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DTC Webinar

This webinar provides updates on the crisis response protocol for student assessments, including information on AI text review engine, reporting requirements, and district policies. It also addresses questions related to training and expectations for school administrators and DTCs.

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DTC Webinar

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Presentation Transcript

  1. DTC Webinar February 13, 2019 Welcome! Thank you for joining us. We will begin shortly.

  2. Quick Reminders Science Test Window Opened 2/6/19 Oregon Extended Assessments for ELA, Math, and Science opens 2/14/19 Oregon Extended Assessments 1% Justification Submission Form due to ODE 2/15/19 ODE is closed for President’s Day 2/18/19

  3. Crisis Response Paper Background • ODE receives crisis alerts any time that a student’s written response includes concerning language, such as abuse, suicidal thoughts, etc. • AIR engages AI text review engine to flag concerning words immediately upon submission of the test; these flagged student responses are reviewed and immediately reported to ODE. • As human raters at Measurement Incorporated (MI) review student responses to items, any responses determined to have met the response criteria are flagged immediately and daily reports are submitted to AIR. AIR cross-checks the MI report against the AI generated report and sends any additional information or new reports (not previously reported by AI) to ODE. • Once ODE receives the the crisis responses, our production crew generates a letter that describes the concern, includes the student response, and routes the letter to the relevant Principal (while also notifying the DTC). We have also added a telephone call to the Principal to our internal procedure. • The student’s Principal is expected to investigate the matter and ensure that the student’s safety and the safety of others is maintained.

  4. Questions Addressed • As mandatory reporters, who is required to report? • ODE staff are not mandatory reporters. This is why the crisis alerts are sent to district staff, so appropriate action can be taken. DHS’s mandatory reporting requirements list school employees as mandatory reporters. • The guidance to TA’s in section 2.6 states “each TA should have a thorough understanding of school, district and state policies” and “immediately escalate in accordance” to those policies. Should this be included in our annual state testing trainings? • Assuming that the question points to district policies surrounding how to handle crisis alert papers, ODE would expect that DTCs would want to train LEA test administrators on relevant district policy in this area, yes. If no policy exists, it points out a need to develop such a policy. • What are ODE’s expectations relate to these reports, both for school administrators and DTCs? • ODE performs a flow-through information sharing role in the crisis alert process. • Principals and DTCs are provided with the information as quickly as possible • District staff can share with school staff, who understand the student and local contexts and can determine what action is required, including mandatory reporting to DHS where appropriate.

  5. Additional Questions Question: Does the AI engine identify student submissions that are written in Spanish? Answer: The AI engine is learning to identify student submissions in Spanish, but it takes time for the algorithm to learn student responses that should be flagged; there are also a smaller number of responses received in Spanish, which prolongs the learning process. Human scorers at MI look at all student responses, including the Spanish submissions, and flag all concerning submissions.

  6. AI – Misspellings Question: Can the AI engine identify concerning words or phrases when they include misspellings? Answer: Yes. The AI engine converts all words into their most likely appropriate spelling using a spellcheck procedure prior to flagging concerning words.

  7. Portland Public SchoolsProtocol for Handling Crisis Responses in Student Assessments

  8. What is a Crisis Response?

  9. Crisis Responses • Depression • Suicide • Harm to Self or Others • Sexual Assault or Abuse • Violence • Alcohol and Drugs • Criminal Activity • Physical Abuse or Neglect

  10. Problem of Practice

  11. Catalyst to Change

  12. Where do you start?

  13. Step One: Identifying and Clarifying Who can and should help? How do we notify these persons? What are we legally required to do? What are we ethically responsible for?

  14. Step Two: Meetings and agreements Meet with those who can help Agreed to build out crisis response protocols Identify what are legal parameters are Agree up on our vision and priorities to our students

  15. Step Three: Collaboration and Planning Identify types of crisis responses Identify which department(s) then person(s) need to know Agreed upon communication avenues, i.e., email Mapped out escalation process based on category of the crisis response Mapping out a process of escalation

  16. PPS Crisis response escalation process

  17. Link to PPS Protocol Walk through document

  18. Step Four: Implementation and Training(in process) Understand what a crisis response is Understand how serious a crisis response can be Have the resources, training and understanding of the protocol and expectations therein Follow through with expectations Ensuring all relevant staff…

  19. Thank you For questions or inquiries: Deidre Davis ddavis2@pps.net

  20. Science Test 11th Grade Use of Previously Banked Passing Scores Why isn't this part of achievement when it is for participation?  I could see it negatively impacting state testing by parents and community.  If the student passed it then they should be included in the achievement levels for that school/district.

  21. Opt Outs I received an Opt-Out form for a student in October.  I was starting to enter the information in TIDE, only to find out that the student transferred two weeks after returning the Opt-Out form.  Do I forward the Opt-Out form to the other school district?  If I had entered the information into TIDE, would the blocked subjects have transferred to the new school? If a student moves to another school you do not need to do anything further with their opt out form. If the information had been entered into TIDE prior to the student moving the settings should stay with the SSID record and be available to the new school.

  22. Sharespace Topics I would like to know how other districts have decided to assess OSAS Science this year at the high school level.  Are they choosing to retest all 11th grade regardless of whether a student met last year or not; and if so, what is the reasoning?  Did they choose Accountability over Participation, or vice-versa?  Also, are they testing 9th and 10th as well if the students are familiar with the content, or are they transitioning over to only testing 11th grade?

  23. Question & Answer *Intentionally left blank*

  24. Next Steps & Adjourn • This PowerPoint and Q/A document will be posted to the Testing Resources page.

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