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
- 2017-18 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
- ELPA21 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 ELPA21 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.
Smarter Balanced Assessments Accessibility Resources
Braille Interface Resources
Oregon’s online ELA, Math, Science, and Social Sciences assessments are available to students who use Braille through a Braille interface.
These documents provide examples of promising practices for implementing various test administration and security requirements found in the Test Administration Manual. ODE is collaborating with districts from around the state to gather and share examples of promising testing practices. If you have a promising practice that you’d like to share, or if there is a test administration or security topic that you’d like us to include, contact Holly Carter at 503-947-5739.
- Establishing School-Level Test Windows for the Smarter Balanced Assessments
This document includes promising practices that districts can use to help guide the establishment of their school-level test windows, as well as sample test schedules at grades 3 – 8 and high school that reflect the diverse circumstances facing Oregon schools. Please note that these are just examples of how a school might approach establishing its local test window; however, there are many other configurations possible. ODE welcomes districts to submit additional sample test schedules that can be incorporated into future versions of this Promising Practice.
- Selecting and Documenting Accessibility Supports
The decision to apply accessibility supports during testing must be based on individual student need. This document contains promising practices that school districts might consider when selecting and documenting appropriate accessibility supports for their students.
- Confirming student log-in information
It is essential to both test security and the validity of student scores that all students log into the online assessments using their own SSIDs. This document contains tips that test administrators may use during the student login and verification process to ensure that students log in using the correct SSID.
- Administering the ELPA to newcomer EL students
All English Learner students eligible to receive services under Title III of NCLB are required to annually participate in the English Language Proficiency Assessment, which measures the four domains of listening, speaking, reading, and writing in English. Students who are new to learning English may need additional support when taking the speaking domain of ELPA. This document contains tips that test administrators may use when preparing to administer ELPA to a newcomer EL student.
- Visual Barriers as Part of a Secure Test Environment
Districts must ensure that students do not have access to see other students’ work during testing. This document contains tips that TAs may use to create visual barriers between students during testing.
- Maintaining Security of Printed Test Materials
Maintaining the security of printed test materials is an important aspect of overall test security. This document contains tips that TAs may use to ensure the security of printed test materials.
- Secure Transmission of Student Data Guidelines
Secure transmission is a vital part of ensuring the confidentiality of student data. This document contains tips for transferring data securely.
- Student Cell Phone Access
Preventing students from accessing cell phones during testing is an important part of ensuring security of the test environment. However, enforcing this rule poses a variety of challenges for districts. This document contains tips that various districts have reported using to prevent student cell phone access during testing.
- Testing Improprieties and Appropriate Practices
This document contains examples of typical testing improprieties that have been reported to ODE. For each testing impropriety listed, there is also an example of an appropriate practice that test administrators could use to avoid the testing impropriety.
- Training Test Administrators
Ensuring that all test administrators are properly trained is vital to maintaining the security and validity of Oregon’s statewide assessment system. To ensure that all test administrators receive the required training, this document contains tips to help districts appropriately identify all staff who are included in the training requirement.
- Avoiding Retesting Students in Grades 3 – 8 Without Explicit Parental Consent
Consistent with appropriate use of OAKS as a summative assessment, districts may not retest students in grades 3 – 8 who have already met or exceeded the achievement standard unless the district first receives explicit consent from the student’s parent or guardian for the current school year. This document contains promising practices that school districts can use to help identify students who have met or exceeded on their first test opportunity and ensure that they are not retested unless the district first receives explicit parental consent.
- Avoiding Student Coaching
Avoiding student coaching, whether intentional or inadvertent, verbal, or nonverbal, is essential to ensuring the validity of the assessment and assessment results. This document contains promising practices that school districts can use to help prevent coaching.
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.
- State Testing Exemption FAQ
- Best Practices Guide for Administering OAKS
In response to ORS 329.486, ODE has collaborated with stakeholders to produce a best practices guide for administering OAKS to help schools and districts develop test administration policies and procedures that maximize the usefulness of assessment data and minimize the impact on instruction. As directed by ORS 329.486, the Best Practices Guide includes guidance around appropriately administering the OAKS as a summative assessment and around retesting students in grades 3 - 8 who have already met or exceeded the achievement standards. The Oregon State Board of Education formally adopted the Best Practices Guide on January 20, 2012. To assist districts in developing their communication strategies around retesting, ODE has also provided sample parent letters in both English and Spanish.
- District User Guides
This page provides User Guides for Assessment related district applications.
- Transitions in Accountability, 2011-2017
Timeline that illustrates the scope of current and upcoming changes in accountability.
Informal DTC Webinars