2014 esc training presentation combined

• STAAR and STAAR Modified English I and English II

- separate reading and writing tests have been combined into one test to be administered on a single day

- assessments have a time limit of five hours

• STAAR Grade 4 Writing Prompt Study

Participants:

English version – grade 4 students from selected campuses who take the English-version STAAR writing assessment

Spanish version – all grade 4 students who will take the STAAR Spanish grade 4 writing in spring 2014

Test Date: March 3, 2014

• Student Success Initiative

- English language learners in grades 5 and 8 will be held to Student Success Initiative (SSI) requirements for both mathematics and reading

- English language learners assessed with STAAR L in mathematics at grades 5 and 8 will have retest opportunities in May and June

• STAAR Modified - operational EOC assessment added for U. S. history in spring 2014

- only raw scores will be reported for U.S. history

• STAAR Standardized Oral Administration (SOA)

- offered statewide as an online option for oral administration for eligible students in the following grades and subjects:

- grade 4 reading and mathematics - grade 7 reading and mathematics - grade 8 science and social studies

- features a text-to-speech panel that students can use to hear selected text in test questions, answer choices, and graphics

Texas Education Code (TEC)

Sec. 39.0301. SECURITY IN ADMINISTRATION OF ASSESSMENT INSTRUMENTS. (a) The commissioner:

(1) shall establish procedures for the administration of assessment instruments adopted or developed under Section 39.023, including procedures designed to ensure the security of the assessment instruments; and …

It’s the law!

Texas Administrative Code (TAC)

19 TAC Chapter 101. Assessment, Subchapter CC. Commissioner’s Rules Concerning Implementation of the Academic Content Areas Testing Program

§101.3031. Required Test Administration Procedures and Training Activities to Ensure Validity, Reliability, and Security of Assessments.

(a) Purpose.(b) Test administration procedures.(c) Training activities.(d) Records retention.(e) Applicability.

It’s the law!

Texas Administrative Code 19 TAC §101.3031(b) Test administration procedures. These test administration procedures shall be delineated in the test administration materials provided to school districts and charter schools annually. Districts and charter schools must comply with all of the applicable requirements specified in the test administration materials. Test administration materials shall include, but are not limited to, the following:

(1) general testing program information;(2) requirements for ensuring test security and confidentiality described

in the 2013 Test Security Supplement provided in this subsection; Figure: 19 TAC §101.3031(b)(2)

(3) procedures for test administration;(4) responsibilities of personnel involved in test administration; and(5) procedures for materials control.

It’s the law!

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

It’s the law!

Conduct that departs from the test administration procedures as established in the Test Security Supplement, the District and Campus Coordinator Manual, and test administrator manuals is considered a testing irregularity.

It’s the law!

Violation of Security and Confidentiality of Assessments

Conduct that constitutes a severe violation of test administration procedures (serious irregularities) may include, but is not limited to, the actions listed below.

- changing or altering an examinee’s response or answer to a test item

- providing, suggesting, or indicating to an examinee a response or answer to a secure test question (this includes suggesting that the examinee review or change his or her response)

- aiding or assisting an examinee with a response or an answer to a test question

It’s the law!

Violation of Security and Confidentiality of Assessments (continued)

- duplicating secure test materials - disclosing the contents of any portion of a secure test- viewing a test before, during, or after an assessment

unless specifically authorized to do so- encouraging or assisting an individual to engage in the

conduct described above- failing to report to an appropriate authority that an

individual engaged in any of the events listed above

It’s the law!

Penalties for Violation of Security andConfidentiality of Assessments

Violation of security or confidentiality of any test required by the Texas Education Code (TEC) Chapter 39, Subchapter B, is prohibited.

A person who engages in conduct prohibited by the Test Security Supplement and in other test administration materials may be subject to a sanction of credentials. This includes any person who violates, assists in the violation of, or solicits another to participate in the violation of test security or confidentiality. Additionally, this includes any person who fails to report such a violation.

It’s the law!


Penalties for participation in a serious violation of test security or confidentiality may include the following reprimands:

-placement of restrictions on the issuance, renewal, or holding of a Texas teacher certificate

-issuance of an inscribed or non-inscribed reprimand

-suspension of a Texas teacher certificate

-revocation or cancellation of a Texas teacher certificate

It’s the law!


Release or disclosure of confidential test content is a Class C misdemeanor and could result in criminal prosecution under TEC §39.0303, Section 552.352 of the Texas Government Code, and section 37.10 of the Texas Penal Code.

In addition, any irregularities in test security or confidentiality may result in the invalidation of student results.

It’s the law!


The superintendent and campus principal of each school district and chief administrative officer of each charter school and any private school administering the tests as allowed under TEC §39.033, must develop procedures to ensure the security and confidentiality of the tests specified in TEC, Chapter 39, Subchapter B.

It’s the law!

2014 Test SecuritySupplement

2014 Security Supplement

Contents

Policy and Procedure Highlights • updates and key issues

Making Your Program Secure• things to do before, during, and after an administration

Testing Irregularities• understanding the difference between serious and procedural

irregularities

Incident Reporting • how to respond to testing irregularities • how to report testing irregularities


Policy and Procedure Highlights

Training Requirements

• All district or campus personnel who participate in state-mandated testing or handle secure test materials must meet eligibility requirements, receive annual training in test security and administration procedures, and sign an Oath of Test Security and Confidentiality.

• Districts allowing certified or noncertified paraprofessionals to access secure materials or to administer tests must identify a certified staff member who will be responsible for supervising these individuals.


Policy and Procedure HighlightsMaterials Security

• District and campus coordinators are responsible for counting and verifying that all materials as listed on the contractor’s packing list have been received.

• District coordinators must notify the testing contractor immediately if a discrepancy exists between packing lists and the actual inventory received.

Secure Storage Areas

• Coordinators are required to place all secure materials in limited-access locked storage when not in use.


Policy and Procedure HighlightsSTAAR Test Session Time Limits

• Beginning in 2014, STAAR and STAAR Modified English I and English II assessments will have a five-hour time limit.

• All other assessments (STAAR, STAAR Spanish, STAAR L, and STAAR Modified) will have a four-hour time limit.

• The time period begins after the test administrator reads directions and tells students to begin working on their tests.


Policy and Procedure HighlightsSTAAR Test Session Time Limits

• Test administrators must use a clock or timer.

• Test administrators must communicate (orally or in writing) the amount of time left to test in one-hour intervals.

• Students must record all responses by the end of the test session time period.

•Start and stop times must be recorded on the seating chart.


Policy and Procedure Highlights STAAR Test Session Time Limits

• Multiple test sessions are allowed as long as the test session time limit is maintained.

• Breaks are allowed during the administration of STAAR assessments. - Some breaks are included in the time limit and the time clock

cannot be stopped (e.g., water breaks, snack breaks, bathroom breaks, short physical or mental breaks)

- Some breaks are NOT included in the time limit and the time clock should be stopped and restarted when the student(s) resumes testing (e.g., lunch, emergencies, movement of students, medical breaks).


Policy and Procedure HighlightsTest Administration Windows, Flexible Scheduling, andMake-up Testing

• Districts are provided the latitude to adjust test dates when a conflict arises for STAAR grades 3–8 and end-of-course (EOC) assessments with the exception of STAAR and STAAR Modified grades 4 and 7 writing and the STAAR English I and II assessments. No notification to TEA is required.

• Districts may offer make-up testing opportunities for all grades and subjects to students who are absent on regularly scheduled assessment days. Make-up testing must be completed by the end of the testing window as specified on the Calendar of Events.


Policy and Procedure HighlightsReference Materials, Scratch Paper, and Graph Paper

• Students may use scratch paper.

• Reference material and graph paper written on and removed from test booklets along with all scratch paper used by students must be destroyed immediately after the test session is completed.



Student Cheating

• If a district determines that a student is involved in a cheating incident, either by providing or receiving assistance, the district is required to invalidate the student’s test.

• The district should contact TEA immediately if a student electronically captures (e.g., cell phone picture) any portion of a test or an answer document.

• Any disciplinary actions taken locally against a student for cheating must be reported to TEA using the Locally Determined Disciplinary Action (LDDA) online form.


Policy and Procedure Highlights Investigating and Reporting Testing Irregularities

• Each person participating in the Texas student assessment program is responsible for reporting any suspected violation of test security or confidentiality. Campus staff should notify their campus or district testing coordinator, and district coordinators should, in turn, notify TEA.

• Incidents that result in a deviation from documented testing procedures are defined as testing irregularities, falling into one of two categories – procedural or serious.



• Procedural Irregularities

- reflect minor errors or deviations in testing procedures

- do not represent severe breaches in security or confidentiality

- do not require a call to TEA unless guidance is needed by the district

- do not require supporting documentation



• Serious Irregularities

- constitute severe violations of test security or confidentiality

- can result in the individual(s) responsible being referred to the TEA Educator Certification and Standards Division for consideration of disciplinary action

- must be investigated by the district coordinator immediately



Investigating and Reporting Testing Irregularities

• Serious Irregularities

- must be reported via phone or email to TEA as soon as the district coordinator is made aware of the situation

- must be reported online using the Online Incident Report form along with required documentation to TEA within ten working days of the district becoming aware of the violation

- require a Corrective Action Plan be submitted to report any local disciplinary action taken against educators involved in the incident (new form)



Investigating and Reporting Testing Irregularities

• All incidents, both procedural and serious, should be investigated immediately by the district in order to gather all necessary evidence while the individuals involved are still available and able to recall details.

• All incidents, both procedural and serious, are to be reported to TEA via the Online Incident Report form.


Policy and Procedure HighlightsInvestigating and Reporting Testing Irregularities

• New in 2014, district officials must additionally complete the Plan of Action section in the Online Incident Report, specifying the steps that the district will take to prevent a reoccurrence of the irregularity.

• Information provided in district reports, particularly the Plan of Action, will be used by TEA in an audit of selected districts to verify that corrective actions have been implemented.

New!!


ReportingTesting

Irregularities

Reporting Testing Irregularities


20122013

2012–2013 Incident Reports2012–2013 Incident Reports

Serious Reports - tampering - assistance - providing strategies during testing - scoring tests or working problems- unauthorized viewing or recording of test content- discussing secure test content

Serious Reports - tampering - assistance - providing strategies during testing - scoring tests or working problems- unauthorized viewing or recording of test content- discussing secure test content


2012–2013 Incident Reports(approximate numbers)

2012–2013 Incident Reports(approximate numbers)

Serious 147

Procedural 4836

Non-violations 229

Total 5212

Serious 147

Procedural 4836

Non-violations 229

Total 5212



http://www.tea.state.tx.us/student.assessment/security/incidents//

http://www.tea.state.tx.us/student.assessment/security/


The contents of an Online Incident Report for both serious and procedural testing irregularities must

a)clearly lay out the sequence of events of the incident;b)explain what happened and how the event occurred;c)include information about how the problem was resolved or remedied;d)if appropriate, include the name of the individual contacted at TEA,e)include the district’s determination in the matter, andf)include a Plan of Action that the district will put into effect to prevent the reoccurrence of the incident.


• Online Incident Report

- It must first be determined if the reported incident is procedural or serious.

- The serious irregularity incident report form will have an area in which required documentation can be uploaded.

- The procedural irregularity incident report form will not have an area for uploading documentation.



- include in the Description of the Incident:

a) where and when the incident occurred

b) who was involved

c) what happened

d) a district determination of how or why the incident occurred

e) how the incident was resolved



Reports of procedural and serious incidents must both include a Plan of Action that describes the steps a district will take to prevent a reoccurrence of the incident.


Reminders about making a report

1) Contact the TEA Student Assessment Division security team immediately

- if guidance is needed,

- if students take pictures or transmit any test information using electronic devices, or

- to notify the security team of the occurrence of a serious irregularity.


Reminders about making a report

2) Report the irregularity using the online Incident Report Form. Be sure to

- identify the type of irregularity (procedural vs. serious),

- be succinct in your description of the event,

- include a Plan of Action, and

- submit documentation for serious irregularities as required.

3) Check email for a confirmation of receipt of the incident report. This will be sent to the district test coordinator immediately following submission of the incident report.


We need your district determination of the event.

Procedural Irregularity

- Include a summary and a determination of events in the online incident report.

Serious Irregularity

- If the district has made a final determination of events before the incident is reported, include in the online incident report.

- If the district has not made a final determination of events, submit all available information in the online incident report

and follow up with the district determination as soon as possible.


Additional Action Required Notice - In order to process the reported incident, the TEA security team may need additional information.

- If further action or information is required, the district coordinator will receive an Additional Action Required notice via email.

- The district coordinator will be asked to submit the information requested or to contact the security team within ten working

days.

- If a response is not received, and depending on the circumstances, TEA will contact the district coordinator to

provide support or will contact the superintendent to seek assistance.


Additional Action Required Notice

Benefits of a quick response include

- the collection of more accurate information,

- the potential to preserve students’ tests and provide appropriate

scores,

- faster responses for all individuals involved, and

- the ability for the district coordinator to close business from one test administration before moving on to another.


TEA Response to the Report of an Irregularity

- The TEA security team will review the online incident report.

- If more information is needed, the TEA security team will send the district coordinator an Additional Action Required notice.

- If no further action is required to complete a report of a procedural irregularity, the district coordinator will receive an

email response letter from TEA closing the record.

- If no further action is required to complete a report of a serious irregularity, TEA will respond to the district by either sending the district coordinator and the superintendent a response letter to close the record or will send the superintendent a letter stating that a referral for sanctions against the individual(s) involved has been sent to the Educator Standards and Certification Legal

Division.


Resources

Test Security Webpagehttp://www.tea.state.tx.us/student.assessment/security/

- 2014 Test Security Supplement- Web-based Test Administrator Training Modules- Online Incident Report - Oaths of Test Security and Confidentiality

PowerPoint Presentations from the 2012 Assessment Conference http://www.tea.state.tx.us/student.assessment/tac/

- Test Security Update - Testing Irregularities in 3D

Web-based Texas Test Administrator Online Training Modules www.TexasAssessment.com/TAonlinetraining

http://www.tea.state.tx.us/student.assessment/calendars/

http://www.tea.state.tx.us/student.assessment/manuals/dccm/

Calendar Reminders

• STAAR and STAAR Modified English I and English II tests are one-day tests with a five hour time limit.

• STAAR Algebra I, biology, and U.S. history will be administered within a one-week testing window.

• The STAAR grade 8 social studies administration is scheduled for Tuesday, April 22, 2014.

• TAKS and TAKS (Accommodated) primary assessments are no longer available. Any TAKS-eligible student enrolled in grade 11 or higher may take the TAKS tests during any of the four calendar-year administrations.

2014 District and Campus Coordinator Manual

- STAAR - TELPAS

Please retain manual for the entire calendar year.

2014 Manuals

• Expanded Calendar of Events page runs January‒December 2014

• List of links to online resources expanded in Coordinator Manual

• Simplified instructions provided

• Information on principal’s role expanded

• Information added where appropriate about standardized oral administration (SOA)

• Updated additional online resources posted

Highlights of the 2014 District and Campus Coordinator Manual


• List of links to all of the online resources so hard-copy manual users are aware of extra information available online


• Organized chronologically

• Streamlined and simplified content - bullet points and subheads - essential information

• Contains action-oriented checklists embedded in text - also available on website

• Expanded information on organization and use of manual


• Live links in electronic version

• Activities are designated “DC,” “CC,” or “DC/CC,” based on responsibility

• Expanded information on roles of principals and technology staff


• Standardized oral administration (SOA) information added where applicable


• All online resources have been updated

2014 STAAR Test Administrator Manuals

- Grades 3–5

- Grades 6–8

- End-of-Course

• Will be posted online mid-January 2014

• Due in districts by February 17, 2014

• Will only be shipped once

Must be retained throughout the calendar year!

Highlights of Test Administrator Manuals

• Instructions do not include campus and district coordinator responsibilities but are limited to test administrator duties ‒ coordinators may assign additional duties as needed

• Allowable Test Administration Procedures and Materials listed in test administrator manuals

• Scripts for online STAAR L and SOA are provided separately

Highlights of Test Administrator Manuals

• Instructions do not include campus and district coordinator responsibilities but are limited to test administrator duties ‒ coordinators may assign additional duties as needed

• Allowable Test Administration Procedures and Materials listed in test administrator manuals

• Scripts for online STAAR L and SOA are provided separately

Test AdministratorManuals

• Same style as Coordinator

Manual

• Scripts cover multiple subjects and programs

• To accommodate some differences in programs, the scripts use callout boxes

• Wider boxes have program-

specific and subject-specific

instructions


• Internal Table of Contents at the beginning of the Test Administration Directions section

• Points out pages for the Guide to the Test Administration Directions and for the scripts


• The Guide to the Test Administration Directions has general information about using the scripts. This section includes specific information about accommodations and oral administration that must be read by the test administrator prior to the administration of the test.


• The Guide to the Test Administration Directions provides

- directions about call-out boxes and how to use

“SAY” directions for specific

tests, and

- information about the distribution of reference materials


• Guide to the Test Administration Directions

- includes information about the use of testing accommodations

- describes special considerations for English language learners

- reiterates that a test administrator

must have training from the campus coordinator regarding oral administration and sign the appropriate section of the oath prior to the test administration.


• STAAR L and SOA scripts for online testing are separate from other scripts

Allowable Test Administration Procedures and Materials

•Allowable procedures and materials are available to any student who regularly benefits from their use during instruction.

•Students cannot be required to use these procedures/materials during testing.

•Test administrators must be informed of the availability of allowable procedures and materials for the appropriate students.


•Allowable procedures and materials are not considered accommodations, hence are not recorded on the answer document.

•Documentation is not required beyond what is necessary for planning on testing day.

•The Allowable Test Administration Procedures and Materials document is located in the following places:

• 2014 District and Campus Coordinator Manual• District and Campus Coordinator Manual Resources webpage• STAAR Test Administrator Manuals • Accommodation Resources webpage


1.Signing test administration directions

2.Translating directions into the native language of an English language learner

3.Allowing a student to read test aloud to self

4.Reading aloud or signing personal narrative, expository, literary, or persuasive writing prompt

5.Providing reading assistance on the grade 3 mathematics test


6. Making assistive tools available

- scratch paper - color overlays - highlighters, colored - blank place marker - magnifying devices pencils, or

crayons

7. Giving permission for students to use tools to minimize distractions (e.g., stress ball)

8. Allowing individual and small group administrations

9. Gently reminding students to stay on task

• Test Materials

• Aids/Tools Available

• Distribution Model

• Additional Orders

• Test Materials

• Aids/Tools Available

• Distribution Model

• Additional Orders

Test MaterialsAids/Tools

• Advance Letters/Materials List

• Available approximately one month before each test administration

• Available online at http://www.TexasAssessment.com/login

• E-mails will be sent to district testing coordinators as soon as the documents are posted to the website above



• Available approximately one month before each test administration

• Available online at http://www.TexasAssessment.com/login

• E-mails will be sent to district testing coordinators as soon as the documents are posted to the website above



• Instructions for accessing can be found in the User’s Guide for the Texas Assessment Management System located under Resources at http://www.TexasAssessment.com/guide






• District Level

• Two types of Materials Lists

• Total number of materials being shipped to the district (includes campus counts and district overage)

• Amount of district overage being shipped to the Central Office

• Numbers are based directly on the participation counts submitted during the fall and January update periods



• District Level

• Two types of Materials Lists

• Total number of materials being shipped to the district (includes campus counts and district overage)

• Amount of district overage being shipped to the Central Office




• Campus Level

• Quantities show number of materials being shipped for individual campuses




• Campus Level

• Quantities show number of materials being shipped for individual campuses




• Campus Level

• Can be downloaded individually by campus and

• forwarded electronically OR

• printed and distributed by campus

• Use to compile list of additional materials needed for each campus and the entire district



• Campus Level

• Can be downloaded individually by campus and

• forwarded electronically OR

• printed and distributed by campus

• Use to compile list of additional materials needed for each campus and the entire district


• White Boxes

• First box in shipment will always be white

• Easy to find

• Contains packing lists

• Contains District Coordinator Packet


• White Boxes

• First box in shipment will always be white

• Easy to find

• Contains packing lists

• Contains District Coordinator Packet


• Schools Boxed Separately

• Schools will always be boxed separately from one another *

• No need to open at district office

• Forward directly to school to inventory

* Exceptions – very small schools


• Schools Boxed Separately

• Schools will always be boxed separately from one another *

• No need to open at district office

• Forward directly to school to inventory

* Exceptions – very small schools


• Packing Lists

• Packing lists indicate materials in each box

• Detailed materials descriptions

• Pallet Detail Report indicates box numbers and the number of boxes for each campus


• Packing Lists

• Packing lists indicate materials in each box

• Detailed materials descriptions

• Pallet Detail Report indicates box numbers and the number of boxes for each campus


• Materials Management Modules

• Available online at http://TexasAssessment.com/Resources

• Click on Training, then Staff Training, then Materials Management


• Materials Management Modules

• Available online at http://TexasAssessment.com/Resources

• Click on Training, then Staff Training, then Materials Management

Test MaterialsDistribution Model

• All initial distributions are combined shipments

• Nonsecure and secure materials are packed together in one shipment

• Precoded materials will be shipped separately for most administrations


• All initial distributions are combined shipments

• Nonsecure and secure materials are packed together in one shipment

• Precoded materials will be shipped separately for most administrations


• Precoded materials for most retest administrations will arrive in the shipment of testing materials, not as a separate shipment

• Exception: Summer EOC will be shipped separately

Important Reminder:

Precoding files have no impact or connection to the quantity of materials shipped to a district or campus. Distribution numbers are based directly on the participation counts submitted during the fall and January update periods


• Precoded materials for most retest administrations will arrive in the shipment of testing materials, not as a separate shipment

• Exception: Summer EOC will be shipped separately

Important Reminder:

Precoding files have no impact or connection to the quantity of materials shipped to a district or campus. Distribution numbers are based directly on the participation counts submitted during the fall and January update periods

Test MaterialsAdditional Orders

• Must be submitted via the online system

• Access through the Texas Assessment Management System website at http://www.TexasAssessment.com/login



• Must be submitted via the online system

• Access through the Texas Assessment Management System website at http://www.TexasAssessment.com/login



• Many items will be available in packages

• Read order form carefully to ensure ordering the right amount of material

• Assessment Management System allows districts to view and track all orders (excluding freight shipments)


• Many items will be available in packages

• Read order form carefully to ensure ordering the right amount of material

• Assessment Management System allows districts to view and track all orders (excluding freight shipments)


• E-mails containing shipping information will continue to be sent out the day after the order leaves Pearson

• Back-order capability for items temporarily out-of-stock


• E-mails containing shipping information will continue to be sent out the day after the order leaves Pearson

• Back-order capability for items temporarily out-of-stock


• Braille Orders

• 2014 Braille Ordering broadcast email sent to districts on January 6, 2014

– Posted under Communications in the Resource section of the Assessment Management System website


• Braille Orders

• 2014 Braille Ordering broadcast email sent to districts on January 6, 2014

– Posted under Communications in the Resource section of the Assessment Management System website


• Braille Orders

• Deadline to submit initial orders for 2014 spring administrations is January 24, 2014

• Districts will have an opportunity order additional materials and change braille order information during an update period before each administration

• Deadline for updating orders for braille for the March administrations is January 27, 2014


• Braille Orders

• Deadline to submit initial orders for 2014 spring administrations is January 24, 2014

• Districts will have an opportunity order additional materials and change braille order information during an update period before each administration

• Deadline for updating orders for braille for the March administrations is January 27, 2014


• When To Order

• As early as possible

• Review the Advance Letter and Materials List as soon as it is available

• Distribute Campus Materials Lists to individual campuses for their review

• Fill shortages from district overage materials first


• When To Order

• As early as possible

• Review the Advance Letter and Materials List as soon as it is available

• Distribute Campus Materials Lists to individual campuses for their review

• Fill shortages from district overage materials first


• When To Order

• Compile additional district needs and submit one order per test administration

• Do NOT wait until the materials have arrived and been inventoried to submit additional order

• If materials are missing from a shipment, submit a separate order form


• When To Order

• Compile additional district needs and submit one order per test administration

• Do NOT wait until the materials have arrived and been inventoried to submit additional order

• If materials are missing from a shipment, submit a separate order form


• When To Order

• Consult Calendar of Events for deadlines for ordering.

• Delivery of test materials orders placed after the published deadline cannot be guaranteed


• When To Order

• Consult Calendar of Events for deadlines for ordering.

• Delivery of test materials orders placed after the published deadline cannot be guaranteed


• How to Avoid Last Minute Orders

• Provide accurate counts during fall participation counts period

• Provide updated information during the January update period

• Review counts of materials being shipped as soon as they are available


• How to Avoid Last Minute Orders

• Provide accurate counts during fall participation counts period

• Provide updated information during the January update period

• Review counts of materials being shipped as soon as they are available

ShippingShipping

Shipping

•UPS is the primary parcel carrier for Pearson

– UPS Next Day Air used for some scorable shipments

– UPS Ground used for some scorable and nonscorable shipments

•Motor freight carriers will continue to be used for large shipments

Shipping

•UPS is the primary parcel carrier for Pearson

– UPS Next Day Air used for some scorable shipments

– UPS Ground used for some scorable and nonscorable shipments

•Motor freight carriers will continue to be used for large shipments

Shipping•To schedule pickup through UPS

– Call 1-800-823-7459

– Inform the UPS Representative that you are calling in a pick up request for Pearson and will be using their ‘Return Service’

– Provide the following information to UPS

• Account number from the return label

• Physical location (address) where packages will be picked up

• Estimated number of packages to be picked up

Shipping•To schedule pickup through UPS

– Call 1-800-823-7459

– Inform the UPS Representative that you are calling in a pick up request for Pearson and will be using their ‘Return Service’


• Account number from the return label

• Physical location (address) where packages will be picked up

• Estimated number of packages to be picked up

Shipping


• Calls to UPS should be made 24 – 48 hours prior to the requested pick-up date

– Representative will let you know if pick-up can be made as requested

– Some locations may have time constraints on pick-ups

– Representative will provide a confirmation number for the reference in case questions or changes arise

Shipping


• Calls to UPS should be made 24 – 48 hours prior to the requested pick-up date

– Representative will let you know if pick-up can be made as requested

– Some locations may have time constraints on pick-ups

– Representative will provide a confirmation number for the reference in case questions or changes arise

Shipping

If you have difficulty scheduling a pick-up

Call Pearson at 1-800-627-0225

OR

email to [email protected]

Shipping

If you have difficulty scheduling a pick-up

Call Pearson at 1-800-627-0225

OR

email to [email protected]

ELLs and STAAR

Points to Review in Training•STAAR Spanish for grades 3–5 only•STAAR L for mathematics, science, and social studies only, not reading and writing•Linguistic accommodations not just for STAAR L•ELL assessment decisions must be made on an individual student basis by LPAC, and, in the case of an ELL receiving special education services, by the LPAC in conjunction with the ARD committee.

– Note: Decisions for an entire grade or program are not allowable (e.g., all 4th grade students in a bilingual program take the Spanish-version reading assessment and English-version mathematics assessment).

STAAR SpanishFor any student for whom a Spanish version of STAAR is most appropriate measure of academic achievement

STAAR LELLs for whom all of these apply may take STAAR L:

STAAR Spanish not most appropriate measure of academic progress (or does not exist at student’s grade)

Student has not yet attained advanced high TELPAS reading rating.

Student is within first 3 years in U.S. schools (if unschooled asylee/refugee, then first 5)

STAAR Spanish and STAAR L

Alignment of STAAR, STAAR Spanish, and STAAR L

Same: •Assessed curriculum and item types •STAAR blueprints for building tests •Achievement standard alignment •Focus on readiness for next grade level or course with goal of postsecondary readiness

Differences have to do with language accessibility: •STAAR Spanish uses native language to help students understand test.•STAAR L provides English-language accommodations to help students understand test.

ELL Participation in STAAR Modified and STAAR Alternate

•ELLs receiving special education services who meet requirements for STAAR Modified or STAAR Alternate may take these assessments.•Small number of ELLs•ELLs participate only on basis of disability, not second language acquisition.

STAAR (English)

Limited degree of linguistic accommodation

STAAR L

Moderate to substantial degree of linguistic accommodation

STAAR Modified

Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test

STAAR Alternate

No specified linguistic accommodations; observational, classroom-based assessment design allows other languages and communication methods to be used as needed

Differing Degrees of Linguistic Accommodation

STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable.

Math, Science, Social Studies

Reading, Writing, English I, English II

• Bilingual dictionary

• Extra time (same day)

• Grades 3–5: Dictionaries of various types*


• Clarification in English of meaning of

• words in writing prompt (applies to all assessments

listed above)

• words in short-answer reading questions (English I-II

only)

Linguistic Accommodations

STAAR

*Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy.


• Clarification in English of word meaning*• Reading aloud of text*• Bilingual dictionary• Extra time (same day)

Linguistic Accommodations

STAAR L

*Provided in online interface


Reading, Writing, English I, English II

• Clarification in English of word meaning

• Oral translation*

• Reading aloud of text

• Bilingual dictionary

• Bilingual glossary*


• Clarification in English of word meaning

• Oral translation*

• Reading aloud of eligible text

• Dictionaries of various types (grades 3–5) **


Linguistic AccommodationsSTAAR Modified

*Unique to STAAR Modified**Dictionary access to be provided for all students in grade 6 and up.

Dictionaries• Two sources for dictionary policies for ELLs taking STAAR:

STAAR dictionary policy – Applies to reading and writing assessments in grade 6 and

above– Available at

http://www.tea.state.tx.us/student.assessment/staar/reading/

Linguistic Accommodations for ELLs Participating in the STAAR Program guide

– Outlines policies for the use of dictionaries on all other tests not covered under the STAAR dictionary policy

– Available at http://www.tea.state.tx.us/student.assessment/accommodations/

STAAR L Online Student Tutorials

• Available early spring 2014

• Minor updates to grades 3–8; updates to EOC version to address assessment changes from HB 5

– http://www.TexasAssessment.com/STAARL-tutorials and

– http://www.tea.state.tx.us/student.assessment/ell/staarl/

• Administration directions for each tutorial will also be posted.

• Tutorials should be used to familiarize students with clarification and read aloud accommodations and standard TestNav tools.

• Test administration directions for 2014 STAAR L assessments will assume some familiarity with online interface.

STAAR L Practice Sets• Practice sets will consist of approximately 25 items

for each STAAR L assessment.• Available in early 2014• Will be available in online format so that students

may experience the items as they will be presented in the operational administration

STAAR L EOC Eligibility

For EOC, eligibility for STAAR L can be carried over from spring to the July and December administrations.

Special English I EOC ProvisionTAC §101.1007

For ELLs who ―• have been enrolled in U.S. schools 3 years or less

(5 or less if qualifying unschooled asylee/refugee), and

• have not yet attained TELPAS advanced high reading rating

Why this provision? In English I and ESOL I courses, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments.

Special Provision

When enrolled in English I/ESOL I course, eligible ELL shall not be required to retake assessment each time it is administered if student passes course but does not meet passing standard.

NOTE: •Students are not exempt from testing while in the course. •Provisions do not apply to English II.

STAAR L and SSI

Beginning in 2013–2014, 5th and 8th gradestudents assessed with STAAR L in mathematicswill be held to same SSI requirements for bothmathematics and reading, including retesting, asstudents taking the general STAAR assessments.

Exemption for Qualifying Asylees and Refugees

• Amendment to 19 TAC §101.1005 allows for the exemption of certain qualifying ELL asylees and refugees from being administered a STAAR assessment in grades 3–8.

• This exemption only applies to those unschooled asylees and refugees in their first year in U.S. schools.

ELLs with Parental Denials TAC §101.1005 (f)

These students are not eligible for special ELL assessment, accommodation, or accountability provisions ―•no testing in Spanish•no linguistic accommodations during testing•no English I EOC special provision•no unschooled asylee/refugee provisions

ELL Policy Resources

•Test participation www.tea.state.tx.us/student.assessment/ell/lpac/

STAAR TAKS TELPAS

•Accommodations www.tea.state.tx.us/student.assessment/accommodations/

Linguistic accommodations Accommodations related to disabilities

Planning for Test Administrations

Coordination Between LPAC and Testing Coordinators

•Testing coordinators should coordinate with LPAC to obtain participation and accommodation decisions in time to make testing arrangements.•Linguistic accommodations not just for STAAR L

Sample Forms for Documenting Participation & Accommodation

Decisions•Record of STAAR participation and linguistic accommodation decisions•STAAR eligibility for special English I EOC provision•Student history worksheet •Forms on LPAC assessment resources webpage at http://www.tea.state.tx.us/student.assessment/ell/lpac/

Organizing Test AdministrationsDCCM, pp. S-27 and S-33

• In some cases, students taking different assessments may be grouped across programs, grades, and subject areas/courses.

– Example: STAAR and STAAR L

Organizing Test AdministrationsDCCM, pp. S-27 and S-33

• Students receiving certain accommodations may need to be tested in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test.

• A bilingual teacher may be permitted to administer STAAR in English to English-dominant ELLs and STAAR in Spanish to Spanish-dominant ELLs in the same test session.

STAAR, STAAR L, STAAR ModifiedExtra Time (Same Day) as a Linguistic Accommodation

•Permitted for any ELL if student meets eligibility criteria as determined by LPAC•Not “automatic” •Extra time within regularly scheduled school day only•Schools with both morning and afternoon test sessions must include these students in morning session.

STAAR and STAAR ModifiedLinguistic Accommodations Provided by Test

Administrator•Examples

– Clarification in English of word meaning in writing prompts (STAAR) – Clarification in English of word meaning in short answer reading

questions (STAAR)– Clarification in English of word meaning (STAAR Modified)– Oral translation (STAAR Modified)

•Require additional training for test administrators•Individual or small group administrations are necessary for some accommodations.

STAAR L Online Test Administrations

• District and campus coordinators, in conjunction with technology staff, will need to follow steps to prepare for, conduct, and complete online testing.

• Technology staff must be available for assistance during test administration.

STAAR L Online Test Administrations• Ensure that there is one pair of headphones per

student for administrations of STAAR L in which multiple students are tested in the same room (STAAR L online interface allows students to hear words read aloud).

• Keep in mind that students taking STAAR L online may be eligible to use a bilingual dictionary and/or receive extra time.

STAAR L Online Test Administrations• Districts have the option of logging in students in

grades 3–5 or allowing students to do it themselves.

• All STAAR L tests contain 3 test administrator-guided sample questions to familiarize students with linguistic accommodation tools available in interface.

• Remember, the best way to prepare students for testing in the STAAR L interface is to have them complete the online tutorial.

Recording Linguistic Accommodations for Online Tests

STAAR EOC and STAAR L Grades 3–8 and EOC

Linguistic accommodations to be recorded along with other applicable accommodations on the Student Test Details screen in the Assessment Management System.

General Guideline for Recording Linguistic Accommodations

Whether the student tested on paper or online, record linguistic accommodations if these were predetermined by the LPAC and made available to the student during testing, even if the student

did not use the accommodation.

Recording Asylee/Refugee Information

• Information about qualifying unschooled ELL asylees and refugees will be collected as part of the data collection for TELPAS.

• This information is necessary to exclude eligible students’ STAAR results from state accountability ratings and will NOT be gathered during STAAR data collection.

Preparing ELLs for Testing with Linguistic Accommodations

• In training test administrators with ELLs in their sessions, make sure to review this section of test administrator manuals.

• Administration “SAY” directions assume ELLs have been told in advance

– how their sessions will be conducted

– what type of accommodations they may receive

Helping ELLs Understand Test Directions

• For all tests, ELLs may be helped to understand “SAY” directions and test booklet directions that introduce test sections or item formats. Test administrator is allowed to:o paraphraseo translateo repeat o read directions aloud

• Test administrator is not allowed to add directions that are substantively different (no pointers, no test-taking strategies, etc.).

• With the exception of STAAR L, STAAR tests have no sample items; familiarize new ELLs with item formats ahead of time using released items on TEA website.

Assessing New Immigrants Who Know Little English

• In isolated situations in which completing an assessment is not in the best interest of student (e.g., newly arrived ELL who knows too little English), campus coordinator, with other appropriate personnel, may decide to submit test for scoring without requiring student to complete test.

• Circumstances should be documented and communicated to student’s parents after test administration.

Affective Needs of ELLsRecently Arrived ELLs

• Meeting affective needs of ELLs who are new to the U.S. is important in instruction and testing.

• Help new ELLs look at first year of test results as good information to use in setting and meeting goals for following year.

All ELLs

• Encourage practices that involve all ELLs in setting and reaching goals for English acquisition and academic achievement.

Paper Administrations of TELPAS Reading and STAAR L

Spring 2014

•Paper test booklets (including large print, if applicable) approved by TEA in rare circumstances• Accommodations that are not available in TestNav• Unavoidable technological problems that make online

testing impossible• Other special situations (e.g., homebound students,

JJAEPs, etc.)


Special Request Process

There will be one paper request form that includes STAAR L and TELPAS.

Districts may, but are not required to, submit STAAR L and TELPAS paper requests on same form.


Special Request Process

Submit paper request form to [email protected] request at least 2 weeks before testing to allow

for processing and shipping.If request is approved, TEA will notify district and order

booklets.For STAAR L, shipment will include English Clarification

Guides for test administrators to use when providing clarification in English.


Transcription of Answers

There will be no paper answer document for students approved to test on paper.

Test administrators will transcribe student responses into a special online transcription form.


Manuals TELPAS Coordinator and Test Administrator

Supplement for Paper Administrations STAAR L Coordinator and Test Administrator

Supplement for Paper Administrations Included in shipments of paper booklets Posted on the Coordinator Manual Resources pageTELPAS and STAAR administration manuals do not

include instructions for paper-based testing.

Keep in Mind…Paper testing won’t be approved on basis

that student knows very little English has limited exposure to computers

Don’t forget the TELPAS and STAAR L online student tutorials!

TELPAS

Texas English Language Proficiency Assessment System

K–12:

•Listening

•Speaking

•Reading

•Writing

TELPAS Changes• New standards were set for TELPAS reading.

– Standards were adjusted to meet the new definition of grade level-appropriate that accompanies the increased rigor of STAAR.

• Domain weights have shifted in composite score calculations. Reading is now 50% of the total, writing is 30%, and listening and speaking are each weighted 10% respectively.

Years in US Schools Data Collection Changes

• Beginning with calculations made and reported in 2014, students must be enrolled for 60 consecutive school days in a school year for that year to count as a year in US schools.

• More specific information regarding these calculations is available on the TEA website.

Data Collection Information• Required data collection for ELLs with

extenuating circumstances:– Unschooled ELL asylees/refugees– Students with Interrupted Formal Education (SIFE)

• These data can be submitted and updated through the Student Data Upload process.

• These data can also be entered on the TELPAS Student Registration Details page of the Assessment Management System.

TELPAS Manual Changes• There are 2 manuals for the spring

administration– TELPAS Rater Manual– TELPAS Reading Test Administrator Manual

ELL Progress Measure

•In 2014, ELL progress measure to be used for accountability purposes and reported in the teacher, student, and analytic reporting portals using new domain weights and revised TELPAS standards•More information available on the ELL Assessments Information webpage

Key Dates for Holistically Rated ComponentsDate Activity

1/13 Assembling and Verifying Grades 2–12 Writing Collections Course available

1/24 End date for district coordinator training—all TELPAS components

1/27 Online basic training courses for new K–1 and 2–12 raters available

1/27 Supplemental support provider recorded Web-based training available

2/7 End date for campus coordinator training—holistically assessed components

2/17 End date for training raters and verifiers on administration procedures

2/17 Earliest eligibility date for TELPAS writing samples

2/17 Calibration window opens for new and returning raters—first 2 sets

2/26 Third and final calibration set available

3/17–4/9 TELPAS assessment window

Important to Emphasize• Holistic rating training is key.• Individuals must complete state-required training and

calibration activities to be raters.• Those who complete all requirements but don’t

successfully calibrate by end of set 3 may be raters if district chooses, but districts must provide rating support in manner that assures valid and reliable assessment.

• Returning raters who have not completed rater training within the last three school years are required to complete the online basic training course before calibrating.

• Implement validity and reliability checks during testing window.

User Lookup Tool• Coordinators and assistants with administrative

access can – modify the last name of a user.– send a user password reset email.– NEW modify the email address of a user.– retrieve an email address associated with a user’s

TrainingCenter account.– retrieve a username associated with a user’s

TrainingCenter account.– see account status (active/deactivated) for all users.

Holistic Rating Training Report Enhancement

At-a-Glance report has been changed to

include the amount of time raters spent in

calibration sets.

TELPAS Submission in Assessment Management System

•Student data consisting of student identification, demographic, and program information•TELPAS assessment information including students’ answers to reading tests for grades 2–12 and holistic rating information

NEW: If a student has been approved to take a paper administration of the grades 2–12 TELPAS reading tests, all holistic ratings, reading test information (including student responses), and other student information must be entered into the Assessment Management System. This information will not be submitted on a paper answer document.

TELPAS Submission in Assessment Management System

•A student approved by TEA to take a paper TELPAS reading test will need to be placed in a TELPAS rating entry group so that holistic ratings and other rater information can be entered online.

•A student approved by TEA to take a paper TELPAS reading test will need to be placed in an online test session so that responses to test questions can be transcribed into a special online form.

Final Data Verification Window

• Assessment window closes Wednesday, April 9

• Verification window closes Friday, April 11

NOTE: The verification window will end at 7 p.m. (CT) on Friday, April 11.

TELPAS Student Tutorials

• As in the past, tutorials are separate from tests.• Recommended for students new to TELPAS

Several different test item formats Since no sample items with test, practice with

item formats and online interface is useful

• Tutorials available at http://www.TexasAssessment.com/TELPAS-tutorials

TELPAS Resources

• District and Campus Coordinator Manual• Coordinator Manual Resources Webpage• TELPAS Manual for Raters • TELPAS Manual for Reading Test Administrators• TELPAS Resources Webpage PowerPoints• Assembling and Verifying Grades 2–12 Writing Collections (Optional Online

Course in Texas TrainingCenter)• Coordinator’s and Rater’s User Guides for Online Holistic Rating Training• Educator Guide to TELPAS • User’s Guide for Texas Assessment Management System• User Roles and Permissions for Texas Assessment Management System• TestNav 7 Combined Technical Guide• Unified Texas Minimum System Requirements

Spring ELL Assessment Update TETN

• Topics will include:– ELL assessment activities for spring– STAAR L accommodations– tutorials and STAAR L practice sets

• January 29, 2014 • 9 a.m. to 12 p.m.• Open to ESCs and districts

Where do we look for accommodation information for TAKS,

TAKS Accommodated, & TAKS-M?

• Accommodation information for students who are assessed with TAKS is located in the 2010-2011 Accommodations Manual.

• Additional resources for TAKS accommodations are located at http://www.tea.state.tx.us/student.assessment/taks/accommodations/.

Overview of Major Changes for 2014• Move from 3 types of accommodations to only 2• Many procedures previously listed in the 2013 Optional Test

Administration Procedures and Materials document are allowable for any student per the 2014 District and Campus Coordinator Manual.• Reminders to stay on task • Preferential seating

• Individual and Small-Group Administrations are no longer considered accommodations but allowable for any student.

• HB 5 EOC deletions• Standardized Oral Administration (SOA)• Allowable technology devices clarification• Answer document changes

What are Accommodations for Students with Disabilities?

Changes to instructional materials, procedures, or techniques that are made on an individual basis and allow a student with a disability to participate in grade-level or course instruction and testing

Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

Are not changes to the content being assessed and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS

Should not be provided to an entire group of students, such as those in the same class or disability category

Which students are eligible for accommodations?

Applies to students taking STAAR, STAAR Spanish, STAAR L, STAAR Modified, and TELPAS

For purposes of statewide assessments, a student needing accommodations due to a disability includes

• a student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodations

• a student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodations

• a student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for certain accommodations

Who has the authority for decision and documentation?

•Special education services‒the ARD committee; documented in IEP

•Section 504 services‒the 504 placement committee; documented in IAP

•No special education or Section 504 services‒the appropriate team of people at the campus level; documentation determined at local level

• Response to Intervention (RTI) team and student assistance team are examples.• This applies to a small number of students.

•In the case of an ELL, the LPAC works in conjunction with the applicable group; documented in permanent record file

The Accommodation Triangle

What is the purpose of the Accommodation Triangle?

• Organizes accommodations for students with disabilities by type depending on the decision-making authority–

• appropriate team of people at the campus levelor • approval of an Accommodation Request Form by

TEA.

What accommodations are available?

This type of PDF document opens when

the link to an accommodation in

the triangle is clicked.

What are Type 1 Accommodations?

Decision made by the appropriate team of people at the campus level based on TEA’s accommodation policies

1

What does Routinely, Independently, and Effectively Mean?

Routinely• Used often enough that the student is familiar with and comfortable

using accommodation on a statewide assessment • Not necessarily used every day or in every class

Independently• Only applicable to some accommodations (e.g., applies to use of a

calculator but not to an oral administration)

Effectively• Accommodation meets student needs as evidenced by data and

observations with or without accommodation use.

What are Type 2 Accommodations?• Only for a very small number of students• Student must meet all eligibility criteria listed.• Appropriate team of people at campus level

determines eligibility for listed accommodations or “other” accommodations not defined in the triangle.

• Requires the approval of an Accommodation Request Form (ARF) from TEA

2

What are Type 2 Accommodations?

Requires an approved ARF because Type 2 accommodations involve a test administrator handling or manipulating secure test materials or student responses in ways that could compromise test security, confidentiality, and/or student results

TEA provides specific guidelines with an approved ARF in order to ensurethat Type 2 accommodations areprovided in a standardized manner.

2

What are “OTHER” Type 2 Accommodations?

Any accommodation that is not listed in the triangle can be considered if the student needs it to access the test. Other accommodations can not be requested through the online system. Districts must contact TEA to discuss when the use of an “Other” accommodation is appropriate.

Accommodation Request ProcessHow do we request

Type 2 Accommodations?

• Accommodations for Students with Disabilities webpage• “Accommodation Request Process” document outlining the process

for requesting Type 2 accommodations• Link to the updated online Accommodation Request Form

• Districts must indicate that a student has met each of the listed eligibility criteria PLUS answer specific questions that detail evidence of student need.• Specific questions are included in the online system to help districts

complete the rationale section for Type 2 accommodations. This information must be provided in the rationale section of the online Accommodation Request Form.

Recording Accommodations on the Answer Document

GA = general accommodation

BR = braille administration

LP = large print administration

OA = oral administration

XD = extra day

LA = linguistic accommodation

How do we document accommodations?

• Specific information in the 2014 District and Campus Coordinator Manual

• Mark GA, BR, LP, OA, XD, and/or LA in the blank bubbles for each subject.

• Mark each accommodation that is documented and made available to a student, even if the student did not use the accommodation during testing.

How do we determine appropriate accommodations in unexpected or emergency situations?

• Step 1: Consider test administration procedures and materials allowed for any student (2014 DCCM). There is no need to contact TEA.

• Step 2: Consider whether a Type 1 accommodation can meet the student’s needs. Consideration should be given to accommodations that the student can independently use. There is no need to contact TEA.

• Step 3: If a Type 2 accommodation will be needed, contact TEA’s Accommodations Task Force for permission and additional instructions.

How do we determine appropriate accommodations in unexpected or emergency situations?

Example Scenarios– Student arrives at school without prescribed

eyeglasses try Large Print before an Oral Administration

– Student arrives at school with dominant arm broken see if student can write math computations on a white board with non-dominant hand (scratch paper allowed for any student who needs it) and dictate responses for the test administrator to transcribe (Basic Transcribing) before requesting Type 2 accommodation-Mathematics Scribe

Encouraging student

independence should be a

priority

Special Note Regarding Technology

Districts are required to have procedures in place to prevent the use of cell phones and personal electronic devices during test administrations. Electronic devices can disrupt the testing environment and compromise the security and confidentiality of the test. When using technology-based accommodations (e.g., calculator), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable.

Standardized Oral Administration (SOA) • For 2014, the following assessments are offered statewide as an online

option for oral administration– grade 4 reading and mathematics– grade 7 reading and mathematics– grade 8 science and social studies

• All guidelines for oral administration apply to SOA.

• Allows a student to independently select and change his or her level of reading support during the test administration – SOA should only be administered to an eligible student for whom the

appropriateness of this type of oral administration has been discussed and documented.

• Online tutorial is available at: http://www.tea.state.tx.us/student.assessment/SOA/

How should students be grouped for an Oral Administration?

• Consider– level of reading support– pace at which students work– number of students one test administrator can handle

• Plan for mixtures of support level and pace– know what level of support each student receives– remember the four-hour time limit – move around room and read aloud to students

individually or to small groups of students working at a similar pace

What does the phrase “evidence of reading difficulty” mean?

• A problem with reading– The problem could be caused by a learning disability in

reading.– The problem could be caused by other conditions, for

example ADHD emotional or behavioral disability processing or memory issue

• The ARD or Section 504 committee decides if the student exhibits evidence of a reading difficulty.

What does the phrase “disability that affects math calculation” mean?

• A problem adding, subtracting, multiplying, and dividing using paper and pencil – The problem could be caused by a learning disability in

mathematics.– The problem could be caused by other conditions, for

example ADHD emotional or behavioral disability processing or memory issue

• The ARD or Section 504 committee decides if the student’s disability causes him or her to have a problem calculating with pencil and paper.

What are the differences in eligibility between Basic Transcribing and Complex Transcribing?

• Meets at least one of the following – The student has an impairment

in vision that necessitates the use of braille or large-print test materials.

– The student has a disabling condition that prevents him or her from independently and effectively recording responses.

• Local Decision

Complex Transcribing

• Student is unable to effectively use Basic Transcribing.

• Meets at least one of the following – The student has an impairment in vision

that necessitates the use of braille or large-print test materials.

– The student has a physically disabling condition that prevents him or her from independently and effectively recording responses.

• Accommodation Request Form Required

Basic Transcribing

What are Special Instructions/Considerations for Transcribing?

• When transcribing a student’s responses to griddable questions, the test administrator MUST use the “Transcribing Griddable Questions” document so that the student is aware of the maximum number of boxes available for each answer.

• The student must be given the full testing time to complete the test. All of the student’s responses must be initially recorded by the student (e.g., onto scratch paper, the student’s test booklet, typed) by the end of the time limit.– It is recommended that the test administrator ensure that the student

makes all responses clearly and completely. – Any interaction with the student regarding the intended responses is

prohibited after the testing period has ended.– If needed, the test administrator may transfer the student’s final responses

onto the answer document after the testing period has ended.

What are Special Instructions/Considerations for Transcribing?

– The test administrator must indicate to the student the space allotted for his/her written composition (26 lines) and/or short answer reading responses (10 lines).

26 lines of handwritten text = ~ 1,750 typed characters (including spaces) = ~ 3 or 4 braille pages (depending on the size of braille paper)

10 lines of handwritten text = ~675 typed characters (including spaces) = ~2-3 braille pages (depending on the size of braille paper)

How many large-print booklets can a district order?

• Large-print materials should only be ordered for students who meet the eligibility criteria.

• Districts who order excessive numbers of large-print materials will be flagged for review.

http://www.tea.state.tx.us/student.assessment/accommodations/

Click this link to see all resources for accommodations for students with disabilities

Available Resourceshttp://www.tea.state.tx.us/student.assessment/

accommodations/staar-telpas/ • Critical Information about Accommodations• Accommodation Policy documents• Accommodation Request Process documents• Link to online database• Training PowerPoints (TETNs, Supplemental Aids, Student Scenarios) • Braille, large print, and deaf/hard-of-hearing appendices• Font and point size matrices

STAAR Alternate is the state assessment for students with significant cognitive

disabilities.

TEA Resources For Testing Coordinators

All can be found on the STAAR Alternate Resources webpage on the TEA website. http://www.tea.state.tx.us/student.assessment/special-ed/staaralt

Policy Information

Training Center Information

Coordinator Checklist of Responsibilities

Check if any recent ARD decisions have been made that would affect how the student assignments are set up in the system.

Ensure that student assessments are linked to the appropriate alternate assessment test administrator in the Assessment Management System so that evaluations can begin.

Unregister any students no longer being assessed with STAAR Alternate and add any new students or alternate assessment teachers.

Ensure that all test administrators have completed all required training before access to the Assessment Management System is provided.

Have the alternate assessment teacher verify the grade level and courses!

Monitoring Test AssignmentsAssessment Window January 6th -April 18th

Pearson Resources to Help Link Teachers to Student Assessments

Home>Resources>Training>Texas Assessment Management

System

Monitoring Completion of Assessments

District testing coordinators did a great job last year in monitoring!

Number of registered students

Need to have “0” in these columns to ensure that all

students will be tested.

Monitor progress on the assessments.

Monitor test administrator training by verifying that

all training modules have been completed and the test administrators passed with 80% accuracy

supplemental support is provided before the third attempt is given to the teacher

supervision is occurring for any test administrator that has not passed all the modules but is continuing to implement the assessment

Check to verify the training status of all test administrators on the

TrainingCenter by viewing the STAAR Alternate At-A-Glance Training & Qualification Report

Test Administrator Training

develop and communicate the district policy on where the documentation forms will be stored

ensure that only one official documentation form exists and that all forms are stored in the same location for the campus

make sure test administrators know that the form must remain secure and confidential while it is in their care until given to the testing coordinator for storage

secure all forms by the close of the assessment window

inform staff that forms will not be accessible after April 18, 2013 at 7:00pm CST

District Testing Coordinators must:

Storing the Documentation Forms

Test administrators should use caution when taking the documentation forms out of the classroom or building or when forms are stored on computers, laptops, or flash drives.

March 28, 2014 is the transfer cut-off date. Students who move into the district after that date do not have

to be tested by the receiving district.

STAAR Alternate Timeline lists key administration dates.

Grades 3-8

EOC

Parent Brochure for Grades 3-8Available in English and Spanish

PowerPoint available in English and Spanish

Parent Materials will be updated in March to explain the growth measure that will be added to the CSR this year.

The range of available score points for STAAR Alternate (0-84)will be divided into stages that will be applied to the student’s performance.

The growth measure will compare two years of results to determine if growth occurred between the stages.

Positive growth between stages will be factored into AYP calculations.

The adjusted cut score for satisfactory performance used during the 2012 administration will be applied to the May 2014 results.

Growth Measure

Cut Scores

Due to state legislation, STAAR Alternate is being redesigned for administration in spring 2015.

The test will be a standardized item-based assessment that will be administered to all students in that grade or course who meet the participation requirements for an alternate assessment.

Complexity levels will no longer be a part of the new assessment design and will not need to be determined by the ARD committee.

During December and January, many districts participated in the STAAR Alternate Pilot Study.

Information collected during the pilot study is currently being analyzed for use in developing the final assessment design.

STAAR Alternate Redesign

More detailed information about STAAR Alternate can be found at http://www.tea.state.tx.us/student.assessment/special-ed/staaralt

STAAR Modified

What is STAAR Modified and who is it for?

• An alternate assessment based on modified academic achievement standards • different passing standard than STAAR• test questions that are based on STAAR

• For students receiving special education services who meet participation requirements

GRADE/COURSE SUBJECTS ASSESSED WITH STAAR MODIFIED IN SPRING 2014

3 reading, mathematics4 reading, mathematics, writing5 reading, mathematics, science6 reading, mathematics7 reading, mathematics, writing8 reading, mathematics, science, social studies

End-of-Course (EOC)

English I, English IIAlgebra IbiologyU.S. history

How have the test designs for STAAR Modified English I and II

changed?• For the spring 2013 administrations, – reading and writing were separate tests– the tests were administered over two four-hour days

• For the spring 2014 administrations, – reading and writing are combined into one test– the tests will be administered in one five-hour day

• A redesigned test blueprint is posted on the “What’s New” page of TEA’s Student Assessment website.

Participation RequirementsHow does an ARD committee determine

whether STAAR Modified is the appropriate assessment? 1) Review the student’s present level of academic achievement

and functional performance (PLAAFP). 2) Review the student’s instructional plan, which includes the

goals, objectives, accommodations, and/or modifications the student will need in order to access the grade-level/course Texas Essential Knowledge and Skills (TEKS).

3) Determine the appropriate assessment for the student based on the instruction the student is receiving and whether the student meets the participation requirements.

4) Document the assessment decision, including any accommodations.

Participation Requirements

• What does “State-required Documentation Form” mean? – TEA requires the completed STAAR Modified Participation

Requirements Form to be included in the student’s IEP.

• Which district personnel can complete this form? – a member of the ARD committee who participated in the

meeting where the statewide assessment decision was determined (e.g., special education teacher, ARD facilitator, administrator)

Since 2014 is the last year that STAAR Modified will be administered, what do ARD committees document in the IEP regarding

assessment for next year?• In the 2014-2015 school year, STAAR and STAAR Alternate will

be the assessment options for students receiving special education services.

• The types of accommodations that may be provided to students moving from a modified assessment to a general assessment have not yet been determined.

• Further information regarding plans for the inclusion of this population of students in the general assessment program beginning with the 2014–2015 school year will be forthcoming.

If a student fails a STAAR Modified EOC assessment, is he/she required to retest?

• It is not necessary for a student to retest if he/she failed a STAAR Modified EOC assessment or was absent during testing.

• According to federal and state regulations, students who take a modified assessment are not held to the same graduation requirements as students who take the general assessment. Meeting the passing standard on a STAAR Modified EOC assessment is not a graduation requirement, so participating in additional testing opportunities is not necessary.

• In addition, students taking a STAAR Modified EOC only have one final opportunity in spring 2014 to take the assessment.

If a student takes STAAR Modified in high school but is dismissed from special education before graduation, will the

student now have to take STAAR?• Yes. The student is now held to the same requirements as all other general education students.

• Students dismissed from special education who have already fulfilled some of their course and assessment requirements for graduation under an IEP are not required to retake any such courses or assessments.

• The student will continue on the MHSP, as only students meeting curriculum requirements for the RHSP or DAP and performing successfully on all five STAAR EOC assessments can graduate on these programs.

Websitehttp://www.tea.state.tx.us/student.assessment/

special-ed/staarm/

Email [email protected]

Available Resources

Components of the 2014 Texas Assessment Program

• State of Texas Assessments of Academic Readiness (STAAR)– STAAR Spanish– STAAR L– STAAR Modified– STAAR Alternate

• TAKS (exit level)• Texas English Language Proficiency

Assessment System (TELPAS)

Answer Documents

• STAAR and STAAR Spanish — one combined answer document

• STAAR L is online

• STAAR Modified — separate answer document

• STAAR Alternate — no answer documents should be submitted for students assessed with STAAR Alternate

Answer Documents (continued)

• STAAR L is NOT available for the subjects/programs listed below:– Reading, Writing, English I, and English II

– STAAR Spanish

– STAAR Modified


• TELPAS — no answer documents

• TAKS — only exit level; online only October 2014


• STAAR Score Codes – “S” – tested– “A” – absent– “O” – other (illness, testing irregularity, EOC/above grade level,

etc.)– “*” – paper/online or STAAR/STAAR Modified– SSI score codes – “P,” “R,” “PW”– EOC defaults to “O” if student previously achieved Level II:

Satisfactory Academic Performance (score code default set to ‘3’)

NOTE: For each subject area, only ONE score code should be gridded.


• An “*” score code is present on all STAAR and STAAR Modified answer documents that have two subject areas tested.

NOTE: For each subject area, only ONE score code should be gridded.

Answer Documents (cont.)

• TEST TAKEN INFO field — information about the language version (English or Spanish) must be recorded in this field.– “EN” or “SP” for grades 3, 4, and 5


• For each subject area tested, only ONE bubble, if applicable, should be gridded in the TEST TAKEN INFO field to show which assessment the student was administered.– Determine the language version of the assessment that

the student will take (grades 3, 4, and 5 only).– Follow the same steps to grid the TEST TAKEN INFO field

even if the student is absent from the test or illness/test irregularity occurs during testing.


STAAR (English and Spanish)


STAAR EOC


• Foreign Exchange Students– Required to test

– Bubble on the Spring 2014 answer documents

– No bubble on the July 2014 answer documents

– No gridding of Agency Use field


• Graduation Requirements– Algebra I, biology, English I, English II, U.S. history

– English I and English II Transition Rules for reading and writing tests prior to Spring 2014

• Testing requirements

• Answer documents – Absent/Other/Void

STAAR Precoding

• Precoded labels – English I, II, Modified, and grade 4 and 7 writing

• Precoded answer documents – STAAR EOC (Algebra I, biology, and U.S. history) and grades 3–8 reading, mathematics, science, and social studies

Precoding (Continued)

• Districts can receive two precoded answer documents (when appropriate) for students testing above grade.– Example: A student will take grade 6 reading and grade 7

mathematics. Submit a record in the precode file with the grade-level-code as ‘06’ and a value of ‘07’ in the “Above Grade Code” field.

• STAAR EOC English I and II– STAAR English I and II are combined assessments (reading and

writing) beginning in spring 2014. Only one student record needs to be submitted for a student taking English I or English II. Use subject codes E1 or E2 to register students for appropriate tests. Records must indicate if the student will test online or on paper


• If the student is identified as Special Education = ‘1’ and is testing on paper, a precoded answer document and a precode label (in case the student needs to test with Modified) will be provided.

• Reminder that we do not pull PEIMS records for EOC. Districts need to supply data if they want precode documents for students other than the non-masters.

• Campuses selected to participate in the 2014 STAAR Grade 4 Prompt Study will receive precode labels from the PEIMS file.


• STAAR L is given online – Register students with an ‘L’ in the “STAAR EOC Test Version Code”

when submitting a student data file. Submit only for Algebra I, biology, and U.S. history.

– Records will also need to be designated as online in the “Test Format” for EOC.

– For grades 3–8 when a student is designated as STAAR L in the data file and one of the tests is not a STAAR L test, the student will be registered for the STAAR L test and will receive a precoded document for the non STAAR L subject (reading and mathematics assessments on the same answer document).

– For spring 2014 Standardized Oral Administrations (online tests) will be available for grades 4 and 7 mathematics and reading and grade 8 science and social. You will be able to register students through a data file submission by using the correct code as indicated in the Student Data File Format for Student Registration and Precoding.

STAAR Reporting

• EOC and 3–8 will have separate data files/reports

• All reports will be provided online in PDF format

• STAAR, STAAR Spanish, STAAR L, STAAR Modified, and STAAR Alternate will all be reported on the same file

• Changes between 2013 and 2014 are shown in italics

STAAR Standard Reports

• Confidential Student Reports (CSRs)• Confidential Student Labels• Confidential Campus Rosters• Campus and District Summary Reports—

including constructed response, phase-in, and cumulative history (grades 5 & 8 retests) summary reports

• Data Files – individual student data files• Item Analysis Summary and Individual Reports

(STAAR and STAAR Modified)

STAAR Optional Reports (Formats)

• CSRs – extra copy or PDF on CD-ROM• Labels – extra copy or no labels• Rosters – paper or PDF on CD-ROM• Summaries – paper or PDF on CD-ROM• Data Files – CD-ROM• Images of Essays and Short Answers (provided

at the same time that other reports are posted)

STAAR EOC – Summary of Changes

• Reduction of subjects• Combining English reading and writing into a single

assessment• All Students, First-Time Tested, and Retested

categories for summary reports (STAAR and STAAR L)

• No cumulative history file; cumulative history incorporated in individual data file

• No Achieved Minimum Score• No Level III Phase-In Summary

STAAR EOC – Summary of Changes (continued)

• STAAR and ELL progress measures on CSRs, Rosters, and in Data Files– STAAR Progress Measure applicable to Algebra I (STAAR,

STAAR Modified, and STAAR Alternate)– ELL Progress Measure applicable to all subjects for

STAAR and STAAR L• TSDS Student ID added to data file (for EOC, 3-8,

and TELPAS) – pulled from PEIMS file• Cumulative history available in the student portal in

January.

EOC Reporting – CSRs

• One page per subject• Includes explanatory text (no parent brochures)• PDF online; Paper copies shipped to district (two

copies per student)• Same data will be available in the student portal• Includes STAAR or ELL Progress Measure

where applicable

EOC Reporting – Labels

• Cumulative results for STAAR and STAAR L will be provided– Report the administration with the highest scale score

if the student passed– Report the latest administration if the student has not

passed

• Will provide current administration results for STAAR Modified and STAAR Alternate

EOC Reporting – Rosters

• Separate rosters for each subject• Separate rosters for STAAR, STAAR L, STAAR

Modified, and STAAR Alternate• “All Students”• “Students Not Achieving Satisfactory Performance”

(not provided for Modified or Alternate)• Includes STAAR or ELL Progress Measure where

applicable• “Total Students Tested” has been added• PDF online

• Algebra I example• STAAR Progress Measure will have values

when it is applicable and can be calculated (ELL Progress Measure will be blank)

• ELL Progress Measure will have valueswhen it is applicable and can becalculated (STAAR Progress Measure willbe blank)

• If a Progress Measure was applicable butcould not be calculated, three dashes willbe present (no information available)

EOC Reporting – Summaries

• One page per subject• Separate summaries for STAAR, STAAR L,

STAAR Modified, and STAAR Alternate• “All Students”, “First-Time Tested Students”, and

“Retested Students” (page not printed if 0 students) at campus, district, region, and state for STAAR and STAAR L

• PDF online

EOC Reporting – Summaries (continued)

• Constructed Responses Summary (English I and II)

– One page for STAAR (each subject) showing the distribution of score points for the short-answer items and written composition

– One page for STAAR Modified (each subject) showing the distribution of score points for the written composition

EOC Reporting – Summaries (continued)

• Level II Phase-In Summary – Algebra I, biology, and U.S. history on one page; English I and English II on second page (page will not be produced if there are 0 students for all subjects on the page)

• Number and percent of students at Level II (and above) for the Phase-In 1, Phase-In 2, and Recommended Standards

• One set each for STAAR, STAAR L, and STAAR Modified

EOC Reporting – Data Files

• One data file for EOC– Includes information for the administration being

reported – one record per student/assessment• Will include item level data for both STAAR and STAAR

Modified (excluding Modified U.S. history) for the spring administration only

• Student Expectation information will be posted on TEA’s website (spring administration only)

– Includes cumulative history for STAAR and STAAR L• Report the administration with the highest scale score if the

student passed• Report the latest administration if the student has not passed

EOC Reporting – Spring 2014

• Preliminary rosters and data files for students that tested online will be provided during week of May 12

• All reports will be posted online before June 6th (probably earlier); Districts ordering image essays will receive them at this time

• Paper reports in districts by June 6th• Item Analysis reports for the Spring

administration will be available August 2014

STAAR 3–8 – Summary of Changes

• STAAR and ELL progress measures on CSRs, Rosters, and in Data Files– STAAR Progress Measure applicable to grades 4-8

reading and mathematics for STAAR, STAAR Spanish, STAAR Modified, and STAAR Alternate

– ELL Progress Measure applicable to all grades and subjects for STAAR English and STAAR L

– Note: for April grades 5 & 8, there will not be any ELL Progress Measure results reported initially because TELPAS results will not be available. Results will be updated on the student portal and will be provided in the consolidated accountability file provided in July.

• On Track information provided in data file

3–8 Reporting – CSRs

• All subjects on one report• PDF online; Paper copies shipped to district (two

copies per student)• Parent brochures (one sheet, two pages) will be

provided with the CSRs – both English and Spanish provided

• Includes STAAR or ELL Progress Measure where applicable

• Same data will be available in the student portal

3–8 Reporting – Labels

• Same format as 2013• Grade 5 & 8 retest labels will have previous

administration data (from current year)

3–8 Reporting – Rosters

• Separate rosters for each subject• Separate rosters for STAAR, STAAR Spanish,

STAAR L, STAAR Modified, and STAAR Alternate• “All Students” • “Students Not Achieving Satisfactory Performance”

(not provided for Modified or Alternate)• Includes STAAR or ELL Progress Measure where

applicable• “Total Students Tested” has been added• PDF Online

3–8 Reporting – Summaries

• One page per subject; STAAR writing will also have a constructed responses page

• Separate summaries for STAAR, STAAR Spanish, STAAR L, STAAR Modified, and STAAR Alternate

• “All Students” Only• PDF Online

3–8 Reporting – Summaries (continued)

• Phase-In Summary – one for each grade• Number and percent of students at Level II

(and above) for the Phase-in 1, Phase-In 2 and Recommended Standards for each subject

• One each for STAAR, STAAR Spanish, STAAR L, and STAAR Modified

3–8 Reporting – Summaries (continued)

• Cumulative Summary Report– Provided for the May and June Grades 5 & 8

Retests– One for each subject– English and Spanish are combined for grade 5– STAAR and STAAR L are combined for

mathematics– STAAR Modified and STAAR Alternate are not

included in the Cumulative Summary Report

3–8 Reporting – Data File

• One data file for each administration for STAAR 3–8 (same format for each administration)– Will include item level data for both STAAR and

STAAR Modified for the primary administrations only– Student Expectation information will be posted on

TEA’s website (primary administrations only)– Will contain previous year history information

Consolidated Accountability Files

• Provided to districts and regions in mid July• One record per student containing current-year

and previous-year assessment information• Considerable changes to file format due to

reduction of EOC subjects – plan to post file format in February on TEA’s website

• Source file for the 2013–2014 assessment results used to determine the 2014 accountability ratings

Test Taken Information Changes, Score Code Changes, and Student Test Warnings (Record Changes)

•Updates will be made through the Texas Assessment Management System for STAAR and through SchoolHouse for TAKS and TELPAS– Because Progress Measures and accountability data require

matching to historical data, it is very important to resolve warnings

– Updated CSRs and data files will be provided online– Enhancements to Resolve Student Test Warnings list and screen

flow on the Assessment Management System

STAAR Student Test Warnings - List

Student Test Warnings – Resolution Page• Once you select a student, you will be taken to this screen to decide

if the warning can be resolved.

Student Test Warnings – Edit Page• You will be able to edit answer document information or

Directory information (if needed) to correct the warning

TAKS and TELPAS

• Same reports will be offered as in previous years• TELPAS

– New standards will be used for grades 2–12 reading– Different weighting of domains to calculate the

TELPAS composite score• Previously: reading – 75%, writing – 15%, listening – 5%,

speaking – 5%• Beginning in 2014: reading – 50%, writing – 30%, listening –

10%, speaking – 10%

• Assessments Available Online• Resources Available for Administrators

– Manuals and Guides– Training

• Resources available for students• Accommodations available for Online Testing• Contacts

Assessments Available Online

• STAAR®– Algebra I, biology, English I, English II, U.S. history

• STAAR L (online only)– Grades 3–8 mathematics

– Grades 5 and 8 science

– Grade 8 social studies

– Algebra I, biology, U.S. history

• Standardized Oral Administration (online only)– Grade 4 reading and mathematics (English only)

– Grade 7 reading and mathematics

– Grade 8 science and social studies

• TELPAS (online only)– Grades 2–12 reading

• TAKS– Exit level English Language Arts (ELA), mathematics, science, social studies

Available Resources: Manuals and GuidesThe following manuals and guides can all be located in the Texas Assessment Management System at http://texasassessment.com/resources

• User's Guide for the Texas Assessment Management System (TAMS) – Learn about using the TAMS, an integrated system for managing most aspects of assessment administration, including online testing. The following chapters of this manual are particularly relevant to online testing: Student Data (Chapter 6), Test Setup (Chapter 7), and Test Management (Chapter 8).

• User Roles and Permissions for the Texas Assessment Management System – Determine TAMS system access based on personnel roles and established permissions, including District Testing Coordinator, Campus Testing Coordinator, Online Session Administrator, and Online Test Administrator.

• Minimum System Requirements – Make sure your computer hardware, web browsers, and networks are adequate for online testing.

• System Check for TestNav Utility – An online tool for checking that computers and networks are ready for online testing.

• TestNav 7 Combined Technical Guide – A single source of technology guidelines for successful administration of online assessments providing technical information for using the TAMS, TestNav 7 (the browser-based test delivery system), and proctor caching.

• TestNav 7 and Proctor Caching Quick Start – A brief technical overview of TestNav 7 and proctor caching.• Tips for TestNav 7: Adobe Flash Player and Java – Important considerations about how TestNav 7 uses

updated versions of Adobe Flash Player and Java for test delivery.• Getting started flow-chart – A quick overview of the steps required for administering online assessments.

Available Resources: TrainingThe following manuals and guides can all be located in the Texas Assessment Management System at http://texasassessment.com/resources

• District Testing Coordinator Training for Online Testing – Video presentations providing essential information necessary for online testing including Online Testing Resources, Managing Student Data, Test Setup, and Creating and Managing Test Sessions.

• Technology Coordinator Training for Online Testing – Video presentations providing essential technical information for online testing including Online Testing Permissions, Proctor Caching, Configuring TestNav, TAMS, and Additional Technical Considerations.

• Texas Assessment Management System (TAMS) – Self-paced training modules and tutorials for learning about the TAMS.

• Student Tutorials – Tutorials for students and educators to become familiar with the online testing tools and environment.

Available Resources: StudentsThe following manuals and guides can all be located in the Texas Assessment Management System at http://texasassessment.com/resources

• Student Tutorials, Released Tests, and Tools– Hands-on resources for students to become familiar with the online testing tools and environment.

– Standardized Oral Administration Student Tutorial – STAAR End-of-Course Writing Tool– STAAR L Online Student Tutorials– TELPAS Online Reading Test Student Tutorials– TAKS Written Composition Tool (ePAT)– Texas-Specific Testing Tools (ePAT)– 2010 TELPAS Reading Released Tests– Grades 2-12 Reading Test Samples from the Educator Guide to TELPAS

• TAKS Study Guides – Guides to help students prepare for TAKS Exit Level retests.• Texas Assessment Student Portal – View an individual student's assessment results.• Texas Assessment Student Portal Guide – A guide to navigating the Student Portal.

Accommodations Available for Online Testing

There are two types of oral test administrations available online:• Traditional version - test administrator reads the assessment to the student• Standardized Oral Administration (SOA) - assessment is read by the computer, paced by the student, and is

available for select assessments and in specific grades

Note: STAAR L has an audio component for individual words or phrases, but this assistance is not sufficient for providing an oral administration.

Before a student with a testing accommodation can test online, his or her ARD, 504, or other appropriate committee recommendation must specifically approve the student for online testing. We suggest that committee members review the available online testing training and tutorial resources to determine if online testing is appropriate for the student.

• Accommodations -http://www.tea.state.tx.us/student.assessment/accommodations/• ARD Committee - http://www.tea.state.tx.us/student.assessment/ard/

Resources: Contacts

Pearson’s Austin Operations Center

7:30 AM – 5:30 PM CT Monday–Friday

Toll free: 800-627-0225 E-mail: [email protected]

Call or email Pearson’s Texas Online Team for assistance with:

• information about online testing or online testing procedures

• navigating the Texas Assessment Management System

• accessing and using the Practice Center• managing examinee data• setting up test sessions• assigning login IDs and passwords• accessing resources• questions about Pearson Online Testing

communications• questions about oral administration of test

sessions

• setting up a test run of the TestNav test delivery system

• network problems• proctor caching issues• evaluating infrastructure• hardware and software requirements or

problems• the TestNav Early Warning System• wireless networking issues• technical emergencies • solving online testing set-up issues

Resources: Contacts

TEATelephone 512-463-9536 Fax 512-463-9302TEA Student Assessment website –

http://www.tea.state.tx.us/student.assessment

Call TEA’s Student Assessment Division for assistance with:

• testing accommodations• requesting changes to the testing schedule• questions about the policy on taking breaks and lunch• testing beyond normal school hours• handling unusual circumstances on test days• violations of test security• handling school emergencies that affect testing• questions about general online testing policy• questions about TEA communications

Updates to theTexas Assessment Management System

• User’s Guide for TAMS• Unlock User Function• User Account Updates• Training Modules in TAMS Help Text• View Out-of-District Test Sites• View Out-of-District Registrations

• User’s Guide for TAMS– Links to specific training modules are listed in the NOTES

column of the User’s Guide for TAMS

• Unlock User Function– New Unlock User function allows users to unlock their own

account after five failed log in attempts.– A user cannot unlock his or her account if it has been locked by

an administrator with the authorization to do so.

• User Account Updates– A user’s end date is extended automatically to one

year after the last login date.– New Principal role added

www.texasassessment.com/techinfo

• Texas Assessment Management System Training Modules– Links to specific training modules are listed in the HELP

text in the TAMS website.

• View Out-of-District Test Sites– You can view the list of test sites offering out-of-

district testing for a STAAR administration.– TAKS out-of-school test sites can still be viewed at

www.texasassessment.com.

• View OOD Registrations– You can view by OOD Registrations to see only those

students who are testing out-of-district at your district or campus.

2014 esc training presentation combined

Education

Transcript of 2014 esc training presentation combined