Assessment of Oregon

1
Assessment of Oregons Students with
Disabilities Information and Updates

• Oregon Department of Education
• Office of Student Learning and Partnerships
• Fall 2010
• Dianna Carrizales
• Brad Lenhardt

2
Welcome

• Introductions
• Structure of this session

3
Objectives

• Extended Assessment Updates and Opportunities
• Overview of Roles and Responsibilities
• Review Decision-Making
• General Assessment (w/ and w/o accommodations)
• Alternate Assessment based on Alternate
  Achievement Standards (AA-AAS) (Scaffold and
  Standard)
• 2010-11 Test Structure and Expectations
• 2010-11 Training Plan

4
Updates and Opportunities
5
Changes to Accommodations Recording in OAKS

• Student test records include an accommodations
  flag field. This flag is federally required for
  students with IEPs who take the general
  assessment with an accommodation from the ODE
  Accommodations Table however, any student (with
  or without an IEP) using an accommodation may be
  identified with this field. Use of this flag
  (recording Y) indicates that the student
  received one or more accommodation.
• For 2010-11, a drop-down menu feature will also
  be implemented to allow districts to identify up
  to six specific accommodations for any student
  from a list of unique 4-digit accommodation
  codes. Districts may select these accommodations
  codes for each test opportunity in addition to
  setting the accommodations flag.
• For 2010-11, Test Administrators (TAs) can
  continue to set the accommodation flag using the
  OAKS online student approval screens. However,
  identifying specific accommodations via the
  drop-down menu is recorded by the district and
  can be selected either through the OAKS online
  student approval screens, the OAKS Test
  Information Distribution Engine (TIDE), or
  through Student Centered Staging. Please note
  that while districts are currently limited to
  recording no more than six accommodation codes,
  any administration of accommodations (beyond the
  six identified) should continue as appropriate or
  as required by IEP.
• Your Regional Assessment Support ESD Partner is
  trained on Student Centered Staging and the
  management of student records. Please follow your
  districts protocols when contacting them for
  related support.
• http//www.ode.state.or.us/wma/teachlearn/testing/
  admin/2010-11_tam.pdf (p. 40)

6
Extended Assessment 2010-11

• Changes this year
• Same structure for Reading, Writing, Science
• Math (Grades 3-8, 11)
• Science Field Test (Grades 5, 8, 11)
• Similar items
• Embedded Science Field Test Items (aligned to new
  science content standards)
• Same difficulty
• Math aligned to new content standards
• Training
• Annual re-qualification requirement
• 3-year update for all Qualified Trainers
• TRAINING HANDOUT

7
Locations of Live Trainings for New Qualified
Trainers

• Nov 3rd (9a-2p) Northwest Regional ESD
  (Hillsboro)
• Nov 10th (9a-2p) Willamette ESD (Salem)
• Nov 16th (9a-2p) Southern Oregon ESD (Medford)
• Nov 16th (9a-2p) High Desert ESD (Redmond)
• Nov 18th (9a-2p) Umatilla-Morrow ESD (Pendleton)
• PLEASE NOTE Any site with less than 5
  registrees will be handled by V-tel.

8
Refresher Sessions (via WebEx) for
Returning Qualified Trainers

• October 19th (9a - Noon)
• January 5th (1p 4p)
• January 26th (9a - Noon)
• PLEASE NOTE Access to the internet and a
  phone will be necessary to participate .

9
Extended Assessment Opportunities 2010-11

• Science Standard Setting (July 18 19, 2011)
• Online Extended Assessment Items Review
• SMARTER Balanced Assessment Consortium
• Math Cut Scores and Impact Data Review

10
SMARTER Balanced Assessment Consortium

• The SMARTER Balanced Assessment Consortium (SBAC)
  is a collection of 31 states that have been
  working collaboratively since December 2009 to
  develop a student assessment system aligned to a
  common core of academic content standards to
  apply for a Race-to-the-Top Assessment grant. On
  the Sept. 2, 2010, the SBAC was awarded a
  four-year 160 million Race to the Top assessment
  grant by the US Department of Education (USED) to
  develop a student assessment system aligned to a
  common core of academic standards.
• SBAC will create state-of-the-art adaptive online
  exams, using open source technology. The online
  system will provide accurate assessment
  information to teachers and others on the
  progress of all students, including those with
  disabilities, English language learners and low-
  and high-performing students. The system will
  include
• the required summative exams (offered twice each
  school year)
• optional formative, or benchmark, exams and
• a variety of tools, processes and practices that
  teachers may use in planning and implementing
  informal, ongoing assessment. This will assist
  teachers in understanding what students are and
  are not learning on a daily basis so they can
  adjust instruction accordingly.

11
Math Cut Scores and Impact Data Review
12
Roles Responsibilities
13
Office of Student Learning and Partnership (OSLP)
Assessment Role

• Ensure that IDEAs tenets of support and equity
  for students with disabilities are upheld and
  incorporated in a system that is also governed by
  NCLBs tenets of accountability and high
  expectations for all
• Collect, monitor, and respond to student and
  district level data related to this role
• Provide evidence to USDE to demonstrate adequate
  and appropriate use of federal funds related to
  this role

14
Office of Assessment and Information Services
(OAIS) Role

• Collect and report data in accordance with
  federal accountability reporting requirements
  through NCLB to ensure that rigorous student
  expectations are upheld
• Manage the statewide assessment for all of
  Oregons students by developing, maintaining, and
  supporting the OAKS System
• Ensure the reliability of reporting (source) data
  through system security and system consistency

15
Interaction Between Offices

• Collaborate on reports and reporting
• Respond to development needs to ensure shared
  vision (fit) within the assessment system
• Engage in relevant grant opportunities
• OAIS monitors and maintains NCLB requirements and
  consults with OSLP to ensure fidelity to IDEA
  expectations
• OSLP monitors and maintains IDEA and consults
  with OAIS to ensure adherence to the appropriate
  technical specifications

16
District Roles (related to assessment)

• See Oregons Test Administration Manual
  http//www.ode.state.or.us/wma/teachlearn/testing/
  admin/2010-11_tam.pdf
• Assess students in accordance with federal and
  state regulation in the context of providing a
  free and appropriate public education
• Provide accurate and reliable data to ODE
• Use data appropriately when decision making

17
Oregons Assessment System (2007-present)

• Current System

• General Assessment (w/o and w/ accommodations)
• Extended Assessment (Standard or Scaffold)
• Elementary
• Field Test Items
• Middle
• Field Test Items
• High
• Field Test Items

10 CIM
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7
6
5
4
3




Accommodated General Assessments
Extended Standard Administration
Extended Scaffold Administration
General Assessments
18
Decision-making
19
Decision-Making

• Among numerous instructional decisions, IEP teams
  must also decide
• General or Alternate assessment
• If General, what type of supports to provide
  during assessment
• If Alternate assessmentStandard or Scaffold
  administration
• If ELL how will they participate in ELPA
• A decision to use unapproved accommodations, is
  a decision
• to invalidate the students test for all
  reporting purposes.

20
Consider General Assessment without or with
accommodations if

• Student
• Performs at or around grade level
• Has academic difficulties that primarily surround
  reading but may be average or close to average in
  other subject areas
• Has academic difficulties in areas other than
  reading that are mild to moderate and can
  typically be addressed by using simplified
  language
• Is reading within two to three grades of his or
  her enrolled level
• Instruction
• Is primarily general curriculum instruction (but
  may also use a specialized curriculum in some
  areas)
• Some Judgment variables
• What assessment did he take last year?
• How is his attention?
• What types of behaviors should be considered?

21
Consider Standard Administration of Extended
Assessment if

• Student
• Performs well below grade level
• Is significantly below grade level in reading
• Has academic difficulties that are generalized
  (to all subject areas) and are significant
• Benefits from specialized individual supports
• Instruction
• Is primarily a specialized curriculum or
• From general curriculum must be significantly
  reduced in breadth, depth, and complexity
• Some Judgment variables
• What assessment did he take last year?
• How is his attention?
• What types of behaviors should be considered?
• Previous relevant experiences

22
Consider Scaffold Administration of Extended
Assessment if

• Student
• Performance is significantly impacted by a
  disability
• Does not read
• Has academic, mobility, and receptive and
  expressive language difficulties that are
  generalized and significant
• Relies on individual and significant supports to
  access reduced content materials
• Instruction
• Is from a specialized curriculum and has
  functional components and/or
• Includes academic goals that are significantly
  reduced in depth, breadth, and complexity from
  grade level content
• Some Judgment variables
• Is the student able to interact with
  instructional material in a way that provides
  meaningful feedback?

23
General Assessments
24
OAKS Online

• All Students
• Reading Grades 3 8 11
• Mathematics Grades 3 8 11
• Writing Grades 4, 7, 11
• Science Grades 5, 8, 11
• Contractor AIR
• Format Online
• Accommodations Can be administered with or
  without accommodations

25
Providing Accommodations
26
Instructional Domain

• The classroom is a learning environment
  structured to effectively convey information
• Varied methods of instruction based on
  professional judgments of evidence-based
  practices are permitted
• Universal design used by teachers allows for
  multiple, creative approaches
• Presentation, Expression, Engagement/Participation
  
• http//www.projectforum.org/docs/UDLImplementation
  inSixLEAs.pdf

27
Professional Judgment with Evidence Based
Practices and Procedures
supports
Strategies
changes
creative methods
Techniques
On the spot decisions
Hunches
Accommodations
28
Assessment Domain

• Assessment occurs in a testing environment and is
  structure to efficiently measure information
  previously conveyed
• Structured methods of administration are required
• Universal design features inherent in the test
  are designed to allow for precision of
  measurement and to ensure comparability of
  outcomes
• Presentation, Expression, Engagement/Participation
  

29
Practices and Procedures

• Allowable resources
• Administration instructions as detailed in the
  appropriate manual
• Approved Accommodations
• Anything else is a modification and will
  invalidate the score for all reporting purposes

30
Accommodations

• Accommodations are Practices and procedures in
  presentation, response, setting, and timing or
  scheduling that, when used in an assessment,
  provide equitable access to all students.
• Accommodations do not compromise the learning
  expectations, construct, grade-level standard,
  and/or measured outcome of the assessment.
• In Oregon, Accommodations are those specific
  practices and procedures that the panel has
  approved and which are listed in the
  Accommodations Tables.

31
Accommodations Flag

• 300.160 Participation in assessments (f) (1)
• An SEA (or, in the case of a district-wide
  assessment, an LEA) must make available to the
  public, and report to the public with the same
  frequency and in the same detail as it reports on
  the assessment of nondisabled children, the
  following (1) The number of children with
  disabilities participating in regular
  assessments, and the number of those children who
  were provided accommodations (that did not result
  in an invalid score) in order to participate in
  those assessments.

32
Accommodations Manual

• Structure Full manual 68 pages
• Purpose To clarify the numerous issues related
  to providing technically appropriate supports in
  an assessment environment
• Posted at http//www.ode.state.or.us/search/page/?
  487
• How used
• To support the current accommodations tables
• As a resource to guide teachers in the provision
  of supports during assessment

33
AA-AAS
34
Extended Assessment

• Alternate Assessment based on Alternate
  Achievement Standards (AA-AAS)
• Allowances for a state to create an alternate
  assessment for students with the most significant
  cognitive disabilities.
• IEP team decides who participates
• Up to 1 of the students who are found proficient
  (meets and/or Exceeds) can count toward state
  AYP performance reports (see Guidance section on
  ODEs Extended Assessments website
  http//www.ode.state.or.us/search/page/?id2690)
• Contractor Behavioral Research and Teaching
  (BRT) at University of Oregon (Dr. Jerry Tindal)

35
Training Outline

• Qualified Trainers (QTs) and Qualified Assessors
  (QAs)
• 2010-11 network will consist of returning QTs
  and QAs from 2009-10 and new QTs and QAs trained
  in 2010-11
• New and Returning QT/QA Training options
• Training info posted at http//www.ode.state.or.u
  s/search/page/?id2689

36
Do previously trained QTs and QAs need to be
re-trained this year?

• Individuals trained and qualified in the prior
  school year must update their status and
  re-qualify for the current school year by
  reviewing the updates and passing the refresher
  proficiency test on the training and proficiency
  website. The process will take under two hours
  (for either QTs or QAs)
• The training and proficiency website will be
  available beginning mid-October.
• Any individuals who entered the system in
  previous years but did not re-qualify are dropped
  from the system and must undergo the complete
  training for the current school year.
• Untrained individuals are relying on you to tell
  them what they need to do, when, where, and why.

37
Basic Training Options

• NEW QTs
• Attend one of the five live regional trainings

• Returning QTs
• Participate in one of the three Refresher
  Webinars or attend a live regional training
• AND
• Review updates and pass the refresher proficiency
  test on the training and proficiency website
  after mid-October

• NEW QAs
• Attend one of the live trainings hosted by a
  local trainer who has re-qualified for the
  current school year.

• Returning QAs
• Review updates and pass the refresher proficiency
  test on the training and proficiency website
  after mid-October
• OPTIONAL Get district approval to attend one of
  the trainings hosted by a local trainer (who has
  re-qualified for the current school year)

38
State Capacity for Qualified Trainers

• Last year
• State intent (target) for QTs was 300
• Allocations were committed to districts based on
  this estimate
• Number of QTs 192 (190 in 2008-09)
• Number of QAs 1187 (1155 in 2008-09)
• Number of students assessed 5400
• Current year
• Districts are responsible for ensuring capacity
  to assess all students who will be taking the
  Extended Assessments
• Funds allocated according to SECC amounts are
  similar to last years
• In addition to assessment training, funds can be
  used toward the enhancement of assessment for
  students with disabilities

39
Contacts

• Brad Lenhardt (Assessment and Monitoring
  Specialist)
• Brad.Lenhardt_at_state.or.us
• [phone]
• Dianna Carrizales (Director of Monitoring,
  Systems, and Outcomes)
• Dianna.Carrizales_at_state.or.us
• [phone]