1. T EST A DMINISTRATOR T RAINING (R EQUIRED FOR DTC S, STC S, AND TA S ) Note: Information noted in light gray or strike through is not relevant to the Kindergarten Assessment.

2.  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  Be aware of what’s new this year in the statewide assessment system Test Administrators Big Picture Objectives

3. Training will cover the following topics :  TA Training Overview  Accommodations  Test Security  Administering the Kindergarten Assessment Test Administrators Training Overview

4.  Before testing:  Provide students with an opportunity to become familiar with the test format and procedures  Review student IEPs or education plans to identify appropriate test formats and accommodations  Make arrangements for students who are not testing  Review Test Administration Manual Test Administrators TA Roles and Responsibilities  During testing:  Ensure that students receive the appropriate test (includes settings such as language)  Enforce test environment requirements

5.  Supervision at all times by a trained TA  Quiet environment void of distractions  Only allowable resources made available to students upon request  Limited interaction with students  Read student directions  Administer accommodations appropriately  No coaching Test Administrators Test Environment Requirements

6.  Kindergarten Assessment added to Oregon’s Statewide Assessment System  New Appendix L for Kindergarten Assessment  ODE will post the final 2013-14 Test Administration Manual by August 1, 2013. Test Administrators What’s new ?

7. ODE has identified the following practices as standard testing conditions available for all students:  Dividing testing into several testing events, including providing students with extended time or frequent breaks as needed.  Reading or rereading student directions to students. Test Administrators What’s new ?

8. Do’s  TAs must:  Read the Test Administration Manual  Receive annual test administration and security training, and  Sign an Assurance of Test Security form before administering state tests. Test Administrators Do’s and Don’ts

9. Test Administrators Do’s and Don’ts, cont’d Do’s  TAs may only provide students with allowable resources listed by content area in the Test Administration Manual.  TAs must read verbatim the student directions provided in the Assessor Materials of the Kindergarten Assessment.

10. Don’ts  TAs may not allow untrained aides, volunteers, or substitutes to assist with test administration.  TAs may not coach students (including requiring students to show their work).  Students may not access non-allowable resources such as textbooks, class notes, or cell phones during testing.  Students may not talk to or help other students during testing. Test Administrators Do’s and Don’ts, cont’d

11.  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 ensure proper testing conditions.  TA makes available but does not require students to use allowable resources. Test Administrators Promising Practices

12.  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” Test Administrators In a Nutshell

13.  Test Administration Manual  Accommodations Manual http://www.ode.state.or.us/search/page/?id=487  Best Practices Guide  Promising Testing Practices http://www.ode.state.or.us/go/tam http://www.ode.state.or.us/search/page/?=2444 http://www.ode.state.or.us/go/tam Test Administrators Test Administration Resources

14.  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? Test Administrators Acorns for Storage

15. A CCOMMODATIONS (R EQUIRED FOR DTC S, STC S, AND TA S ) Note: Information noted in light gray or strike through is not relevant to the Kindergarten Assessment.

16.  Identify and understand the purpose of accommodations  Administer accommodations appropriately Accommodations Big Picture Objectives

17.  Know the differences between the following:  Allowable Resources  Restricted Resources  Accommodations  Modifications  Always refer to the current year’s Test Administration Manual and Accommodations Manual for updates Accommodations Know the Options

18. Accommodation  “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.  Only approved accommodations by the Accommodations Panel are allowed during testing. Accommodations Definitions

19. Allowable Resource  Subject-specific resources identified as allowable in the Test Administration Manual Restricted Resource  Computer-based application, tool, functionality, or non-electronic resource approved by the Accommodations Panel that does not interfere with the measured construct, but has restricted availability and requires district documentation of individual student need prior to use Modification  Any change away from a standard administration  Modifications result in an invalid test Accommodations Definitions, cont’d

20.  Provide a student equal access and equal opportunity to meet or exceed grade level achievement standards.  Accommodations are available to all students, although the decision to apply accommodations must be based on an assessment of individual student need.  Accommodations must be documented within a student’s cumulative file, IEP and/or 504 Plan. Accommodations Purpose and Eligibility

21.  Students on IEPs or 504 Plans must have needed accommodations documented within their plans.  Students who are English Language Learners or General Education and not on an IEP or 504 Plan should have needed accommodations documented within their cumulative file. Accommodations How to Document

22.  Necessary accommodations must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment, unless precluded by the local test window.  Accommodations used in state assessment must have been previously approved by the Accommodations Panel and listed in the Accommodations Manual. Accommodations When to Identify  The Accommodations Manual provides guidance on how and when to appropriately identify accommodations for a student.

23. Changes in Test Directions:  Sign directions  Interpret directions orally  Simplify language in directions Accommodations What is NEW for Kindergarten:

24. Changes in how questions are presented:  Large print version of test  For Mathematics, TA may point to each answer choice to support students who need this option to indicate their answer choice by blinking, head movement, eye gaze or other form of identified non- verbal communication Accommodations What is NEW for Kindergarten:

25. Changes in how student responds:  Student may respond to multiple choice questions using any assistive technology device that serves as their primary communication mode Accommodations What is NEW for Kindergarten:

26. Changes in Test Setting:  Test an individual student in a separate location  Support physical position of student (e.g., preferential seating, special lighting, increase/decrease opportunity for movement, provide position assistance, adaptive equipment/furniture) Accommodations What is New for Kindergarten:

27. Changes in Test Schedule:  Administer at a time of day most beneficial to the student Accommodations What is New for Kindergarten:

28. 1. Expect participation and academic achievement in statewide assessments for all students 2. Learn accommodations 3. Select accommodations 4. Administer accommodations 5. Evaluate and improve accommodation use Accommodations Five Step Process

29.  STEP 1 – Expect participation and academic achievement in statewide assessments for all students.  STEP 2 – Learn accommodations  STEP 3 – Select accommodations Accommodations Five Step Process

30.  STEP 4 – Administer accommodations  STEP 5 – Evaluate and improve accommodation use Accommodations Five Step Process

31. Who benefits?  Students who have difficulty or an inability to read and comprehend directions presented in standard print.  Students with language processing challenges.  Students who are deaf or hard of hearing.  Students who require a multisensory approach to learning. Accommodations Test Directions & Presentation Accommodations

32. Who benefits?  Students with physical, sensory, or learning disabilities  Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization. Accommodations Response Accommodations

33. Who benefits?  Students who are easily distracted in large group settings and who concentrate best in small groups or an individual setting.  Students who receive accommodations (e.g. read aloud, sensory supports) that might distract other students.  Students with physical limitations might need a more accessible location, specific room conditions or special equipment. Accommodations Setting Accommodations

34. Who benefits?  Students who cannot concentrate continuously for an extended period of time.  Students who become frustrated or stressed easily and may need frequent or extended relaxation breaks.  Students with health-related disabilities which cause varying levels of functioning from day to day.  Students who fatigue easily should take testing before physical activities. Accommodations Scheduling Accommodations

35.  Available for Math, Science, and Social Sciences (not for Reading)  OAKS Online supports a computer-based read-aloud feature  English computer-based read-aloud available for Math, Science, and Social Sciences  Spanish computer-based read-aloud available for Math  Human-administered read-aloud is still permitted  Math read-aloud follows special guidelines (posted at Accommodations Webpage)  Must not distract other students testing Accommodations Read-Aloud Accommodation

36.  If a student requests this accommodation while testing and it was not previously identified as a needed accommodation for the particular student, read verbatim the student directions provided in Appendix B.  The TA may not provide an accommodation to a student that was not selected based on an assessment of individual student need. Accommodations Read-Aloud Accommodation “In the Moment” Request

37.  Required code for students with IEPs :  “ Number of Accommodations”  Select “none” or “one or more”  Optional code:  “Accommodation Code”  District can identify up to six specific accommodations by unique 4-digit code  Update in TIDE, TA Interface, or Student Centered Staging Accommodations Coding Accommodations

38. Do’s  Refer to the Accommodations Manual for accommodations implementation guidance.  Refer to student’s IEP, 504 Plan or cumulative file to determine which accommodations must be provided.  Note that although writing prompts may be translated locally, they must be completed in advance by a trained translator endorsed by the district and must be stored securely. Translator also needs to be trained in Test Security and sign an Assurance of Test Security form. Accommodations Do’s and Don’ts

39. Do’s (cont’d)  TAs may read numerals and math symbols aloud on the early 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.” Accommodations Do’s and Don’ts, cont’d  However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”

40. Don’ts  Indicate “as needed” or “as appropriate” when documenting accommodations  Choose every accommodation available for an assessment “just to be safe”  Assume the same accommodations remain appropriate year after year  Provide an accommodation for the first time on the day of testing  Provide the same accommodations for every student in the class, grade, or program Accommodations Do’s and Don’ts, cont’d

41. Don’ts  TAs may not provide instruction or give suggestions regarding process.  TAs may not choose to administer an accommodation for all students in a class or a grade.  TAs may not read Reading items or response choices aloud.  TAs may not read ELPA items or response choices aloud.  Items may not be translated.  If you can’t find it in the TAM or Accommodations Manual, don’t do it. Accommodations Do’s and Don’ts, cont’d

42.  Develop a process to determine appropriate accommodations for students not on IEPs or 504 Plans  Develop a system to inform students of available accommodations and allow them to request consideration for use of an accommodation during testing  Encourage students to “do their best”  Ask a student if he/she “needs a break” if they appear to lose focus Accommodations Promising Practices

43.  Accommodations are selected and administered for individual students  Accommodations used during state testing must be selected from the Accommodations Manual  Providing accommodations for the first time during state testing is not allowed  Administration of accommodations for one student must not interfere with the testing conditions of another student Accommodations In a Nutshell

44.  Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam http:www.ode.state.or.us/go/tam  Accommodations Manual and Webpage: http://www.ode.state.or.us/search/page/?=487 http://www.ode.state.or.us/search/page/?=487  Math Read Aloud Guidelines: http://www.ode.state.or.us/teachlearn/testing/manuals/tables/ math-read-aloud-accommodation-guidelines.pdf http://www.ode.state.or.us/teachlearn/testing/manuals/tables/ math-read-aloud-accommodation-guidelines.pdf  Promising Practices: http://www.ode.state.or.us/search/page/?=2444 http://www.ode.state.or.us/search/page/?=2444 DTC T RAINING Online Resources

45.  What are some common errors in the administration of accommodations and how can they be avoided?  Why are accommodations provided to students?  May decisions regarding accommodations be made for:  Individual students?  Groups of students? Accommodations Acorns for Storage

46. T EST S ECURITY (R EQUIRED FOR DTC S, STC S, AND TA S ) Note: Information noted in light gray is not relevant to the Kindergarten Assessment.

47. 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 Test Security

48.  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 the OAR 581-022-0610 for Administration of State Tests. Definition and Purpose Test Security

49. Some numbers from the 2011-12 school year:  106 districts reported at least one test impropriety  470 total improprieties were reported  785 student tests were impacted Test Impropriety Trends:  Non-allowable resources (including cell phones)  Student cheating  Student coaching  Mishandling of secure test materials  Student given the wrong test  Student tested under wrong SSID  Unsecure test environment  Missing the shipping / data entry deadline  TA review/analysis of test items Test Impropriety Statistics Test Security

50.  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 Secure Testing Environment Test Security

51.  Definition : Providing students with any type of assistance that may affect how a student responds  Includes both verbal cues and nonverbal cues to the correct answer  172 reported instances accounting for 22% of all reported improprieties in 2011-12 Student Coaching Test Security

52. Examples:  Leading students through instructional strategies such as Think Aloud  Asking students to point to the correct answer or otherwise identify the source of their answer- allowed for the Kindergarten Assessment  Requiring or rewarding students for showing their work  Requiring students to raise their hands and receive permission before moving on to the next item  Reading aloud the Reading or ELPA test or improperly reading aloud the Math test Student Coaching, cont’d Test Security

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

54.  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 within 1 day of learning of them and the district investigation must be completed within 30 days.  If a DTC cannot investigate an impropriety, the district must assign someone else to the task. Do’s Test Security Do’s and Don’ts

55.  TAs must not review or analyze secure test items  Students must not access non-allowable resources such as notes, text books, cell phones, iPods, or e-mail  Students must not remove test materials from the test environment  TAs must not copy or retain any test materials, including secure test booklets, writing prompts, or reading passages Don’ts Do’s and Don’ts, cont’d Test Security

56. Non-allowable resources  TAs closely review the allowable resource tables prior to testing and examine the test environment to ensure that all non- allowable resources are removed. This includes covering up posters that contain non-allowable content.  TAs remind students of the rules and post reminders outside the lab. For cell phones, TAs create procedures for collecting all cell phones before students enter the test environment. Student cheating  TAs provide space or visual barriers between students.  TAs circulate through the test environment to monitor students. Student coaching  TAs limit interactions with students to the verbatim student directions in the Test Administration Manual and appropriately administer accommodations such as read-aloud.  TAs do not require students to show their work or otherwise provide students with feedback during testing. Promising Practices Test Security

57. Mishandling of Secure Test Materials  U sing 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. Promising Practices, cont’d Test Security

58. Student given wrong test  TA works with STC and other appropriate staff to identify students designated to take the Extended Test or to take the assessment OAKS in Braille or English-Spanish. For students on an IEP, TA reviews IEP to identify needed accommodations  STC and DTC ensure that student settings are updated in TIDE to restrict access to OAKS for students taking the Extended Test and to update other test settings (e.g., language, print size) for students  Before approving students to start a test, the TA reviews student settings Student tested under wrong SSID  For young students or newcomer ELLs, the school includes student picture on student SSID card  TA carefully reviews student names before approving students to test Promising Practices, cont’d Test Security

59. Unsecure test environment  TA does not leave the test environment unsupervised or allow untrained staff to enter the test environment (this includes substitute teachers). Missing shipping / data entry deadline  DTC communicates with staff ahead of time about upcoming deadlines.  In case of unplanned staff absences, staff cross-train.  Several days before the deadline, the DTC ensures that all necessary materials are collected. Promising Practices, cont’d Test Security TA review/analysis of test items  If students have a concern about a test item, the TA reads the script from the Test Administration Manual directing the student to the Student Comment Feature.  To identify content covered on the test, the TA refers to the Test Specifications and Blueprints published by ODE

60.  Only authorized staff who have signed an Assurance of Test Security Form may have access to the test environment or secure test materials.  TAs must limit interactions with students during testing to what is permitted by the Test Administration Manual or Accommodations Manual.  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 ODE within 1 day of learning of them. Report form is available online In a Nutshell Test Security

61. DTC T RAINING  Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam http:www.ode.state.or.us/go/tam  Promising Practices: http://www.ode.state.or.us/search/page/?=2444 http://www.ode.state.or.us/search/page/?=2444  Test Security Forms: http://www.ode.state.or.us/go/testsecurity http://www.ode.state.or.us/go/testsecurity Online Resources

62.  Why is test security so important?  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 in general?  If you think an impropriety has occurred, what steps should you take? Acorns for Storage Test Security