2010-2011 TAKS Coordinator Agenda Welcome and Introductions Key Changes in Testing Policy Texas Assessment Management System SPED and Accommodations

2010-2011 TAKS Coordinator Agenda

• Welcome and Introductions• Key Changes in Testing Policy• Texas Assessment Management System• SPED and Accommodations• Reporting Systems• Summary of Online Services• Test Security • STAAR – What We Know and What We Don’t Know • TELPAS

Welcome and Introductions

Please Note:

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

Assessment Bingo

http://www.polleverywhere.com/multiple_choice_polls/LTE0NzQxNjc4ODk

http://www.polleverywhere.com/free_text_polls/NTMwNjg5OTgw

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Key Changes in Testing Policyand Procedures

9


Texas Assessment Management System Consolidates services previously provided by the eMeasurement (online testing), SchoolHouse (online data management), and SchoolSuccess (TAKS–Alt) websites. Optional Reports A paper Optional Reports Order Form will no longer be provided in the TAKS district coordinator packet. Optional reports for TAKS will be ordered online through the Assessment Management System. Optional reports for TELPAS will also be ordered through the Assessment Management System. TELPAS Holistic Rating Training The TELPAS holistic rating training processes have been streamlined beginning with the 2010–2011 school year. The streamlined processes are designed to make the procedures easier to follow and oversee. 10


TELPAS Validity and Reliability Audit An audit of the listening and speaking components of TELPAS will be conducted in spring 2011. Proctor Caching The Assessment Management System provides proctor caching software to accelerate the delivery of test content to students and to reduce the amount of bandwidth required for online testing. Districts are now required to use proctor caching. TAKS Grade 5 Spanish Test Booklets The April grade 5 mathematics and reading assessments will be administered from separate test booklets, not a combined booklet. Students will continue to use a combined answer document.

11


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

divided into “5 school years” and “6 or more school years.”

12

Race and Ethnicity 2010-11

PEIMS Data

Collection

•Question 1 – Ethnicity (ONLY one) – Hispanic/Latino– Not Hispanic/Latino

•Question 2 – Race (one or more)– American Indian or Alaska Native– Asian– Black or African American– Native Hawaiian/Other Pacific Islander– White

13

USDE Data Reporting

Categories • Hispanic/Latino• American Indian or Alaska Native• Asian• Black or African American• Native Hawaiian or Other Pacific

Islander• White• Two or More Races

NO student counted twice• Any Hispanic/Latino (Q1) will be

Hispanic/Latino regardless of

Question 2• Not Hispanic/Latino (Q1) will be

reported based on Question 2

Race and Ethnicity Examples• Student 1

14

Data CollectionHispanicWhite

Data ReportingHispanic


15

Data Collection Hispanic American Indian or Alaska Native Black or African American White

Data ReportingHispanic


16

Data CollectionNot HispanicWhite

Data ReportingWhite


17

Data Collection Not Hispanic American Indian or Alaska Native Black or African American White

Data ReportingTwo or More Races

Race and Ethnicity 2010-11

PEIMS Data

Collection

•Question 1 – Ethnicity (ONLY one) – Hispanic/Latino– Not Hispanic/Latino

•Question 2 – Race (one or more)– American Indian or Alaska Native– Asian– Black or African American– Native Hawaiian/Other Pacific Islander– White

18

USDE Data Reporting

Categories • Hispanic/Latino• American Indian or Alaska Native• Asian• Black or African American• Native Hawaiian or Other Pacific

Islander• White• Two or More Races

NO student counted twice• Any Hispanic/Latino (Q1) will be

Hispanic/Latino regardless of Question 2• Not Hispanic/Latino (Q1) will be reported

based on Question 2

Copyright © 2010 Pearson Education, inc. or its affiliates. All rights reserved.

Texas Assessment Management System

ESC TrainingDecember 2010



The Texas Assessment Management System, replaces most test management activities previously offered at SchoolHouse (also known as Online Data Management), eMeasurement Services (also known as online testing), and SchoolSuccess (which included TAKS–Alt).



The Texas Assessment Management System also houses the teacher portal, the student portal, and will be the future home of analytic reporting.



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


Benefits

Management of both online and paper testing administrative tasks are incorporated into one interface.

A single login allows an authorized user access to various assessment management tools.

User roles can be designated to match the test administration roles, such as campus testing coordinators and online test administrators.


Benefits

• The process for uploading precode files has been streamlined, and new tools for managing the precode process have been added.

• The functionality to set up test sessions, to add students to existing test sessions, and to maintain class rosters for online testing has been improved.

• The online reporting capability has been improved and will be expanded.


Benefits

• Participation in online assessments are now designated through the enrollment and registration process rather than through a separate registration form.

• Data portals (student, teacher, and analytic reporting) will be included and accessible in the same location.


Define roles and grant organization access Administrative Management and Organizations

Send Student Data Manage Student Directory

Student Data

Enter administration details Manage participation counts Track test materials Order additional materials Test Setup

Register students to tests Update student demographic data Create, view, and manage online tests Resolve student test alerts

Test Management

View, download, and print published reports View registration file extract View registration summary

Test Results

Test administration tasks Texas Assessment Management System Functionality

View alternate assessment data Edit, update, and submit alternate assessment data View student evaluation status reports Enter holistic ratings and rater information for TELPAS Manage TELPAS rating entry groups Generate TELPAS reading and holistic rating combined status report

Student Evaluation


Portals in the Texas Assessment Management System


Teacher Portal

• The teacher portal is currently available in the Texas Assessment Management System

• The Teacher Portal provides teachers with visibility into their students’ TAKS and TELPAS assessment results from the current and previous school years.


Teacher Portal

• Districts can currently submit files (student ID information, current county-district-campus number, and group name) in the Assessment Management System to have students placed in groups. Once teachers are linked to the appropriate group(s), they can then access their student's previous year’s assessment results.

• In fall 2011, a file will be provided from PEIMS that will supply the link between teachers and students from the 2010–2011 school year. Groups will be created in the Assessment Management System and teachers can be linked to the students they taught in the previous school year.


Student Portal

• The Student Portal of the Texas Assessment Management System is designed to provide students and parents with online access to a student’s state test scores.

• The portal provides scores from the Texas Assessment of Knowledge and Skills (TAKS) and the Texas English Language Proficiency Assessment System (TELPAS).

• This portal will assist students and parents with tracking academic progress throughout a student’s academic career.


Student Portal

• Access to the site is provided through a Unique Access Code and the student’s birth date, both as provided on the student’s Confidential Student Report.

• The Unique Access Code is designed to stay with a student throughout his/her academic career. The Unique Access Code should be safeguarded in the same way as the Confidential Student Report.


Analytic Reporting

• The analytic reporting system will allow users to analyze results in order to compare current and historical data as well as to perform comparisons of classes to campuses, campuses to campuses, campuses to districts, districts to districts, and districts to the state.

• Campuses and districts will also be able to disaggregate data so that different demographic and program information groups may be examined, enabling easy access to cross-section analysis of the assessment data.

• This functionality will be available in spring 2011.


Assessment Information Provided to Institutions of Higher Education

• Providing results to public institutions of higher education is planned for summer 2011.

• Current plans call for use of the Texas Records Exchange (TREx) system which currently provides student record and transcript information for public institutions of higher education.


Available Resources• Assessment Management System Resources

– There are many sources of support for the Texas Assessment Management System. All support documentation and resources can be found on the Support page of the Texas Assessment website. There you will find:

• User's Guide for the Texas Assessment Management System located on the Resources page of the Texas Assessment website at http://www.TexasAssessment.com/guide

• User's Guide to the Student Portal of the Texas Assessment Management System

• Frequently Asked Questions (FAQs)• Support Center Information

– If you have questions about the Assessment Management System, you can call Pearson’s Austin Operations Center at 800-627-0225 (Monday–Friday, 7:30 AM–5:30 PM, Central Time) to talk to a support specialist.

• E-mail Information– To contact system support personnel, email:

[email protected].


Training ModulesNumerous training modules are available to district staff to learn about the capabilities of the Texas Assessment Management System.

These modules can be found on the Training tab of the Texas Assessment website’s Resources page. Training modules include:

– Texas Assessment Management System – District Orientation – Introduction to PearsonAccess– Organization Overview– User Management Overview– Student Data Management Overview– Setting Up Online Testing Environment – Test Management Overview– Test Setup Overview– Test Results Overview


Practice CenterThe Practice Center for the Texas AssessmentManagement System allows you to practice withoutaffecting the “live” data for paper and online testing activities. For example:

– After creating sample students, practice registering students and assigning them to groups and tests.

– Enter participation counts.– Place an additional order.– Create test sessions and assign students to online test

sessions.NOTE: A separate user ID and password is required to access the Practice Center.


Practice Center Homepage



Special Education State Special Education State AssessmentsAssessments


TAKS–ModifiedTAKS–Modified


TAKS–MODIFIED

Very little to report about TAKS–M because it is being phased out.

Are there questions about TAKS–M I can address? (not STAAR . . . not yet).


STAAR Modified?


Modified Version of STAAR

Will cover the same content as the general STAAR assessments, but will be modified in format and design

Field-test items will be embedded in the modified assessments

Will reflect the same rigor and focus of the general assessments

Modified assessments will be developed for all content areas for grades 3-8 that are part of the STAAR program and for nine of the twelve EOC assessments.


TAKS–Alternate


TAKS–ALT TESTINGIRREGULARITIES


Things to Remember Regarding Testing Irregularities

User names and passwords cannot be shared.

If the student’s grade-level is incorrect, the student will receive the wrong assessment which will result in a testing irregularity.

Only test administrators that have successfully completed the required training can administer TAKS–Alt.

No one but the test administrator can view pages 2 and 3 of the documentation forms until after April 15, 2011.


Teachers must use the state-required documentation form to plan, record, and evaluate the assessment. Failure to use the form will result in a testing irregularity.

Coordinators must review the test security section of the TAKS–Alt Manual for District and Campus Testing Coordinators located on pages 15-20 with test administrators.

If teachers submit an assessment with incorrect student information, a testing irregularity will result.

Things to Remember Regarding Testing Irregularities


IMPORTANT DATES


TEACHER ACCESS to the SYSTEM January 3, 2011

Online Demonstration for Teachers of the Texas Assessment Management System

January 5, 2011, TETN # 79321:00-4:00 PM

Module 3 Starting with Tab 3 Has Online Simulations For the New Site


WHAT ELSE DO I NEED TO REMEMBER THIS YEAR?


What else do I need to remember this year?

There will be no interrater reliability study or validity audit this year. All documentation forms need to be stored in the district by April 15, 2011. Teachers must conduct 1 observation per subject for students whose assessment will be submitted as No Response Observed. This includes planning page one of the documentation form. Transfers: March 25th, you have to test. March 26th,you don’t. A test administrator cannot serve as a campus administrator.


BE CAREFUL!!!! District and Campus Testing Coordinators have to ensure that student confidentiality is maintained, so test administrator access is key. Student grade level must be accurate and checked carefully for data that migrated over from last year.For test administrators that are assigned access to a group of students, the specific grade and subject must be determined to maintain confidentially. Recommend that teachers are asked to view their groups on the system as soon as possible to alert campus and district personnel if they are viewing a subject or student that they will not be assessing. This needs to happen before evaluation data is recorded in the system.


STAAR ALTERNATE OVERVIEW


• Overall format will be the same.• Four essence statements will be assessed per

subject.• 3-8 will be a grade-level assessment.• All alignment documents will be updated to reflect

the changes in the TEKS curriculum.• EOC participation will be determined by the ARD

committee as requirements for the minimum plan are addressed.

STAAR ALTERNATE OVERVIEW


STAAR Tested HS Subjects

English Math Science Social Studies

English I Algebra I Biology World Geography

English II Geometry Chemistry World History

English III Algebra II Physics U.S. History


Accommodations


Accommodations Chart Region 17 Website- www.esc17.net

* Diverse Learners

* Access to General Curriculum

* Educational Resources New—2010-2011 Accommodations Chart


GENERAL ACCOMMODATIONGENERAL ACCOMMODATIONINFORMATIONINFORMATION


2010–2011 ACCOMMODATIONS MANUAL

Posted in August 2010

Examples of Effective and Ineffective Objective Evidence

Includes information on LAT and TELPAS

Includes information on TAKS–Alt

All this, plus a whole lot more, can be found on the Accommodations Resources webpage at

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

Cari Wieland

Are the bullets really supposed to be down arrows?


WHO CAN USE ACCOMMODATIONS?

General education students with special needs Students receiving services through Section 504 Students receiving special education services English language learners

Unique to one student Should not be provided to an entire group One-Size-Fits-All ≠ Individualized

Cari Wieland

Student in 2nd bullet needs an "s"

Cari Wieland

add a line here or something to separate these bullets... the bottom 3 bullets are not directly related to the ones above them


ROUTINELY USED Accommodations should be routinely used during classroom

instruction, assignments, and testing. This doesn’t mean that the accommodation must be used everyday.

By analyzing observation data and assignment/test scores with and without the use of accommodations, an educator may be able to see how the student has gained skills, overcome weaknesses, or progressed in the curriculum. Or it may confirm that the student still struggles in certain areas.

Do not provide a new or unfamiliar accommodation on statewide testing day.


ADDITIONAL IMPORTANT INFORMATION

Some accommodations may be appropriate for instructional use, but not appropriate or allowed for use on a state assessment.

Students should be involved in selecting accommodations when appropriate.

Monitor, adjust, and evaluate the effectiveness of each accommodation to see whether it is appropriate or necessary for statewide testing. Then determine if an ARF is necessary. There are sometimes exceptions.


THE ACCOMMODATIONTHE ACCOMMODATIONREQUEST PROCESSREQUEST PROCESS


Step 1

Step 2

Step 3

Step 4

Step 5


ONLINE ACCOMMODATION REQUEST FORM

Online Accommodation Request Form is the preferred method http://www.etesttx.com/af Attach electronic copies of supplemental aids in a PDF file Online system is not secure, so districts should never submit confidential

student information. The request will be deleted if confidential information is included.

Requires JavaScript and Internet Explorer v7.0 or greater (or access the form using Macintosh’s Safari or Mozilla’s Firefox browsers).

Update District Testing Coordinator info in AskTED.

Faxing should only be considered as a last resort.


DATADATA


HOW MANY REQUESTSDOES TEA RECEIVE?

2007-2008 School Year



Total # of Accommodation Request Forms Received at TEA

About 200,000 14,208 8,180



By Test 2008-2009 School Year


TAKS 2,162 1,770

TAKS (Accommodated) 10,228 5,335

TAKS–M 1,499 871

TELPAS 319 204

Total 14,208 8,180



By Subject 2008-2009 School Year


ELA 393 290

Mathematics 6,851 4,563

Reading 3,227 1,626

Science 2,048 715

Social Studies 613 325

Writing 1,076 661

Total 14,208 8,180

About ½ fo

r Math!

Cari Wieland

This whole banner should come in as annimation at once, not just the words.



By Accommodation 2008-2009 School Year


Amplification Devices 6 0

Braille 44 0

Magnifying/Low Vision Device 36 0

Manipulating Test Materials 38 0

Minimize Distractions 36 0

Multiple/Frequent Breaks 95 0

Colored Overlays 10 0

Place Markers 30 0

Small Group Administration 116 0

Individual Administration 113 0

Reminders to Stay on Task 74 0



By Accommodation 2008-2009 School Year


Calculation Devices 2,627 2,580

Large Print 711 585

Manipulatives 95 44

Oral Administration 167 2

Photocopies of Test 542 410

Spelling Assistance 18 5

Supplemental Aids 5,615 1,528

Extended Time 3,450 2,748

TELPAS Paper Administration 250 147

Asylee/Refugee No data 373

Other (includes software) 1,358 155

Cari Wieland

This arrow should be red, too.



By TEA Determination



Approved 11,765 6,368

Denied 2,443 1,812

Total 14,208 8,180

Over 75% of all

ARFs are approved.


SPREAD THE WORD It is the intent of TEA’s Student Assessment Division that all

resources created for the purpose of clarification or facilitation of testing accommodations be accessible and familiar to classroom teachers.

Almost 20% of respondents to the Spring 2010 Voluntary Survey on Testing Accommodations indicated that they did not use the Accommodations Manual when making decisions about testing accommodations for students.

Help ensure that all teachers in your district or region are aware of and have access to the Accommodations Manual and all related trainings.


SUPPLEMENTAL AIDS

75


What Are Supplemental Aids?

A resource that assists a student in recalling information

A memory trigger that serves as a tool and not a source of direct answers

May be appropriate for instructional use, but may not be appropriate or allowed for use on a state assessment

Individualized for each student

Must be documented in the IEP

12010 Texas Assessment ConferenceTexas Education Agency


Who Can Use Supplemental Aids?

Supplemental aids are NOT allowed on TAKS, even for students who receive special education services, nor are they allowed on LAT administrations of TAKS.

Supplemental aids are NOT allowed for students who receive Section 504 services since these students are required to take TAKS.

For students who meet certain conditions specified in the Accommodations Manual, supplemental aids may be used on TAKS (Accommodated) and TAKS–M.



Some Cautions about Supplemental AidsThe only allowable supplemental aids

are the ones listed in Appendix D of the Accommodations Manual. These have been determined to be a tool and not a source of direct answers. No ARF is required for these.

TEA approval of a supplemental aid one student does not transfer to another student who may need that supplemental aid.

TEA approval of a supplemental aid for a student at one school district does not transfer to other students at another school district.3



Supplemental Aids Ideas and Examples

The following slides were developed by Accommodations Task Force (ATF) members with the intent of being presented and discussed.

Work with your campus or district testing coordinator or call your ATF member if anything seems confusing.

Handout –Appendix D, Supplemental Aids




MeanMean: M+E+A+N 4

MedianMedian: XXXXmedianXXXX

ModeMode: Moooooode

RangeRange: R - r

TRANSLATION

ROTATION

REFLECTIONCreative “mnemonic devices” can help with

mathematics vocabulary without providing a source of direct answers.


Mnemonics


MeanMean: M+E+A+N 4

MedianMedian: XXXXmedianXXXX

ModeMode: Moooooode

RangeRange: R - r

TRANSLATION

ROTATION

REFLECTION

Creative “mnemonic devices” can help with mathematics vocabulary without providing a source

of direct answers.


ARF Required for TAKS (Accommodated) or Local Review for TAKS–M for mnemonic

devices that are not acronyms or phrases

Mnemonics


Pictorial models and graphics may be used if they do not contain titles, words, labels, acronyms, numbers,

or symbols.

Pictorial Models and Graphics



Allowed per

Appendix D


or symbols.






or symbols.





or symbols.

ARF Required for TAKS (Accommodated) or Local

Review for TAKS–M



1 2 3 4 … 10

11 12 13 14 … 20

21 22 23 24 … 30

31 32 33 34 … 40

… … … … … …

91 92 93 94 … 100

100 Chart

Highlighting or any other indication of special numbers (e.g., prime numbers) in the body of the chart

is not allowed.2010 Texas Assessment ConferenceTexas Education Agency


R= d or 2r

Area

= r2

C

ir

cu

m f er

en

ce


Allowed per

Appendix D for

Grades 6–11



c

S2010 Texas Assessment ConferenceTexas Education Agency 89


Pictorial models and graphics may be used if

they do not contain titles, words, labels,

acronyms, numbers, or symbols.


c

S2010 Texas Assessment ConferenceTexas Education Agency





ARF Required for TAKS (Accommodated) or Local

Review for TAKS–M


y = a x2 + c

c moves

a makes itwider ornarrower







y = a x2 + c

c moves

a makes itwider ornarrower





acronyms, numbers, or symbols. ARF Required for TAKS

(Accommodated) or Local Review for TAKS–M


Supplemental Aids for Supplemental Aids for Reading and WritingReading and Writing


Reading—ChecklistsAnswer these questions while you read.

Predict—Make a guess about what will happen next I think ________ will ___________

Clarify—Make sure you understand the text This text was about … In my own words, this means … Summarize or paraphrase.

Connect This text reminds me of … This text makes me think of …

Visualize This sentence makes me imagine … As I read I can see …

Question Why did _______ say ___________? What if __________ made a different decision? What does the author mean by ___________?


According to Appendix D of the Accommodations

Manual, a checklist that is too detailed is not

appropriate for use on a state assessment.


Reading—ChecklistsFive Strategies for Effective Reading

Predict—Make a guess about what will happen next.

Clarify—Make sure you understand the text. This text was about…

Connect—This text makes me think of…

Visualize—As I read I can see…

Question—What does the author mean by__________?


Allowed per

Appendix D


Literary ElementsIndividual Definition

Conflict—the essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self)


ARF Required forTAKS (Accommodated)

orLocal Review for TAKS–M


Literary Elements20

10 T

exas

Ass

ess

ment

Confe

rence

Texas

Ed

uca

tion A

gency

Blank graphic organizers and graphic organizers that include labels related to literary elements may be used to help students analyze selections.


Literary Elements20

10 T

exas

Ass

ess

ment

Confe

rence

Texas

Ed

uca

tion A

gency

Blank graphic organizers and graphic organizers that include labels related to literary elements may be used to help students analyze selections.

Allowed per Appendix D


DictionariesGrade 7 Written

CompositionGrade 9 ReadingELA Reading/Written

Composition

Grade 4 Writing

2010 Texas Assessment ConferenceTexas Education Agency 99

Dictionaries are required for the specific tests noted. They are not

allowed for Grade 4 Writing, even as an accommodation.



A list of grade-appropriate

vocabulary may be used to help students

with word choice when composing a written response.

Word ListsWord Lists


Grammar Rules

Parts of Speech

Noun—name of person, place, thing, or ideaExamples: teacher, school, recess

Pronouns—take the place of a nounExamples: he, she, it, they

Verbs—show action or state of beingExamples: see, run, read, is, are

Adjectives—describe a noun, such as in size, color, and numberExamples: big bike; red car; three girls

Parts of SpeechNoun—name of person, place, thing,

or idea

Pronouns—take the place of a noun

Verbs—show action or state of being

Adjectives—describe a noun, such as in size, color, and number


Grammar rules with examples are not allowed. A list of grade-appropriate grammar rules may be used.



Grammar RulesPunctuationA. Apostrophe

1. Shows possession2. Shows contractions

B. Comma1. Separates clauses in sentences2. Separates items in a series3. Separates three or more

adjectives in a series2010 Texas Assessment ConferenceTexas Education Agency

A list of grade-appropriate

grammar rules without

examples may be used.




Images Require Careful Review

Some questions to consider:

Has the image been used in classroom instruction?

Does the image directly depict knowledge required by the TEKS? Factual information Cause-effect relationships Chronological sequences Definitions

Does the image contain hidden clues? Names Dates





Images May Not Directly Depict Knowledge Required by

the TEKS

D-Day


source of direct answers

6/6/1944

memory trigger


Remove Hidden Clues

17871787

13th Amendment13th Amendment


Remember

TAKS (Accommodated) TAKS–M

ARF Local Review


All images used as supplemental aids require review.


Science Supplemental Aids


STATES OF MATTER

SOLID LIQUID GAS


According to Appendix D of the Accommodations Manual, graphics of the states of matter are not allowed because they may be a source of

direct answers.


According to Appendix D of the Accommodations Manual, graphics of the states of matter are not allowed because they may be a source of

direct answers.

STATES OF MATTER

SOLID LIQUID GAS



No Title

No Labels


In this illustration, the brick represents a solid, the carton of milk represents a

liquid and the balloon represents a gas.




In this illustration, the brick represents a solid, the carton of milk represents a

liquid and the balloon represents a gas.


According to Appendix D of the Accommodations Manual, graphics of

reflection and refraction are not allowed because they may be a source

of direct answers.

BEHAVIOR OF LIGHTREFLECTION REFRACTION



According to Appendix D of the Accommodations Manual, graphics of

reflection and refraction are not allowed because they may be a source

of direct answers.

BEHAVIOR OF LIGHTREFLECTION REFRACTION



No Title

No Labels2010 Texas Assessment ConferenceTexas Education Agency

In this illustration, the man looking in the mirror represents reflection of light and the bending of the man represents refraction

or the bending of light.



In this illustration, the man looking in the mirror represents reflection of light and the bending of the man represents refraction

or the bending of light.



CHEMICAL CHANGES

BUBBLES

BURNINGCOLOR

According to Appendix D of the Accommodations Manual, graphics must not contain titles, words, labels, acronyms, numbers or symbols.



No Labels


Bubbles forming in the flask is a sign of a chemical change. The fire can indicate that new matter can be formed by burning. And seeing a color change is also an indication of a chemical change.

No Title



Bubbles forming in the flask is a sign of a chemical change. The fire can indicate that new matter can be formed by burning. And by seeing a color change is also an indication of a chemical change.



GRAPHICS THAT ARE SOURCES OF DIRECT ANSWERS

Newton’s 1st Law of Motion

OR

C6H12O6

O2

CO2 Glucose

7

H2O


GRAPHICS THAT ARE ALLOWED ACCORDING TO APPENDIX D

OR


121


Dana Never Asks Country Girls To Alaska

Renee Never Asks Country Girls About Utah

MNEMONICS THAT CONTAIN HIDDEN CLUES

Dana Never Asks Country Girls To Alaska

Renee Never Asks Country Girls About Utah

Get rid of hidden clues by

removing the color coding of

the bases in DNA and RNA

of this mnemonic

device.


THE PERIODIC TABLE

Colored periodic tables that contain the elements, their atomic numbers, and their masses cannot be used on the state assessment.


123


THE PERIODIC TABLE

Although this is a blank periodic table without the elements, atomic numbers, or masses, it is still labeled with the corresponding group name of each colored section.

124


THE PERIODIC TABLEAllowed per Appendix D


NOT IN APPENDIX D . . . NEED AN ARF!

Earth ScienceWeathering – Break itErosion- Take itDeposition-Bank it

Plate TectonicsConvergent = come togetherDivergent = go apart

Types of EnergyPotential = PauseKinetic = Kick

Symbiotic RelationshipsMutualism ++ Commensalism +0Parasitism + -

Pm v Momentum = mass x velocity

P = mv2010 Texas Assessment Conference

Texas Education Agency




Region 13

http://www5.esc13.net/agc/accommodations.html

127


Reporting Systems Update

Components of the 2011 Texas Assessment Program

• Texas Assessment of Knowledge and Skills (TAKS)• Texas Assessment of Knowledge and Skills — Modified

(TAKS–M)• Texas Assessment of Knowledge and Skills —

Alternate (TAKS–Alt)• Texas English Language Proficiency Assessment

System (TELPAS)

• Texas Assessment of Academic Skills (TAAS)

• End-of-Course assessments

2011 Reporting System

Answer Documents

• TAKS, TAKS (Accommodated), and LAT — one combined answer document ---

• TAKS–M and LAT — students taking all subjects with TAKS–M, including students eligible to take TAKS–M with linguistic accommodations, will use the regular TAKS–M answer document (grades 4–11) or scorable test booklet (grade 3)

• TAKS–Alt — no answer documents should be submitted for students assessed with TAKS–Alt


Answer Documents(continued)

• TELPAS — no answer documents should be submitted except in rare circumstances (details provided in ELL TELPAS presentation)

• Texas Assessment of Academic Skills (TAAS) — no longer administered; TAAS eligible examinees taking the TAKS tests will use the TAKS exit level answer document.



• An “*” score code is present on all TAKS and TAKS–M answer documents that have two or more subject areas tested

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



• TEST TAKEN INFO field — information about the test form (TAKS, TAKS (Accommodated), or LAT) and the language version (English or Spanish) must be recorded in this field.

– TAKS FORM– TAKS ACCOMM. FORM– LAT FORM (grades 4–8, 10 only)

• “EN” or “SP” for grades 4–5• “Blank” bubble for grades 6–11



• For each subject area tested, only ONE bubble should be gridded in the TEST TAKEN INFO field to show which assessment the student was administered.– Determine if the student is eligible for TAKS, TAKS

(Accommodated), or LAT.

– Next, determine the language version of the assessment that the student will take (grades 4–5 only).

– Follow the same steps to grid the TEST TAKEN INFO field even if the student is absent from the test or illness/test irregularity occurs during testing.



• TAKS (Accommodated) and LAT assessments do not have field-test items.

• Students taking TAKS (Accommodated) or LAT assessments will not use all the bubbles in the answer choice areas on the answer documents except for the following assessments.

• Writing (grades 4 and 7)• Reading (grade 9, grades 5 and 8 retests)• ELA (grades 10 and 11)• Math (grades 5 and 8 retests)• Exit level retests


Grade 4


Ethnicity/Race Fields



TAKS/TAKS (Accommodated)

• No separate TAKS (Accommodated) reports

• TAKS Summary Reports — results for students taking TAKS (Accommodated) will be included in the campus and district level summary reports.

• Separate TAKS English and TAKS Spanish summary reports will be produced

• An optional combined TAKS English and Spanish Summary Report will be produced


TAKS/TAKS (Accommodated)(continued)

• TAKS Individual Student Reports — results for students taking the TAKS (Accommodated) tests will be shown on each individual report.

• Results for students taking a combination of English-version and Spanish-version tests will be reported together on one Confidential Student Report and Confidential Student Label

• Separate TAKS English and TAKS Spanish rosters will be produced


TAKS/TAKS (Accommodated)(continued)

• Vertical Scale– Grades 3–8 reading and mathematics

– No 2100/2400

• Texas Projection Measure (TPM)


TAKS–M

• Results for students taking a combination of TAKS/TAKS (Accommodated) and TAKS–M tests will be reported together on one Confidential Student Report and Confidential Student Label.

• Separate TAKS–M rosters will be produced

• Results for students assessed with TAKS–M will not be included in the TAKS summary reports. Separate TAKS–M summary reports will be produced.


TAKS–Alt

• Summary Reports — results for students assessed

with TAKS–Alt will not be included in the campus and district level TAKS summary reports.

• Separate TAKS–Alt summary reports will be produced

• Individual Student Reports — results for students

assessed with TAKS–Alt will be shown on the individual reports.


TAKS Individual Student Level Data File

• Results for TAKS/TAKS (Accommodated) English and Spanish, TAKS–M, and TAKS–Alt will be included on one student level data file.


Agency Use Field – TAKS

• No JJAEP/DAEP collection• No make-up information will be collected• Asylee/Refugee collection — for eligible students only


Texas English Language Proficiency

Assessment System

• Individual Reports – Confidential Student Report

– Confidential Student Label

– Campus Roster

• Summary Report

Summary of Online Services

2010–2011 Online Services

• Online Reports and Data Files• Online reports and data files accessed

through the Texas Assessment Management System—View Published Reports within “Test Results”

• Can download (zip) files for an entire district

• Reports include Materials List, Precode Lists, Rosters, Data Files, etc.


• TAKS Online Reports and Data Files• Same as in 2009–2010• All reports can be ordered online in PDF

format• Data files also available for delivery online


• TELPAS Online Reports and Data Files• All reports, including the individual data file,

will be provided online as a standard service• Confidential Student Reports (CSRs) and

Labels will be provided in paper format (CSRs will also be available online)

• Summary reports and rosters can be ordered in paper format for a fee


• EOC Online Reports and Data Files• All reports will be provided online only• Confidential Student Reports and Lists of Students’

Results for ONLINE testers will be available approximately 24 hours after the tests are submitted.

• Confidential Student Reports and Lists of Students’ Results for PAPER testers will be available approximately 7 working days after receipt of answer documents.

• Summary reports and data files will be available by June 24, 2011. Summary reports will be in the same format as last year (Algebra I will be formatted similar to other subjects because there is not an established passing standard in 2011).

• View Assessment Summary Results by State, Region, District, and Campus

• Available for all assessment programs for 05–06 through 09–10 school years

• Summary reports for each test administration

• Campus, District, Region, and State

• Available at http://www.TexasAssessment.com/ (under “Related Links”)

• Each administration will be placed on the site at the time the final results for the administration are due to the Educational Service Centers (ESCs)



• Online Viewing of Student Information via the secure Online Data Management (SchoolHouse) website

• Available for TAKS, TAKS–I, TAKS (Accommodated), TAKS–M, TAKS–Alt, TELPAS, RPTE, SDAA, & SDAA II

• Search by PEIMS ID, name, or DOB

• Assessment information such as score code, scale score, Met Standard, etc. is available

• Update student ID information

• Request TAKS exit level cumulative student labels

• This will be transitioning to TAMS in 2011–2012


• Ordering of Additional Materials

• Online ordering through TAMS for all administrations

• Enter orders, view order history, check order status, and track shipment information

• Orders for braille —

– Select the “2011 TAKS/TAKS–M Braille Test Order Form” from the “Forms” tab located within the “Resources” area of the Assessment Management System

– Only 1 order form for TAKS and TAKS–M (TAKS and TAKS [Accommodated] will use the same braille form

– Specify students PEIMS ID, name, grade, language, testing program, subjects braille is needed for, and type of braille (contracted vs. uncontracted)


• Collection of TAKS Participation Counts

• Enter participation counts into the Assessment Management System

• Update participation counts from 1/3/2011–1/28/2011 for April TAKS administrations

• Update TAKS, TAKS (Accommodated), TAKS–M, LAT, large print, oral administration, and dyslexia counts in January as more information becomes available


• Collection of End-of-Course (EOC) Participation Counts

• Districts will receive participation count information and other related EOC information via e-mail to districts during the week of December 13, 2010

• Campus counts will be loaded for those campuses required to test (online or paper)

• Provide participation counts from 1/3/2011–1/28/2011 through the Assessment Management System

• Update assigned counts and provide counts for other voluntary testers (both paper and online)


• Submission of Precode/Student Data Files• Files submitted through TAMS• Two file formats are supported: .txt (text)

and .csv (comma separated) files• When files are submitted, records are

validated against the “Student Directory”• Records that do not match will be

flagged and will not be loaded for precoding or online testing; matched records will be loaded.


• Submission of Precode/Student Data Files (cont.)• Records that do not match can be resolved

and then the entire file can be resubmitted; or, only the records that were in error can be submitted.

• Districts will need to contact Pearson to correct the student directory if the information in the student directory is in error

• Multiple files per administration can be submitted if preferred


• Alerts (Record Changes)• Will be done through the Online Data Management

(SchoolHouse) website (will move to the Assessment Management System in 2011—date TBD)

• All grades, all administrations• Records to update noted by “*” on the Confidential

List of Students’ Results and administration data files• Updated student ID information is included on the

final statewide files provided to TEA• Districts will receive an updated data file and

Confidential Student Reports (PDF format) on TAMS after each Record Change period


• Score Code and Test Taken Information Changes• Will be submitted through the Online Data Management

(SchoolHouse) website during 2010–2011• Same type of template will be used as in 2009–2010• Test Taken Information changes are applied before the

final statewide file is sent to TEA for the April administrations (grades 5 & 8 early April and late April grades 3–10 and exit level administration only)

• Score Code changes and Test Taken Information changes for other administrations are applied after the final statewide file is sent to TEA


• Student Information Retrieval Service (SIRS)

• Submit a file containing student PEIMS IDs and current year County-District-Campus number

• Submit files through the Online Data Management (SchoolHouse) website

• Receive previous year TAKS and TELPAS individual student data file and online roster; files and rosters are provided through the SchoolHouse website


• Order Released Tests• Secure ordering through

http://www.TexasAssessment.com/publications• Can use debit/credit card for purchases

• Out-of-School/District Registration• Access online registration at

http://www.TexasAssessment.com/ (under “Test Registration”)

• Paper registration is no longer available


• Confidential Images of Essays and Open-Ended Responses

• Available for TAKS, including TAKS (Accommodated), for the March administration only

• Available in print or PDF on CD• One CD per campus• Not available for grade 10 make-up, grade

10 ELA LAT, or TAKS–M (all grades)

Test Security in 2011

165

Work will begin on developing a transparent method to annually identify statistically irregular patterns of test answers that may indicate cheating to augment other detection methods already in use.

On-site monitoring will continue

Test Security in 2011 14-point Security Plan

Test Security Supplement Restructured slightly to make it more succinct Information about history and implementation of the 14-

point plan has been moved to an appendix Information added regarding

writing names on students’ test booklets online alternate test date request form

166

Test Security in 2011

Question for students about Form 1 for oral administration

and dyslexia bundled accommodations administration

New Language in Test Administration Directions

167

2008 2009 2010

Number of

Reported

Incidents

3,954 4,819 4,462

168

What to Emphasize in Training

169

Preparation for Testing

What to Emphasize During Training

Read the manuals.

Inventory test materials; resolve shortages.

Store materials properly.

Verify students’ testing requirements.

Communicate local policies and procedures (e.g., regarding cell phones, testing disruptions, handling problems).

Read the manuals!170

Oversight during Testing Verify that each student receives the correct assessment.

Verify that test administrators are actively

monitoring.

Verify that seating charts have been completed.

All testing personnel must understand that they may NOT: provide assistance view tests without authorization discuss confidential student information reinforce or check for strategies


171

After testing

Account for all test materials

No scoring of student responses

No erasing stray marks or darkening response ovals

No unauthorized viewing

Verify correct packing of materials for shipping

Collect and submit any necessary documentation in connection with testing irregularities


172

Testing Irregularities in 2011

173

Testing Irregularities

What is likely to go wrong in 2011?

174

Wrong test administered

Blank answer document accepted

Wrong test form issued

Accommodation not provided

Eligible student not tested

Exempt or ineligible student tested

Testing Irregularities Most common irregularities in 2010

Contact the Student Assessment Division at 512-463-9536 for guidance and/or a possible remedy when these or other types of incidents occur.

Viewing a test before, during, or after an assessment without authorization

Scoring student tests

Discussing secure test content or student responses

Copying secure materials without authorization

Directly or indirectly assisting students with responses

Testing Irregularities Potential Referral to Educator Certification

and Standards

These incidents must be reported to TEA immediately.

176

Reporting Irregularities

177

District testing coordinators or their designees are responsible for investigating potential testing violations.

Statements and reports should: clearly outline the sequence of events, explain exactly what happened and how it occurred, include information about how the problem was

resolved, and include a district determination in the matter.

All irregularities require the following documentation: Incident report (via Online Incident Reporting

Process) Signed statement(s) from individuals involved

(preferably typed)

Reporting Irregularities Collecting Documentation

178


179

It is important to obtain statements from involved parties as soon as possible following an incident while memories are fresh and before staff leave.

Documentation for irregularities that involve the loss of secure materials or that could result in a referral to the Educator Certification and Standards Division must include a Corrective Action Plan.

NOTE: Never include confidential student information in incident reports or supporting documentation (first and last name, social security number, etc.)


180

Districts are required to report disciplinary actions taken locally against educators and/or students.

The Corrective Action Plan should be used to report disciplinary actions taken against educators.

The Locally Determined Disciplinary Actions Form should be used to report disciplinary actions taken against students for cheating.

Reporting Irregularities Submission of information

181

Incident reports may be submitted to TEA online via the following URL:

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

For detailed information about using the online submission process, please refer to the 2011 Test Security Supplement.

Questions About Test Security?

182

STAAR Overview

184

Assessment of English Language Learners

• Grades 3–5 – Mathematics – Reading

• Grade 4 – Writing

• Grade 5 – Science

TAKS in Spanish

• April grade 5 mathematics and reading assessments will be administered from separate, not combined, test booklets

• Students will continue to use combined answer documents

TAKS Grade 5 Spanish Test Booklets

CM iv

• Grades 3–8 and 10 – Mathematics – Reading and ELA

• Grades 5, 8, and 10 – Science

Linguistically AccommodatedTesting (LAT)

No LAT Changes This Year!

LAT Schedule

Date Subject Grades

Mon, 4/25 Math 3, 4, 6, 7, 10

Tues, 4/26 Reading/ELA (Day 1)

3, 4, 6, 7, 10

Wed, 4/27 Reading/ELA (Day 2)

3, 4, 6, 7, 10

Fri, 4/29 Science 5, 8, 10

Mon, 5/16 Math 5, 8

Tues, 5/17 Reading(Day 1)

5, 8

Wed, 5/18 Reading(Day 2)

5, 8

• Arranging for testing requires collaboration with LPAC and subject-area teachers

• Linguistic accommodations in instruction are required by the Texas English Language Proficiency Standards (ELPS)

• Effective collaboration about LAT accommodations helps reinforce instructional requirements that promote academic achievement and English acquisition of ELLs

• LAT accommodations are described in Accommodations Manual and LAT Manual

• Code answer documents correctly

LAT Planning Reminders

LAT TETN Opportunities and Training Slides

• Detailed LAT TETN training to be offered February 11 from 9 to noon (event # 8237)

• LAT-specific training slides from last year’s TETN to be updated and posted to website before February 11

Texas English Language Proficiency Assessment

System (TELPAS)

K–12:ListeningSpeakingReadingWriting

Holistically Rated Componentsof TELPAS

• K–1 Listening, Speaking, Reading, Writing

• 2–12 Listening, Speaking, Writing

• Several changes made since last year to streamline processes

• Multiple notices have gone out and several “heads up” TETNs have been conducted

Key Features of Streamlined System

• All online rater training now in spring only

• Training for K1 and 212 raters aligned

• No more 1-time qualification in writing; shift to annual calibration across all language domains

• Two online training components:

• Basic training course for new raters

• Calibration activities for all raters, both new and returning

• Texas TrainingCenter website has been redesigned accordingly―much easier to use

CM 220

Key Features of Streamlined System

• New supplemental training model for raters (both new and returning) who have difficulty calibrating

• TrainingCenter reports for monitoring online training activities have been revised – easier to use

• Reports help coordinators track

who has registered, is in progress, or has completed online training

who needs supplemental training and

who may ultimately require rater support during live administration

CM 220

Key Points to Emphasize During Training

• Holistic rating training no longer job of state-authorized teams of TELPAS trainers

• District and campus personnel have primary responsibility for supporting holistic rating training

• Vital for testing coordinators to have good working knowledge of holistic rating training

• As in past, testing coordinators responsible for ensuring

• adequacy of training

• sufficient numbers of raters

• Collaboration with bilingual/ESL specialists encouraged, but testing coordinators ultimately responsible for TELPAS administration

New Raters

Online Basic Training Course

If not calibrated: Supplemental Holistic

Rating Training

Final OnlineCalibration Activity

Set 3

OnlineCalibration Activities

Sets 1 and 2:Set 2 required if not successful

on Set 1

Fall ELPS-TELPAS Professional Development(For new teachers and new prospective raters --

recommended)

Returning Raters

OnlineCalibration Activities

Sets 1 and 2:Set 2 required if not successful

on Set 1

Spring TELPAS Administration Procedures Training

Covers holistic rating training requirements and procedures for conducting TELPAS

CM 221TELPAS Interactive Guide

K–1 New K–1 Returning

Individuals who have not completed K–1 holistic rating training requirements

Individuals who completed K–1 holistic rating training requirements in a previous year

Definitions of New and Returning RatersK–1 and 2–12

2–12 New 2–12 Returning

Individuals who have not completed 2–12 holistic rating training requirements

Individuals who completed 2–12 holistic rating training requirements in a previous year

Raters who complete K–1 but not 2–12 training will be new raters if they switch to 2–12, and vice versa. K–1 and 2–12 training are separate because of differences in test components and rating rubrics (PLDs).

200CM 239

Rater Credentials

Each teacher selected to rate an ELL must

1) have the student in class

2) be knowledgeable about the student’s ability to use English in instructional and informal settings

3) hold valid education credentials such as a teacher certificate or permit

4) be appropriately trained, as required by TEA

Calibration Activities Tip

Raters should use their TELPAS rubrics

(PLDs) and refer to, as needed,

information from the:• online basic training course

• holistic rating PowerPoints produced by TEA

• TELPAS Manual for Raters and Test Administrators

• Educator Guide to TELPAS

To be successful, raters need to rate students in their

assigned grade cluster with at least 70% accuracy.

TEA Rater Training Recommendation:

Consider having returning raters repeat new rater training if they have not completed TELPAS training since 2007-2008 school year

• Returning rater planning roster (made available to districts in November) lists returning raters in accordance with this recommendation

• Raters told to consult with testing coordinator if unsure of training assignment

• A district may, at its discretion, require a returning rater to repeat training for new raters; raters are informed of this in manual and on online training webpage

Training of Returning Raters

CM 239

Training Supplemental Support Providers

• Registration for TEA’s web-based training ends December 17, 2010

• Individuals who register must meet specified criteria

• Individuals trained by TEA may turn around training to other qualified individuals if more supplemental trainers needed

• You can access the registration form at http://www.TexasAssessment.com/TELPASsuppTOTregistration.

CM 222DC Act 6CC Act 6

Criteria to Be Met

1. A supplemental support provider must be a 2009–2010

• state-authorized trainer, or

• fully trained and refreshed K–1 rater, or

• fully trained, qualified, and refreshed 2–12 rater

2. Individual must attend a TEA web-based training or turnaround training session

3. Individual must calibrate on either set 1 or 2

Goals – •Build local rating expertise•Enable supplemental support to be provided locallyCM 222

DC Act 6CC Act 6

Training Supplemental Support Providers

• Arrange for enough support providers (trainers) to meet district needs

• With proper foundation, only small numbers of raters should need supplemental support

• Recommendation―at least one trainer per district for each of these clusters: K1, 25, 612

• Districts with substantial numbers of ELLs may benefit from having more trainers

• Districts, not ESCs, have primary responsibility for supplemental training of raters


Supplemental Support for Raters

• Raters not successful after calibration set 2 to get supplemental support and then complete set 3 before start of testing window

• Raters need access code to complete set 3

• Supplemental training resources to be posted in Resources area of TrainingCenter website (in section requiring coordinator access)


2 Basic Models of Supplemental Support

1. Individual or group session

• Raters attend one-on-one or group session with trainer before completing final calibration set

2. Brief meeting followed by additional consultation at rater’s request

• Rater meets briefly with trainer to receive instructions on resources to review

• After review, rater schedules time to get additional clarification, if needed, before completing final calibration set

DC Act 6CC Act 6

Uncalibrated Raters

CM 220, 243, 283

• As in past, only raters who complete state-required training and calibration activities are authorized to serve as raters

• Raters who complete required training but are unable to calibrate may serve as raters at district’s discretion; however, during live administration districts must provide them with rating support in all domains

TELPAS Holistic Rating Training Dates

210

Date Activity

1/3 Launch of Assembling and Verifying Grades 2–12 Writing Collections course

1/3–7 TELPAS Manual due in districts (available online in December)

1/7 End date for district coordinator training—all TELPAS components

1/10 Launch of online basic training courses for new K–1 and 2–12 raters (course should not be taken until after rater administration procedures training)

1/21 End date for campus coordinator training—holistically rated components

1/18–2/1 TEA conducts web-based supplemental support TOTs

1/31 Calibration window opens for new and returning raters—first 2 sets

2/1 End date for administration procedures training – holistically rated components

2/1 Earliest eligibility date for TELPAS writing samples

2/16 3rd and final calibration set available (supplemental training window starts)

3/7–4/8 TELPAS assessment window

CM 223

• Be sure raters know assigned grade cluster of training

• Grade cluster of training must correspond to grade levels of students to be assessed by rater

• See Campus Coordinator Activity 6 for special instructions for raters who have students in multiple grade clusters

• Raters are directed to consult campus coordinator for instructions if they rate multiple clusters

CM 274

LMS Tools and Resources

1. Statewide rater lookup tool

2. Four reports (revised to reflect streamlined training)

• Returning rater planning roster (new) – roster of recently trained returning raters (those trained in 2008-2009 and 2009-2010 school years)

• Course completion roster – completion and performance of basic training course, current year

• At-a-glance roster – shows basic training course and calibration status of raters, current year

• Calibration summary report – shows calibration success rate by set and grade cluster, current year

DC Act 6CC Act 6

TELPAS At-a-Glance Training & Calibration Report

Training Certificates and PD Hours

Basic Training Course – certificate of completion

Calibration – certificate of successful completion

• Professional development (PD) hours no longer on certificates, just in training histories

• Raters no longer required to print a certificate for their records; just required to print copy for coordinator

• See rater user’s guide for pictures of certificates and screen shot of training history section of TrainingCenter website

DC Act 6CC Act 6

Tips for Rater Training• Ensure that new raters have appropriate knowledge of

TELPAS and understand importance of being well-trained in rating process

In addition to information in TELPAS Manual, slides from presentations listed in District Coordinator Activity 3 can be used as needed to build foundational understandings in administration procedures training

Review guidelines for conducting administration procedures training (Campus Coordinator Activity 4, p. 268)

• Familiarize raters with webpage where online training and calibration activities are launched

• Review writing collection assembly procedures

• Have raters keep My Info section of TrainingCenter current — training records cannot otherwise be fully accurate

TELPAS Manual Notes for Rater Training

• Online training course and calibration information Rater Activity 2 (holistic rating training requirements)

describes requirements and processes; contains training flowchart

Rater user’s guide (Appendix D) shows how to access and navigate through course and calibration sets

• Rater Activity 4 (preparing to rate) — new activity; reviews key info from online training course; contains key information from former new-rater training binder; raters should review this before starting to assign students’ ratings

• Rater Activity 5 (rating students) — emphasize adhering to “Procedures for Rating Students,” page 38

Listening and Speaking Audit

• TEA to conduct listening and speaking audit to gather validity and reliability evidence of these domains

• Audit will require raters to complete questionnaire and describe basis for ratings they assign to students selected for audit

• Districts to be notified by end of February of any campuses selected

CM 223

Reminders• Web-based training enables TEA and districts to monitor

course completion and performance on practice and calibration activities; this provides evidence of assessment validity and reliability

• Raters must complete course rating practice activities and calibration sets independently; collaboration is not permitted

• A student is not permitted to have one rater for some domains and another rater for other domains

• Writing collection instructions emphasize authentic writing aligned to Texas English language proficiency standards (ELPS) and content-area TEKS; avoid formulaic or school-wide writing assignments (Campus Coordinator Activity 8)

Online Reading Tests and Data Submission Through the Texas

Assessment Management System

Website access: http://www.TexasAssessment.com

TELPAS Online Reading TestGrade Clusters

Grade 2 Grade 3 Grades 4–5 Grades 6–7 Grades 8–9 Grades 10–12

Key Resources for Online Testing• Manuals

– District and Campus Coordinator Manual– TELPAS Manual for Raters and Test Administrators

• Technology Information– User’s Guide for the Texas Assessment Management

System (to be updated for TELPAS in December)– User Roles and Permissions for the Texas

Assessment Management System– PearsonAccess Technology Guidelines– Proctor Caching User’s Guide– TestNav Technology Guidelines– Unified Texas Minimum System Requirements

• Practice– Practice Center (available for TELPAS sometime in

December)CM 217-218

Key Technology Information• Flash-based online testing interface introduced in

spring 2010 will continue to be used; interface changes made to improve performance and efficiency

• Student tutorials have been revised and must be replaced

• Proctor caching now required; TELPAS tests to be available earlier for proctor caching

• Recommendations: Proctor cache 3–5 days before testing Allow proctor caching and TestNav to bypass

software packages for third-party virus protection and content filtering—some of these packages interfere with functionality of proctor caching and TestNav

DC Act 8

New Assessment Management System Website Features for Online Testing

• Improved processes for uploading student data

• Improved process for handling students who move between campuses and districts during TELPAS

• Enhanced features to prevent districts from testing students in an incorrect grade cluster

• Built to accommodate holistic rating component

Separate screen for entering holistic ratings

Students can now be grouped one way for entry of rating information and another way for online reading tests

DC Act 8

224

Rating Entry Groups• Testing personnel will create rating entry groups for students in K–12

in addition to the online reading test sessions they create for students in grades 2–12

• Ratings cannot be entered until student is placed in rating entry group

• Rating entry groups created and accessed from Student Evaluation tab

• Recommendation―create these 1 to 2 weeks before testing

DC Act 12CC Act 13

Rating Entry Groups and Online Test Sessions

Big understandings –

• These are separate groupings, totally independent of each other

• Rating entry groups are independent of reporting groups assigned in student data upload process

• Rating entry groups can be however large or small within a campus

DC Act 12CC Act 13

Assigning User Access –Roles and Permissions

• Assessment Management System uses a role-based design; user roles have specified permissions to perform functions

• See roles and permissions document accessible from http://www.TexasAssessment.com/resources

• Roles can be assigned to testing personnel singly or through file uploads

• District Coordinator Activity 9 (assigning user roles) should be emphasized in training of district and campus coordinators

DC Act 9

Assigning User Access –Roles and Permissions

Roles to choose from for TELPAS:

• district testing coordinator

• campus testing coordinator

• online session administrator

• online test administrator

• rating entry assistant

Most Permissions

FewestPermissions

DC Act 9

3 Roles to Be Clear About

• Online Session AdministratorGood role for tech staff or other personnel who will help campus coordinator set up and manage online test sessions and/or rating entry groups

• Online Test Administrator Good role for reading test administrators who just need limited permissions such as starting/stopping sessions and resuming tests

• Rating Entry Assistant Good role for personnel who will just enter holistic ratings (this role cannot set up rating entry groups)

DC Act 9

Uploading, Reviewing, and Updating Student Records

• Student upload option to be selected by Dec. 10 (Nov. 10 e-mail). 2 options: PEIMS upload Locally created district datafile

• PEIMS data to be uploaded by Pearson by Jan. 3

• Locally created files can be uploaded by districts as early as Jan. 3

• Once uploaded, 23 weeks should be reserved for data verification before start of testing window

DC Act 10CC Act 11

Reviewing and Updating Student Records

• District and campus coordinators can both download and update files, but only district coordinators can re-upload files

• Only district coordinators can change data directly within online system (i.e., edit fields, add or delete students)

• Years in US Schools (not a PEIMS element):

Rather than add data student by student within online system (which only district coordinator role can do), file download and re-upload process can be used

Remember that fields have changed slightly this year (Sept. 15 e-mail)

Former Years 5 or more category is split into year 5 and years 6 or more (see page 288)

DC Act 10CC Act 11

Managing Students Who Move During TELPAS

• Assessment Management System user guide contains technical instructions for adding and removing students

• Coordinator Manual Appendix H describes procedures for managing assessments of students who move within districts or across districts during TELPAS

• No longer necessary to call or e-mail Pearson

• Districts use Assessment Management System to

identify sending districts and campuses

determine what assessments have been completed

• District coordinators can add new enrollees one by one or through file upload process

Appendix H

Chart Added for Ease of Reference

232Appendix H

Entering Ratings in Online System• Raters are required to record their ratings on TELPAS

Student Rating Rosters (Appendix B of TELPAS Manual)

• Raters may or may not be needed to enter students’ ratings in online system

• For raters who are so directed, new TELPAS Manual Rater Activities 6 and 7 describe how to (1) set up rating entry groups and (2) enter holistic rating information in Assessment Management System

Reminder: Individuals must be assigned appropriate online user roles to perform these functions: o Online session administrators can both set up

rating entry groups and enter ratingso Rating entry assistants can only enter ratings

CC Act 15

• To be entered on Enter TELPAS Holistic Rating Information screen in Student Details view of Student Evaluation tab

• Information from TELPAS Student Rating Roster must be entered for each student: Holistic ratings (or “do not score” designations of ARD

Decision or Extenuating Circumstances)

Rater information fields A and B

• “Do not score” designations should be very rare

• Information can be entered/updated any time during administration window

Holistic Ratings and Related Information

CC Act 15

TELPAS Student Rating Roster(Top Portion)

Appendix B of TELPAS Manual

235

236

Enter TELPAS Holistic Rating Information Screen

• To be entered on Student Test Details screen within Test Management tab

• “Do not score” codes– Absent– Second Semester Immigrant Non-English Reader– ARD Decision– TEA-Approved Paper Administration– Other Student Not to Be Scored

• For students who move, sending districts that are to supply only holistic ratings should ensure that students are NOT in a reading test session; “do not score” codes should NOT be entered for such students

• Students with “do not score” codes must also have their tests marked complete through Mark Test Complete screen

Reading Test “Do Not Score” Codes

CC Act 15

238

Student Test Details Screen

Reminder – Mark Test Complete

• Reading tests should only be marked complete for following reasons: “Do not score” situations

• Absence for entire testing window• Second semester immigrant non-English

reader• ARD Decision• TEA-approved paper administration for a

student already in an online test session• Other (illness or testing irregularity)

Student forgot to click Submit at end of test

District coordinators, campus coordinators, and online session administrators have access to complete this task

CC Act 15

240

Mark Test Complete Screen

Ensuring Records Are Verified as Complete by End of Window

• End of testing window – April 8

• End of final data verification window – April 13

• 4 reports available to help coordinators monitor completion of TELPAS assessments

2 reports on holistically rated assessments

2 reports combine reading test and holistic rating data

DC Act 14CC Act 17

4 Coordinator Reports• Holistic rating reports

1. Student Status Report Lists rating entries by student

2. Snapshot Report Summarizes numbers of students not started, in progress, complete

• Combined reading / holistic rating reports

1. Combined Status ReportSimilar to former TELPAS Student Status Page; enables coordinators to know whether key data elements are complete (rating information, grades 212 reading tests, years in U.S. schools data)

2. Summary Report (District Level Only)Summarizes by campus numbers of students not started, in progress, complete, and resolution requiredDC Act 14

CC Act 17

TELPAS Combined Status Report

Report for Tracking Test Status of Students Who Move

• Combined Status Report can be used by both sending and receiving districts to monitor status of a student’s holistic ratings and online reading test

• Both districts will see what tests have been taken and are left to complete

• Report generated at campus and district level

• See Assessment Management System user guide for instructions on accessing report

Appendix H

New Roles, Training, and Oath Requirements

• Supplemental support providers• Same training as raters, plus supplemental

support provider training• Sign rater oath; section added

• Rating entry assistants • TELPAS administration procedures training• Sign rater oath; section added

• Online session administrators• TELPAS administration procedures training• Sign test administrator oath; section added

DC Act 3

More Detailed Slides

For more detailed slides, access the following Texas Assessment Conference presentations from:

www.tea.state.tx.us/student.assessment/ell

Streamlined TELPAS Holistic Rating Training System for Spring 2011

TELPAS Online Testing and Data Collection

ELL Assessment TETNs

• December 16 ● 9:00-12:00 ● event # 8126 Annual LPAC Assessment Manual TrainingFor ESC personnel who conduct LPAC training on the LPAC assessment decision-making process; open to ESC personnel only

• January 7 ● 9:00-12:00 ● event # 8302 TELPAS Spring Online Training SystemFor coordinators; review of spring online holistic rating training and calibration procedures; review of updated TrainingCenter website

• January 21 ● 1:00-3:30 ● event # 8304 TELPAS Online TestingFor coordinators; review of Assessment Management System components for TELPAS administration

• February 11 ● 9:00-12:00 ● event # 8237 LAT Procedures

For coordinators; review of information to use in training LAT test administrators

Closing and Evaluation