ADDED DUTY CONTRACT: Building Test Coordinator (Salary will be prorated)

We need to output HTML fragment with sections for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real content. We need to parse the job posting: It's a description of Building Test Coordinator role. Contains overview, responsibilities (various tasks for MAP, AIMSweb, WIDA, NAEP, PEAKS). Also mentions compensation: "Subject to negotiated agreement added duty compensation range and meeting all 'Responsibilities'. Payment may be prorated based on meeting the responsibilities." That's vague but indicates compensation exists. No specific pay amount. Should we include Pay section? The rule: never create Pay/Schedule/Benefits sections unless the posting actually states them. It states compensation but not specific amount; it's still stating compensation exists. Likely we can include a Pay section with that statement. However "Subject to negotiated agreement added duty compensation range" is vague but still content. We'll include Pay. Schedule: Not mentioned. Benefits: Not mentioned. Qualifications: maybe "High school graduate or equivalent required; Ability to pass a background check; AK Driver's license preferred." That's qualifications/requirements. Could split into Requirements and Qualifications. But we must not repeat content. We can put Requirements: High school graduate or equivalent required; Ability to pass a background check. Qualifications: AK Driver's license preferred. Or combine. Skills: Not explicitly listed. Could infer but we shouldn't invent. So omit Skills. About the role: We have overview and description. Could put About the role section with overview paragraphs. Responsibilities: All the bullet points tasks. Thus produce HTML:

About the role

... overview ...

Responsibilities

• ... each duty ...

Requirements

• High school graduate or equivalent required
• Ability to pass a background check

Qualifications

• AK Driver's license preferred

Pay

Subject to negotiated agreement added duty compensation range and meeting all responsibilities; payment may be prorated based on meeting the responsibilities.

We must not include Schedule, Benefits, Skills. Check for duplication: Ensure we preserve all substantive information. Need to include details like reporting to Building Principal, liaison, etc. Overview includes that. Also mention assessments not listed (DIAL, KDP) etc. Should we include that in About the role? Probably yes. We need to include all substantive info from the posting. Let's extract key points: - REPORTS TO: Building Principal. Serves as liaison between school and Curriculum and Instruction Department. - OVERVIEW: Building Test Coordinator has varying roles dependent upon testing; document split by assessment; for assessments not listed (DIAL, KDP), Central Office Personnel work directly with teachers; BTC attends all scheduled trainings regarding testing (Assessment Dept, Student Services, Curriculum & Instruction, outside entity like State of Alaska or WIDA). - MAP tasks: browser check, test sessions, accommodations, test proctors training, scheduling/completion. - AIMSweb: ensure teachers have access to online system; contact Ian Acuna if missing. - WIDA ACCESS: test security agreements (level 4 TSA), proctor training (WIDA online modules), test sessions (work with Curriculum Dept to determine ELL students), accommodations (IEP), materials management (ordering, secure location, sign in/out). - NAEP: work with building principal to ensure Gov Rep has info; ensure staff completes federal paperwork. - PEAKS: before testing: TSA, INSIGHT client check, student rostering, test tickets, scratch paper, cover up walls, broadcast VHF/radio reminders, headphones for TTS accommodation, test administrator directions & tech support guide, accommodations verification, seating arrangements, homeschool students plan, plan for disruptive students. - During testing: teacher cell phones/laptops storage, no electronics signs, report security/ethics breach, special circumstances documentation, plan for post-test activities. - After testing: collect irregularity reports, document parent refusals, collect test tickets (shred used, keep unused), shred scratch paper. - Compensation: Subject to negotiated agreement added duty compensation range and meeting all responsibilities; payment may be prorated based on meeting responsibilities. - Requirements: High school graduate or equivalent required; Ability to pass a background check; AK Driver's license preferred. We need to ensure we don't miss any details like "Work with Site Tech", "Report any issues to InfoTech and Caitlin", etc. Those are part of responsibilities. We need to format responsibilities as list items; could be many. We'll group maybe by assessment but still list each duty. We must not invent or summarize away detail. Must preserve all substantive information. That means we need to include each specific duty as separate list item? Could combine some but must not lose detail. Safer to create many list items each representing a distinct duty. Let's enumerate responsibilities: MAP: 1. Work with Site Tech to verify that all student computers have access to the MAP testing browser. 2. Report any issues to InfoTech and Caitlin. 3. Create all test sessions for students in your building, according to the teacher who will be testing them. Test sessions must be created at least one day prior to testing. 4. If students are missing from the roster, or are rostered to the wrong class, contact Ian Acuna. 5. Verify the list of student accommodations with the Counselor, SPED teachers at your site, and the classroom teacher to ensure accuracy and compliance. 6. Arrange training for test proctors (by you, Assessment team, or online NWEA modules). 7. Verify that each staff member has an account and can log in to the NWEA testing site; contact Ian Acuna if issues. 8. Work with teachers and building administrators to ensure that all students given the appropriate test and are tested in the given window. 9. Schedules need to be sent to Caitlin; if you need scheduling assistance, contact the Curriculum Department. AIMSweb: 10. Ensure all teachers giving the AIMS benchmarking probes have access to the online system. 11. If teachers or students are missing, contact Ian Acuna. WIDA ACCESS: 12. Verify that all your test administrators have signed level 4 TSA's. 13. Verify that all of the test proctors have passed the WIDA online modules pertaining to the assessments they will administer; work with Kathleen Fisher to ensure certificates on file; report any issues to Kathleen and Caitlin. 14. Work with Curriculum Department to determine the students needing the assessment, then create a schedule to ensure that all ELL students are tested. 15. Verify the list of student accommodations with Student Services, the Counselor, SPED teachers at your site, and the test proctor to ensure accuracy and compliance; ensure that Student Services has the WIDA Accommodations form. 16. Assist in the ordering of materials for your building; receive list of students to be tested; verify list so proper materials can be ordered. 17. Work with Kathleen to receive all of the WIDA ACCESS materials; keep them in a secured location and signed in and out to appropriate staff for testing. NAEP: 18. Work with your building principal to ensure the Government Representative has all of the information they need. 19. Ensure all required staff completes the necessary paperwork from the federal government. PEAKS – BEFORE TESTING: 20. Verify that all your test administrators have signed level 4 TSA's. 21. Verify that all your student computers have the INSIGHT client installed; work with Site Tech to perform configuration check; report any issues to InfoTech. 22. Roster all students into test sessions; if difficulties, report them to Caitlin immediately. 23. Print test tickets and organize them by grade or teacher/classroom; advise teachers to keep track of who does NOT test, keep their test tickets separate; make-up students can use their original test ticket. 24. Make sure you have graph paper and blank scratch paper for each classroom that will be testing. 25. Cover up or remove materials on the walls where students will test. 26. Broadcast on VHF or radio the dates students will be testing, go to bed early, eat breakfast, etc. 27. Students who get the text-to-speech accommodation MUST have headphones; other students may use headphones to block noise while they test; ensure you have enough; if you anticipate needing additional headphones, notify Caitlin by December 15; if you allow any students to use headphones, you must give ALL students the option to use headphones while they test. 28. Each test administrator needs a paper copy of the TAD and Tech Support Guide. 29. Verify the list of student accommodations with Student Services, the Counselor, SPED teachers at your site, and the test proctor to ensure accuracy and compliance; ensure that Student Services has the appropriate forms signed by the test administrator. 30. Seating arrangements: determine if there is enough room for all students to test, enough space between each seat, established seating chart. 31. Homeschool students: determine when, where, who will administer; ensure homeschooled students have been rostered before testing begins and that Assessment is aware of them/has contacted their home school. 32. Create a plan for disruptive students: who they are, should they test in a separate location, who will test them, where will they test. PEAKS – DURING TESTING: 33. Teacher cell phones and laptops: may not have anywhere to store; laptops and cell phones can be stored in the room where students test; cell phones must be off or silent and out of sight (not in your pocket); computers should be out of sight; teachers are not to use their cell phone or laptop during the test session, they can however use their cell phone in the case of an emergency, ONLY IF NO LANDLINE IS PRESENT. 34. Post signs: No electronics; Testing, do not disturb. 35. Report any security breach (electronics in testing room, lost test materials, test materials copied in any way, etc.) to Caitlin immediately, and document in writing. 36. Report any ethics breach (test administrator coaching students, helping students, paraphrasing questions, etc.) to Caitlin immediately, and document in writing. 37. Special Circumstances: student/parent refusal, medical waiver, absent student, or invalidation – document on Irregularity Report. 38. Create a plan with your staff to ensure students know what they can do after they finish testing: should they quietly read a book? Can they leave the room? PEAKS – AFTER TESTING: 39. Collect all Irregularity Reports; scan/email all Irregularity Reports to Caitlin. 40. Document all parent refusals and send to Caitlin. 41. Collect all test tickets; after a student has finished both parts of a test their test ticket should be shredded; keep the test tickets for students who have not yet tested. 42. Shred all used scratch paper; teachers can do this as soon as they finish testing, or they can turn it in to you with their secure test items, it is kept secure until it is shredded. Compensation: 43. Subject to negotiated agreement added duty compensation range and meeting all responsibilities; payment may be prorated based on meeting the responsibilities. Requirements: 44. High school graduate or equivalent required. 45. Ability to pass a background check. 46. AK Driver's license preferred. We also have overview and reporting to principal etc. That could be in About the role. About the role content: - REPORTS TO: Building Principal. Serves as liaison between school and Curriculum and Instruction Department. - OVERVIEW: Building Test Coordinator has varying roles dependent upon the testing happening. This document is split into parts by assessment. For assessments not listed (DIAL, KDP), Central Office Personnel will work directly with the teachers administering the assessments, and you may or may