1. 2016-17 Test Coordinator Training
Required for DTCs & STCs

2. Required Training Format
Organized into short modules
Designed to be delivered to district and school staff
Focus on resource orientation
Built in Q&A discussion opportunities

3. Test Coordinator Training Topics
Roles & Responsibilities
Training
Scheduling
Student testing options
Student Participation
Resources
Test Administration Manual

4. District Test Coordinator (DTC)’s Role
Roles & Responsibilities
District Test Coordinator (DTC)’s Role
Test administration and security training
Coordinate access to OAKS System and testing data
Coordinate testing logistics
Coordinate student testing options
Investigate and report any test improprieties to ODE
TAM, Section 1.4: User Roles

5. School Test Coordinator (STC)’s Role
Roles & Responsibilities
School Test Coordinator (STC)’s Role
Ensure all TAs are trained
Ensure that all students participate in required assessments
Coordinate testing logistics and school- imposed test schedules for your school
Coordinate student testing options for students in your school
Support DTCs in investigating test improprieties
TAM, Section 1.4: User Roles

6. Training
ensures consistency in test administration and supports equitable and secure testing environments for students across schools and districts.

7. Staff Training Ensure that all STCs and TAs:
Receive annual training
Read and understand the Test Administration Manual
Sign assurance of test security form
Ensure that all non-TAs with access to the secure test environment or materials:
Understand the importance of maintaining security
TAM, Section 1.5: Training Requirements

8. Test Administrator (TA) Training Requirement Highlights
Use ODE-provided modules
Incorporate discussion and check for comprehension in training
Coordinate to identify all staff who need training
TAM, Section 1.5: Training Requirements

9. Test Administrator (TA) Training Required Modules
Module 2: TA Training
Module 3: Accessibility Supports
Module 4: Test Security
Module 5: Smarter Balanced
Module 6: OAKS Online Science and Social Sciences
Module 7: ELPA21
Required for all TAs
Required for TAs based on the test(s) they will administer
Test administration and security training modules:

10. Test Administrator (TA) Training for Other Assessments
In addition to Test Administration and Security Training, ensure that:
All Braille Interface TAs in your building receive additional ODE-provided training specific to configuring the Braille Interface
All Extended Assessment TAs in your building receive additional ODE-provided Qualified Trainer or Qualified Assessor training
All Kindergarten Assessment TAs in your building receive separate Kindergarten Assessment Training using ODE- provided modules.
TAM, Section 1.5: Training Requirements

11. Training Considerations
Trainings can incorporate independent study time for added flexibility
Track which staff have received training and signed an Assurance Form
Access to the OAKS System may be granted to staff only upon completion of training requirements
Develop a plan to provide “make-up” training to new hires or substitutes who will be involved in test administration
Provide a brief refresher training or supplemental resources before the start of each testing window
TA Training Promising Practices:

12. Supporting Staff in Test Administration
Training
Supporting Staff in Test Administration
Disseminate ODE-issued testing updates and alerts to staff involved in state testing*
Weekly AA Update
DTC Alerts
Reminders about test windows and downtimes
Respond to questions from staff using Regional ESD Assessment support partners when necessary
*Monthly informal DTC webinars with ODE are another resource to get updates, ask questions, and share ideas with your peers
TAM, Section 1.5: Training Requirements

13. Creating District and School Level User Accounts in TIDE
Training
Creating District and School Level User Accounts in TIDE
One “DTC” allowed per district, with multiple “District Level User” roles permitted
DTC creates district- and school-level accounts:
District Level Users
District Report Viewers
School Test Coordinators
School Report Viewers
Test Administrators
Test Technicians
TIDE User Guide

14. Q&A Discussion
What are the local considerations and challenges around training within your school or district?
What are some effective approaches you could use to address these challenges?
Who within your school or district needs to be included when coordinating TA training?
What resources do you plan to use to assist you in planning and implementing TA training?

15. Scheduling
accounts for local considerations and provides students adequate resources such as technology, space, and time to demonstrate what they know and can do on the test.

16. Statewide Test Schedule
Scheduling
Statewide Test Schedule
Kindergarten Assessment 8/9 – 10/20
PSAT/NMSQT /15, 10/19, or 11/2
ELPA /10 – 4/13
OAKS Online Science and Social Sciences 1/10 – 6/9
NAEP 1/30 – 3/10
Smarter Balanced 2/7 – 6/9
Extended Assessment 2/16 – 4/27
TAM, Appendix A: Statewide Test Schedule

17. School-Level Test Windows: Reminder of Requirements
Scheduling
School-Level Test Windows: Reminder of Requirements
66% instructional day threshold for Smarter Balanced ensures that testing occurs at the appropriate time in relation to student instruction
Provides local flexibility to manage resources
*Remember, regardless of your school test window, schools will be held accountable for testing all students enrolled on the first school day in May.
TAM, Section 5.2: School-Level Test Windows

18. School-Level Test Windows: Scheduling Considerations
Tests are not timed
Test times vary by grade and subject
Use average test times in TAM to guide scheduling
TAM, Section 5: Scheduling Test Administration
TAM, Section 6: Planning for Test Administration

19. Managing School-Level Test Windows
Scheduling
Managing School-Level Test Windows
District-level users (DLU) may set school-level test windows by grade and subject in TIDE
The TA interface will only list tests included in a test session during that test’s school-level test window
Recommended (but not required) to help districts ensure that the correct tests are administered at the right time
TIDE User Guide & School-level test window promising practices

20. Building a Testing Schedule
Scheduling
Building a Testing Schedule
Inventory all potential locations and devices for testing
Identify students who will be taking each test
Determine non-negotiables:
Previously scheduled events during testing
Sequence of grade levels and tests considering recommendations
Days of week and what time of day for testing
Schedule Format
Build in make-up sessions throughout testing
Plan for schedule adjustment processes
Plan staff, student, & parent communication

21. Q&A Discussion
What are the local considerations and challenges around scheduling within your school or district?
What are some effective approaches you could use to address these challenges?
Who within your school or district needs to be included when coordinating your school-level test windows and schedules?
What resources are available to assist you in planning and managing your school-level test windows and schedules?

22. Testing
Adequate planning ensures that students have access to appropriate and necessary resources.

23. Student Test Options: Supports & Targeting Up
Testing
Student Test Options: Supports & Targeting Up
Assigning embedded designated supports and accommodations in TIDE
Targeting students up to a higher grade level test
For Smarter Balanced Math & ELA, students in grades 3 through 7 are allowed to target up one grade level
For OAKS Online Science & Social Sciences, students in grades 8 through 10 may target up to the grade 11 test
Not allowed for KA, Extended, or ELPA21
TAM, Appendix B: Student Inclusion
OAM, Appendix A
TIDE User Guide

24. Student Test Options: Restricted Access and Retesting
Managing test formats and restricting access
Online tests may be restricted for student expected to take the Extended Assessment
Managing retests
OAKS Online Science & Social Sciences
Grade 12 Smarter Balanced retest opportunity
TAM, Section 5.3 Parent Requests for Exemption TAM, Appendix B: Student Inclusion
TIDE User Guide

25. Student Participation
ensures representation of all students in assessment results.

26. Participation Requirements
Participation is based upon all student enrolled on the first instructional day in May
Participation of 95% in ELA, Math, and Science are determined by federal statute.
ELPA21 participation is expected by all eligible students who are English Learners owing to the role this assessment plays in determining EL program eligibility for individual students
TAM, Section 5: Scheduling Test Administration

27. Managing Parent Requested Opt-Outs
Participation
HB 2655 governs exemptions for Smarter Balanced and Extended Math and ELA
Districts responsibilities:
Distribute annual notice at the start of each year
Distribute combined 30-day notice and opt-out form by January 7
Enter Admin Code X
All other assessments follow OAR :
Eligibility tied to disability or religion
Parent must propose alternate learning activity
TAM, Section 5.3: Parent Requests for Exemption
Notices and Opt-out Form:

28. Student Participation: Communication Resources
Smarter Balanced Factsheet
Provides context for parents about the purpose of the state tests
Key Messages about Participation
Provides talking points administrators, counselors, teachers, or others can use when talking to parents about participation
Sample Parent Letter about Participation and Robo Call Script
Contains language to communicate with parents about participation
Communications toolkit:

29. Q&A Discussion
What are the local considerations and challenges around managing student participation within your school or district?
What are some effective approaches you could use to address these challenges?
Who within your school or district needs to be included in tracking student participation and parent requested opt-outs?
What resources are available to assist you in tracking and managing student participation?

30. Contacts & Resources

31. Regional Assessment Support
Resources
Regional Assessment Support
ODE will provide information through DTC listserv and Regional ESD helpdesks
Regional ESDs are the best source for assessment support
The state is divided into three regions
Regional ESD contact information online:

32. ODE Policy Contacts Resources Mary Anderson, Director of Assessment
Test Development and Administration
(503)
Jon Wiens, Manager of Accountability & Reporting
Accountability and Reporting
(503)
Beth LaDuca, NAEP State Coordinator
(503)
Brad Lenhardt, Monitoring, Assessment, & Accommodations Specialist
Accessibility & Accommodations
Alternate Assessment
(503)
Holly Carter, Assessment Policy Analyst
Test Security and Administration Policies
(503)

33. Related Reading Requirements by Role
Resources
Related Reading Requirements by Role
User Role
Description
District Test Coordinator (and District Level User)
Sections 1 – 14 of the TAM
Appendices A – F of TAM
The Oregon Accessibility Manual (OAM)
The Essential Skills Manual
School Test Coordinator
Sections 1 – 12 of the TAM
Appendices A – F of the TAM
The OAM

34. Online Resources Resources
ODE staff contact information:
Assessment & Accountability webpage:
Regional ESD Helpdesk contacts:
Test Administration Manual and Best Practices Guide:
Accommodations Manual and Webpage:
Extended Assessment Updates:
Extended Assessment Manual:
Promising Practices:
Training Modules:
Test Security Forms: