Education Service Center Training

1
Education Service Center Training
Thursday, December 1 Welcome and
Introduction Changes to Coordinator
Manual Assessment of Special
Education Students (including
TAKS-Inclusive) Online Testing Test
Materials Test Security
December 2005
2
Education Service Center Training
Friday, December 2 Assessment of English
Language Learners (including Linguistically
Accommodated Testing) Dyslexia Bundled
Accommodations Reporting Systems
Update Closing and Evaluation
\
December 2005
3
Please Note This Training Does NOT Take the
Place of Reading the Appropriate Manuals
4
Changes to Coordinator Manual
5

• New information in DCCM for 2006
• TELPAS
• LAT
• TAKS-Inclusive
• Dyslexia bundled accommodations
• Hurricane coding information (KRI)
• Expanded security section

6

• Policy changes for 2006
• Cell phone use during testing (p. 21)
• Failure to record responses on answer documents
  (p. 72)
• Use of large-print tests (p. 447)
• Copying tests on color paper (p. 32)
• Use of ESL dictionaries (p. 48)

7

• Useful documents on Student Assessment website
• FAQs
• Accommodation Request Form
• Alternate Test Date Request Form
• Incident Report Form
• Studenta e-mail

8
Assessment of Special Education Students
9
Highlights of 2006 Changes

• TAKS-Inclusive (TAKS-I)
• IDEA 2004 compliance
• New Terms
• Modified TEKS Curriculum- the TEKS curriculum
  accessed by using adaptations and modifications
  in instruction (2)
• Alternate TEKS Curriculum- the TEKS curriculum
  accessed by using supports and structure needed
  for the functional level of students (1)

10
Highlights of 2006 Changes

• New Supports in ARD Manual
• Assessment by Grade level and Subject Area (p. 2)
• 2005-2006 LDAA Reporting Deadlines (p. 7)
• Considerations for ARD Assessment Decisions -
  sample forms per subject (pp. 106-111)

11
Highlights from ARD Manual

• Assessment Decision Considerations
• Students working on or close to their enrolled
  grade level may benefit from being assessed with
  TAKS
• All students have the right to be exposed to as
  much of an on-grade-level curriculum as possible
  to reach their academic potential (renewed
  emphasis on access to the general curriculum in
  both IDEA 2004 and NCLB)
• Instructional decisions made by the ARD committee
  and documented in the IEP must always guide
  assessment decisions

12
SDAA II
State-Developed Alternative Assessment II SDAA
II is aligned with TAKS and measures the degree
to which students understand the TEKS. SDAA II
measures the academic progress of students
receiving special education services for whom
TAKS, even with allowable accommodations, is not
an appropriate measure of academic progress.
13
SDAA II
State-Developed Alternative Assessment II These
students are receiving instruction in the TEKS at
Instructional Levels K9 in reading, K10 in
mathematics, K9 in writing, and 10 in ELA. SDAA
II is administered for Enrolled Grades 39
reading Enrolled Grades 310 mathematics Enrolled
Grades 4 and 7 writing Enrolled Grade 10 ELA
14
Questions from the field
SDAA II Release Q Will SDAA II be released
this year? A More than likely were planning
on it special SBOE meeting December 5, 2005
15
Questions from the field
SDAA II Q Can you clarify the use of a
dictionary or thesaurus during testing? A There
must be at least one dictionary for every five
examinees it is also recommended that there be
one thesaurus for every five examinees, if
possible. Examinees may also use a combination
dictionary/thesaurus. Note that an English as a
second language (ESL) dictionary, which uses
simple English and pictures to define words, may
be provided for limited English proficient (LEP)
students.
16
TAKS-Inclusive
TAKS-Inclusive (TAKS-I) TAKS-Inclusive (TAKS-I)
is an assessment that measures the academic
progress of students receiving special education
services for whom TAKS, even with allowable
accommodations, is not an appropriate measure of
academic progress. Students may take TAKS-I tests
only at their enrolled grade level. TAKS-I will
be administered for students receiving special
education services in the TEKS curriculum on or
near grade level in Exit Level
mathematics Exit Level ELA Grades 5, 8, 10, and
Exit Level science Grades 5 Spanish
science Grades 8, 10, and Exit Level social
studies
17

• TAKS-Inclusive (TAKS-I)
• Taken only at enrolled grade level on the same
  day that TAKS is given
• Same test content as TAKS with the omission of
  field-test items, and the addition of larger font
  size and fewer items per page
• SDAA II-like allowable accommodations
• Expanded accommodations considered through
  accommodation request form
• No expected achievement levels will need to be
  set by ARD committees uses TAKS performance
  standards
• TAKS-I will not be used in the accountability
  system in 2006

18
LDAA
Locally Determined Alternate Assessment (LDAA) A
Locally Determined Alternate Assessment (LDAA)
measures the learning of a student receiving
special education services when TAKS, TAKS-I, and
SDAA II are not appropriateeither because the
student is receiving an alternate curriculum or
because the student requires nonallowable
accommodations. These students must be given an
LDAA if they are enrolled in grades where TAKS
tests are administered. The SDAA II assessments
do not include science, social studies, or Exit
Level tests. When TAKS-I assessments are not
appropriate, LDAAs are administered to students
receiving special education services for Grade 5
science Grade 8 science and social studies Grade
10 science and social studies Grade 11 (Exit
Level) for English language arts, mathematics,
science, and social studies
19

• LDAA Logistics
• LDAA information continues to be reported on SDAA
  II answer documents at the applicable grades and
  subjects
• However, LDAA information will be reported on the
  TAKS-Inclusive answer documents at those
  applicable grades and subjects

20
Accommodations

• Policy change
• Copying tests onto colored paper will not be
  permitted
• The answer document can be copied onto colored
  paper but must be transcribed onto a standard
  answer document

21
On-going negotiations with the USDE regarding
NCLB complianceInitial planning for
development of assessment for significantly
cognitively disabled students (1) as well as
options for students assessed with modified
achievement standards (2) has begun expecting
operational assessments in 2007-2008
Future of Special Education Assessments
22
Online Testing
23
Online testing

• Plans for 2006
• Initiative moving forward
• Grades/assessments added as appropriate (e.g.,
  Grade 9 TAKS, Grade 2 RPTE II, Grade 8 TAKS, TAKS
  Exit Level Retest)
• Separate communications by administration

Is your infrastructure ready for whats coming?
24
Test Materials
25
Test Materials

• Test Materials Overview
• Materials Distribution
• Testing Materials
• Returning Testing Materials

26
Materials Distribution

• New Distribution System
• Aids/Tools Available
• Precoding
• Additional Orders

27
Materials Distribution

• New Distribution System
• Implemented this school year
• Increased accuracy
• Impacts initial distribution, security barcode
  length, and additional orders

28
Materials Distribution

• New Distribution System Key Changes
• Packing lists now cut sheets
• Packing lists indicate materials in each numbered
  box
• Detailed material descriptions
• Pallet Detail Report indicates box numbers and
  the number of boxes for each campus

29
Materials Distribution

• New Distribution System Key Changes, Cont.
• Barcoded security numbers now have 9-digits plus
  a check digit
• Additional orders must be submitted via new
  online system
• TAAS and Braille orders will use slightly
  different process

30
Materials Distribution

• Aids/Tools
• Advance Letters/Materials List
• District Level
• Arrives 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

31
Materials Distribution

• Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Campus Level
• Available online through the Online Data
  Management tab at http//k12testing.tx.ncspearson.
  com
• Instructions for accessing can be found in the
  District Testing Coordinator Users Guide for
  Online Data Management located in the District
  Correspondence tab of the above website.

32
Materials Distribution

• Aids/Tools, Cont.
• Advance Letters/Materials List, Cont.
• Campus Level, Cont.
• 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

33
Materials Distribution

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

34
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

35
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

36
Materials Distribution

• Precoding
• Districts will receive a separate shipment of
  precoded materials for most test administrations
• Precoded materials may arrive three to four weeks
  prior to date listed on the calendar
• Precoded materials for all retest administrations
  will arrive in the shipment of testing materials,
  not as a separate shipment

37
Materials Distribution

• Additional Orders
• Changes for 2005 - 2006
• Must be submitted via new online system
• Access through the Online Data Management tab at
  http//k12testing.tx.ncspearson.com
• Instructions for accessing the system can be
  found in the District Testing Coordinator Users
  Guide for Additional Orders located in the
  District Correspondence tab of the above website

38
Materials Distribution

• Additional Orders, Cont.
• Changes for 2005 - 2006, Cont.
• Many items will be available in packages
• Read order form carefully to ensure ordering the
  right amount of material
• New system allows districts to view the orders
  placed and the current status of each order

39
Materials Distribution

• Additional Orders, Cont.
• Changes for 2005 - 2006, Cont.
• E-mails containing shipping information will
  continue to be sent out the day after the order
  leaves PEM
• Back-order capability for items temporarily
  out-of-stock

40
Materials Distribution

• Additional Orders, Cont.
• TAAS and Braille orders
• Must be submitted online
• Access through the Forms tab at
  http//k12testing.tx.ncspearson.com

41
Materials Distribution

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

42
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

43
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

44
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

45
Testing Materials

• Field-Test Materials Highlights
• Large print is not available
• Braille is not available
• Separate test books
• Separate answer documents

46
Testing Materials

• Make-up Test Materials Highlights
• Large print is available for all eligible TAKS
  and SDAA II grades/levels/subjects
• Braille is available for all eligible TAKS
  subjects
• Braille is available for all eligible SDAA II
  levels/subjects except
• Reading at Levels K and 1

47
Testing Materials

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

48
Testing Materials

• Make-up Test Materials Highlights, Cont.
• All other eligible grades/levels/subjects
• Same test book
• Same answer document
• Grid Agency Use field
• Mathematics grid 9 in column D
• Reading grid 9 in column E
• SDAA II IL10 ELA grid 9 in column E

49
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

50
Testing Materials

• TAKS-Inclusive Materials Highlights
• Large print available
• Braille version available via TAKS
• Separate test books
• Separate answer documents

51
Testing Materials

• LAT Materials Highlights
• Large print is available
• Braille is not available
• Linguistic Simplification Guide (secure)
• Separate test form
• Use TAKS answer documents

52
Returning Test Materials

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

53
Returning Test Materials

• Return Instructions Highlights
• Field-Test Administrations
• Use field-test headers
• Use field-test ADPLs

54
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

55
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

56
Returning Test Materials

• Return Instructions Highlights Cont.
• TAKS-Inclusive
• Return with TAKS materials
• Use separate headers
• Include counts on TAKS-I ADPL

57
Returning Test Materials

• Return Instructions Highlights Cont.
• LAT
• Return with TAKS materials
• Use TAKS headers
• Include counts on TAKS ADPL

58
Test Security
59
General Security Related 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

60
Test Security

• Before Test Administration
• Emphasize importance of training
• Inventory and account for materials
• Ensure proper storage of materials
• Check that students are scheduled for the correct
  tests (e.g., TAKS? SDAA II?)

61
Test Security Before the Administration

• Common errors to avoid
• Using untrained staff as test administrators
• Insufficient manuals for all test administrators
• Insufficient test booklets
• Not keeping secure materials in locked storage

62
Test Security

• During Test Administration
• Ensure students are taking appropriate
  assessments
• Emphasize importance of monitoring (test
  administrators, coordinators, principals)
• Ensure students have all necessary materials
  (math charts, dictionaries, etc.)
• Account for all secure materials

63
Test Security During the Administration

• Common errors to avoid
• Unauthorized viewing of test items or student
  responses (including checking for use of
  strategies)
• Improper (or nonexistent) monitoring
• Providing direct or indirect assistance
• Inability to account for students or secure
  materials

64
Test Security

• After Test Administration
• Account for all materials answer documents,
  test booklets, and secure manuals
• Package test materials for return following
  directions in the DCCM (pp. 75-87)

65
Test Security After the Administration

• Common Errors to Avoid
• Unauthorized viewing of test booklets and answer
  documents
• Discussing test content
• Inability to account for all secure test
  materials

66
Common Testing Irregularities

• IEP errors
• Secure materials or students left unattended
• Inadequate monitoring
• Failure to follow procedures outlined in test
  administrator manuals
• Returning blank or incomplete answer documents

67
Violations Resulting in SBEC Referral

• Unauthorized viewing of the test
• Scoring student responses
• Discussing secure test content or student
  responses
• Duplicating secure material without TEA
  authorization
• Providing direct or indirect assistance to
  students
• Changing student responses or directing students
  to change responses

68
Reporting Irregularities

• Gather the facts
• What happened?
• Who is involved?
• When did the incident occur?

Be as specific as possible!
69
Reporting Irregularities

• Contact TEA at [phone] to report the
  incident
• OR
• Access the Incident Report form at
  http//www.tea.state.tx.us/student.assessment/admi
  n/incidents/index.html

Completed forms can be submitted by e-mail at
testsecurity_at_tea.state.tx.us or by fax at (512)
463-9302
70
Reporting Irregularities
DONT ASSUME - Contact TEA if you have any
questions about how to handle the problem
71
Testing Irregularities

• Prevention Is Key
• Train staff thoroughly
• Monitor throughout the testing process
• Ensure proper inventory control at all levels
• Be available to answer questions

Refer to 2006 Test Security Supplement for more
hints on preventing testing irregularities
72
Education Service Center Training
Friday, December 2 Assessment of English
Language Learners (including Linguistically
Accommodated Testing) Dyslexia Bundled
Accommodations Reporting Systems
Update Closing and Evaluation
\
December 2005
73
Please Note This Training Does NOT Take the
Place of Reading the Appropriate Manuals
74
Assessment of English Language Learners
75
Education Service Center Training
Linguistically Accommodated Testing (LAT) in
Mathematics
December 2005
76
KEY CHANGES

• New LAT testing dates
• Separate, secure LAT math test forms
• Comprehensive LAT test administrator (TA) manual
• No previewing
• New linguistic simplification guide (LSG)
• No LAT for SDAA II

DCCM 4
77

Designated LAT Testing Days

• LAT make-ups for Grade 5 are April 4-6. LAT
  make-ups for the other grades are April 18-22.
• LAT examinees do not take SSI retests.

DCCM 4, 65, 158
78
Separate, Secure LAT Tests

• This year each LAT math test is a unique form of
  a TAKS math test. LAT tests and TAKS tests
  contain different test questions. There is one
  form of each LAT test.
• LAT tests cannot be interchanged with TAKS tests
  to resolve test booklet shortages.

DCCM 4, 62
79
LAT TA Manual

• There is one LAT test administrator manual that
  encompasses Grades 38 and 10.
• All information LAT test administrators need is
  in this manual.

DCCM 4
80
Previewing Not Allowed

• Last years previewing policy has been
  discontinued. This policy permitted TAs to
  preview a LAT test before testing to prepare
  necessary linguistic accommodations.
• Previewing is no longer allowed. LAT test
  booklets will remain sealed until students open
  the test booklets during testing.

DCCM 4
81
Linguistic Simplification Guides

• There is an LSG for each LAT grade-level test.
• The LSG eliminates the need for previewing. The
  LSG delineates ways to simplify the language in
  LAT test questions. It also specifies the math
  terminology that must not be simplified in any
  way.

DCCM 4
82
Linguistic Simplification Guides

• LAT TAs will use the LSG during LAT test sessions
  with examinees that receive linguistic
  simplification as an accommodation.
• LSGs are secure and must not be distributed or
  opened before the test session.

DCCM 4
83
No LAT for SDAA II

• LAT administrations of SDAA II are not available.
• A LEP-exempt recent immigrant served by special
  education may be given a LAT administration of
  TAKS or an LDAA, as determined by the ARD
  committee.

DCCM 4
84
LAT Overview
85
Purpose and Use of LAT

• Review as needed with testing personnel
• why LAT was implemented
• who takes LAT
• use of LAT results in AYP calculations
• how LAT test results are reported at
  district, campus, and student level

DCCM 12
86
LAT Test Security

• LAT TAs are permitted to view the LAT test
  questions, during the test administration only,
  to make allowable linguistic accommodations.
• It is important to emphasize that test content
  (including LSG content) must not be revealed or
  discussed after testing.

DCCM 15-17
87
LAT Eligibility

• To receive a LAT administration, a student must
  qualify for a LEP exemption in accordance with
  state regulations delineated in the LPAC
  Decision-Making Manual.
• Remember that the LAT process applies only to
  Grades 38 and 10 (the AYP grades) and only to
  mathematics.

DCCM 12, 35
88
LAT Accommodations
89
Determining Accommodations

• LAT accommodations help recent immigrants
  understand the language used on the math tests.
  Multiple accommodations will often be
  appropriate.
• Decisions must be based on the individual needs
  of the student and whether the accommodations are
  used routinely in mathematics instruction and
  testing.

90
Nonallowable Accommodations
Three points to emphasize 1. The linguistic
accommodations used must not include
explanations, definitions, pictures, gestures, or
examples related to mathematical terminology,
concepts, or skills assessed since such
accommodations would invalidate the test results.
91
Nonallowable Accommodations
Three points to emphasize 2. The test
administrator must not provide any direct or
indirect assistance or reinforcement that
identifies or aids in the identification of the
correct response to a test item.
DCCM 37
92
Nonallowable Accommodations
Three points to emphasize 3. Students are not
permitted to have assistance with math symbols
(, ?, etc.), numerical representations (-4, ½,
etc.), or mathematical abbreviations (lb, ft2,
etc.).
LAT Handout F26
93
6 Linguistic Accommodations

• Linguistic Simplification
• Oral Translation
• Reading Assistance
• Bilingual Dictionary
• Bilingual Glossary
• English-Spanish LAT Side by Side

94
1. Linguistic Simplification

• A student may ask the test administrator to say
  in simpler language what a test question is
  asking. Test administrators may provide this
  assistance using simpler words, pictures, or
  gestures, as long as they do not define or
  explain math terminology or a concept that the
  test question is assessing.

95
1. Linguistic Simplification

• Secure LSGs will be provided to test
  administrators for use with this accommodation.
  When necessary, test administrators may provide
  additional allowable linguistic simplifications
  to meet individual students needs.

96
1. Linguistic Simplification

• Purposes of the LSG
• to provide suggestions for simplifying eligible
  words in LAT test questions (English versions of
  LAT)
• to point out the math terms that the test is
  assessing and that must not be simplified
  (English and Spanish versions of LAT)

LAT Handout F2730
97
1. Linguistic Simplification

• There is an LSG for each grade-level LAT test.
• The LSGs for Grades 36 have a section relating
  to the English-version test and a section
  relating to the Spanish-version test.
• The LAT TA manual appendix contains examples from
  both sections.

LAT Handout F2730
98
1. Linguistic Simplification

• Note to trainers
• In conducting training, campus coordinators
  should review the LSG examples in the LAT TA
  manual (including those in the appendix) with the
  LAT test administrators who will use an LSG
  during testing.
• The LSG examples in the LAT handout from the ESC
  training session coincide with the examples in
  the LAT TA manual.

99
2. Oral Translation
At the request of the student, the test
administrator may orally translate words,
phrases, and sentences that the student does not
understand. The test administrator is not
permitted to define or explain math terms,
concepts, or skills. The test administrator is
permitted only to give the equivalent word or
words in the other language.
100
3. Reading Assistance
At the request of the student, the test
administrator may read aloud words, phrases, or
sentences in the test question or answer choices
that the student is having difficulty reading.
Reading assistance is allowable regardless of
whether the student is using the English version,
the Spanish version, or both versions of the LAT
form.
DCCM 36
LAT Handout F32
101
4. Bilingual Dictionary

• Students may use a bilingual dictionary to find
  the translation of words they do not understand.
  Bilingual dictionaries that contain explanations,
  definitions, pictures, or examples of math
  terminology may not be used.

DCCM 36
LAT Handout F33
102
5. Bilingual Glossary

• Students may use a locally developed bilingual
  glossary to find the translation of words they do
  not understand. The glossary must not include
  definitions, explanations, examples, or pictures
  that will aid students in understanding the math
  terms or concepts assessed. In the case of math
  terms, only native-language equivalents are
  allowed.

DCCM 36
LAT Handout F34
103
6. English-Spanish Side by Side

• A Spanish-speaking student in Grades 36 may
  refer to both the English-version and
  Spanish-version LAT tests to enhance
  comprehension. If a student does not understand
  something in one language, the student may refer
  to it in the other language.

DCCM 36
LAT Handout F3536
104
Planning for LAT Administrations
105
Planning for LAT Administrations

• Planning for LAT involves
• determining and documenting accommodations
• determining the need for individual vs.
  small group LAT administrations
• identifying and training appropriate LAT
  test administrators
• identifying test locations

DCCM 37, 99
106
Planning for LAT Administrations

• Page 37 of the DCCM explains the role of the
  LPAC, mathematics teacher, test coordinator, and
  ARD committee in the planning.
• Note the LAT Administration Planning Roster in
  Appendix F of the DCCM.

DCCM 37, 457
107
Training Testing Personnel on LAT
108
Training Testing Personnel
As shown on the next slide, the TAKS and LAT
training schedules are the same, with one
exception.
DCCM 8
109

TAKS/LAT Training Schedule
This difference is specified in the LAT TA
manual.
110
Training Test Administrators
LAT test administrators must be trained in
general testing procedures and LAT-specific
testing procedures, both of which are delineated
in the LAT test administrator manual.
DCCM 100
111
LAT Training Materials

• District and campus coordinator manual
• LAT test administrator manual
• ESC training PowerPoint and handout

112
Receiving LAT Materials
113
LAT Test Materials

• LAT test materials include
• LAT math test booklets for Grades 38 and 10
• LAT test administrator manual (1 manual for all
  grades)
• LSGs (a guide for each grade-level test)

114
Answer Documents for LAT

• LAT examinees in Grade 3 mark their answers in a
  scorable LAT test booklet.
• LAT examinees in Grades 48 and 10 mark their
  answers on a TAKS answer document.

DCCM 64, 105
115
LAT Test Materials

• LAT test materials will come in the TAKS
  shipments.
• A LAT TA manual will be in the April district
  coordinator packets and campus coordinator
  packets.

116

TAKS/LAT Shipments
One combined shipment
117
LAT Test Materials

• LAT quantities are based on the figures submitted
  by districts during the fall enrollment period
  and January enrollment update period.
• The figures are often estimations because
  LEP-exempt status is not determined until spring.

118
LAT Test Materials

• LAT quantities will be listed in the advance
  letter.
• A formula based on the number of LAT tests
  booklets to be shipped is used to determine the
  number of LAT TA manuals and LSGs.

119
Ordering Additional Materials

• Remember that LAT tests cannot be interchanged
  with TAKS tests. If additional LAT tests are
  needed, they will need to be ordered.
• Remember that some LAT examinees in Grades 36
  may need both an English LAT test and Spanish LAT
  test.

DCCM 62
120
Ordering Additional Materials

• Remember to order more LSGs and LAT TA manuals if
  needed.
• LAT booklets are available in large print but not
  braille.
• Deadline for ordering additional materials

DCCM 62-63
121
Answer Document Preparation
122
Answer Documents for LAT

• Grade 3 English LAT scorable test booklet
• Grade 3 Spanish LAT scorable test booklet
• Grades 48 and 10 English TAKS answer documents
• Grades 46 Spanish TAKS answer documents

123
Grade 3 Precoded Labels for LAT

• TAKS precoded labels will be used on the Grade 3
  scorable LAT test booklet. There are no separate
  LAT labels.
• As with regular TAKS, the precoded labels are not
  language-specific. They will be placed on either
  Spanish or English scorable booklets, as
  applicable.

DCCM 105
124
Primary Language of Testing

• If an examinee will refer to both the English and
  Spanish LAT tests, the LPAC must determine
  whether the student will work primarily from the
  English or Spanish version.
• This decision dictates whether the student will
  respond on the English answer document or the
  Spanish answer document.

DCCM 143
125
Student Data Elements

• LAT examinees should not grid or verify any of
  the student data elements (name, date of birth,
  student ID, etc.) on the answer document nor
  should they fill in the Test Booklet field.
• This information must be gridded/verified by
  school personnel.

LAT TA Manual
126
Completing the Score Code

• For ALL LAT examinees, the L in the score code
  field must be marked. The ONLY score code option
  for LAT examinees is L. There is no other valid
  score code option.
• The L signifies that the student meets the
  state LEP exemption criteria.

DCCM 143
127
LAT Info Field

• If a LAT examinee is absent (and does not take a
  make-up), the A in Column C should be marked.
• If a LAT examinee started but did not complete
  the test for some reason, the I in Column C
  should be marked.
• In both cases, the L in the score code must
  ALSO be marked.

DCCM 144
128
LAT Student Scenario

• The LAT student scenario on page 145 of the DCCM
  provides a review of the LAT decision-making
  process and answer document fields.

DCCM 145
129
New Test Administrator Activity Prepare
students for the LAT administration.
130
Reasons for New Activity

• It will help LAT examinees understand the purpose
  of LAT and be comfortable with the testing
  process.
• The directions read aloud on test day are not
  specific to each accommodation or combination
  thereof. Students will need to know ahead of time
  the type of assistance they will receive.

LAT Handout F3738
131
Procedures for the Day of Testing
132
Distributing LAT Materials

• The test administrator receives a test booklet
  and answer document for each examinee.
• The test administrator will receive an LSG (if
  applicable).
• The test administrator will not receive extra
  test booklets.
• The test booklets and LSGs must be checked out
  and in.

DCCM 147-150
133
Grades 36

• For Spanish-speaking students in Grades 36, make
  sure to distribute test booklets in the language
  designated by the LPAC.
• Issue a Spanish and English booklet to test
  administrators whose students have the
  side-by-side accommodation. (The LPAC will have
  previously designated the primary test booklet,
  which dictates the language of the answer
  document to prepare for the student.)

LAT TA Manual
134
Administration Directions

• The LAT administration directions read aloud to
  students on the day of testing are written more
  simply than TAKS directions.
• For all grades, the test administration
  directions are provided in English and Spanish.
• As with RPTE, LAT test administrators will be
  able to further simplify the directions as
  needed.

LAT TA Manual
135
Administration Directions

• The LAT tests are shorter than the TAKS tests
  because there is not a need for embedded field
  testing.
• Because the TAKS answer documents are used for
  LAT examinees in Grades 48 and 10, the students
  will not use all the spaces on their answer
  document.

136
Administration Directions

• To address this situation, the administration
  directions will instruct test administrators to
  say, for example

Stop when you get to the last page of your
booklet. Your last test question is NUMBER 43.
This is where your test ends. You will not use
all the circles on your answer document.
LAT TA Manual
137
Returning LAT Materials
138
Test Administrator Reminder

• Before returning their materials, test
  administrators are reminded to check that
• the score code of L has been marked
• the LAT Info field has been completed
• the Test Booklet field has been
  completed on the Grades 48 and 10 answer
  documents

LAT TA Manual
139
Destroying Certain Materials

• Test administrators are instructed to destroy the
  following as soon as testing is complete
• any math charts or LAT bilingual glossaries
  written on inadvertently
• any materials they created during a LAT
  administration (e.g., pictures, translations)
  to meet individual students needs

DCCM 171
140
Bilingual Glossaries
Do not ship LAT bilingual glossaries to the
testing contractor. They may be kept and used as
an instructional tool.
DCCM 172
141
Packaging and Shipping

• LAT materials should be returned with the regular
  TAKS materials under the appropriate TAKS ID
  sheets. It is not necessary to separate LAT
  materials from other scorable TAKS materials.

DCCM 75-86,163-172
142
Packaging and Shipping

• For Grades 36, answer documents need to be
  separated by language within each grade as shown
  on the TAKS Class ID Sheet.
• TAKS and LAT answer documents may be grouped
  beneath the same Class ID Sheet, as explained on
  page 165.

DCCM 165-166
143
Packaging and Shipping

• Spanish and English scorable materials must be
  grouped under separate TAKS Campus and Group ID
  Sheets.
• Any Grade 3 LAT scorable test booklet used in a
  side-by-side English-Spanish administration but
  which was not the primary test and should not be
  scored should be voided and returned with the
  scorable materials.

DCCM 77, 163-167
144
Education Service Center Training
Texas English Language Proficiency Assessment
System (TELPAS)
December 2005
145
General Information
146
KEY CHANGES

• New writing collection procedures
• Holistic rating training moved to fall
• Grades 212 rater certification process
• RPTE II field testing

DCCM 5
147

Key Training Dates
148

Other Key Dates
149
3 Spring Training Activities

• Fall holistic rating training for new raters
• Supplemental holistic rating training for raters
  not successful on the preliminary qualifying test
• TELPAS testing procedures training

150
FAQ Holistic Rating Training
Q When may TOP rater trainers return the fall
qualifying test and annotations to fall training
participants? A After December 16. These
materials will be useful in the spring
supplemental training given to individuals who
were unsuccessful on the fall preliminary
qualifying test.
151
TELPAS Eligibility Reminders

• LEP students whose parents have declined
  bilingual/ESL program services (referred to as
  LEP students with parental denials) are required
  to participate in TELPAS.
• LEP students participate in TELPAS annually as
  long as they remain classified as limited English
  proficient.

DCCM 317-318
152
TELPAS Eligibility Reminders

• Students who scored Advanced High last year
  will continue to be assessed if they are still
  classified as LEP this year.

DCCM 373
153
Points to Emphasize TOP
154
Key Coordinator Responsibilities

• District and campus test coordinators are
  responsible for establishing procedures to
• identify and assess all eligible LEP
  students
• qualify appropriate numbers of raters and
  ensure proper training

DCCM 305-306, 340, 343
155
Rater Identification/Certification
District and campus coordinators should carefully
review the following pages.
156
TOP Rater Manual Contents

• This years rater manual contains information
  only about TOP administration procedures. The
  holistic rating information previously included
  is now in the holistic rating training materials
  issued in fall 2005.

DCCM 343
157
Writing Collection Procedures

• The rater manual includes the instructions for
  assembling writing collections that were
  disseminated during fall training.
• Raters need to be familiar with these
  instructions before they begin gathering student
  writing samples.
• The writing collection window begins February 1,
  2006.

DCCM 302, 344
158
Verification of the Collections

• The campus coordinator will designate one or more
  persons to review and verify the contents of the
  writing collections.
• Note that the designee must not be a TOP rater.
• The designated reviewer will sign the TOP writing
  collection cover sheet.

DCCM 5, 302, 310, 344-345
159
Spring 2006 Writing Audit

• A substantially larger audit of the writing
  collections will be conducted following the
  spring 2006 administration.
• In late April districts will be notified to
  submit the writing collections of preselected
  students.

DCCM 302
160
Online Qualifying System
161
Online Qualifying Process

• Districts need to ensure that each rater knows
  which grade-cluster test to take.
• District coordinators will be issued access codes
  to assign to the raters.
• The access code will allow the rater to log on to
  the secure test site and establish a password.

162
Online Qualifying Process

• Raters will have the option of rating a few
  writing collections as a practice exercise before
  beginning the test.
• Before taking the test, raters will affirm
  (online) that they agree to keep the contents of
  the online test secure.
• Raters will click a button to select the
  appropriate grade-cluster test.

163
Online Qualifying Process

• Raters will be able to work at their own pace, go
  back and forth between collections, and change
  their answers at any time during the test.
• Their test is not considered finished until they
  click a submit button.
• Their test will be scored immediately. They will
  be able to review their answers, the rating
  annotations, and the writing collections.

164
Online Qualifying Process

• Those who pass are finished. They will be
  provided an electronic certificate indicating
  their certification.
• Those who did not pass will take a second test.
  They may log off and take the second test later,
  or they may stay online and continue testing.
• ESCs and districts may, as an option, offer
  additional training to raters who are
  unsuccessful on the first online test.

165
Online Qualifying Process

• Those who pass the second test will be provided a
  certificate indicating their certification.
• A copy of the certificate must be given to the
  campus coordinator.
• ESC and district coordinators will have access to
  weekly electronic reports on the status of rater
  certification. More frequent update reports will
  be available toward the end of the qualifying
  period.

166
Other Information on the Process

• Raters should have their TOP rubrics and training
  materials with them during the test.
• The online test forms will be administered in
  random order.
• If a rater takes the wrong test (e.g., takes the
  3-5 cluster instead of the 2-5 cluster), the
  rater will need to contact the website
  administrator to void the test attempt and select
  a new cluster.

167
Other Information on the Process

• The secure test site will be operational 24 hours
  a day, 7 days a week, during the qualifying
  window.
• Districts may require raters to take the
  qualifying tests at school in a controlled
  environment, or they may allow raters to take the
  tests on their own time.

168
Other Information on the Process

• Additional details about the online qualifying
  system will be communicated to district
  coordinators in January.
• An online users guide will also be posted at
  http//k12testing.tx.ncspearson.com/tx_dist_guides
  .htm in January.

169
Noncertified Raters of Writing

• The district will decide whether a noncertified
  rater of writing will serve as a rater during the
  TOP administration.
• If assigned to rate students, the rater will rate
  each domain required for TOP. For the domain of
  writing, a certified rater must provide a second
  rating of the noncertified raters writing
  collections. The second rating, if different from
  the first, will be the final rating.

DCCM 324
170
Noncertified Raters of Writing

• As in the past, the student rating roster and TOP
  writing collection cover sheet will require the
  signature of the official rater (whether
  certified or not). In addition, the signature of
  the certified rater of writing is required if the
  first rater is noncertified.

DCCM 324
171
Writing Collection Cover Sheet

• An enrolled grade level and IEP instructional
  level field have been added to the TOP writing
  collection cover sheet.

172
Spring 2006 RPTE II Field Testing
173
RPTE II Field Testing, Gr. 3-12

• RPTE II field-test items will be embedded in the
  RPTE test booklets.
• The RPTE test booklets will be configured
  differently to accommodate giving RPTE I and
  collecting field-test data on RPTE II.
• The RPTE answer documents will match the
  configuration of the test booklets.

DCCM 296-297
174
RPTE II Field Testing, Gr. 2

• For the RPTE II Grade 2 field test, second-grade
  LEP students will use a machine-scorable test
  booklet similar to the Grade 3 RPTE scorable
  booklet.
• All Grade 2 LEP students in the state will
  participate (except for the few who do not meet
  the eligibility requirements on page 318).

DCCM 296-297, 318
175
RPTE II Field Testing, Gr. 2

• The fact that there is a statewide Grade 2 field
  test does not mean second graders will not be
  assessed in TOP reading.
• Second graders will be rated for TOP in all
  domains, as in the past. The rating of TOP
  reading will be discontinued when RPTE II is
  implemented in spring 2008.

DCCM 297
176
RPTE II Field Testing, Grade 2

• Second graders who will not take the RPTE II
  field test
• certain students served by special education
• 2nd semester immigrant students deemed by
  the LPAC to read virtually no English
• visually impaired students served by special
  education or under Section 504 who need a
  braille or large-print test (These are not
  available for field tests.)

DCCM 318
177
Grade 2 Online Research Study

• A small online pilot of second graders will be
  conducted this spring as part of RPTE II test
  development.
• The pilot study will take place during the TELPAS
  testing window.
• Campuses within a district may volunteer.
• District coordinators should contact Estella Frie
  at estella.frie_at_pearson.com by the end of January
  2006 to volunteer.

178
Other Points to Emphasize RPTE
179
RPTE Test Dates

• Although a district may accommodate extenuating
  circumstances on a campus, the testing schedule
  should be as uniform as possible given the need
  to maintain security and confidentiality at all
  times.
• Every effort should be made to provide make-ups
  for Grades 312 students who are absent from RPTE
  on the scheduled test day.

DCCM 296
180
Score Code, OP Code, Rater Info

• No changes have been made to these fields.
• However, for Grade 2, emphasize that the reading
  (R) section of the score code relates to the
  students participation in TOP. No score code
  information is needed for the Grade 2 RPTE II
  field test. Answers in the field-test booklet
  will be scanned automatically.

DCCM 357-361
181
Years in U.S. Schools Field
In all TELPAS training sessions, emphasize the
importance of the data regarding years in U.S.
schools. This information is used to determine
performance standard requirements for eligible
students in federal AYP and AMAO calculations.
DCCM 362
182
Dyslexia Bundled Accommodations
183
Dyslexia Accommodations

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

184
Dyslexia Accommodations
What are the three bundled 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
185
Dyslexia Accommodations

• What tests can be administered using these
  accommodations?
• Grade 3 TAKS reading
• Grade 4 TAKS reading
• Grade 5 TAKS reading
• This includes tests in English, tests in Spanish,
  and all SSI administrations.

186
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

187
Dyslexia Accommodations
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.
188
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
  accordance with district policies and procedures.

189
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)

190
Dyslexia Accommodations

• Some important reminders
• Both students and the test administrator must use
  Form 1.
• 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.

191
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.

192
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 bubble DYSLEXIA
  ACCOMM. on the front of the TAKS answer document.

193
Dyslexia Accommodations

• The 2006 Schedule for Grade 3
• Primary Administration is February 21?22
• First Retest is April 19?20
• Second Retest is June 28?29

194
Dyslexia Accommodations

• The 2006 Schedule for Grade 4
• Primary Administration is April 19?20

195
Dyslexia Accommodations

• The 2006 Schedule for Grade 5
• Primary Administration is February 21?22
• First Retest is April 18?19
• Second Retest is June 28?29
• Students retesting in April will take the first
  day of the reading test one day earlier than
  originally scheduled to ensure that they can take
  the science test on April 20.

196
Dyslexia Accommodations

• Are students who are absent eligible to take a
  ma