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Welcome

Welcome. Please Note: This Training Does NOT Take the Place of Reading the Appropriate Manuals. Wednesday, January 5th. Key Changes in Testing Policy and Procedures Assessment of English Language Learners LAT TELPAS STAAR Overview Closing and Evaluation.

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Welcome

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  1. Welcome

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

  3. Wednesday, January 5th • Key Changes in Testing Policy and Procedures • Assessment of English Language Learners • LAT • TELPAS • STAAR Overview • Closing and Evaluation

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

  5. Key Changes in Testing Policy and Procedures 6

  6. Key Changes in Testing Policy and Procedures • Texas Assessment Management System • Consolidates services previously provided by the • eMeasurement (online testing), SchoolHouse (online data • management), and SchoolSuccess (TAKS–Alt) websites. • Optional Reports • A paper Optional Reports Order Form will no longer be • provided in the TAKS district coordinator packet. Optional • reports for TAKS will be ordered online through the • Assessment Management System. Optional reports for TELPAS • will also be ordered through the Assessment Management • System. • TELPAS Holistic Rating Training • The TELPAS holistic rating training processes have been • streamlined beginning with the 2010–2011 school year. The • streamlined processes are designed to make the procedures • easier to follow and oversee. 7

  7. Key Changes in Testing Policy and Procedures • TELPAS Validity and Reliability Audit • An audit of the listening and speaking components of TELPAS • will be conducted in spring 2011. • Proctor Caching • The Assessment Management System provides proctor • caching software to accelerate the delivery of test content to • students and to reduce the amount of bandwidth required for • online testing. Districts are now required to use proctor • caching. • TAKS Grade 5 Spanish Test Booklets • The April grade 5 mathematics and reading assessments will • be administered from separate test booklets, not a combined • booklet. Students will continue to use a combined answer • document. 8

  8. Key Changes in Testing Policy and Procedures • Data Collection • Race/Ethnicity Field • TEA will no longer collect ethnicity and race information • using both the “old” and “new” federal standards, • beginning with PEIMS data collection in 2010–2011. • Answer documents will contain only the fields • needed to meet the latest federal standards. • Substitute Assessment • An “ALT” bubble has been added to the June TAKS grade 5 • and 8 mathematics and reading answer documents to • indicate if a district provided an alternate way to meet the • SSI requirements for a third testing opportunity. • Years in U.S. Schools • This TELPAS data collection has changed slightly. The • previous “5 or more school years” category has been • divided into “5 school years” and “6 or more school years.” 9

  9. Key Changes in Testing Policy and Procedures • Policy Regarding Composition Retention and Duplication • District personnel may retain a copy of each student’s • composition and/or open-ended responses for the following • TAKS administrations in Marchonly: • 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 (primary and retest) • Districts may NOT make copies of the TAKS–M tests or • any other writing, reading, or ELA tests or field tests. 10

  10. Resources • 2011 District and Campus • Coordinator Manual • 2011 District and Campus • Coordinator Supplement • General Test Administrator Manual and • Test Administration Directions • 2010-2011 Test Security Supplement • 2010-2011 Accommodations Manual • 2010-2011 ARD Manual • LPAC Manual • 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 Division of Student Assessment http://www.tea.state.tx.us/index3.aspx?id=3534&menu_id=793 11

  11. Assessment of English Language Learners

  12. TAKS in Spanish • Grades 3–5 • – Mathematics • – Reading • Grade 4 • – Writing • Grade 5 • – Science

  13. TAKS Grade 5 Spanish Test Booklets • April grade 5 mathematics and reading assessments will be administered from separate, not combined, test booklets • Students will continue to use combined answer documents CM iv

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

  15. No LAT Changes This Year!

  16. LAT Schedule

  17. LAT Planning Reminders • Arranging for testing requires collaboration with LPAC and subject-area teachers • Linguistic accommodations in instruction are required by the Texas English Language Proficiency Standards (ELPS) • Effective collaboration about LAT accommodations helps reinforce instructional requirements that promote academic achievement and English acquisition of ELLs • LAT accommodations are described in Accommodations Manual and LAT Manual • Code answer documents correctly

  18. LAT TETN Opportunities and Training Slides • Detailed LAT TETN training to be offered February 11 from 9 to noon (event # 8237) • LAT-specific training slides from last year’s TETN to be updated and posted to website before February 11

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

  20. Holistically Rated Components • of TELPAS • K–1 Listening, Speaking, Reading, Writing • 2–12 Listening, Speaking, Writing • Several changes made since last year to streamline processes • Multiple notices have gone out and several “heads up” TETNs have been conducted

  21. Key Features of Streamlined System • All online rater training now in spring only • Training for K1 and 212 raters aligned • No more 1-time qualification in writing; shift to annual calibration across language domains • Two online training components: • Basic training course for new raters • Calibration activities for all raters, both new and returning • Texas TrainingCenter website has been redesigned accordingly―much easier to use CM 220

  22. Key Features of Streamlined System • New supplemental training model for raters (both new and returning) who have difficulty calibrating • TrainingCenter reports for monitoring online training activities have been revised – easier to use • Reports help coordinators track • who has registered, is in progress, or has completed online training • who needs supplemental training and • who may ultimately require rater support during live administration CM 220

  23. Key Points to Emphasize During Training • Holistic rating training no longer job of state-authorized teams of TELPAS trainers • District and campus personnel have primary responsibility for supporting holistic rating training • Vital for testing coordinators to have good working knowledge of holistic rating training • As in past, testing coordinators responsible for ensuring • adequacy of training • sufficient numbers of raters • Collaboration with bilingual/ESL specialists encouraged, but testing coordinators ultimately responsible for TELPAS administration

  24. Fall ELPS-TELPAS Professional Development (For new teachers and new prospective raters -- recommended) Spring TELPAS Administration Procedures Training Covers holistic rating training requirements and procedures for conducting TELPAS New Raters Returning Raters Online Basic Training Course Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 Online Calibration Activities Sets 1 and 2: Set 2 required if not successful on Set 1 If not calibrated: Supplemental Holistic Rating Training Final Online Calibration Activity Set 3 CM 221

  25. Definitions of New and Returning RatersK–1 and 2–12 Raters who complete K–1 but not 2–12 training will be new raters if they switch to 2–12, and vice versa. K–1 and 2–12 training are separate because of differences in test components and rating rubrics (PLDs). 26 CM 239

  26. Training of Returning Raters • A district may, at its discretion, require a returning rater to repeat training for new raters; raters are informed of this in manual and on online training webpage TEA Rater Training Recommendation: Consider having returning raters repeat new rater training if they have not completed TELPAS training since 2007-2008 school year CM 239 Returning rater planning roster (made available to districts in November) lists returning raters in accordance with this recommendation Raters told to consult with testing coordinator if unsure of training assignment

  27. Training Supplemental Support Providers • Registration for TEA’s web-based training ends December 17 • Individuals who register must meet specified criteria • Individuals trained by TEA may turn around training to other qualified individuals if more supplemental trainers needed CM 222 DC Act 6 CC Act 6

  28. Criteria to Be Met • A supplemental support provider must be a 2009–2010 • state-authorized trainer, or • fully trained and refreshed K–1 rater, or • fully trained, qualified, and refreshed 2–12 rater • Individual must attend a TEA web-based training or turnaround training session • Individual must calibrate on either set 1 or 2 • Goals – • Build local rating expertise • Enable supplemental support to be provided locally CM 222 DC Act 6 CC Act 6

  29. Training Supplemental Support Providers • Arrange for enough support providers (trainers) to meet district needs • With proper foundation, only small numbers of raters should need supplemental support • Recommendation―at least one trainer per district for each of these clusters: K1, 25, 612 • Districts with substantial numbers of ELLs may benefit from having more trainers • Districts, not ESCs, have primary responsibility for supplemental training of raters CM 222 DC Act 6 CC Act 6

  30. Supplemental Support for Raters • Raters not successful after calibration set 2 to get supplemental support and then complete set 3 before start of testing window • Raters need access code to complete set 3 • Supplemental training resources to be posted in Resources area of TrainingCenter website (in section requiring coordinator access) CM 222 DC Act 6 CC Act 6

  31. 2 Basic Models of Supplemental Support • Individual or group session • Raters attend one-on-one or group session with trainer before completing final calibration set • Brief meeting followed by additional consultation at rater’s request • Rater meets briefly with trainer to receive instructions on resources to review • After review, rater schedules time to get additional clarification, if needed, before completing final calibration set DC Act 6 CC Act 6

  32. Uncalibrated Raters • As in past, only raters who complete state-required training and calibration activities are authorized to serve as raters • Raters who complete required training but are unable to calibrate may serve as raters at district’s discretion; however, during live administration districts must provide them with rating support in all domains CM 220, 243, 283

  33. TELPAS Holistic Rating Training Dates CM 223 34

  34. Be sure raters know assigned grade cluster of training • Grade cluster of training must correspond to grade levels of students to be assessed by rater • See Campus Coordinator Activity 6 for special instructions for raters who have students in multiple grade clusters • Raters are directed to consult campus coordinator for instructions if they rate multiple clusters CM 274

  35. LMS Tools and Resources • 1. Statewide rater lookup tool • 2. Four reports (revised to reflect streamlined training) • Returning rater planning roster (new) – roster of recently trained returning raters (those trained in 2008-2009 and 2009-2010 school years) • Course completion roster – completion and performance of basic training course, current year • At-a-glance roster – shows basic training course and calibration status of raters, current year • Calibration summary report – shows calibration success rate by set and grade cluster, current year DC Act 6 CC Act 6

  36. TELPAS At-a-Glance Training & Calibration Report

  37. Training Certificates and PD Hours Basic Training Course – certificate of completion Calibration – certificate of successful completion • Professional development (PD) hours no longer on certificates, just in training histories • Raters no longer required to print a certificate for their records; just required to print copy for coordinator • See rater user’s guide for pictures of certificates and screen shot of training history section of TrainingCenter website DC Act 6 CC Act 6

  38. Tips for Rater Training • Ensure that new raters have appropriate knowledge of TELPAS and understand importance of being well-trained in rating process • In addition to information in TELPAS Manual, slides from presentations listed in District Coordinator Activity 3 can be used as needed to build foundational understandings in administration procedures training • Review guidelines for conducting administration procedures training (Campus Coordinator Activity 4, p. 268) • Familiarize raters with webpage where online training and calibration activities are launched • Review writing collection assembly procedures • Have raters keep My Info section of TrainingCenter current — training records cannot otherwise be fully accurate

  39. TELPAS Manual Notes for Rater Training • Online training course and calibration information • Rater Activity 2 (holistic rating training requirements) describes requirements and processes; contains training flowchart • Rater user’s guide (Appendix D) shows how to access and navigate through course and calibration sets • Rater Activity 4 (preparing to rate) — new activity; reviews key info from online training course; contains key information from former new-rater training binder; raters should review this before starting to assign students’ ratings • Rater Activity 5 (rating students) — emphasize adhering to “Procedures for Rating Students,” page 38

  40. Listening and Speaking Audit • TEA to conduct listening and speaking audit to gather validity and reliability evidence of these domains • Audit will require raters to complete questionnaire and describe basis for ratings they assign to students selected for audit • Districts to be notified by end of February of any campuses selected CM 223

  41. Reminders • Web-based training enables TEA and districts to monitor course completion and performance on practice and calibration activities; this provides evidence of assessment validity and reliability • Raters must complete course rating practice activities and calibration sets independently; collaboration is not permitted • A student is not permitted to have one rater for some domains and another rater for other domains • 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. Online Reading Tests and Data Submission Through the Texas Assessment Management System Website access: http://www.TexasAssessment.com

  43. TELPAS Online Reading Test Grade Clusters • Grade 2 • Grade 3 • Grades 4–5 • Grades 6–7 • Grades 8–9 • Grades 10–12

  44. Key Resources for Online Testing • Manuals • District and Campus Coordinator Manual • TELPAS Manual for Raters and Test Administrators • Technology Information • User’s Guide for the Texas Assessment Management System (to be updated for TELPAS in December) • User Roles and Permissions for the Texas Assessment Management System • PearsonAccess Technology Guidelines • Proctor Caching User’s Guide • TestNav Technology Guidelines • Unified Texas Minimum System Requirements • Practice • Practice Center (available for TELPAS sometime in December) CM 217-218

  45. Key Technology Information • Flash-based online testing interface introduced in spring 2010 will continue to be used; interface changes made to improve performance and efficiency • Student tutorials have been revised and must be replaced • Proctor caching now required; TELPAS tests to be available earlier for proctor caching • Recommendations: • Proctor cache 3–5 days before testing • Allow proctor caching and TestNav to bypass software packages for third-party virus protection and content filtering—some of these packages interfere with functionality of proctor caching and TestNav DC Act 8

  46. New Assessment Management System Website Features for Online Testing • Improved processes for uploading student data • Improved process for handling students who move between campuses and districts during TELPAS • Enhanced features to prevent districts from testing students in an incorrect grade cluster • Built to accommodate holistic rating component • Separate screen for entering holistic ratings • Students can now be grouped one way for entry of rating information and another way for online reading tests DC Act 8

  47. Rating Entry Groups Testing personnel will create rating entry groups for students in K–12 in addition to the online reading test sessions they create for students in grades 2–12 Ratings cannot be entered until student is placed in rating entry group Rating entry groups created and accessed from Student Evaluation tab Recommendation―create these 1 to 2 weeks before testing DC Act 12 CC Act 13 48

  48. Rating Entry Groups and Online Test Sessions • Big understandings – • These are separate groupings, totally independent of each other • Rating entry groups are independent of reporting groups assigned in student data upload process • Rating entry groups can be however large or small within a campus DC Act 12 CC Act 13

  49. Assigning User Access – Roles and Permissions • Assessment Management System uses a role-based design; user roles have specified permissions to perform functions • See roles and permissions document accessible from http://www.TexasAssessment.com/resources • Roles can be assigned to testing personnel singly or through file uploads • District Coordinator Activity 9 (assigning user roles) should be emphasized in training of district and campus coordinators DC Act 9

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