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WAC rules: Statewide student assessment
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Testing student not on a high school diploma track
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Testing students with IEPs, 504 Plans, or receiving TBIP services
It's that time of year for state testing!
When students enroll in your program, they need to have a standardized assessment administered within the first 30 days of enrollment, or valid scores (any standardized test that measures ELA and math) from the prior 6 months.
In addition, each spring we administer the Smarter Balance (SBAC) and End of Course (EOC) state assessments for appropriate graduation cohorts, and Open Doors students are required to be included in that process. Data for the Open Doors students is included in the school and state accountability metrics.
Statewide student assessments
(1) All reengagement programs will ensure that students participate in the statewide assessment of student learning to fulfill the minimum requirements for high school graduation and comply with state and federal school accountability requirements.
(2) A district, tribal compact school, charter school, direct funded technical college, or educational service district that has been assigned a school code by OSPI is required to administer the required statewide assessments for each enrolled student and cohort as defined by WAC 392-700-035 (1)(c).
(3) The program staff is not required to be direct-test administrators but may act in this capacity with the approval of the district, tribal compact school, charter school, direct funded technical college, or educational service district that has been assigned a school code, which will be responsible for the appropriate training of agency or college staff.
(4) Program students will be included when calculating school and state statistics in relation to the statewide assessments.
District assessments
In addition to the WAC, your district may have other required assessments that your program will need to administer: MAP, STAR, benchmark, etc.
Use scores for IAPs!
Once you receive the results of these assessments, passing scores on the SBAC/EOC and leveled-up scores on district standardized assessments can count as an IAP!
Remember, the date for recording an IAP is upon receipt of the state assessment result - not when the test was taken. An IAP may be earned for each assessment passed.
Testing students who are not on the high school track
Students who are not on a path toward a high school diploma (GED, Job skills only) are not required to pass the state assessments, however, as stated in the WAC, they are required to participate with their cohort for federal and state accountability purposes. This does not prevent parents/adult students from choosing to refuse participation in the testing (in writing, and saved in the student's cumulative file).
Your district has a state and national requirement for a minimum of 95 percent of enrolled students to take the state assessments. [WA ESSA Consolidated Plan A.4.vii, per ESSA 1111(c)(4)(E)(iii)]. If you help your district, they will be more inclined to help you!
Plus, these scores could result in an IAP!
Some districts provide credits for passing state assessments, but note that reaching one achievement is one IAP - a student cannot earn two IAPs (credit + passing score) for one test result.
Supporting students & programs
State assessments also provide a basis to intentionally improve both academic and non-academic supports that may more broadly improve academic growth; and, they are extremely helpful for programs to understand how well they are preparing individual students. The data:
- provides where the student is toward the grade level expectations;
- demonstrates if the student is showing growth compared to their peers;
- helps schools identify where challenges exist overall, and with specific student groups.
When considering the assessments as one of their tools of continuous improvement, schools have seen benefits in how they approach and track improvements to their existing system of supports.
Testing students with IEPs, 504 Plans, or receiving TBIP services
IEP Team Determination
For students receiving special education services, the IEP team is required to determine whether a student will take the on-grade general assessment, with or without accommodations, or if the student will take the on-grade alternate assessment.
Students receiving special education services may have other assessments and assessment graduation alternatives in a required content area that can be applied toward earning a Certificate of Individual Achievement (CIA). However, a student’s IEP team will make the determination as to which assessment/alternative is appropriate for the student. Meeting the eligibility criteria for applying assessment graduation alternatives is still required. For further direction, please see Guidance for IEP Teams: Student Participation in Statewide Assessments for Accountability and Graduation and IEP Team Guidance for Selecting the Appropriate Assessment to Earn a Certificate of Individual Achievement (CIA).
Supports are available to English language learners and any student with a need identified by an educator.
Accommodations are for students who receive special education services with a documented need noted in an IEP or 504 plan.
Learn more by reading Guidelines on Tools, Supports, & Accommodations.
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