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Wyoming Alternate AssessmentWy-ALT
Test Administration Training
Wyoming Department of EducationAmerican Institutes for Research
Purpose of Training
The purpose of today’s training is to provide you with the skills to:
Administer the Wy-ALT
Test Design
Test Accessibility and Accommodations
Practice administering
Student Placement
Score the Wy-ALT
Practice scoring
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Training Objectives
Know what you must do to prepare for the Wy-ALT administration; be familiar with the testing materials and know what is allowed and not allowed during administration.
Accurately score the items in a task by applying the scoring criteria. You will watch several videos of teachers administering tasks to students.
Understand how to determine where your students will begin the assessment.
Understand the process for entering student scoresin the online data collection system called the Data Entry Interface (DEI).
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When Is the Wy-ALT Administered?4
February 29 – March 25, 2016
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Wy-ALT Assignment by Grade
FormStudent Grade
Content Areas to Be Administered to Each Student
Grades3–5
3 ELA and Mathematics
4 ELA, Mathematics, and Science
5 ELA and Mathematics
Grades6–8
6 ELA and Mathematics
7 ELA and Mathematics
8 ELA, Mathematics, and Science
High School
9 -11 ELA, Mathematics, and Science
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Who Takes the Wy-ALT?
The reauthorized Individuals with Disabilities Education Act (IDEA, 2004) reflects the intent to extend educational accountability and reform to all students, including those with disabilities.
This legislation, along with the federal Elementary and Secondary Education Act, (formerly NCLB), mandates that all students with disabilities be included in general state and district-wide assessment programs.
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Students with Disabilities Assessment Participation
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1. General assessment without accommodations (most students)
2. General assessment with allowable accommodations (many students with disabilities)
3. Wy-ALT Alternate Assessment (small number of students with the most significant cognitive disabilities)
Participation Criteria8
The student has a significant cognitive disability.
The student is learning content linked to (derived from) the Wyoming Content and Performance Standard Extensions.
The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade- and age-appropriate curriculum.
The student cannot participate in the general statewide assessment with or without accommodations, as appropriate, based on his/her IEP.
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Participation in the Wy-ALT is NOT BASED on:
A disability category or label
Poor attendance or extended absences
Native language, social, cultural, or economic difference
Expected poor performance on the general education assessment
Academic and other services student receives
Educational environment or instructional setting
Percent of time receiving special education services
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Test Security
Security is vital for future administrations as well as the current administration.
You are responsible for ensuring the security of the content of all materials.
Your responsibility for the security of test questions and materials does not end when materials are returned.
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Ethical Use of Tests
Is this activity or behavior an ethical practice? Yes No
Making a copy of the alternate assessments and/or preparing a student study guide based on the alternate assessments.
X
Preparing students for the alternate assessments by using live test items for test preparation activities
X
Changing a student’s response. X
Hinting to a student to reconsider any answers given on a test.
X
Providing teachers and counselors with information they need to interpret test results.
X
Revealing the test scores of one student to another student. X
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Task/Item Information12
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What Are Tasks and Items?13
A task is a collection of items and materials organized around a theme (e.g., a story, a math activity).
There are 12 tasks per content area and grade band.Each task has 4 to 6 items.
Task
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6
Wy-ALT Tasks14
Materials include printed response cards, physical manipulatives and reading passages.
Almost all materials are provided in a manipulatives kit.
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Task Information15
Each setup page includes:
The materials needed to administer each itemSome are provided by the Test Administrator
Special adaptive instructions
Access limitations
Item Set-Up16
Each item has a set up image that shows what is needed to administer that item.
Passage
Response Options
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Item Scripting17
Opening statement: “We are going to read
about a __________.”
Say statement: “Show (tell) me, how
many __________.”
Do instructions: Indicate the flag card
Types of Response Options18
Picture symbols and word cards:
Three or four picture symbols, words, or numbers on each strip
Each strip is associated with a particular item.
Cards may be separated if needed.
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Types of Response Options (cont.)
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Sentence Strips Each strip is associated with a particular item.
Cut apart. You do not need to cut around each strip.
Physical Manipulatives
Some tasks require the use of manipulatives such as shapes for mathematics items.
These are included in the materials for each grade-band assessment.
Do not return physical manipulatives at the end of the assessment.
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Tips21
Follow the directions exactly.
Do not improvise.
Do not teach the skill while administering the task.
Provide breaks as needed.
Be careful not to read the “say” statements too fast.
Be careful with “show/tell.” Say only one or the other, not both.
The Wy-ALT is administered individually, not in a group.
The design of the assessment requires that the tasks be administered in order.
Tips (cont.)
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Prepare by reading through the tasks and items
Pay careful attention to items that are access limited
Write yourself a note or flag the items that need special attention
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Test Design Accessibility23
™
Accessibility24
Picture Communication Symbols™ (PCS™) have been used throughout the tasks and items.
If your student uses a different symbol for the same word, you may substitute that symbol for the one provided. For example:
™
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Accessibility (cont.)
Test Administrator
indicates each
response option aloud.
Test Administrator
indicates the concrete
objects.
Test Administrator may
use photographs used
in instruction.
Have student touch or hold the object.
Place the picture symbol or objects in a specific location or orientation when the student has a limited visual field.
Place response options on color background.
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Accessibility (cont.)
Calculators and scrap paper are allowed unless otherwise noted.
Read passage aloud.
Take breaks as needed (Test Administrator or student).
o Do not re-administer any items when you return.
Substitute concrete objects when appropriate even if it not listed in the adaptive instructions.
Reread passage (do not lead student to correct answer).
Read answer options aloud.
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Accessibility (cont.)
Laminate materials if needed (remember all materials are secure).
Allow student to use the AAC that is used during daily communication.
Add texture to lines, graphs, pictures, etc.
Refocus and repeat as needed.
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Access Limitations
Clearly marked
• Do not administer item 1 to students who are blind.• Administer items 2, 3, 4, 5, 6 to all students.
Note what items are Access Limited when you are reviewing the tasks/items prior to the assessment.
A bubble is provided for all items marked “Access Limited (A).”
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Video Clip29
Let’s watch as a task is administered.
All About the Flag
Elna
Pg. 1
Getting Ready30
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Test Administrator Responsibilities31
Read the Directions for Administration Manual.
The TA must score and enter the student responses in the DEI. This information is located in DEI User Guide.
Where to Begin
Organize your assessments by grade band and content area.
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Location Tips33
The Wy-ALT is administered orally in a one-to-one situation.
Determine whether you need to administer the assessment in a room other than your classroom.Students may perform better in a quiet location, but they may need time to get accustomed to a new environment.
Determine whether you will need to arrange to have any special equipment (seating, table) moved to the assessment location.
Conference tables may not be at the proper height for optimal student performance.
Consider the student’s optimal time of day.
Before Test Day
Schedule a location in your school to administer the assessment.
Determine the accommodations that your student(s) will need.
Schedule an assistant to help you managebehaviors when testing students with specific behavioral concerns.
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Test Administrator Provided Materials
Materials typically used in instruction
Not significantly different
Age and grade appropriate
Dry erase markers or any erasable marker
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Advance Preparations
Read through each task.
Determine which teacher-provided materials you will need.
Organize these materials to ease assessment administration.
Consider administering one content area to all your students and then moving to the next content area.
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Other Preparations37
Before test administration, determine whether any of the students’ assistive technology devices need special programming.
Practice. Practicing will make the test administration go more smoothly.
Consider administering the assessment first to a student with minimal challenges.
Suggestions
Clip the printed response cards to each task.
Place your manipulatives in plastic bags or small baskets.
Place a fastener on the printed manipulatives and place them on fabric strips.
Non-trained staff cannot help prepare materials.
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Scoring the Wy-ALT39
Scoring40
One of the key features of the Wy-ALT is that the Test Administrator scores student responses to each item.
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4
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1110
110101
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Scoring Procedures
Test Administrator scores the assessment as it is administered.
Scores can be recorded online or on the optional scoring worksheet but not in the test booklet.
An optional scoring worksheet is provided to assist during test administration.
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Scaffolding
If the student answersCorrectly on Try 1, record 2,and move to the next item.
If the student answers incorrectly or does not respond, remove ____,and move to Try 2.
Then follow the Try 2 scoring procedures.
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Scoring Rubric
Engagement
Provide evidence
that the student is engaged in the task; and
that the student shows extended focus and persistence.
The Test Administrator makes a judgment using a scoring rubric.
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Engagement Rubric
Score 4: Sustained involvement
Score 3: Generally maintained involvement
Score 2: Intermittent/irregular involvement
Score 1: Fleeting awareness with little or no involvement
No response: Does not demonstrate engagement in the task
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Video Clip
Let’s watch the administration of another task:
Shapes
Julianne
Pg. 19
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Practice Administering Wy-ALT46
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Reminders47
For each item: Pay close attention to the script
Placement of manipulatives and other stimuli
Response cards
Scoring directions
Appropriate Encouragement
What do you usually do to praise or encourage the student?• High five
• “Great!”
• “Way to go ______!”
• “Awesome!”
Caution: Do not lead the student to the correct answer for the next item.
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Administration Tips
Administer all tasks in the order of presentation in the test booklet.
Do allow time for the student to answer. The assessment is not timed.
Do follow the script exactly.
Do present the answer options in the order listed in the test booklet.
Do repeat the question as stated in the script until the student answers.
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Administration Tips (cont.)
Do take breaks as needed.
Do be careful with “show/tell.” Say only one or the other, not both.
Do administer the assessment in a one-to-one situation (one Test Administrator with one student).
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Do encourage your student to begin working and stay on task.
Do record “A” (Access Limited) when applicable for your student. Omitting these items will not affect your student’s score.
Do determine which answer option you will accept prior to administering the assessment (what the student says or points to).
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Administration Tips (cont.)
Practice Administration
You will administer a task.
Think about how you would administer this task to your student(s).
Think about how you would use assistive technology with an item.
Record your scores on the optional scoring worksheet.
In groups of two or three, administer the task to each other with one being the administrator and another the student.
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Practice Administration (cont.)
In groups of two or three, administer the task to each other with one being the administrator and another the student.
Administer these two tasks to each other:
1. Water Is a Compound – page 41
2. Houses – page 9
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Scoring Practice54
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Scoring Practice 55
Content Area
TaskApprox.
complexity level
Grade Band
ScienceClasses in the Animal
KingdomModerate 9-11
Math Shapes Low 3–5
Scores56
Task Scores
Shapes
Item 1 – 4 points
Item 2 – 4 points
Item 3 – 1 points
Item 4 – 1 point
Item 5 – 1 point
Item 6 – 1 point
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Determining the Starting and Concluding Tasks
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Student Placement Questionnaires
Starting Point
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Starting Points Table
Students tested during the Spring 2015 administration: Only applies to ELA and math scores for grade
bands 3-5 and 6-8. Use the student’s previous score from the spring
administration (found in the Online Reporting System).
Once you have retrieved the student’s score, use the Starting Points Table (found in the DFAM) to determine the starting point for each student.
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Starting Points Table (cont.)
Grade BandIf the Student’s Spring 2015
ELA Score Was in This Range …
Then Start the Student at …
Grade 3–5
200-381 Task 1
382-410 Task 3
411-575 Task 6
Grade 6–8
200-399 Task 1
400-421 Task 3
422-575 Task 6
Starting tasks based on spring 2015 Wy-ALT scale score
Starting Tasks for ELA
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Starting Points Table (cont.)
Grade BandIf the Student’s Spring 2015 Mathematics Score Was in
This Range …
Then Start the Student at …
Grade 3–5
200-389 Task 1
390-426 Task 3
427-575 Task 6
Grade 6–8
200-399 Task 1
400-436 Task 3
437-575 Task 6
Starting tasks based on spring 2015 Wy-ALT scale score
Starting Tasks for Math
Student Placement Questionnaire (SPQ) The Student Placement Questionnaire (SPQ) is
designed to identify the most appropriate starting task for each student in ELA, mathematics, and science for the Wy-ALT.
The SPQ will be used for all students.
The TA is to answer each SPQ item as accurately as possible, based on their classroom experience with the student.
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SPQ Steps Summary63
Step 1
Step 2
Step 3Step 4
SPQ Dos and Don’ts64
Do
complete all items on the SPQ for each student in each content area;
follow the instructions carefully; and
complete the SPQ as soon as you receive your Wy-ALT materials.
Don’t
assume that all students will begin the assessment with the same task;
assume that a given student will start at the same point in each content area; and
wait until the last minute to complete each student’s SPQ.
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Summary
The Starting Points Table and the Student Placement Questionnaire (SPQ) provide the initial starting point for a student’s administration. The minimum number of tasks and specific tasks that must be administered to each student for each starting point are specified below:
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Starting Task Administer all items in at least these tasks is required
Task 1 1 – 5
Task 3 3 – 9
Task 6 6 – 12
Summary (Cont.)
Starting at Task 1: Tasks 1–5, 6, 7, …
Starting at Task 3: Tasks 3–9, 10, 11, …
Starting at Task 6: Tasks 6–12
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1 2 3 4 5 6 7 8 9 10 11 12
3 4 5 6 7 8 9 10 11 12
6 7 8 9 10 11 12
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Starting Point Adjustments
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Entry Points – Starting Task
Determine where to begin the assessment Task 1, 3, or 6
If a student gets at least 3 total points on all of the items in the beginning task, the starting task is appropriate.
If the student scores less than a total of 3 points on the designated starting task, drop back to the next starting level. Starting Task 3: drop back to Task 1
Starting Task 6: drop back to Task 3
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Starting Rule
Fewer than 3 points on starting task,
adjust back
(if applicable)
3 points or more on starting task, move
to next task
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Concluding Tasks
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Concluding Task
If the student does earn six or more points for all the items in a task on a concluding task, continue on to the next task using the following directions.
Ending Point Summary
Possibilities
Successful on Task 5
Successful on Task 9
Successful on Task 12
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1 2 3 4 5 6 7 8 9 10 11 12
3 4 5 6 7 8 9 10 11 12
6 7 8 9 10 11 12
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Stopping Rule
Fewer than 6 points on concluding task, end administration
6 points or more on concluding task,
move to next task
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Scoring Fidelity and Second Scorers74
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Scoring Fidelity75
The Wy-ALT is administered and scored by the Test Administrator.
Fidelity of administration and scoring is monitored by using a second scorer to verify, through a sampling of administrations, that all procedures were followed.
A sampling of teachers and students will participate.
What Is the Second Scorer Procedure?
For the teacher and student sampled, a trained teacher or other certified staff member (the second scorer) observes the assessment administration.
The second scorer scores the student responses at the same time as the Test Administrator and independently enters his/her scores into the DEI.
The Test Administrator’s score is the official scoring record; the second scorer scoring is collected to compute scoring consistency.
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Second Scorer Assignments
Second scorer assignments were published in TIDE December 21, 2015.
Make sure to check before starting the administration.
See the TIDE User Guide for directions to locate second scorer assignments in TIDE.
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What You Will Receive78
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Building Materials79
School Box Range Sheet
School Packing List
Wy-ALT BC Kit containing:
Building Coordinator’s Manual
Directions for Administration Manual
UPS Return Labels
Secure Materials Resolution Form
Test Administrator Materials80
Test Administration Kit: Test booklets Reading passage booklet for ELA Bag of printed manipulatives specific to
each content area Physical manipulatives (if applicable) A list of test materials to be provided by
the TA TA Kit memo and checklists Directions for Administration Manual
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Other Materials
Optional Scoring Worksheets:
Located in the Directions for Administration Manual appendix B
Used to record students’ scores
Scores must be transferred into the DEI
If used, do return with all printed materials
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Returning Materials82
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Returning Materials
Return test materials to the Building Coordinator according to school procedures.
Follow the instructions in the DFAM for reassembling the TA kits. All printed materials must be returned in the kits.
Physical manipulatives may be kept.
Directions for Administration Manual may be kept.
Use the TA Kit memo checklists to verify that all materials were received and returned. Return the memo with the kit.
Online Data Entry84
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Wy-ALT Online Systems
System Description
Test Information Distribution Engine (TIDE) for online administrations
• Student identification (name, WISER ID, grade, etc.)• Materials ordering (for BCs)• Resets and invalidations (for BCs)• User management (for BCs)
Data Entry Interface (DEI)
• All student scores must be entered into the online DEI by the conclusion of the test window
Online Reporting System (ORS)
• Test Management Center• access available to all user roles• track the status of data entry and test
submission • Score Reports
• access available to select user roles• real-time student results, downloadable data,
PDF score reports
Wy-ALT Online System User Roles86
Test Coordinator (DTC, BC)
Test Administrator
Second scorer
Viewing Student Information in TIDE
X X X
Data Entry Interface X X X
Online Reporting –Test Management Center (Participation Reports)
X X X
Online Reporting System – Score Reports
X
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User Accounts87
Test coordinators (DTCs or BCs) are responsible for creating all TA and SS user accounts.
Users can only view student information and submit scores for students in their associated schools. Be sure your user account is associated with the school and district where your students are pre-identified.
Users can have different roles in different schools and districts. For example, a person can be a TA in School A and a SS in School B.
The same email address should be used to add users to multiple schools or districts.
Contact your BC to request an account in advance of the test window.
User Accounts (cont’d)88
When a BC creates a user account, the new user will receive an activation email containing a temporary password.
Your email address will serve as your username.
The user MUST log in using the temporary password and establish a new password within 30 days of receiving the email.
If user fails to do so, he/she will need to contact the help desk to receive a new temporary password.
The email will come from [email protected]
Do not share your username and password with anyone!
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Data Entry Interface89
The Data Entry Interface (DEI) is the online scoring site that authorized Test Administrators and Second Scorers must log into in order to electronically submit scores for students who have completed the alternate assessment.
Data Entry Interface
Access the DEI via the Wy-ALT Portal (http://wyoassessment.org)
All Test Administrators and Second Scorers must submit scores no later than 11:59 pm March 25, 2016. Please do so in a timely manner.
No paper materials will be scored.
There will be no extensions.
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Data Entry Interface
DEI Tutorial
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Confirming Test Submissionin the Online Reporting System (ORS)
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• All user roles should use ORS to confirm test submission.
• Log into ORS via the portal.
• Navigate to the Test Management Center tab and click Plan and Manage Testing.
• Generate a report for students who have completed the assessment (see ORS User Guide).
o Each student’s content area will be listed individually.
o Submitted tests will have a status of “Reported” when successfully submitted.
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Important Final Dates
Last day of testing is March 25, 2016.
Materials must be returned to AIR on or before April 1, 2016.
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Contact Information
For questions about test administration or receiving or returning materials:
Wy-ALT Help Desk
1-888-897-8024
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Alternate Assessment Portal
For more information:
Visit the Wy-ALT Portal at http://wyoassessment.org
Note: No username or password is required to access the portal itself.
Access online systems
Find resources
FAQs
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Contact Information96
For questions regarding the Wyoming Alternate Assessment, please contact: Wy-ALT Help Desk
Emily Brantz Assessment Consultant [email protected]
Michelle Carroll Assessment Consultant [email protected]
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Contact Information97
For questions regarding the Wyoming Alternate Assessment, please contact:
Jessica Steinbrenner Assessment Supervisor
Deb Lindsey Assessment Division Director
Path to Success
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Read all manualsPlan for administrationRead do’s and don’ts
Happy practicingContact us if you have questions
Have a safe trip home!
