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2018-19 OSTP FAQs
How do districts address students on an IEP who do not have a Basic or better score on the Grade 8 ELA Assessment and wish to apply for a driver’ license or permit, and are performing satisfactorily in reading according to their IEP?
In an attempt to meet the needs of the students of the state of Oklahoma, the OSTP encompasses two different assessment types:
The first is the Oklahoma School Testing Program (OSTP), which is intended for the majority of students. These assessments are given to regular education students, students with disabilities, and English Learners (ELs). They may be given either with or without approved accommodations. Please see supporting resources:
The second is the Oklahoma Alternate Assessment Program (OAAP), which is intended for students with the most severe cognitive disabilities. It may be given only to students who are on an IEP and who meet the specified criteria on the Criteria Checklist, which is available through the Office of Special Education Services. The Office of Special Education Services oversees the implementation of this assessment.
The administration of the OSTP and OAAP tests fulfills federal and/or state mandates for testing math, English Language Arts, science, and U. S. History. The scope and general administration of the OSTP is outlined in state law 70 O.S. § 1210.507. Rules that govern the specifics of test administration and other details are available under Oklahoma Administrative Code (OAC) 210:10-13. Federally mandated assessments are further detailed in the Every Student Succeeds Act (ESSA).
Oklahoma public schools administer the Oklahoma School Testing Program (OSTP) and the Oklahoma Alternate Assessment Program (OAAP) in Grades 3 through 8, and either the ACT or SAT along with the CCRA Science Content and U.S. History Content in 11th grade. All state tests are aligned to the Oklahoma Academic Standards.
The OSDE has created a number of resources to assist parents and educators as they seek to understand the OSTP results.
The following interpretation guides will assist you in understanding OSTP Results:
As directed by both Federal and State Law, assessments administered through the Oklahoma School Testing Program (OSTP) provide evidence of student proficiency of grade-level standards to inform progress toward career- and college-readiness (CCR) and support student and school accountability. State assessment scores provide a reliable measure that can be compared across schools and districts by serving as a point-in-time snapshot of what students know and can do relative to the Oklahoma Academic Standards.
The OSDE supports an assessment system by working with Oklahoma Educators and Stakeholders to:
There is no true "passing" score on the state test. Rather, the performance levels have different meanings attached to them. Proficient and Advanced indicate that students are on track for success at the college and career level. Basic indicates that the student may require remedial courses before beginning freshman level college courses, or may require additional training before being prepared to enter the workforce after high school. A score of Below Basic indicates that the student is unlikely to be successful at the college/career level without remedial courses or additional training.
The number of students who perform at the Proficient and Advanced levels declined in 2017 because scores prior to spring 2017 were determined without a national comparison and were therefore useful only to compare students within Oklahoma. In fact, 39% of Oklahoma 2015 graduates who enrolled in college were required to take remedial courses. Oklahoma has strengthened its academic standards and aligned its assessments to national benchmarks such as ACT, SAT and NAEP to ensure that proficiency on the state test indicates college and career readiness.
The cut scores for each grade and subject were set in 2017 during standard setting. These numbers have not – and will not – change. The Performance Level Lookup Table contains these cut scores and is available on the SDE’s Office of Assessments webpage.
In 2015, 46 percent of jobs in Oklahoma were available to those with only a high school diploma. That percentage is projected to shrink to 23 percent by 2025 – a 50-percent reduction in available jobs for students who do not pursue education beyond high school. Of the new jobs created since 2008, only 1 percent went to those with a high school diploma or less. We must prepare our students for their future, not our past.
Scoring for the Grade 5 & 8 essays started the second week of testing, with approximately 12 scorers for 5th and 12 for 8th. Scorers had access to the essays the moment students hit submit. They scored 2500 essays (at each grade level) with 2 human scorers to calibrate the computer scoring program, and after the first 2500 were scored, the rest were scored by 1 human and the computer. 10% of all essays were additionally scored by the lead scorer for each grade as a quality control check. If there was a discrepancy, the human score was used. You can find Grade 5 Scoring Rubric and Grade 8 Scoring Rubric on the SDE’s Office of Assessments webpage.
The SDE’s Office of Assessments has recently commissioned an external study to assess the alignment of some of the most commonly used interim assessments in Oklahoma. This study will provide insight into how well those interim assessments are aligned with the Oklahoma Academic Standards (OAS). Interim assessments that are not well aligned with the OAS are not reliable indicators of student performance on the OSTP.
Students scoring Basic or above on the OSTP Grade 8 ELA assessment have met the reading requirements for driver’s licensing.
After the test were “reset” in 2017 to ensure that Oklahoma state testing scores were better aligned with NAEP (National Assessment of Educational Progress), committees of teachers went through the bookmarking process, where Oklahoma grade-level classroom teachers looked at test booklets that were ordered with the easiest question first and the hardest question last. They were asked to place a bookmark at the hardest question that they felt that all of their lowest level (Below Basic) students could answer correctly. They did the same thing with Basic and Proficient. They discussed their choices until they came to a consensus, and these bookmark locations became the cut scores, which will not change unless another standard setting is held. The cut scores were based on which actual test questions students at each performance level could answer correctly, according to Oklahoma classroom teachers, and not on percentages.
Measured Progress is the testing vendor for Grades 3-8 English Language Arts, mathematics, and science.
No, the third grade English Language Arts (ELA) and mathematics tests are consumable booklets, meaning that students mark answers in their test booklets, and the entire booklets are scanned during scoring. Students may mark or highlight (ink-based/non-graphite pens only) passages and test questions in the consumable booklets but must be careful that no stray marks appear around the item response bubbles within the test item boxes. Stray marks around the response bubbles may interfere with machine scoring.
Tests in Grades 3-8 include a section break that allows the test to be given on one day (with lunch or a break between sections) or on consecutive instructional days during the testing window.
All Grades 4-8 OSTPs are administered online. Paper/pencil versions of these tests are available for students who need an alternate format as specified in an IEP/504 or ELAP.
The student has a maximum of 60 minutes before the test times out. This will require the Building Test Coordinator to request a proctor password from the District Test Coordinator to log back into the test session. However, students are unable to change or answer any questions viewed prior to timing out.
The student has a maximum of 20 minutes before the test times out. This will require the Building Test Coordinator to request a proctor password to log back into the test session.
Assessments in Grades 3-8 are administered based on the enrolled grade-level of the student. Retained students must participate in the grade-level designated OSTP assessments even if they have taken the test in previous years. All accountability provisions apply to these students.
Yes. Students in Grades 5 and 8 will respond to writing prompts as part of the ELA assessment. The students will write an essay in response to a paired-passage based writing prompt.
The writing portion will be administered in April during the spring testing window. It is section 1 of the ELA assessment.
The Grades 5 and 8 ELA tests are made up of three sections. Section 1 is the constructed response/writing prompt; sections 2 and 3 are multiple choice sections. All sections of the Grades 5 and 8 ELA tests are offered online, with paper/pencil versions available for students who need an alternate format as specified in an IEP/504 or ELAP.
Yes. Test sections within a single subject area MUST be administered in sequential order on consecutive instructional days. The one exception, however, is Section 1, constructed response/writing prompt, for Grades 5 and 8, which may be given before Section 2 or after Section 3. Sections 2 and 3, however, must be administered in sequential order.
The writing test for grades 5 and 8 will be offered through computer-based administration.
Yes, students may use scratch paper and a paper version of the writer’s checklist.
The word limit has been increased to 1,500 words, but does not increase expectations for student response length.
A test times out after 60 minutes of inactivity. Inactivity on the writing test consists of typing in the text box; simply moving the mouse will not prevent a test from timing out. The Test Administrator should provide a reminder to a student who seems likely to time out before timing out occurs. Please note that if the student is logged back in with a proctor password, the student will be unable to edit their writing, as the question will have already been viewed and thus will be locked. The SDE would unlock a student's test only as a last resort, because in unlocking a test, any text the student had typed in the typing box would be deleted and could not be retrieved.
The submitting process is a three-step process, consisting of 1) Clicking on "Finish" in the bottom right corner of the screen, 2) Clicking on "Turn In" just right of center towards the bottom, and 3) Selecting a final "Turn In" option just left of center towards the bottom, making it extremely difficult to accidentally turn in a test. Students should be reminded not to select “Finish” before they are finished with their essay during practice testing and before beginning the actual test.
Can a student retake the Grade 8 ELA test in order to get a driver’s license?
No, a student may not retake the Grade 8 ELA test to meet this requirement. A list of alternate assessments for this requirement is available here.
Districts may provide a letter on school letterhead stating the student is meeting his or her reading goals/objectives in accordance with his/her IEP.
No. There is no statutory authority to apply the provisions for students on an IEP to ELs.
3rd-5th grade students who are on an IEP are allowed to use a basic four function calculator meeting the requirements of the calculator policy. The calculator policy for grades 6-8 apply to all students, those on IEP and those who are not.
The mathematics curricula for Grades 6 and 7 introduce students to integers and integer operations. By disallowing the +/- button, we are able to assess student mastery of integer operations. Otherwise, assessment of these standards would not be possible.
Students must take the math assessment for the grade they are classified, regardless of their course enrollment.
No. House Bill 3218 has eliminated the social studies assessments in Grades 3-8.
Students in Grades 5 and 8 will take a state science assessment.
No. These assessments are based on the standards for those specific grade levels. However, students will need to understand prior content to be successful on this assessment.
There are several reasons that this can happen. Some of the most common reasons for this are:
In all of these cases, the student scores will be reported and accurate on the final reporting date.
Preliminary reports will be available on May 23, 2019. The Student/Parent Portal will be refreshed and updated with final reporting information on July 25, 2019.
Review the student information in your school’s SIS system. The birthdate in the system is the one that is used in the Student/Parent Portal. Have the parent log in with that date. The date of birth is only used as an identifier the first time they log in. After that they will use the student’s state testing number and the selected password.
Unfortunately, the SDE and Measured Progress cannot provide information directly to parents. Those entities are not able to confirm the identity of the parent therefore, due to FERPA laws, that information cannot be provided.
If you, as the school representative, have additional questions please contact us for further assistance. It is important that these calls come from the school as we are not able to provide information to parents directly.
For reporting policy question please contact the State Department of Education at 405-521-3341.
For questions regarding missing information or technology support please contact Measured Progress at 1-866-629-0220.
No. However, seniors may participate in the state SAT/ACT if they have not participated previously. If so, their score(s) will be included on their transcript (OPI) and in accountability calculations.
District policy will determine assessment graduation requirements for the Classes of 2019 and 2020 who did not participate in one or more of the Grade 11 CCRAs. Examples may include, but are not limited to, previous EOIs, Grade 10 suite, the ACT/SAT, CCRA Science, and other locally selected assessments.
At a minimum and if available, schools must transcript the Grade 11 OPI scores for ELA Composite (SAT/ACT), Math (SAT/ACT), Science Content (*OSTP), and U.S. History (*OSTP) as well as any business/industry endorsements.
*CCRA Science was a field test last year and the transcript should reflect that the student “participated” or some other iteration of this language.
While high school students must participate in the Grade 11 CCRAs, achieving a certain performance level is not a state graduation requirement; therefore, retesting is not required.
Oklahoma statute and the Every Student Succeeds Act (ESSA) requires that all High School students participate in the Grade 11 CCRA assessments (SAT/ACT and CCRA Science Content and U.S. History Content).
At this time, there is no provision in the law exempting students from the Grade 11 CCR Assessments (SAT/ACT and Science Content and U.S. History Content).
Students who are enrolled in Grade 11 by January 18, 2019, are expected to take the CCRA. This assumes continuity. If the student was in Grade 11 but demotes to Grade 10 prior to January 18, 2019, the student is not expected to take the CCRA. Students who transfer in after January 18, 2019, and are enrolled in Grade 11 continuously through the demographic overlay are expected to take the CCRA. Students who transfer in after January 18, 2019, as Grade 10 and promote to Grade 11 prior to the testing window are not expected to take the CCRA.
Note: When students are enrolled in the incorrect grade in local SIS,the record needs to be CORRECTED. Do not exit/reenter the student.
No. The SAT/ACT assessments are part of Oklahoma’s accountability system, including the writing portion. To ensure standardization, all students must take the assessment during the OSTP assessment window.
Yes. However, in accordance with FERPA provisions, students must provide consent to ACT, College Board (SAT), or their local public schools for release of their federally protected education records.
No. Due to Federal and state accountability requirements, all 11th grade students must take the 11th Grade CCR Science Content Assessment.
These scores will be provided in the late July Final Reporting after Standard Setting.
Science must be assessed separately for two reasons. The SAT does not offer a science component on their assessment, and the science component offered by the ACT does not adequately assess the Oklahoma Academic Standards for science. We are federally required to assess the standards adopted by our state; therefore, the ACT is not useful for assessing the Oklahoma science standards.
No. Students who take the ACT will still take the science section, as required by ACT. This portion of the test is used in calculating college reportable scores, which students can provide consent to share with institutions of their choice.
Due to state statute, all students must participate in the Grade 11 CCRA U.S. History Content.
The spring 2019 U.S History assessment is a field test. Student reports will not be issued, but districts will receive digital information back at the domain level (U.S. History/Civics). This information can be used by districts to evaluate their social studies programs and inform changes, if warranted.
No. The Grade 11 CCRA U.S. History Content test is not associated with the U.S. History course and should only be administered to students in grade 11, regardless of when they participate in a U.S. History course.
Any students scheduled to graduate in Spring 2019 who have not participated in a U.S. History assessment may be assessed using the assessment option offered available on the WAVE. For more information, please contact firstname.lastname@example.org.
The Oklahoma Alternate Assessment Program (OAAP) utilizes the Dynamic Learning Maps (DLM) Alternate Assessment System through the University of Kansas and is maintained by the Office of Special Education Services.
Yes, all students, including special education students, are required to participate in state testing according to the Every Student Succeeds Act (ESSA).
Students with disabilities may participate in the regular assessment with or without accommodations or they may, if they are eligible, participate in the Oklahoma Alternate Assessment Program (OAAP). The OAAP is an alternate assessment based on Alternate Achievement Standards (AA-AAS) for students with the most significant cognitive disabilities. The IEP team determines annually how the student will participate in state and district wide assessments - with or without accommodations, or by means of an alternate assessment.
The OAAP measures academic achievement of alternate achievement standards; these standards differ in complexity from the standards of the state curriculum. Students accessing these standards will have an IEP containing rigorous and measurable goals; the student’s IEP will also contain objectives/short-term benchmarks. The OAAP is intended for a very small population of students with the most significant intellectual disabilities who meet the state-established Criteria Checklist for Assessing Students with Disabilities on Alternate Assessments. To access the criteria checklist, click here.
Accessibility features and supports are built into the DLM Alternate Assessment System. If an access need exists outside of the supports built into the system, it should be identified in the IEP.
Yes, students may use approved state accommodations in accordance with the OSTP IEP/504 Accommodations Manual. These accommodations must be documented on the student’s IEP or 504 Plan. You may access the Accommodations Manual here.
A total of 8–10 students may be included in small group testing.
There is no limit on the number of students who can be included in this setting accommodation.
Accessibility Mode allows the use of a program outside of the testing platform (e.g., speech-to-text software). A proctor password is required to enable this accommodation. Accessibility Mode Testing is only available on Windows devices.
The maximum amount of time for frequent breaks is 10–15 minutes.
The Test Proctor in a Human Reader testing environment must be employed by the district. This is required in order to remain in compliance with FERPA regulations.
The OAAP is intended for a very small population of students with the most significant cognitive disabilities and significant adaptive behavior deficits who could not participate in the general assessment, even with accommodations. Due to the severity of the disabilities of this population of students, alternate achievement of the standards is required in all subjects. The Severe-Profound Certification is needed to teach this group of students.
Yes. Visual supports include braille, switch system preferences, and use of special equipment and materials. These supports typically require prior planning and setup and must be identified in the student’s Access Profile (AP),or Personal Needs Profile (PNP). The PNP is comprised of information about the student. The system selects the appropriate accessibility features and supports within the system to tailor each student’s experience based on individual need.
DLM testlets are delivered in two general ways: direct student interaction via computer, or administered by the educator with the administrator recording responses in the system.
Districts and IEP teams are advised to appropriately assess each special education student enrolled in their school. Pursuant to 34 C.F.R. 200.6(c)(2), State Education Agencies must limit the total number of students assessed with an alternate assessment in each subject area to no more than 1%. More information regarding the federal cap and details on how the cap affects accountability are available via the Office of Accountability.
Information about the OAAP is available on the Office of Special Education – Assessments webpage. You may access this information here. Updates are sent to Directors of Special Education and District Test Coordinators for dissemination to staff in their districts.
If the student clicks on the “Pause/Exit” button instead of clicking on the “Finish” button, the test status will be shown as “In Progress” in the OSTP Portal. If the student’s device is connected to the Internet when the student selects to Pause or Exit the test instead of formally submitting the test through the “Finish” button, all of the student responses for already answered questions will persist safely in the system for scoring and reporting purposes. However, we highly encourage schools and test administrators to ask the student to log back into the previously paused/exited test session and click on the “Finish” button to complete the test submission process. This way the student will have the best chance to complete his or her test by responding to all of the questions within that test session.
Please ensure the following information is included for technical issues:
In the event a computer workstation stops working during testing, the following steps should be taken:
1. The Test Administrator should notify the DTC
2. The DTC should contact Measured Progress Technical Support at 866.629.0220 to verify that the student responses are received before moving the student to a new device.
3. The student should then move to a new device. The proctor password will be needed to resume testing.
4. The DTC should record this information on the Testing Irregularity Form.
All Grades 4-8 and the Grade 11 CCRA Part 2 (Science and U.S. History Content) assessments are offered through a computer-based administration including writing sections.
Students unable to access online in both classroom assessments and OSTP assessments may receive a paper & pencil format. Please click here to see the IEP/504 Accommodations Manual for more information.
The systems requirements for online testing through Measured Progress are available here.
Yes. Measured Progress conducted these trainings in conjunction with the SDE’s mandatory DTC trainings scheduled in February 2019. To view the recorded training webinar, click here.
Test administrators may continue the test if the interruption lasts for less than 15 minutes and if the students are kept in a secure testing environment (e.g., no talking allowed). If a testing interruption lasts for more than 15 minutes, the building test coordinator must document the irregularity through the Test Irregularity Form and contact their District Test Coordinator for a proctor password to reenter the testing session. If a secure testing environment is not maintained during the interruption, the tests must be invalidated through the Testing Status Application and Breach tests ordered and administered. Call the SDE, (405) 521-3341, for further directions as needed.
The District or Building Test Coordinator will request invalidation through the Testing Status Application. Measured Progress will issue a Breach form to be administered to the student to document the cheating event.
Yes. Students are allowed to have scratch paper available for all online assessments. Scratch paper can be blank copy paper, lined notebook paper, or unmarked grid paper. The scratch paper must be collected by the Test Administrator as soon as students complete the test and returned to the Building Test Coordinator. The Building Test Coordinator is responsible for destroying all scratch paper. This should be done without looking at what students have written on the scratch paper.
For paper-based testing writing assessments, planning pages are provided in the test book.
While a reference sheet (grades 6-8 math), writer’s checklist (grades 5 and 8 ELA section 1), and periodic table (grade 11 CCRA Science Content) are available within the testing platform, districts may provide printouts of these materials. It is the Test Administrator’s responsibility to ensure the printed copies are the documents created and provided by SDE. These printed documents must be collected and destroyed at the end of the test session. .
Online practice tests are available for each online assessment. Directions for accessing the online practice tests are available on the SDE and Measured Progress Help & Support site. Practice tests should be used to familiarize students with the online testing platform and tools.
No. Students will not receive a score immediately after completing their tests. Scores will be available in the Measured Progress portal on May 23, 2019, as preliminary scores. Because these scores are preliminary, they will not be shared with the public. This will provide districts with time to evaluate their results and make any necessary plans before final scores are released on July 25, 2019.
Note: These dates are subject to change depending on the data correction window.
Former English Learners (FEL) who are 1st or 2nd Year Proficient may be provided accommodations/accessibility in accordance with the OSTP EL Accommodation Manual. In the OSTP portal, please select EL with Accommodations and select the appropriate Embedded Accommodations. The Demographic Overlay will be used to overwrite the EL status in reporting and correctly report Former EL 1st or 2nd Year Proficient status.
Yes. Since the new accountability system is a growth measure, there will no longer be 1st year EL exemptions for the OSTP ELA. First year, ELs will be tested to establish a baseline and calculate participation; assessment scores will not be reported in accountability for academic growth or academic achievement status for the OSTP. (note: ELPA scores will be included in accountability). Second year, ELPA scores will be reported, as will Academic growth for ELA and math – but not Academic Achievement Status. Third year, ELPA scores, Academic growth (ELA and math), and Academic Achievement Status (ELA, math and science – if applicable) will be reported. Please click here to access the OSTP EL Accommodations Manual
In general, the tests are not timed in Grades 3-8. Students should be given additional time if needed as an immediate extension of the current session. A Test Administrator and Test Proctor are required for the duration of testing. This is not to be construed as unlimited time. Additional time must be an immediate extension of the testing session not to exceed double the amount of recommended time per section/session. The Grade 11 ELA & Math (SAT/ACT) are timed tests.
Test sections (e.g., Sections 1, 2, and 3) within a single subject area test MUST be administered in sequential order. The one exception, however, is ELA Section 1, Writing, for Grades 5 and 8, which may be given before Section 2 or after Section 3. However, Sections 2 and 3 must be given in sequential order.
Students enrolled in block schedule classes will take assessments during the spring testing window, even if they were enrolled in classes during the fall semester.
An enrolled student must make-up a test during the testing window once he or she returns to school. The school should administer the regular test received for that student following all the necessary procedures for administration and test security. If the student does not return during the testing window, then the student’s test should be marked as absent. If the student never returns or enrolls in another district, then the student’s test should be marked as No Longer Enrolled.
Students who finish the test may leave the room when they finish if it does not cause a disruption to other students taking the test.
Reasons for possible test invalidations include, but are not limited to:
· Large-scale security violation;
· Presence of a cell phone in the testing environment;
· Testing outside the test window;
· TA/TP/Student are related in the testing room;
· Student received read-aloud on ELA without SDE approval;
· ELA writing section was started and didn’t finish until days after;
· TP not employee of district for Human Reader.
If the SDE approves the invalidation, the student will be considered a nonparticipant unless a Breach Assessment is administered.
Requests for invalidations must be submitted through the Testing Status Application located on the SDE Single Sign-on. Measured Progress will issue a Breach Form to be used to document the cheating event. After the invalidation has been approved, the testing company will provide detailed directions to administer an online Breach version or a paper-based Breach version, as appropriate. A breach test cannot be administered the same day the invalidation occurred.Please follow the directions precisely when assigning a student an online Breach form.
Please sign on to the SDE Single Sign-On and select the following screens in this order:
The Testing Status Application will close on Monday, May 6, at 11:59 p.m.
No. The student must fill out the demographic sheet and answer document with a #2 pencil as required. If a pen is used, the scanner will not pick up the responses, which will result in a score of Unsatisfactory.
Yes. Students can use ink-based highlighters/no graphite in all OSTP tests. Special care should be taken when marking in the OSTP Grade 3. Students may mark or highlight passages and test questions in the consumable booklets but must be careful that no stray marks appear around the item response bubbles within the test item boxes. Stray marks around the response bubbles may interfere with scoring.
Sample items can be found within the Test and Item Specification documents for individual grades and subjects. These documents are located on the SDE website under Assessments by clicking on Assessment Materials. SAT practice items and resources can be found at their home page by clicking here. ACT practice items and resources are available by clicking here.
In order to receive preliminary scores, Grade 3 ELA must be shipped to Measured Progress in the Phase 1 shipment date, April 23, 2019, using next day air return service. Grade 3 Math test and all paper tests for Grades 4-8 and Grade 11 CCRA Science and U.S. History must also be returned in the Phase 1 shipment date, April 23, 2019, using 3-day select return service. Any student whose paper materials are not turned in until Phase 2 will not have preliminary scores available
No. These sheets will not be included this year. This is designated by districts in the demographic overlay. This eliminates the need for class identification sheets.
Both resources can be found on the OSDE’s Assessment Material page, which may be accessed here.
Yes. The Oklahoma State Department of Education (OSDE) is pleased to announce the choice of either the ACT or SAT for the College & Career Readiness Assessment (CCRA) free of charge to all high school juniors. As part of the OSTP, these assessments fulfill both state and federal assessment requirements for math and ELA.
The testing dates for ACT are April 2-4 and 9-11. One make-up day will be available on April 24th. .
The testing dates for SAT are April 9-11 for online tests. There will be one make-up day available on April 23th.
Note: All ACT/SAT tests will be administered online, except for the make-up day, which will be a paper/pencil administration.
Full Academic Year (FAY)/Not Full Academic Year (NFAY): OAC 210:10-13-22:
“Oklahoma Administrative Code 210:10-13-22: A student shall be considered a FAY student if the student is enrolled within the first twenty (20) instructional days of the school's instructional year through and including the date of administration of the exam, and has not experienced an enrollment lapse of ten (10) or more consecutive instructional days. The FAY determination shall be based on continuous enrollment and shall not be based on attendance determinations.”
As FAY criteria is based on enrollment, not attendance, suspended students included “on roll” or “in membership” will not have suspended days count toward enrollment gaps for FAY purposes.
Please click here to access the accountability website for more information.
Yes. According to OAC 210:10-1-5, it is no longer appropriate to “drop” or “exit” a student who is suspended out of school for any length of time. Students who are suspended will be expected to participate in the OSTP.
“Students who have been placed in a state juvenile facility or a full time residential facility providing educational services to students by joint agreement with one or more school districts, including facilities that have been assigned a separate site code by State Department of Education, will not be used in the accountability for the site or district of residence for the students.”
No. See above question for further clarification.
It is necessary to request permission for Other Placement, Emergency Exempt, and Test Security Breaches through the Testing Status Application located on the SDE Single Sign-on. If permission is not received, the tests will be scored and counted for accountability purposes.
Student demographic information must be corrected through the district’s Student Information System, which will then be picked up through the WAVE and reflected in the student’s testing demographic data. Districts must certify the Demographic Overlay report by May 3, 2019. Additional training for the Demographic Overlay Report will be provided in the future by the Office of Accountability.
Demographic information should be correct in the WAVE at all times:
In early June, districts are provided access to review their student testing data via the Accountability Reporting application in Single Sign-On (SS). The Data Verification Request (DVR) window is an opportunity to review these data and request verification with appropriate documentation of any record(s) that may be incorrect.
Test Preparation In-services are provided by State Department of Education personnel for the Spring administrations. All aspects of state testing are discussed, including updates to testing for the current year, ordering tests, administration, shipping and receiving, confidentiality and security, scoring, and reporting. In-services are provided at five locations in the state and by WebEx, giving school and district faculty several options for convenient attendance. It is mandatory for District Test Coordinators (DTCs) to attend a Test Preparation In-service every school year. It is also strongly encouraged for Building Test Coordinators (BTCs) to attend this training, though the DTC may opt to train the BTCs in their district.
Please click on the links for each training, presentation, or module:
If you do not attend a WebEx or On-Site DTC training, please contact the SDE (405-521-3341) to verify DTC training attendance via recorded training.
Click https://oklahoma.onlinehelp.measuredprogress.org/forms/ and scroll for the District/School Code Look-up Table
May 17, 2019
No. ACT/SAT require separate forms that you must submit to the respective vendor.
We’ve identified DocuSign cases where names of people who need to sign the test security forms are being automatically changed after form creation. This is due to an open DocuSign account linked to the email address used in the test security forms. The person who owns the email address used can contact DocuSign at 1-800-379-9973 to delete their account. Once deleted, test security forms can be created and names won’t change. If this is not an option, you may use/create another email account to send the DocuSign forms that is not linked to a DocuSign account. Please contact the Measured Progress OK Help Desk for further questions.
Phone: (405) 521-3341
· Craig Walker, Executive Director of State Assessments
· Elizabeth Warren, Director of English Language Proficiency Assessments
· Yuseli Freire, English Language Proficiency and Monitoring Specialist
· Sarah Owens, Mathematics Assessment Specialist
· Christy McCreary, ELA/Social Studies Assessment Specialist
· Lesa Rohrer, Director of Assessment and Data Literacy
· Rebecca Logan, Executive Director of National & International Assessments
· Samantha Sheppard, Coordinator
· Molly Brown, Coordinator
Phone: (405) 521-3351
Phone: (405) 522-5169