Grades 3 – Exit Level Primary Exit Level Retest Campus TAKS Training April 19, 2011 KILLEENISDKILLEENISD.

Grades 3 – Exit Level Primary Exit Level Retest Campus TAKS Training April 19, 2011 KILLEENISDKILLEENISD

This training session does not eliminate your requirement to read the appropriate Test Administrator Manuals. MANUALS READ THE MANUALS!!

First… 1 st

Grade 9 April 28MathNot Allowed Grade 10 April 26MathApril 27-30 April 28ScienceNot Allowed April 29Social StudiesNot Allowed Grade XL April 27MathNot Allowed April 28ScienceNot Allowed April 29Social StudiesNot Allowed HIGH SCHOOL TAKS SCHEDULE – P RIMARY A DMIN (N ON -LAT S TUDENTS ) MAKE-UP TESTINGTEST DATE

Grade 9 April 28Math Grade 10 April 26Math April 28Science April 29Social Studies Grade XL April 27Math April 28Science April 29Social Studies HIGH SCHOOL TAKS SCHEDULE – P RIMARY A DMIN (N ON -LAT S TUDENTS ) Remember to provide a Form 1 test booklet to each test administrator giving regular TAKS oral admin. Remember to administer Form 1 if student is taking regular TAKS with oral administration

Grade 10 April 25MathApril 26-30 April 26-27ELAApril 27-30 April 29ScienceNot Allowed HIGH SCHOOL TAKS SCHEDULE (LAT S TUDENTS ) MAKE-UP TESTINGTEST DATE

Grade 10 April 25Math April 26-27ELA April 29Science HIGH SCHOOL TAKS SCHEDULE (LAT S TUDENTS ) Remember: You must bubble “L” as the score code for your Grade 10 LAT students. BUBBLE “L”“L”

CALCULATOR USE GRADECALCULATOR USE FOR TAKS AND TAKS (ACCOMM) 9 Math: Graphing calculators without QWERTY keyboard or computer algebra system (CAS) required. 10 (including Grade 10 LAT) Math: Graphing calculators without QWERTY keyboard or computer algebra system (CAS) required. Science: Four-function, scientific, or graphing calculator without QWERTY keyboard or computer algebra system (CAS) required. Exit Level Math: Graphing calculators without QWERTY keyboard or computer algebra system (CAS) required. Science: Four-function, scientific, or graphing calculator without QWERTY keyboard or computer algebra system (CAS) required.

TAKS CALCULATOR USE  Students may use their own calculator instead of the ones provided by the district.  Campus personnel are responsible for ensuring that both district-supplied and student-supplied calculators are cleared before and after testing.  All types of memory, including standard memory, RAM, ROM, and flash ROM, must be cleared to factory default both before and after testing.  Any programs or applications must be removed or disabled prior to testing.  For math tests in which calculators are required, each student must have a graphing calculator to use throughout the entire administration.  For science tests in which calculators are required, there should be at least one calculator for every five students.  If students share a calculator during a science test, the memory must be cleared by a test administrator after each student uses it.

MATH & SCIENCE CHARTS & RULERS  Test administrators must give appropriate state-supplied math chart to each student  Test administrators must give appropriate state-supplied science chart to each student to use during the grade 8, grade 10, and exit level science tests.  Test administrators must give each grade 5 student a state- supplied ruler to use during science tests. Only the ruler provided by the state may be used.  Students are NOT allowed to write on the separate math chart, science chart, or ruler. Students may make notes or work problems in their test booklets.

REMINDER DON’T HAVE STUDENTS FILL IN THE STUDENT IDENTIFICATION / DEMOGRAPHIC INFORMATION

T EST A DMINISTRATOR I NSTRUCTIONS Test Administrators should not use Appendix A

TAKS vs GRADE 5 SCIENCE APRIL 2011 Make sure students write their names on their test booklets # GRADE 5 SCIENCE

TAKS - M APRIL 2011 GRADE 5 SCIENCE Make sure students write their names on their test booklets

TAKS/TAKS Accomm TAKS - M “Copy the nine-digit number from the back of your test booklet into the boxes beside the words “TEST BOOKLET #” on your answer document. Be sure to copy this number exactly as it appears...” Monitor students closely while they copy the security number. When all students have finished, continue. MATH TEST BOOKLET # “Copy the nine-digit number from the back of your test booklet into the boxes beside the words “MATH TEST BOOKLET #” on your answer document. Be sure to copy this number exactly as it appears...” Monitor students closely while they copy the security number. When all students have finished, continue. “Copy the nine-digit number from the back of your test booklet into the boxes beside the words “READING TEST BOOKLET #” on your answer document. Be sure to copy this number exactly as it appears...” Monitor students closely while they copy the security number. When all students have finished, continue. READING TEST BOOKLET #

W RITING ON T EST M ATERIALS Test Security Supplement – pg. 4 It has become increasingly evident that many district and campus staff have been writing students’ names and/or placing labels on students’ test booklets in an effort to reduce or eliminate distribution errors. It has also been observed that testing personnel have been writing test booklet numbers on students’ answer documents. TEA does not discourage districts from implementing local policies designed to ensure that materials are issued correctly; however, it appears that many campuses have incorporated these practices in a way that conflicts with testing procedures. Procedures for administering state assessments are clearly outlined in the test administration manuals, where scripted instructions specifically direct test administrators to tell examinees that they will write their names on their booklets and their booklet numbers on their answer documents.

Assessment staff, therefore, should not write or place labels on areas of the test booklet or answer document that are reserved for student use. Staff may write or place labels in the upper right portion on the front cover of students’ test booklets as long as these actions do not result in test administrators deviating from scripted directions. If space permits, staff may also write test booklet numbers in the upper right portion on the front of students’ answer documents. No other label besides the precoded label should ever be placed on an answer document. W RITING ON T EST M ATERIALS ( CONTINUED )

TAKS vs GRADE 5 SCIENCE APRIL 2011 63 GRADE 5 SCIENCE May place student name here

May place student booklet # here

T EST B OOKLET # D IRECTIONS

G RADE L EVELS AND S UBJECTS  For grade levels with multiple tests on different days, students present for the first day of testing and testing with the same version will not copy the same booklet number for the second subject / day.  3 rd Grade—Math and Reading  4 th Grade—Math and Reading  6 th Grade—Math and Reading  7 th Grade—Math and Reading  8 th Grade—Science and Social Studies

April 12, 2011 Killeen Independent School District Assessment & Accountability

INCIDENTS 1) Campus test coordinator looked in a student’s test booklet to see if he/she answered questions in test booklet. Rule: No person may review or discuss student responses during or after a test administration unless specifically authorized to do so by the procedures outlined in the test administration materials. If circumstances necessitate that a test booklet be examined, permission must be obtained from TEA before the test booklet is examined. (General Test Admin Manual – pg. 5)

INCIDENTS DCCM – pg. 68 Failure to Record Answers Problem: A campus coordinator asks for clarification about how a test administrator should respond if a student has neglected to record his responses on his answer document. … If the student in this situation were to leave the testing area without having recorded his responses, the district testing coordinator must obtain prior approval from TEA before campus personnel would be permitted to view the student’s test booklet for marked responses or transcribe any answers he may have recorded in the test booklet.

INCIDENTS DCCM – pg. 178

INCIDENTS Test Security Supplement – pg. 21 Examples of how to address certain monitoring errors:  While packing scorable materials, the campus coordinator discovered that a test administrator had accepted a blank answer document. In this situation, the campus coordinator should first notify the district coordinator, who can then contact TEA and request permission to confirm whether the student has marked answers in the test booklet and, if so, to transcribe those responses onto the answer document. Campus personnel should be reminded in training and during test that they are NOT permitted to view or transcribe the contents of a student’s test booklet without PRIOR authorization from TEA.

INCIDENTS 2)Gave wrong test on designated day 3)Form 01 not given to student - test administrators did not think it mattered if student was given Form 01 or other form 4)Test administrator took students who were not finished testing to her classroom to eat lunch. (Room not prepped for testing.)

INCIDENTS 5) Teachers/test administrators asked students about TAKS test after they finished. 6)LEP exempt student mistakenly given test. 7)Two students with same first name in class. Test administrator gave wrong answer document to student. (One absent – other present.)

INCIDENTS 8)Non special education student given TAKS Accommodated test 9)Test administrators grading papers and on computer instead of actively monitoring students who were testing 10) Students in long line for restroom were directed to a different restroom (together/unmonitored) Test administrators MUST be actively engaged in observing students’ behavior at all times during the administration of state assessments.

INCIDENTS 11) Student threw up on test booklet. CTC replaced test booklet with different form #. 12) Room not prepped appropriately for testing (large poster that was easily readable left on floor during testing) 13) CTC sent secure test documents to KLSS via untrained person

W HAT IS LAT?  LAT involves providing linguistic accommodations during testing so that qualifying ELLs can better understand the language of the test and have a more meaningful and valid assessment of academic knowledge and skills  LAT was developed 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

LAT G RADES AND S UBJECTS  Grades 3–8 and 10 – Mathematics – Reading and ELA  Grades 5, 8, and 10 – Science LAT is available in Spanish in grades 3-5

L INGUISTIC A CCOMMODATIONS DURING A SSESSMENT - LAT  LAT accommodations link to instructional accommodations addressing communication (making language comprehensible)  At the time of the annual state assessments, only eligible immigrant ELLs may take LAT  Only allowable linguistic accommodations that have been used routinely in instruction and assessment may be provided to students during their LAT administration

LAT A CCOMMODATION D ECISIONS  The LPAC (and ARD, if applicable) collaborates with the subject-area teacher of each eligible immigrant ELL and the testing coordinator to  make and document decisions about the linguistic accommodations to be provided  determine the need for individual versus small-group LAT administrations  identify appropriate LAT test administrators

LAT A CCOMMODATION D ECISIONS  Multiple accommodations are often appropriate  Decisions involve reviewing accommodations used in instruction  Decisions must be based on individual needs of student and whether accommodations are used routinely in instruction and testing  Documentation must be kept in student’s permanent record file

A CCOUNTABILITY  LAT results of LEP-exempt ELLs are used for federal accountability (AYP), not state accountability purposes  Student-level LAT results are provided to schools  Results of LEP-exempt students are not included in campus and district TAKS summary reports

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

LAT AND N EW P ROVISIONS FOR Q UALIFYING A SYLEES /R EFUGEES  Recent changes in state regulations allow the LAT process to be used with a small number of ELL asylees and refugees who are beyond the LEP exemption period  Certain LAT procedures differ for these students  Asylee/refugee provisions to be explained later in a separate PowerPoint presentation

W HAT ABOUT LAT AND SSI?  Students in grades 5 and 8 assessed with LAT math and reading are not subject to SSI test requirements  They do not retake SSI tests if not successful  They test for the first and only time during May SSI retest administration

DateLAT TestGrades Mon, April 25Math3-4, 6-7, 10 Tues, April 26 Reading/ELA (Day 1) 3-4, 6-7, 10 Wed, April 27 Reading/ELA (Day 2) 3-4, 6-7, 10 Fri, April 29Science5, 8, 10 LAT S CHEDULING FOR A PRIL 2011

G ENERAL F EATURES OF LAT A DMINISTRATIONS  Linguistic accommodations during testing  Preparing students for LAT administrations  Special training for LAT test administrators  LAT test administrator manual*  Test booklets with “LAT” on cover*  Specific answer document coding *Some differences for LAT administrations of TAKS-M apply. See TAKS-M portion of presentation for details

LAT I NDIRECT L INGUISTIC S UPPORT A CCOMMODATIONS Math/ScienceReading/ELA Clarification of test directions Breaks at request of student Testing over 2 days These accommodations are built into testing procedures for all LAT students

2-D AY LAT A DMINISTRATIONS OF TAKS R EADING /ELA The administration directions in the LAT test administrator manual specify where in the booklet to stop at the end of Day 1

LAT M ATH AND S CIENCE D IRECT L INGUISTIC S UPPORT A CCOMMODATIONS  Linguistic simplification  Oral translation  Reading assistance  Bilingual dictionary  Bilingual glossary  English and Spanish test side by side*  *Available in grades 3-5; LPAC documents whether English or Spanish will be the primary booklet

LAT R EADING AND ELA D IRECT S UPPORT A CCOMMODATIONS  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 applicable to LAT administrations of the writing sections of grade 10 ELA. See the LAT test administrator manual for details

S ECURE L INGUISTIC S IMPLIFICATION G UIDES (LSG S )  Produced for LAT administrations of math and science  LSGs for grades 3-5 have Spanish section (which differs from English section)  Printed by grade and subject  No guides for LAT reading/ELA  May be viewed only during test administration

P REPARING S TUDENTS F OR LAT A DMINISTRATIONS  Students taking a LAT administration need to be familiar with the way their test session will be conducted before the test administration begins  Prior to starting the test administration, the LAT test administrator will need to talk to the students about the testing process, make them feel comfortable, and review the linguistic assistance they will be able to request  The students should already be familiar with receiving linguistic accommodations in instruction but need to know how the accommodations are provided during standardized testing

LAT T EST A DMINISTRATOR T RAINING  All test administrators are required to be trained annually in test security and TAKS testing procedures  In addition, LAT test administrators must be trained in the procedures specific to LAT administrations  It is vital that test administrators read all pertinent manuals thoroughly

M ANUALS  There is one LAT test administrator manual that encompasses all LAT administrations, with the exception of TAKS–M  LAT accommodations are also detailed in the 2010-2011 Accommodations Manual

T EST A DMINISTRATION D IRECTIONS  LAT administration directions read aloud to students on day of testing are worded more simply than TAKS directions  For all grades, LAT administration directions are provided in English and Spanish  As with TELPAS reading tests, LAT test administrators may further simplify directions as needed

T EST A DMINISTRATION D IRECTIONS  LAT tests are shorter than TAKS tests because there are no embedded field-test items  Because TAKS answer documents are used for LAT administrations in grades 4–8 and 10 (grade 10 ELA excluded), students will not use all spaces on answer document

T EST A DMINISTRATION D IRECTIONS  To address this situation, administration directions instruct test administrators to say, for example: “Stop when you get to the last page of your booklet. Your last test question is NUMBER 43*. This is where your test ends. You will not use all the circles on your answer document.” *Number varies by grade and subject

T EST B OOKLETS  LAT test booklets are separate, different forms of TAKS. The test booklets say “LAT” on the cover. There is one form of each test  LAT booklets are formatted with a larger font and more white space  LAT tests cannot be interchanged with TAKS tests to resolve booklet shortages

A NSWER D OCUMENTS  The regular TAKS answer documents are used for LAT administrations (exception: grade 10 ELA answer document and grade 3 scorable test booklet say “LAT”)

SCORE CODE F IELD  “L” in the SCORE CODE field must be marked for each LEP-exempt student  Test will be scored as a LAT test based on the “L” SCORE CODE and the information in the LAT FORM and LAT INFO fields

SCORE CODE F IELD  “S” must NOT be marked for LEP-exempt students  Answer documents must be coded properly for correct scoring and use in accountability measures T he “L” SCORE CODE must ALWAYS be marked for LEP-exempt students taking LAT administrations

LAT FORM A REA  The LAT FORM area is part of the TEST TAKEN INFO field on the TAKS answer document  The LAT FORM area is used to record that a LAT test form was used and which language version of the test was administered to the student

LAT INFO A REA  After testing, the LAT INFO area of the TEST TAKEN INFO field must be completed by the test administrator  Column A – accommodations used during test administration  Column B –any testing irregularities or absences Column A of the LAT INFO area must be gridded in order for a student to be scored as a LAT participant

LAT INFO A REA

S UBMITTING A NSWER D OCUMENTS – S OME S PECIAL C ASES  For the grade 10 ELA test, students taking LAT administrations test in April rather than March  For the grades 5 and 8 reading and math tests, students taking LAT administrations test in May rather than April  In both cases, the benefit to the students is additional time to learn English

S UBMITTING A NSWER D OCUMENTS - S OME S PECIAL C ASES  Important:  for grade 10 ELA, answer documents must be submitted for LEP-exempt students in March with the “L” score code marked  for grades 5 and 8 reading and math, answer documents must be submitted for LEP-exempt students in April with the “L” score code marked  Based on this information, precoded materials will be provided for these students for the LAT administration Note that for other LAT grades, precoded answer documents will be generated through the normal process

S UBMITTING A NSWER D OCUMENTS - S OME S PECIAL C ASES TAKS A DMIN. D ATE LAT A DMIN. D ATE ( S ) A CTION R EQUIRED Gr 10 ELAMarch 1April 26-27 Submit answer document in March coded “L” for LEP-exempt students taking LAT in April Gr 5 Math Gr 8 Math April 4May 16 Submit answer document in April coded “L” for each LEP-exempt student testing in May Gr 5 Reading Gr 8 Reading April 5May 17-18

LAT FOR S TUDENTS R ECEIVING S PECIAL E DUCATION S ERVICES  LEP-exempt recent immigrant ELLs receiving special education services take  LAT administrations of TAKS, which include LAT administrations of TAKS (Accommodated) OR  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 LAT FOR S TUDENTS R ECEIVING S PECIAL E DUCATION S ERVICES

LAT AND TAKS (A CCOMMODATED )  LEP-exempt recent immigrants served by special education take the regular LAT form of TAKS if TAKS (Accommodated) is the appropriate test form  The format accommodations on the TAKS (Accommodated) form are used on all LAT forms of TAKS If LAT + TAKS (Accommodated) => Regular LAT form

LAT AND TAKS (A CCOMMODATED )  The students receive their prescribed LAT accommodations as well as accommodations allowable with TAKS (Accommodated)  Important: Students who qualify for LAT MUST NOT take the TAKS (Accommodated) form

Test booklets  The regular TAKS-M test booklets are used for LAT administrations of TAKS-M (exception: grade 10 ELA booklet says “LAT” on cover) Answer documents  The regular TAKS-M answer documents are used for LAT administrations of TAKS- M (exception: grade 10 ELA answer document says “LAT”) LAT AND TAKS-M: K EY P ROCEDURAL D IFFERENCES

2-Day administration for reading/ELA  A 2-day LAT administration of TAKS–M reading/ELA is optional.  LPAC and ARD committee decide in advance whether student should complete test in 1 or 2 days.  Appendix A (Linguistically Accommodated Testing (LAT) Administrations of TAKS-M) of the TAKS-M Test Administrations Directions explain where to stop at the end of Day 1.

LAT AND TAKS-M: K EY P ROCEDURAL D IFFERENCES Linguistic simplification accommodation  Linguistic simplification is allowed, but linguistic simplification guides (LSGs) are not available.  Test administrators follow guidelines in Appendix A (Linguistically Accommodated Testing (LAT) Administrations of TAKS-M) of the TAKS-M Test Administrations Directions to make appropriate linguistic simplifications.

Side-by-side accommodation for math and science  Spanish versions of TAKS–M are not available. Accordingly, Spanish LAT versions of TAKS–M are not available, nor is the accommodation of using English and Spanish tests side by side. Manuals  Test administrators use the appropriate TAKS–M test administration directions, which contain a LAT appendix; examples and scenarios to aid in training test administrators are in LAT appendix. LAT AND TAKS-M: K EY P ROCEDURAL D IFFERENCES

LAT AND TAKS – A LT  There are no LEP exemptions from TAKS–Alt; therefore, no LAT.  These provisions aren’t necessary because of design of TAKS–Alt.  Observational assessments can be developed using any language or other communication method routinely used by TAKS–Alt student.

LAT FAQ #1 Question: Is it allowable for an interpreter from outside the district to help during LAT administrations?

LAT FAQ #1 Answer: No, such individuals would not meet the requirement on page 95 of the 2011 District and Campus Coordinator Manual, which states the following: “Individuals conducting, monitoring, or assisting in LAT administrations must be familiar with the subject matter assessed and with the linguistic needs of the student in the LAT test session, and should work routinely with the students in delivering or assisting with instruction.”

LAT FAQ #2 Question: Is it allowable for a parent volunteer to assist in monitoring or providing linguistic accommodations during LAT administrations?

LAT FAQ #2 Answer: No. In addition to not meeting the requirements as per LAT FAQ #1, a parent volunteer would not be a current employee of the district, another requirement specified on page 95 of the 2011 District and Campus Coordinator Manual. See the 2011 District and Campus Coordinator Manual for more information

LAT FAQ #3 Question: Are students permitted to use a hand-held translating device, bilingual Internet dictionary, or other type of electronic bilingual dictionary?

LAT FAQ #3 Answer: It depends. District and campus test coordinators should determine the viability of such devices in cooperation with other knowledgeable personnel. However, just as with paper bilingual dictionaries, if the device is comprehensive enough to provide examples, pictures, explanations, or definitions of mathematical or scientific terminology, it is not permitted. In addition, concerning the use of an Internet bilingual dictionary, district and campus coordinators will need to discuss whether they will be able to ensure that students do not access other Internet sites or resources. Remember also that only linguistic accommodations used routinely in the student’s classroom instruction and testing are permitted during LAT administrations.

SCORE CODE MR AA LL OO ** SS If a student is LEP- exempt, fill in the “L” bubble on the answer document for the April administration. LEP-Exempt Students

Important reminders: The “S” score code must NEVER be filled in for students taking a LAT test The “L” score code must ALWAYS be filled in for LAT administrations ― no exceptions LEP-Exempt Students

2 A NSWER D OCUMENTS If a student took TAKS Accommodated in one subject and TAKS-M in another subject, then you must submit two answer documents for that student, one TAKS and one TAKS-M. (Fill in the “asterisk” bubble for subject on other answer document.) Samples (see pg. 122-149 of DCCM):

2 A NSWER D OCUMENTS DCCM – pg. 122 TAKS-M is not offered in Spanish. (A student took TAKS-M in math and TAKS Accommodated in reading. The student tested in English for both subjects.) GRADE4GRADE4

GRADE 6 Student took: TAKS-M Math TAKS Reading DCCM – pg. 132

ORAL ADMINISTRATION Pg. 67 (GTAM) Oral administration is NOT allowed for the reading, writing, or English language arts (ELA) tests. No person providing an oral administration of a test may write notes, calculations, or any other marks in a test booklet or in any other location. Test administrations conducting an oral administration are viewing secure content and responding to test items or recording the information they see is prohibited. Oral administration is NOT allowed for the reading, writing, or ELA tests. (This does not apply to the dyslexia bundled accommodations or the accommodation of reading aloud text questions and answer choices for TAKS-M reading selections.)

ORAL ADMINISTRATION Pg. 67 (GTAM) Test questions and answer choices may be read aloud to eligible students for the following tests:  mathematics  science  social studies Three different levels of reading support on any part of the test (including the state-supplied math and science charts, required reference materials and supplemental aids)  reading only a few words or phrases  reading multiple sentences throughout the test  reading the test in its entirety Please refer to page 78 in the Accommodations Manual for oral administration eligibility.

ORAL ADMINISTRATION Pg. 67 (GTAM) It is the responsibility of the ARD committee, Section 504 committee, or a committee of knowledgeable persons to appropriately document the level of reading support the student needs. A student may request a change in the level of reading support provided during testing only if this option is documented. For example, the student may ask that the test administrator only read words on an as-needed basis.

Who is eligible?  Students not receiving special education or Section 504 services who are identified with dyslexia  Students receiving special education or Section 504 services who are identified with dyslexia or have evidence of reading difficulties in their IEPs / IAPs.  Students receiving special education services who are deaf or hard of hearing and have evidence of reading difficulties in their IEPs. In all cases, the student must routinely receive this type of accommodation in classroom instruction and testing.

O RAL A DMINISTRATION Before conducting an oral administration, test administrators should familiarize themselves with Appendix B in Test Administration Directions manual for the assessment they are administering and with the information presented in the 2010-2011 Accommodations Manual.

O RAL A DMINISTRATION Students who receive any level of oral administration may need to be tested individually so that other students will not be disturbed or distracted. Campus test coordinators will provide additional training in the procedures specific to an oral test administration. Test administrators who give an oral administration of a test are required to sign a separate section of the administration-specific oath.

O RAL A DMINISTRATION Ensure That the Correct Test Form Is Used For TAKS primary administrations, Form 1 (if applicable) must be used for the test administrator’s test booklet as well as the student’s test booklet The test administrator will need a Form 1 test booklet from which to read aloud the test questions and answer choices. Campus coordinators are responsible for distributing Form 1 in these situations. (There is only one form of TAKS Accomm & TAKS-M.) Be sure that all students and test administrators participating in an oral administration are provided the same form.

O RAL A DMINISTRATION Test Administration Oral administrations should be provided by test administrators who are familiar with content-specific terms and symbols associated with the subject-area test. This will ensure that the test is administered accurately. Each word, phrase, and/or sentence in the test questions and answer choices may be read aloud as many times as necessary. No part of the test may be rephrased.

O RAL A DMINISTRATION Test Administration (continued) Voice inflection must be kept neutral during the reading aloud of test questions and answer choices, although words that are boldfaced, italicized, or printed entirely in capital letters must be emphasized. Nonverbal assistance may not be provided to students. After an oral administration, no discussion or scoring of test items is allowed at any time.

M ATH (O RAL A DMINISTRATION )

Do not read aloud answer choices that are pictures or geometric figures. Instead, after reading the test question, say to the student, “Look at the pictures (figures, models, graphs) and mark your answer.” Which graph best represents the inequality -X + Y ≥ 3? [Look at the graphs and mark your answer.]

If an item contains a table, graph, diagram, or picture that includes words or numbers, say to the student, “Take a few moments to look at the graph (table, diagram, picture) and tell me whether you would like me to read any of the numbers or words for you. Then let me know when you are ready to go on.”

[Take a few moments to look at the table and tell me whether you would like me to read any of the numbers or words for you. Then let me know when you are ready to go on.]

When reading words or numbers from a table, graph, or diagram be careful not to aid the student in interpreting or analyzing the information on the graph or table, since the ability to interpret and analyze is part of what is being tested. You may only read words and numbers to the student. For example, if a student says, “I can’t read this,” point to the word and say, “This word says April.” It would NOT be allowable to say, “This is one of the months in which cars were sold” because that would be helping the student interpret the table.

Read content- specific terms and symbols in the way the student hears them in his or her daily instruction. Which of the following functions is linear? For example, this may be read as, “y equals 2x squared minus 3x minus 4.” (y=2x 2 -3x-4) For example, this may be read as, “y equals 2 to the x power.” (y=2 x )

In parallelogram ABCD, the length of AD is 90 units, and the length of AB is 50 units. For example, this may be read as, “the length of line segment AD.” (The length of AD) For example, this may be read as, “the measure of angle BED.” (The measure of  BED) Which additional data provides sufficient information to find the height of parallelogram ABCD?

S OCIAL S TUDIES (O RAL A DMINISTRATION )

If an item contains a table, graph, diagram, or picture that includes words or numbers, say to the student, “Take a few moments to look at the graph (table, diagram, picture) and tell me whether you would like me to read any of the numbers or words for you. Then let me know when you are ready to go on.”

[Take a few moments to look at the map and tell me whether you would like me to read any of the numbers or words for you. Then let me know when you are ready to go on.]

When reading words or numbers from a table, graph, or diagram be careful not to aid the student in interpreting or analyzing the information on the graph or table, since the ability to interpret and analyze is part of what is being tested. You may only read words and numbers to the student. For example, if a student says, “I can’t read this,” point to the word and say, “This word says Nullification.” It would NOT be allowable to say, “This word is part of the title of the chart” because that would be helping the student complete the sequence.

S CIENCE (O RAL A DMINISTRATION )

Do not read aloud answer choices that are pictures or geometric figures. Instead, after reading the test question, say to the student, “Look at the pictures (figures, models, graphs) and mark your answer.” The diagram shows how four blocks of heated copper were placed together. Which of these models shows how most heat energy would be transferred through this system? [Look at the models and mark your answer.]

Read content – specific terms and symbols in the way the student hears them in his or her daily instructions. Which is the best estimate of the volume of solution released from the burette? [For example, 47.7 mL may be read as “forty seven point seven milliliters.”]

 The test administrator will need a test booklet from which to read aloud the pre-reading text for all TAKS-M reading tests (and, if applicable, the test questions and answer choices).  Pre-reading text appears marked with a speaker icon appears at the beginning of each selection. The icon indicates that the pre-reading text should be read aloud to the student.

 The test administrator may, at a student’s request, read aloud a word from the selection, questions, or answer choices, if the word appears in the pre- reading text.  The test administrator may read aloud the pre- reading text only (and, if applicable, the questions and answer choices). The test administrator may NOT read aloud the selection while students are reading it independently.

 The test administrator may read aloud the pre- reading text (and, if applicable, each test question and answer choice) as many times as necessary. However, the pre-reading text may be reread only before students begin reading the selection.  The pre-reading text (and, if applicable, the test questions, and answer choices) must not be rephrased or clarified.

 Voice inflection must be kept neutral while reading aloud the pre-reading text (and, if applicable, the test questions and answer choices).  All security measures outlined in the test administration materials must be followed.

Test Administration Reading aloud the test questions and answer choices to students is an accommodation that should be determined by the ARD committee based on the needs of the student and whether the student routinely receives this accommodation in classroom instruction. It is the responsibility of the ARD committee to determine if a student needs all of the test questions and answer choices read aloud or if the accommodation will be provided only if the student asks for assistance.

T ESTING P ROCEDURES R EMINDERS  All tests must be administered in strict accordance with the guidelines as explained in the 2011 Administration Manual  Make sure your staff has had adequate time to read the appropriate manual(s) prior to the training that you will provide  Test administrators MUST prepare a seating chart  Test administrators may not leave the testing room unless another trained, certified test administrator is present  Students can elect to use strategies but may not be instructed to use them  Test administrators must “actively monitor” students during testing

T ESTING P ROCEDURES – W HAT IF... A student asks a question related to content or test- taking strategies? Respond with: “I can’t answer that for you; just do the best that you can.” (DCCM, pg. 181)

T ESTING P ROCEDURES – W HAT IF... A student fails to record all of his or her answers? Respond with: “You have not recorded all of your answers on the answer document. Please go back and mark your answers on it now.” (DCCM, pg. 68) Remember, before a student leaves the room, the test administrator MUST inspect the completed answer document to be sure the student has bubbled in answers as instructed.

S TUDENT A TTENDANCE  Students in attendance on test day must test  Late arrivals  Campus decision to test or not, consider this: Has the student had the opportunity to contact any student who has been released from testing? Will the student have sufficient time to complete testing?

T ESTING P ROCEDURES  “Testing – Do not Disturb” signs must be posted on testing rooms  Hallway and classroom bulletin boards and instructional displays that may aid a student on an assessment must be covered or removed  Do not allow students to bubble in demographic fields of the answer documents  Student materials must be kept away from testing materials  No cell phones for students  Cell phones off for test administrators

T RANSCRIBING A NSWER D OCUMENTS If a scorable document becomes unusable at any point during a test session, the examinee should be given a new one with which to continue After the student has finished the test session, the test administrator must transcribe the contents of the original answer document onto the new one without making any changes The test administrator must write across the top of the new one, “Transcribed by (NAME) because (REASON)” Transcription must be done using a #2 pencil Make sure to copy ALL sides The unusable answer document should be marked “VOID” in large, bold letters across the front Both the transcribed and voided materials should be returned with the scorable materials

C LASSROOM P ROCEDURES –A FTER T ESTING  Test Administrator goes to the student’s seat and picks up testing materials  Test Administrator should separate all testing materials.  i.e. they should not leave answer documents or charts tucked inside of test booklets.  Students remain seated and quiet while others finish testing  Immediately after each test session, the test administrator returns test materials to the campus coordinator

N EW FORMS  Day of Testing Checklist for Test Administrators  Other Documentation Form  Absent Documentation Form

DAY OF TESTING CHECKLIST FOR TEST ADMINISTRATORS

‘ABSENT’ Documentation Form

Campus testing coordinators are responsible for investigating potential testing violations and submitting TEA required documentation (typed, dated, and signed statements from all adults; handwritten by students is okay) that contains all requested information on the KISD Incident Report Form. Statements and reports should clearly outline the sequence of events, explain exactly what happened, and include a campus determination of who was responsible for the irregularity, as well as how to prevent it in the future. Collecting Documentation

Collecting Documentation (cont.) All irregularities require the following documentation to be submitted when you turn in your test materials: –Incident report (found on Assessment & Accountability website under Forms) –Individual, separate statement(s) from individuals involved Typed Dated Signed Containing TEA required information

Collecting Documentation (cont.) Documentation for irregularities that involve the loss of secure materials or that could result in a referral to the Educator Certification and Standards Division must include a Corrective Action Plan. For any incident, TEA may request additional information such as a Corrective Action Plan or require certain documentation to be maintained at the district level. When to Expect Results Test Administration Electronic Results Due By Grades 5 & 8 Math/Reading (1 st Administration) April 22 April XL RetestsMay 18 April 3-11 & XL (Primary Administration) May 25 Grades 5 & 8 Math/Reading (2 nd Administration) June 7

Grades 3 – Exit Level Primary Exit Level Retest Campus TAKS Training April 19, 2011 KILLEENISDKILLEENISD.

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Grades 3 – Exit Level Primary Exit Level Retest Campus TAKS Training April 19, 2011 KILLEENISDKILLEENISD.

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