Policy document regarding student in special/unique situations: OEA has created a policy document that explains in practical terms what the state statutory requirement to assess all enrolled pupils means. This document is intended to simplify the task of determining whether pupils in any of a number of special situations must be tested. For reference purposes, the FAQ questions asking if certain students must be tested will continue to be listed here with a link to the policy document and any information that concerns the logistics of how to assess the student.
A. See the policy document regarding student in special/unique situations. For The ACT the test coordinator takes care of testing the student through the ACT offsite testing process.
A. See the policy document regarding student in special/unique situations. Test security needs to be carefully considered when dealing with homebound or hospitalized students. For The ACT the high school test coordinator takes care of this matter by seeking approval of the Accommodations request, and following offsite testing procedures. Each of these situations is unique.
Homebound services differ from virtual learning provided during the pandemic in that homebound is a placement determined by an IEP team. A student with a disability who requires in-person specially designed instruction and related services in the home in order to make progress towards their IEP goals and in the general education curriculum, must receive in-person homebound services as part of a free and appropriate public education (FAPE).
A. A significant medical emergency is a health impairment that renders the student incapable of participating in any academic activities, including state assessments, for the ACT test dates. Districts should maintain documentation of the circumstance within their district. The student will be excluded from test participation and achievement-based accountability calculations. See additional guidance on medical exemptions in the Significant Medical Emergency Form. Test coordinators must enter a not-tested code of "significant medical emergency" in the vendor portals.
A. Students who are taught with alternate standards must participate in the DLM assessments. Enter the "alternate assessment" not-tested code in the appropriate portal to indicate that the student took the DLM.
A. See the policy document regarding student in special/unique situations. The district of residence should work with the facility to complete testing; however, it is not the facility’s responsibility to test the student. If the student is not tested, the student counts as a non-test participant for accountability purposes. For ACT the test coordinator takes care of testing the student through offsite testing process.
A. See the policy document regarding student in special/unique situations. The district of residence should work with the RCC to complete testing; however, it is not the RCC’s responsibility to test the student. If the student is not tested, the student counts as a non-test participant for accountability purposes. For ACT the test coordinator takes care of testing the student through the offsite testing process.
A. See the policy document regarding student in special/unique situations. The district of residence should work with the above schools to complete testing at the specialized school the student is attending. If the student is not tested, the student counts as a non-test participant for reporting purposes.
Many students attending Lakeland School of Walworth County and Syble Hopp Elementary and Secondary School of Brown County are taught with alternate standards and will take the alternate assessment, Dynamic Learning Maps. These students will not be administered ACT. Students attending either of these facilities and who are taught with general education standards will be tested with ACT.
All facility requirements, test administration procedures, and security requirements must be met.
For ACT the test coordinator takes care of testing the student through the offsite testing process. All facility requirements, test administration procedures, and security requirements must be met.
A. See the policy document regarding student in special/unique situations. The district of residence should work with the school/program/facility of attendance to complete testing; however, the best interest of the student must be considered and collaboration between the school/program of attendance and the district of residence is essential. If the student is not tested, the student counts as a non-test participant for reporting purposes. For ACT, the test coordinator takes care of testing the student through the offsite testing process.
Q. Who is responsible for testing students attending a Virtual School?
A. For ACT, Virtual Schools are responsible for testing all students in grade 11. This may be done by making arrangements to test virtual school students together on the statewide test dates or by arranging for the home district to test the students with their general grade 11 population.
A. No. Your district may not test private school students. Private schools participating in the Choice Program are required to administer the State Assessments to students enrolled in the Choice Program.
Private schools have the opportunity to purchase the ACT directly from the vendor. For additional information regarding testing go to Private School Testing.
A. No. You are neither required nor permitted to include homeschooled students in the ACT, including those enrolled in your district for two or fewer classes per day.
A. When a parent or guardian requests that the student be excused from participating in the WSAS, this request must be honored at grades 4, 8, and 9-11, per Wis. Stats. 118.30(2)(b)3. This request may come at any time during the testing window. All students excused by parent opt-out are marked as “not tested” students in school and district reporting and accountability determinations. Enter the not-tested code "parent opt-out" in the portal.
A. A parent must submit a written request for student opt-out to the principal or the school board. Per Wis. Stats. 118.30(2)(b)3., if the student is in grades 4, 8, and 9-11 the request must be granted. However, if the student is not in the above mentioned grade levels, the decision to grant the request is at the discretion of the school board.
A. Yes. You must test all students enrolled using the assessment that is required for the grade level in which the student is placed. If the student is not a full academic year student, the student counts in accountability determination only as a test participant and is not calculated into ELA and mathematics proficiency rates.
A. No. The ACT cannot be administered out of state. If the student is still enrolled in the district/school, the student counts as a non-participant for reporting and accountability determinations.
A. No. The student does not need to be included in the count of students enrolled in the district if the placement is out-of-state.
A. In case of ACT, the test coordinator should order test materials for the new students during the make-up or emergency ordering window and administer testing during the make-up or emergency testing dates.
A. An FAY student is one who has been continuously enrolled in a school or district from the 3rd Friday of September to the completion of testing, with no enrollment gaps of 30 days or more. For more information, contact Phil Cranley at DPI at (608) 266-9798.
A. FAY is applied for public reporting of assessment results and when using assessment results in accountability calculations including school and district report cards. A student's assessment results are only included in performance-based accountability calculations (i.e., priority area calculations in accountability report cards) for a school if he or she was enrolled in the school for the full academic year. District accountability report cards include students in achievement-based calculations who were enrolled in the district for the full academic year. Test participation calculations do not factor in FAY status because, while schools and districts are only held accountable for the performance of students enrolled for the full academic year, a student is expected to participate in the required statewide assessments regardless of how long they have been enrolled in the school or district.
A. Yes. Students remain enrolled in the local school district and the school district contracts for them to attend the technical college (or community based organization) to work on their HSED. The student should be participating in all relevant assessments.
A. Use your own judgment about whether it is appropriate to test a student who has suffered a recent trauma. If the student is not tested, be aware that the student will count as a non-test participant for accountability purposes.
A. ESEA requires that all students participate in statewide assessment to be used for accountability. Federal regulations provide some flexibility related to the assessment and accountability for recently arrived ELL students only (See 34 CFR § 200.6 (b) (4)).
Districts will need to first determine if the student has recently arrived in the United States before making assessment and accountability decisions. Recently arrived refers to a student that has attended a U.S. school for less than 12 cumulative months.
A recently arrived ELL may be exempt from one required administration of the state’s English Language Arts assessment. If the student does not participate in the ELA assessment, he or she must participate in ACCESS for ELLS. Recently arrived students must participate in all other content areas, with or without accommodations. Students in a school or district for less than a full academic year (FAY) are counted for test participation only; their assessment results are not factored into school or district report cards.
A. If the student does not participate in the ELA assessment, he or she must participate in ACCESS for ELLs®. Recently arrived students must participate in all other content areas, with or without accommodations. Students in district for less than a full academic year (FAY) are counted for test participation only; their assessment results are not factored into school or district report cards.
A. Please refer to the English Learner Supports for the ACT High School Assessments webpage.
A. Yes. State and federal law requires districts and schools to test all students, including students with disabilities. Students with disabilities may take the ACT assessment with accommodations or may take the Alternate Assessment (Dynamic Learning Maps) if the student qualifies.
A. Decisions regarding student participation in ACT assessments or DLM are the responsibility of the student’s Individual Education Program (IEP) team. If a student is not tested, the student counts as a non-participant for reporting and accountability purposes.
A. The decision to participate in the DLM is made using the DLM Participation Checklist. Use of the checklist requires a thorough review of student-specific data to assess the student’s current educational performance relative to the academic performance standards for all students. More information about DLM.
A. In Wisconsin, local school boards determine policy about grade level placement. Therefore, check with your district for guidance about when a student should be advanced to a new grade level, and test all students who are, according to district policy, enrolled in a tested grade (3-11). Please remember to update the student’s record in your local student information system (SIS) and transmit the data to DPI through WISEdata.
A. You should not serve in a test coordinator role if you have relatives who will be taking the statewide ACT at any school within the state that year. Test coordinators have access to secure test materials. Therefore, you should delegate the responsibility to another qualified colleague. You can serve as a room supervisor or proctor during testing, but you should not be in the same room as the student related to you. A DAC with a relative testing in the state would still be able to fulfill their duties, as long as: (1) the DAC does not assist a school test coordinator with handling secure test materials and (2) the DAC is not in the same room where their relative is testing
A. The ACT Wisconsin biweekly email is an informational resource from the Wisconsin Department of Public Instruction - Office of Educational Accountability. Information about ACT Aspire Early High School, the ACT with writing is included in the email as well as helpful resources, training opportunities, deadline reminders and quick links. The ACT Wisconsin biweekly email is sent to DACs, school test coordinators, and high school principals. For archived editions please visit the assessment correspondence web page.
A. Yes. Schools may use the makeup and ACT test window 3 (emergency date) for students absent on the initial test day. A materials order must be place by the test coordinator.
A. There is not an off-site testing request process. Test Coordinators need to ensure that the off-site locations chosen for testing meets ACT’s facility requirements. Please refer to the ACT Test Administration Manual for the requirements details. In addition, test coordinators will complete a “Test Room Report” to indicate the off-site location of testing. This form is included with the other test administration forms that testing staff need to complete and return to ACT.
A. WISEdata can and should be kept up-to-date throughout the school year. The Office of Educational Accountability will populate testing portals based on information submitted through WISEdata. Watch the DAC Digest for specific dates when OEA will pull data to populate the testing portals.
A. ACT produces profile reports for Wisconsin schools and districts for two different data sets. You can find results on both of these data sets in WISEdash for districts.
- ACT Graduating Class data includes the most recent ACT score for each high school graduate.
- ACT Statewide Testing data includes only the test score for each student who took the test as a grade 11 student during the statewide administration.