[Assessment_Advisory_Committee] Oregon Extended Assessment Observational Rating Assessment

[Bill Stewart]

Catherine,

Without regard to the rest of the questions, I think your comment - “I assume that special ed. folks will have a chance to weigh in as well, since they know student needs the best.” - is spot-on, especially the last part.

Bill

Bill Stewart
503-805-8680 - c




> On Sep 28, 2015, at 4:24 PM, Catherine Carlson <CARLSON_CATHERINE at salkeiz.k12.or.us> wrote:
> 
> I agree with Brian’s points, although I am wondering how to mark a student if they do not even perform at a level 1.  I think the directions and criteria for administering the test are clear, and this option would could provide much more useful information for students who simply can’t take the extended assessments.  I assume that special ed. folks will have a chance to weigh in as well, since they know student needs the best.
>  
> Catherine Carlson
> Coordinator
> Testing & Evaluation/Student Records Department
> Salem-Keizer School District
> 503-399-5590
> FAX 503-391-4088
> Supporting student achievement through information, professional development, and assessment services
>  
>  
>  
> From: Assessment_Advisory_Committee [mailto:assessment_advisory_committee-bounces at listsmart.osl.state.or.us] On Behalf Of Bain, Brian
> Sent: Monday, September 28, 2015 10:57 AM
> To: HEIDE Jordan; assessment_advisory_committee at listsmart.osl.state.or.us
> Subject: Re: [Assessment_Advisory_Committee] Oregon Extended Assessment Observational Rating Assessment
>  
> I don't know that I'm particularly qualified to answer these questions, but here's my thoughts.  I hope these are being asked for Special Education directors as well.
>  
>  
> Is the purpose of the ORA clearly stated?
> Yes.
> Is the intended population who will participate in the ORA clear (i.e., is the decision rule used to determine whether to administer the ORA clear)?
> Yes.  I appreciate that there is a clear threshold for when to discontinue to the ORext and transition to ORA.
> Does the ORA appear to be a useful tool for the intended population (i.e., face validity)?
> Yes.  Thought I'm not familiar with working with these students.
> Are the ORA administration instructions clear, particularly in the areas of describing the LOI and COM scales?
> Yes.  I appreciate the detail, and the example lesson for Level of Independence.  I wonder if more examples may be necessary for some of the other domains/prompts, such as examples for anticipating/predicting coming events.
> Are the ORA scoring instructions clear?
> Relatively, there's always going to be some level of judgment in a rating scale.
> Do you feel that IEP teams will be able to use this information for students who are so low functioning that they cannot access the academic demands of the ORExt?
> Yes.
> Do you feel that clear directions regarding the use of the results from the ORA have been provided?
> Yes.
> Do you have any recommended edits/changed to the ORA?
> Can we call it the Oregon Observational Rating Assessment (orORA)?  "This student will not be taking the OAKS test; he will be taking ORext or orORA." ;)
>  
>  
>  
> Brian Bain
> District Assessment Coordinator
> Tigard-Tualatin School District
> 6960 SW Sandburg St, Tigard, OR 97223
> 503-431-4120 - bbain at ttsd.k12.or.us <mailto:bbain at ttsd.k12.or.us>
>  
> From: Assessment_Advisory_Committee [mailto:assessment_advisory_committee-bounces at listsmart.osl.state.or.us <mailto:assessment_advisory_committee-bounces at listsmart.osl.state.or.us>] On Behalf Of HEIDE Jordan
> Sent: Friday, September 25, 2015 7:48 AM
> To: assessment_advisory_committee at listsmart.osl.state.or.us <mailto:assessment_advisory_committee at listsmart.osl.state.or.us>
> Subject: [Assessment_Advisory_Committee] Oregon Extended Assessment Observational Rating Assessment
>  
> We’d like to request your review of the attached proposed Oregon Extended Assessment Observational Rating Assessment (ORA)(see attached Administration Instructions and ORA) designed to provide instructional and functional information for teachers and parents in in four domains: attention, math concepts, receptive and expressive communication.  The ORA is designed to be administered to students who are not able to access the academic tasks presented on the Oregon Extended Assessment (ORExt), even when extensive, universal supports are provided. The ORA will be incorporated into the Extended Assessment beginning 2015-16.
> Given the description and purpose of the ORA, we are seeking feedback on the questions below by 9/30/15:
> Is the purpose of the ORA clearly stated?
> Is the intended population who will participate in the ORA clear (i.e., is the decision rule used to determine whether to administer the ORA clear)?
> Does the ORA appear to be a useful tool for the intended population (i.e., face validity)?
> Are the ORA administration instructions clear, particularly in the areas of describing the LOI and COM scales?
> Are the ORA scoring instructions clear?
> Do you feel that IEP teams will be able to use this information for students who are so low functioning that they cannot access the academic demands of the ORExt?
> Do you feel that clear directions regarding the use of the results from the ORA have been provided?
> Do you have any recommended edits/changed to the ORA?
>  
> Please submit your feedback to Brad Lenhardt (brad.lenhardt at state.or.us <mailto:brad.lenhardt at state.or.us>). Finally, we would appreciate it if you would keep this information confidential at this time. Once we finalize the ORA we will distribute it through the typical ODE communication channels.
>  
> Sincere thanks for your expert consideration and assist
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