The citizens of Sheldon know that they are
about to be tested!!!!
There are villains around every
corner trying to cause chaos and
crime!!!
With a support staff surrounding our
hero….one person will ensure our citizens are
successful, follow the rules, and have
order………
TESTMAN
Testman (CTC)
•
•
•
•
•
•
•
Superpower = his mind
Crusades against endless crime
Logical demeanor
Strong moral code
Great detective
Uses network
Always watching and planning
Motto = Nothing is insurmountable
CTC Responsibilities
• Serving as a liaison between the DTC and campus
personnel for test-related communication
• Monitoring and maintaining test security
• Designating and training test administrators
• Preparing and distributing test materials on the campus
for each administration
• Preparing testing materials for return to the DTC at the
conclusion of test administrations
• Coordinating online administration activities on campus
Bruce Wayne
(Campus Principal)
•
•
•
•
•
•
Alter ego of Testman
Always watching
Always analyzing
Gathering data
Monitoring people
Wants order and rules
to be followed
Principal Responsibilities
•
•
•
•
•
•
Ensuring that test security is maintained
Overseeing the implementation of the test administration
process stated in this manual, the test administrator
manual, and the Test Security Supplement.
Establishing, in conjunction with the campus coordinator, the
test administration processes specific to the campus
Overseeing the training of campus personnel, in
cooperation with the campus coordinator
Reporting any suspected violation of test security to the
DTC
Be available and visible during testing
Secondary
Assistant/Academy Principals
• Monitor for active monitoring
• Be available and visible
• Assist with discipline issues (work with campus
coordinator…be careful not to create a
testing irregularity)
• Ensure students are in correct locations
Who helps Testman?
Alfred Pennyworth
(DTC)
•
•
•
•
•
•
Gives Guidance
Not afraid to get his hands dirty
Helps Testman stay organized
Keeps up with current trends
Quick wit
Puts things in perspective
Commissioner Giles
& Police Chief Bowman
• Has the direct line to the heart of Sheldon
• Authority over the Gotham Police Dept.
• Understands that Testman is necessary
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–
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Law-abiding
Dutiful
Conscientious
Driven
Dedicated
honest
The VILLAINS are
trying to disrupt our
great citizens of
Sheldon…
They want break rules, cause chaos,
and even organize crime…
Testman is going to need a
sidekick……
Robin
(Test Administrators)
•
•
•
•
Another person for Testman to rely on
Helps Testman fight crime
Trained by Testman
Can still make mistakes
Test Administrator Responsibilities
• Maintaining security of test materials until returned to
the coordinator
• Preparing and distributing test materials in the
classroom for each administration
• Implementing the test administration processes and
procedures stated in the manuals
• Monitoring and maintaining test security
• Reporting any suspected violation of test security to the
campus coordinator
• Preparing test materials for return to the campus
coordinator at the conclusion of test administrations
Sheldon Police
(Monitors)
Campus Monitors will be there to ensure that the
citizens of Sheldon are testing in a secure
environment. There presence will keep the villains
away.
Hall monitors will be there to monitor the halls for any
citizen that might be up to no good OR any visitors to
our city that should not be there.
Monitor Responsibilities
• Maintain secure environment
• Notify campus coordinator or
principal of concerns
• Monitor for active monitoring
• Check for seating charts
The Manual
When you are in need of
assistance look in your manual!
Always call for help if you
can’t find the answer in the
manual…..
The Writers (Law Makers) determine
the story for our characters.
The Artist (TEA) take the story and give
it life so we can better understand the
writers’ intention.
Let’s see what the
story takes us……
Procedures for maintaining the security and
confidentiality of assessments are specified in the
following guides:
– Test Security Supplement
– District and Campus Coordinator Manual
– Test administrator manuals (STAAR ALT 2, TELPAS)
Conduct that departs from the test administration procedures
as established in these resources is considered a testing
irregularity.
Animated Frame
Updates to
Math & Writing Assessments
Based on revisions to the mathematics TEKS, the
STAAR mathematics assessments are changing for
grades 3–8 in spring 2015 to align with the revised
TEKS.
– Raw score information provided in spring 2015
– New performance standards approved in summer
2015
– Pass/fail information provided in late summer 2015
– No SSI second or third administration for mathematics
Updates to
Math & Writing Assessments
Based on revisions to the mathematics TEKS, graphing
calculation devices are now required for all students
taking the STAAR grade 8 mathematics test.
– Required for general STAAR as well as STAAR L and
STAAR A
– Required for both paper and online administrations
– Can be a handheld graphing calculator
– Can be a graphing calculator application on a tablet
Updates to
Math & Writing Assessments
• STAAR reference material for paper
administrations
– Printed in test booklet on perforated pages
– May print and distribute (but not required)
– If printing, use TEA website
• STAAR reference material for online
administrations
– Available in online test through the exhibit window
– May print and distribute (but not required)
– If printing, use Pearson website
Updates to
Math & Writing Assessments
• Beginning in spring 2015, field-test
prompts will no longer be included in
operational STAAR assessments.
– Students will write two essays on the grades 4
and 7 writing assessments, one on each day.
– Students will write one essay on the English I
and II assessments.
– The grade 7 writing assessment has been
restructured to parallel grade 4.
Updates to
Math & Writing Assessments
The purposes for writing have now been assigned to
a particular day for grades 4 and 7.
Grade 4:
–
Personal Narrative on Day 1;
–
Expository on Day 2
Grade 7:
–
Expository on Day 1;
–
Personal Narrative on Day 2
–
Test design schematics for grades 4 and 7 have been revised to
reflect this change.
Using the DCCM
• District and campus coordinators must be thoroughly
familiar with the contents of this manual, the provisions
of 19 TAC Chapter 101, and Test Security Supplement
• The DCCM is set up to represent a chronological
checklist.
• Most documents are available as PDFs by clicking on
the icons when viewing the DCCM on your computer.
Links to websites are also available.
• Coordinator Manual Resource Webpage (O-7 through O-9)
General Program Information
STAAR: 3-8, EOC
STAAR Spanish: 3-5
•
Available for ELL for whom Spanish is the most appropriate measure of academic
progress
STAAR L: 3-8, EOC Math, Science, SS
•
An online linguistically accommodated version of STAAR for ELLS who meet
participation requirements.
STAAR A: 3-8, EOC
•
An online accommodated version of STAAR for students who meet eligibility
requirements
STAAR Alternate 2: 3-8, EOC
•
An assessment based on alternate academic standards for students with significant
cognitive disabilities receiving special education services
TELPAS
•
Assess the progress that ELLs in K-12 make in acquiring the English language in
the domains of listening, speaking, reading and writing.
Allowable Test Administration Procedures and Materials
for STAAR, STAAR Spanish, STAAR L, STAAR , and TELPAS
(page O-12)
Accommodations are changes to instructional materials,
procedures, or techniques that allow students with a disability
and ELLs to participate meaningfully in grade-level or course
instruction and testing activities (0-13, O-14)
• Accommodations for Students with Disabilities
• Accommodations in Unexpected or Emergency Situations
• Linguistic Accommodations for ELLs
• Oral Administration
• Paper Administrations of Online Administrations
Calendar of Events
Write in the changes to your calendar(big and small)
– STAAR Alternate 2 testing window has been expanded to February
27, 2015(not reflected in calendar of events)
– Administration date for STAAR grades 5 and 8 mathematics has
shifted. (not reflected in calendar of events)
– Grades 5 and 8 mathematics not offered in March
– Administration of STAAR grades 5 and 8 mathematics moved to
Monday, April 20, 2015
– All 5/20/15 Report dates have shifted to May 22, including report
dates for grades 5 and 8 mathematics
– Report dates have shifted.
– TAKS will be offered in October, March, and July
– NEW: Sheldon ISD’s TELPAS window has been expanded AGAIN…All
information must be complete by 5pm on Wednesday, August 15:
Campus deadlines will be Monday, April 13th.
Training Requirements
All district and campus personnel who participate in statemandated testing or handle secure test materials must meet
eligibility requirements, be trained, and sign an oath.
Testing personnel are required to receive annual training in test
security and administration procedures and are responsible for
complying with state assessment requirements.
Optional Web-based Test Administrator Training Modules are
available: Active Monitoring; Distribution of Test Materials;
and Proper Handling of Secure Materials
The superintendent and campus principal of each school district
must develop procedures to ensure the security and confidentiality
state assessments.
Failure to report can subject
the person responsible to the
applicable penalties.
These administrators will be
responsible for notifying TEA
in writing of conduct that
violates security or
confidentiality of a state
assessment.
Principals and campus testing coordinators are
responsible for security and confidentiality of test
materials on their campus.
Test Security and Confidentiality
Requirements
It’s the Law!
All assessments as defined under TEC 39.023 and 39.027 are
considered secure, and the contents of these tests, including
student information used or obtained in their administration, are
confidential. As specified in the Test Security Supplement in 19
TAC Chapter 101, each person participating in the student
assessment program is required to maintain and preserve the
security and confidentiality of all test material and student
data, and must also handle this information in strict accordance
with the instructions contained in the DCCM, the Test Security
Supplement, and in the test administrator manuals.
19 TAC §101.3031
It’s the Law!
(b) Test administration procedures. 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 2014 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.
TEST SECURITY
•
•
•
•
Accounting for all secure materials and confidential
student information before, during, and after each
administration
Ensure that only individuals permitted to have access to
these materials and information are district personnel who
meet the requirements, have been trained, and have
signed the appropriate oath.
Implement controls to ensure the proper storage and
accurate tracking of secure materials through each state
of the administration
Documents used to account for materials should be
completed accurately and carefully maintained in a
location that would prevent them from being compromised
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 (BAT CAVE)
• Coordinators are required to
place all secure materials in
limited-access locked storage
when not in use.
Receiving and Distributing
Test Materials
•
•
•
•
•
•
Account for all boxes by checking the box numbers and the
amounts against the packing list
Notify DTC if materials are missing
Place all secure materials in LOCKED storage when not in use.
Keep materials for different administrations separate.
TEST HOUND: used to track the inventory (scanning books
into inventory feature)
CTC will sign off on packing list and fax or email to DTC
within 48 hours
Keep packing list in your testing binder
BEFORE: Plan for the receipt, storage
and distribution of materials
• Limited access to storage areas (only CTC & Principal)
– Keep a log of anyone other that CTC enters the room without
the CTC.
• Test Hound: tracking materials
• CTC or Principal should receive and deliver secure testing
materials
• Establish sign out and sign in procedures for materials
• CTC must be aware that they are required
• CTC are required to have procedures for verifying that all
completed or voided answer documents are accounted for
and correctly submitted for processing
During Test Administration
•
•
•
•
•
•
Verify and account for all secure test materials before & after testing
each day
Properly complete Materials Control Forms
TA are responsible for student booklets and STAAR ALT 2 test
administrator manuals until they are returned to CTC.
When materials are returned you must initial the “IN” box.
Verify that all test administrators have been issued the correct TA
manuals, assessments, answer documents, student authorization letters
(online), and accommodations lists and materials, calculators, and
dictionaries
Confirm that all students have been directed to and are present in
their designated testing areas.
After Test Administrations
•
•
•
•
•
•
•
•
•
•
Ensure the return of materials is verified and noted on Materials Control form
Account for every answer document AND every test booklet
Verify that the correct score code, test taken information, and
accommodations have been marked on each answer document and that all
hand gridding and transcribing have been properly completed.
NO ONE SHOULD ERASE STRAY MARKS OR DARKED ANSWER CHOICES
Confirm that each examinee has recorded responses on his/her answer
document
Contact DTC if a blank answer document is discovered
Confirm that all seating charts are accurately completed and contain the
required information (TA, test session start and stop time)
Follow procedures for returning materials to DTC
ALWAYS Check storage area for any left items or stray items
Maintain all inventory records
Confidentiality Requirements
Maintaining the confidentiality of the
assessment program involves protecting
the contents of all secure test materials,
including test booklets, online
assessments, student authorizations,
completed answer documents, and
TELPAS holistically rated components
Confidentiality
•
•
•
•
All testing personnel must undergo training and must sign the
appropriate oath affirming that they understand their
obligations concerning security and confidentiality of the state
assessments BEFORE handling secure materials or
administering assessments
All tests must be administered in strict accordance with the
instructions contained in the test administration materials
No person may view, reveal, or discuss the contents of a test
booklet or online assessment before, during, or AFTER a test
administration unless specifically authorized to do so…
No person may duplicate, print, record, write notes about, or
capture any portion of a secure assessment instrument
(including compositions)
Confidentiality
•
•
•
Only students may respond to test questions, perform
calculations, and create rough drafts to written responses
TA who have permission to view secure materials in order to
provide an approved accommodation must be reminded that
they are viewing secure content, and that responding to test
questions, recording the information they see, scoring the test,
or discussing the contents of the test at any time is strictly
prohibited. As a reminder, these individuals must sign an
additional section of the oath (STAAR ALT 2 TA require more
interaction with materials that typically permitted).
NO person may review or discuss student responses or solicit
information from students about test questions before, during,
or AFTER a test administration.
Penalties for Violation of
Security and
Confidentiality of
Assessments
It’s the Law!
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.
Penalties for Violation of Security and
Confidentiality of Assessments
A person who engages in conduct prohibited by the Test
Security Supplement and in other test administration
materials may be subject to the following penalties:
– 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 for a set
term; or
– revocation or cancellation of a Texas teacher
certificate.
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.
Document Retention
Districts are required to securely maintain the following
documentation for 5 years:
• Signed security oaths for all testing personnel
• Testing irregularity and investigation documentation
• Inventory and shipping records (Materials control forms
and records documenting the transfer of secure
materials)
• Seating charts for all test sessions, with start and stop
times and then name(s) of the test administrator(s)
recorded.
Testing Irregularities
Serious Irregularities
 constitute severe violations of test security or
confidentiality
 must be investigated by the district coordinator
immediately
 require a district to call or email TEA immediately to
inform test security of the incident
 can result in the individual(s) responsible being
referred to the TEA Educator Certification and
Standards Division for consideration of disciplinary
action
Testing Irregularities
Serious Irregularities
- Directly or indirectly assisting students with responses to test
questions;
- Tampering with student responses
- Falsifying TELPAS holistic ratings or STAAR Alternate 2
student responses
- Viewing a test before, during, or after an assessment unless
specifically authorized to do so;
- Discussing secure test content, student responses, or student
performance
- Scoring tests, either formally or informally
Testing Irregularities
Serious Irregularities
- Duplicating, recording, or electronically capturing confidential
test content without permission from TEA
- Fraudulently exempting or preventing a student from the
administration of a required state assessment; or
- Failing to complete TELPAS online calibration or practice
activities in the online training course independently.
- 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;
Testing Irregularities
The types of serious testing irregularities reported (state) in 2014
include
– assistance,
– unauthorized viewing or recording of test content,
– discussing secure test content,
– scoring/working students’ tests,
– tampering, and
– falsifying TELPAS/STAAR Alternate data.
2013-2014 Incident Reports
Serious
210
Procedural
5177
How to AVOID Serious Violations
•
•
•
•
Ensure that TA understand how to address students who might
request assistance or drift off task during an assessment.
Stress that test content should not be viewed or discussed even
AFTER the test administration has been completed. This
applies to discussion regarding the specific contents of the
test.
Discuss with TA the proper way in which students should be
prompted to bubble in answer documents. Remind ALL campus
personnel that erasing stray marks or darkening responses is
strictly prohibited.
Verify that all formula charts, graph paper, or scratch paper
that are used or written upon are destroyed immediately
after test sessions.
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
Procedural Violations
•
Eligibility Errors
– Eligible students not tested
– Ineligible students tested
•
IEP Issues
– Student was provided an unapproved or undocumented
accommodation or was not provided a prescribed accommodation
– Administered the wrong test
•
Improper Accounting for Secure Materials
– Secure materials were not returned, checked in, and accounted for at
the end of each testing day
– Answer document(s), test booklet(s), or other secure materials were
lost or misplaced
Procedural Violations
Monitoring Error
• TA did not verify that a student recorded his or her responses and
accepted a blank answer document.
• TA left a room unattended when students or secure materials were
present or when secure online tests were open and visible.
• Secure materials were left unattended, or secure tests were left open
and visible, during a lunch break, short break, or restroom break.
• Testing personnel did not monitor students during a lunch break.
• TA did not ensure that students worked independently during testing.
• Students were not prevented from using cell phones or other
electronic devices to take pictures, share posts, or send messages.
• Student was allowed to remove secure materials from the testing
area.
Procedural Violations
Other Procedural Errors
• TA failed to issue the correct materials or students were provided
nonallowable materials
• Testing personnel who were not properly trained were allowed to
administer tests or handle secure materials.
• A student was permitted to test beyond the allowed time limit OR was
not provided the full time allotment to complete a STAAR assessment.
• A TA failed to use the test administration materials or failed to read
aloud the bolded, scripted test administration directions verbatim as
outlined in the TA materials.
• A student was provided an unallowable accommodation.
• A TELPAS writing collection was not submitted in accordance with
required assembly criteria.
How to avoid Procedural
Irregularities
• Open your Test Security Supplement to page 20
• Review the sections on how to avoid and how to
address on pages 20-24
Tips to Avoid the Most Common Testing Irregularities
– Ensure that test administrators have accurate testing rosters
that include updated information about accommodations
– Create accurate seating charts
– Announce the time left to test in one hour intervals
– Verify that students have recorded their responses on the
answer document or in the online form
– Ensure that principals, campus coordinators, and other staff
are available to support test administrators and to monitor
testing
– Account for all test materials immediately upon materials
check-in
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
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.
• DTC must determine whether the incident is a serious or
procedural irregularity and report the incident using the online
form.
• District officials must complete the Plan of Action section in the
Online Incident Report and specify the steps they will take to
prevent a reoccurrence of the irregularity.
Online Incident Report
Determine if the reported incident is procedural or serious.
The serious irregularity incident report form has an area for required
documentation to be uploaded.
Description of Events
For both procedural and serious
irregularities, describe the incident and
the findings from your investigation in
the Online Incident Report form
a) what happened and how it
occurred,
b) the sequence of events,
c) information about how the
problem was solved or
remedied, and
d) a district determination of
events regarding the incident.
Plan of Action
Reports of both procedural and serious testing
irregularities must include a Plan of Action that
describes the steps a district will take to
prevent a reoccurrence of the incident.
– specifically address the irregularity type;
– list the individual steps involved in the
plan;
– contain a timeline describing how and
when the plan will be implemented;
– describe how the district will collect
feedback regarding the effectiveness of
the plan; and
– provide specific corrective actions for the
district, campus, or individual(s) involved
Highlights from the
2015 Test Security
Supplement
STAAR A
– Train test administrators who are administering STAAR A on
paper to use the non-secure front matter of the STAAR A test
administrator manual posted on the STAAR A Resources webpage.
– Do NOT use secure paper test booklets to train test
administrators.
– Reinforce that, unless authorized, no one may view secure testing
material before, during, or after the administration.
– Maintain time limits for administration.
– Supply students with headphones, as needed.
Highlights from the
2015 Test Security Supplement
STAAR Alternate 2
Test administrators must be trained on test security
for STAAR Alternate 2 prior to accessing
secure test material.
Campus coordinators should refer to the
District and Campus Coordinator Manual and
the Non-secure Front Matter in the STAAR
Alternate 2 Test Administrator Manual.
Highlights from the
2015 Test Security
Supplement
STAAR Alternate 2
Test administrators are responsible for maintaining the
security of STAAR Alternate 2 test administrator
materials during the preview period.
• Use the Materials Preview Control Form.
• Check-out materials only when in use.
Highlights from the
2015 Test Security Supplement
TELPAS
Test administrators must independently complete
TELPAS calibration activities.
– answer sheets or notes that contain responses to TELPAS
calibration activities are not allowed to be shared
– notes created by raters during practice and calibration
activities must be destroyed
This information will be sent in an email prior to the February 16th
calibration window opening. This information should also be shared
during the Holistic Training with teachers.
READ THE TEST SECURITY
SUPPLEMENT!!!!
District Monitors
• District personnel will report to
your campus on testing days
• Ensure campus is secure and
procedures are in place
• Sign off on form and leave with
CTC
Building
• Signs on entry doors (Testing in Progress Visitors Must
Sign In)
• Sign on the secure storage room
• Materials are locked up
• Hallways and classrooms do not have materials on the
wall that would assist with that the subject being tested
that day
• Examples: Calendar for math, capitalization for ELA, map for SS,
periodic table for science
• Student materials on the desk
– No personal items on desk or under desk (Secondary:
purses and bags at the front of the room)
Late Arrival
• Campus should have a procedure in place
– Ask where it is so you can observe it
• Area assigned for students to report if late to testing
• Control documentation is being used for materials that
may be going to a late arrival area
• Materials are being collected for late/absent students
and kept secure
• Attempts are being made to contact missing students
• Directions are being read to late students
• Students are escorted to class (not carrying their own
testing materials)
Secure Room
•
Control Document:
– test administrators are counting materials and signing out on form
before testing
– CTC is counting and signing in materials at the end of testing
•
Materials
• Unused materials are not in the open and are secured
•
Locked
• Room is locked when the CTC is not present
•
Secure Room Sign
• There is a sign on the room indicating that it is the “secure” testing room
•
Limited Access
– There should be VERY Limited access to the secure room
Environment
• Bells should be off
• Announcements should not be made once testing begins
– Those capable of making announcements have been
notified and nobody makes announcements until the CTC
says the building is clear of testing
– Plan should be in place for emergencies
• Hall monitors and restroom monitors should be present
• Those not involved in testing should not be in the testing
areas
• Enrollment continues
Seating Charts
•
•
•
•
•
•
•
Must be completed and posted on the doors once testing has started
Do not interrupt the test administrator during directions to have this
posted…please wait until after directions
Start and stop times must be documented on the seating chart.
Individual student breaks where time is allowed to stop must be
documented (medical reason, overflow, different starting time)
Group breaks (lunch) must be documented on the seating chart
Student names, seat numbers, test booklet numbers, start and stop
times, and all test administrators/relievers present in the testing room
must be on the seating chart before it is given to the CTC
Assigned seats need to be different if testing over more that one day
with the same students
Cell Phone Policy
• Secondary: Policy should be
posted (sign or on electronics logs)
• Check to see what the campus
procedure is on collecting
materials and communicating with
students about electronic devices
Actively Monitor
•
Test Administrators are
–
–
–
–
–
–
–
•
Reading the directions word for word
Observing the process of testing but not assisting OR reading the test
Not bubbling in on answer documents other than the score code and test
date for EOC
Monitoring students
Moving around the room; able to view all students (no blind spots)
Reminding students of time left to test during required intervals (3 hours, 2
hours, 1 hour, 30 minutes, 15 minutes, 5 minutes, and 1 minute)
Materials are collected immediately once the time has ended
Hall and Restroom monitors are
–
–
–
Ensuring the halls are quiet and only certified testing personnel are
entering testing areas
RR monitors are supervising students in line ( no talking)
Students are signing in and out for the RR
Logistics
• Ask where all testing is occurring
• Be aware of small group testing
• Be aware of oral administration testing
rooms or other tests that will have different
requirements (STAAR L/STAAR A Online )
• LUNCH: ask the CTC for the lunch
procedure
– Are students (still testing) being supervised
during lunch
One Hour Rule
• One Hour Rule: campuses have one hour once testing
has begun to determine if any students have been
administered to wrong test or accommodations. This
may be corrected as long as it is discovered within the
first hour of testing
– Special population (ELL, Sped, 504) designees have
checked that students have received the appropriate test
versions and accommodations
– Special population designees are checking students the
morning to ensure students are in the correct testing
rooms with correct accommodations (if applicable)
• Tubs may be checked prior to the day of testing
Additional items to monitor
• Campus Testing Coordinator is
available
• Campus Principal is available
• Ratio is 1 test administrator to 30
students
• Strategies may not be covered once
the teacher receives secure materials
Documentation Forms
• Forms will be found on the Testing &
Assessment Webpage
– 2015 Campus Monitoring Documentation
• Complete and give to your assigned CTC after
each day of testing
– 2015 Campus Monitoring Oath
• Complete and give to DTC (I will make copies
to give to each campus and to return to you for
your records)
– 2015 Campus Monitoring Assignments
• Please get a sub to cover your assignment and
email me with the change.
STAAR Test Session Time Limits
•
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.
SISD Time Reminders
3 hours remaining (required)
2 hours remaining (required)
1 hour remaining (required)
30 minutes remaining (SISD)
15 minutes remaining (SISD)
5 minutes remaining (SISD)
1 minute remaining (SISD)
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 onehour 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.
Active monitoring includes the test administrators monitoring that
students are marking answers on the answer document.
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).
Late Arriving Students
• Have a plan in place for these students (read directions,
testing location, note on seating chart of time, must still
be allowed the full amount of time)
Lunch
• If stopping for lunch, students must place their answer
documents inside their test booklet so that all secure
materials can be collected and placed in locked
storage.
• Students must be monitored by trained staff and are
not allowed to discuss any test content.
Extra Time (same day)Accommodation is for
eligible students with disabilities and for ELLs.
The accommodation must be documented. The
student is allowed to test until the end of the
school day.
Make-up testing must be completed by the end
of the testing window as specified by the
Calendar of Events.
Seating Chart
• Must include student name, ID, test, booklet number, seat
assignment, test administrator and any other monitors that
supervised the students
• Start and stop times (stop time could be before the
four/five hours…when the room has finished)
• We will use the forms created in Test Hound
• Absent students MUST be noted or crossed out on the form.
Honor Statement
EOC Assessments: TA are provided instructions for prompting
students to complete the honor statement but are not required to
verify that examinees have signed the statement.
Reference Materials, Scratch
Paper, Graph Paper, and Charts
PAPER TESTS
• Reference materials for STAAR
math & science assessments AND
graph paper for STAAR math
assessments will be included in the
test booklets.
• These may be removed from the
book. They must be collect (by
TA) and shredded (by CTC)
• Scratch paper may be provided
(You may have it available but
don’t pass it out to every student).
If used, it must be collected and
destroyed.
ONLINE TESTS
• Reference materials are
available as online tools, they
may also be printed and
distributed.
• Reference materials printed must
be printed from the Pearson
website.
• Scratch paper should be
provided for writing, English
EOCs, and math test.
• Scratch paper should be
available for all other tests.
• Reference materials and scratch
paper needs to be collected and
shredded.
Principals and campus testing
coordinators play a critical role
in ensuring that each test
administrator is actively
monitoring and that all testing
personnel are adhering to the
proper assessment procedures.
Dictionary Policy (S-8)
•
•
Reading assessments at grades 6-8
Writing assessments, including revising and editing, at grade
7; and English I/II EOC
The following are allowed:
• Standard dictionaries in English
• Dictionary/thesaurus combinations
• Bilingual dictionaries*
• ESL dictionaries*
• Sign language dictionaries*
The minimum schools need is one dictionary for every 5 students
*Bilingual and ESL dictionaries should be provided in accordance
with individual needs. An ELL or other student may, as needed, use
more than one of the above dictionaries.
Calculator Policy(S-9, S-10)
•
•
Calculators are required for grade 8 math, Algebra I and biology
Calculators are NOT PERMITTED for students taking STAAR 3-7 math or STAAR 5 and 8
science unless the student meets the eligibility for an accommodation.
Graphing calculators are required
•
Grade 8 STAAR, STAAR L, STAAR A
•
Algebra I STAAR, STAAR L, STAAR A EOC
Four-function, scientific, or graphing calculator is required for Biology STAAR, STAAR L,
STAAR A EOC.
 There should be at least one for every 5 students testing (paper and online).
Calculator Guidelines
 Memory must be cleared before and after tests
 Calculators that have a computer algebra system (CAS) are not allowed.
 Electronic devices that provide access to the Internet, have photographic capabilities, or
have a calculator as an application are not allowed
 Calculation devices on smart phones are NOT allowed
Allowable Test Administration
Procedures and Materials
•
During state assessments, certain test administration procedures
and materials may be provided to students based on their needs.
In general, these procedures and materials are available to any
student who regularly benefits from the use of these procedures
or materials during instruction. A student cannot be required to
use them during testing.
•
Allowable test administration procedures and materials are not
considered testing accommodations, so using them during a state
assessment does not require that they be recorded on students’
answer documents.
Allowable Test Administration
Procedures and Materials
•
Signing test administration directions for a student who is deaf or hard of
hearing
•
Translating test administration directions into the native language of an English
language learner
•
Allowing a student to read the test aloud to facilitate comprehension
•
Reading aloud or signing the writing prompt to any student who requests this
assistance
•
Providing reading assistance on the grade 3 mathematics test for any student;
however, if a student needs the entire test read aloud, the eligibility criteria for
oral administration must be met
Allowable Test Administration
Procedures and Materials
•
Making the following assistive tools available: scratch paper, color overlays,
blank place markers, magnifying devices, highlighters, colored pencils, or
crayons
•
Using tools to minimize distractions or to help maintain focus (e.g., stress ball,
noise-reducing headphones, or instrumental music [no lyrics] played through an
individual student’s headphones or ear buds)
•
Conducting individual and small-group administrations
•
Reminding students to stay on task
Accommodation Black Out &
Update Deadlines
Overview of STAAR Accommodation Changes
for the 2015 Calendar Year
•
New eligibility criteria for oral administration,
supplemental aids, math manipulatives
– Identified with dyslexia or a related
disorder per TEC §38.003
•
•
Standardized Oral Administration (SOA) available in
additional grades and subjects
Grade 8 mathematics deleted from calculation devices
(calculator required now)
Student with Disabilities
•
A student may be eligible for accommodations on a state
assessment if he or she
– receives special education services and meets established
eligibility criteria for certain accommodations
– receives Section 504 services and meets established
eligibility criteria for certain accommodations
– does not receive special education or Section 504 services
but has a disabling condition and meets established
eligibility criteria for certain accommodations (i.e., general
education)
Student with Disabilities
•
Accommodations must be individualized to address the
specific needs of each student.
•
Some accommodations might be appropriate for classroom
use but might not be appropriate or allowed for use on a
state assessment.
•
Accommodations should be evaluated regularly to determine
effectiveness and to help plan for accommodations the
student will need each year.
•
Accommodations should be documented in the appropriate
student paperwork.
Student with Disabilities
•
Accommodations are not necessary for every student.
•
Accommodations are not changes to the performance
criteria or the content.
•
Accommodations are not intended to provide an
advantage to a student with a disability.
•
Accommodations should not be provided to a student
without evidence of effectiveness from year to year.
Accommodations Triangle
Type
1
Type
2
Type 1 accommodations are approved locally
based on specific eligibility criteria. The
decision to provide these accommodations is
made by the appropriate team of people at
the campus level (e.g., ARD committee, Section
504 placement committee, RTI team, student
assistance team).
Type 2 accommodations require TEA approval to use
during a state assessment. The appropriate team of
people at the campus determine whether the student
meets all of the specific eligibility criteria and, if so,
submits an Accommodation Request Form to TEA.
Accommodation type
This section provides a general description of
the accommodation.
This section lists the assessments for which the
accommodation may be used by eligible students.
This section lists the eligibility criteria that must be met in
order for the student to use the accommodation on a
state assessment.
This icon indicates
whether an
Accommodation
Request Form is
required.
This section describes who can make accommodation
decisions for students, where to document these
decisions, and what to record on the answer document.
This section describes the specific examples/types of
accommodations that may be used on the state
assessment.
This section outlines special instructions and
considerations about the accommodation that educators
must be aware of when making the decisions to use the
accommodation and when administering the assessment
with the accommodation.
The Accommodation Request Process
• Contact the DTC if your campus will be submitting
and ARF.
• The district testing coordinator is the primary contact
person for schools when questions arise.
• Any educator may fill out the necessary information
however, the DTC will submit the Accommodation
Request Form in order for the request to be reviewed
by TEA.
The Accommodation Request Process
• TEA will provide additional procedures specific
to the requested accommodation with any
approved Accommodation Request Form.
– The district/campus testing coordinator must ensure that the test
administrator receives special training to administer an assessment
with an approved accommodation if special guidelines accompany
the approved request.
•
Accommodation requests must be approved by TEA before a
student can use the accommodation on a state assessment.
Documentation in the appropriate paperwork should state
“pending TEA approval.”
The Accommodation Request Process
•
Accommodation Request Forms must be received by TEA at
least one week prior to testing. Late requests will NOT be
processed unless circumstances involving the student
change after the deadline.
– See the 2015 Online Accommodation Request
Submission Deadlines document also located on the
Accommodations for Students with Disabilities Taking
State Assessments website.
•
The expiration date for all approved Type 2
accommodations is December 31st of the year the request
is approved.
Special Note Regarding Technology
•
Students are NOT permitted Internet access during testing.
Also, electronic devices with Internet or photographic
capabilities are not allowable.
– Therefore tablets, smart phones, or iPods may not be used during an
administration.
– See STAAR Calculator Policy for grade 8 mathematics exception.
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
Accommodations in Unexpected or Emergency
Situations
When an unexpected or emergency situation (e.g., broken arm, lost eyeglasses)
occurs just prior to or on the day of the state assessment, it may or may not be
necessary to contact TEA.
•
No need to contact TEA
–
•
No need to contact TEA
–
•
Make available test administration procedures and materials allowed for any student.
Make available Type 1 accommodations. Consideration should be given to
accommodations that the student can independently use (e.g., for the student who does
not have his/her prescribed eyeglasses, consider use of a projection device or a largeprint test booklet prior to considering an oral administration by a test administrator).
Contact TEA
–
If the student’s needs cannot be met with Step 1 or 2, consider Type 2
accommodations and contact TEA.
2015 Accommodations for Students With Disabilities Webpage
http://tea.texas.gov/Student_Testing_and_Accountability/Testing/Student_Assessment_Overview/Accomm
odation_Resources/2015_Accommodations_for_Students_with_Disabilities_Taking_State_Assessments/
•
•
•
•
•
•
•
•
•
•
Training PowerPoint: Testing Accommodations for Students with Disabilities
Accommodation policy documents in the Accommodations Triangle
2015 Online Accommodation Request Submission Deadlines
Training PowerPoint: Supplemental Aids for STAAR, …
General Instructions for Administering Large-Print State Assessments
General Instructions for Administering State Assessments to Students Who are
Deaf or Hard of Hearing
General Instructions for Administering Braille State Assessments
2015 Linguistic Accommodations for ELLs Participating in the STAAR Program
Font and Point Sizes Matrices for STAAR, STAAR Spanish, STAAR L, STAAR A,
TELPAS, and TAKS
Transcribing Griddable Questions Training Document and Student Documents
Animated Frame
STAAR A is an accommodated version of STAAR
for students who meet eligibility requirements.
STAAR A will be administered for the first time in
spring 2015.
Grade/Cours
e
Subject
3
mathematics and reading
4
mathematics, reading, and writing
5
mathematics, reading, and science
6
mathematics and reading
7
mathematics, reading, and writing
8
mathematics, reading, science, and social studies
EOC
Algebra I, English I, English II, biology, and U.S. history
STAAR A will be administered online and will include online
tools, embedded accommodations to selections and test
questions, and accessibility features.
Tools
Embedded Accommodations
Accessibility Features
Answer Eliminator
Pop-ups
Text-to-Speech
Highlighter
Rollovers
Zoom
Eraser
Blank Graphic Organizers
Color and Contrast
Pencil
Writing Checklists
Place Marker
Notepad
Dot Tool*
Line Tool*
Ruler*
Calculator*
Reference Materials*
*These tools are subject-specific and only appear in subject tests where they are relevant.
•
STAAR A will be the same as STAAR in the following ways:
–
–
–
–
–
•
passing standards
time limits
assessed curriculum
test blueprint
progress measures
STAAR A will be different than STAAR in the following
ways:
– no field test questions
– online administration
– embedded accommodations and accessibility features
STAAR A Eligibility Requirements
•
•
STAAR, with or without allowable or approved
accommodations from the accommodation triangle, should
be the first consideration.
If a student cannot access STAAR with or without allowable
accommodations, he or she must be receiving the following
services in order to consider STAAR A:
– students with identified disabilities who are receiving special
education services
– students identified with dyslexia or a related disorder (as
defined in Texas Education Code §38.003) who are
receiving Section 504 services
Special Situations
•
STAAR A is only offered in English.
•
For students who are eligible for STAAR A but who are deaf
or hard-of-hearing and cannot access the text-to-speech
function, a signed administration is allowed for those parts of
the test that can be read aloud.
– A student does not have to be eligible for an oral administration to
receive a signed administration of STAAR A.
– The test administrator should also read the specific guidelines for
signing test content included in the document titled “General
Instructions for Administering State Assessments to Students Who are
Deaf or Hard of Hearing,” located on the Accommodation for
Students With Disabilities webpage.
Grade 4 Writing
•
•
•
For the 2015 administration of STAAR A, it is not necessary for
students taking 4th grade STAAR A writing to meet the
eligibility criteria for Basic Transcribing.
This specific group of students may have their writing
compositions transcribed into the online form in TestNav in
accordance with guidelines listed in the accommodations
triangle document for Basic Transcribing.
– Note: This is not a requirement of the administration and
decisions regarding this provision must be based on
individual student need. TEA will review this policy for
subsequent administration years.
Students in all other grades and subjects must meet the
eligibility requirements for Basic Transcribing as described in
the corresponding document found in the accommodations
triangle.
STAAR A Resources
•
TEA’s STAAR A Resources webpage is located at
http://tea.texas.gov/student.assessment/STAARA/
•
TEA recommends that teachers become familiar with STAAR A
and help guide students through practice selections and test
questions until they are comfortable with the STAAR A online
testing interface and accommodations.
–
–
–
–
demonstration video for teachers and test administrators
sample selections and test questions
student tutorials with practice selections and test questions
student tutorial administration directions
STAAR A Resources
•
Other resources available that may be helpful in preparing
students to take an online test include:
– STAAR Writing Tool (ePAT) includes instructions on how to use
the typing tools for the written composition:
http://www.texasassessment.com/training_resources/onlinet
esting/
– STAAR L Student Tutorials and Practice Sets to practice using
pop-ups and rollovers:
http://tea.texas.gov/student.assessment/ell/staarl/
– SOA Student Tutorial to practice using text-to-speech:
http://tea.texas.gov/student.assessment/soa/
Animated Frame
Test Participation Decisions
Assessment decisions for ELLs must be made on an
individual student basis by the LPAC, and in the case of
an ELL receiving special education services, by the ARD
committee in conjunction with the LPAC.
NOTE: Decisions for an entire grade or program are not authorized (e.g.,
all 4th grade students in a bilingual program take the Spanish-version
reading assessment and English-version mathematics assessment)
STAAR Spanish and STAAR L
STAAR Spanish
For any student for whom a Spanish version of STAAR is the most
appropriate measure of academic achievement
• Available in grades 3–5 only
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 in grades 2 and up.
 Student is within first 3 years in U.S. schools (if unschooled
asylee/refugee, first 5)
ELL Participation in STAAR A and
STAAR Alternate 2
•
•
•
•
Assessment decisions for ELLs also served by Special
Education are made by the ARD committee in conjunction
with the LPAC.
ELLs with disabilities who meet eligibility requirements for
STAAR A may take this assessment.
ELLs receiving special education services who meet
requirements for STAAR Alternate 2 may take this
assessment.
ELLs participate only on the basis of disability, not second
language acquisition.
Differing Degrees of Linguistic
Accommodation
STAAR (English)
Limited degree of linguistic accommodation
STAAR L
Moderate to substantial degree of linguistic
accommodation
STAAR A
Degree varies in accordance with second
language acquisition needs of ELLs who
qualify for this test
STAAR Alternate 2
No specified linguistic accommodations;
assessment design allows other languages and
communication methods to be used as
appropriate
STAAR Spanish: Assessment is provided in student’s native language; other linguistic
accommodations not applicable.
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)
•
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
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 (NOT THE TA)
Linguistic Accommodations
STAAR A
Math, Science,
Social Studies
• Clarification in English of word
meaning
• Bilingual dictionary
• Extra time (same day)
Reading, Writing, English I, English II
• Clarification in English of word meaning
• Dictionaries of various types
(grades 3–5)*
• Extra time (same day)
*Dictionary access to be provided for all students in grade 6 and up.
English
Dictionary
Definition
Definitions of
English words
3-5 Reading
4 Writing
3-8 Math
5/8 Science
Bilingual
Dictionary
ESL
Dictionary
Monolingual
Dictionary
Picture
Dictionary
Electronic version of an Define English
English dictionary; may words using
also have a translation simpler words
feature
Dictionary in
another language
that has definitions
(Spanish
Dictionary)
Conveys word
meaning through
drawings or
photographs
Accommodation Accommodation
 Sped or 504
 Sped or 504
 Linguistic
 Linguistic
Accommodation
 Sped or 504
 Linguistic
Accommodation
 Sped or 504
 Linguistic
Accommodation
 Linguistic
Accommodation
 Linguistic
NOT ALLOWED
Accommodation
 Linguistic
NOT ALLOWED
NOT ALLOWED
NOT ALLOWED
NOT ALLOWED
Accommodation
 Linguistic
NOT ALLOWED
NOT ALLOWED
(students may have access
NOT ALLOWED
NOT ALLOWED
NOT ALLOWED
NOT ALLOWED
NOT ALLOWED
NOT ALLOWED
Used to translate
words from one
language to another.
Does not give
definitions
Electronic
Dictionary
(students may have access
to look up definitions)
to look up definitions)
8 Social
Studies
NOT ALLOWED
Accommodation
 Linguistic
NOT ALLOWED
English I/II
Allowed for any
student
Allowed for any
student
Allowed for any
student
Allowed for any
student
Accommodation
 Linguistic
Accommodation
 Linguistic
Algebra I,
Biology,
US History
NOT ALLOWED
Accommodation
 Linguistic
NOT ALLOWED
Accommodation
NOT ALLOWED
NOT ALLOWED
(students may have access
to look up definitions)
(students may have access  Linguistic
to look up definitions)
STAAR L Online Student Tutorials
•
Information about minor updates to grades 3–8 is available at
http://www.tea.state.tx.us/student.assessment/ell/staarl/
•
Administration directions for each tutorial are also posted
•
Tutorials should be used to familiarize students with clarification
and read aloud accommodations and standard TestNav tools
•
Test administration directions for 2015 STAAR L assessments will
assume some familiarity with online interface
–
SAY directions to include info about TestNav tools specific to STAAR L
(e.g., Word and Sentence tools)
–
See Appendix for optional directions for the general TestNav tools (e.g.,
Highlighter and Eraser tools)
STAAR L Practice Sets
• Practice sets consist of approximately 20-25
items for each STAAR L assessment
• Minor changes made to 3–8 mathematics
sets; not all items may be applicable to new
TEKS
• Available at
http://www.tea.state.tx.us/student.assessment/ell/staarl/
• Available in online format so that students
may experience the items as they will be
presented in the operational administration
STAAR L EOC Eligibility
For EOC, eligibility for STAAR L can
be carried over from spring to the
July and December administrations.
Special English I EOC Provision
TAC §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 in
grades 2 and up.
Why these provisions? In English I and ESOL I courses,
these students may require substantial instructional
scaffolding and linguistic adaptation not feasible on
standardized language arts assessments.
Special English I EOC Provision
TAC §101.1007
When enrolled in an English I/ESOL I course, an eligible
ELL shall not be required to retake the assessment each
time it is administered if the student passes the course
but does not pass the test.
NOTE:
• Students are not exempt from testing while in the course.
• This provision does not apply to English II.
• This provision is not tied to any particular graduation plan.
STAAR L and SSI
• For 2014–2015, 5th and 8th grade
students assessed with STAAR L in
mathematics will be held to the same SSI
requirements for reading, including
retesting, as students taking the general
STAAR.
• SSI requirements for 5th and 8th grade
mathematics are suspended for the
current school year.
Exemption for Qualifying
Asylees and Refugees
• 19 TAC §101.1005 allows for the
exemption of certain qualifying ELL
asylees and refugees from being
administered a STAAR assessment in
grades 3–8.
• This exemption only applies to those
unschooled asylees and refugees in their
first year in U.S. schools.
ELLs with Parental Denials
TAC §101.1005 (f)
These students are not eligible for special ELL
assessment, accommodation, or accountability
provisions ―
• No testing in Spanish
• No linguistic accommodations during testing
• No English I EOC special provision
• No unschooled asylee/refugee provisions
Assessing New Immigrants
Who Know Little English
• In isolated situations, if completing an assessment is
not in the best interest of a student (e.g., a newly
arrived ELL who has extremely limited English skills),
the campus may make the determination to submit
the test for scoring without requiring the student to
complete test.
• This decision should be documented and
communicated to student’s parents after the test
administration.
Keep in Mind…
 Paper
testing will not be approved
simply because a student:
 knows very little English
 has limited exposure to computers
What is TELPAS?
•
•
•
Fulfills federal requirements for assessing the English
language proficiency of ELLs in kindergarten through
grade 12 in four language domains: listening, speaking,
reading, and writing.
Grades K-1: holistically rated observational assessments
of listening, speaking, reading, and writing
Grades 2-12: multiple choice online reading tests in six
grade clusters (2, 3, 4-5, 6-7, 8-9, and 10-12),
holistically rated student writing collections, and
holistically rated observational assessments of listening
and speaking
Eligibility Requirements
•
•
All K-12 ELLs are required to participate in TELPAS, including
students classified as LEP in PEIMS who have parental waivers.
This also includes foreign exchange students and homebound
students who may be classified as LEP.
RARE Circumstances in which a student may not be required to
participate in one or more TELPAS language domains include:
–
–
ARD Decisions- Participation must be considered on a domain-by-domain
basis and be related to the students particular disability. The reason for
not participating must well documented by the ARD and LPAC.
Newly Enrolled ELL-Holistically Rated Domains- An ELL from another TX
school, state, or country who enrolls on or after the first day of the
TELPAS window (March 17) will not be assessed by the receiving school
district in the holistically rated domains, but will participate in the
TELPAS reading test in grades 2 – 12.
Texas English Language
Proficiency Assessment System
K–12
•
•
•
•
Listening (10%)
Speaking (10%)
Reading (50%)
Writing (30%)
Procedures to Ensure
Validity and Reliability
All language domains, K-12:
 To determine students’ ratings, collaborate with other
teachers of these students.
 Collaborating with another teacher for listening and
speaking
Writing, Grades K-12
 All writing collections are rated a second time, and if the
ratings differ, resolution ratings are provided and used.
 All students are assigned two raters (Rater 1 must meet the
rater criteria; rater 2 must be a trained rater)
Rater Credentials (Rater 1)
• Have the student in class at the time of the spring
assessment window
• Be knowledgeable about the student’s ability to use
English in instructional and information settings
• Hold valid Texas education credentials
• Be appropriately trained in the holistic rating process
as required by the TELPAS administration materials
• Rate the student in all domains
Primary Rater: sign off on PLD for all domains, complete
TELPAS cover sheet front, initial and sign off on the back of the
Coversheet, complete TELPAS Rating roster with all ratings.
Rater 2
• Must be a trained rater
• Will be the additional rater for
the assigned writing collections
2nd rater: turn in completed Rater 2 PLD for writing, sign as the
additional rater on coversheet, sign off as the additional rater
on the Rating Roster(s).
Rating Parties
• Rater 1 and Rater 2 will need to meet if there
is a difference in writing ratings. They must
agree to a rating. If they cannot agree, a
third person must rate the collection.
• The rating rosters and coversheets can be
completed once the final decision for the
writing rating has been established.
Collaborating Teacher
• Needs to be familiar with the Listening and
Speaking PLD (does not have to complete the online
training activities)
• Will complete the listening and speaking PLDs for
ELL students for rater 1 to use as input.
• Campuses will develop a procedure for PLDs to be
given to the collaborating teacher and for the
completed PLDs to be given to the raters.
• Keep all the PLDs in the student TELPAS folders
Spring TELPAS Administration Procedures Training and
Assembling/Verifying Training
During the TELPAS Administration Procedures Training, testing coordinators
review key information from the TELPAS Rater Manual to prepare new and
returning raters to proceed with online holistic rating training. The
Assembling/Verifying Training is an online training module.
TELPAS
Training
Flowchart
TELPAS QUALITY TEAM
• May not serve as a rater
• Verify the writing collections
• Secondary level: Assemble the writing
collections
• Complete the Assembling and Verifying
Module
• Sign the appropriate oath before handling
writing samples
TELPAS Training
• Staff must be trained on TELPAS
writing collection requirements and
procedures for completing the rating
process
• Campuses will need to communicate
deadlines for writing samples,
ratings, and completion of
paperwork/rating entries.
• Campuses should provide time for
teachers to meet to develop
writing prompts prior to the writing
window opening
• Sample writing prompts for all
subject areas are available in the
TELPAS Rater Manual.
• Stress to staff to make the writing
prompts specific.
Assembling Writing Collections
• Must contain a minimum of 5 writing samples
and must include at least one past tense
narrative and at least 2 academic writing
samples from math, science, or social studies
• Only writing assigned on or after February
16th may be considered.
• Writing should reflect the student’s current
proficiency level
Assembling Writing Collections
• All writing assignments must include the student’s
name and date
• Cover sheet and verification checklist must be
completed and stapled to the student’s writing
collection.
• Photocopies of classroom writing may be included
in the writing collection as long as pages are clear
and legible
• Writing samples may be typed provided that the
spell check and grammar check are disabled
• DTC must submit a testing irregularity if writing
ratings submitted are based on incorrectly
assembled writing collections
Writing samples may Not Include:
Worksheets and
question-answer
assignments
Teacher comments or corrections
Copied language
Papers that are brief, incomplete, or rushed
Papers in which student relies heavily on
resources (dictionary, thesaurus, etc.)
Polishing /editing from peers or teachers
Papers written primarily in student’s native language
Verifying the Writing Collection
Verifier will complete/sign the checklist
• Each collection contains at least 5 total writing samples
• Each writing collection includes at least one past tense
narrative and at least two academic writing samples from
science, social studies or math
• All writing assignments include the student’s name and date
• No writing samples come from before February 16, 2015
• No papers showing teacher corrections are included
• No worksheets or question-answer assignments are included
• Each collection includes samples written in English
Verification Process
TELPAS Quality team will verify the collections two times
1. Prior to rating, team will ensure collections meet
requirements. If not, writing will be return to rater or
teacher.
2. After ratings are complete, team will ensure that all
writing that was used for the rating meets the
requirements. This is when the verifier will sign the
coversheet.
Not that the RATER 1, not the verifier, is solely
responsible for ensure that the following types of
papers are NOT included:
• Papers containing language directly copied
from a textbook, lesson or other written source
• Papers in which the student relies heavily on a
dictionary or thesaurus
• Papers that have been polished through
editing by peers, parents or teachers
• Papers that are too brief, incomplete, or
obviously reflect writing that was rushed
Years in US Schools Data Collection
•
•
•
Students must be enrolled for 60 consecutive school days
in a school year for that year to count as a year in US
schools.
The count restarts at day 1 only for students who have yet
to meet their 60-day requirement and withdraw from a
U.S. school, but don’t re-enroll in another U.S. school for 10
or more consecutive school days.
ELL students enrolling in U.S. schools for the first time within
the final 60 school days of a school year will be
considered to be in their first year in U.S. schools for the
following school year.
Years in US Schools Data Collection
Important Reminders
• Districts cannot change the value for years in U.S.
schools submitted in a previous school year. Districts
use the data previously submitted to inform data
that will be submitted this spring.
• The number of years in U.S. schools on record for a
student cannot decrease. The value will either remain
the same or increase by 1.
• THIS MUST BE CORRECT IN TAMS BEFORE THE
TELPAS WINDOW CLOSES
Additional 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.
Key Dates for Holistically Rated Components
Date
Activity
1/12
Assembling and Verifying Grades 2–12 Writing Collections Course available
1/23
End date for district coordinator training—all TELPAS components
1/26
Online basic training courses for new K–1 and 2–12 raters available
1/26
Supplemental support provider recorded Web-based training available
2/6
End date for campus coordinator training—holistically assessed components
2/16
End date for training raters and verifiers on administration procedures
2/16
Earliest eligibility date for TELPAS writing samples
2/16
Calibration window opens for new and returning raters—first 2 sets
2/25
Third and final calibration set available
3/16–4/8
TELPAS assessment window Deadline for all to complete will be April 13th
4/09–
4/10
TELPAS data verification window
We have been given permission to extend our window to April 15th
TELPAS Reminders
• Individuals must complete state-required training
and calibration activities to be raters.
• Those who complete all requirements but don’t
successfully calibrate by the end of set 3 may be
raters if the district chooses, but districts must
provide rating support in a manner that assures valid
and reliable assessment.
• Districts must implement validity and reliability
checks during the testing window.
TELPAS Reminders
• It is a violation of state assessment procedures and a
serious testing irregularity to record, discuss, or share
answers to the rating practice and calibration activities.
– NEW: After completion of calibration activities, raters
must destroy all notes taken about specific student
profiles.
• Returning raters who have not completed calibration
activities within the last three (since 2012) school years
are required to complete the online basic training
course before calibrating.
Final Data Verification Window
TEA just granted another extension for us…..
• All online tests must be completed by April 10th
• (They should all be schedule to be completed by
Wednesday, April 8th)
• All ratings must be completed and entered by April
13th.
TELPAS Student Tutorials
•
•
As in the past, tutorials are separate from tests.
Tutorials are recommended for students new to TELPAS


•
Several different test item formats
No sample items with test
Tutorials available at http://www.TexasAssessment.com/TELPAStutorials
TELPAS Release of Spring 2014
Grades 2–12 TELPAS Reading Tests
There was a full release of TELPAS forms for all grade bands in fall 2014.
These are released in the online format to allow them to be seen in
the TestNav environment, just as the students see the operational test.
These released tests can be accessed from
http://tea.texas.gov/student.assessment/ell/telpas/released-tests/
TELPAS Reading Tests
• Reading test administrators must be trained
• CTC will organize test sessions
• Plan for all of your online testing (including
make-ups) to be completed by April 10th.
• Every attempt must be made to test absent
students through April 15th.
TELPAS Reading Tests
Due to the extension we have been granted, campus
will now have until April 10th to complete all testing.
• Elementary campuses may test 2nd and 3rd grade
online testers during the week of March 23rd and
then test 4th and 5th graders during the week of
April 6th. You may still test 4th and/or 5th grade
during this week if you choose to do so
• Due to the added days, a COW will not be
provided at CE or SE.
Animated Frame
Receiving Reports
• You will receive an email letting once
the reports have been released
• You will need to login to TAMS and
select View Publish Reports
• You will be notified once the reports
are in district.
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
A, and STAAR Alternate 2 will all be reported
on the same file
• Changes between 2014 and 2015 are shown in
italics
STAAR Standard Reports
•
•
•
•
•
•
•
Confidential Student Reports (CSRs)
Confidential Student Labels
Confidential Campus Rosters
Campus and District Summary Reports—
including constructed response, phase-in, combined, and
cumulative history (grades 5 & 8 retests) summary reports
Data Files – individual student data files
Item Analysis Summary and Individual Reports (STAAR
reading, writing, science, and social studies for grades 3–8
and all EOC subjects)
Images of Essays and Short Answers (provided no later than
two weeks after the due in district date for the paper reports)
STAAR EOC – Summary of
Changes
•
•
•
•
STAAR A reported on separate rosters and
summaries like STAAR L
STAAR A students included in cumulative history
New Level II Phase-In 3; Level II Phase-In 2 has
been adjusted lower (do not compare Phase-In 2 in
2015 and beyond to Phase-In 2 in 2014 and prior)
Combined Summary Report has been added
EOC Reporting – CSRs
• One page per subject
• Includes explanatory text (no parent brochures)
• PDF online; Paper copies shipped to district
(two copies per student)
• Same data will be available in the student portal
• Includes STAAR or ELL Progress Measure
where applicable
EOC Reporting – Labels
• Cumulative results for STAAR, STAAR L, and
STAAR A will be provided
– Report the administration with the highest scale
score (with an ‘S’ score code) if the student passed
– Report the latest administration if the student has
not passed
• Current administration results for STAAR
Alternate 2 will be provided
EOC Reporting – Rosters
•
•
•
•
•
•
Separate rosters for each subject
Separate rosters for STAAR, STAAR L, STAAR A,
and STAAR Alternate 2
“All Students”
“Students Not Achieving Satisfactory Performance”
(not provided for STAAR Alternate 2)
Includes STAAR or ELL Progress Measure where
applicable
PDF online
•
•
•
•
Algebra I example
STAAR Progress Measure will have values
when it is applicable and can be
calculated (ELL Progress Measure will be
blank)
ELL Progress Measure will have 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)
EOC Reporting – Summaries
• One page per subject
• Separate summaries for STAAR, STAAR L,
STAAR A, and STAAR Alternate 2
• “All Students”, “First-Time Tested Students”,
and “Retested Students” (page not printed if 0
students) at campus, district, region, and state
for STAAR, STAAR L, and STAAR A
• PDF online
EOC Reporting – Summaries
(continued)
• Constructed Responses Summary (English I
and English II)
– One page for STAAR and one page for STAAR A
(each subject) showing the distribution of score
points for the short-answer items and written
composition
EOC Reporting – Summaries (continued)
•
Level II Phase-In Summary – Algebra I, biology, and
U.S. history on first 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 and Recommended
Standards; percent of students at Level II (and
above for Phase-In 2 and Phase-In 3
•
One set each for STAAR, STAAR L, and STAAR A
EOC Reporting – Summaries (continued)
• Combined Summary – one page for each
subject with each applicable test version
(STAAR, STAAR L, and STAAR A) with totals
for the subject across all applicable test
versions; All Students, First-time Tested
Students, and Retested Students
EOC Reporting Timeline – Spring 2015
•
•
•
•
•
Preliminary rosters and data files for students that tested
online (Algebra I, biology, and U.S. history) will be provided on
5/15
Preliminary rosters and data files for all records (paper and
online) that have been processed and scored (all subjects) will
be provided on 5/21
All reports will be posted online no later than 6/5; image
essays and short answers will be posted no later than 6/19
Paper reports in districts by 6/5
Item Analysis reports for the spring administration will be
available August 2015
STAAR 3–8 – Summary of Changes
• Due to the revised TEKS for grades 3–8
mathematics being assessed in 2015,
new standards will need to be set.
– When reports are initially provided to
districts, mathematics results will contain
raw scores only.
– Standards will be set during summer 2015
and final reports with scale scores and
passing information will be provided to
districts in September 2015.
STAAR 3–8 – Summary of Changes
• Due to the revised TEKS for grades 3–8
mathematics being assessed in 2015, new
standards will need to be set.
– All reports will be provided in spring 2015.
– All reports will be provided in September
except for grade 5 science, grade 8 science
and social studies, and all STAAR Alternate 2
printed Confidential Student Reports and
student labels.
– PDF reports will be reposted including grade 5
science, grade 8 science and social studies,
and all STAAR Alternate 2 results.
STAAR 3–8 – Summary of Changes (cont.)
• Changes in reporting due to testing grades 5 and
8 mathematics in April
– When reading tests from the March administration
have been scored, reports will be generated and
posted online only (by 4/15) and will include
Confidential Student Reports (CSRs), Confidential
Campus Rosters, Summary Reports, and Data
Files.
– After the April administration, mathematics results
for grades 5 and 8 will be merged with the reading
results.
– Printed and online reports for 5 and 8 reading and
mathematics and for the spring administration of
grades 3–8 will be provided to districts by 5/22.
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; a flyer will be provided in spring explaining
why students are receiving raw scores only on
mathematics (TEKS revisions). Parent brochures will
not be provided with the revised reports that are sent in
September.
Includes STAAR or ELL Progress Measure where
applicable
Same data will be available in the student portal
Initial Report – No Standards
Established for Mathematics
Final Report with Math Standards
3–8 Reporting – Labels
• Same format as 2014
• Grade 5 and 8 retest labels will have previous
administration data (from current year)
3–8 Reporting – Rosters
• Separate rosters for each subject
• Separate rosters for STAAR, STAAR Spanish,
STAAR L, STAAR A, and STAAR Alternate 2
• “All Students”
• “Students Not Achieving Satisfactory
Performance” (not provided for Alternate 2)
• Includes STAAR or ELL Progress Measure
where applicable
• PDF Online
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 A, and
STAAR Alternate 2
• “All Students” Only
• PDF Online
Initial Summary Report – No Standards
Established; Average Raw Scores
Final Summary Report – with Mathematics
Standards and Average Scale Scores
3–8 Reporting – Summaries
(continued)
• Phase-In Summary – one for each grade and
test version (STAAR, STAAR Spanish,
STAAR L, and STAAR A)
• Number and percent of students at Level II (and
above) for the Phase-In 1 and Recommended
Standards; percent of students at Level II (and
above) for Phase-In 2 and Phase-In 3
3–8 Reporting – Summaries
(continued)
• Combined Summary Report
– One page per subject
– STAAR, STAAR Spanish, STAAR L,
and STAAR A Level II performance
results are combined on the same
page along with totals for all applicable
test versions
– Campus and District
– “All Students” Only
– PDF Online
3–8 Reporting – Summaries (continued)
• Cumulative Summary Report
– Provided for the May and June grades 5
and 8 retests (reading only in 2015)
– English and Spanish are combined for
grade 5
– STAAR and STAAR A are combined
– STAAR Alternate 2 is not included in the
Cumulative Summary Report
Have a SUPER
testing year!!!