Transcript Slide 1

District Testing
Coordinator
Training
It is the vision of Region 8 ESC
to develop a district-wide
systemic culture to sustain a
high-performing learning
community.
"It is the mission of Region 8 ESC to create
partnerships between school districts, teachers,
school board members, universities and
community colleges, community members and
business leaders to provide quality services for
school improvement that will prepare students to
cope with the challenges of the future."
January
2009
Tiffany Easley (TAKS)
District and Campus Coordinator Manual (A)
Accommodations (B)
Dyslexia Bundle (C)
Online Testing (D)
Test Security (E)
Welcome and Introduction
11:45-1:00
LUNCH
Karen Thompson
(Assessment of English Language Learners)
LAT (F)
TELPAS (G)
January 2009
Please Note:
This Training Does NOT Take the
Place of Reading the Appropriate
Manuals.
Changes to
Manuals
Tab A
January 2009
What’s new about the 2009
District and Campus Coordinator Manual?
Telephone Assistance/Reference Sources
Guide to the 2009 Coordinator Manual
Calendar of Events
TELPAS
LAT Appendix
January 2009
What’s new about other manuals?
TAKS General Test Administrator Manual
TAKS program general information
TAKS test administration calendar
Test security and confidentiality
Test administrator responsibilities
Appendices
Nine grade-specific Test Administration Directions
2009 District and Campus Coordinator Manual Supplement
Guides and training tools for online testing
Policies and processes specific to online testing
Information for planning the world geography EOC field test
Program-specific information for testing coordinators
January 2009
Policy changes for 2009
Two test administrator oaths, one following general training
and one following administration-specific training and test
administration
Extension of honor statement to students taking TAKS-M in
grades 9-11
Extension of SSI to students taking TAKS-M reading in
grades 3, 5, and 8, and TAKS-M mathematics in grades 5
and 8
Reading test questions and answer choices aloud no
longer required for TAKS-M reading tests; ARD
committees may determine a need for this accommodation
January 2009
Policy changes for 2009, continued
Changes to TAKS-Alt assessment
•reducing number of required essence statements from 6 to 4
•standardizing assessment tasks with accompanying pre-determined
criteria
•Keeping observation documentation locally
•Automating online scoring
•Shortening assessment window (January 5 – April 10, 2009)
January 2009
Policy changes for 2009, continued
TELPAS
•Extension of assessment window from 4 to 5 weeks
•Administered almost exclusively online; student information will
be transmitted through an online process
•TELPAS Manual for Raters and Test Administrators replaces
former separate TELPAS reading test administrator manual and
TELPAS rater manual
•Paper test booklets and answer documents will not be shipped
automatically; district coordinators will order these through a
special orders process
January 2009
Policy changes for 2009, continued
LAT administrations of TAKS-M reading/ELA will occur at
the time of other LAT reading/ELA administrations in late
April
Changes to answer documents
•The labels for the bubbles to indicate English or Spanish in the
TEST TAKEN INFO field have been changed from “E” and “S” to
“EN” and “SP” for TAKS grades 3-6 answer documents
•Additional bubble added to the LAT INFO field of TAKS and
TAKS-M answer document for rare situation in which approved
linguistic accommodations were available but none used
(Note: This bubble should NOT be marked if a student uses any
of the approved accommodations.)
January 2009
Policy changes for 2009, continued
Beginning in 2009, district and campus personnel may submit
Accommodation Request Forms using an online process
Distribution schedules for TAKS and TAKS-M manuals have
been modified. TAKS General Test Administrator Manual will
be sent in separate shipment in early January. Grade-specific
TAKS Test Administration Directions and TAKS-M Test
Administrator Manuals will be sent in nonsecure shipment for
first spring testing administration for each respective grade
level
No stand-alone field-test administrations for TAKS or Spanishversion TAKS or TAKS-M
January 2009
Useful documents on Student Assessment Website
•
2009 District and Campus
Coordinator Manual
•
2009 District and Campus
Coordinator Supplement
•
General Test Administration Manual and
Test Administration Directions
•
2008-2009 Test Security Supplement
•
2008-2009 Accommodations Manual
•
2008-2009 ARD Manual
•
LPAC Manual
•
TAKS-M, LAT and TELPAS test
administrator manuals
•
DBA instructions
•
Online Accommodation Request Form
•
Alternate Test Date Request Form
•
Online Incident Report Form
•
Corrective Action Plan template
•
Locally Determined Disciplinary Actions
Form
•
Studenta e-mail
•
FAQs
Accommodations
Tab B
January 2009
Key Changes to the
Accommodations Manual
LAT
• Detailed information regarding the LAT process
for eligible ELLs, including those receiving
special education services, is now available in
section of this manual entitled “Linguistically
Accommodated Testing (LAT)”
TELPAS
• Accommodations for students taking TELPAS
reading tests in grades 2-12 now included in
this manual 
Reorganization and Addition of New Appendices
• Participation requirements for certain state assessments
•
•
•
•
•
•
(Appendix A)
Eligibility criteria for specific accommodations (Appendix B)
Teacher tools that districts have the option of using if
needed (Appendix C)
Expanded information about the accommodation request
process (Appendix D)
General instructions for administering braille and large-print
tests (Appendix E)
List of supplemental aids allowed for TAKS
(Accommodated) without submission and approval of
Accommodation Request Form (Appendix F)
New appendix regarding administering tests to students
who are deaf or hard of hearing will be posted separately
at a later date 
New Accommodations Policy Changes and
Clarifications
• Policies changed and clarified as part of ongoing efforts to
improve access to state assessments for all students
• Implemented with the spring 2009 administrations
• Should result in a significant reduction of Accommodation
Request Form submissions 
January 2009
Key Changes to
Accommodation Policy
TELPAS Administrations
• TELPAS reading tests for grades 2–12 will be an online
administration only
• An Accommodation Request Form must be submitted for rare
instances when a paper administration may be necessary
because an accommodation is not available in an online
administration
• When a paper administration is approved, districts will follow a
special orders process to obtain test booklets and answer
documents. Details about this process are found in the
Coordinator Manual and training slides for ELL
assessments 
p. 2 Accom. Manual
Large Print Materials
• No changes to policy
• Separate eligibility page has been deleted and information has
been included in the ‘Accommodations by Category’ chart
• Accommodation Request Form is not required if a student has a
visual impairment and routinely uses large-print materials
in the classroom 
p. 25 Accom. Manual
Appendix E
Reading Aloud Questions and Answers on TAKS-M
Reading
• An accommodation beginning this year and no longer a required
part of test administration
• Applies to Grades 3-9 Reading and the reading section of Grades
10 and 11 ELA
• Not necessary to convene a special ARD committee meeting to
address this accommodation, but at next scheduled meeting
ARD committees must determine whether this
accommodation is necessary for all test questions and
answer choices or only as needed per student request
• Accommodation Request Form is not required 
p. 3 & 27 Accom. Manual
Sign/Translate Directions
• Included once again as an allowable accommodation
• No policy changes
• Directions given orally before or after test may be signed to a
student who is deaf or hard of hearing or translated into the
native language of a student with limited English proficiency
• An Accommodation Request Form is not required
• Translating directions into native language of student is not
considered an accommodation for an ELL taking TELPAS
reading 
p. 28 Accom. Manual
Other Methods of Response
• Clarifying language included to explain role of scribe during
different administrations
Written composition
Open-ended reading responses
Computation and notes 
p. 29 Accom Manual
Spelling Assistance
• This accommodation not allowed on revising and editing
• This accommodation applies only to written composition (4 & 7
writing, 10 & 11 ELA) and open-ended reading responses
(9 reading)
TAKS (Accommodated) and TAKS-M
• Grade 4: word lists allowed per ARD committee decision
and no Accommodation Request Form required
• Grades 7, 9, 10, 11: various types of spelling assistance
allowed per ARD committee decision and no
Accommodation Request Form required 
p. 30 Accom. Manual
Calculation Devices
• Specific conditions must be met
Disability affecting math calculation, not reasoning
or
Disability affecting physical reproduction of numbers
TAKS (Accommodated)
• Accommodation Request Form required for grades 3-6
mathematics and 5 science
• ARD committee decision and no Accommodation Request Form
required for grades 7-8
TAKS-M
• ARD committee decision and no Accommodation Request Form
required for 3-8 
p. 31 Accom Manual
Supplemental Aids
• Student must be able to understand content but needs
assistance recalling some of it
• Must be a tool; cannot provide direct answers to the TEKS
being tested
• Separate appendix lists aids that are allowable for eligible
students for TAKS (Accommodated) without an
Accommodation Request Form
TAKS (Accommodated)
• Accommodation Request Form required for all grades if the aid
is not listed in appendix of manual
TAKS-M
• ARD committee decision and no Accommodation Request
Form required for all grades 
p. 32, Appendix F Accom Manual
Manipulatives
• Assists students with visualizing abstract concepts
• Must serve as a tool; manipulative cannot provide direct
answers to the TEKS being tested
• List of manipulatives that are allowable for eligible students in
the “Accommodations by Category” chart
TAKS (Accommodated)
• Accommodation Request Form required for all grades if the aid
is not listed in manual
TAKS-M
• ARD committee decision and no Accommodation Request
Form required for all grades 
p. 32 Accom Manual
Extended Time (2 days to test)
• Clarification to policy only and approved only for small number
of students in unique situations
• Accommodation Request Form required for all students taking
any assessment
• Prior to submitting an Accommodation Request Form, schools
should consider other, less restrictive accommodations
(e.g., individual or small-group administration, frequent
breaks, dividing test into short sections, use of a scribe,
oral administration if eligible) as well as the assessment
the student is taking (i.e., format changes, fewer items)
• If a student is approved for two-day testing, specific procedures
must be followed in order to maintain test security and
confidentiality 
p. 35 Accom Manual
January 2009
Online Accommodations Request
Process
Appendix D
Accom. Manual
Online Accommodation Request Form
• District testing coordinators can submit Accommodation
Request Forms through online system (similar to online
incident report)
• Open to all districts by December 2008; being piloted
currently
• Intended to dramatically reduce number of faxed or e-mailed
requests
• Paper requests can still be submitted 
January 2009
Online Accommodations Request
Demonstration
Dyslexia Bundled
Accommodations
Tab C
pp. 41-43 DCCM
January
2009
Dyslexia Accommodations
What are the characteristics of
dyslexia?
 Having severe difficulty reading words in
isolation
 Lacking word-identification skills
January
2009
Dyslexia Accommodations
What are the allowable
accommodations?
 Orally reading all proper nouns
associated with each passage before
students begin individual reading
 Orally reading all questions and answer
choices to students
 Extending the testing time over a two-day
period
January
2009
Dyslexia Accommodations
What tests can be administered using
these accommodations?
 Grades 3–6 TAKS and TAKS
(Accommodated) reading tests in English
and Spanish, including all three SSI
administrations at Grades 3 and 5
 Grades 7 and 8 TAKS and TAKS
(Accommodated) reading tests, including
all three SSI administrations at Grade 8
January
2009
Dyslexia Accommodations
Who is eligible?
 Students not receiving special education
services who are identified with dyslexia
 Students receiving special education
services who are identified with dyslexia
 Students receiving special education
services who have a severe reading
disability that exhibits the characteristics of
dyslexia
January
2009
Dyslexia Accommodations
Remember…
Students in all these eligibility groups must
routinely receive accommodations in
classroom instruction and testing that
address the difficulties they have reading
words in isolation.
January
2009
Dyslexia Accommodations
Who decides which students are eligible?
For students NOT receiving special education services

The student’s placement committee as required by
Section 504 of the Rehabilitation Act of 1973

A committee of knowledgeable persons as outlined
in The Dyslexia Handbook
All decisions must be documented in writing in the
student’s official records in accordance with district
policies and procedures.
January
2009
Dyslexia Accommodations
Who decides which students are eligible?
For students receiving special education services

The student’s admission, review, and
dismissal (ARD) committee
All decisions must be documented in the student’s
individualized education program (IEP)
January
2009
Dyslexia Accommodations
Some important reminders

The test administrator MUST administer
the reading test using all three
accommodations as a bundled package.

Campuses should plan for students taking
TAKS reading with the bundled
accommodations to be tested individually
or in small groups.
January
2009
Dyslexia Accommodations
Some important reminders


There are separate test administrator
instructions and proper-nouns lists for TAKS
and TAKS (Accommodated) for all SSI
administrations due to the inclusion of a fieldtest passage on TAKS in March as well as
differences in formatting between the two
tests.
Districts must ensure that the test booklet,
test administrator instructions, and propernouns list match for students taking TAKS
and for those taking TAKS (Accommodated).
January
2009
Dyslexia Accommodations
Some important reminders

Both students and the test administrator
MUST use Form 1 for TAKS. There is only
one form of TAKS (Accommodated).

A copy of the proper nouns list applicable to
each grade/language must be distributed to
each student and the test administrator.
Copies of these lists must be made using the
blackline masters provided in each campus
box.
January
2009
Dyslexia Accommodations
Some important reminders

Each question and set of answer choices
may be read as many times as necessary
but cannot be rephrased.

The test administrator must keep his/her
voice inflection neutral during the reading
of test questions and answer choices.
January
2009
Dyslexia Accommodations
Some important reminders

The test administrator will give the test over a
two-day period and will be provided with
explicit information about where to stop on
Day 1 and where to begin on Day 2.

The test administrator must indicate that the
student has received a dyslexia test
administration by marking the DB bubble in
the accommodations column on the front of
the TAKS test booklet (grade 3) or answer
document.
January
2009
Dyslexia Accommodations
The 2009 Schedule for Grade 3




March 34
April 28
April 2930
July 12
Reading
Mathematics
First Reading Retest
Second Reading Retest
January
2009
Dyslexia Accommodations
The 2009 Schedule for Grade 4



March 3
April 28**
April 2930
Writing
Mathematics
Reading
** Important Note: Students taking the reading test
with dyslexia bundled accommodations must take
the mathematics test with Form 1.
January
2009
Dyslexia Accommodations
The 2009 Schedule for Grade 5






March 34
April 7
April 2829**
April 30
May 19
June 30
Reading
Mathematics
First Reading Retest
Science
First Mathematics Retest
Second Mathematics Retest

July 12
Second Reading Retest
** Important Note: Students taking the April TAKS reading retest with
dyslexia accommodations will take the first day of reading a day
earlier than noted on the calendar. This change is necessary to
maintain the testing schedule for science.
January
2009
Dyslexia Accommodations
The 2009 Schedule for Grade 6


April 28**
April 2930
Mathematics
Reading
** Important Note: Students taking the reading test
with dyslexia bundled accommodations must take
the mathematics test with Form 1.
January
2009
Dyslexia Accommodations
The 2009 Schedule for Grade 7



March 3
April 28**
April 2930
Writing
Mathematics
Reading
** Important Note: Students taking the reading test
with dyslexia bundled accommodations must take
the mathematics test with Form 1.
January
2009
Dyslexia Accommodations
The 2009 Schedule for Grade 8







March 34
April 7
April 2829**
April 30
May 1
May 19
June 30
Reading
Mathematics
First Reading Retest
Science
Social Studies
First Mathematics Retest
Second Mathematics Retest

July 12
Second Reading Retest
** Important Note: Students taking the April TAKS reading retest with
dyslexia accommodations will take the first day of reading a day
earlier than noted on the calendar to maintain the testing schedule.
January
2009
Dyslexia Accommodations
Are students who are absent eligible to
take a make-up test?

In March districts may administer make-ups as
long as they maintain the ship date for scorable
materials.

In April districts may administer make-ups as long
as they maintain the regular testing schedule and
the ship date for scorable materials.

For the summer administration no make-ups are
allowed.
Online Testing
Tab D
pp. 14 & 18 DCCM
March Exit Level Retests
TAKS Exit Level Mathematics Retest
TAKS Exit Level Science Retest
TAKS Exit Level Social Studies Retest
March 4, 2009
March 5, 2009
March 6, 2009
April Exit Level Retests
TAKS Exit Level ELA Retest
TAKS Exit Level Mathematics Retest
TAKS Exit Level Science Retest
TAKS Exit Level Social Studies Retest
April 28, 2009
April 29, 2009
April 30, 2009
May 1, 2009
End-of-Course Assessments
Physics and World Geography Field Tests
Algebra I, Geometry, Biology, Chemistry, and U.S. History
May 4–22, 2009
May 11–29, 2009
July Exit Level Retests
TAKS Exit Level ELA Retest
TAKS Exit Level Mathematics Retest
TAKS Exit Level Science Retest
TAKS Exit Level Social Studies Retest
July 14, 2009
July 15, 2009
July 16, 2009
July 17, 2009
October Exit Level Retests
TAKS Exit Level ELA Retest
TAKS Exit Level Mathematics Retest
TAKS Exit Level Science Retest
TAKS Exit Level Social Studies Retest
October 20, 2009
October 21, 2009
October 22, 2009
October 23, 2009
Online Testing
January
2009
January 29 TETN Session #34754
Online Testing Overview
1:30-3:30
Feb. 4
TETN Session #43498
TELPAS Electronic Submission
1:30-3:30
Security and Integrity of
Testing Programs
Tab E
January
2009
Overview
•
•
•
•
•
General Security Information
What’s New in 2009
Training Reminders
Testing Irregularities
Reporting Irregularities
January
2009
General Security Information
• Texas Education Code (TEC) Chapter 39,
Subchapter B
• Texas Administrative Code (TAC) 19
Subchapter 101, Assessment
• Family Educational Rights and Privacy Act
of 1974 (FERPA)
• Texas Penal Code 37.10 - Tampering
January
2009
What’s New in 2009?
14-point Security Plan
• Honor statements – extended to include
TAKS-M testers, grades 9 through 11
• Model policy statement
• On-site monitoring
January
2009
What’s New in 2009?
Test Security Supplement
– Includes model policy statement
– Updated to reflect changes in policies and to include
suggestions from focus group
– Updated to include additional ideas for avoiding and
addressing common irregularities
Test administrator oaths
– One to be signed following general training
– Second to be signed following administration-specific
training and after test administration. Special section for
test administrators who gave an oral administration
January
2009
What’s New in 2009?
New Language in the Coordinator and
Test Administrator Manuals
•Since 2009 is a designated release year, districts may
retain a copy of each student’s TAKS and TAKS
(Accommodated) composition and/or open-ended
reading responses for assessments administered
during the 2008-2009 testing cycle (October 2008
through July 2009).
•Test administrators, technology staff, and other school
personnel who will be present in the testing room must
sign an oath for each administration.
January
2009
What’s New in 2009?
New Language in the Coordinator and/or
Test Administrator Manuals
•Document retention - Districts are required to maintain
the following documents for a period of five years
following a test administration:
– testing irregularity and investigation documentation
– inventory and shipping records
– signed security oaths for all testing personnel (with the
exception of the district testing coordinator and
superintendent / chief administrative officer oaths that
are mailed to the state’s testing contractor)
– seating charts
January
2009
Training Reminders
What should I
emphasize in my
training
regarding test
security?
January
2009
Training Reminders
Before test administration
• Emphasize importance of training and
reading manuals
• Account for all test materials
• Ensure proper storage of materials
• Verify accuracy of student information
• Verify testing requirements for students
receiving special education services
January
2009
Training Reminders
During test administration
• Ensure each student receives the correct
assessment and testing materials
• Emphasize and verify active monitoring
• Ensure all testing personnel understand that
they may NOT:
–
–
–
–
provide assistance
view the tests without authorization
discuss confidential student information
check for strategies
January
2009
Training Reminders
After test administration
• No unauthorized viewing (TEA may permit)
• No scoring of student responses
• No discussion of confidential student
information
• No erasing stray marks or darkening
response ovals
• Account for all test materials
January
2009
Training Reminders
Potential pitfalls to avoid:
• Assigning untrained staff to administer and/or
monitor tests
• Failing to inventory test materials
• Having insufficient test booklets and/or test
administrator manuals
• Not accounting for all test booklets and answer
documents each day
January
2009
Training Reminders
More pitfalls to avoid:
•
•
•
•
Assigning a student the incorrect assessment
Failing to give appropriate accommodation(s)
Improper (or nonexistent) monitoring
Failing to remind students to record their
responses and/or failing to verify that students
have bubbled their answers
• Leaving secure materials unattended
January
2009
Training Reminders
Even more pitfalls to avoid:
• Improper boxing and labeling
of test materials for return to
Pearson
• Late return of test materials
January
2009
Testing Irregularities
If something is going to go wrong,
what’s it likely to be?
January
2009
Testing Irregularities
Most common irregularities in 2008
•
•
•
•
•
•
•
•
Wrong test administered
Blank answer document accepted
Eligible student not tested
Wrong test form issued
Failed to detect/prevent improper student behavior
Unauthorized viewing
Exempt or ineligible student tested
Unmonitored or improperly secured test materials
*See “Common Testing Irregularities” handout
January
2009
Testing Irregularities
Potential Referral to Educator
Certification and Standards
• Viewing a test before, during, or after an
assessment
• Hand-scoring student tests
• Discussing secure test content or student
responses
• Copying secure materials
REMINDER: These incidents must be reported to TEA immediately.
January
2009
Testing Irregularities
Potential Referral to Educator
Certification and Standards (cont.)
• Any Action that Directly or Indirectly Assists
Students with Responses
– Clarifying or translating writing prompt or test items
(except for LAT administrations)
– Gesturing, pointing, or demonstrating correct responses
– Changing student responses
– Providing answers to test questions
REMINDER: However well intentioned, these actions are never
allowable or appropriate.
January
2009
Reporting Irregularities
Notify the Security Task Force
immediately if you become aware of
the following types of irregularities:
• Teacher/test administrator intervention or
assistance
• Unauthorized viewing, scoring, discussing, or
duplication of secure material
January
2009
Testing Irregularities
Preventing Testing Irregularities
• Train carefully
– Allow adequate time for training
– Issue manuals before training
– Train as many staff as possible
• Monitor & observe during testing
• Practice good inventory control at all levels
• Be available for questions
Refer to the 2009 Test Security Supplement for more tips on
preventing testing irregularities.
January
2009
Reporting Irregularities
Collecting Documentation
• All irregularities require the following
documentation to be submitted:
– Incident report (via the Online Incident Reporting
Process)
– Signed statement(s) from individuals involved (preferably
typed)
NOTE: Do not use the Student Assessment
Incident Report Form to submit statements from
individuals involved.
January
2009
Reporting Irregularities
Collecting Documentation (cont.)
• As of spring 2008, districts were required to
report disciplinary actions taken locally against
educators and/or students
– The Corrective Action Plan should be used to
report disciplinary actions taken against educators
– The Locally Determined Disciplinary Actions Form
should be used to report disciplinary actions taken
against students for cheating
January
2009
Reporting Irregularities
Common Reporting Errors
• Not contacting TEA when uncertain about how
to handle an incident
• Not gathering enough information to clearly
determine what has happened
• Submitting incomplete documentation – no
incident report or statements
• Not submitting the appropriate documentation
within the requested timeframe
January
2009
Reporting Irregularities
Submission of Information
Incident reports may be submitted to TEA online
using following URL:
http://www.tea.state.tx.us/student.assessment/admin/incidents/online/
For detailed information about using the online
submission process, please refer to the 2009
Test Security Supplement.
January
2009
Questions Regarding Test
Security?
Accountability Update
January 2009
Assessment of
English Language Learners
Tab F
Linguistically Accommodated
Testing (LAT)
• Grades 3–8 and 10
– Mathematics
– Reading and ELA
• Grades 5, 8, and 10
– Science
January
2009
Background
• LAT involves providing linguistic accommodations
during TAKS testing to increase test validity for
recent immigrants learning English
• LAT is used to fulfill federal NCLB requirements
for testing recent immigrant ELLs who are LEPexempt under Texas law in grades and subjects
used in AYP calculations
• Though LAT science is required under NCLB,
science results are not currently required for any
students for federal AYP accountability
January
2009
LAT Changes
• Only a few minor changes since last year
January
2009
Changes
LAT Information in Manuals
• No LAT appendix in coordinator manual. LAT
planning information is still included, but LAT
accommodations are detailed in 2008–2009
Accommodations Manual
• LAT test administrator manual continues to
include detailed LAT information
January
2009
Changes
LAT INFO Area on Answer Document
• New “Accommodations Available But None
Used” bubble added to LAT INFO area
• Addresses rare situation in which student is
provided with but does not use LAT
accommodations
• Bubble is needed to appropriately report student
as having participated in LAT administration
• Bubble should not be marked if student uses at
least one approved LAT accommodation
January
2009
Changes for LAT TAKS–M
LAT Scheduling for TAKS–M
• LAT administrations of TAKS–M will occur at time
of other LAT administrations
• Therefore, the following LAT TAKS–M
administrations will occur in late April rather than
March
– reading for grades 3, 5, and 8
– ELA for grade 10
January
2009
Changes for LAT TAKS–M
Reading Aloud Test Questions
• Reading aloud questions and answer choices on
TAKS–M reading tests is no longer a standard
test administration procedure
• Reading aloud test questions is a LAT
accommodation for reading. Therefore, LPAC and
ARD committee will decide whether to provide this
as a LAT accommodation
January
2009
Changes for LAT TAKS–M
Dictionary Use
• Dictionaries no longer permitted on revising and
editing section of grade 10 TAKS–M ELA
• Dictionaries are not an allowable LAT
accommodation for the revising and editing
section of ELA. Consequently, dictionaries are
no longer allowable for this section of LAT
TAKS–M grade 10 ELA
January
2009
February 12 LAT TETN
• When: February 12, 3:15 to 5:00 pm
• Purpose: To provide review of LAT procedures
and information for testing coordinators to use in
training LAT test administrators
• Content: To include examples and scenarios
and how to apply various linguistic
accommodations; opportunity for Q and A
January
2009
Review of LAT Administration
Procedures
January
2009
Basic Understandings
LAT involves
• grades 38 and 10 only
• math, science, and reading/ELA only
• only ELLs who are LEP-exempt
under state law
January
2009
LAT Reporting
• LAT results are not used for state reporting and
state accountability purposes
• Students are considered LEP-exempt in
campus and district summary reports, and in
state accountability system
• Student-level LAT results are provided
January
2009
Eligibility Differences
• Eligibility criteria for math/science vs. reading/ELA
are slightly different for 1st year LEP-exempt
immigrants
• LAT math and science
– Given to all LEP-exempt students whether it is
their 1st, 2nd, or 3rd school year in the U.S.
• LAT reading and ELA
– Given to 2nd and 3rd year LEP-exempt
immigrants
– not given to 1st year LEP-exempt immigrants
January
2009
AYP Inclusion
Subject
Math
Reading
and
ELA
Test
School Yr.
AYP
AYP
in U.S.
Participation Performance
2nd and 3rd


*

TELPAS
Reading**
1st

*
LAT
2nd and 3rd


LAT
1st
* = not evaluated for AYP
**For reading/ELA, 1st-year LEP-exempt immigrants are counted as
participants in AYP through TELPAS reading tests
January
2009
What about LEP-exempt recent
immigrants served by special
education?
• These students take:
– LAT administrations of TAKS, which include
LAT administrations of TAKS (Accommodated)
– LAT administrations of TAKS–M
• ARD committee in conjunction with LPAC
determines which LAT assessment is appropriate
• This group of students is very small; few students
served by special education are recent
immigrants
January
2009
What about LAT and TAKS–Alt?
• There are no LEP exemptions from
TAKS–Alt; therefore no LAT
• These provisions aren’t necessary because of
design of TAKS–Alt
• Observational assessments can be developed
using any language or other communication
method routinely used by TAKS–Alt student
January
2009
What about LAT and TAKS
(Accommodated)?
• LEP-exempt recent immigrants served by special
education take LAT form of TAKS if TAKS
(Accommodated) is appropriate test form
• Important: These students MUST NOT take TAKS
(Accommodated) form
• Format accommodations on TAKS (Accommodated)
form are used on LAT form of TAKS
• Students taking LAT form of TAKS receive LAT
accommodations and special needs
accommodations allowable with TAKS
(Accommodated)
January
2009
LAT Indirect Support
Accommodations
Math/Science Reading/ELA
Clarification of
test directions


Breaks at
request of
student


Testing over
2 days

These accommodations are built into testing procedures
for all LAT students
January
2009
2-Day LAT Reading/ELA
Administrations
• Directions in administrator manual
indicate where in test booklet to stop at
the end of Day 1
LAT Math and Science Direct
Support Accommodations
January
2009
•
•
•
•
•
•
Linguistic simplification*
Oral translation
Reading assistance
Bilingual dictionary
Bilingual glossary
English and Spanish test side by side*
*See slides at end on key procedural differences for LAT
administrations of TAKS–M
LAT Reading Direct Support
Accommodations
January
2009
•
•
•
•
•
•
Bilingual dictionary
English dictionary
Reading aloud – word or phrase
Reading aloud – entire test item
Oral translation – word or phrase
Clarification – word or phrase
Not all of these are allowable for LAT administrations of writing
sections of grade 10 ELA. See manuals for details
LAT Schedule
January
2009
Date
LAT Test
Grades
Mon, Apr 6
Math
5 and 8
Mon, Apr 27
Math
3, 4, 6, 7, 10
Tues, Apr 28
Reading/ELA
3–8 and 10
Wed, Apr 29
Reading/ELA
Fri, May 1
Science
(Day 1)
(Day 2)
3–8 and 10
5, 8, 10
January
2009
Submitting March Answer
Documents
• For Gr. 3, 5, 8, and 10 reading/ELA, students take
LAT administrations in April rather than March,
which gives them additional time to learn English
• IMPORTANT: “L” score code must be marked on
answer documents of these students in March to
indicate they are LEP-exempt
• Based on this information, precoded materials are
provided for these students for April LAT
administration
• For other LAT grades, precoded materials are
generated through normal process
January
2009
LAT Test Booklets
• LAT test booklets are separate forms of TAKS.
Test booklet covers say “LAT”
• There is one form of each test
• Remember, TAKS (Accommodated) students who
are LEP-exempt use LAT form, not TAKS
(Accommodated) form
• LAT tests cannot be interchanged with TAKS tests
to resolve booklet shortages
• For LAT administrations of TAKS–M, the TAKS–M
test booklet is used. Booklet cover does not say
“LAT”
January
2009
Answer Documents
• TAKS and TAKS–M answer documents are
used for LAT administrations
Exception: A separate LAT answer document is used
for LAT grade 10 ELA
January
2009
Answer Documents
• “L” (LEP-exempt) score code and LAT information
in LAT INFO and LAT FORM fields MUST be
completed to indicate LAT administration
January
2009
Answer Documents
Important reminders:
• The “S” score code must NEVER be filled
in for students taking a LAT test
• The “L” score code must ALWAYS be
filled in for LAT administrations ― no
exceptions
January
2009
Administrator Manuals
• One LAT test administrator manual
encompasses all LAT administrations, with
exception of TAKS–M
See slides at end on key differences for LAT TAKS–M
January
2009
Secure Linguistic Simplification
Guides (LSGs)
• Produced for LAT administrations of TAKS math
and science
• Printed by grade and subject
• No guides for LAT reading/ELA
• May be viewed only during test administration
January
2009
Examples and Scenarios
to Use in LAT Training
• LAT test administrator manual contains example
test questions and student scenarios to use in
LAT test administrator training for TAKS
• Examples and scenarios illustrate ways to apply
LAT accommodations appropriately during
testing
January
2009
Planning for LAT
Administrations
Planning for LAT involves –
• determining and documenting accommodations
• determining need for individual vs. small group LAT
administrations
• identifying and training appropriate LAT test
administrators
• identifying test locations
January
2009
Training LAT Test Administrators
LAT test administrators must be trained on
contents of LAT test administrator manual
January
2009
LAT Administration
Directions for TAKS
• LAT administration directions read aloud to
students on day of testing are worded more simply
than TAKS directions
• For all grades, LAT administration directions are
provided in English and Spanish
• As with TELPAS reading tests, LAT test
administrators may further simplify directions as
needed
January
2009
LAT Administration Directions
• LAT tests are shorter than TAKS tests because
there are no embedded field-test items
• Because TAKS answer documents are used for
LAT administrations in grades 4–8 and 10 (grade
10 ELA excluded), students will not use all spaces
on answer document
January
2009
LAT Administration Directions
To address this situation, administration
directions instruct test administrators to say,
for example:
“Stop when you get to the last page of
your booklet. Your last test question is
NUMBER 43*. This is where your test
ends. You will not use all the circles on
your answer document.”
*Number varies by grade and subject
January
2009
Returning Materials
• LAT materials are shipped back with regular
materials
• With the exception of Gr. 10 ELA LAT, answer
documents for LAT do not need to be submitted
under separate headers
• For Gr. 10 ELA LAT, a separate header and
separate ADPL are needed to expedite
processing because of short timeline for scoring
written composition and open-ended reading
questions
January
2009
Key Procedural Differences
for LAT Administrations of TAKS–M
• 2-day LAT administration of TAKS–M
reading/ELA is optional. LPAC and ARD
committee decide in advance whether student
should complete test in 1 or 2 days
• Linguistic simplification is allowed, but linguistic
simplification guides (LSGs) are not available.
Test administrators follow guidelines to make
appropriate linguistic simplifications
January
2009
Key Procedural Differences
for LAT Administrations of TAKS–M
• For TAKS–M, regular booklet is used. “LAT” does
not appear on cover
• TAKS–M answer document is used for LAT
administrations of TAKS–M
• TAKS–M test booklets and answer documents
have same number of test questions
• Braille versions of TAKS–M are available
January
2009
Key Procedural Differences
for LAT Administrations of TAKS–M
• Spanish versions of TAKS–M are not available
• Accordingly, Spanish LAT versions of
TAKS–M are not available, nor is accommodation
of using English and Spanish tests side by side
• Test administrators use TAKS–M manual, which
contains a LAT appendix; examples and
scenarios to aid in training test administrators are
in LAT appendix
Texas English Language
Proficiency Assessment
System (TELPAS)
Tab G
January
2009
Background
• TELPAS assesses English language proficiency
of K–12 ELLs in these domains:
 Listening
 Speaking
 Reading
 Writing
• TELPAS consists of a multiple-choice reading
test for grades 2–12 and holistically rated
assessments for remaining grades and domains
January
2009
Key Changes
• TELPAS assessment window expanded to 5
weeks this year
• TELPAS accommodations (for students with
special needs) are in 2008−2009 Accommodations
Manual
• Grades 2–12 reading tests to be given online; no
paper-based testing except under rare
circumstances approved by TEA
• New online process for submitting holistic ratings
and all other TELPAS student data
January
2009
Manual Changes
• Coordinator manual contains more complete online
information for TELPAS
– No separate General Guide to Online Testing
– Manual contains coordinator user’s guide for
monitoring online training and qualification
• New combined rater and reading test administrator
(TA) manual
– Manual contains rater user’s guide for online training
and qualification
January
2009
Manual Changes
• Administration manuals do not include instructions
for paper-based testing
• Supplemental instructions for paper testing to be
posted on TEA Student Assessment site by end of
January (go to “Test Administration Manuals” in
A to Z Directory)
• No supplemental instructions to be shipped
January
2009
Shipments of Materials
• No shipment of secure materials
• Nonsecure shipment contains only TELPAS
rater/TA manual (to arrive 1/5–1/9)
• Other nonsecure materials to be posted online
– Oaths for district coordinators and superintendents
– Standard and optional reports lists
– Optional Reports Order Form
January
2009
Dates for Training on
Administration Procedures
Test Administration Training
For:
Date
District Coordinators
By 1/9
Campus Coordinators
Holistic by 1/23
Reading by 3/2
Raters
By 1/30
Reading Test Administrators
By 3/6
Testing window is March 9–April 10
January
2009
Paper-Based Testing
January
2009
2009 Paper-Based Administrations
• No test booklets or answer documents to be
shipped automatically
• TEA approval process to be used to authorize
rare paper-based administrations
• Once approved, special order process to be
followed (not normal additional order process)
• Two main categories of rare circumstances:
– Unavailable accommodations
– Unavoidable technological problems
• Other types of rare circumstances to be handled
same way
January
2009
2009 Paper-Based Administrations
Unavailable Accommodations
• Student may need accommodation not available
with online testing
• In such instances, Accommodation Request Form
to be submitted by district coordinator to request
paper testing
• Request to include specific circumstances,
accommodation, and need
• At least 2 weeks needed for TEA to process
request; about 1 additional week for ordering and
shipping once approved
January
2009
2009 Paper-Based Administrations
Unavoidable Technological Problems
• Examples: certain natural disasters and network
problems that can’t be resolved during testing
window
• eMeasurement Technical Support to be contacted
first; TEA to be contacted afterward if authorization
for paper administration needed
• Upon approval from TEA, district coordinator to
receive instructions for completing special order
process
• About 1 week needed for shipping once ordered
January
2009
2009 Paper-Based Administrations
Other Rare Circumstances
• Examples: situations involving homebound
students, incarcerated students, children’s shelters
• District coordinator to e-mail specifics to TEA at
[email protected] in time to allow 2 weeks
for approval and 1 week for ordering and shipping
• Upon approval from TEA, district coordinator to
receive instructions for completing special order
process
January
2009
2009 Paper-Based Administrations
Keep in Mind…
• Paper testing won’t be approved on basis that
student
– knows very little English
– has limited exposure to computers
January
2009
Tips
• ELLs should become familiar with reading on
computers during instruction
• TELPAS tutorials are available to familiarize
students with TELPAS reading test software;
tutorials contain a few sample items
• Online administration previews are also available to
increase familiarity
– Grades 3–12 previews contain entire released 2006
RPTE tests
– Grade 2 preview contains approximately 20 TELPAS
reading sample questions
• Tutorials and previews may be accessed from
online testing Resources page at
http://www.etesttx.com/resources
January
2009
2009 Paper-Based Administrations
Holistic Ratings
and Other Student Data
• For paper administrations, all student information,
including holistic ratings, to be submitted on paper
answer document (or scorable test booklet)
January
2009
Online Testing Technology
January
2009
Online Testing Resources
• Upcoming slides cover new and key aspects of
online technology, but there is much more to know
• Key guides
– District and Campus Coordinator Manual
– Technical User’s Guide
– TELPAS Manual for Raters and Test Administrators
• Key tutorials for online testing
– Texas Online Testing Training Course
– Best Practices and Deployment for Online Testing
– TELPAS Electronic Submission System Tutorial
• See page 227 of Coordinator Manual for
comprehensive list of online testing resources
January
2009
Technical User’s Guide
• Texas State Assessments Technical User’s Guide
is a key resource
• A web document only (not shipped)
• Accessible at http://www.etesttx.com/techguide/
• Updated version to be posted in December
• Contains technical information for setting up and
managing online test sessions
• Should be used in combination with coordinator
manual and TELPAS rater/TA manual
• Certain technical information is more detailed in
user’s guide
January
2009
eMeasurement System Access
• All staff accessing online testing system must be
issued login IDs and passwords
• District coordinators determine how to assign
staff’s organizational access and hierarchy
• Staff can be given access to perform only certain
functions
• General information about this is in Coordinator
Manual (see page 223)
• Specifics are in Technical User’s Guide
• Testing coordinators are responsible for
maintaining and removing user access
January
2009
New TELPAS Electronic
Submission Process
January
2009
New Process
To be used to submit all information previously
contained on paper answer documents:
 student identification, demographic, and
program information
 holistic ratings
 “do not score” information
 rater information
 testing accommodation categories
3 Key Screens
January
2009
•
Information submitted through secure
eMeasurement System, same system used to
manage other online test information
•
3 screens for entering/verifying student data:
– Two screens where data will be entered/verified
1. Edit Student screen
2. Student Test Details screen
– Third screen where key data for each student
will be verified as complete
3. TELPAS Student Status screen
January
2009
1. Edit Student Screen
1. Edit Student screen is where
student identification,
demographic, and program
information is found. See next
slide for details on verifying and
updating information.
January
2009
Student Identification, Demographic,
and Program Information
• At least 2 weeks before testing window, districts to
receive electronic (PDF) TELPAS Student List of
students loaded in eMeasurement System
• Data loaded reflects option districts selected in fall
(October PEIMS vs. district-supplied file)
• Campus lists can be sent to campus coordinators
• Lists to be verified against current information to
update data if needed and add any new enrollees
• Changes and additions to be entered on Edit
Student screen of eMeasurement System
• Instructions for adding students and updating data
to accompany TELPAS Student List
January
2009
Edit Student Screen
• TELPAS rater/TA manual does not contain
instructions for entering or verifying information on
this screen
• Campuses to give raters and TAs separate
instructions if they want them to assist in this
process
• The separate instructions accompany the TELPAS
Student List
Reminder: This screen contains student identification,
demographic, and program information
January
2009
2. Student Test Details Screen
2. Student Test Details screen is where holistic
ratings, “do not score” designations, rater
information, and accommodation categories are
entered. The primary areas of focus for users
are “Test Administration Data” section and
buttons at bottom of screen (see boxed area).
There are no longer
separate Score
Code and Holistic
Rating (HR) fields.
All selections for
each language
domain are
together. Listening
selections are
shown here. After
selections are
made, user clicks
Apply.
January
2009
Mark Test Complete Button on
Student Test Details Screen
• Individuals entering ratings and rater information
must not click Mark Test Complete button
• It is to be used only for grades 2–12 reading test
and only if student’s test should not be scored
(absent, ARD decision, etc.)
• If button is selected, student cannot take reading
test and Pearson will need to be contacted
• See following screenshot for prompt that appears
when button is clicked
January
2009
Access to Mark Test Complete
Button
• As indicated on earlier slide, testing coordinator
can restrict access users have to functions within
online system
• A coordinator may, for example, choose not to
give raters access to Mark Test Complete button
• Button will not appear on screen so raters will not
be able to click it inadvertently
January
2009
Controlling Access
Leaving box unchecked restricts access
January
2009
Is there a score code to enter for
students who take the
2–12 reading test?
• No
• Reading field on Student Test Details screen
will simply be left in Select position, which is the
default setting
• This position is shown on next slide
“Do Not Score” Codes for
Grades 2–12 Reading
January
2009
•
•
•
•
•
Absent
Second Semester Immigrant Non-English Reader
ARD Decision
TEA-Approved Paper Administration
Other
These are the selections in the Reading drop-down
menu for grades 2–12 reading test
January
2009
Student Test Details Screen
• TELPAS manual for raters does contain
instructions for this screen
• Raters and TAs are informed that they, or other
individuals designated by campus coordinator, will
enter this information
Reminder: This screen contains holistic ratings and
other score information, rater information, and testing
accommodation categories
January
2009
Changes in TELPAS Student
Rating Roster
• TELPAS Student Rating Roster in TELPAS
rater/TA manual will continue to be filled out by
raters
• Roster has been modified to include rater
information and “do not score” information in
addition to holistic ratings
• If testing coordinators prefer, individuals other
than raters can use roster to enter all rating and
rater information in online system
January
2009
3. TELPAS Student Status Page
Purpose
January
2009
• Shows key information that must be supplied before
student record is acknowledged as complete
– Holistic ratings, rater information, closing of reading test,
years in U.S. schools
• Allows coordinators to know, without accessing
each individual student record, whether
–
–
–
–
ratings have been entered
TELPAS reading test has been closed
rater information has been entered
years in U.S. schools information has been entered
3. TELPAS Student
Status page allows key
data for each student to
be verified as complete
by testing coordinators
Clicking in first edit column takes user
to Student Test Details screen.
Clicking in second edit column takes
user to Edit Student page.
January
2009
Basic Features
• Student records whose key elements are
complete show checkmark in Complete column
• Fields with incomplete key elements are shaded
• Edit Student screen (for student demographics,
etc.) and Student Test Details screen (for
ratings, etc.) can be accessed from this page to
complete missing information
• Lists all students assigned to test sessions on a
campus
• Student status roster can be sorted by student
name, PEIMS ID, class group, or grade
January
2009
Finalizing TELPAS Student Data
Basic Understandings
• Checkmarks on TELPAS Student Status page
mean key data elements (not all data elements)
have been filled in
• Checkmarks do not mean that key information
has been verified as accurate
• All TELPAS student data, including student
records with checkmarks, can be updated and
verified until midnight of last day of testing window
January
2009
2 W ays to Get to
Student Test Details Screen
1. By clicking on student’s name in test session
to which student is assigned
2. By clicking on first edit icon in row with
student’s name on TELPAS Student Status
page
•
This page allows students to be viewed in larger
groupings than single test session
See pages 37–40 and 63–66 of TELPAS rater/TA manual
for details
January
2009
Test Sessions
Basic Understandings
• All enrolled K–12 ELLs must be assigned to test
sessions in online system
K–1
• Applies to K–1 even though students don’t take
TELPAS reading test
• K–1 test sessions can be organized by rater, for
example
2–12
• Students can’t be sorted one way for reading TA and
another way for rater
CM Page
224
• If raters and reading TAs of students differ, test
sessions should be organized by reading TA
January
2009
Test Sessions
Basic Understandings
• Once students are in test sessions in online
system, holistic ratings can be entered regardless
of when students complete reading test
CM Page
224
1. Getting to Student Test Details Screen
Through Test Session
Clicking on session takes user to student list. Clicking on
student name takes user to Student Test Details screen.
2. Getting to
Student Test Details Screen
Through TELPAS Student
Status Page
Clicking in first edit column takes user
to Student Test Details screen.
January
2009
Tips for Grades 2–12
Benefit of Raters Going Through
TELPAS Student Status Page
• If raters are designated to enter holistic ratings but
students are grouped in sessions according
reading TAs, raters can be directed to TELPAS
Student Status page
• From this page, rater can access students in
groupings larger than single test session
• Rater can sort all ELLs on campus by grade (for
example) and scan list to find them, or rater can
use “search student” feature to find students
January
2009
Tips for Grades 2–12
Reading Test Administrators
• Grades 2–12 reading TAs might logically enter
data through their test session
• Remember, they only enter reading test data if
student’s test should not be scored or if student
was provided accommodations
January
2009
Additional Steps for K–1
• If rating information is entered through TELPAS
Student Status page, user will click “Stop Test”
link in Reading Test Status column for each
student. Page refreshes and “Stopped” is
indicated. This can be done before or after ratings
are entered
• If rating information is entered by test session,
coordinator or other designee must go to TELPAS
Student Status page at some point during testing
window to click “Stop Test” link for each student
• See screenshot next slide
Although K–1 students don’t take an online reading test, it
is necessary to complete this step before end of testing
window for K–1 assessment information to be submitted.
January
2009
District and Campus Planning
• Become familiar with new electronic
submission system and instructions in
manuals
• Decide how much to involve raters and
reading test administrators in
entering/verifying data
January
2009
Key Training Resources for Online
Testing and
Electronic Data Submission
• Texas Online Testing Training Course
– Covers basics of setting up and managing online testing
(not specific to TELPAS)
• TELPAS electronic submission system tutorial
– Shows how to enter and verify student data
• Hands-on practice site
– Gives hands-on practice using new electronic submission
system
• Feb. 4 TETN on electronic submission system
– To include demo and details
January
2009
TELPAS
Holistically Rated
Components
January
2009
2 Types of Training for Raters
1. Training in TELPAS
Administration Procedures
• Covers administration logistics and ensures raters
know their duties and responsibilities.
• Reviews administrative components of TELPAS
Manual for Raters and Test Administrators
• At discretion of district, may include online training
such as tutorial for TELPAS electronic submission
system and online hands-on practice site
January
2009
2 Types of Training for Raters
2. Holistic Rating Training
• Prepares and calibrates raters to assess students in
alignment with TELPAS PLDs (assessment rubrics)
• Uses required online courses and qualification
activities to ensure proper training
• State-authorized TELPAS holistic rating trainers
assist trainees who take Level 1 online courses by
providing direct support of their learning needs
• Raters taking Level 2 refresher courses are not
required by TEA to have direct support from a stateauthorized trainer, but districts may require this
January
2009
Online Holistic Rating Training
• Online courses enable TEA and districts to
monitor raters’ course completion and
performance on practice and qualification
activities
• Trainees must have individual access to online
courses for training
• They must complete practice activities and
qualification component independently;
collaboration is not permitted
• Trainees who do not do well on practice activities
in online training courses but will be needed to
serve as raters should be given additional
training
January
2009
Online Training Responsibilities
•
District coordinators are responsible for
working with others to see that appropriate
numbers of raters are designated and
properly trained. They need to ensure that
campuses closely monitor completion of
online training and qualification
•
Raters need to know which training courses
and qualification activities to complete
•
All raters must be trained in spring
Who takes which training
component?
January
2009
•
Level 1 online training courses are for newly
assigned K–12 raters who have not yet been
trained or for 2–12 raters previously trained but not
yet qualified
•
Spring online qualification round is for Level 1
trainees above
•
Level 2 online refresher training courses are for
all other raters – the vast majority of raters in state
 K–1 previously trained raters
 2–12 previously trained and qualified raters
(includes those trained and qualified in fall 2008)
January
2009
Key Dates for Holistically Rated
Components
Activity
Date
January Online Courses Launch
– Level 1 for 2–12
– Assembling and Verifying 2–12 Writing Collections
1/12
February Online Courses Launch
– Level 2 Refresher for 2–12
– Level 1 for K–1
– Level 2 Refresher for K–1
2/2
Online Qualification Window Opens
2/2
Collection of Writing Begins
2/2
See page 213 of coordinator manual for course details
End Dates for
Holistic Rating Training
January
2009
•
Raters should complete training requirements by
district-scheduled dates
•
Raters must complete requirements before rating
students
•
TEA recommends end date of March 9, first day of
TELPAS assessment window
•
Courses and qualification will be open throughout
TELPAS assessment window to
 allow districts to handle extenuating circumstances
 allow raters to refer back to course information and
practice activities as they rate their students
January
2009
Optional or Required?
• Level 1 and 2 online training courses are required
by TEA
• Course on assembling and verifying writing
collections is optional but may be required by
districts
January
2009
Spring Online Qualification Round
Level 1 grades 2–12 participants complete
qualification activities after taking Level 1 course
this spring




Qualification round opens February 2
Takes 1 to 2 hours
Can be done in more than one sitting
2 continuing education credit hours provided
upon successful qualification
FYI: Approximately 15,000 new teachers
qualified as raters this fall. Qualification rate
was approximately 90%.
January
2009
Rater Authorization
• Raters who do not complete required online
training and online qualification activities are not
authorized by TEA to be raters
• Raters who complete all requirements but do not
successfully qualify may be authorized to serve
as raters at the discretion of the district.
However, districts are required to implement a
rating support system for these individuals
• Districts should decide whether to use a rater
who does not do well in refresher training.
Districts are required to implement processes to
support validity and reliability
January
2009
TELPAS TrainingCenter Website
• All online courses, spring qualification activities, and
data management information for holistically rated
components are available on TELPAS TrainingCenter
website at
http://www.texasassessment.com/telpasonlinetraining/
• Raters can log on at any time to update personal
information, review training history and print
certificates, or self-register if necessary. First spring
courses become accessible January 12
• TrainingCenter uses learning management system
(LMS) software with web-based, interactive training
and data management capabilities
Reports Accessible from
TrainingCenter Site
January
2009
• Reports enable district and campus coordinators
to monitor online rater training
• Reports can be run on demand
• Data updated every evening
• Available reports include:
–
–
–
–
–
Course completion roster
Course summary report
Qualification roster
Qualification summary report
New at-a-glance roster
Reports are dynamic and specific to campus, district, or region
of testing coordinator
January
2009
New At-a-Glance Report
• Provides rater training and qualification status in a
roster format to make it easy to scan for
completion information
• Training course completion is shown for current
semester
• Last successful qualification is shown. If there is
no successful qualification, date of most recent
unsuccessful qualification shows
• Report does not show raters who have not yet
registered for training in LMS
• Report does show raters who have a training
course in progress
January
2009
Ensuring Successful Delivery of
Online Course Technology
Some important recommendations:
• Plan ahead and read user guides
• Make quality headphones available for listening and
speaking modules, especially if using computer lab or
if quality external speakers not available
• Campuses that have performance issues with mediarich Web applications should review their on-site
network constraints and consider options to mitigate
performance risks, such as staggering rater training
times, installing Local Media Option application, etc.
January
2009
January 13 TETN
• There will be a TETN videoconference on
January 13 from 10:45 am to 12:45 pm. This
review session is for coordinators who would like
more information on
 spring online holistic rating training
 Texas TrainingCenter learning management
system
 Local Media Option application
January
2009
Audit of Writing Collection
Assembly
• 2008 TELPAS audit examined adherence to
holistic rating procedures
• 81% of audited collections adhered to all
assembly requirements
• Continue to emphasize in training importance of
including required types of writing
January
2009
Incident Reports
• Training of personnel in holistic rating process
and administration procedures is vital to TELPAS
validity and reliability
• TELPAS writing collections are official test
records of state testing program
• Incident reports are required to address
procedural errors associated with writing
collection assembly, proper training, and other
TELPAS procedures
January
2009
TELPAS Reading
Grades 2–12
January
2009
TELPAS Reading Grade-Cluster Tests
•
The grade clusters are
• Grade 2
• Grade 3
• Grades 45
• Grades 67
• Grades 89
• Grades 1012
•
Students must be assessed according to their
enrolled grade level
Online Administration Previews
and Tutorials
January
2009
•
Tutorials and online administration preview tests
are available to familiarize students and
teachers with software used to take test
•
These resources are available from the
Resources page of the Texas State
Assessments website
at http://www.etesttx.com/resources
January
2009
Pointers for Administering Tests
Breaks:
•
Emphasize that test administrators should give
students breaks as needed and give students as
much time as necessary to complete the test on
the day of testing
•
Student performance can be adversely affected
when students are not given needed breaks
•
Important: Make sure test administrators are
comfortable with procedures for giving breaks
during online testing
January
2009
Pointers for Administering Tests
Computer monitor glare:
•
Prior to testing, check computers for glare from
monitors, which can cause eye fatigue
•
Administration manuals contain suggestions for
addressing problems with glare
January
2009
Questions?
Closing and Evaluation
Day 1
District Testing
Coordinator
Training
January
2009
Terri Fish (Pearson)
Test Materials and Shipping
Reporting Systems
School House Tools
11:45-1:00
LUNCH
Welcome and Introduction
Marth Vincent and Sheryl Pappa
(Assessments of Students with Disabilities)
TAKS-Alternate
TAKS-Accommodated
TAKS-Modified
January 2009
Please Note:
This Training Does NOT Take the
Place of Reading the Appropriate
Manuals.
Test Materials and Shipping
Update
Tab H
January
2009
Test Materials and Shipping Update
Test Materials and Shipping Update Overview
• Test Materials
– Materials Distribution
– Test Materials Highlights
• Shipping Update
– Returning Test Materials
– Shipping Update
January
2009
Materials Distribution
• Aids/Tools Available
• Precoding
• Additional Orders
• New for 2009
January
2009
Materials Distribution
Aids/Tools
• Advance Letters/Materials List
• Available online only through the Online
Data Management tab at
http://www.TexasAssessment.com
• E-mails will be sent to district testing
coordinators as soon as the documents
are posted to the website above
January
2009
Materials Distribution
Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Instructions for accessing can be found in
the District Testing Coordinator User’s
Guide for Online Data Management
located in the Resources tab at
http://www.TexasAssessment.com
January
2009
Materials Distribution
Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• District Level
• Available approximately one month before
each test administration
• Quantities listed show district totals including
district overage
• Numbers are based directly on the enrollment
figures submitted during the fall and January
enrollment periods
January
2009
Materials Distribution
Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Campus Level
• Quantities show number of materials being
shipped for individual campuses
• Numbers are based directly on the enrollment
figures submitted during the fall and January
enrollment periods
January
2009
Materials Distribution
Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Campus Level, Cont.
• Can be downloaded individually by campus
and
• forwarded electronically
Or
• printed and distributed by campus
• Use to compile list of additional materials
needed for each campus and the entire district
January
2009
Materials Distribution
Aids/Tools, Cont.
• White Boxes
• First box in shipment will always be white
• Easy to find
• Contains packing lists
• Contains District Coordinator Packets if
applicable to that shipment
January
2009
Materials Distribution
Aids/Tools, Cont.
• Schools Boxed Separately
• Schools will always be boxed separately
from one another *
• No need to open at district office
• Forward directly to school to inventory
January
2009
Materials Distribution
Aids/Tools, Cont.
• Packing Lists
• Packing lists indicate materials in each
box
• Detailed materials descriptions
• Pallet Detail Report indicates box
numbers and the number of boxes for
each campus
January
2009
Materials Distribution
Precoding
• Precoded materials may arrive three to four
weeks prior to date listed on the calendar
• Districts will receive a separate shipment of
precoded materials for most test
administrations
January
2009
Materials Distribution
Precoding
• Precoded materials for all retest
administrations will arrive in the shipment of
testing materials, not as a separate shipment
Important Reminder:
Precoding files have no impact or connection to the
quantity of materials shipped to a district or campus.
Distribution numbers are based directly on the
enrollment figures submitted during the fall and
January enrollment periods
January
2009
Materials Distribution
Additional Orders
• Must be submitted via the online system
• Access through the Online Data Management
tab at http://www.TexasAssessment.com
• Instructions for accessing the system can be
found in the District Testing Coordinator Online
Data Management User’s Guide for Orders
located in the Resource tab of the website listed
above
January
2009
Materials Distribution
Additional Orders, Cont.
• Many items will be available in packages
• Read order form carefully to ensure ordering
the right amount of material
• Online system allows districts to view the orders
placed and the current status of each order
January
2009
Materials Distribution
Additional Orders, Cont.
• E-mails containing shipping information will
continue to be sent out the day after the order
leaves Pearson
• Back-order capability for items temporarily outof-stock
January
2009
Materials Distribution
Additional Orders, Cont.
• Braille orders
• Only one order form used for all tests except for
TAAS
• Deadline to submit initial orders for March and
April administrations was November 21, 2008
January
2009
Materials Distribution
Additional Orders, Cont.
• Braille orders. Cont.
• Districts will have an opportunity to change braille order
information during an update period
• Update period for March administrations is currently
active
– Deadline for updating orders for uncontracted braille is
December 2, 2008
– Deadline for updating orders for contracted braille is
February 17, 2009
January
2009
Materials Distribution
Additional Orders, Cont.
• When To Order
• As early as possible
• Review the Advance Letter and Materials
List as soon as it is available
• Distribute Campus Materials Lists to
individual campuses for their review
• Fill shortages from district overage
materials first
January
2009
Materials Distribution
Additional Orders, Cont.
• When To Order, Cont.
• Compile additional district needs and
submit one order per test administration
• Do NOT wait until the materials have
arrived and been inventoried to submit
additional order
• If materials are missing from a shipment,
submit a separate order form
January
2009
Materials Distribution
Additional Orders, Cont.
• When To Order, Cont.
• Consult Calendar of Events for deadlines
for ordering.
• Delivery of test materials orders placed
after the published deadline cannot be
guaranteed
January
2009
Materials Distribution
Additional Orders, Cont.
• How to Avoid Last Minute Orders
• Provide accurate counts during fall
enrollment period
• Provide updated information during the
January enrollment update period
• Review counts of materials being shipped
as soon as they are available
January
2009
Materials Distribution
New for 2009
• One combined shipment of materials for all
TAKS Exit Retest Administrations
• OOS materials shipped separately
• New Design for TAKS Test Administrator
Manual
• General Test Administrator Manual
• Grade-specific Test Administration
Directions
January
2009
Materials Distribution
New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
cont.
• General Test Administrator Manual
– General information on TAKS program
– TAKS test administration calendar
– Test security and confidentiality
– Test administrator responsibilities
January
2009
Materials Distribution
New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
cont.
• General Test Administrator Manual, cont.
– Appendices
» Gridding information
» Instructions for braille and large-print
» Accommodations information
» Links to Texas Administrative Code
» General test administrator security oath
January
2009
Materials Distribution
New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
cont.
• General Test Administrator Manual, cont.
– Distributed in separate shipment in early January
– Will be posted online prior to distribution
– General Test Administrator Manuals should be retained
for use throughout the testing year.
» Additional manuals will NOT be shipped for subsequent
spring administrations but may be ordered through the
additional orders process if needed
January
2009
Materials Distribution
New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
cont.
• Grade-specific Test Administration Directions
– Supplements the General Test Administrator
Manual
– Grade-specific calendar of events
– Grade- and subject-specific test administration
directions
January
2009
Materials Distribution
New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
cont.
• Grade-specific Test Administration Directions,
cont.
– Appendices
» Oral administration instructions and samples
» Administration-specific test administrator
security oaths
January
2009
Materials Distribution
New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
cont.
• Grade-specific Test Administration Directions,
cont.
– Distributed for the first spring testing administration for
each grade
– Test Administration Directions should be retained for use
throughout the testing year.
» Additional Test Administration Directions will NOT be
shipped for subsequent spring administrations but may be
ordered through the additional orders process if needed
January
2009
Testing Materials
Field-Test Materials Highlights
• No Spring TAKS stand-alone field tests
• EOC World Geography paper test
• Large print is not available
• Braille is not available
January
2009
Testing Materials
Make-up Test Materials Highlights
• Large print is available for all eligible TAKS
grades/subjects including TAKS
(Accommodated) and TAKS-M
• Braille is available for all eligible TAKS
grades/subjects including TAKS
(Accommodated) and TAKS-M
January
2009
Testing Materials
Make-up Test Materials Highlights, Cont.
• TAKS Grade 10 ELA
• Separate test form
• Same answer document
• Make-up bubble on answer document
January
2009
Testing Materials
Make-up Test Materials Highlights, Cont.
• All other eligible grades/subjects
• Same test book
• Same answer document
• Grid Agency Use field
• Mathematics – grid “9” in column D
• Reading – grid “9” in column E
January
2009
Testing Materials
Dyslexia Bundled Accommodation Materials
Highlights
• No separate dyslexia form but must use Form 1
• Use TAKS answer documents
• Proper nouns list
• Blackline master
• OK to copy
• Dyslexia Test Administrator Instructions
• Blackline master
• OK to copy
January
2009
Testing Materials
TAKS (Accommodated) Materials Highlights
• Large print available
• Braille version available
• Same braille form administered for TAKS and
TAKS (Accommodated)
• Separate test books
• Same answer documents
• Same headers
• Same ADPL
January
2009
Testing Materials
TAKS-Modified (TAKS-M) Materials Highlights
• Large print available
• Braille version available
• Separate test books
• Separate answer documents
• Same headers
• Separate ADPL
January
2009
Testing Materials
LAT Materials Highlights
• Large print is available
• Braille is not available
• Except for LAT administration of TAKS-M
• Linguistic Simplification Guide (secure)
• Not provided for TAKS-M administrations
• Separate test form
• Use TAKS answer documents
January
2009
Testing Materials
TELPAS Materials Highlights
• Nonsecure shipment will contain only the
new TELPAS rater/TA manual
• Districts will not receive any secure materials
• New TEA process to approve any requests
for paper-based administrations
January
2009
Returning Test Materials
Schedules
• Calendar of Events
• Each column a separate test
administration
• Distributed separately
• Returned separately
• Chart of Return Dates
January
2009
Returning Test Materials
Return Instructions Highlights
• Field-Test Administrations for Spring 2009
• EOC World Geography paper test
– Use field-test headers
– Use field-test ADPL
January
2009
Returning Test Materials
Return Instructions Highlights, Cont.
• Make-up Test Materials
• Return with other materials for that test
administration
• Do NOT return separately
• Include counts on appropriate ADPL
January
2009
Returning Test Materials
Return Instructions Highlights, Cont.
• Dyslexia Bundled Accommodations
• Return with other materials for that test
administration
• Use TAKS headers
• Include counts on TAKS ADPL
January
2009
Returning Test Materials
Return Instructions Highlights, Cont.
• TAKS (Accommodated)
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS ADPL
January
2009
Returning Test Materials
Return Instructions Highlights, Cont.
• TAKS-Modified (TAKS-M)
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS-M ADPL
January
2009
Returning Test Materials
Return Instructions Highlights, Cont.
• LAT Materials
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS ADPL
• Grade 10 ELA LAT ONLY
– Return under separate header
– Use special Grade 10 ELA LAT ADPL
January
2009
Shipping Update
January
2009
Shipping Update
• FedEx is the primary carrier for Pearson
– FedEx Express - used for MOST scorable
shipments
– FedEx Ground - used for nonscorable
shipments
• Motor freight carriers will continue to be
used for large shipments
January
2009
Shipping Update
FedEx Express – Scorable Materials (usually)
• To schedule pickup using the Premier Customer Service
– Call 1-800-GO-FEDEX (1-800-463-3339)
– Press “9”
– When prompted, enter new 9-digit Pearson pin number
• 999 999 922
– You will be connected to the new FedEx dedicated call
center for Pearson accounts
– Request an EXPRESS pickup
January
2009
Shipping Update
FedEx Express – Scorable Materials, Cont.
• To schedule pickup, cont.
– Provide the following information to agent
• District address
• Phone number of contact person
• Number of boxes/envelopes being returned
• Average box weight (can estimate 10 pounds per box)
• Average box dimension
– Agent will provide confirmation number for pickup and date
of the pickup
January
2009
Shipping Update
FedEx Express – Scorable Materials, Cont.
• To schedule pickup, cont.
– Important Note
• Calls to FedEx must be placed one working day
prior to requested pickup date
January
2009
Shipping Update
FedEx Ground – Nonscorable Materials
• To schedule pickup using new Premier Customer Service
– Call 1-800-GO-FEDEX (1-800-463-3339)
– Press “9”
– When prompted, enter new 9-digit Pearson pin number
• 999 999 922
– You will be connected to the new FedEx dedicated call
center for Pearson accounts
– Request a GROUND pickup
January
2009
Shipping Update
FedEx Ground – Nonscorable Materials, Cont.
• To schedule pickup, cont.
– Provide the following information to agent
• Pearson account number
– Printed at bottom of Return Manager label
• District address
• Phone number of contact person
• Number of boxes/envelopes being returned
• Average box weight (can estimate 10 pounds per box)
• Average box dimension
January
2009
Shipping Update
FedEx Ground – Nonscorable Materials, Cont.
• To schedule pickup, cont.
– Agent will provide confirmation number for pickup and
date of the pickup
– FedEx Ground pickups are automatically scheduled
for the next business day at the earliest
– Some remote locations may require an additional day
– Pearson recommends calling at least 48 hours in
advance for ground pickups
January
2009
Shipping Update
FedEx Shipping – Important Notes
• It is critical to request the proper type of pickup needed
(Express or Ground)
– FedEx Express drivers can not pick up ground shipments
– FedEx Ground drivers can not pick up express shipments
• If you have difficulty scheduling a pickup (express or
ground)
– Call Pearson at 1-800-252-9186
Or
– E-mail [email protected]
January
2009
Shipping Update
FedEx Shipping – Important Notes, Cont.
• If you do not have enough FedEx labels (one per box)
– Do NOT photocopy the labels
– Call Pearson at 1-800-252-9186
Or
– E-mail [email protected]
• Check your return FedEx labels carefully
– A very limited number of districts will receive ground labels for
return of scorable materials
– Check your labels to carefully to determine which service has been
assigned for your district
January
2009
Reporting Systems Update
Tab I
January
2009
2009 Reporting System
Components of the 2009 Texas
Assessment Program
• Texas Assessment of Knowledge and Skills (TAKS)
• Texas Assessment of Knowledge and Skills
(Accommodated)
• Texas Assessment of Knowledge and Skills – Modified
(TAKS–M)
• Texas Assessment of Knowledge and Skills – Alternate
(TAKS–Alt)
• Texas English Language Proficiency Assessment
System (TELPAS)
• Texas Assessment of Academic Skills (TAAS)
January
2009
2009 Reporting System
Answer Documents
• TAKS, TAKS (Accommodated), and LAT – one
combined answer document
• TAKS–M and LAT – students taking all subjects with
TAKS–M, including students eligible to take TAKS–M
with linguistic accommodations, will use the regular
TAKS-M answer document (grades 4–11) or scorable
test booklet (grade 3)
• TAKS–Alt – no answer documents should be submitted
for students assessed with TAKS (Alt)
January
2009
2009 Reporting System
Answer Documents
(continued)
• TELPAS – no answer documents should be submitted
except in rare circumstances (details provided in ELL
TELPAS presentation)
• Texas Assessment of Academic Skills (TAAS) – no
changes to answer documents
January
2009
2009 Reporting System
Answer Documents
(continued)
• An “*” score code is present on all TAKS and TAKS–M
answer documents that have two or more subject areas
tested
• Score Code “ALT” is only available on the July grade 3
TAKS English-version reading scorable test booklet
NOTE: For each subject area, only ONE score code
should be gridded.
January
2009
2009 Reporting System
Answer Documents
(continued)
• TEST TAKEN INFO field – information about the test
form (TAKS, TAKS (Accommodated), or LAT) and the
language version (English or Spanish) must be
recorded in this field.
– TAKS FORM
– TAKS ACCOMM. FORM
– LAT FORM (grades 4–8, 10 only)
• “EN” or “SP” for grades 4–6
• “Blank” bubble for grades 7–11
January
2009
2009 Reporting System
Answer Documents
(continued)
• For each subject area tested, only ONE bubble should
be gridded in the TEST TAKEN INFO field to show
which assessment the student was administered.
– Determine if the student is eligible for TAKS, TAKS
(Accommodated), or LAT.
– Next, determine the language version of the assessment
that the student will take (grades 4–6 only).
– Follow the same steps to grid the TEST TAKEN INFO field
even if the student is absent from the test or illness/test
irregularity occurs during testing.
January
2009
2009 Reporting System
Answer Documents
(continued)
• TAKS (Accommodated) and LAT assessments do not
have field-test items.
• Students taking TAKS (Accommodated) or LAT
assessments will not use all the bubbles in the answer
choice areas on the answer documents except for the
following assessments.
•
•
•
•
Writing (grades 4 and 7)
Reading (grade 9, grades 5 and 8 retests)
ELA (grades 10 and 11)
Math (grades 5 and 8 retests)
January
2009
2009 Reporting System
Grade 3
January
2009
2009 Reporting System
Grade 4
January
2009
2009 Reporting System
Grade 5
January
2009
2009 Reporting System
Grade 6
January
2009
2009 Reporting System
Grade 7
January
2009
2009 Reporting System
Grade 8
January
2009
2009 Reporting System
Grade 9
January
2009
2009 Reporting System
Grade 10
January
2009
2009 Reporting System
TAKS/TAKS (Accommodated)
•
No separate TAKS (Accommodated) reports
•
TAKS Summary Reports - results of students taking
TAKS (Accommodated) will be included in the campus
and district level summary reports.
•
Separate TAKS English and TAKS Spanish summary
reports will be produced
•
An optional combined TAKS English and Spanish
Summary Report will be produced
January
2009
2009 Reporting System
TAKS/TAKS (Accommodated)
(continued)
•
•
•
TAKS Individual Student Reports - results of students
taking the TAKS (Accommodated) tests will be shown
on each individual report.
Results of students taking a combination of Englishversion and Spanish-version tests will be reported
together on one Confidential Student Report and
Confidential Student Label
Separate TAKS English and TAKS Spanish rosters will
be produced
January
2009
2009 Reporting System
TAKS/TAKS (Accommodated)
(continued)
•
Vertical Scale
–
–
•
Grades 3-8 reading and mathematics
For information purposes only
Growth Prediction
January
2009
2009 Reporting System
TAKS–M
• Raw Scores only will be reported for grades 4
and 7 writing, grades 8 and 10 social studies,
and grades 9 and 11
• A second shipment of reports will be sent in the
fall after standards for the above grades and
subjects are established.
January
2009
2009 Reporting System
TAKS–M
(continued)
• Results of students taking a combination of TAKS/TAKS
(Accommodated) and TAKS–M tests will be reported
together on one Confidential Student Report and
Confidential Student Label.
• Separate TAKS–M rosters will be produced
• Results of students assessed with TAKS–M will not be
included in the TAKS summary reports. Separate TAKSM summary reports will be produced.
January
2009
2009 Reporting System
TAKS–Alt
•
Summary Reports - results of students assessed with
TAKS–Alt will not be included in the campus and
district level TAKS summary reports.
•
Separate TAKS–Alt summary reports will be produced
•
Individual Student Reports - results of students
assessed with TAKS–Alt will be shown on the
individual reports.
January
2009
2009 Reporting System
TAKS Individual Student Level Data File
•
Results for TAKS/TAKS (Accommodated)
English and Spanish, TAKS–M, and TAKS–Alt
will be included on one student level data file.
January
2009
2009 Reporting System
Linguistically Accommodated Testing
(LAT)
•
•
•
•
TAKS and TAKS–M
LEP-Exempt students
Grades 3-8, 10 math, reading, and science
Separate LAT test booklets (for TAKS), one
answer document
• No changes to reports
January
2009
2009 Reporting System
Online Testing (TAKS)
• TAKS Exit Level Retests
• Results for students who test online will serve as their
results for the content areas in which they tested.
• Results from the online tests will be merged with the
results from the paper administration and will be reported
at the same time. Students taking the online tests will be
identified as such on each individual report and on the data
file.
January
2009
2009 Reporting System
Agency Use Field – TAKS
• The passing standard for all students with no grade 10
record on history will be defaulted to the Panel
Recommended standard. Beginning with the October
2008 TAKS exit level retest administration, districts will
no longer need to identify this information in the Agency
Use field.
January
2009
2009 Reporting System
Texas English Language Proficiency
Assessment System
• Individual Reports
– Confidential Student report
– Confidential Student Label
– Campus Roster
• Summary Report
January
2009
2009 Reporting System
Texas Assessment of Academic Skills
• No summary reports
• No changes to student level reports
January
2009
Summary of Online Services
January
2009
2009 Online Services
• Online Reports and Data Files
• Same as last year
• Provided as standard and optional
• Data files are zipped
January
2009
2009 Online Services
• Assessment Results for Texas Public Schools
and Districts
• Added TAKS-M and TAKS-Alt; 2007-2008 reports
• Available for all assessment programs for 05-06, 06-07,
and 07-08
• Summary reports for each test administration
• Campus, District, Region, and State
• Available at http://www.texasassessment.com/
• Each administration will be placed on the site at the time
the final results for the administration are due at the ESCs
January
2009
2009 Online Services
• Online Viewing of Student Information via the
Secure Online Data Management
(SchoolHouse) Website
• Added TAKS (Accommodated), TAKS-M, and TAKS-Alt
• Available for TAKS, TAKS–I, TAKS (Accommodated), TAKSM, TAKS-Alt, TELPAS, SDAA, SDAA II, & RPTE
• Search by PEIMS ID, name, DOB
• Assessment information such as score code, scale score,
Met Standard, etc. is be available
• Update student ID information
• Request TAKS exit level student labels
January
2009
2009 Online Services
• Ordering of Additional Materials
• Same as last year except – TELPAS will not be available;
districts will receive materials once approved for
accommodations or technology related issues
• Online ordering through Online Data Management
(SchoolHouse) for all administrations
• Able to enter orders, view order history and check order
status
• Orders for Braille –
– Same as last year
– Only 1 order form—for TAKS and TAKS–M; TAKS and
TAKS (Accommodated) will use the same form
– Specify students, grade, language, testing program,
subjects braille is needed for, and type of braille
(contracted vs. uncontracted)
January
2009
2009 Online Services
• Collection of enrollment data
• Same as last year
• Update enrollment counts from 1/2/2009 –
1/30/2009 for April TAKS administrations
• TAKS, TAKS (Accommodated), TAKS–M,
LAT, large print, oral administration, and
dyslexia – update in January as more
information becomes available
January
2009
2009 Online Services
• Submission of Precode Files
• Same process as last year to submit files
• Submission of student registration files
for End-of-Course live and field-tests
• March 3, 5, and 8 reading and March 4,
7, 9, 10, and exit writing, reading, and
ELA shipment combined into one
shipment
• Out-of-School/District Registration
• Same process as last year
January
2009
2009 Online Services
• History File Updates (Record Changes)
• Same as last year – except window opening
a few days earlier for 3-11
• TAKS grade 10 and exit level and TELPAS
• Districts will receive a TAKS data file on
Online Data Management (SchoolHouse)
after each Record Changes period – will
contain only records for students that have
updates
January
2009
2009 Online Services
•
District/Campus Materials Lists
• Same as last year
• Only online – e-mail notification when available
•
Campus Precode Student Lists
• Same as last year
• Provided on the Online Data Management (SchoolHouse)
website
•
District Barcode Security Numbers Files
• Same as last year
• Electronic version of the data required to track barcode
numbers for secure test materials
• Files provided for initial shipment and additional orders
• List of all materials and “IDs” available – by December 19
January
2009
2009 Online Services
• Shipment Confirmation
• District Coordinators will receive e-mail
confirmation of shipments
January
2009
2009 Online Services
• Dynamic Student Information Retrieval
Service (DSIRS)
• Accessed at:
http://www.texasassessment.com/DSIRS
• 2008-2009 – Pilot year
• Submit a file containing student PEIMS IDs and
CDCs
• Receive previous year TAKS individual student
data file
• Class Rosters and Class Test Details – view
online or can create in PDF format for distribution
• Survey will be distributed soon – please provide
feedback
January
2009
2009 Online Services
• New Texas Assessment Website
• http://www.TexasAssessment.com
• Consolidate learning and assessment resources
from the k12 assessment website and other
online resources
• Transition year – moving documents and
functions from the k12 site to the new site
• Provides the ability to search and sort manuals
and documents by grade, program, or other
keyword
• Centralized access to related websites and
resources, such as Online Data Management,
online training, online testing, and the TAKS study
guides
• Please provide feedback to
[email protected] or call 800252-9186.
January
2009
2009 Other Services
• Confidential Images of Essays and
Open-Ended Responses
• Available for TAKS, including TAKS
(Accommodated)
• Available in print or PDF on CD
• One CD per campus
• Not available for grade 10 ELA LAT or TAKSM
QUESTIONS
QUESTIONS
Accountability Update
Tab J
Accountability Update
January
2009
TAKS-Accommodated
Tab K
TAKS–Accommodated
• general assessment based on the same grade-level
academic achievement standards as TAKS.
• A form of TAKS for students receiving special education
services who meet the eligibility criteria for specifc
accommodations
• Includes format changes (larger font, fewer items per page) and
contains no embedded field-test items
• covers the same grade-level content as TAKS, but TAKS–
M tests have been changed in format (larger font,
fewer items per page, etc.) and test design (fewer
answer choices, simpler vocabulary and sentence
structure, etc.)
January
2009
TAKS-Modified
Tab L
TAKS–M
• alternate assessment based on modified academic
achievement standards
• designed only for students receiving special education
services who meet participation requirements for
TAKS-M
• covers the same grade-level content as TAKS, but TAKS–
M tests have been changed in format (larger font,
fewer items per page, etc.) and test design (fewer
answer choices, simpler vocabulary and sentence
structure, etc.)
TAKS–M
• administered at the same grades and subjects as TAKS,
including Student Success Initiative (SSI) retest
opportunities.
• Spanish tests and retest opportunities for grade 11 are
NOT available.
• any student who meets participation requirements for
TAKS-M may take this assessment; only two
percent of the tested population can count as
proficient for AYP calculations. 
TAKS–M
• Accommodations
• Standard setting
• Peer Review
January
2009
TAKS-Alternate
Tab M
TAKS–Alt
• alternate assessment based on alternate academic
achievement standards
• designed only for students receiving special education services
with the most significant cognitive disabilities who meet
participation requirements
• covers the same grades and subjects as TAKS, but students
are assessed on assessment tasks which are linked to
the grade-level curriculum through prerequisite skills
• any student who meets participation requirements for TAKS-Alt
may take this assessment; only one percent of the
tested population can count as proficient for AYP
calculations 
January 2009
Key Changes to
TAKS-Alt
Changes to TAKS–Alt for 2008-2009
USDE determined that improvement needed to be made in
the area of monitoring for:
• Alignment of teacher activities
Standardization of the assessment tasks and
the predetermined criteria
• Correct scoring of the assessment
Automated scoring based on teacher input
• Teacher understanding of the assessment process
Qualification activities for the modules 
Additional Changes to Help Teachers
• Four state-selected essence statements
• Locally stored documentation of observation notes
• Streamlined and simplified online process
• Submission throughout the assessment window
January 5th – April 10th 
Things That Have Not Changed
• Grades and subjects to be tested
• Students assessed according to enrolled grade
level
• Hierarchy of Cueing and prompting
• Role of the ARD committee
• Participation requirements 
January 2009
Basic Features of
TAKS-Alt
Essence Statements
• State-selected based on teacher input and frequency
of selection during the operational test
• Selections will rotate every year to include all
objectives over several administrations
• No changes have been made in wording to the
essence statements
• Essence statements are not selected by the ARD
committee; they are determined by the state 
Assessment Tasks
Three assessment tasks are developed by the state for each essence
statement which
• Vary in complexity level in descending order with Level 3 being the
most complex and Level 1 being the least complex; complexity
levels can vary from essence statement to essence statement
• Measure a prerequisite skill selected by the state from the options
located on the curriculum framework documents (student
expectations)
• Allow access for a wide range of student abilities and challenges
through broadly written language
• Remain as written and cannot be changed by the teacher
• Include three state-developed predetermined criteria that cannot be
changed and must be executed in the order written 
Complexity Level of the Assessment Tasks
It is important that the complexity level be maintained
for each task. Verbs define each complexity level and
show how the student demonstrates knowledge. The
verbs used in the assessment tasks distinguish
between the three levels.
Level 3 Application
Level 2 Basic Recall
Level 1 Beginning Awareness 
Level 3 Verbs
Level 3 assessment tasks are the most complex and
involve applying knowledge beyond basic recall. Some
of the skills students at this level are expected to
demonstrate may include
determining distinguishing features
organizing information
comparing components
generating ideas
making inferences
justifying answers 
Level 3 Example
Essence Statement: Uses writing processes to revise the
organization of text.
Prerequisite Skill: develop drafts
The student will generate a list of materials needed for a
class function. The student will organize the list by
categories, for example food, drinks, and paper goods. The
student will revise the list by adding or deleting items to
finalize the list. 
Level 2 Verbs
Level 2 assessment tasks are moderately complex and
involve recalling or reciting information at a basic recall
level. Some of the skills students at this level are
expected to demonstrate may include
identifying or sorting elements
assisting in procedures
choosing options
matching components
replicating information
examining features 
Level 2 Example
Essence Statement: Uses writing processes to revise the
organization of text.
Prerequisite Skill: generate ideas before writing on
assigned tasks
The student will construct a list of items or activities he or
she expects to experience during an upcoming event. The
student will use the list at the event and identify the items or
activities on the list as they occur. Following the event, the
student will revise the list by deleting the entries that were
not experienced at the event. 
Level 1 Verbs
Level 1 assessment tasks are the least complex and
involve responding to knowledge at the beginning
awareness level. Some of the skills students at this
level are expected to demonstrate may include
acknowledging features
indicating preferences
responding to stimuli
participating in processes
exploring materials
anticipating outcomes 
Level 1 Example
Essence Statement: Uses writing processes to revise the
organization of text.
Prerequisite Skill: attempt to use a variety of forms of writing
(e.g., list, messages, stories)
The student will be presented with representations of two
activities. The student will explore the representations. The
student will indicate which activity he or she would like to do
first. The teacher will organize the two activities according
to the student’s preference and will pair the representations
with written labels. The student will acknowledge that the
organization of the schedule reflects his or her preferences.

January 2009
TAKS-Alt
Online Instrument
Online Instrument
Similarities to last year
• User name and password requirements
• Administrator and teacher views
• Accessing the student
Differences from last year
• Only one info page to input information
• Automated scoring
• No documentation is required within the system
• Submission throughout the assessment window 
January 2009
TAKS-Alt
Training Requirements
Training Requirements
• Required training on Modules, Test Security, Data Form
Storage
• Qualification activities must be successfully completed by
all test administrators and second raters.
• A score of 80% or above on the qualification activities for
each of the three training modules is required before
a test administrator can administer the assessment.
• A test administrator has up to five opportunities to score
80%. 
Training Requirements
• After the fifth unsuccessful attempt, a test administrator
must be under the supervision of a local
administrator who has successfully completed the
qualification activities with a score of 80%.
• If a district does not or cannot provide an appropriate
supervisor, the student must be moved to another
test administrator that has successfully completed
the qualification activities. 
Training Requirements
• Only test administrators can input student performance
information into the online system.
• District test coordinators, other local administrators and staff,
parents, and paraprofessionals may view the modules,
but will not be required to take the qualification activities.
• Paraprofessionals or other district staff can help execute an
observation or make notations regarding student
performance; however, the test administrator must plan
out the observation and supervise any persons who are
involved in the observation.
• Evaluation of the observation and putting the information into
the online system is the responsibility of the test
administrator. 
January 2009
TAKS-Alt
Test Security
Oaths
• Located in the TAKS-Alt Manual for District Coordinators
and Test Administrators
• Manual available November 3rd
• Stored locally following district guidelines
• Must be signed prior to administering the assessment
• Additional oath for the Qualification Activities 
Testing Irregularities
Eligibility Error
• Students who met the TAKS–Alt participation
requirements were not tested with TAKS−Alt and
were not given the opportunity to participate in any
other state assessment.
• Students who did not meet the TAKS–Alt participation
requirements were tested with TAKS−Alt.
• Students who did not participate in TAKS–Alt were not
removed from the TAKS−Alt online instrument by
the April 10, 2009 deadline. 
Testing Irregularities
IEP Implementation Issues
• A student was administered the incorrect assessment as
determined by the ARD committee.
• A student was administered TAKS–Alt at a grade level
other than the enrolled grade of the student. 
Testing Irregularities
Improper Accounting for Confidential Information
• A test administrator shared his or her TAKS–Alt user
name and password with others.
• Testing personnel who were not trained in TAKS–Alt
procedures were allowed to assess students,
access secure websites, or handle confidential
student information. 
Testing Irregularities
Procedural Error
• A student’s assessment was submitted without recording
the correct information.
• A student’s assessment was submitted without including
information on all subjects required for the enrolled
grade. 
Testing Irregularities
Potential Referral to the Educator Certification and
Standards Division
• A test administrator falsified information that was
submitted in the TAKS–Alt online instrument.
• An individual or group other than a test administrator
endeavored in any capacity to change/edit/alter
scores and/or any part of the assessment.
• A test administrator was encouraged, influenced, and/or
directed by any individual or group to
change/edit/alter scores and/or any part of the
assessment. 
QUESTIONS
903-572-8551
Tiffany Easley
ext. 2726
Karen Thompson
ext. 2616
Sheryl Pappa
ext. 2781
Marth Vincent
ext. 2768
Karen Whitaker
ext. 2715
Jackie Dammann
ext. 2736
Closing and Evaluation