Oregon Kindergarten Assessment Manual 2019-20 School Year
It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, religion, sex, sexual orientation, national origin, age or disability in any educational programs, activities or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Deputy Superintendent of Public Instruction with the Oregon Department of Education.
Colt Gill Director of Public Instruction OREGON DEPARTMENT OF EDUCATION Jennifer Patterson 255 Capitol Street NE Assistant Superintendent Salem, OR 97310 (503) 947-5600 Miriam Calderon http://www.oregon.gov/ode/ Director, Early Learning System
Contributors to the Kindergarten Assessment Manual Dan Farley Tony Bertrand Bradley J. Lenhardt Jon Wiens Director, Assessment English Language Arts Monitoring and Director, Accountability Assessment Specialist Assessment Specialist Reporting Holly Dalton Irvin Brown rd Carla Martinez Early Literacy and PreK-3 Grade Administrative Math Assessment Coordinator Specialist Specialist Saleem Ahmad Holly Carter Steve Slater Scoring, Psychometrics Assessment Scoring, Psychometrics and Validity Operations and Validity and Policy Analyst Elyse Bean Renée LeDoux Brett Walker Research Administrative PreK-3rd Grade Analyst Specialist Coordinator Contributing Organizations The copyrights in easyCBM ® materials belong to the The Child Behavior Rating Scale documents were University of Oregon and these materials were reprinted adapted with permission from Bronson, M. B., for the Oregon Kindergarten Assessment solely by Goodson, B. D., Layzer, J. I., & Love, J. M. (1990) permission from the University of Oregon. Please contact Cambridge, MA: Abt Associate. [email protected] for any additional permission requests.
All or any part of this document may be photocopied for educational purposes without permission from the Oregon Department of Education and distributed for the cost of reproduction.
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2019-2020 Kindergarten Assessment Manual
TABLE OF CONTENTS 1.0 Overview ...... 6 1.1 Oregon Kindergarten Assessment ...... 6 1.2 Summary of Changes ...... 7 1.3 User Roles and Responsibilities ...... 8 1.4 Training Requirements ...... 9 2.0 Testing Requirements to Produce Valid Results ...... 11 3.0 Test Improprities and Irregularities ...... 12 3.1 Adult-Initiated Test Improprieties ...... 12 3.2 Responding to Student Questions During an Assessment ...... 13 3.3 Test Irregularities ...... 13 3.4 Consequences of Test Improprieties and Irregularities ...... 13 3.5 Reporting Test Improprieties and Irregularities ...... 13 4.0 Scheduling Test Admininstration...... 15 4.1 Statewide Kindergarten Assessment Test Window ...... 15 4.2 Establishing Kindergarten Assessment School-Level Testing Window ...... 15 4.3 Parent Request for Exemption ...... 15 4.4 Providing for Students Who are Not Testing ...... 15 5.0 Administering the Kindergarten Assessment ...... 17 5.1 Background of the Kindergarten Assessment ...... 17 5.2 Ordering the Kindergarten Assessment ...... 17 5.3 Preparing to Administer the Kindergarten Assessment ...... 18 5.4 Components of the Kindergarten Assessment ...... 18 5.5 Establishing Appropriate Testing Conditions ...... 19 5.6 Kindergarten Assessment Administration Procedure ...... 20 5.7 Following Test Administration ...... 22 5.8 Kindergarten Assessment Data Submission and Reporting ...... 23 6.0 Accessibility Supports for the Kindergarten Assessment ...... 24 6.1 Introduction ...... 24 6.2 Intended Audience and Recommended Use...... 24 6.3 Modifications ...... 27 6.4 Oregon Accessibility Manual Reading Requirements ...... 27 6.5 Accessibility Supports ...... 27 Appendix A: Kindergarten Assessment Assurance ...... 35 Appendix B: Guidelines for Signed Interpretation Support the Kindergarten Assessment ...... 36
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2019-2020 Kindergarten Assessment Manual
Appendix C: Selection, Administration, and Evaluation of Accessibility Supports (Steps and Teacher Tools) ...... 40 APPENDIX D: Oregon’s Accessibility Panel ...... 63 APPENDIX E: Approval Process For A New Accessibility Support ...... 65
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2019-2020 Kindergarten Assessment Manual
LIST OF TABLES Table 1: User Roles in the Online Testing System ...... 8 Table 2: 2019-20 Schedule of ODE-Provided Kindergarten Assessment Trainings ...... 10 Table 3: 2019-20 Schedule of ODE-Provided Kindergarten Assessment Data Collection Training ...... 10 Table 4: Examples of Reported Adult-Initiated Test Improprieties ...... 12 Table 5: Definitions for Universal Tools, Designated Supports, and Accommodations ...... 25 Table 6: Reading Requirements by Role...... 27 Table 7: KA Non-embedded Universal Tools ...... 27 Table 8: KA Non-embedded Designated Supports ...... 28 Table 9: KA Non-embedded Accommodation ...... 32
5
ALL ROLES
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The Oregon The Oregon personal skills). Each year year Each skills). personal - the Kindergarten ssessment regulatory, and academic skills of skills academic and regulatory, -
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eparate test administration manuals Assessment Advisory Committee to make Advisory to make Committee Assessment
regulation and inter and regulation
-
6 the Kindergarten A
Section 1 Section
– to classroom, teacherto teacher, school test administration manuals to administrationtest match manuals test the
statewide summative assessments. statewide summative
ormation that gives families, schools, communities, and and communities, schools, families, gives that ormation includes an overview, test security/impropriety
ange of experiences and skills. The Kindergarten Kindergarten The skills. and experiences of ange s its s
from its external its from for each student
want Oregon’s Oregon’s he Kindergarten Assessment Manual (KAM) as a separate, Manual (KAM) a separate, as Assessment he Kindergarten on Manual toward a balanced assessment system, and of that part is this toward a balanced assessment
testing Assessment s for the Kindergarten Assessment
work
educators to track trends and measure progress improvements over time, and and time, over improvements progress measure and trends to track educators
ors level policy makers a snapshot of the social, self social, the of snapshot a makers policy level
garnered support support garnered -
ermining Early Learning resource allocation to best support students in need, and and in need, students support to best allocation resource Learning Early ermining é & Kuncel, 2008, Duncan et al., 2007; Hattie, 2009; Morris, Bloodgood & Perney, Perney, & Bloodgood Morris, 2009; Hattie, 2007; et al., Duncan 2008, Kuncel, é & Oregon In addition, ODE publishes the following s Kindergarten and equitable . measure improvement over time. over improvement measure Provide local and statewide inf statewide and local Provide state kindergartners. incoming gaps, opportunity systemic identifying for tool statewide a consistent, Provide det outlines outlines policies and procedures for is intended for staff who play a role in the administration of
tudent confidentiality practices tudent confidentiality ODE will now publish t now ODE will information, training requirements, accessibility supports, and test administrationdirections for our summative assessments; The Test Administrati 1. 2. coordinat Fair Standardized test administration so that the testing students environment is similar for all S validityTest and accuracy Efficiency to minimize the burden for students, teachers, and school and district te
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 ODE staff - M). M).
KAM OVERVIEW Oregon
A poses as as poses
is KAM This Assessment addressing test administration policies and requirements for the remaining OSAS assessments: foundation of Oregon’s Kindergarten Assessment. Kindergarten of Oregon’s foundation assessment of particular skills that have relationships with third grade reading and future academic academic future and reading grade third with have relationships that skills particular of assessment (Cred success Oh, 2010). & Snow 2012; & Bond, Abraham 2003; Richardson, Kindergarten the entry, kindergarten upon skills children’s of perspective statewide a By providing allows Assessment the form goals following the end, To this school. in start a successful has child every ensure helps Oregon’s Kindergarten Assessment is an assessment of entering kindergarteners’ skills in early early in skills kindergarteners’ of entering assessment an is Assessment Kindergarten Oregon’s (self learning to approaches and math, early literacy, r wide a with kindergarten enter children a quick be to designed is it knows; child a everything measure to intended not is Assessment comprehensive resource comprehensive Th reliabilitytest and validity classroom from to promote: is designed and district It to district. Department of Education (ODE) (ODE) of Education Department pur shift. Skills and Lo the Essential with established precedent also change. Therethis was the as Manual as well ELPA Manual, Assessment Screener Administration Performance (ES 1.0 1.1 only the this year be to include (TAM) revised will Manual The Administration Test for information administration 2019 ALL ROLES compared compared
20 - 9 aining aining changes changes 201
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Assessment Assessment
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1.2 Summary of Changes 201 The s the of administration the 201 to 2019 ALL ROLES
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TAs Administration Manual. may serve in the
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test irregularities and improprieties to their DTC.
Section 1 Section
, as appropriate. Test Administration STC
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There mayThere only be one recognized DTC district per at any
and ensur of this manual.
Kindergarten any potentialany test irregularities improprieties.or DTCs also potential
they they first receive training as described in in the testing testing progress during the testing window and ensur
TAs
all aspects of testing all aspects of paper testing
all test administration policies and procedures
ing with STCs to develop and implement ing
Administration Manual.
the Kindergarten Assessment is : For a complete description of the DTC role, please to refer the ing ing
istrict personnel responsible for the administration overall of chool personnel responsible monitoring for the testing process, TAs, . district or school personnel, substitute teachers, or volunteers responsiblevolunteers or substituteteachers, personnel, school district or Assessment
anag anag oordinat nsuring district, school, and staff compliance with the policies and nsuring that the nvestigat Identifying Monitoring students participate Addressing Reporting Substitutes and volunteers substitutes volunteers or to administer thatensure Requirements distributing, inventorying, E procedures provided through the DTC listserv. C schedules E regarding Kindergarten Assessment personnel. I all potentialreport test improprieties to ODE. M M are are s are accountable for ensuring that testing isin their school conducted in
TAs the administering for procedures in the STCs STCs are s and the handling of paper test materials within individual schools. STCs must thatensure environment that complies with the Kindergarten pleaserole, refer to the STC accordance with the policies and procedures Administration Manual torelated the Kinder DTCs d are testing in a district. timegiven Administration Manual DTCs responsible are for the following Assessment Responsibilities
Kindergarten
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Role : Roles in the 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020
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User roles and their responsibilities are provided in provided are responsibilities their and User roles
Test Administrator (TA) School Test Coordinator District Test Coordinator 1.3 Roles and User Table 2019 ALL ROLES
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STC Section 1.4
the Kindergarten Assessment Appendices A Appendices Regional ESD Partner
ir
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. an opportunity to ask questions and and questions ask to opportunity an administer state assessments. This no is Description
trainer model trainer - provided training modules training provided
including aining (see hom sharesthe TA a personal tie. In cases - ay
ssessments.
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ors. administer state assesssments, as the design of
9 20 ODE 20 vend - the Kindergarten Assessment Section 1 Section DTCs must: DTCs
supports.
– in a district’s methodology of distribution of state and local may not
contact information
facilitated Webinar sessions listed in the schedule schedule in the listed sessions Webinar facilitated 2019
- Manual (KAM) (KAM) Manual
) and) reviewing all policy and administration DE the the
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Oregon’s statewide a . name and contact information utilize provided provided institution ID Number and student
-
from all districts supporting Kindergarten programs in 2019 programs Kindergarten supporting all districts from
eporting all potential test improprieties irregularities or andto their STC iewing iewing student information toprior testing to the ensure right student is State applicable) DTC’s relationship before the TA administers the testthe student. to Completing test administration tr Requirements toprior administering V getting the R DTC. Due to changes ESSA,under it is for allowable now teachersfunded fully by toIA Title administer state required assessments circumstances. in some If the school isunder operating the Schoolwide Title IA Progam model, a teacher fully funded by Title IA consideredlonger supplanting, as the measurement supplement for not supplant is based funds. if the However, school is under operating a IATitle Ta thisPlan, teacher this model is based specificon services for students. Districts must administeravoid having a TA a otherrelative or student with w where available the only TA is tootherwise related or shares a personal tie with a student, the district must notify the and procedures to address test initiatedimproprieties by substitutes or volunteers.
s administer
(DTCs) ODE and ODE with ODE’s testing contacting After STC andRegional ESD your DTC, your Partner contact for questions regarding test ordering, test record management, followingcontactingBeforethehavecollection. Regional please your Partner, ESD information available: Regional ESD Partner TA personnel to act as TAs. TAs responsibleare for: Regional ESD Partners regional are system administrators who provide desk help services for assessment data and collection questions, as as well liaisons with
facilitated Webinar sessions is to check for comprehension of the Kindergarten Kindergarten of the for comprehension check is to sessions Webinar facilitated -
Role Register for one of the required O required of the one for Register below. Assessment Kindergarten Read the and review Independently staff with
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020
- Training Requirements
Regional ESD Partner istrict Test Coordinators Test istrict The Kindergarten Assessment Training will follow a train a follow will Training Assessment Kindergarten The ODE required provide to and requirements administration Assessment 1.4 D Training. Assessment Kindergarten a specialized in participate to required requirement, training Assessment Kindergarten 2019 ALL ROLES . . DTCs DTCs .
provided provided May 2019 17, - by by
are also required to to required also are
to participate in a in participate to
here 20 - August 12, 2019 August
link link
must notify their Regional ESD ESD Regional their notify must administer the approaches to to approaches the administer
Time Time up training to occur prior to their their to prior occur to up training - Based on local district policy, STCs policy, STCs district on local Based provided training, then the district district the then training, provided only -
3:00p PDT 3:00p 4:30p PDT 4:30p 10:30a PDT
GoToWebinar ake ided remotely via GoToWebinar. GoToWebinar. via remotely ided w. – – –
gs listed in Table 4 above. If the district district If the above. Table 4 in listed gs 2:00 3:00 9:00
20 schedule for the required ODE required for the 20 schedule
10 - provided trainings trainings provided - hild Behavior Rating Scale) Rating Behavior hild Section 1 Section 19
Based on local district policy, TAs may participate participate TAs may policy, district local on Based
–
provided training, then the district must separately separately must district the then training, provided -
provided trainin provided gs listed in Table 4 above. If the district does not arrange arrange not does district the If above. Table 4 in listed gs - 8 Date Date
9 , 201 , 4
, 201 , . 1 Provided Kindergarten Assessment Data Collection Training Provided Kindergarten Assessment Trainings participate directly in the ODE in the directly participate - -
administer the early literacy or early math measures, districts have the have the districts measures, math or early literacy early the administer ly in the ODE ly
eptember 5, 2019 5, eptember S May 2 May 1 August not below includes the 20 the includes below provided trainin provided
- 2 Schedule of Schedule ODE
20 20 of Schedule ODE - -
ODE strongly recommends that all districts participate in at least one of the Kindergarten Kindergarten the one of least at in participate districts all that recommends strongly ODE 9
201 2019 Assessment Administration Assessment (C Learning to Approaches Administering
: : 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 2 -
ning measure and will will and measure ning addition, option to limit training to the following sections of the Kindergarten Assessment Training: Assessment Kindergarten of the sections following the to training to limit option read the Assessment Kindergarten the administering all TAs that ensure also must DTCs Manual Assessment Kindergarten In addition, TAs who will administer the Kindergarten Assessment are required Assessment Kindergarten the administer will TAs who In addition, Training. Assessment Kindergarten specialized ODE the of in one directly direct participate TAs to for its the administering to prior locally trained are TAs Assessment all Kindergarten that ensure will who teachers For Kindergarten Assessment. Kindergarten lear participate in a specialized Kindergarten Assessment Training. Assessment Kindergarten specialized a in participate ODE the one of in directly may participate to STCs its for arrange not does Kindergarten the of administration to prior locally trained are STCs that ensure separately must Assessment. Table 3 2019 programs in Kindergarten supporting schools all from STCs In addition, Partner by August 9, 2018 and make arrangements for a m for a arrangements make and 2018 9, August by Partner window. testing Assessment Kindergarten district’s In 5 belo Table in listed trainings Collection Data Assessment To register for the May training session, DTCs must use the use must DTCs session, May training for the Toregister by above link use the must DTCs session, training August for the Toregister ODE these of in one participate to unable are who seek clarification. Table Table seek clarification. prov be will trainings Training. All Assessment Kindergarten Table 2019 ALL ROLES the the
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id for id l avoid avoid d TA. va , within three three within g the district’s district’s g the ct Office i Note: any individual who who any individual Note: ). Kindergarten ). Kindergarten . The Kindergarten The Assessment is a
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Kindergarten Assessment Assurance form Assurance Assessment Kindergarten Training Requirements Training 11
Section 2 Section
– n 1.4 n
dow or deadline to enter scores as applicable for each each for applicable as scores to enter deadline or dow
Sectio PRODUCE VALID RESULT VALID PRODUCE Kindergarten Assessment score by the deadline identified in identified deadline the by score Assessment Kindergarten
. Appendix D: Assurance of Test Security Forms Security of Test Assurance D: Appendix , ODE will not include the student’s score when calculatin when score student’s the not include will ODE , Assessment Administration Assessment essment all studentsfor kindergartenentering and is administered to students (see (see ar ar one, withone, the TA recording the student’s responses. theGiven heightened level of e - to - te for accountability purposes. accountability for te Special Consideration for the Kindergarten Assessment: required ass one required interaction between the student and musttheTAs TA, vigilantbe especially to coaching studentsthe validity toof the protect assessment results. avoid coaching, To the Assessor Booklet contains language specific that TAs may say to students who appear to be confused struggling or rgarten Assessment, the DTC should work directly with the parents to arrange a loc arrange to parents the with directly work should DTC the Assessment, rgarten day extension of the testing win testing of the day extension - e
ING TO REQUIREMENTS rrent school y school rrent 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 - u
business days of the close of the testing window and prevents the district from meeting the deadline, deadline, meeting the from district the prevents and window testing of the close the of days business may ODE a request, such of receipt Upon request. exception majeure a force submit may districts a one permit first the on starting extension this apply must Districts days. five up to for majeure, force of the day resume. operations normal after day school If a district fails to enter a student’s student’s a enter to fails district If a Schedule Testing Current ra participation disturbances network or outages power to not limited but (including majeure force a where In cases occurs or pandemics) fires, earthquakes, floods, day, school full one for at least lasting For the Kind For the Booklet, Student the of copy a view to parents for arrange will DTCs test. student’s of their viewing sheet. Score Assessor and Booklet, Assessor the the c the student Assessment Kindergarten confidential handling staff authorized other and TAs Assessment training administration test the satisfy also must TAs All annually. form this renew must responses in described requirements reading and is considered Assessment Kindergarten of the administration during students with will interacting be a TA. 2.0 TEST a traine by all times at supervised and administered be must Assessment Kindergarten The Kindergarten confidential handling or Assessment Kindergarten the administering to Prior a signed have must responses student Assessment ODE’s through (available 2019 ALL ROLES
of rk.
This This
TAs TAs
This list is This is list sting a student student a sting pertaining to to pertaining
to administering to administering
. Adults must must . Adults The Kindergarten Kindergarten The test administration test
prior ssessment by qualified, trained A
ents, constitutes a test impropriety. impropriety. test a constitutes ents,
initiated test improprieties improprieties test initiated -
the Kindergarten ified in the Oregon Accessibility Manual or providing AccessibilityManualor Oregon the in ified
12
Description of adult of
les Section 3 Section
– level level test window materials devices or during test administration. -
examp cribes allowable actions. If the Manual does not explicitly allow allow explicitly not does Manual the If actions. allowable cribes
n and supervision of Initiated Test Improprieties - allowable allowable rules, either by staff or stud staff by either rules, -
TAs must not assist or interfere with student testing student with interfere or assist TAs must not that have been reported to ODE in previous school years. years. school in previous ODE to reported have been that .
student identifiable information
below. S AND IRREGULARITIES below provides provides below
able 4 able T Test Administration Manual Manual Administration Test 20 test administration test Initiated Test Improprieties 20 - - 9 : Examples of Reported Adult the steps outlined outlined steps the Giving the student the wrong test, including administering an assessment in a manner that is inconsistent is that manner a in assessment an administering including test, wrong the student the Giving te or format, test wrong the giving (IEP), Program Education Individualized student’s a with at the grade level. wrong Failing to securely store Testing students outside school of the Providing Providing students with non Leading students through instructional strategies such as Think Aloud, asking students to point to answercorrect or otherwisethe identify the source of their answer, or requiring students show their to wo Modifying student responses records or at time.any includes both verbal cues (e.g., interpreting, explaining, or paraphrasing the test items or prompts) and nonverbal cues (e.g., voice inflection, pointing, or nodding head) to the correct answer. ident not supports to access studentwith a Providing an approved support in a manner that is inconsistent with the Oregon Accessibility Manual. Providing a student access another to person’s work/responses. Failing to ensure administratio personnel at all times. Sending a student’s name and SSID together in an email message. Coaching or providing any other type of assistance to students that may affect their responses. initiated test improprieties are adult behaviors prohibited during test administration because because administration during test prohibited behaviors adult are improprieties test initiated 4
-
201 an assessment. assessment. an Assessment Kindergarten the comprehensive. be to intended not Table Adult standard the compromise or otherwise advantage unfair an students give they Assessment Kindergarten the improprieties. test avoid to procedures administration to all test adhere carefully des generally Manual Administration allowable is action an such whether to determine DTC your contact action, an and STCs or other individuals who have witnessed, been informed of, or suspect the possibility of a of possibility the or suspect of, informed been have witnessed, who individuals or other STCs and must data or the tests of the integrity the affect potentially could that irregularity or impropriety test follow 3.1 Adult 3.0 TEST IMPROPRITIE either administration, during test prohibited behaviors are irregularities and Test improprieties to failure accident, by or intentional Whether advantage. an unfair student a give they because with comply ALL ROLES
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nce on the on nce
associated with a with associated policy and the the policy and nd nonverbal cues nonverbal nd but but do not initiate 0040 Grounds for Grounds 0040 , - such as: such nvestigation.
20
- ,
0041: Reporting Requirements requires requires Requirements Reporting 0041: of students or to an entire class without without class entire an or to students of -
20 -
by by the Teacher Standards and Practices Commission
13 Use caution: check your verbal a verbal your check caution: Use
Breaches Breaches of security through the mishandling of test the district and the student. the and district the
. Section 3 Section ety or irregularity with the DTC. If a test is invalidated, is invalidated, a test If DTC. the with irregularity or ety
0040 defines gross neglect of duty as, “any serious and and serious “any as, duty of neglect gross defines 0040 - – 20 - ays the name of any educator who the district reasonably reasonably district the who any educator of name the ays rieties and Irregularitiesrieties and When a test impropriety or irregularity involves a student test, the the test, student a involves irregularity or impropriety a test When
integrity integrity and validity of the test. If a student asks for help remind the es or irregularities must be immediately reported to the DTC, even if you if even DTC, the to reported immediately be must es or irregularities wide power outage, or a force majeure (e.g. a natural disaster) disaster) natural a (e.g. majeure a force or outage, power wide -
Improprieties and Irregularities
Test Administration Manual Manual Administration Test 20 TSPC licensure could be jeopardized be licensure could TSPC materials could result in disciplinary action (TSPC). In certain cases, security breaches could even jeopardize licensure for certified and administrative staff.
20 - 9 Administration of test accommodations to a group group a to accommodations of test Administration need student of individual aninvestigation school a drill, fire A rial inattention to or breach of professional responsibilities.” The determination of whether a of whether determination The responsibilities.” of professional breach to or inattention rial
Reporting Test Consequences of Test ImpropConsequences of Test Test Irregularities Test Responding to Student Questions an Assessment Responding During 201
propriety or irregularity was initiated by an adult or a student. a student. or adult an by was initiated irregularity or propriety testing for a student before receiving authorization from ODE could result in tests that are are that in tests result could ODE from authorization receiving before student a for testing to available opportunities reduce and invalidated 3.5 improprieti test potential All situation. exact of the unsure are i DTC’s the pending testing discontinues student the that must ensure district Continuing ODE. from authorization receives district the until testing resume not must student that districts report to TSPC within 30 d 30 within TSPC to report districts that 584 OAR in described as duty of neglect gross committed have may believes 584 OAR of 4 Section Action. Disciplinary mate district. the by made is duty of neglect as gross qualifies impropriety test On any potential teacher or administrator violation, staff should work within district district within work should staff violation, administrator or teacher On any potential test the that determines district If the occurs. impropriety a when test TSPC the by established rules 584 OAR duty, of neglect as gross qualifies impropriety im Teacher the policy of the and policy disciplinary district’s the to subject are security test of Violations personnel a result, As appropriate. as (TSPC) Commission Practices and Standards TSPC. or district school the by determined as action disciplinary to subject be may impropriety test If test improprieties or irregularities occur during administration, ODE may invalidate impacted tests, tests, impacted may invalidate ODE administration, during occur or irregularities improprieties If test the verifies it until a test not invalidate will ODE automatically. occur not will invalidation although impropri test alleged the with associated facts accountability and reporting, testing, the from omitted be will responses student and test results the the whether of regardless retest, to opportunity the not have will student the and systems are testing. Examples of test irregularities include major disruptions to a test to disruptions major include irregularities test of Examples testing. are 3.4 to ensure that the student does not receive any inappropriate coaching that may impact a student’s item. to a test response 3.3 performa student affect potentially may that circumstances unusual are Test irregularities who students of group a impact may irregularities test Often, scores. student of or interpretation test 3.2 Helping students violates the student to “do your help. can best” you that indication any using give or assistance the verbatim student directions provided in ALL ROLES ll test test ll within one day of day one within
step guide and and guide step - by - online form online
.
14 Section 3 Section
– webpage. Based on the initial report, ODE may request further further may request ODE report, the initial on Based webpage.
approved outcome approved - rare cases where the DTC cannot conduct an investigation directly (e.g., directly investigation an conduct cannot DTC the where cases rare Test Administration Manual Manual Administration Test 20 20 - 9 Assessment Training Materials Training Assessment 201 n cases where a district might need to formally document a particular investigation, the DTC may may DTC the investigation, a particular document formally to need might district a where n cases I an with DTC the provide will ODE Otherwise, ODE. from determination final of letter formal a request ODE the summarizing email report due to conflict of interest) and needs to delegate to a DLU or STC, the DTC must notify ODE when when ODE notify must DTC the STC, or a DLU to delegate to needs and of interest) conflict due to a to report form online the use also must DTCs report. impropriety test the submitting step A results. of validity the or security test either impact that irregularities through available are process submission and form online the with DTCs assist to presentation ODE’s days. calendar 30 within ODE to results provide must DTC the case which DTC, in the by investigation DTCs are responsible for investigating all potential test improprieties and irregularities and must must and irregularities and improprieties test all potential for investigating responsible are DTCs the using improprieties test all potential for ODE to a report submit than other someone by submitted is form an impropriety If impropriety. test potential of the learning the affirm and away are they that confirm to DTC the on to forward to protocols has ODE DTC, the In outcome. recommended ALL ROLES -
test The The . - testing testing - at least at first three weeks three first dministered between between dministered
Kindergarten Assessment August 6 to October 17, 2019 6 to October August When setting up the test test up the setting When
parent request. parent exemption must be countednon as WindowTesting
0009 allows school districts to excuse excuse to districts school allows 0009
administered within the within administered -
t’s concerns and allow the student to to student allow the and concerns t’s
Level - 021
- ctivity, including state testing, to accommodate accommodate to testing, state including ctivity, requested -
15 must be Section 4 Section
School
– . OAR 581 . OAR day of the district’s school year and must last for for must last and year school district’s the day of level test windows for the Kindergarten Assessment. School Assessment. Kindergarten for the windows test level -
first first
religion Districts may exempt any student enrolling in Kindergarten in the in in Kindergarten enrolling student any exempt may Districts
or
n thr tudents who are who are tudents enrolled in school during the NINSTRATION o imposed test window from participating in the Kindergarten Kindergarten the in participating from window test imposed S
-
. Exemption
of school. of
disability
20 Kindergarten Assessment test window is window test Assessment 20 Kindergarten Early Literacy and Early Math Math Early and Literacy Early - indergarten Assessment
. participants - in kindergarten. in kindergarten.
Non window who not are tested to a parent due participants ty to concentrate or compromise the test situation. the test or compromise ty concentrate to
A quiet environment, void of talking or other distractions that might interfere with a student’s a student’s with might interfere that other distractions of or talking void environment, quiet A abili ts present in the test environment, the district should arrange the test environment to ensure ensure to environment test the arrange should district the environment, the test in present ts 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
Providing for Students Who are Not Testing Parent Request for Parent Request Establishing K SCHEDULING TEST ADMITESTSCHEDULING statewide 2019 statewide
third and sixth week and third
ing the reasons for the request and proposing an alternative individualized learning activity for the the for activity learning individualized alternative an proposing and request for the reasons ing the 4 3 2 that the following requirements for valid testing are met: are testing for valid requirements following the that not is who environment test in the anyone having avoid should districts possible, extent To the having non avoid cannot district a When students. other including in testing, involved actively studen 4. student that meets the same goals that would be accomplished by participation in state testing. testing. in state participation by accomplished be would that goals same the meets that student the approve and evaluate must personnel school Appropriate the discuss first should personnel district school for exemption, request a parent’s When reviewing appropriate any of use the whether determine to parent the with accommodations of use paren the address might testing during accommodations in testing. participate For the Kindergarten Assessment, parents may request that their student be exempted from state state from exempted be student their that may request parents Assessment, Kindergarten For the on either based testing a or learning program required a state from students from a student excuse to district a school for order In beliefs. or religious disabilities a student’s district, school the to request a written submit must parent student’s the rule, this under testing list last three weeks of the school the of weeks last three Assessment. 4. To ensure that testing occurs at the appropriate time in relation to student instruction, districts and and districts instruction, to student in relation time appropriate at the occurs testing that Toensure school establish to required are schools begin must windows test level weeks six calendar a be must measure Learning to Approaches the and window assessment of the the 4. is it because kindergarten of six weeks first the within administered is Assessment Kindergarten The they not what kindergarten, entering upon do can and know students what measure to designed have learned 4.0 4.1 Statewide Assessment Kindergarten Window Test The 2019. 28, 8 to October August from is window collection data 2019 ALL ROLES
k.
testing students can sometimes present a present sometimes can students testing -
testing students with quiet activities that will will that activities quiet with students testing - 16 Section 4 Section
– alternative activities for non for activities alternative environment, the TA should only provide non provide only should TA the environment, testing. are who students to distraction a cause not 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
ODE realizes that providing providing that realizes ODE For example, given. test being the to related be not should activity The for districts. challenge a boo read or subjects for unrelated assignments on may work early finish who students 2019 ALL ROLES 19 -
as a designed designed a as
. However, to to However, Early Math Early Appendix D: Appendix provided training training provided - and and Spanish
(see (see e assessment of children’s
and and
. website. website.
English (English Upper and Lowercase Letter Letter Lowercase and Upper (English ing to wait for the official official for the wait to ing Early Literacy Literacy Early
d can do upon entering kindergarten. kindergarten. entering upon do d can Training Requirements Training
Early Math Early
in both in both
MENT
17
Early Literacy Early Approaches to Learning to Approaches Section 1.4 Section Section 5 Section
– Early Learning System Learning Early , and and ,
refer to to refer based assessment that is packaged by school, and and school, by is packaged that assessment based - secure assessment. This means that schools and teachers teachers and schools that means This assessment. secure -
(green cover) (green
. ) Early Math Early
administering the Kindergarten Assessment or handling confidential confidential handling or Assessment Kindergarten the administering KINDERGARTEN ASSESS
all DTCs and STCs with schools supporting Kindergarten programs and for and programs Kindergarten supporting schools with STCs and all DTCs webpage and the the and webpage
calculated the anticipated number of students based on schools’ 2018 on schools’ based students of number anticipated the calculated (yellow cover) (yellow -
and Letter Sound Recognition) and and Recognition) Sound Letter and This section This issection required TAs all for administering the Kindergarten Assessment; it
: indergarten Assessment Assessor Booklet Assessor Early Literacy, Early includes includes administration procedures only. Please reference the Operational Assessor Booklet verbatimfor student directions. Note for provided are directions student Verbatim support; the to responses student capture to Form used measures; with Booklet Student one There is Names Form used to capture teacher’s observation teacher’s capture to Form used protocols scoring and directions, student verbatim procedures, administration Test
o o o o o The Kindergarten Assessment is not intended to be a comprehensiv readiness for school andshould not be for used placement purposes. The Kindergarten Assessment should not be toused exclude or prevent children from kindergarten. starting Operational Scoresheet Scoresheet Operational Booklet Student Operational Operational Approaches to Learning Scoresheet Learning to Approaches
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
Ordering the K Ordering Background of the Kindergarten of the Background Assessment
.0ADMINISTERING THE Districts order Kindergarten materials by school in TIDE based on anticipated Kindergarten Kindergarten anticipated on based TIDE in school by materials Kindergarten order Districts pre has ODE enrollment; Kindergarten Assessment Kindergarten 5.2 a paper is Assessment Kindergarten The include: test materials The districts. to distributed To support districts in implementing the assessment and to ensure valid assessment results, ODE ODE results, assessment valid ensure to and assessment the implementing in districts To support ODE of a schedule For training. Assessment Kindergarten specialized provides for required opportunities, please TAs, Assessment all Kindergarten on ODE’s found be can Assessment Kindergarten the for resources and information Additional While the assessment is not considered secure, it is still essential that the test be administered in a in administered be test the that essential still is it secure, considered not is assessment While the and valid are results assessment the that ensure to all students across manner standardized an know Kindergarteners incoming our what reflect accurately protect the validity and confidentiality of student responses to the Kindergarten Assessment, anyone anyone Assessment, Kindergarten the to responses student of confidentiality and validity the protect either in involved who be will form Assurance Assessment a Kindergarten sign must responses student Forms Security Test of Assurance 5.1 a non is Assessment Kindergarten The instructional inform to real time in Assessment Kindergarten the through collected data the may use need without classes Kindergarten incoming for their strategies in February). published (typically ODE by released results Assessment Kindergarten 5 2019 ALL ROLES
imple 23, 2019 2019 23,
–
of the testing testing of the
August 2, 2019 2, August
cation plan, if plan, cation - When placing placing When
perations and and perations or edu
) IEP
2019) or August 20 20 August or 2019) first three weeks three first
June 18, 2019. 18, June
–
English Letter Name Recognition and English English and Recognition Name Letter English
18 is available to assist you with the order process. order the with you assist to available is delivery windows: either July 30 July either windows: delivery
Section 5 Section
one between the student and a TA who has received received has who a TA and student the one between one between the student and a trained TA who has has TA who a trained and student the one between
- - – two nd student have some level of familiarity prior to to prior familiarity of level some have student nd
to administering the Kindergarten Assessment:
on on - - be administered during the the during administered be prior
. The default delivery window for all districts has been set to to set been has all districts for window delivery default The . Individualized Education Program ( Program Education Individualized
. must
ional ESD Partner ional ESD
for the universal tools, designated supports, and accommodations accommodations and supports, designated tools, universal forthe
Reg KAM musttaken be
student’s entry into kindergarten: kindergarten: into entry student’s nt. For additional details and instructions on how to place your district’s order, order, district’s your to place how on instructions and details For additional nt.
TIDE User Guide User TIDE Prior to administration of the assessment, TAs can introduce themselves, ask s ask themselves, introduce can TAs assessment, the of administration to Prior assessment. the during comfortable more is the child so a story or tell questions, Review the student’s student’s the Review options. accessibility assessment for applicable, of time the at district your by assigned if (SSID) Identifier Student Secure administration name legal Student’s Review the the Review Assessment. Kindergarten for the available are that the the
23, 2019. Your Your 2019. 23,
–
20 Kindergarten Assessment order window is May 23 is May window order Assessment Kindergarten 20 - The followingThe steps indergarten instruction. indergarten Measures the student’s early math skills in Counting and Cardinality, O Cardinality, and Counting in skills math early student’s the Measures Geometry. and Data, and Measurement Thinking, Algebraic k one conducted assessment direct A year. school current for the Training Assessment Kindergarten received Kindergarten Assessment Training for the current school year. school current for the Training Assessment Kindergarten received in skills literacy early student’s the Measures Recognition. Sound Letter segment Literacy The Early of start the to prior do to able are and know students what capture accurately to window A direct assessment conducted one conducted assessment direct A It is highly recommended that the TA a TA the that is highlyIt recommended student each with a rapport develop to encouraged TA is The administration. assessment assessment. the administering to prior Locate student information, including: information, student Locate Identify accessibility supports for individual students. students. for individual supports accessibility Identify
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020
-
Components of the KindergartenComponents Assessment Preparing to AdministerPreparing the Kindergarten Assessment 3. 2. 1.
Early Math Early 5.4 within administered be must segments All segments. three of consists Assessment Kindergarten The a of six weeks first the Literacy Early August 20 August 5.3 Kindergarten enrollme Kindergarten to refer please The 2019 of one specify to need will districts your order, 6, on August test window statewide of the start the to prior arrive (to 1, 2019) September to prior arrive (to 2019 ALL ROLES
ng
verbatim ting. ting. ng the the ng of the testing testing the of
for the current current for the must TA, TAs d the : Training : Training ty Manual for more for more Manual ty
Student Booklet. Booklet. Student
Section 1.4 Section
ay to students who appear to be appear to who students to ay irst three weeks three irst f of the test window after the teacher has has teacher the after test window of the
Training Requirements Training
a language of origin other than Spanish, a Spanish, than other origin of a language
19 the Approaches to Learning measure. Learning to Approaches the
Section 5 Section
Section 1.4 Section – indicates only allowable resources. Only those resources identified in the in identified resources Only those resources. allowable - s you may give to students). students). to give may s you be administered during the the during administered be
week three to week six week to week three regulation and interpersonal skills. skills. interpersonal and regulation -
must
, help the students to familiarize themselves with the Early Literacy and and Literacy Early the with themselves familiarize to students the , help instruction
offers additional information about abbreviated training requirements for requirements training abbreviated about information additional offers ONLY
However, adults other than the trained test administrator may not interact with with interact not may administrator test the trained other than adults However, requirements described in in described requirements
es. res the student’s self student’s the res
the directions in the student’s language of origin in advance of test administration. This This administration. test of advance in origin of language student’s in the directions the
(these are the the are (these be especially vigilant to avoid coaching students to protect the validity of the assessment assessment the of validity the protect to students coaching avoid to vigilant especially be the coaching, avoid To be encouraging. TA to the for is important it however, results; s may TAs that language specific contains Booklet Assessor or struggling. confused the administering to prior Booklet Assessor in the included directions the Review students to Booklet Assessor in the included directions the Read assessment. Oregon Accessibility Manual as a universal tool, designated support, or accommodation for or accommodation support, designated tool, universal a as Manual Accessibility Oregon during tes access student for available may be Assessment Kindergarten the testing of time At the the in measures sample the completing by formats measure Math an student the between interaction of required level heightened the Given be comforting for some students to have their parents in close proximity duri proximity in close parents have their to students some for comforting be assessment. a test considered be would interactions Such administration. test during student the results. assessment the of validity the may jeopardize and impropriety for non environment the Examine Ensure that the Kindergarten Assessment is only administered by personnel who have met met have who personnel by administered is only Assessment Kindergarten the that Ensure training the year. school may it and assessment, during the child their observe to request may guardians or Parents Must be administered during during administered be Must routines classroom during regular times multiple the student observe to opportunity an had activiti and Is an observational assessment completed by the student’s teacher after receivi after teacher student’s the by completed assessment observational Is an year. school current the for training Assessment Kindergarten Requirements administering teachers kindergarten Measu other than English, the TA may ask the student to point to the student’s chosen answer. chosen student’s the to point to student the may ask TA the English, other than segment Math The Early start the to do prior to able are and know students what capture accurately most to window instruction. of kindergarten If a student’s Home Language Survey Survey Language Home student’s If a translation a written provide may district the by endorsed and is trained who local translator of translated the present to administration test during be used then may translation written Accessibili Oregon the reference Please aurally. student the to directions in a language verbalize to appears student If the Support. Designated this about information 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
Establishing Appropriate Testing ConditionsEstablishing Appropriate Testing
procedures: 5.5 following the to adhere must administrators test results, reliable and valid ensure To help Approaches to Learning Learning to Approaches 2019 ALL ROLES
l for l
front of the the of front
tudent. tional Scoresheet. Scoresheet. tional
ion and Scoring Procedures Scoring and ion
20 ODE does not prescribe a sequence for sequence a prescribe not does ODE measures for all students: English Letter Name Name Letter English students: all for measures Section 5 Section
– untimed or incorrect letter sound on the Operational Scoresheet. Scoresheet. Operational on the sound letter or incorrect to the student on the sample item. sample the on student the to
wish to break up the assessment into shorter sessions (for example, example, (for sessions shorter into assessment up the break to wish
Sound Recognition (Measure 6): Administration and Scoring Procedures and Scoring 6): Administration (Measure Recognition Sound The TA may point to each letter pair or redirect the student if they lose their place. their lose if they student the redirect pair or letter each to point TA may The skipped any through a slash Put Point to sample item #3. item sample to Point s the to verbatim Booklet the Assessor in directions item sample Read the item. sample the on student the to feedback provide Do not student. to the verbatim Booklet Assessor in the directions Read the Put a slash through any skipped or incorrect letter name on the Operational Scoresheet. Scoresheet. Operational on the name letter or incorrect skipped any through a slash Put Scoresheet. Operational on the letters correct of number the Enter student. of the front in chart Recognition” Sound Letter “English Copy Student the Place Read the sample item directions in the Assessor Booklet verbatim to the student. the to verbatim Booklet the Assessor in directions item sample Read the item. sample the on student the to feedback provide Do not student. to the verbatim Booklet Assessor the in directions Read the place. their if they lose student the or redirect letter each to point TA may The Place the Student Copy “English Lowercase Letter Name Recognition” chart in chart Recognition” Name Letter Lowercase “English Copy Student the Place student. #2. item sample to Point Read the directions in the Assessor Booklet verbatim to the student. to the verbatim Booklet Assessor the in directions Read the place. their if they lose student the or redirect letter each to point TA may The Opera on the name letter or incorrect skipped any through a slash Put Scoresheet. Operational on the letters correct of number the Enter Place the Student Copy “English Uppercase Letter Name Recognition” chart in front of the the of front in chart Recognition” Name Letter Uppercase “English Copy Student the Place student. #1. item sample to Point student. the to verbatim Booklet the Assessor in directions item sample Read the feedback provide Do not 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
Kindergarten Assessment Administration Assessment Kindergarten Procedure
.6 English Letter Letter English English Lowercase Letter Name Recognition (Measure 5): Administration and Scoring Procedures Procedures Scoring and 5): Administration (Measure Recognition Name Letter Lowercase English administer Early Literacy as follows: (1) English Letter Name Recognition and (2) English Letter Letter English (2) and Recognition Name Letter (1) English follows: as Literacy Early administer may You Recognition. Sound stressfu less experience the maymake which sitting), in a measure one just administering kindergarteners. entering 4): Administrat (Measure Recognition Name Letter Uppercase English 5 Segment One: EarlyLiteracy two includes segment Literacy The Early Recognition. Sound Letter English and Recognition to practice best considered is it however, segments; Assessment Kindergarten the administering 2019 ALL ROLES
r Spanish, or both intermittently, intermittently, or both Spanish, r
than English, prompt the student to point to point to to student the prompt English, than asure in front of the student. student. of the in front asure
21 to students. to
Section 5 Section
–
verbal means by which students may communicate communicate may students whichby means verbal - oint.
symbols
Approaches to Learning measure are included in the Assessor the Assessor in included are measure Learning to Approaches
th the child. child. the th
strument is to measure a child’s behavior with other children and adults adults and children other with behavior a child’s measure is to strument correct. It is allowable for students to return to a previous item and change change and item a previous to return to students for is allowable It correct. -
If the student verbalizes in either English o English either in verbalizes student If the accepted. are answers bilingual the will Survey Language their Home on Spanish selected not have who Students in response verbal a provide only mayand English in directions the given be p and/or only English Operational Scoresheet and go to the next item. the go to and Scoresheet Operational
to an answer and doesn’t verbalize, the pointed answer is accepted. is answer pointed the verbalize, doesn’t and an answer to
. . t identifies additional non additional identifies t
a timed assessment. a timed
pointed responses are accepted in the Early Math measure. If the student: the If measure. Math Early in the accepted are responses pointed
Verbalizes an answer and points to a different answer, prompt the student one time time one student the prompt answer, different a points to and answer an Verbalizes accepted. is answer pointed the answer; final their point to to other language in a answer an Verbalizes answer. final their Operational on the NA as response mark the listed, not option a response Verbalizes Scoresheet. Verbalizes their answer and doesn’t point, the verbalized answer is accepted. accepted. is answer verbalized the point, doesn’t and answer their Verbalizes Points may not read numbers or read numbers not may or not
Recording Student Responses Student Recording administering Approaches to Learning. to Approaches administering for the Directions Assessor Booklet. in the classroom and the child’s interaction with classroom materials. materials. classroom with interaction child’s the and in the classroom teacher classroom kindergarten student’s the by completed be only should assessment This wi daily who interacts is it therefore, behavior; students’ of perceptions teachers’ involves assessment This for protocols the follow closely to assessment the conducting teacher for the important Students can self can Students an answer. in of this focus The For students who would benefit, the Oregon Accessibility Manual for the Kindergarten Kindergarten the Manual for Accessibility Oregon the benefit, would who For students Assessmen response. their Verbal Verbal Circle the answer the student selects for each item in the Operational Scoresheet. the Operational in item for each selects student the answer the Circle (no select NA answer, an select want to not does or answer the know not does student If the on the answer) Place the Student Copy of the “Early Math” me Math” “Early the of Copy Student the Place directions the Read Booklet. Assessor in the are administrator test for the Directions the Assessor in as indicated exactly student the to the procedure demonstrate and verbatim Booklet. TA The Enter the number of correct letter sounds on the Operational Scoresheet. Operational the on sounds letter correct of number the Enter is This 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
Segment to Learning Three: Approaches Early Math: Early Segment EarlyMath Two: Math: Procedures Early 2019 ALL ROLES
.
e next student, next student, e ethnic groups, groups, ethnic
. If there are any questions about about any questions are . If there ference, and performance styles styles performance and ference,
. If the DTC is unsure of the answer, your your answer, of the unsure is DTC the If
22 Section 5 Section
Only whole numbers are acceptable values acceptable are numbers Only whole – exhibits the behavior described by the item. the by described behavior the exhibits
child’s cultural background and history, recognizing that that recognizing history, and background cultural child’s
ltural information, resources, and materials in all subjects subjects all in materials and resources, information, ltural cademic abstractions and lived sociocultural realities. sociocultural lived and abstractions cademic When administering the Approaches to Learning measure, it it measure, Learning to Approaches the administering When exhibits the behavior described by the item. the by described behavior the exhibits
bits the behavior described by the item. the by described behavior the bits
Regional ESD Partner ESD Regional Student Responses exhibits the behavior described by the item. the by described behavior the exhibits
Section 2.5 Student Confidentiality Student 2.5 Section exhi exhibits the behavior described by the item. the by described behavior the exhibits
rarely sometimes usually or frequently always never
heritages. multicu Incorporates in schools. taught routinely skills and Acknowledge the legitimacy of the cultural heritages of different different of heritages cultural of the legitimacy the Acknowledge approaches and attitudes, dispositions, students’ affect that legacies as both curriculum. formal in the taught be to content worthy as and learning to as experiences school and home between meaningfulness of bridges Builds a aswell between different to connected are that strategies instructional of variety aUses wide styles. learning cultural other’s each and own their praise and to know students Teaches
.
The child child The child The child The child The particular that a 6 on with may indicate you observed, not was behavior if a Note: item. example, you may rate all students on the first item, then all students on the second second on the students allthen item, first on the students all may rate you example, etc. item, Or, th on to rate moving before items on all 15 student one rate You may etc. child The You may choose to rate all of the students in your classroom one item at a time. For aat time. item one classroom in your students all of the rate to choose You may
Confidentiality of Confidentiality
responsive pedagogy should include the following characteristics: following the include should pedagogy responsive Cultural Responsiveness: Responsiveness: Cultural a in mind keep to is important experiences. different with kindergarten enter students use of implicit the as teaching responsive culturally defines 2010) Gay (2000; Geneva re of frames experiences, prior knowledge, cultural the Culturally them. for effective and appropriate more learning make to students diverse of 4. 5. 6. 1. 2. 3. 2) 1)
The response numbers indicate the following: the indicate numbers The response Record the response number that best indicates how frequently the child exhibits the the exhibits child the frequently how indicates best that number response the Record item. a particular in described behavior Complete all 15 items on this instrument for each child on the Approaches to Learning Learning to Approaches on the child each for instrument this on items all 15 Complete Scoresheet 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
Following TestFollowing Administration
7 . handling secure student information, contact your DTC. your contact information, student secure handling your to forwarded be will question 5 Maintaining be must students of ratings teacher and data response all student confidentiality, student To ensure with accordance in secure kept 2019 ALL ROLES
.
level level - may may webpage student’s
. or district
- two days after the the after days two ,
terials onsite or keep the the keep or onsite terials
. ion as necessary: as ion arefully review each Operational Operational each review arefully uthorized district staff staff district uthorized
prohibits the of any release ODE district website district ODE Kindergarten Assessment Kindergarten August 8, 2019 August — Because the assessment is not not is assessment the Because in this manual. in this manual.
may retain assessment materials. It is It materials. assessment may retain
October 28, 2019 October 23
Section 5 Section
visit the district district the visit
– for each of the Early Literacy segment measures (English (English measures segment Literacy Early of the each for
As stated in Appendix A, the deadline for submitting submitting for deadline the A, Appendix in stated As
.
If you have any questions about this process, please contact your your contact please process, this about questions any have you If
. ng the instructions found through the the through found instructions the ng correct responses correct istricts will have the option to either enter data for individual students through through students individual for data enter either to option the have will istricts
. sment Reports the Family Educational Rights and ActPrivacy t Data erated ratings (1, 2, 3, 4, 5, or 6) for the fifteen items in the Approaches to to Approaches in the items fifteen the or 6) for 4, 5, (1, 2, 3, ratings erated . D . — gen - Reporting Test Improprieties and Irregularities and Improprieties Test Reporting to confirm that the test administrator has completely entered all required information, information, all required entered completely has test administrator the that confirm to
Federal law identifiablepersonally information. Any printouts mustsecurely stored beand then shredded. training for the Kindergarten Assessment Consolidated Collections will be available on available be will Collections Consolidated Assessment Kindergarten the for training
Ensure the student name and SSID on the Operational Scoresheet are consistent with the the with consistent are Scoresheet Operational the on SSID and name student the Ensure entered. is being data response student the which to record student consolidated on data response student entering may begin Districts opens window administration is data response Assessment Kindergarten
The number of number The Recognition Sound Letter English and Recognition, Name Letter Lowercase and Uppercase Math Early the in items sixteen the of for each N) B, C, or (A, response student’s The and segment, Teacher segment. Learning
based data entry screen or through a mass upload process. A process. upload a mass or through screen entry data based 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 - -
Kindergarten Assessment Data Assessment Kindergarten Submission and Reporting
8 . Kindergarten Asses Collections Consolidated the through reports Roster Student the access to able be will Users information additional For submitted. is data the after use for available be will report The Application. please Reporting Assessment on Kindergarten Once student data have been submitted to ODE, districts districts ODE, to submitted been have data student Once consolidated the after until materials assessment the onto hold districts that highly encouraged 2, 2019. December on closed has window review collection ma assessment of dispose to option the have districts secure, considered records their for materials Partner Regional ESD staff. In order for staff to submit data, the district security administrator must first create user create first must administrator security district the data, submit to staff for order In staff. followi for them accounts c ODE, to submitted properly are data student’s each that To ensure Scoresheet incomplete, or missing is any information If administered. date and SSID, name, student including informat the or revise add to administrator test the with check please Kindergarten Assessment data are submitted to ODE through ODE’s Consolidated Collections. Collections. Consolidated ODE’s through ODE to submitted are data Assessment Kindergarten Optional 5, 2019 September a web school or other administrators, test teachers, including data, student the submit Section 3.5 Section 5 Submitting Studen submit: electronically will districts Assessment, Kindergarten the of administration Following Reporting Test Improprieties and Irregularities in guidelines the with accordance in reported are irregularities and improprieties all test that Ensure 2019 DTCs, STCs, Administering TAs the the
ticipate ticipate , for
each
ent. ent. rners students, students, only make make only
In the process of of process In the
all may and guides the the and guides
English Lea English with disabilities. disabilities. with school year year school
Implemented appropriately, these these appropriately, Implemented
20 ELs teachers of teachers 20 - uring participation in Oregon’s in Oregon’s participation uring 9
students’ knowledge and skills as they they as skills and knowledge students’ 201
24 Section 6 Section ssessment, districts and schools schools and districts ssessment, DERGARTEN ASSESSMENT A –
those students who have diverse needs and par and needs diverse have who students those applies to the the to applies
l
. students. It emphasizes an individualized approach to the the to approach an individualized emphasizes It students. ssessment. This document focuses on universal tools, tools, universal on focuses document This ssessment. all Use of these supports during administration of an Oregon Oregon of an administration during supports these of Use KAM
Kindergarten
to to
e ), students with disabilities, and and disabilities, with ), students
y n and on the results of assessments. of results on the n and ELs ( presents a process for the selection, administration, and evaluation of evaluation and administration, selection, the for a process presents
appl Assessment Manual Assessment
Further, ODE is building on a framework of accessibility for for accessibility of a framework on is building ODE Further, able 1) when needed based on the constructs being measured by measured being constructs on the based needed 1) when able Kindergarten A Kindergarten
also also classmates. SUPPORTS FOR THE FOR KIN SUPPORTS
generation assessments to measure measure to assessments generation -
mportant instructional decisions about accessibility and accommodations for for accommodations and accessibility about decisions instructional mportant ITY their se on statewide assessments, many of the same supports are typically used during during used typically are supports same the of many assessments, statewide se on
ed for the assessment based on state experience and research findings. research and experience state on based assessment for the ed English Learners English available to students the universal tools, designated supports, and accommodations accommodations and supports, designated universal tools, the students to available in th included are that For Oregon’s statewide For Oregon’s
2020 Kindergarten Kindergarten 2020 nt’s achievement. achievement. nt’s - Intended Audience UseIntended and Recommended Introduction ACCESSIBIL information in Part 2 of this manua of this 2 in Part information accessibility supports accessibility
Oregon’s statewide Oregon’s .2 .1 .0 time, it supports i supports it time, between connection critical the recognizes It assessments. these in participate who students assessm during and supports accessibility and in instruction supports and accessibility 6 The for practices assessment of implementation in same the system. At assessment statewide Oregon’s for accommodations and supports, designated work with students to select and use appropriate supports d supports appropriate use and select to students with work assessments. statewide Oregon’s for approved accommodations and supports, designated tools, universal specific The or accommodations supports, tools, additional if future in the change may assessments statewide identifi are manual 2 of this Part in described process The C). (Appendix supports assessment and instructional of effectiveness the teachers, education use general by for designed is manual this Individualized staff, assessment level district administrators, test teachers, education special they as team school any other or committees, Plan 504 Section teams, (IEP) Program Education supports should not reduce learning expectations, nor should they give a student an unfair an a student give they should nor expectations, learning reduce not should supports over advantage of validity the impact not should and need student individual on is based assessment statewide supports those with experiences have previous will students Since results. assessment the for u selected instruction. learning student’s a of effects the eliminate even or reduce to intended are supports Accessibility instructio during challenges The accommodations and supports, designated tools, universal of administration and selection (KA). Assessment Kindergarten developing its next its developing results assessment of validity the that recognizes ODE readiness, career and college toward progress and supports, designated tools, universal appropriate having student every and each on depends T (cf. accommodations assessment. 6 and a positive with student every provide to strives (ODE) Education of Department Oregon The each of estimate accurate and fair a are that results generating experience, assessment productive stude including 2019 6 DTCs, STCs, Administering TAs . ,
all
(below)
, and
universal universal Figure 1 Figure
. Figure 1 use use IEP or 504 plan). plan). or 504 IEP
from from it. Universal tools – that are part of the for another for another
also
educators with may . Universal tools are are tools . Universal is shown in shown is
Note: accommodations are Individualized Education Programs Science and Social Sciences , universal tools (available for (available tools universal pports and those receiving receiving those and pports
: of support of resources are provided outside of
count as participation in statewide in statewide as participation count
measured construct of each each of construct measured s based Extended and Kindergarten - sessment based on the construct that that the construct on based sessment an accommodation an universal tool for one content focus may may focus content one for tool universal
level level level standard intended or outcome of the
-
. Accommodations. do not compromise the learning universal tools, designated supports
25 embedded accessibility supports accessibility - Section 6 Section treated as as treated However, those students students those However,
– . Embedded resources are those ). non . Oregon’s paper Mathematics and ELA , depending on the , depending ( embedded may be be may
- below) Universal tools, designated supports, and accommodations accommodations and supports, designated Universal tools, (
5 , 504 plan , 504 non IEP ssment ssment embedded resources.
-
and
ess during the statewide assessments. Assessment accommodations
. Table system, whereas Accommodations changes are in materialsprocedures or that increase equitable acc generate valid assessment results students for who need them; these they allow studentsshow whatto they know and can do. available only for students documented with (IEPs) or Section 504 Plans expectations, construct, grade assessment. Definition Access features of the assessment that provided either are as digitally delivered components of the test administration system separate or availableare to all students based studenton preference and selection. Access features of the assessment use available for by any student whomfor the hasneed been indicated by an educator (or team of parent/guardian and student). They are providedeither as digitally delivered components of the test administration system separate or from it. a manner consistent with the Oregon Accessibility Manual Accessibility Oregon the with consistent a manner
Assessment Manual Assessment meet the requirements of ESSA, and and ESSA, of requirements meet the
need is documented in an Individualized Education Program Program Education an Individualized in documented is need for one asse one for embedded
defined in support non
only (e.g., by a test administrator) (see, for example, scribe). scribe). example, for (see,
contain when the when the need. Accommodations are available only to those students with documentation of the the of documentation with students those to only available are Accommodations need. the ized test delivery designated supports designated
lustrates the different categories of accessibility feature supported for Oregon’s statewide statewide Oregon’s for supported feature accessibility of categories different the lustrates : Definitions for Universal Tools, Designated Supports, and Accommodations 2020 Kindergarten Kindergarten 2020 5 - and and
lable
Designated Supports Designated Accommodations Type Tools Universal
assessments when used in in used when assessments il below system. assessment or accommodation is determined independently for each as each for independently determined is or accommodation a is considered What measure. to designed is assessment a Similarly, calculator). for example, (see, focus content another for accommodation an be support designated all at offered be not may it or assessment, assessment that scores valid all yield accommodations. Designated supports are available only to students for whom an adult or team has has or team adult an for whom students only to available are supports Designated accommodations. identified (i.e., plan formal a through need tools support, designated tool, universal a as offered is support a particular of whether The identification The conceptual model that serves as the basis for basis as the serves that model conceptual The features assessment the of aspects several portrays figure This accommodations and or team), adult an by indicated when (available supports designated students), (avai three of these nature interconnected the alsoIt portrays su designated receiving those including all students, to available
Table and ELPA) accommodations ( computer that system Assessments 2019 Oregon’s online statewide assessments DTCs, STCs, Administering TAs
. anual M
ccessibility ccessibility A
regon regon
26 Section 6 Section
– Assessment Manual Assessment
Accommodations 2020 Kindergarten Kindergarten 2020 -
Supports Designated Designated Universal Tools Universal
2019 O the Underlying Model 1: Conceptual Figure DTCs, STCs, Administering TAs - a level level - approved approved - Any change change Any
Kindergarten Kindergarten
modification is used used is modification In those rare instances instances rare In those
.
y modified condition are counted as non as are counted condition modified y
Description ead the KAM the ead (6.5)
27
Section 6 Section E
or content that is to be measured, grade measured, be to is that or content
– – , to the Accessibility Supports (6.1)
provides additional criteria that may affect decisions about about decisions affect may that criteria additional provides
states that all District Test Coordinators, School Test Test School Test Coordinators, all District that states Reading Requirement Reading
Accessibility Reading Accessibility Reading Requirements Introduction Accessibility Supports Appendices A 07 - Part 2 of the Kindergarten Assessment Manual (KAM). Manual Assessment Kindergarten the of 2 Part
KAM
Assessments taken under an under taken Assessments
2006 - Universal Tools
Accessibility for Kindergarten Supports Assessment , peers. peers.
tions to the district test coordinator to ensure that the the that ensure to coordinator test district the to tions A tool for marking tool for A desired text, item questions, item answers, or parts of these with color.
Supports
their Requirements ndard administration that is not listed is considered a modification. a considered is listed is not that administration ndard
embedded
- garten Assessmnet Training Requirements Training
Non
A modified assessment will be invalidated even if it was modified in error. error. in modified if was even it invalidated be will assessment modified A
KA Reading
morandum No. 001 No. morandum : :
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 7 6 -
Accessibility Kindger Modifications audits by ODE. by audits Me Modifications. and Accommodations to subject is Documentation districts. by documented must be modifications about Decisions
4 3 Test Administrator School TestSchool Coordinator, District Test Coordinator . . Role
pencil Highlighter Markers/guides to limit distractions Marker, andpen, Universal Tool Universal Auditory amplification devices, hearing aids, noise buffers 6.5 Table Table 6 1.4 Section r to required are Test Administrators and Coordinators, when modifications are used during administration of a Statewide Assessment, test administrators administrators test Assessment, a Statewide of administration during used are modifications when modifica must report properly. Statewide Oregon an in participation toward count to scores a student’s for In order state only assessment for each select to IDEA by instructed are teams IEP Assessment, circumstances, rare extremely Under assessment. the of score the invalidate do not which supports, a Statewide take to student allow a to modification a use to choose may team IEP a student’s with Assessment reports. and measures accountability federal and all state in participants A modification is any practice or procedure that compromises the intent of the assessment through a a through assessment the of intent the compromises that procedure or practice any is modification A construct expectations, learning in the change Oregon the by explicitly authorized not is that assessment of the outcome measured or standard, in listed and Panel Accessibility a sta from away 2019 6 DTCs, STCs, Administering TAs
o maintain o maintain
Recommendations for Use for Recommendations
Educators should follow local local follow should Educators devices medical policies regarding is the health students’ ensure and settings Device priority. highest other to access must restrict test the or applications monitor closely must administrator t device the of use the electronic of Use security. test a separate require may devices other to distractions avoid to setting test ensure to and takers test security.
Description
28 Section 6 Section
–
administrator (TA) administrator
Description the boundaries of the the of boundaries the
reasons.
Accessibility Kindergarten for Supports Assessment Accessibility for Kindergarten Supports Assessment Breaks may be given at timeany during the assessment,as it is untimed. Breaks are encouraged between measures if a student is showing signs of frustration fatigue. or may simplify language provided in in provided language may simplify word a single substituting by directions not does student the for a word understand. include a cell phone, and should only only should and cell phone, a include for testing during student the support medical during clarification requests student If a a test assessment, A time or period of day (e.g., student is student (e.g., day of or period time A physical following engage to able usually a as designated be may education) times Testing time. testing beneficial not do they so that selected be should beyond extend day. school typical an to access have may Students purposes medical for device electronic may device The Monitor). (e.g., Glucose
embeddedDesignated Supports
-
a
Non
: KA 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 8 - Support Designated Designated materials to or improve focus Breaks Universal Tool Universal Transparent sheets or tinted)(clear to protect test Simplify Simplify in language directions Medical device Medical time of day day oftime most beneficial the student to Administer at at Administer Table
2019 DTCs, STCs, Administering TAs
Recommendations for Use for Recommendations
s in s
cial cial
29
Section 6 Section
–
ing other students. When When students. other ing Description Statewide Assessment Statewide raction or distraction. or raction assistance, adaptive adaptive assistance,
Accessibility Kindergarten for Supports Assessment
school during the typical school day; day; school typical during the school a in assessed be may a student however, and/or school the of outside location spe when hours school typical after exist. circumstances This support includes preferential seating, seating, preferential includes support This increase/decrease lighting, special provide movement, for opportunity position equipment/furniture. separate a in tested student Each test a qualified have must location may be student A present. administrator prevent to location separate a in tested inte peer will a student that is assumed It NOTE: in participate Think aloud is a strategy a student might might student a strategy a is aloud Think and thoughts process orally use to a making before information organize whisper or setting separate A response. that ensure to required be may phone implemented is accommodation this distract without a test to vocalizes a student to is administrator test the administrator, no provide may and neutral remain or correctness or or indication feedback part. student’s on the incorrectness
-
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 - stions stions Support Designated Designated location student student an Test individual a in student separate primary primary communication mode Support physical of position que any using assistive technology that device as their serves Student may may Student to respond choice multiple her thought thought her out process him loudto a or to /herself test neutral administrator Student is is Student to allowed or his vocalize 2019 DTCs, STCs, Administering TAs
Recommendations for Use for Recommendations
30 s can be s can Section 6 Section weight belts) belts) weight
– the the
Description symbols and/or numerals numerals and/or symbols the the do not constitute an exhaustive exhaustive an constitute not do The entire formula or statement or statement formula entire The Accessibility Kindergarten for Supports Assessment make them visually accessible for the the for accessible visually them make enlarge enlarge
keeping with guidance provided here. here. provided guidance keeping with device sensory Caution: Some other students to disruptive potentially They room. same in the testing are that is a student when used be only should individually. tested being Sensory techniques (such as (such techniques Sensory a for support overall an as used to be are assessment the with interaction student’s sensory of Misuse a whole. as application occasional or the techniques may assessment an during of techniques These response. a student’s impact examples are techniques sensory additional list. If used and IEP student’s into the written be also may they during instruction, in assessment the into incorporated compromise the security of security the compromise the and room secure A assessment. Room available. be must technology projection the that ensures security not to individuals visible is not screen assessment. the taking support designated this needed, As the use in on student based be should not may techniques Sensory classroom. on items specific to in response used be the reflect should but assessment, the routines. sensory typical student’s This support allows the test administrator administrator test the allows support This to and student. context the that so duplicated be should intact. remains with consistent is support designated This visual for allowance existing the not does and devices magnification
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 - Support Designated Designated to allow to to students task attend to Use of sensory sensory ofUse or supports interventions Use ofUse projection devices symbols symbols and/or numerals as they exactly the appear in assessment. Test administrator may write 2019 DTCs, STCs, Administering TAs
Recommendations for Use for Recommendations
of
31
Statewide Statewide Section 6 Section
–
secure browser in browser secure - Description scan assessment materials materials assessment scan
ecific local software or software local ecific . A student or test test or student . A may then be used during test test during be used then may
Accessibility Kindergarten for Supports Assessment This use is intended to allow access to to access allow to is intended use This Spanish or the students’ languages languages students’ the or Spanish bilingual any provide should origin administered (human accommodations in this listed as translations) written and of the validity otherwise document, compromised. be could assessment assessment. and is trained who localA translator a provide may district a by endorsed a in directions the of translation written of in advance origin of language student’s written This administration. test translation the present aurally to administration a by student for the directions translated language. that of speaker fluent is who Administrator Test bilingual A in district a by endorsed and trained magnification software is currently only currently is software magnification support will hardware computer if allowed it. of enlargement the to specific functions by text access to ensure to and/or text Test features. contrast or color altering all times. at maintained be must security changes application make not will ODE sp on based When Caution: requirements. hardware make fonts, enlarged using are students visible not are screens student sure that the taking are that students other to A student may use any visual visual any use may student A not does that device magnification the of security the compromise Assessment an upload not may administrator non a to assessment not may and tool, the access to order or photocopy the by provided services the of outside Center Media and Textbook Oregon assessment enlarge to order in (OTMC) of visual use The materials.
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 age of age of - Support Designated Designated translation of of translation directions the in a student’s langu in origin of test advance administration. Written Written Visual magnification devices 2019 DTCs, STCs, Administering TAs
.
pointing attempt by the student the by attempt pointing
Description
32 Kindergarten Assessment Section 6 Section
with an eye gaze or eye gaze an with –
test administrator may lay out number cards to assist when identifying the the identifying when assist to cards out number lay may administrator test
Accessibility for Supports The test administrator may lay out number cards to assist when identifying the the identifying when assist to cards out number lay may administrator The test selection answer student’s The student. the by attempt or pointing eye gaze an with selection answer student’s
embeddedAccommodation - - -
Non
: KA 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 9 - (A220) Accommodation . movement, eye eye movement, other gaze or of form non identified verbal communication may need the the may need to option their indicate choice answer blinking, by head administrator administrator to may point answer each to choice support who students verbal verbal communication (A309) For mathematics, test the by blinking, blinking, by head eye movement, other gaze or of form non identified For mathematics, who students this need may option their indicate choice answer using uncontracted or contracted embossed format Braille (A221) Access tests tests Access Table 2019 DTCs, STCs, Administering TAs
in the student student the in . Directions Directions .
ems at least 48 hours prior prior hours 48 least at ems English stacked version, version, stacked English -
specific to the item so that they do do they that so the item to specific t linked to a specific item may be be item may a specific to linked t the security guidelines provided for for provided guidelines security the produced tapes must be maintained in maintained be must tapes produced
- of origin, should provide any bilingual bilingual any provide should origin, of Description
locally produced verbatim recording of current current of recording verbatim produced locally 33 Kindergarten Assessment Section 6 Section
sided cassette tape, students may need to be to need may students tape, cassette sided – - English bilingual tests, test administrators need to to need administrators test tests, bilingual English - Guidelines for Sign Language Accommodation Language Sign for Guidelines be interpreted by personnel designated as competent by their their by as competent designated personnel by interpreted be
may not be signed as directions. directions. as signed not be may fore use to ensure that everything is working properly. If the the If properly. is working everything that to ensure use fore English translated assessments. Early Literacy: When using audio audio using When Literacy: Early assessments. translated English -
Accessibility for Supports it test to access need will interpreters language Sign signed be to needs that vocabulary content specific to identify administration to or provide paraphrase, elaborate, clarify, not must Interpreters or fingerspelled. of words. meaning the with assistance B: *Cf. Appendix typically precede an item, or precede a section of items. NOTES: (1) (1) NOTES: items. of section a or precede an item, precede typically and directions the of part considered not are passages reading to Introductions of part is considered item an of body the in information Any signed. be may not and item that included are Assessment Kindergarten for the directions student The verbatim itself. assessment the of copies in the Assessor for standards content and items test review should interpreters language Sign construct is that on vocabulary information the signed; be to need all items Not advantage. unfair an students give not guidelines Proctor signed. be to or items words individual request can student apply. allowed to provide support. Any locally Any support. provide to allowed keeping with in security of strictest the and all tapes session, assessment the Following materials. assessment destroyed. securely be must materials in district a by endorsed and trained is who Administrator Test bilingual A languages students’ or the Spanish in this listed as translations) written and administered (human accommodations compromised. be could assessment of the validity otherwise document, no are that directions assessments, For all sign the using student the to interpreter) test signed a qualified (by signed* any as defined are Directions student. the to familiar most is that modality an item of administration the to related or guidance instructions For all assessments that do not have a Spanish have not do that assessments For all may directions purposes. educational for interpretations language make to district a with provided may be Students Spanish Spanish of recordings certa make to versions audio through movement student monitor is playing version audio the that and test the place in appropriate the maintains a two using When properly. audio check spot must administrators Test side. other the play to reminded be equipment be should administrators test equipment, the manage to able not is student
.
to the the to with with (A205) -- d as d as --
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 - Accommodation 581.015.203 (A219) sign language sign language who interpreter ODE meets the minimum standar in OAR defined choices exception the of mathematics and signs symbols a by student Sign Early Math Math Early Sign items/stimuli response and (A102) Sign directions directions Sign of origin Make a Make audio verbatim of recording in tests or Spanish other language Interpret Interpret orally directions (A103) 2019 DTCs, STCs, Administering TAs Use Use
rsus one one rsus interpreter.
Description
34
Kindergarten Assessment Section 6 Section
–
Accessibility for Supports Students may sign their responses to a qualified sign language language sign a to qualified responses sign their may Students letter the if determine to items sample Sounds) (i.e., Letter Literacy Early the test the to clear is, it is that differentiated; are student the by vocalized sounds (ve sounds letter different vocalize is able to student the administrator student the sounds letter The items). sample of the sounds all letter for sound pronunciation. the typical from differ may vocalizes
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 - Accommodation (A310) to a qualified ato qualified sign language interpreter(s) serving who is as test administrator Students may Students sign responses Literacy Early to Math Early and
2019 ALL ROLES
an an not not
received received
ance with with ance
disclosure disclosure and
-
Manual. Manual. I have
mail and fax are not secure). not are fax and mail
-
whole. whole.
Manual.
______
rom violations of test security of test violations rom
35 ment and certify that: certify and ment Kindergarten Kindergarten Assessment
Appendix A Appendix verbal cues, offering an opinion on how students may may students how on opinion an offering cues, verbal
- 20 –
- ENT ASSURANCE ENT must must never be alone in a room with students during
Kindergarten Assessment Kindergarten the the 2019
of the the of
understand understand nfidential Kindergarten Assessment student responses and certify that: certify and responses student Assessment Kindergarten nfidential Section 5 Section Keep on fileat the district officefor oneyear sment sment student responses must sign this statement of non Disciplinary action by TSPC may result f Disciplinary may result action TSPC by ______administer administer the Kindergarten Assessment within my responsibility following the KINDERGARTEN ASSESSMKINDERGARTEN dures in in dures
ature: ______ature: mail Address: ______mail Address: - Sign School: E ______(date): on Training Received Name (print): ______(print): Name
I will uphold the security of SSIDs and all other confidential personally identifiable student data data student identifiable personally confidential other all and SSIDs of security the uphold will I and recognize that SSIDs must not be associated with an environment. unsecured individual student’s name in I will not transmit SSID or test information that is associated with a student’s name or (e other transmission secure via only information identifiable personally test items, giving students verbal or non or verbal students giving items, test a as assessment or on the item a particular on have performed I will consistently use the Oregon Accessibility Manual to understand allowable accessibility supports in response to student administered. being is a test how in alteration requests or when the student’s IEP/504 indicates an I will make every attempt to ensure that all students participate in testing. In accord In in testing. participate all students that ensure to attempt make every I will the Test Administration Manual, I will use appropriate administration codes procedures. administration test actual to reflect scores students’ ensure that I will proce discussing includes This students. distract or assist could that behavior any in engage not will I I have read and year. school current for the Training Test Administration
2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
I will be handling co handling be I will I will be administering the Kindergarten Assess Kindergarten the administering be I will
I will notify the School Test unintentional. or is intentional whether it irregularity, or impropriety potential Coordinator immediately (within 1 business day) upon learning of a volunteers volunteers must not interact Assessment. directly with students during administration of the Kindergarten responses from the Kindergarten Assessment. Kindergarten the from responses Untrained district staff or staff, classified and(teachers, administrators test Only Assessment. Kindergarten the of administration volunteers must staff district Untrained testing. student supervise may training) received have who volunteers agree to supervise student testing even for brief periods. Untrained district staff or untrained APPENDIX A: district Assessment, Kindergarten the to responses student of confidentiality and validity the ensure To confidential to access have or Assessment Kindergarten the administer may who volunteers and staff Kindergarten Asses student confidential handling or administering work any commencing before security test of assurance 2019
DTCs, STCs, Administering TAs
s for s
.
to test to ual
policy and and policy
speech speech In addition to addition In -
to
- specific to the item item the to specific - KINDERGARTEN protocol, identifies the the identifies protocol,
support prior support
THE PORT PORT
including qualifications for anyone anyone for qualifications including
specific to the item so that they do they so that item the to specific
- — a DHH student, the objective is to is to objective the student, DHH a
Kindergarten Assessment. Kindergarten
Kindergarten Assessment Man Assessment Kindergarten
aloud accommodation or text accommodation aloud -
36
Oregon’s Appendix B Appendix
– orm for the current school year. school current for the orm D INTERPRETATION SUP ODE Sign Interpretation Training and Proficiency Assessment Proficiency and Training Interpretation Sign ODE
Kindergarten Assessment test items at least 48 hours prior to to prior hours 48 least at items test Assessment Kindergarten ems to be signed. to ems ODE Sign Interpretation Training and Proficiency Assessment Proficiency and Training Interpretation Sign ODE ties assessment to the language and modality presented in the in the presented modality and language the to assessment ties o the 2035 minimum standard (see below) (see standard minimum 2035 -
015 aloud access. With that in mind, a signed interpretation of the Smarter of the interpretation a signed in mind, that With access. aloud - - Sign language interpreters should review content standards and test item test and standards content review should interpreters language Sign
have access t have eacher of that content area for the student. for the area content of that eacher Complete and pass the the pass and Complete district, their local from training Security and Administration Test annual Receive in the listed requirements with consistent
t GUIDELINESSIGNE FOR gn language interpreters should review content standards for information on for information standards content review should interpreters gn language :
Understands that not all items need to be signed; that is, the student can request request can student is, the that signed; be to need all items not that Understands or it words individual of words. meaning the with assistance or provide paraphrase, elaborate, clarify, Must not not give students an unfair advantage. unfair an students give not Will or finger signed be to needs that vocabulary content specific identify to administration spelled. construct is that below) “Resources” (see on vocabulary information advantage. unfair an students give not do they so that Si is construct that below) “Resources” (see vocabulary o o
Meet the requirements of TSPC for a Teacher of the DHH. the of Teacher a for TSPC of requirements Meet the interpretation signed the how to request on student a DHH Instruct tested. is s/he before environment the testing in expect to what and administration above: items other the meet also must The teacher Receive annual Test Administration and Security training from their local district, consistent consistent district, their local from training Security and Administration Test annual Receive Manual. Test Administration the in listed requirements with f Security Test of an Assurance Sign Be the The assessment is interpreted by a qualified signed test interpreter (see “Signed Test Test “Signed (see interpreter test signed a qualified by is interpreted assessment The below). section Qualifications” Interpreter 581 Meet OAR the pass and Complete The student uses a sign language interpreter in the classroom or receives direct instruction instruction direct or receives classroom in the interpreter sign language a uses student The DHH. the of a teacher by in sign language Education of Department Oregon following and in advance The team, student. individual the for appropriate as support 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
The Test Interpreter: Test The
hen providing sign language interpretation as a support for a support as interpretation sign language hen providing
BEFORE THE TEST THE BEFORE “test interpreter” as the DHH of the Teacher of Qualifications Qualifications Interpreter Test Signed an interpreter for read aninterpreter when: support an accessibility is Assessments Balanced W hearing ato provided be would that information the printed access to of level same the provide read (e.g., presentation an oral receives who student interpretation Signed support). require who and hearing ofhard or deaf are who students for access equitable allows and classroom ASSESSMENT for support approved an is interpretation Signed Education’s of Department Oregon the are following the tables, support respective the accommodation this of use appropriate the to related guidelines assessments. statewide Oregon’s of interpreter test a signed as serve to who plans 2019 APPENDIX B DTCs, STCs, Administering TAs
-- n of n test test (See (See est est
in the classroom in the nse to test items. nseto
. this could skew the skew the could this response.
, as , as
the question again or to read or to again question the their ODE Sign Interpretation Training Interpretation Sign ODE se and a local sign has not been been not has sign a local and se
. pencil assessments) pencil - )
a hurried or stressed demeanor could have a have could demeanor stressed or hurried a
--
37 online assessment presents it or as the the as or it presents assessment online ent asks for a single word to be read aloud, the the aloud, read be word to single for a asks ent
Appendix B Appendix
– language are allowable in the signed interpretation of of interpretation signed the in allowable are language
).
(in the case of paper case (in the
ican Sign Language and most sign systems. Conceptually Conceptually sign systems. most and ican Language Sign (See “Rationale” below (See “Rationale” the protocols with the test interpreter. the with protocols the
Occasionally a commonly used sign that is “conceptually accurate” accurate” “conceptually is sign that used commonly a Occasionally
do not understand the word or test item or test word the understand not do
However, they can pause the student’s test and ask for clarification clarification for ask and test student’s the pause can they However,
Assessment:
they
(See “Rationale” below). “Rationale” (See
interpretation. (see below). administrator test the from influence would way that in any student the Prompt context to make an accurate interpretation. accurate an make to context ( question of the intent the invalidate that signs Use Assessment Proficiency and respo student a or negate affirm to response nonverbal any Give if Interpret The interpreter may ask the test administrator to read read to test administrator the ask may The interpreter and accurate conceptually a more make to possible it make will that if more slowly interpretation. complete student the what than more read to test administrator the ask may The interpreter stud the if example, For requested. enough have to as so be read to more or sentence entire for the ask may interpreter Kindergarten Kindergarten
he
o o o o o o Is expected to understand the role and function of the interpreter in the secure test secure in the interpreter the of function and role the understand to Is expected environment. review to Is expected he interpreter is not allowed to… allowed is not he interpreter
may appear to give the student an unfair advantage; however, conceptual accuracy is a is accuracy conceptual however, advantage; unfair an student the give to may appear Amer of component critical an item if For example, sign. the of production the in meaning incorporate signs accurate If a sign for a word or phrase exists, the test interpreter should use the sign when the word or the word sign when the use should interpreter test the exists, or phrase a word forIf a sign test. on the in print occurs phrase sign in used commonly are that Signs assessments. statewide accurate interpretation. accurate are teacher and interpreter so the seating preferential with provided be may student The sight. of line student’s the be in able to both T If the interpreter is unsure of the vocabulary or concept, he/she may ask the t the ask may he/she concept, or vocabulary of the is unsure If interpreter the an provide so they taker) the test from (away concept word or a define to administrator If there is no commonly accepted sign for a word or phra or word for a sign accepted commonly no is If there concept the NOT IS or IS word or phrase the if determine must interpreter test the developed, assessed. being For t administrator reads it aloud it reads administrator or the word sign when use the should test interpreter the exists, phrase or word for a sign If a the test. in occurs phrase instruction, in used routinely and developed locally been has phrase or word for a sign If a test. in the occurs or phrase the word sign when the use may test interpreter the below). “Rationale” negative impact on the student. the on impact negative used is typically that modality and language the use is to The interpreter instruction. in used are that signs and language same using the of task for the to prepare question the to read time afforded be will The interpreter administratio actual the during practice, classroom with align to However, interpreting. as the interpret will interpreter test the the calm remain to is encouraged The interpreter 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
RATIONALE: TEST THE DURING 2019 Administrator: Test The DTCs, STCs, Administering TAs
tion if if tion
rovide a rovide Pro.” However, However, Pro.” -
be found at location location at found be inistrator must fingerspell fingerspell must inistrator on” is used frequently during during frequently used is on” Pro bicycle at these stores? these bicycle at Pro -
38 An example of a locally developed sign might be sign might be developed a locally of example An
Appendix B Appendix
– the concept being assessed, the test administrator may administrator test the assessed, being concept the e allowable to use this locally developed sign in the in the sign developed this locally use to allowable e
IS NOT NOT IS
rase has been locally developed and routinely used in instruction, instruction, in used routinely and developed locally been has rase the concept being assessed, the test adm test the assessed, being concept the IS IS ple question: ple
the commonly accepted sign used in conversation and instruction and instruction and conversation in used sign accepted commonly the
the word or phrase or phrase word the is no commonly accepted sign for a word or phrase and a local sign has not been been not sign has aand local phrase or a word sign for accepted no commonly is X in the model of an atom shown above? shown atom of an model the X in a sign if Therefore, assessed. being concept is the particles” “subatomic The phrase administrator test the developed, locally been not or has exist not does word for this it. fingerspell must If flexibility more has administrator The test expansion. or equivalent a reasonable use Consider assessed. being concepts the not are that or phrases signing words when sam this Stunt a for prices sale of the range the is What “Stunt for developed locally been has or exists a sign is unlikely that It may p administrator test the assessed, being concept the not is since this expansion. or equivalent reasonable Which best describes one of the subatomic particles that could could that particles of subatomic the one describes Which best
teachers or sign language interpreters will develop signs for frequently used used frequently for signs develop will interpreters or sign language teachers
the word. It is not acceptable to create new signs or to use an equivalent or expansion to to expansion or equivalent an useto or signs new create to acceptable not is It word. the question: sample this Consider assessed. being is that explain vocabulary developed is a key component of sign language and should not be denied to the sign sign the to denied be not should and language sign of component a key is developed user. language If there concept the NOT or IS IS word or phrase the if must determine interpreter test the developed, assessed. being or phrase If word the for the English word “fission.” It is not a commonly used word and it would be extremely rare rare extremely be would it and word used a commonly not It is “fission.” word English forthe “fissi if However, dictionary. language sign in any it find to be used to a sign might develop interpreter language or sign teacher the instruction, science into incorporated be might apart” “splitting of concept The setting. instructional in the only would b sign. It the of formation the locally been has sign that or in a exists that a sign in accuracy Conceptual situation. testing If a sign for a word or ph a word forIf a sign on test. the in print occurs or phrase the word sign when the may use test interpreter the many signs. In used commonly not are there in instruction, used vocabulary of the For much cases, particular for a signs developed locally are these that understanding the with vocabulary, administra a signed in used may be signs developed locally These setting. instructional instruction. during used are regularly they triangle. This is is This triangle. the in appears “triangle” word English the when used is that sign the be should therefore the of difficulty the increases it because substitution an acceptable not is Fingerspelling test. would student hearing A spelling. its by “triangle” recognize to student the requiring by item it therefore, administration; an oral in spelling its by a word recognize to required be not student. a deaf of required be not should asks the student to identify a triangle, the commonly used sign is a pantomimed drawing of a of drawing a pantomimed is sign used commonly the a triangle, identify to student the asks 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 -
2019 DTCs, STCs, Administering TAs
2390.
2000. 2000. - -
n (3) of of n (3)
015 015 - -
2150; or 2150; - language language -
015
-
EIPA Written test. test. Written EIPA
2035: 2035: g score of 3.5 or above on the EIPA EIPA on the or above 3.5 of score g - erpreter is employed by or working under a under working or by is employed erpreter
015 - Childhood Special Education. Education. Special Childhood 39 Appendix B Appendix
–
OAR 581 OAR gency or school district or as defined in OAR 581 in OAR defined as or district or school gency 85.225 85.225
Serving Students in Public Schools Public in Students Serving
Minimum Standards for Sign Language Interpreters Interpreters Language Sign for Standards Minimum meeting rule requirements. Sign language interpreters must meet the following following meet the must interpreters language Sign requirements. rule meeting 2008, f. f. 2008, -
(A) Eligible for EI/ECSE or special education services under OAR 581 OAR under services education or special for EI/ECSE (A) Eligible 581 in OAR defined as 504 Section under disability a with student (B) A qualified 2020 Kindergarten Assessment Manual Assessment Kindergarten 2020 - ) "Student" means a student with a hearing impairment who is: is: who impairment hearing a with student a means ) "Student" (a) On or after July 1, 2008, the interpreter must meet the standards required by sectio by required standards the meet must the interpreter 1, 2008, July or after (a) On rule. this rule. of this requirements the all of meet must the interpreter 2013, 1, July after On or (b) related educational field; or (B) Achieve a passing score on the on score a passing or (B) Achieve field; educational related (a) The sign language interpreter must achieve a passin must achieve interpreter sign language (a) The and Certification; or CT CI RID NIC, or hold Test Performance a or in Program Education an Interpreter from Degree Associate's or a Bachelor's Hold (b)(A) (f) "Public School" means a public a a public means School" (f) "Public Inc. Deaf for the Interpreters of Registry means (g) "RID" services interpreting educational provides who a person means Interpreter" Language (h)"Sign impairments. hearing with students to (i (a) "CI" means Certificate of Interpretation issued by RID. by issued of Interpretation Certificate (a) means "CI" RID. by issued ofTransliteration Certificate "CT" means (b) Early and Intervention Early means (c) "EI/ECSE" the both including Assessment®, Performance Interpreter Educational the means (d) "EIPA" components. performance and written RID. by Certification Interpreter National the means (e) "NIC"
Stat. Auth.: ORS 185.225, 343.041 343.041 185.225, ORS Auth.: Stat. 1 185.110, ORS Implemented: Stats. 11 Hist.: ODE (4) Timeline for (4) Timeline school: a public with a contract under or by is employed interpreter if the requirements (3) Continuing professional development. Each sign language interpreter must complete and and complete must interpreter sign language Each development. professional (3) Continuing sign to related development professional continuing of hours seat 12 document int sign language the year that school each interpretation of services the for contract or employ only may school public A in Oregon. school a public for contract requirement. development professional continuing this meet that interpreters sign language (2) Minimum Standard. A public school may employ or contract for the services of a sign language sign language a of services the for contract or employ may school public A Standard. (2) Minimum minimum following meets the interpreter sign language if the only student for a interpreter standards: (1) Definitions. For purposes of this rule, the following definitions shall apply: apply: shall definitions following the rule, this of For purposes (1) Definitions. 2019 2019-2020 Kindergarten Assessment Manual– Appendix C
APPENDIX C: SELECTION, ADMINISTRATION, AND EVALUATION OF ACCESSIBILITY SUPPORTS (STEPS AND TEACHER TOOLS)
STEPS
STEP 1
EXPECT ALL STUDENTS TO ACHIEVE PROFICIENCY IN THE GRADE-LEVEL ACADEMIC CONTENT STANDARDS
FEDERAL AND STATE LAWS REQUIRING PARTICIPATION BY ALL STUDENTS, INCLUDING STUDENTS WITH DISABILITIES
Several important laws require the participation of all students, including students with disabilities, in standards-based instruction and assessment initiatives. These include federal laws such as the Every Student Succeeds Act (ESSA) of 2015, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), and Section 504 of the Rehabilitation Act of 1973 (reauthorized in 2008).
Elementary and Secondary Education Act as reauthorized by the Every Student Succeeds Act of 2015:
Stronger accountability for results is one of the four basic education reform principles contained in ESSA. This law complements the provisions for providing public accountability at the school, district, and state levels for all students, including those with disabilities. ESSA explicitly calls for … the participation in such assessments of all students [Sec. 1111 (3)(C)(i)]. [The term ‘such assessments’ refers to a set of high-quality, yearly student academic assessments.] The reasonable adaptations and accommodations for students with disabilities—as defined under Section 602(3) of the Individuals with Disabilities Education Act—necessary to measure the academic achievement of such students relative to state academic content and student achievement standards [Sec. 1111 (3)(C)(ii)].
Individuals with Disabilities Education Improvement Act of 2004 IDEA specifically governs services provided to students with disabilities. Accountability at the individual level is provided through IEPs developed on the basic of each child’s unique needs. IDEA requires the participation of students with disabilities in state and district-wide assessments. Specific IDEA requirements include: Children with disabilities are included in general state and district-wide assessment programs, with appropriate accommodations, where necessary [Sec .612 (a)(16)(A)]. The term ’individualized education program’ or ‘IEP’ means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section and that includes… a statement of any individual modifications in the administration of state and district-wide assessments of student achievement that are needed in order for the child to participate in such assessment; and if the IEP team determines that the child will not participate in a particular state or district-wide assessment of student achievement (or part of such an assessment), a statement of why that assessment is not appropriate for the child; and how the child will be assessed [Sec. 614 (d)(1)(A)(V) and (VI)].
For more information on statewide assessment participation options for students with disabilities refer to “Guidelines for Statewide Assessment Decision Making for IEP Teams”.
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EQUAL ACCESS TO GRADE-LEVEL CONTENT With the focus of legislation the inclusion of all students comes the drive to ensure equal access to grade-level content standards. Academic content standards are educational targets for students to achieve at each grade level. Teachers ensure that students work toward grade-level content standards by using a range of instructional strategies based on the varied strengths and needs of students. Providing accommodations during instruction and assessment may also promote equal access to grade-level content. To accomplish this goal of equal access, general and special educators must actively collaborate to address student needs and team members (including IEP and 504 teams) must be familiar with Early Learning and Kindergarten Standardss and expectations provided at the state and district level.
All students, including those with learning challenges, can work toward achieving proficiency in the grade-level academic content standards, and most of these students will be able to achieve these standards when the following conditions are met: (a) instruction is provided by teachers who are qualified to teach in the content areas addressed by state standards and who know how to differentiate instruction for diverse learners; and (b) appropriate supports for instruction and assessment are provided to help students access grade-level content.
OREGON’S Early Learning and Kindergarten Standards Oregon’s Early Learning and Kindergarten Standards can be found at the following website: https://www.oregon.gov/ode/students-and-family/FullDayK/Pages/Early-Learning-and-Kindergarten- Guidelines.aspx
STEP 2 LEARN ABOUT ACCESSIBILITY SUPPORTS FOR ASSESSMENT
WHAT ARE ACCESSIBILITY SUPPORTS As mentioned previously, Oregon’s Accessibility Panel refers to the term “Accessibility Supports” as a distinctly specific term relative to the Oregon Statewide Assessment System. The panel defines accessibility supports as practices and procedures that, when used in an assessment, provide equitable access to all students. These supports do not compromise the learning expectations, construct, grade-level standards, and/or measured outcome of the assessment. Use of approved supports during administration of an Oregon Statewide Assessment based on individual student needs will not impact the validity of the assessment results.
During administration of the Kindergarten Assessment, accessibility supports provided to a student must have been previously approved by the Accessibility Panel and listed in the KAM. In contrast, during instruction educators may provide students with additional supports, including, but not limited to approved accessibility supports. In other words, during instruction educators can use supports for students that go beyond the list approved by the Accessibility Panel for use during administration of the Kindergarten Assessment. References to adaptations, alterations, changes, or supports are general terms that do not indicate whether the change would be classified as an accessibility support approved for use in assessment.
DETERMINING THE CONSEQUENCES OF USING ACCESSIBILITY SUPPORTS DURING ASSESSMENT When selecting which supports a student should use while taking the Kindergarten Assessment, it is important to refer to the KAM to ensure that the proposed practice or procedure is a state-approved support. If the proposed practice or procedure is not explicitly included in the KAM, its use during assessment will result in an invalid score. The student will be counted as a non-participant on
41 2019-2020 Kindergarten Assessment Manual– Appendix C various state and federal reports and the expectations associated with the grade-level content standards may be lowered.
STEP 3
SELECT ASSESSMENT SUPPORTS FOR INDIVIDUAL STUDENTS To ensure that students are engaged in standards-based instruction and assessments, school personnel must be knowledgeable about the state (Common Core State Standards or CCSS) and district academic content standards and assessments. Effective decision-making about the provisions of appropriate supports begins with making good instructional decisions. In turn, making appropriate instructional decisions is facilitated by gathering and reviewing good information about the student’s needs and performance in relation to local and state academic standards. In essence, using accessibility supports allows educational teams to attempt to “level the playing field” so that all students can participate productively in the general education curriculum.
While a wide variety of supports, resources, and modifications are available during instruction, only specific accessibility supports approved by Oregon’s Accessibility Panel and the ODE are available during assessment. In Oregon, accessibility supports are based on an assessment of individual student need.
DOCUMENTING ACCESSIBILITY SUPPORTS IN A STUDENT’S CUMULATIVE FILE School teams making educational decisions for students in either general or special education or who are English Language Learners are strongly encouraged to document any discussions regarding accessibility supports in the student’s file. Classroom performance data, review of previous performance on state assessments, review of supports available in the classroom and their effectiveness, and interviews with the student are several types of information that school teams can use to make informed decisions. A record of meeting participants, including parents or guardians, and any decision made is strongly encouraged. A sample record form is included as Teacher Tool 4 of this manual.
DOCUMENTING ACCOMMODATIONS ON A STUDENT’S IEP Under 34 C.F.R. § 300.320(a)(6)(i), each student’s IEP must include a statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments. Specifically, documentation will include the following: Since Universal Tools are available to all students, only document on the IEP if a tool must be “turned off” to avoid distraction during testing Designated Supports and Accommodations must be documented on the IEP
All IEPs must identify the current accommodations for each assessment prior to the respective Statewide Assessment windows and within enough time to allow districts to enter the accommodations within the Test Information Distribution Engine (TIDE) system.
DOCUMENTING ACCOMMODATIONS ON A STUDENT’S 504 PLAN Section 504 of the Rehabilitation Act of 1973 requires public schools to provide accommodations to students with disabilities even if they do not qualify for special education services under IDEA. The definition of a disability under Section 504 is much broader than the definition under IDEA. All IDEA students are also covered by Section 504, but not all Section 504 students are eligible for services under IDEA. Section 504 states: “No otherwise qualified individual with a disability in the United States shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits or, or be subject to
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discrimination under any program or activity receiving Federal financial assistance.” [29 U.S.C. Sec. 794]
INVOLVING STUDENTS IN SELECTING, USING, AND EVALUATING ACCESSIBILITY SUPPORTS The more students are involved in the selection of accessibility supports process, the more likely the supports will be used, especially as students reach adolescence and the desire to be more independent increases. Some students have had limited experience expressing personal preferences and advocating for themselves. Speaking out about learning strengths and needs, particularly in the presence of parents, teachers, and principals, may be a new role for students, and one for which they need guidance and feedback. Teachers, parents, and other school team members play a key role when they encourage students to advocate for themselves in the context of selecting, using, and evaluating accessibility supports.
QUESTIONS TO GUIDE ACCESSIBILITY SUPPORTS SELECTION Another option to guide a team’s selection of approved statewide assessment accessibility supports for a student is to use the questions and/or Teacher Tools 1 and 2 provided below. For students with an IEP or 504 Plan, electing accommodations for instruction and for statewide assessments is a specific role of the IEP or 504 team.
QUESTIONS TO GUIDE AND DOCUMENT ACCESSIBILITY SUPPORTS SELECTION 1. What are the student’s learning strengths? 2. What are the student’s learning needs/challenges and how do they affect the achievement of grade-level content standards? 3. What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade-level content standards? 4. What practices and procedures will increase the student’s access to instruction and assessment by addressing the student’s learning needs and reducing the effect of the student’s challenges? These may either be new strategies or supports the student is currently using. 5. What practices and procedures does the student use regularly during instruction? 6. When used in the classroom, what are the results for assignments and assessments when these practices and procedures were used and not used? 7. What difficulties, if any, does the student experience when using a given practice or procedure? 8. What is the student’s perception of how well a practice or procedure “works?” 9. What are the perceptions of parents, teachers, and specialists about the student’s success when using these practices or procedures? 10. Are there effective combinations of practices and procedures for this student? 11. Is it possible to meet the student’s needs through the use of universal tools listed in the KAM? 12. Which practices and procedures used by the student are accessibility supports approved by the Accessibility Panel for use during assessment?
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13. Should an accessibility support used previously be continued or changed? Accessibility supports are those specific practices and procedures that the panel has approved and which are listed in the accessibility supports tables of the KAM. 14. If a promising practice or procedure is not listed in the accessibility supports tables, is there a similar practice or procedure that can be used that would not impact the student’s participation or performance during instruction or assessment?
Of the accessibility supports that match the student’s needs, consider the student’s willingness to learn to use them, opportunities to learn how to use them in classroom settings, and conditions for use on state assessments. Plan how and when the student will learn to use each new support, so there is ample time to learn to use instructional and assessment supports before an assessment takes place. A student’s refusal to accept or use a required accessibility support(s) (i.e., accommodations) potentially jeopardizes the measure of performance and raises questions about the implementation of the IEP or 504 plan. Attempts to address the refusal at the time of testing may further disrupt the student’s test performance or inadvertently raise a question of test propriety. For these reasons, various sources, from the CCSSO State Collaborative on Assessment to the U.S. Office of Civil Rights (OCR) to stress prevention strategies. Including in the IEP or 504 plan those accessibility supports specifically needed, rather than listing all those possibly needed. Including students in the design of accessibility supports, especially for older students. Ensuring teachers understand and implement those accessibility supports so students are familiar with those to be used for assessments. Getting students’ feedback on accessibility supports. Reconvening teams to redesign accessibility supports students refuse to use or no longer need or those that are otherwise ineffective. And finally, if advance planning fails and a student refuses to accept an accessibility support, document their refusal.
Finally, it is important to plan for the ongoing evaluation and improvement of the student’s use of accessibility supports.
STEP 4
ADMINISTER ACCESSIBILITY SUPPORTS DURING INSTRUCTION AND ASSESSMENT
ACCESSIBILITY SUPPORTS DURING INSTRUCTION Students must have practice using approved accessibility supports before participating in the Oregon Statewide Assessments. Providing the selected supports during instructional periods that necessitate their use is an essential classroom practice, that allows students and educators to determine the effectiveness of a support and allows students to become comfortable and proficient when using the support. Assessment performance may potentially be hindered if the student has not had an opportunity to use specified supports before participating in state assessments.
ACCESSIBILITY SUPPORTS DURING ASSESSMENT
Planning for Test Day Prior to the day of assessment, be certain that the Test Administrator (TA) knows which accessibility supports each student will be using and how to administer them properly. TAs administering supports, such as reading to a student or translating writing prompts, must adhere to specific
44 2019-2020 Kindergarten Assessment Manual– Appendix C guidelines so that student scores are valid. Accessibility supports that are improperly administered may result in invalidation of the student’s score.
Refer to Teacher Tools 3, 4, and 5 for examples of how accessibility supports might be anticipated and implemented.
Administering Assessments and Accessibility Supports State and district laws and policies specify practices to ensure test security and the standardized and ethical administration of assessments. TAs and all other staff involved in test administration must adhere to these policies. The Code of Professional Responsibilities in Educational Measurement (NCME, 1995) states that TAs and others involved in assessment must:
REQUIREMENTS FOR TEST ADMINISTRATORS TO ENSURE TEST SECURITY AND THE STANDARDIZED AND ETHICAL ADMINISTRATION OF ASSESSMENTS Take appropriate security precautions before, during, and after the administration of the assessment.
Understand the procedures needed to administer the assessment prior to administration.
Administer standardized assessments according to prescribed procedures and conditions and notify appropriate persons if any nonstandard or delimiting conditions occur.
Provide for and document all approved accessibility supports for the administration of the assessment to persons with disabilities or special needs.
In addition, ODE specifically requires that all TAs for the Kindergarten Assessment receive annual test administration, and read the current school year KAM which contains test administration policies and procedures. Additionally, all TAs must sign an Assurance of Test Security form for the current school year; signed assurance forms must be kept on file in the district office.
STANDARDIZATION Standardization refers to adherence to uniform administration procedures and conditions during an assessment. Standardization is an essential feature of some educational assessments and is necessary to produce comparable information about student learning. Strict adherence to guidelines and procedures for the administration of accessibility supports is necessary to ensure that test results reflect actual student learning.
ETHICAL TESTING PRACTICES AND TEST SECURITY All test items, test materials, and student-level testing information, both for online testing and pencil and paper tests, are secure documents and must be appropriately handled. Secure handling must protect the integrity, validity, and confidentiality of assessment questions, prompts, and student results. Any deviation in test administration must be reported to the District Test Coordinator immediately to ensure the validity of the assessment results. Mishandling of test administration materials puts student information at risk and places the student at a disadvantage as tests that are improperly administered may be invalidated. Failure to honor security severely jeopardizes district and state accountability requirements and the accuracy of student data.
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Test security involves maintaining the confidentiality of test questions and answers, and it is critical in ensuring the integrity and validity of a test. Test security can become an issue when accessible test formats are used (e.g., Braille, large print) or when someone other than the student is allowed to see the test (e.g., interpreter, reader). In order to ensure test security and confidentiality, TAs must adhere to the test security practices specified in the current Test Administration Manual.
Ethical testing practices must be maintained during the administration of an assessment. Unethical testing practices refer to inappropriate interactions between TAs and students taking the test. Unethical practices include allowing a student to answer fewer questions, changing the content by paraphrasing or offering additional information, coaching students during testing, editing student responses, or giving clues in any way.
TAs must carefully adhere to all test administration procedures to avoid test improprieties. The current Kindergarten Administration Manual (KAM) generally describes allowable actions. In cases where a student’s IEP indicates that an accommodation should be used, review the student’s IEP as well as the Accessibility Supports Tables. If the KAM does not explicitly allow an action, contact your District Test Coordinator (DTC) to determine whether such an action is allowable prior to administering an assessment.
HANDLING “IN THE MOMENT” STUDENT REQUESTS FOR AN ACCOMMODATION In order to ensure standardization, and that ethical testing practices are followed throughout the assessment process, test administrators must not provide an accessibility support which was not previously identified for a student. If a student requests a support that was not previously identified while “in the moment” of testing, the test administrator must reference the directions provided in current KAM. The TA must not provide any accessibility support to any student that was not selected based on an assessment of individual student need. The TA must report the request by the student to the appropriate decision making team (IEP, 504 Plan, or other team) and consideration to allow the requested accessibility support will be made based on an assessment of the student’s individual needs.
STEP 5 EVALUATE AND IMPROVE ACCESSIBILITY SUPPORTS USE
All practices and procedures used for students during instruction must be selected on the basis of the individual student’s needs. For accessibility supports to be used during administration of the Kindergarten Assessment, the support must be also previously approved by the Accessibility Panel and listed in the appropriate accessibility supports tables, be implemented during instruction, and be familiar to the student prior to use during assessment. Collecting and analyzing data on the use and effectiveness of these supports is necessary to ensure the meaningful participation of students with disabilities in state and district-wide assessments. Data on the use and impact of supports during assessments may reveal questionable patterns of use, as well as support the continued use of some supports or the rethinking of others. Examination of the data may also indicate areas in which the IEP team, Section 504 plan committee, and TAs need additional training and support. In addition to collecting information about the use of accessibility supports within the classroom, districts may also decide to gather information on the implementation of supports during assessment. Observations conducted during test administration, interviews with TAs, and talking with students after testing sessions may yield data that can be used to guide the formative evaluation process at the student level and at the school or district levels. Accessibility supports information can be analyzed in different ways. Here are some questions to guide data analysis at the student, school, and district levels. Teacher Tool 7 provides these questions in a worksheet format to guide evaluation discussions.
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QUESTIONS TO GUIDE ACCESSIBILITY SUPPORTS USE AT THE STUDENT LEVEL 1. What supports are used by the student during instruction and assessments? 2. What are the results of classroom assignments and assessments when supports are used versus when they are not used? If a student did not meet the expected level of performance, is it due to not having access to the necessary instruction, not receiving the supports, inappropriate choice of supports, and/or misapplication of an supports? 3. What is the student’s perception of how well the support worked?
4. What combinations of supports seem to be effective?
5. What are the difficulties encountered in the use of supports? 6. What are the perceptions of teachers and others about how the support appears to be working?
QUESTIONS TO GUIDE ACCESSIBILITY SUPPORTS USE AT THE SCHOOL OR DISTRICT LEVEL 1. Are there policies to ensure ethical testing practices and the standardized administration of assessments? 2. Are there procedures in place to ensure test administration procedures are not compromised with the provision of supports? 3. Are students receiving accommodations as documented in their IEPs and 504 plans?
4. How many students with IEPs and 504 plans are receiving accommodations? 5. Are there procedures in place to ensure that TAs adhere to directions for the implementation of supports? 6. Who is responsible for ensuring that all of the accessibility supports are available prior to administration of the assessment of each student, especially students on IEP or 504 Plans? 7. How many general education students receive supports?
8. Are some types of supports used more than others?
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TEACHER TOOLS
TEACHER TOOL 1
ACCESS NEEDS THAT MAY REQUIRE ACCESSIBILITY SUPPORTS
Directions: Use these questions to identify various types of accessibility supports for students with learning challenges. The list is not exhaustive—its purpose is to prompt team members to consider a wide range of supports needs. Use the list in planning by indicating Y (Yes), N (No), or DK/NA (Don’t Know/Not Applicable).
DK/ Y N NA
1. Is the student able to read and understand directions?
2. Can the student follow oral directions from an adult or audiotape?
3. Does the student need directions repeated frequently?
4. Does the student have a hearing impairment that requires an interpreter to sign directions?
5. Does the student require translated or interpreted materials?
6. Does the student have a visual impairment that requires large-type or Braille materials?
7. Does the student have a hearing impairment and need a listening device or interpreter?
8. Does the student require assistive technology devices to access the assessment?
9. Does the student require read-aloud strategies to access the assessment (not allowable for reading)?
10. Does the student have difficulty with visual tracking and maintaining that student’s place?
11. Does the student have a disability that affects the ability to record that student’s responses in the standard manner?
12. Can the student use a pencil or writing instrument?
13. Does the student use a word processor to complete assignments or tests?
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14. Does the student use a tape recorder to complete assignments or tests?
15. Do others easily distract the student or does that student have difficulty remaining on task?
16. Does the student require any specialized equipment or other accessibility supports that may be distracting to others?
17. Does the student have visual or auditory impairments that require special lighting or acoustics?
18. Can the student focus on the student’s own work in a setting with large groups of other students?
19. Does the student exhibit behaviors that may disrupt the attention of other students?
20. Do any physical accessibility supports need to be made for the student in the classroom?
21. Does the student tire easily due to health impairments?
22. Does the student have a medical condition (e.g., diabetes) that necessitates an optimal testing schedule?
23. Does the student have attention span or distractibility challenges that require an optimal testing schedule?
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TEACHER TOOL 2
QUESTIONS TO GUIDE ACCESSIBILITY SUPPORTS SELECTION Directions: Use these questions to guide discussion about selecting supports for instruction and assessment during a team meeting.
1. What are the student’s learning strengths?
______2. What are the student’s learning needs/challenges and how do they affect the achievement of grade-level content standards?
______3. What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade-level content standards?
______4. What practices and procedures will increase the student’s access to instruction and assessment by addressing the student’s learning needs and reducing the effect of the student’s challenges? These may either be new strategies or supports the student is currently using?
______5. What practices and procedures does the student use regularly during instruction and assessment?
______6. In the classroom, what are the results for assignments and assessments when these practices and procedures were used and not used?
______7. What difficulties, if any, does the student experience when using a given practice and procedure?
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______8. What is the student’s perception of how well a practice or procedure “worked”?
______9. What are the perceptions of parents, teachers, and specialists about the student’s success when using these practices and procedures?
______10. Are there effective combinations of practices and procedures for this student?
______11. Can the student’s needs be met through the use of allowable resources listed in the Test Administration Manual?
______12. Which practices and procedures does the student use that are accessibility supports approved by the Accessibility Panel?
______13. Should a support used on the previous year’s assessment be continued or changed?
______14. If a promising practice or procedure is not listed in the Accessibility Supports Tables, is there a similar practice or procedure that can be used that would not impact the student’s performance or participation during instruction or assessment? Accessibility supports are those specific
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practices and procedures that the panel has approved and which are listed in the Accessibility Supports Tables.
______
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TEACHER TOOL 3
ACCESSIBILITY SUPPORTS FROM THE STUDENT’S PERSPECTIVE
Directions: Use this questionnaire to collect information about needed accessibility supports from the student’s perspective. The questions can be completed independently or as part of an interview process. Whatever method is used however, be certain that the student understands the concern of a support--providing examples as necessary. Also, provide a list of possible supports to give the student a good understanding of the range of supports that may be available.
1. Think about all the classes you are taking now. In what class do you think you do your best work?
______
2. Explain what you do well in this class.
______
The things you said you can do well above are your strengths. For examples, you may have mentioned reading, writing, listening, working in groups, working alone, drawing, or doing your homework as some things you can do well. If you said you really like a subject, have a good memory, and work hard in class, these are also examples of your strengths.
3. Now ask yourself, “Which class is hardest for you?”
______
4. What’s the hardest part of this class for you?
______
The things you said were hardest are areas you need to work on during the school year. For example, you might have listed paying attention in class, reading the book, taking tests, listening, staying in the seat, remembering new information, doing homework, or doing work in groups. These are all things in which an accommodation may be helpful for you.
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5. In the list that follows, write down all of the classes you are taking now. Then look at a list of accessibility supports. Next to each class, write down what support(s) you think might be helpful for you.
Class List
Classes Accessibility Supports ______
This questionnaire was adapted from A Student’s Guide to the IEP by the National Dissemination Center for Children with Disabilities. Retrieved July 28, 2005.
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TEACHER TOOL 4
ASSESSMENT ACCESSIBILITY SUPPORTS PLAN
Student Information Case Information
Name: General Education Teacher(s): ______Date(s) of Assessment: ______Special Education Teacher(s): ______Name of Assessment: ______Building / School: ______School Year: ______
Assessment accessibility supports the student needs for the assessment and date arranged:
Supports: Date Arranged: 1. ______
2. ______
3. ______
4. ______
Comments: ______
Person responsible for arranging accessibility supports and due date: Person Responsible: Due Date: 1. ______
2. ______
3. ______
4. ______
Comments: ______
Room Assignment for assessment: ______
Planner(s) for this process: ______Signature Signature
Adapted from: Scheiber, B. & Talpers, J. (1985). Campus Access for Learning Disabled Students: A Comprehensive Guide. Pittsburgh: Association for Children and Adults with Learning Disabilities.
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TEACHER TOOL 5
ASSESSMENT ACCESSIBILITY SUPPORTS AGREEMENT
Here is an example of a form a student could carry on test day. This type of format puts the student in charge (building self-advocacy skills) and sets the expectation that, with these accessibility supports, students can show what they know on the test. Some supports (e.g., special test editions) need to be arranged long before test day, but should still be included on this list. A similar form could be carried to class to remind teachers about daily supports. Different schools, teachers, and students might format these statements differently. Note that it is the responsibility of the students to list the approved supports that are necessary and to present this list to the test administrator or teacher. This experience is particularly important for students with disabilities who intend to pursue a postsecondary education.
I, ______, need the following accessibility supports to take part in any statewide assessment: (Student’s Name)
______
If more information is needed about these supports, please contact:
______(Name of teacher, principal, and/or district person knowledgeable about statewide assessment accessibility supports)
Thank you for helping me to do my best on this test!
______(Student’s Signature) (Date)
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TEACHER TOOL 6
LOGISTICS PLANNING CHECKLIST
Directions: This Logistics Planning Checklist can be used in the planning and implementation of assessment accessibility supports for an individual student or for a system. Use the checklist by indicating Y (Yes), N (No), or NA (Not Applicable).
Y N NA
ACCESSIBILITY SUPPORTS THROUGHOUT THE ACADEMIC YEAR
1. Supports are documented on the student’s learning, IEP, or 504 Plan.
2. Students who use supports regularly are provided opportunities to evaluate use.
3. A master supports plan/data base listing assessment supports needs for each student who needs them during testing is updated regularly.
PREPARATION FOR TEST DAY
4. Special test editions are ordered for individual students based on information contained in master accessibility supports plan (e.g., audio
tape, Braille, large print).
5. Test administrators receive a list of supports needs for students they will supervise (list comes from master accessibility supports plan/data
base).
6. Adult supervision is arranged and test administrators receive training for each student receiving supports in small group or individual settings
(with substitutes available).
7. Trained readers and sign language interpreters are arranged for students (with substitutes available).
8. Special equipment is arranged and checked for correct operation (e.g., calculator, tape recorder, word processor).
ACCESSIBILITY SUPPORTS ON THE DAY OF THE TEST
9. All eligible students receive supports as determined by their learning, IEP, or 504 Plan.
10. Provision of supports is recorded by test administrator.
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11. Substitute providers of supports are available as needed (e.g., interpreters or readers).
12. Plans are made to replace defective equipment.
CONSIDERATION AFTER THE DAY OF THE TEST
13. For any student using special equipment, adapted test forms, or response documents (e.g., Braille), ensure all responses are accurately transferred to appropriate scannable answer sheets as specified in the Kindergarten Administration Manual (KAM).
14. All equipment is returned to appropriate locations.
15. Students who take make-up tests receive needed supports.
16. Effectiveness of supports use is evaluated by test administrators and students, and plans are made for improvement.
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TEACHER TOOL 7
QUESTIONS TO GUIDE EVALUATION OF ACCESSIBILITY SUPPORTS USE
Directions: Use these questions to guide discussion about selecting accessibility supports for assessment during any meeting.
AT THE STUDENT LEVEL:
1. What supports does the student use during instruction and assessment?
______2. What are the outcomes of assignments and assessments when supports are used versus when they are not?
______3. If the student does not meet expectations, is it due to:
_____ Student did not have access to necessary instruction _____ Student did not receive supports _____ Used supports were not effective _____ Other ______4. What is the student’s perception of how well the supports worked?
______5. What combinations of supports seem to be effective?
______6. What are the difficulties encountered in the use of supports?
______7. What are the perceptions of teachers, parents, and others about how the supports appear to be working?
______
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AT THE SCHOOL OR DISTRICT LEVEL:
1. Are there policies to ensure ethical testing practices, standardized administration of assessments, and that test security practices are followed before, during, and after the day of the test?
______2. Are these procedures in place to ensure test administration procedures are not compromised with the provision of accessibility supports?
______3. Are students receiving supports as documented on their IEP or 504 Plan?
______4. Are there procedures in place to ensure that test administrators adhere to directions for the implementation of supports?
______5. How many students with IEPs or 504 Plans are receiving supports?
______6. Who is responsible for data entry into Student Centered Staging regarding students with disabilities who receive supports?
______7. How many general education students receive supports?
______8. Are some types of supports used more than others?
______
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TEACHER TOOL 8
ACCESSIBILITY SUPPORTS JOURNAL
One way to keep track of what supports work for a student is to support the student in keeping an “accessibility supports journal”. The journal lets the student be “in charge” and could be kept up to date through regular consultation with a special education teachers or other staff member. Just think how must easier it would be for an IEP team to decide which supports to document on the student’s IEP if the student came to the IEP meeting with a journal documenting all the following things:
supports used by the student in the classroom and on tests;
test and assignment results when supports are used and not uses;
student’s perception of how well a support “works”;
effective combinations of supports;
difficulties of supports use; and
perceptions of teachers and others about how the supports appears to be working.
In the spaces provide below, design and organize the use of an accessibility supports journal for one of your students. Answer these questions:
1. What would you include as headings for the journal?
______
2. When would the student make entries in the journal, and what types of support would the student need to make these entries?
______
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3. With whom would the student share journal entries, and when would it be done?
______
4. How could the journal be used in the development of a student’s IEP?
______
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APPENDIX D: OREGON’S ACCESSIBILITY PANEL
Oregon’s Accessibility Panel is a group of Oregon educators and stakeholders that meet to consider accommodations recommendations that are submitted by the field for students taking the Oregon Statewide Assessments. The Accessibility Panel is hosted and facilitated by the Oregon Department of Education (ODE) and has been an active component of Oregon’s assessment system for over ten years.
ODE selects Panel members based on nominations and team decision. Each panelist contributes a unique and important perspective to the outcome of the recommendations the Panel makes. The work of the team combines research, experience, and judgments to make decisions not only with respect to individual accommodations recommendations, but also regarding the participation of students with disabilities in the Oregon Statewide Assessment System (OSAS) as a whole.
Meetings typically last one day (occasionally two days) and the meeting times are established and outlined by the Panel so schedules can be cleared well in advance of selected dates. Panel members are typically released from their district or agency duties to participate in Panel activities; this provides a means for organizations with participating members to stay current with instructional and assessment issues that regularly impact their students. ODE reimburses Panel members for travel expenses; however, there is no remuneration associated with participation.
ACCESSIBILITY PANEL MEMBERSHIP AND GUIDELINES
Membership Eligibility The Accessibility Panel consists of educators and consumers of education (e.g., parents, individuals using and affecting by the Oregon Statewide Assessment System, advocates of students with disabilities). ODE selects new members from among (a) those nominated by outgoing members, (b) self-nominated individuals, (c) those nominated by exiting members, or (d) state recommendation. All members selected for nomination must possess the appropriate eligibility criteria in addition to filling the short-term and long-term needs of the Panel.
Length of Service Panel members are eligible to continue in the role of Accessibility Panel Member: (a) as long as they maintain an ongoing role in the field of education and/or assessment as described under “Membership Eligibility” above, (b) by maintaining active involvement and participation on the panel, and/or (c) until retirement, reassignment, or resignation.
Roles Panel members review recommendations, propose studies, and advise the Office of Assessment on current accommodations and universal designs regarding the inclusion of all students in Oregon, including those with disabilities and English Language Learners, in statewide assessment, with a conscious link to the appropriate use of accommodations in instruction. The Panel advises ODE on those accommodations that do not impact the validity of a student’s assessment score and clearly communicates distinctions to the field regarding accepted and rejected accommodations recommendations.
Participation ODE expects Panel members to attend a majority of Panel meetings each year and may excuse Panel members from participation based on legitimate conflicts. Members communicate attendance with meeting facilitators in advance of missed meetings. Panel members may not send substitutes to
63 2019-2020 Kindergarten Assessment Manual– Appendix D participate on behalf of a member. Teachers who participate on the Panel are not expected to attend on a non-contract day, but may volunteer their time to attend.
Discontinuation or Removal Panel members may continue as Panel members until retirement, reassignment, or resignation; however, ODE expects Panel members to maintain continued communication and attendance with the Panel and facilitators. Prolonged absences or lack of communication will be considered potential conflicts to effective membership.
Skill Sets Twelve skill sets have been identified as fundamentally critical to the decisions made by this Panel. Panel members must collectively maintain these skills sets throughout the existence of the Panel; the Panel will replace reassigned, retired, or resigned individuals representing one of these fundamental skill-sets with individuals possessing the same set of skills.
Oregon Accessibility Panel Representation Deaf & Hard of Hearing (DHH) Community Representation Visually Impaired or Blind (VI) Community Representation Assistive Technology (AT) Representation English Learner (EL) Representation Policy Representation Research Representation Practical / Classroom Representation Administrative Representation Special Education Representation General Education Representation Assessment Representation Parents of Students with Disabilities Representation Other skills as needed (e.g., Civil Rights, specific subject area)
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APPENDIX E: APPROVAL PROCESS FOR A NEW ACCESSIBILITY SUPPORT
The specific universal tools, designated supports, and accommodations approved for Oregon’s statewide assessments may change in the future if additional tools, supports, or accommodations are identified for the assessment based on state experience and research findings. When teams or individuals feel that a strategy not present in the accessibility supports tables deserves further consideration, they are encouraged to complete a description of the support and submit it to ODE for the Accessibility Panel to review (cf. “Recommendation for Accessibility Support” form below). The Accessibility Panel uses current research, state practice, federal and state policy (including, if applicable, Smarter Balanced guidance), and professional and technical expertise to guide their review.
For the Kindergarten Assessment, the Panel will review suggested additional universal tools, designated supports, and accommodations or changes to such and make a determination regarding inclusion in the appropriate accessibility supports table(s) of the KAM.
On the following page, there is a form that must be used when suggesting a new accessibility support for the Accessibility Panel to consider. Please fill this form out in its entirety and submit to the ODE. Contact and address information is listed at the bottom of the form.
If you are using a computer to complete the form please note that the response boxes will expand when text fills the allotted space. This form can also be downloaded from the Assessment Accessibility Supports webpage.
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Recommendation for Accessibility Support
Date Submitted: Name: School District: Phone: Email:
Recommended Accessibility Support(include grade level of student(s): Embedded?: Non-Embedded?: Both?:
Summative Reading Writing Listening Mathematics Science
Performance Social Sciences Social Sciences
Extended Assessments Reading Mathematics Writing Science
Kindergarten Assessment Early Literacy Early Math Approaches to Learning
English Language Proficiency Reading Assessment (ELPA)- Screener Listening and Summative Writing Speaking
Description of accessibility support:
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How will students use the support in assessment (describe for each):
Please include a sample of student work using the support.
Rationale for adding to an accessibility table(s):
Other factors that influence score validity when this adaptation is used (e.g., English proficiency):
Please return this request to: Brad Lenhardt at [email protected] ; Fax 503-378-5156; or Mail to: Brad Lenhardt, Office of Learning/Student Services Unit; Oregon Department of Education, 255 Capital Street NE, Salem, OR 97310
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