Welcome and Introduction

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(No Transcript)
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Welcome and Introduction
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Your Trainers Contact Information Antonio
Saldana ELL Assessment Specialist
asaldana_at_esc17.net Vicki Berrier Special
Education Assessment Specialist
vberrier_at_esc17.net Ty Duncan TAKS Coordinator
- tduncan_at_esc17.net
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Available at http//www5.esc13.net/assessment/i
ndex.html
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Assessment Bingo
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Agenda January 2009

• Changes and Important Pages in the DCCM
• Accommodations and Assessment of SPED Students
• Assessment of English Language Learners and
  TELPAS
• Lunch
• Online Testing Overview
• Test Materials and Shipping Update
• Test Security
• Reporting Systems Update
• Accountability

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Please Note The range of experience in this
room is vast. Please remember we will tell you
things today that you already know. Your patience
is appreciated.
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Please Note This Training Does NOT Take the
Place of Reading the Appropriate Manuals.
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Changes and Important Pages in the DCCM
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Whats new about the 2009 District and Campus
Coordinator Manual?
Telephone Assistance/Reference Sources Guide to
the 2009 Coordinator Manual Calendar of
Events TELPAS LAT Appendix
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Whats new about other manuals?

• TAKS General Test Administrator Manual
• http//www.tea.state.tx.us/student.assessment/reso
  urces/guides/test_admin/2009/TAKS_General_TAM_2009
  .pdf
• TAKS program general information
• TAKS test administration calendar
• Test security and confidentiality
• Test administrator responsibilities
• Appendices
• Nine grade-specific Test Administration
  Directions
• 2009 District and Campus Coordinator Manual
  Supplement
• Guides and training tools for online testing
• Policies and processes specific to online testing
• Information for planning the world geography EOC
  field test
• Program-specific information for testing
  coordinators

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Policy changes for 2009
Two test administrator oaths, one following
general training and one following
administration-specific training and test
administration Extension of honor statement to
students taking TAKS-M in grades 9-11 Extension
of SSI to students taking TAKS-M reading in
grades 3, 5, and 8, and TAKS-M mathematics in
grades 5 and 8 Reading test questions and answer
choices aloud no longer required for TAKS-M
reading tests ARD committees may determine a
need for this accommodation
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Policy changes for 2009, continued

• Changes to TAKS-Alt assessment
• reducing number of required essence statements
  from 6 to 4
• standardizing assessment tasks with accompanying
  pre-determined criteria
• Keeping observation documentation locally
• Automating online scoring
• Shortening assessment window (January 5 April
  10, 2009)

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Policy changes for 2009, continued

• TELPAS
• Extension of assessment window from 4 to 5 weeks
• Administered almost exclusively online student
  information will be transmitted through an online
  process
• TELPAS Manual for Raters and Test Administrators
  replaces former separate TELPAS reading test
  administrator manual and TELPAS rater manual
• Paper test booklets and answer documents will not
  be shipped automatically district coordinators
  will order these through a special orders process

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Policy changes for 2009, continued

• LAT administrations of TAKS-M reading/ELA will
  occur at the time of other LAT reading/ELA
  administrations in late April
• Changes to answer documents
• The labels for the bubbles to indicate English or
  Spanish in the TEST TAKEN INFO field have been
  changed from E and S to EN and SP for
  TAKS grades 3-6 answer documents
• Additional bubble added to the LAT INFO field of
  TAKS and TAKS-M answer document for rare
  situation in which approved linguistic
  accommodations were available but none used
  (Note This bubble should NOT be marked if a
  student uses any of the approved accommodations.)

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Policy changes for 2009, continued
Beginning in 2009, district and campus personnel
may submit Accommodation Request Forms using an
online process Distribution schedules for TAKS
and TAKS-M manuals have been modified. TAKS
General Test Administrator Manual will be sent in
separate shipment in early January.
Grade-specific TAKS Test Administration
Directions and TAKS-M Test Administrator Manuals
will be sent in nonsecure shipment for first
spring testing administration for each respective
grade level No stand-alone field-test
administrations for TAKS or Spanish-version TAKS
or TAKS-M
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Useful documents on Student Assessment Website

• 2009 District and Campus
• Coordinator Manual
• 2009 District and Campus
• Coordinator Supplement
• General Test Administration Manual and
• Test Administration Directions
• 2008-2009 Test Security Supplement
• 2008-2009 Accommodations Manual
• 2008-2009 ARD Manual
• LPAC Manual
• TAKS-M, LAT and TELPAS test administrator manuals

• DBA instructions
• Online Accommodation Request Form
• Alternate Test Date Request Form
• Online Incident Report Form
• Corrective Action Plan template
• Locally Determined Disciplinary Actions Form
• FAQs

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Special Education Assessments
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TAKS-Modified
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• TAKSM
• alternate assessment based on modified academic
  achievement standards
• designed only for students receiving special
  education services who meet participation
  requirements
• Handout Partcipation Requirements
  Comparison Chart
• covers the same grade-level content as TAKS,
  but TAKSM tests have been changed in format
  (larger font, fewer items per page, etc.) and
  test design (fewer answer choices, simpler
  vocabulary and sentence structure, etc.)
• any student who meets participation
  requirements for TAKS-M may take this
  assessment only two percent of the tested
  population can count as proficient for AYP
  calculations. ?

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TEA Flowcharts for Assessment
and Graduation
Flowchart A Guidelines for ARD Committees
Regarding Testing Requirements for
Students Entering Grade 9 in
2008-2009 (and thereafter)
Those students entering 9th grade this year
Flowchart B Guidelines
for ARD Committees Regarding Testing
Requirements for Students Entering Grade 10,
11, or 12 in 2008-2009
Current 10, 11, 12 Graders
www.tea.state.tx.us/student.assessment/resources/g
rad/index.html ESC Contact Debra
Gafford
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Accommodations
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Key Changes to the Accommodations Manual
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• Reorganization and Addition of New Appendices
• Appendix A --Participation requirements for
  certain state
• assessments TAKS-M, TAKS-Alt, LAT, and
  TELPAS
• Appendix B --Eligibility criteria for specific
  accommodations
• Specific requirements concerning
  eligibility and decision -
• making authority for the dyslexia bundled
  accommodations.
• Appendix C --Teacher tools (7) that districts
  have the option of
• using if needed
• Appendix D --Expanded information about the
  accommodation
• request process
• Appendix E --General instructions for
  administering Braille and
• large-print tests

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• New Accommodations Policy Changes and
  Clarifications
• Policies changed and clarified as part of
  ongoing efforts to improve access to state
  assessments for all students
• Implemented with the spring 2009
  administrations
• Should result in a significant reduction of
  Accommodation Request Form submissions ?

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Key Changes to Accommodation Policy 2008-2009
Accommodation Chart Located on Region 17
website under Student Support Services, Access to
the General CurriculumEducational Resources

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• Large Print Materials (Presentation)
• Accommodation Chart- page 1
• No changes to policy
• Separate eligibility page has been deleted and
  information has been included in the
  Accommodations by Category chart
• Accommodation Request Form is not required if a
  student has a visual impairment and routinely
  uses large-print materials in the classroom ?

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• Reading Aloud Questions and Answers on TAKS-M
  Reading (Presentation)
• Accommodation Chart- page 3
• An accommodation beginning this year and no
  longer a required part of test administration
• Applies to Grades 3-9 Reading and the reading
  section of Grades 10 and 11 ELA
• Not necessary to convene a special ARD
  committee meeting to address this accommodation,
  but at next scheduled meeting ARD committees
  must determine whether this accommodation is
  necessary for all test questions and answer
  choices or only as needed per student request
• Accommodation Request Form is not required ?

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• Other Methods of Response (Response)
• Accommodation Chartpages 5 and 6
• Clarifying language included to explain role of
  scribe during
• different administrations
• Written composition
• Open-ended reading responses
• Computation and notes ?

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• Spelling Assistance (Response)
• Accommodation Chartpage 7
• This accommodation not allowed on revising and
  editing
• This accommodation applies only to written
  composition (4 7 writing, 10 11 ELA) and
  open-ended reading responses (9 reading)
• TAKS (Accommodated) and TAKS-M
• Grade 4 word lists (a list of frequently
  misspelled words) allowed
• per ARD committee decision and no
  Accommodation Request
• Form is required
• Grades 7, 9, 10, 11 various types of spelling
  assistance allowed per ARD committee decision
  and no Accommodation Request Form required ?

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• Calculation Devices (Response)
• Accommodation Chart page 7 and 8
• Specific conditions must be met
• Disability affecting math calculation, not
  reasoning
• or
• Disability affecting physical reproduction of
  numbers
• TAKS (Accommodated)
• Accommodation Request Form required for grades
  3-6 mathematics and 5 science
• ARD committee decision and no Accommodation
  Request Form required for grades 7-8
• TAKS-M
• ARD committee decision and no Accommodation
  Request Form required for 3-8 ?

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• Extended Time -2 days to test (Timing and
  Scheduling)
• Accommodation Chartpage 11
• Clarification to policy only and approved only
  for small number of
• students in unique situations
• Accommodation Request Form required for all
  students taking any assessment
• Prior to submitting an Accommodation Request
  Form, schools should consider other, less
  restrictive accommodations (e.g., individual or
  small-group administration, frequent breaks,
  dividing test into short sections, use of a
  scribe, oral administration if eligible) as well
  as the assessment the student is taking (i.e.,
  format changes, fewer items)
• If a student is approved for two-day testing,
  specific procedures must be followed in order to
  maintain test security and confidentiality ?

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• Manipulatives (Response)
• Accommodation Chartpage 9
• Assists students with visualizing abstract
  concepts
• Must serve as a tool manipulatives cannot
  provide direct answers to
• the TEKS being tested
• TAKS (Accommodated)
• Manipulates approved for TAKS (Accommodated)
  without the
• submission of an ARF non-labeled geometric
  figures, coins,
• clocks with gears, base-tens blocks,
  non-labeled fraction
• pieces, and various types of counters such as
  beans blocks,
• etc.
• Accommodation Request Forms required for all
  grades if the aid
• is not listed in the manual.
• TAKS-M
• ARD committee decision and no Accommodation
  Request Form required for all grades ?

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• Supplemental Aids (Response)
• Accommodation Chartpages 8 and 9
• Student must be able to understand content but
  need
• assistance recalling some of it
• Must be a tool that a student must learn how to
  use
• Not a source of direct answers
• Must routinely be used in instruction
• Must be documented in students IEP
• Must be effective and appropriate
• Handout from Appendix F- Use of Supplemental
  Aids

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Supplemental AidsTAKS (Accommodated)Accommodati
on Request Form required for all grades if the
aid is not listed in the appendix of the
manualTAKS-MARD Committee decision and no
Accommodation Request Form required for all
gradesTAKSThe use of supplemental aids is NOT
ALLOWED on TAKS.
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Examples of NON-ALLOWABLE supplemental aids
This multiplication chart is a source of direct
answers. The student only has to copy the answer
from the chart.
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ALLOWABLE Supplemental Aid
Multiplication Chart
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Examples of NON-ALLOWABLE supplemental aids Math
This example of a place value chart would not be
allowed for grades 3 -5 since the TEKS require
students to use place value to read and write
numbers. By including numerals, this is a source
of direct answers. Place value is not
specifically tested at grades 6 and up, so this
chart would be allowed although it might be
confusing to students.
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Examples of ALLOWABLE supplemental aids Math
By removing the numerals, this place value chart
becomes a tool and would be allowed at any grade.
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Examples of NON-ALLOWABLE supplemental aids
This graphic would not be allowed at grades 4-6
because the TEKS specifies that the student will
identify and describe right, acute, and obtuse
angles. So the student only has to find if the
angle given on the test question looks like one
of these pictures to answer the question. This
skill is not tested at grade 3 so would not be
helpful to a student. It may even confuse a
student. This would be considered a tool and not
a source of direct answers at grades 7-Exit/11.
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Examples of NON-ALLOWABLE supplemental aids Math
This example demonstrates the division process.
Because it gives examples and could be a source
of direct answers, it would not be allowed at any
grade.
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Examples of NON-ALLOWABLE supplemental aids
Science

• Melting point The melting point of a substance
  is the temperature at which the substance changes
  from a solid to a liquid. Ice changes to a liquid
  at its melting point of 0C.
• Boiling point The boiling point of a substance
  is the temperature at which the substance changes
  from a liquid to a gas. Water changes to steam at
  its boiling point of 100C.
• Magnetism Magnetic substances are attracted to
  strong magnets. Iron nails are magnetic, but
  wooden toothpicks are not.

This might be a portion of a students journal
that contains the definitions and specific
examples of important science terms. These
particular definitions includes examples of the
properties of matter which are assessed in all
grades and would not be allowed for any science
assessment. These may be exact questions on the
test and would constitute a source of direct
answers.
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Examples of ALLOWABLE supplemental aids Science
This portion of a students science journal also
contains information about the properties of
matter and would be allowed at all grade levels
in science. The student is now required to apply
the pictorial representation of the term to
questions to determine the correct answer.
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Examples of NON-ALLOWABLE supplemental aids Math
This example of a translation would not be
allowed for grades 4 through 8 since the TEKS at
these grades require students to identify and
graph translations. This could be a source of
direct answers. Translations are not specifically
tested at grades 9 and up, so this would be
allowed if requested, but might be
confusing. Translations are not tested at gr.
3 so this would not be useful and could be
confusing for a student.
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Examples of ALLOWABLE supplemental aids Math
This is a portion of a students mathematics
journal. The student has shown a person
sliding down a hill as his definition of a
translation. This is not a source of direct
answers and would be allowed at any grade.
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Examples of Non-Allowable Supplemental Aids

This is an example of a timeline that would not
be allowed for students in grade 8 or Exit
level/grade 11 because students are required to
answer questions about the significance of
1861-1865 . This list would not be helpful and
might be confusing at grade 10.
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Examples of Allowable Supplemental Aids
Now that the significant events have been
deleted from the timeline, it serves only as a
tool to help the student recall important
information and would be allowed.
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Dyslexia Bundled Accommodations
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Dyslexia Accommodations

• What are the characteristics of dyslexia?
• Having severe difficulty reading words in
  isolation
• Lacking word-identification skills

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Dyslexia Accommodations

• What are the allowable accommodations?
• Accommodation Chartpage 4
• 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

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Dyslexia Accommodations Appendix B

• 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

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Dyslexia Accommodations
Remember Students in all these eligibility
groups must routinely receive accommodations in
classroom instruction and testing that address
the difficulties they have reading words in
isolation.
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Dyslexia Accommodations

• Some important reminders
• There are separate test administrator
  instructions and proper-nouns lists for TAKS and
  TAKS (Accommodated) for all SSI administrations
  due to the inclusion of a field-test passage on
  TAKS in March as well as differences in
  formatting between the two tests.
• Districts must ensure that the test booklet, test
  administrator instructions, and proper-nouns list
  match for students taking TAKS and for those
  taking TAKS (Accommodated).
• Testing Schedule
• Handout Dyslexia Testing Schedule

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Online AccommodationRequest Forms

• District coordinator can submit Accommodation
  Request Forms through on-line system (similar to
  on-line incident report)
• Open to all districts by December 2008
• Intended to dramatically reduce number of faxed
  or emailed requests
• Paper request can still be submitted.

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The Life Cycle of an Online Accommodation Request
Form(Handout)
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Completing the Online Accommodations Request Form
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The Online Accommodation Request Form contains
four steps. Each page of the system contains
basic instructions and questions to guide user
through the process.
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Request can be submitted by campus or district
staff, or the District Testing Coordinator. This
process should be determined locally.
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If the submitter is the District Testing
Coordinator, contact information is pre-filled.
Other submitters will have to enter their contact
information.
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Based on the grade and assessment chosen, only
applicable subjects and accommodations remain. In
addition, helpful hints appear on this page to
remind you whether an accommodation request is
necessary.
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For this field, simply name and/or describe the
accommodation. Do not include the reason for the
accommodation.
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This field should include information that
clearly indicates why student needs the
accommodation. Evidence should be individualized
for each student who may need similar
accommodations and should include relevant
information. Objective evidence is crucial when
determining whether an accommodation is effective
and appropriate.
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If applicable, attach electronic copies of
supplemental aids before completing submission
process. You need not attach the same documents
multiple times. There is an option to refer the
Accommodations Task Force to a prior
Accommodation Request Form via an identification
number.
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Review all information prior to submitting. Any
information highlighted in red is required and
will need to be completed for a successful
submission.
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• You will receive a confirmation page with an
  identification number. Use the Print button to
  print a copy of the request for your records.
• Call Accommodation Task Force contact if you
  encounter difficulties using online submission
  process.

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This is the confirmation page that prints after
submission. If you notice a mistake at this
point, the District Testing Coordinator can
ask TEA to correct it or notify TEA that a new
request will be submitted (TEA deletes original).

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This is the submission e-mail that the District
Testing Coordinator receives. The District
Testing Coordinator reviews the information and
signs the request by replying to the e-mail.
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This is the decision e-mail that the District
Testing Coordinator receives from TEA. At this
time, it is the responsibility of the district to
inform the school of the decision.
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Assessment of English Language Learners Texas
English Level Proficiency Assessment System
(TELPAS) Linguistically Accommodated Testing
(LAT) Information
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• ONLINE TRAINING
• Spring TELPAS Holistic Rating Training
• As in the past, online training courses and
  qualification activities will be used for spring
  TELPAS holistic rating training. The opening
  dates for these trainings, listed below, have
  been communicated to TELPAS holistic rating
  trainers.
• January 12, 2009 Level 1 online training window
  opens for new 212 raters and individuals
  trained previously but not yet qualified
• February 2, 2009 Spring online qualification
  window opens Level 1 online training window
  opens for new K1 raters, Level 2 online
  refresher training window opens for previously
  trained K1 raters and previously qualified
  212 raters
• Online course descriptions and other TELPAS
  holistic rating training information are
  accessible from the TEA website listed below.
• http//www.tea.state.tx.us/student.assessment/admi
  n/rpte/index.html

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TELPAS Reading, Grades 212 Testing
Window March 9April 10, 2009 Registration
Deadline Students will be loaded
automatically The TELPAS reading tests for
English language learners (ELLs) in grades 212
will be administered only online this spring.
This decision was made based on input from a
number of student assessment advisory groups.
Last spring approximately two-thirds of the
states ELLs in grades 212 participated in
online testing. The tests will be administered
during the five-week period of March 9April 10,
2009.
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In rare instances, such as when a student needs
a testing accommodation that is not available in
an online administration or when there is an
unavoidable technological problem, a student may
take the TELPAS reading test on paper. More
information about paper-based testing will be
provided in the spring 2009 administration
materials. Enrollment Pearson will enroll all
students into the online system. As in the past,
districts will have the option of supplying
student data files for online testing. Student
information will be loaded for students from the
October 2008 PEIMS submission for districts that
do not supply student data files. The process for
supplying student data files is the same as that
for providing precode files for paper-based
testing, but it will include the opportunity to
provide class group information used for building
class rosters for online testing. Information on
supplying student data files will be sent to all
districts during the fall of 2008. Results
TELPAS results for any students requiring a paper
test will be merged with the online testing
results.
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TELPAS Rater Training
Spring 2009 TELPAS Rater Training Dates-Grades
2-12 This on-line training is intended for Level
1 newly identified raters and individuals who
have not yet been trained and have not
attempted or completed the TELPAS rater
qualification requirements. This workshop
provides training and rating practice in the
listening, speaking and writing domains.
Teachers 2-12 grade will be ready to complete the
qualification portion of their training and serve
as raters for the English Language Learners (ELL)
students. TELPAS Rater Training Grades
2-12- January 19, 2009 TELPAS Rater Training
Grades 2-12- January 23, 2009 TELPAS Rater
Training Grades 2-12- January 29, 2009 TELPAS
Rater Training Dates-Grades K-1 This workshop is
intended for Level 1 K-1 teachers who have not
been trained previously. This is a required
course and it covers all four language domains.
There is not a qualification component of the K-1
training. TELPAS Rater Training Grades
K-1- February 5, 2009
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• Texas English Language Proficiency Assessment
  System
• (TELPAS)
• TELPAS assesses English language proficiency
• of K12 ELLs in these domains
• Listening
• Speaking
• Writing
• TELPAS consists of a multiple-choice reading
  test for grades 212 and holistically rated
  assessments for remaining grades and domains

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TELPAS Proficiency Levels in a
Nutshell Beginning Little or no ability to
function in English in social and academic
settings Intermediate Limited ability to
function in English in social and academic
settings can understand and use simple language
structures and high-frequency English in routine
contexts Advanced Can handle grade-appropriate
English, although ongoing linguistic support is
needed Advanced high Can handle
grade-appropriate English with minimal linguistic
support limited English does not stand in the
way of academic achievement
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Key
Changes TELPAS assessment window expanded to 5
weeks this year TELPAS accommodations (for
students with special needs) are in 2008-2009
Accommodations Manual Grades 212 reading
tests to be given online no paper-based testing
except under rare circumstances approved by
TEA New online process for submitting holistic
ratings and all other TELPAS student data
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Manual
Changes Coordinator manual contains more
complete online information for TELPAS No
separate General Guide to Online Testing Manual
contains coordinator users guide for monitoring
online training and qualification New combined
rater and reading test administrator (TA)
manual Manual contains rater users guide for
online training and qualification
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About ELLs in Texas, Spring
2008 In spring 2008, approximately 677,000 ELLs
were assessed in all domains with TELPAS. In
grades 312, over 20,000 1st year immigrants were
reported. In grades 312, about 40 of 1st year
immigrants received a TELPAS composite rating of
beginning.
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About ELLs in Texas, Spring
2008 In grades 312, over 161,000 ELLs were
reported as enrolled for 5 or more years. About
71,000 ELLs in grades 3-12 who had been enrolled
for 3, 4, or 5 or more years were still at the
beginning or intermediate levels of English
language proficiency (composite ratings).
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TELPAS and
AMAOs TELPAS is used in the AMAO accountability
system for ELLs. Under NCLB, states must show
annual increases in the progress ELLs make in
learning English and in attaining English
language proficiency. Our progress goal is to
evaluate the percent of ELLs making at least one
proficiency level of progress a year. Our
attainment goal is to evaluate the percent of
ELLs reaching the advanced high proficiency
level. AMAOs are Annual Measurable Achievement
Objectives.
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Manual
Changes Administration manuals do not include
instructions for paper-based testing
Supplemental instructions for paper testing to
be posted on TEA Student Assessment site by end
of January (go to Test Administration Manuals
in A to Z Directory) No supplemental
instructions to be shipped
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Shipment of
Materials No shipment of secure materials
Nonsecure shipment contains only TELPAS rater/TA
manual (to arrive 1/51/9) Other nonsecure
materials to be posted online Oaths for
district coordinators and superintendents
Standard and optional reports lists
Optional Reports Order Form
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Dates for Training on Administration
Procedures Test Administration Training
Date For District Coordinators By
1/9 Campus Coordinators
Holistic by 1/23
Reading by
3/2 Raters By 1/30 Reading Test
Administrators By 3/6 Testing window is March
9April 10
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2009 Paper-Based
Administrations No test booklets or answer
documents to be shipped automatically TEA
approval process to be used to authorize rare
paper-based administrations Once approved,
special order process to be followed (not normal
additional order process) Two main categories
of rare circumstances Unavailable
accommodations Unavoidable technological
problems Other types of rare circumstances to
be handled same way
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2009 Paper-Based Administrations Unavailable
Accommodations Student may need accommodation
not available with online testing In such
instances, Accommodation Request Form to be
submitted by district coordinator to request
paper testing Request to include specific
circumstances, accommodation, and need At
least 2 weeks needed for TEA to process request
about 1 additional week for ordering and shipping
once approved
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2009 Paper-Based
Administrations
Unavoidable Technological Problems Examples
certain natural disasters and network problems
that cant be resolved during testing window
eMeasurement Technical Support to be contacted
first TEA to be contacted afterward if
authorization for paper administration needed
Upon approval from TEA, district coordinator to
receive instructions for completing special order
process About 1 week needed for shipping once
ordered
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2009 Paper-Based
Administrations
Other Rare Circumstances Examples situations
involving homebound students, incarcerated
students, childrens shelters District
coordinator to e-mail specifics to TEA at
ELL.tests_at_tea.state.tx.us in time to allow 2
weeks for approval and 1 week for ordering and
shipping Upon approval from TEA, district
coordinator to receive instructions for
completing special order process

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2009 Paper-Based
Administrations
Keep in Mind Paper testing wont be
approved on basis that student knows very
little English has limited exposure to
computers
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Tips
ELLs should become familiar with reading on
computers during instruction TELPAS
tutorials are available to familiarize students
with TELPAS reading test software tutorials
contain a few sample items Online
administration previews are also available to
increase familiarity Grades 312 previews
contain entire released 2006 RPTE tests
Grade 2 preview contains approximately 20 TELPAS
reading sample questions Tutorials
and previews may be accessed from online testing
Resources page at http//www.etesttx.com/resources

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Online Testing
Resources Key guides District and Campus
Coordinator Manual Technical Users Guide
TELPAS Manual for Raters and Test
Administrators Key tutorials for online
testing Texas Online Testing Training
Course Best Practices and Deployment for
Online Testing TELPAS Electronic Submission
System Tutorial See page 227 of Coordinator
Manual for comprehensive list of online testing
resources
94
Technical Users
Guide Texas State Assessments Technical Users
Guide is a key resource A web document only
(not shipped) Accessible at http//www.etesttx.
com/techguide/ Updated version to be posted in
December Contains technical information for
setting up and managing online test sessions
Should be used in combination with coordinator
manual and TELPAS rater/TA manual Certain
technical information is more detailed in users
guide
95
eMeasurement System
Access All staff accessing online testing
system must be issued login IDs and passwords
District coordinators determine how to assign
staffs organizational access and hierarchy
Staff can be given access to perform only certain
functions General information about this is in
Coordinator Manual (see page 223) Specifics
are in Technical Users Guide Testing
coordinators are responsible for maintaining and
removing user access
96

• New TELPAS Electronic
  Submission Process
• To be used to submit all information previously
  contained on paper answer documents
• student identification, demographic, and program
  information
• holistic ratings
• do not score information
• rater information
• testing accommodation categories

97
3 Key Screens
Information submitted through secure eMeasurement
System, same system used to manage other
online test information 3 screens for
entering/verifying student data Two screens
where data will be entered/verified 1.
Edit Student screen 2. Student Test
Details screen Third screen where key data
for each student will be verified as
complete 3. TELPAS Student Status screen
98
Student Identification, Demographic, and
Program Information At least 2 weeks before
testing window, districts to receive electronic
(PDF) TELPAS Student List of students loaded
in eMeasurement System Data loaded
reflects option districts selected in fall
(October PEIMS vs. district-supplied
file) Campus lists can be sent to campus
coordinators Lists to be verified against
current information to update data if needed
and add any new enrollees Changes and
additions to be entered on Edit Student screen of
eMeasurement System Instructions for
adding students and updating data to accompany
TELPAS Student List
99
Key Training Resources for Online Testing and
Electronic Data Submission Texas Online
Testing Training Course Covers basics of
setting up and managing online testing (not
specific to TELPAS) TELPAS electronic
submission system tutorial Shows how to enter
and verify student data Hands-on practice
site Gives hands-on practice using new
electronic submission system Feb. 4 TETN on
electronic submission system To include demo
and details
100

2 Types of Training for Raters
1.
Training in TELPAS
Administration Procedures Covers
administration logistics and ensures raters know
their duties and responsibilities. Reviews
administrative components of TELPAS Manual for
Raters and Test Administrators At discretion
of district, may include online training such as
tutorial for TELPAS electronic submission system
and online hands-on practice site
101
2 Types of Training for
Raters 2. Holistic
Rating Training Prepares and calibrates raters
to assess students in alignment with TELPAS PLDs
(assessment rubrics) Uses required online
courses and qualification activities to ensure
proper training State-authorized TELPAS
holistic rating trainers assist trainees who take
Level 1 online courses by providing direct
support of their learning needs Raters taking
Level 2 refresher courses are not required by TEA
to have direct support from a state authorized
trainer, but districts may require this
102
Online Holistic Rating
Training Online courses enable TEA and
districts to monitor raters course completion
and performance on practice and
qualification activities Trainees must have
individual access to online courses for
training They must complete practice
activities and qualification component
independently collaboration is not permitted
Trainees who do not do well on practice
activities in online training courses but will be
needed to serve as raters should be given
additional
103
Online Training
Responsibilities District coordinators are
responsible for working with others to see that
appropriate numbers of raters are designated and
properly trained. They need to ensure that
campuses closely monitor completion of
online training and qualification Raters need
to know which training courses and qualification
activities to complete All raters must be
trained in spring
104

• Who takes which training component?
• Level 1 online training courses are for newly
  assigned K12 raters
• who have not yet been trained or for 212
  raters previously
• trained but not yet qualified
• Spring online qualification round is for Level
  1 trainees above
• Level 2 online refresher training courses are
  for all other raters
• the vast majority of raters in state
• K1 previously trained raters
• 212 previously trained and qualified raters
  (includes those trained and qualified in fall
  2008)

105
Key Dates for Holistically Rated
Components January Online Courses
Launch 1/12 Level 1 for 212 Assembling
and Verifying 212 Writing Collections February
Online Courses Launch 2/2 Level 2 Refresher
for 212 Level 1 for K1 Level 2 Refresher
for K1 Online Qualification Window Opens
2/2 Collection of Writing Begins 2/2
106
TELPAS TrainingCenter
Website All online courses, spring
qualification activities, and data management
information for holistically rated components
are available on TELPAS TrainingCenter website
at http//www.texasassessment.com/telpasonlinetrai
ning/ Raters can log on at any time to update
personal information, review training history and
print certificates, or self-register if
necessary. First spring courses become accessible
January 12 TrainingCenter uses learning
management system (LMS) software with
web-based, interactive training and data
management capabilities
107
Reports Accessible from
TrainingCenter Site Reports enable district
and campus coordinators to monitor online rater
training Reports can be run on demand Data
updated every evening Available reports
include Course completion roster Course
summary report Qualification roster
Qualification summary report New at-a-glance
roster Reports are dynamic and specific to
campus, district, or region of testing coordinator
108
New At-a-Glance
Report Provides rater training and
qualification status in a roster format to make
it easy to scan for completion information
Training course completion is shown for current
semester Last successful qualification is
shown. If there is no successful qualification,
date of most recent unsuccessful qualification
shows Report does not show raters who have not
yet registered for training in LMS Report does
show raters who have a trainingcourse in progress
109
Ensuring Successful Delivery of Online Course
Technology Some important recommendations
Plan ahead and read user guides Make quality
headphones available for listening and speaking
modules, especially if using computer lab or if
quality external speakers not available
Campuses that have performance issues with
mediarich Web applications should review their
on-site network constraints and consider
options to mitigate performance risks, such as
staggering rater training times, installing
Local Media Option application, etc.
110

• January 13
  TETN
• There will be a TETN videoconference on
• January 13 from 1045 am to 1245 pm. This
• review session is for
  coordinators who would like
• more information on
• spring online holistic rating training
• Texas TrainingCenter learning management system
• Local Media Option application

111
TETN
- TELPAS Electronic Submission System
February 4, 2009 - 130 to 330 pm This
session will provide a general overview of the
new TELPAS electronic submission system to be
used for TELPAS, which will be administered as an
online assessment program beginning in spring
2009. This session will provide testing personnel
an opportunity to see a demonstration of the new
electronic submission system and ask questions.
112
Linguistically Accommodated Testing
(LAT) Grades 38 and 10 Mathematics
Reading and ELA Grades 5, 8, and 10
Science
113
Background LAT involves providing linguistic
accommodations during TAKS testing to increase
test validity for recent immigrants learning
English LAT is used 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 Though LAT
science is required under NCLB, science results
are not currently required for any students for
federal AYP accountability
114
Basic Understandings LAT involves grades 3-8
and 10 only math, science, and reading/ELA
only only ELLs who are LEP-exempt under state
law
115

• LAT Changes
• Only a few minor changes
• No LAT appendix in coordinator manual. LAT
• planning information is still included, but LAT
• accommodations are detailed in 20082009
• Accommodations Manual
• LAT test administrator manual continues to
• include detailed LAT information
• LPAC manual lists LAT accommodations in charts on
  pages 34-35

116
LAT
Eligibility 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
117
Allowable LAT Accommodations for Math and
Science Indirect Linguistic Support Clarificatio
n of Test Directions Breaks at Request of
Student Direct Linguistic Support Linguistic
Simplification Oral Translation Reading
Assistance Bilingual Dictionary Bilingual
Glossary English and Spanish Side by Side (grades
36 only) For LAT TAKSM differences, see slide
84.
118
Reading/ELA Allowable LAT Accommodations for
Indirect Linguistic Support Clarification of
Test Directions Breaks at Request of
Student Testing Over 2 Days Direct Linguistic
Support 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 allowable for LAT Administrations
of writing sections of Grade 10 ELA. See page
35 of LPAC manual for details.
119
LEP-Exempt Recent Immigrants Served by Special
Education These students take LAT
administrations of TAKS, which include LAT
administrations of TAKS (Accommodated) LAT
administrations of TAKSM 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
120
February 12 LAT TETN When
February 12, 315 to 500 pm Purpose To
provide review of LAT procedures and information
for testing coordinators to use in training LAT
test administrators Content To include
examples and scenarios and how to apply various
linguistic accommodations opportunity for Q and
A
121
Assessment Bingo
122
Online Testing
123
(No Transcript)
124
Test Materials and Shipping Update
125
Please Note This Training Does NOT Take the
Place of Reading the Appropriate Manuals.
126
Test Materials and Shipping Update

• Test Materials and Shipping Update Overview
• Test Materials
• Materials Distribution
• Test Materials Highlights
• Shipping Update
• Returning Test Materials
• Shipping Update

127
Materials Distribution

• Aids/Tools
• Advance Letters/Materials List
• Available online only through the Online Data
  Management tab at http//www.TexasAssessment.com
• E-mails will be sent to district testing
  coordinators as soon as the documents are posted
  to the website above

128
Materials Distribution

• Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Instructions for accessing can be found in the
  District Testing Coordinator Users Guide for
  Online Data Management located in the Resources
  tab at http//www.TexasAssessment.com

129
Materials Distribution

• Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• District Level
• Available approximately one month before each
  test administration
• Quantities listed show district totals including
  district overage
• Numbers are based directly on the enrollment
  figures submitted during the fall and January
  enrollment periods

130
Materials Distribution

• Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Campus Level
• Quantities show number of materials being shipped
  for individual campuses
• Numbers are based directly on the enrollment
  figures submitted during the fall and January
  enrollment periods

131
Materials Distribution

• Aids/Tools, Cont.
• White Boxes
• First box in shipment will always be white
• Easy to find
• Contains packing lists
• Contains District Coordinator Packets if
  applicable to that shipment

132
Materials Distribution

• Aids/Tools, Cont.
• Schools Boxed Separately
• Schools will always be boxed separately from one
  another
• No need to open at district office
• Forward directly to school to inventory

133
Materials Distribution

• Aids/Tools, Cont.
• Packing Lists
• Packing lists indicate materials in each box
• Detailed materials descriptions
• Pallet Detail Report indicates box numbers and
  the number of boxes for each campus

134
Materials Distribution

• Precoding
• Precoded materials may arrive three to four weeks
  prior to date listed on the calendar
• Districts will receive a separate shipment of
  precoded materials for most test administrations

135
Materials Distribution

• Precoding
• Precoded materials for all retest administrations
  will arrive in the shipment of testing materials,
  not as a separate shipment
• Important Reminder
• Precoding files have no impact or connection to
  the quantity of materials shipped to a district
  or campus. Distribution numbers are based
  directly on the enrollment figures submitted
  during the fall and January enrollment periods

136
Materials Distribution

• Additional Orders
• Must be submitted via the online system
• Access through the Online Data Management tab at
  http//www.TexasAssessment.com
• Instructions for accessing the system can be
  found in the District Testing Coordinator Online
  Data Management Users Guide for Orders located
  in the Resource tab of the website listed above

137
Materials Distribution

• Additional Orders, Cont.
• Many items will be available in packages
• Read order form carefully to ensure ordering the
  right amount of material
• Online system allows districts to view the orders
  placed and the current status of each order

138
Materials Distribution

• Additional Orders, Cont.
• E-mails containing shipping information will
  continue to be sent out the day after the order
  leaves Pearson
• Back-order capability for items temporarily
  out-of-stock

139
Materials Distribution

• Additional Orders, Cont.
• Braille orders
• Only one order form used for all tests except for
  TAAS
• Deadline to submit initial orders for March and
  April administrations was November 21, 2008

140
Materials Distribution

• Additional Orders, Cont.
• When To Order
• As early as possible
• Review the Advance Letter and Materials List as
  soon as it is available
• Distribute Campus Materials Lists to individual
  campuses for their review
• Fill shortages from district overage materials
  first

141
Materials Distribution

• Additional Orders, Cont.
• When To Order, Cont.
• Compile additional district needs and submit one
  order per test administration
• Do NOT wait until the materials have arrived and
  been inventoried to submit additional order
• If materials are missing from a shipment, submit
  a separate order form

142
Materials Distribution

• Additional Orders, Cont.
• When To Order, Cont.
• Consult Calendar of Events for deadlines for
  ordering.
• Delivery of test materials orders placed after
  the published deadline cannot be guaranteed

143
Materials Distribution

• Additional Orders, Cont.
• How to Avoid Last Minute Orders
• Provide accurate counts during fall enrollment
  period
• Provide updated information during the January
  enrollment update period
• Review counts of materials being shipped as soon
  as they are available

144
Materials Distribution

• New for 2009
• One combined shipment of materials for all TAKS
  Exit Retest Administrations
• OOS materials shipped separately
• New Design for TAKS Test Administrator Manual
• General Test Administrator Manual
• Grade-specific Test Administration Directions

145
Materials Distribution

• New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
  cont.
• General Test Administrator Manual, cont.
• Appendices
• Gridding information
• Instructions for braille and large-print
• Accommodations information
• Links to Texas Administrative Code
• General test administrator security oath

146
Materials Distribution

• New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
  cont.
• General Test Administrator Manual, cont.
• Distributed in separate shipment in early January
• Will be posted online prior to distribution
• General Test Administrator Manuals should be
  retained for use throughout the testing year.
• Additional manuals will NOT be shipped for
  subsequent spring administrations but may be
  ordered through the additional orders process if
  needed

147
Materials Distribution

• New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
  cont.
• Grade-specific Test Administration Directions
• Supplements the General Test Administrator Manual
• Grade-specific calendar of events
• Grade- and subject-specific test administration
  directions

148
M