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Getting closer to those answers.State by state template created by UOO, http://unitedoptout.comTesting opt-out/Refusal ...
UNITED OPT OUT: The Movement to End Corporate Education Reform - United Opt Out National serves...

Getting closer to those answers.

State by state template created by UOO,
Testing opt-out/Refusal guide for Oregon Form completed by Susan Barrett
Contact information (email): [email protected] List of Assessments
OAKS: 3rd Grade – 8th Grade and High School
The Oregon Assessment of Knowledge and Skills is aligned to Oregon state standards, which define what students should learn each year. OAK tests are given as follows:
3rd and 6th Grades: OAKS tests in reading and math.

4th and 7th Grades: OAKS tests in reading, math, and writing. 5th and 8th Grades: OAKS tests in reading, math, and science. 10th Grade: OAKS tests in reading, math, writing, and science.
In fifth, eighth, and tenth grades, schools may also give an optional OAKS social studies assessment.
The OAKS Online system is used for reading, math, science, and social studies tests. OAKS Online is a computer-based adaptive test, which means it self-adjusts during test- taking in response to each individual student’s performance. Paper and pencil tests are also available and used for some exams, such as the OAKS writing test.
Oregon uses a balanced range of assessments to promote learning for all students. OAKS Extended Assessments are designed to measure the progress of students with cognitive disabilities who require special accommodations. Students who are identified as English Language Learners take the English Language Proficiency Assessment (ELPA), which measures their progress in English language acquisition.
Oregon also participates annually in the National Assessment of Educational Progress (NAEP), known as the Nation’s Report Card, where a sampling of students (from grades 4, 8, and/or 12) are tested in several content areas as part of a nationally representative assessment of student performance.
See link
Special considerations for the above assessments
Oregon has partnered with American Institutes for Research to create an online testing
system that will assess students' mastery of Oregon content standards. This OAKS Online
system is available in mathematics, reading/literature, science and social sciences.
Oregon -- with the other Governing States and Smarter Balanced staff -- are
implementing the summative, interim, and formative assessment for mathematics and
This is not a legal document. It is for informational purposes only. 1 Template revised: 6.13.13
State by state template created by UOO,
English language arts beginning in the 2014-2015 school year. Through the 2013-2014
school year Oregon students’ OAKS assessments will continue to be based on the 2003
English Language Arts content standards and 2007/2009 Mathematics content standards.
Procedures for opt-out/refusal
Send a letter to your child's teacher and principal stating you are opting out of state testing for reasons of disability or religious belief. “Religion” can be construed broadly and you do not need to invoke a particular tradition or denomination. Suggest an “alternative learning activity” for your child to do during testing time, such as reading, researching, writing, helping younger students, etc. Note that non-tested students may not stay in the testing room while tests are underway.
If your child is in high school and opting out of the 11th grade OAKS assessment, he or she will need an alternative assessment in order to graduate, such as the ACT, SAT, or a locally scored work sample. Be prepared to state your preferred option. If your child is not in high school, no other alternative assessment is required.
You do not need to send a letter to your district, but you may want to call your district just to verify that they share your understanding. Try to make this process as easy on the school teachers and principals as possible by getting all the most accurate information for your district. There should be a “testing coordinator” or someone who works in “assessments” at the district level that can also answer any questions.
Make sure your child wants to do this. Don't apply any pressure.
Urgency for opt-out/refusal
High stakes testing fosters test score-driven education rather than meeting the individual needs of students.
The tested subjects become the focus of instruction to boost scores, leading to neglect of useful and enriching subjects such as music, art, shop class, even writing.
The tests favor middle class students and disadvantage low-income and minority students and students limited in English proficiency. As a result, disadvantaged students suffer a narrowed curriculum and are denied access to subjects that might engage them in school. Investing money towards testing, new tests, and data collection diverts money away from providing a quality, well-rounded education for all students. That is money that could be used to lower class sizes, provide counselors and aides, and more time for teachers to interact with parents and students.
High stakes tests fuel push-outs, drop-outs and the school-to-prison pipeline.
Opt out to have a say in public education. Top-down mandates from federal and state policies have left the public, and the people most directly impacted – students, teachers,
This is not a legal document. It is for informational purposes only. 2 Template revised: 6.13.13

State by state template created by UOO, and parents - out of public education policy decisions. Opting out is a way to have your
voice heard.
Dear _______:
Sample language to include in opt-out/refusal Sample Opt Out Letter
I am writing on behalf of _____ to opt him/her out of the (test name). He/she is neither permitted to take the exam during mandated testing days nor during designated make-up sessions. Additionally, I am requesting that the school make accommodations for meaningful alternative activities or assignments that will continue to promote his/her academic and intellectual growth. My child will not be in attendance if academically viable alternatives are not available. Furthermore, I must be guaranteed in writing that whatever option is taken, either alternative assignments or absence, my child will not face any negative consequences to, for example, course grades, social or behavioral evaluations, workload, promotion, or future classroom assignments.
Strict adherence to state and federal high-stakes standardized testing, including the extensive classroom preparation that occurs prior to test administration, prevents my child from receiving a well-rounded and engaging educational experience. Until focus on testable skills diminishes to a reasonable extent, I will continue to withhold my child from participation in the testing program, and I ask that you honor that decision.
I do apologize in advance for the inconvenience or scrutiny that this decision may cause the administration, the school, and staff.
Resources and organizations
United Opt Out
Fair Test www.fairtest.rog
Rethinking Schools
Opt Out Supporters: boycott/
State specific watch-list
This is not a legal document. It is for informational purposes only. 3 Template revised: 6.13.13

State by state template created by UOO,
ALEC Teach for America
Oregon for Education Reform
Additional or miscellaneous information frequently-asked-questions-of-the-standardized-testing-boycott/-148
Q: Will opting out cause my school to not receive funding?
A:By law, all students are entitled to a free, public education. It would be illegal to withhold funding from schools if students opt out.
Q:Won't test scores be required for college entry?
A:State test scores such as OAKS are not required for college entry. Some colleges require SAT or ACT, but over 815 universities across the nation, including several in Oregon, do not require such test scores for admission. View the list at FairTest:
Q: The Test Administration Manual from the Oregon Department of Education only cites disabilities or religious beliefs as a basis for opting out. Can I still opt out just because I don't believe the tests are worthwhile and are unjust in their use?
A: Yes. We have checked with local ministers on this. Religion is a set of beliefs. Disagreeing in the use of high stakes testing is a set of beliefs. Additionally, it would be a violation of civil rights to allow some people to opt out due to their beliefs and not others. If you would like more specific information about addressing religious beliefs for opting out, see this post: conde_b_828770.html
Q: Won't this hurt the ranking of my child's school?
A: It can. Schools that do not meet participation targets in all subgroups will have their overall rating lowered by one category. All subgroups with at least 40 students in assessed grades over two years combined must meet the 95% participation target. These subgroups include economically disadvantaged student, students with disabilities, English learners, and seven identified racial or ethnic groups.
Also, according to the new 2012-2013 Oregon Report Card, a school that does not meet participation targets for every subgroup for two years in a row will have their overall rating lowered by two categories and will be reviewed for particular supports and
This is not a legal document. It is for informational purposes only. 4 Template revised: 6.13.13

State by state template created by UOO,
interventions. In 2013-2014, per the new Report Card, a school that does not meet participation targets for every subgroup for three years in a row will have their overall rating lowered by three categories which would result in such schools receiving either a Focus or Priority rating. However, there are no consequences to individual students.
Q: What would it really mean to fall into a Focus or Priority category?
A: Schools in this category are to receive “interventions” that help students improve achievement. A team would need to examine why participation rate is low. Obviously, this forces an important discussion. Students that are in Priority and Focus categories based on low test scores receive interventions such as tutoring and closer monitoring of a school. Of course it would not make sense to apply interventions simply on the basis of participation rates. This may be uncharted territory.
Q: Didn't receiving an NCLB waiver mean we didn't have to have such punitive measures?
A: No. The waiver just renamed the measures. You can read more about that here:
Q: Won't this harm my child's teacher because they have to be evaluated based in part on test scores?
A: Participation rate should not factor into such evaluations. As a teacher would have proof from families as to their desire to opt out, this decision should not reflect negatively on teachers.
Q: What about the new tests that are coming out, the Smarter Balanced Assessments? Will they be better and take less time and resources and provide better measures of learning?
A: It is hard to say what the quality will be, but we do know these tests will be more costly. They may take more time if they are given to even more grade levels. In any case, even if they are of “higher quality,” however that is defined, they will still pose the problems we have identified in terms of consequences, lack of application to student learning, and narrowing the curriculum to tested subjects.
As parents, students, and educators, we need to voice how our education money in education should be spent. Should it go to more testing? Or should it go to smaller class sizes and programs and services.
This is not a legal document. It is for informational purposes only. 5 Template revised: 6.13.13

United Opt Out National serves as a focused point of unyielding resistance to corporate ed. reform. We demand an equitably funded, democratically based, anti-racist, desegregated public school system for all Americans that prepares students to exercise compassionate and critical decision making with…


Oregon Department of Education Office of Learning: ISAA-2 PSAT/NMSQT® Student Exemption and District Waiver Process
Student Exemptions
ORS 329.488 (2008) requires the Oregon Department of Education (ODE) to issue a contract to administer a nationally-normed assessment to all 10th grade public school students. The purpose of the test is to predict success and provide practice in taking college entrance exams.
The PSAT/NMSQT®, offered by the College Board, was selected and school districts must administer the test to 10th graders beginning in October 2008. Districts that have administered the ACT and wish to continue to do so may apply to ODE for a waiver.
Allowing Exemptions for Individual Students
The law allows a student and his/her parent/guardian to request an exemption from participating in the test.
Districts should carefully consider ways in which all students who may benefit from the test have the opportunity, including appropriate accommodations, to participate. Below are procedures for allowing students to exempt themselves from taking the PSAT/NMSQT®.
Considerations in Exempting Students
There are several reasons a student might choose to not take the PSAT/NMSQT®.
1 The student has a disability and the student and parent of the student determines that the disability prohibits meaningful access to the PSAT/NMSQT®, even if the test were to be taken with the accommodations allowable by the College Board.1
2 The student is an English Language Learner, and the student and the parent of the student determines that the student’s English language level is too limited to allow meaningful access to the PSAT/NMSQT®, (the test is given in English only).2
Participation Requirements
Districts are required to provide the opportunity for 10th grade students to take the PSAT/NMSQT®. However, students are not required to participate in the test and there is no penalty to the school or district if a student chooses not to take the test. There is no make-up opportunity. The test is offered only on Oct. 15 and Oct. 18 at the school or district site.
The intent of the legislative action is to provide students with an early opportunity to take a college entrance exam and receive feedback on their potential for college or advanced level courses. Districts should make every effort to provide this opportunity to Oregon students and their families.
Page 1 of 2 June 2014
Oregon Department of Education Office of Learning: ISAA-2 PSAT/NMSQT® Student Exemption and District Waiver Process
District Waivers
To be eligible for a waiver from the administration of the PSAT and reimbursement for the 2013-14 administration of the PLAN (per Senate Bill 976), a school district must submit a request to the Oregon Department of Education by October 15, 2014, with the following documentation:
By school, a description of the number and percent of the district’s 10th grade students that were tested in 2007-2008 using the proposed vendor’s test; and,
By school, a description of the number and percent of the district’s 10th grade students that were tested in 2013-14 using the proposed vendor’s test; and,
Description of the 2014-15 contract your school district has with the test vendor, to include: a) which schools are expected to participate, and b) the manner in which the district expects the test vendor to comply with ORS 329.488 (2) as part of the district’s 2014-2015 contract.
1. Information on accommodations for students with disabilities is available at or Services for Students with Disabilities (SSD) at 609-771-7317 or [email protected].
2. Districts may consider scores on the English Language Proficiency Assessment (ELPA) as well as other local information to make a recommendation about a student’s academic English proficiency.


A Special Needs Plan, INC.
Request your FREE Guidebook before December 20th to receive it before Christmas! (Click on the "FREE Guidebook" image below our cover photo to request one)

"The Family Advocate," is a guidebook designed to educate families who are struggling with the worry surrounding their loved one's future care and financial well-being, overwhelmed by the complexity of coordinating all the necessary legal, financial, government benefits, communication & tax strategies and are frustrated because they can't find professionals who have the expertise to help.

Make securing the future of your special needs loved one your New Year’s resolution. A Special Needs Plan is here to serve families with education, action, and support. Our goal is to meet you where you are.

Call or email anytime! We will be waiting to congratulate you on taking the first step in securing your loved ones future. [email protected] or 800-SN9-8610


A Special Needs Plan, INC.


This seems to happen way to often these days (see post below). If your child is nonverbal, be sure to have a way that he/she can let someone know that they are still on the bus. Do they have an Augmented Communication Device? If they are verbal and aware of their surroundings, work on a social story for when they may end up alone. If you would like more examples, contact Collaboration Education Consulting today.


It's back to school time and IEP teams are reviewing their students' IEPs to ensure that all of the supports, specially designed instruction, modifications, and accommodations are in place for the school year. Have you reviewed your child's IEP lately? Does his/her school day meet the requirements set forth on his/her IEP? If you have any questions or concerns regarding your student's program and IEP, please feel free to contact Collaboration Education Consulting for a complimentary introductory session (note rules and restrictions may apply- see contract).
Here's to a successful school year folks!


Warning. Any person and or institution and or Agent and or Agency of any governmental, public or private structure including but not limited to the United States or Canadian Federal Government also using or monitoring/using this website or any of its associated websites, you do NOT have my permission to utilize any of my profile information nor any of the content contained herein including, but not limited to my photos or the comments made about my photos or any other "picture" art posted on my profile. You are hereby notified that you are strictly prohibited from disclosing, copying, distributing, disseminating, or taking any other action against me with regard to this profile and the contents herein. The foregoing prohibitions also apply to your employees, agents, students or any personnel under your direction or control. The contents of this profile are private and legally privileged and confidential information, and the violation of my personal privacy is punishable by law.


It is recommended that other members post a similar notice or you may copy and paste this one. For the record, FB is now a publicly traded site


WATCH: Aspergers Versus Autism
Watch and gain some insight on Aspergers Syndrome where it lies on the Autism Spectrum.


Prufrock Press: Special Needs Learning Resources
Know a gifted child with disabilities? Download a free sample of Prufrock Press excellent resource, "Twice-Exceptional Children." This downloadable sample and lots more information about special needs kids are featured in May's Special Needs Newsletter from Prufrock Press.


Math LD: Identifying Basic Number Processing Difficulties

The National Center for Learning Disabilities presents – the leading online resource for parents and educators on learning disabilities and related disorders.

Okay, it's time to Wikipedia this for some folks who consider themselves "specialists." Under the Oregon Administrative ...
Autism - Wikipedia, the free encyclopedia

Okay, it's time to Wikipedia this for some folks who consider themselves "specialists." Under the Oregon Administrative Rules, a student who would qualify for an Autism special education eligibility would need to show impairments in the four following areas: Communication, Social Skills, Sensory, Restrictive/Repetitive/Stereotypical Behaviors (getting "stuck in a movement or thought process and unable to move forward, difficulty with transitioning from one activity to another..etc). Even "high functioning" students can have impairments in all four is just hard to detect them with the untrained eye. Those who don't understand the behaviors associated with an Autism Spectrum Disorder may see these behaviors as "defiant, stubborn, uncooperative" etc. Look at the FUNCTION of the behavior folks! What is the student GETTING out of what they are doing? What are they trying to communicate?? If it falls within these may be ASD.
Yeah, it's been one of those mornings already...time to Wikipedia them!

Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. The diagnostic criteria require that symptoms become apparent before a child is three years old.[2] Autism affects information processing in the brain...


For a certain someone who needs some extra support right now, I know that I am here and CEC too. Know that you are the only one who knows your son the best! Don't let anyone tell you otherwise. If you need an advocate in your corner to help you sort out all of the Special Education jargon, the process, or to just listen while you vent, I am here for you. See below, as this directly pertains to you and your son's present situation. I will send more specific and direct info. regarding laws and process surrounding bringing weapons to school and your son's specific impairments if needed. I know that you are doing everything you can to ensure that he is getting the help he needs. Hang in there, I admire your strength.


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