“THE DRAMA OF 2007
STATE ASSESSMENT”
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The Contestants for tonight’s show…
Texas Assessment of Knowledge Skills (TAKS)
TAKS Field Test
TAKS–Inclusive (TAKS–I)
State-Developed Alternative Assessment II (SDAA II)
TAKS ALTERNATIVE (TAKS-ALT)
TEKS-based locally determined alternate assessment (LDAA)
Texas English Language Proficiency Assessment System
(TELPAS) includes:
– TOP
– RPTE
– RPTE II Field Testing
• Linguistically Accommodated Testing (LAT-M AND LAT-R)
• Texas Assessment of Academic Skills (TAAS)
• End of Course Field Testing
Texas Assessment of Knowledge
and Skills (TAKS) TAKS
TAKS assesses students in ways that
reflect sound classroom instruction.
Every student receiving instruction in the
essential knowledge and skills shall take
the appropriate criterion-referenced tests,
as required by the Texas Education Code
(TAKS)
Grade
Grade 3 English
and Spanish
Grade 4 English
and Spanish
Grade 5 English
and Spanish
Grade 6 English
and Spanish
Test Administration
Grade 7
writing, mathematics, and reading
mathematics, reading, science,
and social studies
mathematics and reading
English language arts,
mathematics, science, and social
studies
English language arts,
mathematics, science, and social
studies
English language arts,
mathematics, science, and social
studies
Grade 8
Grade 9
Grade 10
Exit Level
Exit Level Retest
mathematics and reading
writing, mathematics, and reading
mathematics, reading, and
science
mathematics and reading
NEW DEVELOPMENTS WITH
2007 TAKS
• Dyslexia Accommodations - Beginning in spring 2007,
the three bundled accommodations can be used to
administer both English and Spanish TAKS reading
tests for grades 3–6 and English reading TAKS tests
for grades 7 and 8 for certain students.
• Beginning in 2007, the TAKS writing prompt may be
read aloud only at the request of a student.
• More emphasis on security and active monitoring
Dyslexia Accommodations
Which tests can be administered using these
accommodations?
 Grades 3–6 TAKS reading tests in English
and Spanish, including all three SSI
administrations at Grades 3 and 5
 Grades 7 and 8 TAKS reading tests
Dyslexia Accommodations
• Who is eligible?
 Students not receiving special education services
who are identified with dyslexia
 Students receiving special education services who
are identified with dyslexia
 Students receiving special education services who
have a severe reading disability that exhibits the
characteristics of dyslexia
Dyslexia Accommodations
What are the allowable accommodations?
 Orally reading all proper nouns associated with each
passage before students begin individual reading
 Orally reading all questions and answer choices to
students
 Extending the testing time over a two-day period
The test administrator must administer the reading test using all three
accommodations as a “bundled” package, meaning the
accommodations must be provided together. Students should be
tested individually or in small groups.
SCENE 2
ASSESSMENT OF
STUDENTS SERVED BY
SPECIAL EDUCATION
Students served by Special Education
services have 5 assessment options in
Spring 2007
1. TAKS (with or without accommodations)
2. SDAA II (final year, will be replaced by new
assessment in 2008)
3. TAKS-Inclusive (TAKS-I)
4. TEKS-based LDAA
5. TAKS-Alternate (TAKS-Alt) Field Test
SDAA II
• These students are receiving instruction in the TEKS at
Instructional Levels K–9 in reading, K–10 in
mathematics, K/1–8/9 in writing, and 10 in ELA. SDAA
II is administered for
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Enrolled Grades 3–9 reading
Enrolled Grades 3–10 mathematics
Enrolled Grades 4 and 7 writing
Enrolled Grade 10 ELA
• Alternate assessment based on grade-level achievement standards
• Measures the academic progress of students receiving special
education services for whom TAKS, even with allowable
accommodations, is not an appropriate measure of academic
progress
• Administered to students receiving special education services in
the TEKS curriculum on or near grade level in
– Exit level mathematics
– Exit level ELA
– Grades 5, 8, 10, and exit level science
– Grades 5 Spanish science
– Grades 8, 10, and exit level social studies
TAKS-Inclusive (TAKS-I)
• Taken only at enrolled grade level on the same day that
TAKS is given
• Same test content as TAKS with the omission of field-test
items, and the addition of larger font size and fewer items
per page
• SDAA II-like allowable accommodations
• Expanded accommodations considered through
Accommodation Request Form
• TAKS-I will not be used in the accountability system in
2007
TEKS-based LDAA
A TEKS-based locally determined alternate assessment (LDAA)
measures the learning of a student receiving special education
services when TAKS, TAKS-I, SDAA II, and TAKS-Alt are all not
appropriate—most often because the student requires nonallowable
accommodations or does not meet the TAKS-Alt criteria.
When other assessments are not appropriate, TEKS-based LDAAs
may be administered to students receiving special education
services.
OSCAR WINNER FOR THE
STATE ASSESSMENT WHICH
HAS REQUIRED THE MOST
AMOUNT OF TRAINING AND
TIME
THE AWARD GOES TO:
TAKS-ALT !!!!!
Alternate assessment based on alternate
achievement standards
• Students with significant cognitive disabilities
• Online observation/documentation instrument
• HEB participated in the spring Pilot TAKS-Alt
• Universal field test administration – spring 2007
• Operational administration – spring 2008
• 4 online training modules
TAKS-ALT PARTICIPATION
REQUIREMENTS
• requires supports to access the general curriculum that may include
assistance involving communication, response style, physical access,
or daily living skills
• requires direct, intensive, individualized instruction in a variety of
settings to accomplish the acquisition, maintenance and
generalization of skills
• accesses and participates in the grade-level Texas Essential
Knowledge and Skills (TEKS) through activities that focus on
prerequisite skills
• demonstrates knowledge and skills routinely in class by methods
other than paper and pencil tasks
• demonstrates performance objectives that may include real life
applications of the grade-level TEKS as appropriate to the student’s
abilities and needs.
Module 1
Topics covered in this training module include defining and explaining the
TAKS–Alt participation guidelines, defining access to the grade-level
curriculum, and a step-by-step process to access grade-level content and
standards.
Module 2
Topics covered in this training module include recording anecdotal notes and
samples of student work, making fair observations, time management
strategies, and effective planning for focused classroom observations.
Module 3
Topics covered in this training module include the TAKS–Alt scoring rubric,
rating and expectations of students, evidence or data to be collected for the
observation evaluation, and how to document observations.
Module 4
Topics covered in this training module include descriptions of how to use the
actual TAKS–Alt online assessment with system training simulations.
State-Required Essence Statements
for TAKS–Alt
The TAKS–Alt essence statement provides a summary of
the knowledge and skills statement and the student
expectations for the grade-level objectives. For TAKS–Alt,
teachers must use the highlighted state-required essence
statements for each subject and grade tested in the
student's enrolled grade.
Spring 2007 Field Test: two state-required essence
statements and two teacher-selected essence statements
Spring 2008 Operational Test: three state-required
essence statements and three teacher-selected essence
statements
TAKS–Alt Activity Development
In order to provide the individualization necessary for students with
significant cognitive disabilities, teachers are asked to use the state
resources to develop assessment activities for students which reflect
the instruction they have received on prerequisite skills linked to gradelevel expectations.
TAKS–Alt Rubric Components
After teachers have conducted assessment observations and taken
notes on the student's performance, the teacher will score the
performance using the TAKS–Alt rubric. Teachers will determine if a
student performed the three predetermined criteria at the level of
expectation stated in the criteria. The teachers will also determine the
level of support the student needed above the supports provided as part
of the activity.
SCENE 3
ASSESSMENT OF ENGLISH
LANUGAGE LEARNERS
(ELL’S)
TEXAS ENGLISH LANGUAGE
PROFICIENCY ASSESSMENT SYSTEM
(TELPAS)
TOP – TEXAS OBSERVATION PROTOCOL
RPTE-READING PROFICIENCY TEST IN ENGLISH
Linguistically Accommodated Math LAT-M
Linguistically Accommodated ReadingLAT-R
TOP (Texas Observation Protocol)
Under NCLB, states’ English language proficiency assessments must assess
students annually in kindergarten through grade 12 in four language domains:
listening, speaking, reading, and writing. TOP enables teachers to holistically
rate each LEP student’s English language proficiency based on classroom
observations and daily interactions.
TOP assesses the following language domains:
Grades K–2 listening, speaking, reading, writing
Grades 3–12 listening, speaking, writing
RPTE (Reading Proficiency Test in English)
The domain of reading in grades 3–12 is assessed through
RPTE.
NEW DEVELOPMENTS
• ONLINE FIELD TESTING FOR SECOND
GRADERS
• FALL 2006 TRAINING
• SPRING 2007 FACE-TO FACE TRAINING
• SPRING ONLINE REFRESHER TRAINING
• VALIDITY AND RELIABILITY PROCEDURES
• It is anticipated that RPTE II, which will be
administered to limited English proficient
students in grades 2–12 in 2008, will be
implemented in an online-only format beginning
in spring 2009.
Spring 2007 RPTE II Field Testing
•
Grade 2 LEP students not selected to participate in
the online field test will take the paper Grade 2 field
test.
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A mandatory, separate online field test will occur for
Grades 3–12. Statewide, about 1/3 of the LEP
students in these grades have been selected to
participate.
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Selected students in Grades 3–12 will take their
RPTE test on paper and also the online field test.
ONLINE TRAINING REQUIREMENTS
FOR TOP RATERS
• Level 1, Grades 2–12:
Online refresher training for previously trained individuals who have
not qualified
• Level 2, Grades 2–12:
For qualified raters of students in Grades 2–12 (those who qualified
in spring 2006 or fall 2006)
K–1 Course:
For K–1 raters trained in 2005-2006
Spring Qualification:
For Grades 2–12 raters who have been trained but have not yet
qualified
Procedures for Ensuring TOP Validity
and Reliability
• District coordinators are responsible for working with
other personnel to implement one or more procedures
for ensuring the validity and reliability of TOP ratings.
• The procedures may be district-wide or may vary by
campus.
• Campus coordinators are required to document the
procedures followed and keep the documentation in a
central location for one year from the date of testing.
• This information will be requested in the spring 2007
TOP audit.
LAT READING AND LAT
MATH
LINGUISTICALLY
ACCOMMODATED READING
• Second and third year recent immigrants in Gr. 38 and 10 who are LEP-exempt in reading or ELA
under state law will no longer be able to be counted
in AYP through RPTE.
• For use in AYP reading accountability, these students
will need to participate in LAT reading
administrations of TAKS. If they are LEP-exempt
from SDAA II, they will be eligible to take a LAT
reading administration of SDAA II.
LINGUISTICALLY
ACCOMODATED MATH
• Under NCLB, all LEP students must take reading and
mathematics tests to meet AYP accountability requirements.
LAT math testing enables recent immigrants who are LEPexempt under Texas state law to take TAKS math tests in
response to NCLB AYP requirements
• LAT math examinees in their first school year of enrollment
in U.S. schools are included in AYP participation measures.
Their results do not count in AYP performance measures.
• LAT math examinees in their second and third school years of
enrollment in U.S. schools count in both AYP participation
and performance measures.
Key Differences Between LAT Reading
and LAT Math
• Unlike LAT math, this year’s LAT reading tests will not
say “LAT” on the test booklet covers because TAKS test
booklets will be used.
• There is no LAT math option for SDAA II. There is an
SDAA II LAT reading option.
• Unlike LAT math, information about LAT test
administrators and linguistic accommodations used will
not be collected.
• There are no secure Linguistic Simplification Guides for
LAT reading as there are for math.
Key Differences (cont.)
• Giving Spanish and English tests side by side is not an
option for LAT reading.
• LAT reading accommodations have “word or phrase”
constraints not found in LAT math accommodations.
• English dictionaries and ESL dictionaries are not permitted
for LAT math.
• Bilingual glossaries are not permitted for LAT reading.
• LAT reading is given over 2 days, not 1. LAT math is given
in one day.
END OF COURSE FIELD
TESTING
End-of-Course Exams
Algebra I End-of-Course Exam
– The optional Algebra I end-of-course exam will be offered
again in an online-only format. This exam is scheduled during
a May 7–25, 2007, testing window.
Geometry End-of-Course Field Test
– A window for the Geometry end-of-course field test is
scheduled for April 23–May 18, 2007.
Biology End-of-Course Field Test
– A window for the Biology end-of-course field test is scheduled
for April 23–May 18, 2007.
THE FINAL AWARD GOES
TO:
THE TRUE
HEROES OF
ASSESSMENT
THE ASSISTANT PRINCIPALS OF HEB