• STAAR and STAAR Modified English I and English II
- separate reading and writing tests have been combined into one
test ...
• Student Success Initiative
- English language learners in grades 5 and 8 will be held to
Student Success Initiative (SSI...
• STAAR Standardized Oral Administration (SOA)
- offered statewide as an online option for oral administration for
eligibl...
It’s the law!

Texas Education Code (TEC)
Sec. 39.0301. SECURITY IN ADMINISTRATION OF ASSESSMENT
INSTRUMENTS. (a) The comm...
It’s the law!

Texas Administrative Code (TAC)
19 TAC Chapter 101. Assessment, Subchapter CC.
Commissioner’s Rules Concern...
It’s the law!

Texas Administrative Code
19 TAC §101.3031(b) Test administration procedures. These test
administration pro...
It’s the law!

Procedures for maintaining the security and confidentiality of
assessments are specified in the Test Securi...
It’s the law!

Conduct that departs from the test administration procedures as
established in the Test Security Supplement...
It’s the law!

Violation of Security and Confidentiality of Assessments
Conduct that constitutes a severe violation of tes...
It’s the law!

Violation of Security and Confidentiality of
Assessments (continued)
- duplicating secure test materials
- ...
It’s the law!

Penalties for Violation of Security and
Confidentiality of Assessments
Violation of security or confidentia...
It’s the law!

Penalties for Violation of Security and
Confidentiality of Assessments
Penalties for participation in a ser...
It’s the law!

Penalties for Violation of Security and
Confidentiality of Assessments
Release or disclosure of confidentia...
It’s the law!

Penalties for Violation of Security and
Confidentiality of Assessments
The superintendent and campus princi...
2014 Security Supplement

2014 Test Security
Supplement
2014 Security Supplement
Contents
Policy and Procedure Highlights
• updates and key issues
Making Your Program Secure
• th...
2014 Security Supplement

Policy and Procedure Highlights
Training Requirements
• All district or campus personnel who par...
2014 Security Supplement

Policy and Procedure Highlights
Materials Security
• District and campus coordinators are respon...
2014 Security Supplement

Policy and Procedure Highlights
STAAR Test Session Time Limits
• Beginning in 2014, STAAR and ST...
2014 Security Supplement

Policy and Procedure Highlights
STAAR Test Session Time Limits
• Test administrators must use a ...
2014 Security Supplement

Policy and Procedure Highlights
STAAR Test Session Time Limits
• Multiple test sessions are allo...
2014 Security Supplement

Policy and Procedure Highlights
Test Administration Windows, Flexible Scheduling, and
Make-up Te...
2014 Security Supplement

Policy and Procedure Highlights
Reference Materials, Scratch Paper, and Graph Paper
• Students m...
2014 Security Supplement

Policy and Procedure Highlights
Student Cheating
• If a district determines that a student is in...
2014 Security Supplement

Policy and Procedure Highlights
Investigating and Reporting Testing Irregularities
• Each person...
2014 Security Supplement

Policy and Procedure Highlights
Investigating and Reporting Testing Irregularities
• Procedural ...
2014 Security Supplement

Policy and Procedure Highlights
Investigating and Reporting Testing Irregularities
• Serious Irr...
2014 Security Supplement

Policy and Procedure Highlights
Investigating and Reporting Testing Irregularities
• Serious Irr...
2014 Security Supplement

Policy and Procedure Highlights
Investigating and Reporting Testing Irregularities
• All inciden...
2014 Security Supplement

Policy and Procedure Highlights
Investigating and Reporting Testing Irregularities
• New in 2014...
Reporting Testing Irregularities

Reporting
Testing
Irregularities
Reporting Testing Irregularities
2012
2013
Reporting Testing Irregularities

2012–2013 Incident Reports

Serious Reports
Serious Reports
-- tampering
tampering
-- as...
Reporting Testing Irregularities

2012–2013 Incident Reports
(approximate numbers)

Serious
Procedural
Non-violations

Tot...
Reporting Testing Irregularities
http://www.tea.state.tx.us/student
.assessment/security/

http://www.tea.state.tx.us/stud...
Reporting Testing Irregularities

Reporting Testing Irregularities
The contents of an Online Incident Report for both seri...
Reporting Testing Irregularities
• Online Incident Report
- It must first be determined
if the reported incident is
proced...
Reporting Testing Irregularities
• Online Incident Report
- include in the Description of
the Incident:
a) where and when ...
Reporting Testing Irregularities
• Online Incident Report
Reports of procedural and
serious incidents must
both include a
...
Reporting Testing Irregularities
Reminders about making a report
1) Contact the TEA Student Assessment Division security t...
Reporting Testing Irregularities
Reminders about making a report
2) Report the irregularity using the online Incident Repo...
Reporting Testing Irregularities
We need your district determination of the event.

Procedural Irregularity
- Include a su...
Reporting Testing Irregularities
Additional Action Required Notice
- In order to process the reported incident, the TEA se...
Reporting Testing Irregularities
Additional Action Required Notice
Benefits of a quick response include
- the collection o...
Reporting Testing Irregularities
TEA Response to the Report of an Irregularity
- The TEA security team will review the onl...
Resources
Test Security Webpage

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

2014 Test Security Supplement
Web-based ...
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...
2014 Manuals
2014 District and Campus Coordinator Manual
- STAAR
- TELPAS
Please retain manual
for the entire
calendar yea...
Highlights of the
2014 District and Campus Coordinator Manual
• Expanded Calendar of Events page runs January ‒December 20...
2014 District and Campus
Coordinator Manual
• List of links to all
of the online resources so
hard-copy manual users
are a...
2014 District and Campus
Coordinator Manual
• Organized chronologically
• Streamlined and simplified
content
- bullet poin...
2014 District and Campus
Coordinator Manual
• Live links in electronic version
• Activities are designated “DC,”
“CC,” or ...
2014 District and Campus
Coordinator Manual

• Standardized oral
administration (SOA)
information
added where applicable
2014 District and Campus
Coordinator Manual
• 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
•...
Highlights of Test Administrator Manuals
• Instructions do not include campus and district coordinator
responsibilities bu...
Test Administrator
Manuals
•

Same style as Coordinator
Manual

•

Scripts cover multiple
subjects and programs

•

To acc...
Test Administrator
Manuals
•

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

•...
Test Administrator
Manuals
•

The Guide to the Test
Administration Directions
has general information
about using the scri...
Test Administrator
Manuals
•

The Guide to the Test
Administration Directions
provides
- directions about call-out
boxes a...
Test Administrator
Manuals
•

Guide to the Test Administration
Directions
- includes information about
the use of testing ...
Test Administrator
Manuals
• 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 wh...
Allowable Test Administration
Procedures and Materials
•Allowable procedures and materials are not considered
accommodatio...
Allowable Test Administration Procedures and Materials
1.Signing test administration directions
2.Translating directions i...
Allowable Test Administration Procedures and Materials
6. Making assistive tools available

crayons

- scratch paper
- col...
• Test Materials
• Aids/Tools Available
• Distribution Model
• Additional Orders
Test Materials
Aids/Tools
• Advance Letters/Materials List
• Available approximately one month before each test
administra...
Test Materials
Aids/Tools
• Advance Letters/Materials List
• Instructions for accessing can be found in the User’s Guide
f...
Test Materials
Aids/Tools
• Advance Letters/Materials List
• District Level
• Two types of Materials Lists
• Total number ...
Test Materials
Aids/Tools
• Advance Letters/Materials List
• Campus Level
• Quantities show number of materials being ship...
Test Materials
Aids/Tools
• Advance Letters/Materials List
• Campus Level
• Can be downloaded individually by campus and
•...
Test Materials
Aids/Tools
• White Boxes
• First box in shipment will always be white
• Easy to find
• Contains packing lis...
Test Materials
Aids/Tools
• Schools Boxed Separately
• Schools will always be boxed separately from one another *
• No nee...
Test Materials
Aids/Tools
• Packing Lists
• Packing lists indicate materials in each box
• Detailed materials descriptions...
Test Materials
Aids/Tools
• Materials Management Modules
• Available online at
http://TexasAssessment.com/Resources
• Clic...
Test Materials
Distribution Model
• All initial distributions are combined shipments
• Nonsecure and secure materials are ...
Test Materials
Distribution Model
• Precoded materials for most retest administrations
will arrive in the shipment of test...
Test Materials
Additional Orders
• Must be submitted via the online system
• Access through the Texas Assessment Managemen...
Test Materials
Additional Orders
• Many items will be available in packages
• Read order form carefully to ensure ordering...
Test Materials
Additional Orders
• E-mails containing shipping information will continue
to be sent out the day after the ...
Test Materials
Additional Orders
• Braille Orders
• 2014 Braille Ordering broadcast email sent to districts on
January 6, ...
Test Materials
Additional Orders
• Braille Orders
• Deadline to submit initial orders for 2014 spring
administrations is J...
Test Materials
Additional Orders
• When To Order
• As early as possible
• Review the Advance Letter and Materials List as ...
Test Materials
Additional Orders
• When To Order
• Compile additional district needs and submit one order per
test adminis...
Test Materials
Additional Orders
• When To Order
• Consult Calendar of Events for deadlines for ordering.
• Delivery of te...
Test Materials
Additional Orders
• How to Avoid Last Minute Orders
• Provide accurate counts during fall participation cou...
Shipping
Shipping
•UPS is the primary parcel carrier for Pearson
– UPS Next Day Air used for some scorable shipments
– UPS Ground u...
Shipping
•To schedule pickup through UPS
– Call 1-800-823-7459
– Inform the UPS Representative that you are calling in a p...
Shipping
– Provide the following information to UPS
• Calls to UPS should be made 24 – 48 hours prior to the
requested pic...
Shipping
If you have difficulty scheduling a pick-up
Call Pearson at 1-800-627-0225
OR
email to
AOCAnswers@support.pearson...
ELLs and STAAR
Points to Review in Training
•STAAR Spanish for grades 3–5 only
•STAAR L for mathematics, science, and social studies
only...
STAAR Spanish and STAAR L
STAAR Spanish

For any student for whom a Spanish version of STAAR is most
appropriate measure o...
Alignment of STAAR,
STAAR Spanish, and STAAR L
Same:
•Assessed curriculum and item types
•STAAR blueprints for building te...
ELL Participation in
STAAR Modified and STAAR Alternate
•ELLs receiving special education services who
meet requirements f...
Differing Degrees of Linguistic
Accommodation
STAAR
(English)

Limited degree of linguistic accommodation

STAAR
L

Modera...
Linguistic Accommodations
STAAR

Math, Science,
Social Studies
• Bilingual dictionary
• Extra time (same day)

Reading, Wr...
Linguistic Accommodations
STAAR L
Math, Science, Social Studies
•
•
•
•

Clarification in English of word meaning*
Reading...
Linguistic Accommodations
STAAR Modified
Math, Science,
Social Studies

Reading, Writing, English I,
English II

• Clarifi...
Dictionaries
•

Two sources for dictionary policies for ELLs taking STAAR:
STAAR dictionary policy
– Applies to reading an...
STAAR L Online Student Tutorials
•

Available early spring 2014

•

Minor updates to grades 3–8; updates to EOC version to...
STAAR L Practice Sets
• Practice sets will consist of approximately 25 items
for each STAAR L assessment.
• Available in e...
STAAR L EOC Eligibility
For EOC, eligibility for STAAR L can be carried
over from spring to the July and December
administ...
Special English I EOC Provision
TAC §101.1007

For ELLs who ―
• have been enrolled in U.S. schools 3 years or less
(5 or l...
Special Provision
When enrolled in English I/ESOL I course, eligible
ELL shall not be required to retake assessment
each t...
STAAR L and SSI
Beginning in 2013–2014, 5th and 8th grade
students assessed with STAAR L in mathematics
will be held to sa...
Exemption for Qualifying Asylees and
Refugees
• Amendment to 19 TAC §101.1005 allows for
the exemption of certain qualifyi...
ELLs with Parental Denials
TAC §101.1005 (f)
These students are not eligible for special ELL
assessment, accommodation, or...
ELL Policy Resources
•Test participation
www.tea.state.tx.us/student.assessment/ell/lpac/




STAAR
TAKS
TELPAS

•Accom...
Planning for
Test Administrations
Coordination Between
LPAC and Testing Coordinators
•Testing coordinators should coordinate with LPAC
to obtain participati...
Sample Forms for Documenting
Participation & Accommodation
Decisions
•Record of STAAR participation and linguistic
accommo...
Organizing Test Administrations
DCCM, pp. S-27 and S-33
• In some cases, students taking different
assessments may be grou...
Organizing Test Administrations
DCCM, pp. S-27 and S-33
• Students receiving certain accommodations may
need to be tested ...
STAAR, STAAR L, STAAR Modified
Extra Time (Same Day) as a
Linguistic Accommodation
•Permitted for any ELL if student meets...
STAAR and STAAR Modified
Linguistic Accommodations Provided by Test
Administrator
•Examples
– Clarification in English of ...
STAAR L Online Test Administrations
•

District and campus coordinators, in conjunction
with technology staff, will need t...
STAAR L Online Test Administrations
•

•

Ensure that there is one pair of headphones per
student for administrations of S...
STAAR L Online Test Administrations
•
•
•

Districts have the option of logging in students in
grades 3–5 or allowing stud...
Recording Linguistic Accommodations for
Online Tests
STAAR EOC and STAAR L Grades 3–8 and EOC
Linguistic accommodations to...
General Guideline for Recording
Linguistic Accommodations
Whether the student tested on paper or online,
record linguistic...
Recording Asylee/Refugee Information
• Information about qualifying unschooled ELL asylees
and refugees will be collected ...
Preparing ELLs for Testing with
Linguistic Accommodations
• In training test administrators with ELLs in their sessions,
m...
Helping ELLs Understand Test Directions
• For all tests, ELLs may be helped to understand “SAY” directions
and test bookle...
Assessing New Immigrants
Who Know Little English
• In isolated situations in which completing an
assessment is not in the ...
Affective Needs of ELLs
Recently Arrived ELLs
• Meeting affective needs of ELLs who are new to the U.S. is
important in in...
Paper Administrations
of TELPAS Reading and STAAR L
Spring 2014

• Paper test booklets (including large print, if

applica...
Paper Administrations of TELPAS Reading and
STAAR L
Special Request Process
There will be one paper request form that inc...
Paper Administrations of TELPAS Reading and
STAAR L
Special Request Process
Submit paper request form to Ell.Tests@tea.st...
Paper Administrations of TELPAS Reading and
STAAR L
Transcription of Answers
 There will be no paper answer document for
...
Paper Administrations of
TELPAS Reading and STAAR L
Manuals
 TELPAS Coordinator and Test Administrator

Supplement for Pa...
Keep in Mind…
Paper

testing won’t be approved on basis
that student
knows very little English
has limited exposure to ...
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 ...
Years in US Schools Data Collection
Changes
• Beginning with calculations made and reported
in 2014, students must be enro...
Data Collection Information
• Required data collection for ELLs with
extenuating circumstances:
– Unschooled ELL asylees/r...
TELPAS Manual Changes
• There are 2 manuals for the spring
administration
– TELPAS Rater Manual
– TELPAS Reading Test Admi...
ELL Progress Measure
•In 2014, ELL progress measure to be used for
accountability purposes and reported in the
teacher, st...
Key Dates for Holistically Rated Components
Date

Activity

1/13

Assembling and Verifying Grades 2–12 Writing Collections...
Important to Emphasize
• Holistic rating training is key.
• Individuals must complete state-required training and
calibrat...
User Lookup Tool
• Coordinators and assistants with administrative
access can
–
–
–
–

modify the last name of a user.
sen...
Holistic Rating Training Report
Enhancement
At-a-Glance report has been changed to
include the amount of time raters spent...
TELPAS Submission in
Assessment Management System
•Student data consisting of student identification,
demographic, and pro...
TELPAS Submission in
Assessment Management System
•A student approved by TEA to take a paper TELPAS
reading test will need...
Final Data Verification Window
• Assessment window closes Wednesday, April 9
• Verification window closes Friday, April 11...
TELPAS Student Tutorials
• As in the past, tutorials are separate from tests.
• Recommended for students new to TELPAS
 S...
TELPAS Resources
•
•
•
•
•
•
•
•
•
•
•
•

District and Campus Coordinator Manual
Coordinator Manual Resources Webpage
TELP...
Spring ELL Assessment Update TETN
• Topics will include:
– ELL assessment activities for spring
– STAAR L accommodations
–...
Where do we look for accommodation
information for TAKS,
TAKS Accommodated, & TAKS-M?
• Accommodation information for stud...
Overview of Major Changes for 2014
• Move from 3 types of accommodations to only 2
• Many procedures previously listed in ...
What are Accommodations for Students
with Disabilities?

 Changes to instructional materials,
procedures, or techniques t...
Which students are eligible for
accommodations?

Applies to students taking STAAR, STAAR Spanish, STAAR L, STAAR
Modified,...
Who has the authority for decision
and documentation?
•Special education services‒the ARD committee; documented in IEP
•Se...
The Accommodation Triangle
What is the purpose of the
Accommodation Triangle?
• Organizes accommodations for
students with disabilities by type
depen...
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 accommo...
What does Routinely, Independently,
and Effectively Mean?
Routinely
• Used often enough that the student is familiar with ...
What are Type 2 Accommodations?
• Only for a very small number of students
• Student must meet all eligibility criteria li...
What are Type 2 Accommodations?
 Requires an approved ARF because Type 2
accommodations involve a test administrator
hand...
What are “OTHER” Type 2 Accommodations?
Any accommodation that is
not listed in the triangle can be
considered if the stud...
Accommodation Request Process
How do we request
Type 2 Accommodations?
• Accommodations for Students with Disabilities web...
Recording Accommodations on the
Answer Document
 GA = general accommodation
 BR = braille administration
 LP = large pr...
How do we document accommodations?
• Specific information in the 2014
District and Campus
Coordinator Manual
• Mark GA, BR...
How do we determine appropriate accommodations
in unexpected or emergency situations?
• Step 1: Consider test administrati...
How do we determine appropriate accommodations
in unexpected or emergency situations?
Encouraging
Example Scenarios
studen...
Special Note Regarding Technology

Districts are required to have procedures in place to
prevent the use of cell phones an...
Standardized Oral Administration (SOA)
•

For 2014, the following assessments are offered statewide as an online
option fo...
How should students be grouped for an Oral
Administration?
• Consider
– level of reading support
– pace at which students ...
What does the phrase “evidence of reading
difficulty” mean?

• A problem with reading
– The problem could be caused by a l...
What does the phrase “disability that affects
math calculation” mean?
• A problem adding, subtracting, multiplying, and di...
What are the differences in eligibility between
Basic Transcribing and Complex Transcribing?
Basic Transcribing
Complex Tr...
What are Special Instructions/Considerations
for Transcribing?
•

When transcribing a student’s responses to griddable que...
What are Special Instructions/Considerations
for Transcribing?
– The test administrator must indicate to the student the
s...
How many large-print booklets
can a district order?
• Large-print materials should only be ordered for
students who meet t...
http://www.tea.state.tx.us/student.
assessment/accommodations/

Click this link to see all
resources for accommodations
fo...
Available Resources
http://www.tea.state.tx.us/student.assessment/acco
mmodations/staar-telpas/
• Critical Information abo...
STAAR Alternate is the state assessment for
students with significant cognitive
disabilities.
TEA Resources For Testing Coordinators
Coordinator Checklist of
Responsibilities

Policy Information
Training Center
Infor...
Assessment Window January 6th -April 18th

Monitoring Test Assignments

 Check if any recent ARD decisions have been made...
Pearson Resources to Help Link Teachers to
Student Assessments

Home>Resources>Training>
Texas Assessment Management
Syste...
Monitoring Completion of Assessments
District testing coordinators did a great job
last year in monitoring!

Monitor progr...
Test Administrator Training

Monitor test administrator training by verifying that
 all training modules have been comple...
Storing the Documentation Forms
District Testing Coordinators must:



develop and communicate the district policy on
whe...
STAAR Alternate Timeline lists key
administration dates.

March 28, 2014 is the transfer cut-off date. Students
who move i...
Parent Materials will be updated in March to explain the
growth measure that will be added to the CSR this year.

Grades 3...
Growth Measure


The range of available score points for STAAR Alternate (0-84)will
be divided into stages that will be a...
STAAR Alternate Redesign



Due to state legislation, STAAR Alternate is being
redesigned for administration in spring 20...
More detailed information about STAAR Alternate can be found at
http://www.tea.state.tx.us/student.assessment/special-ed/s...
STAAR Modified
What is STAAR Modified and
who is it for?
• An alternate assessment based on modified academic
achievement standards
• dif...
GRADE/COURSE
3
4
5
6
7
8

SUBJECTS ASSESSED WITH STAAR
MODIFIED IN SPRING 2014

reading, mathematics
reading, mathematics,...
•

How have the test designs for
STAAR Modified English I and II
changed?
For the spring 2013 administrations,
– reading a...
Participation Requirements
How does an ARD committee determine
whether STAAR Modified is the appropriate
assessment?
1) Re...
Participation Requirements
•

What does “State-required Documentation Form” mean?
–

•

TEA requires the completed STAAR M...
Since 2014 is the last year that STAAR Modified
will be administered, what do ARD committees
document in the IEP regarding...
If a student fails a STAAR Modified EOC assessment, is
he/she required to retest?

• It is not necessary for a student to ...
If a student takes STAAR Modified in high school
but is dismissed from special education before
graduation, will the stude...
Available Resources
Website
http://www.tea.state.tx.us/student.assessment/special
-ed/staarm/

Email
Assessments.studentsw...
Components of the 2014 Texas
Assessment Program
• State of Texas Assessments of Academic
Readiness (STAAR)
–
–
–
–

STAAR ...
Answer Documents
• STAAR and STAAR Spanish — one combined
answer document
• STAAR L is online
• STAAR Modified — separate ...
Answer Documents (continued)
• STAAR L is NOT available for the
subjects/programs listed below:
– Reading, Writing, Englis...
Answer Documents (continued)
• TELPAS — no answer documents
• TAKS — only exit level; online only October
2014
Answer Documents (continued)
• STAAR Score Codes
– “S” – tested
– “A” – absent
– “O” – other (illness, testing irregularit...
Answer Documents (continued)
• An “*” score code is present on all STAAR and
STAAR Modified answer documents that have
two...
Answer Documents (cont.)
• TEST TAKEN INFO field — information about
the language version (English or Spanish) must
be rec...
Answer Documents (continued)
• For each subject area tested, only ONE bubble,
if applicable, should be gridded in the TEST...
Answer Documents (continued)
STAAR
(English and Spanish)
Answer Documents (continued)
STAAR
EOC
Answer Documents (continued)
• Foreign Exchange Students
– Required to test
– Bubble on the Spring 2014 answer documents
–...
Answer Documents (continued)
• Graduation Requirements
– Algebra I, biology, English I, English II, U.S. history
– English...
STAAR Precoding
• Precoded labels – English I, II, Modified, and
grade 4 and 7 writing
• Precoded answer documents – STAAR...
Precoding (Continued)
• Districts can receive two precoded answer
documents (when appropriate) for students testing
above ...
Precoding (Continued)
• If the student is identified as Special Education = ‘1’
and is testing on paper, a precoded answer...
Precoding

(Continued)

• STAAR L is given online
– Register students with an ‘L’ in the “STAAR EOC Test Version Code”
whe...
STAAR Reporting
• EOC and 3–8 will have separate data files/reports
• All reports will be provided online in PDF format
• ...
STAAR Standard Reports
•
•
•
•

Confidential Student Reports (CSRs)
Confidential Student Labels
Confidential Campus Roster...
STAAR Optional Reports (Formats)
•
•
•
•
•
•

CSRs – extra copy or PDF on CD-ROM
Labels – extra copy or no labels
Rosters ...
STAAR EOC – Summary of Changes
• Reduction of subjects
• Combining English reading and writing into a single
assessment
• ...
STAAR EOC – Summary of Changes (continued)
• STAAR and ELL progress measures on CSRs,
Rosters, and in Data Files
– STAAR P...
EOC Reporting – CSRs
• One page per subject
• Includes explanatory text (no parent brochures)
• PDF online; Paper copies s...
EOC Reporting – Labels
• Cumulative results for STAAR and STAAR L will
be provided
– Report the administration with the hi...
EOC Reporting – Rosters
• Separate rosters for each subject
• Separate rosters for STAAR, STAAR L, STAAR
Modified, and STA...
• Algebra I example
• STAAR Progress Measure will have values
when it is applicable and can be
calculated (ELL Progress Me...
EOC Reporting – Summaries
• One page per subject
• Separate summaries for STAAR, STAAR L,
STAAR Modified, and STAAR Altern...
EOC Reporting – Summaries (continued)
• Constructed Responses Summary (English I and
II)
– One page for STAAR (each subjec...
EOC Reporting – Summaries (continued)
• Level II Phase-In Summary – Algebra I, biology, and
U.S. history on one page; Engl...
EOC Reporting – Data Files
• One data file for EOC
– Includes information for the administration being
reported – one reco...
EOC Reporting – Spring 2014
• Preliminary rosters and data files for students
that tested online will be provided during w...
STAAR 3–8 – Summary of Changes
• STAAR and ELL progress measures on CSRs,
Rosters, and in Data Files
– STAAR Progress Meas...
3–8 Reporting – CSRs
• All subjects on one report
• PDF online; Paper copies shipped to district (two
copies per student)
...
3–8 Reporting – Labels
• Same format as 2013
• Grade 5 & 8 retest labels will have previous
administration data (from curr...
3–8 Reporting – Rosters
• Separate rosters for each subject
• Separate rosters for STAAR, STAAR Spanish,
STAAR L, STAAR Mo...
3–8 Reporting – Summaries
• One page per subject; STAAR writing will also
have a constructed responses page
• Separate sum...
3–8 Reporting – Summaries

(continued)

• Phase-In Summary – one for each grade
• Number and percent of students at Level ...
3–8 Reporting – Summaries

(continued)

• Cumulative Summary Report
– Provided for the May and June Grades 5 & 8
Retests
–...
3–8 Reporting – Data File
• One data file for each administration for STAAR
3–8 (same format for each administration)
– Wi...
Consolidated Accountability Files
• Provided to districts and regions in mid July
• One record per student containing curr...
Test Taken Information Changes, Score
Code Changes, and Student Test
Warnings (Record Changes)
•Updates will be made throu...
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 wa...
Student Test Warnings – Edit Page
• You will be able to edit answer document information or
Directory information (if need...
TAKS and TELPAS
• Same reports will be offered as in previous years
• TELPAS
– New standards will be used for grades 2–12 ...
• Assessments Available Online
• Resources Available for Administrators
– Manuals and Guides
– Training

• Resources avail...
Assessments Available Online
•

STAAR®
–

•

STAAR L (online only)
–
–
–
–

•

Grade 4 reading and mathematics (English on...
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
2014 esc training presentation combined
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  • Can contain district overage as well
  • Presenter note: Excludes freight shipments
  • Braille shipped out automatically to students who did not meet standard
  • 2014 esc training presentation combined

    1. 1. • 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
    2. 2. • 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
    3. 3. • 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
    4. 4. It’s the law! 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 …
    5. 5. 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) (b) (c) (d) (e) Purpose. Test administration procedures. Training activities. Records retention. Applicability.
    6. 6. 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.
    7. 7. 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.
    8. 8. 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.
    9. 9. 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
    10. 10. 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
    11. 11. It’s the law! Penalties for Violation of Security and Confidentiality 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.
    12. 12. It’s the law! Penalties for Violation of Security and Confidentiality of Assessments 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
    13. 13. It’s the law! Penalties for Violation of Security and Confidentiality of Assessments 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.
    14. 14. It’s the law! Penalties for Violation of Security and Confidentiality of Assessments 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.
    15. 15. 2014 Security Supplement 2014 Test Security Supplement
    16. 16. 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
    17. 17. 2014 Security Supplement 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.
    18. 18. 2014 Security Supplement Policy and Procedure Highlights Materials 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 limitedaccess locked storage when not in use.
    19. 19. 2014 Security Supplement Policy and Procedure Highlights STAAR 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.
    20. 20. 2014 Security Supplement Policy and Procedure Highlights STAAR 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.
    21. 21. 2014 Security Supplement 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).
    22. 22. 2014 Security Supplement Policy and Procedure Highlights Test Administration Windows, Flexible Scheduling, and Make-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.
    23. 23. 2014 Security Supplement Policy and Procedure Highlights Reference 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.
    24. 24. 2014 Security Supplement Policy and Procedure Highlights 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.
    25. 25. 2014 Security Supplement 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.
    26. 26. 2014 Security Supplement Policy and Procedure Highlights Investigating and Reporting Testing Irregularities • 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
    27. 27. 2014 Security Supplement Policy and Procedure Highlights Investigating and Reporting Testing Irregularities • 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
    28. 28. 2014 Security Supplement Policy and Procedure Highlights 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)
    29. 29. 2014 Security Supplement Policy and Procedure Highlights 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.
    30. 30. 2014 Security Supplement Policy and Procedure Highlights Investigating 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!!
    31. 31. Reporting Testing Irregularities Reporting Testing Irregularities
    32. 32. Reporting Testing Irregularities 2012 2013
    33. 33. Reporting Testing Irregularities 2012–2013 Incident Reports Serious Reports Serious Reports -- tampering tampering -- assistance assistance -- providing strategies during testing providing strategies during testing -- scoring tests or working problems scoring tests or working problems -- unauthorized viewing or recording of test content unauthorized viewing or recording of test content -- discussing secure test content discussing secure test content
    34. 34. Reporting Testing Irregularities 2012–2013 Incident Reports (approximate numbers) Serious Procedural Non-violations Total 147 4836 229 5212
    35. 35. Reporting Testing Irregularities http://www.tea.state.tx.us/student .assessment/security/ http://www.tea.state.tx.us/student. assessment/security/incidents//
    36. 36. Reporting Testing Irregularities Reporting Testing Irregularities 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, and f)include a Plan of Action that the district will put into effect to prevent the reoccurrence of the incident.
    37. 37. Reporting Testing Irregularities • 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.
    38. 38. Reporting Testing Irregularities • Online Incident Report - 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
    39. 39. Reporting Testing Irregularities • Online Incident Report 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.
    40. 40. Reporting Testing Irregularities 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.
    41. 41. Reporting Testing Irregularities 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.
    42. 42. Reporting Testing Irregularities 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.
    43. 43. Reporting Testing Irregularities 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.
    44. 44. Reporting Testing Irregularities 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.
    45. 45. Reporting Testing Irregularities 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.
    46. 46. Resources
    47. 47. Test Security Webpage http://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
    48. 48. http://www.tea.state.tx.us/student. assessment/calendars/ http://www.tea.state.tx.us/student. assessment/manuals/dccm/
    49. 49. 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.
    50. 50. 2014 Manuals 2014 District and Campus Coordinator Manual - STAAR - TELPAS Please retain manual for the entire calendar year.
    51. 51. Highlights of the 2014 District and Campus Coordinator Manual • 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
    52. 52. 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
    53. 53. 2014 District and Campus Coordinator Manual • 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
    54. 54. 2014 District and Campus Coordinator 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
    55. 55. 2014 District and Campus Coordinator Manual • Standardized oral administration (SOA) information added where applicable
    56. 56. 2014 District and Campus Coordinator Manual • All online resources have been updated
    57. 57. 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!
    58. 58. 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
    59. 59. Test Administrator Manuals • 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 programspecific and subject-specific instructions
    60. 60. Test Administrator Manuals • 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
    61. 61. Test Administrator Manuals • 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.
    62. 62. Test Administrator Manuals • 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
    63. 63. Test Administrator Manuals • 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.
    64. 64. Test Administrator Manuals • STAAR L and SOA scripts for online testing are separate from other scripts
    65. 65. 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.
    66. 66. Allowable Test Administration Procedures and Materials •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
    67. 67. Allowable Test Administration Procedures and Materials 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
    68. 68. Allowable Test Administration Procedures and Materials 6. Making assistive tools available crayons - scratch paper - color overlays - highlighters, colored - blank place marker - magnifying devices pencils, or 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
    69. 69. • Test Materials • Aids/Tools Available • Distribution Model • Additional Orders
    70. 70. Test Materials Aids/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
    71. 71. Test Materials Aids/Tools • Advance Letters/Materials List • 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
    72. 72. Test Materials Aids/Tools • Advance Letters/Materials List • 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
    73. 73. Test Materials Aids/Tools • Advance Letters/Materials List • Campus Level • Quantities show number of materials being shipped for individual campuses • Numbers are based directly on the participation counts submitted during the fall and January update periods
    74. 74. Test Materials Aids/Tools • Advance Letters/Materials List • 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
    75. 75. Test Materials Aids/Tools • White Boxes • First box in shipment will always be white • Easy to find • Contains packing lists • Contains District Coordinator Packet
    76. 76. Test Materials Aids/Tools • 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
    77. 77. Test Materials Aids/Tools • 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
    78. 78. Test Materials Aids/Tools • Materials Management Modules • Available online at http://TexasAssessment.com/Resources • Click on Training, then Staff Training, then Materials Management
    79. 79. Test Materials Distribution 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
    80. 80. Test Materials Distribution Model • 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
    81. 81. Test Materials Additional Orders • Must be submitted via the online system • Access through the Texas Assessment Management System website at http://www.TexasAssessment.com/login • 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
    82. 82. Test Materials Additional Orders • 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)
    83. 83. Test Materials Additional Orders • 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-ofstock
    84. 84. Test Materials Additional Orders • 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
    85. 85. Test Materials Additional Orders • 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
    86. 86. Test Materials Additional Orders • 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
    87. 87. Test Materials Additional Orders • 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
    88. 88. Test Materials Additional Orders • When To Order • Consult Calendar of Events for deadlines for ordering. • Delivery of test materials orders placed after the published deadline cannot be guaranteed
    89. 89. Test Materials Additional Orders • 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
    90. 90. Shipping
    91. 91. 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
    92. 92. 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
    93. 93. Shipping – Provide the following information to UPS • 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
    94. 94. Shipping If you have difficulty scheduling a pick-up Call Pearson at 1-800-627-0225 OR email to AOCAnswers@support.pearson.com
    95. 95. ELLs and STAAR
    96. 96. 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 Englishversion mathematics assessment).
    97. 97. STAAR Spanish and STAAR L STAAR Spanish For any student for whom a Spanish version of STAAR is most appropriate measure of academic achievement STAAR L ELLs 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)
    98. 98. 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.
    99. 99. 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.
    100. 100. Differing Degrees of Linguistic Accommodation 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 STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable.
    101. 101. Linguistic Accommodations STAAR Math, Science, Social Studies • Bilingual dictionary • Extra time (same day) Reading, Writing, English I, English II • Grades 3–5: Dictionaries of various types* • Extra time (same day) • 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) *Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy.
    102. 102. Linguistic Accommodations STAAR L Math, Science, Social Studies • • • • Clarification in English of word meaning* Reading aloud of text* Bilingual dictionary Extra time (same day) *Provided in online interface
    103. 103. Linguistic Accommodations STAAR Modified Math, Science, Social Studies Reading, Writing, English I, English II • Clarification in English of word meaning • Clarification in English of word meaning • Oral translation* • Oral translation* • Reading aloud of text • Reading aloud of eligible text • Bilingual dictionary • Bilingual glossary* • Dictionaries of various types (grades 3–5) ** • Extra time (same day) • Extra time (same day) *Unique to STAAR Modified **Dictionary access to be provided for all students in grade 6 and up.
    104. 104. 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/
    105. 105. 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.
    106. 106. 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
    107. 107. STAAR L EOC Eligibility For EOC, eligibility for STAAR L can be carried over from spring to the July and December administrations.
    108. 108. Special English I EOC Provision TAC §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.
    109. 109. 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.
    110. 110. STAAR L and SSI Beginning in 2013–2014, 5th and 8th grade students assessed with STAAR L in mathematics will be held to same SSI requirements for both mathematics and reading, including retesting, as students taking the general STAAR assessments.
    111. 111. 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.
    112. 112. 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
    113. 113. 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
    114. 114. Planning for Test Administrations
    115. 115. 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
    116. 116. 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/
    117. 117. Organizing Test Administrations DCCM, 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
    118. 118. Organizing Test Administrations DCCM, 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 Englishdominant ELLs and STAAR in Spanish to Spanish-dominant ELLs in the same test session.
    119. 119. STAAR, STAAR L, STAAR Modified Extra 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.
    120. 120. STAAR and STAAR Modified Linguistic 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.
    121. 121. 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.
    122. 122. 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.
    123. 123. 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 administratorguided 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.
    124. 124. 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.
    125. 125. 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.
    126. 126. 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.
    127. 127. 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
    128. 128. 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 paraphrase o translate o 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.
    129. 129. 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.
    130. 130. Affective Needs of ELLs Recently 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.
    131. 131. 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.)
    132. 132. Paper Administrations of TELPAS Reading and STAAR L 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.
    133. 133. Paper Administrations of TELPAS Reading and STAAR L Special Request Process Submit paper request form to Ell.Tests@tea.state.tx.us. Submit 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.
    134. 134. Paper Administrations of TELPAS Reading and STAAR L 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.
    135. 135. Paper Administrations of TELPAS Reading and STAAR L 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 page  TELPAS and STAAR administration manuals do not include instructions for paper-based testing.
    136. 136. 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!
    137. 137. TELPAS
    138. 138. Texas English Language Proficiency Assessment System K–12: •Listening •Speaking •Reading •Writing
    139. 139. 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.
    140. 140. 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.
    141. 141. 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.
    142. 142. TELPAS Manual Changes • There are 2 manuals for the spring administration – TELPAS Rater Manual – TELPAS Reading Test Administrator Manual
    143. 143. 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
    144. 144. Key Dates for Holistically Rated Components Date 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
    145. 145. 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.
    146. 146. 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.
    147. 147. Holistic Rating Training Report Enhancement At-a-Glance report has been changed to include the amount of time raters spent in calibration sets.
    148. 148. 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.
    149. 149. 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.
    150. 150. 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.
    151. 151. 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/TELPAStutorials
    152. 152. 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
    153. 153. 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
    154. 154. 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/.
    155. 155. 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
    156. 156. 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
    157. 157. 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
    158. 158. 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
    159. 159. The Accommodation Triangle
    160. 160. 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 level or • approval of an Accommodation Request Form by TEA.
    161. 161. What accommodations are available?
    162. 162. This type of PDF document opens when the link to an accommodation in the triangle is clicked.
    163. 163. What are Type 1 Accommodations? Decision made by the appropriate team of people at the campus level based on TEA’s accommodation policies 1
    164. 164. 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.
    165. 165. 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
    166. 166. 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 ensure that Type 2 accommodations are provided in a standardized manner. 2
    167. 167. 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.
    168. 168. Accommodation Request Process How 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.
    169. 169. 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
    170. 170. 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.
    171. 171. 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.
    172. 172. How do we determine appropriate accommodations in unexpected or emergency situations? Encouraging Example Scenarios student – Student arrives at school without prescribed independence eyeglasses  try Large Print before an Oral should be a Administration priority – Student arrives at school with dominant arm broken  see if student can write math computations on a white board with nondominant 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
    173. 173. 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 technologybased accommodations (e.g., calculator), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable.
    174. 174. 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/
    175. 175. 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
    176. 176. 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.
    177. 177. 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.
    178. 178. What are the differences in eligibility between Basic Transcribing and Complex Transcribing? Basic Transcribing 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 • • • 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
    179. 179. 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.
    180. 180. 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)
    181. 181. 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 largeprint materials will be flagged for review.
    182. 182. http://www.tea.state.tx.us/student. assessment/accommodations/ Click this link to see all resources for accommodations for students with disabilities
    183. 183. Available Resources http://www.tea.state.tx.us/student.assessment/acco mmodations/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
    184. 184. STAAR Alternate is the state assessment for students with significant cognitive disabilities.
    185. 185. TEA Resources For Testing Coordinators Coordinator Checklist of Responsibilities Policy Information Training Center Information 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
    186. 186. Assessment Window January 6th -April 18th Monitoring Test Assignments  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!
    187. 187. Pearson Resources to Help Link Teachers to Student Assessments Home>Resources>Training> Texas Assessment Management System
    188. 188. Monitoring Completion of Assessments District testing coordinators did a great job last year in monitoring! Monitor progress on the assessments. Number of registered students Need to have “0” in these columns to ensure that all students will be tested.
    189. 189. Test Administrator Training 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
    190. 190. Storing the Documentation Forms District Testing Coordinators must:  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 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.
    191. 191. STAAR Alternate Timeline lists key administration dates. 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.
    192. 192. Parent Materials will be updated in March to explain the growth measure that will be added to the CSR this year. Grades 3-8 Parent Brochure for Grades 3-8 Available in English and Spanish PowerPoint available in English and Spanish EOC
    193. 193. Growth Measure  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. Cut Scores  The adjusted cut score for satisfactory performance used during the 2012 administration will be applied to the May 2014 results.
    194. 194. STAAR Alternate Redesign  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.
    195. 195. More detailed information about STAAR Alternate can be found at http://www.tea.state.tx.us/student.assessment/special-ed/staaralt
    196. 196. STAAR Modified
    197. 197. 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
    198. 198. GRADE/COURSE 3 4 5 6 7 8 SUBJECTS ASSESSED WITH STAAR MODIFIED IN SPRING 2014 reading, mathematics reading, mathematics, writing reading, mathematics, science reading, mathematics reading, mathematics, writing reading, mathematics, science, social studies English I, English II Algebra I End-of-Course (EOC) biology U.S. history
    199. 199. • 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.
    200. 200. Participation Requirements How does an ARD committee determine whether STAAR Modified is the appropriate assessment? 1) Review the student’s present level of academic achievement 2) 3) 4) and functional performance (PLAAFP). 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). Determine the appropriate assessment for the student based on the instruction the student is receiving and whether the student meets the participation requirements. Document the assessment decision, including any accommodations.
    201. 201. 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)
    202. 202. 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.
    203. 203. 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.
    204. 204. 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.
    205. 205. Available Resources Website http://www.tea.state.tx.us/student.assessment/special -ed/staarm/ Email Assessments.studentswithdisabilities@tea.state.tx.us
    206. 206. 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)
    207. 207. 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
    208. 208. 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
    209. 209. Answer Documents (continued) • TELPAS — no answer documents • TAKS — only exit level; online only October 2014
    210. 210. Answer Documents (continued) • 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.
    211. 211. Answer Documents (continued) • 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.
    212. 212. 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
    213. 213. Answer Documents (continued) • 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.
    214. 214. Answer Documents (continued) STAAR (English and Spanish)
    215. 215. Answer Documents (continued) STAAR EOC
    216. 216. Answer Documents (continued) • 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
    217. 217. Answer Documents (continued) • 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
    218. 218. 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
    219. 219. 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 gradelevel-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
    220. 220. Precoding (Continued) • 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 nonmasters. • Campuses selected to participate in the 2014 STAAR Grade 4 Prompt Study will receive precode labels from the PEIMS file.
    221. 221. Precoding (Continued) • 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.
    222. 222. 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
    223. 223. 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)
    224. 224. 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)
    225. 225. 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
    226. 226. 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.
    227. 227. 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
    228. 228. 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
    229. 229. 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
    230. 230. • 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 values when it is applicable and can be calculated (STAAR Progress Measure will be blank) • If a Progress Measure was applicable but could not be calculated, three dashes will be present (no information available)
    231. 231. 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
    232. 232. 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
    233. 233. 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
    234. 234. 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
    235. 235. 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 6 th (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
    236. 236. 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
    237. 237. 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
    238. 238. 3–8 Reporting – Labels • Same format as 2013 • Grade 5 & 8 retest labels will have previous administration data (from current year)
    239. 239. 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
    240. 240. 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
    241. 241. 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
    242. 242. 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
    243. 243. 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
    244. 244. 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
    245. 245. 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
    246. 246. STAAR Student Test Warnings - List
    247. 247. 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.
    248. 248. Student Test Warnings – Edit Page • You will be able to edit answer document information or Directory information (if needed) to correct the warning
    249. 249. 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%
    250. 250. • Assessments Available Online • Resources Available for Administrators – Manuals and Guides – Training • Resources available for students • Accommodations available for Online Testing • Contacts
    251. 251. Assessments Available Online • STAAR® – • STAAR L (online only) – – – – • Grade 4 reading and mathematics (English only) Grade 7 reading and mathematics Grade 8 science and social studies TELPAS (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) – – – • Algebra I, biology, English I, English II, U.S. history Grades 2–12 reading TAKS – Exit level English Language Arts (ELA), mathematics, science, social studies

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