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Welcome and Introduction

Welcome and Introduction. Wednesday, December 2. Key Changes in Testing Policy Assessment of English Language Learners Reporting Systems Update Accommodations Assessment of Students Served by Special Education Test Materials and Shipping Update Test Security Closing and Evaluation.

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Welcome and Introduction

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  1. Welcome and Introduction

  2. Wednesday, December 2 • Key Changes in Testing Policy • Assessment of English Language Learners • Reporting Systems Update • Accommodations • Assessment of Students Served by Special Education • Test Materials and Shipping Update • Test Security • Closing and Evaluation

  3. Please Note:This Training Does NOT Take the Place of Reading the Appropriate Manuals.

  4. Key Changes in Testing Policy

  5. Key Changes in Testing Policy • TAKS Spanish Tests • Grades 5 and 8 Mathematics and Reading • Student Success Initiative (SSI) • LAT Grades 5 and 8 Mathematics and Reading • March Exit Level Retest • TAKS-M • New Test Administrator Manual Design • TAKS-M Manual Distribution

  6. Key Changes in Testing Policy • TELPAS • Interface Transition • New Final Verification Window • Supplemental Training Requirements for Level 2 • Answer Documents • Race / Ethnicity Field • Court-ordered High School Equivalency Program (HSEP) • Grades 9, 10, and 11 / Exit Level

  7. Key Changes in Testing Policy • Optional Web-based Test Administrator Training Modules • October 2010 TAKS Exit Level Retest • TAAS • Separate Field Tests • Policy Regarding Composition Retention and Duplication • Changes to ELL Assessment Provisions

  8. Grades 5 and 8 Mathematics and Reading • Combined into one administration beginning in 2010 • First administration in early April • Retest administrations in May and June • Student Success Initiative (SSI) • As modified in 2009, the SSI grade advancement requirements apply only to the TAKS math and reading tests at grades 5 and 8 • Advance to the next grade level only by passing these tests or by unanimous decision of the grade placement committee (GPC) that the student is likely to perform at grade level after accelerated instruction • Students in grade 3 no longer required to pass the TAKS reading test to be promoted to grade 4

  9. March Exit Level Retest • To accommodate election polling on Tuesday, March 2, 2010, the social studies section of the March exit level retest will be administered on Monday, March 1; no testing is scheduled for March 2. • Optional Web-based Test Administrator Training Modules • Online test administrator procedures training modules • Supplement mandatory training; optional, but recommended • Take in either a group or individual setting • Three modules • Active monitoring • Distribution of test materials • Proper handling of secure materials

  10. TAAS mathematics-->TAKS mathematics • TAAS reading-->TAKS ELA reading (mc only) • TAAS writing-->TAKS ELA comp + R&E • October 2010 TAKS Exit Level Retest • Information about October 2010 TAKS XL retest administration not included in 2010 coordinator manual • Supplement will be distributed prior to the administration • TAAS • Due to legislation passed in June 2009, TAAS will no longer be administered • Former TAAS and TEAMS examinees now required to take TAKS XL tests • Equivalent TAKS scores will be matched to TAAS or TEAMS passing standards

  11. Separate Field Tests • Separate field-test administrations of TAKS grade 10 and exit level ELA • No field-test administrations of TAKS grade 4 writing (English and Spanish), grade 7 writing, and grade 9 reading in spring 2010 • Policy Regarding Composition Retention and Duplication • Districts may retain a copy of each student’s composition and/or open-ended responses for the following TAKS administrations, including TAKS (Accommodated) in March: • grade 4 writing (English and Spanish) • grade 7 writing • grade 9 reading • the primary form of grade 10 ELA (NOT the make-up form) • exit level ELA Districts may NOT make copies of compositions or open-ended responses from TAKS-M tests or any other writing, reading, or ELA tests or field tests.

  12. Resources • 2010 District and Campus • Coordinator Manual • 2010 District and Campus • Coordinator Supplement • General Test Administrator Manual and • Test Administration Directions • 2009-2010 Test Security Supplement • 2009-2010 Accommodations Manual • 2009-2010 ARD Manual • LPAC Manual • TAKS-M, LAT, and TELPAS test administrator manuals • GPC Manual • 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 • Technical Digest

  13. Assessment of English Language Learners

  14. Changes in ELL Inclusion Policies

  15. HB 3 Effect on ELL Inclusion Policies HB 3 made changes that affect provisions for • Spanish-version assessments • exit level test postponements • unschooled asylees/refugees

  16. Spanish TAKS Changes HB 3 eliminated Spanish versions of grade 6 TAKS (and, therefore, Spanish versions of grade 6 LAT) Category 2 exemption criteria in LPAC Manual now apply to eligible grade 6 students in a Spanish bilingual education program because Spanish-version tests are no longer available

  17. Commissioner Rule Revisions Commissioner rule revisions were required to implement HB 3 changes Revised rules to be in place for spring 2010 testing Revised policies and procedures to be reflected in LPAC assessment manual Coordinator manual and other manuals to be updated to reflect changes as needed See handouts for details

  18. Linguistically AccommodatedTesting (LAT) • Grades 3–8 and 10 • – Mathematics • – Reading and ELA • Grades 5, 8, and 10 • – Science

  19. Assessment Process • LAT was developed to fulfill federal requirements for testing recent immigrant ELLs who meet LEP exemption criteria under Texas law • LAT involves providing linguistic accommodations during TAKS testing to increase test validity for immigrant ELLs learning English

  20. Changes Since Last Year LAT Scheduling: Grades 5 and 8 Math and Reading LAT math and reading tests for grades 5 and 8 (including LAT TAKS–M) to be given in mid May

  21. LAT Schedule

  22. LAT Planning Reminders • Arranging for testing requires collaboration with LPAC and subject-area teachers • LAT accommodations are described in detail in Accommodations Manual • LAT test administrators must be trained on LAT test administrator manual • LAT procedures for TAKS–M differ somewhat from other LAT administrations – follow manuals carefully • Make sure answer documents coded correctly

  23. Texas English Language Proficiency Assessment System (TELPAS) K–12: Listening Speaking Reading Writing

  24. Assessment Design • TELPAS consists of • multiple-choice reading tests for grades 2–12 • holistically rated assessments for remaining grades and language domains

  25. Dates for Training on Administration Procedures Testing window is March 8–April 9

  26. New 3-Day Final Data Verification Window • Allows districts time to verify completeness and accuracy of student records before scoring begins • Assessment window closes Fri, 4/9 • Verification window closes Wed, 4/14

  27. Manual Changes Coordinator Manual Added activities on monitoring holistic rating training More detailed information on assigning user access to online testing system Information added on students who move (was in last year’s separate Student List Instructions) Revised and expanded information on online testing of students in JJAEPs, DAEPs, and other atypical settings (see Appendix F) TELPAS Manual for Raters / Test Administrators Test administration directions for grades 2, 3, and 4–5 have been consolidated into a single set of directions for grades 2–5

  28. General Reminders • Training is vital; read and use manuals; be familiar with online training and testing resources • Technical User’s Guide (web document only) to be updated and available on Resources page in early January • Incident reports are required to address procedural errors and test security violations • Be sure to account for every enrolled K–12 ELL in TELPAS electronic submission system • “Do not score” designations for students unable to be assessed should be very rare

  29. Holistically Rated Components • K–1 listening, speaking, reading, writing • 2–12 listening, speaking, writing

  30. Key Dates for Holistically Rated Components See pages 260-261 of Coordinator Manual for course details

  31. Later Start Date for Level 1 Training for Grades 2–12 • Reminders: • Vast majority of Level 1 training should occur in fall • In spring,Level 1 course is offered to cover extenuating circumstances Start date is Feb 1 (rather than mid Jan as in past) Start date coincides with qualification and other Level 1 and 2 courses Level 1 trainees will not have to wait for qualification window to open

  32. Reminder: Who Needs What Training • Level 1basic online training courses Newly assigned K–12 raters who have not yet been trained and 2–12 raters previously trained but not yet qualified • Spring online qualificationLevel 1 trainees • Level 2online refresher training courses Other raters – the vast majority • K–1 previously trained raters • 2–12 previously trained and qualified raters (includes those trained and qualified in fall 2009) Over 100,000 TELPAS online training courses were completed in spring 2009

  33. Reminders Raters need to know which training courses and qualification activities to complete and for which grade cluster Raters must complete practice activities and qualification component independently; collaboration is not permitted Online courses enable TEA and districts to monitor course completion and performance on practice and qualification activities; this provides evidence of assessment validity and reliability Raters who do not complete required online training and online qualification activities are not authorized to be raters

  34. New Level 2 Supplemental Training Requirements • For K–12 raters who do not rate students accurately enough on Level 2 (refresher course) practice activities • Instructions found in Rater Activity 2 of TELPAS Manual and at end of Level 2 course • Testing coordinators to monitor status of raters required to complete supplemental training • Testing coordinators to plan ways to maintain validity and reliability of rating process for raters who do not complete supplemental training successfully

  35. Supplemental Training Instructions Supplemental training is required in each Level 2 language domain in which the individual rates fewer than 5 of the 7 students successfully Those who need supplemental training are directed, by language domain, to – review students rated incorrectly and review rating feedback see campus coordinator if clarification needed • To assist, campus coordinator can – • help rater if has training and expertise to provide clarification • make sure rater was using assessment rubrics (PLDs) during practice activities • refer individual to state-authorized TELPAS trainer

  36. Supplemental Training Instructions review contents of Level 1 language domain module and complete the 5 practice activities If individual rates at least 4 of the 5 students successfully in the Level 1 module, supplemental training for that domain is complete If fewer rated successfully, campus coordinator is to be contacted for instructions Exception: For grades 2–12 writing, raters are directed to twoLevel 1 modules: first the Level 1 writing module to review training content and then the Level 1 writing practice moduleto complete the 5 practice activities

  37. Supplemental Training Instructions In either case, rater prints results from Training History and submits to campus coordinator • Confidential Course Completion Roster has been modified to help testing coordinators spot how raters perform on Level 2 practice activities • Asterisks and highlighted rows show when rater gets fewer than 5 Level 2 practice activities correct

  38. Individuals Not Successful on Supplemental Training Districts are responsible for ensuring validity and reliability of rating process. Recommendations: Do not use rater Use rater with rating support Have rater do additional review and based on that make decision about whether additional rating support needed during live assessment Campus Coordinator Activity 6, page 262

  39. Careful with Confusion Between Supplemental Training and Additional Writing Practice Modules (Grades 2–12) Level 2 refresher for grades 2–12 contains additional writing practice module that raters may complete by mistake thinking it is supplemental training Raters are advised to follow instructions in TELPAS Manual and online course to avoid confusion

  40. Options for Additional Writing Practice Module Coordinators may encourage or require raters to do this module before Level 2 writing module before Level 1 supplemental training if not successful on Level 2 writing module after Level 1 supplemental training if not successful (as part of rating support plan)

  41. Other Minor Changes 20-day guideline for holistic assessments clarified to state that it applies only to students who enroll from another country or state (District Coordinator Activity 1) Information on validity and reliability procedures was modified slightly to address rating support for individual raters separately from broader campus-level procedures (Campus Coordinator Activity 9) Writing collection instructions emphasize authentic writing aligned to Texas English language proficiency standards (ELPS) and content-area TEKS; avoid formulaic or school-wide writing assignments (Campus Coordinator Activity 8)

  42. Future Expanded Qualification Requirements • No changes to requirements this school year • Beginning in 2010-2011, listening and speaking to be added to qualification component for raters of students in grade 2 or higher • Same number of students per qualification set –rating of writing, listening, and speaking within each set; qualification overall, not by domain • Raters already qualified won’t have to qualify again • Beginning in 2011-12, qualification requirements to apply to K–1 raters too – all domains to be included

  43. Reading Tests • Grade 2 • Grade 3 • Grades 45 • Grades 67 • Grades 89 • Grades 1012

  44. Transition to New Interface • Transition this spring to enhanced online interface for grades 2–12 reading tests • Tests to be administered in assigned interface • One interface assignment per district • Interface A = enhanced interface • Interface B = original interface • Interface assignments communicated in fall 2009

  45. Transition to New Interface Impact on Training and Administration • Test administration “read aloud” directions are interface-specific • Student tutorials and administration directions are interface-specific

  46. Transition to New Interface Comparability of Results • Comparability of student performance across interfaces to be studied following spring testing • Adjustments to be made if needed to maintain score comparability • No score reporting delay

  47. Transition to New Interface Interface A Enhancement Highlights • Scrolling through passages eliminated; “paging” function similar to book pages used • Items presented next to passages rather than separate window or split-screen • Improved functionality for filling in blanks in content-area cloze passages • Other enhancements – screen resolution, font style, color images, and more

  48. Changes in Student Tutorials and Administration Previews • Administration previews from previous years have been discontinued • Student tutorial changes • Separate tutorials for Interface A and B • After sample items (which have directions to be read aloud by teacher), about 20 items have been added that students can complete to help them get used to online testing

  49. Student Tutorials • TELPAS tutorials • are optional • should be completed before testing day • New ePAT launcher needs to be installed on campus computers • Old versions of tutorials, administration previews, and ePAT launcher need to be removed • Tutorials to be available for download in January; tutorial must be downloaded for assigned interface • Tutorials and ePAT launcher to be available athttp://etesttx.com/resources

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