The citizens of Sheldon know that they are about to be tested!!!! There are villains around every corner trying to cause chaos and crime!!! With a support staff surrounding our hero….one person will ensure our citizens are successful, follow the rules, and have order……… TESTMAN Testman (CTC) • • • • • • • Superpower = his mind Crusades against endless crime Logical demeanor Strong moral code Great detective Uses network Always watching and planning Motto = Nothing is insurmountable CTC Responsibilities • Serving as a liaison between the DTC and campus personnel for test-related communication • Monitoring and maintaining test security • Designating and training test administrators • Preparing and distributing test materials on the campus for each administration • Preparing testing materials for return to the DTC at the conclusion of test administrations • Coordinating online administration activities on campus Bruce Wayne (Campus Principal) • • • • • • Alter ego of Testman Always watching Always analyzing Gathering data Monitoring people Wants order and rules to be followed Principal Responsibilities • • • • • • Ensuring that test security is maintained Overseeing the implementation of the test administration process stated in this manual, the test administrator manual, and the Test Security Supplement. Establishing, in conjunction with the campus coordinator, the test administration processes specific to the campus Overseeing the training of campus personnel, in cooperation with the campus coordinator Reporting any suspected violation of test security to the DTC Be available and visible during testing Secondary Assistant/Academy Principals • Monitor for active monitoring • Be available and visible • Assist with discipline issues (work with campus coordinator…be careful not to create a testing irregularity) • Ensure students are in correct locations Who helps Testman? Alfred Pennyworth (DTC) • • • • • • Gives Guidance Not afraid to get his hands dirty Helps Testman stay organized Keeps up with current trends Quick wit Puts things in perspective Commissioner Giles & Police Chief Bowman • Has the direct line to the heart of Sheldon • Authority over the Gotham Police Dept. • Understands that Testman is necessary – – – – – – Law-abiding Dutiful Conscientious Driven Dedicated honest The VILLAINS are trying to disrupt our great citizens of Sheldon… They want break rules, cause chaos, and even organize crime… Testman is going to need a sidekick…… Robin (Test Administrators) • • • • Another person for Testman to rely on Helps Testman fight crime Trained by Testman Can still make mistakes Test Administrator Responsibilities • Maintaining security of test materials until returned to the coordinator • Preparing and distributing test materials in the classroom for each administration • Implementing the test administration processes and procedures stated in the manuals • Monitoring and maintaining test security • Reporting any suspected violation of test security to the campus coordinator • Preparing test materials for return to the campus coordinator at the conclusion of test administrations Sheldon Police (Monitors) Campus Monitors will be there to ensure that the citizens of Sheldon are testing in a secure environment. There presence will keep the villains away. Hall monitors will be there to monitor the halls for any citizen that might be up to no good OR any visitors to our city that should not be there. Monitor Responsibilities • Maintain secure environment • Notify campus coordinator or principal of concerns • Monitor for active monitoring • Check for seating charts The Manual When you are in need of assistance look in your manual! Always call for help if you can’t find the answer in the manual….. The Writers (Law Makers) determine the story for our characters. The Artist (TEA) take the story and give it life so we can better understand the writers’ intention. Let’s see what the story takes us…… Procedures for maintaining the security and confidentiality of assessments are specified in the following guides: – Test Security Supplement – District and Campus Coordinator Manual – Test administrator manuals (STAAR ALT 2, TELPAS) Conduct that departs from the test administration procedures as established in these resources is considered a testing irregularity. Animated Frame Updates to Math & Writing Assessments Based on revisions to the mathematics TEKS, the STAAR mathematics assessments are changing for grades 3–8 in spring 2015 to align with the revised TEKS. – Raw score information provided in spring 2015 – New performance standards approved in summer 2015 – Pass/fail information provided in late summer 2015 – No SSI second or third administration for mathematics Updates to Math & Writing Assessments Based on revisions to the mathematics TEKS, graphing calculation devices are now required for all students taking the STAAR grade 8 mathematics test. – Required for general STAAR as well as STAAR L and STAAR A – Required for both paper and online administrations – Can be a handheld graphing calculator – Can be a graphing calculator application on a tablet Updates to Math & Writing Assessments • STAAR reference material for paper administrations – Printed in test booklet on perforated pages – May print and distribute (but not required) – If printing, use TEA website • STAAR reference material for online administrations – Available in online test through the exhibit window – May print and distribute (but not required) – If printing, use Pearson website Updates to Math & Writing Assessments • Beginning in spring 2015, field-test prompts will no longer be included in operational STAAR assessments. – Students will write two essays on the grades 4 and 7 writing assessments, one on each day. – Students will write one essay on the English I and II assessments. – The grade 7 writing assessment has been restructured to parallel grade 4. Updates to Math & Writing Assessments The purposes for writing have now been assigned to a particular day for grades 4 and 7. Grade 4: – Personal Narrative on Day 1; – Expository on Day 2 Grade 7: – Expository on Day 1; – Personal Narrative on Day 2 – Test design schematics for grades 4 and 7 have been revised to reflect this change. Using the DCCM • District and campus coordinators must be thoroughly familiar with the contents of this manual, the provisions of 19 TAC Chapter 101, and Test Security Supplement • The DCCM is set up to represent a chronological checklist. • Most documents are available as PDFs by clicking on the icons when viewing the DCCM on your computer. Links to websites are also available. • Coordinator Manual Resource Webpage (O-7 through O-9) General Program Information STAAR: 3-8, EOC STAAR Spanish: 3-5 • Available for ELL for whom Spanish is the most appropriate measure of academic progress STAAR L: 3-8, EOC Math, Science, SS • An online linguistically accommodated version of STAAR for ELLS who meet participation requirements. STAAR A: 3-8, EOC • An online accommodated version of STAAR for students who meet eligibility requirements STAAR Alternate 2: 3-8, EOC • An assessment based on alternate academic standards for students with significant cognitive disabilities receiving special education services TELPAS • Assess the progress that ELLs in K-12 make in acquiring the English language in the domains of listening, speaking, reading and writing. Allowable Test Administration Procedures and Materials for STAAR, STAAR Spanish, STAAR L, STAAR , and TELPAS (page O-12) Accommodations are changes to instructional materials, procedures, or techniques that allow students with a disability and ELLs to participate meaningfully in grade-level or course instruction and testing activities (0-13, O-14) • Accommodations for Students with Disabilities • Accommodations in Unexpected or Emergency Situations • Linguistic Accommodations for ELLs • Oral Administration • Paper Administrations of Online Administrations Calendar of Events Write in the changes to your calendar(big and small) – STAAR Alternate 2 testing window has been expanded to February 27, 2015(not reflected in calendar of events) – Administration date for STAAR grades 5 and 8 mathematics has shifted. (not reflected in calendar of events) – Grades 5 and 8 mathematics not offered in March – Administration of STAAR grades 5 and 8 mathematics moved to Monday, April 20, 2015 – All 5/20/15 Report dates have shifted to May 22, including report dates for grades 5 and 8 mathematics – Report dates have shifted. – TAKS will be offered in October, March, and July – NEW: Sheldon ISD’s TELPAS window has been expanded AGAIN…All information must be complete by 5pm on Wednesday, August 15: Campus deadlines will be Monday, April 13th. Training Requirements All district and campus personnel who participate in statemandated testing or handle secure test materials must meet eligibility requirements, be trained, and sign an oath. Testing personnel are required to receive annual training in test security and administration procedures and are responsible for complying with state assessment requirements. Optional Web-based Test Administrator Training Modules are available: Active Monitoring; Distribution of Test Materials; and Proper Handling of Secure Materials The superintendent and campus principal of each school district must develop procedures to ensure the security and confidentiality state assessments. Failure to report can subject the person responsible to the applicable penalties. These administrators will be responsible for notifying TEA in writing of conduct that violates security or confidentiality of a state assessment. Principals and campus testing coordinators are responsible for security and confidentiality of test materials on their campus. Test Security and Confidentiality Requirements It’s the Law! All assessments as defined under TEC 39.023 and 39.027 are considered secure, and the contents of these tests, including student information used or obtained in their administration, are confidential. As specified in the Test Security Supplement in 19 TAC Chapter 101, each person participating in the student assessment program is required to maintain and preserve the security and confidentiality of all test material and student data, and must also handle this information in strict accordance with the instructions contained in the DCCM, the Test Security Supplement, and in the test administrator manuals. 19 TAC §101.3031 It’s the Law! (b) Test administration procedures. Test administration materials shall include, but are not limited to, the following: (1) general testing program information; (2) requirements for ensuring test security and confidentiality described in the 2014 Test Security Supplement provided in this subsection; Figure: 19 TAC §101.3031(b)(2) (3) procedures for test administration; (4) responsibilities of personnel involved in test administration; and (5) procedures for materials control. TEST SECURITY • • • • Accounting for all secure materials and confidential student information before, during, and after each administration Ensure that only individuals permitted to have access to these materials and information are district personnel who meet the requirements, have been trained, and have signed the appropriate oath. Implement controls to ensure the proper storage and accurate tracking of secure materials through each state of the administration Documents used to account for materials should be completed accurately and carefully maintained in a location that would prevent them from being compromised Materials Security • District and campus coordinators are responsible for counting and verifying that all materials as listed on the contractor’s packing list have been received. • District coordinators must notify the testing contractor immediately if a discrepancy exists between packing lists and the actual inventory received. Secure Storage Areas (BAT CAVE) • Coordinators are required to place all secure materials in limited-access locked storage when not in use. Receiving and Distributing Test Materials • • • • • • Account for all boxes by checking the box numbers and the amounts against the packing list Notify DTC if materials are missing Place all secure materials in LOCKED storage when not in use. Keep materials for different administrations separate. TEST HOUND: used to track the inventory (scanning books into inventory feature) CTC will sign off on packing list and fax or email to DTC within 48 hours Keep packing list in your testing binder BEFORE: Plan for the receipt, storage and distribution of materials • Limited access to storage areas (only CTC & Principal) – Keep a log of anyone other that CTC enters the room without the CTC. • Test Hound: tracking materials • CTC or Principal should receive and deliver secure testing materials • Establish sign out and sign in procedures for materials • CTC must be aware that they are required • CTC are required to have procedures for verifying that all completed or voided answer documents are accounted for and correctly submitted for processing During Test Administration • • • • • • Verify and account for all secure test materials before & after testing each day Properly complete Materials Control Forms TA are responsible for student booklets and STAAR ALT 2 test administrator manuals until they are returned to CTC. When materials are returned you must initial the “IN” box. Verify that all test administrators have been issued the correct TA manuals, assessments, answer documents, student authorization letters (online), and accommodations lists and materials, calculators, and dictionaries Confirm that all students have been directed to and are present in their designated testing areas. After Test Administrations • • • • • • • • • • Ensure the return of materials is verified and noted on Materials Control form Account for every answer document AND every test booklet Verify that the correct score code, test taken information, and accommodations have been marked on each answer document and that all hand gridding and transcribing have been properly completed. NO ONE SHOULD ERASE STRAY MARKS OR DARKED ANSWER CHOICES Confirm that each examinee has recorded responses on his/her answer document Contact DTC if a blank answer document is discovered Confirm that all seating charts are accurately completed and contain the required information (TA, test session start and stop time) Follow procedures for returning materials to DTC ALWAYS Check storage area for any left items or stray items Maintain all inventory records Confidentiality Requirements Maintaining the confidentiality of the assessment program involves protecting the contents of all secure test materials, including test booklets, online assessments, student authorizations, completed answer documents, and TELPAS holistically rated components Confidentiality • • • • All testing personnel must undergo training and must sign the appropriate oath affirming that they understand their obligations concerning security and confidentiality of the state assessments BEFORE handling secure materials or administering assessments All tests must be administered in strict accordance with the instructions contained in the test administration materials No person may view, reveal, or discuss the contents of a test booklet or online assessment before, during, or AFTER a test administration unless specifically authorized to do so… No person may duplicate, print, record, write notes about, or capture any portion of a secure assessment instrument (including compositions) Confidentiality • • • Only students may respond to test questions, perform calculations, and create rough drafts to written responses TA who have permission to view secure materials in order to provide an approved accommodation must be reminded that they are viewing secure content, and that responding to test questions, recording the information they see, scoring the test, or discussing the contents of the test at any time is strictly prohibited. As a reminder, these individuals must sign an additional section of the oath (STAAR ALT 2 TA require more interaction with materials that typically permitted). NO person may review or discuss student responses or solicit information from students about test questions before, during, or AFTER a test administration. Penalties for Violation of Security and Confidentiality of Assessments It’s the Law! Violation of security or confidentiality of any test required by the Texas Education Code (TEC) Chapter 39, Subchapter B, is prohibited. A person who engages in conduct prohibited by the Test Security Supplement and in other test administration materials may be subject to a sanction of credentials. This includes any person who violates, assists in the violation of, or solicits another to participate in the violation of test security or confidentiality. Additionally, this includes any person who fails to report such a violation. Penalties for Violation of Security and Confidentiality of Assessments A person who engages in conduct prohibited by the Test Security Supplement and in other test administration materials may be subject to the following penalties: – placement of restrictions on the issuance, renewal, or holding of a Texas teacher certificate; – issuance of an inscribed or non-inscribed reprimand; – suspension of a Texas teacher certificate for a set term; or – revocation or cancellation of a Texas teacher certificate. Penalties for Violation of Security and Confidentiality of Assessments Release or disclosure of confidential test content is a Class C misdemeanor and could result in criminal prosecution under TEC §39.0303, Section 552.352 of the Texas Government Code, and section 37.10 of the Texas Penal Code. In addition, any irregularities in test security or confidentiality may result in the invalidation of student results. Document Retention Districts are required to securely maintain the following documentation for 5 years: • Signed security oaths for all testing personnel • Testing irregularity and investigation documentation • Inventory and shipping records (Materials control forms and records documenting the transfer of secure materials) • Seating charts for all test sessions, with start and stop times and then name(s) of the test administrator(s) recorded. Testing Irregularities Serious Irregularities constitute severe violations of test security or confidentiality must be investigated by the district coordinator immediately require a district to call or email TEA immediately to inform test security of the incident can result in the individual(s) responsible being referred to the TEA Educator Certification and Standards Division for consideration of disciplinary action Testing Irregularities Serious Irregularities - Directly or indirectly assisting students with responses to test questions; - Tampering with student responses - Falsifying TELPAS holistic ratings or STAAR Alternate 2 student responses - Viewing a test before, during, or after an assessment unless specifically authorized to do so; - Discussing secure test content, student responses, or student performance - Scoring tests, either formally or informally Testing Irregularities Serious Irregularities - Duplicating, recording, or electronically capturing confidential test content without permission from TEA - Fraudulently exempting or preventing a student from the administration of a required state assessment; or - Failing to complete TELPAS online calibration or practice activities in the online training course independently. - Encouraging or assisting an individual to engage in the conduct described above. - Failing to report to an appropriate authority that an individual engaged in any of the events listed above; Testing Irregularities The types of serious testing irregularities reported (state) in 2014 include – assistance, – unauthorized viewing or recording of test content, – discussing secure test content, – scoring/working students’ tests, – tampering, and – falsifying TELPAS/STAAR Alternate data. 2013-2014 Incident Reports Serious 210 Procedural 5177 How to AVOID Serious Violations • • • • Ensure that TA understand how to address students who might request assistance or drift off task during an assessment. Stress that test content should not be viewed or discussed even AFTER the test administration has been completed. This applies to discussion regarding the specific contents of the test. Discuss with TA the proper way in which students should be prompted to bubble in answer documents. Remind ALL campus personnel that erasing stray marks or darkening responses is strictly prohibited. Verify that all formula charts, graph paper, or scratch paper that are used or written upon are destroyed immediately after test sessions. Testing Irregularities Procedural Irregularities reflect minor errors or deviations in testing procedures do not represent severe breaches in security or confidentiality do not require a call to TEA unless guidance is needed by the district do not require supporting documentation Procedural Violations • Eligibility Errors – Eligible students not tested – Ineligible students tested • IEP Issues – Student was provided an unapproved or undocumented accommodation or was not provided a prescribed accommodation – Administered the wrong test • Improper Accounting for Secure Materials – Secure materials were not returned, checked in, and accounted for at the end of each testing day – Answer document(s), test booklet(s), or other secure materials were lost or misplaced Procedural Violations Monitoring Error • TA did not verify that a student recorded his or her responses and accepted a blank answer document. • TA left a room unattended when students or secure materials were present or when secure online tests were open and visible. • Secure materials were left unattended, or secure tests were left open and visible, during a lunch break, short break, or restroom break. • Testing personnel did not monitor students during a lunch break. • TA did not ensure that students worked independently during testing. • Students were not prevented from using cell phones or other electronic devices to take pictures, share posts, or send messages. • Student was allowed to remove secure materials from the testing area. Procedural Violations Other Procedural Errors • TA failed to issue the correct materials or students were provided nonallowable materials • Testing personnel who were not properly trained were allowed to administer tests or handle secure materials. • A student was permitted to test beyond the allowed time limit OR was not provided the full time allotment to complete a STAAR assessment. • A TA failed to use the test administration materials or failed to read aloud the bolded, scripted test administration directions verbatim as outlined in the TA materials. • A student was provided an unallowable accommodation. • A TELPAS writing collection was not submitted in accordance with required assembly criteria. How to avoid Procedural Irregularities • Open your Test Security Supplement to page 20 • Review the sections on how to avoid and how to address on pages 20-24 Tips to Avoid the Most Common Testing Irregularities – Ensure that test administrators have accurate testing rosters that include updated information about accommodations – Create accurate seating charts – Announce the time left to test in one hour intervals – Verify that students have recorded their responses on the answer document or in the online form – Ensure that principals, campus coordinators, and other staff are available to support test administrators and to monitor testing – Account for all test materials immediately upon materials check-in Student Cheating • If a district determines that a student is involved in a cheating incident, either by providing or receiving assistance, the district is required to invalidate the student’s test. • The district should contact TEA immediately if a student electronically captures (e.g., cell phone picture) any portion of a test or an answer document. • Any disciplinary actions taken locally against a student for cheating must be reported to TEA using the Locally Determined Disciplinary Action (LDDA) online form Investigating and Reporting Testing Irregularities • Each person participating in the Texas student assessment program is responsible for reporting any suspected violation of test security or confidentiality. Campus staff should notify their campus or district testing coordinator, and district coordinators should, in turn, notify TEA. • DTC must determine whether the incident is a serious or procedural irregularity and report the incident using the online form. • District officials must complete the Plan of Action section in the Online Incident Report and specify the steps they will take to prevent a reoccurrence of the irregularity. Online Incident Report Determine if the reported incident is procedural or serious. The serious irregularity incident report form has an area for required documentation to be uploaded. Description of Events For both procedural and serious irregularities, describe the incident and the findings from your investigation in the Online Incident Report form a) what happened and how it occurred, b) the sequence of events, c) information about how the problem was solved or remedied, and d) a district determination of events regarding the incident. Plan of Action Reports of both procedural and serious testing irregularities must include a Plan of Action that describes the steps a district will take to prevent a reoccurrence of the incident. – specifically address the irregularity type; – list the individual steps involved in the plan; – contain a timeline describing how and when the plan will be implemented; – describe how the district will collect feedback regarding the effectiveness of the plan; and – provide specific corrective actions for the district, campus, or individual(s) involved Highlights from the 2015 Test Security Supplement STAAR A – Train test administrators who are administering STAAR A on paper to use the non-secure front matter of the STAAR A test administrator manual posted on the STAAR A Resources webpage. – Do NOT use secure paper test booklets to train test administrators. – Reinforce that, unless authorized, no one may view secure testing material before, during, or after the administration. – Maintain time limits for administration. – Supply students with headphones, as needed. Highlights from the 2015 Test Security Supplement STAAR Alternate 2 Test administrators must be trained on test security for STAAR Alternate 2 prior to accessing secure test material. Campus coordinators should refer to the District and Campus Coordinator Manual and the Non-secure Front Matter in the STAAR Alternate 2 Test Administrator Manual. Highlights from the 2015 Test Security Supplement STAAR Alternate 2 Test administrators are responsible for maintaining the security of STAAR Alternate 2 test administrator materials during the preview period. • Use the Materials Preview Control Form. • Check-out materials only when in use. Highlights from the 2015 Test Security Supplement TELPAS Test administrators must independently complete TELPAS calibration activities. – answer sheets or notes that contain responses to TELPAS calibration activities are not allowed to be shared – notes created by raters during practice and calibration activities must be destroyed This information will be sent in an email prior to the February 16th calibration window opening. This information should also be shared during the Holistic Training with teachers. READ THE TEST SECURITY SUPPLEMENT!!!! District Monitors • District personnel will report to your campus on testing days • Ensure campus is secure and procedures are in place • Sign off on form and leave with CTC Building • Signs on entry doors (Testing in Progress Visitors Must Sign In) • Sign on the secure storage room • Materials are locked up • Hallways and classrooms do not have materials on the wall that would assist with that the subject being tested that day • Examples: Calendar for math, capitalization for ELA, map for SS, periodic table for science • Student materials on the desk – No personal items on desk or under desk (Secondary: purses and bags at the front of the room) Late Arrival • Campus should have a procedure in place – Ask where it is so you can observe it • Area assigned for students to report if late to testing • Control documentation is being used for materials that may be going to a late arrival area • Materials are being collected for late/absent students and kept secure • Attempts are being made to contact missing students • Directions are being read to late students • Students are escorted to class (not carrying their own testing materials) Secure Room • Control Document: – test administrators are counting materials and signing out on form before testing – CTC is counting and signing in materials at the end of testing • Materials • Unused materials are not in the open and are secured • Locked • Room is locked when the CTC is not present • Secure Room Sign • There is a sign on the room indicating that it is the “secure” testing room • Limited Access – There should be VERY Limited access to the secure room Environment • Bells should be off • Announcements should not be made once testing begins – Those capable of making announcements have been notified and nobody makes announcements until the CTC says the building is clear of testing – Plan should be in place for emergencies • Hall monitors and restroom monitors should be present • Those not involved in testing should not be in the testing areas • Enrollment continues Seating Charts • • • • • • • Must be completed and posted on the doors once testing has started Do not interrupt the test administrator during directions to have this posted…please wait until after directions Start and stop times must be documented on the seating chart. Individual student breaks where time is allowed to stop must be documented (medical reason, overflow, different starting time) Group breaks (lunch) must be documented on the seating chart Student names, seat numbers, test booklet numbers, start and stop times, and all test administrators/relievers present in the testing room must be on the seating chart before it is given to the CTC Assigned seats need to be different if testing over more that one day with the same students Cell Phone Policy • Secondary: Policy should be posted (sign or on electronics logs) • Check to see what the campus procedure is on collecting materials and communicating with students about electronic devices Actively Monitor • Test Administrators are – – – – – – – • Reading the directions word for word Observing the process of testing but not assisting OR reading the test Not bubbling in on answer documents other than the score code and test date for EOC Monitoring students Moving around the room; able to view all students (no blind spots) Reminding students of time left to test during required intervals (3 hours, 2 hours, 1 hour, 30 minutes, 15 minutes, 5 minutes, and 1 minute) Materials are collected immediately once the time has ended Hall and Restroom monitors are – – – Ensuring the halls are quiet and only certified testing personnel are entering testing areas RR monitors are supervising students in line ( no talking) Students are signing in and out for the RR Logistics • Ask where all testing is occurring • Be aware of small group testing • Be aware of oral administration testing rooms or other tests that will have different requirements (STAAR L/STAAR A Online ) • LUNCH: ask the CTC for the lunch procedure – Are students (still testing) being supervised during lunch One Hour Rule • One Hour Rule: campuses have one hour once testing has begun to determine if any students have been administered to wrong test or accommodations. This may be corrected as long as it is discovered within the first hour of testing – Special population (ELL, Sped, 504) designees have checked that students have received the appropriate test versions and accommodations – Special population designees are checking students the morning to ensure students are in the correct testing rooms with correct accommodations (if applicable) • Tubs may be checked prior to the day of testing Additional items to monitor • Campus Testing Coordinator is available • Campus Principal is available • Ratio is 1 test administrator to 30 students • Strategies may not be covered once the teacher receives secure materials Documentation Forms • Forms will be found on the Testing & Assessment Webpage – 2015 Campus Monitoring Documentation • Complete and give to your assigned CTC after each day of testing – 2015 Campus Monitoring Oath • Complete and give to DTC (I will make copies to give to each campus and to return to you for your records) – 2015 Campus Monitoring Assignments • Please get a sub to cover your assignment and email me with the change. STAAR Test Session Time Limits • STAAR and STAAR Modified English I and English II assessments will have a five-hour time limit. • All other assessments (STAAR, STAAR Spanish, STAAR L, and STAAR Modified) will have a four-hour time limit. • The time period begins after the test administrator reads directions and tells students to begin working on their tests. SISD Time Reminders 3 hours remaining (required) 2 hours remaining (required) 1 hour remaining (required) 30 minutes remaining (SISD) 15 minutes remaining (SISD) 5 minutes remaining (SISD) 1 minute remaining (SISD) STAAR Test Session Time Limits • Test administrators must use a clock or timer. • Test administrators must communicate (orally or in writing) the amount of time left to test in onehour intervals. • Students must record all responses by the end of the test session time period. • Start and stop times must be recorded on the seating chart. Active monitoring includes the test administrators monitoring that students are marking answers on the answer document. STAAR Test Session Time Limits •Multiple test sessions are allowed as long as the test session time limit is maintained. •Breaks are allowed during the administration of STAAR assessments. -Some breaks are included in the time limit and the time clock cannot be stopped (e.g., water breaks, snack breaks, bathroom breaks, short physical or mental breaks) -Some breaks are NOT included in the time limit and the time clock should be stopped and restarted when the student(s) resumes testing (e.g., lunch, emergencies, movement of students, medical breaks). Late Arriving Students • Have a plan in place for these students (read directions, testing location, note on seating chart of time, must still be allowed the full amount of time) Lunch • If stopping for lunch, students must place their answer documents inside their test booklet so that all secure materials can be collected and placed in locked storage. • Students must be monitored by trained staff and are not allowed to discuss any test content. Extra Time (same day)Accommodation is for eligible students with disabilities and for ELLs. The accommodation must be documented. The student is allowed to test until the end of the school day. Make-up testing must be completed by the end of the testing window as specified by the Calendar of Events. Seating Chart • Must include student name, ID, test, booklet number, seat assignment, test administrator and any other monitors that supervised the students • Start and stop times (stop time could be before the four/five hours…when the room has finished) • We will use the forms created in Test Hound • Absent students MUST be noted or crossed out on the form. Honor Statement EOC Assessments: TA are provided instructions for prompting students to complete the honor statement but are not required to verify that examinees have signed the statement. Reference Materials, Scratch Paper, Graph Paper, and Charts PAPER TESTS • Reference materials for STAAR math & science assessments AND graph paper for STAAR math assessments will be included in the test booklets. • These may be removed from the book. They must be collect (by TA) and shredded (by CTC) • Scratch paper may be provided (You may have it available but don’t pass it out to every student). If used, it must be collected and destroyed. ONLINE TESTS • Reference materials are available as online tools, they may also be printed and distributed. • Reference materials printed must be printed from the Pearson website. • Scratch paper should be provided for writing, English EOCs, and math test. • Scratch paper should be available for all other tests. • Reference materials and scratch paper needs to be collected and shredded. Principals and campus testing coordinators play a critical role in ensuring that each test administrator is actively monitoring and that all testing personnel are adhering to the proper assessment procedures. Dictionary Policy (S-8) • • Reading assessments at grades 6-8 Writing assessments, including revising and editing, at grade 7; and English I/II EOC The following are allowed: • Standard dictionaries in English • Dictionary/thesaurus combinations • Bilingual dictionaries* • ESL dictionaries* • Sign language dictionaries* The minimum schools need is one dictionary for every 5 students *Bilingual and ESL dictionaries should be provided in accordance with individual needs. An ELL or other student may, as needed, use more than one of the above dictionaries. Calculator Policy(S-9, S-10) • • Calculators are required for grade 8 math, Algebra I and biology Calculators are NOT PERMITTED for students taking STAAR 3-7 math or STAAR 5 and 8 science unless the student meets the eligibility for an accommodation. Graphing calculators are required • Grade 8 STAAR, STAAR L, STAAR A • Algebra I STAAR, STAAR L, STAAR A EOC Four-function, scientific, or graphing calculator is required for Biology STAAR, STAAR L, STAAR A EOC. There should be at least one for every 5 students testing (paper and online). Calculator Guidelines Memory must be cleared before and after tests Calculators that have a computer algebra system (CAS) are not allowed. Electronic devices that provide access to the Internet, have photographic capabilities, or have a calculator as an application are not allowed Calculation devices on smart phones are NOT allowed Allowable Test Administration Procedures and Materials • During state assessments, certain test administration procedures and materials may be provided to students based on their needs. In general, these procedures and materials are available to any student who regularly benefits from the use of these procedures or materials during instruction. A student cannot be required to use them during testing. • Allowable test administration procedures and materials are not considered testing accommodations, so using them during a state assessment does not require that they be recorded on students’ answer documents. Allowable Test Administration Procedures and Materials • Signing test administration directions for a student who is deaf or hard of hearing • Translating test administration directions into the native language of an English language learner • Allowing a student to read the test aloud to facilitate comprehension • Reading aloud or signing the writing prompt to any student who requests this assistance • Providing reading assistance on the grade 3 mathematics test for any student; however, if a student needs the entire test read aloud, the eligibility criteria for oral administration must be met Allowable Test Administration Procedures and Materials • Making the following assistive tools available: scratch paper, color overlays, blank place markers, magnifying devices, highlighters, colored pencils, or crayons • Using tools to minimize distractions or to help maintain focus (e.g., stress ball, noise-reducing headphones, or instrumental music [no lyrics] played through an individual student’s headphones or ear buds) • Conducting individual and small-group administrations • Reminding students to stay on task Accommodation Black Out & Update Deadlines Overview of STAAR Accommodation Changes for the 2015 Calendar Year • New eligibility criteria for oral administration, supplemental aids, math manipulatives – Identified with dyslexia or a related disorder per TEC §38.003 • • Standardized Oral Administration (SOA) available in additional grades and subjects Grade 8 mathematics deleted from calculation devices (calculator required now) Student with Disabilities • A student may be eligible for accommodations on a state assessment if he or she – receives special education services and meets established eligibility criteria for certain accommodations – receives Section 504 services and meets established eligibility criteria for certain accommodations – does not receive special education or Section 504 services but has a disabling condition and meets established eligibility criteria for certain accommodations (i.e., general education) Student with Disabilities • Accommodations must be individualized to address the specific needs of each student. • Some accommodations might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment. • Accommodations should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year. • Accommodations should be documented in the appropriate student paperwork. Student with Disabilities • Accommodations are not necessary for every student. • Accommodations are not changes to the performance criteria or the content. • Accommodations are not intended to provide an advantage to a student with a disability. • Accommodations should not be provided to a student without evidence of effectiveness from year to year. Accommodations Triangle Type 1 Type 2 Type 1 accommodations are approved locally based on specific eligibility criteria. The decision to provide these accommodations is made by the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team). Type 2 accommodations require TEA approval to use during a state assessment. The appropriate team of people at the campus determine whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form to TEA. Accommodation type This section provides a general description of the accommodation. This section lists the assessments for which the accommodation may be used by eligible students. This section lists the eligibility criteria that must be met in order for the student to use the accommodation on a state assessment. This icon indicates whether an Accommodation Request Form is required. This section describes who can make accommodation decisions for students, where to document these decisions, and what to record on the answer document. This section describes the specific examples/types of accommodations that may be used on the state assessment. This section outlines special instructions and considerations about the accommodation that educators must be aware of when making the decisions to use the accommodation and when administering the assessment with the accommodation. The Accommodation Request Process • Contact the DTC if your campus will be submitting and ARF. • The district testing coordinator is the primary contact person for schools when questions arise. • Any educator may fill out the necessary information however, the DTC will submit the Accommodation Request Form in order for the request to be reviewed by TEA. The Accommodation Request Process • TEA will provide additional procedures specific to the requested accommodation with any approved Accommodation Request Form. – The district/campus testing coordinator must ensure that the test administrator receives special training to administer an assessment with an approved accommodation if special guidelines accompany the approved request. • Accommodation requests must be approved by TEA before a student can use the accommodation on a state assessment. Documentation in the appropriate paperwork should state “pending TEA approval.” The Accommodation Request Process • Accommodation Request Forms must be received by TEA at least one week prior to testing. Late requests will NOT be processed unless circumstances involving the student change after the deadline. – See the 2015 Online Accommodation Request Submission Deadlines document also located on the Accommodations for Students with Disabilities Taking State Assessments website. • The expiration date for all approved Type 2 accommodations is December 31st of the year the request is approved. Special Note Regarding Technology • Students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable. – Therefore tablets, smart phones, or iPods may not be used during an administration. – See STAAR Calculator Policy for grade 8 mathematics exception. Recording Accommodations on the Answer Document • GA = general accommodation • BR = braille administration • LP = large print administration • OA = oral administration • XD = extra day • LA = linguistic accommodation Accommodations in Unexpected or Emergency Situations When an unexpected or emergency situation (e.g., broken arm, lost eyeglasses) occurs just prior to or on the day of the state assessment, it may or may not be necessary to contact TEA. • No need to contact TEA – • No need to contact TEA – • Make available test administration procedures and materials allowed for any student. Make available Type 1 accommodations. Consideration should be given to accommodations that the student can independently use (e.g., for the student who does not have his/her prescribed eyeglasses, consider use of a projection device or a largeprint test booklet prior to considering an oral administration by a test administrator). Contact TEA – If the student’s needs cannot be met with Step 1 or 2, consider Type 2 accommodations and contact TEA. 2015 Accommodations for Students With Disabilities Webpage http://tea.texas.gov/Student_Testing_and_Accountability/Testing/Student_Assessment_Overview/Accomm odation_Resources/2015_Accommodations_for_Students_with_Disabilities_Taking_State_Assessments/ • • • • • • • • • • Training PowerPoint: Testing Accommodations for Students with Disabilities Accommodation policy documents in the Accommodations Triangle 2015 Online Accommodation Request Submission Deadlines Training PowerPoint: Supplemental Aids for STAAR, … General Instructions for Administering Large-Print State Assessments General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing General Instructions for Administering Braille State Assessments 2015 Linguistic Accommodations for ELLs Participating in the STAAR Program Font and Point Sizes Matrices for STAAR, STAAR Spanish, STAAR L, STAAR A, TELPAS, and TAKS Transcribing Griddable Questions Training Document and Student Documents Animated Frame STAAR A is an accommodated version of STAAR for students who meet eligibility requirements. STAAR A will be administered for the first time in spring 2015. Grade/Cours e Subject 3 mathematics and reading 4 mathematics, reading, and writing 5 mathematics, reading, and science 6 mathematics and reading 7 mathematics, reading, and writing 8 mathematics, reading, science, and social studies EOC Algebra I, English I, English II, biology, and U.S. history STAAR A will be administered online and will include online tools, embedded accommodations to selections and test questions, and accessibility features. Tools Embedded Accommodations Accessibility Features Answer Eliminator Pop-ups Text-to-Speech Highlighter Rollovers Zoom Eraser Blank Graphic Organizers Color and Contrast Pencil Writing Checklists Place Marker Notepad Dot Tool* Line Tool* Ruler* Calculator* Reference Materials* *These tools are subject-specific and only appear in subject tests where they are relevant. • STAAR A will be the same as STAAR in the following ways: – – – – – • passing standards time limits assessed curriculum test blueprint progress measures STAAR A will be different than STAAR in the following ways: – no field test questions – online administration – embedded accommodations and accessibility features STAAR A Eligibility Requirements • • STAAR, with or without allowable or approved accommodations from the accommodation triangle, should be the first consideration. If a student cannot access STAAR with or without allowable accommodations, he or she must be receiving the following services in order to consider STAAR A: – students with identified disabilities who are receiving special education services – students identified with dyslexia or a related disorder (as defined in Texas Education Code §38.003) who are receiving Section 504 services Special Situations • STAAR A is only offered in English. • For students who are eligible for STAAR A but who are deaf or hard-of-hearing and cannot access the text-to-speech function, a signed administration is allowed for those parts of the test that can be read aloud. – A student does not have to be eligible for an oral administration to receive a signed administration of STAAR A. – The test administrator should also read the specific guidelines for signing test content included in the document titled “General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing,” located on the Accommodation for Students With Disabilities webpage. Grade 4 Writing • • • For the 2015 administration of STAAR A, it is not necessary for students taking 4th grade STAAR A writing to meet the eligibility criteria for Basic Transcribing. This specific group of students may have their writing compositions transcribed into the online form in TestNav in accordance with guidelines listed in the accommodations triangle document for Basic Transcribing. – Note: This is not a requirement of the administration and decisions regarding this provision must be based on individual student need. TEA will review this policy for subsequent administration years. Students in all other grades and subjects must meet the eligibility requirements for Basic Transcribing as described in the corresponding document found in the accommodations triangle. STAAR A Resources • TEA’s STAAR A Resources webpage is located at http://tea.texas.gov/student.assessment/STAARA/ • TEA recommends that teachers become familiar with STAAR A and help guide students through practice selections and test questions until they are comfortable with the STAAR A online testing interface and accommodations. – – – – demonstration video for teachers and test administrators sample selections and test questions student tutorials with practice selections and test questions student tutorial administration directions STAAR A Resources • Other resources available that may be helpful in preparing students to take an online test include: – STAAR Writing Tool (ePAT) includes instructions on how to use the typing tools for the written composition: http://www.texasassessment.com/training_resources/onlinet esting/ – STAAR L Student Tutorials and Practice Sets to practice using pop-ups and rollovers: http://tea.texas.gov/student.assessment/ell/staarl/ – SOA Student Tutorial to practice using text-to-speech: http://tea.texas.gov/student.assessment/soa/ Animated Frame Test Participation Decisions Assessment decisions for ELLs must be made on an individual student basis by the LPAC, and in the case of an ELL receiving special education services, by the ARD committee in conjunction with the LPAC. NOTE: Decisions for an entire grade or program are not authorized (e.g., all 4th grade students in a bilingual program take the Spanish-version reading assessment and English-version mathematics assessment) STAAR Spanish and STAAR L STAAR Spanish For any student for whom a Spanish version of STAAR is the most appropriate measure of academic achievement • Available in grades 3–5 only STAAR L ELLs for whom all of these apply may take STAAR L: STAAR Spanish not most appropriate measure of academic progress (or does not exist at student’s grade) Student has not yet attained advanced high TELPAS reading rating in grades 2 and up. Student is within first 3 years in U.S. schools (if unschooled asylee/refugee, first 5) ELL Participation in STAAR A and STAAR Alternate 2 • • • • Assessment decisions for ELLs also served by Special Education are made by the ARD committee in conjunction with the LPAC. ELLs with disabilities who meet eligibility requirements for STAAR A may take this assessment. ELLs receiving special education services who meet requirements for STAAR Alternate 2 may take this assessment. ELLs participate only on the basis of disability, not second language acquisition. Differing Degrees of Linguistic Accommodation STAAR (English) Limited degree of linguistic accommodation STAAR L Moderate to substantial degree of linguistic accommodation STAAR A Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test STAAR Alternate 2 No specified linguistic accommodations; assessment design allows other languages and communication methods to be used as appropriate STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable. Linguistic Accommodations STAAR Math, Science, Social Studies • Bilingual dictionary • Extra time (same day) Reading, Writing, English I, English II • Grades 3–5: Dictionaries of various types* • Extra time (same day) • Clarification in English of meaning of words in • writing prompt (applies to all assessments listed above) • short-answer reading questions (English I-II only) *Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy Linguistic Accommodations STAAR L Math, Science, Social Studies • Clarification in English of word meaning* • Reading aloud of text* • Bilingual dictionary • Extra time (same day) *Provided in online interface (NOT THE TA) Linguistic Accommodations STAAR A Math, Science, Social Studies • Clarification in English of word meaning • Bilingual dictionary • Extra time (same day) Reading, Writing, English I, English II • Clarification in English of word meaning • Dictionaries of various types (grades 3–5)* • Extra time (same day) *Dictionary access to be provided for all students in grade 6 and up. English Dictionary Definition Definitions of English words 3-5 Reading 4 Writing 3-8 Math 5/8 Science Bilingual Dictionary ESL Dictionary Monolingual Dictionary Picture Dictionary Electronic version of an Define English English dictionary; may words using also have a translation simpler words feature Dictionary in another language that has definitions (Spanish Dictionary) Conveys word meaning through drawings or photographs Accommodation Accommodation Sped or 504 Sped or 504 Linguistic Linguistic Accommodation Sped or 504 Linguistic Accommodation Sped or 504 Linguistic Accommodation Linguistic Accommodation Linguistic NOT ALLOWED Accommodation Linguistic NOT ALLOWED NOT ALLOWED NOT ALLOWED NOT ALLOWED Accommodation Linguistic NOT ALLOWED NOT ALLOWED (students may have access NOT ALLOWED NOT ALLOWED NOT ALLOWED NOT ALLOWED NOT ALLOWED NOT ALLOWED Used to translate words from one language to another. Does not give definitions Electronic Dictionary (students may have access to look up definitions) to look up definitions) 8 Social Studies NOT ALLOWED Accommodation Linguistic NOT ALLOWED English I/II Allowed for any student Allowed for any student Allowed for any student Allowed for any student Accommodation Linguistic Accommodation Linguistic Algebra I, Biology, US History NOT ALLOWED Accommodation Linguistic NOT ALLOWED Accommodation NOT ALLOWED NOT ALLOWED (students may have access to look up definitions) (students may have access Linguistic to look up definitions) STAAR L Online Student Tutorials • Information about minor updates to grades 3–8 is available at http://www.tea.state.tx.us/student.assessment/ell/staarl/ • Administration directions for each tutorial are also posted • Tutorials should be used to familiarize students with clarification and read aloud accommodations and standard TestNav tools • Test administration directions for 2015 STAAR L assessments will assume some familiarity with online interface – SAY directions to include info about TestNav tools specific to STAAR L (e.g., Word and Sentence tools) – See Appendix for optional directions for the general TestNav tools (e.g., Highlighter and Eraser tools) STAAR L Practice Sets • Practice sets consist of approximately 20-25 items for each STAAR L assessment • Minor changes made to 3–8 mathematics sets; not all items may be applicable to new TEKS • Available at http://www.tea.state.tx.us/student.assessment/ell/staarl/ • Available in online format so that students may experience the items as they will be presented in the operational administration STAAR L EOC Eligibility For EOC, eligibility for STAAR L can be carried over from spring to the July and December administrations. Special English I EOC Provision TAC §101.1007 For ELLs who ― • have been enrolled in U.S. schools 3 school years or less (5 or less if qualifying unschooled asylee/refugee) and • have not yet attained TELPAS advanced high reading rating in grades 2 and up. Why these provisions? In English I and ESOL I courses, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments. Special English I EOC Provision TAC §101.1007 When enrolled in an English I/ESOL I course, an eligible ELL shall not be required to retake the assessment each time it is administered if the student passes the course but does not pass the test. NOTE: • Students are not exempt from testing while in the course. • This provision does not apply to English II. • This provision is not tied to any particular graduation plan. STAAR L and SSI • For 2014–2015, 5th and 8th grade students assessed with STAAR L in mathematics will be held to the same SSI requirements for reading, including retesting, as students taking the general STAAR. • SSI requirements for 5th and 8th grade mathematics are suspended for the current school year. Exemption for Qualifying Asylees and Refugees • 19 TAC §101.1005 allows for the exemption of certain qualifying ELL asylees and refugees from being administered a STAAR assessment in grades 3–8. • This exemption only applies to those unschooled asylees and refugees in their first year in U.S. schools. ELLs with Parental Denials TAC §101.1005 (f) These students are not eligible for special ELL assessment, accommodation, or accountability provisions ― • No testing in Spanish • No linguistic accommodations during testing • No English I EOC special provision • No unschooled asylee/refugee provisions Assessing New Immigrants Who Know Little English • In isolated situations, if completing an assessment is not in the best interest of a student (e.g., a newly arrived ELL who has extremely limited English skills), the campus may make the determination to submit the test for scoring without requiring the student to complete test. • This decision should be documented and communicated to student’s parents after the test administration. Keep in Mind… Paper testing will not be approved simply because a student: knows very little English has limited exposure to computers What is TELPAS? • • • Fulfills federal requirements for assessing the English language proficiency of ELLs in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing. Grades K-1: holistically rated observational assessments of listening, speaking, reading, and writing Grades 2-12: multiple choice online reading tests in six grade clusters (2, 3, 4-5, 6-7, 8-9, and 10-12), holistically rated student writing collections, and holistically rated observational assessments of listening and speaking Eligibility Requirements • • All K-12 ELLs are required to participate in TELPAS, including students classified as LEP in PEIMS who have parental waivers. This also includes foreign exchange students and homebound students who may be classified as LEP. RARE Circumstances in which a student may not be required to participate in one or more TELPAS language domains include: – – ARD Decisions- Participation must be considered on a domain-by-domain basis and be related to the students particular disability. The reason for not participating must well documented by the ARD and LPAC. Newly Enrolled ELL-Holistically Rated Domains- An ELL from another TX school, state, or country who enrolls on or after the first day of the TELPAS window (March 17) will not be assessed by the receiving school district in the holistically rated domains, but will participate in the TELPAS reading test in grades 2 – 12. Texas English Language Proficiency Assessment System K–12 • • • • Listening (10%) Speaking (10%) Reading (50%) Writing (30%) Procedures to Ensure Validity and Reliability All language domains, K-12: To determine students’ ratings, collaborate with other teachers of these students. Collaborating with another teacher for listening and speaking Writing, Grades K-12 All writing collections are rated a second time, and if the ratings differ, resolution ratings are provided and used. All students are assigned two raters (Rater 1 must meet the rater criteria; rater 2 must be a trained rater) Rater Credentials (Rater 1) • Have the student in class at the time of the spring assessment window • Be knowledgeable about the student’s ability to use English in instructional and information settings • Hold valid Texas education credentials • Be appropriately trained in the holistic rating process as required by the TELPAS administration materials • Rate the student in all domains Primary Rater: sign off on PLD for all domains, complete TELPAS cover sheet front, initial and sign off on the back of the Coversheet, complete TELPAS Rating roster with all ratings. Rater 2 • Must be a trained rater • Will be the additional rater for the assigned writing collections 2nd rater: turn in completed Rater 2 PLD for writing, sign as the additional rater on coversheet, sign off as the additional rater on the Rating Roster(s). Rating Parties • Rater 1 and Rater 2 will need to meet if there is a difference in writing ratings. They must agree to a rating. If they cannot agree, a third person must rate the collection. • The rating rosters and coversheets can be completed once the final decision for the writing rating has been established. Collaborating Teacher • Needs to be familiar with the Listening and Speaking PLD (does not have to complete the online training activities) • Will complete the listening and speaking PLDs for ELL students for rater 1 to use as input. • Campuses will develop a procedure for PLDs to be given to the collaborating teacher and for the completed PLDs to be given to the raters. • Keep all the PLDs in the student TELPAS folders Spring TELPAS Administration Procedures Training and Assembling/Verifying Training During the TELPAS Administration Procedures Training, testing coordinators review key information from the TELPAS Rater Manual to prepare new and returning raters to proceed with online holistic rating training. The Assembling/Verifying Training is an online training module. TELPAS Training Flowchart TELPAS QUALITY TEAM • May not serve as a rater • Verify the writing collections • Secondary level: Assemble the writing collections • Complete the Assembling and Verifying Module • Sign the appropriate oath before handling writing samples TELPAS Training • Staff must be trained on TELPAS writing collection requirements and procedures for completing the rating process • Campuses will need to communicate deadlines for writing samples, ratings, and completion of paperwork/rating entries. • Campuses should provide time for teachers to meet to develop writing prompts prior to the writing window opening • Sample writing prompts for all subject areas are available in the TELPAS Rater Manual. • Stress to staff to make the writing prompts specific. Assembling Writing Collections • Must contain a minimum of 5 writing samples and must include at least one past tense narrative and at least 2 academic writing samples from math, science, or social studies • Only writing assigned on or after February 16th may be considered. • Writing should reflect the student’s current proficiency level Assembling Writing Collections • All writing assignments must include the student’s name and date • Cover sheet and verification checklist must be completed and stapled to the student’s writing collection. • Photocopies of classroom writing may be included in the writing collection as long as pages are clear and legible • Writing samples may be typed provided that the spell check and grammar check are disabled • DTC must submit a testing irregularity if writing ratings submitted are based on incorrectly assembled writing collections Writing samples may Not Include: Worksheets and question-answer assignments Teacher comments or corrections Copied language Papers that are brief, incomplete, or rushed Papers in which student relies heavily on resources (dictionary, thesaurus, etc.) Polishing /editing from peers or teachers Papers written primarily in student’s native language Verifying the Writing Collection Verifier will complete/sign the checklist • Each collection contains at least 5 total writing samples • Each writing collection includes at least one past tense narrative and at least two academic writing samples from science, social studies or math • All writing assignments include the student’s name and date • No writing samples come from before February 16, 2015 • No papers showing teacher corrections are included • No worksheets or question-answer assignments are included • Each collection includes samples written in English Verification Process TELPAS Quality team will verify the collections two times 1. Prior to rating, team will ensure collections meet requirements. If not, writing will be return to rater or teacher. 2. After ratings are complete, team will ensure that all writing that was used for the rating meets the requirements. This is when the verifier will sign the coversheet. Not that the RATER 1, not the verifier, is solely responsible for ensure that the following types of papers are NOT included: • Papers containing language directly copied from a textbook, lesson or other written source • Papers in which the student relies heavily on a dictionary or thesaurus • Papers that have been polished through editing by peers, parents or teachers • Papers that are too brief, incomplete, or obviously reflect writing that was rushed Years in US Schools Data Collection • • • Students must be enrolled for 60 consecutive school days in a school year for that year to count as a year in US schools. The count restarts at day 1 only for students who have yet to meet their 60-day requirement and withdraw from a U.S. school, but don’t re-enroll in another U.S. school for 10 or more consecutive school days. ELL students enrolling in U.S. schools for the first time within the final 60 school days of a school year will be considered to be in their first year in U.S. schools for the following school year. Years in US Schools Data Collection Important Reminders • Districts cannot change the value for years in U.S. schools submitted in a previous school year. Districts use the data previously submitted to inform data that will be submitted this spring. • The number of years in U.S. schools on record for a student cannot decrease. The value will either remain the same or increase by 1. • THIS MUST BE CORRECT IN TAMS BEFORE THE TELPAS WINDOW CLOSES Additional Data Collection Information • Required data collection for ELLs with extenuating circumstances: – Unschooled ELL asylees/refugees – Students with Interrupted Formal Education (SIFE) • These data can be submitted and updated through the Student Data Upload process. • These data can also be entered on the TELPAS Student Registration Details page of the Assessment Management System. Key Dates for Holistically Rated Components Date Activity 1/12 Assembling and Verifying Grades 2–12 Writing Collections Course available 1/23 End date for district coordinator training—all TELPAS components 1/26 Online basic training courses for new K–1 and 2–12 raters available 1/26 Supplemental support provider recorded Web-based training available 2/6 End date for campus coordinator training—holistically assessed components 2/16 End date for training raters and verifiers on administration procedures 2/16 Earliest eligibility date for TELPAS writing samples 2/16 Calibration window opens for new and returning raters—first 2 sets 2/25 Third and final calibration set available 3/16–4/8 TELPAS assessment window Deadline for all to complete will be April 13th 4/09– 4/10 TELPAS data verification window We have been given permission to extend our window to April 15th TELPAS Reminders • Individuals must complete state-required training and calibration activities to be raters. • Those who complete all requirements but don’t successfully calibrate by the end of set 3 may be raters if the district chooses, but districts must provide rating support in a manner that assures valid and reliable assessment. • Districts must implement validity and reliability checks during the testing window. TELPAS Reminders • It is a violation of state assessment procedures and a serious testing irregularity to record, discuss, or share answers to the rating practice and calibration activities. – NEW: After completion of calibration activities, raters must destroy all notes taken about specific student profiles. • Returning raters who have not completed calibration activities within the last three (since 2012) school years are required to complete the online basic training course before calibrating. Final Data Verification Window TEA just granted another extension for us….. • All online tests must be completed by April 10th • (They should all be schedule to be completed by Wednesday, April 8th) • All ratings must be completed and entered by April 13th. TELPAS Student Tutorials • • As in the past, tutorials are separate from tests. Tutorials are recommended for students new to TELPAS • Several different test item formats No sample items with test Tutorials available at http://www.TexasAssessment.com/TELPAStutorials TELPAS Release of Spring 2014 Grades 2–12 TELPAS Reading Tests There was a full release of TELPAS forms for all grade bands in fall 2014. These are released in the online format to allow them to be seen in the TestNav environment, just as the students see the operational test. These released tests can be accessed from http://tea.texas.gov/student.assessment/ell/telpas/released-tests/ TELPAS Reading Tests • Reading test administrators must be trained • CTC will organize test sessions • Plan for all of your online testing (including make-ups) to be completed by April 10th. • Every attempt must be made to test absent students through April 15th. TELPAS Reading Tests Due to the extension we have been granted, campus will now have until April 10th to complete all testing. • Elementary campuses may test 2nd and 3rd grade online testers during the week of March 23rd and then test 4th and 5th graders during the week of April 6th. You may still test 4th and/or 5th grade during this week if you choose to do so • Due to the added days, a COW will not be provided at CE or SE. Animated Frame Receiving Reports • You will receive an email letting once the reports have been released • You will need to login to TAMS and select View Publish Reports • You will be notified once the reports are in district. STAAR Reporting • EOC and 3–8 will have separate data files/reports • All reports will be provided online in PDF format • STAAR, STAAR Spanish, STAAR L, STAAR A, and STAAR Alternate 2 will all be reported on the same file • Changes between 2014 and 2015 are shown in italics STAAR Standard Reports • • • • • • • Confidential Student Reports (CSRs) Confidential Student Labels Confidential Campus Rosters Campus and District Summary Reports— including constructed response, phase-in, combined, and cumulative history (grades 5 & 8 retests) summary reports Data Files – individual student data files Item Analysis Summary and Individual Reports (STAAR reading, writing, science, and social studies for grades 3–8 and all EOC subjects) Images of Essays and Short Answers (provided no later than two weeks after the due in district date for the paper reports) STAAR EOC – Summary of Changes • • • • STAAR A reported on separate rosters and summaries like STAAR L STAAR A students included in cumulative history New Level II Phase-In 3; Level II Phase-In 2 has been adjusted lower (do not compare Phase-In 2 in 2015 and beyond to Phase-In 2 in 2014 and prior) Combined Summary Report has been added EOC Reporting – CSRs • One page per subject • Includes explanatory text (no parent brochures) • PDF online; Paper copies shipped to district (two copies per student) • Same data will be available in the student portal • Includes STAAR or ELL Progress Measure where applicable EOC Reporting – Labels • Cumulative results for STAAR, STAAR L, and STAAR A will be provided – Report the administration with the highest scale score (with an ‘S’ score code) if the student passed – Report the latest administration if the student has not passed • Current administration results for STAAR Alternate 2 will be provided EOC Reporting – Rosters • • • • • • Separate rosters for each subject Separate rosters for STAAR, STAAR L, STAAR A, and STAAR Alternate 2 “All Students” “Students Not Achieving Satisfactory Performance” (not provided for STAAR Alternate 2) Includes STAAR or ELL Progress Measure where applicable PDF online • • • • Algebra I example STAAR Progress Measure will have values when it is applicable and can be calculated (ELL Progress Measure will be blank) ELL Progress Measure will have values when it is applicable and can be calculated (STAAR Progress Measure will be blank) If a Progress Measure was applicable but could not be calculated, three dashes will be present (no information available) EOC Reporting – Summaries • One page per subject • Separate summaries for STAAR, STAAR L, STAAR A, and STAAR Alternate 2 • “All Students”, “First-Time Tested Students”, and “Retested Students” (page not printed if 0 students) at campus, district, region, and state for STAAR, STAAR L, and STAAR A • PDF online EOC Reporting – Summaries (continued) • Constructed Responses Summary (English I and English II) – One page for STAAR and one page for STAAR A (each subject) showing the distribution of score points for the short-answer items and written composition EOC Reporting – Summaries (continued) • Level II Phase-In Summary – Algebra I, biology, and U.S. history on first page; English I and English II on second page (page will not be produced if there are 0 students for all subjects on the page) • Number and percent of students at Level II (and above) for the Phase-In 1 and Recommended Standards; percent of students at Level II (and above for Phase-In 2 and Phase-In 3 • One set each for STAAR, STAAR L, and STAAR A EOC Reporting – Summaries (continued) • Combined Summary – one page for each subject with each applicable test version (STAAR, STAAR L, and STAAR A) with totals for the subject across all applicable test versions; All Students, First-time Tested Students, and Retested Students EOC Reporting Timeline – Spring 2015 • • • • • Preliminary rosters and data files for students that tested online (Algebra I, biology, and U.S. history) will be provided on 5/15 Preliminary rosters and data files for all records (paper and online) that have been processed and scored (all subjects) will be provided on 5/21 All reports will be posted online no later than 6/5; image essays and short answers will be posted no later than 6/19 Paper reports in districts by 6/5 Item Analysis reports for the spring administration will be available August 2015 STAAR 3–8 – Summary of Changes • Due to the revised TEKS for grades 3–8 mathematics being assessed in 2015, new standards will need to be set. – When reports are initially provided to districts, mathematics results will contain raw scores only. – Standards will be set during summer 2015 and final reports with scale scores and passing information will be provided to districts in September 2015. STAAR 3–8 – Summary of Changes • Due to the revised TEKS for grades 3–8 mathematics being assessed in 2015, new standards will need to be set. – All reports will be provided in spring 2015. – All reports will be provided in September except for grade 5 science, grade 8 science and social studies, and all STAAR Alternate 2 printed Confidential Student Reports and student labels. – PDF reports will be reposted including grade 5 science, grade 8 science and social studies, and all STAAR Alternate 2 results. STAAR 3–8 – Summary of Changes (cont.) • Changes in reporting due to testing grades 5 and 8 mathematics in April – When reading tests from the March administration have been scored, reports will be generated and posted online only (by 4/15) and will include Confidential Student Reports (CSRs), Confidential Campus Rosters, Summary Reports, and Data Files. – After the April administration, mathematics results for grades 5 and 8 will be merged with the reading results. – Printed and online reports for 5 and 8 reading and mathematics and for the spring administration of grades 3–8 will be provided to districts by 5/22. 3–8 Reporting – CSRs • • • • • All subjects on one report PDF online; paper copies shipped to district (two copies per student) Parent brochures (one sheet, two pages) will be provided with the CSRs – both English and Spanish provided; a flyer will be provided in spring explaining why students are receiving raw scores only on mathematics (TEKS revisions). Parent brochures will not be provided with the revised reports that are sent in September. Includes STAAR or ELL Progress Measure where applicable Same data will be available in the student portal Initial Report – No Standards Established for Mathematics Final Report with Math Standards 3–8 Reporting – Labels • Same format as 2014 • Grade 5 and 8 retest labels will have previous administration data (from current year) 3–8 Reporting – Rosters • Separate rosters for each subject • Separate rosters for STAAR, STAAR Spanish, STAAR L, STAAR A, and STAAR Alternate 2 • “All Students” • “Students Not Achieving Satisfactory Performance” (not provided for Alternate 2) • Includes STAAR or ELL Progress Measure where applicable • PDF Online 3–8 Reporting – Summaries • One page per subject; writing will also have a constructed responses page • Separate summaries for STAAR, STAAR Spanish, STAAR L, STAAR A, and STAAR Alternate 2 • “All Students” Only • PDF Online Initial Summary Report – No Standards Established; Average Raw Scores Final Summary Report – with Mathematics Standards and Average Scale Scores 3–8 Reporting – Summaries (continued) • Phase-In Summary – one for each grade and test version (STAAR, STAAR Spanish, STAAR L, and STAAR A) • Number and percent of students at Level II (and above) for the Phase-In 1 and Recommended Standards; percent of students at Level II (and above) for Phase-In 2 and Phase-In 3 3–8 Reporting – Summaries (continued) • Combined Summary Report – One page per subject – STAAR, STAAR Spanish, STAAR L, and STAAR A Level II performance results are combined on the same page along with totals for all applicable test versions – Campus and District – “All Students” Only – PDF Online 3–8 Reporting – Summaries (continued) • Cumulative Summary Report – Provided for the May and June grades 5 and 8 retests (reading only in 2015) – English and Spanish are combined for grade 5 – STAAR and STAAR A are combined – STAAR Alternate 2 is not included in the Cumulative Summary Report Have a SUPER testing year!!!