1. No category

Where do we look for accommodation
information for TAKS,
TAKS Accommodated, & TAKS-M?
• Accommodation information for students who are
assessed with TAKS is located in the 2010-2011
Accommodations Manual.
• Additional resources for TAKS accommodations are
located at
http://www.tea.state.tx.us/student.assessment/taks/accommodations/.
Overview of Major Changes for 2014
• Move from 3 types of accommodations to only 2
• Many procedures previously listed in the 2013 Optional Test
Administration Procedures and Materials document are allowable for
any student per the 2014 District and Campus Coordinator Manual.
• Reminders to stay on task
• Preferential seating
• Individual and Small-Group Administrations are no longer considered
accommodations but allowable for any student.
• HB 5 EOC deletions
• Standardized Oral Administration (SOA)
• Allowable technology devices clarification
• Answer document changes
What are Accommodations for Students
with Disabilities?
 Changes to instructional materials,
procedures, or techniques that are
made on an individual basis and allow
a student with a disability to participate
in grade-level or course instruction
and testing
 Should be evaluated regularly to
determine effectiveness and to help
plan for accommodations the student
will need each year
 Are not changes to the
content being assessed and
should not replace the
teaching of subject-specific
knowledge and skills as
outlined in the TEKS
 Should not be provided to
an entire group of students,
such as those in the same
class or disability category
Which students are eligible for
accommodations?
Applies to students taking STAAR, STAAR Spanish, STAAR L, STAAR
Modified, and TELPAS
For purposes of statewide assessments, a student needing
accommodations due to a disability includes
• a student with an identified disability who receives special education
services and meets established eligibility criteria for certain
accommodations
• a student with an identified disability who receives Section 504
services and meets established eligibility criteria for certain
accommodations
• a student with a disabling condition who does not receive special
education or Section 504 services but meets established eligibility
criteria for certain accommodations
Who has the authority for decision
and documentation?
•Special education services‒the ARD committee; documented in IEP
•Section 504 services‒the 504 placement committee; documented in IAP
•No special education or Section 504 services‒the appropriate team of
people at the campus level; documentation determined at local level
• Response to Intervention (RTI) team and
student assistance team are examples.
• This applies to a small number of students.
•In the case of an ELL, the LPAC works in conjunction with the applicable
group; documented in permanent record file
The Accommodation Triangle
Type 1
Type 2
What is the purpose of the
Accommodation Triangle?
• Organizes accommodations for students
with disabilities by type depending on
the decision-making authority–
• appropriate team of people at the campus level
or
• approval of an Accommodation Request Form by
TEA.
What accommodations are available?
This type of PDF
document opens when
the link to an
accommodation in
the triangle is clicked.
What are Type 1 Accommodations?
Decision made by the appropriate team of
people at the campus level based on
TEA’s accommodation policies
1
What does Routinely, Independently,
and Effectively Mean?
Routinely
• Used often enough that the student is familiar with and comfortable
using accommodation on a statewide assessment
• Not necessarily used every day or in every class
Independently
• Only applicable to some accommodations (e.g., applies to use of a
calculator but not to an oral administration)
Effectively
• Accommodation meets student needs as evidenced by data and
observations with or without accommodation use.
What are Type 2 Accommodations?
• Only for a very small number of students
• Student must meet all eligibility criteria listed.
• Appropriate team of people at campus level
determines eligibility for listed accommodations or
“other” accommodations not defined in the triangle.
• Requires the approval of an Accommodation
Request Form (ARF) from TEA
2
What are Type 2 Accommodations?
 Requires an approved ARF because Type 2
accommodations involve a test administrator
handling or manipulating secure test materials or
student responses in ways that could compromise
test security, confidentiality, and/or student results
 TEA provides specific guidelines with an approved
ARF in order to ensure
that Type 2 accommodations are
provided in a standardized
manner.
2
What are “OTHER” Type 2 Accommodations?
Any accommodation that is
not listed in the triangle can be
considered if the student
needs it to access the test.
Other accommodations can
not be requested through the
online system. Districts must
contact TEA to discuss when
the use of an “Other”
accommodation is
appropriate.
Accommodation Request Process
How do we request
Type 2 Accommodations?
• Accommodations for Students with Disabilities webpage
• “Accommodation Request Process” document outlining the process
for requesting Type 2 accommodations
• Link to the updated online Accommodation Request Form
• Districts must indicate that a student has met each of the listed eligibility
criteria PLUS answer specific questions that detail evidence of student
need.
• Specific questions are included in the online system to help districts
complete the rationale section for Type 2 accommodations. This
information must be provided in the rationale section of the online
Accommodation Request Form.
Recording Accommodations on the
Answer Document
 GA = general accommodation
 BR = braille administration
 LP = large print administration
 OA = oral administration
 XD = extra day
 LA = linguistic accommodation
How do we document accommodations?
• Specific information in the 2014
District and Campus
Coordinator Manual
• Mark GA, BR, LP, OA, XD,
and/or LA in the blank bubbles
for each subject.
• Mark each accommodation that
is documented and made
available to a student, even if
the student did not use the
accommodation during testing.
How do we determine appropriate accommodations
in unexpected or emergency situations?
• Step 1: Consider test administration procedures and materials
allowed for any student (2014 DCCM). There is no need to contact
TEA.
• Step 2: Consider whether a Type 1 accommodation can meet the
student’s needs. Consideration should be given to accommodations
that the student can independently use. There is no need to contact
TEA.
• Step 3: If a Type 2 accommodation will be needed, contact TEA’s
Accommodations Task Force for permission and additional
instructions.
How do we determine appropriate accommodations
in unexpected or emergency situations?
Example Scenarios
– Student arrives at school without prescribed
eyeglasses  try Large Print before an Oral
Administration
Encouraging
student
independence
should be a
priority
– Student arrives at school with dominant arm
broken  see if student can write math
computations on a white board with nondominant hand (scratch paper allowed for any
student who needs it) and dictate responses for
the test administrator to transcribe (Basic
Transcribing) before requesting Type 2
accommodation-Mathematics Scribe
Special Note Regarding Technology
Districts are required to have procedures in place to
prevent the use of cell phones and personal
electronic devices during test administrations.
Electronic devices can disrupt the testing
environment and compromise the security and
confidentiality of the test. When using technologybased accommodations (e.g., calculator), students
are NOT permitted Internet access during testing.
Also, electronic devices with Internet or photographic
capabilities are not allowable.
Standardized Oral Administration (SOA)
• For 2014, the following assessments are offered statewide as an online
option for oral administration
– grade 4 reading and mathematics
– grade 7 reading and mathematics
– grade 8 science and social studies
• All guidelines for oral administration apply to SOA.
• Allows a student to independently select and change his or her level of
reading support during the test administration
– SOA should only be administered to an eligible student for whom the
appropriateness of this type of oral administration has been discussed and
documented.
• Online tutorial is available at:
http://www.tea.state.tx.us/student.assessment/SOA/
How should students be grouped for an Oral
Administration?
• Consider
– level of reading support
– pace at which students work
– number of students one test administrator can handle
• Plan for mixtures of support level and pace
– know what level of support each student receives
– remember the four-hour time limit
– move around room and read aloud to students
individually or to small groups of students working at
a similar pace
What does the phrase “evidence of reading
difficulty” mean?
• A problem with reading
– The problem could be caused by a learning disability in
reading.
– The problem could be caused by other conditions, for
example
 ADHD
 emotional or behavioral disability
 processing or memory issue
• The ARD or Section 504 committee decides if the
student exhibits evidence of a reading difficulty.
What does the phrase “disability that affects
math calculation” mean?
• A problem adding, subtracting, multiplying, and dividing
using paper and pencil
– The problem could be caused by a learning disability in
mathematics.
– The problem could be caused by other conditions, for
example
 ADHD
 emotional or behavioral disability
 processing or memory issue
• The ARD or Section 504 committee decides if the
student’s disability causes him or her to have a problem
calculating with pencil and paper.
What are the differences in eligibility between
Basic Transcribing and Complex Transcribing?
Basic Transcribing
Complex Transcribing
• Meets at least one of the
following
– The student has an impairment
in vision that necessitates the
use of braille or large-print test
materials.
– The student has a disabling
condition that prevents him or
her from independently and
effectively recording responses.
• Local Decision
•
•
Student is unable to effectively use
Basic Transcribing.
Meets at least one of the following
– The student has an impairment in vision
that necessitates the use of braille or
large-print test materials.
– The student has a physically disabling
condition that prevents him or her from
independently and effectively recording
responses.
•
Accommodation Request Form
Required
What are Special Instructions/Considerations
for Transcribing?
•
When transcribing a student’s responses to griddable questions, the test
administrator MUST use the “Transcribing Griddable Questions” document
so that the student is aware of the maximum number of boxes available
for each answer.
•
The student must be given the full testing time to complete the test. All of
the student’s responses must be initially recorded by the student (e.g.,
onto scratch paper, the student’s test booklet, typed) by the end of the
time limit.
– It is recommended that the test administrator ensure that the student
makes all responses clearly and completely.
– Any interaction with the student regarding the intended responses is
prohibited after the testing period has ended.
– If needed, the test administrator may transfer the student’s final responses
onto the answer document after the testing period has ended.
What are Special Instructions/Considerations
for Transcribing?
– The test administrator must indicate to the student the
space allotted for his/her written composition (26 lines)
and/or short answer reading responses (10 lines).
 26 lines of handwritten text = ~ 1,750 typed characters (including
spaces) = ~ 3 or 4 braille pages (depending on the size of braille
paper)
 10 lines of handwritten text = ~675 typed characters (including
spaces) = ~2-3 braille pages (depending on the size of braille
paper)
How many large-print booklets
can a district order?
• Large-print materials should only be ordered for
students who meet the eligibility criteria.
• Districts who order excessive numbers of largeprint materials will be flagged for review.
http://www.tea.state.tx.us/student.
assessment/accommodations/
Click this link to see all
resources for accommodations
for students with disabilities
Available Resources
http://www.tea.state.tx.us/student.assessment/acco
mmodations/staar-telpas/
• Critical Information about Accommodations
• Accommodation Policy documents
• Accommodation Request Process documents
• Link to online database
• Training PowerPoints (TETNs, Supplemental Aids, Student
Scenarios)
• Braille, large print, and deaf/hard-of-hearing appendices
• Font and point size matrices
STAAR Alternate is the state assessment for
students with significant cognitive
disabilities.
TEA Resources For Testing Coordinators
Coordinator Checklist of
Responsibilities
Policy Information
Training Center
Information
All can be found on the STAAR Alternate Resources webpage on the TEA website.
http://www.tea.state.tx.us/student.assessment/special-ed/staaralt
Assessment Window January 6th -April 18th
Monitoring Test Assignments
 Check if any recent ARD decisions have been made
that would affect how the student assignments are
set up in the system.
 Ensure that student assessments are linked to the
appropriate alternate assessment test administrator
in the Assessment Management System so that
evaluations can begin.
 Unregister any students no longer being assessed
with STAAR Alternate and add any new students or
alternate assessment teachers.
 Ensure that all test administrators have completed all
required training before access to the Assessment
Management System is provided.
Have the alternate assessment teacher verify the grade level and courses!
Pearson Resources to Help Link Teachers to
Student Assessments
Home>Resources>Training>
Texas Assessment Management
System
Monitoring Completion of Assessments
District testing coordinators did a great job
last year in monitoring!
Monitor progress on the assessments.
Number of
registered
students
Need to have “0” in these
columns to ensure that all
students will be tested.
Test Administrator Training
Monitor test administrator training by verifying that
 all training modules have been completed and the
test administrators passed with 80% accuracy
 supplemental support is provided before the third
attempt is given to the teacher
 supervision is occurring for any test administrator
that has not passed all the modules but is continuing
to implement the assessment
Check to verify the training
status of all test administrators on the
TrainingCenter by viewing the STAAR Alternate
At-A-Glance Training & Qualification Report
Storing the Documentation Forms
District Testing Coordinators must:

develop and communicate the district policy on
where the documentation forms will be stored

ensure that only one official documentation form exists and
that all forms are stored in the same location for the
campus

make sure test administrators know that the form
must remain secure and confidential while it is in their
care until given to the testing coordinator for storage

secure all forms by the close of the assessment window

inform staff that forms will not be accessible after
April 18, 2013 at 7:00pm CST
Test administrators should use caution when taking the documentation forms out of the
classroom or building or when forms are stored on computers, laptops, or flash drives.
STAAR Alternate Timeline lists key
administration dates.
March 28, 2014 is the transfer cut-off date. Students
who move into the district after that date do not have to
be tested by the receiving district.
Parent Materials will be updated in March to explain the growth
measure that will be added to the CSR this year.
Grades 3-8
Parent Brochure for Grades 3-8
Available in English and Spanish
PowerPoint available in English and
Spanish
EOC
Growth Measure

The range of available score points for STAAR Alternate (0-84)will
be divided into stages that will be applied to the student’s
performance.

The growth measure will compare two years of results to
determine if growth occurred between the stages.

Positive growth between stages will be factored into AYP
calculations.
Cut Scores

The adjusted cut score for satisfactory performance used during
the 2012 administration will be applied to the May 2014 results.
STAAR Alternate Redesign

Due to state legislation, STAAR Alternate is being
redesigned for administration in spring 2015.

The test will be a standardized item-based assessment that
will be administered to all students in that grade or course
who meet the participation requirements for an alternate
assessment.

Complexity levels will no longer be a part of the new
assessment design and will not need to be determined by
the ARD committee.

During December and January, many districts participated
in the STAAR Alternate Pilot Study.

Information collected during the pilot study is currently
being analyzed for use in developing the final assessment
design.
More detailed information about STAAR Alternate can be found at
http://www.tea.state.tx.us/student.assessment/special-ed/staaralt
STAAR Modified
What is STAAR Modified and
who is it for?
• An alternate assessment based on modified academic
achievement standards
• different passing standard than STAAR
• test questions that are based on STAAR
• For students receiving special education services who meet
participation requirements
GRADE/COURSE
SUBJECTS ASSESSED WITH STAAR
MODIFIED IN SPRING 2014
reading, mathematics
reading, mathematics, writing
reading, mathematics, science
reading, mathematics
reading, mathematics, writing
reading, mathematics, science, social studies
English I, English II
Algebra I
End-of-Course (EOC)
biology
U.S. history
3
4
5
6
7
8
How have the test designs for STAAR
Modified English I and II changed?
• For the spring 2013 administrations,
– reading and writing were separate tests
– the tests were administered over two four-hour days
• For the spring 2014 administrations,
– reading and writing are combined into one test
– the tests will be administered in one five-hour day
• A redesigned test blueprint is posted on the “What’s New”
page of TEA’s Student Assessment website.
Participation Requirements
How does an ARD committee determine whether
STAAR Modified is the appropriate assessment?
1)
2)
3)
4)
Review the student’s present level of academic achievement
and functional performance (PLAAFP).
Review the student’s instructional plan, which includes the
goals, objectives, accommodations, and/or modifications the
student will need in order to access the grade-level/course Texas
Essential Knowledge and Skills (TEKS).
Determine the appropriate assessment for the student based on
the instruction the student is receiving and whether the student
meets the participation requirements.
Document the assessment decision, including any
accommodations.
Participation Requirements
•
What does “State-required Documentation Form” mean?
–
•
TEA requires the completed STAAR Modified Participation
Requirements Form to be included in the student’s IEP.
Which district personnel can complete this form?
–
a member of the ARD committee who participated in the
meeting where the statewide assessment decision was
determined (e.g., special education teacher, ARD facilitator,
administrator)
Since 2014 is the last year that STAAR Modified will
be administered, what do ARD committees document
in the IEP regarding assessment for next year?
• In the 2014-2015 school year, STAAR and STAAR Alternate will
be the assessment options for students receiving special
education services.
• The types of accommodations that may be provided to
students moving from a modified assessment to a general
assessment have not yet been determined.
• Further information regarding plans for the inclusion of this
population of students in the general assessment program
beginning with the 2014–2015 school year will be forthcoming.
If a student fails a STAAR Modified EOC assessment, is
he/she required to retest?
• It is not necessary for a student to retest if he/she failed a STAAR
Modified EOC assessment or was absent during testing.
• According to federal and state regulations, students who take a
modified assessment are not held to the same graduation
requirements as students who take the general assessment.
Meeting the passing standard on a STAAR Modified EOC assessment
is not a graduation requirement, so participating in additional
testing opportunities is not necessary.
• In addition, students taking a STAAR Modified EOC only have one
final opportunity in spring 2014 to take the assessment.
If a student takes STAAR Modified in high school but
is dismissed from special education before
graduation, will the student now have to take STAAR?
• Yes. The student is now held to the same requirements as all other general
education students.
• Students dismissed from special education who have already fulfilled some
of their course and assessment requirements for graduation under an IEP
are not required to retake any such courses or assessments.
• The student will continue on the MHSP, as only students meeting
curriculum requirements for the RHSP or DAP and performing successfully
on all five STAAR EOC assessments can graduate on these programs.
Available Resources
Website
http://www.tea.state.tx.us/student.assessment/special
-ed/staarm/
Email
[email protected]
Components of the 2014 Texas
Assessment Program
• State of Texas Assessments of Academic
Readiness (STAAR)
–
–
–
–
STAAR Spanish
STAAR L
STAAR Modified
STAAR Alternate
• TAKS (exit level)
• Texas English Language Proficiency
Assessment System (TELPAS)
Answer Documents
• STAAR and STAAR Spanish — one combined
answer document
• STAAR L is online
• STAAR Modified — separate answer document
• STAAR Alternate — no answer documents should
be submitted for students assessed with STAAR
Alternate
Answer Documents (continued)
• STAAR L is NOT available for the
subjects/programs listed below:
– Reading, Writing, English I, and English II
– STAAR Spanish
– STAAR Modified
Answer Documents (continued)
• TELPAS — no answer documents
• TAKS — only exit level; online only October
2014
Answer Documents (continued)
• STAAR Score Codes
– “S” – tested
– “A” – absent
– “O” – other (illness, testing irregularity, EOC/above grade level,
etc.)
– “*” – paper/online or STAAR/STAAR Modified
– SSI score codes – “P,” “R,” “PW”
– EOC defaults to “O” if student previously achieved Level II:
Satisfactory Academic Performance (score code default set to
‘3’)
NOTE: For each subject area, only ONE score code
should be gridded.
Answer Documents (continued)
• An “*” score code is present on all STAAR and
STAAR Modified answer documents that have
two subject areas tested.
NOTE: For each subject area, only ONE score code
should be gridded.
Answer Documents (cont.)
• TEST TAKEN INFO field — information about
the language version (English or Spanish) must
be recorded in this field.
– “EN” or “SP” for grades 3, 4, and 5
Answer Documents (continued)
• For each subject area tested, only ONE bubble,
if applicable, should be gridded in the TEST
TAKEN INFO field to show which assessment
the student was administered.
– Determine the language version of the assessment that
the student will take (grades 3, 4, and 5 only).
– Follow the same steps to grid the TEST TAKEN INFO field
even if the student is absent from the test or illness/test
irregularity occurs during testing.
Answer Documents (continued)
STAAR
(English and Spanish)
Answer Documents (continued)
STAAR
EOC
Answer Documents (continued)
• Foreign Exchange Students
– Required to test
– Bubble on the Spring 2014 answer documents
– No bubble on the July 2014 answer documents
– No gridding of Agency Use field
Answer Documents (continued)
• Graduation Requirements
– Algebra I, biology, English I, English II, U.S. history
– English I and English II Transition Rules for reading and
writing tests prior to Spring 2014
• Testing requirements
• Answer documents – Absent/Other/Void
STAAR Precoding
• Precoded labels – English I, II, Modified, and
grade 4 and 7 writing
• Precoded answer documents – STAAR EOC
(Algebra I, biology, and U.S. history) and grades
3–8 reading, mathematics, science, and social
studies
Precoding (Continued)
• Districts can receive two precoded answer
documents (when appropriate) for students testing
above grade.
– Example: A student will take grade 6 reading and grade 7
mathematics. Submit a record in the precode file with the gradelevel-code as ‘06’ and a value of ‘07’ in the “Above Grade Code”
field.
• STAAR EOC English I and II
– STAAR English I and II are combined assessments (reading and
writing) beginning in spring 2014. Only one student record needs
to be submitted for a student taking English I or English II. Use
subject codes E1 or E2 to register students for appropriate tests.
Records must indicate if the student will test online or on paper
Precoding (Continued)
• If the student is identified as Special Education = ‘1’
and is testing on paper, a precoded answer
document and a precode label (in case the student
needs to test with Modified) will be provided.
• Reminder that we do not pull PEIMS records for
EOC. Districts need to supply data if they want
precode documents for students other than the nonmasters.
• Campuses selected to participate in the 2014
STAAR Grade 4 Prompt Study will receive precode
labels from the PEIMS file.
Precoding
(Continued)
• STAAR L is given online
– Register students with an ‘L’ in the “STAAR EOC Test Version Code”
when submitting a student data file. Submit only for Algebra I,
biology, and U.S. history.
– Records will also need to be designated as online in the “Test
Format” for EOC.
– For grades 3–8 when a student is designated as STAAR L in the
data file and one of the tests is not a STAAR L test, the student will
be registered for the STAAR L test and will receive a precoded
document for the non STAAR L subject (reading and mathematics
assessments on the same answer document).
– For spring 2014 Standardized Oral Administrations (online tests) will
be available for grades 4 and 7 mathematics and reading and grade
8 science and social. You will be able to register students through a
data file submission by using the correct code as indicated in the
Student Data File Format for Student Registration and Precoding.
STAAR Reporting
• EOC and 3–8 will have separate data files/reports
• All reports will be provided online in PDF format
• STAAR, STAAR Spanish, STAAR L, STAAR
Modified, and STAAR Alternate will all be reported
on the same file
• Changes between 2013 and 2014 are shown in
italics
STAAR Standard Reports
•
•
•
•
Confidential Student Reports (CSRs)
Confidential Student Labels
Confidential Campus Rosters
Campus and District Summary Reports—
including constructed response, phase-in, and
cumulative history (grades 5 & 8 retests) summary
reports
• Data Files – individual student data files
• Item Analysis Summary and Individual Reports
(STAAR and STAAR Modified)
STAAR Optional Reports (Formats)
•
•
•
•
•
•
CSRs – extra copy or PDF on CD-ROM
Labels – extra copy or no labels
Rosters – paper or PDF on CD-ROM
Summaries – paper or PDF on CD-ROM
Data Files – CD-ROM
Images of Essays and Short Answers (provided
at the same time that other reports are posted)
STAAR EOC – Summary of Changes
• Reduction of subjects
• Combining English reading and writing into a single
assessment
• All Students, First-Time Tested, and Retested
categories for summary reports (STAAR and STAAR
L)
• No cumulative history file; cumulative history
incorporated in individual data file
• No Achieved Minimum Score
• No Level III Phase-In Summary
STAAR EOC – Summary of Changes (continued)
• STAAR and ELL progress measures on CSRs,
Rosters, and in Data Files
– STAAR Progress Measure applicable to Algebra I (STAAR,
STAAR Modified, and STAAR Alternate)
– ELL Progress Measure applicable to all subjects for
STAAR and STAAR L
• TSDS Student ID added to data file (for EOC, 3-8,
and TELPAS) – pulled from PEIMS file
• Cumulative history available in the student portal in
January.
EOC Reporting – CSRs
• One page per subject
• Includes explanatory text (no parent brochures)
• PDF online; Paper copies shipped to district (two
copies per student)
• Same data will be available in the student portal
• Includes STAAR or ELL Progress Measure
where applicable
EOC Reporting – Labels
• Cumulative results for STAAR and STAAR L will
be provided
– Report the administration with the highest scale score
if the student passed
– Report the latest administration if the student has not
passed
• Will provide current administration results for
STAAR Modified and STAAR Alternate
EOC Reporting – Rosters
• Separate rosters for each subject
• Separate rosters for STAAR, STAAR L, STAAR
Modified, and STAAR Alternate
• “All Students”
• “Students Not Achieving Satisfactory Performance”
(not provided for Modified or Alternate)
• Includes STAAR or ELL Progress Measure where
applicable
• “Total Students Tested” has been added
• PDF online
• Algebra I example
• STAAR Progress Measure will have values
when it is applicable and can be
calculated (ELL Progress Measure will be
blank)
• ELL Progress Measure will have values
when it is applicable and can be
calculated (STAAR Progress Measure will
be blank)
• If a Progress Measure was applicable but
could not be calculated, three dashes will
be present (no information available)
EOC Reporting – Summaries
• One page per subject
• Separate summaries for STAAR, STAAR L,
STAAR Modified, and STAAR Alternate
• “All Students”, “First-Time Tested Students”, and
“Retested Students” (page not printed if 0
students) at campus, district, region, and state
for STAAR and STAAR L
• PDF online
EOC Reporting – Summaries (continued)
• Constructed Responses Summary (English I and
II)
– One page for STAAR (each subject) showing the
distribution of score points for the short-answer
items and written composition
– One page for STAAR Modified (each subject)
showing the distribution of score points for the
written composition
EOC Reporting – Summaries (continued)
• Level II Phase-In Summary – Algebra I, biology, and
U.S. history on one page; English I and English II on
second page (page will not be produced if there are
0 students for all subjects on the page)
• Number and percent of students at Level II (and
above) for the Phase-In 1, Phase-In 2, and
Recommended Standards
• One set each for STAAR, STAAR L, and STAAR
Modified
EOC Reporting – Data Files
• One data file for EOC
– Includes information for the administration being
reported – one record per student/assessment
• Will include item level data for both STAAR and STAAR
Modified (excluding Modified U.S. history) for the spring
administration only
• Student Expectation information will be posted on TEA’s
website (spring administration only)
– Includes cumulative history for STAAR and STAAR L
• Report the administration with the highest scale score if the
student passed
• Report the latest administration if the student has not passed
EOC Reporting – Spring 2014
• Preliminary rosters and data files for students
that tested online will be provided during week of
May 12
• All reports will be posted online before June 6th
(probably earlier); Districts ordering image
essays will receive them at this time
• Paper reports in districts by June 6th
• Item Analysis reports for the Spring
administration will be available August 2014
STAAR 3–8 – Summary of Changes
• STAAR and ELL progress measures on CSRs,
Rosters, and in Data Files
– STAAR Progress Measure applicable to grades 4-8
reading and mathematics for STAAR, STAAR
Spanish, STAAR Modified, and STAAR Alternate
– ELL Progress Measure applicable to all grades and
subjects for STAAR English and STAAR L
– Note: for April grades 5 & 8, there will not be any ELL
Progress Measure results reported initially because
TELPAS results will not be available. Results will be
updated on the student portal and will be provided in
the consolidated accountability file provided in July.
• On Track information provided in data file
3–8 Reporting – CSRs
• All subjects on one report
• PDF online; Paper copies shipped to district (two
copies per student)
• Parent brochures (one sheet, two pages) will be
provided with the CSRs – both English and
Spanish provided
• Includes STAAR or ELL Progress Measure
where applicable
• Same data will be available in the student portal
3–8 Reporting – Labels
• Same format as 2013
• Grade 5 & 8 retest labels will have previous
administration data (from current year)
3–8 Reporting – Rosters
• Separate rosters for each subject
• Separate rosters for STAAR, STAAR Spanish,
STAAR L, STAAR Modified, and STAAR Alternate
• “All Students”
• “Students Not Achieving Satisfactory Performance”
(not provided for Modified or Alternate)
• Includes STAAR or ELL Progress Measure where
applicable
• “Total Students Tested” has been added
• PDF Online
3–8 Reporting – Summaries
• One page per subject; STAAR writing will also
have a constructed responses page
• Separate summaries for STAAR, STAAR
Spanish, STAAR L, STAAR Modified, and
STAAR Alternate
• “All Students” Only
• PDF Online
3–8 Reporting – Summaries (continued)
• Phase-In Summary – one for each grade
• Number and percent of students at Level II
(and above) for the Phase-in 1, Phase-In 2 and
Recommended Standards for each subject
• One each for STAAR, STAAR Spanish,
STAAR L, and STAAR Modified
3–8 Reporting – Summaries (continued)
• Cumulative Summary Report
– Provided for the May and June Grades 5 & 8
Retests
– One for each subject
– English and Spanish are combined for grade 5
– STAAR and STAAR L are combined for
mathematics
– STAAR Modified and STAAR Alternate are not
included in the Cumulative Summary Report
3–8 Reporting – Data File
• One data file for each administration for STAAR
3–8 (same format for each administration)
– Will include item level data for both STAAR and
STAAR Modified for the primary administrations only
– Student Expectation information will be posted on
TEA’s website (primary administrations only)
– Will contain previous year history information
Consolidated Accountability Files
• Provided to districts and regions in mid July
• One record per student containing current-year
and previous-year assessment information
• Considerable changes to file format due to
reduction of EOC subjects – plan to post file
format in February on TEA’s website
• Source file for the 2013–2014 assessment
results used to determine the 2014
accountability ratings
Test Taken Information Changes, Score
Code Changes, and Student Test
Warnings (Record Changes)
• Updates will be made through the Texas
Assessment Management System for STAAR and
through SchoolHouse for TAKS and TELPAS
– Because Progress Measures and accountability data require
matching to historical data, it is very important to resolve
warnings
– Updated CSRs and data files will be provided online
– Enhancements to Resolve Student Test Warnings list and screen
flow on the Assessment Management System
STAAR Student Test Warnings - List
Student Test Warnings – Resolution Page
• Once you select a student, you will be taken to this screen to decide
if the warning can be resolved.
Student Test Warnings – Edit Page
• You will be able to edit answer document information or
Directory information (if needed) to correct the warning
TAKS and TELPAS
• Same reports will be offered as in previous years
• TELPAS
– New standards will be used for grades 2–12 reading
– Different weighting of domains to calculate the
TELPAS composite score
• Previously: reading – 75%, writing – 15%, listening – 5%,
speaking – 5%
• Beginning in 2014: reading – 50%, writing – 30%, listening –
10%, speaking – 10%
• Assessments Available Online
• Resources Available for Administrators
– Manuals and Guides
– Training
• Resources available for students
• Accommodations available for Online Testing
• Contacts
Assessments Available Online
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STAAR®
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STAAR L (online only)
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Grade 4 reading and mathematics (English only)
Grade 7 reading and mathematics
Grade 8 science and social studies
TELPAS (online only)
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Grades 3–8 mathematics
Grades 5 and 8 science
Grade 8 social studies
Algebra I, biology, U.S. history
Standardized Oral Administration (online only)
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Algebra I, biology, English I, English II, U.S. history
Grades 2–12 reading
TAKS
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Exit level English Language Arts (ELA), mathematics, science, social studies
Available Resources: Manuals and Guides
The following manuals and guides can all be located in the Texas Assessment Management System at http://texasassessment.com/resources
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User's Guide for the Texas Assessment Management System (TAMS) – Learn about using the TAMS, an
integrated system for managing most aspects of assessment administration, including online testing. The following
chapters of this manual are particularly relevant to online testing: Student Data (Chapter 6), Test Setup (Chapter
7), and Test Management (Chapter 8).
User Roles and Permissions for the Texas Assessment Management System – Determine TAMS system
access based on personnel roles and established permissions, including District Testing Coordinator, Campus
Testing Coordinator, Online Session Administrator, and Online Test Administrator.
Minimum System Requirements – Make sure your computer hardware, web browsers, and networks are
adequate for online testing.
System Check for TestNav Utility – An online tool for checking that computers and networks are ready for
online testing.
TestNav 7 Combined Technical Guide – A single source of technology guidelines for successful administration
of online assessments providing technical information for using the TAMS, TestNav 7 (the browser-based test
delivery system), and proctor caching.
TestNav 7 and Proctor Caching Quick Start – A brief technical overview of TestNav 7 and proctor caching.
Tips for TestNav 7: Adobe Flash Player and Java – Important considerations about how TestNav 7 uses
updated versions of Adobe Flash Player and Java for test delivery.
Getting started flow-chart – A quick overview of the steps required for administering online assessments.
Available Resources: Training
The following manuals and guides can all be located in the Texas Assessment Management System at http://texasassessment.com/resources
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District Testing Coordinator Training for Online Testing – Video presentations
providing essential information necessary for online testing including Online Testing
Resources, Managing Student Data, Test Setup, and Creating and Managing Test
Sessions.
Technology Coordinator Training for Online Testing – Video presentations
providing essential technical information for online testing including Online Testing
Permissions, Proctor Caching, Configuring TestNav, TAMS, and Additional Technical
Considerations.
Texas Assessment Management System (TAMS) – Self-paced training modules
and tutorials for learning about the TAMS.
Student Tutorials – Tutorials for students and educators to become familiar with the
online testing tools and environment.
Available Resources: Students
The following manuals and guides can all be located in the Texas Assessment Management System at http://texasassessment.com/resources
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Student Tutorials, Released Tests, and Tools– Hands-on resources for students to
become familiar with the online testing tools and environment.
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Standardized Oral Administration Student Tutorial
STAAR End-of-Course Writing Tool
STAAR L Online Student Tutorials
TELPAS Online Reading Test Student Tutorials
TAKS Written Composition Tool (ePAT)
Texas-Specific Testing Tools (ePAT)
2010 TELPAS Reading Released Tests
Grades 2-12 Reading Test Samples from the Educator Guide to TELPAS
TAKS Study Guides – Guides to help students prepare for TAKS Exit Level retests.
Texas Assessment Student Portal – View an individual student's assessment results.
Texas Assessment Student Portal Guide – A guide to navigating the Student Portal.
Accommodations Available for Online Testing
There are two types of oral test administrations available online:
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Traditional version - test administrator reads the assessment to the student
Standardized Oral Administration (SOA) - assessment is read by the computer, paced by the student, and is
available for select assessments and in specific grades
Note: STAAR L has an audio component for individual words or phrases, but this
assistance is not sufficient for providing an oral administration.
We suggest that districts review the available online testing training and tutorial
resources.
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Accommodations -http://www.tea.state.tx.us/student.assessment/accommodations/
ARD Committee - http://www.tea.state.tx.us/student.assessment/ard/
Resources: Contacts
Pearson’s Austin Operations Center
7:30 AM – 5:30 PM CT Monday–Friday
Toll free: 800-627-0225
E-mail: [email protected]
Call or email Pearson’s Texas Online Team for assistance with:
• information about online testing or online
testing procedures
• navigating the Texas Assessment
Management System
• accessing and using the Practice Center
• managing examinee data
• setting up test sessions
• assigning login IDs and passwords
• accessing resources
• questions about Pearson Online Testing
communications
• questions about oral administration of test
sessions
• setting up a test run of the TestNav test
delivery system
• network problems
• proctor caching issues
• evaluating infrastructure
• hardware and software requirements or
problems
• the TestNav Early Warning System
• wireless networking issues
• technical emergencies
• solving online testing set-up issues
Resources: Contacts
TEA
Telephone 512-463-9536
Fax 512-463-9302
TEA Student Assessment website –
http://www.tea.state.tx.us/student.assessment
Call TEA’s Student Assessment Division for assistance with:
• testing accommodations
• requesting changes to the testing schedule
• questions about the policy on taking breaks and lunch
• testing beyond normal school hours
• handling unusual circumstances on test days
• violations of test security
• handling school emergencies that affect testing
• questions about general online testing policy
• questions about TEA communications
Updates to the
Texas Assessment Management System
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User’s Guide for TAMS
Unlock User Function
User Account Updates
Training Modules in TAMS Help Text
View Out-of-District Test Sites
View Out-of-District Registrations
• User’s Guide for TAMS
– Links to specific training modules are listed in the NOTES
column of the User’s Guide for TAMS
• Unlock User Function
– New Unlock User function allows users to unlock their own
account after five failed log in attempts.
– A user cannot unlock his or her account if it has been locked by
an administrator with the authorization to do so.
• User Account Updates
– A user’s end date is extended automatically to one
year after the last login date.
– New Principal role added
www.texasassessment.com/techinfo
• Texas Assessment Management System
Training Modules
– Links to specific training modules are listed in the HELP
text in the TAMS website.
• View Out-of-District Test Sites
– You can view the list of test sites offering out-ofdistrict testing for a STAAR administration.
– TAKS out-of-school test sites can still be viewed at
www.texasassessment.com.
• View OOD Registrations
– You can view by OOD Registrations to see only those
students who are testing out-of-district at your district
or campus.