new district assessment coordinator (dac) orientation
TRANSCRIPT
New District Assessment Coordinator (DAC)
Orientation
Today’s Agenda
• Navigating the Web Pages– Assessment and Accountability
Web Page– Assessment Web Pages
• Individual Assessments• Calendars• Resources• Accommodations and Supports• Practice Test/Sample Items• Trainings• Data and Results• Test Security• FAQs• Technology Requirements• Assessment Information for
Families• Assessment Correspondence• Newsletter• DAC Corner
• Being the DAC– What is a DAC?– DAC Responsibilities
• Other Assessment Roles and Responsibilities– School Assessment Coordinator– District Technology Coordinator– School Technology Coordinator– Test Administrator/Proctor– ACT Assessment Roles
• Specifics of the Job– Communication– Collaboration– Trainings– Test Security– Accommodations– Student Data– Reporting
Navigating the Web pagesTrainings-Resources-Calendars-Correspondence-FAQs-and
More
Let’s look at the organization of the Assessment web page and
how to make the most of it
Assessment and Accountability Web Page
http://dpi.wi.gov/osa-oea
The Assessment and Accountability web page links DACs to both the Office of Student Assessment (OSA) and Office of Educational Accountability (OEA)
The Assessment Web Page
State Assessments
Timelines
Assessment Information for Families
DAC Corner
Correspondence
http://dpi.wi.gov/assessment
Individual Assessment Web Pages
• Each individual assessment has a homepage and almost identical subpages:
• In the left navigation bar you can access the assessment’s– calendar– resources– trainings– accommodations Information– sample items– data and results– technology requirements, and – FAQs
• The assessment’s home page contains:– information about that assessment– a “What’s New” section for that
assessment– specific assessment quick contacts
http://dpi.wi.gov/assessment/act
Calendar Web Pages
• Each assessment has a calendar web page
• Every calendar page contains a list of important dates specific to that assessment
http://dpi.wi.gov/assessment/pals/calendar http://dpi.wi.gov/assessment/act/calendar
Resources Web Pages
• Each assessment has a resources web page
• These resources are specific to that assessment
• Items you will find on an assessment’s resource page include – assessment brochures– sample letters– manuals– informational handouts
http://dpi.wi.gov/assessment/dlm/resources
Trainings Web Pages
• Each assessment has a Trainings web page
• The trainings are specific to that assessment
• There are many different formats for trainings
• DACs may use some of these formats to train staff in a group setting, others may be viewed as staff have time
http://dpi.wi.gov/assessment/ell/trainings
Accommodations and Supports Web Pages
• Each assessment has an Accommodations and Supports web page
• The accommodations are specific to that assessment
• These pages give educators information about what accommodations and supports are allowable for each specific assessment and where to get more information
http://dpi.wi.gov/assessment/ell/accommodations
Practice Test/Sample Items Web Pages
• Each assessment has a practice test or sample items web page
• This page is specific to that assessment which includes:– links to practice
tests/sample items– directions if applicable– scoring guides if available
http://dpi.wi.gov/assessment/act/practice-test
Data and Results Web Pages
• Each assessment has a data and results web page
• This page is specific to that assessment
• The data and results page includes:– scoring and reporting for that
assessment– when data will be available– where to access data– how to access data– links to resources to help
understand the data
http://dpi.wi.gov/assessment/dlm/data
Test Security Web Pages
• Each assessment has a test security web page
• This page is specific to that assessment
• The test security page includes:– test security for that assessment– links to test security manuals– links to confidentiality forms– where to find additional test
security information for that assessment
– links to test security trainings– test security incident report
forms for that assessment
http://dpi.wi.gov/assessment/act/security
FAQ Web Pages
• Each assessment has a Frequently Asked Questions (FAQ) web page
• This page is specific to that assessment
• The FAQ page includes common questions around:– accountability in various
situations– test Participation– test Administration– accommodations– scoring and reporting, etc
http://dpi.wi.gov/assessment/dlm/faq
Technology Requirements Web Pages
• Each assessment has a Technology Requirements web page
• This page is specific to that assessment
• The Technology Requirements page includes:– system requirements– manuals for Technology
coordinators if applicable– links to more information– portal information– secure browser information
http://dpi.wi.gov/assessment/ell/technology
Assessment Information for Families
• The Assessment information for Families web page includes:– Homepage – that describes
why students are required to test in Wisconsin, and a short description of the Wisconsin state assessments.
– Resources Page – Brochures explaining each assessment, and informational hand outs
– Data and Results Page – Links to where parents can see public data, informational handout about student results and where to get more information.
– FAQ – Frequently Asked Questions from families about assessment.
http://dpi.wi.gov/assessment/parent-info
Assessment Correspondence
Web PageThe Assessment Correspondence web page archives all
information emailed to districts. The main forms of correspondence include:
• DAC Digest - weekly email will be sent every Wednesday to all DACs from the Office of Student Assessment. While content will vary week-to-week, the general format will remain constant:– Notes from the Director - general OSA updates– Wisconsin Statewide Assessment System
(WSAS) Updates - specific assessment updates from OSA assessment program managers
– DAC Digestibles - information to support calendars, communication, and action items
• OSA News Flash - time sensitive issues that cannot wait until the next DAC Digest, an OSA News Flash will be emailed to DACs immediately.
• Assessment and Accountability Newsletter - produced quarterly: early fall, late fall, mid winter, and late spring. The contents of each newsletter will provide relevant information and resources for that portion of the school year. While the content will change throughout the school year, the format will remain the same
http://dpi.wi.gov/assessment/correspondence
Assessment and Accountability Newsletter
• The DAC automatically receives every issue of the Assessment and Accountability Newsletter
• All issues are archived at http://dpi.wi.gov/osa-oea/newsletter
• Anyone may join the list serve for the newsletter by subscribing at the link provided on the Newsletter web page
District Assessment Coordinator (DAC) Corner
• The DAC Corner includes:– DAC Corner Homepage - The
Communication Flow Chart, general DAC overview, and password help
– DAC Responsibilities Page – month-to-month overview of tasks to be accomplished by assessment for the school year
– DAC Update – DAC list and update form
– DTC update – DTC list and update form
– Information for new DACs – Page to help orient new DACs to the role
– Student Demographic Data Collection and Reporting – information to help DAC with WSLS/ISES work
– Resources and Trainings – Coming soon a page of resources and trainings specific to being a DAC
http://dpi.wi.gov/assessment/dac
Being the District Assessment Coordinator (DAC)
What does it involve?
DAC
What is a DAC?In a nutshell, a DAC is the point person responsible for the successful
administration and all other aspects of state assessment in their district
What are the DAC’s Responsibilities?
The District Assessment Coordinator (DAC) is responsible for: • Coordinating testing in their district• Communicating all assessment and accountability information to district
and schools (see flow communication chart)• Working with District/School Technology Coordinators to ensure system
readiness (if the district does not have this designated role it is the DAC’s responsibility to ensure these tasks are completed)
• Ensuring student information/demographics are updated and correct in WSLS/ISES by deadlines
• Working with School Assessment Coordinators (SACs) • Working with District Technology Coordinators (DTCs)• Working with ACT Test Coordinator (TC)• Ensuring that the SACs and Test Administrators (TAs) in their districts are
appropriately trained and aware of test administration and security policies and procedures
• Reporting test security incidents (irregularities, improprieties, and breaches) to DPI
• Being aware of assessment accommodations and communicating them to district and school staff
How does a DAC do all of this alone?
DACs should not feel like they are alone. They have many people that work in collaboration with them from DPI to the classroom level to ensure the assessment is administered successfully with as little impact on the students as possible
Collaboration Work Flow Assessment
staff, technology staff and educators working together.
Other Assessment Roles and Responsibilities
Let’s talk about the others involved in the successful
administration of assessments
School Assessment Coordinator (SAC):
This role is sometimes referred to as the school DAC but is actually a SAC (there is only one DAC per district.) This person works at the school level with assessment.
The SAC is responsible for:• Identifying TAs and ensuring they are properly trained• Working with School Technology Coordinators to ensure system readiness
(if the school does not have this designated role it is the SAC’s responsibility to ensure these tasks are completed)
• Creating or approving testing schedules and procedures for the school• distributing appropriate materials to TAs (emails, newsletter, manuals,
trainings – see flow chart)• Working with technology staff to ensure that necessary secure browsers
are installed and any other technical issues are resolved• Ensuring that all students participate as appropriate• Reporting all test security incidents to the DAC• Ensuring students’ demographic data is correct in WSLS/ISES• Ensuring TAs and school staff are aware of assessment accommodation
guidelines
District Technology Coordinator (DTC):
The DTC responsibilities:• Review technology information for given assessments (Technology
Coordinator’s Manual, etc.)• Verify that all schools meet the minimum technology requirements• Conduct network diagnostics• Develop a plan to ensure that the secure browsers are installed on all
devices used for testing• Whitelist e-mails from known testing vendors schools and districts will
be receiving updates from• Address technical problems by applying resolutions or disseminating
information to school sites prior to testing
To improve communication in this era of online testing we have created a list serve for DTC’s. If you have not designated a DTC please do so and submit the DTC Update form available at http://dpi.wi.gov/assessment/dac/dtc-update
School Technology Coordinator (STC)
The STC responsibilities: • Review technology information for given assessments (Technology
Coordinator Manuals etc.)• Ensure that each device to be used for testing at the school has
the secure browser• Instruct TAs on how to access the secure browser• Instruct students, teachers, and other stakeholders on how to
access practice tests• Develop a plan for getting assistive devices ready for testing• Assist SACs and TAs with technology troubleshooting as necessary
before, during and after the testing.
Test Administrator/Proctor (TA)
The TA/Proctor responsibilities:
• Ensure accuracy of student information and accommodations prior to testing
• Complete test administration trainings• Review all policy and administration documents prior to testing• Follow procedures included in Test Administration Manuals (TAM)
to administer the assessments• Adhere to all test security policies
ACT Test Coordinator (TC)The TC responsibilities:• The TC must ensure that the examinees are tested under the same conditions as examinees at
every other site and ensure the security of the examinations • The name of the test coordinator must be on file with ACT• The test coordinator is expected to participate in training conducted by ACT (if previously untrained
by ACT) prior to the test date • The test coordinator can serve at only one school• Read the Test Administration Manual and comply with the policies and procedures it describes• Arrange for application of Pre-ID labels on the back page of the answer documents• Arrange for all examinees complete the non-test portions of their answer documents in a
scheduled, supervised session at school before test day• Select and train qualified room supervisors and proctors before test day• Select and reserve test rooms• Plan seating arrangements for each room• Prepare test rooms prior to test day• Be present at school to receive, count, and secure test materials• Arrange for a phone for calling ACT on test day• Create a roster of examinees scheduled to test in each room• Conduct a pretest briefing session for testing staff on each test date• Ensure that testing begins on time in all rooms on each test date• Document any irregularities that occur, and as required, void examinees’ tests• Distribute test materials to staff; collect and account for all materials immediately after each
administration.• Ensure completeness and accuracy of all required test date documentation.• Return ALL required forms, answer documents, and test booklets immediately after each test date• Order makeup testing materials immediately after the initial test date• Cooperate with ACT and the state education agency or district assessment office in resolving
irregularities
ACT Room SupervisorThe Room Supervisor responsibilities:• Each room is required to have a room supervisor who must serve in one room for the entire session.
A room supervisor may assume responsibility for only one test room. The test coordinator normally serves as the room supervisor if only one room is used
• Read the Test Administration Manual and comply with the policies and procedures it describes• Attend both the training and briefing sessions conducted locally by the test coordinator• Take responsibility for one test room and provide an environment conducive to testing• Check ID or personally recognize and admit examinees*• Mark attendance and ID on the roster*• Direct examinees to specific, assigned seats*• Count test booklets upon receipt from the test coordinator• Distribute test materials, keeping test booklets in sequential, serial number order*• Read Verbal Instructions to examinees verbatim from this manual• Accurately time tests and record the START, FIVE MINUTES REMAINING, and STOP times in the
manual using two time pieces; complete the Testing Time Verification Form• Complete all information on the Seating Diagram and Test Booklet Count Form• Be attentive to examinees and materials at all times*• Walk around the test room during testing to be sure examinees are working on the correct sections of
the test booklet and answer document*• Pay strict attention to monitoring examinees during the entire test session to discourage and detect
prohibited behavior*• Collect and account for all answer documents and test booklets before dismissing examinees*• Complete detailed documentation of any irregularities and void examinees’ tests, as required• Return all test materials and forms to the test coordinator immediately after testing
* Proctor may assist with these activities
ACT ProctorThe ACT proctor’s responsibilities:• A proctor may be used to assist a room supervisor or the test coordinator if fewer than 25
examinees are testing. A proctor is required (in addition to the room supervisor) for every 25 examinees (or portion thereof) after the first 25 in the room. Use the following scale to determine the minimum number of proctors required in each room:
• Read this manual and comply with the policies and procedures it describes.• Attend both the training and briefing sessions conducted locally by the test coordinator• Help admit examinees and mark attendance and ID on the roster• Direct examinees to specific, assigned seats• Help distribute test materials, keeping test booklets in sequential, serial number order• Verify the timing of the tests using a different timepiece than the room supervisor• Be attentive to examinees and materials at all times• Walk around the room during testing to check that examinees are working on the• correct test, replace defective materials, respond to illness, and discourage prohibited• behavior• Report any irregularities to the room supervisor immediately• Accompany examinees to the restroom if more than one is allowed to leave during the• timed tests• Pay strict attention to monitoring examinees during the entire test session• Help collect and account for all answer documents and test booklets after testing
Examinees/Room
1-25 26-50 51-100 101-150
151-200
Proctors/Room 0 1 2 3 4
Specifics of the Job
What does a DAC have to do?
Communication is KeyIt is the DACs responsibility to ensure communication
about assessment and accountability travels all the way down to the educator level.
• OSA communicates with DACs via:– Email (Newsletter, DAC Digest, News Flash Updates,
Office Hours)– Monthly “Tea with Troy Office Hours” – The Director of OSA
facilitates a discussion about data and assessment best practices as well as important testing information and answer questions for DACs and others that work with assessment.
– OSA Web Pages – the OSA team believes in transparency and tries to get information out to the field as soon as possible.
Collaboration is Key
• DACs must communicate with:– SACs– DTCs– STCs– And TAs
• DACs must establish good communication and work closely with:– ELL Coordinator– Special Education Director– NAEP Coordinator– WSLS/ISES Administrator
Office of Student Assessment Staff
The OSA team is always available to answer questions and talk about concern you may have around assessment
Staff contact information is found • On the staff directory web page
http://dpi.wi.gov/assessment/staff-directory • On the OSA homepage http://dpi.wi.gov/assessment • On each assessment homepage under quick contacts• In the Assessment and Accountability Newsletter (last
page)• OSA Team email address [email protected]
Scheduling Assessments is a Team Effort
• DACs should work with their schools (SAC, DTC, STC, Principals, etc.) to create appropriate testing schedules for all assessments– all assessments must be scheduled and given per
their specific administration instructions– most assessments provide sample test schedules to
work from as a guideline– schedule breaks to maintain an unhurried pace and
a relaxed atmosphere– be sensitive to students’ fatigue level and attention
span, and alter your schedule as necessary– security must be maintained at all times
Trainings
• The DAC is responsible for training staff throughout the district around appropriate testing procedures
• These trainings include:– test Administration– proctoring guidelines– test security– student privacy– communication– using the data
Multiple Training Options
• DACs should get to know and utilize the Training Web Pages – webinars– onsite training
information– videos– powerpoints– training Modules
• Ensure all staff know how to access trainings
Resources• DACs should train staff to access the many resources
available on the OSA web site. These resources include:– Manuals (Test Administration, Technology Coordinator, Test
Security, Reporting, etc.)– FAQs (specific to each assessment)– Informational Brochures for Families – Sample parent letters– Informational Handouts for Educators– Videos– Trainings (administration, security, accommodations, etc)– Links to standards– Timelines/calendars– Newsletters– Test times/Sample test schedules– Accommodation manuals and forms
Test Security
• DACs are responsible for ensuring the importance of test security and related procedures are understood and maintained throughout the district. This includes:– having staff sign confidentiality agreement forms– ensuring no part of any assessment is copied, modified,
and/or altered – ensuring that test materials secure at all times before,
during, and after testing – reporting test security breaches to DPI – communicating to other staff that any test security breach
may result in invalidation of test results– reading and understanding the test security manual– viewing the test security trainings– training staff in test security
Confidentiality
• DACs are responsible for ensuring all staff involved in any part of assessment sign confidentiality forms for each specific assessment they work with– the DAC Confidentiality form is the only form that is
submitted to DPI – all other confidentiality forms are housed at the district
and school
A Few Important Security Policies
DACs must ensure all staff are aware and enforcing test security policies. A few examples are:
• Proctors are not permitted to administer exams to family members
• Any one with a family member participating in the ACT in Wisconsin may not be a test coordinator
• Cellular devices/unauthorized electronics are not permitted in testing environments
• Unauthorized personnel (anyone not directly involved in test administration) should not be in the testing environment
• Contact the DAC right away if a testing irregularity occurs
Accommodations and Supports
DACs are responsible for ensuring accommodations and supports are understood for each assessment all the way to the educator level
• Accommodations provide equitable access to grade-level content• Accommodations are intended to reduce or eliminate the effects of a
student’s disability or level of language acquisition; they do not reduce learning expectations
• Accommodations must be consistent for classroom instruction, classroom assessments, and district and state assessments
• Each assessment may have unique accommodation policies, therefore, it is important to pay attention to each assessment’s policies and what the assessments are trying to measure
• Some accommodations appropriate for instructional use, may not be appropriate for use on a standardized assessment
• Please note the following distinctions:– There are no exemptions or waivers for students with disabilities, regardless of
the nature or severity of the disability – Individualized Education Plan (IEP) or 504 Plan teams determine the
appropriate manner for student with disabilities to participate in statewide assessment; teams must document which test each student will participate in and which accommodations (if any) the student should be given
Accommodations and Supports for ELLs
• Students identified as ELL are administered all assessments that are part of the WSAS: Wisconsin Forward Exam, Aspire, The ACT Plus Writing, and WorkKeys
• ELLs with significant cognitive disabilities participate in the alternate assessment, DLM
• ELLs new in the country (less than 12 calendar months) are:– permitted a one-time exemption on the Reading/ELA portion of the
state content assessment – expected to take all other assessments with or without
accommodations (mathematics, science, social studies, etc)
• Always view the assessment web pages to determine what is or is not an allowable ELL accommodation on a specific assessment
• A “just right” approach verses a “more is better” approach should be used for selecting accommodations for ELLs
Accommodation for Students in Unique Situations
Some students do not have an IEP or 504 plan, due to unique circumstances at the time of testing. These students may be able to demonstrate their learning more accurately through the use of accommodations on an as needed basis only
• In these unique cases, please call OSA at (608) 267-1072
• Examples of unique circumstances:– a student with a broken arm may need a scribe– a student who forgot to wear eyeglasses may need a
visual magnification device
Unique Accommodations
Occasionally a student requires an accommodation that is not on an assessment’s list of allowable accommodations
In this situation:• Some assessments have a “Request for
Accommodation Form” that may be submitted for review by OSA staff and/or testing vendor. If the request is approved the student may use the accommodation
• Contact the assessment program manager for the specific assessment to discuss options
Student Demographic Data• For every Wisconsin State Assessment, student demographic information
is needed. This information is used to create:– labels for paper/pencil tests– student data files in online systems– reporting– accountability/report cards
• The DAC must ensure all student demographic information is current in WSLS/ISES by state deadlines and deadlines for each assessment system. The DAC does this by:– knowing who the WSLS/ISES administrators/coordinators is for their district– working closely with district WSLS/ISES administrators/coordinators– knowing the opportunities to verify accuracy of data– knowing ISES key dates
http://dpi.wi.gov/assessment/dac/demographics
Student Privacy
The DAC must maintain student privacy (particularly around assessment data), per FERPA guidelines, at all times and ensure all school and district staff understand and maintain student privacy
• http://wise.dpi.wi.gov/wise_studentdataprivacy • http://dpi.wi.gov/assessment/student-privacy
Assessment Reports and Data
The DAC should:• Learn and understand the reports/data that accompany each
assessment such as:– individual student reports– school level reports and data– district summary reports and data– state level reports and data
• Know how to access the data and how to read it
The DAC should:• Work with district and school staff to familiarize them with the
reports and data for each assessment• Ensure staff know how to access data and how to read it for each
assessment• Ensure staff have access to manuals and additional information
about reports and data for each assessment
Assessment Reports and Data
The DAC should ensure individual student reports go home to families as soon as possible
DACs should: • Work with parents to help them
understand individual student reports• Answer questions from families, school
boards, community members, reporters, etc. about their district’s assessment data
