Test Administrator Training

2016-17 Test Administrator Training
Hello, my name is Mary Anderson and this is the test administrator training module for the school year which is required for all district and school test coordinators, as well as all test administrators. Required for DTCs, STCs, and TAs

Required Modules for TAs
Test Administrators Accessibility Supports Test Security Smarter Balanced Administration* OAKS Online Science and Social Sciences Administration* ELPA21 Administration* *Only required for TAs administering this assessment This training module is the first of the required modules for Test Administrators, which should be followed with the training modules that cover accessibility supports and test security. Additionally, TAs are required to review the module(s) for the specific assessment(s) they will be administering. Each training module is intended to provide an overview of the major topics as well as an orientation to the manuals and other resources available to support TAs before, during, and after testing. TAM, Section 1.5: Training Requirements

Topics Roles and responsibilities Ensuring student participation
Testing environment What’s new this year in the statewide assessment system Test administration resources and tools This training module includes an overview of the roles and responsibilities for test administrators, student participation in statewide assessments, testing environment requirements, preview of what is new for statewide assessments, and additional resources.

TA Roles and Responsibilities
Before testing: Provide students with an opportunity to take the practice test Review student IEPs or education plans to verify appropriate test formats and accessibility supports Make arrangements for students who are not testing During testing: Ensure that students receive the appropriate test Enforce test environment requirements The responsibilities of a test administrator are not limited to testing day. Preparation before testing should include providing students with an opportunity to become familiar with testing format, consulting all relevant documentation for identifying which students to test and which accessibility supports to provide, as well as making arrangements for students who are not testing such as students who finish earlier than their peers during a testing session. During testing, it is the TA’s responsibility to ensure students receive the appropriate test and actively monitor students to maintain a secure testing environment. After testing, TAs can check participation reports to monitor student progress and completion of tests. TAM, Section 6: Planning for Test Administration

Student Participation
ensures representation of all students in assessment results. Student participation in statewide assessments ensures representation of all student in assessment results.

Participation in Required Spring Assessments
Student Participation Participation in Required Spring Assessments English Language Arts Grades 3 – 8, & 11: Smarter Balanced or Extended Assessments Mathematics Grades 3 – 8, & 11: Smarter Balanced or Extended Assessment Science Grades 5, 8, & 11: OAKS Online Science Assessment Social Science (Optional) Grades 5, 8, & 11: OAKS Online Social Science Assessment English Language Proficiency Grades K-12: ELPA21 The expected participation by grade level for each tested subject is shown on this slide. Please note that participation requirements are set by federal or state statute and a 95% threshold is expected for subject areas, except the English Language Proficiency Assessment (ELPA21) where every student meeting the inclusion requirements is expected to participate. TAM, Section 7: Smarter Balanced TAM, Section 8:OAKS Online TAM, Section 9: ELPA21 TAM, Section 11: Extended

Planning that Impacts Participation
Student Participation Planning that Impacts Participation Know how many opportunities are available for the test you’ll be administering Know when your school is administering each test so your students take the right test at the right time Know what test settings your students need before testing begins Check IEPs and 504 Plans what supports are identified Check TA Interface to see what settings are assigned Students may have multiple opportunities for some assessments under certain conditions, such as Science. All TAs need to be attentive to the number of opportunities students have for the assessments they are administering. Consult the section(s) of the TAM for specific rules for each test. Locally developed testing schedules that adhere to the statewide assessment windows should guide TAs as to which assessments will be administered to which students and when. Consult the locally developed testing plans to ensure students are administered the right test at the right time. Prior to testing, TAs must be aware of which supports students will need and that all preparations have been made so ensure those supports are available during testing. Awareness and planning in these areas contribute to increased student participation. Consult Section 6: Planning for Test Administration in the TAM for more information. TAM, Section 6: Planning for Test Administration TIDE User Guide

Test Environment ensures validity of student results and that no students have an unfair advantage or disadvantage during testing. A secure testing environment ensures that no students have an unfair advantage or disadvantage during testing.

Requirements Test Environment Supervision at all times by a trained TA
Quiet environment void of distractions Only accessibility supports listed in OAM made available to students Limited interaction with students Read student directions Administer accessibility supports appropriately No coaching After the trained TA sets up the testing session and students begin testing, those students must be supervised by the TA until the end of the testing session. The testing environment must be quiet and void of distractions. Students may only have access to supports from the Oregon Accessibility Manual that are administered according to the rules set out in the manual. TAs need to limit their interaction with students to ensure consistency in testing environments across schools and districts. This includes reading the student directions verbatim, following the TAM and OAM, and never coaching students. To facilitate this limited interaction during testing, it is a best practice to prepare students before testing by explaining what will be allowed and what will not be allowed in the testing environment. A secure testing environment will be addressed in more depth in the test security training module. TAM, Section 2.2: Security of the Test Environment

OAKS Portal The web based system that is used for testing, test settings, and progress monitoring reports. The OAKS Portal is the online system used to set up a testing session, enabling test settings, and access progress monitoring reports.

Accessing the OAKS Portal
OAKS Portal URL: oaksportal.org Register to receive alerts when announcements or resources are posted on the portal TA user account provides access to: TIDE (view and edit student test settings) TA Interface (used to administer tests) Online Reporting System (view participation and performance reports) The OAKS Portal is accessible to adult users by visiting oaksportal.org. Student only access oaksportal.org to access the practice tests. The banner from the portal is shown on the slide. Announcements that impact the portal or testing are posted to the landing page and anyone may register to receive automatic alerts for these announcements. A TA user account includes access to multiple components within OAKS Portal. The Test Information Distribution Engine (TIDE) is used to view and edit student test settings as well as monitor testing progress. The TA Interface is used to create a testing session to administer tests. The Online Reporting System (ORS) is used to view participation and performance reports. TA user accounts are granted by TCs after the completion of the annual required training and submitting a signed assurance of test security form. Please consult your locally developed processes and procedures for obtaining a OAKS Portal user account. TIDE User Guide TA User Guide ORS User Guide

Shown on this slide is a screen shot of the options presented to a TA after selecting Test Administrator on the OAKS Portal landing page. From this page a TA may select test administration to set up a testing session, TIDE to edit student settings, the training site to build familiarity with the testing interface before administering an operational test, the online reports to view participation and performance results, or resources to access user guides to voice packs.

This is a screenshot of the sign in page. Please note the forgot your password link as well as the request for a new temporary password, as these can be very helpful. As I mentioned before, TA user accounts are granted by TCs after the completion of the annually required training. User accounts granted during a previous school year no longer exist. Please consult your locally developed processes and procedures for obtaining a OAKS Portal user account.

Overview of Test Delivery System
OAKS Portal Overview of Test Delivery System TA Interface Administer online tests, track progress, and manage students testing in your session Adjust test settings for individual students before they are approved to start the test Approve and submit print requests from students (in rare cases) Student Interface Secure online test that must be accessed via a secure browser General Education Student Interface Braille Interface TAs access the test delivery system through the OAKS Portal. The student interface can only be accessed through the current-year secure browser. The secure browser for all supported operating systems can be downloaded from the OAKS Portal. TA User Guide

TA Interface at a Glance
OAKS Portal TA Interface at a Glance Used to create and manage test sessions and approve students All information is visible on one screen Test Session ID Students needing approval to start testing Students with tests in progress Print requests The TA interface is accessed through the Test Administration option in the OAKS Portal. The screenshot shown on this slide is an example of a practice test session. It is through this interface that a TA can view the session ID, which student need approval to begin testing in the session, those who have tests in progress, and which students have submitted a print request. The following slides will walk through setting up a testing session. TA User Guide

TA Interface (cont.) OAKS Portal TA User Guide
Create and Manage Test Sessions List of available tests automatically displays upon logging in Click Expand All to see more detail Select the tests for inclusion in the session and click [Start Session] System generates a Session ID that students will use to log in Test sessions automatically expire upon TA logout Sessions cannot be resumed 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 To create a testing session, the TA selects Create and Manage Test Session. Then a list of available tests will automatically display. Click on the plus symbol to expand any test to see more detail and locate the specific grade level and/or test that will be administered during the testing session. Only select the specific tests that are expected to be taken by students during the testing session to avoid students from accidentally starting the incorrect test. After the TA selects Start Session, the system will automatically generate a unique testing session ID that students will need in order to log in. The test session will remain open until ended by the TA or when the TA logs out. Once a session is ended, it may not be resumed and a new session must be started. Students may resume a paused testing in any new test session as long as the applicable test is included in the session. For example, if a TA creates a test session for students on a Tuesday, to resume testing the next day the TA will need to create a new test session for students to resume testing. Also, a new test session is needed for each new group of students if a TA is testing different groups of students in the same day. TA User Guide

TA Interface (cont.) OAKS Portal Student Test Settings and Approvals
The number in red next to the Approvals button shows the number of students waiting for approval Clicking on the Approvals button brings up the list of students who need to be approved to test. After a test session is set up and students log in, the TA must approve students before they will be able to begin testing. A TA may approve all students at once or one at a time. This final confirmation is an important step as it is the last opportunity the TA has to ensure each student is beginning the correct test and that all settings are correct. TA User Guide

TA Interface (cont.) OAKS Portal TA User Guide
The student settings may be accessed by clicking on the view or eye symbol. This will open a new window where all settings can be viewed and some may be changed. Please consult the proper documentation and the OAM when changing accessibility support settings for students. After a student begins a test, the options for addressing any errors are drastically reduced. Errors in test settings caught after a student begins a test may constitute an impropriety and result in invalidation of the student’s test and/or loss of the students’ testing opportunity. TA User Guide

Student Log-in OAKS Portal TA User Guide 1 2
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 Select Test Student will see available tests by subject TA Approval required to start test Confirm test -- “Is this your test?” screen 3 4 This slide shows the 5-step student login process with screenshots of what the student will see at each step. Note in step 1 that each student will need the unique session ID. Also, student names must be typed in exactly how the name is entered in the system. After signing in, additional information, such as the student’s birthday and school, will by displayed so that the student can confirm they are logging into their own account. Once confirmed, the student will be presented with a list of tests that they have access to. It is important to be aware that students will not be able to select a test if it was not included in the session, even if that student does have access to that test. After the student selects the test, they will be shown the “waiting for approval” screen until the TA approves their test. After approval, the student will be shown one more confirmation screen that will include the test settings. This is the final opportunity for the student to ensure they have the correct settings. 5 TA User Guide

Related Reading Requirements by Role
User Role Description Test Administrator Sections 1 – 4 of the TAM Sections 6 – 12 of the TAM based on the tests the TA will administer Appendix A: Statewide Test Schedule of the TAM The Oregon Accessibility Manual (OAM) This is a summary of the annual training reading requirements for TAs. This information can also be found in Section 1.5: Training Requirements in the Test Administration Guide. Note that sections 6 through 12 of the TAM are required based upon which test(s) the TA will be administering. Where is the TAM? System Planning and Performance Dept > Assessment > Test Administrator

Test Administration Resources
Test Administration Manual Oregon Accessibility Manual Best Practices Guide Promising Testing Practices TA User Guide Practice and Training Tests Finally, the links to the resources referenced on previous slides are provided here. This concludes the test administrator training module.

2016-17 Accessibility Supports Training
Hello, my name is Mary Anderson and this is the accessibility supports training module for the school year which is required for all district and school test coordinators, as well as test administrators. Required for DTCs, STCs, & TAs

Topics Familiarity with the… Selection of Accessibility Supports
Administration of Accessibility Supports Evaluation of Accessibility Supports This training is designed to be an overview of Oregon’s statewide assessment accessibility supports, specifically the selection, administration, and evaluation of these supports. Oregon Accessibility Manual (OAM)

Selection of Accessibility Supports
to increase equitable access to grade-level content assessments and supporting students in demonstrating what they know and can do. Selection of the appropriate accessibility support increases the equitable access to grade-level content assessments and supporting students in demonstrating what they know and can do. OAM, Appendix C

ODE website or www.pps.net/Page/1650
Resource The Oregon Accessibility Manual (OAM) contains all final accessibility policies and supports for Oregon’s Statewide Assessments. The Oregon Accessibility Manual (OAM) was developed to guide the selection and administration of universal tools, designated supports, and accommodations for the current statewide assessments. Including: The Smarter Balanced Assessment in Mathematics and English Language Arts/Literacy (ELA) The Oregon Assessment of Knowledge and Skills (OAKS) in Science and Social Sciences The Extended Assessments (XA) in Mathematics, ELA, and Science The Kindergarten Assessment (KA) The English Language Proficiency Assessment for the Twenty-first Century (ELPA21) Only the those supports included in the OAM may be provided to students during the administration of Oregon’s statewide assessments. ODE website or

Selection of Supports Requirement All accessibility supports a student receives on the statewide assessments are to mirror the supports currently being provided to that student in their classroom instruction and assessments. When selecting an accessibility support for testing, keep in mind that they must mirror the supports currently being provided to that student in their classroom instruction and assessments. It is never appropriate to introduce a support to a student for the first time during statewide testing.

Selection of Supports Know the Options Know the following categories of accessibility supports, the differences between them, as well as the specific supports that are available for each statewide assessment: Universal Tool Designated Supports Accommodations It is critical to know the differences between each category of statewide assessment accessibility supports. Specifically, there are three categories of support: Universal, Designated, and Accommodations. OAM, Section 1.0: Introduction

OAM, Section 1.0: Introduction
Each of the three tiers of support have different rules for implementation. Universal tools are automatically available to all students. Designated supports are available to any student based upon identified need. Accommodations are available to students who have that support documented in their IEP or 504 plan. Within each of these tiers, any specific support may be embedded or incorporated in the testing interface, such as text-to-speech, or they may be non-embedded or outside of the testing interface, such as a scratch paper. For more details of each tier of support, consult Table 1.1 in the OAM. OAM, Section 1.0: Introduction

Modification Selection of Supports
Contrary to statewide accessibility supports, any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, or content that is to be measured, grade-level standard, or measured outcome of the assessment and is not listed in Oregon’s Accessibility Manual (OAM) is considered a modification. Assessments taken under any modified condition are counted as non-participants in all federal and state accountability measures and reports. Universal, designated, and accommodation supports are not considered a modification. A modification is any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, or content that is to be measured, grade-level standard, or measured outcome of the assessment. Any support that is not listed in OAM is considered a modification. Assessments taken under any modified condition are counted as non-participants in all federal and state accountability measures and reports.

Selection of Supports Practice Tests The practice test can assist IEP/504 teams to determine which universal tools, designated supports and accommodations are needed for each individual student to be successful on the new assessments. ODE highly recommends using the practice tests to familiarize TAs and students to the tests and accessibility supports in order to assist the selection of supports for a student. In order to enable any available embedded support in a practice test, a proctored practice test session will need to be set up. For directions of how to set up a proctored practice test, consult Section 5: Administering Online Tests in the OAKS Online Test Administrator User Guide. Please note that it is never appropriate to initiate an operational assessment for practice. TA User Guide, Section 5: Administering Online Tests

Options for Documenting accessibility supports
Selection of Supports Options for Documenting accessibility supports Cumulative File Individualized Education Plan 504 Plan Local Documentation Processes There are multiple options for documenting accessibility supports depending upon the student and their specific needs. School teams making educational decisions for students in either general or special education or who are English Language Learners are strongly encouraged to document any discussions regarding accessibility supports in the student’s cumulative file. Types of information that teams can use to make informed decisions about testing supports include classroom performance data, review of previous performance on state assessments, review of supports available in the classroom and their effectiveness, and even interviews with the student. Under Section of the Individuals with Disabilities Education Act (IDEA, § (a)(6)(i)), each student’s Individualized Education Plan (IEP) must include a statement of any individual accommodations that are necessary to measure the academic achievement on state -wide assessments. In particular, documentation should include Universal Tools that must be “turned off” to avoid distraction during testing, as well as Designated Supports and Accommodations. Please consult your local IEP processes to ensure adequate documentation of statewide assessment supports. Under Section 504 of the Rehabilitation Act of 1973, public schools are required to provide necessary accommodations to students even if they do not qualify for special education services under IDEA. Please consult your local 504 Plan processes to ensure adequate documentation of statewide assessment supports. Locally developed documentation processes or procedures may be in place in your district or school to ensure students who do not have an IEP or 504 Plan and are using Designated Supports are provided those supports during testing. Always consult any local documentation procedures in preparation for testing. [TCs may insert local policies/protocols for documentation at this point in the training.] OAM, Appendix C

“Teacher Tools” Included in the OAM
Selection of Supports “Teacher Tools” Included in the OAM Tool #1: Access Needs That May Require Accessibility Supports Questions to aid in identifying various types of accessibility supports for students (p. 80) Tool #2: Questions to Guide Accessibility Supports Selection Questions to guide discussion about selecting supports for instruction and assessment during a team meeting (p. 82) Tool #3: Accessibility Supports from the Student’s Perspective questionnaire to collect information about needed accessibility supports from the student’s perspective (p. 83) Appendix C of the OAM contains multiple Teacher Tools that support a five-step process to select supports described in more detail in the OAM. A brief description of each tool is provided in this training, but for more information consult the manual. Tool 1 provides questions to aid in identifying various types of accessibility supports for students. Tool 2 provides questions to guide discussion about selecting supports for instruction and assessment during a team meeting. Tool 3 is a questionnaire designed to collect information about needed accessibility supports from the student’s perspective. OAM, Appendix C

“Teacher Tools” Included in the OAM (cont.)
Selection of Supports “Teacher Tools” Included in the OAM (cont.) Tool #4: Assessment Accessibility Supports Plan A planning aid for ensuring supports are implemented during testing (p. 86). Tool #5: Assessment Accessibility Supports Agreement An example form that a student could carry on test day into the testing environment (p. 87) Tool 4 is a planning aid for ensuring supports are implemented during testing. Tool 5 is an example form that a student could carry on test day into the testing environment. Again each of these tools are optional but a great resource for schools and districts to facilitate a thorough accessibility support selection process. OAM, Appendix C

Administration of Accessibility Supports
to ensure reliable and valid administration of the assessment. Test administrators can more effectively implement the statewide assessment accessibility supports if they have a clear understanding of the purpose of each support. Consistent implementation of supports across schools and districts ensure reliable and valid administration of statewide assessments. OAM, Appendix C

Administration of Supports
Requirements All practices and procedures used for students during instruction must be selected on the basis of the individual student’s needs. For accessibility supports to be used during administration of an Oregon Statewide Assessment, the support must also be: previously approved by the Accessibility Panel and listed in the appropriate OAM accessibility supports tables, be implemented during instruction, and familiar to the student prior to use during assessment. All support practices and procedures used for students during instruction must be selected on the basis of the individual student’s needs. For accessibility supports to be used during administration of an Oregon Statewide Assessment, the support must be also previously approved by the Accessibility Panel and listed in the appropriate, test specific accessibility supports tables, be implemented during instruction, and be familiar to the student prior to testing.

Teacher Tools Included in the OAM
Administration of Supports Teacher Tools Included in the OAM Tool #6: Logistics Planning Checklist Can be used in the planning and implementation of assessment accessibility supports for an individual student or for a system and includes the following topics: Accessibility Supports Throughout the Academic Year Preparation for Test Day Accessibility Supports on the Day of the Test Consideration After the Day of the Test In addition to selection tools, Appendix C of the OAM also contains Tool 6 which is designed to support the planning and implementation of assessment accessibility supports for an individual student or for a school or district system. Topics included in this planning tool are implementing accessibility supports throughout the academic year, preparing for testing, supports on the day of the test, and considerations for after testing. OAM, Appendix C

Evaluation of Accessibility Supports
to ensure the meaningful participation of all students who use supports during statewide assessments. Evaluating the use of accessibility supports ensures meaningful participation of all students who use supports during statewide assessments. OAM, Appendix C

Evaluation of Supports
Reasons to Evaluate Collecting and analyzing data on the use and effectiveness of these supports is necessary to ensure the meaningful participation of students with disabilities in state and district-wide assessments. Data on the use and impact of supports during assessments may reveal patterns of use, as well as support the continued use of some supports or the rethinking of others. Examination of the data may also indicate areas in which the IEP team, Section 504 plan committee, and TAs need additional training and support. There are multiple reasons to evaluate supports that benefit individual students to the school or district system. Collecting and analyzing data on the use and effectiveness of supports ensures the meaningful participation of students with disabilities in state and district-wide assessments. Data on the use and impact of supports during assessments may reveal patterns of use, as well as support the continued use of some supports or the rethinking of others. An evaluation may also indicate areas in which the IEP team, Section 504 plan committee, or TAs need additional training and support.

Evaluation of Supports
Reasons to Evaluate In addition to collecting information about the use of accessibility supports within the classroom, districts may also decide to gather information on the implementation of supports during assessment. Observations conducted during test administration, interviews with TAs, and talking with students after testing sessions may yield data that can be used to guide the formative evaluation process at the student level and at the school or district levels. In order to identify systemic patterns districts may decide to gather information on the implementation of supports during assessment from all schools. Finally, observations conducted during test administration, such as interviews with TAs or students after testing sessions, may yield information that can be used to guide future evaluation processes.

Teacher Tools for Evaluation in the OAM
Administration of Supports Teacher Tools for Evaluation in the OAM Tool #7: Questions to Guide Evaluation of Accessibility Supports Use Questions to guide discussion about selecting accessibility supports for future assessments The final Teacher Tool in Appendix C of the OAM is number 7, which is designed to guide evaluation of supports. This tool provides questions to guide discussion about selecting accessibility supports for future assessments. OAM, Appendix C

Online Resources Oregon Test Administration Manual and Webpage: Oregon’s Statewide Assessment Accessibility Webpage & Manual: Smarter Practice/Training Test Promising Practices: TA User Guide: Finally, the links to the resources listed on previous slides are provided here. This concludes the Accessibility Support training module.

2016-17 Test Security Training
Hello, my name is Jordan Heide and this is the test security training module for the school year which is required for all district and school test coordinators, as well as all test administrators. Required for DTCs, STCs, and TAs

Topics Secure Testing Environment Requirements
Handling Secure Printed Test Materials Identifying and Preventing Improprieties Reporting Improprieties The topics that this module will cover include the requirements for a secure testing environment, handling and disposal of hard copies of secure test materials, identifying and preventing testing improprieties and irregularities, as well as reporting any potential improprieties or irregularities.

Secure Testing Environment Requirements
A secure testing environment is needed to ensure the assessment data used for accountability purposes are valid and accurate, that test items can be used across years to allow for year-to-year comparability as well as protect investment in test development, and that no student receives an unfair advantage or disadvantage during testing. The first topic is secure testing environment requirements, which is important for multiple reasons. First, we must ensure the results of the assessment are valid for accountability purposes by having consistency in administration practices across schools and districts. Second, maintaining the security of test items (questions) and stimuli (reading passages) is necessary so that these items and stimuli can be used in future years to maintain measure comparability and use the results to identify trends in performance. Ultimately, the goal of maintaining a secure testing environment ensures that no students have an unfair advantage or disadvantage during testing. Section 2.2 of the TAM addresses the requirements for maintaining security of the test environment.

Security refers to: Who has access to secure test materials
Secure Testing Environment Requirements Security refers to: Who has access to secure test materials What students can see and hear while testing What resources students can access while testing At a high level, test security refers to who has access to secure test materials, what students can see and hear while testing, and what resources students can access while testing. To ensure a secure test environment, there are requirements that must be met in preparation for testing, during testing, and once testing has been completed. Table 11 included in Section 2.2 of the TAM provides a list of requirements that must be met during these three phases to maintain the security of test materials and the security and validity of student responses from start to finish, and is an excellent resource to consult at each phase. Please note that a secure testing environment refers to the conditions under which the tests are administered and do not imply or require a specific location. Within the same school, a secure testing environment could be created in multiple locations, such as a classroom, library, small conference room, or multi-purpose room. A secure testing environment is expected for all tests, every testing session. A secure environment refers to the conditions under which tests are administered, not a specific location TAM, Section 2.2: Security of the Test Environment

Handling Secure Printed Test Materials
Printed assessment materials include secure test items and/or reading passages that need to be handled properly so that the test items can be used across years to allow for year-to-year comparability as well as protect investment in test development. The second topic, handling of secure printed materials, supports the maintenance of test item (question) and stimuli (reading passage) security so that they may be used on tests in future years to ensure comparability of the test from year to year. When the security of an item or reading passage is breached, that may result in those permanently being removed from future tests making replacement of those item and/or stimuli necessary. Therefore, proper handling of secure materials helps to protect the investments made in developing these test components.

Reminder of Requirements
Handling Secure Printed Test Materials Reminder of Requirements Ensure only the student and authorized staff have access Maintain chain of custody from printing to shredding, using consistent protocols to collect and inventory all materials Ensure all materials are securely destroyed: at the end of each test session (printed items and stimuli, notes, and scratch paper) upon test completion (for ELPA21 and Smarter Balanced PT and constructed response items) Section 2.4 of the TAM specifically addresses the requirements in place around handling secure printed test materials, included printed items and stimuli, student notes and rough drafts, and scratch paper. It is critical each school have protocols in place, and ensure they are followed, that ensure only the student and authorized staff who have signed an Assurance of Test Security form have access to these secure materials. This is referred to as maintaining a secure chain of custody of printed secure materials, from printing or writing (in the case of scratch paper) to secure disposal. This protocol should include both test administrators and non-TAs who may be assisting with the storage and/or destruction of secure materials. ODE has posted a promising practice around maintaining the security of printed test materials to the link at the bottom of the slide. [TCs may insert local policies/protocols for maintaining security of test materials at this point in the training.] It is also important that all individuals who will be handling secure test materials, including students, understand what must be securely destroyed immediately following the end of each test session and what may be securely retained between sessions until the student completes that test. Please refer to Section 2.4 of the TAM for a complete description of these criteria. TAM, Section 2.4: Secure Handling of Printed Test Materials Promising Practices Webpage:

Identifying and Preventing Improprieties
Ensures all student results are valid and can be submitted for scoring and that no student receives an unfair advantage or disadvantage during testing. The third topic is identifying, and more importantly, preventing improprieties. It is important to be aware of what constitutes an impropriety so that preventative processes and protocols can be in place before testing. Avoiding improprieties and irregularities supports a secure testing environment and that no students receive an unfair advantage or disadvantage during testing.

Identifying and Preventing Improprieties Reminder of Requirements An impropriety are any behaviors prohibited because they give students an unfair advantage or compromise the security or validity of the test Improprieties can be: Committed by a student or an adult Intentional or accidental Affect a single student or a group of students Strategies to prevent improprieties: Know the rules and make sure students know the rules Check the test environment to make sure it meets the security criteria Ensure the test environment and the students are closely supervised When in doubt, check the TAM and seek clarification before testing! An Impropriety is any behavior that is prohibited because it gives students an unfair advantage or compromises the security or validity of the test. This includes behaviors committed by either adults or students, whether intentionally or by accident. Section 3.1 and 3.2 of the TAM provide tables that identify examples of common adult- and student-initiated test improprieties. However, it is important to note that these tables are not exhaustive. Preventing adult- versus student-initiated improprieties may call for different strategies, but the following rules of thumb can go a long way to preventing many improprieties. It is also important to note that historically more improprieties are adult-initiated, underscoring the importance of having preventative protocols and procedures in place: Ensure all adults and students are aware of the testing environment rules and expectation before testing begins. This can help to prevent many accidental improprieties by both adults and students. Check the test environment to make sure it is secure before, during, and after testing. This includes checking ahead of time to ensure there are non-allowable resources posted or available for students, that there is sufficient spacing and visual barriers between student testing stations, and that the environment is quiet and void of distractions (e.g., no through traffic, restricted access to authorized individuals only) Finally, TAs need to closely supervise the test environment while testing is in progress to make sure that the environment remains secure and that students are following the rules. Always check the TAM and seek clarification before testing begins if there is any doubt about whether a particular resource or behavior is permissible, either for students or adults. TAM, Section 3: Test Improprieties

Promising Practices to Avoid Improprieties
Identifying and Preventing Improprieties Promising Practices to Avoid Improprieties In addition to the tables in Sections 3.1 and 3.2 of the TAM, ODE has developed a promising practice document available at the link at the bottom of the slide. This document provides a variety of common scenarios that represent a test impropriety, identifies the violation represented by each scenario, and examples of appropriate practices that schools can adopt to prevent this kind of impropriety. As with the tables in Sections 3.1 and 3.2, it’s important to note that this document is not exhaustive; rather, it is intended to provide clear examples of common scenarios that schools might encounter. Promising Practices Webpage:

Common PPS Improprieties in 2015-2016
Identifying and Preventing Improprieties Common PPS Improprieties in Students using cell phones during or after testing Adults “approving” students for the wrong test in the TA Interface Adults testing students without required supports/accommodations Students using computer after testing while other students continue to test Untrained adults supervising or supporting students during testing Adults taking pictures of the test screen to document error messages or problems Students talking during testing Students using handheld calculators during testing

Reporting Improprieties
Immediate reporting gives the student the best opportunity to continue testing with no impact. The final topic for this training module is reporting improprieties, which needs to be done as quickly as possible to mitigate potential impact on the student and increases the possibility that student may be able to continue testing with out interruption in the next anticipated testing session.

Reporting Improprieties Reminder of Requirements Immediately report all potential test improprieties, even if you are unsure of all of the details to your STC or Admin if STC is unavailable pause the student’s test pending the DTC’s investigation and authorization from ODE DTCs are responsible for submitting the report to ODE Flow of report: TA (you) > STC > DTC > ODE DTC for PPS is: Tanna Colwell When a potential test impropriety or irregularity occurs, it is essential that the first course of action is to pause all impacted tests until the incident is reported, investigated, and resolved. Any potential test impropriety or irregularity must be reported up the chain of communication so that the incident may be investigated in a timely manner and the appropriate outcome identified as quickly as possible. Typically, TAs or other staff who may observe what they believe to be a test impropriety or irregularity report the incident to their STC. STCs then report to the DTC, who makes the formal initial report of a potential test impropriety or irregularity to ODE Test Security. The DTC is responsible for coordinating with ODE and conducting any necessary investigation. [TCs may insert local policies/protocols for internally reporting potential test improprieties and irregularities at this point in the training.] Immediately pausing tests impacted by a potential test impropriety or irregularity and not resuming testing before the DTC’s full investigation and confirmation from ODE regarding the outcome mitigates impact on students. In some cases, allowing a student to continue testing before resolving the issue can significantly limit the options available to that student. Resuming testing before resolution can make the difference between whether the tests impacted can be reset and remain valid or must be invalidated and that testing opportunity lost to the student or students. If there is any doubt about whether an incident or behavior is permissible, either for students or adults, always check the TAM and/or seek clarification. TAM, Section 3.6: Reporting Test Improprieties

New Process for 2016-17 (For DTCs Only)
Reporting Improprieties New Process for (For DTCs Only) DTCs will use a web form to submit all potential test improprieties and irregularities How-to document and video available at go/testsecurity DTCs must submit an initial report for all potential test improprieties to ODE within one day of learning of the potential test impropriety. Similarly, DTCs must report all test irregularities that impact either test security or test validity. Based on the initial report, ODE may request further investigation by the DTC, in which case the DTC must provide results to ODE within 30 calendar days. These expectations are unchanged from previous years New for , DTCs will submit their initial report electronically using an online form available at the link shown at the bottom of the slide. A step-by-step guide and how-to video are also available at this link to assist DTCs with using the new online form and submission process. This new submission process will also be covered in the required DTC training. This new online form is indented streamline the reporting and final determination process. TAM, Section 3.6: Reporting Test Improprieties Test Impropriety Report Form:

Potential Consequences
Reporting Improprieties Potential Consequences Impacted tests may be invalidated, meaning the student loses their test opportunity In rare cases, tests may be reset Significant breaches of security could result in disciplinary action by the Teacher Standards and Practices Commission (TSPC) or the district When an impropriety occurs, ODE will work with the DTC to confirm the appropriate outcome. All possible outcomes are summarized in Table 14 of Section 3.5 of the TAM, shown here on this slide. Although ODE works to mitigate impact on students, due to the severity of the incident the impacted tests must be invalidated. Under certain conditions, as described in Table 14, it is possible that a test may be eligible to be reset, reopened, or even that there is no impact. As mentioned earlier, allowing a student or students to continue testing before the appropriate outcome is determined may negatively impact the options available, even eliminating the possibility of resetting or reopening a test. TAM, Section 3.5: Consequences of Test Improprieties

Online Resources Test Administration Manual: Oregon Accessibility Manual Promising Practices to Avoid Improprieties: Test Security Assurance Forms: Test Impropriety Report Form: Finally, on this slide additional resources available to assist you in your role throughout the year are listed. This concludes the test security module. [TCs may insert locally developed resources relating to test security at this point in the training.]

NOTE This is the end of the training modules required for all TAs.
The next 3 modules are required based on the tests you will be giving this year. Skip any slides related to tests you do not give.

2016-17 Smarter Balanced Assessments
Hello, my name is Bryan Toller and this is the Smarter Balanced training module for the school year which is required for all district and school test coordinators, as well as Smarter Balanced test administrators. Required for DTCs, STCs, and Smarter Balanced TAs

Topics Scheduling Administration Key Elements Resources
Understand how to navigate the Smarter Balanced System, administer the Smarter Balanced assessments appropriately and understand the processes related to online testing.

Scheduling Ensure students have sufficient time to complete both parts of each assessment

PPS Test Window for Smarter Balanced: March 13 – June 9
Scheduling Schedule PPS Test Window for Smarter Balanced: March 13 – June 9

Scheduling Schedule The CAT and the PT sections of the test should be given on separate days; finish one before starting the other. It is recommended, but not required, that the CAT (or non-performance task items) be administered first. ELA Performance Tasks may be given over multiple sessions; Math is recommended to be completed in one session. Neither portion of the test is timed; students should be allowed to continue working as long as they are making progress. Whichever is administered first, students shouldn’t have both the CAT portion and the PT portion of the test both open at the same time. (TAM: 7.1 Components of the Smarter Balanced Assessments)

Smarter Balanced Summative Components
Scheduling Smarter Balanced Summative Components CAT Test (Computer Adaptive Test) Item Types: Selected Response (Multiple Choice) Technology-Enhanced/Enabled Items Short Constructed Response Performance Task Two-day event in ELA; recommended single-day in Mathematics ELA will access multiple resources Short answer questions provide scaffolding CAT Test works similarly to our previous OAKS tests, which were also adaptive. The question difficulty adjusts as the student works through the test, providing either easier or more difficult items based on correct/incorrect student responses on the machine-scored items. (TAM: 7.1 Components of the Smarter Balanced Assessments)

Smarter Balanced Assessments
Scheduling Smarter Balanced Assessments SB Retest Opportunity for Grade 12 this year Only one opportunity in each content area Each CAT test opportunity is subject to a 45-day expiration period from the start date. Each PT test opportunity is subject to a 20-day expiration period from the start date. (TAM: 5.1 Testing Time and Recommended Order of Administration)

Equitable access for all students
Administration Equitable access for all students

Administering Smarter Balanced
Administration Administering Smarter Balanced Directions full text/simplified Correct test Non-embedded supports (dictionary) (TAM: 5.1 Testing Time and Recommended Order of Administration; OAM: Table 2.1: SB Embedded Universal Tools)

Administration Scratch Paper Scratch paper is a non-embedded universal tool available to all students. Scratch paper must be collected and securely shredded at the end of each test session. Scratch paper used for notes on the CAT constructed response items or PTs can be retained and securely stored between test sessions. To retain scratch paper TAs must direct students to write their names (or some appropriate identifying information) on their scratch paper, and then collect and inventory the scratch paper at the end of each test session. Retained scratch paper must be kept in a securely locked room or cabinet that can only be opened by authorized staff. Upon completion of the test scratch paper must be securely destroyed. (TAM: 5.1 Testing Time and Recommended Order of Administration; OAM: Table 2.2: SB Non-embedded Universal Tools)

Pause Rules Administration
Tests can be paused at any time; students get a warning message to verify they want to pause. If a CAT test is paused less than 20 minutes, students may review questions already answered. If a CAT test is paused more than 20 minutes, students may not review or change questions already answered. When resuming after a pause, the student sees the first page that has unanswered questions. If a test is idle for over 20 minutes, the system will automatically pause the test and log the student out. There are no pause limits for the performance task portion of Smarter Balanced tests. (TAM: 6.4 Pause Rules and Test Expirations; OAM: Table 2.1: SB Embedded Universal Tools)

Knowing the different resources across assessments
Key Elements Knowing the different resources across assessments

Key Elements for ELA Key Elements
Smarter Balanced combines four elements of English language arts into one test: Reading, Writing, Listening, and Research; there will be an overall score for ELA and sub-scores for each of those four elements. Listening items will require each student to have headphones. Resources formerly available during the test may no longer be (e.g., spelling lists, graphic organizers, scoring guides); check the Oregon Accessibility Manual for specific allowable supports. Students at ALL tested grades will be doing a Performance Task which will require them to write an essay.

ELA Paginated Items Key Elements
When more than one item is attached to a stimulus, the default setting on the ELA assessment will be for items to be “paginated” (default for Math in PT is to scroll, but can be set to paginate as well). Students can navigate through the items associated with a stimulus by clicking on the numbers in the upper right hand portion of the screen. Check marks appear above items that students have responded to, making it easier for students to identify items they may have missed. The “Back” and “Next” navigations buttons can also be used to move from item to item, and must be used to move onto the next item or block of items after this block has been completed. This functionality may be turned off in TIDE, reverting to the previous format of scrolling through all items associated with a stimulus, if it might benefit a student to do this.

Calculator for Math Grade 6
Key Elements Calculator for Math Grade 6 Legacy Standard Calculator Desmos Standard Calculator This is the Desmos Smarter Balanced standard calculator it will be the operational calculator for This is only available on the Smarter Balanced 6th grade math test. The calculator is an embedded Universal Tool. Desmos calculators will become available on the practice tests November 1, 2016. Graphing, Regression, Scientific calculator grade 11 Scientific calculator grades 7-8 4 function for grades 6

Calculators for Math Grades 7 & 8
Key Elements Calculators for Math Grades 7 & 8 Legacy Scientific Calculator Desmos Scientific Calculator This is the Desmos Smarter Balanced scientific calculator it will be the operational calculator for This is only available on the Smarter Balanced 7th and 8th grade math test. The calculator is an embedded Universal Tool. Desmos calculators will become available on the practice tests November 1, 2016. Graphing, scientific, regression calculator high school Scientific calculator grades 7-8 4 function for grades 6

Calculator for Math Grade 11
Key Elements Calculator for Math Grade 11 Legacy Graphing Calculator Desmos Graphing Calculator This is the Desmos Smarter Balanced scientific, graphing, and regression calculator it will be the operational calculator for This is only available on the Smarter Balanced high school math test. The calculator is an embedded Universal Tool. Desmos calculators will become available on the practice tests November 1, 2016. Scientific calculator grades 7-8 4 function for grades 6

Adequately prepare both teachers and students
Resources Adequately prepare both teachers and students

Smarter Balanced Practice
Resources Smarter Balanced Practice Training Test ELA organized by grade band 3-5, 6-8, and high school Math organized by grade band 3-5, 6, 7-8, and high school 6-9 questions includes all item types Includes all embedded universal tools, designated supports, accommodations, and language supports Practice Test Organized by grade Approximately 30 items of varying difficulty Includes a Performance task Available at oaksportal.org Training test: try supports on items (may require a proctored test session) Practice test: provides look at grade specific operational assessment (OAKS Portal:

Training Tests vs. Practice Tests
Resources Training Tests vs. Practice Tests Use the training test if You want to familiarize students how to navigate the test and learn how to complete the different item types Your intent is NOT to look at grade level content or items at the appropriate level of difficulty. Use the practice test if You want students to see grade level items and practice responses to them. You want students to experience items across all claim areas. You want students to have practice on the Performance Task.

Smarter Balanced Test Documents
Resources Smarter Balanced Test Documents Test Blueprints Number of items Score points (weighting) Depth of knowledge Content Specifications List of all Assessment Targets Identify which CCSS each Target assesses Item Specifications Broken out by grade level, Claim, and Target Contains Task Models Appropriate Stems Link to access these resources is provided at the end of this PowerPoint. Teachers should spend time looking at these materials to help inform how they prepare students to be successful on the assessments.

Online Resources OAKS Portal (Practice & Training Test)
Test Specifications and Blueprints There are some online resources available, the Test Administration Manual, the Oaks Online User Guides and the OAKS Portal. ADD TO ALL LINKS SLIDES FOR PRACTICE TESTS

2016-17 OAKS Online Science & Optional Social Sciences
Hello, my name is Jordan Heide and this is the OAKS Online Science and Optional Social Sciences training module for the school year which is required for all district and school test coordinators, as well as OAKS Online Science and Social Sciences test administrators. Required for DTCs, STCs, and OAKS Online Science, Social Sciences TAs

Topics Scheduling Administration Resources
The three topics covering in this module will cover scheduling, test administration, and additional resources.

Scheduling ensures students have sufficient time and resources to complete the assessment. Adequate scheduling ensures that students have sufficient time and resources needed to complete the assessments.

Scheduling Test Requirements The Science Assessment is required to be given to every student in grades 5, 8, and 11. 95% of students are expected to participate in the Science Assessment The Social Science Assessment is an optional test for students in grades 5, 8, and 11 and there is no participation requirement PPS test window for OAKS = Jan 10 – June 9 Students in grades 5, 8, and 11 take the OAKS science assessment, with the expectation that at least 95% of students participate. The Social Science Assessment remains an optional test for students in grades 5, 8, and 11 and there is no participation requirement. These requirements are the same as previous years. TAM, Appendix A: Test Schedule

Test Opportunities & Expiration
Scheduling Test Opportunities & Expiration For students in grades 5 and 8, there are two opportunities per subject settings Students who have already met standard may not retest unless the district first receives explicit consent from the student’s parent or guardian for the current school year. For students in high school, there are three test opportunities available per year Students in grades 8 through 10 may target up to the grade 11 test and bank a passing score Each test opportunity is subject to a 45-day expiration period The number of opportunities students have for each assessment is different depending on grade level. Students in grades 5 and 8 have two opportunities per subject. Students in grades 8 through 10 may target up to the grade 11 test and bank a passing score. Students have three test opportunities available per year for attempting the grade 11 test. Please note that once a student has passed the OAKS Science or Social Science Assessment, they may not retest again without written parent permission. For criteria for that written consent to retest, consult Appendix B: Student Inclusion in the TAM. Regardless of grade level, each test opportunity is subject to a 45-day expiration period which begins the moment the student first logs into the test. TAM, Section 5.1: Testing Time and Recommended Order of Administration TAM, Appendix B: Student Inclusion

ensures equitable access for all students.
Administration ensures equitable access for all students. Consistent administration practices ensures equitable access for all students, regardless of school or district.

Preparing Before Testing Review Section 8.0 Administering the OAKS Online Assessments Identify students taking the Extended Assessment Identify students to be tested and their test settings Make sure you have the correct SSID for each student Identify students who need stacked Spanish/English or Braille format Identify students who need accessibility supports Provide students with opportunities to become familiar with the test format and technology Before testing begins, review Section 8.0 of the TAM for administration rules and recommendations, including verbatim directions. Ensure the students who will be taking the Extended version of the assessment are identified and alternate plans are made for those students. All test settings, including embedded supports, need to set before testing begins. Students will also need to have access to their SSID number and any non-embedded accessibility supports. Practice tests are available online at the OAKS Portal for TAs and students to become familiar with the test format and technology for each assessment. TAM, Section 8.0: Administrating the OAKS Online Science and Social Sciences Assessments OAM, Section 3.0: OAKS Science and Social Sciences

Administering Test Administration Monitor to ensure that students only have access to the accessibility supports listed in the Oregon Accessibility Manual If breaking up the test into multiple sessions, allow students to finish all presented items on the screen before pausing the test. If students pause the test for more than 20 minutes, they will no longer be able to return to previously answered or marked items when they log back in. During testing, students may not access any materials not explicitly identified on the content area-specific accessibility supports list that is found in the new Oregon Accessibility Manual. For example, students may not access materials such as class notes, electronic translation devices, or cell phones during testing. Also, used scratch paper or printed passages/items must be collected and securely destroyed at the end of each testing session. When pausing a test to resume later, allow students to finish responding to the items presented on the screen before pausing. Please remember if a student pauses for more than 20 minutes, they will not be able to return to the previously answered or marked items for review when they log back into the test. For more information on test administration, consult the sections of the TAM referenced at the bottom the slide. TAM, Section 8.3: Testing Over Multiple Sessions or Days TAM, Section 2.4: Secure Handling of Printed Test Materials and Note Paper TAM, Section 6.4: Pause Rules and Test Expirations

to adequately prepare both teachers and students.
Resources to adequately prepare both teachers and students. Next are resources available to adequately prepare both teachers and students.

Practice Tests Resources Organized by grade level
Provides example questions and includes all item types Includes all embedded universal tools, designated supports, accommodations, and language supports The practice tests will be made available at oaksportal.org in October. The practice test include example questions for both assessments at each grade level. These also allow TAs and students to try out accessibility supports. In addition to the practice testes, the OAKS Portal also includes links to the calculators students will encounter in the science assessment. OAKS Portal:

Online Resources Test Administration Manual
Oregon Accessibility Manual: OAKS Portal (Practice Tests) Finally, the links to the resources listed on previous slides are provided here.

English Language Proficiency Assessment for the 21st Century (ELPA21)
Hello, my name is Michelle McCoy and this is the English Language Proficiency Assessment for the 21st Century training module for the school year which is required for all district and school test coordinators, as well as ELPA21 test administrators. During this training module, I will use both “ELPA” and “ELPA21” interchangeably to refer to this summative English Language Proficiency Assessment for Oregon. Required for DTCs, STCs, and ELPA21 TAs

Topics Scheduling Administration Key Elements Best Practices
Here are the topics that this module will be covering

Purpose and Use ELPA21 measures the proficiency of English Learners (ELs) in reading, writing, speaking and listening English based on Oregon’s English Language Proficiency Standards. Used as part of Title I accountability to document which students are Limited English Proficient and Title III Accountability incorporated into the Annual Measurable Achievement Objectives (AMAO). Required for all students eligible to receive English Language Development (ELD) services. The purpose and use of the ELPA summative comes from Title III rules. The EL Program Guide is located on ODE’s Title III web page. The page link is provided at the end of this testing module for easy reference. EL Program Guide

Equitable access for all students
Scheduling Equitable access for all students First, we’ll talk about the ELPA21 schedule for

Test Schedule and Scoring
Scheduling Test Schedule and Scoring official ELPA21 test window: February 7– April 27 Each test opportunity is subject to a 45-day expiration period and expired assessments are not re-opened. PPS Recommended Test Window for ELPA21 February 7 – March 24 The testing window for the online assessment is planned for 1/10/17 through 4/13/17. The window was adjusted slightly, to close on Thursday 4/13/17, adding 2 days due to some downtime that we will experience during the ELPA window. As always, there is a 45-day expiration period. The count of days begins from the date of the student’s first log-in for the ELPA. If your district has a student that will participate in the ELPA21 Braille paper/pencil assessment, please plan for that testing to occur later in the window. When a district requests a Braille ELPA21, ODE will contact the DTC with further information about availability of that test form during the ELPA21 window. TAM, Appendix A: Test Schedule TAM, Section 9.5: Student Directions

Single test with two segments
Scheduling ELPA21Components Single test with two segments Segment 1 – Reading, Writing and Listening domains in random order Segment 2 – Speaking domain For , ODE and its test vendor (American Institutes for Research/AIR) anticipate that the ELPA21 will be in two segments this year. The first segment will account for 3 domains: reading, writing, and listening. The second segment will be the Speaking domain. (TAM: 9.1 Components of ELPA21)

Before Testing Identify students to be tested
Scheduling Before Testing Identify students to be tested Make sure you have the correct SSID for each student Make sure each student’s LEP flag is set to “Y” in TIDE Verify that any domain exemptions are programmed in TIDE before starting the test Provide students with opportunities to become familiar with the test format and technology Check headsets to ensure they are properly installed and functioning correctly Use the Practice Test or the AIR diagnostic tool to check headsets Prior to testing, please review the settings for the students to ensure that students who were reclassified out of the EL program during have an LEP code of “N” (because they should not participate in the ELPA during 16-17), and all in-program ELs have the flag set to Y. The ELPA will not appear in a student’s list of tests if the LEP code is set to N. Domain exemptions are allowed on the Oregon ELPA – up to 3 of the 4 domains may be exempted, as per the IEP team decision making. This must be reflected in the student’s IEP prior to starting the test. The exemptions should be verified before the student logs in and starts the test. All students who are participating in the ELPA should have multiple opportunities to practice. This is also a great opportunity for school staff to verify that their ELPA headsets are functioning correctly and that the volume is set to an appropriate level. TAM, Section 9.4: Administration Procedure

Administration Ensure students have sufficient time to complete all assigned segments of the assessment.

Test Administration Administration TAM, Section 6.2: Preparing
Monitor to ensure that students only have access to the allowable resources listed in the Oregon Accessibility Manual (OAM) If breaking up the test into multiple sessions, allow students to finish all presented items on the screen before pausing the test. For the ELPA21 Speaking domain, students may receive a pop- up warning if the recorded response is too soft. Students can play back their responses to verify before moving on, and can re-record if necessary. Note: For tasks with multiple recordings, the warning will come at the end of the group of recordings and will list the item numbers that potentially have recordings that are perceived as too soft by the computer. Students should then go back to the items listed and replay/re-record if they choose. In Section 6.0 of the Oregon Accessibility Manual, you will find the ELPA21 accessibility supports tables. Please review these tables prior to testing, and remember to ensure that each student has access only to allowable resources. Since , the ELPA test delivery system has had a “too soft” warning for the speaking recordings. Although our test vendor has it set at optimal levels for the overall system, local technology and volume settings at the school level can affect how often a student receives this warning when making the recordings. Remember that if a student gets the “too soft” warning, there is no obligation for them to re-record. Best practice is that the student should playback the recording. If he or she is satisfied with the recording, there is no reason to re-record. If the recording is garbled or inaudible, best practice is to re-record, but this is the student’s choice at that time. For some ELPA21 speaking tasks, there are clustered, or grouped, speaking items – if the computer system perceives that one (or all) of the clustered recordings are too soft, the pop up warning will include the test question number that caused the warning. The student can then go back to that item (or items, if more than one in the group), and follow the best practices I outlined a moment ago. If the warning message appears again after the student has re-recorded and/or is satisfied with the response, the student is allowed to move on. There is never a reason to cause a student to re-record over and over again if the response is audible and the student is satisfied. The required verbatim instructions for students provided in the TAM now include this information to try to reduce the number of times students re-record when it is unnecessary. TAM, Section 6.2: Preparing TAM, Section 5.0: Scheduling

Test Administration (cont.)
For students whose IEP or 504 Plan exempts them from a domain, enter the domain exemption in TIDE as a restricted resource prior to approving the student to test. All domain exemptions that were programmed during have been removed from TIDE. When in doubt, do not start the ELPA21. As previously noted, domain exemptions from a student’s IEP must be pre-programmed before the student begins the ELPA. If the student begins the ELPA with inappropriate domains being administered, this must be reported. The student should not be inappropriately tested. Please review the TAM for additional information on this topic. Also, note that it generally takes at least 1 business day for a recently-programmed domain exemption to appear correctly for the student -- It is not instantaneous. If there is any doubt about which domain exemptions a student on an IEP should have, do not start the ELPA. Verify the correct exemptions are programmed prior to allowing the student to begin the test. Of note, remember that the IEP that is in force when the student started the ELPA is the IEP that governs any domain exemptions. If the domain exemptions are changed (due to the scheduling of the annual IEP meeting), but the student has already started the test, the IEP that was in force on the start date that the student logged in to start the ELPA dictates which domain exemptions the student should have. Although this procedure has been in force for many years, there is usually one or two cases of confusion about this each year. If there is a potential conflict due to IEP meeting dates, do not have the student start the ELPA (thereby locking in the domain exemptions for that test). Instead have the student begin the test after the updated IEP is in force, but always keeping in mind the testing window ends on April 13th and the number of sessions that student might need to fully complete his/her ELPA by the test window closure date. TAM, Section 9.3: Exempting Domains

Knowing the different resources across assessments.
Key Elements Knowing the different resources across assessments.

Important dates to remember
Key Elements Important dates to remember English Learners can have different assessment requirements depending upon their original entry date into US schools See Table 20 in Appendix B of the TAM for specific dates that may apply to your newcomer English Learners during Newcomer English Learners may have different testing requirements for the content tests. Please see Table 20 for the listing of important dates and testing requirements, keeping in mind that all ELs must participate in the annual ELPA if the window is open and the student is officially identified as an EL during that time. TAM, Appendix B: Administration Codes

Key Administration Points
Key Elements Key Administration Points An identified EL cannot be exempted from taking ELPA21. All identified ELs must participate. Schools must use the ELPA21 for ALL students eligible for services under the ESEA criteria for an English Learner, regardless of whether the student actually receives services. Reclassified students in Year 1 or Year 2 of monitor status should not participate in the ELPA21unless they were reclassified “late.” No ELPA21 test items should ever be translated or read aloud. As just mentioned, no identified EL can be exempted from participating in the annual ELPA. There are no “4-domain exemptions.” This is federal guidance that has been specifically in force for a number of years. Refer to the EL Program Guide for additional information on this topic Always refer to the Oregon Accessibility Manual Section 6.0 ELPA21 for information on translations of directions only on the ELPA items. There is no read-aloud of passages or test questions for the ELPA, other than what is pre-programmed into the online test itself. EL Program Guide

Ensure an optimal test environment for students
Best Practices Ensure an optimal test environment for students

Best Practice Reminders
Best Practices Best Practice Reminders Familiarize yourself and your students ahead of testing about available accommodations and supports, especially for newcomer ELs. The ELPA21 Consortium recommends smaller testing groups while students acclimate to the assessment. The recommended ratios are: Grade Band Number of students Number of TAs Kindergarten and Grade 1 1 to 5 1 Grade band 2-3 1 to 3 Grade band 4-5 8 Grade band 6-8 10 Grade band 9-12 20

Best Practices Best Practices (cont.) You may have students pause the ELPA21 at the end of the first segment (prior to the speaking domain), then have the student resume later, being sure to keep in mind the 45-day test expiration period. You might choose to provide students with a name tag with picture to avoid confusion during the log-in process.

Online Resources ELPA21 Webpage http:www.ode.state.or.us/go/elpa21
Test Administration Manual, Section 9 Promising Practices: OAKS Portal and Practice Tests: Oregon Accessibility Manual: EL Program Guide

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