Transcript Doc Retrieval - Region 17 ESC

Welcome and Introduction
Your Trainers’ Contact Information:
Antonio Saldana – ELL Assessment Specialist –
[email protected]
Vicki Berrier – Special Education Assessment
Specialist – [email protected]
Ty Duncan – TAKS Coordinator [email protected]
Available at: http://www5.esc13.net/assessment/index.html
Assessment Bingo
Agenda: January 2009
Changes and Important Pages in the DCCM
Accommodations and Assessment of SPED Students
Assessment of English Language Learners and TELPAS
Lunch
Online Testing Overview
Test Materials and Shipping Update
Test Security
Reporting Systems Update
Accountability
Closing and Evaluation
Please Note:
The range of experience in this
room is vast. Please remember we
will tell you things today that you
already know. Your patience is
appreciated.
Please Note:
This Training Does NOT Take the
Place of Reading the Appropriate
Manuals.
Changes and
Important Pages in
the DCCM
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
What’s new about other manuals?
TAKS General Test Administrator Manual
http://www.tea.state.tx.us/student.assessment/resources/guides/
test_admin/2009/TAKS_General_TAM_2009.pdf
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
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
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)
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
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.)
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
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
•
FAQs
Special Education
Assessments
TAKS-Modified
TAKS–M
• alternate assessment based on modified academic
achievement standards
• designed only for students receiving special education services
who meet participation requirements
***Handout —Partcipation Requirements Comparison Chart
• 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.)
• 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. 
TEA Flowcharts for Assessment
and Graduation
Flowchart A
Guidelines for ARD Committees Regarding Testing
Requirements for Students Entering Grade 9 in
2008-2009 (and thereafter)
**Those students entering 9th grade this year
Flowchart B
Guidelines for ARD Committees Regarding Testing
Requirements for Students Entering Grade 10,
11, or 12 in 2008-2009
**Current 10, 11, 12 Graders
www.tea.state.tx.us/student.assessment/resources/grad/index.html
ESC Contact: Debra Gafford
Accommodations
Key Changes to the
Accommodations Manual
Reorganization and Addition of New Appendices
• Appendix A --Participation requirements for certain state
assessments —TAKS-M, TAKS-Alt, LAT, and TELPAS
• Appendix B --Eligibility criteria for specific accommodations
**Specific requirements concerning eligibility and decision making authority for the dyslexia bundled accommodations.
• Appendix C --Teacher tools (7) that districts have the option of
using if needed
• Appendix D --Expanded information about the accommodation
request process
• Appendix E --General instructions for administering Braille and
large-print tests
• Appendix F --List of supplemental aids allowed for TAKS (Accommodated)
without the submission and approval of Accommodation
Request Form 
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 
Key Changes to
Accommodation Policy
2008-2009 Accommodation Chart
**Located on Region 17 website under Student Support Services, Access
to the General Curriculum—Educational Resources
Large Print Materials (Presentation)
**Accommodation Chart- page 1
• 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 
Reading Aloud Questions and Answers on TAKS-M
Reading (Presentation)
**Accommodation Chart- page 3
• 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 
Other Methods of Response (Response)
**Accommodation Chart—pages 5 and 6
• Clarifying language included to explain role of scribe during
different administrations
Written composition
Open-ended reading responses
Computation and notes 
Spelling Assistance (Response)
**Accommodation Chart—page 7
• 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 (a list of frequently misspelled words) allowed
per ARD committee decision and no Accommodation Request
Form is required
• Grades 7, 9, 10, 11: various types of spelling assistance
allowed per ARD committee decision and no
Accommodation Request Form required 
Calculation Devices (Response)
**Accommodation Chart— page 7 and 8
• 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 
Extended Time -2 days to test (Timing and Scheduling)
**Accommodation Chart—page 11
• 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 
Manipulatives (Response)
**Accommodation Chart—page 9
• Assists students with visualizing abstract concepts
• Must serve as a tool; manipulatives cannot provide direct answers to
the TEKS being tested
TAKS (Accommodated)
• Manipulates approved for TAKS (Accommodated) without the
submission of an ARF: non-labeled geometric figures, coins,
clocks with gears, base-tens blocks, non-labeled fraction
pieces, and various types of counters such as beans blocks,
etc.
* Accommodation Request Forms required for all grades if the aid
is not listed in the manual.
TAKS-M
• ARD committee decision and no Accommodation Request Form
required for all grades 
Supplemental Aids (Response)
**Accommodation Chart—pages 8 and 9
• Student must be able to understand content but need
assistance recalling some of it
• Must be a tool that a student must learn how to use
• Not a source of direct answers
• Must routinely be used in instruction
• Must be documented in student’s IEP
• Must be effective and appropriate
**Handout from Appendix F- Use of Supplemental Aids
Supplemental Aids
TAKS (Accommodated)
Accommodation Request Form required for all grades if the aid is not
listed in the appendix of the manual
TAKS-M
ARD Committee decision and no Accommodation Request Form
required for all grades
TAKS
The use of supplemental aids is NOT ALLOWED on TAKS.
Examples of NON-ALLOWABLE
supplemental aids
This multiplication chart is a
source of direct answers. The
student only has to copy the
answer from the chart.
ALLOWABLE
Supplemental
Aid
Multiplication
Chart
1
2
3
4
5
6
7
8
9
10
11
12
1
1
2
3
4
5
6
7
8
9
10
11
12
2
2
4
6
8
10
12
14
16
18
20
22
24
3
3
6
9
12
15
18
21
24
27
30
33
36
4
4
8
12
16
20
24
28
32
36
40
44
48
5
5
10
15
20
25
30
35
40
45
50
55
60
6
6
12
18
24
30
36
42
48
54
60
66
72
7
7
14
21
28
35
42
49
56
63
70
77
84
8
8
16
24
32
40
48
56
64
72
80
88
96
9
9
18
27
36
45
54
63
72
81
90
99 108
10
10
20
30
40
50
60
70
80
90 100 110 120
11
11
22
33
44
55
66
77
88
99 110 121 132
12
12
24
36
48
60
72
84
96 108 120 132 144
Examples of NONALLOWABLE supplemental
aids: Math
This example of a place value chart would not be allowed for grades
3 -5 since the TEKS require students to use place value to read and
write numbers. By including numerals, this is a source of direct
answers.
Place value is not specifically tested at grades 6 and up, so this chart
would be allowed although it might be confusing to students.
Examples of ALLOWABLE
supplemental aids: Math
By removing the numerals, this place value chart becomes a tool
and would be allowed at any grade.
Examples of NON-ALLOWABLE
supplemental aids
This graphic would not be allowed at grades 4-6 because the TEKS specifies
that the student will identify and describe right, acute, and obtuse angles.
So the student only has to find if the angle given on the test question looks
like one of these pictures to answer the question.
This skill is not tested at grade 3 so would not be helpful to a student. It
may even confuse a student.
This would be considered a tool and not a source of direct answers at
grades 7-Exit/11.
Examples of NON-ALLOWABLE
supplemental aids: Math
This example
demonstrates the
division process. Because
it gives examples and
could be a source of
direct answers, it would
not be allowed at any
grade.
Examples of NONALLOWABLE supplemental
aids: Science
• Melting point: The melting point of a substance is the temperature at
which the substance changes from a solid to a liquid. Ice changes to a
liquid at its melting point of 0°C.
• Boiling point: The boiling point of a substance is the temperature at
which the substance changes from a liquid to a gas. Water changes to
steam at its boiling point of 100°C.
• Magnetism: Magnetic substances are attracted to strong magnets. Iron
nails are magnetic, but wooden toothpicks are not.
This might be a portion of a student’s journal that contains the definitions and
specific examples of important science terms. These particular definitions
includes examples of the properties of matter which are assessed in all
grades and would not be allowed for any science assessment. These may be
exact questions on the test and would constitute a source of direct answers.
Examples of ALLOWABLE
supplemental aids: Science
This portion of a students science journal also contains information
about the properties of matter and would be allowed at all grade levels
in science. The student is now required to apply the pictorial
representation of the term to questions to determine the correct
answer.
Examples of NON-ALLOWABLE
supplemental aids: Math
This example of a translation
would not be allowed for
grades 4 through 8 since the
TEKS at these grades require
students to identify and graph
translations. This could be a
source of direct answers.
Translations are not specifically
tested at grades 9 and up, so
this would be allowed if
requested, but might be
confusing.
Translations are not tested at
gr. 3 so this would not be
useful and could be confusing
for a student.
Examples of ALLOWABLE
supplemental aids: Math
This is a portion of a student’s
mathematics journal. The
student has shown a person
“sliding” down a hill as his
definition of a translation.
This is not a source of direct
answers and would be
allowed at any grade.
Examples of Non-Allowable
Supplemental Aids
*This is an example of a timeline that would not be allowed for
students in grade 8 or Exit level/grade 11 because students are
required to answer questions about the significance of 1861-1865 .
*This list would not be helpful and might be confusing at grade 10.
Examples of Allowable
Supplemental Aids
*Now that the significant events have been deleted from the
timeline, it serves only as a tool to help the student recall
important information and would be allowed.
Dyslexia Bundled
Accommodations
Dyslexia Accommodations
What are the characteristics of
dyslexia?
 Having severe difficulty reading words in
isolation
 Lacking word-identification skills
Dyslexia Accommodations
What are the allowable accommodations?
**Accommodation Chart—page 4
 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
Dyslexia Accommodations
Appendix B
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
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.
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 proper-nouns list match
for students taking TAKS and for those taking TAKS
(Accommodated).

Testing Schedule
***Handout –Dyslexia Testing Schedule
Online Accommodation
Request Forms
• District coordinator can submit Accommodation Request
Forms through on-line system (similar to on-line incident
report)
• Open to all districts by December 2008
• Intended to dramatically reduce number of faxed or
emailed requests
• Paper request can still be submitted.
The Life Cycle of an Online
Accommodation Request Form
(Handout)
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Completing the Online
Accommodations Request
Form
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The Online
Accommodation
Request Form
contains four steps.
Each page of the
system contains
basic instructions
and questions to
guide user through
the process.
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Request can be
submitted by
campus or district
staff, or the District
Testing
Coordinator. This
process should be
determined locally.
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If the submitter is the District Testing Coordinator,
contact information is pre-filled. Other submitters will
have to enter their contact information.
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Based on the grade and assessment chosen, only
applicable subjects and accommodations remain. In
addition, helpful hints appear on this page to remind
you whether an accommodation request is necessary.
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For this field, simply name and/or describe the
accommodation. Do not include the reason for
the accommodation.
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This field should include information that clearly indicates why
student needs the accommodation. Evidence should be
individualized for each student who may need similar
accommodations and should include relevant information.
Objective evidence is crucial when determining whether an
accommodation is effective and appropriate.
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If applicable, attach electronic copies of supplemental
aids before completing submission process. You need
not attach the same documents multiple times. There is
an option to refer the Accommodations Task Force to a
prior Accommodation
Request
Form
via
an
identification
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number.
Review all information prior to submitting.
Any information highlighted in red is required
and will need to be completed for a
successful submission.
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You will receive a confirmation page with an identification
number. Use the Print button to print a copy of the request for
your records.
Call Accommodation Task Force contact if you encounter
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difficulties using onlineTexas
submission
process.
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This is the
confirmation
page that prints
after submission.
If you notice a
mistake at this
point, the
District Testing
Coordinator can
ask TEA to
correct it or notify
TEA that a new
request will be
submitted (TEA
deletes original).
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This is the submission e-mail
that the District Testing
Coordinator receives. The
District Testing Coordinator
reviews the information and
“signs” the request by replying
to the e-mail.
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This is the decision email that the District
Testing Coordinator
receives from TEA. At
this time, it is the
responsibility of the
district to inform the
school of the decision.
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Assessment of English Language
Learners:
Texas English Level Proficiency
Assessment System (TELPAS) &
Linguistically Accommodated
Testing (LAT) Information
ONLINE TRAINING
Spring TELPAS Holistic Rating Training
As in the past, online training courses and qualification activities will be used
for spring TELPAS holistic rating training. The opening dates for these
trainings, listed below, have been communicated to TELPAS holistic rating
trainers.
January 12, 2009
raters
February 2, 2009
online
K–1
Level 1 online training window opens for new 2–12
and individuals trained previously but not yet qualified
Spring online qualification window opens; Level 1 online
training window opens for new K–1 raters, Level 2
refresher training window opens for previously trained
raters and previously qualified 2–12 raters
Online course descriptions and other TELPAS holistic rating training
information are accessible from the TEA website listed below.
http://www.tea.state.tx.us/student.assessment/admin/rpte/index.html
TELPAS Reading, Grades 2–12
Testing Window
March 9–April 10, 2009
Registration Deadline
Students will be loaded
automatically
The TELPAS reading tests for English language learners (ELLs) in
grades 2–12 will be administered only online this spring. This
decision was made based on input from a number of student
assessment advisory groups. Last spring approximately two-thirds
of the state’s ELLs in grades 2–12 participated in online testing. The
tests will be administered during the five-week period of March 9–
April 10, 2009.
In rare instances, such as when a student needs a testing accommodation that is
not available in an online administration or when there is an unavoidable
technological problem, a student may take the TELPAS reading test on paper.
More information about paper-based testing will be provided in the spring 2009
administration materials.
Enrollment: Pearson will enroll all students into the online system. As in the past,
districts will have the option of supplying student data files for online testing.
Student information will be loaded for students from the October 2008 PEIMS
submission for districts that do not supply student data files. The process for
supplying student data files is the same as that for providing precode files for
paper-based testing, but it will include the opportunity to provide class group
information used for building class rosters for online testing. Information on
supplying student data files will be sent to all districts during the fall of 2008.
Results: TELPAS results for any students requiring a paper test will be merged
with the online testing results.
TELPAS Rater Training – Spring 2009
TELPAS Rater Training Dates-Grades 2-12
This on-line training is intended for Level 1 newly identified raters and individuals
who have not yet been trained and have not attempted or completed the TELPAS
rater qualification requirements. This workshop provides training and rating practice in
the listening, speaking and writing domains. Teachers 2-12 grade will be ready to
complete the qualification portion of their training and serve as raters for the English
Language Learners (ELL) students.
TELPAS Rater Training Grades 2-12- January 19, 2009
TELPAS Rater Training Grades 2-12- January 23, 2009
TELPAS Rater Training Grades 2-12- January 29, 2009
TELPAS Rater Training Dates-Grades K-1
This workshop is intended for Level 1 K-1 teachers who have not been trained
previously. This is a required course and it covers all four language domains. There
is not a qualification component of the K-1 training.
TELPAS Rater Training Grades K-1-
February 5, 2009
Texas English Language Proficiency Assessment System
(TELPAS)
• TELPAS assesses English language proficiency
of K–12 ELLs in these domains:
• Listening
•Speaking
•Writing
• TELPAS consists of a multiple-choice reading test for grades 2–12
and holistically rated assessments for remaining grades and
domains
TELPAS Proficiency Levels in a Nutshell
Beginning: Little or no ability to function in English in social and
academic settings
Intermediate: Limited ability to function in English in social and
academic settings; can understand and use simple language
structures and high-frequency English in routine contexts
Advanced: Can handle grade-appropriate English, although ongoing
linguistic support is needed
Advanced high: Can handle grade-appropriate English with minimal
linguistic support; limited English does not stand in the way of
academic achievement
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 paperbased testing except under rare circumstances approved
by TEA
• New online process for submitting holistic ratings and all
other TELPAS student data
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
About ELLs in Texas, Spring 2008
In spring 2008, approximately 677,000 ELLs were
assessed in all domains with TELPAS.
In grades 3–12, over 20,000 1st year immigrants were
reported.
In grades 3–12, about 40% of 1st year immigrants
received a TELPAS composite rating of beginning.
About ELLs in Texas, Spring 2008
In grades 3–12, over 161,000 ELLs were reported as
enrolled for 5 or more years.
About 71,000 ELLs in grades 3-12 who had been enrolled
for 3, 4, or 5 or more years were still at the beginning or
intermediate levels of English language proficiency
(composite ratings).
TELPAS and AMAOs
TELPAS is used in the AMAO accountability system for
ELLs. Under NCLB, states must show annual increases in
the progress ELLs make in learning English and in attaining
English language proficiency.
Our progress goal is to evaluate the percent of ELLs making
at least one proficiency level of progress a year.
Our attainment goal is to evaluate the percent of ELLs
reaching the advanced high proficiency level.
AMAOs are Annual Measurable Achievement Objectives.
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
Shipment 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
Dates for Training on Administration Procedures
Test Administration Training
For:
Date
District Coordinators
By 1/9
Campus Coordinators
Raters
Reading Test Administrators
Testing window is March 9–April 10
Holistic by 1/23
Reading by 3/2
By 1/30
By 3/6
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
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
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
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
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
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
Online Testing Resources
• 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
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
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
New TELPAS Electronic Submission 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
• 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
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
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
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
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 state authorized trainer, but districts may
require this
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
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?
• 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)
Key Dates for Holistically Rated Components
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
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
• 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
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 trainingcourse in progress
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 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
TETN - TELPAS Electronic Submission System
February 4, 2009 - 1:30 to 3:30 pm
This session will provide a general overview of the new
TELPAS electronic submission system to be used for
TELPAS, which will be administered as an online assessment
program beginning in spring 2009. This session will provide
testing personnel an opportunity to see a demonstration of
the new electronic submission system and ask questions.
Linguistically Accommodated Testing
(LAT)
• Grades 3–8 and 10
– Mathematics
– Reading and ELA
• Grades 5, 8, and 10
– Science
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 LEP exempt 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
Basic Understandings
LAT involves
• grades 3−8 and 10 only
• math, science, and
reading/ELA only
• only ELLs who are LEPexempt
under state law
LAT Changes
• Only a few minor changes
• 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
•LPAC manual lists LAT accommodations in charts on
pages 34-35
LAT Eligibility
Eligibility criteria for math/science vs. reading/ELA
differ somewhat.
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
Allowable LAT Accommodations for
Math and Science
Indirect Linguistic Support
Clarification of Test Directions
Breaks at Request of Student
Direct Linguistic Support
Linguistic Simplification
Oral Translation
Reading Assistance
Bilingual Dictionary
Bilingual Glossary
English and Spanish Side by Side (grades 3–6 only)
For LAT TAKS–M differences, see slide 84.
Reading/ELA
Allowable LAT Accommodations for
Indirect Linguistic Support
Clarification of Test Directions
Breaks at Request of Student
Testing Over 2 Days
Direct Linguistic Support
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 page 35 of LPAC manual for details.
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
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
Assessment Bingo
Online Testing
Test Materials and Shipping
Update
Please Note:
This Training Does NOT Take the
Place of Reading the Appropriate
Manuals.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Testing Materials
Make-up Test Materials Highlights, Cont.
• TAKS Grade 10 ELA
• Separate test form
• Same answer document
• Make-up bubble on answer document
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
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
Testing Materials
The Form 1 Issue:
Page 15 of Program Overview
Portion of DCCM.
In certain situation a student must
use form 1!!!
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
Testing Materials
TAKS-Modified (TAKS-M) Materials Highlights
• Large print available
• Braille version available
• Separate test books
• Separate answer documents
• Same headers
• Separate ADPL
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
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
Returning Test Materials
Schedules
• Calendar of Events
• Each column a separate test
administration
• Distributed separately
• Returned separately
• Chart of Return Dates
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
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
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
Returning Test Materials
Return Instructions Highlights, Cont.
• TAKS (Accommodated)
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS ADPL
Returning Test Materials
Return Instructions Highlights, Cont.
• TAKS-Modified (TAKS-M)
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS-M ADPL
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
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
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
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
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
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
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
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
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]
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
Security and Integrity of
Testing Programs
Please Note:
This Training Does NOT Take the
Place of Reading the Appropriate
Manuals.
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
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
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
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.
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
Training Reminders
What should I
emphasize in my
training
regarding test
security?
Training Reminders
The First Thing
• Copy Page 16 and 17 of the Stdudent
Assessment Program Overview
• Explain and have teachers read the
Confidentiality Requirements of the state
assessment program
• Oaths – Page 19 is a great template to use
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
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
Training Reminders
After test administration
• No unauthorized viewing
• No scoring of student responses
• No discussion of confidential student
information
• No erasing stray marks or darkening
response ovals
• Account for all test materials
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
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
Training Reminders
Even more pitfalls to avoid:
• Improper boxing and labeling
of test materials for return to
Pearson
• Late return of test materials
Testing Irregularities
If something is going to go wrong,
what’s it likely to be?
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
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.
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.
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
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.
Remedies for common errors
A TAKS tester not receiving special education
services was administered a TAKS
(Accommodated) assessment.
• Students given TAKS (Accommodated) instead of TAKS CANNOT
be retested with TAKS because the test items are identical. This is
also the case if TAKS is administered to students scheduled to
take TAKS (Accommodated).
• If the mistake occurs during a primary administration and is
detected before scorables are returned to the state’s contractor,
the student’s answer document should be coded for the test that
was administered, NOT the test that the student should have
taken. The district should notify the student’s parents/guardians of
the error and inform them that the Confidential Student Report
(CSR) will reflect that TAKS (Accommodated) was administered.
• For retest administrations, districts can code the TEST TAKEN
information as TAKS so the student’s CSR will reflect the test that
should have been administered.
Remedies for common errors
(cont.)
A TAKS tester was issued and completed a
TAKS-M assessment.
• If this type of error is discovered before the end of the
administration, districts can contact TEA for permission to
give the correct assessment. Consent to reassess the
student should also be requested from the
parents/guardians.
• If permission is obtained, the TAKS-M test should be voided.
Remedies for common errors (cont.)
An exit level retester was not administered one of
the subject-area assessments.
• If this irregularity is detected within the testing week,
districts should immediately contact the Student
Assessment Division. Depending on the circumstances,
TEA may grant permission to test the student on a different
day.
Remedies for common errors (cont.)
A TAKS (Accommodated) tester was issued and
completed a TAKS assessment.
• Students administered TAKS instead of TAKS
(Accommodated) CANNOT be retested with TAKS
(Accommodated).
• If the mistake is discovered before scorables are shipped, the
district should consult with the student’s parents/guardians to
determine whether the assessment should be invalidated or
submitted to be scored.
• If the decision is made to submit the test to be scored and it is
a primary administration, the TEST TAKEN field on the
student’s answer document should be coded to indicate
TAKS.
• For retest administrations, districts can code the TEST
TAKEN information as TAKS (Accommodated) so the
student’s CSR will reflect the test that should have been
administered.
Remedies for common errors
(cont.)
A TAKS (Accommodated) tester was issued and
completed a TAKS-M assessment.
• If the error is detected before the end of the administration,
districts can contact TEA for permission to give the correct
assessment. Consent to reassess the student must also be
requested from the parents/guardians.
• Regardless of whether permission is obtained to reassess or
not, the TAKS-M test should be voided.
• If the parent declines, a TAKS (Accommodated) answer
document or scorable test booklet marked with a score code
of “O” should be submitted to account for the student.
Remedies for common errors
(cont.)
A student was not provided a documented
accommodation.
• If this kind of mistake is discovered while the student is
testing, districts can, in most cases, still provide the
accommodation.
• If the error is not detected until after the assessment is
complete, the district must consult with the student’s
parents/guardians to determine if the assessment should
be invalidated or submitted to be scored.
Remedies for common errors (cont.)
A test administrator accepts a blank answer
document and the student has left the test
session.
This continues to be a very common error and one that
can be avoided by reminding students to mark answers on
their documents while they’re testing, asking students who
have finished if they have filled in their answers, and by
checking answer documents before students leave the
room.
What to do if discovered
• Before documents leave the campus
• Before documents leave the district
• After scores are received
Remedies for common errors
(cont.)
A test administrator left examinees unmonitored
and/or secure materials unattended.
• The campus or district coordinator must assess the situation
to determine whether a breach in confidentiality has
occurred.
• If the district concludes there was no breach, students may
be allowed to resume testing.
• If cheating occurred or secure content was compromised,
the district must decide whether tests of affected students
should be invalidated or submitted for scoring.
• Remember that breaches in confidentiality can occur even
during a brief lapse in monitoring.
Remedies for common errors
(cont.)
A test administrator was not actively
monitoring and did not detect that a student
had broken the seal to and completed a
portion of the next subject-area test.
• If the error is detected before the examinee leaves the
testing area, immediately contact the TEA for guidance.
• If the student has been dismissed from a monitored
environment, he or she will not be permitted to complete
the test on the regularly scheduled day, and the district will
need to determine whether the subject-area section should
be invalidated or submitted to be scored.
Remedies for common errors (cont.)
A campus coordinator did not issue a Form 1
test booklet for a student receiving an oral
administration.
•
•
•
This type of error is most often detected during an
assessment and can easily be avoided by having test
administrators verify that all test booklets issued to them for
oral administrations are Form 1.
If a test administrator encounters a discrepancy while reading
test questions or answer choices, he or she should
immediately notify the campus coordinator so a Form 1
booklet can be provided.
In the event a Form 1 is not available, the campus coordinator
can issue the test administrator a booklet with a form number
that matches the student’s. This option is less preferable, as
the use of Form 1 booklets is intended to limit unnecessary
access to secure field-test items while still meeting the needs
of students who qualify for this type of accommodation.
Remedies for common errors
(cont.)
A student who was scheduled to be
administered a reading test with dyslexia
bundled accommodations was not issued the
proper Form 1 test booklet for the
mathematics assessment.
• Due to the multiple approaches for resolving this
situation, districts should contact TEA for guidance
when this type of incident occurs.
• Callers should be prepared to provide the grade level
involved and at what point in the administration the
error was discovered.
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)
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
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
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.
What We Learned From Monitoring in 2008
Monitored Districts
•
•
•
•
•
•
•
•
•
Plains
Denver City
Wellman-Union
Tahoka
Post
Petersburg
Jayton-Girard
Hale Center
Frenship
Entering the District
• They will contact Superintendent upon
entering the district for “inspection” of
credentials.
• They will want to find the District Test
Coordinator after that.
Monitoring
District or Charter personnel should have ensured:
• Existence of a plan for the Receipt, Storage and
Distribution of all Secure Materials
– Accounted for all test materials
– Ensured proper storage of materials
– A plan for each administration to be organized and secure
• How will materials be distributed, tracked and collected?
– A plan for checking in and out materials
• Who will have access to materials?
• Is there a plan in place after the testing is complete to pack and ship
secure materials to Pearson
***** Put this plan on paper so
they can see it.
Monitoring
District or Charter personnel should ensure that:
• Every individual with access to the testing materials has
been trained
– Including campus coordinators, test administrators, hall or
restroom monitors, relief personnel and district personnel
• Sign in sheets and agendas are available to view
• Each test administrator possesses and has read the test
administrator manual
• Each individual involved in testing has a signed security
oath on file
Monitoring Campus Process
• Print out your ESC 17 certificate to verify you
have been trained. Everyone who attended
needs to do this.
• They will want to see all of the training
documents for these people. Make sure and
have sign in sheets of your district training.
–
–
–
–
Campus Test Coordinator
Campus Principal
All Test Administrators
All Hallway/Relief Monitors
Monitoring
Make sure you have….
• Existence of plan for the Receipt, Storage and
Distribution of all Secure Materials
– Accounted for all test materials
– Ensured proper storage of materials
– A plan for each administration to be organized and secure
• How will materials be distributed, tracked and collected?
– A plan for checking in and out materials
• Who will have access to materials?
• Is there a plan in place after the testing is complete to send secure
materials to District Test Coordinator?
Monitoring
• Have seating charts ready. They will want
to see them.
• They will observe your break and hall
monitoring procedures.
Monitoring
• Preparation of testing rooms
– Check testing rooms with Principal or Campus
Coordinator
• They will walk into classrooms with as little disturbance
as possible.
Monitoring
• Is testing environment is appropriate?
• Is the Test Administrator present in testing
room at all times.
Monitoring Classroom
Campus personnel must ensure
• Seating charts for each individual testing room
– Plan for consolidating late testers
• “Do not disturb” signs for each room
• Plan for students who arrive late for testing
• COVER YOUR BULLETIN BOARDS.
Monitoring
Required Materials Provided:
• “Do Not Disturb” sign
• Answer document for each enrolled
student
• Test booklet for each student who is
testing
Monitoring
• Verify active monitoring is occurring
– Includes a plan for breaks and lunch
– What plan do you have for monitoring monitors?
• Active monitoring IS:
– Walking around “on your feet and not on your seat”
– Observing students: marking answers on answer documents, not
talking, not talking or texting on cell phones
Active monitoring IS NOT:
– Checking email
– Reading the newspaper or a book
– Grading papers
– Reading over a student’s paper
– Checking for strategies
– Leaving students who are testing unattended
Monitoring
• Administrators and the campus coordinator should
monitor testing area and be available to answer
questions
• Ensure everyone understands that they may NOT
–
–
–
–
Provide assistance
View the tests without authorization (oral administrations)
Discuss confidential student information
Check for strategies
• Test sessions must be untimed
Monitoring
• Students who have finished testing and who
remain in the room may read a book or rest
• No talking in the room while any one is testing
• Technology such as calculator watches, PDAs,
and cell phones with cameras are not allowed to
be used during testing
• Ensure that test administrators are verifying that
all students have marked their answers on the
answer document
Monitoring
• Common errors which must be avoided:
– Improper (or nonexistent) monitoring – includes
during breaks and lunch
– Failure to remind students to record their responses
and/or failure to check if students have bubbled their
answers as instructed
– Leaving secure materials unattended
– Use of untrained test administrators or monitors
Monitoring
• Common errors to avoid:
– Inability to account for all secure test
materials, including overage
– Improper boxing and labeling of test materials
for return
– Late return of test materials
Questions Regarding Test
Security?
Reporting Systems Update
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)
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
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.
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
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.
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)
2009 Reporting System
Score Code Fields – Page 118
2009 Reporting System
Grade 3
2009 Reporting System
Grade 4
2009 Reporting System
Grade 5
2009 Reporting System
Grade 10
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
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
2009 Reporting System
TAKS/TAKS (Accommodated)
(continued)
•
Vertical Scale
–
–
•
Grades 3-8 reading and mathematics
For information purposes only
Growth Prediction
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.
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.
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.
Summary of Online Services
2009 Online Services
• Online Reports and Data Files
• Same as last year
• Provided as standard and optional
• Data files are zipped
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
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
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)
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
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
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
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
2009 Online Services
• Shipment Confirmation
• District Coordinators will receive e-mail
confirmation of shipments
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
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.
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
Accountability
Implications
State Assessment Performance Standards (AEIS)
2008 and Beyond
Year
2007
2008
2009
2010
2011
TAKS
TAKS +
TAKS-Acc
(Group 1)*
TAKS +
TAKS-Acc
(Group 1)
TAKS +
TAKS-Acc
(All Grades/
Subjects)
TAKS +
TAKS-Acc +
TAKS-M +
TAKS-Alt
AA/Re/Ex
AA/Re/Ex
AA/Re/Ex
AA/Re/Ex
AA/Re/Ex
Reading/ELA
65/75/90
70/75/90
70/75**/90
70/80**/90
TBD
Writing
65/75/90
65/75/90
70/75**/90
70/80**/90
TBD
Social
Studies
65/75/90
65/75/90
70/75**/90
70/80**/90
TBD
Mathematics
45/75/90
50/75/90
55/75**/90
60/80**/90
TBD
Science
40/75/90
45/75/90
50/75**/90
55/80**/90
TBD
Included
Tests
Standards
* TAKS-Accommodated
(Group 1)
Science (Grades 5, 8, 10, 11)
Social Studies (Grades 8, 10, 11)
ELA (Grade 11)
Math (Grade 11)
** Recognized Standard
In the 2007 Accountability Manual, the
Commissioner proposed that the Recognized
standard increase to 80% in 2009
It will remain at 75% in 2009, but is scheduled to
go to 80% in 2010 (subject to review in 2009)
Federal Performance Standards (AYP)
Year
2007
2008
2009
2010
2011
2012
2013
2014
TAKS,
SDAA-II,
SDAALAT
TAKS-Alt
TAKSLAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKSLAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKSLAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKSLAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKSLAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKSLAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKSLAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKSLAT
Rdg/ELA
60%
60%
67%
73%
80%
87%
93%
100%
Math
50%
50%
58%
67%
75%
83%
92%
100%
Included
Tests
• Participation Standards
– 95% = Rdg/ELA
– 95% = Math
• Other Indicators
– Attendance (Elementary and Middle Schools): 90.0%
– Graduation Rate: 70.0%
Texas AYP Criteria (cont.)
• Performance at 100% by 2014
AYP Performance Targets: 2002-03 to 2013-14
93%
100%
90%
80%
73%
Percent Proficient
80%
60% 60%
60%
47% 47%
75%
67%
53%
58%
50% 50%
40%
30%
53%
92%
83%
67%
70%
50%
100%
87%
42%
42%
33% 33%
20%
10%
0%
2003
2004
2005
2006
2007
2008
2009
2010
2011
School Years
Reading/ELA
Mathematics
2012
2013
2014
State & ESC 17 Special Education Data
for % Met Standard
•
Performance: Reading
– 2007
• State: 77%
• Region 17: 78%
AYP Performance Targets: 2002-03 to 2013-14
– 2008
• State: 62%
• Region 17: 62%
Performance: Math
– 2007
• State: 74%
• Region 17: 76%
– 2008
• State: 50%
• Region 17: 48%
Source- TEA Website
80%
73%
80%
60% 60%
60%
47% 47%
75%
67%
53%
58%
50% 50%
40%
30%
53%
92%
83%
67%
70%
50%
100%
87%
90%
Percent Proficient
•
93%
100%
42%
42%
33% 33%
20%
10%
0%
2003
2004
2005
2006
2007
2008
2009
2010
2011
School Years
Reading/ELA
Mathematics
2012
2013
2014
Next year at 58% . . .
•
5 campuses will miss AYP in Math due to performance in the
White student group
•
31 Campuses will miss AYP in Math due to performance in the
LEP student group
•
33 Campuses will miss AYP in Math due to performance in the
Economically Disadvantaged student group
•
34 Campuses will miss AYP in Math due to performance in the
African American student group
•
•
36 Campuses will miss AYP in Math due to performance
in the Hispanic student group
•
109 Campuses will miss AYP in Math due to performance in the
Special Education student group
•
23 Campuses will miss AYP in Math due to performance at the
ALL STUDENTS level
TAKS- What is it?
• Reading, Writing, ELA, Math, Science,
Social Studies
• Introduction of vertical scale
• Value added models
• Introduction of new math TEKS
• Based on enrolled grade level TEKS
• LAT Reading, Math, Science
• Dyslexia Bundles
Assessment Changes
• Vertical Scale
– Look at growth between grade levels
– Grades 3-8 Reading and Math only
– Proposed changes in cut scores for met standard
•
•
•
•
•
Math – Spanish increase in cut score Grades 3, 4, 6
Reading – English increase in Grades 6 and 8
Reading – Spanish increase in Grade 6
May be 2-4 questions different
Changes proposed to take effect in Sept 09, but will be
used this year for reporting
Assessment Changes
• Vertical Scale
– Change in scale score for Grades 3-8
Reading and Math to 1000 point scale
• Grade 3 thru Grade 8 scale scores increase
with each grade
• Science, Social Studies, HS will maintain
2100/2400 scales
Prediction Growth Model
• Linear regression model
– Uses scale score reading, math, district mean
score, campus mean score
• Projects success at grades 5, 8, exit
– Gr 3 and Gr 4 predict Gr 5
– Gr 5, Gr 6 and Gr 7 predict Gr 8
– Gr 8, Gr 9 and Gr 10 predict Exit
• Included this year on CSR as Yes/No
indicator
• Does NOT factor ethnicity or SES
Prediction Growth Model
• Campus effect
• Formula will be released
• Other potential/to be debated uses
– Intervention effect (RTI)
– Teacher effect (DATE/TEEG)
– Requested for use for AYP (this year)
Prediction Growth Model
• Four scenarios
– Reached standard, made growth
– Missed standard, made growth
– Reached standard, did not make growth
– Missed standard, did not make growth
What to do with the data…
Made growth Missed growth
Made
standard
•On target
•Cumulative effect
•Peer tutors
•Late identification
• Adequate System •Dropouts
Missed
standard
•Efficacy of
intervention
•Extended Year
•Program placement
•Competing programs
• Inadequate system
Closing and Evaluation
Resources
– Assessment Conference Presentations
http://www.tea.state.tx.us/student.assess
ment/resources/conferences/index.html
– Texas Growth Proposal to USDE
http://www.tea.state.tx.us/student.assess
ment/resources/growth_proposal/index.
html
– Sample SSI Forms and Letters
http://www.tea.state.tx.us/student.assess
ment/resources/ssi/index.html#forms
Your Trainers’ Contact Information:
Antonio Saldana – ELL Assessment Specialist –
[email protected]
Vicki Berrier – Special Education Assessment
Specialist – [email protected]
Ty Duncan – TAKS Coordinator [email protected]