Show submenu for Explore
Show submenu for Registration
Show submenu for Covid Dashboard
Show submenu for District Information
Show submenu for Food Service
Show submenu for Staff Resources
Show submenu for Parent & Student Resources
Login here. (“Guest Session” will appear; you need not enter the information here.)
Select “sign in.”
Select a grade level, then click on “yes.”
Select a specific test or sample item.
The site features half-length practice tests for science and social studies. Because of the English language, arts and math tests are new, there are a smaller number of sample test items available until the item development process is completed and practice tests can be released.
Requires that the state elementary and secondary tests that are administered in the 2015-2016 school year will be an end-of-year summative test administered once each year, not over multiple testing windows, and in 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 English language arts test given in the fall)
Requires the length of those tests will be reduced in time;
Permits a district or school to administer such tests in any combination of online and paper formats at the discretion of the district board or school governing authority;
Requires all elementary and secondary test results to be available (except for the third-grade English language arts test), within 45 days of the test's administration or by June 30 of each school year, whichever is earlier;
Requires the third-grade English language arts test results to be available within 45 days of the test's administration or by June 15 of each school year, whichever is earlier;
Requires first-time students enrolled in public and community schools after July 1, 2015, to take the biology end-of-course test.
Why do students take state tests?
State achievement tests tell us how well our students are growing in the knowledge and skills outlined in Ohio’s Learning Standards.
These tests help guide and strengthen future teaching so we can be sure that we are preparing our students for long-term success in school, college, careers, and life. Test results also allow citizens to know how their local schools are performing compared to others around the state.
Which tests will be given for what grade level?
Classes of 2018 and beyond – End-of-course tests in English language arts I and II, algebra I, geometry (or integrated mathematics I and II), biology or physical science (class of 2018 only), American history and American government.
Classes of 2015-2017 – Ohio Graduation Tests and end-of-course tests in American history and American government.
See more information here about how the year of graduation is determined.
How long is a test?
When will districts offer the tests?
Ohio teachers are helping develop the tests
Will these new tests “count” this year?
Because the state tests are new, the Ohio legislature has extended “Safe Harbor” provisions for students, teachers, and schools that limit
how the results are used.
For more information
See theState Test Updates page
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 (N)(7).
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.
Test administrators may provide testing 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 accommodation, then that person must be under the direct supervision of the test administrator who meets the licensing/certification/permit criteria. Any person providing accommodation must be an adult non-relative of the student.
Students may not serve as scribes for other students.
For any group of more than 30 students, monitors will assist test administrators so that the ratio of test administrators/ monitors to students is no greater than 30 students to one.
Monitors 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 is allowed to 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.
This page includes information and resources related to accommodations on state assessments.
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 language learners and students who are English language learners with disabilities.
Ohio’s Accessibility System features are made up of accommodations for students with disabilities and English language learners as well as other features
including administrative considerations, universal tools, and designated supports.
Ohio's Accessibility Manual - This version does not include the appendices.
Appendix A - Accessibility Features for Paper-based Ohio’s State Tests
Appendix B - Reading Access Accommodation Decision-Making Tool
Appendix C - Protocol for Scribing and Transcribing Student Responses
Appendix D - Assistive Technology Guidelines -- In development; coming spring 2016
Appendix E - Emergency Accommodation Form
Appendix F - Student Accommodation Refusal Form
Appendix G - Accessibility Feature Decision-Making Framework
General Resources: See the Student Practice Resources on the portal and the Student Tutorials and Tools folder to view the Practice Test Guidance Document.
English Language Arts: See the Student Practice Resources on the portal and the English language arts folder for: Answer Keys, Writing Rubrics (Each of these scoring guideline sets describes the score point characteristics across three areas:
- Grades 3-5 informative/explanatory writing;
- Grades 3-5 opinion writing;
- Grades 6-12 informative/explanatory writing;
- Grades 6-12 argumentation writing.
Note: We will post Grades 4-8 English language arts sample items in December.
Mathematics: See the Student Practice Resources on the portal and the Mathematics folder for: Math Sample Item Answer Keys (include standards alignment information, the answer key, examples and scoring information), Equation Tutorial (explains how to use the Equation Response Editor tool and allows practice using the tool).
Science: See the Student Practice Resources on the portal and the Science Folder for Sample Item Answer Keys, Sample Item Scoring Guides, Calculator Policy, and various tools.
Social Studies: See the Student Practice Resources on the portal and the Social Studies Folder for Sample Item Answer Keys, Sample Item Scoring Guides.
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 school's and district's duties shall include, but not be limited to, the following:
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) to (E) of this rule as well as any additional standards of ethical assessment practice adopted by a participating school and district;
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;
Clearly define and communicate to all appropriate staff prior to each assessment the purpose(s) for each assessment;
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 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; 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;
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;
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;
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 establish written procedures for investigating any complaint, allegation, and/or concern about an unethical and/or inappropriate practice, ensuring the protection of the rights of an individual, the integrity of an assessment, and any result of an assessment.
ODE has released new testing preparation materials for the Spring EOC tests.
Both sample items and practice tests allow students to view and answer test questions that are like those that could appear on state tests. Teachers and parents also may use related resources to help their students know what to expect.
The department and the American Institutes of Research have released the following materials:
English language arts – Remaining sample items (grades 4-8), adding to those for grade 3 and high school that appear here.
Social studies – In addition to the updated test specifications for all tests, high school American history teachers now have additional practice test items. These items constitute an evidence-based set, which is a group of several questions associated with one or more common stimuli. Evidence-based sets allow students to work with primary source materials to show a deep understanding of social studies topics. The questions in these sets will assess a range of the skills and content in the content statements.
Mathematics resources that were released in October: http://oh.portal.airast.org/ocba/resources/?section=1-student-practice-resources
For state tests in English language arts, mathematics, science, and social studies
Teachers can prepare their students for state tests by providing instruction related to all Ohio Learning Standards for their courses and grade levels. Although Ohio is developing new tests in English language arts and mathematics, the Ohio Learning Standards remain in these and all other subject areas. Posted at this link are resources outlining how educators can fully integrate Ohio’s Learning Standards into their classrooms using materials for their curriculum and instruction in each content area.
Test blueprints serve as guides for test construction and provide outlines of the content and skills to be measured. For each individual test, they contain the number of test items, the number of points on the test, and how learning standards are grouped to report the test results. Note that science and social studies blueprints are part of test specification documents, which include more information about the content the tests will assess.
Another Location for these Blueprints:
Teachers should take a test administrator certification course in preparation for online testing. http://oh.portal.airast.org/Tutorials/Ohio_TA_Cert/
New practice materials and revised test specs available
Teachers of students who will take state tests this year in English language arts, science, and social studies may see new practice test items and related materials that were posted online last week. These include additional Student Practice Resources in several areas and updated test specification documents for science and social studies in all tested grades and courses. We have updated the science and social studies specifications from last year to reflect that districts will administer the 2016 tests in two parts within one testing window.
The department and the American Institutes of Research have released the following materials:
These items constitute an evidence-based set, which is a group of several questions associated with one or more common stimuli. Evidence-based sets
allow students to work with primary source materials to show a deep understanding of social studies topics. The questions in these sets will assess a range
of the skills and content in the content statements.
The department and AIR released mathematics sample items for grades 3 through high school in October.
Also, note that test specifications for English language arts and mathematics will be available in the 2016-2017 school year. Teachers of these content
areas may review test blueprints accessible from the Content Preparation for Teachers – State Tests Web page, which also describes what they can
learn from test specifications and blueprints.
Information for Parents and Teachers
ODE Third Grade Reading Guarantee Web Page
Legislation has created Ohio’s Third-Grade Reading Guarantee. This legislation is a mandate and emphasizes reading instruction and intervention in the early grades. The new Third-Grade Reading Guarantee law impacts parents, students, schools and districts in many ways.
All students entering the third grade must demonstrate a certain level of competency in reading before advancing to the fourth grade. This level will start between “limited” and “proficient” on Ohio’s Achievement.
Assessment in reading for grade 3, and will rise over time. Almost all of the provisions of the law took effect in the 2012-2013 school year.
Ohio’s diagnostic assessments are aligned to Ohio’s Learning Standards. The primary purpose of the diagnostic assessments is to provide a tool to check the progress of students toward meeting the standards. The diagnostic assessments were developed in two formats:
Screener: measures beginning year skills
Full Measure: measures end-of-year skills
Based on the Third Grade Reading Guarantee, districts/schools must administer a reading diagnostic assessment to all students in kindergarten through grade three by September 30 of each school year to meet the requirements of the Third Grade Reading
Guarantee. Districts have the option of using the state-developed diagnostics or a vendor assessment on the department’s approved list of diagnostic assessments. Districts who use the state-developed diagnostics must print the assessments locally.
Districts/schools must administer a mathematics diagnostic assessment to all students in grades one and two, and a writing diagnostic assessment to all students in grades one, two, and three at least once during the school year.
A district's/community school's ability to use a vendor diagnostic assessment for writing and mathematics is contingent on the previous year's letter grades for the categories Performance Index and Value-Added. If a district earned an "A" or "B" grade in Performance Index or Value-Added on the previous year's report card, then the district may use a vendor diagnostic assessment. All results must be reported into EMIS. Student results will be reported as on-track and, not on-track. (Note: On the
Student Score Sheet, students who score in the category of "further assessment may be needed" is considered "on track". However, it is strongly encouraged to provide interventions to these students.)
NOTE: The Ohio Department of Education (ODE) created a list of approved reading diagnostic assessments comparable to the ODE reading diagnostic assessment for assessing K-3 reading proficiency. Instead of using the state diagnostic assessments, districts may choose to use an assessment on the ODE approved list of diagnostic assessments as an option to determine if a student is on-track for reading.
THE REQUIRED GRADES TO BE ADMINISTERED A DIAGNOSTIC ASSESSMENT ARE:
READING: KINDERGARTEN, FIRST, SECOND AND THIRD
MATH: FIRST AND SECOND
WRITING: FIRST, SECOND, THIRD
The law requires that schools provide student-specific reading support and instruction to identified students within 60 days after identifying the student as not on track. Reading support includes intensive, individualized, and regular instruction using research-based strategies.
The district must develop a reading improvement and monitoring plan for each student identified as reading below grade level. The plan must do the following:
Identify the student’s specific reading skill level
Describe the additional instructional services and support
Include opportunities for parental involvement
Specify a process for monitoring the student’s receipt of the services and support
Provide a reading curriculum that assesses his or her reading progress using vetted assessments and
State that the student may be retained in third grade for failure to pass the third-grade reading
If a student is retained in third-grade because of the reading guarantee, he/she will be provided with student-specific instruction that aligns with their achievement levels to bring them up to grade level.
Both of our elementary schools are school-wide Title I schools. As a part of this program, every parent receives a parent compact. The purpose of the School-Parent Compact is to build and foster the development of a school-parent partnership to help all children achieve the State’s high standards. It establishes the responsibility for improved student achievement as one shared by parents, the child, and teachers.
The compact is for every student, parent and classroom teacher but will be particularly important for parents of students identified as not on track in reading in grades K-3. Parents of students not on track in reading will receive a letter notifying them of their child’s status and inviting them to join with their child’s classroom teacher and as appropriate Title I or Intervention teacher in creating a reading improvement and monitoring plan that is consistent with the law. The Title I compact describes how parents can support their child’s reading development at home and become involved at school.
Resources for Parents to Use at Home
Created for grades K-8 high school English language arts/literacy and mathematics the guides provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.
Family involvement strengthens student learning and improves academic achievement. Students with active family support have better attendance, pass more classes and earn more credits resulting in higher grade point averages and higher test scores. As a result, they are more likely to continue their education beyond high school and learn social and behavioral skills that help them at home, at school and throughout life.
INFOhio, a virtual K-12 library, transforms teaching and learning by connecting educational resources with the power of information technology. INFOhio's Core Collection of Electronic Resources, 16 tools selected for K-12 research, provides state-funded resources free to all Ohio K-12 students and educators for the 2011-2012 school year. A username and password are required for home access; see your school library media specialist, technology coordinator or classroom teacher.
An open-source free reading intervention program for grades K-6PBS Parents
PBS Parents is a trusted resource that’s filled with information on child development and early learning. It also serves as a parent's window to the world of PBS KIDS, offering access to educational games and activities inspired by PBS KIDS programs.
International Children's Digital Library
The ICDL is a rich resource that can be used in a wonderfully wide range of situations by children, parents, teachers, librarians, and others from all walks of life. Children can expand upon the stories to create games; parents can extract themes to help explain important lessons; teachers can utilize the multicultural nature of the collection to teach languages; librarians can enrich community outreach programs with tales from around the world and; of course, anyone can just open a book to read for pleasure.
National PTA - LiteracyReading is Fundamental
Reading Is Fundamental (RIF) is the largest children’s literacy nonprofit in the United States. We prepare and motivate children to read by delivering free books and literacy resources to those children and families who need them most. We inspire children to be lifelong readers through the power of choice. RIF provides new, free books for children to choose from and make their own.