WAA-SwD Frequently Asked Questions

Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD)
Updated November 2007

Click on a main topic to search for your question:

Materials
Answer Documents (Bubble Sheets)
English Language Learners
Deaf and Hard of Hearing Students
“Read by Student” Reading Test Items
SS/LA/Writing
Test Security
Test Participation - General
Test Participation - Participation Checklist
Test Participation - Parent Option to Opt Out
Student Response Style
Test Administrators and Test Administration
Manipulatives
Accommodations - Calculators
Accommodations - Prompts and Answer Choices
Accommodations - Touch Point Numbers and Number Lines
Accommodations - Other
Test Format
Timing of Test
Communication with Parents
1% and 2% Assessments

Q.	How are WAA-SwD materials sent?
A.	The WAA-SwD will be shipped the same week as the WKCE, but can be easily identified by a two inch blue dot adhered to the outside of the box. The District Assessment Coordinator will be sent all test materials. It will then be the DACs responsibility to distribute the appropriate materials to the schools and to order additional materials from CTB if necessary.
Q.	If a school receives all of its materials before the test window, can we begin testing?
A.	No. All testing for both the WAA-SwD and the WKCE must occur within the testing window (October 26 - November 27, 2009). Test administrators may obtain WAA-SwD test materials before the test window in order to prepare accommodations for their students.

Answer Documents (Bubble Sheets):

Q.	Can the test administrator circle student responses in the Teacher Test Book and then go back and transfer answers onto the student answer document (bubble sheet) after test administration?
A.	Yes. In fact, DPI recommends this strategy.
Q.	Are there sample student Test Books posted on the DPI website?
A.	Sample test items are posted on the OEA website at: http://dpi.wi.gov/oea/waa.html.

English Language Learners:

Q.	Can we provide oral translations for a student taking the WAA-SwD who is an ELL?
A.	Yes, for Mathematics, Science, and Reading test directions. Reading passages and answer choices must be read in English. All accommodations that are provided on the WKCE can be provided on the WAA-SwD. See the assessment matrix at: http://dpi.wi.gov/oea/waa.html.
Q.	Can we provide written translations in the Student Test Book for a student taking the WAA-SwD who is an ELL?
A.	Yes, you may provide written translations for the Mathematics and Science tests. You may not provide written translations for the Reading test (except for "teacher read" directions), since translations are not allowed on the WKCE Reading test.
Q.	Will DPI provide translated tests for the WAA-SwD, or should local interpreters provide translations?
A.	DPI will not provide translated WAA-SwD tests; district appointed local interpreters should be used as necessary. Guidelines for the use of translators are posted on the ELL page of the OEA website at: http://dpi.wi.gov/oea/ells.html.

Visually Impaired Students:

Q.	How can I get Braille or large print copies of the WAA-SwD?
A.	The WAA-SwD is already at least 18-point font, and often much larger. A Braille test and picture descriptions ordering form may be found at: http://dpi.wi.gov/oea/dacforms.html. For more specific information, contact Jeremiah Holiday at (608) 266-3522 or at jeremiah.holiday@dpi.wi.gov.

Deaf and Hard of Hearing Students:

For reading items that can be read to students, how will this work for an American Sign Language (ASL) interpreter since it’s not translated word-for-word? Can ASL phrases be signed to students? We won’t be “sticking to the script” exactly.

An interpreter is allowed to sign all content and items to a student if it is identified in the student’s IEP, except for the “read by student” items in the Reading portion of the test. Items and questions should be interpreted as closely as possible without changing the construct of the questions. For further information regarding deaf or hard of hearing impairment contact Carol Schweitzer at 608 266-7097 or carol.schweitzer@dpi.wi.gov.

“Read by Student” Reading Test Items:

Q.	For the “read by student” items in the Reading test, do students need to read the passage and/or answer choices aloud?
A.	No. Students do not have to read aloud. They may read aloud, if that is what they prefer, or they may read silently. This is the student’s choice.
Q.	I have a nonverbal student. How will I know when he is done reading the passage so I can continue to read the question to him?
A.	One of the requirements for test administrators is that they know their students well, especially their communication and response styles. You should be able to judge when your student has shifted his/her attention from the reading passage onto something else. It may take some practice using the sample items to make sure that you are interpreting your student’s response correctly. You will also want to provide adequate “wait” time for the student to read the entire item.
Q.	Can the test administrator point to the sentences and words that a student is supposed to read for a “read by student” item?
A.	Yes. You can have the student point to words and sentences as he/she reads or you can direct his/her attention to the sentence by pointing to the words yourself.

SS/LA/Writing:

Q.	In what grades are Social Studies and Language Arts/Writing tested for the WAA-SwD?
A.	Students are assessed at grades 4, 8, and 10 in the content areas of Social Studies and Language Arts/Writing. These scores are reported with the WAA-SwD test results, but are assessed by a locally administered teacher rater form, based upon classroom evidence.
Q.	Why is there only a checklist for SS and LA/Writing? Will the test format change in the future?
A.	NCLB requires testing in Mathematics, Science, and Reading. Social Studies and Language Arts/Writing are required state tests, and the checklists meet the state requirements. DPI does not anticipate a change to these test formats in the near future. These scores are reported with the WAA-SwD test results.

Test Security:

Q.	Where can I find the test security information?
A.	There is a presentation about WKCE test security online. There are also training slides for WAA-SwD Test Administration, in which test security specifically for the WAA-SwD is included. This can be found at http://dpi.wi.gov/oea/webcasts.html.
Q.	If it takes several days to administer the WAA-SwD to my student, can I keep it locked in my classroom when not being used, or do I need to turn the test in to my school test coordinator every afternoon?
A.	A teacher/test administrator may keep the WAA-SwD locked in a drawer or file cabinet in his/her classroom during test administration. Once you are done administering the test, submit it to the test coordinator. If your school has a process that requires returning materials to a central, locked location, follow the school policy on this issue.
Q.	Can a test administrator take a copy of the WAA-SwD test home to prepare for test administration. ?
A.	No, this would constitute a test security violation. The WAA-SwD must remain in a locked, secure location at all times when not in use. Allowing the test to leave the school compromises the security of the test and the validity of student test scores.

Test Participation - General:

Q.	When we look at content standards to decide whether a student will participate in the WKCE or the WAA-SwD, do we look at the grade in which they are enrolled, or the grade at which they function?
A.	Students must be tested for the grade in which they are currently enrolled, and they should be enrolled in the grade that corresponds to their chronological age. Additionally, students should be instructed in the curriculum that is appropriate for their enrolled grade level. The curriculum used (e.g., the general curriculum based upon the WMAS versus the curriculum based on the Extended Grade Band Standards found at http://dpi.wi.gov/oea/waa.html.) is the information that should be considered when deciding if a student participates in the WKCE or WAA-SwD. The IEP team will also use the WAA-SwD Participation Checklist to determine whether a student will participate in the WKCE, with or without accommodations or the WAA-SwD with or without accommodations.
Q.	What happens if we have 5-6% of students taking the WAA-SwD because of a specific learning disability in reading? They are at the middle school age but are 3-5 years below grade level. They would probably be proficient on the WAA-SwD in Reading but not the WKCE.
A.	Decisions about whether or not a student takes the WAA-SwD or the WKCE with or without accommodations is made by the IEP team and will use the WAA-SwD Participation Checklist. These decisions should not be made based on disability area, or on which test a student would be most likely to demonstrate proficiency. Instead, IEP teams should consider the competencies taught using the Extended Grade Band Standards and the skills assessed by the WAA-SwD. As noted earlier, the Extended Grade Band Standards now provide a discrete “scope and sequence” of instruction for students with significant disabilities. When these skills and expectations are compared to those of students taking the WKCE, educators and parents will notice a difference in depth and complexity, even though both are linked to Wisconsin’s Model Academic Content Standards. The WKCE is intended for students whose instruction is based upon the Wisconsin Model Academic Standards (WMAS) for all content areas. The WAA-SwD is inteded for student whose instruction is based upon the Extended Grade Band Standards for all content areas.
Q.	When does a student qualify as having a “significant medical emergency”?
A.	A significant medical emergency is a significant health impairment that renders the student incapable of participating in any academic activities, including state assessments, for the entire testing window. If the student does not meet this criterion, you must administer the test. If the student cannot participate in the state assessment because of a significant medical emergency, the labeled student answer document should be returned to the testing vendor and the student counts as not-tested. If the school misses AYP only due to this student, the school can request reconsideration and provide evidence that the student meets the criteria.
Q.	If students are tested during special service time by the service provider, does that service time (speech or OT, for example) need to be made up?
A.	Yes. Any service time missed during testing, even if the student is tested by the service provider, must be made up.

Test Participation - Participation Checklist:

Q.	Is the participation checklist be posted on the Forms page of the Special Education website?
A.	WAA-SwD Participation Checklist is posted on the Special Education Team page and the Office of Educational Accountability page.
Q.	Why must students participate in either the WAA-SwD or the WKCE when participation in both tests was allowed in the past?
A.	The Extended Grade Band Standards now provide a discrete “scope and sequence” of instruction for students with significant disabilities. When these skills and expectations are compared to those of students taking the WKCE, educators and parents will notice a difference in depth and complexity, even though both are linked to Wisconsin’s Model Academic Content Standards. Students taking the WAA-SwD will be instructed based on the Extended Grade Band Standards across the tested content areas. Students no longer will be tested in only one content area via the WAA-SwD. If they take the WAA-SwD, it will be for both Reading and Mathematics, and at the appropriate grades, in Science, Social Studies, and Language Arts/Writing.

Test Participation - Parent Option to Opt Out:

Q.	When is parent opt-out allowable on the WAA-SwD?
A.	When a parent or guardian requests that the student be excused from participating in the Wisconsin Student Assessment System (WSAS), this request must be honored at grades 4, 8, and 10, per Wis. Stats. 118.30 (1r) 2.3. This request may come at anytime during the testing window. While not directly addressed by state statutes, districts may choose to honor parent requests to excuse their child from WSAS testing at grades 3, 5, 6, and 7, at their discretion on an individual basis. All students excused by parent opt-out count as “not tested” students for determining Adequate Yearly Progress (AYP).
Q.	Can a parent opt their child out of just one subject?
A.	No. If a parent wants to opt-out a student on the WAA-SwD, it is for the entire test.
Q.	How do we document that a parent has opted out?
A.	Complete the bubble marked "P" in the testing section on the inside front cover of the WAA-SwD student Answer Document indicating that the student has opted-out.

Student Response Style:

Q.	Can test administrators give directions to students in terms of response style (e.g., “squeeze my hand when we touch the correct answer choice”), or is that not allowed since we have to “stick to the script”?
A.	If a student cannot respond orally, it is likely that the student has assistive communication strategies and devices that he or she is already using. These assistive communication strategies and devices should be used to allow the student to express his or her answer. In the given example, the test administrator should practice with the student before actually administering the test on how the student will indicate a chosen answer. The additional instruction of “squeeze my hand when I touch the correct answer choice” can be added without changing what is being tested.
Q.	Can a student write in his/her student test book?
A.	Yes. A student can respond in whatever manner is best for that student, including writing on test book pages, answering orally, pointing, eye-gazing, squeezing a hand, etc.
Q.	Does DPI need to know how a student responds (eye gaze, pointing, etc)?
A.	No. DPI trusts that test administrators know each student’s response style and will document answers accordingly.
Q.	I have a student who I know won’t respond to any test question. Can I save the time and just go ahead and bubble in “no response” for every question and just not administer the test to her/him?
A.	No. Only bubble in “no response” on items after you’ve presented the item to the student, have waited an adequate time for an answer, and have received no response from the student. Test administrators should do their best to administer the test to all students even if they think it might be too difficult. If a student is not responding, test administrators may use thier professional judgement to decided to stop test administration. Test administrators should leave the remaining items that had not been administered 'blank' and return the book to CTB for scoring.
Q.	Are we able to re-do a question if we know our student can answer it?
A.	No. Test items can only be administered once, and you can not go back and re-administer an item later.

Test Administrators and Test Administration:

Q.	What about the students for whom the WAA-SwD is too difficult?
A.	Test administrators should do their best to administer the test to students, even if they think that it might be too difficult. It is always possible that students may do better than you expect, given the opportunity to try. Items of different difficulty level are spread out across the test, so test administrators are directed to try several test questions and see if the student is able to answer. Test administrators, with guidance from their district, need to make a professional decision about when to stop the administration of a test to a student. If a student attempts any part of the test, he/she are considered a test participant in a given subject area.
Q.	Why can’t paraprofessionals administer the WAA-SwD?
A.	Paraprofessionals cannot engage in evaluation practices or evaluate students. Therefore they cannot administer the WAA-SwD.
Q.	If a paraprofessional holds a guidance counselor degree, can he deliver or administer the WAA-SwD?
A.	No. In order to be a test administrator, he would have to be licensed as a guidance counselor AND be currently employed in that position.
Q.	Do we still bubble in the student’s response even if we think that they are guessing and know that they can’t read?
A.	Yes.
Q.	Are Occupational Therapists (OT) and Physical Therapists (PT) considered licensed to administer the WAA-SwD?
A.	Yes. They can administer the test as long as they are familiar with the student and the student’s response style.
Q.	Would it be allowable for a paraprofessional to assist a teacher in administering the WAA-SwD? Sometimes paraprofessionals are most familiar with the student’s response style.
A.	Yes, as long as the paraprofessional is only assisting the teacher. The paraprofessional cannot administer the test or evaluate the student. It is crucial for teachers to be familiar with their students’ response styles.
Q.	Do test administrators need to sign something ensuring that test security has been maintained? How about something to ensure that they have been trained properly in administration?
A.	There is a form to confirm that test security has been maintained called the confidentiality agreement form. The signed copy should be turned into your SAC. It is the district’s responsibility to make sure all test administrators are trained; however, there is no certification.
Q.	Can a student teacher administer the WAA-SwD?
A.	No. A student teacher is neither a licensed teacher nor hired by the school/district. Student teachers may observe the administration of the WAA-SwD or may assist as needed and as appropriate.
Q.	Does one test administrator need to administer the entire test to one student, or can we take turns (as long as all are licensed and employed in an appropriate position) administering test items to a student?
A.	It is okay for more than one licensed test administrator to give the WAA-SwD test to one student, as long as it is appropriate for the student and as long as the test administrators are all familiar with the student's response style.
Q.	Can an interpreter administer the test?
A.	No. The use of an interpreter is an accommodation and should be documented on the student IEP under accommodations for statewide assessment. The interpreter may work with a licensed teacher and be present during the administration. Use of a translator/ interpreter should follow the same guidelines as the accommodations for the WKCE. Assessment Accommodations Matrix (accommodation guidelines).

Manipulatives:

Q.	Do specific manipulatives that might be provided for the WAA-SwD need to be listed in a student’s IEP?
A.	No. The use of manipulatives is allowed for all students taking the WAA-SwD as part of the standard administration. Be sure that the manipulatives, however, are already used in the student’s classroom instruction so you are not introducing something new in the middle of testing.
Q.	Will DPI/CTB (test contractor) provide manipulatives for the WAA-SwD?
A.	No. Teachers and test administrators should choose manipulatives that are appropriate for each individual student; use the manipulatives with which your students are most familiar with.
Q.	Will the district be required to provide manipulatives?
A.	This is an option that districts may choose to provide to their students; however, teachers at grade 10 must provide a ruler for their students in the Mathematics portion of the test.
Q.	When a pattern test item is shaded differently for different shapes (such as in the sample test item in the training slides), why couldn’t you use different color manipulative shapes?
A.	This is a case when using different color manipulatives would be acceptable; however, be aware that the use of color can be a distracter to students. Some of the pattern items use shapes that are not shaded differently; in cases such as this you should not use different color shape manipulatives because it changes what the item is measuring (color and shape pattern instead of only a shape pattern).
Q.	When manipulatives are used (e.g., counting discs), can the test administrator change the script to correspond to the manipulatives? For example, on the sample item where students count pictures of flowers, if we give the student 20 counting discs to count, do we still need to say “Here are some pictures of flowers” or can we say “Here are some discs?”
A.	It is fine to change only the script to appropriately fit what you are asking. Another example would be if you provide actual dimes instead of pictures of dimes.
Q.	Can different types of manipulatives be provided for one student, or can we use only one type of manipulative? For example, can we use photos, real objects, and Boardmaker symbols all for one student?
A.	Provide all the manipulatives that are appropriate for your student as long as they do not change the construct of what is measured.
Q.	How will DPI monitor the use of manipulatives? Manipulatives can change test because teachers can make it easier for students by providing manipulatives that might clue an answer.
A.	DPI is expecting teachers and test administrators to be very careful with the choices of manipulatives and to question on every item whether a manipulative changes the construct of what the test item is intended to measure.

Accommodations - Calculators:

Q.	Since calculators are not allowed on the WAA-SwD, what do we do about students who have calculator skills in an IEP?
A.	Just because a skill is not assessed on a state test, it does not mean that the skill should not be taught. The IEP reflects the student’s disability-related needs, not solely their state assessment needs. Objectives in IEPs must be taught, so you should teach calculator skills to those students. The WAA-SwD is based on the Extended Grade Band Standards, which do not include calculator skills.

Accommodations - Prompts and Answer Choices:

Q.	Can we change the order of the teacher prompt? For example, can we read the test question first, and then read the answer choices?
A.	No, but you may go back and re-read the answer choices again after you read the test question. For example, “2, 5, 10. How many pictures of flowers are there? 2, 5, 10.”
Q.	If the answer choices have pictures that are labeled, but I know the student will be distracted if I read them, can I choose not to read the labels?
A.	You must stick to the script. If the script asks you to read the answer choices as you point to them, then you must do so.
Q.	The WAA-SwD test administration materials say that we have to stick to the script. Are we allowed to clarify/simplify this language?
A.	The language on the WAA-SwD has already been simplified. Test administrators may not clarify, simplify, paraphrase, reword, etc. any test item on the WAA-SwD.
Q.	Can we color in pictures on the student test book pages? The sample science problem involving a graphic of the solar system would be more easily understood by my student if I could color it in (yellow sun, blue and green Earth).
A.	No, you cannot color in test items; that is a modification of the test item and not allowed.
Q.	Can Picture Exchange Communication (PEC) symbols be used to replace graphics in the WAA-SwD tests?
A.	Yes. This would be considered a use of an appropriate manipulative.
Q.	Can I change the answer choices if they do not relate to a student’s experience? For example, I have a student who doesn’t eat solid food since he is fed using a gastric tube. For an item where there are hot dogs, hamburgers and French fries on a menu, can I say hat, scarf and gloves instead?
A.	No. WAA-SwD items were chosen with as much universality of experience as possible in mind when they were developed. Changing what items are listed on the menu from food to winter clothing items might change a student’s response. While the student might not eat such food, the student has likely been exposed to it in his/her every day life.

Accommodations - Touch Point Numbers and Number Lines:

Q.	Are touch-point numbers allowed as an accommodation?
A.	Yes, if it is in a student’s IEP. Only numbers 1 through 9 are allowed, and then only on a separate sheet of paper or on a number line. Test administrators may not draw on touch point circles on the student test book pages; however, the student may do so on his/her own.
Q.	Are touch-point money manipulatives allowed?
A.	No, not it if they define for a student how much a particular coin or bill is worth, since that is what is being measured in a money item (the skill of knowing that a quarter is worth 25 cents, for example). Basic money manipulatives are allowed if they do not clue the value of the coin/dollar.
Q.	Can a number line be used?
A.	A 1-9 number may be used.
Q.	Can a 100s chart be used?
A.	No. This may inadvertently aide in multiplication.
Q.	Are we able to leave visuals cues (e.g., alphabet, calendar, etc.) up in the room?
A.	Yes. It is not necessary to cover up materials on classroom walls if they are part of the normal classroom environment. If the students have support materials taped directly on their desks, such as multiplication facts or other computation aids, those should be covered or removed.

Accommodations - Other:

Q.	Will DPI provide a list of acceptable modifications for the WAA-SwD administration?
A.	No. Modifications are not allowed on the WAA-SwD, since a modification changes what a test item measures. However, there is an extensive list of acceptable accommodations available called the Assessment Accommodations Matrix.
Q.	Do we need a scribe documented in the student’s IEP since the test administrator will be recording student answers?
A.	No. The scribe accommodation is not applicable to the WAA-SwD since students are not required to write their responses.
Q.	Can the test administrator point to the sentences and words that a student is supposed to read for a “read by student” item?
A.	Yes. You can have the student point to words and sentences as he/she reads or you can direct his/her attention to the sentence.
Q.	If our school uses IEP software, is it okay to write in the accommodations for the students?
A.	Yes.
Q	Can we photocopy graphics?
A.	In very limited circumstances, district or school assessment coordinators may provide teachers with photocopies of WAA-SwD graphics for use during testing. For example, a student may have a wide eye gaze or a student may require this accommodation for sequencing constructed response items. Teachers must present all items that are photocopied in the order and manner that they appear in the Student Test Booklet. The DAC and SAC should monitor the use and the distribution of this accommodation and ensure test security. All copies must be destroyed after test administration as they contain live test materials. Appropriate techniques for destroying materials include utilization of a commercial document shredding company, cross-cut shredders, and incineration. Note: Enlarged photocopies are not appropriate for students with visual impairments as these students are able to use the Braille materials and picture descriptions.
Q	Do we put all accommodations on the IEP?
A.	Yes, all accommodations that will be used on the test should be listed in the student's IEP. Because of the change in format of the WAA-SwD from a portfolio/evidence-based assessment to an on-demand performance test, your student may require accommodations. Take a look at the Teacher sample test items and Student sample test items. Think about how you provide instruction to your student and whether any of the accommodations you usually use in the classroom would be appropriate while administering the WAA-SwD. You may also want to reacquaint yourself with Wisconsin’s Assessment Accommodation Matrix which provides accommodation guidelines.

Test Format:

Q.	Is there a reason that answer choices in the Student Test Book are always arranged in a triangle format?
A.	Yes. Wisconsin educators decided on this format during the item and content bias review phase. This format allows larger font and graphics. Educators believed this is the least visually-distracting page layout for students.
Q.	Approximately, how many items are on the test and how long does it take to administer?
A.	There will be approximately 30-40 items in each content area, due to field testing The administration time will vary greatly from student to student, but we expect an average of about one hour per content area.
Q.	Are the test items ordered by difficulty?
A.	No. Test items are not arranged in terms of a progressively increasing level of difficulty. Test items of varying difficulty are spread throughout the test. Test administrators are encouraged to administer all test items to the student.

Timing of Test:

Q.	Does all of one content area for the WAA-SwD need to be administered in one day?
A.	No. You may administer as many questions in one sitting as is appropriate for your student as long as the entire test is completed within the test window. Be sure to keep the test materials secure when not in use.

Communication with Parents:

Q.	Is there a brochure that we can give to parents that explains the alternate assessment?
A.	DPI has created the Student/Parent Pre-Test Information Brochure which gives information about the test. DPI also provides translated copies of the brochure in Hmong and Spanish.
Q.	Is there a letter or brochure that we can give to parents that explains the extended grade band standards?
A.	DPI has created has developed a brochure that explains the standards.

1% and 2% Assessments:

Q.	I’ve heard that only 1% of students can participate in the alternate assessment. Is that true?
A.	No. All eligible students should participate in the WAA-SwD. Eligibility is determined by the IEP team using the WAA-SwD participation checklist. Students scoring in the WAA-SwD Proficient or WAA-SwD Advanced categories are included as Proficient when calculating Adequate Yearly Progress (AYP) and in some reports. At the district level, however, the number of students who took the alternate assessment and may be counted as Proficient or above for AYP purposes is capped at 1% of all students enrolled in the tested grades, unless an exemption is documented and approved by DPI. This applies only to districts and must not exceed 1% statewide. Schools are not subject to the 1% AYP limitation. Districts may complete the waiver form if exceeding the 1% after results of the WKCE/WAA-SwD are received.
Q.	Is there a 2% test for students who are between the WAA-SwD and the WKCE?
A.	No. States may develop a 2% test, also called a Modified Alternate Assessment, and submit it to the US Department of Education for peer review and approval; however, states are not required to have such a test. At this time, federal funding has not been provided to develop this assessment.
Q.	For the 1% proficiency for AYP, what if we are a small district with enough students taking the alternate assessment that more than 1% of students could count as proficient?
A.	There is a waiver form that you can complete.

For questions about this information, contact oeamail@dpi.wi.gov

Last updated on 8/3/2009 8:38:42 AM