ohio's state tests rules book - lorain city school district

October 2018

Ohio’s State Tests Rules Book

Rules Book | October 2018 |

Table of Contents Rules Book Overview ........................................................................................................................................................... 6

Purpose ............................................................................................................................................................................... 6 New for 2018-2019 .............................................................................................................................................................. 6 Changes to be posted on website ....................................................................................................................................... 7 Text Used Throughout Rules Book ..................................................................................................................................... 7 Assessment Schedule 2018-2019 ...................................................................................................................................... 7 Statutory/Regulatory History of State Testing ..................................................................................................................... 7 Timetable for State Testing Graduation Requirements .................................................................................................... 11

English Language Arts, Mathematics, Science and Social Studies .............................................................................. 11 Ohio’s State Tests ............................................................................................................................................................. 11

Assessment of Grades 3-8 Students ............................................................................................................................ 12 Assessment of High School Students – Graduation Options ....................................................................................... 12 College and Career Readiness Tests: ACT and SAT ................................................................................................... 12 Two Additional Graduation Options Available for the Class of 2018 Only .................................................................... 13 Two additional graduation options available for the Class of 2018 Only continued ..................................................... 13 Graduation Requirements – Class of 2019 ................................................................................................................... 14 Transfer Students (includes foreign-exchange students for OST) ................................................................................ 15 Graduation Points Requirement for Transfer Students ................................................................................................. 15

Important Information Regarding Testing Participation and Graduation .......................................................................... 15 Physical Science vs. Biology ......................................................................................................................................... 16 World History ................................................................................................................................................................. 16

Options for Students to Earn Graduation Points ............................................................................................................... 16 AP and IB Crosswalk to Graduation Points .................................................................................................................. 17 Advanced Placement .................................................................................................................................................... 17 International Baccalaureate .......................................................................................................................................... 17 Graduation Points.......................................................................................................................................................... 17 0B0BCollege Credit Plus Course Grade (Social Studies and Science substitute courses) ........................................ 17 Ohio Graduation Points ................................................................................................................................................. 17 High School Grade ........................................................................................................................................................ 18 Ohio Graduation Points ................................................................................................................................................. 18

Administration of State Tests – General Areas................................................................................................................ 18 State Policy ....................................................................................................................................................................... 18

Policy ............................................................................................................................................................................. 18 District Policies/Procedures .......................................................................................................................................... 19 Foreign Diploma ............................................................................................................................................................ 19 Foreign Exchange for the End-of-Course Tests ........................................................................................................... 19 Home Education or Home School ................................................................................................................................. 19 Home Instruction (except KRA – KRA section) ............................................................................................................. 20 Information Retrieval Number (IRN) .............................................................................................................................. 20 Parent Review of Test ................................................................................................................................................... 20 Purpose of State Test Results ...................................................................................................................................... 20 State Student Identifier (SSID) ...................................................................................................................................... 21 State Test Development ................................................................................................................................................ 21 State Test Information/Student’s Record ...................................................................................................................... 21 Student Participation – Opt Out .................................................................................................................................... 21 Students Enrolled in Internet-Based Schools ............................................................................................................... 22 Use of Public Released Tests ....................................................................................................................................... 22 Standards for the Ethical Use of Tests - OAC 3301-7-01 ............................................................................................. 22

Procedures/Requirements/Test Situations ....................................................................................................................... 25 Conflict School Calendar – Modified Testing Schedule ................................................................................................ 25 Closed Due to Snow/Emergency State Tests ............................................................................................................... 25 Hospitalized Students and Medical Waivers ................................................................................................................. 25 Operational Tests, Field Tests, Practice Tests and Released Tests ............................................................................ 25 Paper Format ................................................................................................................................................................ 26 Performance Level Cut Scores ..................................................................................................................................... 26 Practice Tests and Blueprints ....................................................................................................................................... 26 Prepare the Room ......................................................................................................................................................... 26 Public Release of Tests ................................................................................................................................................ 26


Rescores and Verifications ........................................................................................................................................... 27 Retaking End-of-Course Tests ...................................................................................................................................... 27 Scoring Grades 3-8 and End-of-Course Tests .............................................................................................................. 27 Shrink-Wrap Packages ................................................................................................................................................. 27 Special Version Format ................................................................................................................................................. 27 Student Becomes Ill ...................................................................................................................................................... 27 Students Who Finish Early ............................................................................................................................................ 28 Test Administrator Criteria ............................................................................................................................................ 28 Test Administrator and Group Size ............................................................................................................................... 28 Test Administrator and Accommodation Policy ............................................................................................................ 29 Test Mode ..................................................................................................................................................................... 29 Test Window .................................................................................................................................................................. 29 Testing Session Interrupted .......................................................................................................................................... 29 Testing Time .................................................................................................................................................................. 30 Tools .............................................................................................................................................................................. 31 Transfer Student Record to Another School/District ..................................................................................................... 31

Scoring and Reporting ...................................................................................................................................................... 32 Family Score Report ..................................................................................................................................................... 32 Scoring Process ............................................................................................................................................................ 32

Chartered Nonpublic Schools ............................................................................................................................................ 32 Chartered Nonpublic Student Identifiers for State Tests .................................................................................................. 32 Chartered Nonpublic Schools – Grades 3-8 ..................................................................................................................... 32 Chartered Nonpublic Schools – High School .................................................................................................................... 32

Alternative High School Test for Graduation (Chartered Nonpublic Schools) .............................................................. 33 High School Scholarship Students ................................................................................................................................ 33 Students Receiving Scholarships .................................................................................................................................. 34

Students Identified as English Learners .......................................................................................................................... 35 Identification of the English Learner .................................................................................................................................. 35

Ohio’s Identification Process ......................................................................................................................................... 35 Individuals Who Are Not Enrolled ................................................................................................................................. 36 Out-of-state Transfer Student and the Identification of the EL ..................................................................................... 36 State Test Participation and Accountability Requirements for the English Learner ..................................................... 36 Requirements of English Learner for all State Tests .................................................................................................... 36 English Learners and Scholarships............................................................................................................................... 36 Exiting the English as a Second Language Program .................................................................................................... 36

Ohio English Language Proficiency Screener (OELPS) ................................................................................................. 37 Assessment of English Learners (EL) ............................................................................................................................... 37

Ohio’s Identification Process ......................................................................................................................................... 37 OELPS Format .............................................................................................................................................................. 38 Requesting Exceptions to Online Testing ..................................................................................................................... 38 Data Entry Interface (DEI) ............................................................................................................................................. 38 OELPS Structure ........................................................................................................................................................... 38 Accommodations ........................................................................................................................................................... 39 Domain Exemptions ...................................................................................................................................................... 39 Headphones/Headsets/Earbuds ................................................................................................................................... 39 Portal ............................................................................................................................................................................. 39 Practice Test ................................................................................................................................................................. 40 Scoring .......................................................................................................................................................................... 40 Screening Window ........................................................................................................................................................ 40 Reporting ....................................................................................................................................................................... 40 Technical Requirements ............................................................................................................................................... 41 Test Administration Window .......................................................................................................................................... 41

Ohio English Language Proficiency Assessment (OELPA) ........................................................................................... 41 Assessment of English Learners (EL) ............................................................................................................................... 41 Overview of the OELPA .................................................................................................................................................... 41

Requesting Exceptions to Online Testing ..................................................................................................................... 42 Domain Exemptions ...................................................................................................................................................... 42 Headphones/Headsets/Earbuds ................................................................................................................................... 42 Testing Times ................................................................................................................................................................ 43 Test Schedule ............................................................................................................................................................... 43 Scoring and Reporting .................................................................................................................................................. 45


Rescores and Verifications ........................................................................................................................................... 46 English Language Proficiency Standards ..................................................................................................................... 46 Technical Requirements ............................................................................................................................................... 46

Students with Disabilities ................................................................................................................................................... 47 Assessment of Students with Disabilities .......................................................................................................................... 47 Accommodations on State Tests ...................................................................................................................................... 47

Alternate Assessments for Students with Significant Cognitive Disabilities (AASCD) .............................................. 47 Third Grade Reading Guarantee ........................................................................................................................................ 47

Guidance Documents ........................................................................................................................................................ 47 Reading Diagnostic Tests ................................................................................................................................................. 48

Scoring Diagnostic Tests .............................................................................................................................................. 49 Transfer Students .......................................................................................................................................................... 49 Reporting the Diagnostic to the Department ................................................................................................................. 50 Grade 3 English Language Arts Test ............................................................................................................................ 50 Alternative Reading Tests ............................................................................................................................................. 50 Students Identified with Significant Cognitive Disabilities ............................................................................................. 50 Chartered Nonpublic Schools ....................................................................................................................................... 50

Diagnostic Tests ................................................................................................................................................................. 51 Guidance Documents ........................................................................................................................................................ 51 General Information .......................................................................................................................................................... 51

Reading Diagnostic Tests ............................................................................................................................................. 52 Scoring Diagnostic Tests .............................................................................................................................................. 53 Transfer Students .......................................................................................................................................................... 54 Reporting to Parents ..................................................................................................................................................... 54 Reporting to the Department ......................................................................................................................................... 54

Kindergarten Readiness Assessment (KRA) ................................................................................................................... 55 Administration of the Kindergarten Readiness Assessment ............................................................................................. 55

Administration Window .................................................................................................................................................. 55 Test Administrator Qualifications .................................................................................................................................. 55 KRA App Proctor ........................................................................................................................................................... 56 Allowable Supports for Test Administration .................................................................................................................. 56 Chartered Nonpublic Schools ....................................................................................................................................... 56 Assessment Kits ............................................................................................................................................................ 56 Home Education or Home School – KRA ..................................................................................................................... 56 Home Instruction – KRA ................................................................................................................................................ 56 Transfer Students .......................................................................................................................................................... 56 Pre-ID File Process ....................................................................................................................................................... 57 Administration of Selected-Response and Performance-Task Items ........................................................................... 57 Administration of Observational-Rubric Items ............................................................................................................... 57 Special Version Format ................................................................................................................................................. 57 Kindergarten Readiness Assessment Blueprint ............................................................................................................ 57 Entering Student Item Scores Online ............................................................................................................................ 58 Score Reports ............................................................................................................................................................... 58 Education Management Information System (EMIS) .................................................................................................... 58 Web Resources ............................................................................................................................................................. 58

Test Security Provisions .................................................................................................................................................... 58 State Testing Security ....................................................................................................................................................... 58

District Test Policy/Procedures ..................................................................................................................................... 59 Release of Secure Material ........................................................................................................................................... 59 Electronic Device Policy ................................................................................................................................................ 59 Social Media .................................................................................................................................................................. 60 Penalty for Revealing Test Questions ........................................................................................................................... 60 Consequences of Test Security Violations ................................................................................................................... 60 Procedures for a Possible Test Security Violation ........................................................................................................ 60 District Investigation Report .......................................................................................................................................... 61 Guidelines to Help Districts Document an Inquiry ......................................................................................................... 61 Guidelines to Help Districts Develop a Corrective Plan of Action ................................................................................. 61 Standards for the Ethical Use of Tests ......................................................................................................................... 62 Additional Monitoring Procedures ................................................................................................................................. 62 Appropriate Help for Students ....................................................................................................................................... 62

Additional Test Security Resource .................................................................................................................................... 62


Purpose ......................................................................................................................................................................... 63 Overview ....................................................................................................................................................................... 63 Procedure for Submitting Invalidation ........................................................................................................................... 64 District Investigation Report .......................................................................................................................................... 65 Types for Test Incidents ................................................................................................................................................ 65 Breach Form .................................................................................................................................................................. 65

District Test Coordinator Agreement Form ....................................................................................................................... 67 Building Test Coordinator Agreement Form ..................................................................................................................... 68 Test Administrator Agreement Form ................................................................................................................................. 69 Non-Disclosure Agreement for Translators ....................................................................................................................... 70 Required ............................................................................................................................................................................ 70

Acceleration Policy and Rules ........................................................................................................................................... 72 Definitions .......................................................................................................................................................................... 72 Rule for Subject Area Acceleration ................................................................................................................................... 72

EMIS Reporting Guidance ............................................................................................................................................ 72 Specific Test Administration Procedures for Subject Area Acceleration ....................................................................... 72 Whole Grade Acceleration ............................................................................................................................................ 73 Acceleration Resources ................................................................................................................................................ 73

State and Federal Legislation Accountability System .................................................................................................... 73 Federal Legislation – Every Student Succeeds Act .......................................................................................................... 73 Accountability Plan ............................................................................................................................................................ 74

Students Included for District/School Accountability Purposes .................................................................................... 74 Students on an Acceleration Plan ................................................................................................................................. 74

Accountability Components ............................................................................................................................................... 74 Department Web Resources .............................................................................................................................................. 75

Department website: Keywords ........................................................................................................................................ 75 Ohio Revised Code and Ohio Administrative Code ........................................................................................................ 76

Ohio Administrative Code (OAC) Rules Regarding State Tests ....................................................................................... 76 Assessment Legal Citations: Ohio Revised Code and Ohio Administrative Code ........................................................... 76

Ohio Graduation Tests (OGT) ............................................................................................................................................ 78 General Policy ................................................................................................................................................................... 78

Revised Format: Online Administration......................................................................................................................... 78 OGT Options for Graduation ............................................................................................................................................. 79

Subject Area .................................................................................................................................................................. 79 Previous Options ........................................................................................................................................................... 79 Assessment Options – Minimum Scores ...................................................................................................................... 79 Criteria for the Alternative Pathway to Graduation ........................................................................................................ 80 Administration Time....................................................................................................................................................... 81 Breach Form OGT ......................................................................................................................................................... 81 Calculator and Reference Sheet ................................................................................................................................... 81 Foreign-Exchange Students and OGT .......................................................................................................................... 81 Individuals Identified as English Learners and the OGT ............................................................................................... 82 Individuals Who Did Not Pass the Ohio Ninth-Grade Proficiency Test ......................................................................... 82 Individuals Who Have Not Passed a State Test ........................................................................................................... 82 Paper Format ................................................................................................................................................................ 83 Performance Levels ...................................................................................................................................................... 83 Performance Level Scores Adopted by State Board of Education ............................................................................... 83 Practice Tests and Released Tests .............................................................................................................................. 84 Rescores and Verifications ........................................................................................................................................... 84 Results .......................................................................................................................................................................... 84 Score Reports ............................................................................................................................................................... 84 Students Receiving Scholarships and OGT .................................................................................................................. 84 Students with Disabilities and the OGT......................................................................................................................... 84 TIDE .............................................................................................................................................................................. 84


Rules Book Overview Purpose The Rules Book provides the following:

• A reference for school officials responsible for state testing in a district or building; • A general overview of Ohio’s state testing program; and • Specific information pertaining to the testing at each grade level.

The information provided addresses these tests:

• Grades 3-8 and End-of-Course Tests; • Ohio English Language Proficiency Assessment (OELPA); • Ohio English Language Proficiency Screener (OELPS); • Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD); • Diagnostic Tests; • Kindergarten Readiness Assessment (KRA); and • Ohio Graduation Tests (OGT).

The Rules Book presents policy information regarding the K-12 assessment program. It is not intended to present administration procedures and requirements that may be found in the test administration manuals that are located at the portal. The Rules Book does not present technical specifications or details on how to use online systems. Test coordinators must refer to the technical specifications, user guides, and Test Administration Manuals, available on the portal. Because of the volume and complexity of these topics, the Rules Book has been designed to take advantage of electronic document features. The Rules Book is located on the Department website’s Testing page as a downloadable PDF file, which includes hyperlinks and online cross-references. A reader can click directly on any hyperlink or specific page reference and advance directly to that cross-reference.

New for 2018-2019 132nd General Assembly: Senate Bill 216 (Effective 11-2-18)

• Requires the Department to request that each test vendor contracted by the Department provide an analysis explaining how questions on each of the assessments prescribed under section 3301.0710 of the Revised Code and the end-of-course examinations prescribed under division (B)(2) of section 3301.0712 of the Revised Code developed by that vendor are aligned to the academic content standards;

• Requires the Department to request that each assessment vendor described in division (C) of this section provide information and materials to school districts and schools for assistance with the state achievement assessments;

• Effective school year 2019-2020: Permits a school district, other public school, or chartered nonpublic school to administer the third-grade English language arts or mathematics assessment, or both, in a paper format in any school year for which the district board of education or school governing body adopts a resolution indicating the decision to administer the assessment in a paper format;

• Requires a school district in which less than eighty percent of its students score at the proficient level or higher on the third-grade English language arts assessment prescribed under section 3301.0710 of the Revised Code to establish a reading improvement plan supported by reading specialists beginning in the 2019-2020 school year; prior to implementation, the plan shall be approved by the school district board of education; and

• Requires the State Board to develop a list of student assessments that measure mastery of the course content for the appropriate grade level, which may include nationally normed standardized

http://oh.portal.airast.org/ocba/resources/

http://education.ohio.gov/Topics/Testing

https://www.legislature.ohio.gov/legislation/legislation-documents?id=GA131-SB-3


assessments, industry certification examinations, or end-of-course examinations; the data from these assessments may be considered high-quality student data.

Changes Posted on Website The Rules Book is posted once annually. Changes to the Rules Book will not be posted in the master document, which remains the static version. Changes will be posted on the Rules Book web page under the heading Updates. Please check periodically to determine if changes have been made and add any changes to the original copy. Minor edits to grammar, spelling, etc. will not be listed on the change page.

Text Used Throughout Rules Book The term district will be used throughout the Rules Book to refer to any city district, exempted village district, local district, cooperative education and/or career and technology center, community school, chartered nonpublic school, the state school for the blind, the state school for the deaf, any school operated by the departments of youth services or rehabilitation and corrections, or any entity that participates in the state tests. Information that refers to a specific type school is noted.

Assessment Schedule 2018-2019 Test Administration Date Ohio State Tests (OST)

Grades 3-8 Fall 2018 Oct. 22-Nov. 2 End-of-course High School Fall 2018 Dec. 3-Jan. 11 English language arts: Grades 3-8 and High School Spring 2019 March 25-April 26 Mathematics: Grades 3-8 Science: Grades 5 and 8 Mathematics, Science, and Social Studies: High School

Spring 2019 April 1-May 10

Grade 3 optional Summer 2019 July 8-12 High School optional Summer 2019 July 15-26

Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) Grades 3-10

Operational 2019 Feb. 19-April 12 Independent Field Test 2019 April 15-May 31

Ohio Graduation Tests (OGT) District sets its schedule

School Year Sept. 1, 2018- July 31, 2019

OGT Paper Administrations Form 01: Sept. 1-Dec. 31 Form 02: Jan. 1-April 30 Form 03: May 1-July 31

Kindergarten Readiness Assessment Must be administered to all first-time kindergarten students no earlier than the first day of school and no later than the first day of November.

K-3 Diagnostics Reading Kindergarten: no later than Nov. 1 Grades 1-3: no later than Sept. 30

Ohio English Language Proficiency Screener (OELPS) K-12

August 1, 2018-June 28, 2019

Ohio English Language Proficiency Assessment (OELPA) K-12

Feb. 4-March 29, 2019

Statutory/Regulatory History of State Testing • HB 231, July 1987 – initial legislation requiring ninth-grade tests beginning in 1990, twelfth-grade tests

starting in 1994.• HB 55, March 1992 – one diploma; science added to ninth-grade tests; fourth-grade and sixth-grade

tests added.• HB 152, July 1993 – eighth-grade option; chartered nonpublic schools required beginning in 1999.• HB 552, May 1994 – two-year delay for the ninth-grade science tests.• HB 715, May 1994 – citizenship exemption on the ninth-grade test for non-U.S. citizens.


• SB 55, August 1997 – phases out ninth-grade tests and phases in new graduation tests, increases graduation units from 18 to 21; adds the fourth-grade reading guarantee.

• Ohio Supreme Court decision, April 1998 – previous year’s tests available as public records upon request.

• HB 770, May 1998 – field-tested items become available as public records when used operationally. • HB 282, August 1999 – temporary exemption for English-limited students. • HB 94, June 2001 – decreases minimum graduation units from 21 to 20. • SB 1, September 2001 – delays ninth-grade tests phase-out for two years; phases out proficiency tests

and phases in achievement tests and diagnostic tests aligned with academic content standards and model curriculum.

• HB 95, June 2003 – requires Academic Watch and Academic Emergency districts to administer to ninth-graders the OGT practice tests that are aligned with academic content standards and model curriculum.

• HB 3, August 2003 – brings Ohio law into conformity with federal NCLB legislation including achievement tests in reading and mathematics in grades 3-8 and Ohio Graduation Tests in reading, mathematics, writing, science and social studies in grade 10.

• SB 2, March 2004 –directs that the General Assembly’s ongoing efforts to improve the quality of teaching in Ohio including provisions recommended by the Governor’s Commission on Teaching Success; changes date for summer grade 3 reading achievement tests; expands use of OGT practice tests; changes phase-in date of grade 8 social studies achievement test; changes requirements for administrating diagnostic tests, including the kindergarten readiness assessment.

• HB 106, June 2004 – exempts limited English proficient (LEP) students who have been enrolled in U.S. schools for less than one year from certain testing and accountability requirements, the exempting them state reading and writing tests.

• HB 493, May 2005 – provides for the substitution of passing OGT scores for certain eligible students who originally were required to pass the Ohio Ninth-Grade Proficiency Tests by amending ORC 3313.614 to expressly allow that substitution.

• HB 66, July 2005 – changes the date for the grades 3-8 achievement tests from March to May in 2006-2007; eliminates state development and distribution of additional grades 3-8 diagnostic tests; changes the public record provisions governing the release of test items; institutes a new voucher program (EdChoice) for chartered nonpublic schools in 2006-2007 with mandatory achievement testing in grades 3-8 (OGT is already required); strengthens assessment and accountability provisions for e-school students and e-schools; requires additional reading and mathematics academic progress tests in certain community schools in 2006-2007.

• HB 276, March 2007 – eliminates summer Third Grade reading test; allows students who otherwise must pass ninth-grade proficiency tests for graduation but who did not fulfill the curriculum requirements for a diploma by Sept. 15, 2006, to meet the graduation testing requirements by passing any combination of proficiency tests and OGT in the five tested subjects; revises the time-period for administering the KRA-L.

• SB 311, April 2007 – establishes the “Ohio Core” curriculum of 20 specified units of study as minimum graduation requirements beginning with the class of 2014; provides alternative requirements and excuses certain students in drop-out prevention/recovery programs; requires State Board to revise standards for honors diplomas and make them effective by June 30, 2007; changes many other requirements regarding high school and college and work readiness.

• HB 119, July 2007 – requires that each school district board and community school to designate one location for the collection of the spring elementary achievement tests in grades 3-8 and to submit the tests to the Department’s test contractor for test scoring on a staggered scheduled based on the size of the district; repeals the “foreign exchange student” exemption as to the “alternate pathway for graduation” so foreign exchange students now are required to pass the social studies OGT in order to graduate under that alternative pathway; requires students with disabilities taking alternate tests to have written into their IEPs a description of benchmarks or short-term objectives as well as a statement of why the child cannot take the regular assessment and why the alternate assessment selected is


appropriate for the child; requires any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of students with disabilities on state and school tests be written into their IEPs.

• HB 190, November 2007 – revises spring testing date for elementary achievement tests to be no earlier than the week containing April 24; provides for achievement tests to be administered over a two-week period instead of consecutive days.

• HB 1, July 2009 – phases out the OGT and requires seniors to complete a three-step exit program* (college entrance exam such as ACT or SAT, end-of-course exam and senior project); OGT will no longer be released as a public document on July 1 of each year; requires the reading and writing tests to be combined to form an ELA test; suspends for the next two school years the development and administration of the grades 4 and 7 writing and grades 5 and 8 social studies tests.

• HB 153, July 2011 – deletes senior project from the three-step exit program; deletes release of OAA test questions; continues suspension for the next two school years (2011-12 and 2012-13) the development and administration of the grades 4 and 7 writing and grades 5 and 8 social studies tests. *There is no timeline for these HB 153 changes to the assessment program.

• MBR SB 316, June 2012 – requires districts to administer a reading diagnostic assessment no later than Sept. 30; ties the diagnostic tests to the grade 3 reading level; expands the existing Third Grade Reading Guarantee.

• SB 165, July 2013 – requires end-of-course examinations to assess mastery of American history and American government standards adopted by the State Board of Education.

• HB 555, December 2012 – expanded the requirements for the teacher who provides intervention to grade three students.

• SB 21, May 2013 – changed the requirement to one year of teaching experience for the teacher who provides intervention to grade three students; expands list of teacher qualifications for the Third Grade Reading Guarantee; changes the criteria to three years for the English language learner for an exemption; added an exemption for students with significant cognitive disabilities.

• HB 59, July 2013 – changed the administration date for the Kindergarten Entry Assessment (KEA) no earlier than the first day of school and no later than Nov. 1 except in the case of the KEA being used to meet the requirements of the Third Grade Reading Guarantee, the language and literacy portion will be administered no later than Sept. 30; changed the reporting ratings for the local report cards to letter grades; requires charter nonpublic schools that have over 65% of their enrollment participating in a scholarship program to administer the state tests to all its students.

• MBR Amended Substitute HB 487, June 2014 – Requires first time grade nine students in public, community and chartered nonpublic schools to take the new state tests (English language arts I and II, algebra I, geometry, American history, American government and physical science; offers a waiver effective Oct. 1, 2015, to chartered nonpublic schools to not administer the high school tests; requires grade three students who score at 394 or above (the alternative grade three reading score is not used to determine the spring test) on the fall Grade 3 Reading OAA to take the new English language arts test; added mathematics and writing to reading for the exemption for the Third Grade Reading Guarantee requirements for students with significant cognitive disabilities; and added to the original requirement of testing transfer students within 30 days of the transfer the allowance to test with the group if the scheduled administration is more than 30 days away.

• HB 367 December 2014 – Removes requirement for chartered nonpublic schools to administer the end-of course tests for school year 2014-15; provides scale that allows points for grades for students who received credit for high school courses in school year 2013-14 (A=5 points; B=4 points; C=3 points; D=2 points; F=O points); biology added to end-of-course high school requirements – freshman in school year 2-15-16 required to take biology EOC for high school graduation when course taken – students who were freshmen in school year 2014-2015 may choose score from physical science tests.

• HB 7 January 2015 – Removes consequences for scholarship students who do not take the state tests. • Budget Bill Amended Substitute HB 64 June 2015 – removes Ohio membership from the Partnership

for Assessment of Readiness for College and Careers (PARCC) consortium; State Board sets performance levels; replaces Sept. 30 as deadline to administer grades 1-3 reading diagnostic; sets


Nov. 1 as deadline to administer kindergarten reading diagnostic; provides districts, schools, and students a temporary safe harbor from the results of state tests; requires a single testing window with testing during the second half of the school year (except for end-of-course high school tests for courses completed during the first semester of the school year and the grade 3 ELA given in the fall); requires the state tests not to exceed three hours per test; permits districts to choose any combination of online and paper; requires all test results to be available within 45 days following last day of the test's administration; provides options for graduation for a person who entered ninth grade prior to the July 1, 2014.

• House Bill 64 June 2015 – required the State Board to adopt new rules permitting a student who began ninth grade before July 1, 2014 choices for graduation that incorporate new graduation options; new rules effective on Jan. 1, 2016.

• Amended Substitute House Bill 7 March 2016 – student may retake any end-of-course test prescribed under division (B)(2) of section 3301.0712 of the Revised Code during the student's academic career at a time designated by the Department of Education.

• Substitute House Bill 299 August 2016 – broadens the definition of “parent” from solely the definition in ORC 3313.64 to include the custodian of a qualified special education child, when a court has granted temporary, legal, or permanent custody of the child to an individual other than either of the natural or adoptive parents of the child or to a government agency (Autism Scholarship Program); creates a fourth pathway to graduation for scholarship students at ISACS-accredited nonpublic schools - student may qualify for a diploma by attaining a passing score on an alternative assessment approved by the Department and selected by the school. (ORC 3313.619); and allows an alternative to end-of-course tests and college and career readiness assessment - scholarship students at both ISACS- and non-ISACS-accredited schools may take an alternative assessment approved by the Department in lieu of taking a nationally standardized assessment and end-of-course exams.

• Senate Bill 3 March 2017 – limits the cumulative amount of time spent on the administration of state, district or school assessments to 2% of the school year, beginning with the 2017-2018 school year; limits the cumulative amount of time used for taking practice or diagnostic assessments used to prepare for state, district or school assessments to 1% of the school year, beginning with the 2017-2018 school year; exempts from the time limitation assessments administered to students with disabilities, diagnostic assessments for students who fail to attain a passing score on the third-grade English language arts assessment, assessments used to identify gifted students, and alternatives to certain end-of-course examinations; eliminates the requirement that school districts and schools administer diagnostic assessments to students in grades one through three in writing and mathematics beginning with the 2017-2018 school year; authorizes chartered nonpublic schools to administer the kindergarten readiness assessment beginning with the 2018-2019 school year; requires the Department to furnish the kindergarten readiness assessment to chartered nonpublic schools; specifies to calculate a student's score on a substitute end-of-course test, a score of 2 on an Advanced Placement (AP) exam or a score of 2 or 3 on an International Baccalaureate (IB) exam is equivalent to a proficient level of skill; and exempts students enrolled in public and private high schools from the requirement to take the college and career readiness assessment (ACT/SAT): students who have significant cognitive disabilities; students who have an intellectual disability; students who are limited English proficient students who have been enrolled in U.S. schools for less than two years; and students who have attained a "remediation-free" score on the assessment.

• HB 49 June 2017 – Eliminates the requirement that school districts and schools administer the social studies tests to students in grades four and six beginning with the 2017-2018 school year; prohibits reporting to the Department the results of any social studies test used by a district or school.

• State Board June 2017 – sets Third Grade Reading Guarantee promotion score at 672 for the 2017-2018 school year; any student who scores 672 or higher on the English language arts scaled score will be eligible for promotion at the end of the year; a student who scores 700 or higher on the English language arts scaled score is performing proficiently.

• OAC 3301-13-02 January 2018 – Eliminates the three test windows per year for the OGT; sets the test window July 1, 2018, through June 2022 except August each year.


• Senate Bill 216 June 2018 – requires the Department to request the test vendor contracted by the Department to provide an analysis explaining how questions on state tests developed by vendor prescribed under ORC 3301.0710 and the end-of-course tests prescribed under ORC 3301.0712 (B)(2) are aligned to the academic content standards; requires the Department to request each test vendor provide information and materials to districts for assistance with the state tests; effective school year 2019-2020 permits a district, other public school or chartered nonpublic school to administer the third-grade English language arts or mathematics test, or both, in a paper format in any school year for which the district board of education or school governing body adopts a resolution indicating that the district or school chooses to administer the test in a paper format; requires a district in which less than eighty per cent of its students score at the proficient level or higher on the third-grade English language arts test prescribed under ORC 3301.0710 to establish a reading improvement plan supported by reading specialists beginning in the 2019-2020 school year; prior to implementation, the plan shall be approved by the district board of education; and requires the State Board to develop a list of student tests that measure mastery of the course content for the appropriate grade level, which may include nationally normed standardized assessments, industry certification tests, or end-of-course tests; the data from these tests may be considered high-quality student data.

Timetable for State Testing Graduation Requirements Class of 1994 – Students graduating after Sept. 15, 1993, make up the first public school class required to pass Ohio Ninth-Grade Proficiency Tests in writing, reading, mathematics and citizenship and to meet curriculum requirements to receive a diploma. Class of 1999 – Students graduating after Sept. 15, 1998, make up the first chartered nonpublic school class required to pass Ohio Ninth-Grade Proficiency Tests in same four areas and to meet curriculum requirements to receive a diploma. Class of 2001 – Students graduating after Sept. 15, 2000, make up the first public school and chartered nonpublic school classes required to pass the Ohio Ninth-Grade Proficiency Test in science in addition to the other Ohio Ninth-Grade Proficiency Tests and to meet curriculum requirements to receive a diploma. Class of 2006 – Students who began ninth grade before July 1, 2003, make up the last public school and chartered nonpublic school classes required to pass the Ohio Ninth-Grade Proficiency Tests in the five areas and to meet curriculum requirements to receive a diploma. This group of students also may use a pass on the OGT in any subject area in lieu of a pass on the same subject area of the Ohio Ninth-Grade Proficiency Tests. Class of 2007 – Students who began ninth grade on or after July 1, 2003, make up the first public school and chartered nonpublic school classes required to pass the OGT in reading, mathematics, writing, science and social studies and to meet curriculum requirements to receive a diploma. Class of 2018 –First-time ninth-grade students on or after July 1, 2014, make up the first public and community school classes required to take the new state tests (English language I and II, algebra I, geometry (or integrated mathematics I and II), American history, American government and physical science) based on the enrolled course and to meet curriculum requirements to receive a diploma. Class of 2019 – Students who began ninth grade after July 1, 2015, make up the first public and community school classes required to take biology end-of-course test for high school graduation; the biology end-of-course test replaced the physical science end-of-course test as the high school graduation requirement.

English Language Arts, Mathematics, Science and Social Studies Ohio’s State Tests (OSTs) OST refers to the achievement tests first administered in school year 2015-2016. The high school tests are referred to as end-of-course tests. The rules in this chapter apply to both the Ohio’s State Tests and the Ohio Graduation Tests (OGT). The rules that apply only to the OGT are found in the OGT chapter at the end of the Rules Book.


Assessment of Grades 3-8 Students The tests for elementary students are:

• Grades 3-8 English language arts (ELA) and mathematics tests; and • Grades 5 and 8 science tests.

The Third-Grade Reading Guarantee identifies the grade 3 English Language Arts test as a high-stakes test. More information on the Third-Grade Reading Guarantee located in the Rules Book can be found below.

Assessment of High School Students – Graduation Testing Requirements Students enrolled in a public school who began ninth grade on or after July 1, 2014, must meet their course requirements and one of the following options for the testing component of their graduation requirements (The Class of 2018 has additional options discussed later in this chapter.):

• A total of 18 Graduation Points across all high school OSTs; • A composite score of 13 on the WorkKeys assessment and an approved industry-recognized credential

or group of credentials totaling 12 points; or • A remediation-free score on the ACT or SAT.

The three pathways are explained below: 1. OST:

Students earn 18 out of 35 cumulative points using the seven end-of-course tests. Students must earn a minimum of four points in mathematics, four points in English, and six points across science and social studies. The remaining four points must be earned from any content area. The seven-state end-of-course tests are the following:

a. Algebra I and geometry or integrated mathematics I and II; b. Biology (Physical science for the Class of 2018 only); c. American history and American government; and d. English language arts I and II.

2. Industry credentials and workforce readiness: Students must earn 12 points through a State Board-approved industry-recognized credential or group of credentials in a single career field and achieve a workforce readiness score on the Work Keys assessment. The state of Ohio will pay one time for those who take the WorkKeys assessment.

The State Board will make any changes related to the implementation of WorkKeys tests, such as scoring scales. Please check the Changes page for updates on the required WorkKeys score. College admission test:

Students can earn “remediation-free” scores in English language arts and mathematics on a nationally recognized college admissions test. The state of Ohio will pay one time for all grade 11 students in the classes of 2018 and beyond to take the exam free of charge.

Students who have met the remediation-free scores in all three sub-score areas under a single college admission test have met the requirements for graduation under this option and would receive an Ohio diploma once he or she has completed the curriculum requirements.

College and Career Readiness Tests: ACT and SAT Districts and community schools (including eSchools) must have administered a state-funded college admission test to juniors in spring 2017 as one of their three diploma options. Each district and community school will choose to either administer the state-funded ACT or SAT college admission test. For a student to graduate using the College and Career Readiness Assessment option, she/he needs to meet the remediation-free score in each of the sub-score areas under one of the tests (ACT or SAT). The Ohio

http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/Graduation-Requirements-2018-and-Beyond/18-Points-on-State-Tests

http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/Graduation-Requirements-2018-and-Beyond/Industry-Recognized-Credentials


http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/Graduation-Requirements-2018-and-Beyond/College-and-Career-Readiness-Test

http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/Graduation-Requirements-2018-and-Beyond/Industry-Recognized-Credentials-and-WorkKeys

http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/Graduation-Requirements-2018-and-Beyond/Industry-Recognized-Credentials-and-WorkKeys

http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/Graduation-Requirements-2018-and-Beyond/Workforce-Readiness-Score

http://www.act.org/content/act/en/products-and-services/workforce-solutions/act-workkeys.html

http://www.act.org/content/act/en/products-and-services/workforce-solutions/act-workkeys.html


Department of Higher Education established these scores – in agreement with the state superintendent of public instruction – as the minimum scores for entering college remediation-free and meeting the graduation option.

Subject ACT SAT taken prior to March 1, 2016

SAT taken after March 1, 2016

English Language Arts

English subscore of 18 or higher Writing 430 or higher

Evidence-Based Reading and Writing (EBRW) 480 or higher

Entered high school prior to July 1, 2014 – reading subscore of 21 or higher

Reading 450 or higher

Entered high school after July 1, 2014 – reading subscore of 22 or higher

Mathematics Mathematics subscore of 22 or higher Mathematics 520 or higher Mathematics 530 or higher

*These test scores are the remediation-free scores set by Ohio’s university presidents. These scores are subject to change.

Both tests are available as a paper and/or online test. The test vendor selected by the district will provide a range of services and resources to district administrators, teachers and students. The test dates and information on both testing options can be found on the Department ACT and SAT web pages.

Two Additional Graduation Options Available for the Class of 2018 Only Students in the class of 2018 who entered ninth grade after July 1, 2014 are the first to earn diplomas under the new graduation requirements. In addition to satisfying the high school curriculum requirements, students in Ohio must meet one of three existing pathways to earn a high school diploma. It is expected that most students will meet one of the three existing pathways and districts should continue to work with students, as appropriate, to meet these requirements. However, the recent budget bill authorized two additional options only for students in the class of 2018 who entered ninth grade between July 1, 2014, and June 30, 2015. These options provide an opportunity for those students who do not otherwise meet one of the three existing pathways to graduation to earn a diploma. The two additional graduation options are: Option 1 – Available to all students in the class of 2018: Students must take and pass courses that constitute the curriculum requirements and take all seven end-of-course tests. If the student receives a score of “1” or “2” on any mathematics or English language arts test, the student must retake the test at least once. Additionally, students must meet at least two of the requirements listed below:

• Attendance rate of 93 percent during the 12th grade year; • Earn a GPA of 2.5 on a 4.0 scale in all courses completed during 12th grade (must complete at least

four full-year courses); • Complete a capstone project during 12th grade that the district or school defines; • During 12th grade, complete a work or community service experience totaling 120 hours that the district

or school defines; • Earn three or more College Credit Plus credits at any time during high school; • Earn credit for an Advanced Placement (AP) or International Baccalaureate (IB) course and earn an AP

exam score of 3 or higher or IB exam score of 4 or higher at any time during high school; • Earn a WorkKeys exam score of 3 on each of three test sections;

http://education.ohio.gov/Topics/Testing/State-Funded-ACT-Test

http://education.ohio.gov/Topics/Testing/State-Funded-SAT-Test

http://education.ohio.gov/Topics/Ohio-s-Graduation-Requirements/Earning-an-Ohio-High-School-Diploma-for-the-Class

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• Earn a State Board-approved industry-recognized credential or credentials that equal at least three points;

• Meet OhioMeansJobs Readiness Seal requirements (under development). Option 2 – Available to the students in the class of 2018 in career-technical programs: Students must take and pass courses that constitute the curriculum requirements and take all seven end-of-course tests. Students must finish a career-technical program that includes at least four courses in a single career pathway and complete at least one of the options listed below:

• Earn a total score of proficient or better based on all career-technical tests or test modules; • Earn an industry-recognized credential or credentials that equal 12 points; • Complete a workplace experience totaling 250 hours with evidence of positive evaluations.

Graduation Requirements – Class of 2019 Temporary Ohio law provided additional graduation options for students in the class of 2018, specifically, students who entered grade 9 between July 1, 2014, and June 30, 2015. State law does not provide these options to students in the classes of 2019 and beyond. Students in the classes of 2019 and beyond will be expected to satisfy one of the original three pathways to graduation. For additional resources to support students in meeting graduation requirements, visit the links below.

Resources: High School Tested Courses For each tested subject, available resources include Ohio’s Learning Standards, Model Curriculum, practice tests and answer keys, test blueprints, released items, test and item specifications, data available in the Online Reporting System and additional resources to support student learning. Industry-Recognized Credentials Students may earn credentials in a classroom, on their own or through work-based learning experiences. Find a comprehensive list of all approved industry-recognized credentials with links to the credentialing organization webpages. Senior Only Credential Program Students across the state of Ohio are successfully earning industry-recognized credentials. Want to know what credentials students are earning in your area? Open the list of credentials being earned by students in school districts across Ohio. WorkKeys Practice Tests WorkKeys practice tests are available on the OhioMeansJobs webpage. When paired with a 12-point industry-recognized credential, students can use the WorkKeys assessment to satisfy graduation requirements. ACT and SAT Practice Tests Practice tests for the ACT and SAT are available on the Department's webpage and through the OhioMeansJobs College and Career Readiness Tool. Students can satisfy graduation requirements by earning remediation-free scores on the college entrance tests.

Please contact [email protected] with questions regarding graduation requirements for the classes of 2019 and beyond or [email protected] with questions regarding industry-recognized credentials or the Senior Only Credential Program.

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mailto:[email protected]



Transfer Students (includes foreign-exchange students for OST) Students who transfer into a district with no previous scores and only a few courses with corresponding tests will have their graduation point requirement minimum prorated. The table below shows how the points change based on the number of tests remaining:

Graduation Points Requirement for Transfer Students

Tests Remaining Points Required Tests Remaining Points Required

7 18 4 10

6 15 3 8

5 13 2 5

Note: Students must earn a minimum of five points across the English II and either the Integrated II or Geometry end-of-course tests.

Regardless of the tests remaining, at a minimum, out-of-state and home-school transfer students must take the English II and either the integrated math II or geometry end-of-course tests and earn a minimum of five points across tests to graduate. Students must also test in any course that they have not yet completed if the course has a corresponding end-of-course test. Therefore, if a student transfers in with only biology and American government left to take, the student would be required to take the biology, American government, English II and Geometry (or Integrated Math II) tests, and earn a total of 10 points, five of which must come from the English and mathematics tests. If a student transfers in with only one test or no tests remaining, the student may take the college and career readiness tests. If the student meets the remediation-free scores on the ACT or SAT, they will have satisfied the assessment component of the graduation requirements. If the student does not earn a remediation-free score, then the student must take the English II and either the geometry or integrated math II end-of-course tests plus any tests associated with courses that they have not yet taken and earn the required prorated points to satisfy the graduation requirements. This prorated graduation point option takes effect with the class of 2018. These are students who entered the ninth grade for the first time in the 2014-2015 school year. Students who started high school before July 1, 2014 must pass the five Ohio Graduation Tests (OGT) or satisfy the new assessment options for OGT.

Important Information Regarding Testing Participation and Graduation Schools must administer seven end-of-course tests and students are expected to take them. There is no law that allows a parent or student to opt out of state testing, and there is no state test opt-out procedure or form. Please review the guidance on student participation in state tests. It is important to understand that while students can meet their requirements to graduate without taking some or all state tests, districts are still held accountable on the Ohio School Report Cards for all seven tests required in state law. To meet Ohio’s graduation test requirements, a student must fulfill one of three pathways. The Department anticipates that most students will use the end-of-course tests as their pathway to graduate. Through this pathway, students must earn a total of 18 points with enough points in the required content areas to earn a high school diploma. There will be students who perform well early and reach the required 18 points with points in the required content areas prior to completing all seven tests. In this situation, these students have met their requirements for a high school diploma. If students meet the requirements of one of the other two pathways without reaching 18 points on end-of-course tests, they earn a high school diploma. However, even in cases where a student may not need to take one or more end-of-course tests to graduate, federal and state laws require all districts and schools to test all high school students in algebra I or integrated math I, geometry or integrated math 2, English I, English II, biology, American history and American government. If a parent does not allow a child to participate in certain state tests, there may be consequences

http://education.ohio.gov/getattachment/Topics/Testing/Sections/Resources/Student-participation.pdf.aspx

http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/Graduation-Requirements-2018-and-Beyond




for the child, the child’s teacher, and the districts, including consequences on the Ohio School Report Cards. To help parents make informed decisions, schools should provide in writing the possible consequences of failing to test, as well as information about other district consequences. Schools are not required to — but may want to — request that a parent place in writing a decision not to participate, so there is a record to explain why the student was not tested. State tests are critical for measuring student learning and ensuring that every Ohio student receives a high-quality education. The results from state tests are how we hold districts, schools and teachers accountable and ensure that all children receive the services needed to succeed. Student test scores are the foundation of Ohio’s A-F school and district report cards, which are designed to show parents, taxpayers and school leaders how well students are performing.

Physical Science vs. Biology For students entering the ninth grade for the first time on or after July 1, 2014, but prior to July 1, 2015, the test for science shall be physical science or biology. For students entering the ninth grade for the first time on or after July 1, 2015, the test for science shall be biology only. The high school graduation requirements were changed by legislation in 2015 regarding the science end-of-course tests. The biology end-of-course test replaced the physical science end-of-course test as the high school graduation requirement. While the physical science end-of-course test still exists, it is available only for the students in the class of 2018 who took the test in school year 2014-15 and remains available only as a retake test for those students. Until July 1, 2019, the Department shall make available the end-of-course test in physical science for students who entered the ninth grade for the first time on or after July 1, 2014, but prior to July 1, 2015, and who wish to retake the test. Please review information on the physical science and biology tests. Students in grades six, seven or eight who have been placed in a higher grade-level physical science course are required to take a science test to meet federal requirements. These students take the grade 8 science test, or if this test has been previously administered, these students would not take a state test. When these students are enrolled in a biology course, they will take the biology test for high school graduation credit. The state board adopted rule OAC 3301-16-07 applies only to students who entered ninth grade for the first time on or after July 1, 2014, but prior to July 1, 2015:

• The Department will continue to make the end-of-course test in physical science available for students who wish to retake the test until July 1, 2019; and

• As of July 1, 2019, the Department will no longer make the end-of-course test in physical science available. Students who have not met the requirement prescribed by division (A)(2) of section 3313.618 of the Revised Code as of July 1, 2019, will be required to use biology as the end-of-course test in science.

World History Students who begin ninth grade after July 1, 2017 must earn ½ unit in world history and civilizations. An end-of-course test for world history will not be developed or administered by the state board or the Department ORC 3301.0712 (B)(9).

Options for Students to Earn Graduation Points Students may earn graduation points through approved substitute tests.

• College Credit Plus (CCP) courses or approved AP/IB tests, in the subject area, will satisfy the end-of-course graduation test requirement for American history, American government, physical science (class of 2018 only) and biology. The college course grade earned under CCP or AP/IB test score may earn graduation points in place of the end-of-course tests as provided here.

• It is important to note, while students can earn graduation points for CCP coursework and AP/IB test scores in biology, all schools must administer the biology end-of-course tests to all students to satisfy

https://education.ohio.gov/getattachment/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/State-Tests-Content-Preparation-for-Teachers/Science-Test-Specifications-and-Resources/sciencetesthandout.pdf.aspx

http://codes.ohio.gov/oac/3301-16-07

http://codes.ohio.gov/orc/3313.618




federal testing requirements. CCP students may use their course grade and AP/IB students may use their test scores OR the biology end-of-course test score to earn graduation points, whichever is higher. A student completing a CCP course in American history or American government will not need to sit for the end-of-course tests in the subject area and may earn graduation points based on the letter grade in the course.

• There are no CCP/AP/IB substitutions for mathematics or English language arts. Students may use math and English language arts CCP/AP/IB courses to satisfy the graduation curriculum requirements. But schools must administer the end-of-course tests to students to earn graduation points.

Table 1

AP and IB Crosswalk to Graduation Points

Advanced Placement International Baccalaureate Graduation Points

4 or 5 6 or 7 5

3 4 or 5 4

2 2 or 3 3

Not applicable Not applicable 2

1 1 1

Table 2

OBOB College Credit Plus Course Grade (Social Studies and Science substitute courses) Ohio Graduation Points

A or B 5

C 4

D 3

Not applicable 2

Not applicable 1

F – Fail or drop the course 0

Graduation points for course grades prior to July 1, 2015 (must satisfy the following):

• The student is in the Graduating Classes of 2018 and beyond. (Not applicable to students choosing the new OGT options.)

• The student received credit on her/his transcript for a course taken prior to July 1, 2015. • The student will receive graduation points based on the course grade. Table 3 contains the conversion

chart used to determine the number of graduation points a student will receive based on the grade the student receives for high school courses prior to end-of-course tests being available. (Not applicable to students choosing the new OGT options.)

• A state end-of-course test was not available at the time the student was enrolled in the course. Table 4 contains the dates when the end-of-course tests were first available.


Table 3

High School Grade Ohio Graduation Points

A 5

B 4

C Earned Credit or Passed Course 3

D 2

Not applicable 1

Table 4

End of Course Tests First Available

Fall 2014 Spring 2015 Fall 2015

Algebra I Physical Science Biology

Geometry American History

English Language Arts I American Government

English Language Arts II Integrated Math I & II

Administration of State Tests – General Areas The information in this chapter applies to all of Ohio’s State Tests except where noted. Information that applies only to the Ohio Graduation Tests (OGT) is in the OGT chapter which is located at the end of the Rules Book.

State Policy Policy Public school districts and community schools (called “charter schools” in other states) are required by law to administer all the state tests to all students enrolled in each designated grade. This includes any retained students (repeating a grade level) who are enrolled in grades 3-8 and who previously may have passed an elementary state test. However, this does not apply to any students retained in grades 10-12 who previously have passed any OGT; such high school students would not retake any OGT or AASCD (or the previous alternate assessment) they already passed. Students may retake the end-of-course tests to obtain a higher point towards the total required for graduation. Students having an IEP or a 504 Plan shall take the general state tests either with or without allowable accommodations. Students with significant cognitive disabilities may take an alternate assessment, if they qualify, and if it is specified in writing in their IEPs. Students enrolled in ninth grade before July 1, 2014 in chartered nonpublic high schools or chartered nonpublic high school receiving scholarships must be administered the OGT. Schools must account for and report any student who did not take a state test. More information about how student scores are entered in the Education Management Information System (EMIS) is in the EMIS Manual.

https://education.ohio.gov/getattachment/Topics/Testing/Ohio-English-Language-Proficiency-Assessment-OELPA/Ohios-Alternate-Assessment-for-Students-with-Sign/AAParticipationCompanion_Final.pdf.aspx

http://education.ohio.gov/Topics/Data/EMIS/EMIS-Documentation/Current-EMIS-Manual


District Policies/Procedures Each school district, community school and chartered nonpublic school shall adopt written policies and procedures that deal with all the following:

• Participation of students with disabilities, pursuant to OAC 3301-13-03 for public schools and OAC3301-13-10 for chartered nonpublic schools.

• Testing of accelerated students.• Test security, pursuant to OAC 3301-13-05.• Access to individual students’ state test results, in accordance with ORC 3319.321, “Confidentiality of

student information; law enforcement and military recruitment use.”Each school is responsible, immediately upon request by an official of a new school, the record of a student’s state testing results as well as other student records when that student enrolls in the new school. The school last attended shall provide to the new school these documents:

• All records of the student’s current state test status as specified by OAC 3301-13-01(H). Please reviewthe chart listing what information shall be maintained in the student records and what needs to be onthe student transcript;

• Grade promotion and retention issues, including non-promotion of students having more than 10percent truancy and failing two or more required course subject areas, e.g., English and history; and

• Intervention services, including procedures for using diagnostic tests, a plan for the design ofclassroom-based intervention services, procedures for the regular collection of student performancedata, as well as procedures for using student performance data to evaluate the effectiveness ofintervention services.

Procedural issues that are addressed at the local level, not at the state level, include but are not limited to:

• whether to allow students who have not passed the required graduation tests to participate in thegraduation ceremony with their classmates; and

• how to respond to parents who refuse to permit their child to take a state test.

Foreign Diploma Ohio law does not directly address the circumstances concerning a school district’s decision whether to enroll a student who has a foreign diploma. If the school district believes that the diploma is equivalent to an Ohio high school diploma, then the school district need not enroll the student. If the school district determines that the student has not fulfilled the equivalent requirements to receive an Ohio high school diploma, the school is permitted to enroll the student. The evaluation of the credentials presented and the decision as to whether to enroll a student is a decision made by the local school district.

Foreign Exchange for the End-of-Course Tests All enrolled foreign exchange students must take the same state tests as any peer in their group would take. Any person to whom all of the following apply shall be exempted from attaining the applicable score on the test in social studies designated under any American history end-of-course test and any American government end-of-course test required under division (B) of section 3301.0712 of the Revised Code if such an exemption is prescribed by rule of the state board under division (D) (3) of section 3301.0712 of the Revised Code:

• The person is not a citizen of the United States;• The person is not a permanent resident of the United States; and• The person indicates no intention to reside in the United States after the completion of high school.

Home Education or Home School The language for a home-educated or home-schooled student is being discussed. The language will be posted on the Change/Update page when ready.

http://codes.ohio.gov/oac/3301-13-03v1








Home Instruction (except KRA – KRA section) Home instruction refers to a student who is enrolled in a district but who is temporarily receiving instructional services at home, often for health reasons. Any student receiving home instruction is required to take the tests although the instruction is in the home. Administration of tests to home instruction students must follow the same rules and procedures as applied in the district, although the setting would not have to be in the school. The test may be administered in a student’s home if it is administered by a test administrator who meets the criteria (employee of the district and holds a license, certificate or permit issued by the Department) and that all security procedures are properly followed.

Information Retrieval Number (IRN) Each Ohio district and school building obtains its own unique IRN, or information retrieval number, from the Department. For many students, the attending district and school IRNs are the same as the home district and school IRNs. However, for students receiving services outside their home district (their district of residence), the attending and home IRNs may be different. Ohio uses district and school IRNs during testing to identify which entities will receive student scores and paper reports. The Department’s student pre-identification layout for Ohio’s State Tests contains four IRN fields: attending district IRN, attending school IRN, home district IRN and home school IRN. For Ohio’s State Tests, attending districts and home districts, if identified in a student’s Pre-ID record, will have access to student scores in the Online Reporting System. Attending districts will receive paper reports; student score report labels are available upon request. Home districts will receive student score report labels upon request.

District of Residence – or Home District

The city (municipal), local or exempted village school district in which the parent(s) is a resident, if residing in-state.

District of Service – or Attending District

The district providing instruction to a student who is not a resident of the district.

Service Provider An entity without an IRN that is providing instruction to a student outside of the student’s home district.

If your district has students who are placed outside the district of residence by a third party, such as a court placement to a juvenile detention center or foster care, please confer with your EMIS coordinator. In these specific situations, the district of residence may no longer be responsible for the education, and therefore testing, of the student. Parent Review of Test General procedures for online and paper tests:

• Parent needs to submit in writing he/she wants to review their child’s test. This note should include the student’s name, where the child is enrolled and what test they would like to review (ex., fall 2018 grade 3 ELA).

• District/school needs to send a letter on district letterhead stating student is enrolled in their district, participated in a specific test administration including mode (online/paper), include student SSID, confirm parents’ names, district’s IRN and the school’s IRN. These can be scanned and emailed.

• Parents will come to the Department to review the tests. • Parents sign non-disclosure agreements. • Parents may take notes that are general and not item-specific; the notes will be reviewed at the end of

the review.

Purpose of State Test Results The test scores that students obtain on state tests are used for a variety of purposes. In the year following the school year in which tests were administered, public schools must provide intervention services to all students who failed to demonstrate at least a score at the proficient level on any state test given in the spring of the prior year.


The Department uses the results of state tests to evaluate school effectiveness and to report state accountability to the federal government. Local Report Cards (LRCs) produced annually by the Department use state test performance as well as graduation and attendance rates, to determine whether a district or school is rated by letter grade.

State Student Identifier (SSID) Use of the SSID is required for all of Ohio’s state tests in public schools. SSID is an optional field for nonpublic schools; the SSID is required for those students enrolled in chartered nonpublic schools who receive the EdChoice, Cleveland Voucher and Jon Peterson Scholarships. Students who attend chartered nonpublic schools and do not receive a scholarship are required to have a student ID to participate in state testing. Due to the confidentiality of the SSID, districts shall have policies and procedures in place for schools to obtain a SSID, if needed, to complete the demographic page. Comprehensive information about the SSID may be found on the Department website. Information is available on the student ID for home-education students who take the state tests.

State Test Development All test questions and related materials are written or selected per specifications approved by committees of Ohio parents, community members, classroom teachers and other school personnel. Questions are then field tested in Ohio schools. Ohio educators, serving as subject matter specialists on a content committee for each test area at each grade level tested, examine all questions prior to field testing. In addition, a Fairness and Sensitivity Review Committee examines and approves test questions before field testing and analyzes the results after field testing. Members of this committee are selected to represent the cultural diversity within the state and are trained to scrutinize all test materials for issues that could adversely affect one group as compared to another. Only reviewed, field-tested and approved questions count toward a student’s score on any of the state tests or the practice tests.

State Test Information/Student’s Record The following chart shows what state test information must be documented in either the student record or the transcript for each test that is part of the state assessment system in accordance with OAC 3301-13-02(M).

State Test Information to be Documented

Requirement Student Record

Student Data Verification Code (SSID) X

Tests Required or Not Required X

Tests Taken or Not Taken (each administration period) X

Test Score Received X

Attainment of Designated Level of Performance X

Grade 3 Reading Test – Higher Grade 3 Reading Score X

Student Participation – Opt Out There is no law that allows a parent or student to opt out of participating in state tests, and there is no state procedure or form for nonparticipation. If a parent prohibits a child from participating in certain state tests, there may be consequences for the child, the child’s teacher and the district, including consequences on the Ohio School Report Cards. To help parents make informed decisions, districts should provide in writing the possible consequences of failing to test, as well as information about other district consequences. Districts are not required to — but may want to — request that a parent place in writing a decision not to participate to provide a record of why the student was not tested. Please review the document on student participation in testing.

http://education.ohio.gov/Topics/Data/Report-Card-Resources

http://education.ohio.gov/Topics/Data/EMIS/EMIS-Documentation/Statewide-Student-Identifier

http://education.ohio.gov/Topics/Testing/Testing-Forms-Rules-and-Committees/Documents-and-Forms


https://education.ohio.gov/getattachment/Topics/Testing/Sections/Resources/Student-participation.pdf.aspx


Students Enrolled in Internet-Based Schools Students enrolled in Internet-based schools, or e-schools, are required to take all statewide tests. Therefore, e-schools are responsible for the following tasks:

• pre-identifying the student for both online and paper tests; • ordering materials for paper testers; • downloading the Secure Browser for online testers; • administering the test whether online or paper; • returning test materials for paper testers; and • shredding test materials (scrap paper, used reference sheets, etc.) for both online and paper tests. • Ohio law requires Internet-based community schools to provide testing locations within 50 miles of the

residence of each enrolled student ORC 3314.25.

Use of Public Released Tests Anyone can download and print the released tests but they should be used only in educationally sound ways. Sharing released tests with students, teachers or parents is permissible. One caution: at all grades, tests contain copyrighted materials. These materials are protected by copyright laws and may be used for non-profit educational use only. Any agency, group or person that wishes to use the Ohio released tests must contact the Office of Assessment for permission. If any cost, directly or indirectly, is involved with the event or purpose to which the released tests will be used, permission will not be granted.

Standards for the Ethical Use of Tests - OAC 3301-7-01 (A) These standards of ethical assessment practice shall be used in determining whether or not a practice

related to assessment is consistent with the principles of performing one's duties with honesty, integrity, due care, and fairness to all and ensuring the integrity of the assessment process and the reliability and validity of any inference made from any result of an assessment. Except as otherwise specified, the following definitions shall be used in this rule: (1) “Assessment” shall include secure and non-secure standardized achievement tests,

the Ohio graduation tests, state proficiency tests, the English language proficiency test, diagnostic tests as required by section 3301.0715 of the Revised Code, and secure alternate measurement instruments provided by the department of education. Assessment shall also include district and school standardized assessment including norm referenced tests. Assessment shall include the test instrument itself and any part of the process of assessing or testing a student;

(2) “Participating school” shall mean any city, exempted village, local, cooperative education, or joint vocational school districts any community or any chartered nonpublic school which participates in assessment; the state school for the blind; the state school for the deaf; or any school operated by the departments of youth services or rehabilitation and corrections; or any entity that tests its students with the state tests;

(3) “Appropriate staff” shall include any designated certificated or non-certificated employee of a participating school who has direct access to an assessment or participates in any activity related to preparing a student for an assessment, administering or scoring an assessment, and/or interpreting or using any result of an assessment;

(4) “Secure assessment” shall include any assessment, whether state or national, that is administered to the entire or a portion of the entire state student population and/or that is provided by the state, the results of which are included in Ohio's accountability system, are included as part of a student's course, are part of the pre-college admission process, or are required by state and/or federal law. Secure tests shall be treated as secure materials until released by the test developer and/or the department of education. They do not include any diagnostic assessment required to be administered pursuant to section 3301.0715 of the Revised Code, any practice Ohio graduation test required to be prescribed by the state board of education pursuant to section 3301.0710 of the Revised Code, any practice achievement assessment, or any assessment that already has been released to the public by the test developer or by the department of education as a public record following the school year that the assessment actually was administered; and







(5) “State tests” means any assessment that is provided by the department of education for use in all participating schools in the state.

(B) Each participating school and district shall ensure that all appropriate staff have knowledge of these standards of ethical assessment practice and shall monitor the practices of all appropriate staff to ensure compliance with these standards. Each participating schools and district's duties shall include, but not be limited to, the following:

(1) Communicate in writing to all appropriate staff at least once annually the standards defining what is an unethical and/or inappropriate practice that are contained in paragraphs (C) through (E) of this rule as well as any additional standards of ethical assessment practice adopted by a participating school and district;

(2) Clearly define and communicate in writing at least once annually to all appropriate staff how the standards shall be monitored and what sanctions shall apply for any violations of the standards and under what circumstances such sanctions will apply;

(3) Clearly define and communicate to all appropriate staff prior to each assessment the purpose(s) for each assessment;

(4) Clearly define and communicate in writing to all appropriate staff at least once annually all security procedures established by a participating school for each type of secure assessment identified in paragraph (A) of this rule, which shall include, but not be limited to, the test security provisions required by rule 3301-13-05 of the Administrative Code;

(5) Provide any other information and training as may be necessary to ensure that all appropriate staff have the knowledge and skills necessary to make ethical decisions related to preparing students for an assessment, administering and/or scoring an assessment, and/or interpreting and/or using any result of an assessment;

(6) Establish written procedures for reviewing what materials and practices shall be used in a participating school to prepare students for an assessment, and clearly communicate in writing these procedures, materials, and practices at least once annually to all appropriate staff;

(7) Periodically review materials and practices related to preparing students for an assessment, administering and/or scoring an assessment, and/or interpreting and/or using any result of an assessment in order to ensure that the materials and practices are up-to-date, and clearly communicate in writing any additions or changes at least once annually to all appropriate staff;

(8) Provide channels of communication that allow teachers, other educators, students, parents, and/or other members of the community to voice any concern about any practice they consider unethical and/or inappropriate; and

(9) Establish written procedures for investigating any complaint, allegation, and/or concern about an unethical and/or inappropriate practice, ensuring protection of the rights of an individual, the integrity of an assessment, and any result of an assessment.

(C) In monitoring practices related to preparing students for a state-wide assessment, each participating school shall use, but not be limited to, the following standards that define the types of practices that are unethical and/or inappropriate: (1) Any preparation activity that undermines the reliability and/or validity of an inference made from any

result of an assessment; (2) Any preparation practice that results solely in raising scores or performance levels on a specific

assessment without simultaneously increasing a student's achievement level as measured by other tasks and/or tests designed to assess the same content domain;

(3) Any practice involving the reproduction of any secure assessment materials, through any medium, for use in preparing a student for an assessment;

(4) Any preparation activity that includes a question, task, graph, chart, passage, or other material included in an assessment, and/or material that is a paraphrase or highly similar in content to what is in an assessment;

(5) Preparation for an assessment that focuses primarily on the assessment, including its format, rather than on the objectives being assessed;

(6) Any preparation practice that does not comply with, or has the appearance of not complying with any statutory and/or regulatory provision related to security of an assessment; and



(7) Any practice that supports or assists others in conducting unethical or inappropriate preparation activities.

(D) Except as specifically permitted by written instructions provided by the developer of an assessment, by the department of education, or by Chapter 3301-13 of the Administrative Code pertaining to accommodations and/or alternate assessment, each participating school shall use, but not be limited to, the following standards that define the types of practices related to administering and/or scoring tests that are unethical and/or inappropriate: (1) Any assessment used for purposes other than that for which it was intended; (2) Any practice that results in a potential conflict of interest or one that exerts undue influence on a

person administering and/or scoring an assessment, either making or appearing to make an assessment process unfair to some examinees;

(3) Except for accommodations and/or alternate tests expressly permitted under Chapter 3301-13 of the Administrative Code, any change in procedures for administering and/or scoring an assessment that results in a nonstandard condition for one or more students;

(4) Any practice that allows a person without sufficient and appropriate knowledge, skills, and/or training to administer and/or score an assessment;

(5) Any administration and/or scoring practice that may produce a result contaminated by a factor not relevant to the purpose(s) of an assessment;

(6) Any practice of excluding one or more students from an assessment solely because a student has not performed well, or may not perform well, on the assessment and/or because the aggregate performance of a group may be affected;

(7) Any practice immediately preceding and/or during an assessment including, but not limited to, the use a gesture, facial expression, body language, language, or any other action and/or sound that may guide a students' response;

(8) Except for the directions for administration as prescribed by the test developer and/or by the department of education, any practice such as providing to a student, immediately preceding and/or during administration of an assessment, any definition and/or clarification of the meaning of a word or term contained in an assessment;

(9) Any practice that corrects or alters any student's response to an assessment either during and/or following the administration and/or scoring of an assessment; and

(10) Any practice that supports or assists any person in unethical and/or inappropriate practices during administration and/or scoring of an assessment.

(E) In monitoring practices related to interpreting and/or using any result of an assessment, each participating school shall use, but not be limited to, the following standards that define the types of practices that are unethical and/or inappropriate: (1) Providing interpretations of and/or using any result of an assessment in a manner and/or for a purpose

that was not intended; (2) Making false, misleading, or inappropriate statements and/or unsubstantiated claims that may lead to

false and/or misleading conclusions about any result of an assessment; (3) Any practice that permits appropriate staff without the necessary knowledge and skills to interpret

and/or use any result of an assessment; (4) Any practice that violates, or places at risk, the confidentiality of personally identifiable information

pursuant to section 3319.321 of the ORC; (5) Any practice that provides an interpretation or suggests a use of any result of an assessment without

due consideration of the purpose(s) for the assessment, the limitations of the assessment, an examinee's characteristics, any irregularities in administering and/or scoring the assessment, and/or other factors that may affect any result; and

(6) Any practice that supports or leads any person to interpret and/or use any result of an assessment in unethical and/or inappropriate ways.

(F) Each participating school shall cooperate with the state board of education in conducting an investigation of any alleged unethical and/or inappropriate assessment practice as defined in this rule.

http://codes.ohio.gov/oac/3301-13



Procedures/Requirements/Test Situations Conflict School Calendar – Modified Testing Schedule The modified test schedule is available only for the English language arts tests. Districts should submit a request for a modified testing schedule for the spring 2018 administration testing window using the Modified Testing Schedule Request Form for OST.

Closed Due to Snow/Emergency State Tests If a school or district closes or must be evacuated due to weather or another emergency during regularly scheduled testing, please use the make-up testing times built into the district testing window. Call the Office of Assessment at (614) 466-1317 for further guidance if needed.

Hospitalized Students and Medical Waivers The U.S. Department of Education (USDOE) recognizes that there are circumstances when it is not possible for the entire student body to participate in testing. For this reason, USDOE allows states to exclude, for accountability purposes, students who “…cannot be assessed at any time during the testing window due to a significant medical emergency (e.g. a student is hospitalized due to an accident).” To calculate the participation rate, a student experiencing such a significant medical emergency is eligible for a participation waiver. Since a significant medical emergency is not foreseeable, medical waivers are, by nature, requested and evaluated annually. USDOE allows states to define those circumstances that represent a significant medical emergency. Ohio considers a significant medical emergency that occurs immediately preceding or during the testing and make-up window as a circumstance that interferes with a student participating in testing, and for which no alternate arrangements can be made to assess the student. It is important to differentiate between a “medical emergency” as described above and a “medical condition.” A “medical condition” is a situation in which a student has an ongoing illness. For a student with an ongoing medical condition, a school and/or district is still obligated to educate and appropriately test the student – whether it be pursuant to an individualized education program or a Section 504 Plan. The determination to place a student on an individualized education program or a Section 504 Plan due to illness or medical conditions does not exempt the student from participating in statewide tests and such a student is subject to the same requirements to obtain a medical waiver as any other student. Requests for medical waivers must be submitted to the Office of Accountability for review and approval. Please contact the Office of Accountability at (614) 466-5853 with questions to determine if the submission of a request for a medical waiver is appropriate. Please note: If a district’s request for a medical waiver is approved, the Office of Accountability will report the student with a “Score not Reported” element of “M” (for medical emergency) in EMIS. Districts are no longer allowed to input that element themselves as a reason. If not approved, they will be notified, and must utilize another element for “Score not reported”

Operational Tests, Field Tests, Practice Tests and Released Tests An operational test is administered to all students in Ohio and is scored to determine grade-level performance. A student’s score is the result of the student’s performance on the questions within the operational test. Operational tests are secure and should be handled as such by school and district personnel while schools and districts are preparing for testing, during testing and after testing until materials are returned to the scoring contractor. Field tests are administered to a representative sample of Ohio students to gather information about the appropriateness of potential test questions that may be included in future operational tests. Prior to the first operational administration of a test, questions are field tested in an independent test setting. A representative sample of Ohio schools is selected to be part of the field test. Once tests become operational, the Department typically includes 5 or 6 additional trial questions within each operational test. Performance on field-test questions is not used in determining a student’s achievement level. Field-test questions are secure, just as the operational tests are secure.

https://www.surveymonkey.com/r/PZ7DXPC

https://www.surveymonkey.com/r/PZ7DXPC


A practice test is produced and made available online by the Department to schools, students and parents prior to the first administration of an operational test form at a given grade level. The practice test provides an opportunity for students, teachers and parents to understand the types of questions that might be included on an operational test. Questions on the practice tests have successfully completed the development process. Practice tests for each grade level test are available online and paper format on the portal. Practice tests are not secure and may be photocopied for local use. Practice tests can no longer be ordered through the Test Information Distribution Engine (TIDE). Please check the Rules Book chapter for the specific test for the location of the practice tests. Large-print and Braille versions of the practice tests are available for the grades 3-8, end-of-course, OGT and OELPA. Practice tests for the AASCD are available on the alternate assessment portal. A released test (or partially released test) is any operational test or test questions that the Department has released as a public record following the school year in which it was administered. Ohio’s State Tests are the only tests that are released.

Paper Format Please refer to Supplemental Instructions for Paper Testing for instructions on the paper format.

Performance Level Cut Scores The State Board of Education adopted performance standards for Ohio’s state tests. These standards were recommended by stakeholder committees participating in the standard setting process.

Practice Tests and Blueprints Practice tests for the English language arts, mathematics, science and social studies tests are available. The online practice items give students the opportunity to navigate through the online testing system, use the available tools and features, and familiarize themselves with the testing experience. Answers are provided as each question is completed; however, a total score for the practice test is not given. Answer keys are provided in the Student Practices folder under each subject area. English language arts, mathematics, science and social studies blueprints for tests are available under General Resources.

Prepare the Room For all test administrations, the room should be free of “clues” that would aid the student in taking the test. Test administrators should allow at least 20-30 minutes to prepare for the test administration. For paper testers, the preparation includes the time needed to prepare the testing room, distribute materials to students and read the scripted directions for starting the administrations. For online testers, test administrators need to prepare the testing room, establish test sessions, read scripted directions, assist students with signing into the test and approve students to test.

Public Release of Tests Item Release Scoring Guides for Ohio’s State Tests in English language arts, mathematics, science and social studies are available under Resources on the portal. This partial release of items from the spring gives educators insight into the kinds of questions students experienced, and they are useful tools that inform classroom instruction. Both teachers and parents may use the released items to help students know what to expect on future state tests. The scoring guides include the Ohio Learning Standard associated with each test item, the scoring rubrics and the item annotations. They also show examples of student responses to illustrate actual work and the corresponding points earned. Practice tests for the end-of-course exams and grade 3 - 8 are available on the portal. The OGT are no longer released.

https://oh.portal.airast.org/resources/student-practice-resources/

https://oh.portal.airast.org/resources/administration-manuals-and-guidance-documents/

https://oh.portal.airast.org/resources/reporting-resources/


https://oh.portal.airast.org/resources/general-resources/

https://oh.portal.airast.org/resources/english-language-arts-spr/



Rescores and Verifications Please review the Rescores and Verifications Guidance document for information and instructions.

Retaking End-of-Course Tests Regardless of the students’ previous scores, a student may retake any end-of-course test prescribed under division (B)(2) of section 3301.0712 of the ORC during the student's academic career at a time designated by the Department. If, for any reason, a student does not take an end-of-course test on the scheduled administration date, the Department shall make available to the student the test for which the student was absent, or a substantially similar examination as determined by the Department, so that the student may take the test or a substantially similar examination later in the student's academic career ORC 3301.0728.

Scoring Grades 3-8 and End-of-Course Tests There are machine-scored and human-scored items. The scoring contractor for the Grades 3-8 and end-of-course tests is Data Recognition Corporation (DRC). All extended writing responses will be worth 10 points. Grades 3-5 will continue to have one extended writing response, and grades 6 through English Language Arts II will have two extended writing responses. State tests will offer partial credit for particular item types.

Shrink-Wrap Packages Packets of state tests will be serial numbered and wrapped in sealed packages. District and school personnel may open the shrink-wrapped packages no more than two days prior to testing. These individuals must be an employee of the district and hold a certificate, permit or license issued by the Department. Only those staff identified by the district as authorized should process the tests which may include receiving the shrink-wrap packages from the vendor, distributing the shrink-wrap packages to the building/classroom, distributing the shrink-wrap test booklets and answer documents to the test administrators. The authorized individuals identified by the district may include test coordinators, test administrators, monitors, human readers and translators. Test coordinators, monitors and test administrators may not discuss test questions with anyone before, during or after the testing period. Unauthorized persons may not see the tests nor may they take the tests. Coordinators are required to account for and return all secure used and unused materials. All state tests remain secure even if they are unused.

Special Version Format Braille and large-print formats are available for the state tests. The districts are required to order the special versions for students requiring specific accommodations. For students using these special versions of the state tests, their responses are required to be transcribed into a scannable test booklet or answer document to be scored. Transcription guidelines are given in Ohio’s Accessibility Manual.

Student Becomes Ill When a student becomes ill, leaves for a doctor appointment or is otherwise unable to complete a test due to circumstances beyond the control of the student, the district has the option to allow the test to be scored as is (partially completed), invalidate the test or allow the student to continue the test when the student returns during the test administration window. If the district decides to allow the student to complete the test when the student returns, the test administrator should collect the student’s test materials and note how much of the designated time has elapsed. The student should then complete the test during the makeup test administration period, if possible, using the remaining time not to exceed a total testing time. Students should be allowed to continue online or in the test booklet from where they left off, but they must not be allowed to go back to questions that had been completed prior to the interruption. If a student becomes ill and is unable to continue testing on the scheduled test day, it is the administrator’s responsibility to collect the student’s test materials and note how much of the testing time has elapsed. The student should then complete the test on another day during the test window, using the remaining time, not to exceed the established total testing time. The student may not go back over questions already answered. It is the test administrator’s responsibility to ensure that the student does not do so.

https://oh.portal.airast.org/resources/tide-support-documents-osr/



http://education.ohio.gov/Topics/Testing/Accommodations-on-State-Assessments


Students Who Finish Early It is likely that some students will complete the tests sooner than others. The options regarding how to deal with students who finish early fall into two broad categories: keeping students in the examination room until an established time or permitting students to leave the examination room on a periodic or continuing basis. Some options within each category are listed in this section. In deciding which option is preferable, consideration should be given to several factors, including maintaining test security, the size of the group tested, school policy or procedures regarding student movement in the building, the capability of monitoring student movement and concern for the needs of individual students. While elementary and secondary schools may deal with this issue in different ways, all schools must maintain security procedures during the entire testing time. If students are permitted to leave the testing room, there are at least two alternatives: periodic dismissal (e.g., after forty-five minutes or after one hour) and continuous dismissal (i.e., each student leaves after completing the test). However, it is important that the test administrator ensure that test security is maintained (including the collection of all completed test materials) and minimize the distractions for students who have not completed the test. For either alternative, procedures (including test security measures) shall be explained clearly to everyone prior to test administration, including where students can go (e.g., to the library or the cafeteria) when dismissed from a testing room. Once a student’s material has been submitted and the student has been dismissed, no student may be allowed to return to the examination room or to have any test materials returned to her/him. Prior to testing, coordinated arrangements need to have been made by the test administrator with the building test coordinator for the immediate collection and secure storage of all materials (completed and uncompleted answer booklets or tests) from every testing room after testing is completed. Plans also need to be made for providing additional testing time to those few students who may not have completed the test during the allotted time or to students with extended time allowed as an accommodation.

Test Administrator Criteria Schools are responsible for administering state tests. All state tests are required to be administered by qualified test administrators. Test administrators must be employees of the school district and hold a license/certificate/permit issued by the Department per OAC 3301-13-02 (J)(4). Please see the KRA and AASCD sections for additional requirements for the test administrator. Substitute teachers may serve as a test administrator if the district defines the substitute teacher as a district employee. Teaching assistants or other staff members may be assigned as the test administrator if they meet the criteria. Students and student teachers may not serve as test administrators. An individual contracted through an educational service center may be a test administrator. If a district contracts with a service provider, the employees of that service provider are de facto employees of the district. All testing groups must have at least one test administrator in the room at all times and meet the ratio of one test administrator per thirty students. School districts are required to appoint district and building test coordinators. Test coordinators are responsible for ensuring that all test administrators and monitors are thoroughly trained and that all policies, procedures and schedules are followed. Test administrator criteria for commercial tests used for a state program is determined by the requirements set up by the test vendor and agreed upon by the Department. For example, the test administrator criteria for the ACT and SAT is not the criteria required for the state tests but is determined by ACT and SAT.

Test Administrator and Group Size Monitors/proctors will assist test administrators for groups greater than 30 students to one test administrator. Monitors/proctors do not have to be school personnel who hold a license/certificate/permit issued by the Department; other responsible adults may be monitors if necessary. Student teachers may be monitors. It is not recommended to use parents as monitors, and parents or other relatives may never monitor their own child. An exception to the rule is a parent who is also a teacher and has her/his child as a student. In this situation, the parent/teacher can serve as the test administrator. However, it is recommended that the test not


be administered by the parent/teacher to her/his own child if district policy allows for other arrangements to be made.

Test Administrator and Accommodation Policy Test administrators may provide testing accommodations for those tests that allow accommodations. If a person who does not meet the test administrator criteria (i.e. employee of the district who holds a license/certificate/permit issued by the Department) is providing an accommodation, then that person must be under the direct supervision of the test administrator who meets the licensing/certification/permit criteria. Unless also a qualified test administrator, any person providing an accommodation must be an adult non-relative of the student. Students may not serve as scribes for other students.

Test Mode Ohio’s State Tests are online tests for all students, with some exceptions. The expectation is that all districts and schools will schedule time and provide technology appropriate for their local situations. The following are situations where districts may be eligible for paper testing:

• A district with students who will require the use of paper test forms as an accommodation documented in an IEP or 504 Plan, or due to a student’s religious beliefs; or

• A district that lacks the required technology infrastructure to test all students online, including districts that:

o are new to state testing and verify a lack of technology to test all students online; or o experience a change in the district’s technology system that impacts capacity to test all students

online. Districts or schools with the above situations involving the limitation of technology should contact the Department at [email protected] to start the process of determining eligibility for an exception to online testing.

Test Window Administration Test Window by Grade Level Tests

Fall Spring Summer (Optional) Grade 3 ELA

High School end-of course tests

Grades 3-8 High School end-of

course tests

Grade 3 ELA High School end-of course

tests

The dates a district selects within the state’s testing windows apply for all schools within a district. For fall administrations, districts will choose five consecutive school days for grade 3 English language arts, and 15 consecutive school days for high school end-of-course tests. For spring administrations, districts will choose 15 consecutive school days for English language arts, and 15 consecutive school days for mathematics, science, and social studies tests. For summer administrations, there is a set five-day window for grade 3 English language arts, and a set 10-day window for high school end-of-course tests. Note: Districts are to select consecutive school days (days when school is in session). There are not separate windows for paper and online testing.

Testing Session Interrupted Procedures to follow in the event of an interruption depend on the nature of the interruption. For example, in the case of a fire alarm or bomb threat, the safety of students and test administrators is of utmost importance. Under no circumstances should students be permitted to leave the room with test booklets or answer documents. If possible, the test administrator should collect all test materials and keep them secure for the duration of the interruption. The test administrator should also note how much of the designated time has elapsed. If the interruption was for a short duration (up to a half hour) and the students were supervised during



the entire interruption, the testing session should be resumed as soon as possible during the same day. Students should be allowed whatever time remains of the testing session. If the interruption was longer than a half hour and/or the students were not supervised, the breach form should be used.

Testing Time Districts have flexibility to give an entire test on one day. Or districts may choose to give a test in two parts on two separate days. Fall Administration Test time – Grade 3 and High School Tests

Test Part 1 Part 2 Total Parts 1 & 2 Grade 3 English Language Arts 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Algebra I 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Geometry 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Integrated Mathematics I 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Integrated Mathematics II 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) *English Language Arts I 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.) *English Language Arts II 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.) American History 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) American Government 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Biology 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Physical Science 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.)

Spring Grades 3-8 Administrations

Test Part 1 Part 2 Total Parts 1 & 2 Grade 3 English Language Arts 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Grade 3 Mathematics 75 min (1.5 hrs.) 75 min (1.5 hrs.) 150 min (2.5 hrs.) Grade 4 English Language Arts 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Grade 4 Mathematics 75 min (1.5 hrs.) 75 min (1.5 hrs.) 150 min (2.5 hrs.) Grade 5 English Language Arts 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Grade 5 Mathematics 75 min (1.5 hrs.) 75 min (1.5 hrs.) 150 min (2.5 hrs.) Grade 5 Science 75 min (1.5 hrs.) 75 min (1.5 hrs.) 150 min (2.5 hrs.)

Grade 6 English Language Arts 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.)

Grade 6 Mathematics 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.)

*Grade 7 English Language Arts 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.)

Grade 7 Mathematics 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.)

*Grade 8 English Language Arts 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.)

Grade 8 Mathematics 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Grade 8 Science 75 min (1.5 hrs.) 75 min (1.5 hrs.) 150 min (2.5 hrs.)


Spring High School End-of-Course Administrations

Test Part 1 Part 2 Total Parts 1 & 2 Algebra I 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Geometry 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Integrated Mathematics I 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Integrated Mathematics II 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) *English Language Arts I 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.) *English Language Arts II 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.) American History 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) American Government 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Biology 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Physical Science 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.)

Summer Administrations

Test Part 1 Part 2 Total Parts 1 & 2 Grade 3 English Language Arts 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Algebra I 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Geometry 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Integrated Mathematics I 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Integrated Mathematics II 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) *English Language Arts I 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.) *English Language Arts II 105 min (1 hr. 45 min) 105 min (1 hr. 45 min) 210 min (3.5 hrs.) American History 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) American Government 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Biology 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.) Physical Science 90 min (1.5 hrs.) 90 min (1.5 hrs.) 180 min (3 hrs.)

*English Language Arts tests (grades 6-8, ELA I and ELA II) will have two writing prompts as described in the Ohio Blueprint. Students need adequate time to organize and support their responses with facts from the reading passages. The testing time noted above for these ELA tests are divided into two sessions of 1 hour and 45 minutes each. Students needing additional time to complete the test may be allowed, at each district’s discretion, 30 additional minutes (15 minutes per session for a total of two hours per session). Not all students will need this additional time and, in some sessions, no students will need this time. Schools also should provide students with disabilities additional time as needed, per their individualized education programs. Tools Districts may provide students with compasses, protractors, rulers, and/or angled rulers for testing. These materials are not required for testing; however, students may want to use them on the test if they are already familiar with them from their instruction. The calculator policy is in the Test Administration Manual.

Transfer Student Record to Another School/District Whenever a student who has taken any Ohio state test in one school leaves that school to enroll in another school in the same or in a different school district, the school last attended shall provide, immediately upon request by a school official at the new school, all applicable student records including all state test information and the SSID (as stated in the chart above) for that student to the requesting school/district. These records may not be withheld for any reason per OAC 3301-13-02 (N).

https://oh.portal.airast.org/resources/administration-manuals-and-guidance-documents/



Scoring and Reporting Family Score Report The Family Score Report, designed to assist students and families in interpreting test results, is the only printed report distributed to districts. It is the district’s responsibility to distribute these reports to the families in a timely manner. The report indicates how students performed on all tests taken. Please review the Interpretive Guide for information regarding the results of the state tests.

Scoring Process Through a competitive bidding process, the Department selects a national company to serve as the test contractor; the test contractor generally subcontracts with a scoring contractor. The test items are machine-scored and hand-scored. After each test administration, scannable test booklets or scannable answer documents are returned to the designated scoring contractor. Tests are scored, and student results are reported with no direct cost to the schools or the students. Districts are responsible for keeping records of individual student performance from year to year. Score results will be made available to districts and schools through an online system.

Chartered Nonpublic Schools A Chartered Nonpublic school is a private school that holds a valid charter issued by the state board of education and maintains compliance with the Operating Standards for Ohio's Schools (Ohio Administrative Code 3301-35-12). Please review the information on chartered nonpublic schools and state testing. A chartered nonpublic school graduation FAQ is available.

Chartered Nonpublic Student Identifiers for State Tests Students who attend chartered nonpublic schools and do not have a Statewide Student Identifier (SSID) must enter a student ID to participate in the following state tests: Ohio’s State Tests, Alternate Assessment for Students with Significant Cognitive Disabilities, Ohio’s English Language Proficiency Screener and Ohio’s English Language Proficiency Assessment. Please review the process to assign the SSID for students enrolled in a chartered nonpublic school.

Chartered Nonpublic Schools – Grades 3-8 Chartered nonpublic students in grades 3-8 may be administered the state tests; however, they are not required to take the state tests unless they receive a scholarship:

• Ed Choice • Jon Peterson • Cleveland Voucher

Chartered Nonpublic Schools – High School Chartered nonpublic schools educating students in grades nine through twelve, the following shall apply per ORC 3301.0711 (L):

(1) For a student who is enrolled in a chartered nonpublic school that is accredited through the independent schools association of the central states and who is attending the school under a state scholarship program, the student shall either take all of the assessments prescribed by division (B) of section 3301.0712 of the (ORC) or take an alternative assessment approved by the department under section 3313.619 of the ORC. However, a student who is excused from taking an assessment under division (C) of this section or has presented evidence to the chartered nonpublic school of having satisfied the condition prescribed by division (A)(1) of section 3313.618 of the ORC to qualify for a high school diploma prior to the date of the administration of the assessment prescribed under division (B)(1) of section 3301.0712 of the ORC shall not be required to take that assessment. No governing

https://oh.portal.airast.org/resources/reporting-resources/

http://education.ohio.gov/Topics/Quality-School-Choice/Private-Schools/Chartered-Nonpublic-School-Information

http://education.ohio.gov/getattachment/Topics/Quality-School-Choice/Private-Schools/Chartered-Nonpublic-School-Information/Chartered-Nonpublic-Graduation-FAQ-2-9-17.pdf.aspx

http://education.ohio.gov/getattachment/Topics/Testing/Testing-Forms-Rules-and-Committees/Documents-and-Forms/Chartered-nonpublic-student-identifiers-for-the-new-state-tests1.pdf.aspx

http://codes.ohio.gov/orc/3301.0711v2






authority of a chartered nonpublic school shall prohibit a student who is not required to take such assessment from taking the assessment.

(2) For a student who is enrolled in a chartered nonpublic school that is accredited through the independent schools association of the central states, and who is not attending the school under a state scholarship program, the student shall not be required to take any assessment prescribed under section 3301.0712 or 3313.619 of the ORC.

(3) (a) Except as provided in division (L)(3)(b) of this section, for a student who is enrolled in a chartered nonpublic school that is not accredited through the independent schools’ association of the central states, regardless of whether the student is attending or is not attending the school under a state scholarship program, the student shall do one of the following: (i) Take all of the assessments prescribed by division (B) of section 3301.0712 of the ORC; (ii) Take only the assessment prescribed by division (B)(1) of section 3301.0712 of the ORC, provided

that the student's school publishes the results of that assessment for each graduating class. The published results of that assessment shall include the overall composite scores, mean scores, twenty-fifth percentile scores, and seventy-fifth percentile scores for each subject area of the assessment.

(iii) Take an alternative assessment approved by the department under section 3313.619 of the ORC. (b) A student who is excused from taking an assessment under division (C) of this section or has

presented evidence to the chartered nonpublic school of having satisfied the condition prescribed by division (A)(1) of section 3313.618 of the ORC to qualify for a high school diploma prior to the date of the administration of the assessment prescribed under division (B)(1) of section 3301.0712 of the ORC shall not be required to take that assessment. No governing authority of a chartered nonpublic school shall prohibit a student who is not required to take such assessment from taking the assessment.

The Independent Schools Association of the Central States (ISACS) is a nonprofit organization of private schools that offers numerous services to its members, including accreditation. An ISACS-accredited chartered nonpublic school is a private school that is both chartered by the State Board of Education and accredited by ISACS. Please review the list of ISACS-accredited chartered nonpublic schools in Ohio.

Alternative High School Test for Graduation (Chartered Nonpublic Schools) The alternative high school tests for graduation may be used by chartered nonpublic high schools that are not accredited by the Independent Schools Association of the Central States and has been determined to meet the requirements in ORC 3313.619. Chartered nonpublic schools that choose to give an alternative test must pay for the test. Please review the Department list of approved alternative tests. It is the responsibility of each chartered nonpublic high school to select an alternative assessment from the approved list that meets the needs of the school’s students. The school should consult with the test vendor about available accommodations.

High School Scholarship Students The tests the school must give depends on what graduating class the student is in and whether the school is accredited by the Independent Schools Association of the Central States. The following table shows the required tests for scholarship students.








http://education.ohio.gov/getattachment/Topics/Quality-School-Choice/Private-Schools/Private-Schools/ISACS-Schools.pdf.aspx


http://education.ohio.gov/getattachment/Topics/Common-Application-for-Requests-for-Qualifications/Approved-Assessment-List.pdf.aspx?lang=en-US


State-Required Test Administration for Scholarship Students Class Students Attending High Schools Accredited

by ISACS Students Attending High Schools Not Accredited by ISACS

2018 and beyond

One of the following:

• A national college admissions test, such as the ACT or SAT; and the seven end-of-course exams; OR

• An alternative test, if the school elects to administer such a test.

One of the following:

• A national college admissions test, such as the ACT or SAT, and the seven end-of-course tests; OR

• Only a national college admissions test, such as the ACT or SAT, if the school publishes aggregate test results for the class; OR

An alternative test, if the school elects to administer such a test.

In chartered nonpublic schools accredited by the ISACS, only scholarship students are required to be tested. In schools not accredited by ISACS, all students take the same tests.

Graduation Requirements for Scholarship Students Class of 2018 and Later

In addition to meeting the curriculum requirements of the student’s high school, complete one of the following: • Accumulate graduation points based on scores on the seven end of course exams; OR • Earn a remediation free score on a national college admissions test (the ACT or SAT); OR • Earn an approved industry recognized credential and achieve a workforce readiness score on the WorkKeys

job skills test; OR • Earn a passing score on an alternative test, if the school elects to administer such a test.

Students Receiving Scholarships Students receiving a state scholarship are required by state law to take all statewide tests except the elementary students enrolled in the Autism Scholarship Program. These entities should contact the Ohio Help Desk at (877) 231-7809 or [email protected] to request an account, if needed. Chartered nonpublic schools and approved providers educating students who will take the state tests are required to do the following tasks:

• pre-identifying the student for both online and paper tests; • ordering materials for paper testers; • download the Secure Browser on devices for online testers; • administering the test either online or paper; • returning test materials for paper testers; and • shredding test materials (scrap paper, used reference sheets, etc.) for both online and paper tests.

Scholarship Program Action Required by Districts, Schools or Service Providers

EdChoice Scholarship EdChoice Scholarship students must take all statewide tests. The school where the student is enrolled is responsible for administering Ohio’s State Tests.

Cleveland Scholarship Cleveland Scholarship students must take all statewide tests. The school where the student is enrolled is responsible for administering the Ohio’s State Tests.

Jon Peterson Special Needs Scholarship

Jon Peterson Scholarship students must take all statewide tests. The school or approved provider where the student is enrolled is responsible for administering Ohio’s State Tests.

Autism Scholarship Students in grades 3-8 are not required to take statewide tests. Scholarship students who attend chartered nonpublic schools are required to take the high school end-of-course exams.



Per ORC 3301.0711 (K)(1) each chartered nonpublic school for which at least 65% of its total enrollment is made up of students who are participating in state scholarship programs (Ed Choice, Cleveland and Tutoring, Jon Peterson or Autism – high school only) shall administer the state tests to all its students. A parent or guardian of a student enrolled in the chartered nonpublic school who is not participating in a state scholarship program may opt out of the state test and the school shall not administer the state test to that student.

Students Identified as English Learners (EL) Under the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA), the law uses the term English learner to refer to students whose primary language is other than English and whose level of English proficiency is progressing to the level needed to participate effectively in U.S. mainstream classrooms. Previously, the terms “limited English proficient” (LEP) and “English language learner” (ELL) have been used. Although LEP is used in both federal and state legislation, English learner (EL) is the current term used because of its more positive connotation. Emergent bilingual and dual-language learners are additional terms used to refer to young English learners. In this document, the term EL is used. The test used in Ohio to identify students as an English learner is the Ohio English Language Proficiency Screener (OELPS). The test used in Ohio to meet the requirement to administer an annual English language proficiency test is the Ohio English Language Proficiency Assessment (OELPA).

Identification of the English Learner The document Identifying English Learners in Ohio provides detailed information to districts on the state identification process. Ohio’s process for identifying (EL) requires all districts to use the state’s Language Usage Survey and the K-12 Ohio English Language Proficiency Screener (OELPS). The Ohio English Language Proficiency Assessment (OELPA) is not used to identify the student as an EL. A list of commercial English language proficiency screeners is provided in Identifying English Learners in Ohio and includes some tools that can be used with preschool-aged English learners. The federal and state definition (20 US Code 7801) of an EL is an individual who:

A. is aged of 3 through 21; B. is enrolled or preparing to enroll in an elementary or secondary school; C. who was not born in the United States or whose native language is a language other than English;

(i) who is a Native American or Alaska Native, or a native resident of the outlying areas; (ii) who comes from an environment where a language other than English has had a significant

impact on the individual’s level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from

an environment where a language other than English is dominant; and D. whose difficulties in speaking, reading, writing, or understanding the English language may be

sufficient to deny the individual; (i) the ability to meet the challenging State academic standards; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society.

Ohio’s Identification Process Ohio defines a student who is an EL as one who has a primary or home language other than English and needs special language assistance to effectively participate in school. Ohio’s districts (city, local, exempted village and community schools) are required to identify and serve students who are English learners. Ohio’s two-step process requires identification of EL within 30 days of enrollment at the beginning of the school year or within the first two weeks of enrollment if a student starts after the beginning of the school year. This process also allows districts to send timely written notification to parents of their child’s identification as an EL and recommended placement in an English language program. The steps in the process are:

1. The Language Usage Survey is specified as the primary tool used to identify potential English learners with language backgrounds other than English, as well as immigrant students and students with limited


http://education.ohio.gov/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Guidelines-for-Identifying-English-Learners

https://www.law.cornell.edu/uscode/text/20/7801


or interrupted formal education. Results of the survey are reported to the Department to indicate students who may potentially need English language accommodations and supports to access the school curriculum; and

2. The Ohio English Language Proficiency Screener is specified as the primary tool for measuring English language proficiency in the areas of listening, speaking, reading and writing. In the 2018-2019 school year, Ohio implemented the state-developed OELPS.

The Identifying English Learners in Ohio document guides districts through the administration of the two-step process.

Individuals Who Are Not Enrolled A student/adult who was never exited from the English as a Second Language (ESL) program, may or may not be enrolled and has not passed all the OGT may continue to take the OGT with the EL accommodations. An individual who was exited from the ESL program, may be enrolled or not, and has not passed the OGT may continue to take the OGT with no EL accommodations.

Out-of-state Transfer Student and the Identification of the EL An enrolled student from an out-of-state school who did not meet the previous state’s EL exit criteria is considered an EL in Ohio and is required to take the OELPA and the state tests. A student from an out-of-state school who met the previous state’s exit criteria is not considered an EL in Ohio. Ohio respects the previous state’s exit process.

State Test Participation and Accountability Requirements for the English Learner The first-year exemption for the English language arts tests was rescinded starting with the spring 2016 administration. All ELs regardless of time in U.S. schools must take the Ohio’s State Tests in all subjects appropriate to grade levels including the English language arts tests. There are no exceptions. Test results provide baseline data for intervention supports and growth determinations. Districts are required to meet the 95 percent participation rate of English language arts and mathematics for the English learner subgroup. English learners who are in U.S. schools for less than two school years will not be included in the proficiency calculation of the English language arts and mathematics tests for accountability purposes but will be included in the participation and graduation requirements. Please refer to the EMIS manual for the specific codes that apply to the EL. A reminder that all English learners, even those who are recently enrolled, must take the OELPA.

Requirements of EL for all State Tests All Ohio students must take state tests including ELs. ELs are required to be taught (with appropriate support) the same academic content in the core subject areas (English language arts, mathematics, science and social studies) as their classmates, at the same time they are learning English. This is to ensure that ELs do not fall behind in any content areas as they are learning English. The state tests include Diagnostic, 3-8 elementary, high school end-of-course, and Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) as well as the OELPA. Currently, there is no alternate form of the OELPA; all students identified as EL must take the OELPA, including those ELs with disabilities; however, domain exemptions are now available for the OELPA.

ELs and Scholarships ELs who attend a chartered nonpublic school and receive a scholarship (Ed Choice or Jon Peterson) are not required to be screened using the Ohio English Language Proficiency Screener (OELPS) or the Ohio English Language Proficiency Assessment (OELPA). The chartered nonpublic school may use the OELPS and the OELPA at no charge.

Exiting the English as a Second Language (ESL)Program The following criteria is in place for the 2018-2019 OELPA.

http://education.ohio.gov/getattachment/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Guidelines-for-the-Identification-and-Assessment-o/Guidelines-for-Identifying-English-Learners-in-Ohio.pdf.aspx?lang=en-US


https://education.ohio.gov/getattachment/Topics/Testing/Accommodations-on-State-Assessments/Domain-Exemptions-121217_Final.pdf.aspx?lang=en-US


A student is reclassified (no longer identified as English learner) when the student attains an overall performance level of Proficient on all OELPA tests taken (listening, reading, writing and speaking). The three overall performance levels are: Proficient, Emerging and Progressing. The performance levels are defined determined as follows:

• Proficient means a student scored any combination of level 4’s and 5’s on the four tests – Exit; • Progressing means a student scored a combination of levels on the four tests that did not allow the student to

be considered Proficient or Emerging – No exit; and • Emerging means a student scored any combination of level 1’s and 2’s on the four tests – No exit.

An EL who has a domain exemption may obtain a Proficient overall performance level if the non-exempted test levels are a combination of 4s and 5s. An EL who has an invalidated test cannot obtain a Proficient overall performance level even if the non-invalidated test levels are a combination of 4s and 5s. If a student meets the exit criteria, all the following steps are taken:

• Student is reclassified and no longer identified as English learner; • Student’s EMIS record is updated to show the year and month the student is reclassified in the Limited

English Proficient Reclassification Data Element and the EL status is changed to “N” (no longer EL); and

• Student is no longer eligible for EL accommodations. An EL who has exited the program may continue to receive services if the districts determine the services are necessary. For further information about the revised criteria, contact the Lau Resource Center at [email protected] or by telephone at (614) 466-4109.

Ohio English Language Proficiency Screener (OELPS) Assessment of English Learners (EL) Ohio is a member of the English Language Proficiency Assessment for the 21st Century (ELPA21) consortium which developed the English language proficiency screener based on the English Language Proficiency Standards. The name of the screener administered in Ohio is the Ohio English Language Proficiency Screener (OELPS). Ohio requires public districts (includes community schools) to use the OELPS to identify students as English learners. Guidelines for Identifying English Learners is a comprehensive resource that documents detailed procedures for the identification and assessment of an EL.

Ohio’s Identification Process The Every Student Succeeds Act (ESSA) requires a standardized, state entrance procedure, including an assurance that all students who may be English learners are assessed for such status within 30 days of enrollment in Ohio districts. The Department, through its approved state plan for ESSA, committed to establishing and implementing a standardized, state entrance procedure for students who may be English learners (ELs). The Ohio English Language Proficiency Screener (OELPS) meets the requirement of a standardized, state screener used in the entrance procedure. The OELPS measures English language proficiency in reading, writing, listening and speaking of students identified with language backgrounds other than English. The Department provides the OELPS at no charge to the districts. Ohio defines a student who is an EL as one who has a primary or home language other than English and needs special language assistance to effectively participate in school. Ohio’s districts (city, local, exempted village and community schools) are required to identify and serve students who are ELs.


http://education.ohio.gov/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Guidelines-for-Identifying-English-Learners


The first step in Ohio’s two-step identification process is the Language Usage Survey which will indicate if the student should be screened to determine EL status. The OELPS is the second step in the process.

OELPS Format The Ohio English Language Proficiency Screener (OELPS) is available in online and paper formats for students with special circumstances. OELPS is designed to meet the federal requirement to identify students as English learners. Students who have a domain exemption will be screened in the non-exempted areas. See the section on domain exemption on the following page in this Rules Book. The OELPS is based on the English Language Proficiency Standards. A Braille and large-print version are available.

Requesting Exceptions to Online Testing The OELPS is an online test. Paper versions are intended as an accommodation for students who cannot test online. The expectation is that all districts will schedule time and provide technology appropriately for their local situations. The following are situations where districts and schools may be eligible for paper testing:

• A district or school with students who will require the use of paper test forms as an accommodation documented in an IEP or 504 Plan, or due to a student’s religious beliefs; or

• A district or school that lacks the required technology infrastructure to test all students online, including schools that

o Are new to state testing and verify a lack of technology to test all students online; or o Experience a change in the district’s or school’s technology system that impacts capacity to test

all students online. Districts with the above situations involving the limitation of technology should contact the department at [email protected] to start the process of determining eligibility for an exception to online testing.

Data Entry Interface (DEI) The test administrator manually enters student responses in the Data Entry Interface (DEI) for the students using the paper OELPS. The DEI manual is posted on the portal.

OELPS Structure The OELPS is one complete test that has sections. It is intended to be administered in one day. The OELPS is not administered as four separate tests as is the OELPA. The OELPS is arranged in three sections called steps. All steps include listening, speaking, reading and writing. The three steps are

• Step 1 – the practice test helps familiarize the student with the look and feel of the test and with the technological skills that they will need during the test (Steps Two and Three) – not scored;

• Step 2 – most students will be identified as an EL at the completion of this step – is scored during the session while the student is completing the test; the Screener Step Two Speaking Scoring Document (scoring rubric) must be printed out prior to beginning the OELPS;

• Step 3 –distinguishes between the levels proficient and progressing – is scored after the student logs off; the test administrator must log in the Teacher Hand Scoring System to access the student responses and the scoring rubric.

The OELPS is administered in the following grade bands:

• Kindergarten; • Grade 1; • Grades 2-3; • Grades 4-5; • Grades 6-8; and

http://education.ohio.gov/getattachment/Topics/Other-Resources/Limited-English-Proficiency/ELL-Guidelines/Ohio-English-Language-Proficiency-ELP-Standards/ELP-Content-Standards-20150824.pdf.aspx

http://education.ohio.gov/getattachment/Topics/Other-Resources/Limited-English-Proficiency/ELL-Guidelines/Ohio-English-Language-Proficiency-ELP-Standards/ELP-Content-Standards-20150824.pdf.aspx


http://oh.portal.airast.org/resources/elpa21-screener-resources/

https://oh.portal.airast.org/resources/elpa21-screener-resources/


• Grades 9-12. Each OELPS grade band test assesses four areas: listening, speaking, reading, and writing.

Accommodations Districts should refer to the OELPA Accessibility Manual for information on the OELPS and accommodations. Domain Exemptions Domain exemptions are available for the OELPS. Districts will register students in TIDE prior to beginning Step 1 and will indicate exemptions under test settings and tools. Please see the TIDE User Guide for instructions on manually editing or uploading test settings. Districts may exempt students from no more than Three of the Four domains on the OELPS if the student’s disability prohibits the student from participating in the stated domain with existing accommodations per the individualized education program (IEP) or 504 Plan. The district must document the domain exemption on the IEP or 504 Plan prior to beginning Step One. For example, a student who is deaf could be exempt from the listening domain; a student who is nonverbal could be exempt from the speaking domain; a student who is blind and cannot read Braille may be excused from the reading domain. However, an EL reading below grade level is still a reader and would not qualify for an exemption.

Headphones/Headsets/Earbuds The online OELPS requires a listening device (headphone/headset/earbud); the speaking test requires a device for recording the oral responses. There is no Department list of approved listening devices. Districts may choose whichever devices are appropriate for their students. Headset specifications, as well as headsets that have been tested by AIR are listed in the Technical Specifications Manual but are not mandated to be used; these are suggested. Districts may elect to use other headset models. At their option, districts may purchase headsets through AIR. Number of Items

OELPS Number of Items per Step Segment Domains Number of Items

Step One Not scored

Listening 7-10

Mixed domains Reading Speaking Writing

Step Two K-12 Speaking hand-score items

Speaking 22 – 25 including the four

speaking items Reading Listening Writing

Step Three K-1 Speaking hand score items 2-12 Speaking and Writing hand

score items

Listening

18-23 Reading Speaking Writing

Portal The OELPS uses several resources on the portal to administer and score the OELPS.

• TIDE – register students to take the OELPS • TA Interface – the test administrator logs in to access the OELPS and create the student test session; • Screener Step Two Speaking Scoring Document – scoring rubric used during Step 2; • Teacher Hand Scoring System – the test administrator logs in to access the student responses and

scoring rubric for Step 3; • Data Entry Interface (DEI) – used to enter student responses for the paper format.


http://oh.portal.airast.org/users/elpa-user.stml

https://oh.portal.airast.org/resources/technology-resources/


http://oh.portal.airast.org/resources/oelpa-resources/

https://oh.portal.airast.org/users/elpa-user.stml


https://oh.portal.airast.org/resources/elpa21-screener-resources/




Practice Test There is no separate practice test for the OELPS. The practice test is Step One of the OELPS. The OELPA practice test may be used to check devices such as headphone/headset/earbuds and the microphone on the computer or stand alone. The OELPA practice test also may be used to review item types and format.

Scoring The OELPS is both hand scored and machine scored. Step One or the practice test is not scored. The speaking items in Step Two are hand scored by the test administrator and submitted while the student completes Step Two. The Step Two Speaking Scoring Document is posted on the portal. The remaining items in Step Two (listening, reading and writing) are machine scored. The computer merges the two types of scores and has calculated the final score when the student completes Step Two. Most students will stop after Step Two and are identified as an EL. Students who were not stopped after Step Two will go on to Step Three. The test administrator hand scores the items after the student logged off. The test administrator logs in to the Teacher Hand Scoring System (THSS) to hand score the speaking and writing items. The rubric is included in the THSS and is not posted on the portal.

Screening Window The USDOE requires that students be screened to determine English language proficiency. The federal timeline is 30 days at the beginning of the school year. The 30-day window begins on the district’s first day of school. Once the 30-day window has expired, the district has a 15-day window for the rest of the school year to screen students.

Reporting The OELPS results are available electronically in the Online Reporting System (ORS) in the district account approximately three hours after the student has completed the test and logged off for Step 2 and after the test administrator has scored the student responses for Step 3 in the THSS and logged off. A user name and password is required to access the results. Student data is available in the same downloadable format as the OELPA and the OST. There is an Individual Student Report which reports the date the OELPS was administered, the domain scores and the overall proficient level. There are three overall performance levels for the OELPS:

• Proficient – student scored any combination of 4’s and 5’s; • Emerging – student scored any combination of 1’s and 2’s; or • Progressing – student scored any combination of scores that do not meet the Proficient or Emerging

levels. The numeric scores for the overall performance levels are:

• Proficient – 3 • Progressing – 2 • Emerging – 1

There are five test performance levels for each of the OELPS domains:

• Level 5 – highest • Level 4 • Level 3 • Level 2 • Level 1 – lowest

OELPS results are not entered in EMIS; the student code is entered to indicate the student’s ELs status.






Technical Requirements Districts should refer to the documents on technical requirements listed on the portal.

Test Administration Window The OELPS test period is Aug. 1, 2018 through June 28, 2019. The OELPS will not be available during the month of July in 2019 due to scheduled maintenance by the vendor. Type of scoring – See table below.

OELPS Type of Scoring Per Step Type of Scoring Listening Speaking Reading Writing Step One K-12 No scoring – hand or machine Step Two Hand K-12 No Yes No No Step Two Machine K-12 Yes No Yes Yes Step Three Hand K-1 No Yes No No Step Three Machine K-1 Yes No Yes Yes Step Three Hand 2-12 No Yes No Yes Step Three Machine 2-12 Yes No Yes Yes

Ohio English Language Proficiency Assessment (OELPA) Assessment of English Learners (EL) Ohio is a member of the English Language Proficiency Assessment for the 21st Century (ELPA21) consortium which developed the English language proficiency test based on the English Language Proficiency Standards. The name of the test administered in Ohio is the Ohio English Language Proficiency Assessment (OELPA). OELPA will refer to Ohio’s test and ELPA21 will refer to the consortium. Ohio requires English learners (ELs) to be assessed using the OELPA for their annual English language proficiency test. OELPA is not the test to identify the student as an EL; the OELPS is used to identify a student as an EL. The Guidelines for Identifying English Learners states detailed procedures for the identification and assessment of an EL.

Overview of the OELPA The four domains or tests that must be assessed are reading, writing, listening and speaking. OELPA is designed to meet the federal requirement to annually measure proficiency in English for academic purposes as well as English for social purposes. Each spring all ELs in grades K-12 will be required to take the OELPA unless the student has been reclassified and is no longer identified as an EL. Students who have a domain exemption will take the non-exempted tests. See the section on domain exemptions in this Rules Book. The OELPA is administered in the following grade bands:

• Kindergarten, • Grade 1; • Grades 2-3; • Grades 4-5; • Grades 6-8; and • Grades 9-12.

Each OELPA grade band test includes four tests: listening, reading, writing and speaking. Districts may choose the order of the administration of the four tests.

http://oh.portal.airast.org/resources/technology-resources/

http://education.ohio.gov/getattachment/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Identification-and-Assessment/Guidelines-for-Identifying-English-Learners-in-Ohio.pdf.aspx?lang=en-UShttp://education.ohio.gov/getattachment/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Identification-and-Assessment/Guidelines-for-Identifying-English-Learners-in-Ohio.pdf.aspx?lang=en-US


The OELPA online writing test for kindergarten and grade one has two required components: online and paper. Both parts of the kindergarten and grade one online writing test must be completed in one day. If either part is not administered, the student’s overall score will be affected. If your district administers paper versions of the OELPA in any grade band (K-12), test administrators will be required to manually enter all student responses for the listening, reading, and speaking tests, and the machine scored questions for the writing test into the AIR system using the Data Entry Interface (DEI) for scoring. The DEI manual should be reviewed prior to testing. This is a manual process that will need to be completed by the test administrator (TA). Please note that the Writing paper supplement for kindergarten and grade one, and all accommodated paper forms for grade bands K-12, must be returned to the vendor for hand scoring of the writing portion of the tests once testing is completed. A Braille and large-print version are available.

Requesting Exceptions to Online Testing The OELPA is an online test. Paper versions are intended as an accommodation for students that cannot test online. The expectation is that all districts will schedule time and provide technology appropriately for their local situations. The following are situations where districts and schools may be eligible for paper testing:

• A district or school with students who will require the use of paper test forms as an accommodation documented in an IEP or 504 Plan, or due to a student’s religious beliefs; or

• A district or school that lacks the required technology infrastructure to test all students online, including schools that:

o Are new to state testing and verify a lack of technology to test all students online; or o Experience a change in the district’s or school’s technology system that impacts capacity to test

all students online. Districts with the above situations involving the limitation of technology should contact the Department at [email protected] to start the process of determining eligibility for an exception to online testing.

Domain Exemptions Domain exemptions are available for the 2018-2019 school year on the OELPA. Districts will register participating students in TIDE in advance of the test window and will indicate exemptions under test settings and tools in TIDE. Please see the TIDE User Guide for instructions on manually editing or uploading test settings. Districts may exempt students from no more than three of the four domains on the OELPA if the student’s disability prohibits the student from participating in the stated domain, per the IEP or 504 Plan, with existing accommodations. Like accommodations, to be allowable, the school must document the domain exemption on the IEP or 504 Plan. For example, a student who is deaf could be exempt from taking the listening domain test; a student who is nonverbal could be exempt from taking the speaking domain test. Students will receive an overall designation of Proficient if they receive 4s or 5s on all non-exempt domains. Students cannot receive an overall designation of Proficient if the district fails to test the student in a domain without a valid exemption or the student’s score is invalidated after testing. Additional information is in the Directions for Administration Manual.

Headphones/Headsets/Earbuds The online OELPA requires a listening device (headphone/headset/earbud); the speaking test requires a device for recording the oral responses. There is no Department list of approved listening devices. Districts may choose whichever devices are appropriate for their students. Headset specifications, as well as headsets that have been tested by AIR are listed in the Technical Specifications Manual but are not mandated to be used; these are suggested. Districts may elect to use other headset models. At their option, districts may purchase headsets through AIR.

https://oh.portal.airast.org/resources/oelpa-resources/




http://oh.portal.airast.org/resources/oelpa-resources/


Testing Times Testing times are provided for districts to schedule accordingly. The OELPA is not a timed test. All tests must be completed on the same day the test began. The approximate times below are for student work time only. Therefore, allow an additional 15–20 minutes for either the online or paper test to distribute test materials, read directions and perform other testing activities. Please note these are estimates as each test situation may vary.

Listening Reading Speaking Writing Types Tasks Time Types Tasks Time Types Tasks Time Types Tasks Time

Kindergarten 8 15 15 7 13 13 5 6 22 5 8 6 Grade 1 7 14 15 8 21 25 5 5 13 3 10 6 Grades 2-3 7 14 17 8 16 22 5 5 15 5 14 22 Grades 4-5 8 16 22 6 11 25 5 5 17 6 11 25 Grades 6-8 8 19 28 6 8 32 4 4 13 5 6 23 Grades 9-12 7 12 25 6 9 40 4 4 13 3 6 24

Note – the estimated times are based on the field test

Time for students to practice using the Practice Tests should be scheduled before students take the actual test. This is not a timed test and provisions should be made for students who may need additional time.

Test Schedule The OELPA is divided into four tests (listening, reading, writing, and speaking) each of which may be administered in a separate session on separate days. Districts may choose the order of the administration of the four tests. It is recommended that one test is scheduled per day but districts may schedule multiple tests per day. The Department allows flexibility to accommodate testers, especially those online testers and those requiring the use of technology and the computer lab. In-service and professional days may occur during the testing window, but these days will reduce the number of test days within the test window available to the school and district. There will be no modified testing schedules or extensions to the published test windows for the OELPA due to the two-month test window. When scheduling administrations, consider that students taking the speaking test will be speaking their responses aloud. For this reason, the speaking test must be administered one-to-one, with one student and one TA in one test room. It is a security violation when the one-to-one administration is not followed on the speaking test. Schools also must ensure that students taking the speaking test do not disturb other students. The speaking test cannot be administered in a large room, such as a gym, with the speaking test administered in the four corners at the same time on the same day. The Department strongly recommends that schools begin testing early in the window and do not wait until late in the test window to begin administering tests. Districts cannot test outside the published administration window. To do so is a test security violation. Students are required to complete a test in one day (this includes both parts of the K-1 writing online test with the paper supplement). For example:

• If a student starts listening on Wednesday, he or she must complete listening that same Wednesday. • If a student starts reading on Monday, he or she must complete reading that same Monday.

Districts are strongly encouraged to schedule tests early in the day. Tests that are scheduled to begin late in the afternoon will not allow students to complete the test. Students will not be able to complete tests on the following day due to late scheduling in the day. There may be extraordinary circumstances that stop a test and must be resumed on another day. Please call the Department for these situations.


If the school elects, a student may take more than one test on a single day allowing enough time to complete all tests the same day started. For example, if a student starts listening and reading Monday, he or she must complete listening and reading that same Monday. The Department expects online testing districts and schools to have the necessary online technology requirements in place well in advance of the test window. Districts and schools must not wait until the first day of the test window to prepare student devices for testing. Online testing districts and schools should review the Technical Specifications Manual and Secure Browser Installation Manual for detailed instructions on preparing for online testing. Tasks and Points per Grade Band and Test

Grade Band Test Tasks Points

Kindergarten Listening 15 28 Reading 13 23 Speaking 6 27 Writing 13 21

1 Listening 14 24 Reading 21 29 Speaking 5 25 Writing 14 21

2-3 Listening 14 24 Reading 16 34 Speaking 5 25 Writing 14 24




Tasks by Grade Band Grade Band Listening Reading Speaking Writing

K

Follow Instructions Listen and Match:

Phrase Sentence Word

Long Conversation Read-Aloud Story Short Conversation Teacher Presentation

Informational Set Read and Match:


Read-Along Story Short Correspondence Word Wall

Classroom Tableau Observe and Report Picture Description Show and Share Presentation Show and Share Questions

Complete the Story Sentence Builder Word Builder:


Paper and Pencil: Complete a Word Copy a Word Opinion Write a Sentence

Write a Word

1


Sentence Word

Long Conversation Read-Aloud Story

Informational Set Literary Set Procedural Text Read and Match:

Sentence Word

Classroom Tableau Conversation Observe and Report Opinion Picture Description

Sentence Builder Word Builder Paper and Pencil:

Copy a Word Storyboard Write a Sentence




Grade Band Listening Reading Speaking Writing Short Conversation Teacher Presentation

Read for Details Read-Along Sentence Short Correspondence

Write a Word

2–3


Sentence Word

Long Conversation Read-Aloud Story Short Conversation Teacher Presentation

Informational Set Literary Set Procedural Text Read and Match:

Sentence Word

Read for Details Read-Along Sentence Short Correspondence

Classroom Tableau Compare Pictures Conversation Observe and Report Opinion

Opinion Picture Caption Sentence Builder Storyboard Word Builder

4-5

Follow Instructions Interactive Student Presentation Listen and Match:

Sentence Word

Listen for Information Short Conversation Student Discussion Teacher Presentation: Read Aloud

Extended Informational Set Extended Literary Set Match Picture to Word and Sentence Short Correspondence Set Short Informational Set Short Literary Set

Analyze a Visual Compare Pictures Conversation Language Arts Presentation Observe and Report

Discrete Editing Tasks Sentence Builder Storyboard Word Builder Write an Opinion Writing Questions Task

6-8

Academic Debate Academic Lecture and Discussion Interactive Student Presentation Listen and Match:

Sentence Word

Listen for Information Short Conversation

Argument and Support Essay Set Extended Informational Set Extended Literary Set Short Informational Set Short Literary Set Short Paragraph

Analyze a Visual and a Claim Compare Pictures Language Arts Presentation Observe and Report

Construct a Claim Discrete Editing Tasks Respond to a Peer E- mail Storyboard Writing Questions Task

9-12

Academic Debate Academic Lecture and Discussion Interactive Student Presentation Listen and Match:

Sentence Word

Listen for Information Short Conversation

Argument and Support Essay Set Discrete Items Extended Informational Set Extended Literary Set Short Informational Set Short Literary Set

Analyze a Visual and a Claim Argument Compare Pictures Language Arts Presentation Observe and Report

Construct a Claim Discrete Editing Tasks Respond to a Peer E- mail Storyboard Writing Questions Task

Scoring and Reporting The OELPA scores are reported electronically in the Online Reporting System (ORS) into the district account. A user name and password is required to access the results. The district will receive hard copies of the Family Score Report designed to assist students and families in interpreting test results. It is the district’s responsibility to distribute these reports to the families in a timely manner. A printed Family Report is distributed several weeks after the electronic results are reported. No other printed report is distributed for the OELPA. A copy is



available of the Family Report on the ORS. The Understanding OELPA Results Manual provides information on the data provided. There are three overall performance levels for the OELPA are the following:

• Proficient – student scored any combination of 4’s and 5’s across on the four tests; • Emerging – student scored any combination of 1’s and 2’s on the four tests; or • Progressing – student scored any combination on the four tests that do not meet the Proficient or

Emerging levels. Trial mainstream applies for OELPA domain scores of 4s and 5s with one 3. Trial mainstream is in the Progressing performance level. Trial mainstream is based on the OELPA results each year. Trial mainstream no longer applies if the domain scores are no longer 4s and 5s and one 3. Domain scores of 4s and 5s are in the Proficient performance level and the student exits the program. The numeric scores for the overall performance levels are:

• Proficient – 3 • Progressing – 2 • Emerging – 1

There are five test performance levels for each of the OELPA tests:

• Level 5 – highest • Level 4 • Level 3 • Level 2 • Level 1 – lowest

It is the test performance levels that are used to determine the overall performance level. It is the overall performance level that determines if the EL exits the program. The test performance levels are not used to determine the exit. The student that receives the Proficient overall performance level exits the program. Districts may choose to continue providing services for students who exited the program and will determine which funding source is used. Preliminary data are reported by the scoring contractor using an electronic data file in the ORS. Districts review the preliminary data and enter its final data into EMIS. Scoring vendors do not enter scores or rescore results into EMIS. Please refer to the EMIS Coordinator at the district for questions.

Rescores and Verifications There are no rescores and verifications for the OELPA.

English Language Proficiency Standards Please refer to English Language Proficiency Standards assessed per test and grade band.

Technical Requirements Districts should refer to the documents on technical requirements listed below:

• Online System Requirements; • Technical Specifications Manual; • Secure Browser Installation Manual; and • Long Term Support Plan.

https://oh.portal.airast.org/resources/oelpa-resources/

http://education.ohio.gov/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Ohio-English-Language-Proficiency-ELP-Standards



Students with Disabilities Assessment of Students with Disabilities The reauthorized federal Individuals with Disabilities Education Improvement Act (IDEA, 2004) reflects the intent to extend educational accountability and reform to all students, including those with disabilities. This legislation, along with the federal Every Student Succeeds Act (ESSA) and Ohio law, mandates that all students with disabilities be included in state and district test programs and that they take either the general tests (with or without accommodations) or alternate tests. These laws provide clear expectations that states will align assessment of student achievement with academic content standards. Ohio uses the following three ways to assess student achievement of academic content standards:

• Participation in the general tests without accommodations (most students); • Participation in the general tests with allowable accommodations (many students with disabilities); and • Participation in the alternate tests (small number of students with the most significant cognitive

disabilities).

Accommodations on State Tests The Department has published a manual entitled Ohio’s Accessibility Manual. Ohio’s Accessibility Manual is a comprehensive policy document providing information about the accessibility features of Ohio’s State Tests for grades 3-8 and high school in English language arts, mathematics, science and social studies. The manual helps to define the specific accessibility features available for all students, students with disabilities, students who are English learners and students who are English learners with disabilities. Ohio’s Accessibility System features are made up of accommodations for students with disabilities and English learners as well as other features including administrative considerations, universal tools and designated supports.

Alternate Assessments for Students with Significant Cognitive Disabilities (AASCD)

Ohio’s Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) is aligned to Ohio’s Learning Standards–Extended (OLS-E) and is designed to allow students with significant cognitive disabilities to demonstrate their knowledge and skills in an appropriately rigorous assessment. The AASCD is administered by grade band (3-5, 6-8, HS). Students in grades 3, 4, 6 and 7 will be assessed in English language arts and mathematics. Students in grades 5 and 8 will be assessed in English language arts, mathematics and science. Students taking the AASCD in high school will be assessed in English language arts, mathematics, science and social studies. At least annually, each student’s IEP team decides how a student will participate in district and state testing. The Ohio Alternate Assessment Portal includes guidance to assist IEP teams when determining eligibility for participation in the alternate assessment including participation guidelines, a companion document to the participation guidelines and a decision-making framework as well as additional information.

Third Grade Reading Guarantee Guidance Documents A manual explaining the Third Grade Reading Guarantee and providing information to districts has been developed by the Department and has been posted on the Department website. Please note that there may be periodic updates to this guidance document as new issues arise – districts should check the website frequently. Please review the Third Grade Reading Guarantee Guidance Manual. In addition to these guidelines, please contact the Department if you have a question on:

• Kindergarten Readiness Assessment: [email protected] • Third Grade Reading Guarantee: [email protected]

http://idea.ed.gov/


http://oh-alt.portal.airast.org/

http://education.ohio.gov/getattachment/Topics/Early-Learning/Third-Grade-Reading-Guarantee/TGRG-Guidance-Manual.pdf.aspx




Reading Diagnostic Tests A reading diagnostic assessment must be given by Sept. 30 of each year for students in grades one, two, and three. A reading diagnostic assessment must be given by Nov. 1 of each year for students in kindergarten. District boards of education must adopt board policies and procedures for annually assessing the reading skills of each student in grades K-3. These policies must specify that the diagnostic assessments for the Third Grade Reading Guarantee be given by Sept. 30 for grades one, two, and three and by and November 1 for kindergarten per ORC 3313.608(B)(1). Districts may choose regardless of district level performance to administer the Department developed reading diagnostic assessments or a comparable, approved vendor diagnostic assessment. The Department developed reading diagnostic tests. There are two formats of the Department developed diagnostic tests: Screener and Full Measure. Please see the chapter on Diagnostic Tests for additional information on the formats. The reading diagnostic test is the only diagnostic test that has a timeline to be administered. Districts that choose to use the Department developed diagnostic tests are recommended to use the Screener to meet the Sept. 30 (grades 1-3) and Nov. 1 (kindergarten) deadlines. Public school districts and community schools are required to administer the Kindergarten Readiness Assessment (KRA) for all first-time Kindergarten students. It may also be used to meet the requirement of a reading diagnostic test for the Third Grade Reading Guarantee. If the KRA Language and Literacy area is used for the Third Grade Reading Guarantee, it must be administered by November 1. The Language and Literacy area cut score for determining if a child is on track for reading at grade level is 263 and above. If a student scores 262 or less on the Language and Literacy component, the child is not on track for reading on grade level. This score is for the Language and Literacy sub score only, not the composite score. Districts will be required to submit both KRA and reading diagnostic results through EMIS. If a district uses the Language and Literacy portion of the KRA to meet the reading diagnostic requirement for the Third Grade Reading Guarantee, the district will report the on track or not on track status based on this portion of the KRA. The district will then also report the results of the composite score of the assessment in EMIS for KRA. The administration of the reading diagnostic assessments applies to all-day and half-day kindergarten students. Students who are retained (those repeating Kindergarten) cannot take the Kindergarten Readiness Assessment in their second year of Kindergarten. The reading diagnostic may be administered electronically using live, two-way video and audio connections whereby the teacher administering the assessment may be in a separate location from the student. Because of the nature of the performance tasks and observational rubrics and their requirement for an authentic interaction between peers and between children and adults, administering the Kindergarten Readiness Assessment via two-way video is not appropriate. If using two-way video, the video must include time when the student is performing tasks and interacting with other children for the teacher to score it accurately. The table below shows the reading diagnostic test options by the Third Grade Reading Guarantee by grade level for the 2018-2019 school year. These options meet Sept. 30 for grades 1-3 and Nov. 1 for Kindergarten. For the 2018-2019 School Year

Grade Level Diagnostic Test Options

Kindergarten • KRA Language and Literacy area • Department Kindergarten Screener • Comparable Tool from Department approved list

Grade 1 • Department Grade 1 Screener • Comparable Tool from Department approved list



http://education.ohio.gov/Topics/Testing/Diagnostic-Assessments






Given the number of concerns raised by districts that already purchased tools for the 2018-2019 school year prior to the release of the new list, the Department will offer a “grace period” for previously approved assessments across all areas covered by the Common RFQ. The Department will allow the use of previously approved assessments for the 2017-2018 school year through June 30, 2019. Districts also can use the newly approved assessments for the 2018-2019 school year. After June 30, 2019, districts can use only the assessments on the new list.

Department Approved List of Comparable Vendor Reading Assessments Eligible for the Grace Period

Vendor Assessment Approved Grade Levels

Amplify Wireless Generation mCLASS: DIBELS Next K-3 Curriculum & Associates iReady Diagnostic K-3 Scantron Performance Series Reading K-3 NWEA MAP for Reading Assessment K-3 K-3 Pearson AIMSweb 2.0 K-3

Pearson Developmental Reading Assessment, Second Edition Plus (DRA2+) 1-3

Renaissance Learning STAR Reading 1-3 Renaissance Learning STAR Early Literacy K-3 Houghton Mifflin Harcourt Publishing Company HMH Reading Inventory 1-3

Houghton Mifflin Harcourt Publishing Company Iowa Assessments Forms E/F Reading Tests Levels 5-9 1-3

Houghton Mifflin Harcourt Publishing Company Continuum Benchmark Assessments for ELA K-3

iStation iStation’s Indictors of Progress, Early Reading (ISIP ER) K-3 Lexia Learning Systems, LLC Lexia RAPID Assessment 3

Scoring Diagnostic Tests The Department developed diagnostic tests identify students as on track and not on track. On track means any student who is reading at grade level based on previous end-of-year standards’ expectations by Sept. 30 for grades one, two, and three and Nov. 1 for kindergarten. Not on track means any student who is not reading at grade level based on previous end-of-year standards’ expectations by Sept. 30 for grades one, two, and three and Nov. 1 for kindergarten. Definitions of on track and not on track and a points table for scoring are located on each grade level subject score sheet. The score sheets are included with the diagnostic tests. The results of vendor tests used by districts as a comparable tool should be translated to the on track or not on track designations, based on the vendor’s results description and the Department’s definitions of on track and not on track. The on track and not on track scores for each approved vendor test can be found on the vendor’s Service Summary.

Transfer Students ORC 3301.0715 (A)(1) requires that students who transfer into the district, or to a different building within the district, must be administered, within thirty days after the date of transfer, each applicable diagnostic test if it was not administered by the previous district or previous building. If a student transfers into the district prior to the administration of the diagnostic tests to all students, the district may administer the diagnostic tests to that student on the later date. If a student transfers in with no reading diagnostic result from the previous district or building, the new district or new building must give the same reading diagnostic assessment that was administered to other students for the purposes of the Third Grade Reading Guarantee. An exception to this is the KRA, as it cannot be administered after Nov. 1. Districts and schools will need to provide a different reading diagnostic for Kindergarteners enrolling after Nov.1. If a student transfers in with a reading diagnostic assessment administered for the Third Grade Reading Guarantee, no matter how long ago during the current year, the receiving district or building may use that



http://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-District-Resources/Reading-Diagnostic-Assessments



diagnostic tests on track/not on track results. The district or building may also reassess the student within thirty days of transferring in using the reading diagnostic administered to other students in the district or building for the purposes of the Third Grade Reading Guarantee.

Reporting the Diagnostic to the Department Reading diagnostic test results must be reported to the Department through the EMIS data collection system per ORC 3301.0715(D). Districts must report information annually to the Department on the implementation of and compliance with the Third Grade Reading Guarantee per ORC 3313.608 (D). Districts are required to report the results of the diagnostic tests through EMIS. The reading on track/not on track results reported through EMIS will include the results and the intervention programs provided for the students who received not on track results. For specific EMIS reporting instructions, please refer to the EMIS manual. If a district uses a vendor ELA diagnostic test for the Third Grade Reading Guarantee, the reading and writing results will be reported separately in the EMIS data collection.

Grade 3 English Language Arts Test The grade 3 English language arts test is used to meet the Third Grade Reading Guarantee provision of ORC 3313.608(A)(2). The State Board of Education set a Third Grade Reading Guarantee promotion score on this test for school year 2018-2019.

Alternative Reading Tests A third-grade student that demonstrates an acceptable level of performance on an alternative standardized reading assessment as determined by the Department will be exempt from the Third Grade Reading Guarantee retention provision and promoted to fourth grade. The Department required updated linking studies for the 2018-2019 school year. All approved vendors submitted updated studies and have gone through the review process. The new studies resulted in a change in promotion scores. For any decisions made on or after October 1, 2018, the districts and schools may utilize the new scores for any retained third-grade students under their mid-year promotion policies. For questions regarding the mid-year promotion policy, please refer to the Department’s Mid-Year Promotion FAQ.

Students Identified with Significant Cognitive Disabilities All students identified with significant cognitive disabilities are exempt from the requirements outlined in the Third Grade Reading Guarantee. Students with the most significant cognitive disabilities are either completing a curriculum that is modified substantially (in form and/or substance) by the IEP from the general education curriculum or completing the general education curriculum but have a disability that presents unique and significant challenges such that the IEP provides for accommodations that exceed the allowable criteria for statewide assessment accommodations. Under this exemption, the student is exempt from all provisions of the Third Grade Reading Guarantee which includes:

• Annual reading diagnostics; • Reading improvement and monitoring plans; • Special teacher qualifications for the reading teacher; and • Student retention in the third grade.

Please refer to the Third Grade Reading Guarantee Guidance Manual for additional information on students identified with significant cognitive disabilities and the Third Grade Reading Guarantee.

Chartered Nonpublic Schools Each charted nonpublic school that enrolls students using the EdChoice Scholarship or Cleveland Scholarship in any of grades kindergarten through three shall adopt policies and procedures for the annual assessment of





http://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Third-Grade-Reading-Guarantee

http://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-District-Resources/Third-Grade-Alternative-Reading-Assessments



http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Third-Grade-Reading-Guarantee/Third-Grade-Reading-Guarantee-District-Resources/TGRG-Mid-Year-Promotion-FAQ.pdf.aspx



the reading skills of those students and follow the retention provision of the Third Grade Reading Guarantee. For more information, consult the Third Grade Reading Guarantee Guidance Manual. Per ORC 3301.0711(K)(1) each chartered nonpublic school for which at least 65% of its total enrollment is made up of students who are participating in state scholarship programs (Ed Choice Scholarship Program, Cleveland Scholarship Program, Tutoring Scholarship Program, or Jon Peterson Scholarship Program; Autism Scholarship Program – high school only) shall administer the state tests to all its students. Schools that meet the criteria must administer the grade 3 English language arts test to all their students. However, only students participating in the EdChoice Scholarship Program or the Cleveland Scholarship Program are required to be held to the retention provision of the Third Grade Reading Guarantee.

Diagnostic Tests Guidance Documents The reading diagnostic assessments are tied to the Third Grade Reading Guarantee. For additional information about the Third Grade Reading Guarantee, please refer to the Third Grade Reading Guarantee Guidance Manual. Please note that there may be periodic updates to this guidance document as new issues arise – districts should check the website frequently. In addition to these guidelines, please contact the Department if you have a question on:

• Diagnostic Assessments: [email protected] • Kindergarten Readiness Assessment: [email protected] • Third Grade Reading Guarantee: [email protected]

General Information All districts are required to administer the reading diagnostic test each year to students in grades K-3 and report their results to the Department per ORC 3301.0715 (A)(3). The primary purpose of Ohio's diagnostic tests is to provide a tool to check the progress of students toward meeting the standards. Diagnostic tests may also serve as tools that assess student’s strengths and weaknesses to help inform instructional decisions. A district board may administer any diagnostic assessment in the fall and spring of a school year to measure the amount of academic growth attributable to the instruction received by students during that school year ORC 3301.0715 (B). Districts are no longer required to administer the mathematics or writing diagnostic tests to students, but may do so at the discretion of the district board per ORC 3301.079 (D)(3). Districts may choose to use the Department developed diagnostic tests for all grades and vendor reading diagnostic tests approved by the Department. The Department developed diagnostic tests are linked with Ohio’s Learning Standards. There are two formats of the Department developed diagnostic tests: Screener and Full Measure. There is no Short Screener.

• Screener which measures previous end-of-year expectations; and • Full Measure which measures current year end-of-year expectations.

It is recommended to administer the Screener reading diagnostic test to meet the fall Third Grade Reading Guarantee requirements. Districts may use the Department developed or vendor reading diagnostic test for one grade level, and a different vendor diagnostic test or Department developed diagnostic test for another grade level. Districts that choose to use the Department developed diagnostics must print the diagnostics posted on the website. It is recommended to print back-to-back to cut down on printing costs. The storybooks must be printed back-to-back to create the storybook format. The requirement for annual diagnostic testing does not apply to students with significant cognitive disabilities. ORC 3313.608 (B)(1) Students with significant cognitive disabilities are exempt from taking the reading, writing and mathematics diagnostic tests.











http://education.ohio.gov/Topics/Testing/Diagnostic-Assessments/New-Diagnostic-Assessments-List

http://codes.ohio.gov/orc/3313.608%28b%29%281%29


Reading Diagnostic Tests District boards of education must adopt board policies and procedures for annually assessing the reading skills of each student in grades K-3. These policies must specify that the diagnostic assessments for the Third Grade Reading Guarantee be given by Sept. 30 for grades one, two, and three and by Nov. 1 for kindergarten per ORC 3313.608(B)(1). Districts may choose to administer the Department developed diagnostic tests or a reading diagnostic test from the approved vendor comparable assessment list on the following page in this Rules Book. Districts that choose to use the Department developed diagnostic tests are recommended to use the Screener to meet the Sept. 30 (grades 1-3) and Nov. 1 (kindergarten) deadlines. The reading diagnostic tests may be administered electronically using live, two-way video and audio connections whereby the teacher administering the test may be in a separate location from the student. Because of the nature of the performance tasks and observational rubrics and their requirement for an authentic interaction between peers and between children and adults, administering the Kindergarten Readiness Assessment via two-way video is not appropriate. If using two-way video, the video must include time when the student is performing tasks and interacting with other children for the teacher to score it accurately. Districts may use one type of vendor diagnostic test for one grade level and another type of vendor or Department developed diagnostic test for another grade level or subject area. Districts are required to administer the Kindergarten Readiness Assessment (KRA) to all first-time Kindergarten students. The KRA has six areas: social skills (including social and emotional development, and approaches toward learning), language and literacy, mathematics, science, social studies, and physical well-being and motor development. The Language and Literacy portion may be used to meet the requirement of a reading diagnostic test for the Third Grade Reading Guarantee. The test window for KRA is the first day of school through Nov. 1. The KRA cannot be administered after Nov. 1. The Language and Literacy area cut scores for are:

• Band 1: 202-262 Not on Track • Band 2: 263-298 On Track

There is no KRA “Further Assessment May Be Needed” score as on the Department diagnostic tests. Additional information is in the chapter on the KRA in this Rules Book. The table below shows the reading diagnostic test options that may be chosen to meet the requirements of the Third Grade Reading Guarantee by grade level. These options meet Sept. 30 for grades 1-3 and Nov. 1 for Kindergarten. For the 2018-2019 School Year

Grade Level Diagnostic Test Options

Kindergarten • KRA Language and Literacy area • Department Kindergarten Screener • Comparable tool from Department approved list

Grade 1 • Department Grade 1 Screener • Comparable tool from Department approved list



Given the number of concerns raised by districts that already purchased tools for the 2018-2019 school year prior to the release of the new list, the Department will offer a “grace period” for previously approved assessments across all areas covered by the Common RFQ. The Department will allow the use of previously

http://codes.ohio.gov/orc/3313.608%28b%29%281%29


approved assessments for the 2017-2018 school year through June 30, 2019. Districts also can use the newly approved assessments for the 2018-2019 school year. After June 30, 2019, districts can use only the assessments on the new list.

Department Approved List of Comparable Vendor Reading Assessments Eligible for the Grace Period

Vendor Assessment Approved Grade Levels

Amplify Wireless Generation mCLASS: DIBELS Next K-3 Curriculum & Associates iReady Diagnostic K-3 Scantron Performance Series Reading K-3 NWEA MAP for Reading Assessment K-3 K-3 Pearson AIMSweb 2.0 K-3

Pearson Developmental Reading Assessment, Second Edition Plus (DRA2+) 1-3

Renaissance Learning STAR Reading 1-3 Renaissance Learning STAR Early Literacy K-3 Houghton Mifflin Harcourt Publishing Company HMH Reading Inventory 1-3

Houghton Mifflin Harcourt Publishing Company Iowa Assessments Forms E/F Reading Tests Levels 5-9 1-3

Houghton Mifflin Harcourt Publishing Company Continuum Benchmark Assessments for ELA K-3

iStation iStation’s Indictors of Progress, Early Reading (ISIP ER) K-3 Lexia Learning Systems, LLC Lexia RAPID Assessment 3

Scoring Diagnostic Tests Districts will score all diagnostic tests in accordance with rules established by the Department per ORC 3301.0715 (D). The Department developed diagnostics identify students as on track and not on track. For the Department developed diagnostic tests, scoring definitions are:

• Screener: On track means any student who is performing at grade level based on previous end-of-year standards’ expectations. Not on track means any student who is not performing at grade level based on previous end-of-year standards’ expectations.

• Full Measure: On track means any student who is performing at grade level based on current year standards’ expectations. Not on track means any student who is not performing at grade level based on current year standards’ expectations.

The Department descriptors for on track and not on track can be used by districts to inform decision making. Descriptors and a points table for scoring are located on each grade level score sheet. Districts must provide intervention to students who score at the not on track level. On the student score sheet, students who score in the category of "further assessment may be needed" are considered "on track". However, it is strongly encouraged to provide interventions to these students. It will be up to the districts to make the final determination if a student is on track or not on track. The results of vendor tests used by districts as a comparable tool should be translated to the on track or not on track designations, based on the vendor’s results description and the Department’s definitions of on track and not on track. This information can be found in Form C for the vendor approved reading diagnostic tests. There will be no special guidance provided by the Department on translating the vendor diagnostic results into the on track and not on track categories. A student who scores at the not on-track level at the beginning of the school year for the reading diagnostic assessment (Sept. 30 for grades one, two and three or Nov. 1 for kindergarten) will officially be not on track and on a reading improvement and monitoring plan until the student either scores on track on the following school year’s reading diagnostic test or scores “proficient” on the English language arts test for grade 3.



If a district administers more than one diagnostic to a student during the current year, the first diagnostic test administered is the one used to determine if the student is on track or not on track. The results of this test are reported to the Department. Subsequent diagnostic tests may inform the student’s progress, but they will not be reported in EMIS. Districts are required to report the reading diagnostic tests during the EMIS data collection.

Transfer Students ORC 3301.0715 (A)(1) requires that students who transfer into the district, or to a different building within the district, must be administered, within thirty days after the date of transfer, each applicable diagnostic test if it was not administered by the previous district or previous building. If a student transfers into the district prior to the administration of the diagnostic tests to all students, the district may administer the diagnostic tests to that student on the later date or dates determined by the district. If a student transfers in with a diagnostic assessment administered, the receiving district or building may use that diagnostic assessment on track and not on track results. The school may also reassess the student using the school’s designated diagnostic administered to other students. For the reading diagnostic test, a new reading improvement and monitoring plan may be created based on this diagnostic test. Schools must honor the previous school’s reading improvement and monitoring plan if the parents want it to continue. The plan can only be modified for transfer students if:

• The process for modification in the plan allows for a change; • The parents of the student request or consent to the change; or • The student is reassessed using the school’s designated reading diagnostic administered to other

students for the purposes of the Third Grade Reading Guarantee. A reading improvement and monitoring plan must still be developed within sixty days of a student testing as not on track. If the district used the Language and Literacy area of the KRA to meet the Third Grade Reading Guarantee and the student transfers into the district after Nov. 1, the district must use another tool (the Department developed diagnostic test or an approved vendor diagnostic test) to assess the transfer student. If a student transfers in with no evidence of completing the required diagnostic from the previous school, the new school must give the diagnostic administered to other students within 30 days of the transfer. If the entire group is scheduled for the administration later than 30 days, the transfer student may take the test with the group. If a student transfers near the beginning of the year, the district has the longer of 30 days or number of days to the deadline (Sept. 30 for grades one, two and three or Nov. 1 for kindergarten) to give the reading diagnostic test. Transfers are addressed in the EMIS Manual for Reporting.

Reporting to Parents Districts are required to provide to the parents a student's completed diagnostic test, the test results, and any other accompanying documents used during the administration of the diagnostic and shall include all such documents and information in the reading improvement and monitoring plan (ORC 3313.608) developed for the student ORC 3301.0715 (D). It is recommended for districts to maintain copies of the completed diagnostic tests and results in each student’s folder for reference. Districts should consult their local records retention policies. Reporting to the Department Districts are required to report the results of the reading results through the EMIS year-end collection per ORC 3301.0715(D). Districts should keep the on track or not on track results so that they can report the results through EMIS during the year-end collection. Districts must report information annually to the Department on the implementation and compliance with the Third Grade Reading Guarantee per ORC 3313.608 (D). Districts should have procedures to track and report







the following data to the Department on the implementation of the Third Grade Reading Guarantee during the EMIS data collection:

• Whether an individual student is on track and not on track; and • Types of intervention services for each student.

If a district or school administers more than one diagnostic to a student during the current school year, only the result of the first diagnostic determines if the student is on track or not on track. The results are reported in EMIS. Subsequent tests may inform instructional practices, but are not reported in EMIS.

Kindergarten Readiness Assessment (KRA) Administration of the Kindergarten Readiness Assessment In the 2018-2019 school year, public school districts and community schools are required to administer the Kindergarten Readiness Assessment (KRA) for all first-time Kindergarten students. Chartered nonpublic schools that have expressed interest by March 31 and have also committed to an agreed upon Memorandum of Understanding (MOU) by June 25 are eligible to administer the KRA as well. The Kindergarten Readiness Assessment measures the essential areas of development for children in the areas of Social Foundations, Mathematics, Language and Literacy, Physical Well-Being and Motor Development. The purpose of the Kindergarten Readiness Assessment is to provide information about children’s preparedness for Kindergarten as well as identify what supports children may need to best engage in and benefit from the Kindergarten curriculum. Scores from the Language and Literacy area of the KRA may be used to meet the requirements of the Third-Grade Reading Guarantee in the 2018-2019 school year. If used to meet the Third-Grade Reading Guarantee requirement, the Language and Literacy portion must be administered and recorded in the online system no later than November 1. Students who are retained (those repeating Kindergarten) cannot take the KRA in their second year of Kindergarten. The results of the KRA shall not be used to prohibit a child from attending Kindergarten, to determine grade placement or to identify children with special needs per ORC 3301.0715(A)(3). Students who have an Individualized Education Program (IEP) or a 504 Plan shall take the KRA with or without allowable supports, as needed. Late transfers need to be assessed if there is no data in the KReady system for the student, unless they are repeating kindergarten. Students transferring from out of state need to be assessed, unless they are repeating kindergarten.

Administration Window Districts administer the KRA between the first official day of school and Nov. 1. However, per ORC 3301.0715 (A)(2) districts may administer a portion of the assessment (selected response and performance task items) up to two weeks prior to the first day of the school year. Teachers administer the observational items of the KRA once children are engaged in regular classroom routines. Districts that use a staggered start or phase-in may begin to administer the KRA when small numbers of students are present.

Test Administrator Qualifications It is required that the Kindergarten Readiness Assessment be administered by individuals who are employees of the school district and hold a license/certificate/permit issued by the Ohio Department of Education. Kindergarten teachers must receive the two-day training or hybrid training on the KRA and take the content and simulator assessments (receiving a score of at least 80% on each one). Additionally, specialized educators, ESOL and other certified teachers (Title I, etc.) who have met all training requirement are eligible to administer the KRA. Any full trained teachers may assist in administering the KRA. The teacher of record assumes overall responsibility for assuring the data is an accurate representation of that student.



KRA App Proctor An education support professional or untrained teacher who is an employee of the school system may serve as a proctor if they review the proctor guidelines and sign a nondisclosure agreement. The role of the KRA app proctor is to sit with a student and monitor the student as he or she completes the app items. The Kindergarten Readiness Assessment – Proctor Guidelines and nondisclosure agreement are available.

Allowable Supports for Test Administration The Guidelines on Allowable Supports for Administration of the Kindergarten Readiness Assessment are available. Please check the Guidelines for a list of universally designed allowances to be used, if needed, with any student participating in the Kindergarten Readiness Assessment. If the universally designed allowances are not sufficient to enable children with disabilities or English learners to demonstrate their skills and knowledge, the teacher should use the appropriate “Level the Field” supports described in the Guidelines on Allowable Supports for Administration of the Kindergarten Readiness Assessment document.

Chartered Nonpublic Schools For the 2018-2019 school year, chartered nonpublic schools that have expressed interest by March 31 and have also committed to an agreed upon Memorandum of Understanding (MOU) by June 25 are eligible to administer the KRA.

Assessment Kits The Kindergarten Readiness Assessment kits used last year can and should be used again this year. Each Kindergarten teacher should receive one kit. Kits should only be provided to teachers or other eligible professionals who have successfully completed the official Kindergarten Readiness Assessment Training. Should a district require more kits, a KRA kit order form is available. Any kits that are damaged should be securely destroyed following the Assessment Destruction Procedure. Trained staff may have access to the kits prior to the administration window to become familiar with the scripts and prepare manipulatives but the kits must remain on school property. The kit will be available to teachers electronically from July 12 – Nov. 1 through the Ready for Kindergarten (KReady) online system. It is unethical and shall be viewed as a violation of assessment security policies for any person to disclose or allow to be disclosed the content of any portion of the KRA before, during or after the administration. Unauthorized persons may not see the kit contents. Coordinators are required to account for and secure used and unused materials prior to and after the assessment administration window. All state assessments should remain secure even if they are unused.

Home Education or Home School – KRA The language for a home-educated or home-schooled student is being discussed. The language will be posted on the Change/Update page when ready.

Home Instruction – KRA Home instruction refers to a student who is enrolled in a district but who is temporarily receiving instructional services at home, often for health reasons. Any student receiving home instruction is required to take the KRA. Administration of tests to home instruction students must follow the same rules and procedures as applied in the district, although the setting would not have to be in the school. The test may be administered in a student’s home, if it is administered by a qualified test administrator and all security procedures are properly followed.

Transfer Students The KRA is required for students who transfer into a district or transfer to a different building within the district during the assessment window if the KRA was not administered by the previous district or previous building. The KRA cannot be administered after Nov. 1 for any reason.

https://drive.google.com/file/d/1S-HALQGa-3pPd6hVtJR_Q_MoUE-YOfqV/view

https://education.ohio.gov/getattachment/Topics/Early-Learning/Guidance-About-Kindergarten/Ohios-Kindergarten-Readiness-Assessment/Kindergarten-Readiness-Assessment-for-Teachers/OH_KRA-Guideline-final.pdf.aspx

https://docs.google.com/forms/d/1HRoFZcvF1TyMqC6nyqXxuVmWXPblitUmZecCmyUnTLE/viewform?edit_requested=true

http://kready.org/


Pre-ID File Process Districts are required to upload student and teacher information into the Ready for Kindergarten online system for teachers to have access to enter student score information. The file upload process will be available to districts beginning on July 12. Districts will be able to re-upload student and teacher data as often as necessary during the assessment window to add or remove students and teachers from the system. Additional information about the Pre-ID file upload process is available.

Administration of Selected-Response and Performance-Task Items Selected-response and performance-task items, contained in the Language and Literacy and Mathematics sections of this manual, require the teacher and the student to directly interact. The assessment administration area should be prepared for the administration prior to working with the student. The student should sit or stand in a position that allows the teacher to easily observe the student and that allows the student to easily view the assessment item images. The teacher must follow the directions exactly as written in the Teacher Administration Manual.

Administration of Observational-Rubric Items Observational-rubric items do not require the teacher and the student to directly interact. Rather, each student is observed in the classroom and other school settings and scored accordingly, based on the descriptors in each observational rubric for each item. Observational evidence is best recorded during live classroom activities. However, if a teacher needs additional rubric scoring time, video evidence may be obtained and scored later with the following conditions being met:

• Teachers must obtain approval from an administrator. • The district ensures that appropriate parent permission is obtained and documented prior to video

recording that addresses recording, storage, and distribution of video evidence, as applicable. • It is not permissible to record audio, video, or photos of any Kindergarten Readiness Assessment

items or materials. In addition to the electronic or hard-copy version of the KRA kit for each teacher, each student will need one blank 8 ½ x 11” sheet of paper and a pencil. Teachers who plan to use the hard-copy version of the kit would also benefit from having a 2” binder for ease of storage and administration.

Special Version Format An alternative version of direct assessment items is available for students with visual impairments. The alternative version includes alternate text, braille, and tactile graphics. Please fill out the 2018 Kindergarten Readiness Assessment Alternative Text Assessment Order Form to order The Alternative Text Assessment Administration Manual and materials or contact the Office of Early Learning and School Readiness at [email protected]. There are no translated versions of the KRA.

Kindergarten Readiness Assessment Blueprint The Kindergarten Readiness Assessment is aligned to all areas of school readiness and is comprised of three item types: selected-response, performance-task, and observational.

Areas Selected Response Performance Task Observational Rubric Social Foundations 0 0 12

Mathematics 3 11 0 Language and Literacy 6 9 2

Physical Well-Being and Motor Development 0 0 7

Total 9 20 21

https://ohio.kready.org/login

http://dataguidelines.kready.org/

http://dataguidelines.kready.org/

https://docs.google.com/forms/d/1C9bX038PQN_BDlOV9d0dWwFWw0mw1u87eqX65dRfpOw/viewform?edit_requested=true

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Entering Student Item Scores Online All scores for the Kindergarten Readiness Assessment items must be entered in the online system, Ready for Kindergarten, prior to the end of the assessment window (11:59 p.m. on Nov. 1). Districts must account for and report any student who participated in the KRA, even if incomplete.

Score Reports Assessment results will be available to districts and schools through the online system, Ready for Kindergarten. For the 2018 administration of the Kindergarten Readiness Assessment, complete individual score reports will be immediately available to teachers once the data has been entered in the online system. Teachers can generate Individual Student Reports at any time during the KRA administration window and will not need to wait until after the administration window ends to receive this final document. Language and Literacy score reports will be available on demand for teachers during the 2018 administration. Upon completion of the Language & Literacy portion of the assessment, teachers can generate the Language and Literacy report which is an Excel file of all students’ Language and Literacy scale scores. Scores from the Language and Literacy area of the KRA may be used to meet the requirements of the Third-Grade Reading Guarantee in the 2018-2019 school year. After the assessment window has closed, the assessment results for school and district administrators will be available in the online system, Ready for Kindergarten. Districts will be able to print these reports once they download them from the system. Also, districts will be able to access individual student, class, building, and district-level reports directly from the online system. Score reports will not be sent directly to families from the Ohio Department of Education or the assessment vendor.

Education Management Information System (EMIS) In addition to reporting the Kindergarten Readiness Assessment scores into the online system, Ready for Kindergarten, the district must also report to EMIS the overall score (a scaled score between 202 and 298) and the four domains sub scores for each student.

Web Resources • More information about the KRA is available online. • Access the online system through Ready for Kindergarten. • The Ohio Help Desk: https://www.ohio-k12.help/kready/

Test Security Provisions State Testing Security All online and paper state tests (including all test passages, test questions and any other secure material developed for use with any operational test) are secure. It is not permissible to reproduce any of this secure material or cause it to be reproduced in any format. It is illegal to reveal any test question that is known to be on a state test in any manner whatsoever to any student who will be taking a test. The following includes, but is not limited to, examples of actions that would be considered a test security violation:

• Creating “study guides” for students based upon questions known to be on state tests; • Test monitors may not “look ahead” at test subjects or questions printed in a test booklet or computer; • Releasing secure material or test items to any person, student, media or the public; • Altering any student response or to assist a student to cheat in any other way; • Unauthorized persons present during a state test administration; • A test administrator having a non-test related conversation on a cell phone during the test

administration; • Students with tests or tests being left unattended; and • A student having a cell phone, smart watch or internet connected non-testing device during a test

administration.






http://education.ohio.gov/Topics/Early-Learning/Kindergarten/Ohios-Kindergarten-Readiness-Assessment


https://www.ohio-k12.help/kready/


Practice test materials, diagnostic tests and released tests are not secure.

District Test Policy/Procedures To protect the security of the tests, each district, community school and nonpublic school must establish written procedures that address the following components specified by the rules adopted by the State Board of Education:

• identification of personnel authorized to have access to the test; • procedures for handling and tracking test materials before, during and after testing; • procedures for investigating any alleged violation of test security provisions; and • procedures for annually communicating in writing the test security provisions including but not limited to

the Department’s electronic device policy and social media policy, and sharing this information with all district employees, families and students.

Districts, community schools and participating chartered nonpublic schools must establish a written test security plan no later than October 1 of each school year. The test security plan must include procedures on test security which cover many areas that are listed in the Ohio Administrative Code (OAC) section 3301-13-05 (H) and (I). The test security plan must be presented to all staff who are involved with the state tests.

Release of Secure Material All test booklets are subject to the same strict test security procedures per OAC 3301-13-05 (D):

No person shall reveal, cause to be revealed, release, cause to be released, reproduce, or cause to be reproduced any secure assessment materials through any means or medium including, but not limited to, electronic, photographic, photocopy, written, paraphrase, or oral.

All tests and answer documents, including special versions, are kept secure until the day of testing, serially numbered and tracked, and then returned to the scoring contractor. Special versions of the tests include Braille and large print, Test administrators should be reminded to never take photographs of students, tests, computers or the testing room during testing. Under Ohio law, releasing any test questions or other contents of a test or helping students cheat in any other way may result in an invalidation of test scores, suspension of certificates to teach, termination of employment and/or prosecution. Districts must ensure that students are aware of test security requirements and associated consequences. Violations of test security provisions in the district’s written procedures may also be punishable by penalties specified by the district.

Electronic Device Policy Districts must have a policy on electronic devices (including but not limited to, cellphones, smartwatches and other WIFI-enabled, non-testing devices) usage during and after test sessions. Accessing an electronic device during testing is grounds for an invalidation; however, if cheating can be ruled out, the district may elect not to invalidate the test. If a student was observed having a cell phone out during or after the test session, it is important to determine if any test question, passage or prompt was photographed, texted or in any way compromised. In extreme cases where test questions, passages or prompts have been posted on any social medium, the district must immediately contact the Office of Assessment. The student’s test opportunity is over. Districts must determine if electronic devices may be used after the test session has been completed. Silent work may be allowed after the completion of a test session and may include electronic devices if this is permitted within district policy and does not pose a threat to test security. Test administrators may have a cell phone for medical and technological emergencies, to use as a time keeper or to otherwise perform necessary test-related actions. Test administrators must not use the cell phone for non-test related issues or personal issues. Test administrators should be reminded to never take photographs of students, tests, computers or the testing room during testing.





Social Media Sharing an image of a live test item or a description in words on social media or other public platforms is a test item security breach, as well as cheating. All students deserve a fair testing experience. Sharing images of test items via Twitter, Instagram, Snapchat or other public social media sites – or posting a description of, or basic information about test items – results in an unfair test environment by providing students and teachers with advanced information about test questions. This can create an uneven playing field and give some students an advantage over others, and impairs the ability of schools to get valuable information about how students are performing. When items are compromised, they must be replaced at the expense of taxpayers. When the Office of Assessment becomes aware of a live test item that has been posted to public social media sites or elsewhere on the publicly-visible internet, it treats it as a potential test item security violation. When the source is identified, the Department works with the district to request the student or individual who posted the item to remove it. Twitter, Facebook and other social media all have processes for requesting the removal of copyrighted material which are put into place when necessary. Only when an item compromise becomes known is any effort made to identify the person who posted it. Social media and other web pages are public and often include information that indicates the name and location of the person who posted the live test item. The test for the student who posted the secure matter must be invalidated and no breach form will be issued. The district may be asked to conduct an investigation to determine if the test administrator was actively monitoring the testing session.

Penalty for Revealing Test Questions ORC 3319.151 prohibits any person from revealing to students any test questions known to appear on a state test. Violation is grounds for suspension of a teaching license and/or termination of a teaching contract and employment.

Consequences of Test Security Violations Any alleged assessment security violation of ORC 3319.151, or any unethical testing practice under OAC 3301-7-01, or any violation of the school’s security procedures under OAC 3301-13-05, is to be reported to the Office of Assessment as soon as the alleged violation becomes known to the school district or participating school.

Procedures for a Possible Test Security Violation • Call the Office of Assessment at (614) 466-1317. Please do not include details in writing at this point. • The alleged test security violation will be discussed via telephone. If the situation is not a possible test

security violation, the district may be asked to submit a test incident form. • It may be possible to determine during the initial discussion if a test must be invalidated; if so, the

procedure for an invalidation and a breach form is discussed. • The district will be asked to conduct an investigation which may include interviews with students; if so,

parents should be made aware of the interviews. While the district will take as long as necessary to complete the investigation, it is suggested to complete the investigation as soon as possible to make sure the most accurate evidence is collected. The district determines the scope of the investigation.

• A letter from the Director of the Office of Assessment will be sent to the superintendent of the public school, the sponsor for a community school or head of school for a chartered nonpublic school for a case that is opened for a possible test security violation.

• Once the investigation has been completed, the district has ten days to send a written report to this address:

Ohio Department of Education Office of Assessment 25 S. Front Street MS 507 Columbus, Ohio 43215 Attn: Director of Assessment






• The investigation report will be reviewed. If the report confirms there is a test security violation, a letter will be sent to close the case with no further action by the Office of Assessment; however, the letter will include a statement that the case will be shared with the Office of Professional Conduct. The Office of Assessment has authority regarding the test. The Office of Professional Conduct has authority for school staff conduct. The Office of Professional Conduct will determine further action, which may include an investigation. Office of Professional Conduct-Statutes and Rules are available for review.

• If the district investigation determines that a violation occurred, any of several consequences may follow: one or more students’ tests may be invalidated; a district board of education, after appropriate procedures are followed, may suspend or terminate an employee found guilty of helping a student to cheat or another type of test security violation; the State Board of Education, following appropriate procedures, may suspend a certificate, permit or license; and a law enforcement agency, following an appropriate investigation, may prosecute under the state criminal code.

District Investigation Report A district conducts an investigation when an alleged test security violation has been reported to the Department and the Department has determined that the alleged test security violation warrants an inquiry. The district may take up to two weeks (or longer if necessary) to complete the investigation. Once the district investigation has been completed, a written investigation report is to be submitted to the Department. OAC 3301-13-05 (H)(2) requires the district investigation report to be filed with the Department within ten days after the completion of the district’s investigation. Required investigation report content:

• District does not identify students by name; students are identified as Student 1, Student 2, etc.; • Name of the person believed to be involved in the incident; include position and title; • Detailed description of the incident; • Interviews and/or testimonies; • Evidence or statement of lack of evidence; • District’s conclusion and disciplinary action if applicable; and • Corrective plan of action.

Guidelines to Help Districts Document an Inquiry Describe what occurred in the building/classroom during the test administration in the written report.

• Have you determined that state-mandated testing procedures were followed by all school staff? • Have you interviewed all individuals who were involved in, or may have information about, the alleged

incident? • If you found evidence indicating an irregularity, have you described exactly what happened and why? • If you found evidence indicating an irregularity; did you prepare a timeline, if necessary, to establish

when events occurred? If evidence or indication of a testing irregularity is discovered, appropriately document the testing irregularity.

• Have you ensured that the report and any provided statements clearly lay out the sequence of events and explain exactly what happened?

• Have you received typed, signed, and dated statements from all individuals who were involved in, or may have information about, the irregularity?

• Do all statements include the name and role (title) of all individuals involved (do not name students)? • Do the statements include how the individuals were involved in the incident? • Do the statements include a description of the incident from the individuals’ perspective?

Guidelines to Help Districts Develop a Corrective Plan of Action If evidence or indication of a testing irregularity is discovered, describe a plan to correct and mitigate any future occurrences of the testing irregularity. A corrective action plan must accompany the written investigation report. Here are some tips to help with preparing the plan:

http://education.ohio.gov/Topics/Teaching/Educator-Conduct/Office-of-Professional-Conduct-Statutes-and-Rules



• Does the plan include a description of the specific procedure(s) that will be implemented to help prevent future occurrences of this type of violation?

• Does the plan include the name and role (title) of the person(s) responsible to implement the plan? • Have you submitted all statements in letter form on paper or letterhead? Are they typed, signed, and

dated? • Have you submitted a final, written determination about what happened and who is responsible?

Standards for the Ethical Use of Tests The State Board of Education has adopted rules of ethical practice for the use of state tests and other tests, such as district and school standardized tests. Tests shall include the test itself and any part of the process of assessing or testing a student. District and school personnel may reference OAC 3301-7-01 for standards concerning unethical or inappropriate practices that involve preparing students for tests, administering and scoring tests, and interpreting and/or using results.

Additional Monitoring Procedures The Department will continue to analyze results from the tests to help ensure valid and fair results for students and districts. The Office of Assessment, with guidance from a group of national testing experts, uses a variety of commonly accepted statistical and audit procedures to review and audit both test score data and individual test documents for any anomalies that may be related to testing irregularities. When anomalies appear in the data, districts may be contacted and asked to assist in reviewing and, if necessary, investigating the circumstances surrounding the anomalies. For instance, the audit procedures analyze and try to identify highly unlikely patterns of responses between students from the same classroom or school. Also, specific patterns of erasures and other marks on scannable documents may be examined. The Department also will audit vendor testing records to ensure appropriate test participation and administration procedures are followed (e.g., testing at appropriate grade levels and no inappropriate “double testing” of students). The Office of Assessment and its testing vendors will continue to monitor the prompt return of all secure test materials from each test administration by districts. Finally, the Office of Assessment may request permission from a district to observe and inspect test administration procedures in a building during a test window.

Appropriate Help for Students While it is not appropriate to teach students how to answer specific questions that students will take on state tests, it is appropriate to be sure that students are prepared for the different item types measured by the tests. Several tools are provided by the state including practice tests, sample test items and other resources. Resources on the website provide more detailed information about each test, the academic content standards and scored and annotated student work on constructed-response questions. Ohio’s State Tests Portal is the gateway to all systems and resources for the administration of the end-of-course tests. It includes practice tests, FAQs and resources for students and families, teachers/test administrators, test coordinators and technology coordinators. Although this portal is available to the public, several systems require users to log in using their account information. It is appropriate to integrate instructional activities that address the academic content standards at each grade level. It is also appropriate to establish and implement intervention programs to help students gain necessary knowledge and skills to score at the proficient level on the state tests. If students do not score at the proficient level, then public schools are required to provide intervention/remediation services to those students.

Additional Test Security Resource The Office of Assessment has developed a resource and reference guide for test security, Guidelines and Procedures: Maintaining Test Security and Reporting Testing Incidents on the following page. This resource was developed in consultation with district staff familiar with testing issues from across Ohio, Ohio educational organizations, the Department assessment staff and the Department legal counsel. These guidelines shall be


http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/Sample-test-items-and-practice-tests

http://oh.portal.airast.org/ost.stml


used in conjunction with specific test administration manuals in the event of a testing irregularity or testing incident and shall also serve as a complement to test security training resources used by districts.

Purpose The Code of Fair Testing Practices in Education prepared by the Joint Committee on Testing Practices and the Standards for Educational and Psychological Testing prepared by the American Educational Research Association, the American Psychological Association and the National Council on Measurement in Education clearly state that educational professionals have an obligation to provide and use tests that are fair to all test takers regardless of age, gender, race, disability, ethnicity, religion and linguistic background. Standardization of tests and test administration help ensure that all students are given equal opportunity to demonstrate what they know without biasing practices and procedures. Fairness implies comparable opportunity to all test takers and therefore extends to all aspects of the testing process. It is for that reason that this document was developed and provided to all educators engaged in the testing of students. Any action or event surrounding a test that potentially interferes with any student’s opportunity to demonstrate what he/she knows is considered a test irregularity or incident. This document presents procedures for schools and districts to identify and report test irregularities and incidents that interfere with the fairness and comparability of the test results for all Ohio students. Detailed instructions are included in the Guidelines to help schools and districts determine if a test irregularity, test incident and/or a test security violation has occurred and how to report such to the Ohio Department of Education. All reported irregularities, incidents and alleged test security violations are confidential. Confirmation of a test or data security violations has the potential to affect a student’s score, a staff member’s career and/or a district’s accountability. Communication and investigations of irregularities, incidents and violations are not discussed with anyone other than identified staff. The case (including all details) remains confidential until the case is officially closed. Any requests for data once a case is officially closed are referred to the district. Any Ohio school that administers the Ohio state tests are required to follow standardized administration and test security procedures. While the term “district” will be used throughout the Guidelines, it is meant for all Ohio schools – public schools including community schools and chartered nonpublic schools that administer the tests including online and paper format. References: American Psychological Association

Overview Ohio statutes require the following state test administrations:

• High School: seven end-of-course tests ORC 3301.0712 o English language arts I o English language arts II o Science (Biology) o Algebra I (or Integrated math 1) o Geometry (or Integrated math 2) o American history o American government

• Elementary grades 3-8 tests ORC 3301.0711 o Third Grade

English language arts test biannually o Fourth through Eighth Grade

English language arts test annually o Third through Eighth Grade

Mathematics test annually o Fifth and Eighth Grade

Science test annually • Alternate assessment for students with significant cognitive disabilities as identified in the student’s IEP

ORC 3301.0711

http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=961&ContentID=7149&Content=62356

https://www.apa.org/monitor/2014/12/testing-standards.aspx

https://www.apa.org/about/policy/approved-guidelines.aspx

http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies



http://education.ohio.gov/Topics/Testing/Ohio-English-Language-Proficiency-Assessment-OELPA/Ohios-Alternate-Assessment-for-Students-with-Sign



• English Learner proficiency test ORC 3301.0711 (C)(3-4) • Ohio Graduation Tests for students who first enrolled in grade 9 before July 1, 2014 ORC 3301.0710

Any event or procedure that could potentially impact the integrity of the tests, the data, or the test results before, during or after the test administration is a test incident. All test incidents must be reported immediately to the district’s designated staff. A district shall report to the Office of Assessment at the Ohio Department of Education as soon as a test incident becomes known to the district as per OAC 3313-13-05 (H). When reporting test incidents, districts shall initially contact the Office of Assessment by telephone as soon as the district is aware to discuss the alleged test incident. The Office of Assessment may request a copy of the completed Report of Test Incident during an investigation; however, do not send in the Report of Test Incident report until the Office of Assessment requests it. In the event an investigation is conducted by a district, the district shall report the results of that investigation within 10 days after completion of the investigation to the Office of Assessment. Disruptions during the test administration must be avoided and/or minimized to the greatest extent possible. Disruption may cause the students to be distracted and lose their concentration on a test hence impacting their performance. The procedures for standard administration of the state assessment must be followed. The standardized procedures and protocols are outlined in the Test Administration Manual. All state tests are secure tests, except for the Ohio Diagnostic Tests, practice tests and released tests published by the Department. The OGT are not released as per HB 1 July 2009. Assessment security is vital to the successful administration of the assessment and to the integrity of the score results. All districts must have a policy on security and the policy and consequences should be made known to all staff involved with test administration. It is recommended that the policy and consequences shall be made known prior to each test administration each year. District and state procedures for protecting secure test materials shall be followed. Districts must maintain test and data security before, during and after the test administration. All individuals who are involved with the test administration in any way must maintain security. Under no circumstances shall students have access to assessment materials or items before or after the test administration. The following documents contain guidelines for test security:

• Guidelines and Procedures for Test Security • Test Administration Manual

Districts shall refer to statutory requirements for test administration and test incidents. Those include:

• Ohio Revised Code 3319.151: Confidentiality for State Tests • Ohio Administrative Code Rule 3301-13-02 (C-H): Administering State Tests re Breach Forms • Ohio Administrative Code Rule 3301-13-05: Establishing Security and Security Investigation Provisions

for Tests • Ohio Administrative Code Rule 3301-7-01: Standards for the Ethical Use of Tests

Procedure for Submitting Invalidation An invalidation occurs when a test has been compromised by a student, administrator or unauthorized party to the administration. Students’ responses that have been compromised are not students’ true answers and are, therefore, subsequently invalid. These tests must be invalidated. There are two ways for a district to submit an invalidation:

• Submit the request prior to the deadline date the request is sent to the vendor via the online system, TIDE, to nullify a test so that the test is not scored. The student does not receive a score, and the letters INV are reported on the student roster sent back to the districts by the test contractor and on the Family Report sent to the parent/guardian.

• Submit the invalidation directly through EMIS – the deadline was missed to submit the invalidation through the vendor, and the test was scored and reported back to the district by the vendor. This is a request that a score be nullified. All confirmed alleged security violations must result in an invalidation of all tests and scores for those students involved.

https://education.ohio.gov/Topics/Testing/Ohio-English-Language-Proficiency-Assessment-OELPA


https://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test-OGT








A confirmed test security violation requires the district superintendent, school administrator, or the district test coordinator to submit an invalidation of the test score. To submit the request prior to the deadline date for a test administration, the district uses a secure online system supplied by the test company vendor. An inquiry may be required. The invalidation must be sent by the date stated in the test administration manual. If the invalidation is not submitted through the online system, the invalidation must be directly submitted through EMIS. There is no charge for an invalidation of student scores.

District Investigation Report A district conducts an investigation when an alleged test security violation has been reported to the Department and the Department has determined that the alleged test security violation warrants an inquiry. The district may take up to two weeks (or longer if necessary) to complete the investigation. Once the district investigation has been completed, a written investigation report is to be submitted to the Department. OAC 3301-13-05 (H)(2) requires the district investigation report to be filed with the Department within ten days after the completion of the district’s investigation. Required investigation content:

• Detailed description of the incident including, but not limited to, the name of the person against whom the allegation was made;

• Testimony if interviews are conducted; • Evidence if applicable; • District’s conclusion and disciplinary action if applicable; and • A corrective plan of action.

After the district investigation report has been received by the Department in which an alleged test security violation has been confirmed, a copy of the report will be sent to the Office of Professional Conduct (OPC) if the investigation involved personnel who hold a license, certificate or permit issued by the Department. The OPC determines if an additional investigation is warranted.

Types for Test Incidents A test incident is any event or procedure that may impact a student’s performance on a test or may potentially impact the integrity of the tests, the data and the test results before, during and after testing. There are four types of test incidents:

• Testing Irregularity: A testing irregularity is an incident that may or may not compromise the test results but does affect the student’s performance on the test (e.g., fire alarm is activated in the school) or an unexpected change in the established test administration procedure and protocols that may, or may not, compromise the test result (e.g., student does not receive the appropriate accommodation as determined by an IEP or receives an inappropriate accommodation).

• Test Security Violation: A test security violation is an unethical testing practice or violation of the state or school’s security procedures that compromises test security and/or data security and the integrity of a student’s score results (e.g., individual uses a cellphone to take pictures of the test).

• Technology Incident: A technology incident is an event that may or may not compromise the test results but does affect the student’s performance on the test (e.g., school loses internet access during the testing session).

For additional guidance on test incidents please refer to the Test Incident Guidance Document.

Breach Form When invalidation of a student score is necessary, a different but parallel form of the test, if it is available, may be used to re-administer the test in the event of issues interfering with the standardization of testing materials or administration conditions. The breach form is intended to be used when a student test has been compromised by a test irregularity or a test security violation. Individual student cheating does not qualify for a breach form. The Ohio Department of Education, Office of Assessment, determines if the use of the breach form is an appropriate option for the district after the district has determined that an invalidation of a student


https://education.ohio.gov/getattachment/Topics/Testing/Testing-Forms-Rules-and-Committees/Documents-and-Forms/Test-Incidents-1-13-16-as-appendix.pdf.aspx

https://education.ohio.gov/getattachment/Topics/Testing/Testing-Forms-Rules-and-Committees/Documents-and-Forms/Test-Incidents-1-13-16-as-appendix.pdf.aspx


score is necessary or a student score has been invalidated as a result of a district security investigation or a test irregularity. Districts are advised to contact the Office of Assessment to discuss the situation that may lead to a breach form before an invalidation is entered. Test security violations or test irregularities caused by school or district personnel that require an administration of a breach form are at the district’s expense. Incidents that are caused by acts of nature or the state (the Department or the test contractor) and require an administration of a breach form are at the state’s expense (e.g., missing pages).

State Test Breach Grade 3-8 (spring only) yes High School yes AASCD no OELPA no OELPS no OGT no

The table on the following page contains some suggested reasons for a breach form, and the party responsible for the cost. Further breach guidance is available in the Test Administration Manual.

Reason for Breach Form $25 Charge per Test

No Charge to District

Defective test booklet X Fire, weather, or other emergency X Facility issues (water main break, power outage, evacuation) X Student responses cannot be transcribed (student erasure, booklet ruined unintentionally) X

Test compromised (students unsupervised, other security violations) X Accommodation given was not on IEP/504 X Required accommodation not given (district should first talk to parents) * X Supplemental tool (e.g. Protractor, calculator, reference sheet) given was not assigned to test or was not available but should have been* X

*In this scenario, a breach form is not required but it may be appropriate for the student to have another chance to complete the test with the required accommodation or tool. If the district or school, after consulting with the parents or guardians of the child, determine that the student should have another chance at the test with required accommodation or tool, then a breach form may be ordered, or extra time may be given for the student to complete the same test with the required accommodations or tools. It is allowable for this to occur on a subsequent day if time does not allow for it to occur in the same day. If the district/school, in consultation with the parents or guardians, determine that the student will not retest, the student’s test should be submitted for scoring as is. Only required supplemental tools, and accommodations and other accessibility features required by an IEP/504 Plan or EL status qualify for a second attempt. Other accessibility features (i.e. administrative considerations, universal tools and designated supports) not required by an IEP/504 Plan or EL status are not justification for a second attempt.

http://oh.portal.airast.org/resources/administration-manuals-and-guidance-documents/


District Test Coordinator Agreement Form This form is used to document that the District Test Coordinator is aware of and understands the district’s

security policy and all possible consequences and is aware of other resources regarding test security. OPTIONAL

Test Procedures Agreement for District Test Coordinators The district test coordinator acknowledges that:

1. All Ohio state tests are secure tests (except Ohio Diagnostic Tests, released tests and practice tests); 2. Procedures shall be implemented to ensure maximum test security; 3. Training on Ohio Revised Code (ORC) 3301.0710 State Board Policy on Test Security has been

provided to all school/building test coordinators prior to the test administration; 4. Training on Ohio Administrative Code (OAC) 3301-13-05 Rule on Test Security has been provided to

all school/building test coordinators prior to the test administration; 5. Training on Ohio Administrative Code (OAC) 3301-7-01 Standards for the Ethical Use of Tests has

been provided to all school/building test coordinators prior to the test administration; 6. Training on the district’s security policy, including possible consequences of test security violations, has

been provided to all school/building test coordinators prior to the test administration; 7. Copies of the Rules Book are available and access to information has been provided to all

school/building test coordinators prior to the test administration; 8. Copies of the Guidelines and Procedures for Test Security have been provided to all school/building

test coordinators and reviewed prior to test administration; 9. Test security or the accuracy of the test score results will not knowingly be violated in any manner; 10. Student test scores or test performance data shall not be disclosed to unauthorized persons; 11. Any breach of security, loss of materials or other deviation from acceptable security and administration

procedures shall be reported immediately to the district superintendent and to the Ohio Department of Education, Office of Assessment;

12. The signed Test Procedures Agreement for each school/building test coordinator has been collected and retained; and

13. Secure test materials shall not be released to the school before the signed Test Procedures Agreement has been collected from the school/building test coordinator.

DO NOT SEND FORM TO THE DEPARTMENT. Please keep for your records. I have read, understand, and with my signature agree to comply with statutory and regulatory (OAC) requirements, requirements stated in the Rules Book, and the Guidelines and Procedures for Test Security. I also understand that I must return this signed agreement to the district superintendent before test booklets/materials are released to the school. By signing this form and returning it to the district superintendent, I verify that the above conditions have been met.

District

District Test Coordinator Signature Date





Building Test Coordinator Agreement Form This form is used to document that the school/building test coordinator is aware of and understands the

district’s security policy and all possible consequences and is aware of other resources regarding test security.

OPTIONAL Test Procedures Agreement for School/Building Test Coordinators

The school/building test coordinator acknowledges that:

• All Ohio state tests are secure tests (except Ohio Diagnostic Tests and practice tests, released tests and practice tests);

• Procedures shall be implemented to ensure maximum test security; • Training on Ohio Revised Code (ORC) 3301.0710 State Board Policy on Test Security has been

provided to all test administrators prior to the test administration; • Training on Ohio Administrative Code (OAC) 3301-13-05 Rule on Test Security has been provided to

all test administrators prior to the test administration; • Training on Ohio Administrative Code (OAC) 3301-7-01 Standards for the Ethical Use of Tests has

been provided to all test administrators prior to the test administration; • Training on the district’s security policy, including possible consequences of test security violations, has

been provided to all test administrators prior to the test administration; • Copies of the Rules Book are available and access to information has been provided to all test

administrators prior to the test administration; • Copies of the Guidelines and Procedures for Test Security have been provided to all test administrators

and reviewed prior to test administration; • Test security or the accuracy of the test data score results will not knowingly be violated in any manner; • Student test scores or test performance data shall not be disclosed to unauthorized persons; • Any breach of security, loss of materials or other deviation from acceptable security and administration

procedures shall be reported immediately to the district test coordinator; • The signed Test Procedures Agreement for each test administrator has been collected and retained;

and • Secure test materials shall not be released to the school before the signed test Procedures Agreement

has been collected from each test administrator. DO NOT SEND FORM TO THE DEPARTMENT. Please keep for your records. I have read, understand, and with my signature agree to comply with statutory and regulatory (OAC) requirements, requirements stated in the Rules Book, and the Guidelines and Procedures for Test Security. I also understand that I must return this signed agreement to the district test coordinator before test booklets/materials are released to the school. By signing this form and returning it to the district test coordinator, I verify that the above conditions have been met.

District School

School/Building Test Coordinator Signature Date





Test Administrator Agreement Form This form is used to document that the test administrator is aware of and understands the district’s security

policy and all possible consequences and is aware of other resources regarding test security.

OPTIONAL Test Procedures Agreement for Test Administrators

The test administrator acknowledges that:

• All Ohio state tests are secure tests (except Ohio Diagnostic Tests, released tests and practice tests); • Procedures shall be implemented to ensure maximum test security; • Training on Ohio Revised Code (ORC) 3301.0710 State Board Policy on Test Security has been

provided prior to the test administration; • Training on Ohio Administrative Code (OAC) 3301-13-05 Rule on Test Security has been provided prior

to the test administration; • Training on Ohio Administrative Code (OAC) 3301-7-01 Standards for the Ethical Use of Tests has

been provided prior to the test administration; • Training on the district’s security policy, including possible consequences of test security violations, has

been provided prior to the test administration; • Copies of the Rules Book are available and access to information has been provided and reviewed

prior to the test administration; • Copies of the Guidelines and Procedures for Test Security have been provided and reviewed prior to

test administration; • Test security or the accuracy of the test data score results will not knowingly be violated in any manner; • Student test scores or test performance data shall not be disclosed to unauthorized persons; • Any breach of security, loss of materials or other deviation from acceptable security and administration

procedures shall be reported immediately to the school/building test coordinator; and • Secure test materials shall not be released to the school before the signed Test Procedures Agreement

has been collected from the test administrator. DO NOT SEND FORM TO THE DEPARTMENT. Please keep for your records.

I have read, understand, and with my signature agree to comply with statutory and regulatory (OAC) requirements, requirements stated in the Rules Book, and the Guidelines and Procedures for Test Security. I also understand that I must return this signed agreement to the school/building test coordinator before test booklets/materials are released to the school. By signing this form and returning it to the school/building test coordinator, I verify that the above conditions have been met.

District School

Test Administrator Signature Date





Non-Disclosure Agreement for Translators Required

I understand that these test materials are restricted. I understand that all test questions and all other materials related to these tests including, but not limited to, passages, prompts, charts, graphs and tables are considered secure and subject to the provisions of Sections 3319.151 and 3301.0710 of Ohio Revised Code and Rules 3301-7-01, 330113-02 and 3301-13-05 of the Administrative Code. I agree not to disclose or discuss the contents of the tests in a manner that would assist a person to cheat or would in any other way compromise the validity of the test questions. Furthermore, I agree that all student-specific information obtained either prior to or during the oral administration will remain strictly confidential. My responsibility for maintaining the security of student information, test questions and materials continues even after the test concludes and the test materials have been returned.

Language Translator Printed Name

Language Translator Signature Date

The district/school must maintain a copy of this form and provide it to the Department upon request. Do NOT return with other test materials.


Scribe/Transcribing Documentation Form This form is used to document that the student’s responses have been accurately transcribed to the test

booklet or answer document.

OPTIONAL

Student Name:

Grade:

Subject:

District:

School:

Date of Administration:

Test: (Circle one): Grades 3-8 End-of-Course OGT OELPA OELPS Please check one of the following reasons for the use of a scribe: Student identified with disabilities and has a written IEP or 504 Plan specifying the use of a scribe

o Under IEP/504 Plan, student receives scribing accommodation as a part of daily classroom instruction and assessment

o Student is unable to write her/his answer into a standard test booklet or answer document Student identified as English Learner (EL) who is eligible to receive additional accommodations (translated

form of test) that may require translation and transcription. The translator is the scribe. Short-term medical condition (e.g., broken arm or wrist, student vomited on test booklet or answer

document or visual problem) which requires scribing or transcribing. Provide a brief explanation of the medical condition: The test administrator and scribe must both sign this form. Their signatures verify that no changes, edits or deletions were made to the student’s responses. The student’s responses were transcribed by the scribe exactly as given by the student including errors by the scribe. Scribing guidelines for Ohio State Tests have been adhered to as defined in Ohio’s Accessibility Manual.

Scribe Date When Scribing Occurred

Test Administrator Signature Date

Please keep for your records. Send this form to the District Test Coordinator.

Do not send this form to the Department.



Acceleration Policy and Rules ORC 3324.10 requires all school districts to implement a student acceleration policy. This statute allows districts, among other things, to place a student in a higher-grade level than is typical given the student’s age for providing student access to appropriately challenging learning opportunities in one or more subject areas. This practice is known as “subject-area acceleration.”

Definitions • Accelerated-subject grade level: the grade level of the accelerated instruction. • Overall grade level: the grade level as reported in the EMIS Grade Level Element. • Accountability grade level: the grade level where the student’s score will be counted.

Rule for Subject Area Acceleration This rule applies regardless whether students are formally accelerated on Written Acceleration Plans (WAPs.)

1. In any subject, students will participate in all testing, including end-of-course tests, at their accelerated-subject grade level;

2. If there is no test or end-of-course test at the student’s accelerated-subject grade level, the student will not be tested; Exception to rule 2: students in grades 5 and 8 accelerated into a high school science course other than biology must take the grade 5 or 8 science test unless the test has already been taken in a prior year. Students in grades 5 or 8 accelerated into a high school biology course must take the state’s biology test in lieu of taking the grade 5 or 8 science test.

EMIS Reporting Guidance In any subject, formally accelerated students on Written Acceleration Plans (WAPs) performing at the Proficient level or above will receive the appropriate increased weight in the district’s Performance Index. Formally accelerated students on Written Acceleration Plans (WAPs) are reported in EMIS as follows. During the first year of a student’s acceleration, all districts will report in EMIS the Subject Area Code and the Accelerated Level Count. For all years of a student’s acceleration, districts will report in EMIS the Accelerated Assessment Flag for any circumstance in which the student was tested at their accelerated-subject grade level. For any circumstance where a student is not tested because a test does not exist at their accelerated-subject level, but a test does exist in that subject at their overall-grade level, districts will report in EMIS the Score Not Reported Element. Districts will report in EMIS the Grade Level of Student at Time of Test Element and the Test Grade Level Element per standard reporting guidelines.

Specific Test Administration Procedures for Subject Area Acceleration Students testing at the accelerated level must be noted as such on test documents/records sent to the test contractor in one of the following ways: (a) in the Pre-ID file, or (b) in the appropriate bubble on the Demographic Page, or (c) in the Record Changes System (TIDE online system). Failure to properly record students testing at the accelerated level may delay processing and reporting. Example of Test Administration Procedures for a Subject Area Accelerated Student: A fourth-grade student performing above grade level in mathematics goes to a fifth-grade teacher every morning for instruction in mathematics and returns to the fourth-grade classroom for instruction in other subject areas. The student is an accelerated tester for fifth-grade mathematics but is still tested at fourth-grade for English language arts and social studies.



This student must be treated in the following manner:

• The student will be identified as an accelerated tester on the completed fifth-grade mathematics test documents submitted to the test contractor for scoring/reporting;

• The student will complete a fifth-grade mathematics test only using fifth-grade testing materials; • The student will complete only the fourth-grade English language arts and social studies sections using

fourth-grade testing materials; • The student will receive a fifth-grade mathematics score and a “did not attempt” for fifth-grade English

language arts and science on reports from the test contractor; • The student will receive a fourth-grade English language arts and social studies score and a “did not

attempt” for fourth-grade mathematics on reports from the test contractor; and • The district will record the fifth-grade mathematics score and the fourth-grade English language arts

and social studies scores into the student’s record in EMIS for the year end reporting. Chapter 2 of the EMIS Manual contains details on how this data should be recorded for proper accountability.

Whole Grade Acceleration For students who have been whole grade accelerated, their accelerated grade level, overall grade level and accountability grade levels are all identical. During the first year of a student’s whole grade acceleration, report in EMIS the same value for all five Acceleration Elements (subjects and number of years accelerated). Follow all other typical testing and reporting guidelines for the student’s accelerated grade level.

Acceleration Resources For questions regarding which students are covered under this policy, please contact the Gifted Services staff at (877) 644-6338 or [email protected].

For questions regarding report card and accountability calculations, contact the Accountability staff at (877) 644-6338 or [email protected]. For questions regarding EMIS reporting, contact your district’s EMIS coordinator or refer to Chapter 2 of the EMIS Manual. Please review complete information related to state requirements and guidelines for student acceleration. Information regarding student acceleration in this Rules Book pertains only to participation in required state testing.

State and Federal Legislation Accountability System Federal Legislation – Every Student Succeeds Act The federal Every Student Succeeds Act (ESSA) of 2015 requires all states receiving Title I money to administer annual tests in reading and mathematics in grades 3-8 and once in grades 9-12. To meet the requirements of ESSA, these high-quality tests must align with the state’s college- and career-ready standards. In addition, states must administer science tests (also aligned with academic content standards) at least once in grades 3-5, grades 6-9, and grades 10-12. States also must ensure that districts annually administer tests of English language proficiency, which measure the acquisition of listening, speaking, reading, and writing skills in English, to all English learners (EL). In September 2017, Ohio submitted a new state plan outlining how it will use the assessments to hold schools and districts accountable per the new federal regulations. The U.S. Department of Education approved Ohio’s ESSA plan on Jan. 16, 2018. The Department’s ESSA web page presents current information on the state’s plan. Federal regulation also requires states to participate in the biennial National Assessment of Educational Progress (NAEP) tests in reading and mathematics for fourth and eighth graders. Any school whose district receives Title 1 money must participate in NAEP, if selected by National Center for Educational Statistics (NCES). In addition, ORC 3301.27 requires participation of any Ohio schools in any NAEP administration for which they are selected. Subject matter areas vary from one administration to the next. OAC 3301-13-02



http://education.ohio.gov/Topics/Other-Resources/Gifted-Education/Resources-for-Parents/Academic-Acceleration-for-Advanced-Learners

http://education.ohio.gov/Topics/Every-Student-Succeeds-Act-ESSA

http://education.ohio.gov/Topics/Every-Student-Succeeds-Act-ESSA




requires a school’s participation in the administration of tests and to provide information for research that improves education effectiveness in Ohio, including national or international assessment programs.

Accountability Plan Schools and districts are required by federal regulation to test all students, even those students with significant cognitive disabilities. However, the federal regulation recognizes there will be cases in which it may not be possible to test 100 percent of the student population. For this reason, ESSA established a participation rate goal of 95 percent of the student population across all tested grades within a school or district. This means that, at least 95 percent of all students enrolled during the testing period and 95 percent in each of the 10 federally recognized demographic student groups must participate in the reading and mathematics Ohio State Tests (OST) in grades 3-8 and/or the end-of-course tests in ELA and math to meet the Annual Measurable Objectives (AMOs) participation rate goal (either through the general assessment or the alternate assessment). Under Ohio’s ESSA plan, all subgroups continue to be expected to assess at least 95 percent of their students in each subgroup on the state’s English language arts and math assessments. Once the preliminary letter grade is issued for the Gap Closing Component, each of the 10 federally recognized subgroups with sufficient size is evaluated for participation in English language arts and in mathematics to determine the subgroup participation rate. If even one subgroup fails to meet the 95 percent participation requirement, the final letter grade is reduced by one level. In addition, under state law, a district’s funds may be reduced for not testing all students (OAC 3301-13-04).

Students Included for District/School Accountability Purposes Ohio developed a series of “Where Kids Count” business rules to determine whether a student should be included at the building, district or state level for accountability purposes. In cases where a student is shared between two or more districts or schools, the system-wide rules serve as filters to determine which building and/or district (if any) should be held accountable for a student’s data. Federal regulation requires all students who are in attendance for a full academic year to be included in accountability calculations for a school and a district.

Students on an Acceleration Plan Several years ago, a change in law began affecting the performance level reported for the student on a formal written acceleration plan. If a student has a written acceleration plan, and passes the accelerated subject’s test in the proficient range or higher, the score will count one level higher than the assigned level based on the actual score. For example, if a student passes the test in the proficient range, the score will count in the accelerated range and will receive the new weight of 1.1 points in the Performance Index Score; a score in the accelerated range will be counted as advanced and will receive a weight of 1.2 points; and students who score in the advanced range will count as “Advanced Plus” and will receive a weight of 1.3 points. This provision is found in ORC 3302.01.

Accountability Components Pursuant to Ohio’s ESSA Plan, there are six components in the Ohio Accountability system receiving letter grades ranging from “A” through “F”. In turn, the six components are derived from 10 separate measures that also receive letter grades ranging from “A” through “F.” Beginning with the 2017-2018 report cards, the component grades will be aggregated to one overall, summative letter grade as provided in ORC 3302(C)(3)(a-f).






Department Web Resources Department website: Keywords Click on the links given for related websites; some of which cannot be accessed through the search box method.

Keyword search terms Information you will find

Acceleration Policy Information and resources for grades 3-8 regarding the State Board of Education’s model policy on acceleration, acceleration updates.

AASCD or Alternate Assessment

Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) information and resources about Ohio’s alternate assessment for students with significant cognitive disabilities.

Diagnostic Tests Information and resources for the grades Diagnostic Tests in reading, mathematics and writing.

Kindergarten Readiness Assessment (KRA)

Information and resources for the Kindergarten Readiness Assessment (KRA), which is given to all first-time kindergarten students starting the first day of school ending on Nov. 1. The KRA includes ways for teachers to measure a child’s school readiness.

English Learner (EL) English Learner (EL) information from the Lau Resource Center.

Newsletters Archived copies of the K-8 District Test Coordinator and the 9-12 District Test Coordinator monthly newsletters.

Ohio Graduation Tests (OGT) Ohio Graduation Tests (OGT) information and resources.

Practice Tests Half- and full-length tests for students to use as study aids, downloadable as Adobe Acrobat PDFs.

Ohio English Language Proficiency Test (OELPA)

Information about the annual measure of English language proficiency required for all English Learners (ELs) in Ohio.

Ohio English Language Proficiency Screener (OELPS)

Information about the screening tool used to identify students as English Learners (ELs) in Ohio.

Ohio’s State Tests Rules Book

Comprehensive information about the administration of Ohio’s state tests, including information on test security.

Special Versions Samples of state tests in a variety of formats that assist students whose IEP, 504 Plan or English Learner (EL) status allows for use of special testing accommodations (including Braille and large print).

State Student Identifier (SSID) State Student Identifier (SSID) policy, SSID Users’ Manual, SSID requirements.

Test Blueprints Test blueprints that contain information about individual tests, including the number of test questions and the number of points for each test question; and the number of test questions by short-answer, multiple-choice or extended-response category; and policies on rulers, protractors and calculators.

Test Dates Dates of current and future test administrations.

Testing Data Statistical summaries and item analysis reports related to various testing instruments developed and administered by the Ohio Department of Education (preliminary state results, raw cut scores for each test form, estimates of reliability and basic descriptive statistics).

Third Grade Reading Guarantee (TGRG)

Information and resources on the Third Grade Reading Guarantee which requires that all students must demonstrate a certain level of competency in reading before advancing to the fourth grade.

http://education.ohio.gov/Topics/Other-Resources/Gifted-Education/Resources-for-Parents/Academic-Acceleration-for-Advanced-Learners






http://education.ohio.gov/Topics/Other-Resources/English-Learners

http://education.ohio.gov/Miscellaneous/Newsletters

http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test-OGT


http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/Sample-test-items-and-practice-tests






http://education.ohio.gov/Topics/Testing/Testing-Forms-Rules-and-Committees/Ohio%E2%80%99s-State-Tests-Rules-Book

http://education.ohio.gov/Topics/Testing/Testing-Forms-Rules-and-Committees/Ohio%E2%80%99s-State-Tests-Rules-Book




https://oh.portal.airast.org/resources/general-resources/

http://education.ohio.gov/Topics/Testing/Test-Dates

http://education.ohio.gov/Topics/Testing/Statistical-Summaries-and-Item-Analysis-Reports




Ohio Revised Code and Ohio Administrative Code Ohio Administrative Code (OAC) Rules Regarding State Tests

Note: The rules, linked below, are online at http://codes.ohio.gov/ , the online repository for the Ohio Revised Code and Ohio Administrative Code.

• 3301-13-01 Defining terms and establishing state tests. • 3301-13-02 Administering required state tests at the designated grades. • 3301-13-03 Establishing provisions for the participation of students with disabilities in required tests

administered at the designated grades. • 3301-13-05 Establishing security and security investigation provisions for tests. • 3301-13-06 Scoring and reporting tests. • 3301-13-07 Establishing the provisions and decision procedures for the fairness sensitivity review

committee.

Assessment Legal Citations: Ohio Revised Code and Ohio Administrative Code Note: Access the ORC (Statutes) Citations and the OAC (Rules) Citations at LAWriter Ohio Laws and Rules.

Assessment Subject ORC and OAC listing

Acceleration Policy ORC 3324.10

Accommodations – English Learner “EL” ORC 3301.0711 (C)(3) (a)

Accommodations – Students with Disabilities (IEP) ORC 3301.0711 (C)(1)(a) OAC 3301-13-03

Accountability (Local Report Card) ORC 3302.01 ORC 3314.012

Achievement Tests Test Window ORC 3301.0710 (C)

Anchor Questions ORC 3301.0711 (O)(2) and (3)

Chartered Nonpublic Schools ORC

Community Schools Academic Progress and Closure Sanctions

ORC 3314.35 ORC 3314.36

Dates/Sequence of Administration ORC 3301.0710 (C) ORC 3301.0715 (A) and (B) OAC 3301-13-02

Diagnostic Tests ORC 3301.079 (D) ORC 3301.0715

e-Schools – Administering Tests ORC 3313.6410 ORC 3314.26

e-School (Community School Test Location - 50 Mile Radius) ORC 3314.25

Ethical Use of Tests ORC 3301.0711(A)(2) OAC 3301-7-01

Field Tests ORC 3301.0711 (O)(2), (3)

Foreign Exchange Students – exempt from consequences of not passing the social studies OGT ORC 3313.61 (H)

Kindergarten Readiness Assessment (KRA) ORC 3301.0715 (A)(3)

Intervention ORC 3301.0711 (D)

http://codes.ohio.gov/









http://codes.ohio.gov/



ORC 3301.0715 (E) ORC 3313.608 ORC 3313.6012

English Learner (EL) ORC 3301.0711 (C)(3)

Local Report Card ORC 3302.01 through ORC 3302-04 ORC 3314.012

Medical or Good Cause ORC 3301.0711 (C)(2)

Model Curriculum ORC 3301.079

National Assessment of Education Progress “NAEP” ORC 3301.27 OAC 3301-13-02 (W)

Ohio Graduation Tests – OGT ORC 3301.0710 (B) ORC 3313.614 (B)

Ohio’s “Operating Standards” (Formerly “Minimum Standards”) OAC 3301-35

Performance Indicators (Local Report Card) ORC 3302.02 ORC 3314.012

Performance Standards – OGT ORC 3301.0710 (A)(2) and (E)

Performance Levels – Ohio’s State Tests ORC 3301.0712 (B)(5)

Practice OGT Tests ORC 3301.0710 (D) ORC 3301.0711 A)(1)

Promotion to Next Grade OAC 3301-13-01 (P)

Release of Test Questions as public records ORC 3301.0711 (O)

Reporting Test Results ORC 3301.0711 (H) ORC 3301.0715 (C) OAC 3301-13-06

Requests for Verification or Rescoring OAC 3301-13-06 (E)

Retention in Grade ORC 3313.609 ORC 3301.0711(E) ORC 3313.608

Scoring Tests ORC 3301.0711 (A)(1), (H), (I) ORC 3301.0715 (C) OAC 3301-13-06

Security

ORC 3319.151 ORC 3301.0710 OAC 3301-7-01 OAC 3301-13-02 OAC 3301-13-05

State Student Identifier (SSID) ORC 3301.0711 (A)(1) ORC3301.0714 (D)(1) and (2) ORC 3301.12

Students with Disabilities Public school and chartered nonpublic

ORC 3301.0711 (C) and (K) ORC 3313.61 (L) OAC 3301-13-01 (M) OAC 3301-13-03 OAC 3301-51-08 (Q)



Testing as Specified in IEP OAC 3301-51-07 (H)(1)(g) and (h) OAC 3301-13-03

Third Grade Reading Guarantee ORC 3313.608 OAC 3301-13-01(P)

Ohio Graduation Tests (OGT) This chapter covers only the OGT. Information stated in this chapter applies to the OGT and does not apply to the other state tests. The OGT chapter will present information that falls into the policy area; it will not present administration procedures and requirements that may be found in the test coordinator and test administration manuals. The earlier chapters in the Rules Book contain information on state tests including OGT where applicable: Ohio’s State Tests including grades 3-8 and high school end-of-course; Ohio English Language Proficiency Assessment (OELPA); Ohio English Language Proficiency Screener (OELPS); Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD); Diagnostics; and Kindergarten Readiness Assessment (KRA). Information that is specific to OGT is stated in this chapter. Information that applies to the OGT and state tests is found in the Administration chapter of this Rules Book. Districts may refer to the Ohio Graduation Tests FAQs and the OGT Test Administration Manual on the Department website for additional information.

General Policy Ohio Revised Code 3301.0710, 3301.0711 and 3301.0712 require that the Ohio Graduation Tests (OGT) in reading, mathematics, writing, science* or social studies are administered to individuals who enrolled in grade nine for the first time before July 1, 2014, and who wish to receive an Ohio diploma. Districts, community schools, chartered nonpublic schools, education organizations with 22+ Programs and Adult Education Programs and Education Service Centers (ESCs) administer the OGT. There will be a small number of students attending high school who will take the OGT. Most of the individuals taking the OGT have completed their high school curriculum requirements or are completing their high school requirements in an adult diploma program. Individuals do not retake any OGT they already passed (scored at 400 or above). The administration for individuals who may or may not have completed their high school requirements will be provided three opportunities during the school year to take any required Ohio graduation test for which a proficient score has not been obtained. The tests shall be administered in any order. Multiple tests may be administered on one day provided all tests are completed in one day. Please see the section on Options for Graduation for OGT Students/Adults below. *If the individual completed curriculum requirements for graduation on or before Sept. 15, 2000, the individual is NOT required to take and pass the science OGT to receive a diploma.

Revised Format: Online Administration Beginning with the 2018-2019 school year, the OGT will be administered through an online platform or through the test administrator (TA) Data Entry Interface (DEI) system for the small number of individuals who have a paper test accommodation. The OGT administration will use the same system as the Ohio’s State Tests. The overall OGT administration is an open test window that begins September 2018 and concludes July 2022. The test window is open continuously each year except during the month of August. The OGT 2018-2019 school year test window is Sept. 4, 2018-July 31, 2019. The district creates the schedule for the OGT. The time between administrations of the test for each person is at least 30 school days from the date the person has taken the test in the school year. Individuals are encouraged to wait until they receive their scores from the test just taken. If individuals do not receive a proficient score, the Department encourages test takers to seek remediation and/or adequately prepare to retest. However, there are no time constraints of when a tester can retest online. An SSID or student ID and a photo ID is required to take the OGT.



http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test-OGT/Ohio-Graduation-Tests-FAQs






A paper format is available as an accommodation for those individuals who cannot use the online format. The individual’s responses for paper tests will be entered in the Data Entry Interface (DEI) by qualified test administrators. There are no answer documents available for use. The expectation is that all districts and schools will schedule time and provide technology appropriate for their local situations. The following are situations where districts and schools may be eligible for paper testing:

1. A district or school with students who will require the use of paper test forms as an accommodation documented in an IEP or 504 Plan or due to a student’s religious beliefs; or

2. A district or school that lacks the required technology infrastructure to test all students online, including schools that:

a. Are new to state testing and verify a lack of technology to test all students online; or b. Experience a change in the district’s or school’s technology system that impacts capacity to test

all students online. Districts or schools with the above situations involving the limitation of technology should contact the Ohio Department of Education at [email protected] to start the process of determining eligibility for an exception to online testing.

OGT Options for Graduation Individuals who enrolled in ninth grade for the first time before July 1, 2014 must meet their course requirements and their testing requirement, the Ohio Graduation Tests (OGT), to graduate. However, new options will allow students additional ways to meet graduation requirements. Students who must pass the Ohio Graduation Tests (OGT) may choose one of the options listed below:

• Use old testing requirements which is the OGT; • Use new testing options to fulfill old testing requirements (see Table 1 below); or • Use the new testing requirements (see Table 2 below).

Table 1 – New testing options to fulfill old testing requirements

Subject Area Previous Options Assessment Options – Minimum Scores

Mathematics Proficient on Mathematics OGT

Proficient on Mathematics OGT

3 points on Algebra I, Geometry, Integrated Math I or Integrated Math II

Score of 22 on the ACT Mathematics or 520 on the SAT Mathematics* (SAT after March 1, 2016 530 or higher)

Reading Proficient on Reading OGT

Proficient on Reading OGT

3 points on English Language Arts I or English Language Arts II

Score of 21 on the ACT Reading or 450 on the SAT Critical Reading* (SAT after March 1, 2016 EBRW 480 or higher)

Writing Proficient on Writing OGT

Proficient on Writing OGT

3 points on English Language Arts I or English Language Arts II

Score of 18 on the ACT English or 430 on the SAT Writing* (SAT after March 1, 2016 EBRW 480 or higher)

Science Proficient on Science OGT

Proficient on Science OGT

3 points on Biology

Passing grade in College Credit Plus course in Biology

Score of 2 on Advanced Placement (AP) Biology



Subject Area Previous Options Assessment Options – Minimum Scores

Score of 2 on International Baccalaureate (IB) Biology test

Social Studies Proficient on Social Studies OGT

Proficient on Social Studies OGT

3 points on American History or American Government

Score of 2 on Advanced Placement (AP) U.S. History or Advanced Placement (AP) U.S. Government and Politics

Score of 2 on International Baccalaureate (IB) History

Passing grade in College Credit Plus course in U.S. History or U.S. Government

*These test scores are the remediation-free scores set by Ohio’s university presidents. These scores are subject to change. New Testing Requirements

• A total of 18 Graduation Points across all end-of-course tests • A remediation-free score on the ACT or SAT:

Score of 22 on the ACT Mathematics or 520 on the SAT Mathematics*; Score of 21 on the ACT Reading or 450 on the SAT Critical Reading*; Score of 18 on the ACT English or 430 on the SAT Writing*

• A composite score of 13 on the WorkKeys and an approved industry-recognized credential. *These test scores are the remediation-free scores set by Ohio’s university presidents. These scores are subject to change.

Criteria for the Alternative Pathway to Graduation The Alternative Pathway to Graduation applies to the graduating classes of 2007-2017. The Alternative Pathway to Graduation does not apply to those individuals whose required test was the Grade Nine Proficiency Test or for any individual who enters ninth grade for the first time on or after July 1, 2014. The Alternative Pathway to Graduation does not apply to individuals who attended Educational Classroom for Tomorrow (ECOT) based on the attendance criterion. An alternate way for individuals who do not pass all parts of the OGT to meet the graduation test requirement to receive a high school diploma is provided by ORC 3313.615. The individual must pass at least four of the five OGT subjects and meet additional criteria. Decisions on eligibility will be made on the local level by the district/school that has the individual’s school records. All materials related to those decisions will stay with the individual's permanent records. Additional information includes GPA calculation chart, School Counselor Worksheet and other resources. Listed below are the alternative criteria for eligibility for a diploma in which an individual has passed all but one of the OGT tests. Eligibility is determined at the local level and is not processed through the Department.

1. On the one OGT for which the person failed to attain the designated score, the person missed that score by 10 points or less; for example, the scaled score must be at least 390. The score between 390 and 399 may have been received on any administration of the OGT; does not have to be the most recent score.

2. Has a 97 percent school attendance rate in each of the last four school years, excluding any excused absences (excused absences are defined by local school district policy).

3. Has not been expelled from school in any of the last four school years (statute does not address other student disciplinary outcomes, such as suspension).

4. Has a grade point average of at least 2.5 out of 4.0, or its equivalent as designated in OAC 3301-16-01 adopted by the state board of education, in the subject area of the failed OGT. The conversion chart is on the Department website.




http://education.ohio.gov/Topics/Ohio-s-Graduation-Requirements/Graduation-Requirements-2014-2017/Alternative-Pathway-for-Diploma


http://education.ohio.gov/getattachment/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/Graduation-Requirements-2014-2017/Alternative-Pathway-for-Diploma/Board-GPA-Calculation-Chart.pdf.aspx


5. Has completed the state high school curriculum requirement in the subject area of the failed test (applies to a student’s eligibility to be considered for an alternative pathway only. To receive a diploma, the student must also satisfy all the school district graduation requirements, including all the curriculum requirements.

6. Has taken advantage of any intervention programs provided by the school district or school in the subject area of the failed OGT and has a 97 percent attendance rate, excluding any excused absences, in any of those programs that are provided at times beyond the normal school day, school week or school year or has received comparable intervention services from a source other than the school district or school. Note: Students are only subject to this criterion if they were offered intervention. If so, the attendance requirement refers to their rate of participation.

7. Holds a letter recommending graduation from each of the person’s high school teachers in the subject area of the failed OGT and from the person’s high school principal. Note: If the student’s teacher from a specific course is no longer available, a person with sufficient knowledge to make an informed recommendation may substitute.

Administration Time Individuals have up to 2.5 hours to complete each test on the OGT. These situations may require more time per test subject, up to a maximum of one school day for each test:

• Enrolled students having an IEP or 504 Plan may have additional test administration time if it is specified in writing as an accommodation in the IEP. If the IEP or 504 Plan with additional time noted was in place at the time an individual left school, the accommodation applies; and

• Individuals identified as English Learners who have not exited the English language program whether enrolled in school or not.

Please review accommodations or English learners and accommodations for students with disabilities.

Breach Form OGT There is no breach form for the OGT.

Calculator and Reference Sheet The DESMOS calculator is available for the mathematics and science test. The OGT calculators currently in circulation may be used. The red TI-30X IIS is the only calculator that can be used during the OGT mathematics and science tests. Prior to distributing the OGT calculators, each test administrator must clear the calculator memory by gently pressing the black “RESET” button on the back of the calculator or by pressing the “ON” button and the “CLEAR” button simultaneously. The display must read “MEM CLEARED”. Note: The instruction sheet that accompanies the TI-30X IIS calculator may not be used during the administration of the OGT. The online Student Testing Site includes reference sheets for students taking the mathematics OGT. It is allowable for districts to use the paper reference sheet at the district’s discretion. The test administrator should download and print the appropriate reference sheet from the Ohio Graduation Tests webpage.

Foreign-Exchange Students and OGT All foreign-exchange students must take the designated state tests per grade level. Foreign-exchange students who enrolled in ninth grade for the first time before July 1, 2014 and are seeking a diploma from an Ohio school must take and pass the five OGT tests except if criteria are met to exclude the social studies test. A foreign-exchange student may be exempted from having to pass the social studies OGT if the person is not a U.S. citizen, the person is not a permanent U.S. resident, and the person indicates no intention to reside in the United States after the completion of high school per ORC 3313.61(H). The Alternative Pathway to Graduation may be an option if the student has passed the social studies test. If not, then the Alternative Pathway does not apply to the foreign-exchange student. The Options for Graduation may apply for foreign-exchange students who enrolled in grade nine for the first time before July 1, 2014.

https://education.ohio.gov/getattachment/Topics/Testing/Special-Testing-Accomodations/Accommodations-on-State-Assessments/OHAccessManual_FULL.pdf.aspx




• If a foreign exchange student passes the social studies OGT, which is now a prerequisite to using the Alternative Pathway under ORC 3313.615, then if he/she meets all the other criteria under ORC 3313.615, he/she would not have to pass one of the remaining four tests (reading, mathematics, writing or science) to take advantage of the Alternative Pathway.

• If a foreign exchange student does not pass the social studies OGT, he/she may NOT take advantage of the Alternative Pathway even if the person meets all the other criteria in that statute.

• Foreign exchange students either may be exempt from passing the social studies OGT under 3313.61(H), or if they pass the social studies OGT, then they can use the Alternative Pathway and are not required to pass one of the OTHER tests.

• ALL students, including foreign exchange students, will be required to pass four of the five tests to take advantage of the Alternative Pathway. This does not include students with disabilities who have been exempted from the consequences of not passing one or more of the OGT as per ORC 3313.61(L).

Individuals Identified as English Learners and the OGT Individuals who are no longer enrolled and were not exited from the English language program are still identified as an English learner and may have English-learner appropriate accommodations on the OGT. Please refer to the OELPA Accessibility Manual for information on appropriate accommodations for English learners. Please note: The OGT three-year rule that defined what accommodations ELs may have on state tests is no longer in place. English learners in U.S. schools for any length of time are permitted English learner appropriate accommodations. For guidance about allowable accommodations on state tests, including accommodations for ELs, refer to Ohio’s Accessibility Manual which now includes the OGT. The reading passage shall not be read aloud but the questions may be read aloud in English or the individual’s native language; this policy refers only to the OGT. All parts of the mathematics, writing, science and social studies tests may be read aloud. There are no CDs with the OGT recorded in a language other than English. The OGT is in English only for the online version. Districts follow the same procedures for translators as the state tests.

Individuals Who Did Not Pass the Ohio Ninth-Grade Proficiency Test Per ORC 3313.614 individuals who began high school with a class that was required to pass the Ohio Ninth-Grade Proficiency Tests but who did not graduate on time must meet the following criteria:

• If the individual began ninth grade prior to July 1, 2003 and passed the Ohio Ninth-Grade Proficiency Test in any subject prior to Sept. 15, 2008, the Ninth-Grade Test passes count toward graduation;

• If the individual began ninth grade prior to July 1, 2003, but did not pass the Ohio Ninth-Grade Proficiency Test in a subject before Sept. 15, 2008, the student must pass the OGT instead of the Ohio Ninth-Grade Proficiency Tests in that subject;

• If the individual began ninth grade on or after July 1, 2003 (class of 2007 and beyond), then the student is NOT eligible to receive a diploma based on passage of Ohio Ninth-Grade Proficiency Tests but instead must pass the OGT (the student/adult may wish to review the Alternative Pathway and the Options for Graduation);

• If an individual was required to pass the Ohio Ninth-Grade Proficiency Test and took and passed the OGT in any subject, the OGT pass will count toward the graduation requirement;

• If the individual completed curriculum requirements for graduation on or before Sept. 15, 2000, the student/adult is NOT required to take and pass the science OGT to receive a diploma; and

• Once an individual fulfills the curriculum requirement for a diploma, the person is never required, as a condition of receiving a diploma, to meet any different curriculum requirements that take effect pending the person’s passage of proficiency or graduation tests.

Individuals Who Have Not Passed a State Test The 22+ Adult High School Diploma Program helps individuals earn a high school diploma. The program is free to individuals who are over 22 years old, living in Ohio and do not have a diploma or a GED. Counselors



https://education.ohio.gov/getattachment/Topics/Testing/Special-Testing-Accomodations/Accommodations-on-State-Assessments/OELPA2016AccessibilityManual.pdf.aspx

https://education.ohio.gov/getattachment/Topics/Testing/Special-Testing-Accomodations/Accommodations-on-State-Assessments/OHAccessManual_FULL.pdf.aspx



work with the adult learners to develop individual plans to identify the courses and assessments needed to graduate and earn a diploma. Providers attempt to schedule instructional dates and times to meet the needs of adult learners. Additional information is available on the program and educational options including a list of approved providers. Number and Types of Questions Used on the Ohio Graduation Tests

Test Subject Prompts on writing test (18 points

each)

Multiple choice items (1 point each)

Short answer items

(2 points each)

Extended response

items (4 points

each.)

Total number of operational

items

Total number of

points

Reading NA 32 4 2 38 48

Mathematics NA 32 5 1 38 46

Writing 2 10 1 NA 13 48

Science NA 32 4 2 38 48

Social Studies NA 32 4 2 38 48

Paper Format Please refer to Supplemental Instructions for Paper Accommodations for instructions on the paper format. The individual’s responses will be submitted into the Data Entry Interface (DEI) which is accessed through the portal.

Performance Levels Based on recommendations from stakeholder committees participating in the Standard Setting process, the State Board of Education set cut scores for the performance levels of the OGT. Due to differences in difficulty across the different forms, the raw score needed to achieve the scaled score may vary slightly with each form of the test. The scaled score needed to meet each of the performance levels remains the same over time. The scaled score necessary to reach the proficient level is 400 on all OGT subject areas. Students must score at or above the proficient level on each of the OGT to receive a diploma. Students who have passed 4 out of the 5 subject tests may receive a diploma if the seven criteria for the Alternative Pathway to the Diploma are met. The scaled scores for each performance level for each of the OGT are provided below. More detail on the OGT is available in the statistical summary document published after each spring administration of the OGT. The statistical summary is found on the Department website. The spring 2015 OGT Statistical Summary was the last one posted since that was that last administration for a class of students to take the OGT for the first time.

Performance Level Scores Adopted by State Board of Education These standards were recommended by stakeholder committees after participating in the standard setting process.

Performance Level Scores

Subject Limited Basic Proficient Accelerated Advanced

Reading below 383 383 400 429 448

Mathematics below 384 384 400 425 444

Writing below 378 378 400 430 476

Science below 371 371 400 425 445

Social Studies below 382 382 400 429 446

http://education.ohio.gov/Topics/Testing/Ohio-Options-for-Adult-Diploma/22-Adult-High-School-Diploma-Program

https://oh.portal.airast.org/resources/ogt-graduation-tests-resources/

https://oh.portal.airast.org/resources/ogt-graduation-tests-resources/

https://education.ohio.gov/Topics/Testing/Statistical-Summaries-and-Item-Analysis-Reports


Practice Tests and Released Tests Practice tests for OGT are available. A scoring rubric is provided for each constructed-response question for scoring. Released tests for the 2004 through the 2009 administrations are available; OGT were no longer released after the 2009 administration. Districts are no longer required to administer the full-length OGT practice test to ninth-grade students as grade nine students do not take the OGT.

Rescores and Verifications There are no rescores for the OGT. Within 30 days after the receipt of its students’ scores, a district may request a score verification if the student did not receive a score on a test that was taken and/or received a score on a test that was not taken. Requests for OGT verifications are made by calling the Ohio Help Desk (877) 231-7809. There is no charge for a verification.

Results Tester’s individual results will be available in the Online Reporting System (ORS) thirty days after the test is submitted. District’s may download and print an Individual Student Report (ISR); no printed reports for the OGT will be sent to the district. The OGT layout for district student results data files is new this year and is available on the Ohio Graduation Tests Resources page of the portal. Please distribute this layout to all EMIS coordinators, data managers and information technology centers. Directions for accessing district data files can be found in the Online Reporting System User Guide and the Downloading Data Files guidance document, both available in the ORS Support Documents page of the portal.

Score Reports The individual will receive a printed copy of the Tester Score Report designed to the individual in interpreting test results. It is the district’s responsibility to distribute these reports to the individuals in a timely manner.

Students Receiving Scholarships and OGT Students enrolled in a chartered nonpublic school receiving a state scholarship are required by state law to take the OGT if the student enrolled in grade nine for the first time before July 1, 2014. The scholarships are the EdChoice Scholarship Program, the Cleveland Scholarship Program and the Jon Peterson Special Needs Scholarship Program. Students receiving the Autism Scholarship Program take the OGT only if they wish to receive a diploma.

Students with Disabilities and the OGT Enrolled students having an IEP or a 504 Plan shall take the OGT either with or without allowable accommodations. Enrolled students with significant cognitive disabilities may take the Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) if they qualify, and if it is specified in writing in their IEPs. Individuals no longer enrolled in schools are allowed accommodations if an IEP or 504 Plan was in place when the individual left school. Please refer to the Ohio Accessibility Manual for information regarding students with disabilities.

TIDE Beginning with the 2018-2019 school year, the same TIDE window will be used for the OGT, OST, OELPA and AASCD. There will be no separate OGT TIDE window.

http://education.ohio.gov/Topics/Testing/Testing-Materials/Ohio-Graduation-Tests-OGT-Full-Length-Practice-T

http://education.ohio.gov/Topics/Testing/Testing-Materials/Released-Test-Materials-from-the-Ohio-Graduati-1

https://oh.portal.airast.org/users/teachers.stml

http://oh.portal.airast.org/resources/ogt-graduation-tests-resources/

http://oh.portal.airast.org/resources/ogt-graduation-tests-resources/

http://oh.portal.airast.org/resources/ors-support-documents-osr/

http://education.ohio.gov/getattachment/Topics/Testing/Accommodations-on-State-Assessments/OHAccessManual_Spring2019_082818.pdf.aspx?lang=en-US