West Virginia State Assessments

APTA

The West Virginia Alternate Performance Task Assessment (APTA) is specifically designed for students with significant cognitive disabilities whose performance cannot be adequately assessed through the general assessment instrument, West Virginia Educational Standards Test 2 (WESTEST 2), even with accommodations.

APTA is given in grades 3-8 and 11 and assesses questions in three content areas: Reading/Language Arts, Mathematics, and Science. A separate test was developed for each grade level in Reading/Language Arts and Mathematics (grades 3-8 and 11) and in Science (grades 4, 6, and 11). The reading/language arts content area of the test addresses the three content standards of (1) reading, (2) writing, and (3) media literacy. The mathematics content area of the test addresses the five content standards of (1) number and operations, (2) algebra, (3) geometry, (4) measurement, and (5) data analysis and probability. The science content area of the test addresses the two content standards of (1) nature and application of science and (2) content of science

APTA test items were developed by West Virginia educators and reviewed by staff of the West Virginia Department of Education Office Assessment, Acountability and Research (OAAR), the Office of Special Education and CTB/McGraw-Hill, Inc., the test publisher. Each question was examined for bias, content, difficulty, and alignment with the West Virginia Extended Academic Content Standards and Performance Descriptors as described in West Virginia Board of Education Policy 2520.16: Alternate Academic Achievement Standards for West Virginia Schools.

APTA Eligibility Criteria

• The student must have a current IEP;
• Multidisciplinary evaluation and educational performance data support the following:
  • The student exhibits significant impairment of cognitive abilities and adaptive skills to the extent that he/she requires instruction in the West Virginia Alternate Academic Achievement Standards linked to the WV 21st Century Content Standards and Objectives (CSO’s) and access skills (social, motor and communication) not directly addressed in the CSOs, but embedded in instructional standards-based activities.
  • The student cannot participate in the WESTEST 2 and other components of the WV-MAP, even with accommodations. The reasons why the student cannot participate must be clearly stated on the IEP.
  • In addition, if the student is fourteen years of age or older, and has been determined by the IEP Team that the student is unable to complete the state and county standard graduation requirements necessary to earn a standard diploma, even with extended learning opportunities and significant instructional modifications, the student will work toward a modified diploma. Please note, not all students earning a modified diploma must take the APTA; however, students working toward a standard diploma do not meet criteria for the APTA.
• If the student meets all of the criteria, the IEP document must include a justification statement for the APTA. For additional information, see Policy 2510, Assuring the Quality of Education: Regulations for Education Programs

PLAN®

PLAN® is designed to provide tenth-graders with measures of their attainment of knowledge and complex critical thinking skills acquired in the early years of high school.   Assessment results assist students/parents/educators in decision-making about educational career plans, interest, and high school course work plans.  The test covers four content areas: English, mathematics, reading, and science reasoning. The composite score is the average of the scale scores from the four areas.  Sample questions may be found on the ACT PLAN website.

The parent/guardian will receive a student report that indicates levels of performance in each of the content areas.  Student performance is a comparison to the performance of the national sample population of students.  In addition, information about the student’s educational career plans, interests, high school course work plans and self-identified needs for assistance is gathered and reported.

West Virginia PLAN trend data is provided by county and subgroup beginning with 2000 and by school beginning with 2009.  English, mathematics, reading, science and composite mean scale scores are provided.

ACT®

The ACT® test is a widely accepted college entrance exam designed to measure high students’ general educational development and their ability to complete college-level work.  It is not part of the West Virginia Measure of Academic Progress.  Individuals register and pay a fee prior to taking the ACT®.  The test is administered on six national test dates each year.  The multiple-choice test covers four content areas:  English, mathematics, reading and science reasoning.  The Writing Test is optional.  Sample questions and test taking tips may be found on the ACT Web site. The tests emphasize reasoning, analysis, problem solving, and the integration of learning from various sources, as well as the application of these proficiencies to the kinds of tasks that college students are expected to perform. The optional Writing Test measures skills in planning and writing a short essay. West Virginia ACT trend data is provided by subgroup from 2000 to the present.  English, mathematics, reading, science and composite mean scale scores are provided.

EXPLORE®

EXPLORE® is designed to help eighth-graders explore a broad range of options for their future. Assessment results assist students/ parents/educators in decision-making about educational career plans, interests and high school course work plans. The test covers four content areas: English, mathematics, reading, and science reasoning. The composite score is the average of the scale scores from the four areas.  Sample questions may be found on the ACT EXPLORE website.

The parent/guardian will receive a student report that indicates levels of performance in each of the content areas.  Student performance is a comparison to the performance of the national sample population of students.  In addition, information about the student’s educational career plans, interests, high school course work plans and self-identified needs for assistance is gathered and reported.

West Virginia EXPLORE trend data is provided by county and subgroup beginning with 2000 and by school beginning in 2009.  English, mathematics, reading, science and composite mean scale scores are provided.

NAEP

The National Assessment of Education Progress (NAEP) is the nation’s only ongoing representative sample survey of student achievement in core subject areas, and commonly called “the Nation's Report Card.” It measures what students should know and can do in grades 4, 8, and 12.  While NAEP assesses a sample of students each year, NAEP reports scores at the state and national level every two years in mathematics and reading and every four years in writing and science. Other subjects at the national level only are added on the “off” years, as funds are available.

NAEP is administered to students in these grades in schools throughout the country from January to March. Results are generally released in six to twelve months after administration for assessments with state results.

NAEP reports academic performance of West Virginia students and schools and enables West Virginia Department of Education to chart where West Virginia as a state compares to the nation. The foundation of West Virginia success will depend on continued commitment to the following core principles:

1. High Standards
2. Annual Assessments
3. Accountability for Results
4. Highly Qualified Teachers in Every Classroom (HQT)
5. Information and Options for Parents
6. All Children on Grade Level By 2014

West Virginia’s commitment to these core principles is shown in the professional development plan developed to provide long-term improvement in NAEP scores.

NAEP policy is set by the National Assessment Governing Board. As a bipartisan, independent federal board, the Governing Board decides on the content and performance standards for NAEP. They are also responsible for setting the schedule of assessments.

Results are compared to results of previous NAEP assessments to show growth. Students’ performance on the assessment is described in terms of percentages of students attaining three achievement levels: Basic, Proficient, and Advanced. The achievement levels are collective judgments of what students should know and be able to do.