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testAdministrationManual

2003-2004SCHOOL YEAR

Performance Assessment

Mathematics Problem Solvingand Writing

as of 03/04/04

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, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

Office of Assessment and Evaluation

Oregon Department of Education 255 Capitol Street NE

Salem, Oregon 97310-0203 (503) 378-3600

A product of the Oregon Statewide Assessment Program, Oregon Department of Education

Susan Castillo, State Superintendent of Public Instruction Cathy Brown, Specialist, Assessment and Evaluation Bill Auty, Associate Superintendent, Assessment and Evaluation Ken Hermens, Specialist, Assessment and Evaluation Phyllis Rock, Director, Assessment and Evaluation Elaine Hultengren, Specialist, Assessment and Evaluation Steve Slater, Coordinator, Assessment and Evaluation Leslie Phillips, Specialist, Assessment and Evaluation Pat Almond, Specialist, Assessment and Evaluation Sheila Somerville, Graphic Illustrator, Assessment and Evaluation

2003-2004 School Year Oregon Statewide Assessment PERFORMANCE ASSESSMENT Mathematics Problem Solving and Writing TEST ADMINISTRATION MANUAL

Oregon Statewide Assessment Schedule for 2003-2004 School Year ............................................................. i

Introduction ............................................................................................................................................ iii

PART 1 Overview of 2003-2004 Performance Assessments ................................................. 1 Who Will Be Tested?......................................................................................................................... 1

- Re-tests................................................................................................................................ 1 - English Language Learners (ELL) .......................................................................................... 1 - Extended Assessments ......................................................................................................... 1 - Challenging Another Benchmark ............................................................................................ 2

PART 2 Preparing for the Test........................................................................................................ 3 Security............................................................................................................................................ 3 Testing Times................................................................................................................................... 3 Completing Student Information on the Response Folder .................................................................... 4 Challenge Tests................................................................................................................................ 4 Participation in Special Programs....................................................................................................... 5 Administration Codes ........................................................................................................................ 6 Trouble Shooting .............................................................................................................................. 7

PART 3 Mathematics Problem Solving ....................................................................................... 8 Assembling Materials for Testing .......................................................................................................8 Some Helpful Procedures..................................................................................................................9 Accommodations for Mathematics Problem Solving Test Administration...............................................9 Clarification Regarding Accommodations for the Oregon State Assessment ......................................10 Accommodations Table, Mathematics Problem Solving Test Administration........................................11 Modifications of Mathematics Problem Solving Test Administration ....................................................13 Modifications Table, Mathematics Problem Solving Performance Assessment ....................................14 Student Directions...........................................................................................................................15

- Problem Solving Directions..................................................................................................15 Local Rater Option..........................................................................................................................16 Checking and Completing Materials .................................................................................................16

- Challenge Tests .................................................................................................................16 - Completing the Classroom Information Sheet .......................................................................16

Returning Your Materials.................................................................................................................17 Student Directions, Russian Version ................................................................................................18 Student Directions, Spanish Version ................................................................................................19 Continued…

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IMPORTANT

NEW

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TABLE of CONTENTS

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2003 - 2004 Statewide Assessment Schedule

PART 4 Writing......................................................................................................................................20

Assembling Materials for Testing ..........................................................................................................20 Some Helpful Procedures ....................................................................................................................21 Administering the Writing Assessment ..................................................................................................22 Accommodations for Writing Test Administration ...................................................................................23 Clarification Regarding Accommodations for the Oregon State Assessment ............................................23 Accommodations Table, Writing Test Administration..............................................................................24 Modifications of Writing Test Administration ..........................................................................................26 Modifications Table, Writing Test Administration....................................................................................27 Student Directions ...............................................................................................................................28

- Prewriting/Beginning Rough Draft.............................................................................................28 Local Rater Option ..............................................................................................................................29 Checking and Completing Materials .....................................................................................................29

- Challenge Tests ......................................................................................................................29 - Checking for “Crisis” Papers ....................................................................................................30 - Completing the Classroom Information Sheet............................................................................30

Returning Your Materials .....................................................................................................................30 Student Directions, Spanish Version.................................................................................................... 32

PART 5 Guidelines for Including All Students in Testing.......................................................... 33

General Information............................................................................................................................ 33

Students with Disabilities .................................................................................................................... 33 - Who Makes the Test Participation Decisions (Disabilities)? ....................................................... 33

English Language Learners (ELL) ....................................................................................................... 34 - Definition of Limited English Proficient ..................................................................................... 34 - Who Makes Test Participation Decisions for English Language Learners? ................................. 35

Non-graded Programs ........................................................................................................................ 36 Options.............................................................................................................................................. 36

- Standard Administration......................................................................................................... 36 - Challenging Another Benchmark ............................................................................................ 37 - Modified Administration.......................................................................................................... 38 - Extended Assessment ........................................................................................................... 39 - Exempt from Testing ............................................................................................................. 40

Juried Assessment ............................................................................................................................. 40 Formula Pages for Mathematics .......................................................................................................... 42 Policy Documentation Endnotes .......................................................................................................... 45

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TABLE of CONTENTS cont…

REVISED

Assessment Grade/Benchmark

(Benchmark Grades are in Bold Text)

Testing Dates

TESA (web-based tests) Reading/Literature, Mathematics, Knowledge and Skills

Science Knowledge and Skills

3, 4, 5, 6, 7, 8 and CIM

CIM

October 21 – May 21

*Juried Assessment Reading/Literature, Mathematics, Science, Writing or Math Problem Solving

CIM only * Intent to submit due:

Dec. 12th April 16th

Optional Fall Assessment Window

Assessment Grade Testing Dates

Field Testing: Writing, Mathematics Problem Solving Performance Assessments

CIM October 14 – November 15

Writing Performance Assessments

Re-test Early Graduating Seniors

November 1 – November 15

Mathematics Problem Solving Performance Assessments

Re-test Early Graduating Seniors

December 6 – December 20

Winter Assessment Window


Writing and Mathematics Problem Solving Performance Assessments Extended Writing Assessments

5 & 8 CIM

Re-test CIM

January 17 – February 14

Extended Career and Life Role Assessments (CLRAS)

3, 5, 8, 10 January 5 – April 27

Spring Assessment Window


Reading/Literature and Mathematics Knowledge and Skills Tests Extended Reading, Mathematics

3, 4, 5, 6, 7, 8 and CIM Re-test CIM

March 13 – April 17

Science Knowledge and Skills Tests

# Social Sciences (optional by district) Knowledge and Skills Tests

5, 8, and CIM March 13 – April 17

Writing and Mathematics Problem Solving Performance Assessments Extended Writing Assessments

Re-test CIM and CIM April 24 – May 15

2003 - 2004 Test Schedule Notes

• CIM - All grade 10 students, who have not met the standard, must be assessed during one of two CIM windows. Grade 9 students who are receiving instruction at the CIM level may be assessed. Grade 11 students who have not met the standard may retest during one of the CIM windows. Grade 12 students may retest during any of the CIM windows.

• Students at grades 3, 5, 8, and 10, who are challenging a higher or lower Benchmark assessment, will take their tests along with their classmates during the appropriate assessment window.

• There are no grade 3 tests available for Writing, Mathematics Problem Solving, Science or Social Science. Districts who are interested in local administration and scoring of Benchmark 1 Writing assessments may access these secure materials on a password protected web site. Please contact your District Testing Coordinator for more information.

• Students in grades 3, 5, 8 and 10 must be given Reading/Literature and Mathematics Knowledge and Skills Tests at least one time during an appropriate testing window. An IEP team or parent may make a decision to use an alternate test based on the most appropriate assessment for a student receiving special education services.

• Students in grades 5, 8 and 10 must be given the Science Knowledge and Skills Test, Mathematics Problem Solving and Writing Performance Assessments during the appropriate testing window. An IEP team or parent may make a decision to use an alternate test based on the most appropriate assessment for a student receiving special education services.

• * Juried Assessments (CIM only) Please see the following website for details http://www.ode.state.or.us/asmt/administration/juried/ or contact Cathy Brown (503 378-3600x 2259).

1. Intent to submit form must be received by December 12th for Jan.16th review.

2. Intent to submit form must be received by April 16th for May 21st review. • District Extension Request - Schools desiring to test a portion of their students outside of the testing

window may request, through District Testing Coordinators, an extension of the testing window up to one week earlier or later than the posted date. Districts may request an extension through the "on-line order" web site available this fall.

• # Social Sciences Optional Testing - Districts may request to have schools test in the area of Social Sciences at grades 5, 8 and CIM. Based on HB 2744, the assessment tools required to earn a Social Sciences CIM Endorsement or meet Social Sciences benchmark standards will be available to all districts in Oregon. Schools submit their request to their districts, and districts may order social science tests through the "on-line order" web site available this fall.

• Mathematics and Reading/Literature Tests - Districts have the option of assessing students in grades 4, 6 and 7 in Reading/Literature and Mathematics Knowledge and Skills, during the 2003-2004 school year. This option is available either through the web (TESA) or by using paper/pencil tests. Individual scale scores will be reported but will not count for accountability purposes until 2005-06. For further information regarding testing at these grades, please see the NCLB website at http://www.ode.state.or.us/nclb/.

http://www.ode.state.or.us/asmt/administration/juried/

http://www.ode.state.or.us/nclb/

PER FORMANCE ASSESSMENT Oregon Statewide Assessment for the 2003-2004 SCHOOL YEAR TES T ADMINIS TRA TION MANUAL Mathematics Problem Solving and Writing

Thank you for participating in the Oregon Statewide Assessment. Before administering any of the tests, please thoroughly familiarize yourself with the procedures and directions in this manual. The information in this manual should answer most questions regarding the administration of the Performance Assessment portion of the assessments. A separate Test Coordinators’ Guide provides information for Test Coordinators at the district and school levels.

Performance Assessment Benchmark Tests In general, we refer to the tests as 5th, 8th, and 10th grade tests. These tests are also referred to as Benchmark 2, 3, and CIM assessments respectively. For information regarding 2003-2004 testing windows, go to the beginning of this manual or see the Oregon Assessment Schedule on the web: http://www.ode.state.or.us/asmt/administrtation/schedule.htm

Exact dates of testing within these windows are left to the discretion of the school or district. This Test Administration Manual is pertinent to the entire school year. Additional copies of the manual may be downloaded from the Oregon Department of Education (ODE) website:

http://www.ode.state.or.us/

iii

OREGON STATEWIDE ASSESSMENT

Introduction

http://www.ode.state.or.us/asmt/administrtation/schedule.htm

http://www.ode.state.or.us/

PER FORMANCE ASSESSMENT Oregon Statewide Assessment for the 2003-2004 SCHOOL YEAR 1 TES T ADMINIS TRA TION MANUAL Mathematics Problem Solving and Writing

The primary purpose of the Oregon Statewide Assessment is to ascertain the achievement level of individual students and compare that achievement with Performance Standards established by the State Board of Education at each benchmark. Local school districts will obtain valuable information about the performance of their students on the Content Standards adopted by the State Board. Results will also be reported with comparison groups. This information will allow local educators to compare their students’ performance with that of their peers in similar schools across the state. Who Will Be Tested? All students enrolled in grades 5 and 8 are expected to participate in the Performance Assessments during the winter testing window (January 17 – February 24, 2004) of the 2003-2004 school year. All grade 10 students who have not met the standard must be assessed during one of the two CIM windows offered during the 2003-2004 school year.

“All students” refers to students with disabilities, students who are learning English as a second language, students in special schools and programs and students enrolled in “non-graded” programs. For detailed information about which students should take Oregon’s Statewide Assessments, please refer to Part Five of this manual entitled “Guidelines for Including All Students in Testing.” Students in grades 5, 8, and 10 participate in two performance assessments: mathematics problem solving and writing. Every effort should be made to test all eligible students. The definition of a grade 10 student is “a student who was first enrolled in grade 9 in the student’s most recent previous year in school.” Students enrolled in grades 8 or 9 may take the CIM assessment if they are enrolled in CIM level coursework.1.

Re-tests – Students in grades 11 or 12 may participate in the Performance Assessment windows as re-tests. Grade 11 students who have not met the standard may re-test during one of the CIM windows. Grade 12 students may re-test during any of the CIM windows. See the 2003-2004 Oregon Statewide Assessment schedule at http://www.ode.state.or.us/asmt/administration/schedule.htm. While re-tests are not mandatory, districts should have tests available for those students who wish to re-test.

English Language Learners (ELL) – For the 2003-2004 test cycle, Side-By-Side Spanish/English and Russian/English versions of the mathematics problem solving and Spanish/English versions of the writing assessment are available. See page 34 for further information regarding testing options. Your School Test Coordinator will have the test materials.

Extended Assessments – Students planning to take Extended Assessments have specific testing windows. Extended Assessment windows coincide with general Assessments. See the schedule at the beginning of this manual or go to:

Part 1 Overview of the 2003-2004 Performance Assessment

REVISED

http://www.ode.state.or.us/asmt/administration/schedule.htm


http://www.ode.state.or.us/asmt/administration/. The Extended Writing assessments for grade 10 students will be administered in the winter and spring performance assessment windows. Extended assessments are alternate assessments for students in special education who are unable to take the regular benchmark assessments in writing even with modifications or by challenging down to Benchmark 1. Contact your District Test Coordinator to find out more about the Extended Assessments and to receive the appropriate administration manuals and scoring forms.

Challenging Another Benchmark A challenge to another benchmark refers to the opportunity for some students to take the benchmark assessment above or below the benchmark typically associated with their grade of enrollment. The primary purpose for challenging is to assure that the student’s assessment is aligned to his or her instructional content and level. A challenge is considered a standard administration and gives valid information about meeting the standard at the “tested benchmark.” In a test window, a student who is enrolled in a grade for which tests are available may challenge any benchmark test. However, only students on IEPs and students in advanced coursework may “challenge” benchmark assessments above or below the benchmark associated with their grade of enrollment.

For further information regarding challenging, see page 37.

http://www.ode.state.or.us/asmt/administration/


Security

Observe test security measures prior to testing.

The test materials are secure documents during the testing window. For Mathematics Problem Solving both the tests and student work may be copied for use with the students AFTER the window has closed. For Writing the student response may be copied, but the prompts are secure. Any breach of these security measures could result in loss of licensure.

Prior to opening any test materials, read and sign the Assurance of Test Security Form acknowledging that all materials will be kept secure and that no inappropriate assistance will be provided to any student. Your School Test Coordinator will have a copy of the Assurance of Test Security Form. Return it to your School Test Coordinator prior to testing.

Testing Times Performance Assessment tests are power tests, NOT strictly enforced timed tests. Students should be allowed to continue working as long as they are making reasonable progress. Most students will finish within the guidelines. Remember to add time for distribution and collection of the tests.

You may administer the tests in whatever order you wish, according to what is convenient for the schedule in your school or district.

SUBJECT APPROXIMATE WORKING TIME

Mathematics ONE 45-minute session (this session may NOT be split)

Writing Three 45-minute sessions

(for Block Scheduling – 2 longer sessions with a significant break between may be desired)

Part 2 Preparing for the Test

IMPORTANT


IMPORTANT

REVISED

Completing Student Information on the Response Folder It is important that teachers/test administrators review this information carefully for completeness and accuracy prior to submitting the test materials to the School Test Coordinator.

1. Most districts will have pre-printed or barcoded response folders for most students. If so, hand them out to the appropriate students. Where information is missing on pre-printed response folders, students or teachers should fill in the information, both writing information in the boxes and bubbling the corresponding information in the grid for that section. Keep in mind that information on pre-printed folders cannot be changed through the response folder. Contact your School Test Coordinator for information on how to make changes to the pre-printed information or to determine which information, in addition to the student name, should be hand-bubbled for barcoded response folders.

2. If a student does not have a pre-printed or barcoded response folder, you must give the student a blank response folder and all information must be bubbled-in by hand using a number 2 pencil. DO NOT USE one student’s pre-printed response folder for another student. Be sure to mark the correct grade of enrollment on the new response folder.

3. Some students will receive pre-printed response folders but will not use them because they are absent, met the performance standard in a previous testing cycle, or are taking the assessment at a different time. Please bundle and return the unused pre-printed response folders to your School Test Coordinator.

4. Fill in the “Challenge Benchmark” box only if the student challenges a lower or higher benchmark. See below for more information.

Challenge Tests For students who are challenging a lower or higher benchmark the test administrator should:

1. Make sure that the student information on the front page of the pre-printed response folder is filled out completely.

2. Bubble-in the benchmark for the test that will be taken in the box titled “Challenge Benchmark.”

See page 37 for more information on how to determine which students are eligible to challenge a benchmark.

REVISED


Participation in Special Programs The following are definitions to be used when filling in this box. The information in this box is used to produce disaggregated reports. It does not determine whether a student should participate in the Oregon Statewide Assessment. For information regarding that decision, see “Including all Students” beginning on page 33. MIGRANT EDUCATION – a program designed to ensure that migrant children receive full and appropriate opportunity to meet the state academic content and student academic achievement standards. INDIAN EDUCATION – a program designed to meet the unique educational and culturally related academic needs of American Indians. SPECIAL EDUCATION – a program in which students are on an Individualized Education Program (IEP).

GIFTED AND TALENTED – students who have been identified under Oregon Administrative Rule # 581-015-0805 In Oregon, this would include students who have been identified in the “potential” category. NONE OF THESE – indicates that none of the above listed programs applies for the student.

REVISED 10/31/03


Administration Codes THE ADMINISTRATION CODES BOX SHOULD BE FILLED IN BY THE TEST ADMINISTRATOR.

Mark the appropriate Administration Codes in accordance with the following list.

Note: only one of these codes should be marked on any individual response folder.

1. Absent (for an extended period of time) or student refusal – A student is absent during the entire testing window and make-up testing period.

2. Exempt –language – This code is no longer used. 3. Modified – language –Student is non-literate in the language of the test

and participates in the assessment under modified conditions. (Note: If “modified” is selected you MUST write in the four-digit modification code or codes used in the boxes adjacent to the Administration Codes grid.)

4. Extended asmt. – disability – This code is no longer used.

5. Modified – disability – Student with disabilities participates in the assessment under modified conditions. (Note: If “modified” is selected you MUST write in the four-digit modification code or codes used in the boxes adjacent to the Administration Codes grid.) See page 33 for more information.

6. Home schooled student – Any student may request to participate in the state test. Students will receive an individual student report, but their scores will not be included in the school, district, or state averages.

7. Parent request – for student not to participate in testing. Parents who object to having their child participate in the Oregon Statewide Assessment (or specific tests) for religious or disability-related reasons may request in writing that their child be exempted from testing.

8. Withdrawn from the school – This code is no longer used. 9. Preprinted but not used -- This code is no longer used.

The ‘absent’ or ‘parent request’ codes (1or 7) mean that the student did not take the test. The blank response folders must be returned.

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IMPORTANT

IMPORTANT

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TROUBLESHOOTING PAPER AND PENCIL TESTS

If as the test administrator (TA in the cartoon) you cannot find the answer to your question(s) in this administration manual, the School Test Coordinator (STC) is the most knowledgeable staff person in this regard and may be able to help. To ensure consistency in test administration, consult the School Test Coordinator first. The following diagram outlines who is available for you to speak with to get your answers. Remember . . . primarily, you should speak with the School Test Coordinator; if he/she cannot answer your question(s) that person will go to the District Test Coordinator and get back to you.

NEW


NEW 10/31/03

Assembling Materials for Testing In addition to this Administration Manual, you should have the following materials for testing:

● Mathematics Response Folders – One mathematics response folder is provided for each student. The School Test Coordinator has extra response folders. The response folder contains: student information, three problems, bubbles for the survey responses, and space to write the complete solution.

● Survey Question/Student Directions – A slip sheet is provided for EACH student. The sheet lists student directions and survey questions on one side, and a helpful formula page is on the opposite side of the same sheet.

The survey question regarding computer use in the home will be used for demographic reporting to the public and federal government. Please be sure that all students answer this question.

● Classroom Information Sheets – One Classroom Information Sheet for each class should be filled out prior to returning the materials. Remember to keep class sizes under 40 to allow the raters the ability to remain fresh throughout the entire scoring of the class.

● Resealable Bag – Each classroom’s completed mathematics response folders are to be secured in a resealable bag with the Classroom Information Sheet on the top.

● Below Benchmark 2 Performance Assessment – A separate student response folder with the mathematics problem solving tasks for Below Benchmark 2 is available. Contact your School Test Coordinator for copies.

● Spanish/English and Russian/English Response Folders – The mathematics problem solving assessment is available in Spanish or Russian for students who would benefit from having the test questions in this form. Student responses in Spanish or Russian are considered an accommodated administration, and will be scored as well as included in the school and district summaries.

● “Challenge” Response Folders – Contact your School Test Coordinator for blank Challenge response folders for those students who will be challenging a benchmark. - Write the student’s name on page 3 of both the blank non-pre-printed

response folder and the student’s pre-printed response folder. - The student should write his or her final draft in the blank “Challenge”

response folder.

Part 3 Mathematics Problem Solving

NOTE

NEW 10/31/03


- After testing is completed, insert the “Challenge” response folder inside the pre-printed response folder attaching it to page 3 with a paperclip.

You will also need to make sure students have a

● supply of extra pencils. Be sure the pencils are sharpened and have erasers. ● Have a calculator to use while completing their tests.

CIM students should have a copy of the Mathematics Formula Page. The copies of the Formula Page in English, Russian, and Spanish start on page 42.

Some Helpful Procedures The following procedures for mathematics problem solving will help to create conditions for a successful test administration.

1. Sign the Assurance of Test Security acknowledging that all materials will be kept secure and that no inappropriate assistance will be provided to any student.

2. Observe test security measures prior to testing. The problem solving tasks are “released” AFTER the testing window. This means that the tasks and any copies of the student work must be kept under lock and key until the assessment window is complete. Do not share them with anyone prior to this date.

3. Minimize interruptions or disturbances during testing. Post a TESTING – PLEASE DO NOT DISTURB sign on the door while testing is in progress.

4. Plan time for make-up testing for students who are absent for the regular testing period. Every effort should be made to assure that all students have an opportunity to complete the assessment.

5. Let students know that they may bring their own calculators, or use calculators/manipulatives supplied by the school for problem solving.

6. Remember that the mathematics problem solving assessment is to be completed in ONE session, and must be written in the response folder. “Worksheets” sent with the response folders, or extra pages other than the single page allowed for completing thoughts will not be scored.

Accommodations for Mathematics Problem Solving Test Administration

As well as allowing additional time to any individual student, there are other accommodations available. Accommodations provide any student equal access and equal opportunity to demonstrate what he or she has learned and is capable of. Accommodations include a variety of changes in test presentation, response format, the setting in which the test is administered, along with timing and/or scheduling. Such changes do not substantially affect level, content or performance criteria. Accommodations are available to all students including both students with and without disabilities.


The Accommodations Table for the Mathematics Problem Solving Test is available on the Web at http://www.ode.state.or.us/asmt/administration/manuals/tables/, and provides a finite list of accommodations that students may use when taking the tests under standard administration conditions. Clarification Regarding Accommodations for the Oregon State Assessment 9.

The use of accommodations are considered standard administration. The agreement with ASK revised the way these testing accommodations are added to the accommodations table. Current accommodations will continue to be listed in the administration manual on the accommodations table. New accommodations will be recommended by educators. The IEP team on an individual student-by-student and test-by-test basis should make decisions about how students with disabilities participate in Oregon’s statewide assessments. Educators may recommend assessment adaptations that they believe should be added to the accommodations or modifications tables by sending an e-mail or letter to Pat Almond, facilitator of the Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310, (503) 378-3600, ext. 2267, or e-mail [email protected]. These recommendations will be considered at regularly scheduled Accommodations Panel meetings conducted by the Oregon Department of Education, Office of Assessment and Evaluation.

http://www.ode.state.or.us/asmt/administration/manuals/tables/


2004 AACCCCOOMMMMOODDAATTIIOONNSS TABLE (September 2003) MATHEMATICS PROBLEM SOLVING TEST ADMINISTRATION

Note: If you would like to nominate modifications that should become accommodations or if you know of instructional modifications that you would like included on the modifications table, please send an e-mail or letter to Pat Almond, facilitator for the Accommodations Panel: (503) 378-3600 ext. 2267, [email protected]. Accommodations appearing on this table have been reviewed and do not change the content and/or performance standards of what is being measured by the test. Note: Both Accommodations and Modifications tables are updated periodically by the ODE through a formal review process that employs the Accommodations Panel. The most recent additions to the table appear with an underscore and the most recent deletions from the table appear with a stirke through. These markings are provided to facilitate visual comparison between current tables and earlier tables. Updated tables can be found on the ODE web site http://www.ode.state.or.us/asmt/administration/.

Type of Adaptation

Standard Administration with Accommodations (Applies to All Students) Please review footnotes (e.g. * #) referenced in and listed below this table.

Testing with Accommodations is considered a standard administration. These accommodations are available to all students including both students with and without disabilities and students who are English language learners. Accommodations should reflect the instructional approaches used in the classroom. Scores obtained under standard administration conditions with or without accommodations allow students to meet the Benchmarks 2, 3, and CIM.

Changes in timing or scheduling of the

assessment

• Extended time • Frequent breaks for individuals who need them # • Administer at time of day most beneficial to student

Changes in the test directions

• Read or reread directions to student • Sign directions • Translate directions orally • Provide written version of oral directions in the Administration Manual • Simplify language in directions • Clarify directions • Highlight words in directions • Auditory amplification devices, hearing aids, noise buffers

Changes in how the test questions are presented

• Large print version of prompts + • Braille version of prompts + • Read math problems aloud to student * ** • Sign math prompts * ++ • Student reads aloud or sub-vocalizes text to listener or self ! • Proctor highlights vowel combinations in math prompts • Visual magnification devices • Auditory amplification devices, noise buffers • Administration of the side-by-side Spanish/English and Russian/English versions of mathematics problem

solving assessment • Electronic word-for-word, text-to-voice scanning of assessment problem, for example computer reads

problem to student. • Assistance with spelling (needs to be discrete) ◊ • Provide transparent sheets (clear or tinted) to protect test materials or to improve student focus

and/or increase contrast • Read-aloud audio recording of available tests in Spanish/English and Russian/English side-by-

side, prompts read verbatim directly from test booklet • Synonym provided for unknown word in prompt if requested by student

Changes in how the student responds

• Student dictates math problem solving to a scribe & • Student responds to mathematics problem solving in English, Spanish, or Russian. • Respond to mathematics problem solving assessment in Braille + +++ • Students should be allowed any assistive technology device that serves as their primary communication

mode including adaptive keyboard • Student responds in sign-language +++ @ • Record (CD, video, or audio cassette) a student’s response to mathematics problem solving assessment @



Type of Adaptation


Changes in test setting

• Test an individual student in a separate location • Test a small group of students in a separate, but familiar location • Minimize distractions (e.g., study carrel) • Encourage a student’s work habits during test taking—only reinforcing engagement with the performance

activity * • Support physical position of student, e.g. preferential seating, special lighting, increase/decrease

opportunity for movement, provide position assistance, adaptive equipment/ furniture • Use of sensory processing techniques## to allow student to attend to task • Use of physical assistance or devices for manipulation of test materials, e.g. page turner • Use of adaptive/special furniture or positioning assistance consistent with the student’s instructional

setting • Stabilize test materials/papers, e.g. tape, magnets, clips, clamps

References and tools

• Dictionary - English or English/other language (not a mathematics content dictionary) • Scissors, tape • Calculator • Manipulatives • Use of response aids, e.g. Perkins Brailler, adaptive pencils, key guards, and keyboard skins. • Thesaurus (English, other language, or combination language)

Footnoted remarks clarifying accommodations follow:

# Breaks must be monitored to insure test integrity. A student should not have access to information during a break that informs a response.

* Test administrators, proctors, scribes, page-turners, educational assistants, and others supporting a student’s test taking must be neutral in responding to the student during test administration. Assistance in test administration must not give away the correct answer. The student’s response must accurately represent the student’s own work.

++ Signing math problems must be done carefully. Some signs may be an interpretation of the answer or concept tested. In such cases finger spelling may be more appropriate. The purpose of signing math problems is to give low-readers access to performance assessment problems without changing the content of the concepts and processes assessed. Problems should be signed without extra explanations and interpretations unavailable to other students.

+ Braille and Large Print Versions must be obtained from the Oregon Textbook and Media Center for the Visually Impaired, phone (503) 763-2413.

** The purpose of reading math problems aloud is to give non-readers access to performance assessment problems without changing the content of the concepts and processes assessed. Problems should be read aloud without extra explanations and interpretations unavailable to other students.

! Other accommodations may need to be used (e.g. separate setting or extended time) to implement this accommodation. The listener should give no response or feedback.

◊ Provide assistance one-on-one without disturbing or cuing other students. +++ If a student will be responding in Braille or sign language, please inform the School Test Coordinator and separate that student’s

response folder so that it can be sent to a site for transcription. & A scribe needs to provide a literal transcription of the student’s response without inserting any information not presented directly by

the student. The following three clarifications should be followed and assume that the student has the scoring guide or knowledge of it. The purpose of these clarifications is to ensure the response is that of the student’s not the scribes.

1. When the scribe does not understand (e.g., misses or tracks) what the student has said, s/he may ask a clarifying question such as “could you repeat that?” Scribes may not ask any other questions.

2. Scribes may not ask questions to clarify information when they know what the student has said but do not understand what it means or why it was said.

3. If asked by the student, the scribe is allowed to read what the student has said. They are then allowed to make changes, insertions, or deletions that are initiated by the student.

At the end of the session the scribe should ask as a final question” Did I accurately record what you have said?” Students should review (look at) what they have had scribed to edit the total response. Both the student and the scribe need to sign off at the bottom of the test protocol to reflect agreement that all recorded information is correct. Scribes need to be familiar with the needs of the student (and have worked with students and scribing before) and not be scribing for the first time with a student during the test. Training of scribes needs to address three important issues to ensure accurate recording: (a) speed or rate of recording, (b) conventions for (en)coding symbols, and (c) format and layout of the response. Practice sessions should be held with students and scribes in advance of actual use so the scribe understands students’ articulation. During the administration of the test, school districts, students and/or parents have the option to request an audio or videotape of the session.

@ Record the problem solving solution and submit along with paper/pencil solution on the student’s mathematics problem solving response booklet.

## (sensory processing technique) Contact OT/PT motor development team and/or Adapted PE specialist.


Modifications of Mathematics Problem Solving Test Administration

Modifications result in a substantial change in level, content or performance criteria that a student is expected to demonstrate. The term “modification” assumes the work is the student’s own original work. The change is made to provide a student with an opportunity to participate meaningfully and productively in the assessment. Modifications should reflect classroom instruction. Note: simply challenging a lower benchmark is not a modification. Challenge test results will reflect standards for the benchmark tested. Modifications are available only to English Language Learners (ELL), students with an IEP, and some students eligible under section 504. Modifications should reflect instructional practices used in the student’s classroom.

Scores obtained under modified administration conditions are included in reporting group summaries. Individual students and teachers will receive feedback indicating the level of performance achieved on the modified assessment. If modifications are used during the test administration, the 4 - digit code number must be written in the box entitled “Modification Codes” on the response folder. (See example below.) This box is located adjacent to the survey questions on the inside page of the response folder.


Mathematics Problem Solving Modifications

2004 MMOODDIIFFIICCAATTIIOONNSS TABLE (September 2003) MATHEMATICS PROBLEM SOLVING ADMINISTRATION See codes description below. ***

Note: If you would like to nominate modifications that should become accommodations or if you know of instructional modifications that you would like included on the modifications table, please send an e-mail or letter to Pat Almond, facilitator for the Accommodations Panel: (503) 378-3600 ext. 2267 or e-mail [email protected].

Modifications appearing on this table have been reviewed and determined to change the content and/or performance standards of what is being measured by the test. Note: Both Accommodations and Modifications tables are updated periodically by the ODE through a formal review process that employs the Accommodations Panel. The most recent additions to the table appear with an underscore and the most recent deletions from the table appear with a stirke through. These markings are provided to facilitate visual comparison between current tables and earlier tables. Updated tables can be found on the ODE web site http://www.ode.state.or.us/asmt/administration/.

Type of Adaptation

Modified Administration with Modifications (available to eligible students, only) Please review footnotes (e.g. * #) referenced in and listed below this table.

Modifications are not considered part of a standard administration. Modifications are available only to English language learners, students with IEPs, and students eligible under section 504. Scores obtained under modified conditions do not allow students to meet standards for Benchmarks 2, 3, or CIM. Modifications should reflect instructional practices used in the student’s classroom. This is a complete list. To add to this list see note above. Changes in timing or scheduling of the assessment

• (P002)*** An assessment scheduled outside the official testing window +

Changes in the test directions • None, at this time


• (P020) Translation (orally or in writing) of mathematics problem solving into a language other than side-by-side assessments provided by the state. Translation may be presented orally, as an audio recording, or in writing

• (P006) Electronic translation device * used to translate into languages not provided by the state • (P021) Verbally coaching# the student through the mathematics problem solving process at

any step • (P017) Test administrator (or anyone) selects the problem the student will solve • (P013) School staff reword or simplify language in problems


• (P011) Responding to the mathematics problem solving problems in a language other than English, Spanish, or Russian

Changes in test setting • (P001) An assessment scheduled outside of the school setting, such as in the student’s home

with the parent as proctor • (P003) Assistance with grammar

References and tools • (P018) Textbooks, wall charts with mathematical content shown or described, computers, and

notes • (P008) Mathematics content dictionary

* Electronic translation device refers to software and/or hardware that translates English words or text into another language. # Coaching refers to assistance with the subject matter content: providing questions, and hints, rehearsing or reviewing

instructional content, or in another way influencing the integrity of the student’s own response. ** Students should self-initiate prompt choice and must not be prevented from choosing. + Assessing outside the official testing window can be a standard administration if the district obtains a waiver to the testing window from

the Associate Superintendent of Assessment and Evaluation.

*** Codes : Modification Codes appear in ( )s in front of the modifications listed on this table. Please mark these codes onto the response booklet when a test is given under “Modified Administration” conditions. If you believe a student is performing at a CIM level, but may need a modification to demonstrate mastery, consider a Juried Assessment http://www.ode.state.or.us/asmt/administration/juried/.




Student Directions

Problem Solving Directions After students are finished filling in the information on the front of the response folder, tell them that using scratch paper is discouraged on the problem solving assessment. Unlike the writing assessment where rough drafts are not included, in problem solving the readers need to see the first attempts as well as the final approaches to student solutions.

Students who are challenging another benchmark should respond to one of the tasks on the Slip Sheet for the benchmark being challenged. Teachers are reminded to bubble (on the front of the response folder) the correct benchmark being challenged. This will assure the response is scored correctly.

Read the information in the following double lined boxes verbatim to all students. The directions have been translated into Russian and Spanish, and are available on pages 18 and 19 of this manual.

Read aloud:

Today you will be completing a mathematics problem solving test that asks you to show how you solve a problem. All work must be completed in this ONE testing session (which may be longer than 45 minutes). If you finish early, please read a book or do other “quiet” work.

Inside your response folder, you will find three problems. Read all of the problems and select the one you believe will best allow you to show your ability to solve a problem.

You should do all of your work in the space provided on pages 3 and 4 of the response folder. ONE extra page may be attached ONLY if necessary to complete a process or idea. If more than one page is attached, these pages will be discarded. Only solutions written in the response folder will be scored. Create your work as neatly as you can so that it is easy for others to read. For this test, it is important to show all of the steps that you used to solve the problem, so please don’t use scratch paper when solving the problem.

The “student directions,” printed on the separate sheet will tell you what the raters will be looking for when they score your work. Review them before you begin to work the problem and after you have finished it to be sure that you have included all of the information needed. (The other side of this sheet has formulas that you may find useful.)

Make sure your name and your teacher and school’s name are on the front of the response folder, also include them on page 3. When you finish solving the problem, you should bubble your answer to the survey questions (found on the separate sheet) into page 2 of the response folder.


You may use the scoring guide, a calculator, manipulatives, or any other math tool that we normally use in the classroom. Computers, textbooks, or notes may not be used.

Local Rater Option To discover how closely your scores compare to the raters at the state sites, many teachers have found it helpful to first score the student papers themselves, but NOT directly on the response folder. If there is not enough time to score the student’s work before the tests are sent in, pages 3 and 4 of the response folder may be copied. For the 2003-2004 scoring guide go to http://www.ode.state.or.us/asmt/scoring/guides.

Checking and Completing Materials Carefully review each response folder to ensure that students have correctly entered all requested information. If any information is missing, incorrect, or incomplete, please add or revise the information as necessary. Challenge Tests-For those students who took a challenge test, make sure that the:

● Benchmark test that the student took has been bubbled-in in the “Challenge” box on the pre-printed response folder.

● Student work has been written in the “Challenge” non-pre-printed response folder for Benchmarks 2, 3, and CIM.

● “Challenge” response folder with the mathematics problem solving tasks that were tested is attached with a paperclip to the inside of the right hand page (page 3) in the pre-printed response folder. If it is stapled to the front page or the inside left hand pages, the document cannot be scanned for scoring purposes.

● Student’s name is written on page 3 on both the pre-printed and “Challenge” response folders.

Completing the Classroom Information Sheet – Use a #2 pencil to complete a Classroom Information Sheet for each subject and class (of no more than 40 students) tested. This must be completed by the test administrator after tests are administered. Before returning materials to your School Test Coordinator, please complete items 1-8 on the Classroom Information Sheet for the subject tested.

Please do not enter anything in the areas labeled “For Official Use Only.” DO NOT separate the two parts of the Classroom Information Sheet – this form MUST be received intact for scoring.

REVISED 10/31/03

http://www.ode.state.or.us/asmt/scoring/guides


Returning Your Materials Used materials are returned in resealable plastic bags. Below Benchmark 2 Response Folders – Below Benchmark 2 response folders should be collected and placed in a separate resealable plastic bag(s). Please DO NOT combine these tests with the Benchmark 2, 3, or CIM student response folders. Papers written in Spanish or Russian do NOT need a separate Classroom Information Sheet or separate resealable bag(s). Challenge Tests DO NOT need a separate Classroom Information Sheet. Be sure to bubble in the correct grade of enrollment on the challenge response folders. When you are certain that all response folders have been completed correctly and you have removed rough drafts and completed the Classroom Information Sheet, put the Classroom Information Sheet on the top of the student response folders. Place response folders in the resealable plastic bag(s), including the challenge response folders. Return the bag(s) to your School Test Coordinator. The test administration manual may be retained for future reference.

All assessment materials MUST BE RETURNED to your School Test Coordinator by the end of the last day of the test, but no later than the last day of the testing window.

REVISED 10/31/03


TRANSLATED STUDENT DIRECTIONS FROM THE ADMINISTRATION MANUAL FOR

MATHEMATICS PROBLEM SOLVING ASSESSMENT

RUSSIAN VERSION

These instructions are intended for those students who could benefit from them.

Provide students with a copy of this page when appropriate.

Student Directions for Taking the Mathematics Problem Solving Test

нструкции для учеников по решению экзаменационных задач

Сегодня вам предстоит тест по математике, который должен выявить ваше умение решать математические задачи. Тест необходимо выполнить за ОДНО занятие (которое может продлиться более 45 минут). Тот, кто справится с заданием раньше отведённого времени, может почитать книжку или заняться каким-либо «нешумным» делом. Найдите в экзаменационной папке лист с тремя задачами. Прочтите условия всех задач и выберите одну, которая, на ваш взгляд, позволит вам продемонстрировать при решении задачи всё ваше умение. Решения следует записывать в строго отведённом для этого месте - на 3-й и 4-й странице экзаменационной папки. Использовать ещё одну дополнительную страницу можно только в том случае, если вам необходимо закончить уже начатое решение. Напиши свою работу четко и ясно, чтобы другим было легко её читать. В этом тесте важно записать все ваши действия при решении задачи, поэтому не используйте отдельный черновой лист. В Инструкциях для учеников, отпечатанных на отдельной странице, разъясняется, на что будут обращать внимание экзаменаторы, когда станут оценивать вашу работу. Прочтите инструкции до начала работы и по её окончании, чтобы убедиться, что вы выполнили всё, что от вас требовалось. Не забудьте указать свою фамилию, фамилию учителя и название школы на первой странице экзаменационной папки, а также на стр. 3. По завершении работы вы должны закрасить кружочки в отведённом месте для анкеты, отпечатанной на отдельном листе в папке. Во время теста можно пользоваться калькулятором, а также другими принадлежностями для счёта, которыми обычно разрешено пользоваться во время уроков, за исключением компьютера, справочных таблиц, учебников или конспектов.


STUDENT MATHEMATICS PROBLEM SOLVING INSTRUCTIONS IN SPANISH

These instructions are intended for those students who could benefit from them.


Instrucciones para el Estudiante para Tomar el Examen de Resolución de Problemas Matemáticos

INSTRUCCIONES PARA LOS ESTUDIANTES

Hoy tomará el examen de resolución de problemas matemáticos que tiene preguntas que le piden demostrar cómo resuelve un problema. El examen debe ser terminado en UNA sesión (la cual puede tomar más de 45 minutos). Si termina antes, por favor lea un libro o realice algún otro trabajo en “silencio”.

Dentro de su fólder de respuestas, encontrará tres problemas. Lea todos los problemas y escoja el que crea que mejor le permita demostrar su habilidad para resolver un problema.

Debe hacer todo el trabajo en el espacio proporcionado en las páginas 3 y 4 de este folleto. UNA página adicional puede ser añadida SÓLO si es necesaria para completar un proceso o una idea. Si se adjunta más de una página, dichas páginas serán descartadas. Solamente se calificarán aquellas respuestas y soluciones anotadas en el fólder de respuestas.

Su trabajo debe ser limpio y ordenado, para facilitar que otros lectores lo entiendan. Para este examen, es importante mostrar todos los pasos que tomó para resolver el problema, así que por favor no use otra hoja de papel para resolver el problema.

Las “instrucciones para el estudiante”, que están escritas en una hoja separada, le indicarán lo que las personas que califican los exámenes buscan al evaluar su trabajo. Repáselas antes de empezar a resolver el problema y después de que haya terminado, para asegurarse que haya incluido toda la información necesaria. El otro lado de esta hoja incluye fórmulas que podrían serle útiles.

Cerciórese de que su nombre y el de su maestro y escuela aparezcan en el frente de su hoja de respuestas; inclúyalos también en la página 3. Cuando termine de resolver el problema, debe rellenar el círculo de su respuesta a las preguntas de encuesta (acotadas en la hoja separada) a la página 2 del fólder de respuestas. Puede usar una calculadora, u otros objetos manipulables que normalmente usaría en el aula. NO PODRÁN usarse computadoras, gráficas, libros de texto o apuntes de clase.


REVISED 10/31/03

NEW 10/31/03

Assembling Materials for Testing Prior to opening any of the test materials, you should read and sign the Assurance of Test Security form and return it to your School Test Coordinator. In addition to this Administration Manual, you should have the following materials for testing:

● Writing Response Folders – One writing response folder is provided for each student. The School Test Coordinator has extra response folders. The response folder contains: student information, three choices of writing prompts, bubbles for the survey responses, and space to write the final copy.

● Survey Question/Guide to Revision – A slip sheet is provided for each student. One side contains the survey questions and the other is the “Guide to Revision.” The guide provides a checklist of the criteria raters will look for in scoring the writing. Additional student directions specify conditions under which papers might not be scored.

The survey question regarding computer use in the home will be used for demographic reporting to the public and federal government. Please be sure that all students answer this question.

● Classroom Information Sheets – One Classroom Information Sheet for each class should be filled out prior to returning the materials. Remember to keep class sizes under 40 to allow the raters the ability to remain fresh throughout the entire scoring of the test packet.

● Resealable Bag – Each classroom’s completed writing response folders are to be secured in a resealable bag.

● Benchmark 1 Challenge Down “Slip Sheet” – a slip sheet with the writing prompts for Benchmark 1 only is available. Contact your School Test Coordinator for copies. This slip sheet needs to be attached inside of the student response folder on page 3 when packed for shipping to be scored. Student work must be written in the pre-coded scannable response folder.

● “Challenge” Response Folders – Contact your School Test Coordinator for blank Challenge response folders for those students who will be challenging a benchmark. - Write the student’s name on page 3 of both the blank non-pre-printed

response folder and the student’s pre-printed response folder. - The student should write his or her final draft in the blank “Challenge”

response folder. - After testing is completed, insert the “Challenge” response folder inside the

pre-printed response folder attaching it to page 3 with a paperclip.

Part 4 Writing

NOTE


● A Spanish version – A Spanish/English version of the writing test is available for students who would benefit from reading the test in this form. Responding in a language other than English on the writing assessment is considered a modified administration; it does not count toward meeting the standard. These papers are scored, but are not included in school or district summaries. Contact your School Test Coordinator for the test materials.

You will also need to make sure that students have: ● Number 2 Pencils and Black or Blue Ink Pens – Have a supply of extra pencils and

pens for students who may not have pencils or pens of their own. Be sure the pencils are sharpened and have erasers. The students may write their final draft in pen or in pencil (if they write darkly enough).

● Extra Lined Paper – Students may need extra lined paper for rough drafts, so you should have it available.

Resources – ● Students may use resources as identified on the Accommodations and Modifications

tables in this manual. The Accommodations Table lists adaptations that are available to all students, both those with and without disabilities. The Accommodations Table also clarifies use of word processing as an allowable accommodation for all students. Review the footnotes following the table for clarification about automated spelling and grammar-check functions.

● Teachers may not proofread or edit student work. Teachers may not lead students in pre-writing activities or discussions related to the provided prompts. Note that “Peer editing or response groups during writing process” is listed as a modification on the Modifications Table.

● Accepted “references and tools” are listed on the Accommodations Table. Other reference sources such as textbooks, encyclopedias, or almanacs may not be used during the testing session, though students may have consulted such a resource on their own outside of class.

Note that the use of a word processor is an allowable accommodation. As long as spelling and grammar checks are disabled, students will receive scores that count toward meeting the standard. If spelling and grammar checks are left on, it is a modified administration, and scores will not count toward meeting the standard. (For more information see the Modifications Table on page 27.)

Some Helpful Procedures The following procedures for writing will help to create conditions for a successful test administration.

1. Sign the Assurance of Test Security acknowledging that all materials will be kept secure and that no inappropriate assistance will be provided to any student.

2. Sufficient numbers of response folders have been sent to your School Test Coordinator. In advance of the actual testing date, you should let your School Test


Coordinator know how many response folders to provide for each of the classes you will be testing.

3. Several days prior to the day of the testing, review this manual and ask your School Test Coordinator any questions you have. Student response folders should NOT be in teachers’ hands prior to the day before actual administration.

4. When you receive your test materials, count to make sure you have the proper quantity of materials. This would include the slip sheets and response folders. Notify your School Test Coordinator if you need more.

5. Minimize interruptions or disturbances during testing. Post a TESTING – PLEASE DO NOT DISTURB sign on the door while testing is in progress.

6. Plan time for make-up testing for students who are absent for any portion of the regular testing periods. Every effort should be made to assure that all students have an opportunity to complete all assessments if they have been absent for one or more of the regular testing periods.

Administering the Writing Assessment General Guidelines – The following are general guidelines for administering the writing assessment.

● Three testing sessions are standard for the writing assessment. Generally students seem to benefit from time between testing sessions (i.e., 3 separate sessions on 3 separate days) rather than one or two extended length sessions. Schools on a block schedule with class periods longer than 45-50 minutes should carefully consider how to structure the assessment.

● Students must use the student response folder assigned to them. Copying the prompts from a different form is a modification; also, assigning a student a specific prompt or mode is a modification. These papers will be scored as “off topic” and the student’s scores would not count toward meeting benchmark standards.

● Most students will use some of the first session and part of the second to pre-write/brainstorm, and write rough drafts. The remainder of the second session is often used to revise and edit rough drafts. The third session is often used to complete revisions and recopy final papers into the writing folders.

● The final copy should not exceed the space provided in the writing response folder, except for one additional paragraph to complete a thought begun on the previous page, not to exceed one-half of a page. Students may not draw additional lines between the existing lines of the response folder to circumvent space limitations.

● As much as possible, students should be allowed to proceed at their own pace. Students who finish ahead of other students should have reading materials or other planned activities available so that they will not disturb those who need additional time for writing.


● Be sure that students know that papers may be disqualified from scoring under certain conditions which are listed on the back of the slip sheet. Papers that are written on a topic other than those specifically provided in that student’s response folder may be scored, but would not count toward meeting that benchmark’s standards. Scores would not be included in the school summary data. As Day 2 and Day 3 activities begin for writing, summarize the instructions again. Answer any questions students might have about why the assessment is being given, how the paper will be scored, etc.

Accommodations for Writing Test Administration As well as allowing additional time to any individual student, there are other accommodations available. Accommodations provide any student equal access and equal opportunity to demonstrate what he or she has learned and is capable of. Accommodations include a variety of changes in test presentation, response format, the setting in which the test is administered, along with timing and/or scheduling. Such changes do not substantially affect level, content or performance criteria. Accommodations are available to all students including both students with and without disabilities. The following Accommodations Table for the Writing Test provides a finite list of accommodations that students may use when taking the tests under standard administration conditions. Clarification Regarding Accommodations for the Oregon State Assessment 9

In February 2001, the Oregon Department of Education (ODE) entered into an agreement with Advocates for Special Kids (ASK) to revise the way ODE identified accommodations for the Oregon State Assessments. In the past, ODE created a list of allowable testing accommodations judged to provide valid test scores. The use of these accommodations are considered standard administration. The agreement with ASK revised the way these testing accommodations are added to the accommodations table. Current accommodations will continue to be listed in the administration manual on the accommodations table. New accommodations will be recommended by educators. The IEP team on an individual student-by-student and test-by-test basis should make decisions about how students with disabilities participate in Oregon’s statewide assessments. Educators may recommend assessment adaptations that they believe should be added to the accommodations or modifications tables by sending an e-mail or letter to Pat Almond, facilitator of the Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310, (503) 378-3600, ext. 2267, or e-mail [email protected]. These recommendations will be considered at regularly scheduled Accommodations Panel meetings conducted by the Oregon Department of Education, Office of Assessment and Evaluation.


2004 AACCCCOOMMMMOODDAATTIIOONNSS TABLE (September 2003) WRITING TEST ADMINISTRATION

Note: If you would like to nominate modifications that should become accommodations or if you know of instructional modifications that you would like included on the modifications table, please send an e-mail or letter to Pat Almond, facilitator for the Accommodations Panel: (503) 378-3600 ext. 2267, [email protected]. Accommodations appearing on this table have been reviewed and do not change the content and/or performance standards of what is being measured by the test. Note: Both Accommodations and Modifications tables are updated periodically by the ODE through a formal review process that employs the Accommodations Panel. The most recent additions to the table appear with an underscore and the most recent deletions from the table appear with a strike through. These markings are provided to facilitate visual comparison between current tables and earlier tables. Updated tables can be found on the ODE web site http://www.ode.state.or.us/asmt/administration/.

Type of Adaptation


Testing with Accommodations is considered a standard administration. These accommodations are available to all students including both students with and without disabilities and students who are English language learners. Accommodations should reflect the instructional approaches used in the classroom. Scores obtained under standard administration conditions with or without accommodations allow students to meet the Benchmarks 1, 2, 3, and CIM.

Changes in timing or

scheduling of the assessment

• Extended time • Frequent breaks • Administer at time of day most beneficial to student

Changes in the test directions

• Read or reread directions to student* • Sign directions++ • Translate directions orally • Provide written version of oral directions • Simplify language in directions • Clarify directions • Highlight words in directions • Auditory amplification devices, hearing aids, noise buffers

Changes in how the test questions

are presented

• Large print version of prompts + • Braille version of prompts + • Read prompts aloud to student ** • Sign writing prompts ++ • Student reads aloud or sub-vocalizes text to listener or self # • Electronic word-for-word, text-to-voice scanning of assessment prompts, for example computer reads prompts

to student* • Proctor highlights vowel combinations in writing prompts • Visual magnification devices • Auditory amplification devices, noise buffers • Administration of the Spanish/English writing prompts • Synonym provided for unknown word in prompt if requested by student • Read-aloud audio record of available tests in Spanish/English side-by-side, prompts read verbatim directly

from test booklet • Provide transparent sheets (clear or tinted) to protect test materials or to improve student focus and/or increase

contrast


• Student responds to writing prompts in English only • Students who require increased spacing, wider lines or margins should have additional room beyond what is in

the writing folder to complete their response √ • Respond to writing in Braille +++ ++++ • Students should be allowed any assistive technology device that serves as their primary written

communication mode e.g. word processing or typewriter including adaptive keyboard (see footnote) µ



Type of Adaptation



• Test an individual student in a separate location • Test a small group of students in a separate, but familiar location • Minimize distractions (e.g., study carrel) • Encourage a student’s work habits during test taking—only reinforcing engagement with the performance

activity • Stabilize test materials/papers, e.g. tape, magnets, clips, clamps • Support physical position of student, e.g. preferential seating, special lighting, increase/decrease opportunity

for movement, provide position assistance, adaptive equipment/ furniture • Use of sensory processing techniques## to allow student to attend to task • Use of physical assistance or devices for manipulation of test materials, e.g. page turner • Use of adaptive/special furniture or positioning assistance consistent with the student’s instructional setting.


• Spelling dictionary • Dictionary - English or other language/English • Electronic spell reference without automated correction (e.g., Franklin Speller) • Writing Handbook (word definitions, usage and spelling guides only) • Use of masking device while copying from rough to final • Thesaurus • Highlighter • Word processor used only as an electronic spell reference in the same manner as the Franklin Speller (not

automated checker) • Correction fluid (“white-out”); correction tape • Commercially or locally published ± materials that only include word definitions, usage, and spelling guides

and that do not incorporate instructional or learning strategies for guidance in the writing process • Use of response aids, e.g. Perkins Brailler, adaptive pencils, key guards, and skins

Footnoted remarks clarifying accommodations follow. * Student may need headphones to avoid distracting or disturbing other students.

** The purpose of reading prompts aloud is to give non-readers access to performance assessment prompts without changing the content of the concepts and processes assessed. Prompts should be read word for word without extra explanations or interpretations that are unavailable to other students.

+ Braille and Large Print Versions must be obtained from the Oregon Textbook and Media Center for the Visually Impaired, phone (503) 916-5840 x420.

++ Signing writing prompts must be done carefully. Some signs may be an interpretation of the answer or concept tested. In such cases, finger spelling may be more appropriate.

+++ Students using Braille or word processing need to follow the same writing process as in a standard administration (no allowance of electronic spell checker, grammar checker, or any other 'help' feature on a word processor) and have the composition transcribed to English text before submitting it for evaluation.

++++ If a student will be responding in Braille, please inform the School Test Coordinator and separate that student’s writing folder so that it can be sent to a site for translation.

Test administrators, proctors, scribes, page-turners, educational assistants, and others supporting a student’s test taking must be neutral in responding to the student during test administration. Assistance in test administration must maintain test integrity. The student’s response must accurately represent the student’s own work.

# Other accommodations may need to be used (e. g. separate setting or extended time) to implement this accommodation. The listener should give no response or feedback.

µ Technology assisted writing is an accommodation if the following criteria are followed: • Text files—free of style—only (automated features like formatting and correction disengaged) • No automated spell check—student can look up words in a dictionary • No automated grammar check • No/cut/copy and paste/search and replace • No automated word prediction • No function keys (combination key strokes and the technology that enters text for the writer

± Locally published refers to reference materials produced by district, school, classroom, or students that meet standards of readability.

√ Attach appropriate pages and an explanation of this accommodation to the writing folder. ## Contact OT/PT, motor development team, and/or Adapted Physical Education Teacher.

PERFORMANCE ASSESSMENT Oregon Statewide Assessment for the 2003-2004 SCHOOL YEAR 26 TEST ADMINISTRATION MANUAL Mathematics Problem Solving and Writing

Modifications of Writing Test Administration Modifications result in a substantial change in level, content or performance criteria that a student is expected to demonstrate. The term “modification” assumes the work is the student’s own original work. The change is made to provide a student with an opportunity to participate meaningfully and productively in the assessment. Modifications should reflect classroom instruction. Note: simply challenging a lower benchmark is not a modification. Challenge test results will reflect standards for the benchmark tested. Modifications are available only to English Language Learners (ELL), student with IEPs, and students eligible under section 504. Modifications should reflect instructional practices used in the student’s classroom.

While scores obtained under modified administration conditions are included in reporting group summaries. Individual students and their teachers will receive feedback in the form of scores indicating the level of performance achieved on the assessment. If modifications are used during the test administration, the 4 - digit code number must be written in the box entitled “Modification Codes” on the response folder. (See example below.) This box is located adjacent to the survey questions on the inside page of the response folder.

REVISED

REVISED3/4/04


Writing Modifications 2004 MMOODDIIFFIICCAATTIIOONNSS TABLE (September 2003)

WRITING TEST ADMINISTRATION See code description below.*** Note: If you would like to nominate modifications that should become accommodations or if you know of instructional modifications that you would like included on the modifications table, please send an e-mail or letter to Pat Almond, facilitator for the Accommodations Panel: (503) 378-3600 ext. 2267 or e-mail [email protected]. Modifications appearing on this table have been reviewed and determined to change the content and/or performance standards of what is being measured by the test. Note: Both Accommodations and Modifications tables are updated periodically by the ODE through a formal review process that employs the Accommodations Panel. The most recent additions to the table appear with an underscore and the most recent deletions from the table appear with a strike through. These markings are provided to facilitate visual comparisons between current tables and earlier tables. Updated tables can be found on the ODE web site http//www.ode.state.or.us/asmt/administration/.

Type of Adaptation

Modified Administration with Modifications (Available to eligible students, only) Please review footnotes (e.g. * #) referenced in and listed below this table.

Modifications are not considered part of a standard administration. Modifications are available only to English language learners, students with IEPs, and students eligible under section 504. Scores obtained under modified conditions do not allow students to meet standards for Benchmarks 1, 2, 3, or CIM. Modifications should reflect instructional practices used in the student’s classroom. This is a complete list. To add to this list see note above.

Changes in timing or scheduling of the assessment • (W002)*** An assessment scheduled outside the official testing window +

Changes in the test directions • None at this time


• (W019) Translate the prompts into language other than English except Spanish/English side-by-side as provided by the State (usually done at the district or school level). Translation may be presented orally, as an audio recording, or in writing

• (W010) Proctor/teacher or test administrator selects the prompt or mode the student will write to, or exchanges the designated (pre-coded, assigned) form for a different form **

• (W006) Electronic language translation device used to translate into languages not provided by the state* • (W022) Verbally coaching# the student through the writing process at any step • (W014) School staff reword or simplify language in writing prompts


• (W012) Responding to the writing prompts in a language other than English • (W015) Student dictates writing sample and edits to a scribe • (W016) Student responds in sign language


• (W001) An assessment scheduled outside of the school setting, such as in the student’s home with the parent as proctor

• (W009) Peer editing or response groups during writing process

• (W023) Word processing with automated help features enabled i.e., automated spell check that identifies misspelled words and automated grammar check that identifies grammatical mistakes and typically recommends corrections

• (W003) Assistance with grammar


• (W005) Electronic spell checker, grammar checker or any other “help” feature on a word processor that identifies potential errors automatically

• (W007) Handbooks and locally developed handouts which go beyond word definitions, usage, or spelling guides

• (W004) Automated writing aides: automated electronic spell checker, grammar checker, or any other word processing “help” feature that identifies or corrects potential errors automatically. Using CoWriter© constitutes a modification

* Electronic language translation device refers to software and/or hardware that translates English words or text into another language. # Coaching refers to assistance with the subject matter content: providing questions, and hints, rehearsing or reviewing instructional

content, or in another way influencing the integrity of the student’s own response. Note: Using the Guide to Revision is a part of testing and is not considered an accommodation or a modification.

** Students should self-initiate prompt choice and must not be prevented from choosing. + Assessing outside the official testing window can be a standard administration if the district obtains a waiver to the testing window from

the Associate Superintendent of Assessment and Evaluation.

*** Codes : Modification Codes appear in ( )s in front of the modifications listed on this table. Please mark these codes onto the response booklet when a test is given under “Modified Administration” conditions. If you believe a student is performing at a CIM level, but may need a modification to demonstrate mastery, consider a Juried Assessment http://www.ode.state.or.us/asmt/administration/juried/.



Student Directions

THE TEXT IN THE BOXES IS TO BE READ ALOUD

Pre-writing/Beginning Rough Draft 1. After students are finished filling in the information on the front of the response folder,

tell them that the writing response folder is for final copy only, and most students will not write anything inside the response folder until Day 3 (or late on Day 2).

Read the information in the following double lined boxes verbatim to all students The directions have been translated into Spanish and are included on page 32. Read aloud:

Starting today, you will take part in a writing assessment. You will write a paper that will be read and scored by two readers other than your teacher. You will have three different sessions – today, tomorrow, and the next day – to work on your paper. STEP ONE: Prewriting on a Topic Look in your response folder to find the topic you can write about. You MUST write on ONE of the three topics printed in your response folder for your score to count. Use a separate sheet of paper to list ideas, or do some other prewriting BEFORE you write your rough draft. STEP TWO: Writing the Rough Draft Begin writing your rough draft on notebook paper when you finish prewriting. Be sure to circle the number of the topic you are choosing on page 2 of your response folder. Remember that your final copy should fit into the writing response folder on the two pages indicated. STEP THREE: Revising and Editing When your rough draft is finished, you should spend some time revising and editing. You may use any of the editing tools we use in the classroom to edit your paper, except for help from your teacher or other students. Use your “Guide to Revision” to help you know the things that the raters will look for when they score your paper. You may want to revise your paper to include the things listed on the “Guide to Revision.” STEP FOUR: Recopying and Proofreading When you are done revising and editing, recopy your paper into the writing response folder. Please use a pen or write firmly in pencil. Your final copy should fit on the two pages provided. Another page may be attached ONLY to finish a paragraph begun on the final page of the response folder, and may not exceed one-half of the page. Make your copy as neat as you can so that it is easy for others to read. When you finish, make sure your name and your teacher’s name are on the front of the response folder and also on page 3. When you finish writing you should bubble your answers to the questions from the survey into your writing response folder.

2. Make sure all students have notebook paper for prewriting and rough drafts. This paper is not provided in the test materials.


Encourage students to do any prewriting they wish (outlining, brainstorming, clustering, etc.). However, students must do this prewriting individually. Do NOT lead students in any structured prewriting activities, or make suggestions about their writing.

3. At the end of Day 1, remind students to write their names in the upper right-hand corner of each sheet of their rough drafts. Ask students to put all of the materials, including their rough drafts, survey questions, and “Guide to Revisions” inside their writing response folders. Collect all materials, and store them overnight in a secure place.

Rough drafts must remain at the testing site and may not be taken home by the students.

Local Rater Option To discover how closely your score compared to the raters at the state sites, many teachers have found it helpful to first score the student papers themselves, but NOT directly on the response folder. If there is not enough time to score the student’s work before the tests are sent in, pages 3 and 4 of the response folder may be copied. For the 2003-2004 scoring guides go to http://www.ode.state.or.us/asmt/scoring.

Checking and Completing Materials Carefully review each response folder to ensure that students have correctly entered all requested information. If any information is missing, incorrect, or incomplete, please add or revise the information as necessary. Check that students have circled the number of the topic to which they responded on page 2 of the response folder. Be sure to include response folders for students who did not write and were absent, modified, or home schooled.

Challenge Tests-For those students who took a challenge test, make sure that the:

● Benchmark test that the student took has been bubbled-in inside of the “Challenge” box on the response folder.

● Student work has been written in the ”Challenge” non-pre-printed response folder for Benchmarks 2, 3, and CIM.

● “Challenge” response folder or the Benchmark 1 slip sheet with the writing prompts that were tested is attached with a paperclip to the inside of the right hand page (page 3) in the pre-printed response folder. If it is stapled to the front page or the inside left hand pages, the document cannot be scanned for scoring purposes.

● Student’s name is written on page 3 on both the pre-printed and “challenge” response folders.

Separate rough drafts from the writing response folder. Do not return rough drafts to the scoring sites.

REVISED 10/31/03

http://www.ode.state.or.us/asmt/scoring


Only the response folders are to be submitted for scoring. Staple the single additional page (that may be required to complete a thought) to the last page of the writing response folder. Remember that this may be no more than a sentence or paragraph that was begun on the final page of the response folder, and may not exceed one-half of the page.

Blank response folders, survey questions, and all other secure testing materials should be returned to your School Test Coordinator for proper shipment or disposal. Test administration manuals and “Guides to Revision” may be kept for future reference.

Checking for “Crisis” Papers – Even though students are asked to write on one of the three topics provided in the writing response folder, each year a number of students write about critical issues in their lives. Although we have a procedure for responding to these “crisis” papers at the scoring sites, a response would be more timely at the school level before the papers are sent to be scored. Remember that ORS 418.750 requires that any public or private official having reasonable cause to believe that a child has suffered abuse must report this information. The Department of Education believes that such decisions are best made at the local level by educators who know individual student’s situations. Please review your student papers briefly with this concern in mind. If you find papers that deal with topics such as abuse, negligent treatment, drug or alcohol abuse, extreme violence, depression, or suicidal tendencies by a student or a family member, you should take appropriate action. Such action might include making a photocopy of the paper to share with a counselor or building administrator. The original paper could then be sent to the scoring site if that is appropriate. We will continue to refer papers that the raters believe may contain such information to local schools. However, more immediate action, made possible by your review of the papers, would be the ideal response to these situations. Completing the Classroom Information Sheet – Use a #2 pencil to complete a Classroom Information Sheet for each subject and class (of no more than 40 students) tested. This must be completed by the test administrator (TA) after tests are administered. Before returning materials to your School Test Coordinator, please complete items 1-8 on the Classroom Information Sheet for the subject tested. Please do not enter anything in the areas labeled “For Official Use Only.” DO NOT separate the two parts of the Classroom Information Sheet – this form MUST be received intact for scoring.

Returning Your Materials Used materials are returned in resealable plastic bags. Papers written in Spanish do NOT need a separate Classroom Information Sheet or separate resealable bag(s). Challenge Tests DO NOT need a separate Classroom Information Sheet. Be sure to bubble in the challenged benchmark on the front page of the student’s pre-printed response folder.


When you are certain that all response folders have been completed correctly and you have removed rough drafts and completed the Classroom Information Sheet. Put the Classroom Information Sheet on the top of the student response folders, place response folders in the resealable plastic bag(s), including the challenge response folders. Return the bag(s) to your School Test Coordinator.

All assessment materials MUST BE RETURNED to your School Test Coordinator by the end of the last day of the test, but no later than the last day of the testing window.


TRANSLATED STUDENT DIRECTIONS FROM THE ADMINISTRATION MANUAL FOR

WRITING ASSESSMENT

SPANISH VERSION These instructions are intended for those students who could benefit from them.


Student Directions for Writing Test Instrucciones para el Estudiante para Tomar la Exámenes de Escritura

Empezando el día de hoy, usted tomará parte en una evaluación de escritura. Usted escribirá una composición que será leída y calificada por dos personas que no son su maestro(a). Usted tendrá 3 sesiones diferentes, hoy, mañana y pasado mañana, para trabajar en su composición.

PASO 1: Pre-Escritura del Tópico

Busque en su fólder de respuestas y escoja el tópico que va a desarrollar. Usted debe escribir acerca de uno de estos temas para que pueda recibir una calificación. Use una hoja separada para hacer una lista de ideas u otras anotaciones previas ANTES de escribir el borrador de su composición.

PASO 2: Haga un Borrador de su Composición

Empiece escribiendo su borrador en una hoja del cuaderno cuando termine la pre-escritura. Asegúrese de marcar con un círculo el número del tema que seleccionó en la página 2 de su carpeta de respuestas. Recuerde que su composición final debe ajustarse a las dos páginas del fólder de escritura.

PASO 3: Revisión y Edición

Cuando haya terminado su borrador, debe tomar el tiempo para revisar y editar el mismo. Usted puede usar cualquiera de las herramientas de edición, que usamos en el salón de clase para editar su composición; con excepción de la ayuda de su maestro(a) u otros estudiantes. Use su Guía de Revisión que le ayudará a saber lo que las personas que califican buscan para evaluar su composición. Si quiere revise su composición para incluir las cosas nombradas en la Guía de Revisión.

PASO 4: Copia y Corrección de Pruebas

Cuando usted termine de revisar y editar su composición, copie de nuevo su composición dentro del fólder de escritura. Por favor use una pluma o escriba firmemente con un lápiz. Su copia final debe ajustarse a las dos hojas proporcionadas. Otra hoja puede ser añadida sólo para terminar un párrafo que comenzó al final de la hoja del fólder y sin exceder más de media página. Haga su composición tan limpiamente como le sea posible para facilitar la lectura a otros.

Cuando usted termine, asegúrese que su nombre, el de su maestro(a) se encuentren en el folleto y en la página 3. Cuando termine de escribir su composición debe rellenar el círculo de sus respuestas a las preguntas del cuestionario dentro del fólder de escritura.


PART 5

General Information All students enrolled in grades 5, 8, and 10 including English Language Learners and students with disabilities, are expected to participate in the mathematics problem solving and writing performance assessements. Since the test results are likely to be used to review the effectiveness of curricular programs, it is very important to have all schools and districts make consistent decisions regarding student participation in the Oregon Statewide Assessment.

A response folder with the appropriate demographic information for each student must be submitted for each of the mathematics problem solving and writing tests

during the 2003-2004 testing cycle. Grade 10 students who have met the standard for a particular assessment as grades 8 or 9 students, do not need to submit a

response folder for that content area.

The response folder should be marked with the appropriate code when a student participates under non-standard conditions, that is, when she/he takes the test under modified conditions (students with disabilities or English Language Learners). See pages 13 and 26 for further information on the codes. Students With Disabilities – Both federal law and state regulation3 require that individuals with disabilities be given equal opportunity to participate in, benefit from, and have appropriate accommodations or modifications to provide access to any program or activity customarily granted to all individuals. Therefore, all students with disabilities are eligible to participate in the Oregon Statewide Assessment Program. Each student must be considered individually and not on the basis of the category of his/her disability.

Assessment Options for all Students with Disabilities participation in testing:

• Students may take the test under standard administrations with or without accommodations.

• Students may take an extended assessment. • Students may take the test under modified conditions. The answer

document should be coded #5 in the Administration Codes box and the specific modifications codes written in the Modifications Codes box. See page 38 for more information.

Who Makes Test Participation Decisions for Students with Disabilities? The Individualized Education Program (IEP) team including the student’s parents or guardian, makes the decision regarding the student’s participation in testing. Students with disabilities should first be considered eligible to take regular assessments under standard conditions. Exceptions must be considered by the

Guidelines for Including All Student s In Testing


instructional team with knowledge about the content and performance standards, the student, and the student’s disability. Decisions must be made individually on a student-by-student and test-by-test basis. All test participation decisions must be specified on the IEP or 504 plan. For more information about assessment and special education see the website http://www.ode.state.or.us/sped/docpub/forms/draftiep.htm or contact Nancy Latini (503) 378-3600, ext. 2361 or e-mail [email protected]. For more information about Section 504 of the Rehabilitation Act contact Winston Cornwall (503) 378-3600, ext. 2708 or e-mail [email protected]. English Language Learners (ELL) – All ELL students, should be considered eligible to participate in the Oregon Statewide Assessment. Federal law 4 and ensuing case law require that Limited English Proficient (LEP) students be given equal opportunity to participate in and benefit from any program or activity customarily granted to all students. For purposes of this manual, ELL is a generic term which is inclusive of Limited English Proficient (LEP), Non-English Proficient (NEP), English as a Second Language (ESL) and/or bilingual students. See the following definitions:

Limited English Proficient (LEP) – The term “Limited English Proficient,” when used with respect to an individual, means an individual student:

A. who is aged 3 through 21; B. who is enrolled or preparing to enroll in an elementary school or

secondary school; C. (i) who was not born in the United States or whose native language is a

language other than English; (ii) (I) who is a Native American or Alaska Native, or a native resident of the

outlying areas; and (II) who comes from an environment where a language other than

English has had a significant impact on the individual’s level of English language proficiency; or

(iii) who is migratory, whose native language is a language other than

English, and who comes from an environment where a language other than English is dominant; and

D. whose difficulties in speaking, reading, writing, or understanding the English

language may be sufficient to deny the individual --

(i) the ability to meet the State’s proficient level of achievement on State assessments (described in section 1111(b)(3) of the No Child Left Behind Act);

(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or

(iii) the opportunity to participate fully in society.

http://www.ode.state.or.us/sped/docpub/forms/draftiep.htm


Non-English Proficient (NEP) – The characteristics of an NEP student is one who has been learning English for a short time and is at a very beginning English level. Spanish or Russian English Language Learners may take the Side-by-Side mathematics and science assessments. Receiving instruction in Spanish or Russian is not a pre-requisite for taking the Spanish/English or Russian/English mathematics or science assessments. Because English Language Learners must be offered instruction at their benchmark, they are not eligible to challenge a lower benchmark or take an Extended Assessment unless they are on an Individual Education Plan (IEP). Assessment Options for all English Language Learner participation in testing:

• Students may take a test under standard administrations with or without accommodations.

• Students may take a test under modified conditions. The response folder should be coded #3 in the Administration Codes box and the specific modification codes written in the Modification Codes box.

Who Makes Test Participation Decisions for English Language Learners? 5 - A teacher and instructional team* who know the individual student should make a decision, in consultation with the student’s parent or guardian and/or the student, to have the student tested under standard conditions, or to modify the test conditions for the student. Each student must be considered individually for each assessment on the basis of what is in the best interest of the student, not on participation in a particular program nor identification as an English Language Learner. *This team should include professional staff who have knowledge and evidence of each student’s strengths and areas of need. A team should include the parents/guardians, Migrant, ESL, Bilingual, Title I (reading or mathematics) Teachers, the Classroom Teacher or other knowledgeable professionals. This team would weigh some or all of the following evidences:

• Samples of student work which would represent an appropriate English reading level

• Native Language literacy which would help to determine student proficiency level

• The language spoken in the home • Support programs, including first and second language development

supports the student has received For more information, go to the website http://www.ode.state.or.us/asmt/administration/ell/, or contact Elaine Hultengren (503) 378-3600, ext. 2345 or e-mail [email protected].

http://www.ode.state.or.us/asmt/administration/ell/


IMPORTANT

Non-graded Programs – Students in non-graded programs should be accounted for on the basis of their age at the beginning of the school year. Students in a non-graded program should return a response folder based on their age/grade equivalent. Use the following table to determine age/grade equivalencies.

Grade Age on September 1 3 8 years 5 10 years 8 13 years

10 15 years

See page 1 of this manual for the State Board adopted definition of a grade 10 student. Options There are four options for assessment participation in statewide assessments:

A. Standard test administration (with or without accommodations)

B. Challenging another benchmark

C. Modified test administration

D. Extended assessments

E. Exempted from participation in the test This option is no longer used.

Each participation option is described below along with a statement about who is eligible for each option.

A. Standard Test Administration

Definition Standard administration conditions essentially mean that the student takes the test in a manner consistent with the test administration manual and listed accommodations. A score obtained under standard administration conditions is a valid score determining whether a student did not meet, met, or exceeded the benchmark standard. Oregon Statewide Assessments are power tests, not timed tests (see page 3 for more information). Any student may be given additional time to complete the test or may take the test in an environment conducive to working effectively. These options increase the opportunities for all students to take regular assessments. Who All students, including students with disabilities, English Language Learners, disadvantaged students, and low performing students are eligible to take regular statewide assessments under standard administration conditions.


REVISED

NEW

• Accommodations An accommodation is an alteration in how a test is presented to or responded to by the person tested, including a variety of alterations in test presentation, response format, the setting in which the test is taken as well as timing or scheduling. The alterations do not substantially change level, content or performance criteria. The changes are made in order to provide a student equal access to learning and equal opportunity to demonstrate what is known. (See the table on page 9 for mathematics problem solving and page 24 for writing for clarification of the accommodations allowed under the standard test administration.)

• Side-by-Side tests For this year’s tests, standard administration includes students taking the Russian/English and Spanish/English versions of the mathematics problem solving assessment or the Spanish/English version of the writing prompt assessment.

• Plain Language mathematics and reading/literature Knowledge and Skills tests are considered standard administration.

B. Challenging Another Benchmark

Definition A challenge to another benchmark refers to the opportunity for some students to take the benchmark assessment above or below the benchmark typically associated with their grade of enrollment. The primary purpose for challenging is to assure that the student’s assessment is aligned to his or her instructional content and level. A challenge is considered a standard administration, and gives valid information about meeting the standard at the tested benchmark. Who Only students on IEPs and students in advanced coursework may "challenge" benchmark assessments above or below the benchmark associated with their grade of enrollment. Most students will take the benchmark assessment appropriate to their grade of enrollment. Students in advanced coursework may challenge a higher benchmark if enrolled and succeeding in course content at the challenge benchmark. They may also challenge “up” if there is clear evidence of their achievement based on work sample performances at the challenge benchmark. An eighth grader who is receiving instruction at the CIM level may challenge the CIM Benchmark test. The student or district may elect not to have the student take the test again at grade 10. In that case, the state will include the grade 8 CIM score in the group report for the school in which the student is enrolled as a tenth grader. If the student does retake the test, we will use the highest score. This policy will first apply to this year’s eight graders for the 2003-04 group reports. Students with IEPs may challenge a higher or lower benchmark when the IEP specifies that the student’s instruction is aligned with the challenged benchmark. Challenging a lower benchmark is not a modification. Only students with IEPs that specify a lower benchmark may challenge down. Students on a 504 plan with a diagnosed learning disability may be assigned to “challenge down” by the 504 plan team. ODE requires that:


IMPORTANT

1. The district communicates the option and its implications to the student, as appropriate, and the student’s parents, and

2. The district establishes clear justification for choosing the option for the specific student.

Students receiving Title I Services 6 are not eligible to challenge a lower benchmark unless they are on 504 Plans or IEPs. Please note that students on 504 plans, students receiving Title 1 and other low performers are all expected to receive instruction and be tested on the benchmarks at their grade of enrollment. Students with disabilities who are also performing significantly below their grade level will typically be on IEPs and receiving special education.

Answering “yes” to the questions below sets the stage for understanding the conditions for challenging a lower or higher benchmark:

• Is the benchmark that the student plans to challenge aligned with his/her instructional content?

• Does the student have sound evidence (work samples, classroom work, IEP objectives, and/or test results) to support the decision to challenge?

• Have the student and his or her family been fully advised about what results might be expected with this decision? If so, are they in agreement about the decision?

A note of caution: In most cases it will be most appropriate for a student to address the benchmark aligned to the student’s grade of enrollment rather than to challenge another benchmark. Students who challenge a benchmark will be reported with their classmates at their grade. For example, a class roster report that summarizes performance for all grade 8 students in a class will include students challenging a higher or lower benchmark. However, scores obtained on a challenge down test do not count towards meeting the performance standards for the benchmark typically associated with the grade of enrollment. For information regarding how to fill out the response folder for challenge tests, please see page 4.

C. Modified Administration A modification is an alteration in test administration that substantially changes the level, content, or performance criteria. Modifications include alterations in test presentation, or in the response format or substance. Test administration under modified conditions may be appropriate for some English Language Learners and some students with disabilities. Modifications are typically identified in the classroom during instruction. They are selected specifically to give the student access to the test. For students with disabilities, the modification should be listed on the student’s IEP or 504 plan. Please refer to Part 3: Modifications of Mathematics Problem Solving Test Administration on page 13 of this manual or Part 4: Modifications of Writing Test Administration on page 26.


IMPORTANT

If modifications are used during the test administration, the 4 - digit code number MUST be written in the box entitled “Modification Codes” on the response folder. This box is located on the front of the response folder appearing to the left of the Administration Codes grid. Scores obtained under modified conditions:

� are included in group performance reporting and � will count as not meeting the benchmark standard. Individual students and

their teachers will receive feedback in the form of scores indicating the level of performance achieved on the modified asssessment.

Individual student reports for tests taken under modified conditions will display an asterisk “ * ” after the benchmark performance level. This will signify that the benchmark performance level was reached under modified testing conditions. Challenging another benchmark or taking Extended Assessments are not considered modifications.

D. Extended Assessment

Definition Extended Assessments are aligned to State Content and Performance Standards adopted by the State Board of Education. They measure emerging academics in reading, writing, mathematics, and the Career Related Learning Standards. They are primarily one-on-one performance assessments for students with IEPs who are receiving instruction below the Benchmark 1 standards or in the area of life skills. Performance on the Extended Reading, Extended Mathematics, and Extended Writing Assessments is correlated to performance on the Benchmark 1 assessments10. Students who easily perform the tasks in an extended academic assessment should receive instruction at Benchmark 1 or higher in that subject and prepare to take a regular benchmark assessment during a future statewide assessment window. The Extended Assessments are available to students on IEPs who are working toward the State adopted content and performance standards but are performing well below Benchmark 1 in one or more subjects. Rather than be exempt from testing, these students should take one or more of the Extended Assessments. Students on IEPs should only take Extended Assessments when they are unable to participate in regular assessments under standard testing conditions, with modifications, or by challenging a lower benchmark. In some cases, a student may take the regular Mathematics Assessment and the Extended Reading and Extended Writing Assessments. The emphasis is on aligning the assessment to the student’s instructional level. Scores will be reported to the student and teacher and will be reported in summary format at the state and district level. There are four Extended Assessments that are available to students on IEPs. To administer Extended Assessments the assessor must be qualified. For a list of qualified Extended Assessment Trainers, contact your District Test Coordinator.


• Extended Reading Assessment: The Extended Reading Assessment includes a set

of standard performance tasks in the areas of reading letters, reading words, blending sounds, reading sentences, reading short passages, and demonstrating comprehension through retelling the story or answering questions about the story. The Extended Reading Assessment is a one-on-one performance assessment that is both administered and scored by a qualified Assessor. Because the tasks and scoring system are standardized, scores can be aggregated and reported.

• Extended Writing Assessment: The Extended Writing Assessment includes a set of standard performance tasks in the areas copying letters and words, writing words and sentences from dictation, authoring a sentence, and authoring a short story. The Extended Writing Assessment is a one-on-one performance assessment that is both administered and scored by a qualified Assessor. Because the tasks and scoring system are standardized, scores can be aggregated and reported.

• Extended Mathematics Assessment: The Extended Mathematics Assessment includes a set of standard performance tasks in the areas identifying numbers, counting, telling time, counting money, simple fractions, and computation. The Extended Mathematics Assessment is a one-on-one performance assessment that is both administered and scored by a qualified Assessor. Because the tasks and scoring system are standardized, scores can be aggregated and reported. Scores will be reported to the student and teacher and will be reported in summary format at the state and district level.

• Extended Career and Life Role Assessment System (CLRAS): This assessment is an extension of the Career Related Learning Standards adopted by the State Board as part of the Certificate of Advanced Mastery. The assessment takes a functional approach and involves observations of student performance. Students are assessed as they perform typical daily routines while incorporating essential “related skills” for living. The Extended CLRAS is a one-on-one performance assessment that is both administered and scored by a qualified Assessor. Because the tasks and scoring system are standardized, scores can be aggregated and reported.

E. Exemption From Testing-This option is no longer used.

Juried Assessment 8

Any students who have:

• Mastered CIM content, but have been unable to demonstrate that mastery on statewide assessments, or

• Entered Oregon schools at grades 11 or 12, choosing not to participate in the state assessment, or

• Met the PASS standards,


may be able to use a Juried Assessment process. Consult the Assessment Web Site http://www.ode.state.or.us/asmt/administration/juried/ or the Juried Assessment Manual for more information. This option became available in the spring of 2001. For more about the Juried Assessment, please contact Cathy Brown at (503) 378-3600, ext. 2259 or email [email protected].

Additional Questions or Information If you need additional clarification or information about test administration procedures, please contact your School Test Coordinator or District Test Coordinator.

Thank you for your help in administering these Statewide Assessment tests.



MATHEMATICS FORMULA PAGE - English


MATHEMATICS FORMULA PAGE – Russian


MATHEMATICS FORMULA PAGE – Spanish


POLICY DOCUMENTATION ENDNOTES

1. Oregon Department of Education, Numbered Memorandum 127-2001-02, regarding ninth graders taking CIM benchmark test. www.ode.state.or.us/supportservices/memos/index.htm

2. U. S. Department of Education, H. R. 6 Improving America’s Schools Act of 1994, Sec. 1111,

(b)(3)(I). www.ed.gov/legislation/ESEA/sec1111.html 3. U. S. Department of Justice, American’s With Disabilities Act of 1990, Public Law 101-336;

www.usdoj.gov/crt/ada/pubs/ada.txt U.S. Department of Education, H. R. 5, Individuals with Disabilities in Education Act of 1997,

Public Law 105-17; http://www.dssc.org/frc/idea_law.htm

U. S. Department of Education, The Rehabilitation Act of 1973, Sec. 504 www.ideapractices.org/relatedlaws.htm

Oregon Administrative Rule 581-068-0068

www.ode.state.or.us/supportservices/rules/index.htm 4. U. S. Congress, U. S. Statutes at Large, Civil Rights Act of 1964, Public Law 88-352; http://tc.unl.edu/neoc/CRA-64.html Oregon Department of Education letter, Superintendent Stan Bunn, dated October 10, 2000,

regarding participation in Oregon statewide assessment. 5. Oregon Department of Education, Numbered Memorandum 217-1999-00, Clarification Regarding Inclusion of Non-English Students in Oregon Statewide Assessment. www.ode.state.or.us/supportservices/memos/index.htm 6. U. S. Department of Education, Elementary and Secondary Education Act of 1965 7. Oregon Administrative Rule 581-022-1910 – Exemptions Oregon Administrative Rule 581-022-0611 – Disabilities exemption; Pending www.ode.state.or.us/supportservices/rules/index.htm 8. Oregon Department of Education, Office of Assessment and Evaluation, Juried Assessment Manual, 2001-2002, dated July 25, 2001

http://www.ode.state.or.us/asmt/administration/manuals/ 9. Oregon Department of Education, Office of Assessment and Evaluation, Accommodations Clarification, February 2001 10. Robert Lissitz and William D. Schafer, Assessment in Educational Reform: Means and

Ends, Allyn and Bacon, Boston, 2002, Chapter 6, “How Will Assessment Accommodate Students with Disabilities?”

11. U.S. Department of Education, Office of Civil Rights, “Programs for English Language Learners Resource Material for Planning and Self Assessment, Part IV, Glossary.”

http://www.dssc.org/frc/idea_law.htm

http://tc.unl.edu/neoc/CRA-64.html

http://www.ode.state.or.us/asmt/administration/manuals/

Oregon Department of Education

255 Capitol St NE Salem, Oregon 97310 (503) 378-3600

test performance assessment administration manual materials for ... revised . performance assessment...

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