Welcome and Introduction

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(No Transcript)
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Welcome and Introduction
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Tuesday, December 2

• Changes to Manuals
• Accommodations
• Dyslexia Bundled Accommodations
• Assessment of Students Served by Special
  Education
• QA

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Wednesday, December 3

• Test Materials and Shipping Update
• Test Security
• Assessment of English Language Learners
• Reporting Systems Update
• QA
• Closing and Evaluation

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Please Note This Training Does NOT Take the
Place of Reading the Appropriate Manuals.
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Changes to Manuals
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Whats new about the 2009 District and Campus
Coordinator Manual?
Telephone Assistance/Reference Sources Guide to
the 2009 Coordinator Manual Calendar of
Events TELPAS LAT Appendix
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Whats new about other manuals?

• TAKS General Test Administrator Manual
• TAKS program general information
• TAKS test administration calendar
• Test security and confidentiality
• Test administrator responsibilities
• Appendices
• Nine grade-specific Test Administration
  Directions
• 2009 District and Campus Coordinator Manual
  Supplement
• Guides and training tools for online testing
• Policies and processes specific to online testing
• Information for planning the world geography EOC
  field test
• Program-specific information for testing
  coordinators

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

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

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Policy changes for 2009, continued

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

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Policy changes for 2009, continued

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

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

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

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

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Accommodations
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Key Changes to the Accommodations Manual
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• LAT
• Detailed information regarding the LAT process
  for eligible ELLs, including those receiving
  special education services, is now available in
  section of this manual entitled Linguistically
  Accommodated Testing (LAT)
• TELPAS
• Accommodations for students taking TELPAS
  reading tests in grades 2-12 now included in
  this manual ?

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• Reorganization and Addition of New Appendices
• Participation requirements for certain state
  assessments (Appendix A)
• Eligibility criteria for specific
  accommodations (Appendix B)
• Teacher tools that districts have the option of
  using if needed (Appendix C)
• Expanded information about the accommodation
  request process (Appendix D)
• General instructions for administering braille
  and large-print tests (Appendix E)
• List of supplemental aids allowed for TAKS
  (Accommodated) without submission and approval
  of Accommodation Request Form (Appendix F)
• New appendix regarding administering tests to
  students who are deaf or hard of hearing will be
  posted separately at a later date ?

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

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Key Changes to Accommodation Policy
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• TELPAS Administrations
• TELPAS reading tests for grades 212 will be an
  online administration only
• An Accommodation Request Form must be submitted
  for rare instances when a paper administration
  may be necessary because an accommodation is not
  available in an online administration
• When a paper administration is approved,
  districts will follow a special orders process
  to obtain test booklets and answer documents.
  Details about this process are found in the
  Coordinator Manual and training slides for ELL
  assessments ?

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

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

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• Sign/Translate Directions
• Included once again as an allowable
  accommodation
• No policy changes
• Directions given orally before or after test
  may be signed to a student who is deaf or hard
  of hearing or translated into the native
  language of a student with limited English
  proficiency
• An Accommodation Request Form is not required
• Translating directions into native language of
  student is not considered an accommodation for
  an ELL taking TELPAS reading ?

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

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

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

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• Supplemental Aids
• Student must be able to understand content but
  needs assistance recalling some of it
• Must be a tool cannot provide direct answers
  to the TEKS being tested
• Separate appendix lists aids that are allowable
  for eligible students for TAKS (Accommodated)
  without an Accommodation Request Form
• TAKS (Accommodated)
• Accommodation Request Form required for all
  grades if the aid is not listed in appendix of
  manual
• TAKS-M
• ARD committee decision and no Accommodation
  Request Form required for all grades ?

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• Manipulatives
• Assists students with visualizing abstract
  concepts
• Must serve as a tool manipulative cannot
  provide direct answers to the TEKS being tested
• List of manipulatives that are allowable for
  eligible students in the Accommodations by
  Category chart
• TAKS (Accommodated)
• Accommodation Request Form required for all
  grades if the aid is not listed in manual
• TAKS-M
• ARD committee decision and no Accommodation
  Request Form required for all grades ?

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

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Online Accommodations Request Process
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• Online Accommodation Request Form
• District testing coordinators can submit
  Accommodation Request Forms through online
  system (similar to online incident report)
• Open to all districts by December 2008 being
  piloted currently
• Intended to dramatically reduce number of faxed
  or e-mailed requests
• Paper requests can still be submitted ?

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Online Accommodations Request Demonstration
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Dyslexia Bundled Accommodations
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Dyslexia Accommodations

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

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Dyslexia Accommodations

• What are the allowable accommodations?
• Orally reading all proper nouns associated with
  each passage before students begin individual
  reading
• Orally reading all questions and answer choices
  to students
• Extending the testing time over a two-day period

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Dyslexia Accommodations

• What tests can be administered using these
  accommodations?
• Grades 36 TAKS and TAKS (Accommodated) reading
  tests in English and Spanish, including all three
  SSI administrations at Grades 3 and 5
• Grades 7 and 8 TAKS and TAKS (Accommodated)
  reading tests, including all three SSI
  administrations at Grade 8

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Dyslexia Accommodations

• Who is eligible?
• Students not receiving special education services
  who are identified with dyslexia
• Students receiving special education services who
  are identified with dyslexia
• Students receiving special education services who
  have a severe reading disability that exhibits
  the characteristics of dyslexia

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

• Who decides which students are eligible?
• For students NOT receiving special education
  services
• The students placement committee as required by
  Section 504 of the Rehabilitation Act of 1973
• A committee of knowledgeable persons as outlined
  in The Dyslexia Handbook
• All decisions must be documented in writing in
  the students official records in accordance with
  district policies and procedures.

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Dyslexia Accommodations

• Who decides which students are eligible?
• For students receiving special education
  services
• The students admission, review, and dismissal
  (ARD) committee
• All decisions must be documented in the
  students individualized education program (IEP)

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Dyslexia Accommodations

• Some important reminders
• The test administrator MUST administer the
  reading test using all three accommodations as a
  bundled package.
• Campuses should plan for students taking TAKS
  reading with the bundled accommodations to be
  tested individually or in small groups.

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Dyslexia Accommodations

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

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Dyslexia Accommodations

• Some important reminders
• Both students and the test administrator MUST use
  Form 1 for TAKS. There is only one form of TAKS
  (Accommodated).
• A copy of the proper nouns list applicable to
  each grade/language must be distributed to each
  student and the test administrator. Copies of
  these lists must be made using the blackline
  masters provided in each campus box.

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Dyslexia Accommodations

• Some important reminders
• Each question and set of answer choices may be
  read as many times as necessary but cannot be
  rephrased.
• The test administrator must keep his/her voice
  inflection neutral during the reading of test
  questions and answer choices.

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Dyslexia Accommodations

• Some important reminders
• The test administrator will give the test over a
  two-day period and will be provided with explicit
  information about where to stop on Day 1 and
  where to begin on Day 2.
• The test administrator must indicate that the
  student has received a dyslexia test
  administration by marking the DB bubble in the
  accommodations column on the front of the TAKS
  test booklet (grade 3) or answer document.

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Dyslexia Accommodations

• The 2009 Schedule for Grade 3
• March 3?4 Reading
• April 28 Mathematics
• April 29?30 First Reading Retest
• July 1?2 Second Reading Retest

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Dyslexia Accommodations

• The 2009 Schedule for Grade 4
• March 3 Writing
• April 28 Mathematics
• April 29?30 Reading
• Important Note Students taking the
  reading test with dyslexia bundled accommodations
  must take the mathematics test with Form 1.

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Dyslexia Accommodations

• The 2009 Schedule for Grade 5
• March 3?4 Reading
• April 7 Mathematics
• April 28?29 First Reading Retest
• April 30 Science
• May 19 First Mathematics Retest
• June 30 Second Mathematics Retest
• July 1?2 Second Reading Retest
• Important Note Students taking the
  April TAKS reading retest with dyslexia
  accommodations will take the first day of reading
  a day earlier than noted on the calendar. This
  change is necessary to maintain the testing
  schedule for science.

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Dyslexia Accommodations

• The 2009 Schedule for Grade 6
• April 28 Mathematics
• April 29?30 Reading
• Important Note Students taking the
  reading test with dyslexia bundled accommodations
  must take the mathematics test with Form 1.

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Dyslexia Accommodations

• The 2009 Schedule for Grade 7
• March 3 Writing
• April 28 Mathematics
• April 29?30 Reading
• Important Note Students taking the reading
  test with dyslexia bundled accommodations must
  take the mathematics test with Form 1.

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Dyslexia Accommodations

• The 2009 Schedule for Grade 8
• March 3?4 Reading
• April 7 Mathematics
• April 28?29 First Reading Retest
• April 30 Science
• May 1 Social Studies
• May 19 First Mathematics Retest
• June 30 Second Mathematics Retest
• July 1?2 Second Reading Retest
• Important Note Students taking the
  April TAKS reading retest with dyslexia
  accommodations will take the first day of reading
  a day earlier than noted on the calendar to
  maintain the testing schedule.

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Dyslexia Accommodations

• Are students who are absent eligible to take a
  make-up test?
• In March districts may administer make-ups as
  long as they maintain the ship date for scorable
  materials.
• In April districts may administer make-ups as
  long as they maintain the regular testing
  schedule and the ship date for scorable
  materials.
• For the summer administration no make-ups are
  allowed.

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TAKS-Alternate
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• TAKSAlt
• alternate assessment based on alternate
  academic achievement standards
• designed only for students receiving special
  education services with the most significant
  cognitive disabilities who meet participation
  requirements
• covers the same grades and subjects as TAKS,
  but students are assessed on assessment tasks
  which are linked to the grade-level curriculum
  through prerequisite skills
• any student who meets participation
  requirements for TAKS-Alt may take this
  assessment only one percent of the tested
  population can count as proficient for AYP
  calculations ?

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Key Changes to TAKS-Alt
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• Changes to TAKSAlt for 2008-2009
• USDE determined that improvement needed to be
  made in the area of monitoring for
• Alignment of teacher activities
• Standardization of the assessment tasks and the
  predetermined criteria
• Correct scoring of the assessment
• Automated scoring based on teacher input
• Teacher understanding of the assessment process
• Qualification activities for the modules ?

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• Additional Changes to Help Teachers
• Four state-selected essence statements
• Locally stored documentation of observation
  notes
• Streamlined and simplified online process
• Submission throughout the assessment window
• January 5th April 10th ?

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• Things That Have Not Changed
• Grades and subjects to be tested
• Students assessed according to enrolled grade
  level
• Hierarchy of Cueing and prompting
• Role of the ARD committee
• Participation requirements ?

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Basic Features of TAKS-Alt
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• Essence Statements
• State-selected based on teacher input and
  frequency of selection during the operational
  test
• Selections will rotate every year to include
  all objectives over several administrations
• No changes have been made in wording to the
  essence statements
• Essence statements are not selected by the ARD
  committee they are determined by the state ?

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• Assessment Tasks
• Three assessment tasks are developed by the state
  for each essence statement which
• Vary in complexity level in descending order
  with Level 3 being the most complex and Level 1
  being the least complex complexity levels can
  vary from essence statement to essence statement
• Measure a prerequisite skill selected by the
  state from the options located on the curriculum
  framework documents (student expectations)
• Allow access for a wide range of student
  abilities and challenges through broadly written
  language
• Remain as written and cannot be changed by the
  teacher
• Include three state-developed predetermined
  criteria that cannot be changed and must be
  executed in the order written ?

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• Complexity Level of the Assessment Tasks
• It is important that the complexity level be
  maintained for each task. Verbs define each
  complexity level and show how the student
  demonstrates knowledge. The verbs used in the
  assessment tasks distinguish between the three
  levels.
• Level 3 Application
• Level 2 Basic Recall
• Level 1 Beginning
  Awareness ?

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• Level 3 Verbs
• Level 3 assessment tasks are the most complex and
  involve applying knowledge beyond basic recall.
  Some of the skills students at this level are
  expected to demonstrate may include
• determining distinguishing features
• organizing information
• comparing components
• generating ideas
  
• making inferences
• justifying answers ?

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Level 3 Example Essence Statement Uses
writing processes to revise the organization of
text. Prerequisite Skill develop drafts
The student will generate a list of materials
needed for a class function. The student will
organize the list by categories, for example
food, drinks, and paper goods. The student will
revise the list by adding or deleting items to
finalize the list. ?
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• Level 2 Verbs
  
• Level 2 assessment tasks are moderately complex
  and involve recalling or reciting information at
  a basic recall level. Some of the skills students
  at this level are expected to demonstrate may
  include
• identifying or sorting
  elements
• assisting in procedures
• choosing options
• matching components
• replicating information
• examining features ?

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Level 2 Example Essence Statement Uses writing
processes to revise the organization of
text. Prerequisite Skill generate ideas before
writing on assigned tasks The student will
construct a list of items or activities he or she
expects to experience during an upcoming event.
The student will use the list at the event and
identify the items or activities on the list as
they occur. Following the event, the student
will revise the list by deleting the entries that
were not experienced at the event. ?
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Level 1 Verbs Level 1 assessment tasks are the
least complex and involve responding to knowledge
at the beginning awareness level. Some of the
skills students at this level are expected to
demonstrate may include
acknowledging features
indicating preferences
responding to stimuli
participating in processes
exploring materials
anticipating outcomes ?
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Level 1 Example Essence Statement Uses writing
processes to revise the organization of
text. Prerequisite Skill attempt to use a
variety of forms of writing (e.g., list,
messages, stories) The student will be
presented with representations of two activities.
The student will explore the representations.
The student will indicate which activity he or
she would like to do first. The teacher will
organize the two activities according to the
students preference and will pair the
representations with written labels. The student
will acknowledge that the organization of the
schedule reflects his or her preferences. ?
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TAKS-Alt Online Instrument
71

• Online Instrument
• Similarities to last year
• User name and password requirements
• Administrator and teacher views
• Accessing the student
• Differences from last year
• Only one info page to input information
• Automated scoring
• No documentation is required within the system
• Submission throughout the assessment window ?

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TAKS-Alt Training Requirements
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• Training Requirements
• Required training on Modules, Test Security,
  Data Form Storage
• Qualification activities must be successfully
  completed by all test administrators and second
  raters.
• A score of 80 or above on the qualification
  activities for each of the three training
  modules is required before a test administrator
  can administer the assessment.
• A test administrator has up to five
  opportunities to score 80. ?

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• Training Requirements
• After the fifth unsuccessful attempt, a test
  administrator must be under the supervision of a
  local administrator who has successfully
  completed the qualification activities with a
  score of 80.
• If a district does not or cannot provide an
  appropriate supervisor, the student must be
  moved to another test administrator that has
  successfully completed the qualification
  activities. ?

75

• Training Requirements
• Only test administrators can input student
  performance information into the online system.
• District test coordinators, other local
  administrators and staff, parents, and
  paraprofessionals may view the modules, but will
  not be required to take the qualification
  activities.
• Paraprofessionals or other district staff can
  help execute an observation or make notations
  regarding student performance however, the test
  administrator must plan out the observation and
  supervise any persons who are involved in the
  observation.
• Evaluation of the observation and putting the
  information into the online system is the
  responsibility of the test administrator. ?

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TAKS-Alt Test Security
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• Oaths
• Located in the TAKS-Alt Manual for District
  Coordinators and Test Administrators
• Manual available November 3rd
• Stored locally following district guidelines
• Must be signed prior to administering the
  assessment
• Additional oath for the Qualification
  Activities ?

78

• Testing Irregularities
• Eligibility Error
• Students who met the TAKSAlt participation
  requirements were not tested with TAKS-Alt and
  were not given the opportunity to participate in
  any other state assessment.
• Students who did not meet the TAKSAlt
  participation requirements were tested with
  TAKS-Alt.
• Students who did not participate in TAKSAlt
  were not removed from the TAKS-Alt online
  instrument by the April 10, 2009 deadline. ?

79

• Testing Irregularities
• IEP Implementation Issues
• A student was administered the incorrect
  assessment as determined by the ARD committee.
• A student was administered TAKSAlt at a grade
  level other than the enrolled grade of the
  student. ?

80

• Testing Irregularities
• Improper Accounting for Confidential Information
• A test administrator shared his or her TAKSAlt
  user name and password with others.
• Testing personnel who were not trained in
  TAKSAlt procedures were allowed to assess
  students, access secure websites, or handle
  confidential student information. ?

81

• Testing Irregularities
• Procedural Error
• A students assessment was submitted without
  recording the correct information.
• A students assessment was submitted without
  including information on all subjects required
  for the enrolled grade. ?

82

• Testing Irregularities
• Potential Referral to the Educator Certification
  and Standards Division
• A test administrator falsified information that
  was submitted in the TAKSAlt online instrument.
• An individual or group other than a test
  administrator endeavored in any capacity to
  change/edit/alter scores and/or any part of the
  assessment.
• A test administrator was encouraged,
  influenced, and/or directed by any individual or
  group to change/edit/alter scores and/or any
  part of the assessment. ?

83
TAKS-Modified
84
TAKS-M General Information
85

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

86

• TAKSM
• Standard setting
• Peer Review

87
Online Testing
88
Test Materials and Shipping Update
89
Test Materials and Shipping Update

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

90
Materials Distribution

• Aids/Tools Available
• Precoding
• Additional Orders
• New for 2009

91
Materials Distribution

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

92
Materials Distribution

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

93
Materials Distribution

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

94
Materials Distribution

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

95
Materials Distribution

• Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Campus Level, Cont.
• Can be downloaded individually by campus and
• forwarded electronically
• Or
• printed and distributed by campus
• Use to compile list of additional materials
  needed for each campus and the entire district

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Materials Distribution

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

97
Materials Distribution

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

98
Materials Distribution

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

99
Materials Distribution

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

100
Materials Distribution

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

101
Materials Distribution

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

102
Materials Distribution

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

103
Materials Distribution

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

104
Materials Distribution

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

105
Materials Distribution

• Additional Orders, Cont.
• Braille orders. Cont.
• Districts will have an opportunity to change
  braille order information during an update period
• Update period for March administrations is
  currently active
• Deadline for updating orders for uncontracted
  braille is December 2, 2008
• Deadline for updating orders for contracted
  braille is February 17, 2009

106
Materials Distribution

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

107
Materials Distribution

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

108
Materials Distribution

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

109
Materials Distribution

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

110
Materials Distribution

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

111
Materials Distribution

• New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
  cont.
• General Test Administrator Manual
• General information on TAKS program
• TAKS test administration calendar
• Test security and confidentiality
• Test administrator responsibilities

112
Materials Distribution

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

113
Materials Distribution

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

114
Materials Distribution

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

115
Materials Distribution

• New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
  cont.
• Grade-specific Test Administration Directions,
  cont.
• Appendices
• Oral administration instructions and samples
• Administration-specific test administrator
  security oaths

116
Materials Distribution

• New for 2009, cont.
• New Design for TAKS Test Administrator Manual,
  cont.
• Grade-specific Test Administration Directions,
  cont.
• Distributed for the first spring testing
  administration for each grade
• Test Administration Directions should be retained
  for use throughout the testing year.
• Additional Test Administration Directions will
  NOT be shipped for subsequent spring
  administrations but may be ordered through the
  additional orders process if needed

117
Testing Materials

• Field-Test Materials Highlights
• No Spring TAKS stand-alone field tests
• EOC World Geography paper test
• Large print is not available
• Braille is not available

118
Testing Materials

• Make-up Test Materials Highlights
• Large print is available for all eligible TAKS
  grades/subjects including TAKS (Accommodated) and
  TAKS-M
• Braille is available for all eligible TAKS
  grades/subjects including TAKS (Accommodated) and
  TAKS-M

119
Testing Materials

• Make-up Test Materials Highlights, Cont.
• TAKS Grade 10 ELA
• Separate test form
• Same answer document
• Make-up bubble on answer document

120
Testing Materials

• Make-up Test Materials Highlights, Cont.
• All other eligible grades/subjects
• Same test book
• Same answer document
• Grid Agency Use field
• Mathematics grid 9 in column D
• Reading grid 9 in column E

121
Testing Materials

• Dyslexia Bundled Accommodation Materials
  Highlights
• No separate dyslexia form but must use Form 1
• Use TAKS answer documents
• Proper nouns list
• Blackline master
• OK to copy
• Dyslexia Test Administrator Instructions
• Blackline master
• OK to copy

122
Testing Materials

• TAKS (Accommodated) Materials Highlights
• Large print available
• Braille version available
• Same braille form administered for TAKS and TAKS
  (Accommodated)
• Separate test books
• Same answer documents
• Same headers
• Same ADPL

123
Testing Materials

• TAKS-Modified (TAKS-M) Materials Highlights
• Large print available
• Braille version available
• Separate test books
• Separate answer documents
• Same headers
• Separate ADPL

124
Testing Materials

• LAT Materials Highlights
• Large print is available
• Braille is not available
• Except for LAT administration of TAKS-M
• Linguistic Simplification Guide (secure)
• Not provided for TAKS-M administrations
• Separate test form
• Use TAKS answer documents

125
Testing Materials

• TELPAS Materials Highlights
• Nonsecure shipment will contain only the new
  TELPAS rater/TA manual
• Districts will not receive any secure materials
• New TEA process to approve any requests for
  paper-based administrations

126
Shipping Update
127
Returning Test Materials

• Schedules
• Calendar of Events
• Each column a separate test administration
• Distributed separately
• Returned separately
• Chart of Return Dates

128
Returning Test Materials

• Return Instructions Highlights
• Field-Test Administrations for Spring 2009
• EOC World Geography paper test
• Use field-test headers
• Use field-test ADPL

129
Returning Test Materials

• Return Instructions Highlights, Cont.
• Make-up Test Materials
• Return with other materials for that test
  administration
• Do NOT return separately
• Include counts on appropriate ADPL

130
Returning Test Materials

• Return Instructions Highlights, Cont.
• Dyslexia Bundled Accommodations
• Return with other materials for that test
  administration
• Use TAKS headers
• Include counts on TAKS ADPL

131
Returning Test Materials

• Return Instructions Highlights, Cont.
• TAKS (Accommodated)
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS ADPL

132
Returning Test Materials

• Return Instructions Highlights, Cont.
• TAKS-Modified (TAKS-M)
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS-M ADPL

133
Returning Test Materials

• Return Instructions Highlights, Cont.
• LAT Materials
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS ADPL
• Grade 10 ELA LAT ONLY
• Return under separate header
• Use special Grade 10 ELA LAT ADPL

134
Shipping Update

• FedEx is the primary carrier for Pearson
• FedEx Express - used for MOST scorable shipments
• FedEx Ground - used for nonscorable shipments
• Motor freight carriers will continue to be used
  for large shipments

135
Shipping Update

• FedEx Express Scorable Materials (usually)
• To schedule pickup using the Premier Customer
  Service
• Call 1-800-GO-FEDEX (1-800-463-3339)
• Press 9
• When prompted, enter new 9-digit Pearson pin
  number
• 999 999 922
• You will be connected to the new FedEx dedicated
  call center for Pearson accounts
• Request an EXPRESS pickup

136
Shipping Update

• FedEx Express Scorable Materials, Cont.
• To schedule pickup, cont.
• Provide the following information to agent
• District address
• Phone number of contact person
• Number of boxes/envelopes being returned
• Average box weight (can estimate 10 pounds per
  box)
• Average box dimension
• Agent will provide confirmation number for pickup
  and date of the pickup

137
Shipping Update

• FedEx Express Scorable Materials, Cont.
• To schedule pickup, cont.
• Important Note
• Calls to FedEx must be placed one working day
  prior to requested pickup date

138
Shipping Update

• FedEx Ground Nonscorable Materials
• To schedule pickup using new Premier Customer
  Service
• Call 1-800-GO-FEDEX (1-800-463-3339)
• Press 9
• When prompted, enter new 9-digit Pearson pin
  number
• 999 999 922
• You will be connected to the new FedEx dedicated
  call center for Pearson accounts
• Request a GROUND pickup

139
Shipping Update

• FedEx Ground Nonscorable Materials, Cont.
• To schedule pickup, cont.
• Provide the following information to agent
• Pearson account number
• Printed at bottom of Return Manager label
• District address
• Phone number of contact person
• Number of boxes/envelopes being returned
• Average box weight (can estimate 10 pounds per
  box)
• Average box dimension

140
Shipping Update

• FedEx Ground Nonscorable Materials, Cont.
• To schedule pickup, cont.
• Agent will provide confirmation number for pickup
  and date of the pickup
• FedEx Ground pickups are automatically scheduled
  for the next business day at the earliest
• Some remote locations may require an additional
  day
• Pearson recommends calling at least 48 hours in
  advance for ground pickups

141
Shipping Update

• FedEx Shipping Important Notes
• It is critical to request the proper type of
  pickup needed (Express or Ground)
• FedEx Express drivers can not pick up ground
  shipments
• FedEx Ground drivers can not pick up express
  shipments
• If you have difficulty scheduling a pickup
  (express or ground)
• Call Pearson at 1-800-252-9186
• Or
• E-mail AOCAnswers_at_support.pearson.com

142
Shipping Update

• FedEx Shipping Important Notes, Cont.
• If you do not have enough FedEx labels (one per
  box)
• Do NOT photocopy the labels
• Call Pearson at 1-800-252-9186
• Or
• E-mail AOCAnswers_at_support.pearson.com
• Check your return FedEx labels carefully
• A very limited number of districts will receive
  ground labels for return of scorable materials
• Check your labels to carefully to determine which
  service has been assigned for your district

143
Security and Integrity of Testing Programs
144
Overview

• General Security Information
• Whats New in 2009
• Training Reminders
• Testing Irregularities
• Reporting Irregularities

145
General Security Information

• Texas Education Code (TEC) Chapter 39, Subchapter
  B
• Texas Administrative Code (TAC) 19 Subchapter
  101, Assessment
• Family Educational Rights and Privacy Act of 1974
  (FERPA)
• Texas Penal Code 37.10 - Tampering

146
Whats New in 2009?
14-point Security Plan

• Honor statements extended to include
• TAKS-M testers, grades 9 through 11
• Model policy statement
• On-site monitoring

147
Whats New in 2009?

• Test Security Supplement
• Includes model policy statement
• Updated to reflect changes in policies and to
  include suggestions from focus group
• Updated to include additional ideas for avoiding
  and addressing common irregularities
• Test administrator oaths
• One to be signed following general training
• Second to be signed following administration-speci
  fic training and after test administration.
  Special section for test administrators who gave
  an oral administration

148
Whats New in 2009?
New Language in the Coordinator and Test
Administrator Manuals

• Since 2009 is a designated release year,
  districts may retain a copy of each students
  TAKS and TAKS (Accommodated) composition and/or
  open-ended reading responses for assessments
  administered during the 2008-2009 testing cycle
  (October 2008 through July 2009).
• Test administrators, technology staff, and other
  school personnel who will be present in the
  testing room must sign an oath for each
  administration.

149
Whats New in 2009?
New Language in the Coordinator and/or Test
Administrator Manuals

• Document retention - Districts are required to
  maintain the following documents for a period of
  five years following a test administration
• testing irregularity and investigation
  documentation
• inventory and shipping records
• signed security oaths for all testing personnel
  (with the exception of the district testing
  coordinator and superintendent / chief
  administrative officer oaths that are mailed to
  the states testing contractor)
• seating charts

150
Training Reminders
What should I emphasize in my training regarding
test security?
151
Training Reminders
Before test administration

• Emphasize importance of training and reading
  manuals
• Account for all test materials
• Ensure proper storage of materials
• Verify accuracy of student information
• Verify testing requirements for students
  receiving special education services

152
Training Reminders
During test administration

• Ensure each student re