STAAR Modified

Report
STAAR Modified
Assessment Overview
2013-2014
Education Service Center
Region XI
Fort Worth, Texas
Provided by ESC Region XI (Source: TEA Student Assessment Division)
1
RETN Etiquette
Please mute or turn OFF cell phones
If you must take a call,
please take it outside
Be sure your microphones are muted.
Remember…
You may be seen or heard by other
sites at any time, even if you are not
speaking to the presenter.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
2
Attendance and Handouts
Credit for Attendance
Access to Handouts
• Your district site manager
should provide you with a
sign-in sheet
• Please be sure that all
participants who want credit
for attendance sign-in
• Coordinate with the site
manager to return the signin sheet to ESC Region XI
• Handouts are available
online on the ESC Region XI
website at
http://www.esc11.net/Page/
3791
• Click on “STAAR Modified
Training Resources” on the
left side menu
Provided by ESC Region XI (Source: TEA Student Assessment Division)
3
After today, this session will be
available for viewing via the VBrick
system at http://vbrick.esc11.net
Provided by ESC Region XI (Source: TEA Student Assessment Division)
4
Questions???
Opportunities to ask questions
will be provided throughout
the training.
[email protected]
817-740-7574
Provided by ESC Region XI (Source: TEA Student Assessment Division)
5
Objectives for this training
• Review state assessments including changes to
the requirements for modified assessments
• Review ARD decision-making and participation
requirements for STAAR Modified
• Review modifications vs. accommodations
• Review other considerations relative to
modified assessments
Provided by ESC Region XI (Source: TEA Student Assessment Division)
6
Student Assessment Division
Assessment Resources
http://www.tea.state.tx.us/student.assessment/
• Resource pages
• STAAR
• STAAR Modified
• STAAR Alternate
• STAAR L
• TELPAS
• TAKS
• TAKS Modified
• Student Assessment
Resources
• A-Z Directory
• Subscribe to the Student
Assessment Mailing List
• What’s New in Student
Assessment
Provided by ESC Region XI (Source: TEA Student Assessment Division)
7
State assessments
and changes to the
requirements for modified
assessments
Provided by ESC Region XI (Source: TEA Student Assessment Division)
8
TAKS Assessments
Available for 2012-2013
• Exit level TAKS and TAKS
(Accommodated)
• Primary tests and retests
TAKS-M is no longer available
Provided by ESC Region XI (Source: TEA Student Assessment Division)
9
TAKS Assessments for ELLs Receiving
Special Education Services
• TAKS, TAKS (Accommodated)
• For TAKS program, no changes to
• LEP postponements for exit level
• Participation requirements for unschooled
asylee/refugees
More information on LPAC Resources webpage
http://www.tea.state.tx.us/student.assessment/ell/
lpac/
Provided by ESC Region XI (Source: TEA Student Assessment Division)
10
State assessments
and changes to the
requirements for modified
assessments
Provided by ESC Region XI (Source: TEA Student Assessment Division)
11
STAAR Grades 3 – 8
Based on GRADE enrollment
Subjects/Grades
3
4
5
6
7
8
Reading
Mathematics
Writing
Science
Social Studies
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Includes modified and alternate assessments
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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STAAR End-of-Course Assessments (EOC)
Based on COURSE enrollment
English
English I
Math
Algebra I
Science
Social Studies
Biology
U.S.
History
English II
Geometry
Chemistry
English III
Algebra II
Physics
World
History
World
Geography
Includes modified and alternate assessments
Provided by ESC Region XI (Source: TEA Student Assessment Division)
13
Which test do students take?
Students in grades 3–8 and
students who entered grade 9 in 2011–2012 and thereafter
STAAR
General assessment for all students receiving grade
level instruction
STAAR L
STAAR Spanish (Gr. 3-5)
ELL’s who meet participation requirements
STAAR Modified
Students with disabilities who meet participation
requirements for an alternate assessment based
on modified achievement standards
Students in grades 3 and above with significant cognitive disabilities
STAAR Alternate
Must meet participation requirements for an
alternate assessment based on alternate
achievement standards
Provided by ESC Region XI (Source: TEA Student Assessment Division)
14
STAAR Assessments for ELLs
Receiving Special Education Services
• STAAR in English
• STAAR in Spanish
(grades 3-5)
• STAAR Modified
• STAAR Alternate
• STAAR L in English
The ARD-C and LPAC
must collaborate on
assessment and
accommodations
decisions
Provided by ESC Region XI (Source: TEA Student Assessment Division)
15
STAAR Modified
http://www.tea.state.tx.us/student.
assessment/special-ed/staarm/
Note: Some documents have been
updated. Be sure to check the date.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
16
THE STAAR MODIFIED PROGRAM
“The USDE has informed states that assessments
based on modified standards for students served
by special education cannot be used for
accountability purposes after the 2013–2014
school year.
Therefore, all STAAR Modified assessments will
be administered for the final time during the
2013–2014 assessment cycle.”
TAA Letter August 2, 2013
http://www.tea.state.tx.us/index4.aspx?id=25769806228
Provided by ESC Region XI (Source: TEA Student Assessment Division)
17
THE STAAR MODIFIED PROGRAM
“Further information regarding plans for
the inclusion of this population of students
in the general assessment program
beginning with the 2014–2015 school year
will be forthcoming.”
TAA Letter August 2, 2013
http://www.tea.state.tx.us/index4.aspx?id=25769806228
Provided by ESC Region XI (Source: TEA Student Assessment Division)
18
Other changes affecting
STAAR Modified
• STAAR Modified
• No retakes for EOCs
• Retake opportunities for SSI grades 5 and 8 has not
yet been determined (look for this information in
the 2013-2014 SSI Manual – not yet posted)
• No 4th grade writing prompt studies for
STAAR Modified this year
Provided by ESC Region XI (Source: TEA Student Assessment Division)
19
Other changes affecting
STAAR Modified
• STAAR English I and II reading and writing will be administered
as a one-day assessment
http://www.tea.state.tx.us/student.assessment/
• STAAR Modified English I and II will also be a one-day
assessment
• 20% item reduction across all reporting categories for each
subject
• No short answer
• No field test items
• Different writing prompts
• 5 hour time limit
Provided by ESC Region XI (Source: TEA Student Assessment Division)
20
Other changes affecting
STAAR Modified
• STAAR English I and II reading and writing will be administered
as a one-day assessment
http://www.tea.state.tx.us/student.assessment/
• STAAR Modified English I and II will also be a one-day
assessment
• 5 hour time limit
• 20% item reduction across all reporting categories for each
subject
• No short answer
• No field test items
• Different writing prompts
Provided by ESC Region XI (Source: TEA Student Assessment Division)
21
Questions???
Provided by ESC Region XI (Source: TEA Student Assessment Division)
22
STAAR Modified
Major Components
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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STAAR Modified
• Assessed Curriculum
• The Texas Essential Knowledge and Skills that are
eligible to be assessed on the STAAR assessments
• All assessable TEKS for a grade/course have
been identified as either Readiness Standards
or Supporting Standards
• The assessed curriculum for STAAR-Modified is
the same as the assessed curriculum for STAAR
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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STAAR Modified
• STAAR Modified assessments
• cover the same content as the general assessments
• include test items that reflect the increased rigor
and focus of the general assessments
• are modified in format and test design
• are developed for all tested content areas in grades
3-8
• are available for each of the five EOC assessments
(English I, English II, Algebra I, Biology, US History)
Provided by ESC Region XI (Source: TEA Student Assessment Division)
25
STAAR Modification Guidelines
Provided by ESC Region XI (Source: TEA Student Assessment Division)
26
STAAR vs. STAAR Modified
Griddable Items
STAAR
STAAR Modified
• Griddable items for Math and
Science
• Fixed decimal point for grades
4-8
• No digits to right of decimal for
grade 4-5
• Two digits to right of decimal
for grades 6-8
• EOC correct answer can be
positive or negative
• Griddable items for Math
only
• Fixed decimal point for
grades 4-8
• No digits to right of decimal
for grade 4-8
• Practice grids and directions
provided for grades 3-8
Provided by ESC Region XI (Source: TEA Student Assessment Division)
27
STAAR vs. STAAR Modified
Blueprints
• For each reporting
category
• Number of readiness
standards
• Number of supporting
standards
• Number/type of
questions
Test Design Schematics
• Reading and Writing
• Types of items
• Types of
selections/prompts/
composition type
• Genres assessed
• Total reading load
(maximum words)
Provided by ESC Region XI (Source: TEA Student Assessment Division)
28
STAAR vs. STAAR Modified
• Additional resources
• Calculator Policy
• Dictionary Policy
• Released test questions
• Writing Rubrics
Provided by ESC Region XI (Source: TEA Student Assessment Division)
29
Curriculum, Instruction, & Assessment
• Review the STAAR Assessed Curriculum that
you selected for today
• Compare the Blueprints for STAAR and STAAR
Modified
• Compare the Test Design Schematics for STAAR and
STAAR Modified
What are the implications for
instruction?
Provided by ESC Region XI (Source: TEA Student Assessment Division)
30
Accessing the General
Curriculum
Modifications vs.
Accommodations
Provided by ESC Region XI (Source: TEA Student Assessment Division)
31
The ARD committee reviews the student's PLAAFP and instructional
goals and determines how the student accesses the gradelevel/course curriculum (TEKS).
With or without
accommodations
Through modified
TEKS-based
instruction
Through
prerequisite skills
STAAR
TAKS
TAKS
(Accommodated)
STAAR
Modified
STAAR
Alternate
Provided by ESC Region XI (Source: TEA Student Assessment Division)
32
What does “access” mean?
Access = a means of approach… how a teacher
exposes a student to the grade-level/course TEKS
Instructional Focus
Instruction covers
all of the required
curriculum
Instructional
Approach
Instructional
Examples
Accommodations
Extra time, formatting
changes, small group,
manipulatives, spelling
assistance,
transcribing
Provided by ESC Region XI (Source: TEA Student Assessment Division)
33
Instructional Focus
Instructional
Approach
Instructional
Examples
Although student is
Modifications
exposed to all of the
curriculum, IEP goals may
focus on select student
expectations or address all
student expectations but in
a broad/simplified manner.
Deleting extraneous
information, limiting
number of steps in
questions, simplifying
decoding level, simplifying
numbers, defining difficult
vocabulary
Individual supports and
materials compensate for
the student’s disability and
allow access to all of the
curriculum.
Performance tasks to
determine mastery at
three varying complexity
levels
Prerequisite skills
linked to gradelevel/course
curriculum
Provided by ESC Region XI (Source: TEA Student Assessment Division)
34
Modifications
Change WHAT is taught
• Practices and procedures that change the
nature of the task or target skill
• Instruction is based on grade level content
with changes to student expectations
• The range of content to be mastered
• Depth or complexity of understanding
Provided by ESC Region XI (Source: TEA Student Assessment Division)
35
Accommodations
Change HOW content is taught, made
accessible, and/or assessed
• Are intended to reduce or even eliminate the
effects of student’s disability but do not
reduce learning expectations
• Grade-level student expectations and course
objectives remain intact
• Student mastery expectations are the same for all
students
Provided by ESC Region XI (Source: TEA Student Assessment Division)
36
Modification
or Accommodation?
Modification
TEKS §111.15 (Math G.3) Measurement. The student directly compares the
attributes of length, area, weight/mass, and capacity, and uses comparative
language to solve problems and answer questions.
• Students go on a scavenger hunt around the school grounds to
find 3 objects that have a given perimeter. Students use
appropriate measurement tools to verify their choices.
Students draw a representation of the chosen objects and
label the length of the sides.
• After participating in the scavenger hunt, a student with an IEP is
given 3 objects to measure using measurement tools provided by
the teacher. The student labels the length of the sides for each
object on a drawing provided by the teacher.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
37
Modification
or Accommodation?
Accommodation
TEKS §110.43 (English II) Writing/Persuasive Texts. Students
write persuasive texts to influence the attitudes or actions of a
specific audience on specific issues.
• Students in a English II classroom are composing a position
statement on a self-selected topic from current events.
Students form small groups and read their statement aloud.
• A student with an IEP uses a graphic organizer to complete the
same assignment. The student reads their statement to the
teacher.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
38
Modification
or Accommodation?
Modification
TEKS §111.23 (Math G.7) Patterns, relationships, and algebraic
thinking. The student solves problems involving direct
proportional relationships.
• Given an advertisement that lists a variety of items on sale for
a certain percent off the original price, students in a 7th grade
math class use calculators to determine the total price of five
sale items from before and after the price reduction to
determine the total amount of money saved.
• Using a calculator, a student with an IEP determines the total
price for all five items, first using the price listed in the
advertisement and then using reduced prices provided by the
teacher.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
39
Modification
or Accommodation?
Modification
TEKS §112.16 (Science G.5) Earth and space. The student knows
that there are recognizable patterns in the natural world and
among the Sun, Earth, and Moon system.
• Students in a 5th grade Science class create models of the
Earth, Moon and Sun to compare the physical characteristics
of the three objects.
• A student with an IEP matches cards with the names of the
three objects (Earth, Moon, Sun) to the correct picture.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
40
Modification
or Accommodation?
Accommodation
TEKS §113.34. (b) (7) Geography. The student understands the
growth, distribution, movement, and characteristics of world
population.
• Working in small groups, students in a social studies class are
creating graphs to depict the current populations of various
world regions and countries.
• As a member of a small group, student with an IEP enters
population data into a computer generated spreadsheet using
a voice activation program.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
41
Assessment Accommodations
for Students with Disabilities
http://www.tea.state.tx.us/student.
assessment/accommodations/
• ARD committees must READ each
accommodation document in it’s entirety
• Accommodations must be used during
instruction routinely, effectively, and
independently
Provided by ESC Region XI (Source: TEA Student Assessment Division)
42
Assessment Accommodations
• May be appropriate for classroom use but may
not be appropriate or allowed for use on a
statewide assessment
• Should be documented in the appropriate
student paperwork
• Should not be provided to an entire group of
students, such as those in the same class or
disability category, as a “one-size-fits-all”
accommodation
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Routinely, Effectively, and
Independently
• Routinely
• Used often enough that student is familiar and comfortable using
accommodation on a statewide assessment
• Not necessarily used every day
• Effectively
• Accommodation meets student needs as evidenced by scores and
observations with or without accommodation use
• Independently
• Only applicable to some accommodations (e.g., applies to use of
a calculator but not to an oral administration)
Provided by ESC Region XI (Source: TEA Student Assessment Division)
44
ARD Decision-making
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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ARD Decision-Making
• If STAAR, with or without accommodations, is
appropriate for a student, the ARD committee
must document this decision and the testing
accommodations the student will receive.
• Documented testing accommodations must be
consistent with state accommodation policies
posted on Accommodations Resources web
page.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
46
ARD Decision-Making
• If STAAR, with or without accommodations,
is NOT appropriate for a student, the ARD
committee must review participation
requirements for one of the alternate
assessments.
• STAAR Modified
• STAAR Alternate
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Participation
Requirements
for STAAR Modified
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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STAAR
Modified
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State-Required Documentation Form
• STAAR Modified Participation Requirements
• State-required documentation form
• Must be completed and retained by the district when
eligibility for an alternate assessment is confirmed
• MUST be included in the IEP
Provided by ESC Region XI (Source: TEA Student Assessment Division)
50
State-Required Documentation Form
Determine who is responsible for
verifying the information.
• The district personnel who completes these forms should be a
member of the ARD committee who can verify the information
on the form
• These forms should be completed during the ARD committee
meeting when assessment decisions are made.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
51
Step I:
Review the Eligibility Criteria
• To be eligible to participate in STAAR Modified,
the answer to all of the applicable questions
must be YES.
• If the answer to any of the questions is NO,
the student is not eligible to participate in
STAAR Modified and must participate in one of
the other statewide assessments.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
52
Step I:
Review the Eligibility Criteria
• Circle the subjects/courses for which STAAR Modified
is being considered
• Circle NA, not applicable, for…
• Subjects/courses for which STAAR Modified is NOT being
considered
• Subjects that are not tested at the student’s grade or
courses that the student is not enrolled in for the school
year under consideration
Provided by ESC Region XI (Source: TEA Student Assessment Division)
53
Step I:
Review the Eligibility Criteria
• The ARD committee must review each of the three
questions for every subject or course being considered
and circle YES or NO.
• Each YES answer requires a justification that references
the page number or section of the IEP that contains
evidence that the student meets the criterion.
IEP PLAAFP
IEP PLAAFP
Provided by ESC Region XI (Source: TEA Student Assessment Division)
IEP PLAAFP
54
Step I:
Review the Eligibility Criteria
• Do the student’s present level of academic achievement and
functional performance (PLAAFP) statements in the IEP lead
the ARD committee to conclude that the student is multiple
years behind grade-level or course expectations and will not
progress at the same rate and level of rigor as their nondisabled peers?
• Does the student’s IEP contain standards-based (TEKS-based)
goals indicating the modified content the student requires in
order to access the grade-level or course curriculum?
• Does the student require direct and intensive instruction in
order to acquire, maintain, and transfer skills to other
contexts?
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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STAAR
Modified
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Step II:
Discuss Assurances
• Initial the assurances that verify that the decision
was based on evidence and educational need
and not on AYP calculations, previous assessment
performance, placement or service delivery, or
demographic information.
• Assure that the committee discussed the impact
of the decision on graduation plans and
determined the courses (PEIMS number) or
subjects that will be taken that year.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
57
Step II:
Discuss Assurances
Initials
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Step II:
Discuss Assurances
Elementary/MS
High School
Modified coursework and assessment =
Minimum High School program (MHSP) =
No automatic admission into a
Texas 4-year university
Provided by ESC Region XI (Source: TEA Student Assessment Division)
59
Step II:
Discuss Assurances
• Students are only eligible to take STAAR Modified if
they are accessing the curriculum through modified
instruction.
“Modified” course
codes end in “5”
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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PEIMS Codes for EOC Courses
• Codes are provided for all 12 of the original
EOC courses
• Be sure the student is enrolled in the modified
course with the appropriate PEIMS code
• Districts should continue to use these PEIMS
codes, even though the modified assessment
will no longer be offered after this year
Provided by ESC Region XI (Source: TEA Student Assessment Division)
61
Step III:
Summarize Assessment Decisions
• Indicate the subjects in which the student will
take STAAR Modified if the eligibility criteria
has been met.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
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How are ARD committee
decisions shared with other
appropriate individuals In
your district or on your
campus?
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Other Considerations for
Modified
Assessment Decisions
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Graduation Flowcharts
• ARD Committee Resources for the Texas
Assessment Program
http://www.tea.state.tx.us/student.asses
sment/ard/
• STAAR Graduation Flowchart (students
entering grade 9 in 2011-2012 and thereafter)
• TAKS Graduation Flowcharts A and B
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Reminders
• If the assessment decision made at a previous
meeting needs to be revised, it must be based on
a change in instruction.
• There must be a difference in how the student accesses
the grade-level or course curriculum.
• Simply passing or failing a prior state assessment is not
sufficient reason to justify revising the assessment
decision in the IEP.
• The committee must consider if the student has
received adequate instruction or has had the
opportunity to learn the skills that will be assessed.
IEP = Instruction = Assessment
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66
Reminders
• A student’s IEP must contain standards-based
(TEKS-based) goals indicating modified content
for the content area being addressed.
• For example, the STAAR Modified Science assessment
would not be appropriate if the student’s IEP only
addresses reading skills with no goals specific to
Science.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
67
Reminders
• If a student takes STAAR Modified in high school but is
dismissed from special education before graduation
• The student is now held to the same curriculum and
assessment requirements as all other general education
students for the remaining subjects and assessments.
• Assessments and course requirements met while the
student was in special education do not need to be redone.
• The student will continue on the MHSP, as only students
meeting curriculum requirements for the RHSP or DAP and
performing successfully on all five STAAR EOC assessments
can graduate on these programs.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Reminders
• If a student takes TAKS–M in high school but is
dismissed from special education before
graduating, the student now have to take and
pass TAKS exit level ELA, mathematics, science,
and social studies in order to receive a Texas
high school diploma.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
69
Since 2014 is the last year that STAAR
Modified will be administered, what do ARD
committees document in the IEP regarding
assessment for next year?
• Decisions about 2015 testing should not be made
at this time for this population of students.
• Further information regarding plans for the
inclusion of this population of students in the
general assessment program beginning with the
2014–2015 school year will be forthcoming.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
70
Anything else?
• Stay tuned!
• Keep checking
the TEA website!
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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TEA Contact Information and
Resources
Student Assessment Division
assessment.studentswithdisabilitie
[email protected]
Phone: (512) 463-9536
2013-2014 Student
Assessment
TETN Schedule
http://www.tea.state.tx.us/student.a
ssessment/training/tetn-schedule/
Federal and State Education
Policy (Special Education)
ARD Committee Resources for
the Texas Assessment Program
http://www.tea.state.tx.us/index2.
aspx?id=2147491399
Phone: (512) 463-9414
http://www.tea.state.tx.us/index3.as
px?id=3314&menu_id=793
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Education Service Center Region XI
Student Assessment Contacts
• Laura Carson: [email protected]
817.740.7573
• Peggy DeMoss: [email protected]
817.740.7529
• Sharon Rutherford: [email protected]
817.740.7574
Provided by ESC Region XI (Source: TEA Student Assessment Division)
73
Notes for local district training
• These slides may be used for training of local
district personnel
• If any slide is amended or revised for use in
local trainings, please change the footer at the
bottom of the slide and indicate ESC Region XI
as the source
Provided by _______ ISD (Source: ESC Region XI)
Provided by ESC Region XI (Source: TEA Student Assessment Division)
74

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