Transcript COPPER PATINA

School Test Coordinators
Training Overview
STC Training
Big Picture 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
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STC Training
Required Assessment Options
Multiple OAKS Online Test Opportunities
•Means of limiting the impact of the “real
world” on a student’s results (e.g., adult
errors, network problems, student illness,
invalidation, or expiration)
•Districts are not required to administer
all available opportunities to each student
•New Best Practices Guide available
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STC Training
Required Assessment Options
(cont’d)
Required OAKS Online Assessments
•Reading & Mathematics: Up to 3 opportunities at grades
3 – 8, and 11
–New in 2011-12: implementation of new Reading achievement standards
•Science: Up to 3 opportunities at grades 5, 8, and 11
–New in 2011-12: implementation of new Science achievement standards
Optional OAKS Online Assessment
•Social Sciences: Up to 2 opportunities at grades 5, 8, and
11
If students are receiving High School Level instruction,
students in grades 8, 9, and 10 may take High School Test.
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STC Training
Required Assessment Options,
(cont’d)
New for 2011-12: Braille Interface of OAKS Online
Subjects: Reading, Math, Science, and Social
Sciences
Equipment: JAWS 12 Screen Reader, Refreshable
Braille Display, and Tactile Braille Embosser
Training: Test Administration & Security
Training plus Braille Interface Training
OAKS Paper-Based Braille format no longer available
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STC Training
Required Assessment Options,
(cont’d)
Writing Performance Assessment
•New for 2011-12: Only available for
students in Grade 11
•1 opportunity per student
–Students may not take both online and
paper/pencil format
–Students may only test in either Winter or
Spring test window
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STC Training
Required Assessment Options,
(cont’d)
OAKS Extended Assessments
• Reading : 1 opportunity at Grades 3 – 8, and 11
• New in 2010-11: implementation of new Reading
achievement standards
•Mathematics: 1 opportunity at Grades 3 – 8, and
11.
•Science: 1 opportunity at Grades 5, 8, and 11
• New in 2010-11: implementation of new Science achievement
standards
•Writing:
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STC Training
Required Assessment Options,
(cont’d)
English Language Proficiency Assessment (ELPA)
• 1 opportunity for the following grade bands:
K – 1, 2 – 3, 4 – 5, 6 – 8, and 9 – 12
• New for 2011-12: Administered as a single test:
ELPA Speaking segment delivered at end of test
• Students must have LEP flag marked in the SSID
system in order to access the ELPA
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STC Training
Required Assessment Options,
(cont)
OAKS Online Grade 3 Spanish Reading/Literature
Assessment
• Native language Spanish Reading assessment (not an EnglishSpanish side-by-side test)
• Eligible ELL students may use Grade 3 Spanish Reading for
accountability purposes
Additional Assessments
• PSAT/NMSQT®
• NAEP
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STC Training
Test Schedule
http://www.ode.state.or.us/search/page/?id=499
• OAKS Online
11/8 – 5/17
*includes Braille Interface and Grade 3 Spanish Reading
•
•
•
•
•
•
1st Opportunity
Subsequent Opportunities
OAKS Writing (Paper/Pencil)
•Winter (Grade 11 Only)
•Spring (Grade 11 Only)
OAKS Writing (Online)
•Winter (Grade 11 Only)
•Spring (Grade 11Only)
Extended Assessment
ELPA
PSAT/NMSQT
NAEP
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11/8 – 1/10
1/11 – 5/17
1/11 – 2/23
4/11 – 5/17
1/11 – 3/16
3/26 –5/17
2/16 – 4/26
1/11 – 5/10
10/12 or 10/15
1/23 – 3/2
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STC Training
Do’s and Don’ts
Do’s
• STCs may set school test schedules for OAKS
Online and Writing tests in collaboration with
DTCs
• STCs must coordinate determination of
appropriate assessment options for students
• STCs must coordinate secure storage, distribution,
and inventory of paper test materials for the school
• STCs may code students who do not test because
they were not enrolled during the school test
window using Administration Code 8 in student
centered staging
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STC Training
Dos and Don’ts (cont)
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
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STC Training
Promising Practices
• To protect student confidentiality, if log-in cards are
used, be sure to store them securely. Schools must
take all practical steps to maintain the security of
SSIDs by making sure they are not displayed publicly
on items such as web sites, student body cards, or
other posted documents or lists.
• To ensure that students receive the appropriate
assessment, schools should keep track of which
students must take the Braille format, receive
restricted resources, or take OAKS Extended;
• To manage access and pace of testing opportunities,
schools may restrict students in TIDE from accessing
OAKS Online for specific test subjects.
• To avoid test expirations, schools should track which
tests are close to expiration and ensure those students
complete
expiration period
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STC Training
In a Nutshell
• The Assessment options generally are the
same this year as last year, except:
– No more paper-based Braille Format—replaced
with new Braille Interface of OAKS Online!
– Writing will be available to Grade 11 students only
– Only one test opportunity per OAKS subject 11/8
– 1/10
• Students may not take both Online and
Paper/Pencil test formats for the same content
area
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STC Training
In a Nutshell (cont’d)
• STCs coordinate determination of
appropriate assessment options for students
• STCs assist DTCs in ensuring that all test
administrators receive test administration
and security training
• STCs ensure security of paper test materials
before, during, and after testing
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STC Training
Acorns for Storage
• How can an STC ensure that Test Administrators
are administering the assessment consistent with
state and district policies?
• When may a school use Administration Code 8?
• What must a school do before deciding to
administer a paper test to a student?
• Why is test security so important?
• What is the STC’s role in closing the
achievement gap?
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Test Administrators
Test Administrators
Big Picture 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
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Test Administrators
Purpose: To ensure consistent statewide test
administration and valid test results.
Test Administration Resources:
• 2011–2012 Test Administration Manual
http://www.ode.state.or.us/go/tam
• 2011-2012 Accommodations Manual
http://www.ode.state.or.us/search/page/?id=487
• Best Practices Guide
http://www.ode.state.or.us/go/tam
• Promising Testing Practices
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Test Administrators
What’s new
OAKS Online
• New Braille Interface of OAKS Online
available for OAKS Reading, Math, Science,
and Social Sciences
• Paper-based Braille format no longer available for
OAKS
• Computer-based read-aloud available for
OAKS Math, Science, and Social Sciences
• Only 1 opportunity available per content area
11/8 – 1/10
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Test Administrators
What’s new (cont’d)
Writing Performance Assessment
• Writing Assessment is available for students
in Grade 11 only
• This year’s 11th graders may use Writing
Performance for Writing Essential Skills
requirement
ELPA
• ELPA Core and ELPA Speaking combined
into single test
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Test Administrators
New Science and Reading
Achievement Standards
Implementation of Science content standards
• New science achievement standards will become
operational in 2011-12.
• Achievement Standards were reviewed by
committee in July 2011. May be adopted by the
Board as early as October 2011.
New Reading achievement standards will be
operational in 2011-12.
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Test Administrators
When are Achievement
Standards Revised?
The review and revision of achievement standards follows
Board approval of Academic Content Standards. During the
interim,
• Schools are provided an opportunity to implement new
curricula
• Students are provided opportunity to learn the new content
• Assessments are re-designed to reflect the new content
expectations
• Test items are field tested at the appropriate grade
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Test Administrators
Who Is Involved in Achievement
Standard Setting?
• ODE establishes standard setting panels that
include educators, parents, community/business
representatives and higher education officials.
• Panel members provide a consensus
recommendation on achievement standards and edit
the achievement level descriptors.
• ODE invites public input on the proposed
achievement standards prior to official adoption by
the State Board of Education.
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Test Administrators
Required Testing Environment
•Trained test administrator
•Quiet environment void of distractions
•Only allowable resources made available to
students upon request
•Limited interaction with students
– Read student directions
– Administer accommodations appropriately
– No coaching
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Test Administrators
Do’s
Do’s and Don’ts
•TAs must read the 2011-12 Test Administration Manual, receive
annual test administration and security training, and sign an
Assurance of Test Security form before administering state tests.
•TAs may only provide students with allowable resources listed
by content area in the 2011-12 Test Administration Manual.
•TAs may only provide the version of allowable resources
provided by ODE. These are posted online at
http://www.ode.state.or.us/search/page/?=2346
•TAs may only provide the restricted resource of printed test items
to students for whom the district has identified individual student
need.
•TAs must read verbatim the student directions provided in the
2011-12 Test Administration Manual.*
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Test Administrators
Dos and Don’ts (cont)
Don’ts
•TAs may not allow untrained aides, volunteers, or
substitutes to assist with test administration.
•TAs may not coach students (including requiring
students to show their work).
•Students may not access non-allowable resources such
as textbooks, class notes, or cell phones during testing.
•Students may not talk to or help other students during
testing.
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Test Administrators
Promising Practices
•TA reviews the Test Administration Manual before
testing, focusing on test security and content-specific
allowable resources and accommodations.
•TA seeks clarification from STC on any rules that are
unclear before administering tests
•TA spaces students appropriately or provides visual
barriers to prevent students from seeing others’ tests.
•TA reads student directions verbatim and circulates
through test environment to ensure proper testing
conditions.
•TA makes available but does not require students to use
allowable
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Test Administrators
In a Nutshell
• TAs must receive training each year
• TAs enforce valid test environment for students
• When in doubt about a particular testing
practice, before testing begins:
– Check the Manual
– Check your training notes
– Ask your School Test Coordinator
– If all else fails, assume the answer is “no”
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Test Administrators
Acorns for Storage
• What 3 things must a test administrator
do before administering a state test?
• What are some examples of assistance
to students that are not allowed?
• What are some methods we can use to
reduce test improprieties?
• What is the role Test Administrators
should have in closing the achievement
gap?
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Accommodations
Required Content for
STC and TA Training
Accommodations
Big Picture Objectives
• Identify and understand the
purpose of accommodations
• Administer accommodations
appropriately
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Accommodations
Definition
• Established by the Oregon Accommodations Panel
• Are practices and procedures in the areas of
scheduling, setting, presentation and response that,
when used in assessment, provide equitable access to
all students.
• They do not compromise the learning expectations,
construct, grade-level standard, and/or measured
outcome of the assessment.
• Manual:
http://www.ode.state.or.us/teachlearn/testing/admin/alt/
ea/accman-update-7-7-2011-12_hc.pdf.
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Accommodations
Purpose and Eligibility
•Provide a student equal access and equal
opportunity to meet or exceed grade level
achievement standards.
•All students are eligible as appropriate,
including students with and without
disabilities and students who have
Limited English Proficiency.
•Accommodations are determined based
on an individual student’s need and are not
identified for groups of students.
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Accommodations
When to Identify
Necessary accommodations should be
identified and implemented during classroom
instruction prior to the student’s participation
in the state assessment. Accommodations
used in state assessment must have been
previously approved by the Accommodations
Panel and listed in the Accommodations
Tables.
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Accommodations
When to Code
•In TIDE or TA Approval Screen
–In Tide, the required field is “Number of
Accommodations”
–More detailed codes are optional. This field
is called “Accommodation Code”
•In Student Centered Staging
–Different naming convention in Student
Centered Staging.
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Accommodations
Read-Aloud Accommodation
• Available for Math, Science, and Social
Sciences (not for Reading)
• Math read-aloud follows NAEP Guidelines
• New for 2011-12, OAKS Online supports a
computer-based read-aloud feature (note:
equipment recommendations)
• Human-administered read-aloud is still
permitted
• Must not distract other students testing
Accommodations
Do’s
Do’s and Don’ts
• Refer to the accommodations manual for
accommodations implementation guidance.
• Refer to student’s IEP or classroom practices to
determine which accommodations should be
provided.
• Note that although writing prompts may now be
translated locally, they must be completed in
advance by a trained translator endorsed by the
district and must be stored securely. Translator also
needs to be trained in Test Security and sign an
Assurance
of
Test
Security
form.
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Accommodations
Do’s and Don’ts (cont)
Do’s (cont)
• TAs may read numerals and math symbols aloud
on the math test if they follow the guidance and
examples posted on the ODE website.
– In general, numbers and symbols can be read according
to their common English usage. For example, > would
be read as “is greater than.”
– Numbers 99 and less should be read using standard
place value language. For example, 23 would be read as
“twenty-three.”
– However, numbers greater than 99 should be read as
individual numbers. For example, 579 would be read
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Accommodations
Do’s and Don’ts (cont)
Don’ts
• TAs may not provide instruction or give suggestions
regarding process.
• TAs may not read Reading items or response choices
aloud.
• TAs may not choose to administer an accommodation
for all students in a class or a grade.
• TAs may not read ELPA items or response choices
aloud.
• Items may not be translated.
• If you can’t find it in the TAM or Accommodations
Manual,
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Accommodations
Promising Practices
• TAs communicate with students about math
read-aloud guidelines (e.g. reading 89 as
“eighty-nine” vs. reading 389 as “three eight
nine”) before testing begins
• Encourage students to “do their best”
• Ask a student if he/she “needs a break” if
they appear to lose focus
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Accommodations
In a Nutshell
• Accommodations are determined and
administered for individual students
• Accommodations used during state
assessments must be selected from the
Accommodations Manual
• Administration of accommodations for
one student must not interfere with the
testing conditions of another student
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Accommodations
Acorns for Storage
• What are some common errors in the
administration of accommodations and how can
they be avoided?
• Why should an accommodation be provided to
a student?
• May decisions regarding accommodations be
made for:
– Individual students?
– Groups of students?
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Test Security
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
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Test Security
Secure Testing Environment
•A quiet environment, void of distractions and
supervised by a trained test administrator
•Visual barriers or adequate spacing between students
•Student access to only allowable resources
•All paper test materials collected and accounted for
after each testing event – including printed reading
passages (or test items)
•Student data is treated as confidential – no e-mailing
names
and
SSIDs
together
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Test Security
Definition and Purpose
•Purpose: To protect the integrity and
confidentiality of secure test items, prompts, and
passages. The security of these materials is
necessary so that they can be used in later years to
measure trends in performance. In addition, test
security helps to ensure test results can be used in
accountability reporting.
•Definition: A test impropriety is any instance
where a test is not administered in a manner
consistent with the Test Administration Manual or
OAR7/17/2015
581-022-0610 Administration
of
State
Tests.
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Test Security
Potential Consequences
• Test opportunities may be invalidated in cases
where test validity was compromised. Students
will not receive additional test opportunities.
• If the district determines that the testing
impropriety qualifies as gross neglect of duty,
then the district must report it to TSPC within
30 days. Personnel may then be subject to
disciplinary action as determined by TSPC.
• Districts may also evaluate cases according to
their own Human Resource policies.
• Private schools and programs may have their
access to state tests revoked.
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Test Security
Do’s
Do’s and Don’ts
•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
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Test Security
Don’ts
Dos and Don’ts (cont)
•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 email
•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
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Test Security
Promising Practices
•Using colorful materials to identify which students
have printed reading passages remaining at their
stations.
•When setting up the test environment, the TA should
ensure that the TA’s computer is set to print in the
computer lab where the students are testing.
•The TA uses the class roster to mark which students
received printed test materials (e.g., reading passages or
test items) and how many each student received. The
TA then matches the class roster to the printed test
materials collected at the end of the testing event to
account for all printed test materials.
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Test Security
In a Nutshell
• 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:
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Test Security
Acorns for Storage
•What are some examples of “secure
storage”? What are some examples of nonsecure storage about which you’ve “heard”?
•Why must passwords be kept confidential?
•How might you or your students be affected
if someone else violates test security or
administers tests incorrectly?
•What are some strategies to minimize the risk
of test security violations or test improprieties
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in general?
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OAKS Online
Test Delivery System
2011-2012
Test Delivery System
Objectives
• Familiarize users with new enhancements
to the OAKS Online Test Delivery System
and processes related to online testing.
• Identify resources to help users familiarize
themselves with use of the Test Delivery
System
Test Delivery System
OAKS Portal
• www.oaks.k12.or.us
• Dedicated to OAKS Online, ELPA , and the Writing
Assessment
• Provides ODE, ESD, district, and school staff with access to
the following applications:
–
–
–
–
–
–
–
Test Information Distribution Engine (TIDE)
OAKS Online Reporting System
Test Delivery System (TDS) - TA Interface (Test Administration)
Test Delivery System (TDS) - Student Interface
TA Training Site
Student Practice Test
News and important updates relating to OAKS Online, the ELPA, and the Writing
Assessment
– Download of Secure Browsers 5.0 (installation instructions and FAQs)
Test Delivery System
Common Login System (CLS)
• Centralized login to access multiple OAKS systems
– Via OAKS portal
– User has access to all systems (depending on security)
TA Interface
TIDE
Online Reporting System
TA Training Site
– Easily navigate between OAKS systems
– Administer OAKS Online, ELPA, and Online Writing tests
Test Delivery System
Supported Browsers
(by OAKS Online System)
OAKS System
Operating
System
OS
Version
2000
XP
Windows
TIDE
Vista
TA Training Site
7
TA Interface
10.3
Online Reporting
System
10.4
Mac OS X
10.5
10.6
Linux
K12 LTSP
Linux
Student Interface
Mac OS X
Linux
Notes
Pop-up blockers must be
disabled and JavaScript must be
enabled
Firefox 2.0–4.0
Firefox 2.0–4.0
Mac Secure Browser
Firefox 2.0–4.0
Linux Secure Browser 5.0
Mac OS X
Windows
Firefox 2.0–4.0
Internet Explorer 6
Firefox 2.0–4.0
Internet Explorer 6, 7, 8
Firefox 2.0–4.0
Internet Explorer 7, 8, and 9
Firefox 3.6–4.0
Internet Explorer 8 and 9
Firefox 2.0
Firefox 2.0–4.0
Safari 3
Firefox 3.0–4.0
Safari 3 and above
Firefox 4.0
Safari 4
Firefox 2.0–4.0
Windows Secure Browser 5.0
Windows
Student Practice
Test
Supported
Browsers
2000, XP, Vista, 7
Windows Secure Browser 5.0
10.3
Mac Secure Browser 3.6
10.4-10.6
Mac Secure Browser 5.0
K12 LTSP
Linux Secure Browser 5.0
Pop-up blockers must be
disabled and JavaScript must be
enabled
Must use the OAKS Secure
Browser
Test Delivery System
Overview of Test Delivery System
• TA Interface
– Used to administer online tests , track progress, and manage
students testing in their session
– Ability to adjust test settings (including
accommodations/modifications) for individual students before they
are approved to start the test
– TAs use this interface to approve and submit print requests from
students
• Student Interface
– Secure online test that must be accessed via a secure browser. The
OAKS Portal (www.oaks.k12.or.us) contains details on installing
the necessary software.
Note: Some images in this presentation are preliminary; actual cosmetic look is not final.
Test Delivery System
New Features for 2011-2012
• TA Interface Enhancements
– Mobile device support for TA Interface
– Session Handoff feature allows TAs to switch machines while
administering tests without interruption to their test session
– Now displays the duration that a student’s test has been paused (in a test
session)
• Student Interface
– Only one opportunity available between 11/8/2011 and 1/10/2012
– New Braille Interface for students who use Braille for Reading, Math,
Science, and Social Sciences
– New computer-based read-aloud feature for Math, Science, and Social
Sciences
– Additional levels of enlarged print
– More calculator features for Math, Science, and Social Sciences tests
Note: Some images in this presentation are preliminary; actual cosmetic look is not final.
Test Delivery System
TA Interface at A Glance
• Simplified workflow reduces the need to navigate multiple pages to create/edit
sessions and approve students.
• All information is visible on one screen
• Tests in session
• Students needing approval to start testing
• Students with tests in progress
• Print requests
Test Delivery System
TA Interface (cont’d)
• Create / Edit Sessions
– The list of available tests automatically
displays upon logging in and can remain
on screen while monitoring students
– Simply select the tests for the session and
click [Start Session]
What does this mean for test administration?
– Test sessions automatically expire upon TA logout
• Create one test session for students testing during a specific time
• Sessions cannot be resumed (A new Session ID is generated for each session)
• Students may resume a paused test in any new test session that includes the
applicable test subject and grade.
• Example: TA creates a test session for students on Tuesday. To resume testing on
Wednesday, the TA will create another test session for students to resume testing.
Oaks Online
TA Interface (cont’d)
• Student Test Settings and Approvals
– Approvals Preview (right) allows TAs to
see students that need to be approved
while monitoring test progress
– The complete list of students awaiting
approval will display on a pop-up screen
Oaks Online
TA Interface (cont’d)
• Student Test Settings and Approvals
– Adjust test settings for an individual student
Test Delivery System
Student Test Settings
 Language
• A student’s test language is configurable by
test subject via TIDE (but can also be
adjusted in TA Interface for that specific test
opportunity)
• Mathematics, Science, Social Sciences, and
Writing (all grades) can be administered in
English-Spanish side-by-side
• For Grade 3, Reading can be administered in
Spanish only as a native-language
assessment (this is not an English-Spanish
side-by-side test)
• New for 2011-12: a new Braille interface is
accessible for students who use Braille by
selecting “Braille” from the language menu
• Print Size – now available in 4 levels of
zoom
Test Delivery System
Student Test Settings (Cont’d)
 Color Choice
• The Student Interface can be set to
present the test background with
different options
• Text and background color
combinations are pre-defined for a
colored overlay over test content
Test Delivery System
Student Test Settings (Cont’d)
 Print on Request
• Printed reading passages remains an
allowable resource for all students. For
reading, “stimuli” is the default setting
for all students
• Printed items in all subjects and stimuli in
Science and Social Sciences are
available as a restricted resource for
individual students only
• Only DTSA or DSA-level users can preset this restricted resource (via TIDE)
• All print requests (for items or reading
passages) must still be approved by the
TA in the TA Interface
Test Delivery System
Student Test Settings (Cont’d)
 Text-to-Speech
• Computer-based read-aloud accommodation
available for OAKS Math, Science, and Social
Sciences
• Recommended for use with Windows 7 or
Mac 10.6 for optimal results
• Spanish read-aloud supported for SpanishEnglish 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 soundcheck as part of the approval process.
Test Delivery System
Student Test Settings (Cont’d)
 Braille
If “Braille” is selected for a student’s
test (via Language drop-down), settings
for Emboss Request Type and Braille
Type are automatically displayed.
Test Delivery System
Student Interface at A Glance
Test Delivery System
Dos and Don’ts
Dos
• Do use the TA Training Site and Practice Tests
to become familiar with both the TA and
Student Interfaces before testing begins
• Do review the 2011-12 OAKS Online TA User
Guide for descriptions of all features of the TA
and Student Interfaces
• Do carefully review student settings for
students before approving them to test
Test Delivery System
Dos and Don’ts (cont’d)
Don’ts
• OAKS Online users must not share their login
information and passwords, even with other
authorized users.
• Do not use last year’s OAKS Secure Browser. Old
secure browsers should be uninstalled before
installing the new secure browsers.
• Do not approve students to test until you are sure
the students are taking the correct test at the right
time.
• Do not approve a student to take the ELPA unless
his or her LEP flag is set to “yes.”
• Do not let tests linger, they will expire after 45
calendar days.
Test Delivery System
Promising Practices
• Before the start of the testing window, the
district exposes students to the online test
environment using the practice test site.
• The district uses the practice test to identify
students who may need accommodations to
fully access the online test.
• The district restricts students who should not
use the system from accessing the online test .
Test Delivery System
In a Nutshell
• Resources on the website
http://www.ode.state.or.us/search/page/?=391
• Updated OAKS Online User Guides are now available.
• 2011-2012 OAKS Secure Browsers were made
available on the OAKS portal July 1, 2011.
• Enhancements to the Portal, Student Interface, Test
Administrator Interface, Reports
Test Delivery System
Acorns for Storage
• How can the “restrict access” functions help
districts and schools implement good
testing practices?
• How can districts and schools ensure that
students are familiar with the online test
system prior to testing?
• How can the state, districts, and schools
ensure that even more students have access
to OAKS Online?
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Test Information
Distribution Engine
(TIDE)
TIDE
Objectives
• Understand the role and purpose of
TIDE in supporting student success
and achievement.
TIDE
Overview
Definition: Test Information Distribution Engine
• Available through the OAKS Portal
(http:www.oaks.k12.or.us)
Purpose:
• To provide ODE, ESD, district, and school staff with
access to:
– User Information
•
Add new users or modify existing accounts
– Student Information
•
•
View student information in read-only mode
Search for students
– Student Settings
•
View/Edit student test settings for a student
– Student Restrictions
•
•
View/Edit or Add restrictions for a student
Upload restrictions for a batch of students
TIDE
What’s the Same?
• User Roles and Access – OAKS users (DSA and lower)
are associated with a district and/or institution(s).
Current roles are (in order of hierarchy): State, DSA,
DTSA, STC, TA, and TT.
• System Requirements around Browsers and
Operating Systems
• Add/Modify Users – TIDE allows the following:
view/edit users, upload users, add users.
TIDE
New for 2011-12
• Accommodation Codes are now separated by Subject
• More efficient search tool (for Users and Students)
• Student Details now have a “Braille” option for students
taking OAKS Online using the Braille Interface
• Suppress Score Feature: Allows user to change a
student’s settings so they do not see their score when they
finish an OAKS Online test
TIDE
TIDE: Paper Writing
(DTSAs and DSAs only)
– Orders may be placed by uploading a pre-code file for multiple
students or by editing individual student settings .
– District-level users can export order information to Excel.
– For students that are testing in Braille, the District must be sure to
order both a paper Writing booklet via TIDE and a Braille form
from ODE. After the student completes the test using the Braille
form, a test administrator will transcribe the student’s response to
the paper Writing booklet and include the paper Writing booklet
with the district’s return shipment for scoring.
– For 2011-12, this order form has been adjusted to only include the
following fields: SSID, DOB, Teacher Name, and Class Period
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TIDE
TIDE: User Information tab: Add User
•
•
For district users: select a role, district and institution from the drop-down menus. The
district and institution lists will automatically update after you select a role from the
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.
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TIDE
TIDE: View/Edit User
•
•
•
Select a role, district and institution from the drop-down menus. The district and
institution lists will automatically update after you select a role from the drop-down
menu.
Click the [Edit] button for a user whose information you want to view and update. You
will be directed to the Edit User page. You can only update the user’s first name, last
name, and phone number.
If you need to re-associate the user with a different district or institution, you will need
to follow the process outlined in the Upload User section.
TIDE
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
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.
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TIDE
TIDE: Student Settings
•
•
Users can view but not edit the student’s personal
information.
Users can update all test settings and select other
accommodations on this page.
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TIDE
TIDE: Student Restrictions
•
•
Here users can view and edit test restrictions for students within a district and/or
institution. Test restrictions prevent students from testing in a specified subject.
Please note that if a student transfers schools or district, his or her test restriction
settings will not change or be reset.
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TIDE
TIDE: View/Edit Restrictions
•
•
Select the district and/or institution from the list(s) and click [Search]. To narrow the
search, one can select an enrolled grade, or enter a student's SSID, first or last name.
Each row displays information for students, including test settings and accommodations.
Each row also contains an [Edit] button.
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TIDE
TIDE: Upload Restrictions
•
TIDE accepts uploads of student test restriction information in CSV (ASCII)
format. CSV files can be opened/edited using spreadsheet applications such as
Microsoft Excel or a notepad application.
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TIDE
Dos and Don’ts
Dos
• Use the LEP flag for those students who will take
the ELPA.
• Use student restrictions function to manage student
access to specific assessments in OAKS Online.
• Use student test settings to assign system features
and restricted resources to students by test subject
(e.g., language, zoom, print-on-request).
• Use the order function to place orders for the
winter and spring Writing Performance
Assessments.
TIDE
Dos and Don’ts (cont)
Don’ts
• TIDE users must not share their TIDE log-in
information and passwords, even with other
authorized TIDE users.
• DTSAs or DSAs must not set the item printon-request restricted resource for students
without a documented need (e.g., IEP, 504
Plan, or other district documentation)
TIDE
Promising Practices
•The district uses the Student Restriction function to
restrict students who are designated to take OAKS
Extended from accessing the Online test.
•The district applies student test settings for students by
test subject to ensure that students have appropriate
access to OAKS Online. For students with IEPs or 504
Plans, the district consults the student’s plan before
applying test settings to ensure compliance with the
student’s plan.
TIDE
In a Nutshell
• TIDE is available through the OAKS
Portal
• TIDE User Guide will be available 9/19.
TIDE
Acorns for Storage
• What are the functions available through
TIDE?
• How can district users use TIDE to manage
appropriate student access to OAKS
Online?
E L PA
English Language
Proficiency Assessment
ELPA
Objectives
• Understand the definition and
purpose of the English Language
Proficiency Assessment
• Administer ELPA appropriately
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ELPA
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.
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ELPA
Schedule and Scoring
•The ELPA will be available January 11 – May
10, 2012.
•ELPA scores will be loaded into ODE’s system
within approximately 6 weeks of the end of the
month in which a test is completed. For
example: If a student completes the ELPA
anytime in March, the student scores will be
available after May 15th.
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ELPA
Test Administration
• ELPA is a Test Subject that can be selected for
inclusion in a test session from the TA Interface.
•ELPA will be one adaptive test, with the speaking
domain segmented at the end.
•Schools should estimate that it will take 75 minutes to
complete. Note: Tests that are not completed within
45 days of starting will expire.
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ELPA
Test Administration
Student Login
1. Log in using First Name, SSID,
Session ID
2. Confirm identity – “Is This You?”
screen
– First Name (same as in SSID
upload), Enrolled Grade, DOB,
School, SSID
3. Select Test
– If logging into an ELPA session,
will only see ELPA test opportunity
– If logging into multiple subject
session, will see multiple subject
tests
4. TA Approval required to start test
5. Confirm test -- “Is this your test?”
screen
1
2
3
4
5
ELPA
Dos and Don’ts
Dos
• Schools must use Oregon’s ELPA for ALL
students eligible for services under the
NCLB criteria for an English Language
Learner, regardless of whether student
actually receives services.
• 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).
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ELPA
Do’s and Don’ts (cont)
Do’s (cont)
• If a student arrived at a U.S. school after May 1, 2011, the
student must take the ELPA and state assessments in Math
and Science (as appropriate for his/her grade).
• Districts must set the LEP Flag to Y in the SSID system
for students to be eligible to take an ELPA test.
• LEP students with disabilities must participate in the
ELPA according to their IEP. Special codes are added in
Student Centered Staging for the ELPA by the District
Test Coordinator. The testing manual has specific
directions for how to administer the ELPA to a student
with a disability.
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ELPA
Do’s and Don’ts (cont)
Don’ts
• Districts may not exempt an ELL student
from taking ELPA based on their Language
Proficiency Level. (See previous slide)
• Districts may not assess a student on
monitor status (Exited within the last two
years) in ELPA.
• Test administrators may not translate any of
the items on ELPA except audio
instructions if needed.
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ELPA
Do’s and Don’ts (cont)
Don’ts (cont)
• Students may not use resources such as a
dictionary, a thesaurus, literature texts, or
literary glossaries. Remember that wall
charts that contain literary definitions or
vocabulary must be removed or covered
during the testing session.
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ELPA
Promising Practices
• You may need to provide additional support
for students as compared to the other OAKS
tests. Especially when taking the speaking
domain of ELPA.
• Provide students with practice on how the
headset and microphone work in ELPA prior
to administering the test. The ELPA practice
test will be available for this purpose at
www.oaks.k12.or.us.
• Some students may benefit in having their
testing broken up over
a couple
of days.
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ELPA
Promising Practices
• 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.
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ELPA
Promising Practices (cont)
• Test administrators may choose to assess all
Beginning level and Newcomer ELL students
later in the testing window as students need
more language acquisition time to demonstrate
their ability on ELPA.
• Early Advanced ELL students should take the
ELPA earlier in the assessment window in order
to receive scores back during the school year.
• Any student who may have moved up a
proficiency level should take the assessment
early in the assessment window in order to
receive scores backFree
during
the school year.
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ELPA
In a Nutshell
• ELPA will be one, adaptive test consisting
of two segments, with the Speaking segment
administered second.
• All LEP students in grades K-12 must take
the test.
• Only those students with a valid ELPA score
and a valid submission in the LEP collection
will be counted as LEP for accountability
reports.
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ELPA
Acorns for Storage
• What is the process for deciding which
students should take the ELPA?
• What are some of the similarities and
differences between the ELPA and the other
OAKS Online assessments?
• How should a TA determine which
accommodations should be provided for a
student taking the ELPA?
• How should results from the ELPA be
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116
Writing Performance
Assessment
Writing
Objectives
• Understand the ways in which
the writing assessment differs
from other assessments
• Conduct writing testing
appropriately
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Writing
Definition
The writing assessment is a performance
assessment where students produce an essay
over a 2-3 day period. It is considered an
“authentic” assessment in that students follow
a writing process, including prewriting,
drafting, editing and publishing, much as they
would for a typical classroom assignment.
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Writing
Purpose
•The purpose of the writing assessment is to
measure student proficiency on adopted state
standards in the area of writing. Through
analytic trait scoring, strengths and
weaknesses may be identified to inform
classroom instruction.
•Participation, not performance in the writing
assessment is included in the Report Card
ratings.
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Writing
Test Schedule
•Paper Window:
•Winter window (Jan. 11 – Feb. 23) for
Grade 11 only
•Spring window (April 11 – May 17) for
Grade 11 only
•Online window:
•Winter Window (Jan. 11 – March 16) for
Grade 11 only
•Spring window (March 26 – May 17) for
Grade 11 only
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Writing
Grade 11 Only
Based on legislative action:
•Grades 4 and 7 suspended for 2011-12
•High School restricted to Grade 11 only;
Grade 11 students who have previously met
or exceeded may NOT be re-tested.
•Students enrolled in Grades 9, 10, and 12
may not access the Writing Assessment
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Writing
Ordering Paper-Based Writing
•DTSAs or DSAs must order pre-coded tests
through TIDE
•Order Windows
•Winter order window: 10/20 – 12/12
•Spring order window: 1/26 – 3/19
•Order Files
•Upload order for multiple students
•Required: SSID and DOB
•Optional: teacher name and class period
•Order for single students via student details
•Blank overage booklets for enrollment fluctuation
only
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Writing
Scoring
• All tests scored through a central,
online scoring system.
• Tests will be distributed to Oregon
raters around the state.
• Both paper and online assessments will
be double scored.
• Important: only tests shipped by the
shipping deadline will be scored
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Writing
Do’s
Do’s and Don’ts
•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
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Writing
Do’s and Don’ts (cont)
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
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Writing
Promising Practices
•Local scoring of classroom assessments using
the official scoring guide to provide feedback
in some or all of the writing traits to prepare
students for the writing assessment.
•Districts create a system where teachers trade
papers for double scoring, thus ensuring
reliability.
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Writing
In a Nutshell
• Writing administration is essentially the same
as last year.
• Testing in 2011-12 restricted to Grade 11
students who have not yet met or exceeded only
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Writing
Acorns for Storage
•How can districts use local work samples to
ensure that the state writing assessment is used
effectively?
•How can we use the state assessment to
improve student writing?
•How can we better prepare students to complete
their writing online in order to be successful in
their testing and in their future writing
experiences?
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Essential Skills
Essential Skills
Objectives
• Review Requirements and
Implementation Timeline
• Understand Assessment Options
• Describe Resources Available
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Essential Skills
Essential Skill Overview
•
•
•
•
9 cross-curricular skills
Embedded in State Content Standards
Students must demonstrate proficiency
3 currently scheduled for
implementation: Reading, Writing, Math
Essential Skills
Implementation
Essential Skills graduation requirements are
based on when a student is first enrolled in
grade 9 (cohort year)
• Cohort year 2008-2009: Reading
• Cohort year 2009-2010: Reading and Writing
• Cohort year 2010-2011: Reading, Writing, &
Apply Mathematics
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Essential Skills
Assessment Options
Test
Reading
Math
Writing
OAKS
236
236
40
ACT or Plan
18
19
N/A
WorkKeys
5
5
N/A
Compass
81
66 (Int Alg)
N/A
Asset
42
41 (Int Alg)
N/A
SAT
440
450
N/A
PSAT
44
45
N/A
AP/IB
Various
Various
N/A
SAT Writing
N/A
N/A
460
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Essential Skills
Work Sample Requirements
ESSENTIAL
SKILL
Reading
Writing
Apply math
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REQUIRED
SCORE
WORK SAMPLES
2 Work Samples
• two informational or
• one informational and one
literary
3 Work Samples
• expository
• persuasive
• narrative
2 Work Samples
• algebra
• geometry
• statistics
•(choose 2 strands)
(OFFICIAL SCORING
GUIDE)
•
•
Total 12 (3 traits)
No score lower than 3
4 on each of the four
required traits
4 on each of the four traits
plus accuracy.
Essential Skills
Work Sample Rigor
• Work samples must meet the
level of rigor required on the
OAKS assessment.
• Work samples provide an
optional means to demonstrate
proficiency not an easier means.
Essential Skills
Assessment of Essential
Skills Toolkit
www.assessment.oregonk-12.net
Essential Skills
Professional Development
• Official State Scoring Guide Training
– http://www.ode.state.or.us/search/page/?id
=2042
– “Train-the-Trainer” model, delivered via
WebEx throughout 2011-2012 school year
Essential Skills
Promising Practices
•Score classroom assignments
for Essential Skill proficiency
•Score multi-disciplinary
projects for more than one
Essential Skill
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Essential Skills
Promising Practices (cont)
•Apply Essential Skills in elective
and CTE classes
•Develop prompts that can be
shared – District, ESD or Regional
Essential Skills
Policy Considerations
• Districts shall develop a policy for
retention of student performance data
and work samples
• Districts must develop a process
allowing students to appeal a district
decision to deny a diploma based on
the Essential Skills graduation
requirement.
Essential Skills
Reporting
• Essential Skills graduation requirements
are submitted through the Cum ADM
collection
• Essential Skills graduation requirements
are applied to regular and modified
diplomas (for those students with a cohort
year associated with requirement(s)
• See the Cum ADM manual for specific
reporting codes
Essential Skills
In a Nutshell
Required Essential Skills
 Reading: 2008-2009 cohort (Class of 2012)
 Reading & Writing: 2009-2010 cohort (Class of 2013)
 Reading, Writing & Math: 2010-2011 cohort (Class of
2014)
Approved Methods of Assessment
 OAKS
 Other Approved Standardized Tests
 Work Samples
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Essential Skills
Acorns for Storage
1. Which courses are responsible for
Essential Skills Assessment in our school?
2. Who has the key responsibilities in
assessing the Essential Skills?
3. What is our procedure for keeping track of
student progress toward demonstrating
each required Essential Skill?
4. How can elementary and middle schools
prepare students for the Essential Skills?
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NAEP and PSAT
NAEP and PSAT
Big Picture 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.
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NAEP and PSAT
Definition and Purpose
NAEP Definition and Purpose:
The National Assessment of Educational
Progress allows policy makers to compare
student achievement among states and over
time. Oregon’s NAEP results for 4th and 8th
graders appear on district report cards and the
statewide report card.
A NAEP – TIMSS Linking Study from 2011
will provide states with projected 8th grade
TIMSS scores in math and science to support
international comparisons of student
achievement.
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NAEP and PSAT
Definition and Purpose (cont)
PSAT Definition and Purpose:
• The Preliminary SAT/National Merit Scholarship
Qualifying Test (PSAT/NMSQT) is a program
cosponsored by the College Board and National
Merit Scholarship Corporation.
• It's a standardized test that provides firsthand
practice for the SAT to high school Sophomores
and Juniors.
• In Oregon, the PSAT is offered to all 10th graders
enrolled in a public school free of charge.
• Eligible districts which have been granted a
waiver may use SAT as a substitute for the PSAT.
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NAEP and PSAT
NAEP – Do’s
Do’s and Don’ts
• Decide how the district will support selected
schools with NAEP tasks such as online
submission of school information,
verification of student demographic data, and
parent/guardian notification.
• Communicate with our state NAEP
coordinator if you have questions or concerns
regarding NAEP:
 Beth LaDuca, NAEP State Coordinator
 (503) 947-5836 or [email protected]
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NAEP and PSAT
Do’s and Don’ts (cont)
PSAT – Do’s
• All 10th graders must be given the opportunity
to take the PSAT/NMSQT®. (FYI: Many
scholarships only accept PSAT scores from
Juniors)
• A one year waiver may be requested if the
district administers a similar test (ACT)
• Contact College Board with any questions
PSAT – Don’ts
• Students should not be forced to take the
PSAT. It is an option that should be made
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should
not be required.
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NAEP and PSAT
NAEP In a Nutshell
•NAEP results show how student groups in Oregon
perform compared to the same groups nationally and
in other states. This information can be used to target
areas in need of improvement.
•NAEP is short and is administered by NAEP field
staff, not school personnel.
•NAEP provides accommodations for students with
disabilities and for English language learners.
•NAEP 2012 includes a grade 12 national economics
assessment along with pilot tests in math and reading.
At grade 4, NAEP will administer a pilot test in
computer-based writing. Districts with schools
selected for NAEP 2012 were notified in May 2011.
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NAEP and PSAT
PSAT In a Nutshell
• Testing dates are 10/12 and 10/15 (schools
can only test on one date either the 12th or
the 15th)
• Districts will work with the College Board
to order tests as they have in the past
• College Board Contact: Nancy Potter
– [email protected] – 866-392-4078 ext 1454
• ODE Contact: Derek Brown
– [email protected] – 503-947-5841
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NAEP and PSAT
PSAT – Ordering Dates
• June 15: Priority date to order test materials to ensure delivery of Student
Guides by September
• June 15: Deadline to request online fee waivers for juniors.
http://professionals.collegeboard.com/testing/waivers/guidelines/psat.
• September 9: Deadline for schools to order PSAT/NMSQT® nonstandard test
formats for priority shipping. Final deadline to order nonstandard formats is
September 23.
• September 23: Last day for schools to increase test orders (9 pm EST)
• October 5: PSAT/NMSQT® test materials delivered to schools by this date
• October 12: Wednesday test date
• October 13: Schools return Wednesday answer sheets no later than this date
(return fee waiver rosters)
• October 15: Saturday test date
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NAEP and PSAT
Acorns for Storage
•How can NAEP help Oregon students?
•How can NAEP help Oregon educators
understand how Oregon standards and
student achievement compare nationally
and internationally?
•How do students benefit from exposure to
the PSAT?
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AYP and Report Card
AYP/RC
Big Picture 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.
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AYP/RC
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
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in the same content area.
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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
School Year
English/
Language Arts
Mathematics
2009-10
60%
59%
2010-11
70%
70%
2011-12
80%
80%
2012-13
90%
90%
2013-14
100%
100%
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AYP/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.
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AYP/RC
AYP (cont.)
Consequences of AYP Not Met
• Title I schools are subject to sanctions if they are designated as
not meeting AYP for the second consecutive year in the same
area (i.e. English/language arts, mathematics, or other
indicator).
• Title I districts are subject to sanctions if the same area is not
met across all three grade spans for the second consecutive
year.
• Even though mandatory consequences contained in the No
Child Left Behind Act do not apply to schools not receiving
Title I funds, all schools are expected to help all students reach
state standards.
• A school or district that does not meet AYP should not be
labeled as failing, since the designation may be based on a
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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 form of the Report Cards is used to meet state
and federal reporting requirements.
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AYP/RC
Report Card (cont.)
Rating
• Three overall rating categories
– Outstanding
– Satisfactory
– In Need of Improvement
• Achievement based on math and reading
scores.
• The growth model is incorporated into
achievement.
• Graduation/Attendance and Participation
are included in theFreerating
system.
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AYP/RC
Report Card (cont.)
Rating (cont.)
• Achievement points awarded according to:
– 133 points for Exceeds
– 100 points for Meets
– 100 points for Did Not Meet, but Met Growth
• Achievement Index is a weighted average of the performance
of subgroups.
• High schools use growth in school performance as the growth
measure.
• Low Attendance, Graduation or Participation can lower the
school rating.
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AYP/RC
Growth
• The growth target is not the ultimate goal for the
student. The goal for the students is to meet the
grade level achievement standard.
• The growth model sets intermediate goals for
students, allowing them to move up to standard over
a period of several years.
• Look at each student’s testing history (as displayed
on the Growth Individual Student Report) to gain a
more comprehensive view of each student’s
achievement.
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AYP/RC
Growth (cont.)
Reading Growth Target Example
4thGrade Cut
Score = 216
3rd Grade Cut
Score = 211
3rd
Grade
Gap = 16
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Student score = 195
Target 4th
Grade Gap
= 10
Growth Target = 206
A student scores a 195 in 3rd grade,
which is 16 RIT points below the
2011-12 reading standard.
To meet the growth target the student
must decrease this gap by at least 33%,
or 5.33 points, which is rounded up to 6.
This means the target gap is 16-6=10
points, or a score of 206 on the
4th grade assessment.
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AYP/RC
Cohort Graduation Rate
• Each school’s cohort begins with the set of first time 9th
graders in a particular year.
• Cohorts are “adjusted” by adding students to the cohort as
they transfer into the school, and are removing them from
the cohort if they transfer to another high school, emigrate
or are deceased.
• The Four-year cohort graduation rate is the percent of
students in the adjusted cohort that earn a regular high
school diploma within four years.
• Only regular high school diplomas count as graduates for
purposes of the cohort rate.
• Modified diplomas, GEDs, extended diplomas, and
certificates of attendance are counted as non-graduates.
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AYP/RC
Changes
AYP
• 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
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AYP/RC
Changes (cont)
Report Card
• Basically the same as 2010-11
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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.
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AYP/RC
Do’s and Don’ts (cont.)
Don’ts
• Don’t include Extended Assessments over
1% cap as Meets. Anything over 1% must
be recorded as Does not meet.
• Don’t leave a school as “pending”. ODE
will default schools to rating of “Not Met”.
• Don’t code students at the district level
unless a school is not accountable for their
education.
• Don’t over use the District Special
Education Flag.
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AYP/RC
In a Nutshell
• AYP:
– Targets go up
– New Reading Achievement Standards
– Asian and Pacific Islander split
• Report Card stays basically the same.
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