test Coordinator Resources – General Information section
Oct 17 – Nov 7
Last day to train Test Administrators and complete Training Log
Oct 20 – Online
Oct 27 – Paper
Online testing window for Smarter Balanced and Off-Grade ELA and math
Oct 23–Nov 17
Paper testing window for Smarter Balanced and Off-Grade Level ELA and math (IEP)
Oct 30–Nov 17
SCs submit District Administration and Security Report to DCs
Last day of testing
Ship to MI all used and unused paper test booklets and ELA Scripts
November 29
DC submit District Administration and Security Report to OSPI Assessment Operations
No later than one week after testing is complete.
Key dates include the dates for delivery and return of materials, the additional material order window, training timelines, and the schedule for processing Security Reports.
Security reports are available from the WCAP-portal at: (Test Coordinators>General Information)

12. Smarter Balanced and Off-Grade Level Fall 2017 Testing Window
Grades
Subjects
Requirement/Availability
11 & 12
English Language Arts and Mathematics
Available to students in the class of 2019 or earlier who have not yet passed the high school ELA and/or mathematics assessment. 12
Available to students who previously tested on the ELA and/or mathematics assessment and would like to attempt a higher score.
Off grade testing is a graduation alternative, specific for students pursuing a CIA.
Testing Window
ONLINE: October 23 – November 17
PAPER/PENCIL: October 30 – November 17 (Paper testing is available to support large print, braille, and standard print forms for students whose IEP states paper)
Please read through the list of who needs to take which exams on this slide.
The Fall administration is also available to 11th graders who did not attempt the Smarter Balanced ELA or math in 10th grade, to provide them an opportunity to meet requirements.
Discuss with members in your group to be sure that everyone is on the same page.
When scheduling, remember that makeups are allowed for Smarter Balanced assessments.

13. Tools, Supports, Accommodations, and Manipulatives
The GTSA details approved materials, manipulatives and accessibility supports
If it’s not listed in the GTSA or MASA appendix of GTSA, it is not allowed without state approval
Text-to-Speech for ELA CAT Stimuli and Passages is Accommodation Only
Some tools are universal allowing all students access:
Universal Tools are not required by the state to be documented in TIDE
A few Universal Tools can be turned off in TIDE; if distracting for students
Reference the Calculator and Electronic Device Policy for restrictions/access
Scratch Paper Log template for tracking student use
Supports and accommodations may be needed, refer to the Guidelines on Tools, Supports, & Accommodations for specific questions about appropriate use and restrictions.
TA scripts also provide TAs with the information on standard tools and manipulatives required to be available for each assessment.
If a student’s IEP or 504 plan stipulates the use of an accessibility support not listed in the GTSA, the DC should submit a Non-Standard Accommodation & Designated Support Request.
Verify that supports have been accurately entered for students in TIDE. TAs should work with the SC if changes are necessary.
Any allowed tool, manipulative, or support used on a state assessment should be familiar to the student. Optional permitted tools and manipulatives need to be placed in a location where students can access them, if they elect to use them.
The Materials Available for Student Access document provides a quick list of materials that should be available for student use, as applicable to each test content. Manipulatives and tools not listed in the MASA section of the GTSA, are not allowed.
The Calculator and Electronic Device Policy must be reviewed by TAs prior to administering tests where calculators are permitted.
All of the above materials can be found on the WCAP Portal, under the Test Coordinator Resources.

14. Preparation and Technology
Students eligible for assistive technology
Set Permissive Mode in TIDE for:
Magnification greater than 3.0
Speech-to-text software
Computers with the software need IT to update browser and Windows 10.
Identify students with difficulties in auditory processing, short term memory, attention, or decoding difficulties who may benefit from Simplified Test Directions.
Confirm accommodations already entered in TIDE
Modify testing options and other student designations
It is important to identify students who need assistive technology and work with your technology coordinator to ensure that the device is set up appropriately prior to the students testing session.
Simplified Test Directions are an available Designated Support for students identified with this support. TAs must be trained, and students should be familiar with this support in everyday classroom activities and school level assessments. The directions are available within the GTSA on the WCAP Portal, under the User Guides and Manuals sub-folder.
Be sure to review student settings in TIDE and modify, as needed, prior to the students testing session.

15. Common Chromebook (CB) Solutions
If the student is having technical difficulties, the screen freezes, or a strange icon appears, try these solutions:
Student pauses the test, close the secure browser, shut down CB
Replace the Chromebook
If necessary, create work order with IT and note the CB number
Log back into same session using a new CB (try this up to 3 times)
Contact the SC and/or Technology Coordinator and report the issue, session ID, and Test Question
Request help from the Help Desk for power issues
On rare occasion, during testing, the screen may freeze or a strange icon appears. Student work is automatically saved.
Bullets one through five are the most common steps to take to resolve an issue with the CBs and in this order.
Students should be instructed to pause their test. Then close the secure browser and shut down the Chromebook.
AIR has reported that replacing the Chromebook is a quick method that will likely allow the student to continue to test with little interruption.
Log the student back in using the new Chromebook. It is often difficult to determine the root cause of the glitch, but using the age old "third-times-a-charm" trick can resolve most issues.
If the student is unable to continue testing, notify your technology coordinator or the AIR WA Help Desk. You will need to provide the Session ID.

16. New Student & SSID SIS  CEDARS  TIDE
Students uploaded to CEDARS receive an SSID number
If newly enrolled, the SSID is generated 24 hours after a successful CEDARS upload
Students assigned an SSID but not showing up in TIDE
Prior district has not exited the student
SIS is missing required key data points
date enrolled in US EL students, LEP status not correctly identified)
WA-AIM student in one content area or ELPA eligible
Private Students for ELPA or SBA
CEDARS manager must request an SSID in EDS/CEDARS
Background information on SIS  to CEDARS  TIDE.
Students receive an SSID the first time they are uploaded from the Student Information System (SIS) to CEDARS. TIDE gets its information from CEDARS.
If CEDARS does not accept the request, the student will remain in SIS but not make it into to TIDE.
If you are unable to find the student in TIDE:
Without SSID and therefore, not in TIDE, do an SSID issuance or wait for nightly file transfer to TIDE if recently uploaded to CEDARS.
Students with an SSID and not in TIDE are typically not exited from the previous school or district, missing a required field in CEDARS, or designated as WA-AIM
Private school students or non-enrolled students need an SSID to test. Students do not need to be enrolled to test at your schools, but they need an SSID that is/was in TIDE at one point.
On a limited emergent basis, DCs can circumvent the standard process to speed up the student SSID entry through the EDS screen entry process for loading into TIDE.
If student is designated as WA-AIM and needs to take another assessment, you will be able to add the student in TIDE by:
Verifying the student is registered for WA-AIM and a record for the student’s assessment has been created in the WA-AIM assessment platform (eDirect, managed by DRC). Once a WA-AIM testing record exists it will not be deleted at all ever.
Go back into the Students Receiving Services page in WAMS and mark the “Send Record to TIDE” radio button for the student, then click “Submit”. This will trigger a fresh TIDE record that will be sent that night and load into TIDE the next day.
Since the AIM record is preserved in the AIM platform, the student can still do the WA-AIM while also taking an assessment in the other platform.
Note: for unique situations were a student is sitting at a device during a testing session, and they do not have a test available, the DC should contact the Assessment Analysts to help support immediate entry of the student in TIDE so that he or she can continue test during the current session.

17. General Rules of Testing
Headsets, if required, must be available for student use.
Tests invalidated if students use a calculator on a non-calculator segment of the test
Students identified as cheating; tests invalidated by DCs in TIDE
Students must enter an answer for all items before moving to the next screen
Students can mark a question for review but should attempt their best response prior to moving on.
When students enter random text (gibberish), the system counts the question as answered; the student may not be able to return to the question if:
Test is timed out for 30 minutes or their test is paused for more than 20 minutes.
A system or technology issue occurs in which the student is logged out of the test.
A student mistakenly moves beyond a segment (ignoring warning messages) prior to reviewing flagged questions or completing all questions in that segment or test.
When Headsets are required, they must be available for student use. It is important to have enough headsets available for each student testing. Student are permitted to use their own devices, but should verify that they work through the training test prior to use on a summative assessment.
For Calculator use, refer to the Calculator and Electronic Device Policy and the GTSA for availability, use, and restrictions. Student access to a non-approved calculator or calculator use on a non-calculator portion of an assessment will result in invalidation of the student’s test.
Students must enter an answer for each item on a page before they will be able to move to the next page. Although students can mark a question for review to answer at a later time, it is best to instruct students to attempt their best response for each question prior to moving on or marking the question for review.
If a student enters random text [gibberish] to move ahead to the next question of the assessment, the system will count the question as answered, and the student may not be able to return to the question for the following situations:
Test is timed out for 30 minutes or the test is paused for more than 20 minutes.
A system or technology issue occurs in which the student is logged out of the test
A student mistakenly moves beyond a segment (ignoring warning messages) prior to reviewing flagged questions or completing all questions in that segment or test.
Once a segment (such as CAT or PT) is submitted, students cannot go back and review questions, even if marked for review.

18. What’s New The pause rule has changed to 20 minutes.
For tests that have been paused for less than 20 minutes, students returning from a break in testing can revisit any items in the current test segment and change their answers if desired.
Students taking a test who have paused their tests for longer than 20 minutes may only return to the most recently visited page containing unanswered (blank) test items in the current test segment. They may change any answers present on this page but may not access any items on previous pages or in previous segments of the test.
If all items on the most recently visited page were answered prior to pausing, the student will resume the test on the next page with unanswered (blank) items and will not be allowed to access previous pages or segments of the test.
The pause rule has changed back to 20 minutes.
For tests that have been paused for less than 20 minutes, students returning from a break in testing can revisit any items in the current test segment and change their answers if desired.
Students taking a test who have paused their tests for longer than 20 minutes may only return to the most recently visited page containing unanswered (blank) test items in the current test segment. They may change any answers present on this page but may not access any items on previous pages.
If all items on the most recently visited page were answered (including random letters or “space bar” answers) prior to pausing, the student will resume the test on the next page with unanswered (blank) items and will not be allowed to access previous pages or segments of the test.

19. Segment Rules
During the CAT portion of the ELA or Math test the student:
During the PT portion of the ELA or Math test the student:
Will return to the page that contains their last unanswered question
Cannot go back within the segment and change answers on previous pages, even if flagged for review.
Cannot return to segment 1, once they have moved on to segment 2.
For Math; can continue to work within the segment
For the ELA PT; cannot return to segment 1 from segment 2
Global notes will be saved (ELA only)
Pausing for less than 20 minutes, the student will:
Return to the test using the same session ID.
Be able to review responses or change answers within the segment
You should only allow tests to be paused for more than 20 minutes when stopping testing.
Stopping the test means two different things for a PT or a CAT segment.
If you need to stop a CAT in the middle of a segment and return on another day, find a breaking point, be sure all questions have been reviewed and final answers are marked. Student will start on the first unanswered question within the segment.
Within a CAT segment you can’t go back after 20 minutes, so it doesn’t make any sense to break for more than 20 minutes or stop for the day with the intention of reviewing any questions later. Reopening test segment appeals are limited to unique situations. An example would be a technology or system error that limited a students ability to complete the test session.

20. SBA Segments Math ELA Performance Task (1) Performance Task (1 & 2)
one segment
CAT segment
OGL (grades 3, 4, 5) are presented in one segment
OGL (grades 6, 7, 8) and HS have two segments, (Cannot return to segment 1 from 2)
ELA
Performance Task (1 & 2)
two segments, (Cannot return to segment 1 from 2)
ELA PT; student access to part 2 requires TA approval
CAT
one segment
This slide provides an overview of the number of segments or parts to the CAT and PT for both Math and ELA.
The math CAT, for grades 3, 4, and 5 have only one segment. Since calculators are not permitted in these grade levels, the two segments were able to be reduced to one.
Because the grades 6, 7, 8, and High School CAT for math have 2 segments, it is important to recognize the repercussions of stopping the test in the middle of a CAT segment; the student will return to the last unanswered or blank question after 20 minutes or next day.
The ELA PT 2 requires TA approval for student access. When scheduling the PTs enough time must be allotted to allow the student to finish a PT by the end of the day. TAs are required to administer according to the school’s DC approved testing schedule.

21. Ending a Segment
Students receive a clear message that they are leaving an ELA or secondary Math segment.
Review this message with students. Students will no longer be allowed to return to Segment 1.
Pausing on the last question, if completed, will automatically submit test after 20 minutes.
When students reach the end of a segment, they will receive a warning message asking them to confirm that they want to move on to the next segment.
Review this warning with students which advises them that they cannot return to change their answers in the previous segment once they have moved on.
Reminder, Pausing on the last question of a segment will automatically submit the test after 20 minutes.

22. Security, Policies, & Responsibilities
Policies, laws, practices, and prohibited behaviors are located in the Professional Standards and Security, Incident, and Reporting Guidelines (PIRG)
State and local laws and policies specify practices to ensure test security of standardized and ethical administration of assessments.
Student monitoring throughout testing
RCWs and WACs are listed in the Policies and Test Securities section
Only assessment specific trained staff members can administer or be in a testing room
Volunteers or media are not allowed in a testing room
DCs, DAs, SCs, and TAs are required to read the PIRG
Professional Code of Conduct
The Professional Code of Conduct is codified by the Washington State Legislature in WACs and RCWs. A list of complete rules and regulations can be found online:
As with all state assessments, state laws must be adhered to and best practices followed in the classroom.
This is part of the state Professional Standards and Security, Incident, and Reporting Guidelines (PIRG).
Allowable and prohibited behaviors are detailed in PIRG.
Know who should and should not be in the testing environment. DCs and/or SCs should actively monitor testing locations to ensure adequate support. Trained staff can be in a testing room. Volunteers, students who are not being assessed during the current segment, and media are not allowed.
DCs and SCs should actively monitor testing locations to ensure adequate support.
Reviewing and disclosing test questions is a violation of state law.
The Office of Professional Practices (OPP) is charged with enforcement, including discipline of educational practitioners for violation of the Professional Code of Conduct. OPP receives, investigates, and makes legal findings regarding complaints.
A complete list of rules and regulations can be found online:
The Office of Professional Practices (OPP) is charged with enforcement, including discipline of educational practitioners for violation of the Professional Code of Conduct. The office receives, investigates, and makes legal findings regarding complaints. Unprofessional conduct is reported to OPP (360)

23. Required and Suggested Documentation
Required Documentation
Staff Training Logs
Makeup Schedules
Test Security Staff Assurance forms
One for each person in the training log
If yes is marked for irregularity, ensure all documentation is complete
School Site Administration and Security Report
Test Incident Irregularity Reports (if needed)
Test Question Ambiguity Form (when applicable)
District Administration and Security Report (copy to OSPI)
Suggested Documentation
Completed Inventory of all Materials
After each session, the TA can print a session schedule. You may want to consider making this document a requirement to retain at the school district. They can be used to monitor makeups and to preserve the session ID number used. Process as secure materials.
TAs complete the Test Security Staff Assurance Report and return it with signature to the SC along with the secure testing materials.
SCs complete the School Site Administration and Security Report and return it with signature to the DC along with the secure testing materials.
DCs complete the District Administration and Security Report and return it, with both DC and Superintendent signatures, to the OSPI Assessment Operations office, within two weeks of the end of testing.
Maintaining careful records helps to ensure that there are no missing secure materials. Tracking must take place from TA to SC, from the SC to DC, and from the DC to the scoring contractor. This will ensure that all tests are returned on time and all assessments are appropriately scored.
As a reminder, any documentation that includes student information must be sent to the state securely, either through secure , the SFTP site, or an online application (if applicable).

24. Testing Incidents When testing incidents occur, it is important to:
Stop the testing session for the individual student or class
Take corrective action to mitigate the incident.
TAs report incidents to the SC, who contacts the DC. The DC works with OSPI when required.
Incidents must be documented by the end of the day and reviewed by DC or State within 24 hours.
If required, TIDE appeals are submitted by the DC or DA. Approval is required at a state level. Appeals will be processed within 24 hours.
Breaches must be reported to SC, DC, and to the State immediately and documented.
For more information, see the PIRG:
There are several types of test Incidents. Each type may be addressed differently. All incidents must be documented and reported by TAs to the SC promptly. This helps to ensure a fair and equitable testing environment for all students. Refer to the PIRG document for full details.
Stop the student(s) testing session.
Take corrective action to mitigate the incident and gather all necessary information to be reported.
Document, including as much detail as possible, such as date, time of day, who was involved (SSID), the item number (when applicable), and details of the incident. For Technology or System related issues, please be ready to provide:
TA Session ID, Device used during testing, Network configuration, and Operating System
Prompt communication is important and should follow the PIRG.
Frequently Reported Incidents include:
Student using non-approved electronic devices during testing or break times
TAs deviating from the prescribed TA Script of Student Directions
Students gaining access to tools or materials not permitted on state assessments
Materials not being removed from walls within the testing site
Test materials returned after prescribed schedule or without proper transcription
Breaches are considered a high risk. An example would be if a student or adult had collected or released secure test content or student responses. This is immediately reported to the SC, DC, and State. Do not use electronic devices or for transferring secure/confidential information.

25. Responsibilities District Test Coordinator
Trainings
Become familiar with GTSA, PIRG, System, and Administration and System manuals
Attend required trainings and webinars
Communication
Read the WAW newsletter and share information as it pertains to staff responsibilities
Communicate directly with staff regarding questions about assessments
Communicate training schedules to SCs, TAs etc.
Communicate with the State Testing Coordinator about testing incidents, appeals, medical exemptions etc.
Implementation
Implement each school’s Test Security and Building plan
Monitor testing schedules
DCs must become proficient with the user guides, manuals, modules, and PPTs posted to the WCAP Portal. To keep up-to-date, it is important to attend required trainings and webinars. Current updates and new information is communicated through the WAW newsletter and Assessment Update Webinars. DCs can add additional staff (DAs), through WAMS-Profile, to receive these communications.
It is up to the DC to make sure that staff is trained and that they have the information they need to implement assessments effectively.
Ensure DAs and SCs have appropriate access to TIDE and can navigate the system.
Each school is required to provide proposed testing schedules for DC review/approval. Verify that schedules do not fall outside of the state-mandated windows.
Communication of schedules, attendance, and reporting is important to school staff, students, and families. Outline your training plan and communicate with appropriate staff.
Verify that each school’s Test Security and Building Plan has been implemented and that security protocols are followed.
Actively monitor testing locations during the assessment window.
When a testing issue is reported (technical, damaged test booklet):
Ensure that those involved understand that the issue is being reported and that an opportunity to complete testing will be provided.
Technical issues are reported to your technology coordinator and then to AIR, if needed.
Some situations may take a little longer to resolve. Determine if students need to leave the testing location while the issue is being resolved.
Incidents required to be reported to the state are submitted via a testing incident log.
For a complete list of DC responsibilities, see the PIRG document.

26. Responsibilities Principal
Trainings
Attend all required trainings
Verify staff has received appropriate training
Overall Planning and Scheduling
Appoint staff members to support test administration
Assign testing areas; ensure test security of materials; plan testing schedules, locations, and testing population. Ensure adequate staff to supports testing locations. Develop and have approved your school’s Test Security and Building Plans
Headsets are required
Communication
Approve communication for parents and all staff members
Implementation
Implement all school and district policies and procedures
File the approved Test Security and Building plan for each school
Ensure that each school has an approved testing schedule
Attend all required trainings and ensure that all applicable staff, as their responsibilities support state testing, have also attended required trainings.
Appoint SCs and assign TAs.
When assigning testing areas, ensure sufficient space for students and the security of test materials. Provide adequate staff to support testing locations.
Headsets are required for some portions of tests. Headsets are provided by the school district, however, students may use personal headsets during testing.
Communicate with parents, staff members, and departments regarding testing schedules, importance of attendance, and how test results will be reported. OSPI created Principal letter templates are available on the portal.
Implement your school’s and district’s policies and procedures. Review the approved Test Security and Building plan for each school and ensure staff are familiar with content.
Each school’s testing schedule must be approved by the DC and align to the state mandated test window.
For a complete list of Principal responsibilities, see the PIRG.

27. Responsibilities School Test Coordinator
Trainings
Attend required trainings and familiarize yourself with documents
Communication
Communicate with staff and parents
Implementation
Verify your school’s Test Security and Building Plan
Verify supports and accommodations needed for each student. Provide TAs with a list.
Inventory all test material upon receipt; request additional materials, if necessary.
Ensure TA rosters are set up correctly; request new students be added in CEDARS
Maintain security of all testing materials and distribute test materials only on testing days
Monitor test administration and report and report all test incidents promptly to the DC
Collect and inventory all test materials promptly at conclusion of test sessions
Securely dispose of ancillary materials according to the TSBP
Complete School Site Administration and Security Reports and documentation
SCs must become proficient with user guides, manuals, modules, and PPTs. To keep up-to-date, it is important to attend required trainings and webinars. For a complete list of SC responsibilities, see the PIRG document.
It is the responsibility of the SC to ensure that TAs, individuals supporting testing accommodations, and other staff who process materials attend required trainings and have the information they need to administer the test. Ensure staff are familiar with your school’s Test Security and Building Plan and that security protocols are followed.
Make sure all TAs have appropriate access to TIDE.
Encourage a positive testing situation for students and staff.
Communicate with parents and staff members regarding schedule, attendance, and reporting.
It is important to work with your Special Education department to upload all supports and accommodations needed for each student during testing. Provide TAs with the student accommodation lists to support testing.
Inventory any paper materials immediately upon arrival and order additional materials if necessary. Include inventory of district specific materials (i.e., pencils, paper).
Verify that TA rosters are set up correctly. New or non-enrolled students must have the SSID issuance (include school and grade) in CEDARS to display in TIDE.
Print any necessary student labels for test booklets.
Verify that tools, supports, and accommodations have been accurately entered in TIDE for students.
Some common issues include not ordering accommodated materials in advance of testing, not documenting testing incidents, not verifying that students are in TIDE before testing day, or not keeping adequate records of who has the testing materials.
Taking the time to document the process for preparing testing can help to ensure that testing goes smoothly.
Have a tracking process to account for secure materials while transferring to testing locations and back at completion of each testing session.
Actively monitor testing locations during the assessment window.
Be sure to report all testing incidents to your DC. Include in your report all details, documentation, and any recommendations for invalidations.
Follow your school’s Test Security and Building Plan for processing of secure materials. All secure materials are required to be inventoried and returned on schedule. This includes all ancillary papers (student notes, scratch paper, graph paper, etc.). All materials provided during testing sessions must be securely destroyed, as per the state and district policy.

28. Responsibilities of Special Education & Bilingual Coordinators
Attend all required trainings
Work closely with the SCs and TAs to ensure each student has access to their permitted tools, supports, and/or accommodations needed for students
Any settings adjustments must be completed prior to materials arriving in district, so that the DC will have time to request additional materials or non standard accommodations before testing begins.
Attend all required training sessions.
Work closely with your SC and TAs to ensure each student has been identified for the correct accessibility supports.
Make sure students identified for supports, large print, Braille, or standard print paper forms (IEP required) are reported to your DC so there is plenty of time to order accommodated forms or to provide appropriate tools, supports, or accommodations.

29. Contact Us: Phone (Mobile): ( ) - School Test Coordinators
Contact the District Test Coordinator
Phone (office): ( ) -
Phone (Mobile): ( ) -
District Test Coordinators
Contact OSPI Assessment Office (360) or the State Test Coordinator, Kimberly DeRousie (360)
District Technology Coordinators
Contact WCAP Help Desk (844) or by
DCs please remove OSPI contact information prior to sharing this PPT with school staff.
SC’s contact the appropriate person in your district if you have questions. OSPI will refer all school staff to the DC.

30. Revision Log:
Updates to the Module after October 13, 2017 are noted below.
Slide
Section
Description of Revision
Revision Date
If updates are needed throughout the school year, they will be outlined on this revision log and communicated in the WAW newsletter.