District Test Coordinators

Training

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Training Format•Organized into short modules•Clear objectives and questions for discussion

•Designed to be delivered to district and school staff

•Do’s, Don’ts, and Promising Practices

•Acorns for storage

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As time allows, we will cover the following modules

• Module 1: DTC Training

• Module 2: School Test Coordinator Training

• Module 3: Test Administration

• Module 4: Accommodations

• Module 5: Test Security

• Module 6: OAKS Online

• Module 7: TIDE

• Module 8: Performance Reports

• Module 9: ELPA

• Module 10: Essential Skills

• Module 11: NAEP/PSAT

• Module 12: Growth

• Module 13: AYP and Report Card

• Module 14: Writing

• Module 15: Cohort Graduation Rate

Training Overview

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Oregon’s Performance

NAEP Average Scores 2003 2009

Economically Disadvantaged 266 270

Not Economically Disadvantaged 286 296

Gap 20 26

NAEP 2009 – Grade 4 Math,Economically Disadvantaged Student Performance Gap

Source: Education Week Quality Counts 2010

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• Create an accurate snapshot of the achievement of Oregon’s students

• Close Oregon’s achievement gap

• Connect the achievement of Oregon’s students to the learning that is occurring across the nation and world

• Understand state and federal policies so that you can help build effective district and school procedures

Big Picture Objectives

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•Understand the unique role and responsibilities of the district test coordinator

•Effectively train school test coordinators and test administrators

•Learn about additional resources and tools

•Understand how OAKS can be used as one tool to support students’ learning

Training Objectives

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Training and Enforcing Test Administration Policies

•Receive annual training from ODE and sign assurance of test security form

•Read and understand the Test Administration Manual

•Distribute the Test Administration Manual to district staff involved in state testing

Roles and Responsibilities

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Training and Enforcing Test Administration Policies (cont)

•Ensure that ALL school test coordinators and test administrators receive annual training in test administration and security and sign an assurance of test security form

•Disseminate ODE-issued testing updates and alerts to district staff involved in state testing

• Investigate and report all test improprieties to ODE

Roles and Responsibilities (cont)

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Plan test administration with school test coordinators

•Collect and supervise any school-imposed test windows

•Ensure schools have procedures in place to appropriately test each student

•Respond to questions from the schools using Regional Assessment support partners when necessary

Roles and Responsibilities (cont)

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• Authorize printing of individual test items as a restricted resource• DSAs or DTSAs must authorize in TIDE

prior to testing

• For students on IEPs or 504 Plans, the student’s plan must indicate the student needs access to test items in paper format

• For students not on an IEP or 504 Plan, the decision must be based on individual student need and documented by the district

Roles and Responsibilities (cont)

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Dos•DTCs must ensure that all school test coordinators and test administrators receive training.•DTCs may determine the method of training school test coordinators and test administrators at the local level.•DTCs may use the modules included in today’s training to conduct local training. •DTCs may use Promising Testing Practices found online as an additional training resource.

Dos and Don’ts

http://www.ode.state.or.us/search/page/?=2444

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Don’ts

•DTCs must not forget test administrators who are substitute teachers or who are employed in private and public programs* that are serving students from their district.*New for 2010-11: districts may arrange with another district or ESD to delegate test administration responsibility for students attending a specific school or program (see p. 5 of the Test Administration Manual)

•DTCs must not forget to report test improprieties within 1 business day of becoming aware of any.

*Dos and Don’ts (cont)

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•Training for school test coordinators and test administrators should consist of more than handing out the Test Administration Manual.

•DTC leads a training session that includes a discussion of policies found in the Test Administration Manual and allows participants to ask questions.

Promising Practices

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•DTC develops a plan to provide “make-up” training to new hires or substitutes who will be involved in test administration.

•DTC maintains a spreadsheet listing all staff who received training, including substitute teachers, and only sets up user accounts in TIDE for staff who have received training.

•DTC coordinates with STCs to provide mini refresher trainings before the start of each testing window.

Promising Practices (cont)

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•ODE will provide information through DTC listserv and Regional ESD helpdesks

•Regional ESDs are available for assessment support

•For questions and training, the state has been divided into three regions: Willamette ESD, Douglas ESD, and Umatilla Morrow ESD

•Regional ESD contact information online at:

Regional Support Structure

http://www.ode.state.or.us/wma/teachlearn/testing/oaks/esdpartners1011.pdf

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•A valid grade level assessment will always be treated as a higher score than an extended assessment.

•Students cannot take an Online and Paper-based test in the same content area.

•The “district special education” flag should be used only for students who are not served by a school.

•ODE will soon report as a group “students at the district, not associated with a school”.

•AYP resets will only occur with new institution IDs.

Key Reporting Policy Reminders

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• DTC duties cover both training and logistical aspects of testing

• DTCs are the gate keepers:– Track which teachers get training – Don’t forget substitutes and new

hires!• Training resources are available:

– Training modules– Promising Practices– Regional ESDs

In a Nutshell

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• How can OAKS help close the achievement gap?

• What resources are available to help administer OAKS correctly?

• Why is test security so important?

• How can we learn more promising practices?

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