1. 2011-12 School Test Coordinator (STC) Training - NCSD

2. 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

3. 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

4. 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

5. New for 2011-12: Braille Interface of OAKS Online Subjects: Reading, Math, Science, and Social Sciences Equipment: JAWS 12 Screen Reader, Refreshable Braille Display, and Tactile Braille Embosser Training: Test Administration & Security Training plus Braille Interface Training OAKS Paper-Based Braille format no longer available Required Assessment Options (cont’d) STC Training

6. 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 Required Assessment Options (cont’d) STC Training

7. 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!! Required Assessment Options (cont’d) STC Training

8. 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! Required Assessment Options (cont’d) STC Training

9. 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 Required Assessment Options (cont) STC Training

10. OAKS Online 11/8 – 5/17 *includes Braille Interface and Grade 3 Spanish Reading 1 st Opportunity 11/8 – 1/10 Subsequent Opportunities 1/11 – 5/17 OAKS Writing (Paper/Pencil) Winter (Grade 11 Only) 1/11 – 2/23 Spring (Grade 11 Only) 4/11 – 5/17 OAKS Writing (Online) Winter (Grade 11 Only) 1/11 – 3/16 Spring ( Grade 11Only) 3/26 –5/17 Extended Assessment 2/16 – 4/26 ELPA 1/11 – 5/10 PSAT/NMSQT 10/12 or 10/15 NAEP 1/23 – 3/2 http://www.ode.state.or.us/search/page/?id=499 Test Schedule STC Training

11. 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 Test Schedule (cont’d) STC Training

12. Do’s STCs may set school test schedules for OAKS Online and Writing tests in collaboration with DTCs STCs must coordinate determination of appropriate assessment options for students STCs must coordinate secure storage, distribution, and inventory of paper test materials for the school STCs may code students who do not test because they were not enrolled during the school test window using Administration Code 8 in student centered staging Do’s and Don’ts STC Training

13. Don’ts STCs may not set school test schedules for Extended Assessments or the ELPA STCs may not extend the school test window once it is in progress or test students outside of that window Dos and Don’ts (cont’d) STC Training

14. To protect student confidentiality, if log-in cards are used, be sure to store them securely. Schools must take all practical steps to maintain the security of SSIDs by making sure they are not displayed publicly on items such as web sites, student body cards, or other posted documents or lists. To ensure that students receive the appropriate assessment, schools should keep track of which students must take the Braille format, receive restricted resources, or take OAKS Extended; To manage access and pace of testing opportunities, schools may restrict students in TIDE from accessing OAKS Online for specific test subjects. To avoid test expirations, schools should track which tests are close to expiration and ensure those students complete testing before the 45-day expiration period ends. Promising Practices STC Training

15. 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 In a Nutshell STC Training

16. STCs coordinate determination of appropriate assessment options for students STCs assist DTCs in ensuring that all test administrators receive test administration and security training STCs ensure security of paper test materials before, during, and after testing In a Nutshell (cont’d) STC Training

17. Test Administrators Required for STCs & TAs

18. 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

19. 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

20. What’s new 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 OAKS Online

21. What’s new (cont’d) Writing Assessment is available for students in Grade 11 only This year’s 11 th graders may use Writing Performance for Writing Essential Skills requirement ELPA ELPA Core and ELPA Speaking combined into single test Test Administrators Writing Performance Assessment

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. TAs must receive training each year TAs enforce valid test environment for students When in doubt about a particular testing practice, before testing begins: – Check the Manual – Check your training notes – Ask your School Test Coordinator – If all else fails, assume the answer is “no” In a Nutshell Test Administrators

30. Accommodations Required for STCs & TAs

31. Objectives Identify and understand the purpose of accommodations Administer accommodations appropriately Accommodations

32. 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-7-7-2011- 12_hc.pdf. http://www.ode.state.or.us/teachlearn/testing /admin/alt/ea/accman-update-7-7-2011- 12_hc.pdf Accommodations

33. 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

34. 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

35. 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

36. 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

37. Do’s and Don’ts Do’s Refer to the accommodations manual for accommodations implementation guidance. Refer to student’s IEP or classroom practices to determine which accommodations should be provided. Note that although writing prompts may now be translated locally, they must be completed in advance by a trained translator endorsed by the district and must be stored securely. Translator also needs to be trained in Test Security and sign an Assurance of Test Security form. Accommodations

38. 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.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

39. 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

40. 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

41. 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 In a Nutshell Accommodations

42. Test Security Required for STCs & TAs

43. 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

44. A quiet environment, void of distractions and supervised by a trained test administrator Visual barriers or adequate spacing between students Student access to only allowable resources All paper test materials collected and accounted for after each testing event – including printed reading passages (or test items) Student data is treated as confidential – no e- mailing names and SSIDs together Test Security Secure Testing Environment

45. 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 Definition and Purpose

46. Test opportunities may be invalidated in cases where test validity was compromised. Students will not receive additional test opportunities. If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to TSPC within 30 days. Personnel may then be subject to disciplinary action as determined by TSPC. Districts may also evaluate cases according to their own Human Resource policies. Private schools and programs may have their access to state tests revoked. Potential Consequences Test Security

47. 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 Do’s and Don’ts Do’s

48. 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 Dos and Don’ts (cont) Don’ts

49. 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. Test Security Promising Practices

50. Test materials must be inventoried and securely stored both before and after each testing event. Only authorized staff who have signed an Assurance of Test Security Form may have access to secure test materials. Scratch paper and all other printed materials written on by students during testing must be collected and securely shredded at the end of each testing event. DTCs must report all test improprieties to ODE within 1 day of learning of them. Report form is available at: In a Nutshell Test Security www.ode.state.or.us/go/testsecurity

51. OAKS Test Delivery System Required for STCs & TAs

52. 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 Objectives Test Delivery System

53. www.oaks.k12.or.us Dedicated to OAKS Online, ELPA, and the Writing Assessment Provides ODE, ESD, district, and school staff with access to the following applications: – Test Information Distribution Engine (TIDE) – OAKS Online Reporting System – Test Delivery System (TDS) - TA Interface (Test Administration) – Test Delivery System (TDS) - Student Interface – TA Training Site – Student Practice Test – News and important updates relating to OAKS Online, the ELPA, and the Writing Assessment – Download of Secure Browsers 5.0 (installation instructions and FAQs) OAKS Portal Test Delivery System

54. Centralized login to access multiple OAKS systems – Via OAKS portal – User has access to all systems (depending on security) – Easily navigate between OAKS systems – Administer OAKS Online, ELPA, and Online Writing tests TA InterfaceTIDE Online Reporting SystemTA Training Site Common Login System Test Delivery System

55. OAKS System Operating System OS Version Supported Browsers Notes TIDE TA Training Site TA Interface Online Reporting System Windows 2000 Firefox 2.0–4.0 Internet Explorer 6 Pop-up blockers must be disabled and JavaScript must be enabled XP Firefox 2.0–4.0 Internet Explorer 6, 7, 8 Vista Firefox 2.0–4.0 Internet Explorer 7, 8, and 9 7 Firefox 3.6–4.0 Internet Explorer 8 and 9 Mac OS X 10.3Firefox 2.0 10.4 Firefox 2.0–4.0 Safari 3 10.5 Firefox 3.0–4.0 Safari 3 and above 10.6 Firefox 4.0 Safari 4 LinuxK12 LTSPFirefox 2.0–4.0 Student Practice Test Windows Firefox 2.0–4.0 Windows Secure Browser 5.0 Pop-up blockers must be disabled and JavaScript must be enabled Mac OS X Firefox 2.0–4.0 Mac Secure Browser Linux Firefox 2.0–4.0 Linux Secure Browser 5.0 Student Interface Windows2000, XP, Vista, 7Windows Secure Browser 5.0 Must use the OAKS Secure Browser Mac OS X 10.3Mac Secure Browser 3.6 10.4-10.6Mac Secure Browser 5.0 LinuxK12 LTSPLinux Secure Browser 5.0 Supported Browsers (by OAKS Online System) Test Delivery System

56. 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.www.oaks.k12.or.us Note: Some images in this presentation are preliminary; actual cosmetic look is not final. Overview of Test Delivery System Test Delivery System

57. TA Interface Enhancements – Mobile device support for TA Interface – Session Handoff feature allows TAs to switch machines while administering tests without interruption to their test session – Now displays the duration that a student’s test has been paused (in a test session) Student Interface –Only one opportunity available between 11/8/2011 and 1/10/2012 – New Braille Interface for students who use Braille for Reading, Math, Science, and Social Sciences – New computer-based read-aloud feature for Math, Science, and Social Sciences – Additional levels of enlarged print – More calculator features for Math, Science, and Social Sciences tests Note: Some images in this presentation are preliminary; actual cosmetic look is not final. New Features for 2011-2012 Test Delivery System

58. 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

59. 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. Test Delivery System

60. TA Interface (cont’d) Student Test Settings and Approvals –Approvals Preview (right) allows TAs to see students that need to be approved while monitoring test progress –The complete list of students awaiting approval will display on a pop-up screen Oaks Online

61. TA Interface (cont’d) Student Test Settings and Approvals –Adjust test settings for an individual student Oaks Online

62. 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

63. 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

64. 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

65. Student Test Settings (Cont’d)  Text-to-Speech Computer-based read-aloud accommodation available for OAKS Math, Science, and Social Sciences Recommended for use with Windows 7 or Mac 10.6 for optimal results Spanish read-aloud supported for Spanish-English side- by-side tests—to use, districts must purchase and install Spanish voice pack (for optimal results, ODE and AIR recommend the Marta voice pack from Cepstral for Windows users and the Rosa voice pack from Infovox for Mac users) Headsets USB headsets Ensure sound works with headsets on each computer prior to testing. The student login screen contains a diagnostic tool to verify that audio is working within the secure browser. The student will also be prompted with a sound-check as part of the approval process. Test Delivery System

66. 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

67. Student Interface at A Glance Test Delivery System

68. 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 Dos and Don’ts Test Delivery System

69. Don’ts OAKS Online users must not share their login information and passwords, even with other authorized users. Do not use last year’s OAKS Secure Browser. Old secure browsers should be uninstalled before installing the new secure browsers. Do not approve students to test until you are sure the students are taking the correct test at the right time. Do not approve a student to take the ELPA unless his or her LEP flag is set to “yes.” Do not let tests linger, they will expire after 45 calendar days. Dos and Don’ts (cont’d) Test Delivery System

70. 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 Promising Practices Test Delivery System

71. Resources on the website Updated OAKS Online User Guides are now available. 2011-2012 OAKS Secure Browsers were made available on the OAKS portal July 1, 2011. Find and practice using enhancements to the Portal, Student Interface, Test Administrator Interface, Reports, etc In a Nutshell http://www.ode.state.or.us/search/page/?=391 Test Delivery System

72. Test Information Distribution Engine (TIDE) Required for STCs & TAs

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

74. 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 Overview

75. User Roles and Access – OAKS users (DSA and lower) are associated with a district and/or institution(s). Current roles are (in order of hierarchy): State, DSA, DTSA, STC, TA, and TT. System Requirements around Browsers and Operating Systems Add/Modify Users – TIDE allows the following: view/edit users, upload users, add users. TIDE What’s the Same?

76. Accommodation Codes are now separated by Subject More efficient search tool (for Users and Students) Student Details now have a “Braille” option for students taking OAKS Online using the Braille Interface Suppress Score Feature: Allows user to change a student’s settings so they do not see their score when they finish an OAKS Online test TIDE New for 2011-12

77. 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

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

79. 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

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

81. 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

82. 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

83. 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

84. 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

85. 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

86. Dos Use the LEP flag for those students who will take the ELPA. Use student restrictions function to manage student access to specific assessments in OAKS Online. Use student test settings to assign system features and restricted resources to students by test subject (e.g., language, zoom, print- on-request). Use the order function to place orders for the winter and spring Writing Performance Assessments. TIDE Dos and Don’ts

87. Don’ts TIDE users must not share their TIDE log-in information and passwords, even with other authorized TIDE users. DTSAs or DSAs must not set the item print- on-request restricted resource for students without a documented need (e.g., IEP, 504 Plan, or other district documentation) TIDE Dos and Don’ts (cont)

88. 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.

89. TIDE is available through the OAKS Portal TIDE User Guide is available on-line In a Nutshell TIDE

90. Online Reporting System Required for STCs & TAs

91. 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. Objectives

92. 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 Overview

93. 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

94. 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 11 th graders have earned over the past three years. This means that the reports will show more accurate proficiency rates, even if the 11 th grade students demonstrated proficiency in their 9 th or 10 th 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.

95. 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

96. 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

97. 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

98. 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?

99. 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?

100. 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)

101. Performance Reports: Student Report The Performance Reports provides the family- friendly student report and other data and tools.

102. 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

103. Test Management Center Features Summary Statistics View statistics on how many students have tested at each opportunity 00

104. 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

105. 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

106. 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)

107. 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)

108. 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 9 th 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.

109. 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 non- Oregon 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

110. 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

111. 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 Dos and Don’ts (cont’d)

112. 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

113. 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 In a Nutshell

114. E L P A English Language Proficiency Assessment Required for STCs & TAs

115. 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 ELPA

116. Purpose and Use 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

117. 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 15 th. Exact ELPA administration dates are determined by the District and Schools ELPA

118. 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. ELPA

119. 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 Select Test –If logging into an ELPA session, will only see ELPA test opportunity –If logging into multiple subject session, will see multiple subject tests TA Approval required to start test Confirm test -- “Is this your test?” screen 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 Select Test –If logging into an ELPA session, will only see ELPA test opportunity –If logging into multiple subject session, will see multiple subject tests TA Approval required to start test Confirm test -- “Is this your test?” screen Test Administration 1 2 1/3 3 4 5

120. 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). ELPA Dos and Don’ts

121. 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)

122. 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)

123. 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 Do’s and Don’ts (cont)

124. 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

125. 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)

126. 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 Promising Practices (cont)

127. ELPA will be one, adaptive test consisting of two segments, with the Speaking segment administered second. All LEP students in grades K-12 must take the test. Only those students with a valid ELPA score and a valid submission in the LEP collection will be counted as LEP for accountability reports. In a Nutshell ELPA

128. Writing Assessment Required for STCs & TAs

129. Writing Objectives Understand the ways in which the writing assessment differs from other assessments Conduct writing testing appropriately

130. 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 Definition

131. 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 Purpose

132. 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 Test Schedule

133. 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 Grade 11 Only

134. 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 Ordering Paper-Based Writing

135. 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. Writing Scoring

136. 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 Writing Do’s and Don’ts

137. 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 Do’s and Don’ts (cont)

138. 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 11 th graders Writing Promising Practices

139. 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 In a Nutshell Writing

140. Essential Skills Required for STCs & TAs

141. Objectives Review Requirements and Implementation Timeline Understand Assessment Options Describe Resources Available Essential Skills

142. 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

143. 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

144. Assessment Options 9/3/2015 TestReadingMathWriting OAKS236 40 ACT or Plan1819N/A WorkKeys55N/A Compass8166 (Int Alg)N/A Asset4241 (Int Alg)N/A SAT440450N/A PSAT4445N/A AP/IBVarious N/A SAT WritingN/A 460 Essential Skills

145. Work Sample Requirements ESSENTIAL SKILL WORK SAMPLES REQUIRED SCORE (OFFICIAL SCORING GUIDE) Reading 2 Work Samples two informational or one informational and one literary Total 12 (3 traits) No score lower than 3 Writing 3 Work Samples expository persuasive narrative 4 on each of the four required traits Apply math 2 Work Samples algebra geometry statistics (choose 2 strands) 4 on each of the four traits plus accuracy. Essential Skills

146. 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

147. Assessment of Essential Skills Toolkit www.assessment.oregonk-12.net Essential Skills

148. Professional Development Official State Scoring Guide Training – http://www.ode.state.or.us/search /page/?id=2042 http://www.ode.state.or.us/search /page/?id=2042 – “Train-the-Trainer” model, delivered via WebEx throughout 2011-2012 school year Essential Skills

149. 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 9/3/2015 Essential Skills

150. 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

151. 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

152. 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

153. Required Essential Skills  Reading: 2008-2009 cohort (Class of 2012)  Reading & Writing: 2009-2010 cohort (Class of 2013)  Reading, Writing & Math: 2010-2011 cohort (Class of 2014) Approved Methods of Assessment  OAKS  Other Approved Standardized Tests  Work Samples In a Nutshell Essential Skills

154. NAEP and PSAT

155. 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

156. 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 4 th and 8 th 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 8 th grade TIMSS scores in math and science to support international comparisons of student achievement. NAEP and PSAT

157. 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 10 th 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

158. 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 Beth.LaDuca@state.or.us NAEP and PSAT

159. 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 10 th 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

160. NAEP results show how student groups in Oregon perform compared to the same groups nationally and in other states. This information can be used to target areas in need of improvement. NAEP is short and is administered by NAEP field staff, not school personnel. NAEP provides accommodations for students with disabilities and for English language learners. NAEP 2012 includes a grade 12 national economics assessment along with pilot tests in math and reading. At grade 4, NAEP will administer a pilot test in computer-based writing. Districts with schools selected for NAEP 2012 were notified in May 2011. NAEP In a Nutshell NAEP and PSAT

161. 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.orgnpotter@collegeboard.org – 866-392-4078 ext 1454 ODE Contact: Derek Brown derek.brown@state.or.usderek.brown@state.or.us – 503-947-5841 PSAT In a Nutshell NAEP and PSAT

162. 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. 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 PSAT – 2011 Dates NAEP and PSAT

163. AYP and Report Card [Potential Changes Pending]

164. 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/RC

165. AYP OVERVIEW 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.

166. 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 The targets this year are: – Participation – 95% – Math – 80% – English/Language Arts – 80% – Attendance 92% or Graduation – 67% for 4-Year Cohort – 72% for 5-Year Cohort * - Subgroups must meet a minimum size requirement to be rated. School YearEnglish/ Language Arts Mathematics 2009-1060%59% 2010-1170% 2011-1280% 2012-1390% 2013-14100%

167. 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.

168. AYP/RC 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 (cont.)

169. 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.

170. 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.

171. 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.

172. 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

173. AYP/RC Growth (cont.) Reading Growth Target Example 3 rd Grade Gap = 16 A student scores a 195 in 3 rd grade, which is 16 RIT points below the 2011-12 reading standard. To meet the growth target the student must decrease this gap by at least 33%, or 5.33 points, which is rounded up to 6. This means the target gap is 16- 6=10 points, or a score of 206 on the 4 th grade assessment. Student score = 195 Target 4 th Grade Gap = 10 Growth Target = 206 4thGrade Cut Score = 216

174. AYP/RC Cohort Graduation Rate Each school’s cohort begins with the set of first time 9 th 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.

175. 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

176. 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

177. 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.

178. 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. AYP/RC