brownsville isd. agenda significant changes to the student assessment program 2012 test...

Brownsville ISD

Agenda

• Significant Changes to the Student Assessment Program

• 2012 Test Administration

• Test Security

• Assessment of Students Served by Special Education

• Accommodations for Students with Disabilities

• Assessment of English Language Learners

• Scoring and Reporting

• Assessment Management System

Please Note:

This training does NOT take the place of

reading the appropriate manuals.

Significant Changes to the Texas Student Assessment Program

4

Policy and Procedure Highlights

STAAR Standard-setting Activities and Report Dates

STAAR (3–8), STAAR Spanish (3–5), & STAAR L (3–8)

• Raw score reports April/May 2012

• Standard setting Fall 2012

• Results w/ standards applied January 2013

STAAR EOC & STAAR L EOC

• Standard-setting February 2012

• Results w/standards applied June 2012

5


STAAR Standard-setting Activities and Report Dates

STAAR Modified

• Raw score reports June 2012



STAAR Alternate

• Raw score reports May 2012



6

Policy and Procedure HighlightsStudent Success Initiative (SSI)

• No grades 5 and 8 SSI retesting in 2012

• Standards will not be set until fall 2012

• Districts should use other relevant academic information to make promotion/retention decisions

Assessments for Students Receiving Special Education Services

• Accommodated forms of STAAR are not available

• Format changes made to STAAR that are similar to TAKS (Accommodated)

• STAAR Modified and STAAR Alternate assessments available to students who meet participation requirements

7


STAAR Assessments for English Language Learners (ELLs)

• No exemptions for STAAR program

• STAAR L is a linguistically accommodated English version of STAAR for ELLs in grades 3 – 8 and on EOC who meet specific participation requirements

• STAAR Spanish is available for ELLs in grades 3 – 5 who meet specific participation requirements

• ELLs not eligible for STAAR L or STAAR Spanish may be provided allowable linguistic accommodations on STAAR

8


Scheduling Test Sessions

• Four-hour time limit policy and procedures

• Extra time or extra day accommodation available only to students who meet eligibility criteria

• Testing should end by the close of the regular school day (with exceptions for campuses testing more than one session)

Make-up Testing

• Available for all grades, all subjects, and courses

• Available for all administrations

9


Security Training for Testing Personnel

• Only one annual training in general test security and procedures required

• Oath requires signature and initials after training

Optional Test Administration Materials and Procedures

• More allowable materials and procedures available to all students

10


Testing Materials

• Grade 3 students record answers on separate answer document, not scoreable test booklet

• Separate test booklets and answer documents for each EOC subject area

Manuals

• STAAR District and Campus Coordinator Manual (DCCM)

• STAAR Test Administrator Manuals - Grades 3–5 - Grades 6–8 - EOC

11


STAAR Grades 4 and 7 writingEnglish I, English II, and English III

• Organization

• Test design

• Dictionary policy

• Time limits

• Duplication/photocopying

12


13

Organization of grade 4 STAAR writing assessment:

• Assessment split evenly over two days

• Day 1 – First half of the multiple-choice questions and first composition

• Day 2 – Second half of multiple-choice questions and second composition

• Field testing

• Both multiple choice questions embedded

• “Mini” stand-alone field test every three years to try out prompts


14

Organization of grade 7 STAAR writing assessment:

• Assessment split evenly over two days

• Day 1 – All the multiple-choice questions and first composition

• Day 2 – Second and third compositions

• Field testing

• Both multiple choice questions and prompt embedded


15

Organization of English I, English II, and English III STAAR assessments:

• Writing and reading assessed separately

• Writing component administered on Day 1

• Reading component administered on Day 2

• Scores reported separately for writing and reading

• Students retest only in the component they fail

• Both reading and writing field tests embedded in operational assessments


16

Two-day design: key test administration issues

• Grades 4 and 7 writing: one test booklet with each day sealed separately

• English I, II, and III: separate test booklets for writing and reading

• Answer documents

• Allowable space to write compositions and short-answer reading responses

• New dictionary policy

• 4-hour time limit (especially as it relates to compositions and short-answer reading responses)

• Duplication/photocopying of compositions and short-answer reading responses


Mathematics and Science

• Reference materials

• Work space

• Calculators

17


Reference Materials for Mathematics and Science

• Consists of formulas, constants, conversions, periodic table, etc.

• Are used for grades 3–8 mathematics, grade 8 science, Algebra I, geometry, Algebra II, chemistry, and physics

• Are not used for grade 5 science or biology • Will be embedded in the paper test booklets and perforated so students can tear them out

• Will be embedded in online tests as a pop-up window

• May be printed from the TEA website and distributed to students to use during paper and online testing

18


Work Space for Mathematics and Science

• Paper tests will have blank space around test questions for students to make notes and perform calculations.

• Online tests will have new tools for making notes and performing calculations.

• Math tests will have graph paper embedded in the paper test booklets and perforated so students can tear it out.

• Online math tests will have a new pop-up window of graph paper.

• Campuses may print copies of the graph paper from the TEA website and distribute to students to use during paper and online testing.

19


Calculators for Mathematics and Science

• A graphing calculator must be provided to each student taking the Algebra I, geometry, and Algebra II assessments.

• A scientific or graphing calculator must be provided to each student taking the chemistry and physics assessments.

• A calculator must be available for every five students taking the biology assessment.

• Will be embedded in online math tests as a pop-up window

• A calculator must not be provided to students taking the grades 3–8 assessments unless eligibility criteria for an accommodation is met.

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Test Administration

• Calendar• Manuals• STAAR Resources

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Texas Student AssessmentsNew STAAR Assessments

2012 STAAR tests

• grades 3–8 mathematics

• grades 3–8 reading

• grades 4 and 7 writing

• grades 5 and 8 science

• grade 8 social studies

• End-of-course (EOC) – twelve tests

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Texas Student AssessmentsNew STAAR Assessments

2012 STAAR includes:

• STAAR Spanish - grades 3–5

• STAAR L - grades 3–8- EOC

• STAAR Modified - grades 3–8- EOC (English I, Algebra I, biology, world geography, English II field test, and geometry field test)

• STAAR Alternate - grades 3–8 - EOC (except Algebra II, physics, and chemistry)

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Texas Student Assessments

TELPAS

• grades K – 12 - all English language learners classified as limited English proficient (LEP)

TAKS

• TAKS grades 10 & 11 exit - English language arts, mathematics, science, and social studies

• TAKS LAT - English language arts, - grade 10 eligible immigrant ELLs mathematics, and science

• TAKS exit level retest - English language arts,

mathematics, science, and social studies

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25

http://www.tea.state.tx.us/index2.aspx?id=2147504081

http://www.tea.state.tx.us/index2.aspx?id=2147504081

2012 Calendar

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Notice that 2012-2013 calendar is posted on website and is available for comment until January 13, 2012.

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

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

2012 Calendar

Pointing out 2012 dates

• STAAR Alternate Window January 9–April 20

• TAKS grades 10, 11, & exit level retest March 5, March 7-9

- Schedule affected by election

- Ship scorables Monday, March 12

• TELPAS March 19–April 11- Reading test March 19 - 23

27

2012 Calendar


• STAAR /STAAR Modified March 26-29

- English I and III writing Monday

- English I and III reading Tuesday

- English II writing (Field Test) Wednesday

- English II reading (Field Test) Thursday

- Grades 4 and 7 writing Tuesday & Wednesday

- Grades 5 and 8 math Tuesday

- Grades 5 and 8 reading Wednesday

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2012 Calendar


• TAKS grades 10, 11, & exit level retestApril 23 – 27 • STAAR/STAAR Modified April 24 – 27

• STAAR/STAAR Modified EOC May 7-18

• STAAR July 9 –13

• TAKS exit level retest July 9 –12

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2012 Manuals

2012 District and Campus Coordinator Manual

- STAAR - TELPAS

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2012 Manuals

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Key Changes to the 2012 District and

Campus Coordinator Manual

• Approximately half the length of last year’s coordinator manual

• DTC and CTC activities interwoven

• Limited to action items

• Supporting material moved to Web

• “Notes” column with live links

2012 Manuals

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DCCM Design Enhancements

• Uniform style

• Streamlined and simplified content (bullet points and subheads)

• Action-oriented checklists embedded in text (also available on website)

• Activities are designated “DC,” “CC,” or “DC/CC”

• “Notes” column for jotting down information

2012 Manuals

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DCCM Online Enhancements

• Icons indicate additional resources

- Calendar of Events

- additional information available online

- TexasAssessment website

- Coordinator Manual Resources

• Icons include live, light-blue links underneath them for accessing other resources

2012 Manuals

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DCCM Resources Pages

• DCCM posted

• Online resources as noted in the "Notes" column of the DCCM

Some materials available only online include:

- Checklists for STAAR and TELPAS administrators

- Seating charts

- Planning Checklist for Campus Coordinator Training

- Diagram of shipping box contents

- Diagram of how to pack materials for return

2012 Manuals

35

STAAR Test Administrator Manuals

• Three Test Administrator Manuals

- Grades 3-5

- Grades 6-8

- End-of-Course

• Include general information and test administration directions for STAAR, STARR Spanish, STAAR L, and STAAR Modified (STAAR Alternate, TELPAS, and TAKS manuals are separate)

• Will only be shipped once

• Due in districts by February 24, 2012

• Must be retained for later administrations

2012 Manuals

36

Test Administrator Manuals New Look

• New styles also applied to Test Administrator

Manuals

• Fewer scripts covering multiple subjects and programs

• To accommodate some differences in programs, the new manual will use callout boxes

2012 Manuals

37

Test AdministratorManuals New Look

• Wider boxes have program-specific and subject specific instructions

• Please retain your manuals for use throughout the testing year!!

2012 Manuals

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TAKS

- Grades 10 & 11 - Due in campuses by January 13

STAAR Alternate

-Available online

-http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/manuals/

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/manuals/

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/manuals/

STAAR Resources

39

Test Administration

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

• Optional Test Administration and Procedures - May be provided to any student based on his or her needs

- Student must have experience with the specific procedure or material

- Must have been determined effective in meeting student needs

- May not require students to use them

- Not intended for every student

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

STAAR Resources

40

Test Administration

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

• STAAR Time Limits Policy and Procedures

- Start and stop times

- Test administrator “SAY” directions

- Breaks

- Lunch

- Announcement of time to test

- Late-arriving students

- Multiple test sessions

- Extended time and extended day accommodations

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

Test Security

• Resources• New to Test Security• Highlights

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Test Security Resources

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

• 2012 Test Security Supplement

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

• PowerPoint from 2011 Assessment Conference

- Tips for Conducting Thorough Investigations - Test Security Update

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

http://www.texasassessment.com/TAonlinetraining

New to Test SecuritySecurity Training

• all district and campus personnel who participate in state- mandated testing and/or handle secure test materials

• any person who has more than one testing role must receive training and sign an oath for each role

• only one training on general test security and administration procedures required for 2012 testing year (administration specific training must be provided)

Oaths: Test Administrators, Materials Handlers, and Technology Support• required to sign only one oath for 2012 testing year (exception STAAR Alternate and TELPAS)

• required to initial and sign oath only after training

• additional section to be signed for Viewing Secure Test Materials

• separate oaths for test administrators and technology staff

• located in Test Administrator Manuals (coming soon to online)

43

New to Test SecuritySTAAR Oaths: Test Administrators, Materials Handlers, and Technology Support

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New to Test Security

Student Cheating

• determined by districts

• IF cheating determined, district MUST invalidate (“other”) the test

• report discipline taken locally through the Locally Determined Disciplinary Action Form (online) http://www.txetests.com/DAF/index.asp

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http://www.txetests.com/DAF/index.asp


Irregularities: Procedural vs. Serious

• new terms

• simpler reporting procedures

• new online reporting form http://www.tea.state.tx.us/student.assessment/security/incidents/

• documentation requirements differ for two types of irregularities

• district coordinators responsible for evaluating errors, determining the severity (type of error), and summarizing the incident

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


• Procedural Irregularities - reflect minor errors, minor deviations in testing - do not represent severe breaches in security or confidentiality - call to TEA not required unless guidance needed by the district - require an online incident report submission - require an accurate summary of event - do NOT require supporting documentation - must be submitted within ten working days

• 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 reported to TEA as soon as coordinator is made aware of situation - coordinator responsible for investigating, filing incident report, and submitting required documentation in a timely manner

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2012 Highlights

• Seating charts

- require start and stop times

- record names of all assigned test administrators - districts keep for five years

• Honor statements

- STAAR, STAAR L, and STAAR Modified EOC exams

• Maintain test security materials for 5 years

- signed test administrator and technology staff oaths - seating charts

• Investigations

- conduct as quickly and thoroughly as possible in order to ensure that state investigations, sanctions, and corrective actions are conducted in a fair, expeditious, and equitable manner 48

Assessments for Students with Disabilities

STAAR Alternate

What is STAAR Alternate and who is it for?

• An alternate assessment based on alternate academic achievement standards – Different passing standard than STAAR– Not a paper/pencil test… observation-based

assessment and results entered in online system

• For students receiving special education services who meet participation requirements

Why is STAAR Alternate more rigorous?

• More rigor for the STAAR program, which includes STAAR Alternate, has been mandated by the Texas legislature.

• Our teachers and students are ready for more rigor, since they have met the challenges that have been asked of them over the years.

More Rigorous Tasks and Observation Guidelines

The assessment tasks have been made more rigorous by:

requiring the student to do more for one predetermined criterion

linking to a more challenging general education curriculum

targeting higher prerequisite skills for a grade level or course assessment task than was

focused on for TAKS–Alt

• The assessment is now limited to two completed observations, because teachers reported that they emphasized quality instruction before the observation and rarely needed more than two observations.

• Students must now demonstrate all actions listed in each predetermined criterion using the specific action planned by the teacher, so that the teacher is more objective and focused when observing student performance.


The student performs the predetermined criterion.

The teacher notes what was observed during the

observation.

The teacher evaluates the student’s performance recorded in the notes to

determine if the student performed the skill as planned and how much

additional assistance was needed.

The teacher answers the online evaluation questions using

the notes.

The Assessment Management System converts the recorded answers into the official score

reported on the CSR.

• The importance of the observation is stressed, because the performance of the student during the observation directly relates to the score the student will receive on the CSR.

• The importance of using the documentation form is stressed, because it is the official evidence for the evaluation in the Assessment Management system.

• Generalization can only be demonstrated with a change in materials, so that the focus is on skill acquisition and not situational factors.


Viewing the Documentation Form

• The documentation form must be used during the assessment as follows: before the observation to preplan the observation, during or immediately after the observation to record student performance, and after the observation to evaluate the student’s performance in the online system.

• The state-required documentation forms are the only secure document related to STAAR Alternate once student performance data has been recorded.

• Others can view the first page of the documentation form during and after the preplanning by the test administrator.

• No one can view pages two and three of the documentation form. These pages must be kept secure by the teacher until the form is given to the CTC or DTC for storage by the close of the assessment window.

• Documentation forms will no longer be available on the TEA website after the close of the window.

Must use!

Ensures Standardization

• Student assessments that are designated as No Response Observed require evidence that one essence statement per subject was planned on the first page of the documentation form and the observation attempted. The first page must be stored in the district as evidence of the attempted observation.

• No points are given for a prompted Demonstration of Skill performance, because the student was given the answer.

• Students are given two points for an independent generalized performance, so that the scoring mirrors the primary performance.

More Rigorous Scoring

ARD Process for STAAR Alternate

• Review the participation requirements to determine eligibility, note the justification for the determination on the form, and select the assessment from the state options.

• Review the assurances as a group to make sure that all critical considerations were discussed before the decision was made.

• Select the subjects/courses that the student will take and what corresponding assessments are required.

• Summarize the decisions and determine the instructional accommodations that will serve as the basis for the supports and materials documented on the state-required documentation form.

• Develop IEP goals and objectives for the academic instruction that will be provided.

What resources are available to help with STAAR Alternate?

Available Resources

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/

STAAR Modified

What is STAAR Modified and who is it for?

• An alternate assessment based on modified academic achievement standards • Different passing standard than STAAR• Different test questions… based on STAAR

• For students receiving special education services who meet participation requirements• For the 2011-2012 school year, applies to

students in grades 3-8 and entering grade 9• Students repeating grade 9 and in grades 10-12 are

still held to the requirements of the TAKS program

What subjects are assessed with STAAR, but are not

assessed with STAAR Modified?

TEA - 2011 Texas Assessment Conference 65

• STAAR Modified World History will be administered in 2013

• STAAR Modified English III and U.S. History will be administered in 2014

• Algebra II, chemistry, and physics will NEVER be assessed with STAAR Modified.

Begin with STAAR and simplify reading selections, test questions, and answer choices by:

Reducing the number of questions tested and deleting one answer choice Simplifying sentence structure, vocabulary, digits, and grid for griddable questions (mathematics only) Revising or adding context for clarification

Examples: pre-reading text in reading and writing, definitions, formulas and/or conversions

Deleting extraneous information

Examples: reduce number of variables/steps/operations, delete one part of compound answer choices Organizing information differently

Examples: chunk (separate into parts) reading and editing selections, bulleting information, additional spacing

Modification Quidelines

Or… delete certain things from STAAR so that they are not tested on STAAR Modified

Delete “not” or “except” questions Delete griddable questions (science tests only) Students will be assessed with only one type of writing prompt in each tested grade (writing tests only) Student compositions are scored on a three-point rubric (writing tests only)

Separate paired STAAR reading selections (test as single selections that are not thematically linked) and delete all thematically-linked crossover questions (reading tests only)

Student expectations in Reporting Category 1 associated with making connections across texts are not tested on STAAR Modified Only vocabulary will be tested in Reporting Category 1 for STAAR Modified

Will test administrators be allowed to read any word in the selection

that they already read in the pre-reading text like in TAKS-M?

No. This is a difference between TAKS-M and STAAR Modified reading tests.

Test administrators (TA) may read the pre-reading text to students but may not read anything in the reading selection.The TA must read aloud the pre-reading text and

may read the test questions and answer choices if the student is eligible for an oral administration.

Test administration directions will explain that the TA can read the pre-reading text as many times as necessary, as long as it is prior to the students reading the selections.

Will poetry and drama selections be chunked on STAAR Modified

reading tests?

• Poetry selections will NOT be separated into parts.

• Drama selections WILL be separated into parts, usually according to the number of scenes.

How does an ARD committee determine whether STAAR Modified is the appropriate

assessment? 1) Review the student’s present level of academic achievement and functional performance (PLAAFP).

2) Review the student’s instructional plan, which includes the goals, objectives, accommodations and/or modifications

the student will need in order to access the grade-level/ course Texas Essential Knowledge and Skills (TEKS).

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

4) Document the assessment decision, including any accommodations.

Participation Requirements

Where can this form be retained and for how long?

Can be filed at the campus level

• Local determination

• Best practice = retain documentation as long as helpful for decision-making purposes from year to year

Can be filed in the IEP (although it is not a required part of the IEP)

• Best practice = complete form during the ARD committee meeting when assessment decisions are made

• If form is filed in the IEP, the normal IEP retention policies apply

Does an ARD committee need to complete the participation requirements and retain the document if a student is

receiving modified instruction in a course in which STAAR Modified is not

available? Yes. Applies to English III, World History, U.S. History, Chemistry, Physics, Algebra II

• If the student meets participation requirements, then he/she does not test since an assessment is not available.

• If the participation requirements are not reviewed or the answer to any of the three questions is No, the student takes STAAR.

Once a student begins taking modified coursework and STAAR Modified, is that student

able to opt back into the Recommended High School Program (RHSP)?

Students who take courses under the MHSP as provided by Subsection (b) may, upon request, resume taking courses under the RHSP (House Bill 3, §28.025(b-8) )

This applies to students receiving special education services as well.

The ARD committee would need to determine how the student can achieve the necessary credits, as courses with modified content cannot be counted toward this program.The student would then have to meet all of the requirements of the general assessment, STAAR.

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.

Other Modified Questions…

Does the 15% rule apply to students served by special education services?

Yes. For a student receiving special education services, the score he or she receives on a general STAAR EOC assessment must count as 15% of the final course grade.

• The 15% requirement does not apply to students taking STAAR Modified or STAAR Alternate.

Will students taking STAAR Modified have four hours to test or

will they get extra time?

• Students taking STAAR Modified will have four hours to test just like students taking STAAR

• The accommodations of extra time will be available to those students taking STAAR Modified who meet the eligibility criteria for the Extra Time (XT) Accommodation.

Testing Accommodations for

Students with Disabilities

Are 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

What are Accommodations for Students with Disabilities?

Who are students with disabilities making them potentially eligible for

accommodations?

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

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

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

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

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

Who has the authority for decision and documentation?

Special education services: the ARD committee; IEP

Section 504 services: the 504 placement committee; 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 just examples• This applies to a small group of students

Optional Test Administration Procedures & Materials

What procedures and materials are available to ALL students?

• Includes some things that have been called testing accommodations in previous years

• Related to best practices for instruction• Available to any student who needs them• Not intended for every student in a class or

disability category• Not recorded on answer document• Available on test administration materials web

pages as well as accommodation resources


• Allowed for any student NOT every student; test administrators should not distribute these materials on test day; make them available in front of room or ask students if they need it

• No documentation required beyond what is necessary for planning on test day• However, a district could require

documentation for certain students or for certain procedures/materials

• Individual or small-group administration has moved back to a Type 1 accommodation


• Reading assistance on grade 3 mathematics

• Highlighters or colored pencils

• Procedures or materials to minimize distractions (e.g., stress ball, noise-reducing headphones)

• Reading test aloud to self (e.g., reading into a voice-feedback device or voice recorder)

• Signing or translating test administration directions

• Scratch paper or other workspace

• Colored overlays

• Magnifying devices

• Blank place markers

• Preferential seating

The Accommodation Triangle

What are Type 1 Accommodations?

For students with a specific need

• One eligibility criterion:• Student must routinely, independently

(when applicable), and effectively use the accommodation during classroom instruction and testing

1

What does Routinely, Independently, and

Effectively mean?Routinely• Used often enough that student is familiar and comfortable

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

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

scores and observations with or without accommodation use


2

Two or more eligibility criteria, including:• Student must routinely, independently (when

applicable), and effectively use the accommodation during classroom instruction and testing

• Additional criteria based on specific student needs


3

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 listed in the triangle

• AND submits an ARF to TEA


3

Requires an approved ARF because Type 3 accommodations involve a test administrator handling or manipulating secure test materials or student responses in ways that could compromise test security, confidentiality, and/or student results.

TEA provides specific guidelines with an approved ARF in order to ensurethat Type 3 accommodations arecarried out in a standardized manner.

What Accommodations are Available?

What do we need to do to document Accommodations?

• “Guidelines for Recording Accommodation Use on the Student's Answer Document” will be posted to the Accommodations for Students with Disabilities webpage soon

• P, S, R, T not on STAAR answer documents

• Mark Type 1, Type 2, and/or Type 3 accommodations in the blank bubbles for each subject

What do we need to do to document Accommodations?

• Specifically mark these accommodations under Type 2• Braille (BR)• Large Print (LP)• Oral Administration (OA)• Extra Time (XT)

• Specifically mark Extra Day (XD) under Type 3

• The LA column is for Linguistic Accommodations

Accommodation Request Process

What do we need to do to request Type 3 Accommodations?

• “Accommodation Request Process” document outlining the process for requesting Type 3 accommodations will be posted to the Accommodations for Students with Disabilities webpage in January 2012.

• Will include a link to the updated online ARF, which will open in mid-January.

• Districts must indicate that a student has met each of the listed eligibility criteria PLUS provide specific objective evidence of student need.

What do we need to do to request Type 3 Accommodations?

• “Other” accommodations cannot be entered into the online ARF. They must be requested through your ATF member by phone. Be prepared with the details prior to calling.

• Faxing paper request forms is allowed only in rare situations and at the discretion of TEA’s Accommodations Task Force.

Assessment of English Language Learners

TELPASSTAAR

Texas English Language Proficiency Assessment System

K–12:ListeningSpeakingReadingWriting

Minor Changes Only

Minor changes in ― testing policies testing window supplemental support provider training online administrative features

Policy ChangeSecond Semester Immigrant

Non-English Readers

ELLs in grades 2–12 who first enter U.S. schools in second semester are no longer permitted to receive automatic score of beginning without taking TELPAS reading test

Now required to take test Will receive scores based on test performance

Policy ChangeNewly Enrolled ELLs

“20-day rule” gone

Not necessary with new shorter testing window

New policy: No holistically rating ELLs from other Texas districts, states, or countries who enroll on or after first day of testing window (March 19)

Unchanged: 2–12 reading test still required

Guiding Principle Students who Move

If new ELL enrolls before March 19 (start of testing window), receiving campus responsible for all assessments

If new ELL enrolls on or after March 19, receiving campus only responsible for grade 2–12 reading test (if not already administered)

Applies whether new student is from another school district, state, or country

Key Dates for Holistically Rated Components

Date Activity

1/16 Assembling and Verifying Grades 2–12 Writing Collections Course available

1/27 End date for district coordinator training—all TELPAS components

1/30 Online basic training courses for new K–1 and 2–12 raters available

1/30 Supplemental support provider recorded Web-based training available

2/10 End date for campus coordinator training—holistically assessed components

2/20 End date for training raters and verifiers on administration procedures

2/20 Earliest eligibility date for TELPAS writing samples

2/20 Calibration window opens for new and returning raters—first 2 sets

2/29 Third and final calibration set available

3/19–4/11 TELPAS assessment window

Who Can Be a Supplemental Support Provider

Supplemental support provider must—

be a 2010–2011 fully trained and calibrated rater in applicable K–1 or 2–12 span

complete recorded Web-based training

calibrate on either set 1 or set 2

Training ofSupplemental Support Providers

No more registration with TEA

New web-based training available starting January 30 Accessible from coordinator resources

section of TrainingCenter Separate training for K–1, 2–5, and 6–12 Required for new and returning trainers

Always 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

Implement validity and reliability checks during testing window

Online Reading Test Updates

Accommodation types (1–3) that are new for STAAR will be recorded for TELPAS too

New: Sample items no longer included with tests

TELPAS reading tests will remain untimed for spring 2012

TELPAS Student Tutorials

New: Browser-based to reflect TestNav changes No files to download, install

As in past, tutorials 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

Updated tutorials available before February athttp://www.TexasAssessment.com/TELPAS-tutorials

http://www.texasassessment.com/TELPAS-tutorials

New TELPAS Features of Assessment Management System

TELPAS Holistic Ratings tab for easy access

Improved process for registering students and assigning tests and holistically rated components via Student Data Upload file

Students now allowed only one test assignment for reading and one for holistic ratings Move TELPAS Test button can move student’s reading test

from one district/campus to another campus

Removing and Adding Test Assignments of Students

Who Move New: If student withdraws before testing window

begins (before March 19), district should remove student’s test assignments (2–12 reading and K–12 holistic rating)

Receiving campus will not be able to add test assignments or account for student in Assessment Management System if sending campus does not do this

Selecting “Do Not Score” CodesNew: Applicable code now selected from dropdown on Mark Test Complete screen; no longer need to type in reason and also mark code

TELPAS Resources District and Campus Coordinator Manual Coordinator Manual Resources Webpage TELPAS Manual for Raters and 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

ELLs and STAAR

Emphasize in Training Policies and procedures for grade 10 and exit level TAKS are

not changing to mirror STAAR

All ELLs participate in STAAR assessments; no exemptions from testing

Linguistic accommodations not just for STAAR L

Accommodation policies differ by program STAAR STAAR Spanish STAAR L STAAR Modified STAAR Alternate

Differing Degrees ofLinguistic Accommodation

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

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

Linguistic Accommodations STAAR

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

Math, Science, Social Studies Reading, Writing

Bilingual dictionary Extra time (same day)

Grades 3–5: Dictionaries of various types* Extra time (same day) Clarification in English of meaning of

words in writing prompt words in short-answer reading

questions (English I–III)

Linguistic Accommodations STAAR L

Math, Science, Social Studies

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

Linguistic Accommodations STAAR Modified

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

Math, Science, Social Studies Reading, Writing

Clarification in English of word meaning

Oral translation* Reading aloud of text Bilingual dictionary Bilingual glossary* Extra time (same day)

Clarification in English of word meaning Oral translation* Reading aloud of eligible text Dictionaries of various types

(grades 3–5)** Extra time (same day)

Linguistic Accommodation Resources

Test administrator manuals no longer have detailed information about linguistic accommodations

Guide called Linguistic Accommodations for ELLs Participating in the STAAR Program available on Accommodation Resources webpage is principal source of information

19 TAC Chapter 101, Subchapter AARevised ELL Participation Rules

New rules in effect for STAAR

No rule changes for TAKS Same grade 10 exemption policies Same linguistic accommodation policies Same exit level LEP postponement policies

ELL Policy Resources for LPACs and ARD Committees

LPAC assessment decision resources tea.state.tx.us/student.assessment/ell/lpac/ STAAR TAKS TELPAS

Accommodation decision resourcestea.state.tx.us/student.assessment/accommodations/ Linguistic accommodations Accommodations related to disabilities

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

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

STAAR Spanish and STAAR L

STAAR SpanishFor ELLs for whom Spanish version of STAAR is most appropriate measure of academic progress

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

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

Student has not yet attained advanced high TELPAS reading rating

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

Special English I and II EOC ProvisionsTAC §101.1007

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

less (5 or less if qualifying unschooled asylee/refugee) and have not yet attained TELPAS advanced high reading

rating

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

Three Special Provisions

When enrolled in English I or II/ESOL I or II course, eligible ELL shall not be required to –

include assessment score in cumulative score for graduation retake assessment each time it is administered if student

passes course but does not achieve minimum score have score count for 15% of student’s final grade

Note: Students are not exempt from test while in course Provisions do not apply to English III New sample LPAC form for documentation

ELLs with Parental Denials TAC §101.1005 (f)

These students not eligible for special ELL assessment, accommodation, or accountability provisions

No testing in Spanish

No linguistic accommodations during testing

No English I/II EOC special provisions

No unschooled asylee/refugee provisions

Planning for Test Administrations

New ConsiderationSTAAR L vs. STAAR

Mathematics, Science, and Social Studies

STAAR L and STAAR both allow a bilingual dictionary and extra time

Unless accommodations that are unique to STAAR L are provided, a student eligible for STAAR L should just take STAAR

Extra Time (Same Day) as a Linguistic Accommodation

Permitted for any ELL on any test if ELL meets eligibility criteria as determined by LPAC

Not “automatic”

Eligibility criteria in linguistic accommodation section of Accommodation Resources page

Extra time within regularly scheduled school day only

Schools with both morning and afternoon 4-hour test sessions must include these students in morning session

Sample Forms for Documenting Participation & Accommodation Decisions

Record of STAAR participation and linguistic accommodation decisions

STAAR eligibility for special English I/II EOC provisions

Student history worksheet Forms on LPAC assessment resources webpage at



STAAR L Planning for Test Administrators

Coordinator Manual, Page 12

Individual or small group administrations necessary Test administrators respond to student requests for reading text

aloud and clarifying word meaning

Test administrators who provide clarification of word meaning should be ― familiar with the subject matter assessed and linguistic needs of

the students, and work routinely with the students in assisting with or delivering

instruction

Organizing Test SessionsCoordinator Manual, Page 23

Do not test STAAR L students with STAAR, STAAR Spanish, or STAAR Modified students

Students taking STAAR and STAAR Spanish may be tested together if session conducted in way that keeps students from being confused or disturbed by differences in directions or linguistic accommodations provided

Secure English Clarification Guides (ECGs)

ECGs― contain instructions for providing clarification

accommodation, and list content area terms in each test question that are

not eligible for clarification For TAs, not students ECGs do not provide TAs with words to use in clarifying

meaning STAAR L TAs need appropriate training One ECG per STAAR L test administrator

Linguistic Accommodation Summary (3–8 and EOC)

*Dictionaries are linguistic accommodations on reading and writing tests (English versions) in grades 3–5 only; in grade 6 and up, they are part of dictionary policy for all students

Subject/Course Area STAAR STAAR L STAAR Modified

Mathematics, Science,

Social StudiesBD XT BD XT

CE RA

BD XT CE RABG OT

Reading, Writing

D* XTCP CS

n/a (no STAAR L)

D* XTCE RA OT

BD Bilingual DictionaryBG Bilingual GlossaryCE Clarification in Eng – Eligible Words CP Clarification in Eng – Eligible Words in Writing PromptsCS Clarification in Eng – Eligible Words in Short-Answer Reading QsD Dictionary (various types)OT Oral TranslationRA Reading Aloud of Eligible TextXT Extra Time (same day)

Linguistic Accommodations—LA Column

STAAR, STAAR Spanish, or STAAR L all use same answer document

Know your policies: Writing/Reading: Ling.

accommodations are for all eligible ELLs, not just students taking STAAR L in other subjects

STAAR Spanish: No ling. accommodations ever to be marked

Math: If STAAR (not STAAR L), only BD and XT allowed

March MarchGr 4 Writing Gr 5 Math & Reading

EOC Examples

Reminder: Caution: No “D” field because dictionary If STAAR, only BD access is for all students

and XT allowed

March May English I World Geography

STAAR L Number of Test Questions

No field-test items embedded in STAAR L

One test form only

Because same answer document used for STAAR and STAAR L, students will not use all answer bubbles

Administration “SAY” directions include this information

Preparing ELLs for Testing with Linguistic Accommodations

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

Administration “SAY” directions assume ELLs have been told in advance how their sessions will be conducted what type of accommodations they may receive

Helping ELLs Understand Test Directions

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

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

STAAR tests have no sample items; familiarize new ELLs with item formats ahead of time using released items on TEA website

Assessing New Immigrants Who Know Little English

In isolated situations in which completing an assessment is not in 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

Score code is “S”

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

STAAR L 3–8 and EOC Transition from Paper to Online Mode

2012 2013 AND BEYOND

Clarification in English Provided by Test Administrator

Provided in Online System

Reading Aloud of Text Provided by Test Administrator

Provided in Online System

Bilingual Dictionary

Extra Time (Same Day)

Reminder: May STAAR L Online Study

Selected districts notified August 2011 Purpose―To examine effectiveness of STAAR L online interface and

make refinements in preparation for spring 2013 implementation Two subjects: geometry and world history; shorter than a test; no

scores returned Students in grade 10 and above only (TAKS graduates) Campuses selected to include non-ELLs will test all students in assigned

EOC course up to maximum of 300 Campuses selected to include ELLs will be provided names of students

who meet study requirements List of ELLs and instructions to be sent before May EOC administration

Scoring and Reporting

Components of the 2012 Texas Assessment Program

• State of Texas Assessments of Academic Readiness (STAAR)

• STAAR Spanish

• STAAR L

• STAAR Modified

• STAAR Alternate

• TAKS and TAKS–M (grades 10 and exit level)

• Texas English Language Proficiency Assessment System (TELPAS)

2012 Scoring and Reporting

Answer Documents

• STAAR, STAAR Spanish and STAAR L — one combined answer document

• STAAR Modified — separate answer document

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


Answer Documents(continued)

• Grade 3 – answer document, not a scorable booklet

• Precoded labels – EOC, Modified, and grade 4 and 7 writing

• Precoded answer documents – STAAR grades 3-8 reading, mathematics, science, and social studies



• TELPAS — no answer documents should be submitted except in rare circumstances

• TAKS and TAKS–M — no changes from last year



• Less score codes in STAAR!

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

level, etc.)• “*” – paper/online or STAAR/STAAR Modified

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



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

• “EN” or “SP” for grades 3, 4, and 5• “Blank” bubble for grades 6, 7, 8• “L” bubble for math, science and social studies


2012 Scoring and ReportingSTAAR

&STAAR L

STAARModified


STAAR English I, II, & III

STAAR &STAAR LAlgebra II


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


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

(including phase-in)• Data Files


EOC Reporting – CSRs• One page per subject• Includes explanatory text (no parent

brochures)• PDF online• Paper copies shipped to district• Same data will be available in the

student portal


EOC Reporting – Labels• Labels will be the same size as TAKS

labels• Will provide current administration

results• Up to eight rows (one row per

assessment) per label• Students will have two labels if taking

more than eight assessments


EOC Reporting – Rosters• One page per subject; reading and

writing on separate pages (English I, II, and III)

• Separate rosters for STAAR, STAAR L, STAAR Modified, and STAAR Alternate

• “All Students” and “Students Not Achieving Satisfactory Performance”

• PDF online


EOC Reporting – Rosters (cont.)• Student ID• Scale Scores• Performance Levels

• Achieved Minimum Score• Level II: Satisfactory at Initial Standard• Level II: Satisfactory at Final Standard• Level III: Advanced

• Reporting Category Results


EOC Reporting – Summaries• One page per subject; writing, reading,

and constructed responses on separate pages (English I, II, and III)

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

• “All Students” only• PDF online


EOC Reporting – Summaries (cont.)

• Administration Summaryo Students Testedo Absento Othero Total

• Demographic/Program Information Groups• Number of Students Tested



• “Passed” (# and %)o Level II: Satisfactory (and above)o Level III: Advanced (subset of Level II)

• “Did Not Pass” (# and %)o Level I: Unsatisfactory (all students that did

not pass)o Achieved Minimum Score (subset of Level I)

• Average # and % of items correct for each reporting category by demographic group


•English Writing Summary•RC 4 broken out into two subcategories (one for each essay)


•English Reading Summary•RC 1 broken out into three subcategories (two short-answer items and multiple-choice items)



• Constructed Responses Summary (English I, II, and III)o One page for reading showing the distribution

of score points for the reading open-ended items

o One page for writing showing the distribution of score points for the written compositions


EOC Reporting – Summaries (cont.)•Phase-In Summary – one for each content area

•Number and percent of students at Level II (and above) for the Initial Standard and Final Standard •One each for STAAR, STAAR L, and STAAR Modified


EOC Reporting – Data Files• Two data files for EOC

o “Administration” data file will only have information for the administration being reported – one record per student/assessment• Will have student response information – “1” for

correct items and “0” for incorrect items• Student Expectation information will be

posted on TEA website


EOC Reporting – Data Files (cont.)• “Cumulative History” data file will have

history and cumulative score informationo One record per student that tested during the

administration with information about all 12 subjects and cumulative score information for each

content areao First used in Summer 2012


EOC Reporting• Cumulative information in the data portal

o TBD – please provide any input that you haveo Who needs to have access?o By student or groups of students?o Send suggestions to

[email protected]

mailto:[email protected]


EOC Reporting – Data Availability

• First Phase – Part Oneo STAAR and STAAR L will have standards

set – performance levels will be reportedo STAAR Modified and STAAR Alternate will

NOT have standards set until fall – will only report raw score information for Alternate and information about which students tested for Modified



• First Phase – Part One (cont.)o For spring reporting, reports will first be

available on or about Monday after the test window closes (May 21) – this will include online testers and possibly some students that tested on paper and were submitted early by districts

oRosters and data files


EOC Reporting – Data Availability• First Phase – Part One (cont.)

o Rosters and data files will continue to be provided

o Every 24-48 hours – data will be reported for students that tested on paper in the order it was received

o The “incremental” rosters and data files will only include the students that were processed after the last group was reported


EOC Reporting – Data Availability• First Phase – Part Two

oWhen all documents for a district are processed, CSRs and summaries will be posted online, and a complete set of rosters and a complete data file will be posted

oCSRs and labels will be shipped to thedistricts along with any optional reports (formats) ordered (due in districts 6/8/12)



• Second Phaseo Late June – Data files will be updated

and reposted with possible information pertaining to AYP reporting

o STAAR Modified records will include raw score information



• Third Phaseo January 2013 – after standards for

STAAR Modified and Alternate are set, CSRs and labels will be sent to districts; CSRs, rosters, summaries, and data files will be updated and posted


3–8 Reporting – CSRs• Not provided until standards are set

(January 2013)

• PDF online

• Paper copies shipped to district

• Same data will be available in the student portal


3–8 Reporting – Labels• Same format as TAKS labels

• Will not receive labels until January 2013


3–8 Reporting – Rosters• One page per subject

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

• “All Students” and “Students Not Achieving Satisfactory Performance”

• PDF Online


3–8 Reporting – Rosters (cont.)• Same type of information available as for

EOC• Because standards will not be set initially,

raw score will be reported instead of scale score

• STAAR Modified will initially only have information about which students tested and which ones did not


3–8 Reporting – Summaries• One page per subject; writing will also

have a constructed responses page• Separate summaries for STAAR, STAAR

Spanish, STAAR L, STAAR Modified, and STAAR Alternate

• “All Students” Only• PDF Online


3–8 Reporting – Summaries (cont.)

• Same type of information available as for EOC

• Because standards will not be set initially, raw score averages will be reported instead of scale score averages

• STAAR Modified will be reported by form; no summaries until standards have been set


3–8 Reporting – Summaries (cont.)

• Phase-In Summary – one for each grade

• Number and percent of students at Level II (and above) for the Initial Standard and Final Standard for each subject

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


3–8 Reporting – Data File

• One data file for 3–8o Similar type of information that was

reported for TAKS• Will have student response information – “1”

for correct items and “0” for incorrect items• Student Expectation information will be

posted on TEA website


3–8 Reporting – Data Availability• First Phase

oWhen all documents for a district are complete, rosters, summaries, and data files will be posted online

oOnly raw score information will be reported; STAAR Modified will only haveinformation about which studentstested


3–8 Reporting – Data Availability• Second Phase

oUpdated data files will be provided onlineoWill provide information pertaining to

AYP reportingoWill also provide updated STAAR

Modified records with raw scores


3–8 Reporting – Data Availability• Third Phase

o January 2013 – after standards are set for 3–8, CSRs and Labels will be sent to districts

oCSRs, rosters, summaries, and data files will be updated and posted online


TAKS and TELPAS

• Same reports will be offered as in previous years

• In 2011, all TELPAS reports were offered online; this will also occur for TAKS in 2012

• Record Changes, Test Taken Information Changes, and Score Code Changes done through SchoolHouse

Texas AssessmentManagement System

ESC TrainingJanuary 2012

User Roles and Permissions

New assistant roles have been added for delegation flexibility

– District Testing Assistant– District User Account Assistant– Student Data Assistant– Test Setup Assistant– Alternate Assessment Assistant

Also– Mark Test Complete can be added to roles that do not already have that ability.

Send File Processes – User Account File

If the user forgets their user ID or password they can use the link on the log in page to have that user ID emailed to them or to reset their password.

Questions and Answers

188

Have a STAARY Year !!!