2011-12 School Test
Coordinator (STC)
Training - NCSD
STC Training
Objectives
• 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
STC Training
Required Assessment Options
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
STC Training
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.
STC Training
Required Assessment Options
(cont’d)
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
STC Training
Required Assessment Options
(cont’d)
Writing Performance Assessment
• New for 2011-12: Only available for students
in Grade 11
• This might be the ONLY State Writing
opportunity for the class of 2013
• 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
STC Training
Required Assessment Options
(cont’d)
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
• Involve your SpEd staff!!
STC Training
Required Assessment Options
(cont’d)
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
• Communicate with your ELL staff!
STC Training
Required Assessment Options
(cont)
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
• Get help from ELL staff in determining eligibility
Additional Assessments
• PSAT/NMSQT®
• NAEP
STC Training
Test Schedule
http://www.ode.state.or.us/search/page/?id=499
• OAKS Online
11/8 – 5/17
*includes Braille Interface and Grade 3 Spanish Reading
1st Opportunity
Subsequent Opportunities
• OAKS Writing (Paper/Pencil)
•Winter (Grade 11 Only)
•Spring (Grade 11 Only)
• OAKS Writing (Online)
•Winter (Grade 11 Only)
•Spring (Grade 11Only)
• Extended Assessment
• ELPA
• PSAT/NMSQT
• NAEP
11/8 – 1/10
1/11 – 5/17
1/11 – 2/23
4/11 – 5/17
1/11 – 3/16
3/26 –5/17
2/16 – 4/26
1/11 – 5/10
10/12 or 10/15
1/23 – 3/2
STC Training
Test Schedule (cont’d)
Definition of school-imposed test window: A shortened
test window set at the school level for a particular
OAKS or Writing assessment
Purpose: To allow the school to appropriately allocate
resources toward testing based on projected student
enrollment
Must Haves:
• Begins no later than first school day in April for OAKS Online
or applicable start date for OAKS;
• Ends no later than the end date for the statewide test
window identified in the 2011-12 Test Schedule
• Lasts for at least four calendar weeks for OAKS Online or two
weeks for OAKS Writing
Use caution with school/district imposed test windows
School-imposed test windows are not permitted for the ELPA
or Extended Assessments
STC Training
Do’s and Don’ts
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
STC Training
Dos and Don’ts (cont’d)
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
STC Training
Promising Practices
• 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.
STC Training
In a Nutshell
• 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 subject 11/8 – 1/10
• Students may not take both Online and
Paper/Pencil test formats for the same
content area
STC Training
In a Nutshell (cont’d)
• 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
Test Administrators
Required for STCs & TAs
Test Administrators
Objectives
• 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
Test Administrators
Purpose: To ensure consistent statewide test
administration and valid test results.
Test Administration Resources:
2011–2012 Test Administration Manual
http://www.ode.state.or.us/go/tam
2011-2012 Accommodations Manual
http://www.ode.state.or.us/search/page/?id=487
Best Practices Guide
http://www.ode.state.or.us/go/tam
Promising Testing Practices
http://www.ode.state.or.us/search/page/?=2444
Test Administrators
What’s new
OAKS Online
• 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
Test Administrators
What’s new (cont’d)
Writing Performance Assessment
• 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
Test Administrators
New Science and Reading
Achievement Standards
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.
Test Administrators
When are Achievement
Standards Revised?
The review and revision of achievement
standards follows Board approval of Academic
Content Standards. In 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
Test Administrators
Who Is Involved in Achievement
Standard Setting?
• 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.
Test Administrators
Required Testing Environment
•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
Test Administrators
Do’s and Don’ts
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 the restricted resource of printed
test items to students for whom the district has
identified individual student need.
•TAs may only provide the version of allowable resources
provided by ODE. These are posted online at
http://www.ode.state.or.us/search/page/?=2346
•TAs must read verbatim the student directions provided
in the 2011-12 Test Administration Manual.*
Test Administrators
Dos and Don’ts (cont)
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.
Test Administrators
Promising Practices
•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.
Test Administrators
In a Nutshell
• 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”
Accommodations
Required for STCs & TAs
Accommodations
Objectives
•Identify and understand the
purpose of accommodations
•Administer accommodations
appropriately
Accommodations
Definition
• 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-7-7-201112_hc.pdf.
Accommodations
Purpose and Eligibility
•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.
Accommodations
When to Identify
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.
Accommodations
When to Code
For students with disabilities who take
the general education assessment,
districts must code whether the student
received accommodations.
•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
–Set accommodations flag in Student
Centered Staging.
Accommodations
Read-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
• Remember that accommodations should be
implemented in classroom instruction prior to
assessment.
Accommodations
Do’s
Do’s and Don’ts
• 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.
Accommodations
Do’s and Don’ts (cont)
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.”
Accommodations
Do’s and Don’ts (cont)
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.
Accommodations
Promising Practices
• 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
Accommodations
In a Nutshell
• 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
Test Security
Required for STCs & TAs
Test Security
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
Test Security
Secure Testing Environment
•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 emailing names and SSIDs together
Test Security
Definition and Purpose
•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.
Test Security
Potential Consequences
• 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.
Do’s and Don’ts
Test Security
Do’s
•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.
Test Security
Dos and Don’ts (cont)
Don’ts
•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)
Test Security
Promising Practices
•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.
In a Nutshell
Test Security
• 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:
www.ode.state.or.us/go/testsecurity
OAKS Test Delivery
System
Required for STCs & TAs
Test Delivery System
Objectives
• 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
Test Delivery System
OAKS Portal
• 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)
Test Delivery System
Common Login System
• Centralized login to access multiple OAKS systems
– Via OAKS portal
– User has access to all systems (depending on
security)
TA Interface
TIDE
Online Reporting System
TA Training Site
– Easily navigate between OAKS systems
– Administer OAKS Online, ELPA, and Online
Writing tests
Test Delivery System
Supported Browsers
(by OAKS Online System)
OAKS System
Operating
System
OS
Version
2000
XP
Windows
TIDE
Vista
TA Training Site
7
TA Interface
10.3
Online Reporting
System
10.4
Mac OS X
10.5
10.6
Linux
K12 LTSP
Linux
Student Interface
Mac OS X
Linux
Notes
Pop-up blockers must be
disabled and JavaScript must be
enabled
Firefox 2.0–4.0
Firefox 2.0–4.0
Mac Secure Browser
Firefox 2.0–4.0
Linux Secure Browser 5.0
Mac OS X
Windows
Firefox 2.0–4.0
Internet Explorer 6
Firefox 2.0–4.0
Internet Explorer 6, 7, 8
Firefox 2.0–4.0
Internet Explorer 7, 8, and 9
Firefox 3.6–4.0
Internet Explorer 8 and 9
Firefox 2.0
Firefox 2.0–4.0
Safari 3
Firefox 3.0–4.0
Safari 3 and above
Firefox 4.0
Safari 4
Firefox 2.0–4.0
Windows Secure Browser 5.0
Windows
Student Practice
Test
Supported
Browsers
2000, XP, Vista, 7
Windows Secure Browser 5.0
10.3
Mac Secure Browser 3.6
10.4-10.6
Mac Secure Browser 5.0
K12 LTSP
Linux Secure Browser 5.0
Pop-up blockers must be
disabled and JavaScript must be
enabled
Must use the OAKS Secure
Browser
Test Delivery System
Overview of Test Delivery 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.
Note: Some images in this presentation are preliminary; actual cosmetic look is not final.
Test Delivery System
New Features for 2011-2012
• 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.
Test Delivery System
TA 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
Test Delivery System
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)
Oaks Online
• 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)
• Student Test Settings and Approvals
– Adjust test settings for an individual student
Test Delivery System
Student 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
Test Delivery System
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
Test Delivery System
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
Test Delivery System
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 sideby-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.
Test Delivery System
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.
Test Delivery System
Student Interface at A Glance
Test Delivery System
Dos and Don’ts
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
• Do communicate with Special Ed and ELL
specialists well ahead of testing to be sure
students are set-up correctly
Test Delivery System
Dos and Don’ts (cont’d)
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.
Test Delivery System
Promising Practices
• Before the start of the testing window,
expose students to the online test
environment using the practice test site.
• Use the practice test to identify students
who may need accommodations to fully
access the online test.
• Be sure to restrict students who should
not use the system from accessing the
online test .
• Make sure STCs and TAs practice and
become proficient at using TIDE and the
Test Portal BEFORE testing starts
Test Delivery System
In a Nutshell
• Resources on the website
http://www.ode.state.or.us/search/page/?=391
• Updated OAKS Online User Guides are now
available.
• 2011-2012 OAKS Secure Browsers were
made available on the OAKS portal July 1,
2011.
• Find and practice using enhancements to
the Portal, Student Interface, Test
Administrator Interface, Reports, etc
Test Information
Distribution Engine
(TIDE)
Required for STCs & TAs
TIDE
Objectives
• Understand the role and
purpose of TIDE in
supporting student success
and achievement.
TIDE
Overview
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
TIDE
What’s the Same?
• 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
New for 2011-12
• 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
TIDE: Paper Writing (DTSAs & 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
TIDE
TIDE: User Information tab: Add User
• 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 dropdown 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 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.
TIDE: Upload User
TIDE
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 Institutions
To 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 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.
TIDE
TIDE: 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.
TIDE
TIDE: 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.
TIDE
TIDE: 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.
TIDE
TIDE: 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
Dos and Don’ts
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, printon-request).
• Use the order function to place orders for
the winter and spring Writing Performance
Assessments.
TIDE
Dos and Don’ts (cont)
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 printon-request restricted resource for students
without a documented need (e.g., IEP, 504
Plan, or other district documentation)
TIDE
Promising 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
In a Nutshell
• TIDE is available through the
OAKS Portal
• TIDE User Guide is available
on-line
Online Reporting System
Required for STCs & TAs
Objectives
• Understand the role and purpose
of the Performance Reports in
supporting student success and
achievement.
• Understand changes to the
Online Reporting System and
how to use the interface.
Overview
Definition: Performance Reports
• Available through the OAKS Portal
(http://www.oaks.k12.or.us)
Purpose:
• To allow districts and school staff and teachers to
identify strengths and weaknesses and improve
teaching and learning by providing:
–
–
–
–
–
–
–
–
Aggregate performance data for their district or school
Aggregate performance data for teachers or classes
Scores for individual students in their district or school
The ability to print student reports to distribute to
families
The ability to view performance trends
The ability to create and view reports for custom rosters
Aggregate and student level performance data on strands
Aggregate level performance data on content standards
New Features for 2011-2012
•
Test Management Center (Replaces the old
Participation Reports): view summary statistics,
manage student participation and identify school
testing windows
•
Download Roster/Data Dump: extract student
information from any page in the reporting system
•
Student Listing Report: Now includes a “Breakdown by”
feature that allows users to view a list of individual
students by subgroup (e.g. males).
•
Student Search:
• Search for students by SSID, Name, and other
information
• Directly access students’ score reports
New Features for 2011-2012
(con’t)
•
High School tests: New aggregation rule
• Now calculates aggregated data like average and
percent proficient by using all of the scores that 11th
graders have earned over the past three years. This
means that the reports will show more accurate
proficiency rates, even if the 11th grade students
demonstrated proficiency in their 9th or 10th grade
year.
• The student listing page for the high school reports
will also include a Test Date column so that users
can sort out scores from different administrations.
Other Changes to Reports
•
Student transfers: New rule for access to student data
after student transfers to new district. Beginning this
year, data access will transfer with a student.
•
New Science Content Standards and Reporting
Categories
•
New Science Achievement Standards
•
New Reading Achievement Standards
•
New ELPA Reporting Categories
•
“Breakdown By” filter now separates “Asian” and
“Pacific Islander” students
Performance Reports:
Subject Performance
District users can see performance data for the district and its
schools; school users see data for a school and each teacher;
etc.
The distribution of students across performance levels is
displayed graphically to allow easier comparison between
groups
Users can view the data for subgroups by choosing an option
from the “Breakdown By” dropdown
Performance Reports: Navigation
Users can explore the data in various ways to answer questions they
have of the performance reports and identify strengths and
weaknesses
The
icon indicates that data can be further explored
When users click the
icon, they see a control panel that will let
them select whether they want to see more or less group detail, more
or less content detail, or if they want to see a trend for a particular
piece of data
Performance Reports: Navigation
(cont’d)
By choosing more or less group detail, users can see data for
schools, individual personnel, classes, or individual students.
The buttons on the control panel will update to identify the data
the user is accessing.
This will help users answer “who” questions. For example: Who is
struggling in algebra?
Performance Reports: Navigation
(cont’d)
By choosing “Trend” or “Current” users can choose whether they
want information on the current year performance of a student,
group of students, school, or district or if they want a historical
trend of that performance.
This will help users answer “When” questions. For example, Has
this group of students struggled in mathematics in the past?
Performance Reports:
Data and Tools
Users can access these data and tools:
• Longitudinal Reports
• Rosters of students with scores
• Ability to create custom rosters
• Ability to view all aggregated data for custom
rosters
• Printable family-friendly student reports
• Ability to print and export pages
• Ability to print and export student responses
to Writing Performance Assessment (for
individual students or groups of students)
Performance Reports:
Student Report
The Performance Reports provides the familyfriendly student report and other data and
tools.
Test Management Center Features
• Replacing old Participation Reports
• Participation Reports are now in the “Plan and
Manage Testing” section of the Test Management
Center, and is very similar to the filters used in the old
Participation Reports
Test Management Center Features
• Summary Statistics
• View statistics on how many students have tested at each
opportunity
• 00
Test Management Center Features
(cont’d)
• Set a Schedule of Testing Windows (via Summary
Statistics)
• Set a schedule of testing
windows to organize when
students will test
• Available to TT, TA, STC,
and DTSA Users through the
Summary Statistics page
Retrieving Student Results /
Download Roster
• New feature allows users to download student results for a
selected group (by School, District, Teacher, or Roster)
• The system creates a data file of all students’ scores from the
reported administration (based on your request)
• This file appears in your Online Reporting “Inbox”
• Data file is designed to be read in spreadsheet programs
(Excel) and statistical software packages
Student Listing Report
• Two new features that allow users to view
subcategories for individual students and choose
which columns you would like to view.
• “Breakdown By” filter: Breakdown student listing into
chosen category (gender, ethnicity, special education, etc…)
• Show/Hide columns: Select what columns you would like to
show and hide (available on every table in Online
Reporting)
Student Search
• Allows users to look up information for any
student that exists in the Online Reporting System
(based on your user role access)
• Enter either the student’s SSID OR the first or last name
of a student
• The student results will show a list of students that
matched your search (for name based searches)
High School Banked Scores
• Reporting OAKS High School Scores
• High school students can have scores from grades 9, 10, or 11
• Aggregated scores for High School students now based on all
of the grade 11 students’ scores from the past three years.
• Ex: If a grade 11 student demonstrated proficiency while
in 9th grade, that is reflected in the current aggregated
reports
• Aggregated data corresponds to that administration’s grade 11
students only
• Grade 9 and 10 students who take the High School tests
will appear in individual student rosters. However,
comparison scores for data purposes incorporate only
grade 11 students.
New Rules for Transfer Students
Data for students no longer enrolled in your school:
• Scores travel with students transferring between Oregon schools
• If a student transfers to a school, his or her scores are now associated
with the new school in the Online Reporting System
• If a student leaves a school, his or her scores are no longer associated
with the originating/previous school in the Online Reporting System
• Scores do not travel with students who transfer or move to a nonOregon school
• If a student transfers from an Oregon public or charter school to a private
or parochial school that does not conduct OAKS testing, the student’s
scores remain with your school.
• If the student moves to another state, his or her scores remain with your
school.
• Scores do not travel with students who drop out or otherwise leave
Oregon public/charter schools entirely
• This does not change how AYP is calculated for schools
Dos and Don’ts
Dos
• Use the enhanced help features to learn
about the new online reporting system and
how to make best use of it
• Use data from the Performance Reports
along with other information on student
ability to identify areas of need and
provided targeted instruction
• Create custom rosters to track the progress
of particular groups of students
– Students in an intervention program
– Students in special programs or who
need to still meet Essential Skills
Dos and Don’ts (cont’d)
Don’ts
• Online Reporting users must not
share their log-in information
and/or passwords, even with other
authorized Performance users
– Student Score Data is Confidential
Promising Practices
• Creating
custom rosters to track
the progress of a group of
students in a particular program
• Using trend reports to examine
student data over time
In a Nutshell
• The old Participation Reports are now
fully integrated into the Online
Reporting System
• The Online Reporting System is
available through the OAKS Portal
• The Performance Reports will provide
the data available in previous years and
will include additional reports and
features
E L PA
English Language Proficiency Assessment
Required for STCs & TAs
ELPA
Objectives
• Understand the definition and
purpose of the English
Language Proficiency
Assessment
• Be sure ELPA training needs are
clear
• Administer ELPA appropriately
and to only identified students
Purpose and Use
ELPA
• 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.
ELPA
Schedule and Scoring
•The ELPA will be available January 11 to
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.
•Exact ELPA administration dates are
determined by the District and Schools
ELPA
Test Administration
• ELPA is a Test Subject that can be
selected for inclusion in a test session
from the TA Interface.
•Speaking is the only adaptive section of
the ELPA test. The Speaking segment is
located at the end of the test
•Schools should plan that the ELPA will
take at least 75 minutes to complete.
•All tests (including ELPA) that are not
completed within 45 days of starting will
expire.
Test Administration
ELPA
1
Student Login
•
Log in using First Name,
SSID, Session ID
•
Confirm identity – “Is
This You?” screen
–
•
–
•
First Name (same as in
SSID upload), Enrolled
Grade, DOB, School,
SSID
3
Select Test
–
•
2
If logging into an ELPA
session, will only see
ELPA test opportunity
If logging into multiple
subject session, will see
multiple subject tests
TA Approval required to
start test
Confirm test -- “Is this
your test?” screen
1/3
4
5
ELPA
Dos and Don’ts
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.
• Districts must set the LEP Flag to Y in the
SSID system for students to be eligible to
take an ELPA test.
• 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).
Do’s and Don’ts (cont)
ELPA
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).
• 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.
ELPA
Do’s and Don’ts (cont)
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.
ELPA
Do’s and Don’ts (cont)
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.
ELPA
Promising Practices
• 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.
ELPA
Promising Practices (cont)
• 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.
ELPA
Promising Practices (cont)
• 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.
ELPA
In a Nutshell
• 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.
Writing Assessment
Required for STCs & TAs
Writing
Objectives
• Understand the ways in which the
writing assessment differs from
other assessments
• Conduct writing testing
appropriately
Writing
Definition
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.
Writing
Purpose
•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.
Writing
Test Schedule
•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
Writing
Grade 11 Only
Based on legislative action:
•WRITING for Grades 4 and 7 is suspended for
2011-13 biennium
•High School WRITING is restricted to only
Grade 11 students who have previously NOT
met or exceeded .
•Student who have already ,met or exceeded
may NOT be re-tested.
•Students enrolled in Grades 9, 10, and 12 may
not access the Writing Assessment
Writing
Ordering Paper-Based Writing
•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’ tests are for enrollment fluctuation only
Writing
Scoring
• All tests will be 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
• Tests submitted for student outside allowed
participants will not be scored.
Do’s and Don’ts
Writing
Do’s
•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’s and Don’ts (cont)
Writing
Dont’s
•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
Writing
Promising Practices
•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.
•Provide sufficient ‘official’ work sample
opportunities in case some students do not meet
Writing Essential Skill requirements as 11th
graders
Writing
In a Nutshell
• 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
• This is likely to be the only state
Writing assessment opportunity
available to the class of 2013
Essential Skills
Required for STCs & TAs
Essential Skills
Objectives
•Review Requirements and
Implementation Timeline
•Understand Assessment
Options
•Describe Resources Available
Essential Skills
Essential Skill Overview
• 9 cross-curricular skills
• Embedded in State Content
Standards
• Students must demonstrate
proficiency
• 3 currently scheduled for
implementation: Reading-2012,
Writing-2013, Math-2014
Essential Skills
Implementation
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 and beyond:
Reading, Writing, & Apply Mathematics
Essential Skills
Assessment Options
3/14/2016
Test
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 Requirements
ESSENTIAL
SKILL
Reading
Writing
Apply math
REQUIRED
SCORE
WORK SAMPLES
2 Work Samples
• two informational or
• one informational and one
literary
3 Work Samples
• expository
• persuasive
• narrative
2 Work Samples
• algebra
• geometry
• statistics
•(choose 2 strands)
(OFFICIAL SCORING
GUIDE)
•
•
Total 12 (3 traits)
No score lower than 3
4 on each of the four
required traits
4 on each of the four traits
plus accuracy.
Essential Skills
Work Sample Rigor
Work samples must meet
the SAME 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
www.assessment.oregonk-12.net
Essential Skills
Professional 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
Essential Skills
Promising Practices
•Score classroom assignments
for Essential Skill proficiency
•Score multi-disciplinary projects
for more than one Essential Skill
•Calibrate scoring by double
scoring with other
schools/districts
3/14/2016
Essential Skills
Promising Practices (cont)
•Apply Essential Skills in elective
and CTE classes
•Develop prompts that can be
shared – District, ESD or
Regional
•Implement a system to track
Essential Skills completion
Essential Skills
Policy 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.
Essential Skills
Reporting
• 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
In a Nutshell
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
NAEP and PSAT
NAEP and PSAT
Objectives
• 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.
NAEP and PSAT
Definition and Purpose
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 (Trends in International
Mathematics and Science Study) 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 and PSAT
Definition and Purpose (cont)
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 free of charge to
all 10th graders enrolled in a public school
• Eligible districts which have been granted a
waiver may use ACT as a substitute for the PSAT
NAEP and PSAT
Dos and Don’ts
NAEP – Dos
• 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
 Beth.LaDuca@state.or.us
NAEP and PSAT
Dos and Don’ts (cont)
PSAT – Do’s
• All 10th graders must be given the
opportunity to take the PSAT/NMSQT®.
• Many scholarships only accept PSAT scores
from Juniors. Sophomores should be made
aware that the 10th grade opportunity may
not fulfill scholarship requirements
• A one year waiver may be requested if the
district administers a similar test (ACT)
• Contact College Board with any questions
PSAT – 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.
NAEP and PSAT
NAEP In a Nutshell
•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 and PSAT
PSAT In a Nutshell
• PSAT testing and order dates for the 2012-13
school year will be posted in the Spring
• Districts should work with the College Board
to order tests as they have in the past
• College Board Contact: Nancy Potter
npotter@collegeboard.org – 866-392-4078 ext 1454
• ODE Contact: Derek Brown
derek.brown@state.or.us – 503-947-5841
NAEP and PSAT
PSAT – 2011 Dates
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/guideli
nes/psat.
Sept 9: Deadline for schools to order PSAT/NMSQT® nonstandard
test formats for priority shipping. Final deadline to order
nonstandard formats is September 23.
Sept 23: Last day for schools to increase test orders (9 pm)
Oct 5: PSAT/NMSQT® test materials delivered to schools by this
date
Oct 12: Wednesday test date
Oct 13: Schools return Wednesday answer sheets no later than
this date (return fee waiver rosters)
Oct15: Saturday test date
PSAT – 2012 Dates – TBA
AYP and Report Card
[Potential Changes Pending]
AYP/RC
Objectives
–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
OVERVIEW
AYP/RC
• 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/RC
AYP (cont.)
Criteria and Targets
•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
School Year
English/
Mathematics
•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
Language Arts
2009-10
60%
59%
2010-11
70%
70%
2011-12
80%
80%
2012-13
90%
90%
2013-14
100%
100%
* - Subgroups must meet a minimum size requirement to be rated.
AYP/RC
AYP (cont.)
• District vs. School Performance
• 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.
AYP/RC
AYP (cont.)
Consequences of AYP Not Met
• 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/RC
Report Card
Overview
• 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 format, ratings and content of the Report Card is
mandated by state law and federal regulations so
that it meets state and federal reporting
requirements.
AYP/RC
Report Card (cont.)
Ratings
• Three overall rating categories
– Outstanding
– Satisfactory
– In Need of Improvement
• Achievement based on math and reading scores.
• The growth model is incorporated into achievement
for grades 3-8.
• Improvement is incorporated into achievement for
grades 9-12.
• Graduation/Attendance and Participation are
included in the rating system.
AYP/RC
Report Card (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 improvement in school
performance as the growth measure.
• Low Attendance, Graduation or Participation can
lower the school rating.
AYP/RC
Growth
• 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.
• Growth targets are often thought of as “a trajectory
toward success……”
AYP/RC
Growth (cont.)
Reading Growth Target Example
4thGrade Cut
Score = 216
A student scores a 195 in 3rd grade,
which is 16 RIT points below the
2011-12 reading standard.
Target 4th
Grade Gap
= 10
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.
Growth Target = 206
3rd
Grade
Gap = 16
Student score = 195
This means the target gap is 166=10
points, or a score of 206 on the
4th grade assessment.
AYP/RC
Cohort 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.
AYP/RC
Changes
• 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
• NCLB/ESEA Waiver Application
- To be submitted by Dec 15, 2011
- Many potential changes on the table
- Target adjustments
- Growth factors
- Common Core implementation
AYP/RC
Changes (cont)
Report Card - 2012
• Basic structure, as of today, will be much the
same as 2011
• Possible changes in Improvement Index for
High Schools and Ratings cut-offs for
Elementary and Middle Schools
• Some/All aspects of the Report Card could be
impacted by NCLB/ESEA waiver application
and/or action by the Legislature
AYP/RC
Do’s and Don’ts
Do’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.
AYP/RC
Do’s and Don’ts (cont.)
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.