Spring 2016 State Assessments February 2016. San Antonio ISD. Presented by Cindy Blair & Rob Forti.

Spring 2016 State Assessments February 2016. San Antonio ISD. Presented by Cindy Blair & Rob Forti

Read the Manuals This training does not replace your responsibility to read and follow all manuals 2016 My Training Does not Take the Place of Cindy’s training which does not replace your responsibility to read and follow all manuals

Test Dates Round 1ElementaryMiddle March 29Writing 4 th Math 5 th Writing 7 th Math 8 th March 30Reading 5 th Reading 8 th March 31Make-Up/Check In Round 2ElementaryMiddle May 9Math 3 rd & 4 th Math 5 th (re-testers) Math 6 th & 7 th Math 8 th (re-testers) May 10Reading 3 rd & 4 th Reading 5 th (re-testers) Reading 6 th & 7 th Reading 8 th (re-testers) May 11Science 5 th Science 8 th May 12Make-Up/Check INSocial Studies 8 th May 13Make-Up/Check In

Test Dates Round 1Subject March 29English I March 30English I Make-Ups March 31English II English I Make-Ups April 1Make-Ups/Check In Round 2Subject May 2US History May 3Algebra I May 4Biology May 5Make-Up/Check In

Important Dates E11- no changes to a student’s test version or additions to accommodations can be made after February 26 Additional Orders due March 10 Campus Test Plan due March 11 Campus Test Administrator Training must be complete prior to March 25

Paper-Pencil Test Versions Spanish Version STAAR The first consideration for ALL students with or without Type 1 or Type 2 accommodations STAAR Spanish Any student in grades 3-5 for whom the Spanish version of STAAR appropriately measures their academic progress LPAC decision No linguistic accommodations Not available for students whose parent denies program services

Online Only Test Versions STAAR L Available for ELL students who: Are not most appropriately assessed with STAAR Spanish AND Have not attained Advanced High in TELPAS Reading (2-12) AND Have been enrolled is US schools for 3 years or less (5 years for asylee/refugee) LPAC decision Not available for students whose parent denies program services Linguistically accommodated online test Available for math, science & social studies STAAR A Students who cannot access STAAR with or without accommodations Students must be serviced through SPED or 504 with Dyslexia Online assessment with embedded accommodations & accessibility tools ARDC or 504 Committee decision For headsets and or dictionaries for STAAR L Students Only…Contact The Bilingual Department

Time Limits Each student is allowed four hours (5 hours for English I and II) to complete the test A clock or timer should be used to monitor test time Time starts after the test administrator has read all of the directions and tells students: “…you may begin” or “You may now put on your headphones” Test administrators must communicate orally or in writing the amount of time left to test (one hour intervals then smaller increments) Students with Extended Time as an accommodation must start testing as soon as possible START and STOP times MUST be recorded on the seating chart Late students must test if there is enough time left in the school day

Breaks Breaks included in the time limit (not allowed to stop the time clock) – Water breaks – Restroom breaks – Snack breaks – Short physical or mental breaks Breaks NOT included in the time limit (required to stop and restart the time clock; STOP & RESTART times must be recorded on the seating chart) – Meals – Emergency situations that significantly interrupt testing – Consolidation – Medical breaks

Time Study Subject 1 ATOTAL TIME the student took to complete the test BTOTAL TIME student took included breaks (restroom, mental break, etc.) Subject 2 CTOTAL TIME the student took to complete the test DTOTAL TIME student took included breaks (restroom, mental break, etc.)

Time Study- Total Test Time Appendix D in Test Administrator Manual Make sure the total includes any break time that does not stop the time clock. ■ Bubble “0” — if total testing time was 60 minutes or less ■ Bubble “1” — if total testing time was between 61 minutes and 75 minutes ■ Bubble “2” — if total testing time was between 76 minutes and 90 minutes ■ Bubble “3” — if total testing time was between 91 minutes and 105 minutes ■ Bubble “4” — if total testing time was between 106 minutes and 120 minutes ■ Bubble “5” — if total testing time was between 121 minutes and 135 minutes ■ Bubble “6” — if total testing time was between 136 minutes and 150 minutes ■ Bubble “7” — if total testing time was between 151 minutes and 165 minutes ■ Bubble “8” — if total testing time was between 166 minutes and 180 minutes ■ Bubble “9” — if total testing time was 181 minutes or more Marking Total

Time Study- Breaks Appendix D in Test Administrator Manual ■ Bubble “0” — if total break time was 5 minutes or less ■ Bubble “1” — if total break time was between 6 and 10 minutes ■ Bubble “2” — if total break time was between 11 and 15 minutes ■ Bubble “3” — if total break time was between 16 and 20 minutes ■ Bubble “4” — if total break time was between 21 and 25 minutes ■ Bubble “5” — if total break time was between 26 and 30 minutes ■ Bubble “6” — if total break time was between 31 and 35 minutes ■ Bubble “7” — if total break time was between 36 and 40 minutes ■ Bubble “8” — if total break time was between 41 and 45 minutes ■ Bubble “9” — if total break time was 46 minutes or more

Principal Responsibilities Oversee training and the implementation of test administration processes as stated in the manuals Attend trainings and sign oath Ensure security and confidentiality of the tests and materials Monitors the test administrators Report any suspected violations to the DTC Approve campus logistics and ensure the proper testing environment: – Testing rooms are quiet, well ventilated and comfortable. – A “Testing- Do Not Disturb” is posted outside each room – Bulletin boards and instructional displays are covered or removed from any location students may pass while testing – All desks used for testing are clear of books and other material not required for the test

CTC Responsibilities Be the contact person for all test-related communications at your campus Plan, train and facilitate state test administrations Read and become familiar with all appropriate manuals Ensure the security of test materials Supervise and actively monitor testing Report ant testing irregularities and violations immediately to the DTC Supervise the verification of precoded information by campus personnel Account for all test material and for the accurate completion of all answer documents

Attend test coordinator trainings and train campus test administrators Receive, manage and secure testing materials Prepare answer documents for testing, this includes checking that the student’s data is current Coordinate all campus testing logistics Establish and monitor testing procedures to ensure test security Verify appropriate score codes, test taken information codes, testing accommodations codes, and all other coding is correct on answer documents Prepare and return all testing materials to the testing office Manage TOMS (the ETS management system) for online testing Prepare statements for incidents if necessary CTC Responsibilities

Test Administrator Responsibilities Read the Test Administrator Manual prior to any test administrations Attend training conducted by your campus test coordinator Receive secure testing materials from your campus test coordinator Observe all rules regarding test security and confidential integrity of the state testing system Prepare the testing environment (cover instructional displays) Administer the tests in strict compliance with the directions in the Test Administrator Manual Supervise and actively monitor students during testing

Do not provide any unauthorized assistance to students during testing Do not view the test, discuss the test, or score a student test either before, during, or after testing Ensure students have marked answers on the answer document Complete answer documents in accordance with the manual (mark score code, test version, accommodations, etc.) Return all testing materials to the campus test coordinator (CTC) immediately after students finish testing Accurately and completely fill out all required documentation for testing Assist the CTC for on-line administrations as needed Report testing irregularities and security violations immediately to the CTC Prepare statements for submission to CTC if involved in a testing irregularity or test security violation Test Administrator Responsibilities

Preparing for Test Day Rosters  Verify the number of students and the test they are assigned to  Verify accommodations assigned to students  How many special settings are needed? (oral, computer lab settings, small group or individual)  Do you have any students that are changing test type from day to day? (example: STAAR to STAAR A, STAAR L or Spanish)  How will you handle a student who enrolls on testing day?

Preparing for Test Day Logistics  Who are your test administrators and where will they test?  How many relievers are needed? (must be trained as test administrators)  How many hallway monitors are needed?  How will late arrivals be handled?  What will you do for absent students?  How will you handle make-ups?

Preparing for Test Day Logistics  What will you include in testing bins? (pencils, highlighters, scratch paper, forms, signage, test materials, student test tickets)  Where and when will Check-Out happen?  There should be a binder of general testing information with the front office staff to include testing schedule, test room locations, where students are testing, any altered schedules, etc  Who will ensure the testing environment is ready? (instructional displays covered, there are enough desks/chairs, etc)

Preparing for Test Day Logistics  Who is responsible for preparing student accommodations?  How will TAs know which students have assigned accommodations?  When will you provide the additional required oral administration training? (Remember, there is a stand alone manual for Oral Administrations)  Do you have any TAs that will need additional training for Braille, Large Print, Linguistic Accommodations, online testing?  Calculators for 8 th grade, who will clear?  Dictionaries for grades 8 th Reading?  Dictionaries for 7 th Writing?

Preparing for Test Day PreCodes  How will you and your team check for errors in precoded information?  Which sources will you use to verify that information is correct?  Where do you find the precodes so the process can start as soon as possible?  Be aware of program changes such as newly identified or exited from SPED, LEP, GT, At Risk, CTE, ED  New students or errors in the following need a new answer document that will be hand gridded: Name PEIMS number DOB

Preparing for Test Day Why is it important to verify precode information? Demographic and program information affect: State Accountability (district and campus ratings) Performance Based Monitoring Appraisal System (Bil/ESL, CTE, NCLB, SPED) System Safeguards (state and federal targets) Annual Measureable Achievement Objectives (ELL Population/Title III funding) Data Validation (assessments)

Preparing for Test Day Online Testing  Have you checked your labs?  Do you have enough working headphones for each student?  When will you print student test tickets and ensure they are kept secure?  How will you group students in a computer lab?  Can you test multiple grade levels? Multiple subjects? Different assessments?

Lunch Will you test straight through or will you break for lunch? Will lunch be served in the classroom or will students be escorted to the cafeteria? Student must be kept together and closely monitored during lunch Students must not be allowed to discuss the test during Test materials should be collected and kept secure

Campus Procedures Include things such as: Check Out/In Process Logistics Duty Schedules Cell Phone Policy Testing Environment (covering instructional material) Time limits Lunch, Recess, Specials What students do after testing Procedures for late students Calculator procedures Dictionary procedures

Reading Directions Test Administrators MUST read the Guide to the Test Administration Directions starting on page 41 Test Administrators must read word for word all directions in bold following the word “SAY” Be aware of the different sets of directions for the various types of administrations (Spanish, STAAR L, STAAR A, SOA) Be aware of the different callout boxes for specific subjects

What a TA can say during the assessment “Remember that you must record your responses on the answer document.” “Be sure to erase any stray marks that you might have accidentally made on your answer document.” “I can’t answer that for you; just do the best you can.”

The Writing Prompt Any student can request to have the writing prompt read or signed to them It is allowable to read the entire prompt or any part of the prompt as many times as necessary It is allowable to read all text on the prompt page

Allowable Test Procedures and Materials The following test procedures and materials are NOT accommodations. They may be provided based on individual student need. It is not necessary to indicate the use of these on a student answer document. It is also not necessary to list allowable procedures & materials on an EOE form. Signing or translating test administration directions Reading aloud or signing the writing prompt upon request Allowing a student to read test aloud to aid in comprehension Providing reading assistance on the 3 rd grade math (see manual for guidelines) Minimize distractions Small group or individual administrations Remind students to stay on task Scratch paper Colored overlays Blank place markers Highlighters See DCCM page O-13 or TA manual page 13 for a complete list

Accommodations Refer to the 2016 State Assessment Reference Guide for allowable accommodations and eligibility

Oral Administration FULL ORAL all questions and answer choices A student’s IEP/IAP may have assigned the option to “change” level of support during the test Students who are able to “change” level of support based on documentation in IEP/IAP can go back and forth Test administrator receives a test bookle t to read from PARTIAL ORAL Questions, answer choices, words or phrases Students cannot change from “PARTIAL” to “ALL” Test administrator reads over the student’s shoulder upon the student’s request TAs will have a stand alone manual for administering an OA and will require additional training FULL and PARTIAL oral cannot be grouped in the same testing room

Oral Administration TA Manual Can be found and downloaded from http://tea.texas.gov/ student.assessment/ manuals/

Test administrators assigned to an oral/signed administration of STAAR (partial, full or writing prompt) are required to be trained in the appropriate procedures. This training also applies to test administrators assigned to STAAR L & STAAR A because the test administrator is allowed to sign or read aloud certain items within the online test.

Introduction This manual specifically addresses the administration of assessments to students who meet the eligibility requirements for an oral/signed administration. Additionally, information in this manual also applies to the following administrations. STAAR L – The test administrator may read pop-ups and rollovers for all students. – The test administrator may provide reading support to a student receiving a paper administration. – The test administrator may provide a signed administration of the entire test for deaf and hard-of-hearing students who cannot access the text-to-speech function.

Introduction This manual specifically addresses the administration of assessments to students who meet the eligibility requirements for an oral/signed administration. Additionally, information in this manual also applies to the following administrations. STAAR A – The test administrator may read applicable pop-ups and rollovers for all students. – The test administrator may read required reference materials and allowable accommodations for all students. – The test administrator may provide reading support to a student receiving a paper administration. – The test administrator may provide a signed administration of applicable parts of the test for deaf and hard-of-hearing students who cannot access the text-to -speech function.

Ensure That the Same Test Form Is Used For STAAR grades 3–8, there will be only one form for all 2016 administrations; therefore, the test administrator and the students should automatically have the same form. For STAAR EOC, form 01 is the overage in all shipments. This will be the form that is used for oral administration groupings of STAAR EOC. For STAAR Spanish grades 3–5 there will be only one form for all 2016 administrations; therefore, the test administrator and the students should automatically have the same form. For paper versions of STAAR L or STAAR A, there is only one form. Therefore, the test administrator and the students should automatically have the same form. Paper versions of STAAR L & STAAR A are very rarely used.

Ensure That the Same Test Form Is Used When orally administering parts of test questions or answer choices at a student’s request on a paper assessment for administrations where there are more than one test form available, it is acceptable to read over the student’s shoulder. When orally administering an online assessment, the test administrator may read over the student’s shoulder if appropriate. When orally administering a braille assessment, the test administrator should use the regular-print test booklet that is included with the shipment of braille materials. Test administrators must also refer to the specific braille instructions provided in the braille materials.

Ensure Test Security All security measures outlined in the STAAR Test Administrator Manuals must be followed. This will be covered in STAAR Test Administrator Training. Any type of oral administration in which the test administrator has to view a secure state assessment requires that the test administrator sign the Oath of Test Security and Confidentiality for Test Administrator document. – This includes the bottom section of the oath for test administrators who are authorized to view secure state assessments. Responding to test questions, making notes about test questions, and discussing the content of the assessment at any time are prohibited. In addition, test administrators may not write notes or calculations in a test booklet. Test administrators must not rephrase, clarify, or interpret any test content. Unauthorized verbal and nonverbal assistance may not be provided to students.

Grouping Students for a Test Administration, page 3 An assessment may be orally administered to a small group provided that every student in the small group is eligible for an oral administration. Test administrators must be made aware of the reading needs of the student as well as any requirements that are documented in the student’s paperwork. – This includes, if applicable to the oral administration, understanding the level of the student’s reading support and whether that level of reading support can change during testing, based on the documentation in the student’s paperwork. When reading aloud test content, the test administrator may wait to read aloud the next question and answer choices until all students are ready. Test administrators may also walk around the room and quietly read aloud the questions and answer choices to students at their own pace. A student who receives an oral administration may complete the assessment in a separate setting to eliminate distractions to other students and to ensure confidentiality of the test.

What may be read aloud during an Oral Administration? Test administrators may read aloud supplementary materials. Required reference materials may be read aloud to students eligible for an oral administration. – This includes the dictionary during grades 6–8 and EOC reading and writing assessments, as well as the state- supplied mathematics and science reference materials. Allowable accommodations may be read aloud to students eligible for an oral administration. – This includes a dictionary at grades 3–5 or a supplemental aid.

What constitutes a test question It is important to understand what constitutes a test question. A test administrator must understand that any part of the test question may be read aloud. This applies to – words in the questions and the answer choices, – including words in graphics (e.g., table, graph, grid, diagram, map, photograph, cartoon, or picture) and – boxed text pulled directly from a selection.

Test Administration Procedures If a student needs all of the test questions read aloud, the test questions must be read aloud in the order they are presented. For reading assessments, the student must independently read the selection first, and then the test administrator may read aloud each test question in the order presented. If a student is working through the assessment independently, requesting only certain words, phrases, or sentences to be read at various times, the test administrator will read aloud what the student requests when he or she requests it. No particular order must be followed.

Test Administration Procedures Test administrators may read aloud any word, phrase, or sentence in the test questions and answer choices as many times as needed. – At the end of the assessment, the test administrator may go back to reread a question and its answer choices at a student’s request. Test administrators must be familiar with content- specific terms and symbols associated with the subject-area assessment. Test administrators must keep their voice inflection neutral; however, words that are boldfaced, italicized, or printed entirely in capital letters must be emphasized.

Oral Administration (OA) Code on Answer Document If directed to do so by the campus coordinator, the test administrator will code “OA” in the ACCOMM. Field as available on the student’s answer document or in the online system, if applicable. OA is not marked for STAAR A or STAAR L.

Guidelines for Reading Aloud Various Types of Test Questions The guidelines and examples in this document reflect content tested on a STAAR assessment from various grade levels and subject areas. Not every type of test question is addressed. – Test administrators are allowed to generalize from these guidelines and examples when reading aloud other types of test questions. Additional guidelines for signing test content to a student who is deaf or hard of hearing are provided in the General Instructions for Administering Statewide Assessments to Students Who are Deaf or Hard of Hearing document.

Guidelines for Mathematics, Abbreviations Algebraic Expressions/Equations Other Equations Geometric Symbols Graphics – Bar graphs, clock faces, coordinate grids/graphs, diagrams, money, number lines, pictographs Number Lists Numerical Expressions – Dashes, dates, decimals, exponents, fractions, functional notation, money, ordered pairs, parentheses and brackets, ratios, Roman numerals, set notation and interval notation, subscripts, symbols

Example Any text in the test question and answer choices may be read aloud. This example may be read aloud as follows. “The model below is shaded to represent three and seven over one hundred. Which decimal does the model represent?” A. three point zero zero seven B. three point seven C. three point zero seven D. zero point three seven

Example The question may be read aloud, as well as labels in the coordinate grid. However, reading aloud the answer choices must follow the guidelines in this document. Only individual numbers and variables within the notation may be read aloud if the student requests this assistance. The test administrator may NOT read aloud each answer choice in its entirety.

Example Any text in the test question or answer choices may be read aloud; however, the triangle and circle should be read aloud as “blank.” For example, the first equation may be read aloud as “blank plus blank equals 11.”

Guidelines for Reading It is important to note that reading aloud reading selections is NOT allowed. The guidelines in this section refer to reading test questions and directions. In addition, the guidelines in this section should be followed when reading aloud expository and persuasive writing prompts. Abbreviations Numbers Direction Lines Graphics – Diagrams, story maps Short Answer Questions Verbatim Text

Example Any text in the test question or answer choices may be read aloud, including the boxed text pulled directly from the reading selection.

Guidelines for Science Abbreviations Equations and scientific expressions – Capital and lowercase letters, chemical elements and compounds, chemical equations, scientific names Graphics – Bar graphs, circle graphs, codon charts, coordinate grids/graphs, diagrams, maps, photographs with labels, tables Numerical Expressions – Dashes, dates, decimals, degrees, exponents, percents, Roman numerals

Example Any text in the question may be read aloud, including the “Record” directions. The chemical equation may be read aloud as, “C three H eight plus five O two symbol three C O two plus four H two O.” It is NOT allowable to indicate what the arrow represents.

Example The first sentence may be read aloud in its entirety. For the graphic, the test administrator should say something similar to, “Take a few moments to look at the graphic and tell me whether you would like anything read aloud. Then let me know when you are ready to go on.” If needed, the information in the graphic may be read aloud as, “F air equals eighty four N.” The text under the graphic and in the answer choices may be read aloud; however, reading aloud the answer choices must follow the guidelines in this document. For example, answer choice A may be read aloud as, “zero point six six meters per second squared backward, because…”

Guidelines for Social Studies Abbreviations Dates Decimals Graphics – Bar graphs, cause/effect, circle graphs, diagrams, maps, photographs, political cartoons and other illustrations, tables, time lines Percents Roman Numerals Text Boxes

Example For the graphic, the test administrator should say something similar to, “Take a few moments to look at the map and tell me whether you would like anything read aloud. Then let me know when you are ready to go on.” For example, if the student needs help reading information in the key aloud, the test administrator should point to the words and say, “This says over one million.” However, symbols may NOT be described or interpreted. Once students are ready to go on, any text in the test question and answer choices may be read aloud.

Linguistic Accommodations STAAR (English)STAAR LSTAAR A Math Science Social Studies Bilingual Dictionary Extra Time Bilingual Dictionary Extra Time Clarification of word meaning & reading aloud of text are embedded in the STAAR L online interface Bilingual Dictionary Extra Time Clarification of word meaning in English Reading Writing Reading Dictionaries of Various Types Extra Time Writing Clarification of word meaning in English in prompt NA Dictionaries of Various Types Extra Time Clarification of word meaning in English English I & II Dictionaries of Various Types Extra Time Clarification in English of word meaning in short answer questions & writing prompts NA Extra Time Clarification of word meaning in English

Calculator Policy All students in 8 th grade must have a graphing calculator for the math test Ratio is 1 to 1 STAAR A and STAAR L test takers must be provided with a handheld graphing calculator All calculators must be “hard” cleared prior to the test and by the test administrator prior to the calculators leaving the testing room

Dictionaries Refer to TEA Dictionary Policy and the Linguistic Accommodations for ELLs Dictionaries must be available to ALL students taking STAAR Reading in 6 th -8 th (including STAAR A) Ratio 1 to 5 Students in 3 rd -5 th grade must meet eligibility criteria

Marking Accommodations Accommodations are marked if they are assigned to the student, not if the student used them If LEP students are assigned linguistic accommodations in reading, that student will not be eligible for EXIT for this year GA- General Accommodations o Extra Time o Basic Transcription o Individualized Structured Reminders o Supplemental Aids o Spelling Assistance o Dictionary (3-5) o Calculation Device o Math Manipulatives o Amplification/Projection Devices BR- Braille LP- Large Print OA- Oral Administration XD- Extra Day (Type 2) LA- Linguistic Accommodation

Basic Transcription Transcribed by C. Blair due to IEP on 3-29-16 Once the transcription is complete, note on the top of the answer document name of the person that transcribed, the reason and the date The TA can transfer/transcribe student responses onto the answer document in only the following situations:  Student writes/circles responses in test booklet  Student points to the responses in test booklet or computer screen  Student dictates or signs responses  Student writes responses on another work space or types on a word-processor  Student uses speech-to-text software to indicate responses

Answer Documents- 5 th The test version, English or Spanish, MUST be indicated If a student is taking a test above their enrolled grade level, the subject must be marked If a student is NEW to TEXAS, it must be marked Students MUST fill out the test booklet number as per the directions in the manual Precoded Student Information will appear here

Answer Documents- 8 th If a student is taking a test above their enrolled grade level, the subject must be marked If a student is NEW to TEXAS, it must be marked Students MUST fill out the test booklet number as per the directions in the manual Precoded Student Information will appear here

Answer Documents- EOC If a student is NEW to TEXAS, it must be marked Students MUST fill out the test booklet number and form as per the directions in the manual Precoded Student Information will appear here Date the test is taken must be filled in

Answer Documents Writing documents will come with precoded information. NO MORE LABELS

Answer Document Score Codes A- Absent mark if a student is absent throughout the testing window (must document on form) O- Other Mark if a student started the test but did not complete due to illness (must contact the Testing Office & document on form) * - Asterisk Mark if a different test version, such as STAAR A or STAAR L, was taken in that subject S- Score Mark for students who took the test

Mark the correct score code A - absent O - other S - score Substitute assessment HSEP (High School Equivalency Program) marking Answer documents Test date must be filled in New to Texas Fall 2015

Hand Gridding Answer Documents Inaccurate information may cause a delay in reporting a student’s score Leave a space if there is a hyphen, apostrophe or space in a student’s name Bubble in ALL information DO NOT leave program or demographic information bubbles blank. This is the only place the student’s campus is indicated on a hand gridded answer document

Hand Gridding Answer Documents FILL THIS INFO OUT!!!!! Race I- American Indian/ Alaska Native A- Asian B- Black/African American P- Native Hawaiian/ Pacific Islander W- White 1 = Yes 0 = No Ethnicity 1 = Hispanic/Lat ino 2 = Not Hispanic/Lat ino ED- Economically Disadvantaged TIA- Title I MS- Migrant Student L- Limited English Proficient - C- Current LEP including denials - M1- First Year Monitor (F in PEIMS) - M2- Second Year Monitor (S in PEIMS) B- Student is enrolled in Bilingual Program ESL- Student is enrolled in ESL Program SE- Special Education GT- Gifted & Talented AR- At Risk CT- Career & Technical Education - 1- enrolled in a CTE course as an elective - 2- participates in CTE coherent sequence - 3- participates in district tech program For complete code information see Appendix A in DCCM

Homebound A homebound student needs to be tested on the day of the test If the student starts the test and then cannot complete, code as an “other” and document on the “O” Score Code form (you must contact the DTC if an “O” code needs to be used) If student is too sick to test, code as an absent Home campuses must deliver the student’s precoded answer document to the Testing Office no later than March 23

Alternative Placement Procedures JT Brack/Estrada A list of students that will be testing at DAEP will be emailed to the home campus CTC Home campus CTC must verify and confirm the testing information Home campus CTC must deliver the student’s precoded answer document and accommodations (if any) to the Testing Office no later than March 23 DAEP will submit answer documents to the Testing Office during check-in and Testing Office staff will return answer documents to the home campus stack DAEP CTC will communicate with home campus CTC if there were any “O” or “A” codes marked for students

Online Test Reminders Online tests are accessed from the secure browser which will appear as an icon on the desktop Students will use the Student Test Tickets to log in Student Test Tickets are secure documents, must be checked out on a material control form and shredded after testing is over Each student will need headphones Students must still adhere to the four hour time limit (unless they have the Extra Time assigned to them as an accommodations TAs should assist students in submitting and ending their online test

Online Test Reminders You will print student test tickets for STAAR A and STAAR L administrations You must submit an excel file to Danny at dpacheco@saisd.net by March 8 for all students testing on-line dpacheco@saisd.net We will provide you with the format Students must have headsets for STAAR A and STAAR L

STAAR A Reminders Students independently control the text to speech feature TAs can read the “pop-ups” and “rollovers” on questions and answers to any student who requests it unless it is in the reading passages. TAs cannot read anything where a “do not read” icon appears TAs can re-read directions for STAAR A at any time TAs can read aloud information in the Help Tool for students who request it but most of these have a TTS option Students may receive other Type 1 accommodations or allowable materials Reference Material for specific tests are embedded, however, they can be downloaded and printed for students who need a paper copy - see ETC Resources

STAAR A Reminders

STAAR L Reminders Talk to students about their accommodations and how their session will be conducted prior to the test There are no sample questions on the test. Students should have participated in the tutorial. Headphones are required for this online only test Students may be eligible to use a bilingual dictionary or receive extra time TAs are allowed to paraphrase, translate, repeat, or read the “SAY” directions aloud. TAs may not add directions that imply the use of pointers or test taking strategies

Documentation A binder must be submitted to the Testing Office during Check In with all required documentation Make copies for your campus Documents are auditable and must be kept for 5 years

Preparing Answer Documents for Return Verify that you have an answer document for all of your students Make sure all answer documents are accounted for (including unused answer documents). Unused answer documents will be packed with test booklets. Make sure the correct score code is marked on each answer document and test booklet number has been indicated Verify that student information, test taken information, “New to Texas” indicator, time and accommodations coding on answer documents is accurate

Preparing Answer Documents for Return Answer documents must be in alpha order You can group your answer documents by home room teacher or grade level. Each group will go behind a green ID sheet. You must make a separate group for answer documents that have been coded as “A” and “O”. These will go behind it’s own green ID sheet named “Other”. You must make a separate group for answer documents that have been hand-gridded. These will go behind it’s own green ID sheet named “Hand Grid”. Separate your VOIDed answer documents and put behind a gray VOID ID sheet

Campus & Class Identification Sheets Campuses should have one pink Campus ID sheet and at least one green Class ID Sheet for each grade level Place one band around each grade level bundle and label the band with the home campus name, grade and subject(s) tested. If more than one bundle is needed, mark each band 1 of 2 and 2 of 2…

Fill in information in items 1, 2, and 3 Leading zero’s are required. Count Accurately! Green Class ID sheets “group” your answer documents. You can group by grade level, course, teacher or reason. There should be no more than 100 answer sheets under a class ID sheet Do not band each set of class ID sheets Name the group here Examples: Taguinod Seventh Reading Other Hand Grids

Leading zero’s are required (this number should be the total number of answer documents submitted-and should equal the combined count on all of the green Class ID sheets) Information must be filled out and bubbled in for each subject test Place one pink sheet on top of the first class ID sheet (green) There will be ONE pink sheet for each grade level

Write VOID (in pencil) on any precoded answer document that was not used VOID answer documents for any student who took STAAR A or STAAR L for both subjects VOID answer documents for withdrawn students Grade levels/subject do not have to separated under different header sheets The band should list VOIDS on the Test Subject line County- District Number 015-907 Fill out all information County-District Number 015-907 4th & 5 th Grade, 7 th & 8 th Grade Voids need to be Separated when you return your materials.

Preparing Non Scoreable Materials Before scanning test booklets to boxes, verify that no answer documents or scratch paper have inadvertently been left in test booklets Scan booklets into Test Hound When using a new box, remember to change the box number in Test Hound Your inventory will be highlighted in green once all test booklets have been accounted for Label your boxes on the side (box 1 of 6, 2 of 6, 3 of 6, etc.) Unused answer documents & unused ID sheets will be packed with test booklets

Return and Check In Check in will be Thursday, March 31 If you have no absent students and are ready to return materials, call the Testing Office to schedule a time on Wednesday, March 30 Each campuses must return all testing materials by 5:00 pm All precode information MUST be verified and corrected by the campus Stations will be set up for efficient check-in of testing materials Please arrive “ready” to ensure an efficient

Security Training Modules Web-based Texas Test Administrator Online Training Modules www.TexasAssessment.com/TAonlinetraining All three modules must be completed by certified campus personnel involved if they: -are new to the district -took an incident in the 2014-15 -have not completed the Modules in the last 3 years Participants have the capability to print completion certificates

Procedures for maintaining the security and confidentiality of assessments are specified in the Test Security Supplement, the District and Campus Coordinator Manual, and in the appropriate test administration materials. It’s the law!

The following govern test security  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 General Security Information

Penalties for Prohibited Conduct Placement of restrictions on the issuance, renewal, or holding of a Texas educator certificate, either indefinitely or for a set term Issuance of an inscribed or non-inscribed reprimand Suspension of a Texas educator certificate for a set term Revocation or cancellation of a Texas educator certificate without opportunity for reapplication for a set term or permanently Release or disclosure of confidential test content is a Class C misdemeanor and could result in criminal prosecution under TEC ξ39.0303, Section 552.352 of the Texas Government Code, and Section 37.10 of the Texas Penal Code.

Active Monitoring Monitoring during test administrations is the responsibility of the test administrator, the campus test coordinator and administrators. What is NOT active monitoring? Anything that takes the test administrator’s attention away from the students during testing. Examples include: – Working on the computer, using cell phones, or checking email – Reading a book, magazine, or newspaper – Grading papers or working on lesson plans – Leaving the room without a trained substitute test administrator in the room – Leaving students unattended during meals or breaks

BEFORE Testing Emphasize the importance of reading all manuals and attending training Account for all test material Designate an area with limited access to store testing materials Verify the accuracy of student information Verify testing requirements for students receiving accommodations and/or assigning test versions Verify the accuracy of test exclusions and exceptions

DURING Testing Ensure each student receives the correct assessment and testing material(s) Emphasize and verify active monitoring (test monitoring logs) Ensure only trained test administrators are allowed to serve as relief personnel Ensure all testing personnel understand that they may NOT: provide assistance view the tests without authorization discuss confidential student information check for strategies

AFTER Testing No unauthorized viewing (only TEA may permit) No scoring of student responses Shred Student Test Tickets, scratch paper or reference material that has been written on No discussion of confidential student information No erasing stray marks or darkening response ovals No copying of students answer documents Account for all test materials Ensure an answer document has been submitted for all students that tested No opening answer documents to view answers

Testing Irregularities Incidents resulting in a deviation from documented testing procedures are defined as testing irregularities Procedural ExamplesSerious Examples Improper accounting for secure materialsDirectly or indirectly assisting students with responses to test questions Eligibility ErrorTampering with student responses Monitoring ErrorFraudulently exempting or preventing a student from participating in the test IEP Implementation IssueViewing secure content, discussing test content, student responses or student performance Procedural ErrorFormally or informally scoring student tests Duplicating or recording test content

You suspect that a test irregularity has occurred If the irregularity is ruled an incident, CTC will obtain statements, fill out incident form and submit both to the DTC Follow up with an action plan to correct the error A copy of the incident form and statement(s) should be kept in the testing binder Remain calm and contact the CTC CTCs will obtain the facts, secure any evidence and determine the necessary steps CTCs will scan statements and incident form to the DTC by the end of the day the incident occurred Statements must be typed, dated and signed Do not discuss with anyone until cleared by the DTC Include a Plan of Action. The principal and CTC should determine steps to prevent another occurrence. Testing binders are kept on campus for 5 years and are TEA auditable Assess the situation, investigate and contact the DTC CTC will assess the situation, investigate and contact the DTC Reporting Irregularities

Reporting & Documentation If any irregularities occur, the CTC must contact the DTC immediately with the who, when, where, what and why. If the irregularity is deemed an incident the following documentation is required: Incident report including a plan of action (local form) Signed statement(s) from individual(s) involved (typed, printed and signed name, role identified and dated) Statements should not include names of students The local disciplinary referral form used to report disciplinary actions taken against students for cheating, cell phone issues or disruptions

Security Oaths TEA requires that everyone be trained and sign a security oath before handling secure testing materials or participating in the administration of a state test A person who has several roles during TELPAS testing must sign all oaths (Test Administrator, Rater, Verifier, etc) The ability to view a test booklet for oral administration, administering STAAR A/STAAR ALT or transcribing requires additional training and completion of the additional information on the oath

Contact Us SAISD Testing Department 554-2465

Spring 2016 State Assessments February 2016. San Antonio ISD. Presented by Cindy Blair & Rob Forti.

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Spring 2016 State Assessments February 2016. San Antonio ISD. Presented by Cindy Blair & Rob Forti.

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Presentation on theme: "Spring 2016 State Assessments February 2016. San Antonio ISD. Presented by Cindy Blair & Rob Forti."— Presentation transcript:

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