2011 State Testing Training Highland Park ISD January 2011.

2011 State Testing Training Highland Park ISD January 2011

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

HPISD Training Schedule TrainingFor WhomWhen Annual Test Coordinator / Principal/ central office Training All campus principals All campus test coordinators All central office testing site monitors Jan 19, 2011 TELPAS trainingLEP student teacher of record Holistic by 2/1 Reading by 3/4 April Testing training update All campus test coordinators On Line Training for TELPAS & EOC All campus test coordinators and campus technologists February 14, 2010 TAKS-AltOnly staff involvedArranged by Special Education Leadership

DCCM 4

DCCM Review  Acronyms and Manuals (pg ix)  Calendar of Events (pgs 3 – 4)  Form 1 (pgs 8 – 9)  Confidentiality (pgs 12-13)  Oaths (pg 14 and Appendix B)  Dyslexia Bundle (pgs 37 – 39)  DTC Checklist (pg 44)  Training requirements (pg 47)  Make up test schedule (pg 61)  Q and A (pgs 65 – 71)  Packing (pg 78)  CTC Training (pg 93)  Paraprofessionals (pg 95) 5

DCCM Review  Sample answer document (pg 114)  List of score codes (pg 116)  LAT Score codes (pg 155)  Ethnicity/Race (pg 158)  Materials for Test Sessions (pg 169)  Small group test administration (pg 174)  Dictionaries and Calculators (pgs 175 – 176)  Transcribing EXPANDED FROM 2010 (pg 178-181)  TELPAS resources (pg 217) 6

Key Changes in Testing Policy and Procedures 7

Key Changes in Testing Policy and Procedures  Texas Assessment Management System Consolidates services previously provided by the eMeasurement (online testing), SchoolHouse (online data management), and SchoolSuccess (TAKS–Alt) websites.  TELPAS Holistic Rating Training The TELPAS holistic rating training processes have been streamlined beginning with the 2010–2011 school year. The streamlined processes are designed to make the procedures easier to follow and oversee. 8

Key Changes in Testing Policy and Procedures  TELPAS Validity and Reliability Audit An audit of the listening and speaking components of TELPAS will be conducted in spring 2011.  Proctor Caching The Assessment Management System provides proctor caching software to accelerate the delivery of test content to students and to reduce the amount of bandwidth required for online testing. Districts are now required to use proctor caching. 9

Key Changes in Testing Policy and Procedures  Data Collection  Race/Ethnicity Field TEA will no longer collect ethnicity and race information using both the “old” and “new” federal standards, beginning with PEIMS data collection in 2010–2011. Answer documents will contain only the fields needed to meet the latest federal standards.  Substitute Assessment An “ALT” bubble has been added to the June TAKS grade 5 and 8 mathematics and reading answer documents to indicate if a district provided an alternate way to meet the SSI requirements for a third testing opportunity.  Years in U.S. Schools This TELPAS data collection has changed slightly. The previous “5 or more school years” category has been divided into “5 school years” and “6 or more school years.” 10

Key Changes in Testing Policy and Procedures  Policy Regarding Composition Retention and Duplication District personnel may retain a copy of each student’s composition and/or open-ended responses for the following TAKS administrations in March only: 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 (primary and retest) Districts may NOT make copies of the TAKS–M tests or any other writing, reading, or ELA tests or field tests. 11

Texas Assessment Management System (TAMS) Replaces most test management activities previously offered at SchoolHouse, eMeasurement Services, and SchoolSuccess (which included TAKS–Alt). Houses the teacher portal, the student portal, and will be the future home of analytic reporting.

Texas Assessment Management System The Texas Assessment website (http://www.TexasAssessment.com) is a web destination that provides access to the Texas Assessment Management System.

Portals within TAMS Teacher Portal Student Portal – designed to provide students and parents with online access to a student’s state test scores – assist students and parents with tracking academic progress throughout a student’s academic career

Student Portal In effect with this year’s testing Students will have access code on CSR Allows students and parents to compare student results with campus, state, and other district results

Test Security 16

General Security Information Test Security in 2011 What to Emphasize in Training Testing Irregularities in 2011 Reporting Irregularities Overview 17

Training Requirements Training is one of the most effective activities in fulfilling test security responsibilities. T.E.A. requires that all testing personnel be trained and sign an oath before handling secure testing materials and/or participating in test administrations.

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 19

Test Security in 2011 20

 TEA is developing a transparent method to annually identify statistically irregular patterns of test answers that may indicate cheating to augment other detection methods already in use.  On-site monitoring will continue Test Security in 2011  14-point Security Plan  Test Security Supplement  Restructured slightly to make it more succinct  Information about history and implementation of the 14- point plan has been moved to an appendix  Information added regarding  writing names on students’ test booklets  online alternate test date request form 21

Test Security in 2011  Question for students about Form 1 for oral administration and dyslexia bundled accommodations administration  New Language in Test Administration Directions 22

What to Emphasize in Training 23

 Preparation for Testing What to Emphasize During Training  Read the manuals.  Inventory test materials; resolve shortages.  Store materials properly.  Verify students’ testing requirements.  Communicate local policies and procedures (e.g., regarding cell phones, testing disruptions, handling problems).  Read the manuals! 24

 Oversight during Testing  Verify that each student receives the correct assessment.  Verify that test administrators are actively monitoring.  Verify that seating charts have been completed.  All testing personnel must understand that they may NOT:  provide assistance  view tests without authorization  discuss confidential student information  reinforce or check for strategies What to Emphasize During Training 25

 After testing  Account for all test materials  No scoring of student responses  No erasing stray marks or darkening response ovals  No unauthorized viewing  Verify correct packing of materials for shipping  Collect and submit any necessary documentation in connection with testing irregularities What to Emphasize During Training 26

Test Security Objectives 1)Account for all secure materials before, during, and after each test administration. 2)Protect the contents of all tests booklets and student answer documents. All rules and procedures are established to meet these two goals.

Security of Testing Materials All test items must be accurately accounted for and properly stored in a secure location.

Properly Accounting for Secure Testing Materials Must maintain a materials inventory control system for secure state testing mateirals and keep the documentation. Secure materials must be stored under lock and key with limited access when not in use. – Note: Anyone who has a key has access. Complete HPISD secure storage certification form and return to District Test Coordinator by Feb. 1. Secure materials must be checked in from test administrators each day as soon as testing is completed.

Protecting Test Content No person my view, reveal, or discuss the contents of a test or answer document unless specifically instructed to do so by the procedures in the test administrator manuals. No person providing an oral administration, dyslexia bundled administration, or TAKS-M reading administration may write notes, calculations, or any other marks in a test booklet or in any other location. Top Secret

Protecting Test Content Secure materials (test booklets and LAT simplification guides) may not be duplicated without specific prior approval from TEA. Seals on test booklets may only be broken during testing sessions and only by persons authorized to do so in the instructions. No person may answer verbally or nonverbally any question that relates to the contents of a test before, during, or after a test administration.

Protecting Confidentiality of Student Responses No person my review or discuss student responses during or after testing unless specifically authorized to do so by the procedures in the TA manuals. District personnel may make and retain a copy of each student’s composition and/or open-ended responses for only the March administration of: – Grade 4 & 7 writing – Grade 9 reading – Grade 10 ELA (but not the ELA make-up form) – Exit level ELA Cannot distribute or discuss these until March 22 nd.

Testing Procedures Related to Test Security and Confidentiality All tests must be administered in strict accordance with the manuals. No person may change any student response or instruct a student to do so. Districts must actively monitor testing sessions and require test administrators to actively monitor during testing. Only students can erase stray marks or darken response ovals on their answer documents or in their scorable test booklets and only during the testing session.

Testing Procedures Related to Test Security and Confidentiality There must be a trained test administrator present with students one-hundred percent of the time until students complete testing and submit their answer documents to the test administrator. – This includes breaks and lunch so be sure to plan for breaks for your test administrators and plan for test administrator supervision of students during lunch.

Security Oaths All test security oaths (except general oath) have two sections: 1)Before testing but after training section 2)After testing is completed section. Campus testing coordinators and Principals sign only one oath for the entire testing year. Test Administrators sign one general oath for the year and a new test specific oath for each administration. – Test administrator oaths have a third section to be used for those giving an oral administration.

Active Monitoring Monitoring during test administrations is the responsibility of the test administrator, the campus test coordinator, the campus principal, and the district test coordinator. – Teachers are required to actively monitor students during testing. – Principals and Campus Test Coordinators are required to actively monitor testing sessions at their campus. – The district testing coordinator is required to actively monitor testing sessions at all campuses within the district. A team of central office personnel trained to monitor testing sessions will be used to assist the district testing coordinator in monitoring campus testing sessions. Every testing session will be actively monitored.

What Is Active Monitoring? Watching students during testing. The focus of the teacher’s attention is on the students and not elsewhere. – Walking around to better observe what students are doing. (Are students; working on correct section of test, marking answers on the answer document, not cheating, not using cell phones, not talking or communicating with other students, etc.?)

What is NOT Active Monitoring? Anything that takes the test administrator’s attention away from the students during testing. Examples include; – Working on the computer or doing email. – Reading a book, magazine, or newspaper. – Grading papers or doing lesson planning. – Leaving the room without a trained substitute test administrator in the room. – Leaving students unattended during lunch or breaks. Be sure to not read the test content over a student’s shoulder and do not examine specific student responses during testing, since doing these will be a test security violation committed while active monitoring.

Two -way Communication Devices The use of cell phones or other two-way communication devices is prohibited during testing for students and test administrators. The reason is that smart phones can…. – disrupt the testing environment, – be used to cheat by obtaining unauthorized assistance on test content by students, and can – be used to image secure tests and compromise the confidentiality of the test with their camera feature by students and teachers. Districts are required to develop a policy that addresses these concerns.

Seating Chart Rule Seating Charts are required for all test administrations. Seating Charts must include: – Location of testing session (Campus, room) and a brief description of the testing area (classroom, library, broom closet, etc.) – The assessment being given including grade and subject. – The first and last names of the test administrator(s). – The first and last names of each student and where they were seated for testing. If students are re-grouped during testing an additional seating chart will be needed for the new group. The new seating chart should indicate the time students were regrouped.

Honor Statements Students in grades 9-12 will be asked to sign an honor statement immediately prior to taking TAKS and TAKS- M assessments. The language will appear on the answer document. Sign it in pencil. By signing my name, I agree that I will not give or receive unauthorized assistance during the test. I understand that giving or receiving unauthorized assistance during the test is cheating and may result in the invalidation of my test results. The test security supplement contains a sample letter to parents regarding the honor statement.

On-Site Monitoring by TEA TEA will again be conducting on-site visits to districts and campuses throughout the 2010 testing year. – TEA will use independent test monitors. – The monitors will show up unannounced. – Monitors report to the superintendent’s office first and then will go to campuses. – TEA Monitors will first report to the campus main office and sign in using the normal campus visitor process. – Provide them with campus maps and information about testing procedures. Answer their questions and provide them with any requested documents. The principal or campus testing coordinator may accompany them to show them testing sessions.

Departures from Test Administration Procedures Incidents resulting in a deviation from documented testing procedures are defined as testing irregularities. Each person participating in the testing program is responsible for reporting immediately to the district testing coordinator any violation or suspected violation of test security or confidentially, including all testing irregularities.

Serious Testing Irregularities Testing irregularities that constitute a disclosure of secure testing materials or altering student results either directly or indirectly are considered serious. Examples include: – Viewing the test before, during, or after testing unless authorized by the testing procedures. – Scoring student tests. – Discussing secure test content or student responses. – Copying or photographing secure testing materials without permission by TEA – Directly or Indirectly assisting students during testing. – Tampering with student responses on answer documents.

Penalties for Prohibited Conduct Placement of restrictions on the issuance, renewal, or holding of a Texas educator certificate, either indefinitely or for a set term; Issuance of an inscribed or non-inscribed reprimand; Suspension of a Texas educator certificate for a set term; or Revocation or cancellation of a Texas educator certificate without opportunity for reapplication for a set term or permanently. Possible criminal prosecution under TEC ξ39.0303, Section 552.352 of the Texas Government Code, and Section 37.10 of the Texas Penal Code.

Using Paraprofessionals TEA does allow school districts to use noncertified paraprofessionals who are employed by the district and routinely work with students in the classroom. The district must identify a certified staff member who will be responsible for supervising the paraprofessional. If a violation of test security or confidentiality occurs under this circumstance, then the supervising certified professional is subject to the penalties. Must complete and retain a district noncertified paraprofessional testing oath which includes the name of the supervisor and the signatures of both the paraprofessional and the supervisor.

Document Retention Districts are required to maintain the following documentation for a period of five years. – Testing irregularity and investigation documents. – Materials inventory and shipping records. – Signed security oaths for all testing personnel. – Seating Charts. – TELPAS Rating Rosters and Writing Verification Forms. In HPISD, campuses are responsible for storing their campus testing records and maintaining them for the required five year period of time. Testing records are based upon the calendar year, not the school year.

Optional Web-based Test Administrator Training Modules TEA has developed three training modules that address test security issues. They are available at the TEA web site. Topics addressed: 1)Active Monitoring 2)Distribution of Test Materials 3)Proper Handling of Secure Materials The modules show common errors, demonstrate correct procedures, and establish expectations for each topic. The operative word here is OPTIONAL.

Testing Irregularities in 2011 49

Testing Irregularities What is likely to go wrong in 2011? 50

 Wrong test administered  Blank answer document accepted  Wrong test form issued  Accommodation not provided  Eligible student not tested  Exempt or ineligible student tested Testing Irregularities  Most common irregularities in 2010 Contact Denise Beutel if one of these situations occurs

Reporting Irregularities 52 1.Teachers/ monitors notify Campus Coordinator 2.Campus Coordinator notifies Denise (DTC) and Campus Principal 3.Documentation and TEA notification

Questions About Test Security? 53

Campus Principal Responsibilities

Be knowledgeable about proper administration procedures for state assessments. Designate a campus testing coordinator. (may designate more than one) Receive training in state assessments. Provide oversight of the state testing program on your campus. Ensure that all appropriate campus personnel have been trained and sign an oath of test security and confidentiality. Designate test administrators in conjunction with your campus test coordinator. Be jointly responsible for test security and confidential integrity of all state assessments with the campus test coordinator.

Campus Principal Responsibilities Actively monitor campus testing sessions to ensure proper testing procedures and security are being followed. Sign a Campus Principal’s Oath of Test Security and Confidentiality. Sign the TELPAS Holistic Rating Rosters, thereby certifying that the raters are qualified and that ratings have been done in compliance with state guidelines. Report any testing irregularities and security violations immediately to the district test coordinator.

Test Administration Planning

Test Schedule and Directions All tests must be administered on the scheduled day. All tests must be administered in strict accordance with the instructions contained in the test administration manuals.

HPISD Testing Calendar for TAKS / TAKS-Acc / TAKS-M TAKS / TAKS-A / TAKS-MGradesDates Writing, Reading, ELAGrades 4, 7, 9, 10, 11 Grade 10 make up March 1, 2011 March 3 SSI Math & ReadingGrades 5, 8April 4-5, 2011 Math, Reading, Science, Social Studies (Except SSI grades and subjects) Grades 3-11April 26-29, 2011 SSI Math & Reading RetestGrades 5, 8May 17-18 LAT Testing LAT MathGrades 3,4,6,7,10April 25,2011 LAT Reading/ELA (2 Days)Grades 3,4,6,7,10April 26-27, 2011 LAT ScienceGrades 5, 8, 10April 29, 2011 LAT MathGrades 5, 8May 16, 2011 LAT Reading (2 Days)Grade 5, 8May 17-18, 2011 TELPASMar 7 – Apr 8, 2011 TELPAS Writing, Listening, SpeakingGrades K-12Mar 7-31, 2011 TELPAS ReadingGrades K-1Mar 7-31, 2011 TELPAS Reading (On-line)Grades 2-12Mar 22- Apr 1, 2011

Make Up Testing Make-up testing sessions are permitted only for the tests in grades and subjects that are used by NCLB to determine AYP ratings. Reading & Math grades 3-8 & 10. The student must be absent on the scheduled testing day in order to be eligible for make up testing. Only the Grade 10 ELA answer document requires additional bubbling. For the grade 10 ELA Make-Up it determines the answer key used to score the test.

TAKS-M Retest Opportunities Retest opportunities are available for TAKS-M reading and math at grades 5 & 8. (SSI grades and subjects) There are NO retest opportunities for any Exit level TAKS-M subject. The exit level TAKS-M is only a grade level test and not a graduation requirement like TAKS. The only way a student at grade 11 would retake TAKS-M subject tests is if the student is still classified as grade 11 the following year.

Make-up Testing Schedule Make-up Schedule for HPISD. – Grade 10 ELA – Mar. 3, 2011. – Grade 5 & 8 Reading & Math – April 6, 7, 2011 – Grade 10 Math –Apr. 28-30, 2011 – Grades 3, 4, 6, 7 Reading & Math – Thur-Fri April 28-30, 2011

April “Big testing week” Day by Day Monday, April 25Tuesday, April 26Wednesday, April 27Thursday, April 28Friday, April 29 LATLAT Math Grades 3,4,6,7,10 LAT Day 1 Grades 3,4,6,7,10 LAT Day 2 Grades 3,4,6,7,10 LAT Science Grades 5,8,10 TAKS TAKS ACC TAKS M Math Grades 3,4,6,7,10Grades 3,4,6,7 Exit level Math Science Grades 5,8,10, exit Grade 9 Math Social Studies Grades 8, 10, exit Dyslexia Bundle Reading DB Day 1 Grades 3,4,6,7 Reading DB Day 2 Grades 3,4,6,7 TAKS Exit Re- test ELA Exit RetestMath Exit RetestScience Exit RetestSocial Studies Exit Retest Make-Up testing Math Make—Up Grade 10 and Math Grades 3,4,6,7 – not taking dyslexia bundle and Math Grades 3,4,6,7 Return Testing Materials to ADMIM Return All Exit Retest Scorable and Non-scorable Monday, May 2 Elementary RETURN ALL SCORABLE Grades 3-4 Tuesday, May 3 MIS/ MS/ HS RETURN ALL SCORABLE Grades 5-11 SHIP to Austin On or Before Wednesday, May 11 RETURN ALL NON- SCORABLE Grades 3-11

Answer Documents

Two Answer Documents There are two answer documents that are used for all TAKS, TAKS (Accommodated), TAKS-M, and LAT testing. 1)TAKS, TAKS (Accommodated), and TAKS LAT including both English and Spanish are on one combined answer document (per grade) 2)TAKS–M and TAKS-M LAT –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), it is an online only system.

Note: There are 6 different math and 6 different reading answer keys for this answer document. EN is English and SP is Spanish

Remember there is no Spanish TAKS-M The big M helps identify TAKS-M answer documents.

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 2011 Reporting System

Answer Documents (continued) TAKS (Accommodated) and LAT assessments do not have field-test items. Students taking TAKS (Accommodated) or LAT assessments will not use all the bubbles in the answer choice areas on the answer documents except for the following assessments. Writing (grades 4 and 7) Reading (grade 9, grades 5 and 8 retests) ELA (grades 10 and 11) Math (grades 5 and 8 retests) Exit level retests 2011 Reporting System

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

Grade 4 2011 Reporting System

Ethnicity/Race Fields 2011 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. TAKS Individual Student Reports — results for students taking the TAKS (Accommodated) tests will be shown on each individual report.

2011 Reporting System TAKS/TAKS (Accommodated) (continued) Vertical Scale –Grades 3–8 reading and mathematics –No 2100/2400 Texas Projection Measure (TPM)

2011 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.

2011 Reporting System Texas English Language Proficiency Assessment System Individual Reports –Confidential Student Report –Confidential Student Label –Campus Roster Summary Report

Campus Accountability It is important to understand that it is the coding on the student answer documents that is used in the state accountability system to determine performance of subgroups and ratings. If the campus testing coordinator gets this wrong then you can make an appeal of your campus rating but there are no guarantees that TEA will accept the appeal since TEA makes it a clear campus responsibility to code answer documents correctly and appeals are not data correction opportunities.

What Coding Affects Accountability? For State Accountability Ratings Ethnicity, Race Economic Disadvantaged Status Score Code & Test Taken Information For AYP Accountability Ratings Ethnicity, Race Economic Disadvantaged Status LEP Status Special Education Status Score Code

What Coding Affects Accountability? For PBMS Accountability / Federal Programs Compliance Ethnicity, Race Economic Disadvantaged Status LEP Status Migrant Status Special Education Status Bilingual Status ESL Status At Risk Status CTE Status Score Code

How to Verifying Coding Everything is important since it affects something in one of the three accountability systems. I recommend that campus coordinators use sources other than our district SASI system to verify the coding since SASI was the source of the coding to begin with. – ESL/ campus registrar– LEP, ESL Status – Special Ed coordinators – Special Ed Status – Campus registrar – CATE Status – Campus registrar – Ethnicity, Race

Agency Use This area of the answer document is used to code exit level retest students taking TAAS (99999) or TEAMS (88888). Since TEAMS and TAAS are not longer offered, these students take the appropriate section of TAKS. The Agency Use coding identifies a different passing standard. TEA is no longer collecting information about make-up administrations or DAEP administrations in the Agency Use area of the answer document.

Campus Test Coordinator Responsibilities TAKS TAKS-M TAKS Accom

Campus Coordinator Responsibilities Read the coordinator’s manual, the coordinator supplement, the accommodations manual, and the test security supplement. Read the test specific administrator manuals. Attend test coordinator training. Receive and manage testing materials. Be responsible for all secure testing materials on your campus. Prepare answer documents for testing. Coordinate all campus testing logistics. Train test administrators. Establish and monitor testing procedures to insure test security.

Campus Coordinator Responsibilities You and your principal are responsible for test security on your campus. Supervise and actively monitor testing. Verify appropriate score codes, test taken information codes, testing accommodations codes, and all other coding is correct on answer documents. Prepare and return all testing materials to the district test coordinator. Be the campus contact for all questions about testing. Report testing irregularities and security violations immediately to the district test coordinator. Maintain testing records for a period of 5 years.

Receiving Materials About four weeks before testing I will email you an advanced materials inventory. Check it to make sure that you will have enough materials for testing. If you are short then call me and I will order more. When materials arrive on your campus, open the boxes immediately and do an inventory check to make sure that you have everything on your packing list. If anything is missing then immediately notify the district testing coordinator. – Shipping errors can be cleared up if addressed right after we receive the materials but after testing is complete you cannot claim that any shortage of secure testing materials is the result of a shipping error.

Secure Storage of Testing Materials Secure testing materials must be kept under lock and key in a secure location. A storage location is not secure if individuals who are not authorized to have access to the materials have a key to the storage location. (For example, custodians, administrators or others who may have a master key.) – You do not have to be concerned about personnel not assigned to your campus that may have a key such as the district maintenance staff or a central office administrator with a grand master key. That situation will fall under the responsibility of the district testing coordinator and the superintendent. Campus principals are required to sign off on the campus secure materials storage form and it will be retained as part of the test security documentation for five years at central office.

Before Test Planning Tests must be administered on the dates specified in the State Testing Calendar of Events. At least one test administrator for every 30 students. “Testing – Do Not Disturb” signs posted on testing rooms. Testing rooms should be quiet, well lighted, well ventilated, and comfortable. Bulletin Boards and instructional displays covered or removed if it contains anything that might aid students during testing.

Identifying Eligible Students It is important to recognize that there are specific eligibility requirements for the following assessments and/or accommodations. It is a testing irregularity to test students with an assessment they are not eligible for or to provide accommodations the student is not eligible to receive. – TAKS-M or TAKS-Alt – LAT testing – Dyslexia Bundled Accommodations – Oral Administrations – Use of Braille or Large print versions of the test.

Planning for Individual or Small Group Administrations LAT testing must be separated from regular TAKS testing. Dyslexia Bundled Accommodations testing must be separated from regular TAKS. Oral Administrations must be separated from regular TAKS testing. TAKS-M testing must be separated from regular TAKS testing. Small group is defined as smaller than a normal administration. However, the real issue is meeting the needs of the individual students involved.

During Testing Procedures Do not allow students to bubble in the demographic fields on the front of the answer document. No cell phones or other two-way telecommunication devices (students or teachers). Must give grade 5 students state-supplied rulers. CANNOT use other rulers. Must give students state-supplied math chart and science chart. Students may use highlighters in non-scorable test booklets.

During Testing Procedures No scratch paper for any TAKS testing (except as an accommodation or for an online test). Test administrators are not allowed to answer any question relating to the content of the test itself. Test administrators must actively monitor students during testing. Test administrators cannot leave the room unless a trained substitute test administrator is present. May change testing rooms as long as test security is not breached – be sure to complete a new seating chart!

During Testing Procedures Reinforcing, reviewing, and/or distributing testing strategies during an assessment is strictly prohibited. You cannot require students to use any particular test taking strategy. Students can use test taking strategies but you cannot require them to do so during the testing. This includes first marking answers in test booklet and then transferring them later to the answer document. Students must be allowed to work (not sleep) at their own pace. Students may not be directed to speed up or slow down.

During Testing Procedures Students must remain seated during testing and are not allowed to talk while test booklets are open. Students are not allowed to work on a previous section of the test or a section that has not yet been administered. Brief breaks in the testing room are allowed at the discretion of the test administrator. Lunch breaks are permitted, however students must remain as a group and be monitored by a trained test administrator so they do not discuss the test.

Time Requirements for Testing All TAKS tests are untimed. Each student must be allowed to have as much time as necessary to respond to every test item. Districts are not required to test beyond the regular school hours, but they are free to do so if they so choose. – Each campuses will determine how much time they are willing to extend the school day – typically this has not lasted beyond 5 or 5:30. Campuses must communicate testing end time to district testing coordinator. – It is important for all campuses to begin testing within the first hour of the school day to allow students adequate time to complete their TAKS tests.

Dictionaries and Thesauruses It is required to provide English-language dictionaries and thesauruses to students for the following TAKS, TAKS Acc., and TAKS-M tests. – grade 7 writing – composition only, not revising and editing. – 9 th grade reading – entire test. – grades 10-11 ELA – reading and composition portions of test, not revising and editing. Foreign language dictionaries not permitted. At least 1 dictionary for every 5 students. May provide ESL dictionaries for LEP students.

Calculator Use Must provide each student a graphing calculator for their entire grade 9-11 math test. (TAKS, TAKS Acc., TAKS-M) Must provide a four-function, scientific, or graphing calculator for science tests in grades 10-11. At least 1 calculator for every 5 students. It is allowable for students to use their own calculators. Districts are required to ensure that all calculator memory is cleared and all additional applications are disabled for testing.

Grade 3 Mathematics Reading Assistance Grade 3 math reading assistance is part of the standard administration for all students taking TAKS, TAKS Accommodated, or TAKS-M. Upon the request of the student, the test administrator may provide assistance by reading any word, phrase, or sentence of a test question or answer choice that the student is experiencing difficulty reading. Permitted on an individual basis only for any grade 3 student who requests it. Test administrators do not receive an additional copy of the test to provide mathematics reading assistance. Reading assistance is not an oral administration. Reading the entire grade 3 math test is an oral administration.

After Testing Procedures The test administrator must inspect the answer document to be sure the student bubbled in answers as instructed. This is also the last time to have students erase stray marks and darken answer choices if needed. After student testing materials are collected, students may be allowed to quietly read books or leave the testing room. (Must not disturb others still testing.) Immediately after each test session, the test administrator must return all test materials to the campus coordinator.

Returning Testing Materials TAKS

Preparing Materials for Return Verify that no answer documents have inadvertently been left in test booklets. Prepare the Grade 3 scorable test booklets that are to be scanned (used and voided) by removing the Pull tab from the vinyl seal if it has not already been removed. Verify that student information, test taken information, and accommodations coding on answer documents or scorable test booklets is accurate.

Preparing Materials for Return Verify that all test booklets and answer documents are accounted for. Secure test booklets must be put in serial number order for return to the district coordinator. Make sure that any transcribing that is required for special testing situations has been completed. Make sure the correct score code is marked on each answer document.

Returning Unused Precoded Labels and Answer Documents All precoded answer documents if not used must be returned under a VOID header with scorable materials. If a precoded label is attached to an answer document and not used then it must be returned under a VOID header with scorable materials. If a precoded label is not attached to an answer document then it is returned with the non-scorable materials.

Campus, Group, and Class Identification Sheets There is only one campus & group ID sheet and only one Class ID sheet for TAKS, TAKS-A, and TAKS-M. There must be at least one class identification sheet for each test group. A separate campus and group identification sheet must be completed for each group and testing program tested. Incorrect counts on the identification sheets will delay the processing of our results and score reports. Check that the number of answer documents match the number indicated on the identification sheets.

Packaging Materials Separate scorable from nonscorable materials. Separate voided answer documents from voided scorable test booklets. Use a paper band to band each group of scorable materials. – If you have all of a group in one band then you may leave the band blank. – If you have more than one banded set for a single group then write the campus, grade/test/form information on the band and number 1 of #, 2 of #, etc.

Returning Materials to District Coordinator Follow the packing charts in the coordinator’s manual to pack materials for return (pages 192- 193). Do not seal boxes so that materials can be checked and verified by the district test coordinator. Scorable and non-scorable materials should be ready for Arnaldo to pick up based on our testing calendar. Complete the State Testing Campus Check-In Form and include it with your materials for check-in at the district testing office.

Contact Information Denise Beutel, District Testing Coordinator Cell: 469-964-4392 Office: Ext. 3088 On testing days call the office first then try my cell phone. If you cannot reach me by cell phone then call Sherry Amyx at extension 3084. She will know where I am at all times and can get a message to me quickly to call you.

Test Administration Procedures

Campus Test Administrator Responsibilities TAKS TAKS-M TAKS Accom

Test Administrator Responsibilities Read the Test Administrator Manuals both general and specific. Attend training conducted by your campus test coordinator. Receive secure testing materials from your campus test coordinator. Observe all rules regarding test security and confidential integrity of the state testing system. Administer the tests in strict compliance with the directions in the Test Administrator Manuals. Supervise and actively monitor testing. Do not provide any unauthorized assistance to students during testing. Do not view the test, discuss the test, or score a student test either before, during, or after testing.

Test Administrator Responsibilities Mark the appropriate score code and test taken information code for each student test administered. Return all testing materials to the campus test coordinator immediately after students finish testing. Report testing irregularities and security violations immediately to the district test coordinator. Prepare statements for submission to TEA if you are involved in a testing irregularity or test security violation.

Accommodations

2010–2011 ACCOMMODATIONS MANUAL  Posted in August 2010  Training was offered during August at TETN event #7928  Updated Accommodations by Category Chart  Examples of Effective and Ineffective Objective Evidence  Includes information on LAT and TELPAS  Includes information on TAKS–Alt  All this, plus a whole lot more, can be found on the Accommodations Resources webpage at http://www.tea.state.tx.us/student.assessment/accommodati ons

WHO CAN USE ACCOMMODATIONS?  General education students with special needs  Students receiving services through Section 504  Students receiving special education services  English language learners  Unique to one student  Should not be provided to an entire group  One-Size-Fits-All ≠ Individualized

ROUTINELY USED  Accommodations should be routinely used during classroom instruction, assignments, and testing. This doesn’t mean that the accommodation must be used everyday.  By analyzing observation data and assignment/test scores with and without the use of accommodations, an educator may be able to see how the student has gained skills, overcome weaknesses, or progressed in the curriculum. Or it may confirm that the student still struggles in certain areas.  Do not provide a new or unfamiliar accommodation on statewide testing day.

ADDITIONAL IMPORTANT INFORMATION  Some accommodations may be appropriate for instructional use, but not appropriate or allowed for use on a state assessment.  Students should be involved in selecting accommodations when appropriate.  The first semester is the time to experiment with accommodations during classroom instruction and testing to find out what works. Monitor, adjust, and evaluate the effectiveness of each accommodation to see whether it is appropriate or necessary for statewide testing. Then determine if an ARF is necessary. There are sometimes exceptions.

THE ACCOMMODATION REQUEST PROCESS

Step 1 Step 2 Step 3 Step 4 Step 5

ONLINE ACCOMMODATION REQUEST FORM  Online Accommodation Request Form is the preferred method  http://www.etesttx.com/af http://www.etesttx.com/af  Attach electronic copies of supplemental aids in a PDF file  Online system is not secure, so districts should never submit confidential student information. The request will be deleted if confidential information is included.  Requires JavaScript and Internet Explorer v7.0 or greater (or access the form using Macintosh’s Safari or Mozilla’s Firefox browsers).  Update District Testing Coordinator info in AskTED.  Faxing should only be considered as a last resort.

Accommodation Request Forms Must submit requests by student but it may include multiple accommodations for multiple tests. If you have multiple requests for the same accommodation you still need to submit a separate request for each student. Approved ARFs are valid for all retests. Do not send in ARFs for things that are listed as allowable in the Accommodations Manual. Do not include confidential student information on the ARF. Write the local student ID number in upper left hand corner of the form.

SPREAD THE WORD  It is the intent of TEA’s Student Assessment Division that all resources created for the purpose of clarification or facilitation of testing accommodations be accessible and familiar to classroom teachers.  Almost 20% of respondents to the Spring 2010 Voluntary Survey on Testing Accommodations indicated that they did not use the Accommodations Manual when making decisions about testing accommodations for students.  Help ensure that all teachers in your district or region are aware of and have access to the Accommodations Manual and all related trainings.

TAKS Acc. Accommodations Supplemental aids on TAKS Acc. do not require an ARF if they are listed in appendix D. Calculation devices for grades 3-6 math and grade 5 science require an ARF. Grades 7-8 do not require an ARF for TAKS Acc. Manipulatives require an ARF if not listed on page 26 of the Accommodations Manual. Spelling assistance (word list only) for written compositions.

TAKS-M Accommodations Any supplemental aide that meets the requirements on page 70 or the Accommodations Manual are allowed on TAKS-M. Calculation devices are permitted on all TAKS-M math and science tests without an ARF. Manipulatives that serve as a tool can be used on TAKS-M tests without an ARF. Spelling assistance allowed for written compositions at grades 7, 10, & 11. Grade 4 writing is allowed only a word list.

Accommodation Request Forms In HPISD the process for submitting an ARF is; 1)Teacher writes the initial ARF and submits it to the campus SPED coordinator. 2)The campus SPED coordinator reviews the ARF, approves it, and forwards it to the district testing coordinator and copies Kami Turner and the campus Testing coordinator 3)The district testing coordinator will use the online process for submitting ARFs to TEA. 4)Responses from TEA will be forwarded to the campus SPED coordinator, Kami and campus testing coordinator immediately upon receiving them from TEA. All ARFs submitted directly online by teachers or other campus staff will be rejected by the district testing coordinator.

Accommodation Request Forms Provide objective evidence the proves the student requires the accommodation to access the grade-level curriculum. (See pages 44-47 in the Accommodations Manual for examples of effective and ineffective evidence for an ARF.) ARFs cannot be submitted at the last minute. TEA will not accept ARFs within two weeks of the testing date. There is also internal district processing time. Plan ahead!

Approved Supplemental Aids Become a secure testing material Must be submitted to campus testing coordinator 1 week BEFORE test date Will be placed with student test and answer document to be distributed on test day and returned after the student has completed their test

Accommodations Tracking Tool We will use a locally developed accommodations tracking tool to track the accommodations for all students testing with TAKS, TAKS Accommodated, and TAKS-M. This tool must be submitted to campus testing coordinators 1 week before testing

Special Ed & ADA Testing There is a moratorium on ARD meetings that affect testing decisions. Moratorium dates for 2011 are: – Feb 22 – Mar 1 ( 1 week – grades 4,7,9,10,11) – Mar 28 – Apr 1 (1 week – grades 5 & 8) – Apr 18 – 20 (2 weeks – grades 3-11) – May 11 – 13 (3 days – only retest students in grades 5 & 8) The accommodations tracking tool will be completed by the campus SPED coordinator and emailed to the campus testing coordinator and copied to the district testing coordinator by the end of the last school day before a moratorium begins. Testing plans will be based upon the accommodations specified in the tracking tool, including Impact.

Dyslexia Bundled Accommodations Available for eligible students in grades 3-8 on TAKS and TAK- A, but not TAKS-M. Requires Form 1 for primary administrations. (There is only one form of each test for SSI retest administrations.) Plan ahead! Math is given first. Use form 1 for math. Requires individual or group administration. (Not with students taking a regular administration.) Test administrator needs a copy of the test booklet. Note testing calendar on page 37 of coordinator manual. Same procedures as last year. – Orally reading proper nouns list before each passage. – Testing over two days. (prescribed break point) – Orally reading all questions and answer choices to students. See page 36 in coordinator manual for test administration guidelines.

Form 1 Multiple forms of TAKS tests are a result of imbedded field test items in the operational tests. The only difference between different forms is the field test items. The following tests only have a single form and do not have form numbers; – TAKS Writing – grades 4 & 7 – TAKS Reading & Math – grade 9 – TAKS ELA – grade 10 & exit – All LAT tests – ALL TAKS Accommodated tests – All TAKS-M tests – All SSI retest and Exit retest administrations. – Paper based TELPAS reading All other primary administration TAKS tests have multiple forms.

Oral Administration Available for eligible special education students on TAKS, TAKS Accommodated, and TAKS-M. Available for only Math, Science, and Social Studies. Not reading, writing or ELA tests. Encompasses different levels of reading support. Must be documented in IEP. Students may change level of support during testing only if this option is documented for that student. Form 1 must be used for primary test administrations. The Test Administrator needs a copy of the test booklet. Must maintain test security and confidential integrity. (Needs additional training and additional signature on security oath when the teacher is reading the test as part of the test administration.)

Linguistically Accommodated Testing (LAT) Available for students who have a state recent immigrant LEP exemption from taking TAKS or TAKS-M. Used for NCLB and includes; math and reading in grades 3-8 & 10 plus science in grades 5, 8, & 10. Must be tested separately from any other student testing programs. There will be a separate training to cover all things LAT for campus test coordinators and test administrators who will be giving LAT administrations of TAKS or TAKS-M. (see district training schedule)

TAKS–Modified

TAKS–MODIFIED  Very little to report about TAKS–M because it is being phased out.  Are there questions about TAKS–M I can address? (not STAAR... not yet).

TAKS–Alternate

NEW AND IMPROVED RESOURCES

Quick Tips Other Resources: Pearson Access Guide TAKS-Alt DTC/CTC Manual Technical Support 877-825-7258 or TAKSALT.techhelp@su pport.pearson.com

TAKS–ALT TESTING IRREGULARITIES

Things to Remember Regarding Testing Irregularities  User names and passwords cannot be shared.  If the student’s grade-level is incorrect, the student will receive the wrong assessment which will result in a testing irregularity.  Only test administrators that have successfully completed the required training can administer TAKS–Alt.  No one but the test administrator can view pages 2 and 3 of the documentation forms until after April 15, 2011.

 Teachers must use the state-required documentation form to plan, record, and evaluate the assessment. Failure to use the form will result in a testing irregularity.  Coordinators must review the test security section of the TAKS–Alt Manual for District and Campus Testing Coordinators located on pages 15-20 with test administrators.  If teachers submit an assessment with incorrect student information, a testing irregularity will result. Things to Remember Regarding Testing Irregularities

Assessment of English Language Learners

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

No LAT Changes This Year!

LAT Schedule DateSubjectGrades Mon, 4/25Math3, 4, 6, 7, 10 Tues, 4/26 Reading/ELA (Day 1) 3, 4, 6, 7, 10 Wed, 4/27 Reading/ELA (Day 2) 3, 4, 6, 7, 10 Fri, 4/29Science5, 8, 10 Mon, 5/16Math5, 8 Tues, 5/17 Reading (Day 1) 5, 8 Wed, 5/18Reading (Day 2) 5, 8

Arranging for testing requires collaboration with LPAC and subject-area teachers Linguistic accommodations in instruction are required by the Texas English Language Proficiency Standards (ELPS) Effective collaboration about LAT accommodations helps reinforce instructional requirements that promote academic achievement and English acquisition of ELLs LAT accommodations are described in Accommodations Manual and LAT Manual Code answer documents correctly LAT Planning Reminders

Detailed LAT TETN training to be offered February 11 from 9 to noon (event # 8237) LAT-specific training slides from last year’s TETN to be updated and posted to website before February 11

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

Holistically Rated Components of TELPAS K–1 Listening, Speaking, Reading, Writing 2–12 Listening, Speaking, Writing Several changes made since last year to streamline processes Multiple notices have gone out and several “heads up” TETNs have been conducted

Key Features of Streamlined System All online rater training now in spring only Training for K  1 and 2  12 raters aligned No more 1-time qualification in writing; shift to annual calibration across language domains Two online training components: Basic training course for new raters Calibration activities for all raters, both new and returning Texas TrainingCenter website has been redesigned accordingly―much easier to use CM 220

Key Features of Streamlined System New supplemental training model for raters (both new and returning) who have difficulty calibrating TrainingCenter reports for monitoring online training activities have been revised – easier to use Reports help coordinators track  who has registered, is in progress, or has completed online training  who needs supplemental training and  who may ultimately require rater support during live administration CM 220

Key Points to Emphasize During Training Holistic rating training no longer job of state-authorized teams of TELPAS trainers District and campus personnel have primary responsibility for supporting holistic rating training Vital for testing coordinators to have good working knowledge of holistic rating training As in past, testing coordinators responsible for ensuring adequacy of training sufficient numbers of raters Collaboration with bilingual/ESL specialists encouraged, but testing coordinators ultimately responsible for TELPAS administration

New Raters Online Basic Training Course If not calibrated: Supplemental Holistic Rating Training Final Online Calibration Activity Set 3 Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 Fall ELPS-TELPAS Professional Development (For new teachers and new prospective raters -- recommended) Returning Raters Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 Spring TELPAS Administration Procedures Training Covers holistic rating training requirements and procedures for conducting TELPAS CM 221

K–1 NewK–1 Returning Individuals who have not completed K–1 holistic rating training requirements Individuals who completed K–1 holistic rating training requirements in a previous year Definitions of New and Returning Raters K–1 and 2–12 2–12 New2–12 Returning Individuals who have not completed 2–12 holistic rating training requirements Individuals who completed 2–12 holistic rating training requirements in a previous year Raters who complete K–1 but not 2–12 training will be new raters if they switch to 2–12, and vice versa. K–1 and 2–12 training are separate because of differences in test components and rating rubrics (PLDs). 159 CM 239

TEA Rater Training Recommendation: Consider having returning raters repeat new rater training if they have not completed TELPAS training since 2007-2008 school year Returning rater planning roster (made available to districts in November) lists returning raters in accordance with this recommendation Raters told to consult with testing coordinator if unsure of training assignment A district may, at its discretion, require a returning rater to repeat training for new raters; raters are informed of this in manual and on online training webpage Training of Returning Raters CM 239

Training Supplemental Support Providers Registration for TEA’s web-based training ends December 17 Individuals who register must meet specified criteria Individuals trained by TEA may turn around training to other qualified individuals if more supplemental trainers needed CM 222 DC Act 6 CC Act 6

Criteria to Be Met 1.A supplemental support provider must be a 2009–2010 state-authorized trainer, or fully trained and refreshed K–1 rater, or fully trained, qualified, and refreshed 2–12 rater 2.Individual must attend a TEA web-based training or turnaround training session 3.Individual must calibrate on either set 1 or 2 Goals – Build local rating expertise Enable supplemental support to be provided locally CM 222 DC Act 6 CC Act 6

Training Supplemental Support Providers Arrange for enough support providers (trainers) to meet district needs With proper foundation, only small numbers of raters should need supplemental support Recommendation―at least one trainer per district for each of these clusters: K  1, 2  5, 6  12 Districts with substantial numbers of ELLs may benefit from having more trainers Districts, not ESCs, have primary responsibility for supplemental training of raters CM 222 DC Act 6 CC Act 6

Supplemental Support for Raters Raters not successful after calibration set 2 to get supplemental support and then complete set 3 before start of testing window Raters need access code to complete set 3 Supplemental training resources to be posted in Resources area of TrainingCenter website (in section requiring coordinator access) CM 222 DC Act 6 CC Act 6

2 Basic Models of Supplemental Support 1. Individual or group session Raters attend one-on-one or group session with trainer before completing final calibration set 2. Brief meeting followed by additional consultation at rater’s request Rater meets briefly with trainer to receive instructions on resources to review After review, rater schedules time to get additional clarification, if needed, before completing final calibration set DC Act 6 CC Act 6

Uncalibrated Raters CM 220, 243, 283 As in past, only raters who complete state-required training and calibration activities are authorized to serve as raters Raters who complete required training but are unable to calibrate may serve as raters at district’s discretion; however, during live administration districts must provide them with rating support in all domains

TELPAS Holistic Rating Training Dates DateActivity 1/3Launch of Assembling and Verifying Grades 2–12 Writing Collections course 1/3–7TELPAS Manual due in districts (available online in December) 1/7End date for district coordinator training—all TELPAS components 1/10Launch of online basic training courses for new K–1 and 2–12 raters (course should not be taken until after rater administration procedures training) 1/21End date for campus coordinator training—holistically rated components 1/18–2/1TEA conducts web-based supplemental support TOTs 1/31Calibration window opens for new and returning raters—first 2 sets 2/1End date for administration procedures training – holistically rated components 2/1Earliest eligibility date for TELPAS writing samples 2/163 rd and final calibration set available (supplemental training window starts) 3/7–4/8TELPAS assessment window 167 CM 223

Be sure raters know assigned grade cluster of training Grade cluster of training must correspond to grade levels of students to be assessed by rater See Campus Coordinator Activity 6 for special instructions for raters who have students in multiple grade clusters Raters are directed to consult campus coordinator for instructions if they rate multiple clusters CM 274

Training Certificates and PD Hours Basic Training Course – certificate of completion Calibration – certificate of successful completion Professional development (PD) hours no longer on certificates, just in training histories Raters no longer required to print a certificate for their records; just required to print copy for coordinator See rater user’s guide for pictures of certificates and screen shot of training history section of TrainingCenter website DC Act 6 CC Act 6

Tips for Rater Training Ensure that new raters have appropriate knowledge of TELPAS and understand importance of being well-trained in rating process  In addition to information in TELPAS Manual, slides from presentations listed in District Coordinator Activity 3 can be used as needed to build foundational understandings in administration procedures training  Review guidelines for conducting administration procedures training (Campus Coordinator Activity 4, p. 268) Familiarize raters with webpage where online training and calibration activities are launched Review writing collection assembly procedures Have raters keep My Info section of TrainingCenter current — training records cannot otherwise be fully accurate

TELPAS Manual Notes for Rater Training Online training course and calibration information  Rater Activity 2 (holistic rating training requirements) describes requirements and processes; contains training flowchart  Rater user’s guide (Appendix D) shows how to access and navigate through course and calibration sets Rater Activity 4 (preparing to rate) — new activity; reviews key info from online training course; contains key information from former new-rater training binder; raters should review this before starting to assign students’ ratings Rater Activity 5 (rating students) — emphasize adhering to “Procedures for Rating Students,” page 38

Listening and Speaking Audit TEA to conduct listening and speaking audit to gather validity and reliability evidence of these domains Audit will require raters to complete questionnaire and describe basis for ratings they assign to students selected for audit Districts to be notified by end of February of any campuses selected CM 223

Reminders Web-based training enables TEA and districts to monitor course completion and performance on practice and calibration activities; this provides evidence of assessment validity and reliability Raters must complete course rating practice activities and calibration sets independently; collaboration is not permitted A student is not permitted to have one rater for some domains and another rater for other domains 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)

Online Reading Tests and Data Submission Through the Texas Assessment Management System Website access: http://www.TexasAssessment.comhttp://www.TexasAssessment.com

TELPAS Online Reading Test Grade Clusters  Grade 2  Grade 3  Grades 4–5  Grades 6–7  Grades 8–9  Grades 10–12

Key Resources for Online Testing Manuals –District and Campus Coordinator Manual –TELPAS Manual for Raters and Test Administrators Technology Information –User’s Guide for the Texas Assessment Management System (to be updated for TELPAS in December) –User Roles and Permissions for the Texas Assessment Management System –PearsonAccess Technology Guidelines –Proctor Caching User’s Guide –TestNav Technology Guidelines –Unified Texas Minimum System Requirements Practice –Practice Center (available for TELPAS sometime in January) CM 217-218

Key Technology Information Flash-based online testing interface introduced in spring 2010 will continue to be used; interface changes made to improve performance and efficiency Student tutorials have been revised and must be replaced Proctor caching now required; TELPAS tests to be available earlier for proctor caching Recommendations:  Proctor cache 3–5 days before testing  Allow proctor caching and TestNav to bypass software packages for third-party virus protection and content filtering—some of these packages interfere with functionality of proctor caching and TestNav DC Act 8

New Assessment Management System Website Features for Online Testing Improved processes for uploading student data Improved process for handling students who move between campuses and districts during TELPAS Enhanced features to prevent districts from testing students in an incorrect grade cluster Built to accommodate holistic rating component  Separate screen for entering holistic ratings  Students can now be grouped one way for entry of rating information and another way for online reading tests DC Act 8

179 Rating Entry Groups Testing personnel will create rating entry groups for students in K–12 in addition to the online reading test sessions they create for students in grades 2–12 Ratings cannot be entered until student is placed in rating entry group Rating entry groups created and accessed from Student Evaluation tab Recommendation―create these 1 to 2 weeks before testing DC Act 12 CC Act 13

Rating Entry Groups and Online Test Sessions Big understandings – These are separate groupings, totally independent of each other Rating entry groups are independent of reporting groups assigned in student data upload process Rating entry groups can be however large or small within a campus DC Act 12 CC Act 13

Assigning User Access – Roles and Permissions Assessment Management System uses a role-based design; user roles have specified permissions to perform functions See roles and permissions document accessible from http://www.TexasAssessment.com/resources http://www.TexasAssessment.com/resources Roles can be assigned to testing personnel singly or through file uploads District Coordinator Activity 9 (assigning user roles) should be emphasized in training of district and campus coordinators DC Act 9

Assigning User Access – Roles and Permissions Roles to choose from for TELPAS: district testing coordinator campus testing coordinator online session administrator online test administrator rating entry assistant Most Permissions Fewest Permissions DC Act 9

3 Roles to Be Clear About Online Session Administrator Good role for tech staff or other personnel who will help campus coordinator set up and manage online test sessions and/or rating entry groups Online Test Administrator Good role for reading test administrators who just need limited permissions such as starting/stopping sessions and resuming tests Rating Entry Assistant Good role for personnel who will just enter holistic ratings (this role cannot set up rating entry groups) DC Act 9

Uploading, Reviewing, and Updating Student Records Student upload option to be selected by Dec. 10 (Nov. 10 e-mail). 2 options:  PEIMS upload  Locally created district datafile PEIMS data to be uploaded by Pearson by Jan. 3 Locally created files can be uploaded by districts as early as Jan. 3 Once uploaded, 2  3 weeks should be reserved for data verification before start of testing window DC Act 10 CC Act 11

Reviewing and Updating Student Records District and campus coordinators can both download and update files, but only district coordinators can re-upload files Only district coordinators can change data directly within online system (i.e., edit fields, add or delete students) Years in US Schools (not a PEIMS element):  Rather than add data student by student within online system (which only district coordinator role can do), file download and re-upload process can be used  Remember that fields have changed slightly this year (Sept. 15 e-mail)  Former Years 5 or more category is split into year 5 and years 6 or more (see page 288) DC Act 10 CC Act 11

Managing Students Who Move During TELPAS Assessment Management System user guide contains technical instructions for adding and removing students Coordinator Manual Appendix H describes procedures for managing assessments of students who move within districts or across districts during TELPAS No longer necessary to call or e-mail Pearson Districts use Assessment Management System to  identify sending districts and campuses  determine what assessments have been completed District coordinators can add new enrollees one by one or through file upload process Appendix H

Chart Added for Ease of Reference 187 Appendix H

Entering Ratings in Online System Raters are required to record their ratings on TELPAS Student Rating Rosters (Appendix B of TELPAS Manual) Raters may or may not be needed to enter students’ ratings in online system For raters who are so directed, new TELPAS Manual Rater Activities 6 and 7 describe how to (1) set up rating entry groups and (2) enter holistic rating information in Assessment Management System  Reminder: Individuals must be assigned appropriate online user roles to perform these functions: o Online session administrators can both set up rating entry groups and enter ratings o Rating entry assistants can only enter ratings CC Act 15

To be entered on Enter TELPAS Holistic Rating Information screen in Student Details view of Student Evaluation tab Information from TELPAS Student Rating Roster must be entered for each student:  Holistic ratings (or “do not score” designations of ARD Decision or Extenuating Circumstances)  Rater information fields A and B “Do not score” designations should be very rare Information can be entered/updated any time during administration window Holistic Ratings and Related Information CC Act 15

TELPAS Student Rating Roster (Top Portion) Appendix B of TELPAS Manual 190

191 Enter TELPAS Holistic Rating Information Screen

To be entered on Student Test Details screen within Test Management tab “Do not score” codes –Absent –Second Semester Immigrant Non-English Reader –ARD Decision –TEA-Approved Paper Administration –Other Student Not to Be Scored For students who move, sending districts that are to supply only holistic ratings should ensure that students are NOT in a reading test session; “do not score” codes should NOT be entered for such students Students with “do not score” codes must also have their tests marked complete through Mark Test Complete screen Reading Test “Do Not Score” Codes CC Act 15

193 Student Test Details Screen

Reminder – Mark Test Complete Reading tests should only be marked complete for following reasons:  “Do not score” situations Absence for entire testing window Second semester immigrant non-English reader ARD Decision TEA-approved paper administration for a student already in an online test session Other (illness or testing irregularity)  Student forgot to click Submit at end of test District coordinators, campus coordinators, and online session administrators have access to complete this task CC Act 15

195 Mark Test Complete Screen

Ensuring Records Are Verified as Complete by End of Window End of testing window – April 8 (HPISD April 1 st if possible) End of final data verification window – April 13 4 reports available to help coordinators monitor completion of TELPAS assessments  2 reports on holistically rated assessments  2 reports combine reading test and holistic rating data DC Act 14 CC Act 17

4 Coordinator Reports Holistic rating reports 1.Student Status Report Lists rating entries by student 2.Snapshot Report Summarizes numbers of students not started, in progress, complete Combined reading / holistic rating reports 1.Combined Status Report Similar to former TELPAS Student Status Page; enables coordinators to know whether key data elements are complete (rating information, grades 2  12 reading tests, years in U.S. schools data) 2.Summary Report (District Level Only) Summarizes by campus numbers of students not started, in progress, complete, and resolution required DC Act 14 CC Act 17

TELPAS Combined Status Report

Report for Tracking Test Status of Students Who Move Combined Status Report can be used by both sending and receiving districts to monitor status of a student’s holistic ratings and online reading test Both districts will see what tests have been taken and are left to complete Report generated at campus and district level See Assessment Management System user guide for instructions on accessing report Appendix H

New Roles, Training, and Oath Requirements Supplemental support providers Same training as raters, plus supplemental support provider training Sign rater oath; section added Rating entry assistants TELPAS administration procedures training Sign rater oath; section added Online session administrators TELPAS administration procedures training Sign test administrator oath; section added DC Act 3

More Detailed Slides For more detailed slides, access the following Texas Assessment Conference presentations from: www.tea.state.tx.us/student.assessment/ell  Streamlined TELPAS Holistic Rating Training System for Spring 2011  TELPAS Online Testing and Data Collection

202 ELL Assessment TETNs December 16 ● 9:00-12:00 ● event # 8126 Annual LPAC Assessment Manual Training For ESC personnel who conduct LPAC training on the LPAC assessment decision-making process; open to ESC personnel only January 7 ● 9:00-12:00 ● event # 8302 TELPAS Spring Online Training System For coordinators; review of spring online holistic rating training and calibration procedures; review of updated TrainingCenter website January 21 ● 1:00-3:30 ● event # 8304 TELPAS Online Testing For coordinators; review of Assessment Management System components for TELPAS administration February 11 ● 9:00-12:00 ● event # 8237 LAT Procedures For coordinators; review of information to use in training LAT test administrators

You have now completed the State Assessments Training for 2011.

2011 State Testing Training Highland Park ISD January 2011.

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2011 State Testing Training Highland Park ISD January 2011.

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