1. Smarter balanced, WCAS, off-grade level, EOC
Test Administrator Training TAs & Staff Who Support Online and Paper-Pencil Testing
Required for DCs, DAs, SCs, and TAs
This PPT template was created for DCs, DAs, and SCs to support training of TAs and other staff who support online and paper-pencil testing. 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, WCAS, off-grade level, EOC
Published: February 7, 2018
Office of Superintendent of Public Instruction
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.

2. Introductions
____________________________, District Test Coordinator (DC)
____________________________, District Administrator (DA)
____________________________, School Test Coordinator (SC)
____________________________, Principal
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 a Principal attending.

3. Acronyms
Acronym
Definition (Systems, Applications, Materials, Test Components)
AVA
Assessment Viewing Application
GTSA
Guidelines on Tools, Supports, & Accommodations
ORS
Online Reporting System
PIRG
Professional Standards and Security, Incident, & Reporting Guidelines
SRMAAG
Student Records Management for Assessment and Accountability
TAM
Test Administration Manual
TAUG
TA User Guide
TSBP
Test Security and Building Plan
TDS
Test Delivery System
TIDE
Test Information Distribution Engine
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. Related Materials Required for TAs
General Information
Manuals/User Guides
Modules
Calculator and Electronic Device Policy
TIDE User Guide
TIDE Module
Do Not Disturb Sign
TA User Guide
TDS New Features Module
Materials Available for Student Access
Test Administration Manual (TAM)
TA and Student Interface Module
blank
TA Script of Student Directions
TA Training for Spring 2018
Blank
Guidelines on Tools, Supports, and Accommodations (GTSA)
TA Certification, if required by district
For TAs and other staff with the responsibility of administering the Smarter Balanced, WCAS, and/or EOC assessments.
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 TAs. School districts may also have additional resources that are required for review. This may include the Test Administrator Certification course that is available on the WCAP Portal, within the TA User Card.
Materials required for review

5. Teacher Resources
Materials in this table are supports for teachers and TAs to become knowledgeable with the testing components. This includes familiarizing students with the state assessments they will be taking this spring.
Documents
User Guides
Modules
Achievement Level Descriptors
ORS User Guide
AVA Module
Assessment Blueprints for Smarter Balanced
AVA User Guidance
Interim Assessment Scoring-ELA Module
Interim, Training, and Practice Test Resources
THSS User Guide
Teacher Hand Scoring System Module
Classroom Resources
AIR Ways User Guide
Performance Task and What is a CAT Modules
Promising practices include planning and preparation. The resources on this slide will help you as a teacher and/or TA to become knowledgeable with the testing components. This level of understanding will help ensure a comfortable experience for you administering, and for students taking the Practice or Training Tests, the Interim Assessments, and the Summative assessments.
Follow the schedule provided by your school when administering the practice, training, and/or interim assessments.

6. Tools, Supports, and Accommodations
Some tools are universal and all students have access. Refer to the
Guidelines on Tools, Supports, & Accommodations for list of tools available to students by test
Appendix A: Materials Available for Student Access document
Headsets if required, must be available for student use
Calculator and Electronic Device Policy for restrictions and access
Accessibility features not listed in the GTSA are not allowed, unless approved through a Non-Standard Accommodation or Designated Request form
Accessibility features can be helpful for some students who use them regularly during classroom instruction or have a documented need. Refer to the Guidelines on Tools, Supports, & Accommodations for specific questions about restrictions and use of tools.
If a student’s IEP or 504 Plan stipulates the use of a support not listed in the GTSA, notify your DC.
Verify that supports have been accurately entered for students. Work with your SC if changes are necessary.
Any allowed tool, manipulative, or support used on a state assessment should be familiar to the student. Optional tools and manipulatives need to be placed in a location where students can get them, if they elect to use them.
The Materials Available for Student Access document and GTSA, along with the TAM, provide details as to what is permitted for each assessment. Locate these documents on the Portal.
Accessibility features not listed, are not allowed.
The Calculator and Electronic Device Policy must be read when administering a test where calculators are permitted.

7. WCAP Portal
Resource for information about the Washington Comprehensive Assessment Program (WCAP).

8. Navigating the Portal Refine your search
Need to locate information? A Search option is available under the “Resources” label
Refine your search
The WCAP Portal homepage is a great source for information to support families and students, TAs, teachers, and Test Coordinators.
It also provides access to the Practice and Training Tests in a non-secure environment for families, students, school staff, and anyone else who would like to see what the assessments are like.
The Test Administrator user card is your source for accessing systems and applications, including support resources described on the previous two slides.
Navigating the portal can be a little tedious at times. 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.
This will open the page, allowing you to refine your search by entering a specific word (e.g., translation) or by entering the name of the document (e.g., TAM).
A list will be displayed of all documents that relate to the information entered into the search field.
The next slide will provide an overview of the components available when selecting the Test Administrators user card.

9. Access Points
The Test Administration Resources card hosts training materials to support each current test administration.
The Test Administrator Certification card is an available training tool.
The TIDE card is your gateway for verifying student information, student test settings, and viewing testing windows.
The Online Reporting System card is used to plan and manage testing (participation reports) and student score reports.
The Digital Library card helps educators apply the formative assessment process during daily instruction.
Having selected the TA User Card, this page provides additional cards available to you.
Any portal card with a “lock icon” requires a WCAP login and password.
Forgotten passwords can be retrieved by clicking on any locked portal card & clicking on “Forgot Your Password”? link.
The Test Administration Resources card hosts all required training materials and materials to support each current test administration.
The Test Administrator Certification card is an available training tool that is highly recommended by the state and may be required by your district. This training includes a walkthrough of the Test Administration interface. It also provides information on verification of student data, administering assessments and monitoring students.
The TIDE card is your gateway for verifying student information, student test settings, and submitting appeals for testing incidents.
The Online Reporting System card is used to plan and manage testing (participation reports) and student score reports.
The Digital Library card provides subject- and grade-specific resources intended to help educators apply the formative assessment process during daily instruction. In addition, the Digital Library has collaboration features that allow users to rate materials and share their expertise with educators across the country. The Digital Library has a different login that must be reset by the District Test Coordinator.
The Test Administration card is the location to administer Interim tests and Summative (operational) assessments. It is critical that you have a clear understanding of the differences between and Interim and Summative assessment.
For additional information in support of these cards, please refer to the corresponding user guides and modules available under the Test Administration Resources folder.

10. TIDE System
Managing users & student information

11. TIDE Overview
Access the TIDE icon from the Test Administrators user card and log in:
Verify Student Information
View Test Windows
View Rosters
With the TA user role, you can perform the following tasks in TIDE:
Verify your student’s information under the Students drop-down menu. You can refine your search by adding additional search criteria.
View your schools schedule under Test Windows.
Follow instructions set by your SC regarding changes within the Participation Codes section, under the Data Clean Up tab.
For detailed instructions about using TIDE, refer to the TIDE User Guide by clicking Help in the upper right banner in TIDE.

12. Training, Practice, Interim, and Summative Assessments
Understanding testing options

13. Training and Practice Test Options
Simulates summative in tools, supports, accommodations, student & TA experience
Includes a range of questions, but no PT
Organized by grade-band, Approx. 6-9 questions, not scored
Training Tests
Mirrors summative, but not scored approximately 30 questions
Includes tools, supports, accommodations
Practice Tests
What needs to happen before administering online summative assessments?
Provide your students with an opportunity to become familiar on each content area through the Training Test and/or Practice Test, prior to being assessed on the Summative. Include access to accessibility supports, per the student’s plan.
The online Smarter Balanced Training Tests are used to familiarize students with how to log into a test, navigate tool buttons, and learn how to complete the different item types. The intent is not to look at grade level content.
ELA is organized by grade band 3-5, 6-8, and High School.
A grade 3 student may see a grade 5 item.
Math is organized differently to support calculator use.
Options include grade band 3-5, grade 6, grade band 7-8 and High School.
Grades 6-8 and High School include the embedded online calculator.
For ELA and Math there are 6-9 questions that include all item types.
Overhead projectors may be used to provide class instruction on the use of tools.
The Tool Button Sheet provides students additional support in navigating the system.
The online WCAS Training Test is recommended for all students taking the summative science assessment.
Students should work with all three Training Tests (grades 5, 8, and 11), including those not in their grade level.
The sets of items within a single Training Test do not cover all of the features and item types that will be on the summative assessment.
Students may have difficulty with the science content on questions targeting the standards for the other grade levels, but this should not interfere with the students’ ability to interact with the features, navigation, and item types for training purposes.
Teachers are encouraged to answer students’ inquiries and give support while students are working in the Training Tests.
Emphasize that students should not be concerned with the science content or correct answers, but should concentrate on exploring the features, navigation, and tools.
All designated supports and accommodations, except the Stacked Spanish Translations are available in the training tests.
The only item type not currently represented on any of the Training Tests is a simulation.
The Training Tests are set up for practice only; students’ answers are not scored or saved.
The online Practice Tests are used to familiarize students to grade level items they will find on the Summative assessments, and to practice responses to them. There are approximately 30 items students will experience across all claim areas, including practice on the Performance Task. Practice to become familiar with Pause rules and Informational Messages, for ending sessions.

14. Interim – Smarter Balanced Assessments
Interim Assessment
Simulates the summative assessment in tools, software, accommodations, questions, and student & TA experience
Administer in Blocks (20 min Math, 30 min ELA) or Comprehensive (same length of time as Summative)
Scores remain with students over time
Smarter Balanced designed the interim assessments for instructional use to support learning and teaching throughout the school year.
The Interim assessments allow teachers to check student progress and provides information to improve classroom instruction.
Interim assessments should be administered following the same test administration protocols as the summative assessments.
Students can also have access to the Accessibility Supports that they will use on the Summative assessments.
Some Interim Assessments are hand scored. The greatest benefit of hand scoring is that it allows teachers to interpret strengths and weaknesses for their students, in the skills being assessed.
On a larger scale, these items allow for calibration to a fixed rubric, to provide a consistent ruler among students and teachers, and they help teachers and students better understand expectations of the Summative assessment.
Teachers should first review the THSS training materials from the TIDE landing page prior to scoring.
The THSS card, under the Test Administrator User Card is your access to the scoring system.
The Assessment Viewing Application (AVA) is a component of TDS that allows authorized users to view interim assessments for administrative or instructional purposes.
AIR Ways Reporting is used to view student performance reports for the Interim assessments. AIR Ways includes summaries of all the assessments associated with a particular user or school.
For a complete overview, refer to the ELA Interim assessment Scoring Module on the WCAP Portal.

15. Methods for Delivery Guest student, Guest session
How students can take practice tests at home
How a member of the public takes a practice test
How a TA can use overhead for student training
Available on the WCAP Portal homepage
Guest student, Real session
Requires TA User Role access
Available on the WCAP Portal  TA User Card  Training Test Administration card
Non-Secure Sign In
TA Secure Sign In
TA & Student Secure Sign In
Real student, Real session
Requires student and TA to be present in TIDE
Most closely mimics the Summative environment
Available on the WCAP Portal  TA User Card  Training Test Administration card
There are a several different ways for students to practice and for TAs to become familiar with the testing system.
As a guest, students may take the Practice Test or Training Test at home:
No TA is required.
Parents or other members of the public can also access these tests
In a Training Test session:
The TA will log in to the Training Test Administration site, under the Test Administrators User Card on the WCAP Portal, using his/her login credentials.
Using this option anyone can be a student – a teacher, principal, student, etc. They just sign in as a guest.
In an Interim Test session:
Both the TA and the student log in using the secure browser. The TA will log in to the Test Administration, under the Test Administrators User Card on the WCAP Portal.
This mirrors how the log in process works for the Summative assessments.
Students will practice using the student settings assigned to them in TIDE.
Test Session Tickets may be printed for the Interim assessments.

16. How to Start a Test Session
Yellow Interim Assessments
Log in to the Test Administration (TA) Interface
Select the test being administered in this session (refer to slide 22 for specific details on the preferred method for selecting tests)
Click Start Session. The Test Selection window closes and the Session ID appears.
Provide the Session ID to your students.
After students sign in and select tests, you must verify the test and settings are correct.
To approve students for testing, click Approvals. The Approvals and Student Test Settings window appears, displaying a list of students grouped by test.
Color Codes for Tests
Log in to the Test Administration (TA Interface) site, the Test Selection window opens automatically, allowing you to select tests and start the session.
Select only the tests that will be given in your test session.
The Test Selection window color-codes tests and groups them into various categories. Yellow is for the Interim assessments. A test group may include one or more sub-groups. All test groups and sub-groups appear collapsed by default. To expand a test group, click Expand All.
The sub-groups for the WCAS simply break out the tests by grade level; grades 5, 8, and 11.
The sub-groups for the Smarter Balanced assessments have more levels, allowing the TA to specify the content area (ELA or math), the part of the test (CAT or PT), the grade level, etc. of the test session.
The sub-groups for ELPA21 are broken out by grade band (e.g., 6-8) and then again by test.
When only a checkbox appears next to a test name you have reached an individual test.
In the lower-left corner of the window, click Start Session. The Test Selection window closes and the Session ID appears. Document the Session ID in case you accidentally close the browser window and need to return to the active session.
Provide the Session ID to students. Students use this ID, along with their first name and SSID, to log in to the testing system on the Student Sign In screen.
After students sign in and select the test, you will verify settings and approve for testing.
When students are awaiting approval, the Approvals button next to the Session ID becomes active.
Click Approvals and the Approvals and Student Test Settings window appears, displaying a list of students grouped by test.

17. Recommended Method Test Selection
Highly Recommended Method for Test Selection
Only allows access to the one test being administered.
Not Recommended
It permits students access to the ELA CAT, ELA PT, Math CAT, and Math PT assessments.
The Test Selection window color-codes tests and groups them into various categories. You will also notice interim and screener tests on this window. Select only the test you are administering for this session. The Summative assessments are coded Blue for Smarter Balanced, Green for WCAS, Orange for ELPA21, Pink for Off-Grade Level, Teal for ELPA21 Screener, and Yellow for the Interim assessments.
There are different methods for selecting tests.
A test group may include one or more sub-groups. All test groups and sub-groups appear collapsed by default. You can also individually expand a test group by clicking on the plus (+) sign, next to the test you are administering. Do not place a check mark in the box until you have reached the appropriate test level for selection.
OSPI highly recommends drilling down until a checkbox appears next to a test name.
The first example is not recommended and will provide students access to ALL available Smarter Balanced assessments include the ELA CAT, ELA PT, Math CAT, and Math PT. This method allows students access to 4 tests that they will need to carefully select and you will need to verify that each student has made the correct choice, prior to approving. This method may create a testing incident and potentially limit a students ability for their testing opportunity.
The second example, is the recommended method, displaying how a TA drilled down to select only the ELA CAT test that is approved for that testing session. This limits a students ability to select only this test.

18. Student Sign In
Launch the secure browser on the student’s testing device. The Student Sign In page appears
Students enter their first name, their SSID, and Session ID
Students click Sign In. The Is This You? page appears
Students verify personal information. TA verifies settings
The Your Tests page displays with the tests the TA selected
Depending on the test content and the specified test settings, students may need to verify their device is functioning properly
The Test Instructions and Help page is the last step of the sign-in process before beginning the test
Common Causes for Sign In Errors
Session does not exist
Student information entered incorrectly
Session has expired
Student is not associated with your school
Launch the secure browser on the student’s testing device and the Student Sign In page appears.
Students enter the following information:
In the First Name field, students enter their first name as it appears in TIDE.
In the Student ID field, students enter their SSID as it appears in TIDE.
In the Session ID field, students enter the Session ID as it appears on the Test Administration Site.
Students click Sign In. The Is This You? page appears.
To verify personal information:
If all the information is correct, students click Yes. The Your Tests page appears.
If any of the information displayed is incorrect, the student must not proceed with testing. The student should click No. You should immediately notify your SC so that the student information can be corrected in TIDE.
The Your Tests page displays all the tests that a student is eligible to take. Students can only select tests that are included in the session and still need to be completed. Be very specific when telling students which test to select.
Depending on the test content and specified test settings, students may need to verify their testing device is functioning properly. This includes Text-to-Speech, Audio Playback, Recording Device Check and Sound and Video Playback.
When students see the Audio Playback Check as they log in, this is the indication that a headset is required.
The Test Instructions and Help page is the last step of the sign-in process. Students may review this page to understand how to navigate the test and use test tools. After review, students click Begin Test Now. The test opportunity officially begins or resumes.
Remember to deny access or pause the test if it is not your students or the incorrect test or settings.

19. Monitoring Test Progress and Ending Test Segments and Test Sessions
TA reviews students’ requests for approval
TA actively monitors students’ testing progress
When students finish testing, stop the session
Student Testing Statuses
Approved: Student has not started the test
Started: Student started the test and is actively testing
Review: Student answered all questions and reviewing answers before ending the test
Completed: Student has submitted his/her test
Paused: Student test is paused
Monitoring
During testing the TA actively monitors students’ testing progress. Students’ status and progress will appear in the Students in your Test Session screen. The page will automatically refresh to update this information.
Segment Instructions
The Smarter Balanced CAT and PT are presented in segments. When students reach the end of a test segment, they will receive a warning message asking them to confirm that they want to move on to the next segment.
The warning also advises that they cannot return to change their answers in the current segment once they have moved on.
This message also reminds students to check their answers before moving on.
Reminder, pausing on the last question of a segment will automatically submit the test after 20 minutes of inactivity.
Prior to administering the summative assessment, TAs should ensure that students understand the outcome of ending the test segment while they are administering a Training Test or Interim assessment to students.
Ending Test Session
When there are approximately ten minutes left in the test session, the TA will give students a brief warning when reading the TA Script. Students who need more time will need to log back in to another session.
When students have finished testing, you should:
Print the session report before selecting Stop Session
Stop this session by clicking STOP in the upper-right corner. A confirmation message appears.
Click OK. The test session stops.

20. Summative Test Schedule
Complete schedule:
Assessment
Content
Accountability
ONLINE
window
PAPER
Smarter Balanced Grades 3-8
ELA & Math
3-8
3/5–6/8
4/16–5/25
Grade 10-12 10
5/4–5/25
WCAS Grades 5 & 8
Science
5, 8
4/16–6/8
Grade 11 11
5/4–6/8
Off-Grade Grades 10-12
N/A
EOC Grade 12, only
Math
5/7–6/8
This table provides an overview of the Operational Spring 2018 state assessments. Each school testing schedule must fall within the state mandated testing window. Note the differences in online and paper-pencil windows.
All students, including students with disabilities, English learners (ELs), and ELs with disabilities, should have equal opportunity to participate in state assessments. Review the GTSA for complete details on access and restrictions.
Smarter Balanced ELA and Mathematics assessments are comprised of two parts. The Computer Adaptive Test is based on student responses and the computer program selects the difficulty of items throughout the test. Once started, a student has 45 days to complete the CAT. The Performance Task is a portion of the test that students will answer a set of complex questions centered on a common topic or problem. Two day event in ELA; recommended single-day in Mathematics. Once started, a student has 15 days to complete the PT. Students must attempt the PT and CAT to see the score in ORS.
Tests must be completed in the day or days allotted, unless extended time is documented or an approval for a special circumstance has been granted by the state. Refer to the TAM for availability of a makeup test session.
WCAS assessments remains open, after a student has started the test, until the end of the test window.
Off-Grade Level (OGL) assessments are available to high school students, attempting lower grade level assessments, as documented in IEPs. For ELA and Math; OGL follows the same rules as Smarter Balanced. Students who attempt OGL assessments must also attempt on grade level accountability assessments in grade 10.

21. Testing Environment Summative Test Requirements
Students must be SUPERVISED at all times by a trained TA
Ensure the Test Environment is void of noise and distractions
Verify that Materials are permitted and available for student use
Limit INTERACTIONS with students
Read TA Script of Student Directions, word-for-word
Administer ACCESSIBILITY SUPPORTS appropriately
NO COACHING or REVIEWING student work
Once a Summative assessment session has been set up for students to begin testing, the students within the session must be supervised at all times by a trained TA, until testing concludes and all materials provided during the test session have been collected and accounted for. Review your school’s plan for trained TA replacements should you need to leave a testing session due to an emergency.
Each testing environment should be void of noises and any distractions. Placement of a Testing Do—Not Disturb Sign can help with distractions.
It is important to have a clear understanding of what materials are available for student access during each testing session. Materials vary depending on the grade level and content being administered. Students may only have access to materials, tools, supports, and accommodations as outlined in the GTSA. Use of non-approved materials, tools, supports, or accommodations may result in the students test results being invalidated. This includes materials being left on walls/desks, within the testing area.
As a TA, it is important to follow the TA Script and Student Directions, word-for-word, using a natural tone and manner, unless simplified test directions are permitted. Review the TA Script and Student Directions prior to the day of testing so that you are familiar with what is being asked of you. TAs need to limit their interactions with students to ensure consistency in assessing Washington students. To facilitate this limited interaction during Summative testing, it is best practice to prepare students prior to testing by sharing what is and is not allowed. Refer to the Professional Standards and Security, Incident, and Reporting Guidelines for complete details.

22. General Rules of Testing
Read the administration directions (SAY boxes) in the TA Script so you sound natural.
Follow the GTSA on whether an assessment permits the use of a particular tool, support or accommodation.
Use of a non-approved calculator or use of a calculator on a non-calculator portion of a test will invalidate the students test results.
Review your school’s Test Security and Building Plan to become familiar with:
Testing schedule and seating arrangements
Accessing and return of testing materials on the day of testing, distributing and collection from students within the testing environment, and returning to the SC.
Students must enter an answer for all items before moving to the next screen
Students can mark a question for review but should provide their best response prior to moving on
Prior to testing, read the student directions (SAY boxes) in the TA Script so you sound natural.
Review the Materials Available for Student Access, Appendix A of the GTSA, so students have access only to those accessibility supports allowed for the test being administered.
Make sure that the model of calculator a student uses is one that has state approval.
Also ensure that hand-held calculators are approved for use, prior to allowing students access on a paper test.
Review the Calculator and Electronic Device Policy on the WCAP Portal.
It is important to ensure that a process is in place for collecting and accounting for all materials distributed to student within a test session, prior to releasing the student from the testing location.
Become familiar with the school’s Test Security and Building Plan, including:
Testing schedules
Seating arrangements
Material chain-of-custody
Students must enter an answer for all items before moving to the next screen
Students can mark a question for review but should provide 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 the system times out, a technology issues occurs, or the student moves to a new segment without first completing the flagged question.

23. Break Procedures Break Procedures
Close test booklets
Instruct students not to discuss the test
Students are monitored by staff
Bathroom break – one student at a time
Ensure students do not have access to electronics or other unapproved materials
Break Procedures
[Add your staff break information here]
Who will test where? Extended time location
[Add your staff break information here]
Add building specific notes and the process for calling students and reminding them of the importance of this testing opportunity and for identifying the schedule and location. Students arriving late may test if approved by the school district.
Break procedures include instructing students to:
To pause online tests or close test booklets and be not to discuss test content with their peers.
Students must be monitored during breaks and lunches.
Be sure to have available prior to testing, your break information and emergency contact information should a need arise.
Follow the break procedures in the unlikely event the class has to leave the room for an emergency. Do not attempt to collect the booklets. Student safety first; follow the emergency procedures.
TA should pause the assessment, if possible, but not at all necessary.
[Add the emergency contact number/plan should a TA need help during the test]

24. Monitoring Students Actively monitor to ensure students are:
If a student asks for help on a question try:
It is important that you do your best
Do you need to [Pause your test or close your test booklet and answer booklet] and take a break?
I cannot help you check your work
If you are unsure about how a question works, select Tutorial from the context menu to view a short video.
You may also read the question again and think about what the question is asking you to do.
Try your best and choose the answer that makes the most sense to you.
Monitoring Students
Actively monitor to ensure students are:
Using #2 pencils
Only using allowed accessibility features, calculators, and/or electronic devices.
Not writing on the ½ inch outer edge of the booklet
Not sharing their work
Reading and re-reading the Student Test Directions (SAY Boxes) is permitted (not test questions)
It is permitted to remind all students to be sure to complete all items. This can take place prior to testing and again when students begin to turn in test booklets
You may assist students with navigating the online system or turning pages in a paper booklet
Create a comfortable testing environment; smile and make eye contact whenever possible.
Students are required to be monitored by trained staff until testing is complete.
Only use a No. 2 pencil. If a different pencil lead type is used, you may never know what questions were not scanned and scored accurately. Notify your SC right away.
Only permit allowed calculators for student use and only on calculator approved sections of a test. See the Calculator and Device Policy and the GTSA for use and restrictions.
If students write within a half inch from the outer edges of the test booklet, they should be reminded that work can only be scored if it is within the student response area.
TAs are allowed to:
Re-read test directions as many times as needed to support students. It is not permitted to read aloud passages, scenarios, stimuli, or test items.
Help students by turning pages in paper booklets, when needed. TAs may not assist students with responding to test items.
Be prepared for students asking for more help than you are permitted to support. The list in the green box can help support students in a positive way and are permitted for use within a group setting or with an individual student.

25. Tips for Successful Test Sessions
Understand the difference between the Training and Practice Tests, Interim assessments, and the Summative assessments so your students take the correct test at the right time.
Incorrectly administering a summative assessment will require the student to test twice and it also requires to be documented as an incident and reported to the state.
Know who is in your testing session and what tests and settings your students need before testing begins.
Do not approve a student’s test session if:
An ineligible or unknown student is seeking approval.
When the incorrect test was provided by the TA and selected by the student.
A student comes to school not feeling well. Contact your SC.
The correct student settings (accessibility supports) are not available.
Awareness and planning in these areas contribute to increased participation and validity of scores.
TAs must have a clear understanding of the differences between a Practice and Training Test, an Interim assessment, and the Summative assessment. Incorrectly administering a summative assessment may invalidate a students testing opportunity.
When logging students in to a test session, it is important to monitor and deny a student access if:
An ineligible or unknown student is seeking approval for your session; immediately notify your SC.
You will also deny a student when an incorrect test was selected. This situation can be eliminated by the TA selecting only the test that the students are taking during that test session. This requires a few extra steps, but removes disruption and potential testing incidents.
When a student enters your testing room and is not feeling well, reach out to your SC to see if the student should be assessed when he/she is feeling better, during a makeup session, when permitted.
If at any point during testing you or a student identifies incorrect test settings; immediately deny access or pause the test and notify your SC for an update to TIDE. Changes to a student’s online test settings fall into two categories.
For all online embedded test settings, with exception to Braille, ASL, and Spanish Stacked Translations, you will need to deny the student access or in the case that the student already began testing, pause the test immediately. Contact your SC to change the settings in TIDE. Changes in TIDE are immediate so the student can rejoin the session that is already in progress.
For Braille, ASL, and Spanish Stacked Translations you will deny the students test and contact your SC to have the students testing opportunity Reset through the TIDE appeals system. Once the Reset has been approved by the state, the SC can make the appropriate change in TIDE. The student can then be tested. This process may take up to 24 hours.
It is important to note that an appeal to Reset a students test due to an incorrect student setting is limited and most likely will only be approved for a student needing to access the Braille, ASL, or Spanish Stacked Translation tests.

26. Checklist to Prepare Testing Locations Prior to Testing
Room is ready; inappropriate materials covered or removed
Student seating designed to prevent viewing of peers test booklets.
TA Script of Student Directions in the classroom
Secure Listening Transcript for ELA Gr 3-8 (session one) and HS (session two)
Accessibility features clearly identified for the subject area and available for students
Testing-Do Not Disturb sign placed on door of testing locations
Clear hand-held calculators, when applicable
Identify location for placing backpacks, bags, and non-approved items and electronics
Pick-up booklets at _______ (Return booklets each day)
The rules for each administration may differ slightly. Be prepared by knowing what is allowed and not permitted for each test.
Run through your room ready checklist to make sure materials in the testing location related to the content of the test being administered have either been covered or removed. Retention of non-approved materials may require invalidation of a students test results.
Verify your student seating chart to ensure locations are far enough apart to prevent students from viewing peers test booklets. An exam type layout, as opposed to a collaborative setting.
Have all necessary materials placed in the classroom prior to testing sessions. This includes TA Script, tools, supports, and/or accommodations, manipulatives, and ancillary papers, as permitted. Examples include glossaries, scratch and graph paper.
Add your Testing—Do Not Disturb sign on the door outside of your testing location. Take care when not to obscure security windows on doors;
Establish your location for when students are directed to turn off non-approved electronics and place them with backpacks and purses in that area.
Students must be directed to move these items prior to beginning the test.
Know the process for collecting secure testing materials on the day of testing. Will they be delivered or will you pick them up?
Have an established process for checking out and checking back in all testing materials to students (i.e., test booklets, answer booklets, scratch and graph paper).
Materials must be accounted for prior to releasing student(s).
Remember: All materials distributed within the testing environment are considered secure and must be processed according to your school’s Test Security and Building Plan. 11

27. Protocols, Security, and Responsibilities
Before, During, & after testing

28. 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 with as much detail as possible, including information such as date, time of day, who was involved (SSID), and the item number (when applicable). 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 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.

29. Security, Policies, & Responsibilities
Policies, laws, practices, and prohibited behaviors are located in the 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, and SCs are required to read the PIRG
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. Trained TAs can proctor assessments under the general supervision of a certified staff member. 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:
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:
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)

30. Teacher Responsibilities
Familiarize students with test-taking strategies
Familiarize students with question formats
Multiple-Choice
Short-Answer
Completion
Gridded Response
Familiarize students with how to accurately fill in an answer circle
Encourage students to try questions and tasks even if they are uncertain
Help students to relax and be confident
Avoid excessive testing and coaching
Use test results appropriately, including maintaining confidentiality of individual student results.
Teachers are expected to provide students with an opportunity to acquire the knowledge and skills that will be assessed. Teachers shall accomplish this primarily by providing students with a rich instructional program.
There are many resources available to support students with test taking strategies and to ensure they are familiar with the different question formats. This may include:
Showing students how to fill in answer circles on paper-pencil tests.
Familiarizing students with question formats.
Encouraging students to try questions and tasks even if they are uncertain.
Helping students feel relaxed and confident.

31. TA Responsibilities (Before Testing)
Complete test administration training and review all state testing policies and administration documents prior to administering state tests
Complete and sign a Test Security Staff Assurance Report (Part 1)
Become familiar with the TA Script (before/after) and directions to student (SAY boxes)
Have a list of student accessibility supports needed for the exam
Familiarize yourself with the school’s Test Security and Building Plan
Provide a positive environment and prepare your room
TAs can do a lot to ensure that testing goes smoothly. The TA is the primary role for administering state assessments. This slide and the next two slides outline the duties of the TA before, during, and after testing.
When completing training, sign the Training Log and sign the Test Security Staff Assurance Report. These trainings provide important information specific to the retake administration.
The rules for each administration may differ slightly. Prior to testing, please be sure that you read the administration manuals for clear directions on each administration. To help you become familiar with the role of a TA. Review the TA Script (SAY boxes and TA text) and the Final Processing Steps for TAs, prior to administering tests.
Confirm your student information is in TIDE. Work with your SC for any student that is not in TIDE.
Know which materials (scratch paper, manipulatives, etc.) are permitted for each test. Inventory stock and alert your SC if additional materials are needed.
Become familiar with your school’s Test Security and Building Plan. This should include the information needed for testing schedules, seating arrangements, processes for handling secure materials, testing students, and reporting incidents.
Know who to contact and how to contact your SC and/or DC should you need assistance during testing.
Students must be actively monitored at all times by a trained TA during testing. At least one TA must be in the testing location at all time.
Know your break schedule and hall monitor plan.
Identify a location for students to store non-approved electronic devices and purses. The student directions being read by the TA will instruct students to turn off electronic devices and place them along with bags, in a location identified by you.
Provide a positive pre-testing experience with students and prepare your testing room.

32. TA Responsibilities (During & After Testing)
Receive materials no earlier than the current day of testing
Check materials out to students and be prepared to check them back in
Read TA Script of Student Directions verbatim
Monitor students
Report testing incidents to the SC
After:
Implement your check-in process for collection of testing materials, prior to releasing students.
Complete and sign Part 2 of the Test Security Staff Assurance Report.
Process materials according to your Test Security and Building Plan.
Return materials directly after each testing session.
TAs play an important role to ensuring a positive testing environment and maintaining test security.
Maintaining careful records helps to ensure that there are no missing secure materials. Follow your school’s Test Security and Building Plan for tracking and returning all test materials.
TAs may use the state-provided Scratch Paper template.
TAs only access testing materials just prior to each administration for a single day.
Inventory materials when received from your school to ensure that you have the appropriate students pre-identified test booklets. If a discrepancy is noted, immediately alert your SC for resolution.
Check test materials out to students. Verify to ensure students’ names have been added to ancillary materials such as graph and scratch paper. Papers passed out during testing are considered secure.
Helping students navigate the pages within a test booklet are permitted. It is not permitted to alert an individual student to complete a test item that was left unanswered or to rework a question. A TA may inform the entire class to be sure to check that all questions have been completed.
Immediately return all testing materials to your SC after completion of that days testing session. This includes test booklets and ancillary papers passed out during testing.
Processing materials at the end of a testing session
All materials checked out during a testing session are considered secure and must be checked back in. This includes all materials distributed (i.e. test booklets, braille, large print, translated CDs, scratch/graph paper, Glossaries, etc.).
Verify that all test booklets are signed by students.
SCs will follow the school’s Test Security and Building Plan for securely shredding ancillary papers (scratch/graph).
If materials are noted as missing, immediately notify your SC.
Complete and sign the second portion of your Test Security Staff Assurance Report. Include an explanation of boxes checked “no” and notation of missing materials. As required by OSPI, sign and submit the report, along with your secure testing materials, to your SC.
Process materials according to your Test Security and Building Plan and immediately return materials to your SC.

33. Required and Suggested Documentation
Required Documentation
Signing the Training Log for State Assessments at completion of training session
Test Security Staff Assurance Report
One for each person in the training log
Complete page one prior to testing
Complete page two at completion of testing
If yes is marked for irregularity, ensure all documentation is complete
Documentation of testing incidents
Suggested Documentation
Complete Inventory checklists of all materials
Documentation that is required to be completed includes:
Signing the Training Log for State Assessments at completion of school district training sessions.
Signing the Test Security Staff Assurance Report. Sign part 1 prior to testing and part 2 after testing has concluded. If yes is marked for irregularity, ensure all documentation is complete and has been provided to the SC.
It is suggested to retain a log of all test materials and a copy of your Test Security Staff Assurance Report.

34. Contact Us: Test Administrators
Contact the School Test Coordinator for questions or to report issues
School Test Coordinators
Phone (office): (__ __ __) __ __ __ - __ __ __ __
Phone (Mobile): (__ __ __) __ __ __ - __ __ __ __
The following communication plan has been established:
TAs must contact your SC and or Technology Coordinator for technical questions.
SCs will contact the DC.
The DC will contact OSPI, when necessary.
OSPI will refer all school staff questions back to your DC for support. This will ensure that you receive the most up to date information including school district procedures and policies.

35. Revision Log: Slide Section Description of Revision Revision Date
Updates to the module after February 7, 2018 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.