1. Test Coordinator and Administrator Training
Spring 2019 Testing
Smarter Balanced, Off-Grade Level, and WCAS
Template Training for DCs, DAs, and SCs
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
Published: February 21, 2019

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, Manuals)
AVA
Assessment Viewing Application
CAT
Computer Adaptive Testing
DEI
Data Entry Interface
GTSA
Guidelines on Tools, Supports, & Accommodations
ORS
Online Reporting System
PIRG
Professional Standards and Security, Incident, & Reporting Guidelines PT
Performance Task
SRMAAG
Student Records Management for Assessment and Accountability
TAM
Test Administration Manual
TDS
Test Delivery System
TIDE
Test Information Distribution Engine
TSBP
Test Security and Building Plan
WCAP
Washington Comprehensive Assessment Program
WCAS
Washington Comprehensive Assessment of Science
Acronym
Definition (Users) DC
District Test Coordinator DA
District Administrator SC
School Test Coordinator TA
Test Administrator
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. A link is provided in the Notes.
Link:

4. Key Dates for Spring Administration
Activity
2019 Dates
Training completed for all staff
Day before testing
Online test window for ELA & math gr 3–8, HS, & OGL
March 4–June 7
Paper-pencil pre-ID material in district for ELA, math gr 3–8, science gr 5 & 8
April 1
Paper-pencil addtl material orders for ELA, math gr 3–8, science gr 5 & 8
April 2–May 10
Online test window for science gr 5 & 8
April 15–June 7
Paper-pencil test window for ELA, math gr 3–8 & OGL, Science gr 5 & 8
April 15–May 24
Paper-pencil pre-ID material in district for ELA, math, & science HS
April 22
Paper-pencil additional material orders for ELA, math, & science HS
April 23–May 10
Paper-pencil test window for ELA, math, & science HS
May 3–May 24
Online test window for science gr 11
May 6–June 7
Paper-pencil material for ELA, math, & science, all grades return to MI
5 business days after each school completes testing–no later than 6/14
Reporting of District Administration and Security Report submitted in ARMS
5 business days after testing is complete–no later than 6/14
On this slide are a list of key dates for the Spring 2019 online and paper-pencil administration.

5. Training Requirements
Annual training is required for all staff supporting testing.
All new staff supporting testing must be trained before testing, on all required materials.
Seasoned staff must have a clear and thorough knowledge and understanding of the training resources, and must review all resources for updates new to 2019 administrations.
Make sure all staff understand their roles and responsibilities for supporting each test administration.
Annual training is required for all staff supporting testing.
All new staff supporting test administration activities must be trained and review all required materials.
Seasoned staff must attend required spring annual trainings.
If staff have a clear and thorough knowledge and understanding of the training resources, they do not have to review all of the documents and modules again.
However, they must review all resources for updates new to 2019 administrations. This will ensure staff have a clear understanding of their roles and responsibilities for each test administration.

6. Materials Required for Test Coordinator Review
Guidelines
Manuals
Modules
Documents
Calculator Policy
ORS User Guide
TA User Guide
TIDE User Guide
DEI User Guide
TIDE Module
Assessment Update Webinars
AIR Systems Downtimes
GTSA
TCM
TAM
Test Material Processing Training
State Testing Calendar
PIRG
SRMAAG
Quick Start Guide
Coordinator Training Spring 2019
Blank
These materials are available on the WCAP Portal in the Test Coordinator Resources section. Other training resources may also be required at a local level.
Included on this slide is a summary of the materials to support DCs, DAs, and SCs with responsibilities in overseeing procedures of the Spring 2019 test administration.
Materials are located under the WCAP Portal Test Coordinator User Card > General Information, Manuals and User Guide, and Modules folders.
As a reminder, the Spring materials are required to be reviewed annually by DCs, DAs, and SCs. 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 Test Coordinator User Card.

7. Roles and Responsibilities
We will now discuss the roles and responsibilities for assessments different staff members have.
ASSESSMENT ROLES AND THEIR RESPONSIBILITIES

8. Who Are You? Responsibilities
The duties of a DC include a broad oversite of testing.
DCs establish a system to balance responsibilities.
The duties of a DA include supporting activities outlined by the DC.
DA access to AIR systems and applications mirror that of a DC.
School Test Coordinators (SCs), under the direction of a DC or DA, provide general oversight of school level administration activities.
Test Administrators (TAs) are trained staff who proctor state assessments.
There are no restrictions on who can be identified in the role of a DC, DA, SC, or TA as long as the staff member is on contract with the district.
First – Who Are You? A DC, DA, SC, or TA, and what are your roles and responsibilities?
The duties of a DC range from a broad oversite of testing to addressing the needs of individual students.
DCs establish a system to balance responsibilities for DAs, SCs, and TAs. DCs also work with the state, and ensure assessments are administered according to all state requirements.
The duties of DAs are to support the activities outlined by the DC.
System permissions are defined by the DC and systems access for DAs mirror that of a DC.
The only exception to this rule is the EDS ARMS application. The DC, as identified in WAMS Profile, is the only person permitted to submit ARMS reports to the state.
Under the direction of a DC or DA, SCs provide general oversight for administration activities in their school.
TAs are staff on contract with the district who have received test administration and security training for proctoring state assessments.
There are no restrictions on who can be identified in the role of a DC, DA, SC, or TA as long as the staff member is on contract with the school district and trained for the position.

9. Responsibilities District Test Coordinator
Trainings
Become familiar with all system and administration 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 test schedules
Confirm DEI entry of WCAS paper tests before return shipment of materials
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 OSPI trainings and webinars. Current updates and new information is communicated through the WAW newsletter and Assessment Update Webinars. DCs can add additional staff, such as DAs and Program Specific Coordinators, 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 and 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 test incident is reported (technical, cheating, damaged test booklet, etc.):
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 ARMS.
Confirm DEI entry of WCAS paper forms.
For a complete list of DC responsibilities, see the PIRG document.

10. Responsibilities Principal
Overall Planning and Scheduling
Appoint staff members to support test administration
Ensure test security of materials
Plan testing schedules, locations, and testing population
Ensure adequate staff to support testing locations
Develop and have approved your school’s Test Security & Building Plan
Ensure headsets are available to students for required portions of tests
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 the school
Ensure that the school has an approved testing schedule
Trainings
Attend all required trainings
Verify staff has received appropriate training
Principal responsibilities include the following:
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.
Attend all required trainings and ensure that all applicable staff, as their responsibilities support state testing, have also attended required trainings.
For a complete list of Principal responsibilities, see the PIRG.

11. Responsibilities School Test Coordinator
Trainings
Attend required trainings and familiarize yourself with documents
Communication
Communicate with staff and parents
Implementation
Verify your school’s TSBP
Verify accessibility features needed for each student and provide TAs with a list
Inventory all test material upon receipt
Ensure TA rosters are set up correctly
Maintain security of all testing materials
Monitor test administration
Collect and inventory all test materials
Confirm DEI entry of WCAS paper forms by the TA
Securely dispose of ancillary materials
Complete School Site Administration and Security Reports and other required documentation
SCs must become proficient with user guides, manuals, modules, and training PPTXs. 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 accessibility features, and other staff who process secure 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.
Encourage a positive testing environment for students and staff.
Communicate with parents and staff members regarding schedule, attendance, and reporting.
It is important to work with your Special Education and English language departments to upload all accessibility features needed for each student during testing. Provide TAs with the student accessibility features 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, headphones, paper).
Verify that TA rosters are set up correctly. New students must have the SSID issuance (include school and grade) in CEDARS to display in TIDE.
Print any necessary student labels for test booklets and test tickets for online testers.
Verify that accessibility features have been accurately entered in TIDE for students.
Have a tracking process to account for secure materials while transferring students 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.)
Confirm DEI entry of WCAS paper forms by the TA.
Some common issues include:
students and their accessibility features not being verified in TIDE prior to testing,
alternate materials not being ordered in advance of testing,
records of chain of custody not being maintained,
WCAS paper forms not being entered into DEI,
testing incidents not being documented or reported.

12. Responsibilities Special Education and Bilingual Coordinators
Attend all required trainings
Work closely with the SCs and TAs to ensure each student has access to the permitted accessibility features the student needs.
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 features.
Make sure students identified for paper materials such as, large print, Spanish, Braille, or standard print paper forms (IEP or 504 plan required) are reported to your DC so there is plenty of time to order alternate forms or to provide appropriate accessibility features.

13. Preparing for Testing SECURITY AND DOCUMENTATION AND ALTERNATE TESTING SITES
We will now cover test security and documentation needed for the assessments, and the option to register an alternate test site.

14. Security, Policies, and Responsibilities
Policies, laws, practices, and prohibited behaviors are found in the PIRG.
State and local laws and policies specify practices to ensure test security and the standardized and ethical administration of assessments.
Student monitoring throughout testing
RCWs and WACs are listed in the Policies and Test Securities section
Only staff members trained specifically for state assessments can administer or be in a testing room
Volunteers or media are not allowed in a testing room
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)
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, also referred to as the 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, 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 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:

15. Test Security and Building Plan Template
Building Plans
Test Security and Building Plan Template
WHAT Test Security and Building Plans (TSBPs) are documents formatted to support critical aspects of the state testing process. WHO DCs work with other key building staff to create a TSBP PLANS SHOULD INCLUDE Test schedules, responsibilities, chain of custody for secure materials, supplies, student participation, and communication RESOURCES PIRG, template building plan, state testing windows
Test security and building plans are documents formatted to support critical aspects of the testing process. Plans are required to be in place prior to administering state assessments.
If needed, a form fillable template was created by OSPI to support districts statewide and is posted on the Portal.
When using this template, it should be modified to meet your school district needs.
The last page of the template provides a list of things to consider when creating and approving a school’s Test Security and Building Plan.
DCs work with other key school building staff to create a Test Security And Building Plan. The plan should include:
test schedules and locations (alternate sites, times, and weekends are permitted, when approved by the state)
staff responsibilities
chain of custody for secure materials
ancillary testing supplies
student participation (who should test)
Student individual testing needs, such as paper, OGL, and any accessibility features
communication with school staff, students, and families
The PIRG is a great resource in support of completing the plan.
You should also take into consideration local activities, calendar of holidays and religious observations, and the State Testing Schedule to reduce the chance of conflicts in testing.
The TSBP template may be given to SCs to use as a worksheet as it highlights specific tasks that should be kept in mind.

16. Best Practices for Testing
When reviewing school test schedules, keep in mind that utilizing the last week of the test window should be limited as it may have impact on a students ability to complete the test session.
When assigning TAs, there must be at least one TA in each test session at all times.
WCAS paper-pencil sessions require 1 TA for no more than 3 students.
Correct test selection by the TA is critical for student access to the accurate session.
When reviewing your school’s test schedules, it is important to keep in mind that utilizing the last week of the state test window may impact a students ability to complete a test session should an anomaly occur, such as illness, etc.
Using the last week may be needed to support makeup test sessions for students who were unable to complete their testing opportunity during the original schedule.
To assist in establishing the number of TAs needing to be trained, consider that at least 1 trained TA is required to be present during each test session at all times, as student’s left unattended will require scores to be invalidated.
Also, the WCAS paper-pencil assessments require 1 TA for no more than 3 students in a test session.
TAs administering an incorrect assessment, such as a summative assessment instead of a training, practice, or interim test continues to be reported. It is important that TAs have a clear understanding of the test being administered.
When TAs incorrectly select a summative assessment, the DC will be required to investigate and report findings through the Test Incident Report within ARMS.
An appeal will also need to be submitted in TIDE to Reset the incorrect test results so that students may access their summative testing opportunity.
When a test is reset due to an incorrect test selection, a certification letter will be provided by the state to be attached to the ISRs that are placed in the student folder and sent home to parents.

17. Document Retention and Audit Report
SCs Submit to DC or Retain at the school
TA Training Logs
Printed copy of the signed roster, if used and required by DC
Report of students not tested and why (refused, absent, etc.), if required by DC
Test Security Staff Assurance Forms
School Site Administration and Security Report
Test incident reports (ARMS or paper)
DCs Submit to OSPI Using ARMS
Modified Testing Schedules
Medical Exemption Requests
Test Question Ambiguity Forms
District Security Report
Test incident reports, as required
Test Material Variance Form
Expedited Grade 12 Rescore Appeal Requests
The WA State Auditors Office implemented a process for auditing schools and the state. They are looking to ensure that school districts have a building plan in place and that it is being followed by the school and district staff.
They also ensure that all required documentation is readily available.
As long as the DC has immediate access to reporting documents, the DC will determine whether the school level reports will be archived at the school or district. The only exception is the School Site Administration and Security Report which must be returned to the DC to support completion of the District Administration and Security Report.
Retain a copy of required reports at district and have immediate access to reports retained at schools for purpose of state audit.
Retention of materials should following the WA State Retention Guidelines and your local school district policy.
Remember to follow the WA State Retention Guidelines and local district policies for document retention.

18. WAMS Alternate Test Site and Student Registration
Register Alternate Test Sites in WAMS
Register multiple sites
Identify date, time, and number of available seats
Open through spring
Student Registration Site
Now available for spring testing
Identify supports/accommodations (information only)
List of available sites
Student Registration Link
The Alternate Test Site Registration application in WAMS remains open for districts to coordinate the testing of students who cannot participate in testing at their resident school or on the school’s routine test schedule.
Districts identify the date and time that a site will be testing within this application. Also included is the amount of seating available at the site, and whether or not the site will be open to students outside of the school district.
Once a specific administration has been selected from the drop-down, the alternate site you are registering will only apply to that administration. Additionally, only dates within the window of the selected administration can be chosen. Site registration will remain open through the end of the Spring test administration to allow districts to continue registering test sessions as needed.
A modified testing schedule needs to be submitted in ARMS for alternate testing sites.
The student registration site also is available for spring testing.
Accessing this site does not require a log in - you can leverage this page to help your students identify locations where they can participate in testing.
Supports and accommodations may be identified through this page. These are for reference only, and must be set in TIDE by the appropriate staff member prior to testing. The resident district is ultimately responsible for manipulating any accessibility features through TIDE.
A list of available test sites will also be displayed on this page.

19. Preparing for Testing
In preparation for testing, coordinators need to be aware of accessibility features, and materials locally supplied for assessments.
ACCESSIBILITY FEATURES AND MATERIALS LOCALLY SUPPLIED,

20. Accessibility Features
Some accessibility features are available to all students as universal tools.
The GTSA provides additional information on accessibility features available for students for the Smarter Balanced and WCAS assessments.
Accessibility features not listed in the GTSA are not allowed
Non-Standard Accommodation and Designated Support Requests If a unique circumstance requires a student access to an accessibility feature not documented for use in the GTSA, the student’s IEP team would request the DC submit a request to the state for consideration.
Headphones, for online ELA CAT and as required by other tests, must be available for student use.
Accessibility features can be helpful for some students who use them regularly during classroom instruction, or who have a documented need.
Refer to the Guidelines on Tools, Supports, & Accommodations, also referred to as the GTSA, for specific questions about restrictions and use.
Student accessibility features not listed in the GTSA, are not allowed.
In unique circumstances in which a student with a documented disability requires a support or accommodation not detailed in the GTSA, a Non-Standard Accommodation and Designated Support Request may be submitted to OSPI for review.
Verify that accessibility features have been accurately entered for students in TIDE. TAs should work with the SC prior to testing if changes are necessary.
Any allowed tool, support, or accommodation used on a state assessment should be familiar to the student.
All of the above materials can be found on the WCAP Portal, under the Test Coordinator Resources.
Headphones for online ELA CAT and as required by other tests, must be made available to students for use. For specific information on headsets and headphones, refer to page 13 of the System Requirements for Online Testing document on the WCAP Portal, under the Technology Resources folder.

21. Additional Preparation and Technology
Identify students who may have difficulties in auditory processing, short term memory, attention or decoding difficulties, who may benefit from Simplified Test Directions.
Students eligible for assistive technology
Set Permissive Mode in TIDE for:
Magnification greater than 3X
Speech-to-Text software
Computers with the above software need current browser and system software.
Confirm accessibility features are entered in TIDE
Modify testing options and other student designations
Simplified Test Directions are an available designated support for students identified as needing this. The Simplified Test Directions guidelines are available within the GTSA and also as an individual document available for download from the WCAP Portal, under the User Guides and Manuals sub-folder.
TAs must be trained, and students should be familiar with this support in everyday classroom activities and school level assessments.
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. It is highly recommended that you allow the student to use the accessibility feature and device during a practice and/or training test to ensure compatibility and student familiarity.
Students eligible for assistive technology require Permissive Mode to be set in TIDE, and computers need current browser and system software.
Be sure to review student settings in TIDE and modify as needed, prior to the students testing session.

22. Materials Locally Supplied, When Permitted
Available
Abacus
Accommodation
Bilingual Dictionary Word-for-Word
Designated support for ELA PT only
Calculator
Universal tool, calculator permitted sections, for paper testers only
Accommodation for students with visual impairments
Color Overlay
Designated support
English Dictionary
Universal tool for ELA PT 2 only
Graph Paper
Universal tool for math and science only
Headsets
Universal tool (students may use personal headsets)
Pencils
Universal tool
Scratch Paper
Thesaurus
This table provides the materials that are permitted for Smarter Balanced and WCAS assessments and that are provided locally by the school district.
Materials should be inventoried for availability early enough to obtain additional quantities, if needed.
Follow the information provided within the GTSA, Calculator and Electronic Device Policy, and Accessibility Features for Student Access document for use and restrictions on accessibility features.

23. Materials Locally Supplied and Available to Print from the WCAP Portal
100’s Number Table
Accommodation for math items, grades 4-12 only. Available for print from the WCAP Portal.
English Glossary
Universal tool for paper-pencil tests, available for print from the WCAP Portal.
Multiplication Table
Periodic Table
Universal tool for paper-pencil science items, grades 8 and 11 only. Available for print from the WCAP Portal.
Tool Button Tip Sheet
Universal tool for online tests, available for print from the WCAP Portal.
Translated Test Directions
Designated support for ELA, math, and science, available for print from the WCAP Portal.
Listed on this slide are materials which are locally supplied by the school district and available to print from the WCAP Portal.
All of these resources have restrictions, with exception of the Tool Button Tip Sheet. Prior to establishing quantities, it is important to review the GTSA and Accessibility Features for Student Access document for guidance on use and restrictions.

24. During Testing TESTING INCIDENTS AND APPEALS,
In this section we will cover testing incidents and appeals, and common chromebook solutions.
TESTING INCIDENTS AND APPEALS,
AND COMMON CHROMEBOOK SOLUTIONS

25. Test Incidents Test Incident Report:
Whether intentional or by accident, failure to comply with rules, either by staff or students, constitutes a test incident that needs to be documented and reported.
When test incidents occur, it is important to:
Stop the test session for the individual student or class.
Take corrective action to mitigate the incident.
Make sure TAs report incidents to the SC, who contacts the DC. The DC works with OSPI when required.
Document incidents by the end of the day, and they must be reviewed by the DC or state within 24 hours.
Submit an appeal in TIDE, if required. TIDE appeals are submitted by the DC or DA. Approval is required at a state level.
Breaches in test security must be reported immediately to the SC, DC, and the State.
Submit a Test Incident Report in ARMS.
There are several types of test incidents, such as low risk (improprieties), medium risk (irregularity), and high risk (breaches), that are behaviors prohibited either because they give a student an unfair advantage or because they compromise test validity or test content. Whether intentional or by accident, failure to comply with rules, either by staff or students, constitutes a test incident that needs to be documented and reported promptly. This helps to ensure a fair and equitable testing environment for all students. Refer to the PIRG document for full details.
Please take into consideration the following steps for best practices when an incident occurs:
Stop the student(s) test 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:
Session ID, device used during testing, network configuration, and operating system
Prompt communication is important and should follow the PIRG.
Appeals will be processed within 24 hours.
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.

26. Commonly Reported Incidents
Inappropriate student access to non-approved accessibility features.
Calculator use on a non-calculator portion of an assessment or hand-held calculator use during an online math assessment will require an invalidation appeal to be set by the DC in TIDE.
Inappropriate materials being retained in the testing location
TAs deviating from the approved script of student directions or test schedule.
TAs administering an incorrect assessment, such as a summative assessment instead of a training, practice, or interim test continues to be reported. It is important that TAs have a clear understanding of the test being administered.
We will share a few of the incidents most commonly reported to the OSPI Assessment Operations office.
Inappropriate student access to non-approved accessibility features is an ongoing concern. As an example, the use of calculators, such as use of a hand-held calculator during an online math test session, will require that the DC set an appeal in TIDE to invalidate the students test results. The GTSA and the Calculator and Electronic Device Policy provide information on the availability, use, and restrictions of accessibility features and electronic devices.
Materials not being removed from walls in the testing location may require invalidation of student test results. Be sure to have a plan in place for verification of testing locations, prior to the administration of a summative assessment.
We also have received reporting's of TAs not following the script of students directions and of staff not being trained prior to proctoring an assessment. This situation may also require invalidation after conclusion of an investigation.
TAs administering an incorrect assessment, such as a summative assessment instead of a training, practice, or interim test continues to be reported. It is important that TAs have a clear understanding of the test being administered.
When TAs incorrectly select a summative assessment, the DC will be required to investigate and report findings through the Test Incident Report within ARMS.
An appeal will also need to be submitted in TIDE to Reset the incorrect test results so that students may access their summative testing opportunity.
When a test is reset due to an incorrect test selection, a certification letter will be provided by the state to be attached to the ISRs that are placed in the student folder and sent home to parents.
TAs should select only the specific test, content, and grade level within TDS, for the current approved test session.
As an example, drilling down to the correct assessment eliminates a student accidentally being approved to take a math assessment, when an ELA assessment is scheduled.
To assist TAs, the Script of Student Directions provides graphics of both the highly recommended and Not recommended methods for test selection.
For any of the situations outlined, the TA should immediately pause the test until corrective action has been taken by the SC or DC to mitigate the situation.
With this information, you may want to schedule reminders that can be shared with your SCs and TAs prior to and/or during the test administration.

27. TIDE Appeals Policy Updates
Washington has collaborated with other states on policy updates for TIDE appeals processing. New updates include:
Approving Appeals to Re-Open or Reset tests when an Accommodation or Designated Support was not provided, as identified in the student’s plan.
Actions Required:
Incident reported to state, via ARMS, prior to score results loading to ORS
Team meeting (IEP, 504, or district identified) to discuss next steps with respect to what’s best for the student. Considerations may include the following.
Reopen test where student left off
Reopen entire test
Reset test
Retain test as is
Now we are going to walk through the new updates to the TIDE appeals reporting procedures and reminders.
New for spring 2019, when a student is not provided with the appropriate Accommodation or Designated Support as outlined in the student’s plan, the DC working with other school district staff may request to have the test reopened or reset in the Appeals application within TIDE.
Actions Required in order to utilize this new access:
Include the DC analyzing, confirming, and reporting the incident to the state via ARMS. The report must be submitted to the state prior to the student score results reporting in ORS. This will require a communication plan between the SC and the DC to ensure that the report is submitted within the required timeframe.
Appeals submitted to reopen or reset a test that do not meet the criteria above will be denied.
After preliminary reporting in ARMS, a team meeting (IEP, 504, or district identified) must take place to discuss next steps with respect to what is best for the student. Considerations may include options to:
Reopen the test where the student left off,
Reopen the entire test to allow the student access to review questions already responded to and also to attempt remaining questions,
Reset the entire test, allowing the student to begin the testing opportunity fresh from the beginning, or
Retain the current test as is.
Please keep in mind that options a, b, and c require that the correct student accessibility features, as identified in the students plan, be set in TIDE prior to continuing the student’s test opportunity.
Updating the ARMS report to include team findings, actions taken, and feedback as to whether the student was able to complete the testing opportunity without further incident.

28. TIDE Appeals Policy Updates Cont’d.
Appeals to Re-open a test after the student submits the test for scoring, will be denied.
Student become familiar with the Pause and End Test processes during the Practice, Training, and/or Interim assessments.
Students receive three warning messages prior to submitting the test.
Adding additional steps when a TA administers a Summative instead of an intended Interim, Practice, or Training test.
Action required
TA must be retrained prior to administering another assessment
Suggested waiting period prior to retesting students (2 weeks)
DC submits to the state through ARMS the school test security & building plan, training materials, and signed training and security reports
Also new for Spring 2019, appeals to reopen a test after the student submits the test for scoring, will be denied.
Not only do students become familiar with the Pause and End Test processes during the Practice, Training, and/or Interim assessments,
They also receive three warning messages, that require the student to acknowledge by selecting an OK button, prior to submitting the test.
We also have added additional steps to document when a TA administers a Summative assessment instead of an intended Interim, Practice, Training or Screener test.
Actions Required now include that:
the TA be retrained prior to administering another summative assessment,
consideration be given to a waiting period prior to retesting students (state suggests 2 weeks, if possible),
the DC reviews materials used for training and make any necessary enhancements, and
the DC includes as attachments to the Testing Incident report in ARMS, the school Test Security & Building Plan, the materials used for training, and the signed training log and security reports.

29. TIDE Appeals to Reset, Not Invalidate
Submit an appeal to Reset, not Invalidate when:
Summative is selected instead of an Interim, Practice, Training, or Screener test
Student tested at wrong grade level
Ineligible student tested
ASL, Braille, Spanish Stacked Translation need to be set
While processing appeals that are submitted as invalidations, the state looks at the situation being reported in order to determine appropriate action. In many cases the appeal type can be updated from invalidation to resetting test results, which could remove inaccurate results from reporting data.
The following circumstances are appropriate to submit as reset appeals, not invalidation appeals, when:
a summative assessment is selected instead of an interim, practice, training, or screener test;
a student was tested at the wrong grade level;
an ineligible student has been tested; or
a student is assessed on the standard form but should have received the ASL, Braille, or the Spanish Stacked Translation.

30. Common Chromebook Solutions
If a student is having technical difficulties, the screen freezes, or a strange icon appears, try these solutions:
Student pauses the test, closes the secure browser, and shuts down the Chromebook
Replace the Chromebook
Log back into same session using a new Chromebook
Contact the 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 on a Chromebook, 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 Chromebooks 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. (Try this up to 3 times.) 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.

31. ARMS ASSESSMENT REPORTING MANAGEMENT SYSTEM
The Assessment Reporting Management System, or ARMS, is the online system for submitting all forms and reports for each administration. We will now have a brief overview of the different forms and reports in ARMS, and updates to ARMS. All staff who utilize ARMS should review the ARMS Training PPT posted to the Portal at
ASSESSMENT REPORTING MANAGEMENT SYSTEM
OVERVIEW OF FORMS AND UPDATES

32. Overview of Security Reports Submitted in ARMS
School Site Administration and Security Report:
The School Site Administration and Security Report is used to document whether training and test security protocols were followed at the building level and to note any exceptions.
District Administration and Security Report:
The purpose of the District Administration and Security Report (DASR) is to document for the entire district, whether training and test security protocols were followed and to note any exceptions.
The School Site Administration and Security Report is used to document whether training and test security protocols were followed at the building level and to note any exceptions, as outlined in the PIRG. SCs submit the completed report to the DC no later than 24 hours after conclusion of each testing cycle which includes the:
Fall Smarter Balanced & WA-AIM,
the Spring Summative ELPA21, Smarter Balanced, WCAS, & WA-AIM, and
at the conclusion of administering the screener tests for the current school year).
The purpose of the District Administration and Security Report (DASR) is to document whether training and test security protocols were followed by the district and to note any exceptions, including those submitted by schools, as outlined in the PIRG. DCs submit the completed report to OSPI within five business days of the conclusion of each testing cycle outlined earlier.

33. Overview of Other Forms Submitted in ARMS
Modified Testing Schedules
In the case that extraordinary circumstances limit students’ abilities to participate in a state assessment, DCs can request a modified testing schedule.
Medical Exemption Requests
DCs can request students who are unable to participate in state assessments due to a significant medical emergency be exempted from state testing.
Test Question Ambiguity
If there appears to be an error on a state assessment, districts can use the Test Question Ambiguity Form to document the problem and perceived error.
Test Material Variance
The purpose of the Test Material Variance Form is to document and track any discrepancy in the test materials received by the contractor or returned from the school.
In the case that extraordinary circumstances limit students’ abilities to participate in a state assessment, districts can request a modified test schedule that may allow testing to take place outside of school hours, during evenings or weekends, at an alternate test site, such as home, hospital, community colleges, ESDs, etc., or outside of the state mandated window. Requests are submitted by the DC and reviewed by OSPI to determine if there is sufficient cause for changing the testing schedule. The state will work with the contractor to ensure sufficient coverage is provided when an alternate schedule is approved.
Modifications to standard school test schedules, within the state mandated window, are approved by the DC and do not require submission to the state.
Students who are unable to participate in state assessments due to a significant medical emergency exemption can be requested to be exempted from state testing. It is important to note that a student’s disability cannot be used as the justification for a medical exemption (this is not an option for chronic medical conditions). With the appropriate documentation, students who are unable to access the assessment during the state mandated testing window, because of a unique, significant medical situation, will not count against the school’s participation rate when this form is approved by the state. A physician’s note specifying that due to the student’s medical condition, the student is not be able to participate in testing during the state testing window is required for approval.
Students and their families must be informed that granting a medical exemption does not excuse or negate the requirement for passing the state assessment to meet the requirements for graduation.
If there appears to be an error on a state assessment, districts can use the Test Question Ambiguity form to document the problem and perceived error. District and school staff must not copy the problem, share with colleagues, or transmit this information through any device with cellular, messaging, or wireless capabilities (e.g., cell phones, smart watches, iPods, tablets, other web-enabled devices, photo technology). Test content must not be reviewed except to the extent necessary for administration of state assessments. If needed, OSPI will provide a remedy for all students in the state.
The Test Material Variance Form is used to document and track any discrepancy in the test materials received by the contractor or returned from the school. Discrepancies may represent shortages in the quantity of materials or damaged materials. The scoring contractor records the security barcode numbers on all secure test documents that are sent to your district. Additionally, the security number on each returned test document is electronically verified and the number of missing materials in each school and district is reported to OSPI. The DC will be notified by the State Test Coordinator to investigate the security report document and report findings back to the state.

34. ARMS Updates Now Available:
School name has been added to the Export feature.
Updates Currently Being Reviewed for Implementation:
Expedited Grade 12 Rescore Appeal
DC role having the ability to delete reports
Ability to change a report status when Archived in District or Approved by the State
DA role will be able to monitor status of the School Site Administration and Security Report
WA-AIM Science will now display only grades 5, 8, and HS
Increased size limit for attachments loaded in ARMS
As enhancements to the Assessment Reporting Management System are collected from school district users, we work with our developers to evaluate whether the update is able to implemented within the system. We are currently working on:
A new Expedited Grade 12 Rescore Appeal report. More information regarding this report will be shared on the next slide.
We also are researching the ability to allow users with the DC role to delete submitted reports, if necessary.
Users will now have the ability to change a report status of retain in district or approved by the state. If necessary, this will allow a report to be updated.
The DA user role will be able to monitor the status of School Site Assessment Security Reports, until they have been delivered to the DC.
The WA-AIM reports will now display only grades 5, 8, and HS for science.
An increase is being made to the size limit of attachments being uploaded to ARMS.
If your SCs or Principals have yet to be granted access to ARMS, template reporting documents have been posted to the WCAP Portal that can be used internally between school’s and the district.
For DC reporting to the state, ARMS is the required method of delivery. Districts who submit reports through fax or the sFTP will be asked to also fill out the report in ARMS.

35. Grade 12 Priority RTV Score Appeals
Available to students in grade 12 who are on-target to meet all graduation requirements.
DCs submit a priority Expedited Rescore Appeal Request within ARMS for the state assessment the student has not met standard on.
Parents will not view the student’s test.
The student’s test will automatically be rescored.
The test results may not be appealed again.
Review all available graduation options for the student as test scores rarely change from a rescore.
Again this year, when a 12th grade student is on target to meet all graduation requirements with exception of a state assessment, the DC may request a priority expedited rescore appeal.
New this year, the submission of this report will be collected through ARMS.
The steps for filing this type of appeal requires the DC to:
Review the Expedited Grade 12 Rescore Appeal Overview document, available in ARMS, to understand all procedures and requirements prior to submitting a request.
Notification to parents also is required prior to submitting a request, as this will eliminate a parent’s ability to request an appeal on the same test being submitted.
DCs will certify, by signing in ARMS that the student is identified in CEDARS as grade 12 and that all requirements have been met for graduation, with exception of the test being submitted for rescore.
Once the report has been submitted in ARMS, the Assessment Operations team will work with the scoring contractor to fast track the rescoring of the requested test.
It is important that you also be sure to review all available graduation options for the student as test scores rarely change from a rescore.

36. WCAP Portal
We will now walk through the WCAP Portal homepage, and the Test Coordinator user and system cards.
THE PORTAL HOUSES RESOURCES FOR THE WASHINGTON COMPREHENSIVE ASSESSMENT PROGRAM (WCAP)

37. Navigating the Portal WCAP Portal Homepage Access to:
Need to locate information? A Search option is available under the “Resources” label
WCAP Portal Homepage
Access to:
Test Coordinators Card
Recent Announcements
Register for updates
The WCAP Portal homepage is a great source for information to support students and families, TAs, teachers, and coordinators.
This is where you access the Test Coordinators user card.
The Recent Announcements will give you updates on AIR systems and downtimes.
From the homepage, you can also register to receive alerts by clicking the “Register for alerts” link in the upper right corner.
alerts will inform you of pages with newly posted training materials. It also alerts to important announcements and alerts that are added to the homepage.
When materials or important information is added to the portal, we will also include the date it was posted.
When materials have been updated, after the original post date, changes will be noted within the revision log and the date revised will be added to the cover.
There is a search option tool available for locating materials. To access the search tool,
Click on the Resources tab in the upper left side of the toolbar on the portal homepage.
This will open the search page, allowing you to refine your search by entering a specific word, such as “translation”, or by entering the name of the document as in “TAM”.
A list will be displayed of all documents that relate to the information entered into the search field.

38. Test Coordinator User Card
When you select the Test Coordinator user card, you have access to all of the applications shown here.
The cards marked with a red star were updated for the administrations.
When selecting the Test Coordinators user card, you will have access to the applications and folders shown on this slide.
We would like to call out a few of the applications that were updated for the administrations. Each of these cards on this slide are called out with a red star.
The Test Administrator Certification training received a major overhaul to align more closely to the current systems and applications;
The AIRWays Reporting application has now been merged with the Teacher Hand Scoring application; and
The Inbox is a new card for quick access to your recently exported or archived files.

39. System & Resource Cards Overview
Test Administrator Certification card: training for TA Interface, security, monitoring, and data review.
Practice & Training Tests card: securely administer the Training and Practice Tests.
Test Coordinator Resources card: access resources and training materials needed for test administration.
TIDE card: view and edit student settings, manage rosters, print test tickets and labels, and order materials.
Online Reporting System card: access score reports and student results.
The Test Coordinators user card includes access to multiple components within the WCAP Portal.
The Practice and Training Tests is used to administer a practice or training test while using the secure student browser.
Only trained TAs may administer tests using this secure site.
Using this option anyone can be a student – a teacher, principal, student, etc. They just sign in as a guest.
The Test Administrator Certification training provides an automated overview of TA Interface, data review, security, and test monitoring. This training resource is highly recommended by the state and consortium for TAs, but a district or school may require this as part of their training package.
The Test Coordinator Resources is where all the support and training materials for WA state assessments can be found.
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.
For detailed instructions about using TIDE, refer to the TIDE User Guide by clicking Help in the upper right banner in TIDE.
You can also access the TIDE Training Module and MP4 audio file on the WCAP Portal.
The Test Administration is also referred to as the “TA Interface” and provides trained TAs with access to administer, through the secure browser, an Interim assessment or the Summative official accountability test that will generate a state score for students.
The Online Reporting System is used to view participation and performance reports, score reports, and student results.
Test Administration card: securely administer Interim and Summative state assessments.

40. System & Resource Cards Overview, continued
Digital Library card: educator resource to apply formative assessment processes during daily instruction.
Data Entry Interface card: allows users to enter student assessment data such as question responses for WCAS and ELPA21.
Assessment Viewing Application card: allows authorized users access to view interim assessments for administrative and instructional purposes.
AIRWays Reporting card: allows authorized users access to view test results and enter or change item scores for interim assessments.
The Data Entry Interface allows users to enter student assessment data such as question responses on paper tests for WCAS and ELPA21
The Digital Library provides educator resources teachers can apply to the formative assessment processes during daily classroom instruction. The Digital Library requires a different log in which can be reset by the user with a valid school district address.
The Assessment Viewing Application (AVA) allows access to view Interim assessments.
The AIRWays Reporting is used to view test results and enter or change item scores for interim assessments. The hand scoring functions previously in the Teacher Hand Scoring System (THSS) are now incorporated into AIRWays
The Inbox is a new card for quick access to your recently exported or archived files.
Inbox card: allows authorized users quick access to recently exported or archived files.

41. TIDE System WHERE TO MANAGE USERS AND STUDENT INFORMATION
We will now look at some of the applications available within the TIDE system.
WHERE TO MANAGE USERS AND STUDENT INFORMATION

42. TIDE Overview On the main TIDE Dashboard there are three sections:
Preparing for Testing,
Administering Tests, and
After Testing.
The next three slides will cover each of these sections in greater detail.

43. TIDE Preparing for Testing
Students
View/Edit/Export Students
Add Students With Temporary ID
Upload Interim Grades
Upload Student Settings
Frequency Distribution Report
Users
Add User
View/Edit/Export User
Upload Users
Test Settings and Tools
View/Edit/Export Test Settings and Tools
Upload Test Settings and Tools
Rosters
Add Roster
View/Edit Rosters
Upload Roster
The Preparing for Testing section of the TIDE Dashboard includes the following applications that support activities in preparation for testing.
Depending on your user role, the Users application may allow you to add, delete, or upload users and view, edit, or export users already in the system.
The Students section is where you can view, edit, upload, or export student information and test settings (tools, supports, and accommodations).
You can also upload Interim Grades, and
Access the Frequency Distribution Report.
In the Test Settings and Tools section you can view, edit, and export student test settings. Users can also upload student test settings and tools.
Rosters are groups of students associated with a teacher in a particular school. Rosters typically represent entire classrooms in lower grades, or individual classroom periods in upper grades. Rosters can also represent special courses offered to groups of students. In the Roster section, you can add, view, edit, and upload rosters
Place paper-pencil test material orders, view your order history and summary, and track order shipments in the Orders application. Refer to the Additional Orders schedule on the WCAP Portal, under the General Information sub-folder, for information pertaining to each test administration order window.
The Test Windows section is utilized by DCs to establish school testing schedules for the summative assessments. We will provide more information on the Test Windows application in the next slide.
Orders
Additional Orders
Order History
Order Summary
Track Shipments
Test Windows
Add Test Windows
View/Edit/Export Test Windows
Upload Test Windows

44. TIDE Test Windows
School test windows are required to be set in TIDE. Multiple windows can also be set in TIDE through a file upload.
The state establishes mandated testing windows for each administration. School’s test schedules are built within this window and approved by DCs.
The TIDE Test Windows application was designed to help identify and log each school’s approved test windows. This supports schedules for online and paper test schedules
TAs and SCs have view only access to schedules
DCs can adjust schedules as necessary (real-time) to better support schools needs. This includes establishing makeup schedules.
This application is designed to open the summative assessment only during school approved summative test schedules, and
It helps to eliminate TAs selection of a summative assessment when the intent was to administer an interim or practice test.
Alternate test sites and alternate test times are established in WAMS. When needed, districts can also establish after hour or weekend testing opportunities.
However, after hours testing and alternate test locations outside of your school district, must be pre-approved by OSPI.

45. TIDE Administering Tests
Appeals
Create Requests
View/Approve/Export Requests
Upload Requests
Monitoring Test Progress
Plan and Manage Testing
Test Completion Rates
Test Status Code Report
Participation Search by SSID
Print Test Tickets
Print from Student List
Print from Roster List
The Administering Tests section of the TIDE Dashboard includes several applications that support activities during testing.
The Appeals application can be accessed by a DC or DA for submitting appeals during test administrations. Appeals are submitted for online testers to either allow a student access to their testing opportunity or to invalidate a student’s test results.
The TIDE Appeals application is not used to log all test incidents, only those that require an appeal.
- Districts will still need to submit a Testing Incident report through the Assessment Reporting Management System (ARMS).
The TIDE appeals extract can be uploaded to ARMS in support of the incident being reported.
Appeals may be submitted for the interim and summative test administrations.
In the Monitoring Test Progress application you can generate reports on student test status and completion rates.
This is a useful support for DCs, DAs, and SCs, to monitor testing progress throughout the administration window.
TAs can monitor student progress within their testing session in the TA Interface.
You can print Test Tickets from your student list or rosters to support students as they login to test sessions.
It is important to ensure security of test tickets, before, during, and after testing.

46. TIDE After Testing Data Cleanup Participation Codes
The After Testing section of the TIDE Dashboard allows staff to flag students with participation codes (reason not tested) for district records.
The Data Cleanup application is used by districts to track students with participation codes.

47. Contact Us: School Test Coordinators District 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 PPTX WITH SCHOOL STAFF.
DAs should contact their DC for support prior to contacting the state.
SC’s contact the appropriate person in your district if you have questions. OSPI will refer all school staff to the DC.

48. Revision Log Updates to the module after February 21, 2019 are noted below.
Slide
Section
Description of Revision
Revision Date 4
Table
Updated date DASR due from 5/31 to 6/14
3/5/19
Blank
If updates are needed throughout the school year, they will be outlined on this revision log and communicated in the WAW newsletter.