1. Test Coordinator and Proctor Training ~ Spring 2018
KENT SCHOOL DISTRICT
Smarter Balanced Assessments
English Language Arts/Literacy and Mathematics
Washington Comprehensive Assessment
of Science (WCAS)
Test Coordinator and Proctor Training ~ Spring 2018
KSD Assessment Office Team
For detailed information, please refer to
The Smarter Balanced Test Administration Manual (TAM).

2. Goals for this Training
Be prepared - What to do before testing
What’s new:
WCAS SCIENCE!
HS SBA is a Grade 10 test.
Test administration schedule
Tools, Supports, and Accommodations
How to provide a secure testing environment
Know how to avoid and respond to test incidents
What to do after testing
Where to get help and resources
Test-drive: TIDE
Practice/Training Tests
Appeals and interruptions
Online Reporting System (ORS)

3. Be Prepared – Before Testing
Review materials.
Schedule test times and locations in your building.
Provide for secure testing environments.
Make sure all technology is working -- check again right before testing.
Train TAs/proctors in your building.
Check student and TA rosters.
Plan and enter supports/accommodations for students in TIDE.
Student should take at least one practice or training test.
Optional – have students take one or more IABs and discuss results and strategies with class. 3

4. What’s New – Spring 2018 Pause rule back to 20 minutes
This change is to bring Washington’s pause rule time back in line with the SBAC pause rule.
As a reminder, students whose Math CAT, ELA CAT, or Science test is paused for more than 20 minutes can not return to pages where all the test questions were answered. Students should give their best answer to every question before flagging the question or moving on to the next question.
SBA ELA and Math are now grade 10 assessments.
WCAS Science for grades 5, 8, & 11 debuts.
Last administration of EOC Math.

5. WCAS FAQs
What science test will high school students take this spring?
The Biology EOC and Biology COE are not longer offered.
Students in grade 11 are required to take WCAS even if they attempted or met standard on the Biology EOC.
Per ESSA, we need to test and report the results of the current state science assessment once each school year in elementary, middle and high school.
When will WCAS scores be available?
Scores from the spring 2018 WCAS will be available after the Achievement Level Setting in later summer, with a likely release in ORS in late August.
Scores from spring 2019 on are likely be available in ORS in late July.
This Photo by Unknown Author is licensed under CC BY
This Photo by Unknown Author is licensed under CC BY

6. Spring 2018 High School Assessment Requirements
Students in grade 10 take SBA ELA and Math for accountability AND their first attempt toward grad requirements.
Students in grade 11 (or 12) may re-take the SBA or access alternate graduation requirements, if needed.
Students in grade 11 take WCAS (Science) for accountability.
WA-AIM is administered in same grades as SBA and WCAS.

7. Cut Scores on 10th Grade SBA
What will be the cut score for 10th graders (class of 2020)
and 11th graders (class of 2019)?
The State Board of Education sets two kinds of cut scores:
The “On Track” Achievement Level scores, shown on the table to the right, are used for accountability.
Graduation cut scores are the same as last year, even though high school SBA is now a grade 10 test:
2548 for ELA and 2595 for math.
“On Track to Career- and
College-Ready” Cut Scores
ELA
Math
Level 2
2491
2533
Level 3
2577
2614
Level 4
2678
2697
Anton

8. Smarter Balanced and WCAS District Testing Schedule
Elementary and Middle Schools
April 30 – June 1, 2018
High Schools – Updated!
WCAS Science Assessment for Grades 5, 8, and 11
May 4 – June 8, 2018

9. Estimated Testing Time
Smarter Balanced year-end summative assessments are not timed.
Testing may occur over multiple sessions, for example:
Administer the ELA CAT and the Math CAT in two sessions, each.
Administer the ELA PT in two sessions, corresponding to Parts 1 and 2.
Administer the Math PT in one session.
Students usually spend 1 – 2 hours per day testing, over several days.
Grade Level
CAT
Performance Task
Total per
Subject
ELA
3 – 5
1:30
2:00
3:30
6 – 8
10 – 11
4:00
Math
1:00
2:30
3:00
TAM, 13-15

10. Washington Comprehensive Assessment of Science (WCAS)
May be given in multiple sessions like SBA ELA and Math.
1 to 3 sessions are recommended.
Students should try all three training tests, that is, at each grade level so they can experience most of the item types.
Grades
WCAS
Standards Assessed 5
90 minutes
3-5 band of NGSS 8
110 minutes
Middle school band of NGSS 11
120 minutes
High school band of NGSS

11. Washington Comprehensive Assessment of Science (WCAS)
New for science this year! Students may take WCAS over multiple test sessions, or days, like the SBA.
OSPI recommends that 3 sessions be the maximum number of sessions for students.
There will be instructions about how to handle testing over multiple sessions in the TA Script for Student Directions.
Is there a set number of days in which the WCAS must be completed, like the SBA Performance Tests and CATs?
The WCAS expires at the end of the test window in June. Other than that, there is no set number of days in which students must complete the test.

12. Planning for 2 Test Sessions
Grade 5/8
Standalones
Cluster 1
Cluster 2
Cluster 3
Cluster 4
Cluster 5
Cluster or Standalones
Grade 11
Standalones
Cluster 1
Cluster 2
Cluster 3
Cluster 4
Cluster 5
Cluster 6
Cluster or Standalones
This is how you could break up the test into 2 sessions.
Students could work through the stand alone items, and the first 3 clusters of items during their first session. Then, they could complete the remaining clusters and field test items during their second session.
This is how you could break up the test into 2 sessions. Students could work through the stand alone items, and the first 3 clusters of items during their first session. Then, they could complete the remaining clusters and field test items during their second session.

13. Planning for 3 Test Sessions
Grade 5/8
Standalones
Cluster 1
Cluster 2
Cluster 3
Cluster 4
Cluster 5
Cluster or
Grade 11
Standalones
Cluster 1
Cluster 2
Cluster 3
Cluster 4
Cluster 5
Cluster 6
Cluster or Standalones
This is how you could break up the test into 3 sessions.
Students could work through the stand alone items, and the first 2 clusters of items during their first session. Then, during the 2nd session, they could complete 2 or 3 clusters of items depending on the grade level, and in the 3rd session they finish out the rest of their test.
This is how you could break up the test into 3 sessions.
Students could work through the stand alone items, and the first 2 clusters of items during their first session. Then, during the 2nd session, they could complete 2 or 3 clusters of items depending on the grade level, and in the 3rd session they finish out the rest of their test.
There will be instructions about how to handle testing over multiple sessions in the TA Script for Student Directions. We have a few things that we still need to work through in this area (including how the locking items will interact) when we test the tests later this spring. We will include any wisdom or guidance in that TA Script, so please read it carefully if you break up the test into sessions.

14. Science Training Tests
Helps students become familiar with the test.
Available on the WCAP portal.
One cluster (stimuli and items) and one stand-alone item at grades 5, 8, and 11.
Students in grades 5, 8, and 11 should try the training tests at all three grade levels, to experience the greatest variety of question types and test functionalities.
The second is the Training Tests. They are available on the WCAP portal. There is one training test for each tested grade. They have one cluster (stimuli and items) and one standalone item at each grade. All three training tests should be by students in each grade level to experience most online item types. Our webinar 2 weeks ago was about this topic, and most of the files from that webinar are currently on the science webpage. The recording will be posted for District Test Coordinators soon.

15. Science Training Tests (Cont.)
Teachers may present the Training Test to the entire class using a computer and projector, then have students take the Training Test on their own computer, with teacher guidance, as needed.
Teachers are encouraged to answer students’ questions and provide support while students are working in the Training Tests.
Students should concentrate on exploring the features, navigation, and tools, but should not be concerned with the science content or getting correct answers.
Highly recommended that teachers review directions on using the Training Tests, Online Training Test Support for Science
Includes answer key to all three Training Tests and suggestions for helping students understand and work with each answer type.
The second is the Training Tests. They are available on the WCAP portal. There is one training test for each tested grade. They have one cluster (stimuli and items) and one standalone item at each grade. All three training tests should be by students in each grade level to experience most online item types. Our webinar 2 weeks ago was about this topic, and most of the files from that webinar are currently on the science webpage. The recording will be posted for District Test Coordinators soon.

16. Tools, Supports, and Accommodations
Universal Tools
Available to all students based on student preference and selection, either embedded in the software or available as classroom resources.
Designated Supports (Primarily for ELL Students)
Available for use by any student as indicated by an educator(s) with parent/guardian and student input.
Accommodations (For Students with IEP or 504 Plan)
Changes in procedures or materials that increase access for students with Individualized Education Program (IEP) or 504 accommodation plan.
Assign supports and accommodations to students before testing.
Use practice or training test to try them out.

17. Template for Spring 2018 Includes columns for SBA ELA, ELPA21, SBA Math, and Science

18. Does not include ELA CAT Passages
Text-To-Speech
Text-to-Speech is an embedded technology. Students who are struggling readers may need assistance accessing the assessment by having all or portions of the assessment read aloud. This support may confuse and lower the performance of students who do not regularly have this support during instruction.
Designated Support
Does not include ELA CAT Passages
Accommodation - Must be in IEP. Appropriate for a very small number of students.
Includes ELA CAT Passages

19. Does not include ELA CAT Reading Passages
Read-Aloud
Rules are similar to Text-to-Speech, intended for students who cannot access Text-to-speech. Requires trained and qualified reader. See Appendix C, Read-Aloud in GTSA
Does not include ELA CAT Reading Passages
Designated Support
Accommodation - Must be in IEP. Includes CAT Reading Passages. For a very small number of students.

20. Translations–Stacked (Spanish Only)
A full Spanish translation of the test item is shown above the English wording.
Recommended for students whose primary language is Spanish and who use dual language supports in the classroom.
This support may increase reading load and cognitive load.
Set in TIDE in the Accommodation section, under Presentation.

21. Scribe All scribes must:
Designated Support for SBA ELA CAT and ELA PT 1, Math & Science items, only. Not permitted for ELA PT 2.
Accommodation
Allows ELA PT2, Full-Write. Must be documented in student IEP or 504 plan.
All scribes must:
Be trained and qualified
Record student responses verbatim
Follow the TA script and protocol from Appendix E, Scribing and Transcribing Guidelines.

22. What is transcribing?
Transcribing is a required activity when a student, unable to directly input responses to the paper or online assessment, uses an approved accommodation – for example, Braille, large- print, or signing.
• Prior to the student leaving the testing room, the TA and/or scribe must ensure that the student’s responses are legible so that the transcriber will be able to reproduce the student’s responses.
• Transcribing must occur after the student concludes the test and before the school or district completes post-assessment material packaging for return shipment.
GTSA, Appendix E:Scribing and Transcribing Guidelines, page 58.

23. What is print on demand? Paper copies of passages/stimuli and/or items are printed for the student
A very small percentage of student should need this feature. (For example, visual impairment, inability to test online, or other reasons)
Must be documented in a student’s IEP or 504 plan.
Must first be set in TIDE.
Student may need additional time with this accommodation.
Keep printed materials from print-on-demand and scratch paper in a secure area that can be locked.
Staff must have signed a Test Security Assurance form to print materials.
Collect and inventory secure test material at the end of each test session. Shred immediately after testing.

24. Resources for Tools, Supports, & Accommodations
for State Assessments
 WCAP Portal
Guidelines on Tools Supports & Accommodations for State Assessments  (GTSA) 11/2017
Acronyms and Definitions used in GTSA
IE State Testing at a Glance
Materials Available during Testing and GTSA Template  
Materials Available and Template for ELPA21 

25. General Rules For Online Testing
Students take the CAT and Performance Tests separately, once one is completed, students cannot go back.
When there are segments within a test, a student can’t return to a segment once it has been completed and submitted.
Students need to answer all items on a page before they go on to the next page. Some pages contain multiple items, that require students to use the vertical scroll bar to view all items on a page.
Students can mark items for review during the CAT so they can return these items before submitting the test. However, they can’t go back to a segment after they have completed it.
TAM, 10-11

26. Pause And Timeout Rules - CAT
If the CAT portion pauses for less than 20 minutes, students may return to previous test pages and change their answers, within the test segment they are working on.
If the CAT portion has been paused for more than 20 minutes:
Students can’t change their answers, even marked for review, or return to a previous segment. (Except for an approved appeal).
Students will return to the last page worked on containing a blank item. If a page has both blank and answered items, they can access both and change any answers on that page. Students can’t return to previous pages or segments.
If a student enters random text to get to the next page, the question counts as answered - the student can’t return to that question.
Test Timeout! A warning message will show after 30 minutes of student inactivity. Students need to click OK within 30 seconds after this message appears or they are logged out and the test will automatically pause. Students cannot return to CAT items from previous sessions, even if responses were marked for review.
TAM, 10-12

27. PERFORMANCE TASK —Pausing
There are no pause rules for the performance task.
Students can take breaks during the administration of the performance task but will be automatically logged out after 20 minutes in a paused state or 30 minutes of inactivity.
For mathematics, students can access the same items after a break.
For ELA, students have access to the items within either Part 1 or Part 2.
There are no pause rules for the performance task. Students can take breaks during the administration of the performance task but will be automatically logged out after twenty minutes in a paused state or thirty minutes of inactivity. The mathematics PT is presented on a single screen.
Following a break, students have access to the same items in the mathematics performance task, however, any highlighted text and notes on the digital notepad will not be saved when a test is paused regardless of how long the assessment is paused.
For ELA, after taking a break, students will have access to only those items within the part of the task they were working on (Part 1 or Part 2) prior to the break. Students may not go back to Part 1 if they take a break during Part 2, however, the Global notes are retained for both parts 1 and 2.

28. PERFORMANCE TASK Tools Scratch Paper — ELA
Students may choose to use scratch paper to make notes in ELA.
Collect scratch paper at completion of Part 1 of the ELA performance task and store securely until Part 2.
After administration, all scratch paper must be securely destroyed in adherence to test security procedures.
To ensure that students using scratch paper for notes have the same allowance as students using the online notes, TAs should direct students to write their names on the scratch paper before collecting it at the completion of Part 1 of the ELA PT and securely store the paper for students’ use during Part 2 of the ELA PT. After administration, all scratch paper must be securely destroyed in adherence to test security procedures.

29. PERFORMANCE TASK Tools — Scratch Paper and Graph Paper — MATH
Scratch paper must be available to all students taking the math assessment. Graph paper is also required in 6th grade and above.
If the mathematics performance task is administered over more than one test session, Test Administrators must retain scratch paper and graph paper between test sessions.
Scratch paper and graph paper may not be retained between test sessions for the CAT portion.
Following the conclusion of the mathematics PT, scratch paper and graph paper must be collected and securely destroyed to maintain test security.
Scratch paper must be made available to all students taking the math assessment. Graph paper is also required for students in 6th grade and above.
If the mathematics performance task is administered over more than one test session, Test Administrators should retain scratch paper and graph paper between test sessions. Scratch paper and graph paper may not be retained between test sessions for the CAT portion. Following the conclusion of the mathematics performance task, all scratch paper and graph paper must be collected and securely destroyed to maintain test security.

30. Provide a secure environment before and during testing
Remove or cover any material related to test content, such as formulas, organizers, rubrics, and definitions.
Seat students so they cannot see each other’s work, or provide partitions.
Place a TESTING—DO NOT DISTURB sign on the door and/or hallways
Provide a quiet environment -- no talking or other distractions
Only use student interface and secure browser to administer SBA
Actively supervise students. Students may not have access to cell phones, or other electronic devices. Number 1 reason for invalidations!
Students may only access and use permitted resources.
Students who are not testing and unauthorized adults must not be in the testing area.
TAs may have limited exposure to PT items while testing. Do not copy any information or develop answer keys from test items.
This Photo by Unknown Author is licensed under CC BY-SA

31. Provide a Secure Environment During and After Testing
Do not review student responses in the testing interface or student notes on scratch paper.
  Do not record secure test material or release to anyone via any media.
 Do not review, discuss, or analyze any secure test material at any time.
Do not keep any secure test materials, except for Braille or Print on Demand accommodations.
 Printed materials from the print-on-demand, scratch paper, and student information must be kept securely.
Secure test material may not be used for instruction.
 Collect and account for all secure test material and scratch paper at the end of each test session and then shred immediately.

32. REMINDERS: During Testing DO’s
Make sure that accommodations are provided to students with IEP or 504 plans.
Monitor by moving around the room ensuring that students are on task, doing their own work, and using appropriate materials, tools, and other resources
Provide appropriate materials according to manuals.
Maintain test materials security at all times including during breaks.
Follow manual instructions and read scripts exactly as printing in the DFAs.
Proctors may not comment on student work or tell students that their answers are incomplete. If students ask for help, proctors may say:
“I can’t help you with your test”
“Always try your best.”
“Read the question again”
“Think about what the question is asking you to do”
Verify that all secure test materials are collected and accounted for before leaving the testing area.

33. REMINDERS: Testing Don’ts
Don’t use your cell phone, computer, grade papers, read, or engage in other activities that prevent your full attention to proctoring.
Don’t do anything that would provide a testing advantage to a student(s).
Don’t allow students to engage in behavior that provides a testing advantage.
Don’t leave students or test materials unattended.
Don’t invalidate a student’s test or interrupt testing if there is a testing incident. Let the student finish testing. If you think there has been an irregularity, notify your school testing coordinator and complete a report.
Updated 2/23/2017

34. Test Security Incidents
Type
Definition
Impropriety
Has a low impact on students who are testing and has a low to no risk of affecting student test performance, test security, or validity. Can be corrected and contained at the local level. If needed, an impropriety is reported to the District Test Coordinator (DC) and School Test Coordinator (SC) immediately and entered into the appeals module of TIDE if needed.
Irregularity
May affect student test performance, test security, or validity.
Can be corrected at the local level. Must be reported to the DC and SC immediately and may be entered into TIDE appeals for resolution, if needed.
Breach
Poses a threat to the validity of the test. Call the Assessment Office at 7080 ASAP.

35. Test Security Incidents: Examples
Type
Examples
Impropriety
Student makes distracting sounds or talks during the test session.
Test-related instructional materials are posted on wall during testing.
An announcement is made over the intercom during testing.
Irregularity
Student provides answers to another student.
Fire drill, power outage, or earthquake, takes place during testing.
TA gives the wrong test directions and does not correct them before testing.
Breach
Using summative test for practice instead of training/practice tests.
Students take home secure test materials, or scratch paper
Copying/discussing secure test material for instruction or other purpose.
Sharing any secure test materials with the news media.
Allowing media to observe a secure test administration.
Posting any test materials on social media (Twitter, Facebook, etc.)

36. 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 Assessment Office. The Assessment Office 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.
Guidelines: Professional Standards and Security, Incident, and Reporting[PDF]
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.

37. What Is An Appeal?
Usually, students takes a Smarter Balanced Assessment in the Test Delivery System (TDS), and submit the test when they have completed it.
The Test Delivery System then forwards the test for scoring, and then Online Reporting System (ORS) reports the test scores.
Appeals are a way to intentionally change or interrupt this process.
For example, a student is unexpectedly logged out of the test session due to a hardware or system malfunction, and an appeal is submitted to re-open the test session.

38. Types of Appeals Re-open test
TIDE Users Guide, 77-83
Type
Description
Re-open test
Re-opens tests that have expired, exceeded the Pause rule or Time Out rule, and for Technology/System related issues leaving a test incomplete. This appeal re-opens to the first question in the next segment. It will re-open the entire test for non-segmented tests.
Re-open test segment
Reopens a previous test segment. This appeal is useful when a technology or system error occurs leaving a test segment incomplete. Students can answer unanswered items. The test opportunity must be paused before a re-open test segment appeal can be submitted. Approval is restricted.
Reset
Removes all responses on a test, allowing the student to restart a test opportunity. Approval is restricted.
Restore a test
that was reset
Restores all original student responses to test questions prior to resetting the test.
Invalidation
The student does not receive a score and may not take the test again during this window.
Grace period extension
Allows student to review previously answered questions after resuming test after 50 minute pause expires. Approval is restricted.

39. Reset appeals
Appeals are able to be approved for a student to access another testing opportunity by resetting the current test, if, the student’s number of completed items meets the completion criteria in the table below.
Reset appeals are also approved for students who were incorrectly administered the Closed Captioning, ASL, Braille, or Spanish Stacked Translation (Smarter Balanced Math only), regardless of how far the student has gotten in their test opportunity.
Assessment
Component
Will approve reset if..
Smarter Balanced
CAT
Less than 5 items were answered. PT
Less than 2 items were answered.
WCAS
Science
Appeals may be submitted by DC and DA and approved by the State Administrator .

40. Trouble Shooting Common Problems
For more detailed information, please refer to the Test Administration Manual and the Technical Specifications Manual for Online Testing on the WCAP Portal.

41. Abbreviation
Description
GTSA
Guidelines on Tools Supports & Accommodations for State Assessments 
ORS
ORS—Online Reporting System
PIRG
Guidelines: Professional Standards and Security, Incident, and Reporting 
TA User Guide
TA User Guide - ADA
TDS - Student
TDS—TA/Student Interface – ADA
TAM
Test Administration Manual 
Directions for Administration and Simplified Test Directions
TCM
Test Coordinator’s Manual (TCM) 
TIDE
TIDE—Test Information Distribution Engine - ADA 

42. For each of the following scenarios Check OK, Not OK, or Need More Information:42
SCENARIO OK
NOT OK
Need More Info.
 1.
Ms. Green sees the class is getting fidgety, and pauses the test so that students could take a short break and stretch as a stress reducer.
 2.
Mr. Brown leaves a poster of writing rubrics up and uncovered during the SBA ELA assessment.
 3.
Ms. Redstone has her students take some Interim Blocks and discusses the answers and scoring rubrics with her class.
 4.
On a testing day, Mr. Teal discusses the ELA PT with a student during recess. The student is concerned about how she did.
 5.
Ms. Violet sees two students passing notes during the test. She collects the notes, separates the students, and allows them to keep testing.
 6.
Mr. Grey reviews math formulas with his class immediately before the SBA Math test, but does not collect the students’ notes.

43. For each of the following scenarios Check OK, Not OK, or Need More Information:43
SCENARIO OK
NOT OK
Need More Info.
 1.
Ms. Green sees the class is getting fidgety, and pauses the test so that students could take a short break and stretch as a stress reducer.
 2.
Mr. Brown leaves a poster of writing rubrics up and uncovered during the SBA ELA assessment.
 3.
Ms. Redstone has her students take some Interim Blocks and discusses the answers and scoring rubrics with her class.
 4.
On a testing day, Mr. Teal discusses the ELA PT with a student during recess. The student is concerned about how she did.
 5.
Ms. Violet sees two students passing notes during the test. She collects the notes, separates the students, and allows them to keep testing.
 6.
Mr. Grey reviews math formulas with his class immediately before the SBA Math test, but does not collect the students’ notes.

44. Help, Support, and Resources
Contact first: Assessment Office (7080)
Assessment Office Webpage
WCAP Portal
OSPI Homepage
WCAP Help Desk
(844)