The Oregon Department of Education (ODE) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student’s achievement. In the process of developing its next-generation assessments to measure students’ knowledge and skills as they progress toward college and career readiness, ODE recognizes that the validity of assessment results depends on each and every student having appropriate accessibility supports (formerly “accommodations”) when needed based on the constructs being measured by the particular statewide assessment. To that end, please consult the Oregon Accessibility Manual as well as the related resources and links posted on this webpage.
General Accessibility Resources
- Recommendation for New Accessibility Supports Form
The specific universal tools, designated supports, and accommodations approved for Oregon’s statewide assessments may change in the future if additional tools, supports, or accommodations are identified for the assessment based on state experience and research findings. When teams or individuals feel that a strategy not present in the accessibility supports tables deserves further consideration, they are encouraged to complete a description of the support and submit it to ODE for the Accessibility Panel to review.
- 2018-19 Accessibility Supports Demonstration Presentation
This presentation includes video demonstrations of the embedded accessibility supports available to students during testing in the online interface. See the presenter notes for the description of the tool and which tests each tool is available for.
- Accessibility Supports Fact Sheet
This parent-friendly resource provides a brief overview of the purpose of Oregon’s statewide assessment accessibility supports—particularly the important role they can play in enabling students to effectively demonstrate what they know and can do.
- Accessibility Supports and Modification Tracking Sheet
This tracking sheet can be used by test administrators to ensure that accessibility supports are properly recorded.
- Recommendation for Accessibility Support Form
When teams or individuals feel that a strategy not present in the accessibility supports tables deserves further consideration, they are encouraged to complete and submit this form to ODE for the Accessibility Panel to review.
- ELPA Scribe Guidelines
The guidelines outline and describe the qualifications, preparation, and valid implementation of this non-embedded accommodation for students with IEPs or 504 plans who have an identified need to respond orally to a human scribe or transcriber in order to participate in the ELPA assessment.
These resources may be made available to all students during testing.
NOTE: Although the ODE-provided resources available below are not secure materials, they contain specific content that must not be altered. TAs may enlarge ODE-provided resources or their parts (e.g., as a poster or wall chart) but must NOT otherwise alter their content or change their presentation.
Braille Interface Resources
Oregon’s online ELA, Mathematics, Science, and Social Sciences assessments are available to students who use Braille through a Braille interface.
Right Assessment for the Right Purpose
The Oregon Department of Education worked with internal and external partners to develop a guidance document aimed at increasing educator assessment literacy within Oregon's Statewide Assessment System (OSAS). External partners included teacher's union representation, district test coordinators, university measurement staff, and national measurement experts in formative, interim, and summative assessment contexts. Internal partners included colleagues from the Office of Student Supports and the Office of Teaching, Learning, and Assessment. The document provides definitions for critical terms in our OSAS and in other areas where Oregon students are assessed in the areas of academic achievement, behavior, or other areas as part of their instructional programs. The document also addresses current questions and appropriate uses and misuses of statewide summative assessment data. Finally, guidance is provided regarding efficient use of testing time based on an internal study that was conducted. This document does not address any concerns outside of the K-12 student assessment context, nor does it provide the final word on assessment literacy in Oregon. It is published with the intended goal of beginning conversations about assessment literacy, which we know will evolve and increase in accuracy and complexity over time. Please contact Dan Farley, Director of Assessment if you have any questios regarding the guidance document.
Right Assessment for the Right Purpose Guidance Document (Published August 7, 2019)
Communicating about changes to Oregon's statewide testing system is an important part of keeping our families informed about and engaged in their children's education. The following resources are intended to support school and district-wide communications plans to ensure the greatest spread of information possible.
- Frequently Asked Questions (FAQ)
This FAQ answers everyday questions regarding Smarter Balanced.
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