School Test Coordinators Training Overview. 10/23/2015Free Template from 2 Understand the roles and...

School Test Coordinators Training Overview

School Test Coordinators Training Overview

04/20/23 Free Template from www.brainybetty.com

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• Understand the roles and responsibilities of school test coordinators

• Be able to support the DTC in training test administrators

• Understand state policies so that you can help build effective school procedures

• Understand the roles and responsibilities of school test coordinators

• Be able to support the DTC in training test administrators

• Understand state policies so that you can help build effective school procedures

Big Picture ObjectivesBig Picture Objectives

STC TrainingSTC Training


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Required Assessment OptionsRequired Assessment OptionsMultiple OAKS Online Test Opportunities

•Means of limiting the impact of the “real world” on a student’s results (e.g., adult errors, network problems, student illness, invalidation, or expiration) •Districts are not required to administer all available opportunities to each student•New Best Practices Guide available

Multiple OAKS Online Test Opportunities

•Means of limiting the impact of the “real world” on a student’s results (e.g., adult errors, network problems, student illness, invalidation, or expiration) •Districts are not required to administer all available opportunities to each student•New Best Practices Guide available



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Required Assessment Options (cont’d)

Required Assessment Options (cont’d)

Required OAKS Online Assessments

•Reading & Mathematics: Up to 3 opportunities at grades 3 – 8, and 11

–New in 2011-12: implementation of new Reading achievement standards

•Science: Up to 3 opportunities at grades 5, 8, and 11 –New in 2011-12: implementation of new Science achievement standards

Optional OAKS Online Assessment•Social Sciences: Up to 2 opportunities at grades 5, 8, and 11

If students are receiving High School Level instruction, students in grades 8, 9, and 10 may take High School Test. Students in grade 12 may also take the High School level test.

Required OAKS Online Assessments

•Reading & Mathematics: Up to 3 opportunities at grades 3 – 8, and 11

–New in 2011-12: implementation of new Reading achievement standards

•Science: Up to 3 opportunities at grades 5, 8, and 11 –New in 2011-12: implementation of new Science achievement standards

Optional OAKS Online Assessment•Social Sciences: Up to 2 opportunities at grades 5, 8, and 11

If students are receiving High School Level instruction, students in grades 8, 9, and 10 may take High School Test. Students in grade 12 may also take the High School level test.



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New for 2011-12: Braille Interface of OAKS Online

Subjects: Reading, Math, Science, and Social Sciences

Equipment: JAWS 12 Screen Reader, Refreshable Braille Display, and Tactile Braille Embosser

Training: Test Administration & Security Training plus Braille Interface Training

OAKS Paper-Based Braille format no longer available

New for 2011-12: Braille Interface of OAKS Online

Subjects: Reading, Math, Science, and Social Sciences

Equipment: JAWS 12 Screen Reader, Refreshable Braille Display, and Tactile Braille Embosser

Training: Test Administration & Security Training plus Braille Interface Training

OAKS Paper-Based Braille format no longer available

Required Assessment Options, (cont’d)




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Writing Performance Assessment•New for 2011-12: Only available for students in Grade 11

•1 opportunity per student –Students may not take both online and paper/pencil format

–Students may only test in either Winter or Spring test window

Writing Performance Assessment•New for 2011-12: Only available for students in Grade 11

•1 opportunity per student –Students may not take both online and paper/pencil format

–Students may only test in either Winter or Spring test window





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OAKS Extended Assessments OAKS Extended Assessments

• Reading : 1 opportunity at Grades 3 – 8, and 11• New in 2010-11: implementation of new Reading

achievement standards

•Mathematics: 1 opportunity at Grades 3 – 8, and 11.

•Science: 1 opportunity at Grades 5, 8, and 11• New in 2010-11: implementation of new Science achievement

standards

•Writing: 1 opportunity at Grade 11 only

• Reading : 1 opportunity at Grades 3 – 8, and 11• New in 2010-11: implementation of new Reading

achievement standards

•Mathematics: 1 opportunity at Grades 3 – 8, and 11.

•Science: 1 opportunity at Grades 5, 8, and 11• New in 2010-11: implementation of new Science achievement

standards

•Writing: 1 opportunity at Grade 11 only





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English Language Proficiency Assessment (ELPA)• 1 opportunity for the following grade bands: K – 1, 2 – 3, 4 – 5, 6 – 8, and 9 – 12

• New for 2011-12: Administered as a single test: ELPA Speaking segment delivered at end of test

• Students must have LEP flag marked in the SSID system in order to access the ELPA

English Language Proficiency Assessment (ELPA)• 1 opportunity for the following grade bands: K – 1, 2 – 3, 4 – 5, 6 – 8, and 9 – 12

• New for 2011-12: Administered as a single test: ELPA Speaking segment delivered at end of test

• Students must have LEP flag marked in the SSID system in order to access the ELPA





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OAKS Online Grade 3 Spanish Reading/Literature Assessment

• Native language Spanish Reading assessment (not an English-Spanish side-by-side test)

• Eligible ELL students may use Grade 3 Spanish Reading for accountability purposes

Additional Assessments • PSAT/NMSQT®

• NAEP

OAKS Online Grade 3 Spanish Reading/Literature Assessment

• Native language Spanish Reading assessment (not an English-Spanish side-by-side test)

• Eligible ELL students may use Grade 3 Spanish Reading for accountability purposes

Additional Assessments • PSAT/NMSQT®

• NAEP

Required Assessment Options, (cont)

Required Assessment Options, (cont)



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• OAKS Online 11/8 – 5/17*includes Braille Interface and Grade 3 Spanish Reading

1st Opportunity 11/8 – 1/10Subsequent Opportunities 1/11 – 5/17

• OAKS Writing (Paper/Pencil)•Winter (Grade 11 Only) 1/11 – 2/23•Spring (Grade 11 Only) 4/11 – 5/17

• OAKS Writing (Online)•Winter (Grade 11 Only) 1/11 – 3/16•Spring (Grade 11Only) 3/26 –5/17

• Extended Assessment 2/16 – 4/26• ELPA 1/11 – 5/10• PSAT/NMSQT 10/12 or 10/15• NAEP 1/23 – 3/2

• OAKS Online 11/8 – 5/17*includes Braille Interface and Grade 3 Spanish Reading

1st Opportunity 11/8 – 1/10Subsequent Opportunities 1/11 – 5/17

• OAKS Writing (Paper/Pencil)•Winter (Grade 11 Only) 1/11 – 2/23•Spring (Grade 11 Only) 4/11 – 5/17

• OAKS Writing (Online)•Winter (Grade 11 Only) 1/11 – 3/16•Spring (Grade 11Only) 3/26 –5/17

• Extended Assessment 2/16 – 4/26• ELPA 1/11 – 5/10• PSAT/NMSQT 10/12 or 10/15• NAEP 1/23 – 3/2

http://www.ode.state.or.us/search/page/?id=499Test ScheduleTest Schedule



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Do’s• STCs may set school test schedules for OAKS

Online and Writing tests in collaboration with DTCs

• STCs must coordinate determination of appropriate assessment options for students

• STCs must coordinate secure storage, distribution, and inventory of paper test materials for the school

• STCs may code students who do not test because they were not enrolled during the school test window using Administration Code 8 in student centered staging

Do’s• STCs may set school test schedules for OAKS

Online and Writing tests in collaboration with DTCs

• STCs must coordinate determination of appropriate assessment options for students

• STCs must coordinate secure storage, distribution, and inventory of paper test materials for the school

• STCs may code students who do not test because they were not enrolled during the school test window using Administration Code 8 in student centered staging

Do’s and Don’tsDo’s and Don’tsSTC TrainingSTC Training


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Don’ts

• STCs may not set school test schedules for Extended Assessments or the ELPA

• STCs may not extend the school test window once it is in progress or test students outside of that window

Don’ts

• STCs may not set school test schedules for Extended Assessments or the ELPA

• STCs may not extend the school test window once it is in progress or test students outside of that window

Dos and Don’ts (cont)Dos and Don’ts (cont)STC TrainingSTC Training


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• To protect student confidentiality, if log-in cards are used, be sure to store them securely. Schools must take all practical steps to maintain the security of SSIDs by making sure they are not displayed publicly on items such as web sites, student body cards, or other posted documents or lists.

• To ensure that students receive the appropriate assessment, schools should keep track of which students must take the Braille format, receive restricted resources, or take OAKS Extended;

• To manage access and pace of testing opportunities, schools may restrict students in TIDE from accessing OAKS Online for specific test subjects.

• To avoid test expirations, schools should track which tests are close to expiration and ensure those students complete testing before the 45-day expiration period ends.

• To protect student confidentiality, if log-in cards are used, be sure to store them securely. Schools must take all practical steps to maintain the security of SSIDs by making sure they are not displayed publicly on items such as web sites, student body cards, or other posted documents or lists.

• To ensure that students receive the appropriate assessment, schools should keep track of which students must take the Braille format, receive restricted resources, or take OAKS Extended;

• To manage access and pace of testing opportunities, schools may restrict students in TIDE from accessing OAKS Online for specific test subjects.

• To avoid test expirations, schools should track which tests are close to expiration and ensure those students complete testing before the 45-day expiration period ends.

Promising PracticesPromising PracticesSTC TrainingSTC Training


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• The Assessment options generally are the same this year as last year, except:– No more paper-based Braille Format—replaced

with new Braille Interface of OAKS Online!– Writing will be available to Grade 11 students only– Only one test opportunity per OAKS subject 11/8

– 1/10

• Students may not take both Online and Paper/Pencil test formats for the same content area

• The Assessment options generally are the same this year as last year, except:– No more paper-based Braille Format—replaced

with new Braille Interface of OAKS Online!– Writing will be available to Grade 11 students only– Only one test opportunity per OAKS subject 11/8

– 1/10

• Students may not take both Online and Paper/Pencil test formats for the same content area

In a NutshellIn a Nutshell



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• STCs coordinate determination of appropriate assessment options for students

• STCs assist DTCs in ensuring that all test administrators receive test administration and security training

• STCs ensure security of paper test materials before, during, and after testing

• STCs coordinate determination of appropriate assessment options for students

• STCs assist DTCs in ensuring that all test administrators receive test administration and security training

• STCs ensure security of paper test materials before, during, and after testing

In a Nutshell (cont’d)In a Nutshell (cont’d)STC TrainingSTC Training


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Acorns for StorageAcorns for Storage• How can an STC ensure that Test Administrators

are administering the assessment consistent with state and district policies?

• When may a school use Administration Code 8?

• What must a school do before deciding to administer a paper test to a student?

• Why is test security so important?

• What is the STC’s role in closing the achievement gap?

• How can an STC ensure that Test Administrators are administering the assessment consistent with state and district policies?

• When may a school use Administration Code 8?

• What must a school do before deciding to administer a paper test to a student?

• Why is test security so important?

• What is the STC’s role in closing the achievement gap?



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Test AdministratorsTest Administrators


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• Be aware of what’s new this year in the statewide assessment system

• Understand the roles and responsibilities of test administrators

• Understand how to use valid test administration practices

• Learn where to find test administration resources and tools

• Be aware of what’s new this year in the statewide assessment system

• Understand the roles and responsibilities of test administrators

• Understand how to use valid test administration practices

• Learn where to find test administration resources and tools




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Purpose: To ensure consistent statewide test administration and valid test results.

Test Administration Resources: • 2011–2012 Test Administration Manual

• 2011-2012 Accommodations Manualhttp://www.ode.state.or.us/search/page/?id=487

• Best Practices Guide

• Promising Testing Practices

Purpose: To ensure consistent statewide test administration and valid test results.

Test Administration Resources: • 2011–2012 Test Administration Manual

• 2011-2012 Accommodations Manualhttp://www.ode.state.or.us/search/page/?id=487

• Best Practices Guide

• Promising Testing Practices

http://www.ode.state.or.us/go/tam

http://www.ode.state.or.us/search/page/?=2444


http://www.ode.state.or.us/go/tam

















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• New Braille Interface of OAKS Online available for OAKS Reading, Math, Science, and Social Sciences • Paper-based Braille format no longer available for

OAKS

• Computer-based read-aloud available for OAKS Math, Science, and Social Sciences

• Only 1 opportunity available per content area 11/8 – 1/10

• New Braille Interface of OAKS Online available for OAKS Reading, Math, Science, and Social Sciences • Paper-based Braille format no longer available for

OAKS

• Computer-based read-aloud available for OAKS Math, Science, and Social Sciences

• Only 1 opportunity available per content area 11/8 – 1/10


What’s newWhat’s newOAKS OnlineOAKS Online


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• Writing Assessment is available for students in Grade 11 only

• This year’s 11th graders may use Writing Performance for Writing Essential Skills requirement

ELPA

• ELPA Core and ELPA Speaking combined into single test

• Writing Assessment is available for students in Grade 11 only

• This year’s 11th graders may use Writing Performance for Writing Essential Skills requirement

ELPA

• ELPA Core and ELPA Speaking combined into single test


What’s new (cont’d)What’s new (cont’d)Writing Performance AssessmentWriting Performance Assessment


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Implementation of Science content standards • New science achievement standards will become

operational in 2011-12.• Achievement Standards were reviewed by

committee in July 2011. May be adopted by the Board as early as October 2011.

New Reading achievement standards will be operational in 2011-12.

Implementation of Science content standards • New science achievement standards will become

operational in 2011-12.• Achievement Standards were reviewed by

committee in July 2011. May be adopted by the Board as early as October 2011.

New Reading achievement standards will be operational in 2011-12.


New Science and ReadingAchievement Standards

New Science and ReadingAchievement Standards


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The review and revision of achievement standards follows Board approval of Academic Content Standards. During the interim,

• Schools are provided an opportunity to implement new curricula

• Students are provided opportunity to learn the new content

• Assessments are re-designed to reflect the new content expectations

• Test items are field tested at the appropriate grade

The review and revision of achievement standards follows Board approval of Academic Content Standards. During the interim,

• Schools are provided an opportunity to implement new curricula

• Students are provided opportunity to learn the new content

• Assessments are re-designed to reflect the new content expectations

• Test items are field tested at the appropriate grade


When are Achievement Standards Revised?

When are Achievement Standards Revised?


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• ODE establishes standard setting panels that include educators, parents, community/business representatives and higher education officials.

• Panel members provide a consensus recommendation on achievement standards and edit the achievement level descriptors.

• ODE invites public input on the proposed achievement standards prior to official adoption by the State Board of Education.

• ODE establishes standard setting panels that include educators, parents, community/business representatives and higher education officials.

• Panel members provide a consensus recommendation on achievement standards and edit the achievement level descriptors.

• ODE invites public input on the proposed achievement standards prior to official adoption by the State Board of Education.


Who Is Involved in Achievement Standard Setting?

Who Is Involved in Achievement Standard Setting?


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•Trained test administrator

•Quiet environment void of distractions

•Only allowable resources made available to students upon request

•Limited interaction with students

– Read student directions

– Administer accommodations appropriately

– No coaching

•Trained test administrator

•Quiet environment void of distractions

•Only allowable resources made available to students upon request

•Limited interaction with students

– Read student directions

– Administer accommodations appropriately

– No coaching


Required Testing EnvironmentRequired Testing Environment


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Do’s•TAs must read the 2011-12 Test Administration Manual, receive annual test administration and security training, and sign an Assurance of Test Security form before administering state tests.

•TAs may only provide students with allowable resources listed by content area in the 2011-12 Test Administration Manual.

•TAs may only provide the version of allowable resources provided by ODE. These are posted online at


•TAs may only provide the restricted resource of printed test items to students for whom the district has identified individual student need.•TAs must read verbatim the student directions provided in the 2011-12 Test Administration Manual.*

Do’s•TAs must read the 2011-12 Test Administration Manual, receive annual test administration and security training, and sign an Assurance of Test Security form before administering state tests.

•TAs may only provide students with allowable resources listed by content area in the 2011-12 Test Administration Manual.

•TAs may only provide the version of allowable resources provided by ODE. These are posted online at


•TAs may only provide the restricted resource of printed test items to students for whom the district has identified individual student need.•TAs must read verbatim the student directions provided in the 2011-12 Test Administration Manual.*


Do’s and Don’tsDo’s and Don’ts


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Don’ts

•TAs may not allow untrained aides, volunteers, or substitutes to assist with test administration.

•TAs may not coach students (including requiring students to show their work).

•Students may not access non-allowable resources such as textbooks, class notes, or cell phones during testing.

•Students may not talk to or help other students during testing.

Don’ts

•TAs may not allow untrained aides, volunteers, or substitutes to assist with test administration.

•TAs may not coach students (including requiring students to show their work).

•Students may not access non-allowable resources such as textbooks, class notes, or cell phones during testing.

•Students may not talk to or help other students during testing.


Dos and Don’ts (cont)Dos and Don’ts (cont)


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•TA reviews the Test Administration Manual before testing, focusing on test security and content-specific allowable resources and accommodations.

•TA seeks clarification from STC on any rules that are unclear before administering tests

•TA spaces students appropriately or provides visual barriers to prevent students from seeing others’ tests.

•TA reads student directions verbatim and circulates through test environment to ensure proper testing conditions.

•TA makes available but does not require students to use allowable resources.

•TA reviews the Test Administration Manual before testing, focusing on test security and content-specific allowable resources and accommodations.

•TA seeks clarification from STC on any rules that are unclear before administering tests

•TA spaces students appropriately or provides visual barriers to prevent students from seeing others’ tests.

•TA reads student directions verbatim and circulates through test environment to ensure proper testing conditions.

•TA makes available but does not require students to use allowable resources.


Promising PracticesPromising Practices


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• TAs must receive training each year

• TAs enforce valid test environment for students

• When in doubt about a particular testing practice, before testing begins:

– Check the Manual

– Check your training notes

– Ask your School Test Coordinator

– If all else fails, assume the answer is “no”

• TAs must receive training each year

• TAs enforce valid test environment for students

• When in doubt about a particular testing practice, before testing begins:

– Check the Manual

– Check your training notes

– Ask your School Test Coordinator

– If all else fails, assume the answer is “no”

In a NutshellIn a NutshellTest AdministratorsTest Administrators


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Acorns for StorageAcorns for Storage• What 3 things must a test administrator

do before administering a state test?

• What are some examples of assistance to students that are not allowed?

• What are some methods we can use to reduce test improprieties?

• What is the role Test Administrators should have in closing the achievement gap?

• What 3 things must a test administrator do before administering a state test?

• What are some examples of assistance to students that are not allowed?

• What are some methods we can use to reduce test improprieties?

• What is the role Test Administrators should have in closing the achievement gap?



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AccommodationsRequired Content for STC and TA Training

AccommodationsRequired Content for STC and TA Training


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• Identify and understand the purpose of accommodations

• Administer accommodations appropriately

• Identify and understand the purpose of accommodations

• Administer accommodations appropriately


AccommodationsAccommodations


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• Established by the Oregon Accommodations Panel • Are practices and procedures in the areas of

scheduling, setting, presentation and response that, when used in assessment, provide equitable access to all students.

• They do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.

• Manual: http://www.ode.state.or.us/teachlearn/testing/admin/alt/ea/accman-update-7-7-2011-12_hc.pdf.

• Established by the Oregon Accommodations Panel • Are practices and procedures in the areas of

scheduling, setting, presentation and response that, when used in assessment, provide equitable access to all students.

• They do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.

• Manual: http://www.ode.state.or.us/teachlearn/testing/admin/alt/ea/accman-update-7-7-2011-12_hc.pdf.


DefinitionDefinition

http://www.ode.state.or.us/teachlearn/testing/admin/alt/ea/oregon-accommodations-manual-2009-2010.pdf

http://www.ode.state.or.us/teachlearn/testing/admin/alt/ea/oregon-accommodations-manual-2009-2010.pdf


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•Provide a student equal access and equal opportunity to meet or exceed grade level achievement standards.

•All students are eligible as appropriate, including students with and without disabilities and students who have Limited English Proficiency.

•Accommodations are determined based on an individual student’s need and are not identified for groups of students.

•Provide a student equal access and equal opportunity to meet or exceed grade level achievement standards.

•All students are eligible as appropriate, including students with and without disabilities and students who have Limited English Proficiency.

•Accommodations are determined based on an individual student’s need and are not identified for groups of students.


Purpose and EligibilityPurpose and Eligibility


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Necessary accommodations should be identified and implemented during classroom instruction prior to the student’s participation in the state assessment. Accommodations used in state assessment must have been previously approved by the Accommodations Panel and listed in the Accommodations Tables.

Necessary accommodations should be identified and implemented during classroom instruction prior to the student’s participation in the state assessment. Accommodations used in state assessment must have been previously approved by the Accommodations Panel and listed in the Accommodations Tables.


When to IdentifyWhen to Identify


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•In TIDE or TA Approval Screen–In Tide, the required field is “Number of Accommodations”–More detailed codes are optional. This field is called “Accommodation Code”

•In Student Centered Staging–Different naming convention in Student Centered Staging.

•In TIDE or TA Approval Screen–In Tide, the required field is “Number of Accommodations”–More detailed codes are optional. This field is called “Accommodation Code”

•In Student Centered Staging–Different naming convention in Student Centered Staging.


When to CodeWhen to Code

Read-Aloud AccommodationRead-Aloud Accommodation

• Available for Math, Science, and Social Sciences (not for Reading)

• Math read-aloud follows NAEP Guidelines• New for 2011-12, OAKS Online supports a

computer-based read-aloud feature (note: equipment recommendations)

• Human-administered read-aloud is still permitted• Must not distract other students testing

• Available for Math, Science, and Social Sciences (not for Reading)

• Math read-aloud follows NAEP Guidelines• New for 2011-12, OAKS Online supports a

computer-based read-aloud feature (note: equipment recommendations)

• Human-administered read-aloud is still permitted• Must not distract other students testing



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Do’s• Refer to the accommodations manual for

accommodations implementation guidance.

• Refer to student’s IEP or classroom practices to determine which accommodations should be provided.

• Note that although writing prompts may now be translated locally, they must be completed in advance by a trained translator endorsed by the district and must be stored securely. Translator also needs to be trained in Test Security and sign an Assurance of Test Security form.

Do’s• Refer to the accommodations manual for

accommodations implementation guidance.

• Refer to student’s IEP or classroom practices to determine which accommodations should be provided.

• Note that although writing prompts may now be translated locally, they must be completed in advance by a trained translator endorsed by the district and must be stored securely. Translator also needs to be trained in Test Security and sign an Assurance of Test Security form.




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Do’s (cont)

• TAs may read numerals and math symbols aloud on the math test if they follow the guidance and examples posted on the ODE website.– In general, numbers and symbols can be read according

to their common English usage. For example, > would be read as “is greater than.”

– Numbers 99 and less should be read using standard place value language. For example, 23 would be read as “twenty-three.”

– However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”

Do’s (cont)

• TAs may read numerals and math symbols aloud on the math test if they follow the guidance and examples posted on the ODE website.– In general, numbers and symbols can be read according

to their common English usage. For example, > would be read as “is greater than.”

– Numbers 99 and less should be read using standard place value language. For example, 23 would be read as “twenty-three.”

– However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”


Do’s and Don’ts (cont)Do’s and Don’ts (cont)

http://www.ode.state.or.us/teachlearn/testing/manuals/tables/math-read-aloud-accommodation-guidelines.pdf

http://www.ode.state.or.us/teachlearn/testing/manuals/tables/math-read-aloud-accommodation-guidelines.pdf


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Don’ts• TAs may not provide instruction or give suggestions

regarding process.• TAs may not read Reading items or response choices

aloud.• TAs may not choose to administer an accommodation

for all students in a class or a grade. • TAs may not read ELPA items or response choices

aloud.

• Items may not be translated.• If you can’t find it in the TAM or Accommodations

Manual, don’t do it.

Don’ts• TAs may not provide instruction or give suggestions

regarding process.• TAs may not read Reading items or response choices

aloud.• TAs may not choose to administer an accommodation

for all students in a class or a grade. • TAs may not read ELPA items or response choices

aloud.

• Items may not be translated.• If you can’t find it in the TAM or Accommodations

Manual, don’t do it.




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• TAs communicate with students about math read-aloud guidelines (e.g. reading 89 as “eighty-nine” vs. reading 389 as “three eight nine”) before testing begins

• Encourage students to “do their best”

• Ask a student if he/she “needs a break” if they appear to lose focus

• TAs communicate with students about math read-aloud guidelines (e.g. reading 89 as “eighty-nine” vs. reading 389 as “three eight nine”) before testing begins

• Encourage students to “do their best”

• Ask a student if he/she “needs a break” if they appear to lose focus




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• Accommodations are determined and administered for individual students

• Accommodations used during state assessments must be selected from the Accommodations Manual

• Administration of accommodations for one student must not interfere with the testing conditions of another student

• Accommodations are determined and administered for individual students

• Accommodations used during state assessments must be selected from the Accommodations Manual

• Administration of accommodations for one student must not interfere with the testing conditions of another student




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Acorns for StorageAcorns for Storage• What are some common errors in the

administration of accommodations and how can they be avoided?

• Why should an accommodation be provided to a student?

• May decisions regarding accommodations be made for:

– Individual students? – Groups of students?

• What are some common errors in the administration of accommodations and how can they be avoided?

• Why should an accommodation be provided to a student?

• May decisions regarding accommodations be made for:

– Individual students? – Groups of students?



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Test SecurityTest Security


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Objectives

• Understand principles of secure test administration

• Understand how to maintain security of printed test materials

• Learn how to avoid and respond to test improprieties

Objectives

• Understand principles of secure test administration

• Understand how to maintain security of printed test materials

• Learn how to avoid and respond to test improprieties



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•A quiet environment, void of distractions and supervised by a trained test administrator

•Visual barriers or adequate spacing between students

•Student access to only allowable resources

•All paper test materials collected and accounted for after each testing event – including printed reading passages (or test items)

•Student data is treated as confidential – no e-mailing names and SSIDs together

•A quiet environment, void of distractions and supervised by a trained test administrator

•Visual barriers or adequate spacing between students

•Student access to only allowable resources

•All paper test materials collected and accounted for after each testing event – including printed reading passages (or test items)

•Student data is treated as confidential – no e-mailing names and SSIDs together


Secure Testing Environment


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•Purpose: To protect the integrity and confidentiality of secure test items, prompts, and passages. The security of these materials is necessary so that they can be used in later years to measure trends in performance. In addition, test security helps to ensure test results can be used in accountability reporting.

•Definition: A test impropriety is any instance where a test is not administered in a manner consistent with the Test Administration Manual or OAR 581-022-0610 Administration of State Tests.

•Purpose: To protect the integrity and confidentiality of secure test items, prompts, and passages. The security of these materials is necessary so that they can be used in later years to measure trends in performance. In addition, test security helps to ensure test results can be used in accountability reporting.

•Definition: A test impropriety is any instance where a test is not administered in a manner consistent with the Test Administration Manual or OAR 581-022-0610 Administration of State Tests.


Definition and Purpose


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• Test opportunities may be invalidated in cases where test validity was compromised. Students will not receive additional test opportunities.

• If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to TSPC within 30 days. Personnel may then be subject to disciplinary action as determined by TSPC.

• Districts may also evaluate cases according to their own Human Resource policies.

• Private schools and programs may have their access to state tests revoked.

• Test opportunities may be invalidated in cases where test validity was compromised. Students will not receive additional test opportunities.

• If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to TSPC within 30 days. Personnel may then be subject to disciplinary action as determined by TSPC.

• Districts may also evaluate cases according to their own Human Resource policies.

• Private schools and programs may have their access to state tests revoked.

Potential ConsequencesPotential ConsequencesTest SecurityTest Security


52

•TAs must ensure that students use the correct SSID and take the correct test.

•TAs must securely shred test materials such as printed test items or reading passages, scratch paper, or other paper hand-outs written on by students after each testing event.

•Test materials must be securely stored at all times.

•Test improprieties must be reported to ODE within 1 day of learning of them and the investigation must be completed within 30 days.

•If a DTC cannot investigate an impropriety, the district must assign someone else to the task.

•TAs must ensure that students use the correct SSID and take the correct test.

•TAs must securely shred test materials such as printed test items or reading passages, scratch paper, or other paper hand-outs written on by students after each testing event.

•Test materials must be securely stored at all times.

•Test improprieties must be reported to ODE within 1 day of learning of them and the investigation must be completed within 30 days.

•If a DTC cannot investigate an impropriety, the district must assign someone else to the task.


Do’s and Don’tsDo’s


53

•TAs must not review or analyze secure test items

•Students must not access non-allowable resources such as notes, text books, cell phones, iPods, or e-mail

•Students must not remove test materials from the test environment

•TAs must not copy or retain any test materials, including secure test booklets, writing prompts, or reading passages

•DTCs, STCs, and TAs must not share their OAKS log-in information with anyone (even other authorized OAKS users)

•TAs must not review or analyze secure test items

•Students must not access non-allowable resources such as notes, text books, cell phones, iPods, or e-mail

•Students must not remove test materials from the test environment

•TAs must not copy or retain any test materials, including secure test booklets, writing prompts, or reading passages

•DTCs, STCs, and TAs must not share their OAKS log-in information with anyone (even other authorized OAKS users)


Dos and Don’ts (cont)Don’ts


54

•Using colorful materials to identify which students have printed reading passages remaining at their stations.

•When setting up the test environment, the TA should ensure that the TA’s computer is set to print in the computer lab where the students are testing.

•The TA uses the class roster to mark which students received printed test materials (e.g., reading passages or test items) and how many each student received. The TA then matches the class roster to the printed test materials collected at the end of the testing event to account for all printed test materials.

•Using colorful materials to identify which students have printed reading passages remaining at their stations.

•When setting up the test environment, the TA should ensure that the TA’s computer is set to print in the computer lab where the students are testing.

•The TA uses the class roster to mark which students received printed test materials (e.g., reading passages or test items) and how many each student received. The TA then matches the class roster to the printed test materials collected at the end of the testing event to account for all printed test materials.


Promising Practices


55

• Test materials must be inventoried and securely stored both before and after each testing event.

• Only authorized staff who have signed an Assurance of Test Security Form may have access to secure test materials.

• Scratch paper and all other printed materials written on by students during testing must be collected and securely shredded at the end of each testing event.

• DTCs must report all test improprieties to ODE within 1 day of learning of them. Report form is available at:

• Test materials must be inventoried and securely stored both before and after each testing event.

• Only authorized staff who have signed an Assurance of Test Security Form may have access to secure test materials.

• Scratch paper and all other printed materials written on by students during testing must be collected and securely shredded at the end of each testing event.

• DTCs must report all test improprieties to ODE within 1 day of learning of them. Report form is available at:

In a NutshellIn a NutshellTest SecurityTest Security

www.ode.state.or.us/go/testsecuritywww.ode.state.or.us/go/testsecurity


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Acorns for StorageAcorns for Storage•What are some examples of “secure storage”? What are some examples of non-secure storage about which you’ve “heard”?

•Why must passwords be kept confidential?

•How might you or your students be affected if someone else violates test security or administers tests incorrectly?

•What are some strategies to minimize the risk of test security violations or test improprieties in general?

•What are some examples of “secure storage”? What are some examples of non-secure storage about which you’ve “heard”?

•Why must passwords be kept confidential?

•How might you or your students be affected if someone else violates test security or administers tests incorrectly?

•What are some strategies to minimize the risk of test security violations or test improprieties in general?



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OAKS Online Test Delivery System

2011-2012

OAKS Online Test Delivery System

2011-2012

• Familiarize users with new enhancements to the OAKS Online Test Delivery System and processes related to online testing.

• Identify resources to help users familiarize themselves with use of the Test Delivery System

• Familiarize users with new enhancements to the OAKS Online Test Delivery System and processes related to online testing.

• Identify resources to help users familiarize themselves with use of the Test Delivery System

ObjectivesObjectives

Test Delivery System

• www.oaks.k12.or.us

• Dedicated to OAKS Online, ELPA , and the Writing Assessment

• Provides ODE, ESD, district, and school staff with access to the following applications:

– Test Information Distribution Engine (TIDE)– OAKS Online Reporting System– Test Delivery System (TDS) - TA Interface (Test Administration)– Test Delivery System (TDS) - Student Interface– TA Training Site– Student Practice Test– News and important updates relating to OAKS Online, the ELPA, and the Writing

Assessment– Download of Secure Browsers 5.0 (installation instructions and FAQs)

• www.oaks.k12.or.us

• Dedicated to OAKS Online, ELPA , and the Writing Assessment

• Provides ODE, ESD, district, and school staff with access to the following applications:

– Test Information Distribution Engine (TIDE)– OAKS Online Reporting System– Test Delivery System (TDS) - TA Interface (Test Administration)– Test Delivery System (TDS) - Student Interface– TA Training Site– Student Practice Test– News and important updates relating to OAKS Online, the ELPA, and the Writing

Assessment– Download of Secure Browsers 5.0 (installation instructions and FAQs)

OAKS PortalTest Delivery System

http://www.oaks.k12.or.us/


• Centralized login to access multiple OAKS systems

– Via OAKS portal

– User has access to all systems (depending on security)

– Easily navigate between OAKS systems

– Administer OAKS Online, ELPA, and Online Writing tests

• Centralized login to access multiple OAKS systems

– Via OAKS portal

– User has access to all systems (depending on security)

– Easily navigate between OAKS systems

– Administer OAKS Online, ELPA, and Online Writing tests

TA Interface TIDE

Online Reporting System TA Training Site

Common Login System (CLS)Test Delivery System

OAKS SystemOperating

SystemOS

VersionSupported Browsers

Notes

TIDE

TA Training Site

TA Interface

Online Reporting System

Windows

2000Firefox 2.0–4.0Internet Explorer 6

Pop-up blockers must be disabled and JavaScript must be enabled

XPFirefox 2.0–4.0Internet Explorer 6, 7, 8

VistaFirefox 2.0–4.0Internet Explorer 7, 8, and 9

7Firefox 3.6–4.0Internet Explorer 8 and 9

Mac OS X

10.3 Firefox 2.0

10.4Firefox 2.0–4.0Safari 3

10.5Firefox 3.0–4.0Safari 3 and above

10.6Firefox 4.0Safari 4

Linux K12 LTSP Firefox 2.0–4.0

Student Practice Test

WindowsFirefox 2.0–4.0Windows Secure Browser 5.0

Pop-up blockers must be disabled and JavaScript must be enabled

Mac OS XFirefox 2.0–4.0Mac Secure Browser

LinuxFirefox 2.0–4.0Linux Secure Browser 5.0

Student Interface

Windows 2000, XP, Vista, 7 Windows Secure Browser 5.0

Must use the OAKS Secure Browser

Mac OS X10.3 Mac Secure Browser 3.6

10.4-10.6 Mac Secure Browser 5.0

Linux K12 LTSP Linux Secure Browser 5.0

Supported Browsers(by OAKS Online System)

Supported Browsers(by OAKS Online System)


• TA Interface– Used to administer online tests , track progress, and manage

students testing in their session

– Ability to adjust test settings (including accommodations/modifications) for individual students before they are approved to start the test

– TAs use this interface to approve and submit print requests from students

• Student Interface– Secure online test that must be accessed via a secure browser. The

OAKS Portal (www.oaks.k12.or.us) contains details on installing the necessary software.

• TA Interface– Used to administer online tests , track progress, and manage

students testing in their session

– Ability to adjust test settings (including accommodations/modifications) for individual students before they are approved to start the test

– TAs use this interface to approve and submit print requests from students

• Student Interface– Secure online test that must be accessed via a secure browser. The

OAKS Portal (www.oaks.k12.or.us) contains details on installing the necessary software.

Note: Some images in this presentation are preliminary; actual cosmetic look is not final.

Overview of Test Delivery SystemOverview of Test Delivery SystemTest Delivery System



• TA Interface Enhancements– Mobile device support for TA Interface– Session Handoff feature allows TAs to switch machines while

administering tests without interruption to their test session– Now displays the duration that a student’s test has been paused (in a test

session)

• Student Interface– Only one opportunity available between 11/8/2011 and 1/10/2012 – New Braille Interface for students who use Braille for Reading, Math,

Science, and Social Sciences– New computer-based read-aloud feature for Math, Science, and Social

Sciences– Additional levels of enlarged print– More calculator features for Math, Science, and Social Sciences tests

• TA Interface Enhancements– Mobile device support for TA Interface– Session Handoff feature allows TAs to switch machines while

administering tests without interruption to their test session– Now displays the duration that a student’s test has been paused (in a test

session)

• Student Interface– Only one opportunity available between 11/8/2011 and 1/10/2012 – New Braille Interface for students who use Braille for Reading, Math,

Science, and Social Sciences– New computer-based read-aloud feature for Math, Science, and Social

Sciences– Additional levels of enlarged print– More calculator features for Math, Science, and Social Sciences tests

Note: Some images in this presentation are preliminary; actual cosmetic look is not final.

New Features for 2011-2012New Features for 2011-2012Test Delivery System

TA Interface at A GlanceTA Interface at A Glance• Simplified workflow reduces the need to navigate multiple pages to create/edit

sessions and approve students. • All information is visible on one screen

• Tests in session• Students needing approval to start testing• Students with tests in progress• Print requests


TA Interface (cont’d)TA Interface (cont’d)• Create / Edit Sessions

– The list of available tests automatically displays upon logging in and can remain on screen while monitoring students

– Simply select the tests for the session and click [Start Session]

What does this mean for test administration? – Test sessions automatically expire upon TA logout

• Create one test session for students testing during a specific time• Sessions cannot be resumed (A new Session ID is generated for each session)• Students may resume a paused test in any new test session that includes the

applicable test subject and grade.• Example: TA creates a test session for students on Tuesday. To resume testing on

Wednesday, the TA will create another test session for students to resume testing.


TA Interface (cont’d)TA Interface (cont’d)• Student Test Settings and Approvals

– Approvals Preview (right) allows TAs to see students that need to be approved while monitoring test progress

– The complete list of students awaiting approval will display on a pop-up screen

Oaks Online

TA Interface (cont’d)TA Interface (cont’d)

• Student Test Settings and Approvals

– Adjust test settings for an individual student

Oaks Online

Student Test SettingsStudent Test Settings Language

• A student’s test language is configurable by test subject via TIDE (but can also be adjusted in TA Interface for that specific test opportunity)

• Mathematics, Science, Social Sciences, and Writing (all grades) can be administered in English-Spanish side-by-side

• For Grade 3, Reading can be administered in Spanish only as a native-language assessment (this is not an English-Spanish side-by-side test)

• New for 2011-12: a new Braille interface is accessible for students who use Braille by selecting “Braille” from the language menu

• Print Size – now available in 4 levels of zoom


Student Test Settings (Cont’d)Student Test Settings (Cont’d) Color Choice

• The Student Interface can be set to present the test background with different options

• Text and background color combinations are pre-defined for a colored overlay over test content


Student Test Settings (Cont’d)Student Test Settings (Cont’d) Print on Request

• Printed reading passages remains an allowable resource for all students. For reading, “stimuli” is the default setting for all students

• Printed items in all subjects and stimuli in Science and Social Sciences are available as a restricted resource for individual students only

• Only DTSA or DSA-level users can pre-set this restricted resource (via TIDE)

• All print requests (for items or reading passages) must still be approved by the TA in the TA Interface


Student Test Settings (Cont’d)Student Test Settings (Cont’d) Text-to-Speech

• Computer-based read-aloud accommodation available for OAKS Math, Science, and Social Sciences

• Recommended for use with Windows 7 or Mac 10.6 for optimal results

• Spanish read-aloud supported for Spanish-English side-by-side tests—to use, districts must purchase and install Spanish voice pack (for optimal results, ODE and AIR recommend the Marta voice pack from Cepstral for Windows users and the Rosa voice pack from Infovox for Mac users)

• Headsets• USB headsets• Ensure sound works with headsets on

each computer prior to testing. The student login screen contains a diagnostic tool to verify that audio is working within the secure browser. The student will also be prompted with a sound-check as part of the approval process.


Student Test Settings (Cont’d)Student Test Settings (Cont’d) Braille

If “Braille” is selected for a student’s test (via Language drop-down), settings for Emboss Request Type and Braille Type are automatically displayed.


Student Interface at A GlanceStudent Interface at A GlanceTest Delivery System

Dos

• Do use the TA Training Site and Practice Tests to become familiar with both the TA and Student Interfaces before testing begins

• Do review the 2011-12 OAKS Online TA User Guide for descriptions of all features of the TA and Student Interfaces

• Do carefully review student settings for students before approving them to test

Dos

• Do use the TA Training Site and Practice Tests to become familiar with both the TA and Student Interfaces before testing begins

• Do review the 2011-12 OAKS Online TA User Guide for descriptions of all features of the TA and Student Interfaces

• Do carefully review student settings for students before approving them to test

Dos and Don’tsTest Delivery System

Don’ts• OAKS Online users must not share their login

information and passwords, even with other authorized users.

• Do not use last year’s OAKS Secure Browser. Old secure browsers should be uninstalled before installing the new secure browsers.

• Do not approve students to test until you are sure the students are taking the correct test at the right time.

• Do not approve a student to take the ELPA unless his or her LEP flag is set to “yes.”

• Do not let tests linger, they will expire after 45 calendar days.

Don’ts• OAKS Online users must not share their login

information and passwords, even with other authorized users.

• Do not use last year’s OAKS Secure Browser. Old secure browsers should be uninstalled before installing the new secure browsers.

• Do not approve students to test until you are sure the students are taking the correct test at the right time.

• Do not approve a student to take the ELPA unless his or her LEP flag is set to “yes.”

• Do not let tests linger, they will expire after 45 calendar days.

Dos and Don’ts (cont’d)Test Delivery System

• Before the start of the testing window, the district exposes students to the online test environment using the practice test site.

• The district uses the practice test to identify students who may need accommodations to fully access the online test.

• The district restricts students who should not use the system from accessing the online test .

• Before the start of the testing window, the district exposes students to the online test environment using the practice test site.

• The district uses the practice test to identify students who may need accommodations to fully access the online test.

• The district restricts students who should not use the system from accessing the online test .

Promising PracticesPromising PracticesTest Delivery System

• Resources on the website

• Updated OAKS Online User Guides are now available.• 2011-2012 OAKS Secure Browsers were made

available on the OAKS portal July 1, 2011. • Enhancements to the Portal, Student Interface, Test

Administrator Interface, Reports

• Resources on the website

• Updated OAKS Online User Guides are now available.• 2011-2012 OAKS Secure Browsers were made

available on the OAKS portal July 1, 2011. • Enhancements to the Portal, Student Interface, Test

Administrator Interface, Reports







• How can the “restrict access” functions help districts and schools implement good testing practices?

• How can districts and schools ensure that students are familiar with the online test system prior to testing?

• How can the state, districts, and schools ensure that even more students have access to OAKS Online?

• How can the “restrict access” functions help districts and schools implement good testing practices?

• How can districts and schools ensure that students are familiar with the online test system prior to testing?

• How can the state, districts, and schools ensure that even more students have access to OAKS Online?

Acorns for StorageAcorns for Storage



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Test Information Distribution Engine

(TIDE)

Test Information Distribution Engine

(TIDE)

• Understand the role and purpose of TIDE in supporting student success and achievement.

• Understand the role and purpose of TIDE in supporting student success and achievement.


TIDETIDE

Definition: Test Information Distribution Engine

• Available through the OAKS Portal (http:www.oaks.k12.or.us)

Purpose: • To provide ODE, ESD, district, and school staff with

access to: – User Information

• Add new users or modify existing accounts

– Student Information• View student information in read-only mode• Search for students

– Student Settings• View/Edit student test settings for a student

– Student Restrictions• View/Edit or Add restrictions for a student• Upload restrictions for a batch of students

Definition: Test Information Distribution Engine

• Available through the OAKS Portal (http:www.oaks.k12.or.us)

Purpose: • To provide ODE, ESD, district, and school staff with

access to: – User Information

• Add new users or modify existing accounts

– Student Information• View student information in read-only mode• Search for students

– Student Settings• View/Edit student test settings for a student

– Student Restrictions• View/Edit or Add restrictions for a student• Upload restrictions for a batch of students

TIDETIDE

Overview

• User Roles and Access – OAKS users (DSA and lower) are associated with a district and/or institution(s). Current roles are (in order of hierarchy): State, DSA, DTSA, STC, TA, and TT.

• System Requirements around Browsers and Operating Systems

• Add/Modify Users – TIDE allows the following: view/edit users, upload users, add users.

• User Roles and Access – OAKS users (DSA and lower) are associated with a district and/or institution(s). Current roles are (in order of hierarchy): State, DSA, DTSA, STC, TA, and TT.

• System Requirements around Browsers and Operating Systems

• Add/Modify Users – TIDE allows the following: view/edit users, upload users, add users.

TIDE

What’s the Same?What’s the Same?

• Accommodation Codes are now separated by Subject• More efficient search tool (for Users and Students)• Student Details now have a “Braille” option for students

taking OAKS Online using the Braille Interface• Suppress Score Feature: Allows user to change a

student’s settings so they do not see their score when they finish an OAKS Online test

• Accommodation Codes are now separated by Subject• More efficient search tool (for Users and Students)• Student Details now have a “Braille” option for students

taking OAKS Online using the Braille Interface• Suppress Score Feature: Allows user to change a

student’s settings so they do not see their score when they finish an OAKS Online test

TIDE

New for 2011-12New for 2011-12

TIDE: Paper Writing (DTSAs and DSAs only)

TIDE: Paper Writing (DTSAs and DSAs only)

– Orders may be placed by uploading a pre-code file for multiple students or by editing individual student settings .

– District-level users can export order information to Excel.

– For students that are testing in Braille, the District must be sure to order both a paper Writing booklet via TIDE and a Braille form from ODE. After the student completes the test using the Braille form, a test administrator will transcribe the student’s response to the paper Writing booklet and include the paper Writing booklet with the district’s return shipment for scoring.

– For 2011-12, this order form has been adjusted to only include the following fields: SSID, DOB, Teacher Name, and Class Period

– Orders may be placed by uploading a pre-code file for multiple students or by editing individual student settings .

– District-level users can export order information to Excel.

– For students that are testing in Braille, the District must be sure to order both a paper Writing booklet via TIDE and a Braille form from ODE. After the student completes the test using the Braille form, a test administrator will transcribe the student’s response to the paper Writing booklet and include the paper Writing booklet with the district’s return shipment for scoring.

– For 2011-12, this order form has been adjusted to only include the following fields: SSID, DOB, Teacher Name, and Class Period

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TIDE

TIDE: User Information tab: Add UserTIDE: User Information tab: Add User

87

• For district users: select a role, district and institution from the drop-down menus. The district and institution lists will automatically update after you select a role from the drop-down menu.

• Note: While this page can be used to add a new user to TIDE or to add a District/Institution to a user’s profile, no other user attributes may be modified on this page. Those changes must be done using Upload Users feature.

• For district users: select a role, district and institution from the drop-down menus. The district and institution lists will automatically update after you select a role from the drop-down menu.

• Note: While this page can be used to add a new user to TIDE or to add a District/Institution to a user’s profile, no other user attributes may be modified on this page. Those changes must be done using Upload Users feature.

TIDE

TIDE: View/Edit UserTIDE: View/Edit User

• Select a role, district and institution from the drop-down menus. The district and institution lists will automatically update after you select a role from the drop-down menu.

• Click the [Edit] button for a user whose information you want to view and update. You will be directed to the Edit User page. You can only update the user’s first name, last name, and phone number.

• If you need to re-associate the user with a different district or institution, you will need to follow the process outlined in the Upload User section.

• Select a role, district and institution from the drop-down menus. The district and institution lists will automatically update after you select a role from the drop-down menu.

• Click the [Edit] button for a user whose information you want to view and update. You will be directed to the Edit User page. You can only update the user’s first name, last name, and phone number.

• If you need to re-associate the user with a different district or institution, you will need to follow the process outlined in the Upload User section.

TIDE

TIDE: Upload UserTIDE: Upload User

Here users can upload a group of users to TIDE or to modify profiles for existing users. TIDE accepts uploads of user information in CSV (ASCII) format. CSV files can be opened/edited using spreadsheet applications such as Microsoft Excel or a notepad application

Adding Users to Multiple InstitutionsTo add users to multiple institutions, follow the steps below: – Enter the user on separate lines in the upload file – one line for each institution– For the first institution (it doesn’t matter which one is entered first), enter “ADD” as the action

Here users can upload a group of users to TIDE or to modify profiles for existing users. TIDE accepts uploads of user information in CSV (ASCII) format. CSV files can be opened/edited using spreadsheet applications such as Microsoft Excel or a notepad application

Adding Users to Multiple InstitutionsTo add users to multiple institutions, follow the steps below: – Enter the user on separate lines in the upload file – one line for each institution– For the first institution (it doesn’t matter which one is entered first), enter “ADD” as the action

TIDE

TIDE: Student InformationTIDE: Student Information

– Student search is combined with the Student Information tab

– Users can now choose to search for a group of students (such as by grade and/or school) or for an individual student (such as by first name, last name, or SSID). Once the search is complete a student table is generated.

– Student search is combined with the Student Information tab

– Users can now choose to search for a group of students (such as by grade and/or school) or for an individual student (such as by first name, last name, or SSID). Once the search is complete a student table is generated.

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TIDE

TIDE: Student SettingsTIDE: Student Settings

• Users can view but not edit the student’s personal information.

• Users can update all test settings and select other accommodations on this page.

• Users can view but not edit the student’s personal information.

• Users can update all test settings and select other accommodations on this page.

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TIDE

TIDE: Student RestrictionsTIDE: Student Restrictions

• Here users can view and edit test restrictions for students within a district and/or institution. Test restrictions prevent students from testing in a specified subject.

• Please note that if a student transfers schools or district, his or her test restriction settings will not change or be reset.

• Here users can view and edit test restrictions for students within a district and/or institution. Test restrictions prevent students from testing in a specified subject.

• Please note that if a student transfers schools or district, his or her test restriction settings will not change or be reset.

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TIDE

TIDE: View/Edit RestrictionsTIDE: View/Edit Restrictions

• Select the district and/or institution from the list(s) and click [Search]. To narrow the search, one can select an enrolled grade, or enter a student's SSID, first or last name.

• Each row displays information for students, including test settings and accommodations. Each row also contains an [Edit] button.

• Select the district and/or institution from the list(s) and click [Search]. To narrow the search, one can select an enrolled grade, or enter a student's SSID, first or last name.

• Each row displays information for students, including test settings and accommodations. Each row also contains an [Edit] button.

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TIDE

TIDE: Upload RestrictionsTIDE: Upload Restrictions

• TIDE accepts uploads of student test restriction information in CSV (ASCII) format. CSV files can be opened/edited using spreadsheet applications such as Microsoft Excel or a notepad application.

• TIDE accepts uploads of student test restriction information in CSV (ASCII) format. CSV files can be opened/edited using spreadsheet applications such as Microsoft Excel or a notepad application.

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TIDE

Dos

• Use the LEP flag for those students who will take the ELPA.

• Use student restrictions function to manage student access to specific assessments in OAKS Online.

• Use student test settings to assign system features and restricted resources to students by test subject (e.g., language, zoom, print-on-request).

• Use the order function to place orders for the winter and spring Writing Performance Assessments.

Dos

• Use the LEP flag for those students who will take the ELPA.

• Use student restrictions function to manage student access to specific assessments in OAKS Online.

• Use student test settings to assign system features and restricted resources to students by test subject (e.g., language, zoom, print-on-request).

• Use the order function to place orders for the winter and spring Writing Performance Assessments.

TIDETIDE

Dos and Don’ts

Don’ts• TIDE users must not share their TIDE log-in

information and passwords, even with other authorized TIDE users.

• DTSAs or DSAs must not set the item print-on-request restricted resource for students without a documented need (e.g., IEP, 504 Plan, or other district documentation)

Don’ts• TIDE users must not share their TIDE log-in

information and passwords, even with other authorized TIDE users.

• DTSAs or DSAs must not set the item print-on-request restricted resource for students without a documented need (e.g., IEP, 504 Plan, or other district documentation)

TIDETIDE

Dos and Don’ts (cont)

TIDETIDE

Promising PracticesPromising Practices•The district uses the Student Restriction function to restrict students who are designated to take OAKS Extended from accessing the Online test.

•The district applies student test settings for students by test subject to ensure that students have appropriate access to OAKS Online. For students with IEPs or 504 Plans, the district consults the student’s plan before applying test settings to ensure compliance with the student’s plan.

• TIDE is available through the OAKS Portal

• TIDE User Guide will be available 9/19.

• TIDE is available through the OAKS Portal

• TIDE User Guide will be available 9/19.

In a NutshellIn a NutshellTIDETIDE

• What are the functions available through TIDE?

• How can district users use TIDE to manage appropriate student access to OAKS Online?

• What are the functions available through TIDE?

• How can district users use TIDE to manage appropriate student access to OAKS Online?


TIDETIDE

E L P AEnglish Language

Proficiency Assessment

E L P AEnglish Language

Proficiency Assessment


102

• Understand the definition and purpose of the English Language Proficiency Assessment

• Administer ELPA appropriately

• Understand the definition and purpose of the English Language Proficiency Assessment

• Administer ELPA appropriately

ELPAELPA



103

• The ELPA (English Language Proficiency Assessment) measures the proficiency of English Language Learners (ELL) in reading, writing, speaking and listening English based on Oregon’s English Language Proficiency Content Standards.

• Used as part of Title I accountability to document which students are Limited English Proficient and as part of Title III Accountability incorporated into the Annual Measurable Achievement Objectives (AMAO).

• Must be used as one part of district’s process to exit ELL students receiving English Language Development (ELD) services.

• The ELPA (English Language Proficiency Assessment) measures the proficiency of English Language Learners (ELL) in reading, writing, speaking and listening English based on Oregon’s English Language Proficiency Content Standards.

• Used as part of Title I accountability to document which students are Limited English Proficient and as part of Title III Accountability incorporated into the Annual Measurable Achievement Objectives (AMAO).

• Must be used as one part of district’s process to exit ELL students receiving English Language Development (ELD) services.

ELPAELPA

Purpose and UsePurpose and Use


104

•The ELPA will be available January 11 – May 10, 2012.

•ELPA scores will be loaded into ODE’s system within approximately 6 weeks of the end of the month in which a test is completed. For example: If a student completes the ELPA anytime in March, the student scores will be available after May 15th.

•The ELPA will be available January 11 – May 10, 2012.

•ELPA scores will be loaded into ODE’s system within approximately 6 weeks of the end of the month in which a test is completed. For example: If a student completes the ELPA anytime in March, the student scores will be available after May 15th.

ELPAELPA

Schedule and ScoringSchedule and Scoring


105

• ELPA is a Test Subject that can be selected for inclusion in a test session from the TA Interface.

• ELPA will be one adaptive test, with the speaking domain segmented at the end.

• Schools should estimate that it will take 75 minutes to complete. Note: Tests that are not completed within 45 days of starting will expire.

• ELPA is a Test Subject that can be selected for inclusion in a test session from the TA Interface.

• ELPA will be one adaptive test, with the speaking domain segmented at the end.

• Schools should estimate that it will take 75 minutes to complete. Note: Tests that are not completed within 45 days of starting will expire.

ELPAELPA

Test AdministrationTest Administration

ELPAELPA

Student Login

1. Log in using First Name, SSID, Session ID

2. Confirm identity – “Is This You?” screen

– First Name (same as in SSID upload), Enrolled Grade, DOB, School, SSID

3. Select Test

– If logging into an ELPA session, will only see ELPA test opportunity

– If logging into multiple subject session, will see multiple subject tests

4. TA Approval required to start test

5. Confirm test -- “Is this your test?” screen

1

3

2

Test AdministrationTest Administration

5

4


107

Dos

• Schools must use Oregon’s ELPA for ALL students eligible for services under the NCLB criteria for an English Language Learner, regardless of whether student actually receives services.

• If a student arrived at a U.S. school on or before May 1, 2011, the student must take the ELPA and all state assessments: Reading, Math, Writing, and Science (as appropriate for his/her grade).

Dos

• Schools must use Oregon’s ELPA for ALL students eligible for services under the NCLB criteria for an English Language Learner, regardless of whether student actually receives services.

• If a student arrived at a U.S. school on or before May 1, 2011, the student must take the ELPA and all state assessments: Reading, Math, Writing, and Science (as appropriate for his/her grade).

ELPAELPA

Dos and Don’tsDos and Don’ts


108

Do’s (cont)

• If a student arrived at a U.S. school after May 1, 2011, the student must take the ELPA and state assessments in Math and Science (as appropriate for his/her grade).

• Districts must set the LEP Flag to Y in the SSID system for students to be eligible to take an ELPA test.

• LEP students with disabilities must participate in the ELPA according to their IEP. Special codes are added in Student Centered Staging for the ELPA by the District Test Coordinator. The testing manual has specific directions for how to administer the ELPA to a student with a disability.

Do’s (cont)

• If a student arrived at a U.S. school after May 1, 2011, the student must take the ELPA and state assessments in Math and Science (as appropriate for his/her grade).

• Districts must set the LEP Flag to Y in the SSID system for students to be eligible to take an ELPA test.

• LEP students with disabilities must participate in the ELPA according to their IEP. Special codes are added in Student Centered Staging for the ELPA by the District Test Coordinator. The testing manual has specific directions for how to administer the ELPA to a student with a disability.

ELPAELPA



109

Don’ts

• Districts may not exempt an ELL student from taking ELPA based on their Language Proficiency Level. (See previous slide)

• Districts may not assess a student on monitor status (Exited within the last two years) in ELPA.

• Test administrators may not translate any of the items on ELPA except audio instructions if needed.

Don’ts

• Districts may not exempt an ELL student from taking ELPA based on their Language Proficiency Level. (See previous slide)

• Districts may not assess a student on monitor status (Exited within the last two years) in ELPA.

• Test administrators may not translate any of the items on ELPA except audio instructions if needed.

ELPAELPA



110

Don’ts (cont)

• Students may not use resources such as a dictionary, a thesaurus, literature texts, or literary glossaries. Remember that wall charts that contain literary definitions or vocabulary must be removed or covered during the testing session.

Don’ts (cont)

• Students may not use resources such as a dictionary, a thesaurus, literature texts, or literary glossaries. Remember that wall charts that contain literary definitions or vocabulary must be removed or covered during the testing session.

ELPAELPA



111

• You may need to provide additional support for students as compared to the other OAKS tests. Especially when taking the speaking domain of ELPA.

• Provide students with practice on how the headset and microphone work in ELPA prior to administering the test. The ELPA practice test will be available for this purpose at www.oaks.k12.or.us.

• Some students may benefit in having their testing broken up over a couple of days.

• You may need to provide additional support for students as compared to the other OAKS tests. Especially when taking the speaking domain of ELPA.

• Provide students with practice on how the headset and microphone work in ELPA prior to administering the test. The ELPA practice test will be available for this purpose at www.oaks.k12.or.us.

• Some students may benefit in having their testing broken up over a couple of days.

ELPAELPA



112

• Newcomer ELL students and those unfamiliar with Oregon’s ELPA may benefit from multiple opportunities to take the practice test.

• A Test Administrator may pause the ELPA at the beginning of the speaking domain and have the student resume later, being sure to keep in mind the 45-day test expiration period.

• At the elementary level, teachers might choose to provide students with a name tag with picture to avoid confusion.

• Newcomer ELL students and those unfamiliar with Oregon’s ELPA may benefit from multiple opportunities to take the practice test.

• A Test Administrator may pause the ELPA at the beginning of the speaking domain and have the student resume later, being sure to keep in mind the 45-day test expiration period.

• At the elementary level, teachers might choose to provide students with a name tag with picture to avoid confusion.

ELPAELPA



113

• Test administrators may choose to assess all Beginning level and Newcomer ELL students later in the testing window as students need more language acquisition time to demonstrate their ability on ELPA.

• Early Advanced ELL students should take the ELPA earlier in the assessment window in order to receive scores back during the school year.

• Any student who may have moved up a proficiency level should take the assessment early in the assessment window in order to receive scores back during the school year.

• Test administrators may choose to assess all Beginning level and Newcomer ELL students later in the testing window as students need more language acquisition time to demonstrate their ability on ELPA.

• Early Advanced ELL students should take the ELPA earlier in the assessment window in order to receive scores back during the school year.

• Any student who may have moved up a proficiency level should take the assessment early in the assessment window in order to receive scores back during the school year.

ELPAELPA

Promising Practices (cont)Promising Practices (cont)


114

• ELPA will be one, adaptive test consisting of two segments, with the Speaking segment administered second.

• All LEP students in grades K-12 must take the test.

• Only those students with a valid ELPA score and a valid submission in the LEP collection will be counted as LEP for accountability reports.

• ELPA will be one, adaptive test consisting of two segments, with the Speaking segment administered second.

• All LEP students in grades K-12 must take the test.

• Only those students with a valid ELPA score and a valid submission in the LEP collection will be counted as LEP for accountability reports.

In a NutshellIn a NutshellELPAELPA


115

Acorns for StorageAcorns for Storage• What is the process for deciding which

students should take the ELPA?

• What are some of the similarities and differences between the ELPA and the other OAKS Online assessments?

• How should a TA determine which accommodations should be provided for a student taking the ELPA?

• How should results from the ELPA be used?

• What is the process for deciding which students should take the ELPA?

• What are some of the similarities and differences between the ELPA and the other OAKS Online assessments?

• How should a TA determine which accommodations should be provided for a student taking the ELPA?

• How should results from the ELPA be used?

ELPAELPA


116

Writing Performance Assessment

Writing Performance Assessment


118

Objectives

• Understand the ways in which the writing assessment differs from other assessments

• Conduct writing testing appropriately

Objectives

• Understand the ways in which the writing assessment differs from other assessments

• Conduct writing testing appropriately

WritingWriting


119

The writing assessment is a performance assessment where students produce an essay over a 2-3 day period. It is considered an “authentic” assessment in that students follow a writing process, including prewriting, drafting, editing and publishing, much as they would for a typical classroom assignment.

The writing assessment is a performance assessment where students produce an essay over a 2-3 day period. It is considered an “authentic” assessment in that students follow a writing process, including prewriting, drafting, editing and publishing, much as they would for a typical classroom assignment.

WritingWriting

DefinitionDefinition


120

•The purpose of the writing assessment is to measure student proficiency on adopted state standards in the area of writing. Through analytic trait scoring, strengths and weaknesses may be identified to inform classroom instruction.

•Participation, not performance in the writing assessment is included in the Report Card ratings.

•The purpose of the writing assessment is to measure student proficiency on adopted state standards in the area of writing. Through analytic trait scoring, strengths and weaknesses may be identified to inform classroom instruction.

•Participation, not performance in the writing assessment is included in the Report Card ratings.

WritingWriting

PurposePurpose


121

•Paper Window:•Winter window (Jan. 11 – Feb. 23) for Grade 11 only

•Spring window (April 11 – May 17) for Grade 11 only

•Online window:•Winter Window (Jan. 11 – March 16) for Grade 11 only

•Spring window (March 26 – May 17) for Grade 11 only

•Paper Window:•Winter window (Jan. 11 – Feb. 23) for Grade 11 only

•Spring window (April 11 – May 17) for Grade 11 only

•Online window:•Winter Window (Jan. 11 – March 16) for Grade 11 only

•Spring window (March 26 – May 17) for Grade 11 only

WritingWriting

Test ScheduleTest Schedule


122

Based on legislative action:•Grades 4 and 7 suspended for 2011-12

•High School restricted to Grade 11 only; Grade 11 students who have previously met or exceeded may NOT be re-tested.

•Students enrolled in Grades 9, 10, and 12 may not access the Writing Assessment

Based on legislative action:•Grades 4 and 7 suspended for 2011-12

•High School restricted to Grade 11 only; Grade 11 students who have previously met or exceeded may NOT be re-tested.

•Students enrolled in Grades 9, 10, and 12 may not access the Writing Assessment

WritingWriting

Grade 11 OnlyGrade 11 Only


123

•DTSAs or DSAs must order pre-coded tests through TIDE

•Order Windows•Winter order window: 10/20 – 12/12

•Spring order window: 1/26 – 3/19

•Order Files•Upload order for multiple students

•Required: SSID and DOB

•Optional: teacher name and class period

•Order for single students via student details

•Blank overage booklets for enrollment fluctuation only

•DTSAs or DSAs must order pre-coded tests through TIDE

•Order Windows•Winter order window: 10/20 – 12/12

•Spring order window: 1/26 – 3/19

•Order Files•Upload order for multiple students

•Required: SSID and DOB

•Optional: teacher name and class period

•Order for single students via student details

•Blank overage booklets for enrollment fluctuation only

WritingWriting

Ordering Paper-Based WritingOrdering Paper-Based Writing


124

• All tests scored through a central, online scoring system.

• Tests will be distributed to Oregon raters around the state.

• Both paper and online assessments will be double scored.

• Important: only tests shipped by the shipping deadline will be scored

• All tests scored through a central, online scoring system.

• Tests will be distributed to Oregon raters around the state.

• Both paper and online assessments will be double scored.

• Important: only tests shipped by the shipping deadline will be scored

WritingWriting

ScoringScoring


125

•Do review Appendix G before testing

•Do test students in Grade 11 only unless they met in a previous year.

•Do track which students are testing in winter vs spring, paper vs online to ensure students only test once

•Do remember to order paper tests during the order window

•Do remember to ship completed paper tests for scoring by the shipping deadline

•Do review Appendix G before testing

•Do test students in Grade 11 only unless they met in a previous year.

•Do track which students are testing in winter vs spring, paper vs online to ensure students only test once

•Do remember to order paper tests during the order window

•Do remember to ship completed paper tests for scoring by the shipping deadline

WritingWriting

Do’s and Don’tsDo’s and Don’tsDo’sDo’s


126

•Do not allow students enrolled in Grade 9, 10, or 12 to test using a blank writing booklet

•Do not allow Grade 11 students to test more than once

•Do not provide resources unless they are explicitly described in the test administration manual.

•Do not retain copies of pp. 1 and 2 of paper writing booklets

•Do not allow students enrolled in Grade 9, 10, or 12 to test using a blank writing booklet

•Do not allow Grade 11 students to test more than once

•Do not provide resources unless they are explicitly described in the test administration manual.

•Do not retain copies of pp. 1 and 2 of paper writing booklets

WritingWriting

Do’s and Don’ts (cont)Do’s and Don’ts (cont)Dont’sDont’s


127

•Local scoring of classroom assessments using the official scoring guide to provide feedback in some or all of the writing traits to prepare students for the writing assessment.

•Districts create a system where teachers trade papers for double scoring, thus ensuring reliability.

•Local scoring of classroom assessments using the official scoring guide to provide feedback in some or all of the writing traits to prepare students for the writing assessment.

•Districts create a system where teachers trade papers for double scoring, thus ensuring reliability.

WritingWriting



128

• Writing administration is essentially the same as last year.

• Testing in 2011-12 restricted to Grade 11 students who have not yet met or exceeded only

• Writing administration is essentially the same as last year.

• Testing in 2011-12 restricted to Grade 11 students who have not yet met or exceeded only

In a NutshellIn a NutshellWritingWriting


129


•How can districts use local work samples to ensure that the state writing assessment is used effectively?

•How can we use the state assessment to improve student writing?

•How can we better prepare students to complete their writing online in order to be successful in their testing and in their future writing experiences?

•How can districts use local work samples to ensure that the state writing assessment is used effectively?

•How can we use the state assessment to improve student writing?

•How can we better prepare students to complete their writing online in order to be successful in their testing and in their future writing experiences?

WritingWriting


130

Essential SkillsEssential Skills

04/20/23

Objectives• Review Requirements and

Implementation Timeline• Understand Assessment Options• Describe Resources Available

Objectives• Review Requirements and

Implementation Timeline• Understand Assessment Options• Describe Resources Available

Essential Skills

Essential Skill OverviewEssential Skill Overview

• 9 cross-curricular skills

• Embedded in State Content Standards

• Students must demonstrate proficiency

• 3 currently scheduled for implementation: Reading, Writing, Math

• 9 cross-curricular skills

• Embedded in State Content Standards

• Students must demonstrate proficiency

• 3 currently scheduled for implementation: Reading, Writing, Math

Essential Skills

04/20/23

Essential Skills graduation requirements are based on when a student is first enrolled in

grade 9 (cohort year)

• Cohort year 2008-2009: Reading

• Cohort year 2009-2010: Reading and Writing

• Cohort year 2010-2011: Reading, Writing, & Apply Mathematics

Essential Skills graduation requirements are based on when a student is first enrolled in

grade 9 (cohort year)

• Cohort year 2008-2009: Reading

• Cohort year 2009-2010: Reading and Writing

• Cohort year 2010-2011: Reading, Writing, & Apply Mathematics

ImplementationImplementationEssential Skills

04/20/23

Assessment OptionsAssessment OptionsTest Reading Math Writing

OAKS 236 236 40

ACT or Plan 18 19 N/A

WorkKeys 5 5 N/A

Compass 81 66 (Int Alg) N/A

Asset 42 41 (Int Alg) N/A

SAT 440 450 N/A

PSAT 44 45 N/A

AP/IB Various Various N/A

SAT Writing N/A N/A 460

Essential Skills

Work Sample RequirementsWork Sample Requirements

ESSENTIAL SKILL

WORK SAMPLES

REQUIRED SCORE

(OFFICIAL SCORING GUIDE)

Reading

2 Work Samples• two informational or• one informational and one literary

• Total 12 (3 traits)• No score lower

than 3

Writing3 Work Samples• expository• persuasive• narrative

4 on each of the four required traits

Apply math

2 Work Samples• algebra• geometry• statistics•(choose 2 strands)

4 on each of the four traits plus accuracy.

04/20/23

Essential Skills

Work Sample RigorWork Sample Rigor

• Work samples must meet the level of rigor required on the OAKS assessment.

• Work samples provide an optional means to demonstrate proficiency not an easier means.

• Work samples must meet the level of rigor required on the OAKS assessment.

• Work samples provide an optional means to demonstrate proficiency not an easier means.

Essential Skills

Assessment of Essential Skills Toolkit

Assessment of Essential Skills Toolkit

www.assessment.oregonk-12.netwww.assessment.oregonk-12.net

Essential Skills

http://www.assessment.oregonk-12.net/

http://www.assessment.oregonk-12.net/

Professional DevelopmentProfessional Development

• Official State Scoring Guide Training– http://www.ode.state.or.us

/search/page/?id=2042

– “Train-the-Trainer” model, delivered via WebEx throughout 2011-2012 school year

• Official State Scoring Guide Training– http://www.ode.state.or.us

/search/page/?id=2042

– “Train-the-Trainer” model, delivered via WebEx throughout 2011-2012 school year

Essential Skills

http://www.ode.state.or.us/search/page/?id=2042






04/20/23

•Score classroom assignments for Essential Skill proficiency

•Score multi-disciplinary projects for more than one Essential Skill

•Score classroom assignments for Essential Skill proficiency

•Score multi-disciplinary projects for more than one Essential Skill


Essential Skills

Promising Practices (cont)Promising Practices (cont)

•Apply Essential Skills in elective and CTE classes

•Develop prompts that can be shared – District, ESD or Regional

•Apply Essential Skills in elective and CTE classes

•Develop prompts that can be shared – District, ESD or Regional

Essential Skills

Policy ConsiderationsPolicy Considerations• Districts shall develop a policy for

retention of student performance data and work samples

• Districts must develop a process allowing students to appeal a district decision to deny a diploma based on the Essential Skills graduation requirement.

• Districts shall develop a policy for retention of student performance data and work samples

• Districts must develop a process allowing students to appeal a district decision to deny a diploma based on the Essential Skills graduation requirement.

Essential Skills

ReportingReporting• Essential Skills graduation requirements

are submitted through the Cum ADM collection

• Essential Skills graduation requirements are applied to regular and modified diplomas (for those students with a cohort year associated with requirement(s)

• See the Cum ADM manual for specific reporting codes

• Essential Skills graduation requirements are submitted through the Cum ADM collection

• Essential Skills graduation requirements are applied to regular and modified diplomas (for those students with a cohort year associated with requirement(s)

• See the Cum ADM manual for specific reporting codes

Essential Skills

04/20/23

Required Essential Skills Reading: 2008-2009 cohort (Class of 2012) Reading & Writing: 2009-2010 cohort (Class of 2013) Reading, Writing & Math: 2010-2011 cohort (Class of

2014)

Approved Methods of Assessment OAKS Other Approved Standardized Tests Work Samples

Required Essential Skills Reading: 2008-2009 cohort (Class of 2012) Reading & Writing: 2009-2010 cohort (Class of 2013) Reading, Writing & Math: 2010-2011 cohort (Class of

2014)

Approved Methods of Assessment OAKS Other Approved Standardized Tests Work Samples

In a NutshellIn a NutshellEssential Skills

04/20/23

1. Which courses are responsible for Essential Skills Assessment in our school?

2. Who has the key responsibilities in assessing the Essential Skills?

3. What is our procedure for keeping track of student progress toward demonstrating each required Essential Skill?

4. How can elementary and middle schools prepare students for the Essential Skills?

1. Which courses are responsible for Essential Skills Assessment in our school?

2. Who has the key responsibilities in assessing the Essential Skills?

3. What is our procedure for keeping track of student progress toward demonstrating each required Essential Skill?

4. How can elementary and middle schools prepare students for the Essential Skills?


Essential Skills

04/20/23

NAEP and PSATNAEP and PSAT


148

• Understand how NAEP allows us to view Oregon assessment results in a national or international context.

• Understand the PSAT and how to provide testing opportunities to students.

• Understand how NAEP allows us to view Oregon assessment results in a national or international context.

• Understand the PSAT and how to provide testing opportunities to students.




149

NAEP Definition and Purpose: The National Assessment of Educational Progress allows policy makers to compare student achievement among states and over time. Oregon’s NAEP results for 4th and 8th graders appear on district report cards and the statewide report card.

A NAEP – TIMSS Linking Study from 2011 will provide states with projected 8th grade TIMSS scores in math and science to support international comparisons of student achievement.

NAEP Definition and Purpose: The National Assessment of Educational Progress allows policy makers to compare student achievement among states and over time. Oregon’s NAEP results for 4th and 8th graders appear on district report cards and the statewide report card.

A NAEP – TIMSS Linking Study from 2011 will provide states with projected 8th grade TIMSS scores in math and science to support international comparisons of student achievement.


Definition and PurposeDefinition and Purpose


150

PSAT Definition and Purpose: • The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation. • It's a standardized test that provides firsthand practice for the SAT to high school Sophomores and Juniors. • In Oregon, the PSAT is offered to all 10th graders enrolled in a public school free of charge. • Eligible districts which have been granted a waiver may use SAT as a substitute for the PSAT.

PSAT Definition and Purpose: • The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation. • It's a standardized test that provides firsthand practice for the SAT to high school Sophomores and Juniors. • In Oregon, the PSAT is offered to all 10th graders enrolled in a public school free of charge. • Eligible districts which have been granted a waiver may use SAT as a substitute for the PSAT.


Definition and Purpose (cont)Definition and Purpose (cont)


151

NAEP – Do’s

• Decide how the district will support selected schools with NAEP tasks such as online submission of school information, verification of student demographic data, and parent/guardian notification.

• Communicate with our state NAEP coordinator if you have questions or concerns regarding NAEP:

Beth LaDuca, NAEP State Coordinator (503) 947-5836 or [email protected]

NAEP – Do’s

• Decide how the district will support selected schools with NAEP tasks such as online submission of school information, verification of student demographic data, and parent/guardian notification.

• Communicate with our state NAEP coordinator if you have questions or concerns regarding NAEP:

Beth LaDuca, NAEP State Coordinator (503) 947-5836 or [email protected]




152

PSAT – Do’s

• All 10th graders must be given the opportunity to take the PSAT/NMSQT®. (FYI: Many scholarships only accept PSAT scores from Juniors)

• A one year waiver may be requested if the district administers a similar test (ACT)

• Contact College Board with any questionsPSAT – Don’ts

• Students should not be forced to take the PSAT. It is an option that should be made available to all, but it should not be required.

PSAT – Do’s

• All 10th graders must be given the opportunity to take the PSAT/NMSQT®. (FYI: Many scholarships only accept PSAT scores from Juniors)

• A one year waiver may be requested if the district administers a similar test (ACT)

• Contact College Board with any questionsPSAT – Don’ts

• Students should not be forced to take the PSAT. It is an option that should be made available to all, but it should not be required.




153

•NAEP results show how student groups in Oregon perform compared to the same groups nationally and in other states. This information can be used to target areas in need of improvement.

•NAEP is short and is administered by NAEP field staff, not school personnel.

•NAEP provides accommodations for students with disabilities and for English language learners.

•NAEP 2012 includes a grade 12 national economics assessment along with pilot tests in math and reading. At grade 4, NAEP will administer a pilot test in computer-based writing. Districts with schools selected for NAEP 2012 were notified in May 2011.

•NAEP results show how student groups in Oregon perform compared to the same groups nationally and in other states. This information can be used to target areas in need of improvement.

•NAEP is short and is administered by NAEP field staff, not school personnel.

•NAEP provides accommodations for students with disabilities and for English language learners.

•NAEP 2012 includes a grade 12 national economics assessment along with pilot tests in math and reading. At grade 4, NAEP will administer a pilot test in computer-based writing. Districts with schools selected for NAEP 2012 were notified in May 2011.

NAEP In a NutshellNAEP In a NutshellNAEP and PSATNAEP and PSAT


154

• Testing dates are 10/12 and 10/15 (schools can only test on one date either the 12th or the 15th)

• Districts will work with the College Board to order tests as they have in the past

• College Board Contact: Nancy Potter– [email protected] – 866-392-4078 ext 1454

• ODE Contact: Derek Brown– [email protected] – 503-947-5841

• Testing dates are 10/12 and 10/15 (schools can only test on one date either the 12th or the 15th)

• Districts will work with the College Board to order tests as they have in the past

• College Board Contact: Nancy Potter– [email protected] – 866-392-4078 ext 1454

• ODE Contact: Derek Brown– [email protected] – 503-947-5841

PSAT In a NutshellPSAT In a NutshellNAEP and PSATNAEP and PSAT

mailto:[email protected]





155

• June 15: Priority date to order test materials to ensure delivery of Student Guides by September

• June 15: Deadline to request online fee waivers for juniors. http://professionals.collegeboard.com/testing/waivers/guidelines/psat.

• September 9: Deadline for schools to order PSAT/NMSQT® nonstandard test formats for priority shipping. Final deadline to order nonstandard formats is September 23.

• September 23: Last day for schools to increase test orders (9 pm EST)

• October 5: PSAT/NMSQT® test materials delivered to schools by this date

• October 12: Wednesday test date

• October 13: Schools return Wednesday answer sheets no later than this date (return fee waiver rosters)

• October 15: Saturday test date

• June 15: Priority date to order test materials to ensure delivery of Student Guides by September

• June 15: Deadline to request online fee waivers for juniors. http://professionals.collegeboard.com/testing/waivers/guidelines/psat.

• September 9: Deadline for schools to order PSAT/NMSQT® nonstandard test formats for priority shipping. Final deadline to order nonstandard formats is September 23.

• September 23: Last day for schools to increase test orders (9 pm EST)

• October 5: PSAT/NMSQT® test materials delivered to schools by this date

• October 12: Wednesday test date

• October 13: Schools return Wednesday answer sheets no later than this date (return fee waiver rosters)

• October 15: Saturday test date

PSAT – Ordering DatesPSAT – Ordering DatesNAEP and PSATNAEP and PSAT

http://professionals.collegeboard.com/testing/waivers/guidelines/psat

http://professionals.collegeboard.com/testing/waivers/guidelines/psat


156

•How can NAEP help Oregon students?

•How can NAEP help Oregon educators understand how Oregon standards and student achievement compare nationally and internationally?

•How do students benefit from exposure to the PSAT?

•How can NAEP help Oregon students?

•How can NAEP help Oregon educators understand how Oregon standards and student achievement compare nationally and internationally?

•How do students benefit from exposure to the PSAT?




157

AYP and Report CardAYP and Report Card


159

– Understand the purpose and role of AYP in Oregon Assessments.

– Understand the purpose and role of the Report Card in Oregon Assessments.

– Understand your responsibilities in relation to AYP and Report Card.

– Understand the purpose and role of AYP in Oregon Assessments.

– Understand the purpose and role of the Report Card in Oregon Assessments.

– Understand your responsibilities in relation to AYP and Report Card.


AYP/RCAYP/RC


160

AYP/RCAYP/RC

AYPAYP

• AYP (Adequate Yearly Progress) is a federal accountability reporting requirement under the No Child Left Behind Act. (Started 2002-03)

• Under AYP, ODE reports on whether schools and districts have made adequate progress toward the goal of having all students meet rigorous academic standards.

• Each year, the performance of all students in the school and district, as well as subgroups of students, are measured against annual performance targets.

• States must identify for improvement any school or district receiving Title I funds that does not meet adequate yearly progress for two consecutive years in the same content area.

• AYP (Adequate Yearly Progress) is a federal accountability reporting requirement under the No Child Left Behind Act. (Started 2002-03)

• Under AYP, ODE reports on whether schools and districts have made adequate progress toward the goal of having all students meet rigorous academic standards.

• Each year, the performance of all students in the school and district, as well as subgroups of students, are measured against annual performance targets.

• States must identify for improvement any school or district receiving Title I funds that does not meet adequate yearly progress for two consecutive years in the same content area.

OverviewOverview


161

AYP/RCAYP/RC

AYP (cont.)AYP (cont.)

•In order to meet AYP –All subgroups in a school must meet the participation and academic performance targets in English/Language Arts and Mathematics*

–The school must meet the target for attendance or graduation –2 years of data are used or 4 years used for small schools

•The targets this year are:–Participation – 95%–Math – 80% –English/Language Arts – 80%–Attendance 92% or Graduation – 67% for 4-Year Cohort – 72% for 5-Year Cohort

* - Subgroups must meet a minimum size requirement to be rated.

•In order to meet AYP –All subgroups in a school must meet the participation and academic performance targets in English/Language Arts and Mathematics*

–The school must meet the target for attendance or graduation –2 years of data are used or 4 years used for small schools

•The targets this year are:–Participation – 95%–Math – 80% –English/Language Arts – 80%–Attendance 92% or Graduation – 67% for 4-Year Cohort – 72% for 5-Year Cohort

* - Subgroups must meet a minimum size requirement to be rated.

Criteria and TargetsCriteria and Targets

School Year English/

Language Arts

Mathematics

2009-10 60% 59%

2010-11 70% 70%

2011-12 80% 80%

2012-13 90% 90%

2013-14 100% 100%


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AYP (cont.)AYP (cont.)

• If any subgroup of students or the student body as a whole in a school does not meet the targets, or does not make sufficient progress toward the targets, the school is designated as not meeting AYP.

• District AYP Designation is based on results for three grade spans:

Elementary Grades (K-5)Middle Grades (6-8)High School Grades (9-12)

• At the district level, if any subgroup in any grade span for any content area is NOT MET, then the district is designated as NOT MET.

District vs. School PerformanceDistrict vs. School Performance


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• Title I schools are subject to sanctions if they are designated as not meeting AYP for the second consecutive year in the same area (i.e. English/language arts, mathematics, or other indicator).

• Title I districts are subject to sanctions if the same area is not met across all three grade spans for the second consecutive year.

• Even though mandatory consequences contained in the No Child Left Behind Act do not apply to schools not receiving Title I funds, all schools are expected to help all students reach state standards.

• A school or district that does not meet AYP should not be labeled as failing, since the designation may be based on a single factor or a single subgroup.

AYP (cont.)AYP (cont.)Consequences of AYP Not MetConsequences of AYP Not Met


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Report CardReport Card

• In state law, they are actually named “school and district performance reports.” These reports provide educators with an opportunity to communicate directly with parents and community members about how local schools are performing.

• The form of the Report Cards is used to meet state and federal reporting requirements.

• In state law, they are actually named “school and district performance reports.” These reports provide educators with an opportunity to communicate directly with parents and community members about how local schools are performing.

• The form of the Report Cards is used to meet state and federal reporting requirements.

OverviewOverview


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Report Card (cont.)Report Card (cont.)RatingRating

• Three overall rating categories– Outstanding– Satisfactory– In Need of Improvement

• Achievement based on math and reading scores.

• The growth model is incorporated into achievement.

• Graduation/Attendance and Participation are included in the rating system.

• Three overall rating categories– Outstanding– Satisfactory– In Need of Improvement

• Achievement based on math and reading scores.

• The growth model is incorporated into achievement.

• Graduation/Attendance and Participation are included in the rating system.


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Report Card (cont.)Report Card (cont.)Rating (cont.)Rating (cont.)• Achievement points awarded according to:

– 133 points for Exceeds

– 100 points for Meets

– 100 points for Did Not Meet, but Met Growth

• Achievement Index is a weighted average of the performance of subgroups.

• High schools use growth in school performance as the growth measure.

• Low Attendance, Graduation or Participation can lower the school rating.

• Achievement points awarded according to:

– 133 points for Exceeds

– 100 points for Meets

– 100 points for Did Not Meet, but Met Growth

• Achievement Index is a weighted average of the performance of subgroups.

• High schools use growth in school performance as the growth measure.

• Low Attendance, Graduation or Participation can lower the school rating.


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• The growth target is not the ultimate goal for the student. The goal for the students is to meet the grade level achievement standard.

• The growth model sets intermediate goals for students, allowing them to move up to standard over a period of several years.

• Look at each student’s testing history (as displayed on the Growth Individual Student Report) to gain a more comprehensive view of each student’s achievement.

• The growth target is not the ultimate goal for the student. The goal for the students is to meet the grade level achievement standard.

• The growth model sets intermediate goals for students, allowing them to move up to standard over a period of several years.

• Look at each student’s testing history (as displayed on the Growth Individual Student Report) to gain a more comprehensive view of each student’s achievement.

AYP/RCAYP/RC

GrowthGrowth


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Growth (cont.)Growth (cont.)Reading Growth Target ExampleReading Growth Target Example

3rd Grade Gap = 16

A student scores a 195 in 3rd grade,which is 16 RIT points below the 2011-12 reading standard.

To meet the growth target the student must decrease this gap by at least 33%, or 5.33 points, which is rounded up to 6.

This means the target gap is 16-6=10 points, or a score of 206 on the 4th grade assessment.

Student score = 195

Target 4th Grade Gap = 10

Growth Target = 206

3rd Grade Cut Score = 211

4thGrade Cut Score = 216


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Cohort Graduation RateCohort Graduation Rate• Each school’s cohort begins with the set of first time 9th

graders in a particular year. • Cohorts are “adjusted” by adding students to the cohort as

they transfer into the school, and are removing them from the cohort if they transfer to another high school, emigrate or are deceased.

• The Four-year cohort graduation rate is the percent of students in the adjusted cohort that earn a regular high school diploma within four years.

• Only regular high school diplomas count as graduates for purposes of the cohort rate.

• Modified diplomas, GEDs, extended diplomas, and certificates of attendance are counted as non-graduates.


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ChangesChanges

• New achievement standards for Reading- Academic Status for Reading based on 2011-12

tests on 2011-12 standards- Academic Growth for Reading based on 2011-12

tests on 2010-11 standards

• Cohort Graduation Targets- Four-Year target increased from 65% to 67%- Five-Year target increased from 70% to 72%

• New Race/Ethnicity Subgroups- Asian and Pacific Islander reported as separate

subgroups for Assessment and Attendance

• New achievement standards for Reading- Academic Status for Reading based on 2011-12

tests on 2011-12 standards- Academic Growth for Reading based on 2011-12

tests on 2010-11 standards

• Cohort Graduation Targets- Four-Year target increased from 65% to 67%- Five-Year target increased from 70% to 72%

• New Race/Ethnicity Subgroups- Asian and Pacific Islander reported as separate

subgroups for Assessment and Attendance

AYPAYP


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Changes (cont)Changes (cont)

• Basically the same as 2010-11• Basically the same as 2010-11

Report CardReport Card


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Do’s and Don’tsDo’s and Don’tsDo’sDo’s

• Include students for participation if they were enrolled on the first school day in May.

• Include students for performance if they were enrolled on the first school day of May for a full academic year.

• Include Extended Assessments within 1% cap as Meets or Exceeds.

• Monitor data throughout the year.

• Include students for participation if they were enrolled on the first school day in May.

• Include students for performance if they were enrolled on the first school day of May for a full academic year.

• Include Extended Assessments within 1% cap as Meets or Exceeds.

• Monitor data throughout the year.


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Don’ts• Don’t include Extended Assessments over

1% cap as Meets. Anything over 1% must be recorded as Does not meet.

• Don’t leave a school as “pending”. ODE will default schools to rating of “Not Met”.

• Don’t code students at the district level unless a school is not accountable for their education.

• Don’t over use the District Special Education Flag.

Don’ts• Don’t include Extended Assessments over

1% cap as Meets. Anything over 1% must be recorded as Does not meet.

• Don’t leave a school as “pending”. ODE will default schools to rating of “Not Met”.

• Don’t code students at the district level unless a school is not accountable for their education.

• Don’t over use the District Special Education Flag.

AYP/RCAYP/RC

Do’s and Don’ts (cont.)Do’s and Don’ts (cont.)


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• AYP:– Targets go up– New Reading Achievement Standards– Asian and Pacific Islander split

• Report Card stays basically the same.

• AYP:– Targets go up– New Reading Achievement Standards– Asian and Pacific Islander split

• Report Card stays basically the same.


AYP/RCAYP/RC


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