K
I
L
L
E
E
N
I
S
D
Campus TAKS Training
April 19, 2011
Grades 3 – Exit Level Primary
Exit Level Retest
MANUALS
This training session does not
eliminate your requirement to
read the appropriate Test
Administrator Manuals.
READ THE MANUALS!!
1st
First…
HIGH SCHOOL TAKS SCHEDULE – P RIMARY A DMIN
(N ON -LAT S TUDENTS )
TEST DATE
Grade 9
Grade 10
Grade XL
MAKE-UP TESTING
April 28
Math
Not Allowed
April 26
Math
April 27-30
April 28
Science
Not Allowed
April 29
Social Studies
Not Allowed
April 27
Math
Not Allowed
April 28
Science
Not Allowed
April 29
Social Studies
Not Allowed
HIGH SCHOOL TAKS SCHEDULE – P RIMARY A DMIN
(N ON -LAT S TUDENTS )
Grade 9
Grade 10
Grade XL
April 28
Math
April 26
Math
April 28
Science
April 29
Social Studies
April 27
Math
April 28
Science
April 29
Social Studies
Remember to
provide a Form 1
test booklet to
each test
administrator
giving regular TAKS
oral admin.
Remember to
administer Form 1 if
student is taking
regular TAKS with oral
administration
HIGH SCHOOL TAKS SCHEDULE
(LAT S TUDENTS )
TEST DATE
Grade 10
MAKE-UP TESTING
April 25
Math
April 26-30
April 26-27
ELA
April 27-30
April 29
Science
Not Allowed
HIGH SCHOOL TAKS SCHEDULE
(LAT S TUDENTS )
BUBBLE
Grade 10
April 25
Math
April 26-27
ELA
April 29
Science
Remember: You must bubble
your Grade 10 LAT students.
“L”
“L” as the score code for
CALCULATOR USE
GRADE
9
10
(including
Grade 10 LAT)
CALCULATOR USE FOR TAKS AND TAKS (ACCOMM)
Math: Graphing calculators without QWERTY keyboard or computer
algebra system (CAS) required.
Math: Graphing calculators without QWERTY keyboard or computer
algebra system (CAS) required.
Science: Four-function, scientific, or graphing calculator without
QWERTY keyboard or computer algebra system (CAS) required.
Math: Graphing calculators without QWERTY keyboard or computer
algebra system (CAS) required.
Exit Level
Science: Four-function, scientific, or graphing calculator without
QWERTY keyboard or computer algebra system (CAS) required.
TAKS CALCULATOR USE
 Students may use their own calculator instead of the ones provided by the district.
 Campus personnel are responsible for ensuring that both district-supplied and
student-supplied calculators are cleared before and after testing.
 All types of memory, including standard memory, RAM, ROM, and flash ROM, must be
cleared to factory default both before and after testing.
 Any programs or applications must be removed or disabled prior to testing.
 For math tests in which calculators are required, each student must have a graphing
calculator to use throughout the entire administration.
 For science tests in which calculators are required, there should be at least one
calculator for every five students.
 If students share a calculator during a science test, the memory must be cleared by a
test administrator after each student uses it.
MATH & SCIENCE CHARTS & RULERS
 Test administrators must give appropriate state-supplied math
chart to each student
 Test administrators must give appropriate state-supplied science
chart to each student to use during the grade 8, grade 10, and
exit level science tests.
 Test administrators must give each grade 5 student a statesupplied ruler to use during science tests. Only the ruler
provided by the state may be used.
 Students are NOT allowed to write on the separate math chart,
science chart, or ruler. Students may make notes or work
problems in their test booklets.
REMINDER
DON’T HAVE STUDENTS
FILL IN THE STUDENT
IDENTIFICATION /
DEMOGRAPHIC
INFORMATION
T EST A DMINISTRATOR
I NSTRUCTIONS
Test Administrators should not use Appendix A
TAKS
GRADE 5
SCIENCE
Make sure students write
TAKS
their namesvs
on their test
booklets
ACCOMMODATED
GRADE 5
SCIENCE
#
APRIL 2011
APRIL 2011
TAKS - M
GRADE 5
SCIENCE
APRIL 2011
TAKS/TAKS Accomm
MATH
TEST
BOOKLET #
READING
TEST
BOOKLET #
“Copy the nine-digit number
the
nine-digit number
from the back“Copy
of your
test
from
the beside
back of your test
booklet into the
boxes
booklet
the words “MATH
TESTinto the boxes beside
the
words
“READING TEST
BOOKLET #” on
your
answer
#” on your answer
document. BeBOOKLET
sure to copy
document.
this number exactly
as it Be sure to copy
appears. ..” this number exactly as it
appears. ..”
Monitor students closely while
Monitor
students closely while
they copy the security
number.
they
copyfinished,
the security number.
When all students
have
When all students have finished,
continue.
continue.
TAKS - M
“Copy the nine-digit number
from the back of your test
booklet into the boxes beside
the words “TEST BOOKLET #”
on your answer document.
Be sure to copy this number
exactly as it appears. ..”
Monitor students closely while
they copy the security number.
When all students have finished,
continue.
W RITING
ON
T EST M ATERIALS
Test Security Supplement – pg. 4
It has become increasingly evident that many district and campus staff have
been writing students’ names and/or placing labels on students’ test booklets
in an effort to reduce or eliminate distribution errors. It has also been
observed that testing personnel have been writing test booklet numbers on
students’ answer documents. TEA does not discourage districts from
implementing local policies designed to ensure that materials are issued
correctly; however, it appears that many campuses have incorporated these
practices in a way that conflicts with testing procedures. Procedures for
administering state assessments are clearly outlined in the test administration
manuals, where scripted instructions specifically direct test administrators to
tell examinees that they will write their names on their booklets and their
booklet numbers on their answer documents.
W RITING ON T EST M ATERIALS
( CONTINUED )
Assessment staff, therefore, should not write or place labels on areas
of the test booklet or answer document that are reserved for student
use. Staff may write or place labels in the upper right portion on the
front cover of students’ test booklets as long as these actions do not
result in test administrators deviating from scripted directions. If space
permits, staff may also write test booklet numbers in the upper right
portion on the front of students’ answer documents. No other label
besides the precoded label should ever be placed on an answer
document.
TAKS
vs
TAKS ACCOMMODATED
May
place
student
name
here
GRADE 5
SCIENCE
May
place
student
name
here
GRADE 5
SCIENCE
63
APRIL 2011
APRIL 2011
May
place
student
booklet #
here
May
place
student
booklet #
here
T EST B OOKLET # D IRECTIONS
G RADE L EVELS

AND
S UBJECTS
For grade levels with multiple tests on different days,
students present for the first day of testing and testing
with the same version will not copy the same booklet
number for the second subject / day.





3rd Grade—Math and Reading
4th Grade—Math and Reading
6th Grade—Math and Reading
7th Grade—Math and Reading
8th Grade—Science and Social Studies
Incidents
Reported So
Far…
April 12, 2011
Killeen Independent School District
Assessment & Accountability
INCIDENTS
1) Campus test coordinator looked in a student’s
test booklet to see if he/she answered questions
in test booklet.
Rule: No person may review or discuss student responses during
or after a test administration unless specifically authorized to do
so by the procedures outlined in the test administration
materials. If circumstances necessitate that a test booklet be
examined, permission must be obtained from TEA before the
test booklet is examined. (General Test Admin Manual – pg. 5)
INCIDENTS
DCCM – pg. 68
Failure to Record Answers
Problem: A campus coordinator asks for clarification about how a test
administrator should respond if a student has neglected to record his
responses on his answer document.
…
If the student in this situation were to leave the testing area without
having recorded his responses, the district testing coordinator must
obtain prior approval from TEA before campus personnel would be
permitted to view the student’s test booklet for marked responses or
transcribe any answers he may have recorded in the test booklet.
INCIDENTS
DCCM – pg. 178
INCIDENTS
Test Security Supplement – pg. 21
Examples of how to address certain monitoring errors:
 While packing scorable materials, the campus coordinator
discovered that a test administrator had accepted a blank answer
document.
In this situation, the campus coordinator should first notify the district
coordinator, who can then contact TEA and request permission to
confirm whether the student has marked answers in the test booklet
and, if so, to transcribe those responses onto the answer document.
Campus personnel should be reminded in training and during test that
they are NOT permitted to view or transcribe the contents of a
student’s test booklet without PRIOR authorization from TEA.
INCIDENTS
2) Gave wrong test on designated day
3) Form 01 not given to student - test
administrators did not think it mattered if
student was given Form 01 or other form
4) Test administrator took students who were
not finished testing to her classroom to eat
lunch. (Room not prepped for testing.)
INCIDENTS
5) Teachers/test administrators asked students
about TAKS test after they finished.
6) LEP exempt student mistakenly given test.
7) Two students with same first name in class.
Test administrator gave wrong answer
document to student. (One absent – other
present.)
INCIDENTS
8) Non special education student given TAKS
Accommodated test
9) Test administrators grading papers and on
computer instead of actively monitoring
Test administrators
MUST
be actively
engaged in observing students’
students
who
were
testing
behavior at all times during the administration of state assessments.
10) Students in long line for restroom were
directed to a different restroom (together/unmonitored)
INCIDENTS
11) Student threw up on test booklet. CTC
replaced test booklet with different form #.
12) Room not prepped appropriately for testing
(large poster that was easily readable left on
floor during testing)
13) CTC sent secure test documents to KLSS via
untrained person
Linguistically
Accommodated
Testing (LAT)
Procedures
April 12, 2011
Killeen Independent School District
Assessment & Accountability
W HAT
IS
LAT?

LAT involves providing linguistic
accommodations during testing so that
qualifying ELLs can better understand the
language of the test and have a more
meaningful and valid assessment of academic
knowledge and skills

LAT was developed to fulfill federal NCLB
requirements for testing recent immigrant ELLs
who are LEP-exempt under Texas law in grades
and subjects used in AYP calculations
LAT G RADES AND S UBJECTS

Grades 3–8 and 10
– Mathematics
– Reading and ELA

Grades 5, 8, and 10
– Science
LAT is available in Spanish in grades 3-5
L INGUISTIC A CCOMMODATIONS
DURING A SSESSMENT - LAT

LAT accommodations link to instructional
accommodations addressing communication
(making language comprehensible)

At the time of the annual state assessments,
only eligible immigrant ELLs may take LAT

Only allowable linguistic accommodations
that have been used routinely in instruction
and assessment may be provided to students
during their LAT administration
LAT A CCOMMODATION
D ECISIONS

The LPAC (and ARD, if applicable)
collaborates with the subject-area teacher
of each eligible immigrant ELL and the
testing coordinator to

make and document decisions about the
linguistic accommodations to be provided

determine the need for individual versus
small-group LAT administrations

identify appropriate LAT test administrators
LAT A CCOMMODATION
D ECISIONS

Multiple accommodations are often appropriate

Decisions involve reviewing accommodations used
in instruction

Decisions must be based on individual needs of
student and whether accommodations are used
routinely in instruction and testing

Documentation must be kept in student’s
permanent record file
A CCOUNTABILITY

LAT results of LEP-exempt ELLs are used
for federal accountability (AYP), not state
accountability purposes

Student-level LAT results are provided to
schools

Results of LEP-exempt students are not
included in campus and district TAKS
summary reports
E LIGIBILITY
Eligibility criteria for math/science vs. reading/ELA
differ somewhat

LAT math and science


Given to all LEP-exempt students whether it
is their 1st, 2nd, or 3rd school year in the U.S.
LAT reading and ELA

Given to 2nd and 3rd year LEP-exempt
immigrants

NOT given to 1st year LEP-exempt immigrants
LAT AND N EW P ROVISIONS FOR
Q UALIFYING A SYLEES /R EFUGEES

Recent changes in state regulations allow
the LAT process to be used with a small
number of ELL asylees and refugees who
are beyond the LEP exemption period

Certain LAT procedures differ for these
students

Asylee/refugee provisions to be explained
later in a separate PowerPoint
presentation
W HAT ABOUT LAT AND SSI?

Students in grades 5 and 8 assessed
with LAT math and reading are not
subject to SSI test requirements

They do not retake SSI tests if not
successful

They test for the first and only time
during May SSI retest administration
LAT S CHEDULING FOR
A PRIL 2011
Date
LAT Test
Grades
Mon, April 25
Math
3-4, 6-7, 10
Tues, April 26
Reading/ELA
3-4, 6-7, 10
Wed, April 27
Reading/ELA
Fri, April 29
Science
(Day 1)
3-4, 6-7, 10
(Day 2)
5, 8, 10
G ENERAL F EATURES OF
LAT A DMINISTRATIONS

Linguistic accommodations during testing

Preparing students for LAT administrations

Special training for LAT test administrators

LAT test administrator manual*

Test booklets with “LAT” on cover*

Specific answer document coding
*Some differences for LAT administrations of TAKS-M apply. See
TAKS-M portion of presentation for details
LAT
I NDIRECT L INGUISTIC S UPPORT A CCOMMODATIONS
Math/Science
Reading/ELA
Clarification of test
directions


Breaks at request
of student


Testing over
2 days

These accommodations are built into testing procedures
for all LAT students
2-D AY LAT A DMINISTRATIONS OF
TAKS R EADING /ELA
The administration directions in the
LAT test administrator manual specify
where in the booklet to stop at the
end of Day 1
LAT M ATH AND S CIENCE
D IRECT L INGUISTIC S UPPORT
A CCOMMODATIONS

Linguistic simplification

Oral translation

Reading assistance

Bilingual dictionary

Bilingual glossary

English and Spanish test side by side*

*Available in grades 3-5; LPAC documents whether
English or Spanish will be the primary booklet
LAT R EADING AND ELA D IRECT
S UPPORT A CCOMMODATIONS

Bilingual dictionary

English dictionary

Reading aloud – word or phrase

Reading aloud – entire test item

Oral translation – word or phrase

Clarification – word or phrase
Not all of these are applicable to LAT administrations of
the writing sections of grade 10 ELA. See the LAT test
administrator manual for details
S ECURE L INGUISTIC
S IMPLIFICATION G UIDES
(LSG S )

Produced for LAT administrations of math
and science

LSGs for grades 3-5 have Spanish section
(which differs from English section)

Printed by grade and subject

No guides for LAT reading/ELA

May be viewed only during test
administration
P REPARING S TUDENTS F OR
LAT A DMINISTRATIONS

Students taking a LAT administration need to be
familiar with the way their test session will be
conducted before the test administration begins

Prior to starting the test administration, the LAT test
administrator will need to talk to the students about
the testing process, make them feel comfortable, and
review the linguistic assistance they will be able to
request

The students should already be familiar with
receiving linguistic accommodations in instruction
but need to know how the accommodations are
provided during standardized testing
LAT T EST A DMINISTRATOR
T RAINING

All test administrators are required to
be trained annually in test security
and TAKS testing procedures

In addition, LAT test administrators
must be trained in the procedures
specific to LAT administrations

It is vital that test administrators read
all pertinent manuals thoroughly
M ANUALS

There is one LAT test
administrator manual that
encompasses all LAT
administrations, with the
exception of TAKS–M

LAT accommodations are also
detailed in the 2010-2011
Accommodations Manual
T EST A DMINISTRATION D IRECTIONS

LAT administration directions read aloud to
students on day of testing are worded
more simply than TAKS directions

For all grades, LAT administration directions
are provided in English and Spanish

As with TELPAS reading tests, LAT test
administrators may further simplify
directions as needed
T EST A DMINISTRATION D IRECTIONS

LAT tests are shorter than TAKS tests because
there are no embedded field-test items

Because TAKS answer documents are used
for LAT administrations in grades 4–8 and 10
(grade 10 ELA excluded), students will not
use all spaces on answer document
T EST A DMINISTRATION D IRECTIONS

To address this situation, administration
directions instruct test administrators to
say, for example:
“Stop when you get to the last page of
your booklet. Your last test question is
NUMBER 43*. This is where your test ends.
You will not use all the circles on your
answer document.”
*Number varies by grade and subject
T EST B OOKLETS

LAT test booklets are separate, different
forms of TAKS. The test booklets say
“LAT” on the cover. There is one form of
each test

LAT booklets are formatted with a larger
font and more white space

LAT tests cannot be interchanged with
TAKS tests to resolve booklet shortages
A NSWER D OCUMENTS

The regular TAKS answer documents
are used for LAT administrations
(exception: grade 10 ELA answer
document and grade 3 scorable test
booklet say “LAT”)
SCORE CODE F IELD

“L” in the SCORE CODE field must be marked for
each LEP-exempt student

Test will be scored as a LAT test based on the
“L” SCORE CODE and the information in the LAT
FORM and LAT INFO fields
SCORE CODE F IELD

“S” must NOT be marked for LEP-exempt
students

Answer documents must be coded
properly for correct scoring and use in
accountability measures
The “L” SCORE CODE must ALWAYS be
marked for LEP-exempt students taking
LAT administrations
LAT FORM A REA

The LAT FORM area is part of the TEST TAKEN INFO
field on the TAKS answer document

The LAT FORM area
is used to record that
a LAT test form was used
and which language
version of the test
was administered to the
student
LAT INFO A REA

After testing, the LAT INFO area of the
TEST TAKEN INFO field must be completed
by the test administrator

Column A – accommodations used
during test administration

Column B –any testing irregularities or absences
Column A of the LAT INFO area must be
gridded in order for a student to be scored as a
LAT participant
LAT INFO A REA
S UBMITTING A NSWER D OCUMENTS –
S OME S PECIAL C ASES

For the grade 10 ELA test, students taking LAT
administrations test in April rather than
March

For the grades 5 and 8 reading and math
tests, students taking LAT administrations
test in May rather than April

In both cases, the benefit to the students is
additional time to learn English
S UBMITTING A NSWER D OCUMENTS S OME S PECIAL C ASES

Note that for
other LAT
grades,
precoded
answer
documents will
be generated
through the
normal process

Important:

for grade 10 ELA, answer documents must be
submitted for LEP-exempt students in March
with the “L” score code marked

for grades 5 and 8 reading and math, answer
documents must be submitted for LEP-exempt
students in April with the “L” score code
marked
Based on this information, precoded materials will
be provided for these students for the LAT
administration
S UBMITTING A NSWER D OCUMENTS S OME S PECIAL C ASES
TAKS
ADMIN.
DATE
LAT ADMIN.
DATE(S)
ACTION REQUIRED
Gr 10 ELA
March 1
April 26-27
Submit answer document in March coded
“L” for LEP-exempt students taking LAT in
April
Gr 5 Math
Gr 8 Math
April 4
May 16
Submit answer document in April coded
“L” for each LEP-exempt student testing in
May
Gr 5 Reading
Gr 8 Reading
April 5
May 17-18
LAT

FOR
S TUDENTS R ECEIVING S PECIAL
E DUCATION S ERVICES
LEP-exempt recent immigrant ELLs
receiving special education services
take

LAT administrations of TAKS, which
include LAT administrations of TAKS
(Accommodated)
OR

LAT administrations of TAKS–M
LAT
FOR
S TUDENTS R ECEIVING S PECIAL
E DUCATION S ERVICES

ARD committee in conjunction with LPAC
determines which LAT assessment is
appropriate

This group of students is very small. Few
students served by special education are
recent immigrants
LAT

AND
TAKS (A CCOMMODATED )
LEP-exempt recent immigrants served by special
education take the regular LAT form of TAKS if TAKS
(Accommodated) is the appropriate test form
If LAT + TAKS (Accommodated) => Regular LAT form

The format accommodations on the TAKS
(Accommodated) form are used on all LAT forms of
TAKS
LAT
AND
TAKS (A CCOMMODATED )

The students receive their prescribed LAT
accommodations as well as
accommodations allowable with TAKS
(Accommodated)

Important: Students who qualify for LAT
MUST NOT take the TAKS (Accommodated)
form
LAT AND TAKS-M: K EY
P ROCEDURAL D IFFERENCES
Test booklets

The regular TAKS-M test booklets are used
for LAT administrations of TAKS-M
(exception: grade 10 ELA booklet says
“LAT” on cover)
Answer documents

The regular TAKS-M answer documents
are used for LAT administrations of TAKSM (exception: grade 10 ELA answer
document says “LAT”)
LAT AND TAKS-M: K EY
P ROCEDURAL D IFFERENCES
2-Day administration for reading/ELA

A 2-day LAT administration of TAKS–M reading/ELA
is optional.

LPAC and ARD committee decide in advance
whether student should complete test in 1 or 2 days.

Appendix A (Linguistically Accommodated Testing
(LAT) Administrations of TAKS-M) of the TAKS-M Test
Administrations Directions explain where to stop at
the end of Day 1.
LAT AND TAKS-M: K EY
P ROCEDURAL D IFFERENCES
Linguistic simplification accommodation

Linguistic simplification is allowed, but linguistic
simplification guides (LSGs) are not available.

Test administrators follow guidelines in Appendix A
(Linguistically Accommodated Testing (LAT)
Administrations of TAKS-M) of the TAKS-M Test
Administrations Directions to make appropriate
linguistic simplifications.
LAT AND TAKS-M: K EY
P ROCEDURAL D IFFERENCES
Side-by-side accommodation for math and science

Spanish versions of TAKS–M are not available.
Accordingly, Spanish LAT versions of
TAKS–M are not available, nor is the
accommodation of using English and Spanish
tests side by side.
Manuals

Test administrators use the appropriate TAKS–M
test administration directions, which contain a
LAT appendix; examples and scenarios to aid in
training test administrators are in LAT appendix.
LAT
AND
TAKS – A LT

There are no LEP exemptions from
TAKS–Alt; therefore, no LAT.

These provisions aren’t necessary because
of design of TAKS–Alt.

Observational assessments can be
developed using any language or other
communication method routinely used by
TAKS–Alt student.
LAT FAQ #1
Question: Is it allowable for an
interpreter from outside the district to
help during LAT administrations?
LAT FAQ #1
Answer: No, such individuals would not meet the
requirement on page 95 of the 2011 District and Campus
Coordinator Manual, which states the following:
“Individuals conducting, monitoring, or assisting in
LAT administrations must be familiar with the subject
matter assessed and with the linguistic needs of the
student in the LAT test session, and should work
routinely with the students in delivering or assisting
with instruction.”
LAT FAQ #2
Question: Is it allowable for a parent
volunteer to assist in monitoring or
providing linguistic accommodations
during LAT administrations?
LAT FAQ #2
Answer: No. In addition to not meeting
the requirements as per LAT FAQ #1, a
parent volunteer would not be a current
employee of the district, another
requirement specified on page 95 of the
2011 District and Campus Coordinator
Manual.
See the 2011 District and Campus
Coordinator Manual for more
information
LAT FAQ #3
Question: Are students permitted to use a
hand-held translating device, bilingual
Internet dictionary, or other type of
electronic bilingual dictionary?
LAT FAQ #3
Answer: It depends. District and campus test coordinators
should determine the viability of such devices in cooperation
with other knowledgeable personnel. However, just as with
paper bilingual dictionaries, if the device is comprehensive
enough to provide examples, pictures, explanations, or
definitions of mathematical or scientific terminology, it is not
permitted. In addition, concerning the use of an Internet
bilingual dictionary, district and campus coordinators will
need to discuss whether they will be able to ensure that
students do not access other Internet sites or resources.
Remember also that only linguistic accommodations used
routinely in the student’s classroom instruction and testing
are permitted during LAT administrations.
Answer
Documents
April 12, 2011
Killeen Independent School District
Assessment & Accountability
If a student is LEPexempt, fill in the
“L” bubble on the
answer document
for the April
administration.
LEP-Exempt
Students
SCORE CODE
M
A
L
O
*
R
A
L
O
*
S
S
LEP-Exempt Students
Important reminders:
• The “S” score code must NEVER
be filled in for students taking a
LAT test
• The “L” score code must ALWAYS
be filled in for LAT administrations
― no exceptions
2 A NSWER D OCUMENTS
If a student took TAKS Accommodated in one subject and
TAKS-M in another subject, then you must submit two
answer documents for that student, one TAKS and one
TAKS-M. (Fill in the “asterisk” bubble for subject on other
answer document.)
Samples (see pg. 122-149 of DCCM):
2 A NSWER D OCUMENTS
DCCM – pg. 122
G
R
A
D
E
4
(A student took TAKS-M in math and TAKS Accommodated in
reading. The student tested in English for both subjects.)
TAKS-M is not
offered in Spanish.
GRADE 6
Student took:
TAKS-M Math
TAKS Reading
Oral
Administration
April 12, 2011
Killeen Independent School District
Assessment & Accountability
Pg. 67 (GTAM)
ORAL
ADMINISTRATION
Oral administration is NOT allowed for the reading, writing, or
English
arts (ELA) is
tests.
Orallanguage
administration
NOT allowed for the
reading, writing, or ELA tests. (This does not
No person providing an oral administration of a test may write
apply
to the dyslexia
bundled
notes,
calculations,
or any other
marks accommodations
in a test booklet or in any
or location.
the accommodation of reading aloud text
other
questions and answer choices for TAKS-M
Testreading
administrations
conducting an oral administration are viewing
selections.)
secure content and responding to test items or recording the
information they see is prohibited.
Pg. 67 (GTAM)
ORAL
ADMINISTRATION
Test questions and answer choices may be read aloud to eligible
students for the following tests:
 mathematics
Please refer to page 78 in the Accommodations
 science
Manual for oral administration eligibility.
 social studies
Three different levels of reading support on any part of the test
(including the state-supplied math and science charts, required
reference materials and supplemental aids)
 reading only a few words or phrases
 reading multiple sentences throughout the test
 reading the test in its entirety
Pg. 67 (GTAM)
ORAL
ADMINISTRATION
It is the responsibility of the ARD committee, Section 504
committee, or a committee of knowledgeable persons to
appropriately document the level of reading support the student
needs.
A student may request a change in the level of reading support
provided during testing only if this option is documented. For
example, the student may ask that the test administrator only read
words on an as-needed basis.
O RAL A DMINISTRATION
Who is eligible?
 Students not receiving special education or Section 504
services who are identified with dyslexia
 Students receiving special education or Section 504 services
who are identified with dyslexia or have evidence of reading
difficulties in their IEPs / IAPs.
 Students receiving special education services who are deaf
or hard of hearing and have evidence of reading difficulties
in their IEPs.
In all cases, the student must routinely receive this type of accommodation
in classroom instruction and testing.
O RAL A DMINISTRATION
Before conducting an oral administration, test
administrators should familiarize themselves with
Appendix B in Test Administration Directions
manual for the assessment they are administering
and with the information presented in the 2010-2011
Accommodations Manual.
O RAL A DMINISTRATION
• Students who receive any level of oral
administration may need to be tested individually
so that other students will not be disturbed or
distracted.
• Campus test coordinators will provide additional
training in the procedures specific to an oral test
administration.
•Test administrators who give an oral administration
of a test are required to sign a separate section of
the administration-specific oath.
O RAL A DMINISTRATION
Ensure That the Correct Test Form Is Used
• For TAKS primary administrations, Form 1 (if applicable) must be
used for the test administrator’s test booklet as well as the
student’s test booklet
• The test administrator will need a Form 1 test booklet from which
to read aloud the test questions and answer choices. Campus
coordinators are responsible for distributing Form 1 in these
situations. (There is only one form of TAKS Accomm & TAKS-M.)
• Be sure that all students and test administrators participating in
an oral administration are provided the same form.
O RAL A DMINISTRATION
Test Administration
•
Oral administrations should be provided by test
administrators who are familiar with content-specific
terms and symbols associated with the subject-area
test. This will ensure that the test is administered
accurately.
• Each word, phrase, and/or sentence in the test
questions and answer choices may be read aloud as
many times as necessary.
• No part of the test may be rephrased.
O RAL A DMINISTRATION
Test Administration (continued)
•
Voice inflection must be kept neutral during the
reading aloud of test questions and answer
choices, although words that are boldfaced,
italicized, or printed entirely in capital letters
must be emphasized.
• Nonverbal assistance may not be provided to students.
• After an oral administration, no discussion or
scoring of test items is allowed at any time.
April 12, 2011
Killeen Independent School District
Assessment & Accountability
M ATH (O RAL A DMINISTRATION )
GRADES 9-11
EXAMPLES
Do not read
aloud answer
choices that are
pictures or
geometric
figures. Instead,
after reading the
test question, say
to the student,
“Look at the
pictures (figures,
models, graphs)
and mark your
answer.”
Grades 9-11
Example
Which graph
best represents
the inequality
-X + Y ≥ 3?
[Look at the
graphs and
mark your
answer.]
Grades 9-11
Examples
If an item contains a
table, graph, diagram,
or picture that includes
words or numbers, say
to the student, “Take a
few moments to look at
the graph (table,
diagram, picture) and
tell me whether you
would like me to read
any of the numbers or
words for you. Then let
me know when you are
ready to go on.”
Grades 9-11
Examples
[Take a few moments to
look at the table and tell me
whether you would like me
to read any of the numbers
or words for you. Then let
me know when you are
ready to go on.]
Grades 9-11
Examples
[Take a few moments to
look at the table and tell me
whether you would like me
to read any of the numbers
or words for you. Then let
me know when you are
ready to go on.]
When reading
words or
numbers from a
table, graph, or
diagram be
careful not to
aid the student
in interpreting
or analyzing the
information on
the graph or
table, since the
ability to
interpret and
analyze is part of
what is being
tested. You may
only read words
and numbers to
the student.
Grades 9-11
Example
For example, if a
student says, “I
can’t read this,”
point to the
word and say,
“This word says
April.”
It would NOT be
allowable to say,
“This is one of
the months in
which cars were
sold” because
that would be
helping the
student
interpret the
table.
Read contentspecific terms
and symbols in
the way the
student hears
them in his or
her daily
instruction.
Which of the
following
functions is
linear?
Grades 9-11
Example
For example, this
may be read as,
“y equals 2 to the
x power.”
(y=2x)
For example, this
may be read as,
“y equals 2x
squared minus 3x
minus 4.”
(y=2x2-3x-4)
For example, this
may be read as,
“the length of line
segment AD.”
(The length of AD)
For example, this
may be read as,
“the measure of
angle BED.”
(The measure of BED)
Grades 9-11
Example
In parallelogram
ABCD, the
length of
AD is 90 units,
and the length
of AB is 50 units.
Which additional
data provides
sufficient
information to
find the height of
parallelogram
ABCD?
April 12, 2011
Killeen Independent School District
Assessment & Accountability
S OCIAL S TUDIES
(O RAL A DMINISTRATION )
GRADES
10-XL
EXAMPLES
Grades 10-11
Examples
If an item contains a
table, graph, diagram, or
picture that includes
words or numbers, say to
the student, “Take a few
moments to look at the
graph (table, diagram,
picture) and tell me
whether you would like
me to read any of the
numbers or words for
you. Then let me know
when you are ready to go
on.”
Grades 10-11
Examples
[Take a few moments
to look at the map
and tell me whether
you would like me to
read any of the
numbers or words for
you. Then let me
know when you are
ready to go on.]
When reading
words or
numbers from a
table, graph, or
diagram be
careful not to
aid the student
in interpreting
or analyzing the
information on
the graph or
table, since the
ability to
interpret and
analyze is part of
what is being
tested. You may
only read words
and numbers to
the student.
Grades 10-11
Examples
For example, if a
student says, “I
can’t read this,”
point to the
word and say,
“This word says
Nullification.”
It would NOT be
allowable to say,
“This word is
part of the title
of the chart”
because that
would be
helping the
student
complete the
sequence.
April 12, 2011
Killeen Independent School District
Assessment & Accountability
S CIENCE
(O RAL A DMINISTRATION )
GRADES
10-XL
EXAMPLES
Do not read
aloud answer
choices that are
pictures or
geometric
figures. Instead,
after reading the
test question, say
to the student,
“Look at the
pictures (figures,
models, graphs)
and mark your
answer.”
Grades 10-XL
Example
The diagram
shows how four
blocks of heated
copper were
placed together.
Which of these
models shows
how most heat
energy would be
transferred
through this
system? [Look
at the models
and mark your
answer.]
Read content –
specific terms and
symbols in the way
the student hears
them in his or her
daily instructions.
Which is the
best estimate
of the volume
of solution
released from
the burette?
[For example,
47.7 mL may
be read as
“forty seven
point seven
milliliters.”]
Reading
(TAKS – Modified
Instructions)
April 12, 2011
Killeen Independent School District
Assessment & Accountability
READING
TAKS-M DIRECTIONS
 The test administrator will need a test booklet
from which to read aloud the pre-reading text for
all TAKS-M reading tests (and, if applicable, the
test questions and answer choices).
 Pre-reading text appears marked with a speaker
icon appears at the beginning of each selection.
The icon indicates that the pre-reading text should
be read aloud to the student.
READING
TAKS-M DIRECTIONS
 The test administrator may, at a student’s request,
read aloud a word from the selection, questions,
or answer choices, if the word appears in the prereading text.
 The test administrator may read aloud the prereading text only (and, if applicable, the questions
and answer choices). The test administrator may
NOT read aloud the selection while students are
reading it independently.
READING
TAKS-M DIRECTIONS
 The test administrator may read aloud the prereading text (and, if applicable, each test question
and answer choice) as many times as necessary.
However, the pre-reading text may be reread only
before students begin reading the selection.
 The pre-reading text (and, if applicable, the test
questions, and answer choices) must not be
rephrased or clarified.
READING
TAKS-M DIRECTIONS
 Voice inflection must be kept neutral while
reading aloud the pre-reading text (and, if
applicable, the test questions and answer choices).
 All security measures outlined in the test
administration materials must be followed.
READING
TAKS-M DIRECTIONS
Test Administration
•
Reading aloud the test questions and answer choices to
students is an accommodation that should be determined
by the ARD committee based on the needs of the student
and whether the student routinely receives this
accommodation in classroom instruction.
•
It is the responsibility of the ARD committee to determine
if a student needs all of the test questions and answer
choices read aloud or if the accommodation will be
provided only if the student asks for assistance.
REMINDERS
April 12, 2011
Killeen Independent School District
Assessment & Accountability
T ESTING P ROCEDURES R EMINDERS

All tests must be administered in strict accordance with the
guidelines as explained in the 2011 Administration Manual

Make sure your staff has had adequate time to read the
appropriate manual(s) prior to the training that you will
provide

Test administrators MUST prepare a seating chart

Test administrators may not leave the testing room unless
another trained, certified test administrator is present

Students can elect to use strategies but may not be
instructed to use them

Test administrators must “actively monitor” students
during testing
T ESTING P ROCEDURES – W HAT IF. . .


A student asks a question related to content or testtaking strategies?
Respond with: “I can’t answer that for you; just do
the best that you can.” (DCCM, pg. 181)
T ESTING P ROCEDURES – W HAT IF. . .

A student fails to record all of his or her answers?
Respond with: “You have not recorded all of your
answers on the answer document. Please go back
and mark your answers on it now.” (DCCM, pg. 68)
 Remember, before a student leaves the room, the
test administrator MUST inspect the completed
answer document to be sure the student has
bubbled in answers as instructed.

S TUDENT ATTENDANCE

Students in attendance on test day must test

Late arrivals

Campus decision to test or not, consider this:

Has the student had the opportunity to contact
any student who has been released from testing?

Will the student have sufficient time to complete
testing?
T ESTING P ROCEDURES

“Testing – Do not Disturb” signs must be posted on testing
rooms

Hallway and classroom bulletin boards and instructional
displays that may aid a student on an assessment must be
covered or removed

Do not allow students to bubble in demographic fields of the
answer documents

Student materials must be kept away from testing materials

No cell phones for students

Cell phones off for test administrators
T RANSCRIBING A NSWER D OCUMENTS







If a scorable document becomes unusable at any point
during a test session, the examinee should be given a
new one with which to continue
After the student has finished the test session, the test
administrator must transcribe the contents of the original
answer document onto the new one without making any
changes
The test administrator must write across the top of the new one,
“Transcribed by (NAME) because (REASON)”
Transcription must be done using a #2 pencil
Make sure to copy ALL sides
The unusable answer document should be marked “VOID” in
large, bold letters across the front
Both the transcribed and voided materials should be returned
with the scorable materials
C LASSROOM P ROCEDURES –A FTER T ESTING

Test Administrator goes to the student’s seat and picks up
testing materials

Test Administrator should separate all testing materials.

i.e. they should not leave answer documents or
charts tucked inside of test booklets.

Students remain seated and quiet while others finish
testing

Immediately after each test session, the test
administrator returns test materials to the campus
coordinator
N EW FORMS
 Day of Testing Checklist for Test
Administrators
 Other Documentation Form
 Absent Documentation Form
Day of Testing Checklist
DAY OF TESTING
CHECKLIST
 Make sure your “Oath of Security” is signed and returned to
your campus coordinator.
 Be sure there are no instructional materials on your walls
relating to the test.
 Check roll and make sure you have in class everyone who is
supposed to be there. Make note of absent students.
 Complete your seating chart.
 Place the “Do Not Disturb” sign on door.
FOR
 Follow cell phone policy for campus and collect any
additional phones or unallowable devices.
 Make sure students have something to read when they finish
the test.
 Make sure students have required resources available if
applicable (IEP accommodations, calculators, reference
materials).
TEST
ADMINISTRATORS
 Pass out #2 pencils.
 Pass out answer sheets and test booklets and any required
additional materials (i.e. math/science charts).
 Read directions and begin testing.
 Monitor testing closely using ACTIVE monitoring.
 Collect testing materials as students finish.
 Make sure students have bubbled answers on their answer
document.
 Mark score code “S” for score and “A” for absent each day.
DO NOT erase stray marks on answer sheets.
 Place answer sheets in alphabetical order and test booklets in
numerical order.
 Complete class identification sheet and return all testing
materials to the campus coordinator.
‘ABSENT’
Documentation
Form
REPORTING IRREGULARITIES
Collecting Documentation
• Campus testing coordinators are responsible for investigating
potential testing violations and submitting TEA required
documentation (typed, dated, and signed statements from all
adults; handwritten by students is okay) that contains all
requested information on the KISD Incident Report Form.
• Statements and reports should clearly outline the sequence
of events, explain exactly what happened, and include a
campus determination of who was responsible for the
irregularity, as well as how to prevent it in the future.
Collecting Documentation (cont.)
• All irregularities require the following documentation to be
submitted when you turn in your test materials:
– Incident report (found on Assessment & Accountability
website under Forms)
– Individual, separate statement(s) from individuals involved
 Typed
 Dated
 Signed
 Containing TEA required information
When
to Expect
Results
Collecting
Documentation
(cont.)
Test Administration
Electronic Results
Due By
Grades 5 & 8
• Documentation
for irregularities April
that22involve the loss of
Math/Reading
secure materials
or that could result in a referral to the
(1st Administration)
Educator Certification and Standards Division must
include a Corrective
Action Plan. May 18
April XL Retests
• For any incident,
TEA& may
requestMay
additional
information
April 3-11
XL
25
(Primary Administration)
such as a Corrective
Action Plan or require certain
documentation to be maintained at the district level.
Grades 5 & 8
Math/Reading
(2nd Administration)
June 7