2012 STAAR Training for Campus Testing Coordinators: March Administration

1. 2012 STAAR Training for Campus Testing Coordinators: March Administration March 1, 2012 Trainer – Becky McCoy, Assessment Director Georgetown Independent School District

2. STAAR Training Requirements

3. What’s New / What’s Different? • 4-Hour Time Limit (see handout) • Make-up Testing for All Grades, Subjects, & Courses for All Administrations • Writing Tests: Administered Over 2 Days • STAAR Modified Writing Prompt: Only read aloud by the TA at a student’s request • 1-Page Limit per Composition (26 lines; no doubling up between lines) • Short-Answer Responses (limited to 10 lines; no doubling up between lines) • No LEP Exemptions for STAAR • No STAAR L version for English I-III, Reading, Writing; STAAR L Available only for Math, Science, & Social Studies • New Linguistic Accommodations • The Accommodations Triangle & OTAPMs • Dictionary use allowed throughout the Gr. 6-8 reading tests, Gr. 7 writing tests, and English I-III reading & writing tests • No duplication of STAAR or STAAR Modified Written Compositions/Short-Answer Responses

4. English I-III EOC Assessments: Highlights • Day 1: Writing component • Day 2: Reading component (multiple-choice & short-answer items; no short-answer items for STAAR Modified) • 2 separate test booklets, but 1 answer document • Dictionaries are allowed throughout the English I-III Writing & Reading assessments. • Scores reported separately for writing & reading • Students required to retest only in the component they fail • Both reading & writing field tests embedded in operational assessments (see schematics for English I-III STAAR & STAAR Modified)

5. Gr. 7 Writing Assessments: Highlights • Day 1: STAAR-Revising & Editing Questions & 1st Written Composition; STAAR Modified-Revising Questions & 1st Written Composition • Day 2: STAAR-Remaining 2 Written Compositions; STAAR Modified-Editing Questions & 2nd Written Composition • 1 test booklet with 2 seals (separate test booklets for STAAR & STAAR Modified) • Dictionaries/thesauruses are allowed throughout the Gr. 7 Writing assessments on both days. • Field test items & 1 field test composition embedded in operational assessments (see schematics for Gr. 7 STAAR & STAAR Modified)

6. Gr. 4 Writing Assessments: Highlights • Day 1: STAAR & STAAR Modified - Revising & Editing Questions & 1st Written Composition • Day 2: STAAR & STAAR Modified – Revising & Editing Questions & 2nd Written Composition • 1 test booklet with 2 seals (separate test booklets for STAAR & STAAR Modified) • Dictionaries/thesauruses are NOT allowed (unless as an approved accommodation). • Revising & editing field test items embedded in both STAAR & STAAR Modified; 1 field test writing prompt in STAAR Modified (see schematics for Gr. 4 STAAR & STAAR Modified)

7. Test Security and Confidential Integrity(p. O-16 – O-24 in DCCM & consult the Test Security Supplement) Review January 27, 2012 training PowerPoint.

8. Texas Education AgencyTest Monitor Procedure Manualhttp://www.tea.state.tx.us/index2.aspx?id=8296&menu_id=2147483703&menu_id2=2147483708

9. Important Reminders • O&A Report: To record information for students coded as “Other” or “Absent” (see handout) • Secure storage location (still waiting on a few certification forms) • Cell phone announcements (see handout) • Active monitoring: Module 1 (about 35 minutes) (http://www.texasassessment.com/securitytraining) • Seating charts (including regrouped students) • Document retention (5 years) - testing irregularity & investigation documentation - materials inventory & shipping records (Materials Control Form) - signed security oaths for all testing personnel - seating charts (http://www.tea.state.tx.us/student.assessment/security)

10. Testing Calendar for March STAAR Administrations *There are no special make-up versions for STAAR tests (not even writing). GHS was chosen to participate in the English III paper-version field test. All GISD Gr. 10 students who took Gr. 10 TAKS-M ELA in early March will participate in a field test for STAAR Modified English II.

11. Test Schedule and Directions • All tests must be administered on the scheduled day. • All tests must be administered in strict accordance with the instructions contained in the test administration manuals.

12. Training-Related Activities: (S-6 – S-14) • Read manuals and related documents/materials. • Attend training. • Review and sign campus coordinator oath. • In consultation with your principal, designate test administrators. - teachers (including those with teaching permits or probationary certificates) - counselors - librarians - substitute teachers - other professional educators (such as retired teachers), whether or not currently employed in the field of education - currently employed certified and noncertified professionals & paraprofessionals • Schedule TA and Principal training sessions. • Distribute STAAR manuals (Gr. 3-5, 6-8, & EOC). • Prepare for and conduct training sessions for TA’s and other campus personnel (monitors, custodians, nurse, etc.).

13. Prepare for Testing: (S-19 – S-23) • Receive shipment of test materials and order additional materials from Denise. (verify secure materials inventory within 24 hours) • Receive precoded materials and supervise verification of student data. (see slides 14-16) • Supervise hand-gridding of blank answer documents. (see slide 17) • Ensure the submission of appropriate answer documents. (All first-time Gr. 9 students enrolled in English I-III, all Gr. 4-5 students, and all Gr. 7-8 students, with the exception of STAAR Alternate students, should have an answer document submitted. Be careful not to submit answer documents for students who have recently withdrawn.) Keep secure materials in locked storage when not in use!

14. Verifying Coding for Accuracy (S-21) • Everything is important since it affects something in one of the three accountability systems (AEIS, AYP, PBMAS). • It is the responsibility of campus test coordinators to ensure verification of demographic & program coding on student answer documents. • Use sources other than our district student information system to verify the coding since TEAMS was the source of the coding to begin with. • Bilingual / ESL Lead Teacher / Dept. – LEP, Bilingual, ESL Status • Special Ed. Coordinator / Dept. – Special Ed Status • Cafeteria Manager – Economic Disadvantaged Status • Counselors – G/T, At Risk, CATE Status • Campus Registrar – Ethnicity & Race • Teachers – Student Name, Date of Birth, & Gender

15. Verification of Precoded Materials (S-21) • The preprinted information on all answer documents and labels must be checked for accuracy and completeness. • Only school personnel may verify information in the FOR SCHOOL USE ONLY section (demographic & program info). • If the information has been precoded correctly, then do not bubble any of the demographic data on the answer document because this may create an error that did not already exist. • Ensure that labels are affixed correctly. (stay within the lines) • Test administrators also need to be instructed to look for “extra bubbling” done by students on the front cover of the answer document.

16. If the name, PEIMS ID number, or date of birth is incorrect then: VOID the document/label. Hand grid a new answer document with all the correct information. Save the voided answer document for return with the scorable materials. Return voided or unused labels not affixed to an answer doc with nonscorables. If anything other than the name, PEIMS ID number, or DOB is incorrect then: Retain the answer document. Hand grid the correct information in the appropriate field. Do not hand grid any field other than the one(s) being corrected. Corrections to Precoded Answer Documents/Labels It is important that a student’s identification information be the same for all test administrations. Any changes to the student’s name, student ID, or date of birth will result in multiple records for the student.

17. Hand-Grid Blank Answer Docs (S-21 – S-22) • For newly-enrolled students • Using #2 pencil • Bubble in appropriate circles (be careful of O vs. Q mixups!) • Do not allow students to hand-grid their own answer docs. • You may request precodes from other campuses within the Georgetown ISD. • If a student’s name has a hyphen or apostrophe, grid a “blank” in that position.

18. Prepare for Testing: (S-23 – S-24) • Arrange for testing rooms and organize test sessions. - STAAR / STAAR Modified / STAAR & STAAR M with Linguistic Accommodations / STAAR L (Students taking STAAR and STAAR Modified math may be grouped together.) - small group & individual administrations - non-testers - accommodations (Type 1, Type 2, Type 3, LA-linguistic accommodations) - planning for late arrivals - planning for emergencies - arranging for snacks/lunches - minimizing/eliminating distractions - OTAPMs (scratch paper, graph paper, highlighters/colored pencils, etc. – see handout) - extra math reference materials (in case a student’s ref. materials become unusable)

19. Prepare for Testing: (S-24 – S-28) • Distribution of Test Materials: - Use the Materials Control Form found on p. S-27 & S-28. - Secure materials must be checked out and in each day. - Note the Materials for Testing Sessions on p. S-24 & S-37. (For March - Dictionaries: Gr. 8 reading, Gr. 7 writing, EOC English I-III) - Do not distribute extra test booklets unless warranted (such as for Braille testing, oral administrations, or STAAR Modified administrations). - If a student taking the STAAR test requests the writing prompt to be read aloud, the TA may read aloud the prompt from the test booklet the student is using. The TA may NOT break the seal on an unused test booklet in order to read the prompt, except when a student taking a Braille test needs the prompt read aloud and the TA does not read Braille.

20. Monitor STAAR Administrations: S-35 – S-37 • Ensure proper testing procedures. • You MUST read the manual! • See handouts: Test Monitor Checklist & Test Monitoring Log • You must have a map (2 copies) showing testing room locations for the district monitor and the state monitor (in case you receive a visit). This PowerPoint is not a substitute for reading the appropriate sections of the 2012 DCCM Manual and the appropriate Test Administrator Manuals.

21. Summary of Procedures • Prepare seating charts. (S-35)http://www.tea.state.tx.us/student.assessment/security/ • Ensure at least one test administrator for every 30 students. • Bulletin boards and instructional displays (in classrooms & hallways) that might aid students during testing must be covered or removed. If in doubt, cover/remove. (S-36) • Testing rooms should be quiet (no playing of background music), well lighted (all lights on), well ventilated, and comfortable. (S-36) • Don’t mix STAAR/STAAR Modified/STAAR L testers unless specifically allowed. • “Testing – Do Not Disturb” signs must be posted on testing rooms (including interior doors, if applicable). (S-36) • May take brief breaks in the testing room(see TA manual) • Do not allow students to bubble in the demographic fields on the front of the answer document. • No cell phones or other personal electronic devices

22. Summary of Procedures • Provide dictionaries for Gr. 7 writing, Gr. 8 reading, & English I-III EOCs; at least 1 for every 5 students. Provide at least 1 thesaurus per testing room. You may provide ESL & bilingual dictionaries for any LEP student. (see STAAR Dictionary Policy) • Test administrators are not allowed to require students to first mark their answers in the test booklet and then transfer them to the answer document. (S-36) • Students may use highlighters and colored pencils in test booklets. (see OTAPMs) • Restrooms must be monitored during STAAR testing. Because of the 4-hour time limit, students should take a RR break one at a time rather than as a whole class.

23. Summary of Procedures • Reinforcing, reviewing, and/or distributing testing strategies during an assessment is strictly prohibited. (S-36) • You cannot require students to use any particular test-taking strategy. Students can use test-taking strategies, but you cannot require them to do so during testing. • Lunch breaks are permitted; however, students must remain as a group and be monitored by a trained test administrator so they do not discuss the test. (see p. 12 or 13 in TA manuals for details) • Students must use the No. 2 pencils supplied by the CTC to test administrators.

24. Summary of Procedures • Test administrators are not allowed to answer any questions related to the content of the test itself. (p. 31 or 34 in TA manual) “I can’t answer that for you; just do the best you can.” • Test administrators must actively monitor students during testing, including checking the answer doc to ensure that each student has bubbled in answers. (p. 31 or 33 in TA manual) If not, then they should recite the appropriate script in the TA manual: “You have not recorded all of your responses on the answer document. Please go back and mark your answers on it now.” • TAs should periodically remind students to record their responses. (p. 29 or 30 in TA manual) • Test administrators cannot leave the room unless a trained substitute test administrator is present. • May change testing rooms as long as test security is not breached. This means students must NOT transport their own test materials, and students must be monitored closely during transport. • Immediately after each test session, the test administrator must return test materials to the campus coordinator.

25. Summary of Procedures • Students must remain seated during testing and are not allowed to talk while test booklets are open. • Must follow procedures for the 4-hour time limit (see next few slides) • Students may not read books during breaks. After a student has completely finished the test and his/her test materials have been collected, the student may be allowed to read a book or leave the testing room.

26. Summary of Procedures: 4-Hour Time Limit • Communicate (orally & in writing) the amount of time left to test in one hour intervals. • During the last hour, announce when there is 45 minutes, 30 minutes, 15 minutes, 10 minutes, and 5 minutes left. • Students should be reminded periodically (and esp. during the last hour) to record their responses on the answer document. • If students are still working when time has expired, the TA should tell them to put their pencils down and close their test booklets. (see p. 11 or 12 in TA manual) • Students will not be permitted to record answers after the time limit has ended; therefore, students should be taught to bubble their answers as they test and not wait until the end to do so.

27. Summary of Procedures: 4-Hour Time Limit • The start time and the stop time for the test session must be recorded on the seating chart. • Breaks included in the 4-hour time limit (not allowed to stop the time clock): water breaks, bathroom breaks, and short physical or mental breaks • Breaks NOT included in the 4-hour limit (required to stop and restart the time clock): lunch, emergency situations that significantly interrupt testing, consolidation and movement of students to another testing area, medical breaks to nurse (These breaks should be recorded on the official seating chart either at the top next to the Test Session Start/Stop Times or next to a student’s name or elsewhere on the front for individual students or on the back if room on the front does not permit.) • Distribution of materials and the TA “SAY” directions are not included in the 4-hour limit. The clock starts after the TA says, “You may begin.”

28. More Procedures • Transcribing Because Answer Doc Becomes Unusable: • Write “VOID” in large, bold letters and place student’s answer document under a VOIDED header. • Write “Transcribed by (NAME) because (REASON)” at the top of the new answer document (above student’s name). Using a #2 pencil, transcribe contents of answer doc onto new one without making any changes. • Transcribing as an Accommodation: Write “Transcribed by (NAME) because student used Basic/Complex Transcribing accommodation” at top of answer doc (above student’s name). Use a No. 2 pencil to bubble in the appropriate Accommodation bubble. • Student responses for all Braille and large-print tests must be transferred to a scorable document, and the BR or LP Type 2 Accommodation bubble must be marked. Write “Transcribed by (NAME) because student used Braille/large-print test” at top of answer doc (above student’s name).

29. More Procedures • For STAAR and STAAR Modified Writing, test administrators must NOT read the writing prompt aloud unless a student specifically requests that it be read aloud. • The TA must NOT: - elaborate on the prompt - give an opening and/or closing sentence - provide an outline - give information on how to develop ideas - translate the prompt into another language (except as a linguistic accom. for STAAR Modified) • If a student asks a question about the prompt, say: “I can’t explain it to you; just respond to the prompt in the best way you can.” • Use of “Other” Score Code: Before using this score code, call Denise at ext. 6098, who will contact me. I want to be sure that the “Other” score code is appropriate. (“O” is also used for court-ordered HS equivalency program. Foreign exchange students are not allowed to opt out of STAAR.) • Complete the Other & Absent Report (see handout) and return with your scorables. Verify that students coded “A” are really absent and have not recently withdrawn. Indicate a brief reason for any “O” score code.

30. Test Administration Directions • TA manuals contain directions for all STAAR programs (STAAR, STAAR L, STAAR Modified), so care must be taken to read the appropriate script. • Be sure to review the “Guide to the Test Administration Directions” section of the manual. This section explains two types of call-out boxes and the use of brackets [ ] as well as other aspects of the test administration directions.

31. Procedures for STAAR Modified: Reading & Writing • Special training is required for STAAR Modified test administrators. • If possible, use teachers who have experience giving TAKS-M. • There are general directions to follow, but not a specific script to read for those TA’s who will be reading all of the questions and answer choices aloud to students for the reading test. • The TA will need a STAAR Modified test booklet to use during the reading and writing tests to read aloud the pre-reading text (indicated with this icon: ) and to read aloud the test questions and answer choices for students who receive that accommodation for the reading test (but NEVER the questions and answer choices for the writing test). • The TA may NEVER read aloud the reading selections.

32. Answer Documents • Take a look at the answer docs for your grade level(s) and note the following: • Test Taken Info • Score Code • Accommodations • Test Date (for English EOCs) • STAAR vs. STAAR Modified See p. S-38 – S-40 in DCCM.

33. Coding the Answer Documents • Mark ONE SCORE CODE for each test that is included on the answer document. (The Test Administrator marks the score code.) • Mark the TEST TAKEN INFO: EN, SP, L, & Form #. (The Form # should be completed by the Test Administrator after collecting a student’s test materials. You or your designee should mark the other codes: EN, SP, & L BEFORE testing.) • Mark one or more accommodation codes depending upon what the student is approved to receive. Leave blank if there are no approved accommodations. (This task should be completed by you or your designee BEFORE testing.) • Linguistic accommodations (LA) approved by the LPAC should be coded on a student’s answer document BEFORE testing. • For English I-III EOCs, the Test Administrator should mark the TEST DATE after collecting a student’s test materials and preferably after all students have finished testing.

34. Critical Accountability Issue! • Once answer documents are submitted to Pearson, we cannot correct coding errors (demographics or test taken information) for accountability. We could do a score code change request and get a correct score for the student, but the original score would be the one used for accountability.

35. What Coding Affects Accountability? • ETH: 1-Hispanic/Latino; 0-Not Hispanic/Latino • RACE: I-American Indian or Alaska Native, A-Asian, B-Black or African American, P-Native Hawaiian/Pacific Islander, W-White (must mark at least one) • ED: Economic Disadvantage Indicator (01, 02, 99, 00) • L: LEP Indicator Code (C, M1, M2, 0) • SE: Special Education Indicator Code (1, 0) • SCORE CODE: A - Absent, O - Other, * - Did not test on the answer doc for subject indicated, or S - Score These should be double checked for accuracy since they cannot be corrected for accountability after we ship the answer documents for scoring.

36. Other Answer Document Fields • Agency Use – used to code exit level retest students taking TAAS (99999) or TEAMS (88888); no longer used to collect information about make-up administrations nor DAEP/JJAEP administrations; also used to code information for unschooled ELL asylees and refugees (not applicable to GISD) • Court-Ordered High School Equivalency Program (HSEP) – (most likely will only apply to a few JJAEP students) (use score code of “O”)

37. Other Important Reminders

38. ACCOMMODATIONS • You must ensure that all accommodations are implemented. • What is your tracking system to ensure that all accommodations will be given? • How will you ensure that all accommodations are coded on the answer document? • Follow district procedures for documenting accommodations for students who do not receive Section 504 or SPED services. (see handout)

39. Oral Administration (OA): • Form 1 must be used for STAAR primary test administrations. (Ensure same form for STAAR Modified as well.) • The Test Administrator needs a copy of the test booklet only when giving a full-blown oral. TA’s giving reading assistance only should read over the student’s shoulder. • Must maintain test security and confidential integrity. (Requires additional training (use Appendix C in the TA Manual) and additional signature and initials on security oath when TA is giving an OA.) Remember, anyone who views the test (OA, STAAR Modified, giving linguistic accommodations, reading aloud the writing prompt, etc.) must sign/initial the gray box at bottom of oath.

40. GAP & Academy Testing • It is the responsibility of the Home Campus to distribute their students’ answer documents to GAP and Academy. The Assessment Dept. will try to facilitate this distribution. • Scorable answer documents must be included with the Home Campus documents and counts. The Assessment Dept. will incorporate these answer docs into the appropriate home campus under a class header for Lackey (for GAP) or Carter (for Academy). • Do not provide test booklets to GAP or Academy, only answer docs. • It is a campus responsibility to know who is at GAP and Academy and to coordinate with the alternative schools’ campus testing coordinators to ensure that demographic information is complete and correct, accommodations are communicated, and testing decisions/information are communicated in a timely fashion.

41. Returning STAAR Materials What goes in here and how?

42. Preparing Materials for Return • Verify that no answer documents have inadvertently been left in test booklets. • Verify that student information on answer documents is complete and accurate. • Perform any transcribing that is required using a No. 2 pencil. • Verify that all test booklets and answer documents have been accounted for.

43. Preparing Materials for Return (cont.) • Place all secure test booklets in serial number order for return to the district testing coordinator. (Do not separate used test booklets from unused test booklets.) • Make sure the correct score code is marked on each answer document. (Do not mark “A” for absent students until after the make-up period has ended.) • Double or Triple Check the Big Four: 1) TEST TAKEN INFO field, 2) SCORE CODE field & 3) ACCOMMODATIONS field 4) TEST DATE field (if applicable)

44. Packaging Materials • Separate scorable from nonscorable materials. • Place voided answer documents under a gray VOIDED ANSWER DOCUMENT IDENTIFICATION SHEETand place a paper band around the stack. STAAR voids must be kept separate from STAAR Modified voids. • Use a paper band to band each group of scorable materials. - Mark each band with the campus name, grade level, and test name - If you have more than one banded set for a single test, then also include the package count (e.g., 1 of 2, 2 of 2).

45. Returning Unused Precoded Labels and Answer Documents • All precoded answer documents, if not used, must be returned under a gray VOIDED ID SHEET with scorable materials. • If a precoded label is attached to an answer document and not used, then it must be returned under a gray VOIDED ID SHEET with scorable materials. • If a precoded label is not attached to an answer document, then it is returned with the nonscorable materials. • Never discard labels nor answer docs for students who are no longer enrolled in your school!

46. Campus, Group, and Class Identification Sheets • A separate Campus and Group Identification Sheet must be completed for each grade level/subject and testing program (STAAR & STAAR Modified). • There must be at least one Class Identification Sheet for each test group. • Incorrect counts on the identification sheets will delay the processing of our results and score reports. • Check that the number of answer documents matches the number indicated on the identification sheets.

47. Returning Materials to District Coordinator • Do not seal boxes so that materials can be checked in and verified by the assessment department. • Scorable materials should be ready for pick up or returned according to the pick-up/return schedule. (TBD) • Nonscorable materials should be returned according to the schedule for nonscorables. (TBD)

48. Contact Information Becky McCoy, Assessment Director Office: 943-5000, ext. 6034 Cell: 677-2762 Home: 819-9985 Email: mccoyr@georgetownisd.org Denise Gunn, Assessment Secretary, 943-5000, ext. 6098 gunnd@georgetownisd.org • On testing days call Denise first. She will know where I am at all times and can get a message to me quickly to call you. • If you cannot reach Denise, then try my cell phone.