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1 District Testing Coordinator Training Dec. 10, 2009 Jan. 7, 2010 9:00-4:00 “It is the vision of Region 8 ESC to develop a district-wide systemic culture.

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Presentation on theme: "1 District Testing Coordinator Training Dec. 10, 2009 Jan. 7, 2010 9:00-4:00 “It is the vision of Region 8 ESC to develop a district-wide systemic culture."— Presentation transcript:

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2 1 District Testing Coordinator Training Dec. 10, 2009 Jan. 7, 2010 9:00-4:00 “It is the vision of Region 8 ESC to develop a district-wide systemic culture to sustain a high-performing learning community.” "It is the mission of Region 8 ESC to create partnerships between school districts, teachers, school board members, universities and community colleges, community members and business leaders to provide quality services for school improvement that will prepare students to cope with the challenges of the future."

3 Welcome and Introduction

4 Key Changes in Testing Policy Assessment of English Language Learners Reporting Systems Update Accommodations Assessment of Students Served by Special Education Test Materials and Shipping Update Test Security Closing and Evaluation 3

5 Please Note: This Training Does NOT Take the Place of Reading the Appropriate Manuals. 4

6 Key Changes in Testing Policy 5

7  TAKS Spanish Tests  Grades 5 and 8 Mathematics and Reading  Student Success Initiative (SSI)  LAT Grades 5 and 8 Mathematics and Reading  March Exit Level Retest  TAKS-M New Test Administrator Manual Design TAKS-M Manual Distribution 6

8 Key Changes in Testing Policy  TELPAS Interface Transition New Final Verification Window Supplemental Training Requirements for Level 2  Answer Documents Race / Ethnicity Field Court-ordered High School Equivalency Program (HSEP) Grades 9, 10, and 11 / Exit Level 7

9 Key Changes in Testing Policy  Optional Web-based Test Administrator Training Modules  October 2010 TAKS Exit Level Retest  TAAS  Separate Field Tests  Policy Regarding Composition Retention and Duplication  Changes to ELL Assessment Provisions 8

10 9  Grades 5 and 8 Mathematics and Reading Combined into one administration beginning in 2010 First administration in early April Retest administrations in May and June  Student Success Initiative (SSI) As modified in 2009, the SSI grade advancement requirements apply only to the TAKS math and reading tests at grades 5 and 8 Advance to the next grade level only by passing these tests or by unanimous decision of the grade placement committee (GPC) that the student is likely to perform at grade level after accelerated instruction Students in grade 3 no longer required to pass the TAKS reading test to be promoted to grade 4

11 10  March Exit Level Retest To accommodate election polling on Tuesday, March 2, 2010, the social studies section of the March exit level retest will be administered on Monday, March 1; no testing is scheduled for March 2.  Optional Web-based Test Administrator Training Modules Online test administrator procedures training modules Supplement mandatory training; optional, but recommended Take in either a group or individual setting Three modules o Active monitoring o Distribution of test materials o Proper handling of secure materials

12 11  October 2010 TAKS Exit Level Retest Information about October 2010 TAKS XL retest administration not included in 2010 coordinator manual Supplement will be distributed prior to the administration  TAAS Due to legislation passed in June 2009, TAAS will no longer be administered Former TAAS and TEAMS examinees now required to take TAKS XL tests Equivalent TAKS scores will be matched to TAAS or TEAMS passing standards o TAAS mathematics-->TAKS mathematics o TAAS reading-->TAKS ELA reading (mc only) o TAAS writing-->TAKS ELA comp + R&E

13 12  Separate Field Tests Separate field-test administrations of TAKS grade 10 and exit level ELA No field-test administrations of TAKS grade 4 writing (English and Spanish), grade 7 writing, and grade 9 reading in spring 2010  Policy Regarding Composition Retention and Duplication Districts may retain a copy of each student’s composition and/or open-ended responses for the following TAKS administrations, including TAKS (Accommodated) in March:  grade 4 writing (English and Spanish)  grade 7 writing  grade 9 reading  the primary form of grade 10 ELA (NOT the make-up form)  exit level ELA Districts may NOT make copies of compositions or open- ended responses from TAKS-M tests or any other writing, reading, or ELA tests or field tests.

14 2010 District and Campus Coordinator Manual 2010 District and Campus Coordinator Supplement General Test Administrator Manual and Test Administration Directions 2009-2010 Test Security Supplement 2009-2010 Accommodations Manual 2009-2010 ARD Manual LPAC Manual TAKS-M, LAT, and TELPAS test administrator manuals GPC Manual DBA Instructions Online Accommodation Request Form Alternate Test Date Request Form Online Incident Report Form Corrective Action Plan template Locally Determined Disciplinary Actions Form Studenta e-mail FAQs Technical Digest Resources 13

15 Assessment of English Language Learners 14

16 Changes in ELL Inclusion Policies 15

17 16 HB 3 Effect on ELL Inclusion Policies HB 3 made changes that affect provisions for  Spanish-version assessments  exit level test postponements  unschooled asylees/refugees

18 17 Spanish TAKS Changes  HB 3 eliminated Spanish versions of grade 6 TAKS (and, therefore, Spanish versions of grade 6 LAT)  Category 2 exemption criteria in LPAC Manual now apply to eligible grade 6 students in a Spanish bilingual education program because Spanish-version tests are no longer available

19 18 Commissioner Rule Revisions  Commissioner rule revisions were required to implement HB 3 changes  Revised rules to be in place for spring 2010 testing  Revised policies and procedures to be reflected in LPAC assessment manual  Coordinator manual and other manuals to be updated to reflect changes as needed  See handouts for details

20 19 Grades 3–8 and 10 – Mathematics – Reading and ELA Grades 5, 8, and 10 – Science Linguistically Accommodated Testing (LAT)

21 LAT was developed to fulfill federal requirements for testing recent immigrant ELLs who meet LEP exemption criteria under Texas law LAT involves providing linguistic accommodations during TAKS testing to increase test validity for immigrant ELLs learning English Assessment Process 20

22 21 Changes Since Last Year LAT Scheduling: Grades 5 and 8 Math and Reading  LAT math and reading tests for grades 5 and 8 (including LAT TAKS–M) to be given in mid May

23 LAT Schedule 22 DateSubjectGrades Mon, 4/26Math3, 4, 6, 7, 10 Tues, 4/27 Reading/ELA (Day 1) 3, 4, 6, 7, 10 Wed, 4/28 Reading/ELA (Day 2) 3, 4, 6, 7, 10 Fri, 4/30Science5, 8, 10 Mon, 5/17Math5, 8 Tues, 5/18Reading5, 8 Wed, 5/19Reading5, 8

24 Arranging for testing requires collaboration with LPAC and subject-area teachers LAT accommodations are described in detail in Accommodations Manual LAT test administrators must be trained on LAT test administrator manual LAT procedures for TAKS–M differ somewhat from other LAT administrations – follow manuals carefully Make sure answer documents coded correctly LAT Planning Reminders 23

25 Texas English Language Proficiency Assessment System (TELPAS) K–12: Listening Speaking Reading Writing 24

26 Assessment Design TELPAS consists of multiple-choice reading tests for grades 2–12 holistically rated assessments for remaining grades and language domains 25

27 Dates for Training on Administration Procedures District CoordinatorsBy 1/8 Campus Coordinators Holistic by 1/22 Reading by 3/1 RatersBy 1/29 Reading Test AdministratorsBy 3/5 Testing window is March 8–April 9 26

28 New 3-Day Final Data Verification Window Allows districts time to verify completeness and accuracy of student records before scoring begins Assessment window closes Fri, 4/9 Verification window closes Wed, 4/14 27

29 28 Manual Changes Coordinator Manual  Added activities on monitoring holistic rating training More detailed information on assigning user access to online testing system Information added on students who move (was in last year’s separate Student List Instructions) Revised and expanded information on online testing of students in JJAEPs, DAEPs, and other atypical settings (see Appendix F) TELPAS Manual for Raters / Test Administrators Test administration directions for grades 2, 3, and 4– 5 have been consolidated into a single set of directions for grades 2–5

30 Training is vital; read and use manuals; be familiar with online training and testing resources Technical User’s Guide (web document only) to be updated and available on Resources page in early January Incident reports are required to address procedural errors and test security violations Be sure to account for every enrolled K–12 ELL in TELPAS electronic submission system “Do not score” designations for students unable to be assessed should be very rare General Reminders 29

31 Holistically Rated Components K–1 listening, speaking, reading, writing 2–12 listening, speaking, writing 30

32 Key Dates for Holistically Rated Components Online Course Start Dates: Assembling and Verifying Writing Collections 1/4 Level 1: Basic Training for K–1 Raters 2/1 Level 2: Refresher for K–1 Raters 2/1 Level 1: Basic Training for 2–12 Raters 2/1 Level 2: Refresher for 2–12 Raters 2/1 Online Qualification Window Opens 2/1 Collection of Writing Begins 2/1 See pages 260-261 of Coordinator Manual for course details 31

33 32 Later Start Date for Level 1 Training for Grades 2–12  Start date is Feb 1 (rather than mid Jan as in past)  Start date coincides with qualification and other Level 1 and 2 courses  Level 1 trainees will not have to wait for qualification window to open Reminders: Vast majority of Level 1 training should occur in fall In spring, Level 1 course is offered to cover extenuating circumstances

34 Reminder: Who Needs What Training Level 1 basic online training courses Newly assigned K–12 raters who have not yet been trained and 2–12 raters previously trained but not yet qualified Spring online qualification Level 1 trainees Level 2 online refresher training courses Other raters – the vast majority  K–1 previously trained raters  2–12 previously trained and qualified raters (includes those trained and qualified in fall 2009) Over 100,000 TELPAS online training courses were completed in spring 2009 33

35 34 Reminders  Raters need to know which training courses and qualification activities to complete and for which grade cluster  Raters must complete practice activities and qualification component independently; collaboration is not permitted  Online courses enable TEA and districts to monitor course completion and performance on practice and qualification activities; this provides evidence of assessment validity and reliability  Raters who do not complete required online training and online qualification activities are not authorized to be raters

36 New Level 2 Supplemental Training Requirements For K–12 raters who do not rate students accurately enough on Level 2 (refresher course) practice activities Instructions found in Rater Activity 2 of TELPAS Manual and at end of Level 2 course Testing coordinators to monitor status of raters required to complete supplemental training Testing coordinators to plan ways to maintain validity and reliability of rating process for raters who do not complete supplemental training successfully 35

37 36 Supplemental Training Instructions  Supplemental training is required in each Level 2 language domain in which the individual rates fewer than 5 of the 7 students successfully  Those who need supplemental training are directed, by language domain, to – 1.review students rated incorrectly and review rating feedback 2.see campus coordinator if clarification needed To assist, campus coordinator can – help rater if has training and expertise to provide clarification make sure rater was using assessment rubrics (PLDs) during practice activities refer individual to state-authorized TELPAS trainer

38 37 Supplemental Training Instructions 3.review contents of Level 1 language domain module and complete the 5 practice activities  If individual rates at least 4 of the 5 students successfully in the Level 1 module, supplemental training for that domain is complete  If fewer rated successfully, campus coordinator is to be contacted for instructions Exception: For grades 2–12 writing, raters are directed to two Level 1 modules: first the Level 1 writing module to review training content and then the Level 1 writing practice module to complete the 5 practice activities

39 38 Supplemental Training Instructions  In either case, rater prints results from Training History and submits to campus coordinator Confidential Course Completion Roster has been modified to help testing coordinators spot how raters perform on Level 2 practice activities Asterisks and highlighted rows show when rater gets fewer than 5 Level 2 practice activities correct

40 39 Individuals Not Successful on Supplemental Training Districts are responsible for ensuring validity and reliability of rating process. Recommendations: Do not use rater Use rater with rating support Have rater do additional review and based on that make decision about whether additional rating support needed during live assessment Campus Coordinator Activity 6, page 262

41 40 Careful with Confusion Between Supplemental Training and Additional Writing Practice Modules (Grades 2–12)  Level 2 refresher for grades 2–12 contains additional writing practice module that raters may complete by mistake thinking it is supplemental training  Raters are advised to follow instructions in TELPAS Manual and online course to avoid confusion

42 41 Options for Additional Writing Practice Module Coordinators may encourage or require raters to do this module  before Level 2 writing module  before Level 1 supplemental training if not successful on Level 2 writing module  after Level 1 supplemental training if not successful (as part of rating support plan)

43 42 Other Minor Changes 20-day guideline for holistic assessments clarified to state that it applies only to students who enroll from another country or state (District Coordinator Activity 1) Information on validity and reliability procedures was modified slightly to address rating support for individual raters separately from broader campus-level procedures (Campus Coordinator Activity 9) Writing collection instructions emphasize authentic writing aligned to Texas English language proficiency standards (ELPS) and content-area TEKS; avoid formulaic or school-wide writing assignments (Campus Coordinator Activity 8)

44 43 Future Expanded Qualification Requirements  No changes to requirements this school year  Beginning in 2010-2011, listening and speaking to be added to qualification component for raters of students in grade 2 or higher  Same number of students per qualification set – rating of writing, listening, and speaking within each set; qualification overall, not by domain  Raters already qualified won’t have to qualify again  Beginning in 2011-12, qualification requirements to apply to K–1 raters too – all domains to be included

45 Reading Tests Grade 2 Grade 3 Grades 4  5 Grades 6  7 Grades 8  9 Grades 10  12 44

46 Transition to New Interface Transition this spring to enhanced online interface for grades 2–12 reading tests Tests to be administered in assigned interface One interface assignment per district  Interface A = enhanced interface  Interface B = original interface Interface assignments communicated in fall 2009 45

47 Transition to New Interface Impact on Training and Administration Test administration “read aloud” directions are interface-specific Student tutorials and administration directions are interface-specific 46

48 Transition to New Interface Comparability of Results Comparability of student performance across interfaces to be studied following spring testing Adjustments to be made if needed to maintain score comparability No score reporting delay 47

49 Transition to New Interface Interface A Enhancement Highlights Scrolling through passages eliminated; “paging” function similar to book pages used Items presented next to passages rather than separate window or split-screen Improved functionality for filling in blanks in content-area cloze passages Other enhancements – screen resolution, font style, color images, and more 48

50 Changes in Student Tutorials and Administration Previews Administration previews from previous years have been discontinued Student tutorial changes  Separate tutorials for Interface A and B  After sample items (which have directions to be read aloud by teacher), about 20 items have been added that students can complete to help them get used to online testing 49

51 Student Tutorials TELPAS tutorials  are optional  should be completed before testing day New ePAT launcher needs to be installed on campus computers Old versions of tutorials, administration previews, and ePAT launcher need to be removed Tutorials to be available for download in January; tutorial must be downloaded for assigned interface Tutorials and ePAT launcher to be available at http://etesttx.com/resources 50

52 51 Changes to Paper Administration Process  More detailed Coordinator Manual instructions for submitting requests  Districts do not have to submit paper requests as far in advance (2 wks before testing rather than 3)  Paper administration supplements ◦ to be shipped with approved paper test booklets ◦ to be posted on TEA Student Assessment site by mid- February (go to “Test Administration Manuals” in A to Z Directory) Paper administration requests should be rare. In 2009, 99.7% of all administrations were conducted online.

53 52 Other Changes  There is a new version of TestNav software to install (as communicated to districts in the fall)  More info added to manual about not grouping students from different clusters in same online test session (new problem/solution scenario in District Coordinator Activity 11; information added to Campus Coordinator Activity 12)

54 Reminders Online vs. paper: Familiarize ELLs with reading on computers during instruction and conduct online testing tutorial if needed; paper testing is not approved on basis that student knows little English or has had little exposure to computers Breaks: Emphasize giving students breaks as needed during testing; make sure test administrators comfortable with online procedures for giving breaks Glare from monitors: Can cause fatigue; manuals contain suggestions for addressing glare 53

55 Electronic Submission System 54

56 55 Electronic submission system is used to submit all “answer document” information:  student identification, demographic, and program information  holistic ratings  “do not score” information  rater information  testing accommodation categories Only minor changes this year

57 56 Reminders  Decide how much to involve test administrators and raters in entering or verifying student information in electronic submission system ◦ TELPAS Manual does not contain instructions for entering or verifying student identification, demographic, or program data on Edit Student screen; coordinators to give raters and test administrators separate instructions if they want them to assist in this process ◦ TELPAS Manual does contain instructions for entering test information on Student Test Details screen ◦ For grades 2–12 reading test, data need to be entered on Student Test Details screen only if student’s reading test should not be scored or if student was provided accommodations

58 57  There is no reading test score code on Student Test Details screen. For students who test, Reading field will simply be left in Select position, which is default setting  “Do not score” codes must be selected for students who do not test: ◦ Absent ◦ Second Semester Immigrant Non-English Reader ◦ ARD Decision ◦ TEA-Approved Paper Administration ◦ Other Student Not to Be Scored Reminder: Reading Test Score Codes “Other” code renamed to “Other Student Not to Be Scored”

59 58  Holistic ratings (or “do not score” designation of ARD Decision or Extenuating Circumstances) must be selected for each student  “Do not score” designations should be very rare  Rater information fields A and B must be completed for each student  Accommodations information is not collected for holistically rated domains Reminder: Holistically Rated Domains

60 59 Caution: Mark Test Complete Button  Individuals entering ratings and rater information should not click Mark Test Complete button  It is to be used only for grades 2–12 reading test if student’s test should not be scored (absent, ARD decision, etc.) or if a student didn’t submit a completed test  If button is selected, student cannot take reading test and Pearson will need to be contacted  Testing coordinator can restrict access users have to this button so it will not appear on Student Test Details screen

61 60 Minor Changes  New Student Move Form for receiving district coordinators to submit to Pearson to add students who need to be tested but have electronic record in another district; available by early Feb at http://www.TexasAssessment.com/TELPAS_StudentMoveForm_info http://www.TexasAssessment.com/TELPAS_StudentMoveForm_info  K–1: Accommodation categories (Presentation, Response, etc.) removed from K–1 Student Test Details screen because accommodation data not collected for holistically rated components  K: Preloaded kindergartners to be defaulted to “Not Applicable to Kinder” in Years in U.S. Schools field so no need to do manually

62 61 Minor Changes  K–1: For K–1 students, Stop Test link in reading column of TELPAS Student Status page has been changed to K–1 this year because there is no test to stop for K–1 students  No more collection of JJAEP / DAEP student data in Agency Use field  Years in U.S. Schools field phrasing modified slightly for clarity Remember, this link must be clicked for each K–1 student before end of testing window for assessment information to be submitted

63 62 Electronic Submission System Screen Shots (For Use in Training As Needed)

64 63 3 Key Data Screens  Information submitted through secure eMeasurement system  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 can be verified as complete 3.TELPAS Student Status page

65 1. Edit Student screen – where student identification, demographic, and program information is found Key changes: revised ethnicity/race fields no JJAEP or DAEP data collection in Agency Use clarified phrasing of Years in US Schools selections 64

66 2. Student Test Details screen – where holistic ratings, “do not score” designations, rater information, and accommodation categories are entered Change: accommodation areas removed from K-1 screen because accommodations not collected in holistically rated domains 65

67 3. TELPAS Student Status page allows key data for each student to be verified as complete by testing coordinators Clicking in first edit column takes user to Student Test Details screen Clicking in second edit column takes user to Edit Student page 66

68 67 Changes: “K-1” replaces “Stop Test” No need to select “K - Not Applicable to Kinder” for preloaded students

69 For More from TEA on ELL Assessments 68

70  December 16 ● 9:00-12:00 ● event # 35301 Annual LPAC Assessment Manual Training New commissioner rules affecting LPAC decisions; review of other procedures  January 13 ● 1:00-3:00 ● event # 35320 TELPAS Spring Holistic Rating Training New supplemental training requirements, online course and qualification updates, training reports for coordinators, etc.  January 26 ● 9:00-12:00 ● event # 35319 TELPAS Online Testing Online system demo, tips and pointers; geared toward new coordinators and those who would like a thorough review  February 12 ● 9:00-12:00 ● event # 4905 LAT Procedures Info for coordinators to use in training LAT test administrators – for new coordinators and those wanting a thorough review 69

71  December 8 ● 1:00-2:15 TELPAS Holistically Rated Components for Testing Coordinators Online training requirements; tips for monitoring training  December 9 ● 8:00-9:15 ELL Student Assessment Update ELL student performance trends; key info for 2010 administrations  December 9 ● 9:30-10:45 TELPAS Online Testing and Data Collection How to use online testing system; system enhancements 70

72 Reporting Systems Update 71

73 Components of the 2010 Texas Assessment Program Texas Assessment of Knowledge and Skills (TAKS) 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) End-of-Course assessments 2010 Reporting System 72

74 Answer Documents TAKS, TAKS (Accommodated), and LAT – one combined answer document TAKS–M and LAT – students taking all subjects with TAKS–M, including students eligible to take TAKS–M with linguistic accommodations, will use the regular TAKS – M answer document (grades 4–11) or scorable test booklet (grade 3) TAKS–Alt – no answer documents should be submitted for students assessed with TAKS – Alt 2010 Reporting System 73

75 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 longer administered; TAAS eligible examinees taking the TAKS tests will use the TAKS exit level answer document. 2010 Reporting System 74

76 Answer Documents (continued) An “*” score code is present on all TAKS and TAKS–M answer documents that have two or more subject areas tested NOTE: For each subject area, only ONE score code should be gridded. 2010 Reporting System 75

77 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 – 5 “Blank” bubble for grades 6 – 11 2010 Reporting System 76

78 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 4–5 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. 2010 Reporting System 77

79 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) Exit level retests 2010 Reporting System 78

80 Grade 4 2010 Reporting System 79

81 Ethnicity/Race Fields and HSEP bubble 2010 Reporting System 80

82 2010 Reporting System TAKS/TAKS (Accommodated) No separate TAKS (Accommodated) reports TAKS Summary Reports - results for 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 81

83 2010 Reporting System TAKS/TAKS (Accommodated) (continued) TAKS Individual Student Reports – results for students taking the TAKS (Accommodated) tests will be shown on each individual report. Results for students taking a combination of English- version 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 82

84 2010 Reporting System TAKS/TAKS (Accommodated) (continued) Vertical Scale –Grades 3–8 reading and mathematics –No 2100/2400 Texas Projection Measure (TPM) 83

85 2010 Reporting System TAKS–M Results for 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 for students assessed with TAKS–M will not be included in the TAKS summary reports. Separate TAKS – M summary reports will be produced. 84

86 2010 Reporting System TAKS–Alt Summary Reports - results for 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 for students assessed with TAKS – Alt will be shown on the individual reports. 85

87 2010 Reporting System TAKS Individual Student Level Data File Results for TAKS/TAKS (Accommodated) English and Spanish, TAKS–M, and TAKS–Alt will be included on one student level data file. 86

88 2010 Reporting System Agency Use Field – TAKS No JJAEP/DAEP collection No make-up information will be collected Asylee/Refugee collection – for eligible students only (more information will be available at a later date) 87

89 2010 Reporting System Texas English Language Proficiency Assessment System Individual Reports –Confidential Student Report –Confidential Student Label –Campus Roster Summary Report 88

90 Summary of Online Services 89

91 2010 Online Services Online Reports and Data Files Standard and optional – in PDF format Data files are zipped Provide TELPAS rosters online for all grades as a standard report 90

92 Assessment Results for Texas Public Schools and Districts Same as last year Available for all assessment programs for 05–06, 06–07, 07–08, and 08–09 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 2010 Online Services 91

93 2010 Online Services Online Viewing of Student Information via the Secure Online Data Management (SchoolHouse) Website Same as last year Available for TAKS, TAKS–I, TAKS (Accommodated), TAKS– M, TAKS–Alt, TELPAS, RPTE, SDAA, & SDAA II Search by PEIMS ID, name, DOB Assessment information such as score code, scale score, Met Standard, etc. is available Update student ID information Request TAKS exit level student labels 92

94 2010 Online Services Ordering of Additional Materials Same as last year 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 braille form –Specify students (PEIMS ID, etc.), grade, language, testing program, subjects braille is needed for, and type of braille (contracted vs. uncontracted) 93

95 2010 Online Services Collection of TAKS Enrollment Data Same as last year Update enrollment counts from 1/4/2010– 1/29/2010 for April TAKS administrations TAKS, TAKS (Accommodated), TAKS–M, LAT, large print, oral administration, and dyslexia – update in January as more information becomes available 94

96 Collection of End-of-Course Participation Counts  Provide participation counts from 1/4/2010–1/29/2010  Assigned campus counts will be loaded for those assigned to test online or paper  Update assigned counts and provide counts for other voluntary testers (both paper and online)  Districts to receive information via e-mail in December 95

97 2010 Online Services Submission of Precode Files Same process as last year to submit files Submission of student registration files for End-of-Course operational tests and field-tests – one file for paper testers and one file for online testers – paper testers will receive precode labels Out-of-School/District Registration Same process as last year (TEAMS/TAAS combined with TAKS) 96

98 2010 Online Services History File Updates (Record Changes) All grades, all administrations Records to update noted on Confidential List of Students’ Results and administration data files Updated student ID information is included on the final statewide files provided to TEA Districts will receive an updated data file and Confidential Student Reports (PDF format) on SchoolHouse after each Record Change period – will contain only records for students that have successful updates 97

99  History File Updates (“Suspect File”) ◦ Provide districts with a comma-separated file (CSV) listing all students that have invalid student ID information or have a mismatch between history and test administration data (last name, first initial, date-of-birth) ◦ E-mail will be sent in January with instructions and notification of file availability ◦ File will be provided on the Online Data Management (SchoolHouse) website ◦ Update records through the Online Viewing of Student Information ◦ Will help reduce matching errors for future administrations 98

100  Score Code and Test Taken Information Changes Same as last year Two record change windows – one for the early April grades 5 and 8 mathematics and reading and one for the April 3– 10 and exit level administration Test Taken Information changes are applied before the final statewide; score code changes are applied after the final statewide. 99

101 2010 Online Services District/Campus Materials Lists Same as last year Only online – e-mail notification when posted 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 18 100

102 2010 Online Services Shipment Confirmation Same as last year District Coordinators will receive e-mail confirmation of shipments 101

103  Student Information Retrieval Service (SIRS) Submit a file containing student PEIMS IDs and current year CDCs Receive previous year TAKS individual student data file and online roster 102

104  Texas Assessment Website Old k12testing.tx.ncspearson.com site contains links to “new” site http://www.TexasAssessment.com Centralized access to related websites and resources, such as Online Data Management, online training, online testing, and the TAKS study guides Provides the ability to search and sort manuals and documents by grade, program, or other keyword 103

105  Order Released Tests, Study Guides, etc.  Secure ordering through http://www.TexasAssessment.com/publications http://www.TexasAssessment.com/publications  Can use debit/credit card for purchases  Modifications will be made to enhance functionality of site 104

106 2010 Other Services Confidential Images of Essays and Open-Ended Responses Available for TAKS, including TAKS (Accommodated), for the March administration only Available in print or PDF on CD One CD per campus Not available for grade 10 make-up, grade 10 ELA LAT, or TAKS–M (all grades) 105

107 Accommodations 106

108 Key Changes to the Accommodations Manual 107

109 108 Organization of the Manual  Some appendices from last year’s manual have been removed and are available as separate links on Accommodations Resources page ◦ Teacher Tools ◦ Point Size and Font Matrices ◦ Printable Accommodation Request Form with interactive form fields  The section titled “Accommodation Request Process” has been moved from an appendix to main body of manual

110 109 Additions to the Manual  Appendix C, General Instructions for Administering Tests to Students Who Are Deaf or Hard of Hearing  The “Accommodation Request Process” section has been expanded to include a five-step flowchart and examples of effective and ineffective objective evidence  Additional information regarding use of accommodations on TELPAS holistically rated and multiple-choice assessments available in “Selecting Accommodation for Assessment” section

111 Key Changes to Accommodation Policy 110

112 111  Glossaries, including those made by teachers or students, that contain definitions of content-specific vocabulary are no longer allowed as supplemental aids for TAKS (Accommodated); refer to Appendix D ◦ Standard English dictionaries are allowed as supplemental aids for some subjects if appropriate; refer to Appendix D  List of allowable manipulatives for TAKS (Accommodated) has been expanded; refer to Accommodations by Category Chart  List of allowable supplemental aids for TAKS (Accommodated) has been expanded; refer to Appendix D

113 112  Accommodation Request Forms must be received by TEA at least one week prior to testing; requests received by TEA after this deadline will NOT be processed  Accommodation Request Forms for TELPAS reading paper test booklets must be received by TEA at least two weeks prior to testing to allow time for processing request and shipping materials

114 Online Accommodations Request Process 113

115 Districts can submit one request per student even if student needs multiple accommodations for multiple tests A field has been added for districts to enter a tracking number for identification of requests at local level The Online Accommodation Request Form webpage now includes a new training site and training document 114

116 The complete 2009-2010 Accommodations Training PowerPoint is available at http://ritter.tea.state.tx.us/student.assess ment/resources/accommodations/Traini ngAccommManual.ppt 115

117 Reminders 116

118 Accommodations should not reduce learning expectations and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS for each grade Just because an accommodation is not allowed on the state assessment does not mean it isn’t appropriate for instructional use 117

119 Documentation: Accommodations that require submission of an Accommodation Request Form should be documented in the paperwork as “pending TEA approval” NEVER include confidential student information in Accommodation Request Forms (first and last name, social security number, IEP, etc.) 118

120 Large Print Materials Should ONLY be ordered for students who have a visual impairment or an approved Accommodation Request Form If a student was not included during enrollment update period the district testing coordinator can order large print materials through additional orders prior to testing 119

121 Supplemental Aids Are NOT allowed for TAKS at all Must be reviewed at the district level to ensure that each supplemental aid is routinely used in instruction documented in IEP a tool, not a source of direct answers grade-appropriate factual and free from errors concise and well-organized so a student can quickly access information 120

122 Supplemental Aids FAQ re: Glossaries for TAKS-M Teacher-made and student-made glossaries that contain content- specific definitions are no longer allowed for TAKS (Accommodated) For TAKS-M, follow the conditions in the box on page 70 of the 2009-2010 Accommodations Manual and the guidelines for TAKS (Accommodated) 121

123 Supplemental Aids FAQ re: Previewing Supplemental Aids Last year, TEA staff assisted districts by previewing supplemental aids prior to them being submitted with the Accommodation Request Form This year, TEA is relying on the districts to preview their own supplemental aids Districts should compare the supplemental aid to all of the information in Appendix D of the 2009-2010 Accommodations Manual 122

124 Supplemental Aids FAQ re: Previewing Supplemental Aids (continued) Send in an Accommodation Request Form for aids that do not match those that are described as allowable in the appendix OR call your Accommodations Task Force representative with specific questions TEA will continue to review all aids that are submitted with an Accommodation Request Form 123

125 TAKS-Alternate 124

126 125 It has been a good year for TAKS-Alt! Good News! USDE approval with a recommendation to monitor the over selection of Level 1 assessment tasks Results established reliability and validity for the assessment Passing rates for students assessed with TAKS-Alt were encouraging

127 281,681 Assessment Tasks Completed in 2008-09 281,681 Assessment Tasks Completed in 2008-09 Level Level Level 3 2 1 14 % 43 % 43 % 39,053 120,897 121,731 Level Level Level 3 2 1 14 % 43 % 43 % 39,053 120,897 121,731 126

128 Based on the review of the documentation forms submitted during the audit and phone calls, the over selection of Level 1 is based on the following reasons: The level of expectation was too high for Level 1 making many students incorrectly assessed. Teachers had difficulty providing students with appropriate supports to allow access to more challenging tasks. Teachers struggled with how to modify grade- appropriate text. Teachers felt it was easier to do the lower complexity task. Based on the review of the documentation forms submitted during the audit and phone calls, the over selection of Level 1 is based on the following reasons: The level of expectation was too high for Level 1 making many students incorrectly assessed. Teachers had difficulty providing students with appropriate supports to allow access to more challenging tasks. Teachers struggled with how to modify grade- appropriate text. Teachers felt it was easier to do the lower complexity task. 127

129 128 Reliability Results From the Interrater Reliability Study Were Also Positive Reliability Results From the Interrater Reliability Study Were Also Positive 3,084 students participated in the Interrater Reliability Study, which represents 13% of TAKS-Alt Test Takers Percentage of agreement rate between the test administrator and the second rater was between mid 70s to high 90s.

130 129 2008-09 Results  70, 428 Total Number of Assessments  17% Did Not Met the Standard  75% Met the Standard  8% Commended 1,059 No Response Observed (1% of all assessments)  70, 428 Total Number of Assessments  17% Did Not Met the Standard  75% Met the Standard  8% Commended 1,059 No Response Observed (1% of all assessments)

131 Key Changes to TAKS-Alt 130

132 Changes to TAKS–Alt for 2009-2010 Must use TEA documentation form Students repeating grade 11 must take TAKS– Alt each year Qualification activities for Modules 1 – 3 for only new teachers to TAKS–Alt New Module 4 required for returning teachers but no qualification required Teachers must determine a reason for a NRO selection: Medical condition Severity of the student’s disability 131

133 Notify your teachers! TEA has provided revised and new resources to help districts improve implementation of TAKS-Alt Resources available at http://www.tea.state.tx.us/student. assessment/resources/taksalt Resources available at http://www.tea.state.tx.us/student. assessment/resources/taksalt 132

134 133 Clarification of Roles Clarification of Roles The District Testing Coordinator is the primary person responsible for TAKS-Alt implementation. The District Testing Coordinator can assign other local administrators at the district level and on a campus to assist in implementation. The test administrator is the teacher who will be actually instructing, planning the observation, executing the observation, and evaluating student performance in the online system. The teacher of record is the specific test administrator to whom the student is assigned in the online system. The District Testing Coordinator is the primary person responsible for TAKS-Alt implementation. The District Testing Coordinator can assign other local administrators at the district level and on a campus to assist in implementation. The test administrator is the teacher who will be actually instructing, planning the observation, executing the observation, and evaluating student performance in the online system. The teacher of record is the specific test administrator to whom the student is assigned in the online system. A campus or district administrator should only be able to view confidential information for students for whom they serve or supervise. A test administrator should not be given these privileges for students they do not serve.

135 Manuals 134

136 Both Manuals Include: Format similar to the District and Campus Coordinator Manual More detail on expectations and procedures Step-by-step directions for specific functions clearly identified in the expanded Table of Contents New organization based on the order that each section would most likely be implemented for the assessment Revised sections: District Testing Coordinator manual- monitoring and reporting sections Test Administrator/Teacher manual- implementation section Clarification of issues that were the topic of frequent calls Both Manuals Include: Format similar to the District and Campus Coordinator Manual More detail on expectations and procedures Step-by-step directions for specific functions clearly identified in the expanded Table of Contents New organization based on the order that each section would most likely be implemented for the assessment Revised sections: District Testing Coordinator manual- monitoring and reporting sections Test Administrator/Teacher manual- implementation section Clarification of issues that were the topic of frequent calls 135

137 Things to Remember about TAKS-Alt 136

138 Student information used or obtained during the administration of TAKS-Alt is confidential. User names and passwords that allow access to student information given to personnel who implement TAKS-Alt are not to be shared with anyone. Documentation forms that are kept in the district must be stored and accessed using the same procedures followed for any other special education record. Student information used or obtained during the administration of TAKS-Alt is confidential. User names and passwords that allow access to student information given to personnel who implement TAKS-Alt are not to be shared with anyone. Documentation forms that are kept in the district must be stored and accessed using the same procedures followed for any other special education record. 137 Confidentiality

139 Returning teachers to TAKS–Alt who have passed the qualification activities do not need to view the modules again. All new test administrators/teachers must view and pass all the qualification activities for modules 1, 2, and 3 before implementing the assessment and before access is given to the online system. Any teacher who failed to pass one or more of the qualification activities last year must retake and pass the activities this year before access is given. For teachers who are unable to pass the qualification activities with 80% accuracy, the teacher will need to be assigned a supervisor for the content in the module or modules that was not mastered. Five opportunities are provided for passing each module activity with each attempt having unique, randomized questions. Module 4 is required for all teachers that have passed the other modules. No qualification activity is required, but a certificate can be printed to verify that the module has been completed. Returning teachers to TAKS–Alt who have passed the qualification activities do not need to view the modules again. All new test administrators/teachers must view and pass all the qualification activities for modules 1, 2, and 3 before implementing the assessment and before access is given to the online system. Any teacher who failed to pass one or more of the qualification activities last year must retake and pass the activities this year before access is given. For teachers who are unable to pass the qualification activities with 80% accuracy, the teacher will need to be assigned a supervisor for the content in the module or modules that was not mastered. Five opportunities are provided for passing each module activity with each attempt having unique, randomized questions. Module 4 is required for all teachers that have passed the other modules. No qualification activity is required, but a certificate can be printed to verify that the module has been completed. 138 Module Requirements Module Requirements

140 139 Important Dates November 16, 2009 - Online system opened for testing coordinators November 20, 2009 - Notification to the districts regarding student information for the interrater reliability study January 4, 2010 - Opening of the online system for test administrators and the beginning of the interrater reliability study January 6, 2010 - TETN 1:00 pm-4:00 pm April 9, 2010 - Notification of districts of students selected for the audit April 16, 2010 - Assessment window closes April 16-April 30, 2010 - Return of the audit materials May 14-21, 2010 - Districts receive standard and optional reports July 14-16, 2010 - TAKS–Alt audit meetings November 16, 2009 - Online system opened for testing coordinators November 20, 2009 - Notification to the districts regarding student information for the interrater reliability study January 4, 2010 - Opening of the online system for test administrators and the beginning of the interrater reliability study January 6, 2010 - TETN 1:00 pm-4:00 pm April 9, 2010 - Notification of districts of students selected for the audit April 16, 2010 - Assessment window closes April 16-April 30, 2010 - Return of the audit materials May 14-21, 2010 - Districts receive standard and optional reports July 14-16, 2010 - TAKS–Alt audit meetings

141 TAKS-Modified 140

142 TAKS-M General Information 141

143 142 It has been a good year for TAKS-M, too! USDE approval received in June First approved modified assessment in the nation

144 Administration Changes No longer a March administration for grades 3, 5, and 8 reading Grade 3 reading will be administered in late April Grades 5 and 8 reading primary administration will be in early April with 5 and 8 math TAKS-M LAT for grades 5 and 8 math and reading will be administered in May 143

145 TAKS-M Manuals New manual structure one TAKS-M General Test Administrator Manual three sets of test administration directions to be used in conjunction with the General Test Administrator Manual Grades 3-5 Grades 6-8 Grades 9-11 144

146 145 Updated TAKS–M Participation Requirements  Included in 2009-2010 ARD Manual  Located on the TEA Student Assessment website at: ARD Committee Resources web page TAKS-M Resources web page Accommodation Resources web page

147 146

148 147

149 148 Updated TAKS–M Participation Requirements Original language: The student needs extensive modifications and/or accommodations to classroom instruction, assignments, and assessments… Updated language: The student needs extensive modifications and accommodations to classroom instruction, assignments, and assessments…

150 149 Updated TAKS–M Participation Requirements  A modified state assessment is only appropriate for students who receive modified instruction, assignments, and classroom assessments to access the grade–level TEKS.  TAKS-M is not the appropriate assessment for a student who only receives extensive accommodations but no modifications to instruction, assignments, and classroom assessments.

151 150 Updated TAKS–M Participation Requirements  If an ARD committee determined that a student met the original TAKS-M participation requirements only because of extensive accommodations (and not modifications), the ARD committee should address this at the next regularly scheduled meeting to reconsider whether the student meets the updated TAKS-M participation requirements.

152 Test Materials and Shipping Update 151

153 Aids/Tools Available Precoding Additional Orders Materials Distribution 152

154 Aids/Tools Advance Letters/Materials List Available online at http://www.TexasAssessment.com/onlined atamanagement http://www.TexasAssessment.com/onlined atamanagement E-mails will be sent to district testing coordinators as soon as the documents are posted to the website above 153

155 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 under Resources at http://www.TexasAssessment.com http://www.TexasAssessment.com154

156 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 155

157 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 156

158 Materials Distribution Aids/Tools, Cont. Advance Letters/Materials List, Cont. Campus Level, Cont. Can be downloaded individually by campus and forwarded electronically Or printed and distributed by campus Use to compile list of additional materials needed for each campus and the entire district 157

159 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 158

160 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 * Exceptions – very small schools 159

161 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 160

162 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 161

163 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 162

164 Materials Distribution Additional Orders Must be submitted via the online system Access through Online Data Management at http://www.TexasAssessment.com 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 section of the website listed above 163

165 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 164

166 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 out- of-stock 165

167 Materials Distribution Additional Orders, Cont. Braille orders Only one order form used for all TAKS/TAKS-M tests Deadline to submit initial orders for March and April administrations was November 24, 2009 166

168 Materials Distribution Additional Orders, Cont. Braille orders. Cont. Districts will have an opportunity to change braille order information during an update period Update period for March administrations is currently active 167

169 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 168

170 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 169

171 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 170

172 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 171

173 Shipping Update 172

174 Schedules Calendar of Events Each column a separate test administration Distributed separately Returned separately Chart of Return Dates Returning Test Materials 173

175 FedEx is the primary carrier for Pearson Motor freight carriers will continue to be used for large shipments Shipping Update 174

176 FedEx Express Shipments 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 (labels marked “E”) 175

177 Shipping Update FedEx Express Shipments, 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 176

178 Shipping Update FedEx Express Shipments, Cont. To schedule pickup, cont. –Important Note Calls to FedEx must be placed one working day prior to requested pickup date 177

179 Shipping Update FedEx Ground Shipments 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 (labels marked “G”) 178

180 Shipping Update FedEx Ground Shipments, 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 179

181 Shipping Update FedEx Ground Shipments, 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 180

182 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 AOCAnswers@support.pearson.com 181

183 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 AOCAnswers@support.pearson.comAOCAnswers@support.pearson.com Check your return FedEx labels carefully –A 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 182

184 Security and Integrity of Testing Programs 183

185 General Security Information What’s Up in 2010 Training Reminders Testing Irregularities Reporting Irregularities Online Training Modules Overview 184 184

186 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 185

187 What’s Up in 2010? 186

188 Three online training modules on test security and test administration procedures for test administrators On-site monitoring What’s Up in 2010?  14-point Security Plan  Test Security Supplement Updated with incident reporting DOs and DON’Ts Updated “best practices” section 187

189 What’s Up in 2010? Reminder for test administrators to clarify level of reading support for oral administrations Question for students about Form 1 for oral administration and dyslexia bundled accommodations administration “Say” text to remind students to record their responses and erase any accidental stray marks  New Language in Test Administration Directions 188

190 Training Reminders 189

191 What should I emphasize in my training about test security? Training Reminders 190

192 Before test administration Training Reminders 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 and for ELLs Communicate local procedures for handling problems or testing disruptions 191

193 During test administration Training Reminders 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 –reinforce or check for strategies 192

194 After test administration Training Reminders No unauthorized viewing (TEA may permit) No scoring of student responses No erasing stray marks or darkening response ovals Account for all test materials 193

195 Testing Irregularities in 2010 194

196 Testing Irregularities If something is going to go wrong, what’s it likely to be? 195

197 Wrong test administered Wrong test form issued Blank answer document accepted Eligible student not tested Accommodation not provided Failed to detect/prevent improper student behavior Testing Irregularities Most common irregularities in 2009 196

198 Viewing a test before, during, or after an assessment without authorization Scoring student tests Discussing secure test content or student responses Copying secure materials without authorization Testing Irregularities Potential Referral to Educator Certification and Standards REMINDER: These incidents must be reported to TEA immediately. 197

199 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 Testing Irregularities Potential Referral to Educator Certification and Standards (cont.) REMINDER: However well intentioned, these actions are never allowable or appropriate. These incidents must be reported to TEA immediately. 198

200 Testing Irregularities Preventing Testing Irregularities Refer to the 2010 Test Security Supplement for more tips on preventing testing irregularities. Train carefully –Allow adequate time for training –Issue manuals before training –Train as many staff as possible Monitor and observe during testing Practice thorough inventory control at all levels Be available for questions 199

201 Reporting Irregularities 200

202 District testing coordinators or their designees are responsible for investigating potential testing violations. Statements and reports should clearly outline the sequence of events, explain exactly what happened, and include a district determination. Reporting Irregularities Collecting Documentation 201

203 Reporting Irregularities Collecting Documentation (cont.) NOTE: Never include confidential student information in incident reports or supporting documentation (first and last name, social security number, etc.) 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) 202

204 Reporting Irregularities Collecting Documentation (cont.) Documentation for irregularities that involve the loss of secure materials or that could result in a referral to the Educator Certification and Standards Division must include a Corrective Action Plan. For any incident, TEA may request additional information such as a Corrective Action Plan or require certain documentation to be maintained at the district level. 203

205 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 Collecting Documentation (cont.) 204

206 Reporting Irregularities Submission of Information For detailed information about using the online submission process, please refer to the 2010 Test Security Supplement. http://www.tea.state.tx.us/student.assessment/admin/incidents/online/ Incident reports may be submitted to TEA online via the following URL: 205

207 Online Training Modules 206

208 207  Designed to supplement mandatory annual training in test security and test administration procedures  Optional but recommended  Target audience = test administrators  Designed to be taken in either a group or individual setting  Modules include o Active Monitoring o Distribution of Test Materials o Proper Handling of Secure Materials  Each module contains a knowledge check Online Test Administrator Training Modules

209 208 Module 1: Active Monitoring Goals of the module:  Understand how to correctly implement active monitoring  Know how to differentiate between what is considered active monitoring and unauthorized viewing  Be aware of the more common errors made by students during testing  Understand what TEA considers a blank answer document and how to properly address a student who turns in an answer document or scorable test booklet with responses left blank

210 209 Module 1: Active Monitoring Outline:  What is active monitoring?  Importance of active monitoring  Monitoring expectations for test administrators  Monitoring outside of the classroom  Improper monitoring  Detecting improper student behavior  Risk factors associated with improper student behavior  What constitutes a blank answer document?  Blank answer document implications

211 210

212 211

213 212

214 213

215 214

216 215

217 216

218 217 Module 2: Distribution of Test Materials Goals of the module:  Know the more common errors that occur when assigning or distributing tests to students  Be better prepared to prevent mistakes that might occur while distributing materials to students  Know strategies to use when preparing for a test administration  Be more familiar with the implications of improper distribution of test materials

219 218 Module 2: Distribution of Test Materials Outline:  Preparation Strategies o Know your materials o Know how to report problems o Use student rosters  Common Materials Distribution Errors o Not confirming student identities o Not following the roster o Not issuing appropriate materials o Not properly implementing accommodations

220 219

221 220

222 Module 3: Proper Handling of Secure Materials Goals of the module: Understand the expectations for protecting the security and confidentiality of secure materials Be aware of the common errors made in the handling of secure materials Understand the importance of following secure materials accounting procedures Be aware of the risks and consequences of not properly accounting for all materials 221

223 Module 3: Proper Handling of Secure Materials Outline: Preparation strategies o Inventory control o Common inventory control errors Properly securing materials o Not securing materials during disruptions in testing o Leaving materials unattended o Allowing untrained staff to handle secure materials o Allowing students to handle secure materials Risks and implications o Risks associated with improper handling of secure materials 222

224 223

225 224

226 Questions About Test Security? 225

227 Closing and Evaluation


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