2016-17 Test
Administrator
Training
Required for DTCs, STCs, and TAs
Required Modules for TAs

Test Administrators

Accessibility Supports

Test Security

Smarter Balanced Administration*


OAKS Online Science and Social Sciences
Administration*
ELPA21 Administration*
*Only required for TAs administering this assessment
TAM, Section 1.5: Training Requirements
Topics

Roles and responsibilities

Ensuring student participation

Testing environment


What’s new this year in the statewide
assessment system
Test administration resources and tools
ROLES AND RESPONSIBILITIES
TA Roles and Responsibilities


Before testing:

Provide students with an opportunity to take the
practice test

Review student IEPs or education plans to verify
appropriate test formats and accessibility supports

Make arrangements for students who are not testing
During testing:

Ensure that students receive the appropriate test

Enforce test environment requirements
TAM, Section 6: Planning for Test Administration
Student Participation
ensures representation of all students in assessment results.
STUDENT PARTICIPATION
Participation in Required
Spring Assessments

English Language Arts Grades 3 – 8, & 11:
Smarter Balanced or Extended Assessments

Mathematics Grades 3 – 8, & 11:
Smarter Balanced or Extended Assessment

Science Grades 5, 8, & 11:
OAKS Online Science Assessment

Social Science (Optional) Grades 5, 8, & 11:
OAKS Online Social Science Assessment

English Language Proficiency Grades K-12:
ELPA21
TAM, Section 7: Smarter Balanced
TAM, Section 8:OAKS Online
TAM, Section 9: ELPA21
TAM, Section 11: Extended
STUDENT PARTICIPATION
Planning that Impacts Participation



Know how many opportunities are available for
the test you’ll be administering
Know when your school is administering each
test so your students take the right test at the
right time
Know what test settings your students need
before testing begins


Check IEPs and 504 Plans what supports are identified
Check TA Interface to see what settings are assigned
TAM, Section 6: Planning for Test Administration
TIDE User Guide
Test Environment
ensures validity of student results and that no students have an
unfair advantage or disadvantage during testing.
TEST ENVIRONMENT
Requirements

Supervision at all times by a trained TA

Quiet environment void of distractions


Only accessibility supports listed in OAM made
available to students
Limited interaction with students



Read student directions
Administer accessibility supports appropriately
No coaching
TAM, Section 2.2: Security of the Test Environment
OAKS Portal
The web based system that is used for testing, test settings,
and progress monitoring reports.
OAKS PORTAL
Accessing the OAKS Portal



OAKS Portal URL: oaksportal.org
Register to receive alerts when announcements
or resources are posted on the portal
TA user account provides access to:



TIDE (view and edit student test settings)
TA Interface (used to administer tests)
Online Reporting System (view participation and
performance reports)
TIDE User Guide
TA User Guide
ORS User Guide
OAKS PORTAL
Accessing the OAKS Portal
OAKS PORTAL
Accessing the OAKS Portal
OAKS PORTAL
Overview of Test Delivery System
TA Interface



Administer online tests, track progress, and
manage students testing in your session
Adjust test settings for individual students
before they are approved to start the test
Approve and submit print requests from
students (in rare cases)
Student Interface

Secure online test that must be accessed via
a secure browser


General Education Student Interface
Braille Interface
TA User Guide
OAKS PORTAL
TA Interface at a Glance


Used to create and manage test sessions and
approve students
All information is visible on one screen




Test Session ID
Students needing approval to start testing
Students with tests in progress
Print requests
TA User Guide
OAKS PORTAL
TA Interface (cont.)




Create and Manage Test Sessions
List of available tests automatically displays
upon logging in
Click Expand All to see more detail
Select the tests for inclusion in the session and
click [Start Session]

System generates a Session ID that students will use to log in

Test sessions automatically expire upon TA logout

Sessions cannot be resumed
 Students may resume a paused test in any new test session
that includes the applicable test subject and grade
 Example: TA creates a test session for students on Tuesday.
To resume testing on Wednesday, the TA will create another
test session for students to resume testing
TA User Guide
OAKS PORTAL
TA Interface (cont.)
Student Test Settings and Approvals


The number in red next to the Approvals button shows the
number of students waiting for approval
Clicking on the Approvals button brings up the list of students
who need to be approved to test.
TA User Guide
OAKS PORTAL
TA Interface (cont.)
TA User Guide
OAKS PORTAL
Student Log-in
1
2
1. Log in using First Name,
SSID, Session ID
2. Confirm identity – “Is This
You?” screen
– First Name (same as in
SSID upload), Enrolled
Grade, DOB, School, SSID
3
3. Select Test
– Student will see available
tests by subject
4. TA Approval required to start
test
5. Confirm test -- “Is this your
test?” screen
TA User Guide
4
5
Related Reading
Requirements by Role
User Role
Description

Sections 1 – 4 of the TAM

Sections 6 – 12 of the TAM based on the
tests the TA will administer
Test
Administrator 

Appendix A: Statewide Test Schedule of
the TAM
The Oregon Accessibility Manual (OAM)
Where is the TAM?
www.pps.net/Page1650
System Planning and Performance Dept >
Assessment > Test Administrator
Test Administration
Resources

Test Administration Manual
http://www.ode.state.or.us/go/tam

Oregon Accessibility Manual
http://www.ode.state.or.us/search/page/?id=487

Best Practices Guide
http://www.ode.state.or.us/go/tam

Promising Testing Practices
http://www.ode.state.or.us/search/page/?=2444

TA User Guide
http://www.ode.state.or.us/search/page/?=391

Practice and Training Tests
http://oaksportal.org
2016-17
Accessibility Supports
Training
Required for DTCs, STCs, & TAs
Topics

Familiarity with the…

Selection of Accessibility Supports

Administration of Accessibility Supports

Evaluation of Accessibility Supports
Oregon Accessibility Manual (OAM)
Selection of
Accessibility Supports
to increase equitable access to grade-level content assessments and
supporting students in demonstrating what they know and can do.
OAM, Appendix C
Resource
The Oregon Accessibility Manual (OAM)
contains all final accessibility policies and
supports for Oregon’s Statewide Assessments.
ODE website or www.pps.net/Page/1650
SELECTION OF SUPPORTS
Requirement
All accessibility supports a student
receives on the statewide assessments
are to mirror the supports
currently being provided to that
student in their classroom instruction
and assessments.
SELECTION OF SUPPORTS
Know the Options

Know the following categories of
accessibility supports, the
differences between them, as well
as the specific supports that are
available for each statewide
assessment:

Universal Tool

Designated Supports

Accommodations
OAM, Section 1.0: Introduction
OAM, Section 1.0: Introduction
SELECTION OF SUPPORTS
Modification


Contrary to statewide accessibility supports, any
practice or procedure that compromises the intent of
the assessment through a change in the learning
expectations, construct, or content that is to be
measured, grade-level standard, or measured
outcome of the assessment and is not listed in
Oregon’s Accessibility Manual (OAM) is considered
a modification.
Assessments taken under any modified condition
are counted as non-participants in all federal and
state accountability measures and reports.
SELECTION OF SUPPORTS
Practice Tests

The practice test can assist IEP/504 teams to
determine which universal tools, designated
supports and accommodations are needed for each
individual student to be successful on the new
assessments.
TA User Guide, Section 5: Administering Online Tests
SELECTION OF SUPPORTS
Options for Documenting
accessibility supports

Cumulative File

Individualized Education Plan

504 Plan

Local Documentation Processes
OAM, Appendix C
SELECTION OF SUPPORTS
“Teacher Tools”
Included in the OAM
Tool #1:
Access Needs That May Require Accessibility Supports

Questions to aid in identifying various types of accessibility
supports for students (p. 80)
Tool #2:
Questions to Guide Accessibility Supports Selection

Questions to guide discussion about selecting supports for
instruction and assessment during a team meeting (p. 82)
Tool #3:
Accessibility Supports from the Student’s Perspective

questionnaire to collect information about needed accessibility
supports from the student’s perspective (p. 83)
OAM, Appendix C
SELECTION OF SUPPORTS
“Teacher Tools”
Included in the OAM (cont.)
Tool #4:
Assessment Accessibility Supports Plan

A planning aid for ensuring supports are implemented during
testing (p. 86).
Tool #5:
Assessment Accessibility Supports Agreement

An example form that a student could carry on test day into
the testing environment (p. 87)
OAM, Appendix C
Administration of
Accessibility Supports
to ensure reliable and valid administration of the assessment.
OAM, Appendix C
ADMINISTRATION OF SUPPORTS
Requirements


All practices and procedures used for students
during instruction must be selected on the basis
of the individual student’s needs.
For accessibility supports to be used during
administration of an Oregon Statewide
Assessment, the support must also be:
previously approved by the Accessibility Panel
and listed in the appropriate OAM accessibility
supports tables, be
 implemented during instruction, and
 familiar to the student prior to use during
assessment.

ADMINISTRATION OF SUPPORTS
Teacher Tools
Included in the OAM
Tool #6:
Logistics Planning Checklist

Can be used in the planning and
implementation of assessment accessibility
supports for an individual student or for a
system and includes the following topics:




Accessibility Supports Throughout the
Academic Year
Preparation for Test Day
Accessibility Supports on the Day of the Test
Consideration After the Day of the Test
OAM, Appendix C
Evaluation of
Accessibility Supports
to ensure the meaningful participation of all students who use supports
during statewide assessments.
OAM, Appendix C
EVALUATION OF SUPPORTS
Reasons to Evaluate
Collecting and analyzing data on the use and
effectiveness of these supports is necessary to
ensure the meaningful participation of students
with disabilities in state and district-wide
assessments.
 Data on the use and impact of supports during
assessments may reveal patterns of use, as well
as support the continued use of some supports or
the rethinking of others.
 Examination of the data may also indicate areas
in which the IEP team, Section 504 plan
committee, and TAs need additional training and
support.

EVALUATION OF SUPPORTS
Reasons to Evaluate
In addition to collecting information about the
use of accessibility supports within the
classroom, districts may also decide to gather
information on the implementation of supports
during assessment.
 Observations conducted during test
administration, interviews with TAs, and talking
with students after testing sessions may yield
data that can be used to guide the formative
evaluation process at the student level and at the
school or district levels.

ADMINISTRATION OF SUPPORTS
Teacher Tools
for Evaluation in the OAM
Tool #7:
Questions to Guide Evaluation of
Accessibility Supports Use

Questions to guide discussion about selecting
accessibility supports for future assessments
OAM, Appendix C
Online Resources
Oregon Test Administration Manual and
Webpage:
http://www.ode.state.or.us/search/page/?=486
 Oregon’s Statewide Assessment Accessibility
Webpage & Manual:
http://www.ode.state.or.us/search/page/?=487
 Smarter Practice/Training Test
https://oakspt.tds.airast.org/student
 Promising Practices:
http://www.ode.state.or.us/search/page/?=2444
 TA User Guide:
http://oaksportal.org/resources/

2016-17 Test
Security Training
Required for DTCs,
STCs, and TAs
Topics
Secure Testing Environment Requirements
 Handling Secure Printed Test Materials
 Identifying and Preventing Improprieties
 Reporting Improprieties

Secure Testing Environment
Requirements
A secure testing environment is needed to ensure the assessment data used for
accountability purposes are valid and accurate, that test items can be used
across years to allow for year-to-year comparability as well as protect
investment in test development, and that no student receives an unfair
advantage or disadvantage during testing.
SECURE TESTING ENVIRONMENT REQUIREMENTS
Security refers to:
Who has access
to secure test
materials
 What students
can see and hear
while testing
 What resources
students can
access while
testing
A secure environment refers to the conditions
under which tests are administered, not a specific
location
TAM, Section 2.2: Security of the Test Environment

Handling Secure
Printed Test Materials
Printed assessment materials include secure test items and/or reading
passages that need to be handled properly so that the test items can be used
across years to allow for year-to-year comparability as well as protect
investment in test development.
HANDLING SECURE PRINTED TEST MATERIALS
Reminder of Requirements
Ensure only the student and authorized staff
have access
 Maintain chain of custody from printing to
shredding, using consistent protocols to collect
and inventory all materials
 Ensure all materials are securely destroyed:

at the end of each test session (printed items and
stimuli, notes, and scratch paper)
 upon test completion (for ELPA21 and Smarter
Balanced PT and constructed response items)

TAM, Section 2.4: Secure Handling of Printed Test Materials
Promising Practices Webpage: http://www.ode.state.or.us/search/page/?=2444
Identifying and
Preventing Improprieties
Ensures all student results are valid and can be submitted for scoring and
that no student receives an unfair advantage or disadvantage during testing.
IDENTIFYING AND PREVENTING IMPROPRIETIES
Reminder of Requirements


An impropriety are any behaviors prohibited because
they give students an unfair advantage or compromise
the security or validity of the test
Improprieties can be:
Committed by a student or an adult
 Intentional or accidental
 Affect a single student or a group of students


Strategies to prevent improprieties:
Know the rules and make sure students know the rules
 Check the test environment to make sure it meets the security
criteria
 Ensure the test environment and the students are closely
supervised


When in doubt, check the TAM and seek clarification
before testing!
TAM, Section 3: Test Improprieties
IDENTIFYING AND PREVENTING IMPROPRIETIES
Promising Practices to Avoid
Improprieties
Promising Practices Webpage: http://www.ode.state.or.us/search/page/?=2444
IDENTIFYING AND PREVENTING IMPROPRIETIES
Common PPS Improprieties
in 2015-2016
Students using cell phones during or after testing
Adults “approving” students for the wrong test in the TA Interface
Adults testing students without required supports/accommodations
Students using computer after testing while other students continue to test
Untrained adults supervising or supporting students during testing
Adults taking pictures of the test screen to document error messages or
problems
Students talking during testing
Students using handheld calculators during testing
Reporting
Improprieties
Immediate reporting gives the student the best
opportunity to continue testing with no impact.
REPORTING IMPROPRIETIES
Reminder of Requirements
Immediately report all potential test
improprieties, even if you are unsure of all of the
details to your STC or Admin if STC is
unavailable
 pause the student’s test pending the DTC’s
investigation and authorization from ODE
 DTCs are responsible for submitting the report to
ODE

Flow of report: TA (you) > STC > DTC > ODE
DTC for PPS is: Tanna Colwell
TAM, Section 3.6: Reporting Test Improprieties
REPORTING IMPROPRIETIES
New Process for 2016-17
(For DTCs Only)
DTCs will use a web form
to submit all potential
test improprieties and
irregularities
 How-to document and
video available at
go/testsecurity

TAM, Section 3.6: Reporting Test Improprieties
Test Impropriety Report Form: http://www.ode.state.or.us/go/testsecurity
REPORTING IMPROPRIETIES
Potential Consequences



Impacted tests may be
invalidated, meaning the
student loses their test
opportunity
In rare cases, tests may be
reset
Significant breaches of
security could result in
disciplinary action by the
Teacher Standards and
Practices Commission
(TSPC) or the district
TAM, Section 3.5: Consequences of Test Improprieties
Online Resources
Test Administration Manual:
http://www.ode.state.or.us/go/tam
 Oregon Accessibility Manual
http://www.ode.state.or.us/search/page/?=487
 Promising Practices to Avoid Improprieties:
http://www.ode.state.or.us/search/page/?=2444
 Test Security Assurance Forms:
http://www.ode.state.or.us/go/testsecurity
 Test Impropriety Report Form:
http://www.ode.state.or.us/go/testsecurity

NOTE
This is the end of the training modules required
for all TAs.
 The next 3 modules are required based on the
tests you will be giving this year. Skip any slides
related to tests you do not give.

2016-17
Smarter
Balanced
Assessments
Required for DTCs, STCs,
and Smarter Balanced TAs
Topics

Scheduling

Administration

Key Elements

Resources
Scheduling
Ensure students have sufficient time to complete both
parts of each assessment
SCHEDULING
Schedule
PPS Test Window for Smarter Balanced:
March 13 – June 9
SCHEDULING
Schedule




The CAT and the PT sections of the test should
be given on separate days; finish one before
starting the other.
It is recommended, but not required, that the
CAT (or non-performance task items) be
administered first.
ELA Performance Tasks may be given over
multiple sessions; Math is recommended to be
completed in one session.
Neither portion of the test is timed; students
should be allowed to continue working as long
as they are making progress.
(TAM: 7.1 Components of the Smarter Balanced Assessments)
SCHEDULING
Smarter Balanced Summative Components

CAT Test (Computer Adaptive Test)

Item Types:




Selected Response (Multiple Choice)
Technology-Enhanced/Enabled Items
Short Constructed Response
Performance Task
Two-day event in ELA; recommended
single-day in Mathematics
 ELA will access multiple resources
 Short answer questions provide
scaffolding

(TAM: 7.1 Components of the Smarter Balanced Assessments)
SCHEDULING
Smarter Balanced Assessments




SB Retest Opportunity for Grade 12
this year
Only one opportunity in each content area
Each CAT test opportunity is subject to a
45-day expiration period from the start date.
Each PT test opportunity is subject to a
20-day expiration period from the start
date.
(TAM: 5.1 Testing Time and Recommended Order of Administration)
Administration
Equitable access for all students
ADMINISTRATION
Administering Smarter Balanced



Directions full text/simplified
Correct test
Non-embedded supports (dictionary)
(TAM: 5.1 Testing Time and Recommended Order of Administration;
OAM: Table 2.1: SB Embedded Universal Tools)
ADMINISTRATION
Scratch Paper



Scratch paper is a non-embedded universal
tool available to all students.
Scratch paper must be collected and
securely shredded at the end of each test
session.
Scratch paper used for notes on the CAT
constructed response items or PTs can be
retained and securely stored between test
sessions.
(TAM: 5.1 Testing Time and Recommended Order of Administration;
OAM: Table 2.2: SB Non-embedded Universal Tools)
ADMINISTRATION
Pause Rules






Tests can be paused at any time; students get a warning
message to verify they want to pause.
If a CAT test is paused less than 20 minutes, students
may review questions already answered.
If a CAT test is paused more than 20 minutes, students
may not review or change questions already answered.
When resuming after a pause, the student sees the first
page that has unanswered questions.
If a test is idle for over 20 minutes, the system will
automatically pause the test and log the student out.
There are no pause limits for the performance task
portion of Smarter Balanced tests.
(TAM: 6.4 Pause Rules and Test Expirations;
OAM: Table 2.1: SB Embedded Universal Tools)
Key Elements
Knowing the different resources across assessments
KEY ELEMENTS
Key Elements for ELA




Smarter Balanced combines four elements of English
language arts into one test: Reading, Writing,
Listening, and Research; there will be an overall score
for ELA and sub-scores for each of those four
elements.
Listening items will require each student to have
headphones.
Resources formerly available during the test may no
longer be (e.g., spelling lists, graphic organizers,
scoring guides); check the Oregon Accessibility
Manual for specific allowable supports.
http://www.ode.state.or.us/search/page/?id=487
Students at ALL tested grades will be doing a
Performance Task which will require them to write an
essay.
KEY ELEMENTS
ELA Paginated Items
KEY ELEMENTS
Calculator for Math Grade 6
Legacy Standard Calculator
Desmos Standard Calculator
KEY ELEMENTS
Calculators for Math
Grades 7 & 8
Legacy Scientific Calculator
Desmos Scientific Calculator
KEY ELEMENTS
Calculator for Math Grade 11
Legacy Graphing Calculator
Desmos Graphing Calculator
Resources
Adequately prepare both teachers and students
RESOURCES
Smarter Balanced Practice
Training Test




ELA organized by grade band 3-5, 6-8, and high school
Math organized by grade band 3-5, 6, 7-8, and high school
6-9 questions includes all item types
Includes all embedded universal tools, designated supports,
accommodations, and language supports
Practice Test




Organized by grade
Approximately 30 items of varying difficulty
Includes a Performance task
Includes all embedded universal tools, designated supports,
accommodations, and language supports
(OAKS Portal: http://oaksportal.org/)
RESOURCES
Training Tests vs. Practice Tests
Use the training test if


You want to
familiarize students
how to navigate the
test and learn how to
complete the different
item types
Your intent is NOT to
look at grade level
content or items at the
appropriate level of
difficulty.
Use the practice test if



You want students to
see grade level items
and practice responses
to them.
You want students to
experience items
across all claim areas.
You want students to
have practice on the
Performance Task.
RESOURCES
Smarter Balanced Test Documents



Test Blueprints

Number of items

Score points (weighting)

Depth of knowledge
Content Specifications

List of all Assessment Targets

Identify which CCSS each Target assesses
Item Specifications

Broken out by grade level, Claim, and Target

Contains Task Models

Appropriate Stems
http://www.smarterbalanced.org/smarter-balanced-assessments/
Online Resources

OAKS Portal (Practice & Training Test)
http://www.oaksportal.org

Test Specifications and Blueprints
http://www.ode.state.or.us/search/page/?id=496
2016-17
OAKS Online Science &
Optional Social Sciences
Required for DTCs, STCs, and OAKS Online
Science, Social Sciences TAs
Topics

Scheduling

Administration

Resources
Scheduling
ensures students have sufficient time
and resources to complete the assessment.
SCHEDULING
Test Requirements



The Science Assessment is required to be given
to every student in grades 5, 8, and 11.
95% of students are expected to participate in
the Science Assessment
The Social Science Assessment is an optional
test for students in grades 5, 8, and 11 and
there is no participation requirement
PPS test window for OAKS = Jan 10 – June 9
TAM, Appendix A: Test Schedule
SCHEDULING
Test Opportunities & Expiration
For students in grades 5 and 8, there are two
opportunities per subject settings





Students who have already met standard may not retest unless
the district first receives explicit consent from the student’s parent
or guardian for the current school year.
For students in high school, there are three test
opportunities available per year
Students in grades 8 through 10 may target up to the
grade 11 test and bank a passing score
Each test opportunity is subject to a 45-day expiration
period
TAM, Section 5.1: Testing Time and Recommended Order of Administration
TAM, Appendix B: Student Inclusion
Administration
ensures equitable access for all students.
PREPARING
Before Testing

Review Section 8.0 Administering the OAKS Online
Assessments

Identify students taking the Extended Assessment

Identify students to be tested and their test settings


Make sure you have the correct SSID for each student

Identify students who need stacked Spanish/English or
Braille format

Identify students who need accessibility supports
Provide students with opportunities to become familiar
with the test format and technology
TAM, Section 8.0: Administrating the OAKS Online Science and
Social Sciences Assessments
OAM, Section 3.0: OAKS Science and Social Sciences
ADMINISTERING
Test Administration



Monitor to ensure that students only have access to the
accessibility supports listed in the Oregon Accessibility
Manual
If breaking up the test into multiple sessions, allow
students to finish all presented items on the screen before
pausing the test.
If students pause the test for more than 20 minutes, they
will no longer be able to return to previously answered or
marked items when they log back in.
TAM, Section 8.3: Testing Over Multiple Sessions or Days
TAM, Section 2.4: Secure Handling of Printed Test Materials and Note Paper
TAM, Section 6.4: Pause Rules and Test Expirations
Resources
to adequately prepare both teachers and students.
RESOURCES
Practice Tests



Organized by grade level
Provides example questions and includes all item types
Includes all embedded universal tools, designated supports,
accommodations, and language supports
OAKS Portal: http://oaksportal.org/
RESOURCES
Online Resources

Test Administration Manual
http://www.ode.state.or.us/go/tam

Oregon Accessibility Manual:
http://www.ode.state.or.us/go/oam

OAKS Portal (Practice Tests)
http://www.oaksportal.org
English Language
Proficiency Assessment
for the 21st Century
(ELPA21)
Required for DTCs, STCs, and ELPA21 TAs
Topics

Scheduling

Administration

Key Elements

Best Practices
Purpose and Use



ELPA21 measures the proficiency of English Learners
(ELs) in reading, writing, speaking and listening
English based on Oregon’s English Language
Proficiency Standards.
Used as part of Title I accountability to document
which students are Limited English Proficient and
Title III Accountability incorporated into the Annual
Measurable Achievement Objectives (AMAO).
Required for all students eligible to receive English
Language Development (ELD) services.
EL Program Guide
Scheduling
Equitable access for all students
SCHEDULING
Test Schedule and Scoring

2016-17 official ELPA21 test window:
February 7– April 27

Each test opportunity is subject to a 45-day
expiration period and expired assessments are
not re-opened.
PPS Recommended Test Window for ELPA21
February 7 – March 24
TAM, Appendix A: Test Schedule
TAM, Section 9.5: Student Directions
SCHEDULING
ELPA21Components

Single test with two segments

Segment 1 – Reading, Writing and Listening
domains in random order

Segment 2 – Speaking domain
(TAM: 9.1 Components of ELPA21)
SCHEDULING
Before Testing
Identify students to be tested

Make sure you have the correct SSID for each student
 Make sure each student’s LEP flag is set to “Y” in TIDE
 Verify that any 2016-17 domain exemptions are
programmed in TIDE before starting the test

Provide students with opportunities to become
familiar with the test format and technology

Check headsets to ensure they are properly
installed and functioning correctly


Use the Practice Test or the AIR diagnostic tool to check
headsets
TAM, Section 9.4: Administration Procedure
Administration
Ensure students have sufficient time to complete all
assigned segments of the assessment.
ADMINISTRATION
Test Administration



Monitor to ensure that students only have access to the
allowable resources listed in the Oregon Accessibility Manual
(OAM)
If breaking up the test into multiple sessions, allow students to
finish all presented items on the screen before pausing the test.
For the ELPA21 Speaking domain, students may receive a popup warning if the recorded response is too soft. Students can
play back their responses to verify before moving on, and can
re-record if necessary.
Note: For tasks with multiple recordings, the warning will come at the
end of the group of recordings and will list the item numbers that
potentially have recordings that are perceived as too soft by the
computer. Students should then go back to the items listed and
replay/re-record if they choose.
TAM, Section 6.2: Preparing
TAM, Section 5.0: Scheduling
ADMINISTRATION
Test Administration (cont.)



For students whose IEP or 504 Plan exempts
them from a domain, enter the domain
exemption in TIDE as a restricted resource
prior to approving the student to test.
All domain exemptions that were programmed
during 2015-16 have been removed from TIDE.
When in doubt, do not start the ELPA21.
TAM, Section 9.3: Exempting Domains
Key Elements
Knowing the different resources across assessments.
KEY ELEMENTS
Important dates to remember


English Learners can have different assessment
requirements depending upon their original entry
date into US schools
See Table 20 in Appendix B of the TAM for
specific dates that may apply to your newcomer
English Learners during 2016-17
TAM, Appendix B: Administration Codes
KEY ELEMENTS
Key Administration Points




An identified EL cannot be exempted from taking
ELPA21. All identified ELs must participate.
Schools must use the ELPA21 for ALL students
eligible for services under the ESEA criteria for
an English Learner, regardless of whether the
student actually receives services.
Reclassified students in Year 1 or Year 2 of
monitor status should not participate in the
ELPA21unless they were reclassified “late.”
No ELPA21 test items should ever be translated
or read aloud.
EL Program Guide
Best Practices
Ensure an optimal test environment for students
BEST PRACTICES
Best Practice Reminders


Familiarize yourself and your students ahead of
testing about available accommodations and
supports, especially for newcomer ELs.
The ELPA21 Consortium recommends smaller
testing groups while students acclimate to the
assessment. The recommended ratios are:
Grade Band
Number of students
Number of TAs
Kindergarten and Grade 1
1 to 5
1
Grade band 2-3
1 to 3
1
Grade band 4-5
8
1
Grade band 6-8
10
1
Grade band 9-12
20
1
BEST PRACTICES
Best Practices (cont.)


You may have students pause the ELPA21 at
the end of the first segment (prior to the
speaking domain), then have the student
resume later, being sure to keep in mind the 45day test expiration period.
You might choose to provide students with a
name tag with picture to avoid confusion during
the log-in process.
Online Resources






ELPA21 Webpage
http:www.ode.state.or.us/go/elpa21
Test Administration Manual, Section 9
http:www.ode.state.or.us/go/tam
Promising Practices:
http://www.ode.state.or.us/search/page/?=2444
OAKS Portal and Practice Tests:
http://www.oaksportal.org
Oregon Accessibility Manual:
http://www.ode.state.or.us/search/page/?=487
2016-17 EL Program Guide
http://www.ode.state.or.us/search/page/?id=37
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