Welcome and Introduction

Welcome and Introduction

Your Trainers’ Contact Information: Antonio Saldana – ELL Assessment Specialist – Vicki Berrier – Special Education Assessment Specialist – Ty Duncan – TAKS Coordinator -

Available at: http://www5.esc13.net/assessment/index.html

Assessment Bingo

Agenda: January 2009 Changes and Important Pages in the DCCM
Accommodations and Assessment of SPED Students Assessment of English Language Learners and TELPAS Lunch Online Testing Overview Test Materials and Shipping Update Test Security Reporting Systems Update Accountability Closing and Evaluation

Please Note: The range of experience in this room is vast
Please Note: The range of experience in this room is vast. Please remember we will tell you things today that you already know. Your patience is appreciated.

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

Changes and Important Pages in the DCCM

District and Campus Coordinator Manual?
What’s new about the 2009 District and Campus Coordinator Manual? Telephone Assistance/Reference Sources Guide to the 2009 Coordinator Manual Calendar of Events TELPAS LAT Appendix

What’s new about other manuals?
TAKS General Test Administrator Manual TAKS program general information TAKS test administration calendar Test security and confidentiality Test administrator responsibilities Appendices Nine grade-specific Test Administration Directions 2009 District and Campus Coordinator Manual Supplement Guides and training tools for online testing Policies and processes specific to online testing Information for planning the world geography EOC field test Program-specific information for testing coordinators

Policy changes for 2009 Two test administrator oaths, one following general training and one following administration-specific training and test administration Extension of honor statement to students taking TAKS-M in grades 9-11 Extension of SSI to students taking TAKS-M reading in grades 3, 5, and 8, and TAKS-M mathematics in grades 5 and 8 Reading test questions and answer choices aloud no longer required for TAKS-M reading tests; ARD committees may determine a need for this accommodation

Policy changes for 2009, continued
Changes to TAKS-Alt assessment reducing number of required essence statements from 6 to 4 standardizing assessment tasks with accompanying pre-determined criteria Keeping observation documentation locally Automating online scoring Shortening assessment window (January 5 – April 10, 2009)

TELPAS Extension of assessment window from 4 to 5 weeks Administered almost exclusively online; student information will be transmitted through an online process TELPAS Manual for Raters and Test Administrators replaces former separate TELPAS reading test administrator manual and TELPAS rater manual Paper test booklets and answer documents will not be shipped automatically; district coordinators will order these through a special orders process

LAT administrations of TAKS-M reading/ELA will occur at the time of other LAT reading/ELA administrations in late April Changes to answer documents The labels for the bubbles to indicate English or Spanish in the TEST TAKEN INFO field have been changed from “E” and “S” to “EN” and “SP” for TAKS grades 3-6 answer documents Additional bubble added to the LAT INFO field of TAKS and TAKS-M answer document for rare situation in which approved linguistic accommodations were available but none used (Note: This bubble should NOT be marked if a student uses any of the approved accommodations.)

Beginning in 2009, district and campus personnel may submit Accommodation Request Forms using an online process Distribution schedules for TAKS and TAKS-M manuals have been modified. TAKS General Test Administrator Manual will be sent in separate shipment in early January. Grade-specific TAKS Test Administration Directions and TAKS-M Test Administrator Manuals will be sent in nonsecure shipment for first spring testing administration for each respective grade level No stand-alone field-test administrations for TAKS or Spanish-version TAKS or TAKS-M

Useful documents on Student Assessment Website
2009 District and Campus Coordinator Manual Coordinator Supplement General Test Administration Manual and Test Administration Directions Test Security Supplement Accommodations Manual ARD Manual LPAC Manual TAKS-M, LAT and TELPAS test administrator manuals DBA instructions Online Accommodation Request Form Alternate Test Date Request Form Online Incident Report Form Corrective Action Plan template Locally Determined Disciplinary Actions Form FAQs

Special Education Assessments

TAKS-Modified

TAKS–M alternate assessment based on modified academic achievement standards designed only for students receiving special education services who meet participation requirements ***Handout —Partcipation Requirements Comparison Chart covers the same grade-level content as TAKS, but TAKS–M tests have been changed in format (larger font, fewer items per page, etc.) and test design (fewer answer choices, simpler vocabulary and sentence structure, etc.) any student who meets participation requirements for TAKS-M may take this assessment; only two percent of the tested population can count as proficient for AYP calculations. 

TEA Flowcharts for Assessment and Graduation Flowchart A
Guidelines for ARD Committees Regarding Testing Requirements for Students Entering Grade 9 in (and thereafter) **Those students entering 9th grade this year Flowchart B Requirements for Students Entering Grade 10, 11, or 12 in **Current 10, 11, 12 Graders ESC Contact: Debra Gafford

Accommodations New Accommodation Chart on Region 17 website

Accommodations Manual
Key Changes to the Accommodations Manual

Reorganization and Addition of New Appendices
Appendix A --Participation requirements for certain state assessments —TAKS-M, TAKS-Alt, LAT, and TELPAS Appendix B --Eligibility criteria for specific accommodations **Specific requirements concerning eligibility and decision - making authority for the dyslexia bundled accommodations. Appendix C --Teacher tools (7) that districts have the option of using if needed Appendix D --Expanded information about the accommodation request process Appendix E --General instructions for administering Braille and large-print tests Appendix F --List of supplemental aids allowed for TAKS (Accommodated) without the submission and approval of Accommodation Request Form  **New appendix regarding administering tests to student who are deaf or hard of hearing will be posted separately at a later date/

New Accommodations Policy Changes and Clarifications
Policies changed and clarified as part of ongoing efforts to improve access to state assessments for all students Implemented with the spring 2009 administrations Should result in a significant reduction of Accommodation Request Form submissions 

Key Changes to Accommodation Policy
Accommodation Chart **Located on Region 17 website under Student Support Services, Access to the General Curriculum—Educational Resources

Large Print Materials (Presentation) **Accommodation Chart- page 1
No changes to policy Separate eligibility page has been deleted and information has been included in the ‘Accommodations by Category’ chart Accommodation Request Form is not required if a student has a visual impairment and routinely uses large-print materials in the classroom  Dyslexia students needed large print—Accommodation Request Form must be submitted to Tea for approval

Reading Aloud Questions and Answers on TAKS-M Reading (Presentation)
**Accommodation Chart- page 3 An accommodation beginning this year and no longer a required part of test administration Applies to Grades 3-9 Reading and the reading section of Grades 10 and 11 ELA Not necessary to convene a special ARD committee meeting to address this accommodation, but at next scheduled meeting ARD committees must determine whether this accommodation is necessary for all test questions and answer choices or only as needed per student request Accommodation Request Form is not required 

Other Methods of Response (Response)
**Accommodation Chart—pages 5 and 6 Clarifying language included to explain role of scribe during different administrations Written composition Open-ended reading responses Computation and notes 

Spelling Assistance (Response) **Accommodation Chart—page 7
This accommodation not allowed on revising and editing This accommodation applies only to written composition (4 & 7 writing, 10 & 11 ELA) and open-ended reading responses (9 reading) TAKS (Accommodated) and TAKS-M Grade 4: word lists (a list of frequently misspelled words) allowed per ARD committee decision and no Accommodation Request Form is required Grades 7, 9, 10, 11: various types of spelling assistance allowed per ARD committee decision and no Accommodation Request Form required 

Calculation Devices (Response) **Accommodation Chart— page 7 and 8
Specific conditions must be met Disability affecting math calculation, not reasoning or Disability affecting physical reproduction of numbers TAKS (Accommodated) Accommodation Request Form required for grades 3-6 mathematics and 5 science ARD committee decision and no Accommodation Request Form required for grades 7-8 TAKS-M ARD committee decision and no Accommodation Request Form required for 3-8 

Extended Time -2 days to test (Timing and Scheduling)
**Accommodation Chart—page 11 Clarification to policy only and approved only for small number of students in unique situations Accommodation Request Form required for all students taking any assessment Prior to submitting an Accommodation Request Form, schools should consider other, less restrictive accommodations (e.g., individual or small-group administration, frequent breaks, dividing test into short sections, use of a scribe, oral administration if eligible) as well as the assessment the student is taking (i.e., format changes, fewer items) If a student is approved for two-day testing, specific procedures must be followed in order to maintain test security and confidentiality 

Manipulatives (Response) **Accommodation Chart—page 9
Assists students with visualizing abstract concepts Must serve as a tool; manipulatives cannot provide direct answers to the TEKS being tested TAKS (Accommodated) Manipulates approved for TAKS (Accommodated) without the submission of an ARF: non-labeled geometric figures, coins, clocks with gears, base-tens blocks, non-labeled fraction pieces, and various types of counters such as beans blocks, etc. * Accommodation Request Forms required for all grades if the aid is not listed in the manual. TAKS-M ARD committee decision and no Accommodation Request Form required for all grades 

Supplemental Aids (Response) **Accommodation Chart—pages 8 and 9
Student must be able to understand content but need assistance recalling some of it Must be a tool that a student must learn how to use Not a source of direct answers Must routinely be used in instruction Must be documented in student’s IEP Must be effective and appropriate **Handout from Appendix F- Use of Supplemental Aids

Supplemental Aids TAKS (Accommodated) Accommodation Request Form required for all grades if the aid is not listed in the appendix of the manual TAKS-M ARD Committee decision and no Accommodation Request Form required for all grades TAKS The use of supplemental aids is NOT ALLOWED on TAKS.

Examples of NON-ALLOWABLE supplemental aids
This multiplication chart is a source of direct answers. The student only has to copy the answer from the chart.

ALLOWABLE Supplemental Aid
Multiplication Chart 1 2 3 4 5 6 7 8 9 10 11 12 14 16 18 20 22 24 15 21 27 30 33 36 28 32 40 44 48 25 35 45 50 55 60 42 54 66 72 49 56 63 70 77 84 64 80 88 96 81 90 99 108 100 110 120 121 132 144

Examples of NON-ALLOWABLE supplemental aids: Math
This example of a place value chart would not be allowed for grades 3 -5 since the TEKS require students to use place value to read and write numbers. By including numerals, this is a source of direct answers. Place value is not specifically tested at grades 6 and up, so this chart would be allowed although it might be confusing to students.

Examples of ALLOWABLE supplemental aids: Math
By removing the numerals, this place value chart becomes a tool and would be allowed at any grade.

Examples of NON-ALLOWABLE supplemental aids
This graphic would not be allowed at grades 4-6 because the TEKS specifies that the student will identify and describe right, acute, and obtuse angles. So the student only has to find if the angle given on the test question looks like one of these pictures to answer the question. This skill is not tested at grade 3 so would not be helpful to a student. It may even confuse a student. This would be considered a tool and not a source of direct answers at grades 7-Exit/11.

This example demonstrates the division process. Because it gives examples and could be a source of direct answers, it would not be allowed at any grade.

Examples of NON-ALLOWABLE supplemental aids: Science
Melting point: The melting point of a substance is the temperature at which the substance changes from a solid to a liquid. Ice changes to a liquid at its melting point of 0°C. Boiling point: The boiling point of a substance is the temperature at which the substance changes from a liquid to a gas. Water changes to steam at its boiling point of 100°C. Magnetism: Magnetic substances are attracted to strong magnets. Iron nails are magnetic, but wooden toothpicks are not. This might be a portion of a student’s journal that contains the definitions and specific examples of important science terms. These particular definitions includes examples of the properties of matter which are assessed in all grades and would not be allowed for any science assessment. These may be exact questions on the test and would constitute a source of direct answers.

Examples of ALLOWABLE supplemental aids: Science
This portion of a students science journal also contains information about the properties of matter and would be allowed at all grade levels in science. The student is now required to apply the pictorial representation of the term to questions to determine the correct answer.

This example of a translation would not be allowed for grades 4 through 8 since the TEKS at these grades require students to identify and graph translations. This could be a source of direct answers. Translations are not specifically tested at grades 9 and up, so this would be allowed if requested, but might be confusing. Translations are not tested at gr. 3 so this would not be useful and could be confusing for a student.

Examples of ALLOWABLE supplemental aids: Math
This is a portion of a student’s mathematics journal. The student has shown a person “sliding” down a hill as his definition of a translation. This is not a source of direct answers and would be allowed at any grade.

Examples of Non-Allowable Supplemental Aids
*This is an example of a timeline that would not be allowed for students in grade 8 or Exit level/grade 11 because students are required to answer questions about the significance of *This list would not be helpful and might be confusing at grade 10.

Examples of Allowable Supplemental Aids
*Now that the significant events have been deleted from the timeline, it serves only as a tool to help the student recall important information and would be allowed.

Dyslexia Bundled Accommodations

Dyslexia Accommodations
What are the characteristics of dyslexia? Having severe difficulty reading words in isolation Lacking word-identification skills

What are the allowable accommodations? **Accommodation Chart—page 4 Orally reading all proper nouns associated with each passage before students begin individual reading Orally reading all questions and answer choices to students Extending the testing time over a two-day period

Appendix B Who is eligible? Students not receiving special education services who are identified with dyslexia Students receiving special education services who are identified with dyslexia Students receiving special education services who have a severe reading disability that exhibits the characteristics of dyslexia

Remember… Students in all these eligibility groups must routinely receive accommodations in classroom instruction and testing that address the difficulties they have reading words in isolation.

Some important reminders There are separate test administrator instructions and proper-nouns lists for TAKS and TAKS (Accommodated) for all SSI administrations due to the inclusion of a field-test passage on TAKS in March as well as differences in formatting between the two tests. Districts must ensure that the test booklet, test administrator instructions, and proper-nouns list match for students taking TAKS and for those taking TAKS (Accommodated). Testing Schedule ***Handout –Dyslexia Testing Schedule

Online Accommodation Request Forms
District coordinator can submit Accommodation Request Forms through on-line system (similar to on-line incident report) Open to all districts by December 2008 Intended to dramatically reduce number of faxed or ed requests Paper request can still be submitted.

The Life Cycle of an Online Accommodation Request Form (Handout)
Texas Assessment Conference 12/10/08

Texas Assessment Conference 12/10/08

Completing the Online Accommodations Request Form
Texas Assessment Conference 12/10/08

The Online Accommodation Request Form contains four steps. Each page of the system contains basic instructions and questions to guide user through the process. Texas Assessment Conference 12/10/08

Request can be submitted by campus or district staff, or the District Testing Coordinator. This process should be determined locally. Texas Assessment Conference 12/10/08

If the submitter is the District Testing Coordinator, contact information is pre-filled. Other submitters will have to enter their contact information. Texas Assessment Conference 12/10/08

Based on the grade and assessment chosen, only applicable subjects and accommodations remain. In addition, helpful hints appear on this page to remind you whether an accommodation request is necessary. Texas Assessment Conference 12/10/08

For this field, simply name and/or describe the accommodation. Do not include the reason for the accommodation. Texas Assessment Conference 12/10/08

This field should include information that clearly indicates why student needs the accommodation. Evidence should be individualized for each student who may need similar accommodations and should include relevant information. Objective evidence is crucial when determining whether an accommodation is effective and appropriate. Texas Assessment Conference 12/10/08

If applicable, attach electronic copies of supplemental aids before completing submission process. You need not attach the same documents multiple times. There is an option to refer the Accommodations Task Force to a prior Accommodation Request Form via an identification number. Texas Assessment Conference 12/10/08

Review all information prior to submitting. Any information highlighted in red is required and will need to be completed for a successful submission. Texas Assessment Conference 12/10/08

You will receive a confirmation page with an identification number. Use the Print button to print a copy of the request for your records. Call Accommodation Task Force contact if you encounter difficulties using online submission process. Texas Assessment Conference 12/10/08

This is the confirmation page that prints after submission. If you notice a mistake at this point, the District Testing Coordinator can ask TEA to correct it or notify TEA that a new request will be submitted (TEA deletes original). Texas Assessment Conference 12/10/08

This is the submission that the District Testing Coordinator receives. The District Testing Coordinator reviews the information and “signs” the request by replying to the . Texas Assessment Conference 12/10/08

This is the decision e- mail that the District Testing Coordinator receives from TEA. At this time, it is the responsibility of the district to inform the school of the decision. Texas Assessment Conference 12/10/08

Assessment of English Language Learners:
Texas English Level Proficiency Assessment System (TELPAS) & Linguistically Accommodated Testing (LAT) Information

ONLINE TRAINING Spring TELPAS Holistic Rating Training As in the past, online training courses and qualification activities will be used for spring TELPAS holistic rating training. The opening dates for these trainings, listed below, have been communicated to TELPAS holistic rating trainers. January 12, Level 1 online training window opens for new 2–12 raters and individuals trained previously but not yet qualified February 2, Spring online qualification window opens; Level 1 online training window opens for new K–1 raters, Level 2 online refresher training window opens for previously trained K–1 raters and previously qualified 2–12 raters Online course descriptions and other TELPAS holistic rating training information are accessible from the TEA website listed below.

Testing Window March 9–April 10, 2009
TELPAS Reading, Grades 2–12 Testing Window March 9–April 10, 2009 Registration Deadline Students will be loaded automatically The TELPAS reading tests for English language learners (ELLs) in grades 2–12 will be administered only online this spring. This decision was made based on input from a number of student assessment advisory groups. Last spring approximately two-thirds of the state’s ELLs in grades 2–12 participated in online testing. The tests will be administered during the five-week period of March 9–April 10, 2009.

In rare instances, such as when a student needs a testing accommodation that is not available in an online administration or when there is an unavoidable technological problem, a student may take the TELPAS reading test on paper. More information about paper-based testing will be provided in the spring 2009 administration materials. Enrollment: Pearson will enroll all students into the online system. As in the past, districts will have the option of supplying student data files for online testing. Student information will be loaded for students from the October 2008 PEIMS submission for districts that do not supply student data files. The process for supplying student data files is the same as that for providing precode files for paper-based testing, but it will include the opportunity to provide class group information used for building class rosters for online testing. Information on supplying student data files will be sent to all districts during the fall of 2008. Results: TELPAS results for any students requiring a paper test will be merged with the online testing results.

TELPAS Rater Training Dates-Grades 2-12
TELPAS Rater Training – Spring 2009 TELPAS Rater Training Dates-Grades 2-12 This on-line training is intended for Level 1 newly identified raters and individuals who have not yet been trained and have not attempted or completed the TELPAS rater qualification requirements. This workshop provides training and rating practice in the listening, speaking and writing domains. Teachers 2-12 grade will be ready to complete the qualification portion of their training and serve as raters for the English Language Learners (ELL) students. TELPAS Rater Training Grades January 19, 2009 TELPAS Rater Training Grades January 23, 2009 TELPAS Rater Training Grades January 29, 2009 TELPAS Rater Training Dates-Grades K-1 This workshop is intended for Level 1 K-1 teachers who have not been trained previously. This is a required course and it covers all four language domains. There is not a qualification component of the K-1 training. TELPAS Rater Training Grades K-1- February 5, 2009

Texas English Language Proficiency Assessment System
(TELPAS) • TELPAS assesses English language proficiency of K–12 ELLs in these domains: Listening Speaking Writing • TELPAS consists of a multiple-choice reading test for grades 2–12 and holistically rated assessments for remaining grades and domains

TELPAS Proficiency Levels in a Nutshell
Beginning: Little or no ability to function in English in social and academic settings Intermediate: Limited ability to function in English in social and academic settings; can understand and use simple language structures and high-frequency English in routine contexts Advanced: Can handle grade-appropriate English, although ongoing linguistic support is needed Advanced high: Can handle grade-appropriate English with minimal linguistic support; limited English does not stand in the way of academic achievement

Key Changes • TELPAS assessment window expanded to 5 weeks this year • TELPAS accommodations (for students with special needs) are in 2008−2009 Accommodations Manual • Grades 2–12 reading tests to be given online; no paper-based testing except under rare circumstances approved by TEA • New online process for submitting holistic ratings and all other TELPAS student data

Manual Changes • Coordinator manual contains more complete online information for TELPAS – No separate General Guide to Online Testing – Manual contains coordinator user’s guide for monitoring online training and qualification • New combined rater and reading test administrator (TA) manual – Manual contains rater user’s guide for online training and qualification

About ELLs in Texas, Spring 2008
In spring 2008, approximately 677,000 ELLs were assessed in all domains with TELPAS. In grades 3–12, over 20,000 1st year immigrants were reported. In grades 3–12, about 40% of 1st year immigrants received a TELPAS composite rating of beginning.

About ELLs in Texas, Spring 2008
In grades 3–12, over 161,000 ELLs were reported as enrolled for 5 or more years. About 71,000 ELLs in grades 3-12 who had been enrolled for 3, 4, or 5 or more years were still at the beginning or intermediate levels of English language proficiency (composite ratings).

TELPAS and AMAOs TELPAS is used in the AMAO accountability system for ELLs. Under NCLB, states must show annual increases in the progress ELLs make in learning English and in attaining English language proficiency. Our progress goal is to evaluate the percent of ELLs making at least one proficiency level of progress a year. Our attainment goal is to evaluate the percent of ELLs reaching the advanced high proficiency level. AMAOs are Annual Measurable Achievement Objectives.

Manual Changes • Administration manuals do not include instructions for paper-based testing • Supplemental instructions for paper testing to be posted on TEA Student Assessment site by end of January (go to “Test Administration Manuals” in A to Z Directory) • No supplemental instructions to be shipped

Shipment of Materials • No shipment of secure materials • Nonsecure shipment contains only TELPAS rater/TA manual (to arrive 1/5–1/9) • Other nonsecure materials to be posted online – Oaths for district coordinators and superintendents – Standard and optional reports lists – Optional Reports Order Form

Dates for Training on Administration Procedures
Test Administration Training Date For: District Coordinators By 1/9 Campus Coordinators Holistic by 1/ Reading by 3/2 Raters By 1/30 Reading Test Administrators By 3/6 Testing window is March 9–April 10

2009 Paper-Based Administrations
• No test booklets or answer documents to be shipped automatically • TEA approval process to be used to authorize rare paper-based administrations • Once approved, special order process to be followed (not normal additional order process) • Two main categories of rare circumstances: – Unavailable accommodations – Unavoidable technological problems • Other types of rare circumstances to be handled same way

2009 Paper-Based Administrations Unavailable Accommodations
• Student may need accommodation not available with online testing • In such instances, Accommodation Request Form to be submitted by district coordinator to request paper testing • Request to include specific circumstances, accommodation, and need • At least 2 weeks needed for TEA to process request; about 1 additional week for ordering and shipping once approved

Unavoidable Technological Problems • Examples: certain natural disasters and network problems that can’t be resolved during testing window • eMeasurement Technical Support to be contacted first; TEA to be contacted afterward if authorization for paper administration needed • Upon approval from TEA, district coordinator to receive instructions for completing special order process • About 1 week needed for shipping once ordered

Other Rare Circumstances • Examples: situations involving homebound students, incarcerated students, children’s shelters • District coordinator to specifics to TEA at in time to allow 2 weeks for approval and 1 week for ordering and shipping • Upon approval from TEA, district coordinator to receive instructions for completing special order process

Keep in Mind… • Paper testing won’t be approved on basis that student – knows very little English – has limited exposure to computers

• ELLs should become familiar with reading on computers during
Tips • ELLs should become familiar with reading on computers during instruction • TELPAS tutorials are available to familiarize students with TELPAS reading test software; tutorials contain a few sample items • Online administration previews are also available to increase familiarity – Grades 3–12 previews contain entire released 2006 RPTE tests – Grade 2 preview contains approximately 20 TELPAS reading sample questions • Tutorials and previews may be accessed from online testing Resources page at

Online Testing Resources
• Key guides – District and Campus Coordinator Manual – Technical User’s Guide – TELPAS Manual for Raters and Test Administrators • Key tutorials for online testing – Texas Online Testing Training Course – Best Practices and Deployment for Online Testing – TELPAS Electronic Submission System Tutorial • See page 227 of Coordinator Manual for comprehensive list of online testing resources

Technical User’s Guide
• Texas State Assessments Technical User’s Guide is a key resource • A web document only (not shipped) • Accessible at • Updated version to be posted in December • Contains technical information for setting up and managing online test sessions • Should be used in combination with coordinator manual and TELPAS rater/TA manual • Certain technical information is more detailed in user’s guide

eMeasurement System Access
• All staff accessing online testing system must be issued login IDs and passwords • District coordinators determine how to assign staff’s organizational access and hierarchy • Staff can be given access to perform only certain functions • General information about this is in Coordinator Manual (see page 223) • Specifics are in Technical User’s Guide • Testing coordinators are responsible for maintaining and removing user access

New TELPAS Electronic Submission Process
To be used to submit all information previously contained on paper answer documents: student identification, demographic, and program information holistic ratings “do not score” information rater information testing accommodation categories

3 Key Screens • Information submitted through secure eMeasurement System, same system used to manage other online test information • 3 screens for entering/verifying student data: – Two screens where data will be entered/verified 1. Edit Student screen 2. Student Test Details screen – Third screen where key data for each student will be verified as complete 3. TELPAS Student Status screen

Student Identification, Demographic, and Program Information
• At least 2 weeks before testing window, districts to receive electronic (PDF) TELPAS Student List of students loaded in eMeasurement System • Data loaded reflects option districts selected in fall (October PEIMS vs. district-supplied file) • Campus lists can be sent to campus coordinators • Lists to be verified against current information to update data if needed and add any new enrollees • Changes and additions to be entered on Edit Student screen of eMeasurement System • Instructions for adding students and updating data to accompany TELPAS Student List

Key Training Resources for Online Testing and Electronic Data Submission
• Texas Online Testing Training Course – Covers basics of setting up and managing online testing (not specific to TELPAS) • TELPAS electronic submission system tutorial – Shows how to enter and verify student data • Hands-on practice site – Gives hands-on practice using new electronic submission system • Feb. 4 TETN on electronic submission system – To include demo and details

2 Types of Training for Raters
1. Training in TELPAS Administration Procedures • Covers administration logistics and ensures raters know their duties and responsibilities. • Reviews administrative components of TELPAS Manual for Raters and Test Administrators • At discretion of district, may include online training such as tutorial for TELPAS electronic submission system and online hands-on practice site

2 Types of Training for Raters
2. Holistic Rating Training • Prepares and calibrates raters to assess students in alignment with TELPAS PLDs (assessment rubrics) • Uses required online courses and qualification activities to ensure proper training • State-authorized TELPAS holistic rating trainers assist trainees who take Level 1 online courses by providing direct support of their learning needs • Raters taking Level 2 refresher courses are not required by TEA to have direct support from a state authorized trainer, but districts may require this

Online Holistic Rating Training
• Online courses enable TEA and districts to monitor raters’ course completion and performance on practice and qualification activities • Trainees must have individual access to online courses for training • They must complete practice activities and qualification component independently; collaboration is not permitted • Trainees who do not do well on practice activities in online training courses but will be needed to serve as raters should be given additional

Online Training Responsibilities
• District coordinators are responsible for working with others to see that appropriate numbers of raters are designated and properly trained. They need to ensure that campuses closely monitor completion of online training and qualification • Raters need to know which training courses and qualification activities to complete • All raters must be trained in spring

Who takes which training component?
• Level 1 online training courses are for newly assigned K–12 raters who have not yet been trained or for 2–12 raters previously trained but not yet qualified • Spring online qualification round is for Level 1 trainees above • Level 2 online refresher training courses are for all other raters – the vast majority of raters in state K–1 previously trained raters 2–12 previously trained and qualified raters (includes those trained and qualified in fall 2008)

Key Dates for Holistically Rated Components
January Online Courses Launch 1/12 – Level 1 for 2–12 – Assembling and Verifying 2–12 Writing Collections February Online Courses Launch 2/2 – Level 2 Refresher for 2–12 – Level 1 for K–1 – Level 2 Refresher for K–1 Online Qualification Window Opens 2/2 Collection of Writing Begins /2

TELPAS TrainingCenter Website
• All online courses, spring qualification activities, and data management information for holistically rated components are available on TELPAS TrainingCenter website at • Raters can log on at any time to update personal information, review training history and print certificates, or self-register if necessary. First spring courses become accessible January 12 • TrainingCenter uses learning management system (LMS) software with web-based, interactive training and data management capabilities

Reports Accessible from TrainingCenter Site
• Reports enable district and campus coordinators to monitor online rater training • Reports can be run on demand • Data updated every evening • Available reports include: – Course completion roster – Course summary report – Qualification roster – Qualification summary report – New at-a-glance roster Reports are dynamic and specific to campus, district, or region of testing coordinator

New At-a-Glance Report
• Provides rater training and qualification status in a roster format to make it easy to scan for completion information • Training course completion is shown for current semester • Last successful qualification is shown. If there is no successful qualification, date of most recent unsuccessful qualification shows • Report does not show raters who have not yet registered for training in LMS • Report does show raters who have a trainingcourse in progress

Ensuring Successful Delivery of Online Course Technology
Some important recommendations: • Plan ahead and read user guides • Make quality headphones available for listening and speaking modules, especially if using computer lab or if quality external speakers not available • Campuses that have performance issues with mediarich Web applications should review their on-site network constraints and consider options to mitigate performance risks, such as staggering rater training times, installing Local Media Option application, etc.

January 13 TETN • There will be a TETN videoconference on January 13 from 10:45 am to 12:45 pm. This review session is for coordinators who would like more information on spring online holistic rating training Texas TrainingCenter learning management system Local Media Option application

TETN - TELPAS Electronic Submission System
February 4, :30 to 3:30 pm This session will provide a general overview of the new TELPAS electronic submission system to be used for TELPAS, which will be administered as an online assessment program beginning in spring This session will provide testing personnel an opportunity to see a demonstration of the new electronic submission system and ask questions.

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

Background • LAT involves providing linguistic accommodations during TAKS testing to increase test validity for recent immigrants learning English • LAT is used to fulfill federal NCLB requirements for testing recent immigrant ELLs who are LEP exempt under Texas law in grades and subjects used in AYP calculations • Though LAT science is required under NCLB, science results are not currently required for any students for federal AYP accountability

Basic Understandings LAT involves • grades 3−8 and 10 only • math, science, and reading/ELA only • only ELLs who are LEP-exempt under state law

LAT Changes • Only a few minor changes • No LAT appendix in coordinator manual. LAT planning information is still included, but LAT accommodations are detailed in 2008–2009 Accommodations Manual • LAT test administrator manual continues to include detailed LAT information LPAC manual lists LAT accommodations in charts on pages 34-35

LAT Eligibility Eligibility criteria for math/science vs. reading/ELA differ somewhat. LAT math and science Given to all LEP-exempt students whether it is their 1st, 2nd, or 3rd school year in the U.S. LAT reading and ELA Given to 2nd and 3rd year LEP-exempt immigrants NOT given to 1st year LEP-exempt immigrants

Allowable LAT Accommodations for
Math and Science Indirect Linguistic Support Clarification of Test Directions Breaks at Request of Student Direct Linguistic Support Linguistic Simplification Oral Translation Reading Assistance Bilingual Dictionary Bilingual Glossary English and Spanish Side by Side (grades 3–6 only) For LAT TAKS–M differences, see slide 84.

Reading/ELA Allowable LAT Accommodations for Indirect Linguistic Support Clarification of Test Directions Breaks at Request of Student Testing Over 2 Days Direct Linguistic Support Bilingual Dictionary English Dictionary Reading Aloud – Word or Phrase Reading Aloud – Entire Test Item Oral Translation – Word or Phrase Clarification – Word or Phrase Not all of these are allowable for LAT Administrations of writing sections of Grade 10 ELA. See page 35 of LPAC manual for details.

LEP-Exempt Recent Immigrants Served by Special Education
• These students take: – LAT administrations of TAKS, which include LAT administrations of TAKS (Accommodated) – LAT administrations of TAKS–M • ARD committee in conjunction with LPAC determines which LAT assessment is appropriate • This group of students is very small; few students served by special education are recent immigrants

February 12 LAT TETN • When: February 12, 3:15 to 5:00 pm
• Purpose: To provide review of LAT procedures and information for testing coordinators to use in training LAT test administrators • Content: To include examples and scenarios and how to apply various linguistic accommodations; opportunity for Q and A

Assessment Bingo

Online Testing

Test Materials and Shipping Update

Test Materials and Shipping Update
Test Materials and Shipping Update Overview Test Materials Materials Distribution Test Materials Highlights Shipping Update Returning Test Materials

Materials Distribution
Aids/Tools Advance Letters/Materials List Available online only through the Online Data Management tab at s will be sent to district testing coordinators as soon as the documents are posted to the website above

Aids/Tools, Cont. Advance Letters/Materials List, Cont. Instructions for accessing can be found in the District Testing Coordinator User’s Guide for Online Data Management located in the Resources tab at

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

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

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

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

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

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

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

Additional Orders Must be submitted via the online system Access through the Online Data Management tab at Instructions for accessing the system can be found in the District Testing Coordinator Online Data Management User’s Guide for Orders located in the Resource tab of the website listed above

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

Additional Orders, Cont. s 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

Additional Orders, Cont. Braille orders Only one order form used for all tests except for TAAS Deadline to submit initial orders for March and April administrations was November 21, 2008

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

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

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

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

New for 2009 One combined shipment of materials for all TAKS Exit Retest Administrations OOS materials shipped separately New Design for TAKS Test Administrator Manual General Test Administrator Manual Grade-specific Test Administration Directions

New for 2009, cont. New Design for TAKS Test Administrator Manual, cont. General Test Administrator Manual, cont. Appendices Gridding information Instructions for braille and large-print Accommodations information Links to Texas Administrative Code General test administrator security oath

New for 2009, cont. New Design for TAKS Test Administrator Manual, cont. General Test Administrator Manual, cont. Distributed in separate shipment in early January Will be posted online prior to distribution General Test Administrator Manuals should be retained for use throughout the testing year. Additional manuals will NOT be shipped for subsequent spring administrations but may be ordered through the additional orders process if needed

New for 2009, cont. New Design for TAKS Test Administrator Manual, cont. Grade-specific Test Administration Directions Supplements the General Test Administrator Manual Grade-specific calendar of events Grade- and subject-specific test administration directions

New for 2009, cont. New Design for TAKS Test Administrator Manual, cont. Grade-specific Test Administration Directions, cont. Appendices Oral administration instructions and samples Administration-specific test administrator security oaths

New for 2009, cont. New Design for TAKS Test Administrator Manual, cont. Grade-specific Test Administration Directions, cont. Distributed for the first spring testing administration for each grade Test Administration Directions should be retained for use throughout the testing year. Additional Test Administration Directions will NOT be shipped for subsequent spring administrations but may be ordered through the additional orders process if needed

Testing Materials Field-Test Materials Highlights
No Spring TAKS stand-alone field tests EOC World Geography paper test Large print is not available Braille is not available

Testing Materials Make-up Test Materials Highlights
Large print is available for all eligible TAKS grades/subjects including TAKS (Accommodated) and TAKS-M Braille is available for all eligible TAKS grades/subjects including TAKS (Accommodated) and TAKS-M

Testing Materials Make-up Test Materials Highlights, Cont.
TAKS Grade 10 ELA Separate test form Same answer document Make-up bubble on answer document

Testing Materials Make-up Test Materials Highlights, Cont.
All other eligible grades/subjects Same test book Same answer document Grid Agency Use field Mathematics – grid “9” in column D Reading – grid “9” in column E

Testing Materials Dyslexia Bundled Accommodation Materials Highlights
No separate dyslexia form but must use Form 1 Use TAKS answer documents Proper nouns list Blackline master OK to copy Dyslexia Test Administrator Instructions

Testing Materials The Form 1 Issue:
Page 15 of Program Overview Portion of DCCM. In certain situation a student must use form 1!!!

Testing Materials TAKS (Accommodated) Materials Highlights
Large print available Braille version available Same braille form administered for TAKS and TAKS (Accommodated) Separate test books Same answer documents Same headers Same ADPL

Testing Materials TAKS-Modified (TAKS-M) Materials Highlights
Large print available Braille version available Separate test books Separate answer documents Same headers Separate ADPL

Testing Materials LAT Materials Highlights Large print is available
Braille is not available Except for LAT administration of TAKS-M Linguistic Simplification Guide (secure) Not provided for TAKS-M administrations Separate test form Use TAKS answer documents

Testing Materials TELPAS Materials Highlights
Nonsecure shipment will contain only the new TELPAS rater/TA manual Districts will not receive any secure materials New TEA process to approve any requests for paper-based administrations

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

Return Instructions Highlights Field-Test Administrations for Spring 2009 EOC World Geography paper test Use field-test headers Use field-test ADPL

Return Instructions Highlights, Cont. Make-up Test Materials Return with other materials for that test administration Do NOT return separately Include counts on appropriate ADPL

Return Instructions Highlights, Cont. Dyslexia Bundled Accommodations Return with other materials for that test administration Use TAKS headers Include counts on TAKS ADPL

Return Instructions Highlights, Cont. TAKS (Accommodated) Return with TAKS materials Use TAKS headers Include counts on TAKS ADPL

Return Instructions Highlights, Cont. TAKS-Modified (TAKS-M) Return with TAKS materials Use TAKS headers Include counts on TAKS-M ADPL

Return Instructions Highlights, Cont. LAT Materials Return with TAKS materials Use TAKS headers Include counts on TAKS ADPL Grade 10 ELA LAT ONLY Return under separate header Use special Grade 10 ELA LAT ADPL

Shipping Update FedEx is the primary carrier for Pearson
FedEx Express - used for MOST scorable shipments FedEx Ground - used for nonscorable shipments Motor freight carriers will continue to be used for large shipments

Shipping Update FedEx Express – Scorable Materials (usually)
To schedule pickup using the Premier Customer Service Call GO-FEDEX ( ) Press “9” When prompted, enter new 9-digit Pearson pin number You will be connected to the new FedEx dedicated call center for Pearson accounts Request an EXPRESS pickup

Shipping Update FedEx Express – Scorable Materials, Cont.
To schedule pickup, cont. Provide the following information to agent District address Phone number of contact person Number of boxes/envelopes being returned Average box weight (can estimate 10 pounds per box) Average box dimension Agent will provide confirmation number for pickup and date of the pickup

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

Shipping Update FedEx Ground – Nonscorable Materials
To schedule pickup using new Premier Customer Service Call GO-FEDEX ( ) Press “9” When prompted, enter new 9-digit Pearson pin number You will be connected to the new FedEx dedicated call center for Pearson accounts Request a GROUND pickup

Shipping Update FedEx Ground – Nonscorable Materials, Cont.
To schedule pickup, cont. Provide the following information to agent Pearson account number Printed at bottom of Return Manager label District address Phone number of contact person Number of boxes/envelopes being returned Average box weight (can estimate 10 pounds per box) Average box dimension

Shipping Update FedEx Ground – Nonscorable Materials, Cont.
To schedule pickup, cont. Agent will provide confirmation number for pickup and date of the pickup FedEx Ground pickups are automatically scheduled for the next business day at the earliest Some remote locations may require an additional day Pearson recommends calling at least 48 hours in advance for ground pickups

Shipping Update FedEx Shipping – Important Notes
It is critical to request the proper type of pickup needed (Express or Ground) FedEx Express drivers can not pick up ground shipments FedEx Ground drivers can not pick up express shipments If you have difficulty scheduling a pickup (express or ground) Call Pearson at Or

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 Or Check your return FedEx labels carefully A very limited number of districts will receive ground labels for return of scorable materials Check your labels to carefully to determine which service has been assigned for your district

Security and Integrity of Testing Programs

General Security Information
Texas Education Code (TEC) Chapter 39, Subchapter B Texas Administrative Code (TAC) 19 Subchapter 101, Assessment Family Educational Rights and Privacy Act of 1974 (FERPA) Texas Penal Code Tampering TEC Chapter 39 – statute requires that assessment instruments are kept secure and content is confidential, and that student performance is confidential; requires commissioner to establish procedures for ensuring security, record retention requirements. TAC Title 19, Chapter 101 – rule stating statewide assessment program is secure testing program and procedures to ensure secure materials are accounted for and only authorized personnel have access are specified; also rule that contents of test booklets and answer documents are confidential in accordance with TX Government Code and FERPA; penalties for violating security and confidentiality are specified FERPA – federal law that protects privacy of student education records. TX Penal Code – tampering with government document – 3rd degree felony if it’s public school record, report, or assessment instrument required under Chapter 39, TEC.

What’s New in 2009? 14-point Security Plan
Honor statements – extended to include TAKS-M testers, grades 9 through 11 Model policy statement On-site monitoring

What’s New in 2009? Test Security Supplement Test administrator oaths
Includes model policy statement Updated to reflect changes in policies and to include suggestions from focus group Updated to include additional ideas for avoiding and addressing common irregularities Test administrator oaths One to be signed following general training Second to be signed following administration-specific training and after test administration. Special section for test administrators who gave an oral administration

What’s New in 2009? New Language in the Coordinator and Test Administrator Manuals Since 2009 is a designated release year, districts may retain a copy of each student’s TAKS and TAKS (Accommodated) composition and/or open-ended reading responses for assessments administered during the testing cycle (October 2008 through July 2009). Test administrators, technology staff, and other school personnel who will be present in the testing room must sign an oath for each administration.

What’s New in 2009? New Language in the Coordinator and/or Test Administrator Manuals Document retention - Districts are required to maintain the following documents for a period of five years following a test administration: testing irregularity and investigation documentation inventory and shipping records signed security oaths for all testing personnel (with the exception of the district testing coordinator and superintendent / chief administrative officer oaths that are mailed to the state’s testing contractor) seating charts

Training Reminders What should I emphasize in my training regarding test security?

Training Reminders The First Thing
Copy Page 16 and 17 of the Stdudent Assessment Program Overview Explain and have teachers read the Confidentiality Requirements of the state assessment program Oaths – Page 19 is a great template to use

Training Reminders Before test administration
Emphasize importance of training and reading manuals Account for all test materials Ensure proper storage of materials Verify accuracy of student information Verify testing requirements for students receiving special education services

Training Reminders During test administration
Ensure each student receives the correct assessment and testing materials Emphasize and verify active monitoring Ensure all testing personnel understand that they may NOT: provide assistance view the tests without authorization discuss confidential student information check for strategies

Training Reminders After test administration No unauthorized viewing
No scoring of student responses No discussion of confidential student information No erasing stray marks or darkening response ovals Account for all test materials

Training Reminders Potential pitfalls to avoid:
Assigning untrained staff to administer and/or monitor tests Failing to inventory test materials Having insufficient test booklets and/or test administrator manuals Not accounting for all test booklets and answer documents each day

Training Reminders More pitfalls to avoid:
Assigning a student the incorrect assessment Failing to give appropriate accommodation(s) Improper (or nonexistent) monitoring Failing to remind students to record their responses and/or failing to verify that students have bubbled their answers Leaving secure materials unattended

Training Reminders Even more pitfalls to avoid:
Improper boxing and labeling of test materials for return to Pearson Late return of test materials

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

Most common irregularities in 2008 Wrong test administered Blank answer document accepted Eligible student not tested Wrong test form issued Failed to detect/prevent improper student behavior Unauthorized viewing Exempt or ineligible student tested Unmonitored or improperly secured test materials

Potential Referral to Educator Certification and Standards Viewing a test before, during, or after an assessment Hand-scoring student tests Discussing secure test content or student responses Copying secure materials REMINDER: These incidents must be reported to TEA immediately.

Potential Referral to Educator Certification and Standards (cont.) Any Action that Directly or Indirectly Assists Students with Responses Clarifying or translating writing prompt or test items (except for LAT administrations) Gesturing, pointing, or demonstrating correct responses Changing student responses Providing answers to test questions REMINDER: However well intentioned, these actions are never allowable or appropriate.

Reporting Irregularities
Notify the Security Task Force immediately if you become aware of the following types of irregularities: Teacher/test administrator intervention or assistance Unauthorized viewing, scoring, discussing, or duplication of secure material

Preventing Testing Irregularities Train carefully Allow adequate time for training Issue manuals before training Train as many staff as possible Monitor & observe during testing Practice good inventory control at all levels Be available for questions Refer to the 2009 Test Security Supplement for more tips on preventing testing irregularities.

Remedies for common errors
A TAKS tester not receiving special education services was administered a TAKS (Accommodated) assessment. Students given TAKS (Accommodated) instead of TAKS CANNOT be retested with TAKS because the test items are identical. This is also the case if TAKS is administered to students scheduled to take TAKS (Accommodated). If the mistake occurs during a primary administration and is detected before scorables are returned to the state’s contractor, the student’s answer document should be coded for the test that was administered, NOT the test that the student should have taken. The district should notify the student’s parents/guardians of the error and inform them that the Confidential Student Report (CSR) will reflect that TAKS (Accommodated) was administered. For retest administrations, districts can code the TEST TAKEN information as TAKS so the student’s CSR will reflect the test that should have been administered.

Remedies for common errors (cont.)
A TAKS tester was issued and completed a TAKS-M assessment. If this type of error is discovered before the end of the administration, districts can contact TEA for permission to give the correct assessment. Consent to reassess the student should also be requested from the parents/guardians. If permission is obtained, the TAKS-M test should be voided.

An exit level retester was not administered one of the subject-area assessments. If this irregularity is detected within the testing week, districts should immediately contact the Student Assessment Division. Depending on the circumstances, TEA may grant permission to test the student on a different day.

A TAKS (Accommodated) tester was issued and completed a TAKS assessment. Students administered TAKS instead of TAKS (Accommodated) CANNOT be retested with TAKS (Accommodated). If the mistake is discovered before scorables are shipped, the district should consult with the student’s parents/guardians to determine whether the assessment should be invalidated or submitted to be scored. If the decision is made to submit the test to be scored and it is a primary administration, the TEST TAKEN field on the student’s answer document should be coded to indicate TAKS. For retest administrations, districts can code the TEST TAKEN information as TAKS (Accommodated) so the student’s CSR will reflect the test that should have been administered.

A TAKS (Accommodated) tester was issued and completed a TAKS-M assessment. If the error is detected before the end of the administration, districts can contact TEA for permission to give the correct assessment. Consent to reassess the student must also be requested from the parents/guardians. Regardless of whether permission is obtained to reassess or not, the TAKS-M test should be voided. If the parent declines, a TAKS (Accommodated) answer document or scorable test booklet marked with a score code of “O” should be submitted to account for the student.

A student was not provided a documented accommodation. If this kind of mistake is discovered while the student is testing, districts can, in most cases, still provide the accommodation. If the error is not detected until after the assessment is complete, the district must consult with the student’s parents/guardians to determine if the assessment should be invalidated or submitted to be scored.

A test administrator accepts a blank answer document and the student has left the test session. This continues to be a very common error and one that can be avoided by reminding students to mark answers on their documents while they’re testing, asking students who have finished if they have filled in their answers, and by checking answer documents before students leave the room. What to do if discovered Before documents leave the campus Before documents leave the district After scores are received

A test administrator left examinees unmonitored and/or secure materials unattended. The campus or district coordinator must assess the situation to determine whether a breach in confidentiality has occurred. If the district concludes there was no breach, students may be allowed to resume testing. If cheating occurred or secure content was compromised, the district must decide whether tests of affected students should be invalidated or submitted for scoring. Remember that breaches in confidentiality can occur even during a brief lapse in monitoring.

A test administrator was not actively monitoring and did not detect that a student had broken the seal to and completed a portion of the next subject-area test. If the error is detected before the examinee leaves the testing area, immediately contact the TEA for guidance. If the student has been dismissed from a monitored environment, he or she will not be permitted to complete the test on the regularly scheduled day, and the district will need to determine whether the subject-area section should be invalidated or submitted to be scored.

A campus coordinator did not issue a Form 1 test booklet for a student receiving an oral administration. This type of error is most often detected during an assessment and can easily be avoided by having test administrators verify that all test booklets issued to them for oral administrations are Form 1. If a test administrator encounters a discrepancy while reading test questions or answer choices, he or she should immediately notify the campus coordinator so a Form 1 booklet can be provided. In the event a Form 1 is not available, the campus coordinator can issue the test administrator a booklet with a form number that matches the student’s. This option is less preferable, as the use of Form 1 booklets is intended to limit unnecessary access to secure field-test items while still meeting the needs of students who qualify for this type of accommodation.

A student who was scheduled to be administered a reading test with dyslexia bundled accommodations was not issued the proper Form 1 test booklet for the mathematics assessment. Due to the multiple approaches for resolving this situation, districts should contact TEA for guidance when this type of incident occurs. Callers should be prepared to provide the grade level involved and at what point in the administration the error was discovered.

Collecting Documentation All irregularities require the following documentation to be submitted: Incident report (via the Online Incident Reporting Process) Signed statement(s) from individuals involved (preferably typed)

Collecting Documentation (cont.) As of spring 2008, districts were required to report disciplinary actions taken locally against educators and/or students The Corrective Action Plan should be used to report disciplinary actions taken against educators The Locally Determined Disciplinary Actions Form should be used to report disciplinary actions taken against students for cheating

Common Reporting Errors Not contacting TEA when uncertain about how to handle an incident Not gathering enough information to clearly determine what has happened Submitting incomplete documentation – no incident report or statements Not submitting the appropriate documentation within the requested timeframe

Submission of Information Incident reports may be submitted to TEA online using following URL: For detailed information about using the online submission process, please refer to the 2009 Test Security Supplement.

What We Learned From Monitoring in 2008

Monitored Districts Plains Denver City Wellman-Union Tahoka Post
Petersburg Jayton-Girard Hale Center Frenship

Entering the District They will contact Superintendent upon entering the district for “inspection” of credentials. They will want to find the District Test Coordinator after that.

***** Put this plan on paper so they can see it.
Monitoring District or Charter personnel should have ensured: Existence of a plan for the Receipt, Storage and Distribution of all Secure Materials Accounted for all test materials Ensured proper storage of materials A plan for each administration to be organized and secure How will materials be distributed, tracked and collected? A plan for checking in and out materials Who will have access to materials? Is there a plan in place after the testing is complete to pack and ship secure materials to Pearson ***** Put this plan on paper so they can see it. Before Test Administration each campus should have: 1)I asked for and received the training materials used for the training of campus coordinator’s, test administrators and monitors. The manual given to every testing coordinator was very complete.

Monitoring District or Charter personnel should ensure that:
Every individual with access to the testing materials has been trained Including campus coordinators, test administrators, hall or restroom monitors, relief personnel and district personnel Sign in sheets and agendas are available to view Each test administrator possesses and has read the test administrator manual Each individual involved in testing has a signed security oath on file Before Test Administration each campus should have: 1)I asked for and received the training materials used for the training of campus coordinator’s, test administrators and monitors. The manual given to every testing coordinator was very complete.

Monitoring Campus Process
Print out your ESC 17 certificate to verify you have been trained. Everyone who attended needs to do this. They will want to see all of the training documents for these people. Make sure and have sign in sheets of your district training. Campus Test Coordinator Campus Principal All Test Administrators All Hallway/Relief Monitors

Monitoring Make sure you have….
Existence of plan for the Receipt, Storage and Distribution of all Secure Materials Accounted for all test materials Ensured proper storage of materials A plan for each administration to be organized and secure How will materials be distributed, tracked and collected? A plan for checking in and out materials Who will have access to materials? Is there a plan in place after the testing is complete to send secure materials to District Test Coordinator? Before Test Administration each campus should have: 1)I asked for and received the training materials used for the training of campus coordinator’s, test administrators and monitors. The manual given to every testing coordinator was very complete.

Monitoring Have seating charts ready. They will want to see them.
They will observe your break and hall monitoring procedures.

Monitoring Preparation of testing rooms
Check testing rooms with Principal or Campus Coordinator They will walk into classrooms with as little disturbance as possible.

Monitoring Is testing environment is appropriate?
Is the Test Administrator present in testing room at all times.

Monitoring Classroom Campus personnel must ensure
Seating charts for each individual testing room Plan for consolidating late testers “Do not disturb” signs for each room Plan for students who arrive late for testing COVER YOUR BULLETIN BOARDS. Before Test Administration each campus should have: 1)I asked for and received the training materials used for the training of campus coordinator’s, test administrators and monitors. The manual given to every testing coordinator was very complete.

Monitoring Required Materials Provided: “Do Not Disturb” sign
Answer document for each enrolled student Test booklet for each student who is testing

Monitoring Verify active monitoring is occurring Active monitoring IS:
Includes a plan for breaks and lunch What plan do you have for monitoring monitors? Active monitoring IS: Walking around “on your feet and not on your seat” Observing students: marking answers on answer documents, not talking, not talking or texting on cell phones Active monitoring IS NOT: Checking Reading the newspaper or a book Grading papers Reading over a student’s paper Checking for strategies Leaving students who are testing unattended Principals and campus test coordinators must confirm that test administrators are actively monitoring in each testing room. No strategies may be monitored during the day of the test or discussed the day of the test. DCCM review security pages 2) Review pages in the DCCM for what test monitors should be doing.

Monitoring Administrators and the campus coordinator should monitor testing area and be available to answer questions Ensure everyone understands that they may NOT Provide assistance View the tests without authorization (oral administrations) Discuss confidential student information Check for strategies Test sessions must be untimed Principals and campus test coordinators must confirm that test administrators are actively monitoring in each testing room. No strategies may be monitored during the day of the test or discussed the day of the test. DCCM review security pages 2) Review pages in the DCCM for what test monitors should be doing.

Monitoring Students who have finished testing and who remain in the room may read a book or rest No talking in the room while any one is testing Technology such as calculator watches, PDAs, and cell phones with cameras are not allowed to be used during testing Ensure that test administrators are verifying that all students have marked their answers on the answer document Principals and campus test coordinators must confirm that test administrators are actively monitoring in each testing room. No strategies may be monitored during the day of the test or discussed the day of the test. DCCM review security pages

Monitoring Common errors which must be avoided:
Improper (or nonexistent) monitoring – includes during breaks and lunch Failure to remind students to record their responses and/or failure to check if students have bubbled their answers as instructed Leaving secure materials unattended Use of untrained test administrators or monitors Review bullet regarding active monitoring and reminder to check bubbled responses Highlight on page 159

Monitoring Common errors to avoid:
Inability to account for all secure test materials, including overage Improper boxing and labeling of test materials for return Late return of test materials All test materials must be kept secure, under lock and key, or in the personal possession of a certified test administrator at all times before, during, and after testing. Each site should have a plan ahead of time for secure material storage.

Questions Regarding Test Security?

Reporting Systems Update

Components of the 2009 Texas
2009 Reporting System Components of the 2009 Texas Assessment Program Texas Assessment of Knowledge and Skills (TAKS) Texas Assessment of Knowledge and Skills (Accommodated) Texas Assessment of Knowledge and Skills – Modified (TAKS–M) Texas Assessment of Knowledge and Skills – Alternate (TAKS–Alt) Texas English Language Proficiency Assessment System (TELPAS) Texas Assessment of Academic Skills (TAAS)

2009 Reporting System Answer Documents (continued)
TELPAS – no answer documents should be submitted except in rare circumstances (details provided in ELL TELPAS presentation) Texas Assessment of Academic Skills (TAAS) – no changes to answer documents

An “*” score code is present on all TAKS and TAKS–M answer documents that have two or more subject areas tested Score Code “ALT” is only available on the July grade 3 TAKS English-version reading scorable test booklet NOTE: For each subject area, only ONE score code should be gridded.

TEST TAKEN INFO field – information about the test form (TAKS, TAKS (Accommodated), or LAT) and the language version (English or Spanish) must be recorded in this field. TAKS FORM TAKS ACCOMM. FORM LAT FORM (grades 4–8, 10 only) “EN” or “SP” for grades 4–6 “Blank” bubble for grades 7–11

For each subject area tested, only ONE bubble should be gridded in the TEST TAKEN INFO field to show which assessment the student was administered. Determine if the student is eligible for TAKS, TAKS (Accommodated), or LAT. Next, determine the language version of the assessment that the student will take (grades 4–6 only). Follow the same steps to grid the TEST TAKEN INFO field even if the student is absent from the test or illness/test irregularity occurs during testing.

TAKS (Accommodated) and LAT assessments do not have field-test items. Students taking TAKS (Accommodated) or LAT assessments will not use all the bubbles in the answer choice areas on the answer documents except for the following assessments. Writing (grades 4 and 7) Reading (grade 9, grades 5 and 8 retests) ELA (grades 10 and 11) Math (grades 5 and 8 retests)

2009 Reporting System Score Code Fields – Page 118

2009 Reporting System Grade 3

TAKS/TAKS (Accommodated)
2009 Reporting System TAKS/TAKS (Accommodated) No separate TAKS (Accommodated) reports TAKS Summary Reports - results of students taking TAKS (Accommodated) will be included in the campus and district level summary reports. Separate TAKS English and TAKS Spanish summary reports will be produced An optional combined TAKS English and Spanish Summary Report will be produced

2009 Reporting System TAKS/TAKS (Accommodated) (continued) TAKS Individual Student Reports - results of students taking the TAKS (Accommodated) tests will be shown on each individual report. Results of students taking a combination of 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

2009 Reporting System TAKS/TAKS (Accommodated) (continued) Vertical Scale Grades 3-8 reading and mathematics For information purposes only Growth Prediction

TAKS–M 2009 Reporting System
Raw Scores only will be reported for grades 4 and 7 writing, grades 8 and 10 social studies, and grades 9 and 11 A second shipment of reports will be sent in the fall after standards for the above grades and subjects are established.

TAKS–M 2009 Reporting System (continued)
Results of students taking a combination of TAKS/TAKS (Accommodated) and TAKS–M tests will be reported together on one Confidential Student Report and Confidential Student Label. Separate TAKS–M rosters will be produced Results of students assessed with TAKS–M will not be included in the TAKS summary reports. Separate TAKS-M summary reports will be produced.

2009 Reporting System TAKS–Alt
Summary Reports - results of students assessed with TAKS–Alt will not be included in the campus and district level TAKS summary reports. Separate TAKS–Alt summary reports will be produced Individual Student Reports - results of students assessed with TAKS–Alt will be shown on the individual reports.

Summary of Online Services

Online Reports and Data Files
2009 Online Services Online Reports and Data Files Same as last year Provided as standard and optional Data files are zipped

2009 Online Services Assessment Results for Texas Public Schools and Districts Added TAKS-M and TAKS-Alt; reports Available for all assessment programs for 05-06, 06-07, and 07-08 Summary reports for each test administration Campus, District, Region, and State Available at Each administration will be placed on the site at the time the final results for the administration are due at the ESCs

2009 Online Services Online Viewing of Student Information via the Secure Online Data Management (SchoolHouse) Website Added TAKS (Accommodated), TAKS-M, and TAKS-Alt Available for TAKS, TAKS–I, TAKS (Accommodated), TAKS-M, TAKS-Alt, TELPAS, SDAA, SDAA II, & RPTE Search by PEIMS ID, name, DOB Assessment information such as score code, scale score, Met Standard, etc. is be available Update student ID information Request TAKS exit level student labels

Ordering of Additional Materials
2009 Online Services Ordering of Additional Materials Same as last year except – TELPAS will not be available; districts will receive materials once approved for accommodations or technology related issues Online ordering through Online Data Management (SchoolHouse) for all administrations Able to enter orders, view order history and check order status Orders for Braille – Same as last year Only 1 order form—for TAKS and TAKS–M; TAKS and TAKS (Accommodated) will use the same form Specify students, grade, language, testing program, subjects braille is needed for, and type of braille (contracted vs. uncontracted)

Collection of enrollment data
2009 Online Services Collection of enrollment data Same as last year Update enrollment counts from 1/2/2009 – 1/30/2009 for April TAKS administrations TAKS, TAKS (Accommodated), TAKS–M, LAT, large print, oral administration, and dyslexia – update in January as more information becomes available

Submission of Precode Files
2009 Online Services Submission of Precode Files Same process as last year to submit files Submission of student registration files for End-of-Course live and field-tests March 3, 5, and 8 reading and March 4, 7, 9, 10, and exit writing, reading, and ELA shipment combined into one shipment Out-of-School/District Registration Same process as last year

History File Updates (Record Changes)
2009 Online Services History File Updates (Record Changes) Same as last year – except window opening a few days earlier for 3-11 TAKS grade 10 and exit level and TELPAS Districts will receive a TAKS data file on Online Data Management (SchoolHouse) after each Record Changes period – will contain only records for students that have updates

2009 Online Services District/Campus Materials Lists Same as last year
Only online – notification when available Campus Precode Student Lists Provided on the Online Data Management (SchoolHouse) website District Barcode Security Numbers Files Electronic version of the data required to track barcode numbers for secure test materials Files provided for initial shipment and additional orders List of all materials and “IDs” available – by December 19

Shipment Confirmation
2009 Online Services Shipment Confirmation District Coordinators will receive confirmation of shipments

2009 Online Services Dynamic Student Information Retrieval Service (DSIRS) Accessed at: – Pilot year Submit a file containing student PEIMS IDs and CDCs Receive previous year TAKS individual student data file Class Rosters and Class Test Details – view online or can create in PDF format for distribution Survey will be distributed soon – please provide feedback

2009 Online Services New Texas Assessment Website
Consolidate learning and assessment resources from the k12 assessment website and other online resources Transition year – moving documents and functions from the k12 site to the new site Provides the ability to search and sort manuals and documents by grade, program, or other keyword Centralized access to related websites and resources, such as Online Data Management, online training, online testing, and the TAKS study guides Please provide feedback to or call

Confidential Images of Essays and Open-Ended Responses
2009 Other Services Confidential Images of Essays and Open-Ended Responses Available for TAKS, including TAKS (Accommodated) Available in print or PDF on CD One CD per campus Not available for grade 10 ELA LAT or TAKS-M

Accountability Implications

(All Grades/ Subjects) TAKS-Acc + TAKS-M + TAKS-Alt
State Assessment Performance Standards (AEIS) 2008 and Beyond Year 2007 2008 2009 2010 2011 Included Tests TAKS TAKS + TAKS-Acc (Group 1)* (Group 1) (All Grades/ Subjects) TAKS-Acc + TAKS-M + TAKS-Alt Standards AA/Re/Ex Reading/ELA 65/75/90 70/75/90 70/75**/90 70/80**/90 TBD Writing Social Studies Mathematics 45/75/90 50/75/90 55/75**/90 60/80**/90 Science 40/75/90 50/75**/90 55/80**/90 * TAKS-Accommodated (Group 1) Science (Grades 5, 8, 10, 11) Social Studies (Grades 8, 10, 11) ELA (Grade 11) Math (Grade 11) ** Recognized Standard In the 2007 Accountability Manual, the Commissioner proposed that the Recognized standard increase to 80% in 2009 It will remain at 75% in 2009, but is scheduled to go to 80% in 2010 (subject to review in 2009)

Federal Performance Standards (AYP)
Year 2007 2008 2009 2010 2011 2012 2013 2014 Included Tests TAKS, SDAA-II, SDAA-LAT TAKS-Alt TAKS-LAT TAKS-A, TAKS-M, Rdg/ELA 60% 67% 73% 80% 87% 93% 100% Math 50% 58% 75% 83% 92% Participation Standards 95% = Rdg/ELA 95% = Math Other Indicators Attendance (Elementary and Middle Schools): 90.0% Graduation Rate: 70.0%

Texas AYP Criteria (cont.)
Performance at 100% by 2014 The standard is going to 58% next year in Math. We expect to have anywhere from 11 to 13 schools in stage 1 this time next year. This problem has overwhelmed large service centers for the last few years.

State & ESC 17 Special Education Data for % Met Standard
Performance: Reading 2007 State: 77% Region 17: 78% 2008 State: 62% Region 17: 62% Performance: Math State: 74% Region 17: 76% State: 50% Region 17: 48% Source- TEA Website I always want to compare us to the state rather than the standard. Because the standard can be out of reach Or the standard CAN be too low, as our graduation rate has been for many years. But comparing to the state is pretty valid, because if others in the state are doing it, we can find out what they are doing and replicate that success. We fell in SPED Math performance dramatically My guess is that we expected kids to take grade level assessments without understanding the complexity of the math curriculum, and that math teachers did not accommodate Special Education children in ways that they could have.

Next year at 58% . . . 5 campuses will miss AYP in Math due to performance in the White student group 31 Campuses will miss AYP in Math due to performance in the LEP student group 33 Campuses will miss AYP in Math due to performance in the Economically Disadvantaged student group 34 Campuses will miss AYP in Math due to performance in the African American student group 36 Campuses will miss AYP in Math due to performance in the Hispanic student group 109 Campuses will miss AYP in Math due to performance in the Special Education student group 23 Campuses will miss AYP in Math due to performance at the ALL STUDENTS level

TAKS- What is it? Reading, Writing, ELA, Math, Science, Social Studies
Introduction of vertical scale Value added models Introduction of new math TEKS Based on enrolled grade level TEKS LAT Reading, Math, Science Dyslexia Bundles

Assessment Changes Vertical Scale Look at growth between grade levels
Grades 3-8 Reading and Math only Proposed changes in cut scores for met standard Math – Spanish increase in cut score Grades 3, 4, 6 Reading – English increase in Grades 6 and 8 Reading – Spanish increase in Grade 6 May be 2-4 questions different Changes proposed to take effect in Sept 09, but will be used this year for reporting

Assessment Changes Vertical Scale
Change in scale score for Grades 3-8 Reading and Math to 1000 point scale Grade 3 thru Grade 8 scale scores increase with each grade Science, Social Studies, HS will maintain 2100/2400 scales

Prediction Growth Model
Linear regression model Uses scale score reading, math, district mean score, campus mean score Projects success at grades 5, 8, exit Gr 3 and Gr 4 predict Gr 5 Gr 5, Gr 6 and Gr 7 predict Gr 8 Gr 8, Gr 9 and Gr 10 predict Exit Included this year on CSR as Yes/No indicator Does NOT factor ethnicity or SES

Campus effect Formula will be released Other potential/to be debated uses Intervention effect (RTI) Teacher effect (DATE/TEEG) Requested for use for AYP (this year)

Four scenarios Reached standard, made growth Missed standard, made growth Reached standard, did not make growth Missed standard, did not make growth

What to do with the data…
Made growth Missed growth Made standard On target Peer tutors Adequate System Cumulative effect Late identification Dropouts Missed standard Efficacy of intervention Extended Year Program placement Competing programs Inadequate system

Closing and Evaluation

Resources Assessment Conference Presentations
Texas Growth Proposal to USDE Sample SSI Forms and Letters

Your Trainers’ Contact Information: Antonio Saldana – ELL Assessment Specialist – Vicki Berrier – Special Education Assessment Specialist – Ty Duncan – TAKS Coordinator -

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