Welcome and Introductions
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Welcome and Introductions. Training Agenda. Welcome and Introductions Policy Changes Test Security --Break Assessment of Students with Disabilities --Lunch Assessment of ELL Students ---Break Scoring and Reporting Texas Assessment Management System (Optional)

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Welcome and introductions

Welcome and Introductions


Training agenda

Training Agenda

  • Welcome and Introductions

  • Policy Changes

  • Test Security

    --Break

  • Assessment of Students with Disabilities

    --Lunch

  • Assessment of ELL Students

    ---Break

  • Scoring and Reporting

  • Texas Assessment Management System (Optional)

  • Materials and Shipping (Optional)


Welcome and introductions

https://blogs.esc17.net/users/tduncan/


Follow esc 17 instructional leaders on twitter

“Follow” ESC 17 Instructional Leaders On Twitter

http://twitter.com/#!/InstructionalLe


Welcome and introductions

http://www.facebook.com/profile.php?id=682227661#!/pages/Region-17-Instructional-Leaders/204792002878635


Subscribe to the assessment and accountability listserv

Subscribe to the Assessment and Accountability Listserv

  • http://listserv.esc17.net/scripts/wa.exe?SUBED1=ASSESSMENT_AND_ACCOUNTABILITY&A=1


Critical issues in administration february 22 2012

Critical Issues in Administration February 22, 2012

Best Practices and Roundtable Forum for Testing Coordinators as a breakout session that afternoon. Lunch provided!!

http://escite2.esc17.net/default.aspx?name=wmsworkshop&w=11198


Welcome and introductions

Counselor Solution Group

2012

PBIS Book Study-open to ALL counselors

Courageous Conversations about Race

Monday, Jan. 30, 2010

Contact me for book if interested

Watch for…..

Fall 2012 First Annual “Bullying Stops with ME” Conference Goal is to reach 12,000 Region 17 students

* BULLYING *

BULLYING Sessions

6th – 8th graders

Tuesday, Jan. 31, 2012

9-noon

BULLYING Sessions

9th – 12th graders

Tuesday, Jan. 31, 2012

1 – 4 p.m.

Counselor of Year

Celebration

Date - tbd

Coming in Summer, 2012

7 Habits for Highly Effective People Ruby Payne Poverty Training Understanding Bullying TOTs

7 Habits for Teens w/ Poverty Simulation Barnes & Noble Book Studies

40 Assets Extreme Makeovers/Self-Esteem for Teens R&R for Counselors


Welcome and introductions

PBIS Book Study-open to ALL counselors & educators

Courageous Conversations about Race

Monday, Jan. 30, 2010

Contact me for book if interested

Sheri Sowder, [email protected]


Welcome and introductions

* BULLYING Prevention *

BULLYING Sessions

6th – 8th graders

Tuesday, Jan. 31, 2012

9-noon

BULLYING Sessions

9th – 12th graders

Tuesday, Jan. 31, 2012

1 – 4 p.m.

Sheri Sowder, [email protected]


Welcome and introductions

Watch for…..

Fall 2012 First Annual

“Bullying Stops with ME”

Conference Goal is to reach 12,000 Region 17 students


Welcome and introductions

  • Please Note:

  • This training does NOT take the place of reading the appropriate manuals.

  • This is not a TOT Model


Welcome and introductions

Significant Changes

to the Texas Student Assessment Program

13


Welcome and introductions

Policy and Procedure Highlights

STAAR Standard-setting Activities and Report Dates

STAAR (3–8), STAAR Spanish (3–5), & STAAR L (3–8)

  • Raw score reports April/May 2012

  • Standard setting Fall 2012

  • Results w/ standards applied January 2013

    STAAR EOC & STAAR L EOC

  • Standard-setting February 2012

  • Results w/standards applied June 2012

14


Welcome and introductions

Policy and Procedure Highlights

STAAR Standard-setting Activities and Report Dates

  • STAAR Modified

  • Raw score reports June 2012

  • Standard setting Fall 2012

  • Results w/ standards applied January 2013

  • STAAR Alternate

  • Raw score reports May 2012

  • Standard setting Fall 2012

  • Results w/ standards applied January 2013

15


Welcome and introductions

Policy and Procedure Highlights

Student Success Initiative (SSI)

  • No grades 5 and 8 SSI retesting in 2012

  • Standards will not be set until fall 2012

  • Districts should use other relevant academic information to make

  • promotion/retention decisions

  • Assessments for Students Receiving Special Education Services

  • Accommodated forms of STAAR are not available

  • Format changes made to STAAR that are similar to

  • TAKS (Accommodated)

  • STAAR Modified and STAAR Alternate assessments available to

  • students who meet participation requirements

16


Welcome and introductions

Policy and Procedure Highlights

  • STAAR Assessments for English Language Learners (ELLs)

  • No exemptions for STAAR program

  • STAAR L is a linguistically accommodated English version of

  • STAAR for ELLs in grades 3 – 8 and on EOC who meet specific

  • participation requirements

  • STAAR Spanish is available for ELLs in grades 3 – 5 who meet

  • specific participation requirements

  • ELLs not eligible for STAAR L or STAAR Spanish may be provided

  • allowable linguistic accommodations on STAAR

17


Welcome and introductions

Policy and Procedure Highlights

Scheduling Test Sessions

  • Four-hour time limit policy and procedures

  • Extra time or extra day accommodation available only to

  • students who meet eligibility criteria

  • Testing should end by the close of the regular school day

  • (with exceptions for campuses testing more than one session)

  • Make-up Testing

  • Available for all grades, all subjects, and courses

  • Available for all administrations

18


Welcome and introductions

Policy and Procedure Highlights

Security Training for Testing Personnel

  • Only one annual training in general test security and procedures

  • required

  • Oath requires signature and initials after training

    Optional Test Administration Materials and Procedures

  • More allowable materials and procedures available to all students

19


Welcome and introductions

Policy and Procedure Highlights

  • Testing Materials

  • Grade 3 students record answers on separate answer document, not scoreable test booklet

  • Separate test booklets and answer documents for each EOC

  • subject area

  • Manuals

  • STAAR District and Campus Coordinator Manual (DCCM)

  • STAAR Test Administrator Manuals

  • - Grades 3–5

  • - Grades 6–8

  • - EOC

20


Welcome and introductions

Policy and Procedure Highlights

  • STAAR Grades 4 and 7 writing

  • English I, English II, and English III

  • Organization

  • Test design

  • Dictionary policy

  • Time limits

  • Duplication/photocopying

21


Welcome and introductions

Policy and Procedure Highlights

Organization of grade 4 STAAR writing assessment:

  • Assessment split evenly over two days

    • Day 1 – All the multiple-choice questions and

    • first composition

    • Day 2 – Second half of multiple-choice questions and

    • second composition

  • Field testing

    • Both multiple choice questions embedded

    • “Mini” stand-alone field test every three years to try out

    • prompts

22


Welcome and introductions

Policy and Procedure Highlights

Organization of grade 7 STAAR writing assessment:

  • Assessment split evenly over two days

    • Day 1 – All the multiple-choice questions and

    • first composition

    • Day 2 – Second and third compositions

  • Field testing

    • Both multiple choice questions and prompt embedded

23


Welcome and introductions

Policy and Procedure Highlights

Organization of English I, English II, and English III STAAR assessments:

  • Writing and reading assessed separately

    • Writing component administered on Day 1

    • Reading component administered on Day 2

  • Scores reported separately for writing and reading

  • Students retest only in the component they fail

  • Both reading and writing field tests embedded in operational

  • assessments

24


Welcome and introductions

Policy and Procedure Highlights

Two-day design: key test administration issues

  • Grades 4 and 7 writing: one test booklet with each day sealed

  • separately

  • English I, II, and III: separate test booklets for writing and reading

  • Answer documents

  • Allowable space to write compositions and short-answer reading

  • responses

  • New dictionary policy

  • 4-hour time limit (especially as it relates to compositions and

  • short-answer reading responses)

  • Duplication/photocopying of compositions and short-answer

  • reading responses

25


Welcome and introductions

Policy and Procedure Highlights

  • Mathematics and Science

  • Reference materials

  • Work space

  • Calculators

26


Welcome and introductions

Policy and Procedure Highlights

  • Reference Materials for Mathematics and Science

  • Consists of formulas, constants, conversions, periodic table, etc.

  • Are used for grades 3–8 mathematics, grade 8 science, Algebra I,

  • geometry, Algebra II, chemistry, and physics

  • Are not used for grade 5 science or biology

  • Will be embedded in the paper test booklets and perforated so

  • students can tear them out

  • Will be embedded in online tests as a pop-up window

  • May be printed from the TEA website and distributed to students to

  • use during paper and online testing

27


Welcome and introductions

Policy and Procedure Highlights

  • Work Space for Mathematics and Science

  • Paper tests will have blank space around test questions for students

  • to make notes and perform calculations.

  • Online tests will have new tools for making notes and performing

  • calculations.

  • Math tests will have graph paper embedded in the paper test

  • booklets and perforated so students can tear it out.

  • Online math tests will have a new pop-up window of graph paper.

  • Campuses may print copies of the graph paper from the TEA website

  • and distribute to students to use during paper and online testing.

28


Welcome and introductions

Policy and Procedure Highlights

  • Calculators for Mathematics and Science

  • A graphing calculator must be provided to each student taking the

  • Algebra I, geometry, and Algebra II assessments.

  • A scientific or graphing calculator must be provided to each student

  • taking the chemistry and physics assessments.

  • A calculator must be available for every five students taking the

  • biology assessment.

  • Will be embedded in online math tests as a pop-up window

  • A calculator must not be provided to students taking the grades 3–8

  • assessments unless eligibility criteria for an accommodation is met.

29


Welcome and introductions

  • Test Administration

    • Calendar

    • Manuals

    • STAAR Resources

30


Welcome and introductions

Texas Student Assessments

New STAAR Assessments

2012 STAAR tests

  • grades 3–8 mathematics

  • grades 3–8 reading

  • grades 4 and 7 writing

  • grades 5 and 8 science

  • grade 8 social studies

  • End-of-course (EOC) – twelve tests

31


Welcome and introductions

Texas Student Assessments

New STAAR Assessments

2012 STAAR includes:

  • STAAR Spanish - grades 3–5

  • STAAR L - grades 3–8

  • - EOC

  • STAAR Modified - grades 3–8

  • - EOC (English I, Algebra I, biology, world geography, English II field test, and geometry field test)

  • STAAR Alternate - grades 3–8

  • - EOC (except Algebra II, physics, and

  • chemistry)

32


Welcome and introductions

Texas Student Assessments

TELPAS

  • grades K – 12 - all English language learners

  • classified as limited English

  • proficient (LEP)

    TAKS

  • TAKS grades 10 & 11 exit- English language arts,

    • mathematics, science, and social studies

  • TAKS LAT- English language arts,

  • - grade 10 eligible immigrant ELLs mathematics, and science

  • TAKS exit level retest - English language arts,

    • mathematics, science, and social studies

33


Welcome and introductions

http://www.tea.state.tx.us/index2.aspx?id=2147504081

34


Welcome and introductions

2012 Calendar

Notice that 2012-2013 calendar is posted on website and is available for comment until January 13, 2012.

http://www.tea.state.tx.us/student.assessment/calendars/

35


Welcome and introductions

2012 Calendar

Pointing out 2012 dates

  • STAAR Alternate WindowJanuary 9–April 20

  • TAKS

  • grades 10, 11, & exit level retest March 5, March 7-9

  • - Schedule affected by election

  • - Ship scorables Monday, March 12

  • TELPASMarch 19–April 11

36


Welcome and introductions

2012 Calendar

Pointing out 2012 dates

  • STAAR /STAAR Modified March 26-29

  • - English I and III writing Monday

  • - English I and III reading Tuesday

  • - English II writingWednesday

  • - English II readingThursday

  • - Grades 4 and 7 writing Tuesday & Wednesday

  • - Grades 5 and 8 mathTuesday

  • - Grades 5 and 8 reading Wednesday

  • - ship scorables grades 4, 5, 7, & 8 Friday, March 30

  • - ship scorables English I, II, & III Monday, April 2

37


Welcome and introductions

2012 Calendar

Pointing out 2012 dates

  • TAKS

  • grades 10, 11, & exit level retestApril 23 – 27

  • - ship scorables Monday, April 30

  • STAAR/STAAR Modified April 24 – 27

  • - ship scorables Wednesday, May 2

  • STAAR/STAAR Modified EOCMay 7-18

  • - ship scorables Tuesday, May 22

  • STAARJuly 9 –13

  • - ship scorables Monday, July 16

  • TAKS exit level retestJuly 9 –12

  • - ship scorables Monday, July 16

38


Welcome and introductions

2012 Manuals

2012 District and Campus Coordinator Manual

- STAAR

- TELPAS

39


Welcome and introductions

2012 Manuals

  • Key Changes to the

  • 2012 District and Campus Coordinator Manual

  • Approximately half the length of last year’s coordinator manual

  • DTC and CTC activities

  • interwoven

  • Limited to action items

  • Supporting material moved to Web

  • “Notes” column with live links

40


Welcome and introductions

2012 Manuals

  • DCCM Design

  • Enhancements

  • Uniform style

  • Streamlined and simplified

  • content (bullet points and

  • subheads)

  • Action-oriented checklists

  • embedded in text

  • (also available on website)

  • Activities are designated “DC,”

  • “CC,” or “DC/CC”

  • “Notes” column for jotting down information

41


Welcome and introductions

2012 Manuals

  • DCCM Online

  • Enhancements

  • Icons indicate additional resources

  • - Calendar of Events

  • - additional information available online

  • - TexasAssessment website

  • - Coordinator Manual Resources

  • Icons include live, light-blue links underneath them for accessing other resources

42


Welcome and introductions

2012 Manuals

  • DCCM Resources Pages

  • DCCM posted

  • Online resources as noted in

  • the "Notes" column of the

  • DCCM

  • Some materials available only online include:

    - Checklists for STAAR and

    TELPAS administrators

    - Seating charts

    - Planning Checklist for Campus Coordinator Training

    - Diagram of shipping box

    contents

    - Diagram of how to pack materials for return

43


Welcome and introductions

2012 Manuals

http://www.tea.state.tx.us/student.assessment/manuals/dccm

44


Welcome and introductions

2012 Manuals

  • STAAR Test Administrator Manuals

  • Three Test Administrator Manuals

  • - Grades 3-5

  • - Grades 6-8

  • - End-of-Course

  • Include general information and

  • test administration directions for

  • STAAR, STARR Spanish, STAAR L,

  • and STAAR Modified

  • (STAAR Alternate, TELPAS, and TAKS manuals are separate)

  • Will only be shipped once

  • Due in districts by February 24, 2012

  • Must be retained for later

  • administrations

45


Welcome and introductions

2012 Manuals

  • Test Administrator Manuals New Look

  • New styles also applied to

  • Test Administrator Manuals

  • Fewer scripts covering multiple subjects and programs

  • To accommodate some differences in programs, the new manual will use callout boxes

46


Welcome and introductions

2012 Manuals

  • Test AdministratorManuals New Look

  • Wider boxes have program-specific and subject specific instructions

  • Please retain your manuals for use throughout the testing year!!

47


Welcome and introductions

2012 Manuals

TAKS

- Grades 10 & 11

- Due in campuses by January 13

  • STAAR Alternate

  • Available online

  • http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/manuals/

48


Welcome and introductions

STAAR Resources

Test Administration

www.tea.state.tx.us/student.assessment/staar

  • Optional Test Administration and Procedures

  • - May be provided to any student based on his or her needs

  • - Student must have experience with the specific procedure or

  • material

  • - Must have been determined effective in meeting student needs

  • - May not require students to use them

  • - Not intended for every student

49


Welcome and introductions

STAAR Resources

  • TestAdministration

    www.tea.state.tx.us/student.assessment/staar

  • STAAR Time Limits Policy and Procedures

  • - Start and stop times

  • - Test administrator “SAY” directions

  • - Breaks

  • - Lunch

  • - Announcement of time to test

  • - Late-arriving students

  • - Multiple test sessions

  • - Extended time and extended day accommodations

50


Welcome and introductions

  • Test Security

    • Resources

    • New to Test Security

    • Highlights

51


Welcome and introductions

Test Security Resources

Test Security

http://www.tea.state.tx.us/student.assessment/security/

  • 2012 Test Security Supplement

  • Launch of Web-based Texas Test Administrator

  • Online Training Modules

  • - www.TexasAssessment.com/TAonlinetraining

  • PowerPoint from 2011 Assessment Conference

  • - Tips for Conducting Thorough Investigations

  • - Test Security Update

52


Welcome and introductions

New to Test Security

  • Security Training

  • all district and campus personnel who participate in state-

  • mandated testing and/or handle secure test materials

  • any person who has more than one testing role must receive

  • training and sign an oath for each role

  • only one training on general test security and administration

  • procedures required for 2012 testing year (administration specific

  • training must be provided)

  • Oaths: Superintendent, DTC, and CTC

  • located in DCCM & www.tea.state.tx.us/student.assessment/security/oaths/

  • superintendent signs at end of testing year

  • DTC and CTC sign after training and at end of testing year

  • return to Pearson at end of year

53


Welcome and introductions

New to Test Security

  • Oaths: Test Administrators, Materials Handlers, and

  • Technology Support

  • required to sign only one oath for 2012 testing year

  • (exception STAAR Alternate and TELPAS)

  • required to initial and sign oath only after training

  • additional section to be signed for Viewing Secure Test Materials

  • separate oaths for test administrators and technology staff

  • located in Test Administrator Manuals (coming soon to online)

54


Welcome and introductions

New to Test Security

  • STAAR Oaths: Test Administrators, Materials Handlers, and Technology Support

55


Welcome and introductions

New to Test Security

  • Student Cheating

  • determined by districts

  • IF cheating determined, district MUST invalidate (“other”) the test

  • report discipline taken locally through the Locally Determined Disciplinary Action Form (online)

  • http://www.txetests.com/DAF/index.asp

56


Welcome and introductions

New to Test Security

  • Irregularities: Procedural vs. Serious

  • new terms

  • simpler reporting procedures

  • new online reporting form

  • http://www.tea.state.tx.us/student.assessment/security/incidents/

  • documentation requirements differ for two types of irregularities

  • district coordinators responsible for evaluating errors, determining

  • the severity (type of error), and summarizing the incident

57


Welcome and introductions

New to Test Security

  • Procedural Irregularities

  • - reflect minor errors, minor deviations in testing

  • - do not represent severe breaches in security or confidentiality

  • - call to TEA not required unless guidance needed by the district

  • - require an online incident report submission

  • - require an accurate summary of event

  • - do NOT require supporting documentation

  • - must be submitted within ten working days

58


Welcome and introductions

New to Test Security

  • Serious Irregularities

  • - constitute severe violations of test security or confidentiality

  • - can result in the individual(s) responsible being referred to the

  • TEA Educator Certification and Standards Division for

  • consideration of disciplinary action

  • - must be reported to TEA as soon as coordinator is made aware

  • of situation

  • - coordinator responsible for investigating, filing incident report,

  • and submitting required documentation in a timely manner

59


Welcome and introductions

2012 Highlights

  • Seating charts

  • - require start and stop times

  • - record names of all assigned test administrators

  • - districts keep for five years

  • Honor statements

  • - STAAR, STAAR L, and STAAR Modified EOC exams

  • Maintain test security materials for 5 years

  • - signed test administrator and technology staff oaths

  • - seating charts

  • Investigations

  • - conduct as quickly and thoroughly as possible in order to ensure

  • that state investigations, sanctions, and corrective actions are

  • conducted in a fair, expeditious, and equitable manner

60


Welcome and introductions

Assessments for Students with Disabilities


Welcome and introductions

STAAR Alternate


What is staar alternate and who is it for

What is STAAR Alternate and who is it for?

  • An alternate assessment based on alternate academic achievement standards

    • Different passing standard than STAAR

    • Not a paper/pencil test… observation-based assessment and results entered in online system

  • For students receiving special education services who meet participation requirements


Viewing the documentation form

Viewing the Documentation Form

  • The state-required documentation forms are the only secure document related to STAAR Alternate once student performance data has been recorded.

  • Others can view the first page of the documentation form during and after the preplanning by the test administrator.

  • No one can view pages two and three of the documentation form. These pages must be kept secure by the teacher until the form is given to the CTC or DTC for storage by the close of the assessment window.

  • Documentation forms will no longer be available on the TEA website after the close of the window.


Welcome and introductions

Available Resources

What resources are available to help with STAAR Alternate?

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/


Welcome and introductions

STAAR Modified


What is staar modified and who is it for

What is STAAR Modified and who is it for?

  • An alternate assessment based on modified academic achievement standards

  • For students receiving special education services who meet participation requirements

    • For the 2011-2012 school year, applies to students in grades 3-8 and entering grade 9

      • Students repeating grade 9 and in grades 10-12 are still held to the requirements of the TAKS program.


What subjects are assessed with staar but are not assessed with staar modified

What subjects are assessed with STAAR, but are not assessed with STAAR Modified?

TEA - 2011 Texas Assessment Conference

69

STAAR Modified World History will be administered in 2013

STAAR Modified English III and U.S. History will be administered in 2014

Algebra II, chemistry, and physics will NEVERbe assessed with STAAR Modified.


Welcome and introductions

Modification Guidelines

  • Begin with STAAR and simplify reading selections, test questions, and answer choices by:

  • All Tests

  • Fewer questions

  • Only 3 answer choices

  • Verdana font and larger point size, more white space

  • Simplified sentence structure, vocabulary, and graphics in passages/questions

  • Delete extraneous information when appropriate

  • Direct student attention to graphics when appropriate


Welcome and introductions

  • Or… delete certain things from STAAR so that they are not tested on STAAR Modified

    • Delete “not” or “except” questions

    • Delete griddable questions (science tests only)

    • Students will be assessed with only one type of writing prompt in each tested grade (writing tests only)

    • Student compositions are scored on a three-point rubric (writing tests only)


Welcome and introductions

Will test administrators be allowed to read any word in the selection that they already read in the pre-reading text like in TAKS-M?

No. This is a difference between TAKS-M and STAAR Modified reading tests.

  • Test administrators (TA) may read the pre-reading text to students.

    • The TA must read aloud the pre-reading text and may read the test questions and answer choices if the student is eligible for an oral administration.

  • Test administration directions will explain that the TA can read the pre-reading text as many times as necessary, as long as it is prior to the students reading the selections.


Welcome and introductions

.

STAAR Modified Participation Requirements

How does an ARD committee determine whether STAAR Modified is the appropriate assessment?


Welcome and introductions

74


Staar modified participation requirements

STAAR Modified Participation Requirements

  • For each subject/course for which STAAR Modified is being considered, answer Yes or No to 3 questions:


Staar modified participation requirements1

STAAR Modified Participation Requirements


Staar modified participation requirements2

STAAR Modified Participation Requirements


Taks m participation requirements

TAKS–M Participation Requirements

  • To be used only for students in grades 10 and 11 during the 2011-2012 school year

  • New format but same eligibility criteria as previous years

  • Posted on TAKS–M Resources web page


Welcome and introductions

What does “State-required Documentation Form” mean?

Just like STAAR Alternate, TEA requires the STAARModified Participation Requirements Form be completed and retained by the district.


Welcome and introductions

  • 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

    • Example: special education teacher, ARD facilitator, administrator


Welcome and introductions

  • Is it a testing irregularity to give STAAR Modified to a student who doesn’t meet the participation requirements?

  • Yes. If the student was administered the wrong assessment, the district testing coordinator must contact TEA to receive instructions on how to

    • Fix the error

    • Give the correct test

    • Document the irregularity

  • There are no further ramifications once the error is reported and has been appropriately corrected.


Welcome and introductions

  • Does an ARD committee need to complete the participation requirements and retain the document if a student is receiving modified instruction in a course in which STAAR Modified is not available?

  • Yes. Applies to English III, World History, U.S. History, Chemistry, Physics, Algebra II

    • If the student meets participation requirements, then he/she does not test since an assessment is not available.

    • If the participation requirements are not reviewed or the answer to any of the three questions is No, the student takes STAAR.


Welcome and introductions

PEIMS Codes

  • How do I use the new PEIMS codes?

    • Use the new codes for all students receiving special education services and completing a modified or alternate version of the corresponding course, including those students who are in grades 10, 11, and 12 who are graduating under the TAKS requirements.


Welcome and introductions

  • Where do I find the new PEIMS codes?

    • PEIMS Data Standards 2011-2012 Addendum

      http://www.tea.state.tx.us/index4.aspx?id=2147497193


Welcome and introductions

  • Should the Academic Achievement Record identify courses as “Modified” when the modified PEIMS codes are used?

    • No. FERPA regulations do not allow any information on the student’s transcript that would identify him/her as a student with a disability.

    • The student’s transcript will show the state-adopted course name only (e.g., Algebra I).


Welcome and introductions

  • Are districts still able to use local names for courses (i.e., Basic English)?

    • Schools are required to use the state-adopted name as referenced in PEIMS but can use local names in addition to the state-adopted name.


Welcome and introductions

  • Do we continue using the “9” codes for non-EOC courses?

    • Districts may use either the standard course code or a locally assigned “9” code for a course that does not have Modified or Alternate codes.


Welcome and introductions

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.


Welcome and introductions

  • Does the 15% rule apply to students served by special education services?

  • Yes. For a student receiving special education services, the score he or she receives on a general STAAR EOC assessment must count as 15% of the final course grade. Nevertheless, the student's admission, review, and dismissal (ARD) committee determines whether the student has met the course requirements.

  • The 15% requirement does not apply to students taking STAAR Modified or STAAR Alternate.


Welcome and introductions

  • Will students taking STAAR Modified have four hours to test or will they get extra time?

  • Students taking STAAR Modified will have four hours to test just like students taking STAAR

  • The accommodations of extra time will be available to those students taking STAAR Modified who meet the eligibility criteria for the Extra Time (XT) Accommodation.


Welcome and introductions

Available Resources

What resources are available to help with STAAR Modified?

http://www.tea.state.tx.us/student.assessment/special-ed/staarm/


Welcome and introductions

Testing Accommodations for Students with Disabilities


Welcome and introductions

  • Who has the authority for decision and documentation?

    • Special education services: the ARD committee; IEP

    • Section 504 services: the 504 placement committee; 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 just examples

      • This applies to a small group of students


The accommodation triangle packet

The Accommodation Triangle Packet


The accommodation triangle

The Accommodation Triangle

Optional Test Administration Procedures and Materials


Optional test administration procedures and materials

Optional Test Administration Procedures and Materials

  • No longer considered an “accommodation”

  • Will not be collected on the answer document

  • If distracting to other students, an individual administration may be required

    • Procedures materials to minimize distractions (e.g., stress ball, noise-reducing headphones)

    • Reading test aloud to self (e.g., reading into a voice-feedback device or voice recorder)

    • Signing or translating test administration directions

    • Reading assistance on grade 3 mathematics

    • Individual or small-group testing

    • Colored overlays

    • Magnifying devices

    • Place markers

    • Highlighters or colored pencils

    • Preferential seating

    • Scratch paper/other workspace

A student may use the

following procedures and materials during the statewide assessments:


Welcome and introductions

Optional Test Administration Procedures & Materials

What procedures and materials are available to ALL students?

  • Includes some things that have been called testing accommodations in previous years

  • Related to “best practices” for instruction

  • Available to any student who needs them

  • Not intended for every student in a class or disability category

  • Not recorded on answer document

  • Available on test administration materials web pages as well as accommodation resources


Welcome and introductions

What procedures and materials are available to ALL students?

  • Allowed for any student NOT every student; test administrators should not distribute these materials on test day; make them available in front of room or ask students if they need it

  • No documentation required beyond what is necessary for planning on test day

    • However, a district could require documentation for certain students or for certain procedures/materials

  • Individual or small-group administration has moved back to a Type 1 accommodation


Welcome and introductions

The Accommodation Triangle


Welcome and introductions

What is the purpose of the Accommodation Triangle?

  • Organizes accommodations for students with disabilities in accordance with

    • the specificity of the eligibility criteria

    • the need for TEA approval (Accommodation Request Form) before the accommodation can be used on a statewide assessment

  • No longer categorized by Presentation, Response, Setting, or Timing/Scheduling


Welcome and introductions

1

What are Type 1 Accommodations?

  • For students with a specific need

  • One eligibility criterion:

    • Student must routinely, independently (when applicable), and effectively use the accommodation during classroom instruction and testing


Welcome and introductions

What does Routinely, Independently, and Effectively mean?

  • Routinely

  • Used often enough that student is familiar and comfortable using accommodation on a statewide assessment

  • Not necessarily used every day

  • 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 scores and observations with or without accommodation use


Welcome and introductions

2

What are Type 2 Accommodations?

  • Two or more eligibility criteria, including:

    • Student must routinely, independently (when applicable), and effectively use the accommodation during classroom instruction and testing

    • Additional criteria based on specific student needs


Welcome and introductions

3

What are Type 3 Accommodations?

  • 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 listed in the triangle

  • AND submits an ARF to TEA


Welcome and introductions

3

What are Type 3 Accommodations?

  • Requires an approved ARF because Type 3 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 ensurethat Type 3 accommodations arecarried out in a standardized manner.


Welcome and introductions

Supplemental Aids Type 2

Triangle Packet

Presentation Supplement

Handout #26-28


Student eligibility criteria

Student Eligibility Criteria

  • A student may use this accommodation if he or she:

  • receives special education services

  • routinely, independently, and effectively uses this

  • accommodation during classroom instruction and

  • testing, and

  • has a disability that affects memory retrieval, focus,

  • or organization and is severe enough to prevent

  • him or her from learning and retaining information.

  • .


Authority for decision and required documentation

Authority for Decision and Required Documentation

  • The decision is made by the ARD committee based on eligibility criteria

  • Must be documented in the student’s IEP

  • The accommodation type must be recorded in the ACCOMMODATIONS field on the student’s answer document.


Welcome and introductions

A few words on some Finalized

STAAR Accommodation

Policies


A brief word about dba

A Brief Word about DBA

  • The Dyslexia Bundled Accommodations were part of the TAKS program for reading grades 3 through 8.

  • The bundle of 3 accommodations does not exist for the STAAR program.

  • However, there are several accommodations that could be useful for a student with dyslexia.

  • Oral administration has been expanded to include allowing the TA to read aloud the questions and answer choices from the reading tests to students who meet the eligibility criteria; the TA can never read aloud the reading selections.


A brief word about dba1

A Brief Word about DBA

  • Extra time to complete the test (during the same school day) may be allowed if the student meets the eligibility criteria for extra time.

  • Having an extra dayto complete the test is reserved for students with serious medical conditions or other unique and severe situations. Students only identified with dyslexia will most likely NOT be included in the eligibility criteria.


Policy differences for staar program

Policy Differences for STAAR Program

Oral/Signed Administration

  • Reading aloud the questions and answer choices for reading tests and the English I, II, & III reading tests is allowed

    • NEVER read aloud reading selections, or revising & editing selections

  • Two levels of reading support

    • Read aloud parts of the test questions and/or answer choices at student request

    • Read aloud all test questions and answer choices throughout the test

  • Form 1 – to use or not (DCCM currently says yes)

    • STAAR – probably yes but no longer required

    • STAAR Modified – definitely not – campus-assigned forms


Policy differences for staar program1

Policy Differences for STAAR Program

  • Math Manipulatives

    • Only the manipulatives on the posted list are allowable

    • Cannot request additional manipulatives

  • Supplemental Aids

    • Only the supplemental aids on the posted list are allowable

    • Cannot request additional supplemental aids


Policy differences for staar program2

Policy Differences for STAAR Program

Calculation Devices

  • Added students who receive Section 504 services

  • Removed “a disability that affects math calculation” eligibility for grades 3

    and 4

  • Any kind of calculator in the range of four-function through graphing

  • No ARF process


Policy differences for staar program3

Policy Differences for STAAR Program

Dictionary

  • No longer a supplemental aid

  • Separate accommodation only for reading tests at grades 3-5

  • Added students who receive Section 504 services

  • Commercially produced, not teacher/student-

  • made

    Spelling Assistance

  • Added students who receive Section 504 services

  • No longer includes the test administrator writing the student’s dictated response to the writing prompt


Welcome and introductions

A few words on some

STAAR Accommodation

Policies that are soon to post


Basic transcribing

Basic Transcribing

2

DRAFT

  • This accommodation allows a test administrator to transfer student responses onto an answer document when the student is unable to accomplish this task independently.

  • Eligibility criteria still under development, but considering…

    • Uses braille or large print materials

    • Fine motor deficits

    • Physical disabilities

    • Visual tracking difficulties

    • Emergency situations


Basic transcribing1

Basic Transcribing

2

DRAFT

  • Examples/Types

    • Student circles or points to responses in the test booklet for multiple-choice questions for the test administrator to transfer onto the answer document

    • Student types or writes responses for multiple-choice questions, griddable questions, short answer reading questions, or the writing prompt for the test administrator to transfer onto the answer document; includes using speech-to-text software

    • Student dictates or signs responses for multiple-choice, griddable, or short-answer reading questions for the test administrator to transfer onto the answer document


Complex transcribing

Complex Transcribing

3

DRAFT

  • This accommodation allows a test administrator to record on an answer document a student’s dictated or signed responses to the writing prompts and/or write mathematical computations when the student is unable to accomplish this task independently.

  • Eligibility criteria still under development

  • Allowed in rare instances when the student is unable to effectively use Basic Transcribing procedures


Complex transcribing1

Complex Transcribing

3

DRAFT

  • Examples/Types

    • Student dictates, signs, or speaks into a voice recorder his or her responses to the writing prompts for the test administrator to record onto the answer document

    • Student dictates or signs the step-by-step procedures regarding the necessary mathematical computations for the test administrator to write onto scratch paper or another workspace


Complex transcribing2

Complex Transcribing

3

DRAFT

  • An approved ARF will include specific guidelines about how to transcribe the student’s responses to the writing prompts and the student’s instructions for writing mathematical computations because these things involve

    • Spelling, capitalization, and punctuation that can affect student scores

    • Place value and alignment that can affect student scores


Extra time same day

Extra Time (Same Day)

2

DRAFT

  • This accommodation allows a test administrator to provide extra time until the end of the regular school day for a student with a disability to complete testing.

  • Extra time is a local decision, so the eligibility criteria will be written very specifically.


Extra time same day1

Extra Time (Same Day)

2

DRAFT

  • Eligibility criteria still under development, but we know…

    • Student routinely and effectively uses this accommodation in classroom instruction and testing

    • Meets at least one of the following (list not yet complete)

      • Student has an impairment in vision

      • Student is identified with dyslexia

      • Student has a disability that affects his/her ability to pay attention or focus

      • Student has a physical disability or medical condition that necessitates multiple or lengthy breaks


Extra time same day2

Extra Time (Same Day)

2

DRAFT

  • Things to consider

    • Extra time is intended for students with disabilities. It is not for students who experience general test anxiety or who need to use specific test-taking strategies.

    • Students should start testing at the beginning of the school day and be allowed to test up to the end of the regularly scheduled school day if needed. This does not mean they are required to stay to the end of the school day. Students should be allowed to leave the testing room whenever they have completed testing.

    • For campuses that provide multiple testing sessions (especially for EOC), sessions can start before the regularly scheduled school day and can extend beyond the regularly scheduled school day. However, testing for students who are eligible for extra time must not extend past a typical 7-hour school day.


Extra day

Extra Day

3

DRAFT

  • This accommodation allows a test administrator to provide an extra day for a student with a disability to complete testing.

  • Eligibility criteria still being finalized, but we

    know………

    • Student routinely and effectively uses this accommodation in classroom instruction and testing


Extra day1

Extra Day

3

DRAFT

Meets at least one of the following

  • Student has a severe impairment in vision, including those students who test in braille and require an extra day

  • Student has an emotional or behavioral disability and the manifestation of that disability affects his/her ability to sustain working for a prolonged period of time and he/she receives little or no benefit from extending testing to the end of the same day

  • Student has a physical disability or medical condition that limits the amount of time the student is able to complete a task due to severe fatigue or decreased energy/stamina


Extra day2

Extra Day

3

DRAFT

  • Things to consider

  • Extra day is intended for an extremely small group of students with disabilities with a TEA-approved Accommodation Request Form.

  • Students will be permitted to test over two full, regularly scheduled, consecutive school days.

  • Students taking a two-day test (grades 4 and 7 writing and English I, II, and III) will be permitted to test over three full, regularly scheduled, consecutive school days.

  • TEA will provide guidance on extra day policies and procedures will accompany any approved Accommodation Request Form.


Other accommodations

“Other” Accommodations

3

DRAFT

  • Submit an Accommodation Request Form to TEA for Accommodations that are not listed in the Accommodations Triangle

    • Oral administration of reading selections for newly-blinded student who does not yet read braille


Other accommodations1

“Other” Accommodations

3

DRAFT

  • Do not submit an Accommodation Request Form to TEA for things like

  • Calculator for a 3rd grader who is LD in math calculations

  • Supplemental aids that aren’t on the allowable list

  • Oral administration for a student who does not receive special education or Section 504 services, is not identified with dyslexia, but has reading difficulties

  • Call your Accommodations Task Force member if you have a rare or unusual situation that we did not address in an accommodation’s eligibility criteria


  • Http www tea state tx us student assessment accommodations

    http://www.tea.state.tx.us/student.assessment/accommodations/

    Click this link to see all resources for accommodations for students with disabilities

    130

    2011 Texas Assessment Conference

    Texas Education Agency


    Welcome and introductions

    Available Resources

    What resources are available to help with Accommodations for Students with Disabilities?

    http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/#triangle


    Welcome and introductions

    Recording Accommodations on the Answer Document

    What do we need to do to document Accommodations?


    Welcome and introductions

    What do we need to do to document Accommodations?

    • “Guidelines for Recording Accommodation Use on the Student's Answer Document”will be posted to the Accommodations for Students with Disabilities webpage soon

    • P, S, R, T not on STAAR answer documents

    • Mark Type 1, Type 2, and/or Type 3 accommodations in the blank bubbles for each subject


    Welcome and introductions

    What do we need to do to document Accommodations?

    • Specifically mark these accommodations under Type 2

      • Braille (BR)

      • Large Print (LP)

      • Oral Administration (OA)

      • Extra Time (XT)

    • Specifically mark Extra Day (XD) under Type 3

    • The LA column is for Linguistic Accommodations


    Welcome and introductions

    Accommodation Request Process

    What do we need to do to request Type 3 Accommodations?

    • “Accommodation Request Process” document outlining the process for requesting Type 3 accommodations will be posted to the Accommodations for Students with Disabilities webpage in January 2012.

    • Will include a link to the updated online ARF, which will open in mid-January.

    • Districts must indicate that a student has met each of the listed eligibility criteria PLUS provide specific objective evidence of student need.


    Welcome and introductions

    What do we need to do to request Type 3 Accommodations?

    • “Other” accommodations cannot be entered into the online ARF. They must be requested through your ATF member by phone. Be prepared with the details prior to calling.

    • Faxing paper request forms is allowed only in rare situations and at the discretion of TEA’s Accommodations Task Force.


    Texas assessment management system

    Texas AssessmentManagement System

    ESC Training

    January 2012


    Welcome and introductions

    Texas Assessment Management System

    • Updates in the Texas Assessment Management System for 2012-2013:

      • STAAR Alternate tab and new Manage Teacher Assignments

      • Sending files – Student Data, Roster, and User Account files

      • User roles and permissions

      • Student directory and student registration data


    Available resources

    Available Resources

    • Assessment Management System Resources

      • There are many sources of support for the Texas Assessment Management System. All support documentation and resources can be found on the Support page of the Texas Assessment website. There you will find:

        • User's Guide for the Texas Assessment Management Systemlocated on the Resources page of the Texas Assessment website at http://www.TexasAssessment.com/guide

        • Guide to the Student Portal of the Texas Assessment Management System

        • Frequently Asked Questions (FAQs)

        • Support Center Information

          • If you have questions about the Assessment Management System, you can call Pearson’s Austin Operations Center at 800-627-0225 (Monday–Friday, 7:30 AM–5:30 PM, Central Time) to talk to a support specialist.

        • E-mail Information

          • To contact system support personnel, email: [email protected]


    Assessment of english language learners

    Assessment of English Language Learners

    TELPASSTAAR


    Texas english language proficiency assessment system

    Texas English Language Proficiency Assessment System

    K–12:ListeningSpeakingReadingWriting


    Minor changes only

    Minor Changes Only

    Minor changes in ―

    testing policies

    testing window

    supplemental support provider training

    online administrative features


    Policy change second semester immigrant non english readers

    Policy ChangeSecond Semester Immigrant Non-English Readers

    ELLs in grades 2–12 who first enter U.S. schools in second semester are no longer permitted to receive automatic score of beginning without taking TELPAS reading test

    Now required to take test

    Will receive scores based on test performance


    Policy change newly enrolled ells

    Policy ChangeNewly Enrolled ELLs

    “20-day rule” gone

    Not necessary with new shorter testing window

    New policy:No holistically rating ELLs from other Texas districts, states, or countries who enroll on or after first day of testing window (March 19)

    Unchanged:2–12 reading test still required


    Guiding principle students who move

    Guiding Principle Students who Move

    If new ELL enrolls before March 19 (start of testing window), receiving campus responsible for all assessments

    If new ELL enrolls on or afterMarch 19, receiving campus only responsible for grade 2–12 reading test (if not already administered)

    Applies whether new student is from another school district, state, or country


    Key dates for holistically rated components

    Key Dates for Holistically Rated Components


    Who can be a supplemental support provider

    Who Can Be a Supplemental Support Provider

    Supplemental support provider must—

    be a 2010–2011 fully trained and calibrated rater in applicable K–1 or 2–12 span

    complete recorded Web-based training

    calibrate on either set 1 or set 2


    Training of supplemental support providers

    Training ofSupplemental Support Providers

    No more registration with TEA

    New web-based training available starting January 30

    Accessible from coordinator resources section of TrainingCenter

    Separate training for K–1, 2–5, and 6–12

    Required for new and returning trainers


    Always important to emphasize

    Always Important to Emphasize

    Holistic rating training is key

    Individuals must complete state-required training and calibration activities to be raters

    Those who complete all requirements but don’t successfully calibrate by end of set 3 may be raters if district chooses, but districts must provide rating support in manner that assures valid and reliable assessment

    Implement validity and reliability checks during testing window


    Access to holistic rating training reports and statewide lookup

    Access to Holistic Rating Training Reports and Statewide Lookup

    New: ESC bilingual/ESL coordinators now given administrative access by Pearson

    New: Campus testing coordinators may now choose to give access to other campus level individuals as assistants


    Online reading test updates

    Online Reading Test Updates

    Accommodation types (1–3) that are newfor STAAR will be recorded for TELPAS too

    New: Sample items no longer included with tests

    TELPAS reading tests willremainuntimed for spring 2012


    Online reading test updates1

    Online Reading Test Updates

    Tests to be administered in newTestNav browser-based, easy-access format

    Process change for requesting paper version of reading test for accommodation reasons

    New: Use same process as for other paper requests

    Do notuse Accommodation Request Form any more


    Telpas student tutorials

    TELPAS Student Tutorials

    New: Browser-based to reflect TestNav changes

    No files to download, install

    As in past, tutorials separate from tests

    Recommended for students new to TELPAS

    Several different test item formats

    Since no sample items with test, practice with item formats and online interface is useful

    Updated tutorials available before February athttp://www.TexasAssessment.com/TELPAS-tutorials


    New telpas features of assessment management system

    New TELPAS Features of Assessment Management System

    TELPAS Holistic Ratingstab for easy access

    Improved process for registering students and assigning tests and holistically rated components via Student Data Upload file

    Students now allowed only one test assignment for reading and one for holistic ratings

    Move TELPAS Testbutton can move student’s reading test from one district/campus to another campus


    Removing and adding test assignments of students who move

    Removing and Adding Test Assignments of Students Who Move

    New: If student withdraws before testing window begins (before March 19), district should remove student’s test assignments (2–12 reading and K–12 holistic rating)

    Receiving campus will not be able to add test assignments or account for student in Assessment Management System if sending campus does not do this


    Selecting do not score codes

    Selecting “Do Not Score” Codes

    New: Applicable code now selected from dropdown on Mark Test Complete screen; no longer need to type in reason and also mark code


    Telpas resources

    TELPAS Resources

    District and Campus Coordinator Manual

    Coordinator Manual Resources Webpage

    TELPAS Manual for Raters and Test Administrators

    TELPAS Resources Webpage PowerPoints

    Assembling and Verifying Grades 2–12 Writing Collections (Optional Online Course in Texas TrainingCenter)

    Coordinator’s and Rater’s User Guides for Online Holistic Rating Training

    Educator Guide to TELPAS

    User’s Guide for Texas Assessment Management System

    User Roles and Permissions for Texas Assessment Management System

    TestNav 7 Combined Technical Guide

    Unified Texas Minimum System Requirements


    Ells and staar

    ELLs and STAAR


    Emphasize in training

    Emphasize in Training

    Policies and procedures for grade 10 and exit level TAKS are not changing to mirror STAAR

    All ELLs participate in STAAR assessments; no exemptions from testing

    Linguistic accommodations not just for STAAR L

    Accommodation policies differ by program

    STAAR

    STAAR Spanish

    STAAR L

    STAAR Modified

    STAAR Alternate


    Differing degrees of linguistic accommodation

    Differing Degrees ofLinguistic Accommodation

    STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable


    Linguistic accommodations staar

    Linguistic AccommodationsSTAAR

    *Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy


    Linguistic accommodations staar l

    Linguistic Accommodations STAAR L


    Linguistic accommodations staar modified

    Linguistic Accommodations STAAR Modified

    *Unique to STAAR Modified

    **Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy


    Linguistic accommodation resources

    Linguistic Accommodation Resources

    Test administrator manuals no longer have detailed information about linguistic accommodations

    Guide called Linguistic Accommodations for ELLs Participating in the STAAR Program available on Accommodation Resources webpage is principal source of information


    19 tac chapter 101 subchapter aa revised ell participation rules

    19 TAC Chapter 101, Subchapter AARevised ELL Participation Rules

    New rules in effect for STAAR

    No rule changes for TAKS

    Same grade 10 exemption policies

    Same linguistic accommodation policies

    Same exit level LEP postponement policies


    Ell policy resources for lpacs and ard committees

    ELL Policy Resources for LPACs and ARD Committees

    LPAC assessment decision resources tea.state.tx.us/student.assessment/ell/lpac/

    STAAR

    TAKS

    TELPAS

    Accommodation decision resourcestea.state.tx.us/student.assessment/accommodations/

    Linguistic accommodations

    Accommodations related to disabilities


    Staar spanish and staar l

    STAAR Spanish and STAAR L


    Alignment of staar staar spanish and staar l

    Alignment of STAAR, STAAR Spanish, and STAAR L

    Same:

    Assessed curriculum and item types

    STAAR blueprints for building tests

    Achievement standard alignment

    Focus on readiness for next grade level or course with goal of postsecondary readiness

    Differences have to do with language accessibility:

    STAAR Spanish uses native language to help students understand test

    STAAR L provides English-language accommodations to help students understand test


    Ell participation in staar modified and staar alternate

    ELL Participation in STAAR Modified and STAAR Alternate

    ELLs receiving special education services who meet requirements for STAAR Modified or STAAR Alternate may take these assessments

    Small number of ELLs

    ELLs participate only on basis of disability, not second language acquisition


    Special english i and ii eoc provisions tac 101 1007

    Special English I and II EOC ProvisionsTAC §101.1007

    For ELLs who ―

    have been enrolled in U.S. schools 3 school years or less (5 or less if qualifying unschooled asylee/refugee)

    and

    have not yet attained TELPAS advanced high reading rating

    Why these provisions? In English I and II/ESOL I and II courses, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments.


    Three special provisions

    Three Special Provisions

    When enrolled in English I or II/ESOL I or II course, eligible ELL shall not be required to –

    include assessment score in cumulative score for graduation

    retake assessment each time it is administered if student passes course but does not achieve minimum score

    have score count for 15% of student’s final grade

    Note:

    Students are not exempt from test while in course

    Provisions do not apply to English III

    New sample LPAC form for documentation


    Ells with parental denials tac 101 1005 f

    ELLs with Parental DenialsTAC §101.1005 (f)

    These students not eligible for special ELL assessment, accommodation, or accountability provisions

    • No testing in Spanish

    • No linguistic accommodations during testing

    • No English I/II EOC special provisions

    • No unschooled asylee/refugee provisions


    Planning for test administrations

    Planning for Test Administrations


    New consideration staar l vs staar mathematics science and social studies

    New ConsiderationSTAAR L vs. STAARMathematics, Science, and Social Studies

    STAAR L and STAAR both allow a bilingual dictionary and extra time

    Unless accommodations that are unique to STAAR L are provided, a student eligible for STAAR L should just take STAAR


    Extra time same day as a linguistic accommodation

    Extra Time (Same Day) as a Linguistic Accommodation

    Permitted for any ELL on any test if ELL meets eligibility criteria as determined by LPAC

    Not “automatic”

    Eligibility criteria in linguistic accommodation section of Accommodation Resources page

    Extra time within regularly scheduled school day only

    Schools with both morning and afternoon 4-hour test sessions must include these students in morning session


    Sample forms for documenting participation accommodation decisions

    Sample Forms for Documenting Participation & Accommodation Decisions

    Record of STAAR participation and linguistic accommodation decisions

    STAAR eligibility for special English I/II EOC provisions

    Student history worksheet

    Forms on LPAC assessment resources webpage at http://www.tea.state.tx.us/student.assessment/ell/lpac/


    Coordination between lpac and testing coordinators

    Coordination Between LPAC and Testing Coordinators

    Testing coordinators should coordinate with LPAC to obtain participation and accommodation decisions in time to make testing arrangements

    More ELLs likely to take STAAR L than occurred with LAT

    Plus, linguistic accommodations not just for STAAR L


    Staar l planning for test administrators coordinator manual page 12

    STAAR L Planning for Test AdministratorsCoordinator Manual, Page 12

    Individual or small group administrations necessary

    Test administrators respond to student requests for reading text aloud and clarifying word meaning

    Test administrators who provide clarification of word meaning should be ―

    familiar with the subject matter assessed and linguistic needs of the students, and

    work routinely with the students in assisting with or delivering instruction


    Organizing test sessions coordinator manual page 23

    Organizing Test SessionsCoordinator Manual, Page 23

    Do not test STAAR L students with STAAR, STAAR Spanish, or STAAR Modified students

    Students taking STAAR and STAAR Spanish may be tested together if session conducted in way that keeps students from being confused or disturbed by differences in directions or linguistic accommodations provided


    Secure english clarification guides ecgs

    SecureEnglish Clarification Guides (ECGs)

    ECGs―

    contain instructions for providing clarification accommodation, and

    list content area terms in each test question that are not eligible for clarification

    For TAs, not students

    ECGs donot provide TAs with words to use in clarifying meaning

    STAAR L TAs need appropriate training

    One ECG per STAAR L test administrator


    Answer document coding for ells

    Answer Document Coding for ELLs

    Different from LAT

    STAAR L test to be coded in Test Taken Info field

    Linguistic accommodations to be marked along with other accommodations

    Score code will be “S”


    Linguistic accommodation summary 3 8 and eoc

    Linguistic Accommodation Summary (3–8 and EOC)

    *Dictionaries are linguistic accommodations on reading and writing tests (English versions) in grades 3–5 only; in grade 6 and up, they are part of dictionary policy for all students


    Linguistic accommodations la column staar staar spanish or staar l all use same answer document

    Linguistic Accommodations—LA ColumnSTAAR, STAAR Spanish, or STAAR L all use same answer document

    Know your policies:

    Writing/Reading: Ling. accommodations are for all eligible ELLs, not just students taking STAAR L in other subjects

    STAAR Spanish: No ling. accommodations everto be marked

    Math: If STAAR (not STAAR L), only BD and XT allowed

    March March

    Gr 4 Writing Gr 5 Math & Reading


    Eoc examples

    EOC Examples

    Reminder: Caution:

    No “D” field because dictionary If STAAR, only BD access is for all students and XT allowed

    March May

    English I World Geography


    Recording asylee refugee info

    Recording Asylee/Refugee Info

    Since no state accountability, no asylee/refugee answer document coding for TAKS or STAAR this year


    Staar l number of test questions

    STAAR L Number of Test Questions

    No field-test items embedded in STAAR L

    One test form only

    Because same answer document used for STAAR and STAAR L, students will not use all answer bubbles

    Administration “SAY” directions include this information


    Preparing ells for testing with linguistic accommodations

    Preparing ELLs for Testing with Linguistic Accommodations

    In training test administrators with ELLs in their sessions, make sure to review this section of test administrator manuals

    Administration “SAY” directions assume ELLs have been told in advance

    how their sessions will be conducted

    what type of accommodations they may receive


    Helping ells understand test directions

    Helping ELLs Understand Test Directions

    For all tests, ELLs may be helped to understand “SAY” directions and test booklet directions that introduce test sections or item formats. TA is allowed to:

    paraphrase

    translate

    repeat

    read directions aloud

    TA is notallowed to add directions that are substantively different (no pointers, no test-taking strategies, etc.)

    STAAR tests have no sample items; familiarize new ELLs with item formats ahead of time using released items on TEA website


    Assessing new immigrants who know little english

    Assessing New Immigrants Who Know Little English

    In isolated situations in which completing an assessment is not in best interest of student (e.g., newly arrived ELL who knows too little English), campus coordinator, with other appropriate personnel, may decide to submit test for scoring without requiring student to complete test

    Score code is “S”

    Circumstances should be documented and communicated to student’s parents after test administration


    Affective needs of ells

    Affective Needs of ELLs

    Recently Arrived ELLs

    Meeting affective needs of ELLs who are new to the U.S. is important in instruction and testing

    Sending encouraging, calm vibrations goes a long way

    Help new ELLs look at first year of test results as good information to use in setting and meeting goals for following year

    All ELLs

    Encourage practices that involve all ELLs in setting and reaching goals for English acquisition and academic achievement


    Tetn training on linguistic accommodations

    TETN Training on Linguistic Accommodations

    For STAAR, STAAR L, STAAR Modified, and grade 10 TAKS LAT

    Geared toward coordinators who will train test administrators

    9 to noon, February 9

    Open to ESCs and districts

    Event#: 11747


    Staar l 3 8 and eoc transition from paper to online mode

    STAAR L 3–8 and EOC Transition from Paper to Online Mode


    Reminder may staar l online study

    Reminder: May STAAR L Online Study

    Selected districts notified August 2011

    Purpose―To examine effectiveness of STAAR L online interface and make refinements in preparation for spring 2013 implementation

    Two subjects: geometry and world history; shorter than a test; no scores returned

    Students in grade 10 and above only (TAKS graduates)

    Campuses selected to include non-ELLs will test all students in assigned EOC course up to maximum of 300

    Campuses selected to include ELLs will be provided names of students who meet study requirements

    List of ELLs and instructions to be sent before May EOC administration


    Assessment and accountability

    Assessment and Accountability

    Per Chapter 101 TAC rules, policies for including academic performance of ELLs in accountability system will take into account second language acquisition developmental needs

    Decisions to be made during design of STAAR accountability system


    Welcome and introductions

    Scoring and Reporting


    Welcome and introductions

    2012 Scoring and Reporting

    • Components of the 2012

    • Texas Assessment Program

    • State of Texas Assessments of Academic Readiness (STAAR)

    • STAAR Spanish

    • STAAR L

    • STAAR Modified

    • STAAR Alternate

    • TAKS and TAKS–M (grades 10 and exit level)

    • Texas English Language Proficiency Assessment System (TELPAS)


    Welcome and introductions

    2012 Scoring and Reporting

    • Answer Documents

    • STAAR, STAAR Spanish and STAAR L — one combined answer document

    • STAAR Modified — separate answer document

    • STAAR Alternate — no answer documents should be submitted for students assessed with STAAR Alternate


    Welcome and introductions

    2012 Scoring and Reporting

    • Answer Documents

    • (continued)

    • Grade 3 – answer document, not a scorable booklet

    • Precoded labels – EOC, Modified, and grade 4 and 7 writing

    • Precoded answer documents – STAAR grades 3-8 reading, mathematics, science, and social studies


    Welcome and introductions

    2012 Scoring and Reporting

    • Answer Documents

    • (continued)

    • TELPAS — no answer documents should be submitted except in rare circumstances

    • TAKS and TAKS–M — no changes from last year


    Welcome and introductions

    2012 Scoring and Reporting

    • Answer Documents

    • (continued)

    • Less score codes in STAAR!

      • “S” – tested

      • “A” – absent

      • “O” – other (illness, testing irregularity, EOC/above grade level, etc.)

      • “*” – paper/online or STAAR/STAAR Modified

    • NOTE: For each subject area, only ONE score code should be gridded.


    Welcome and introductions

    2012 Scoring and Reporting

    • 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.


    Welcome and introductions

    2012 Scoring and Reporting

    • Answer Documents

    • (continued)

    • TEST TAKEN INFO field — information about the test form (STAAR or STAAR L) and the language version (English or Spanish) must be recorded in this field.

      • “EN” or “SP” for grades 3, 4, and 5

      • “Blank” bubble for grades 6, 7, 8

      • “L” bubble for math, science and social studies


    Welcome and introductions

    2012 Scoring and Reporting

    • 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 if the student is eligible for STAAR or STAAR L.

      • Next, 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.


    Welcome and introductions

    2012 Scoring and Reporting

    STAAR

    &

    STAAR L

    STAAR

    Modified


    Welcome and introductions

    2012 Scoring and Reporting

    STAAR

    English

    I, II, & III

    STAAR &

    STAAR L

    Algebra II


    Welcome and introductions

    2012 Scoring and Reporting

    Precoding – STAAR Grades 3–8

    • March Grades 4, 5, 7, & 8 Administration

      • Submit for these grades only

    • April Grades 3–8 Administration

      • Submit only grades 3 & 6; other grades will be loaded from data submitted for March administration – can download students and update if needed

    • If a student will be testing one subject on grade level and one above grade level, the above grade level answer document will need to be hand gridded


    Welcome and introductions

    2012 Scoring and Reporting

    Precoding – STAAR EOC

    • There is NO PEIMS option for EOC – all districts must submit a file or hand-grid/hand-enter information

    • Records must indicate if the student will test online or on paper

      • Districts will receive precoded labels for registered students that are designated as paper-mode testing

      • Students designated as online testing will be registered into the online system

      • Students taking STAAR L or STAAR Modified should be noted as paper-mode


    Welcome and introductions

    2012 Scoring and Reporting

    Precoding – STAAR EOC (cont.)

    • For March and May, records should be only for students with a STAAR EOC testing requirement for graduation (first enrolled in grade 9 and below in 2011–2012).

    • The only exception should be for campuses that were selected to participate in mandatory testing for STAAR EOC. Those campuses will also submit records for students enrolled in grades 10, 11, and 12 (students with a TAKS graduation requirement).”


    Welcome and introductions

    2012 Scoring and Reporting

    Precoding – STAAR EOC (cont.)

    • March English I, II, and III Administration

      • Submit for English I, II, and III only

    • May Administration

      • Submit only for Algebra I, Geometry, Algebra II, Biology, Chemistry, Physics, World Geography, World History, and U.S. History

    • July Administration

      • Pearson will load students who did not meet Level II: Satisfactory according to mode specified by district (paper or online testing)


    Welcome and introductions

    2012 Scoring and Reporting

    • STAAR Scoring and Reporting

    • NOTE: Information presented is the current ‘plan’ – although we believe this plan will be implemeted as is in 2012, it could possibly change.

    • A document will be posted in early 2012 with finalized plans.


    Welcome and introductions

    2012 Scoring and Reporting

    • 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


    Welcome and introductions

    2012 Scoring and Reporting

    • STAAR Standard Reports

    • Confidential Student Reports (CSRs)

    • Confidential Student Labels

    • Confidential Campus Rosters

    • Campus and District Summary Reports (including phase-in)

    • Data Files


    Welcome and introductions

    2012 Scoring and Reporting

    • 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


    Welcome and introductions

    2012 Scoring and Reporting

    • EOC Reporting – CSRs

    • One page per subject

    • Includes explanatory text (no parent brochures)

    • PDF online

    • Paper copies shipped to district

    • Same data will be available in the student portal


    Welcome and introductions

    2012 Scoring and Reporting

    • EOC Reporting – Labels

    • Labels will be the same size as TAKS labels

    • Will provide current administration results

    • Up to eight rows (one row per assessment) per label

    • Students will have two labels if takingmore than eight assessments


    Welcome and introductions

    2012 Scoring and Reporting

    • EOC Reporting – Rosters

    • One page per subject; reading and writing on separate pages (English I, II, and III)

    • Separate rosters for STAAR, STAAR L, STAAR Modified, and STAAR Alternate

    • “All Students” and “Students Not Achieving Satisfactory Performance”

    • PDF online


    Welcome and introductions

    2012 Scoring and Reporting

    • EOC Reporting – Rosters (cont.)

    • Student ID

    • Scale Scores

    • Performance Levels

      • Achieved Minimum Score

      • Level II: Satisfactory at Initial Standard

      • Level II: Satisfactory at Final Standard

      • Level III: Advanced

    • Reporting Category Results


    Welcome and introductions

    2012 Scoring and Reporting


    Welcome and introductions

    2012 Scoring and Reporting

    • EOC Reporting – Summaries

    • One page per subject; writing, reading, and constructed responses on separate pages (English I, II, and III)

    • Separate summaries for STAAR, STAAR L, STAAR Modified, and STAAR Alternate

    • “All Students” only

    • PDF online


    Welcome and introductions

    2012 Scoring and Reporting

    • EOC Reporting – Summaries (cont.)

    • Administration Summary

      • Students Tested

      • Absent

      • Other

      • Total

    • Demographic/Program Information Groups

    • Number of Students Tested


    Welcome and introductions

    2012 Scoring and Reporting

    • EOC Reporting – Summaries (cont.)

    • “Passed” (# and %)

      • Level II: Satisfactory (and above)

      • Level III: Advanced (subset of Level II)

    • “Did Not Pass” (# and %)

      • Level I: Unsatisfactory (all students that did not pass)

      • Achieved Minimum Score (subset of Level I)

    • Average # and % of items correct for each reporting category by demographic group


    Welcome and introductions

    2012 Scoring and Reporting


    Welcome and introductions

    2012 Scoring and Reporting

    • English Writing Summary

      • RC 4 broken out into two subcategories (one for each essay)


    Welcome and introductions

    2012 Scoring and Reporting

    • English Reading Summary

      • RC 1 broken out into three subcategories (two short-answer items and multiple-choice items)


    Welcome and introductions

    2012 Scoring and Reporting

    3–8 Reporting – Data Availability

    • First Phase

      • When all documents for a district are complete, rosters, summaries, and data files will be posted online

      • Only raw score information will be reported; STAAR Modified will only haveinformation about which studentstested


    Welcome and introductions

    2012 Scoring and Reporting

    3–8 Reporting – Data Availability

    • Second Phase

      • Updated data files will be provided online

      • Will provide information pertaining to AYP reporting

      • Will also provide updated STAAR Modified records with raw scores


    Welcome and introductions

    2012 Scoring and Reporting

    3–8 Reporting – Data Availability

    • Third Phase

      • January 2013 – after standards are set for 3–8, CSRs and Labels will be sent to districts

      • CSRs, rosters, summaries, and data files will be updated and posted online


    Welcome and introductions

    2012 Scoring and Reporting

    Test Taken Information Changes

    • A different process will be used for STAAR than for TAKS (TAKS will use the same process as in the past)

    • Updates will be made through the Texas Assessment Management System

      • An area within “Test Results” will be available to search for the student and make the appropriate updates

      • Because this is a “pilot” year, there will be no charge for making Test Taken Information Changes

      • Updated CSRs and data files will be provided online – will be a charge if districts require hard copy updates


    Welcome and introductions

    2012 Scoring and Reporting

    Score Code Changes

    • A different process will be used for STAAR than for TAKS (TAKS will use the same process as in the past)

    • Updates will be made through the Texas Assessment Management System

      • An area within “Test Results” will be available to search for the student and make the appropriate updates

      • Because this is a “pilot” year, there will be no charge for making Score Code Changes

      • Updated CSRs and data files will be provided online – will be a charge if districts require hard copy updates


    Welcome and introductions

    2012 Scoring and Reporting

    Student Test Warning (Record Changes)

    • A different process will be used for STAAR than for TAKS (TAKS will use the same process as in the past)

    • Updates will be made through the Texas Assessment Management System

      • An area within “Test Results” will list all of the students that require an update (update required because the student has invalid ID information – PEIMS ID, name or DOB; or the student’s PEIMS ID matches the student directory but the name/DOB do not)

      • Warnings can be updated as soon as records are processed (do not need to wait until reports are produced)

      • Updated CSRs and data files will be provided online (if the updates are made after the reports have been sent)


    Welcome and introductions

    2012 Scoring and Reporting

    TAKS and TELPAS

    • Same reports will be offered as in previous years

    • In 2011, all TELPAS reports were offered online; this will also occur for TAKS in 2012

    • Record Changes, Test Taken Information Changes, and Score Code Changes done through SchoolHouse


    Texas assessment management system1

    Texas AssessmentManagement System

    ESC Training

    January 2012


    Welcome and introductions

    Texas Assessment Management System

    • Updates in the Texas Assessment Management System for 2012-2013:

      • STAAR Alternate tab and new Manage Teacher Assignments

      • Sending files – Student Data, Roster, and User Account files

      • User roles and permissions

      • Student directory and student registration data


    Texas assessment management system2

    Texas Assessment Management System

    There are also updates to the teacher portal for 2012-2013.

    All topics are in presentations from the conference and are located on the resources page of the Assessment Management System.

    http://www.texasassessment.com/tx_conference


    Welcome and introductions

    User Roles and Permissions

    • New assistant roles have been added for delegation flexibility

      • – District Testing Assistant

      • – District User Account Assistant

      • – Student Data Assistant

      • – Test Setup Assistant

      • – Alternate Assessment Assistant

    • Also

      • – Mark Test Complete can be added to roles that do not already have that ability.


    Welcome and introductions

    Student Test Data

    • At Test-level:

    • Accommodations

    • Score Code

    • Format

    • Do Not Report

    • Do Not Report Reason


    Available resources1

    Available Resources

    • Assessment Management System Resources

      • There are many sources of support for the Texas Assessment Management System. All support documentation and resources can be found on the Support page of the Texas Assessment website. There you will find:

        • User's Guide for the Texas Assessment Management System located on the Resources page of the Texas Assessment website at http://www.TexasAssessment.com/guide

        • Guide to the Student Portal of the Texas Assessment Management System

        • Frequently Asked Questions (FAQs)

        • Support Center Information

          • If you have questions about the Assessment Management System, you can call Pearson’s Austin Operations Center at 800-627-0225 (Monday–Friday, 7:30 AM–5:30 PM, Central Time) to talk to a support specialist.

        • E-mail Information

          • To contact system support personnel, email: [email protected]


    Welcome and introductions

    Test Materials and Shipping Update


    Welcome and introductions

    Test Materials

    • Aids/Tools Available

    • Distribution Model

    • Additional Orders


    Welcome and introductions

    Test Materials

    • Aids/Tools

      • Advance Letters/Materials List

        • Available online at http://www.TexasAssessment.com/login

        • E-mails will be sent to district testing coordinators as soon as the documents are posted to the website above


    Welcome and introductions

    Test Materials

    • Aids/Tools, Cont.

      • Advance Letters/Materials List, Cont.

        • Instructions for accessing can be found in the User’s Guide for the Texas Assessment Management System located under Resources at http://www.TexasAssessment.com


    Welcome and introductions

    Test Materials

    • Aids/Tools, Cont.

      • Advance Letters/Materials List, Cont.

        • District Level

          • Available approximately one month before each test administration

          • Quantities listed show district totals including district overage

          • Numbers are based directly on the participation counts submitted during the fall and January update periods


    Welcome and introductions

    Test Materials

    • Aids/Tools, Cont.

      • Advance Letters/Materials List, Cont.

        • Campus Level

          • Quantities show number of materials being shipped for individual campuses

          • Numbers are based directly on the participation counts submitted during the fall and January update periods


    Welcome and introductions

    Test Materials

    • Aids/Tools, Cont.

      • Advance Letters/Materials List, Cont.

        • Campus Level, Cont.

          • Can be downloaded individually by campus and

            • forwarded electronically OR

            • printed and distributed by campus

          • Use to compile list of additional materials needed for each campus and the entire district


    Welcome and introductions

    Test Materials

    • Aids/Tools, Cont.

      • White Boxes

        • First box in shipment will always be white

        • Easy to find

        • Contains packing lists

        • Contains District Coordinator Packets


    Welcome and introductions

    Test Materials

    • Aids/Tools, Cont.

      • Schools Boxed Separately

        • Schools will always be boxed separately from one another *

        • No need to open at district office

        • Forward directly to school to inventory

    • * Exceptions – very small schools


    Welcome and introductions

    Test Materials

    • Aids/Tools, Cont.

      • Packing Lists

        • Packing lists indicate materials in each box

        • Detailed materials descriptions

        • Pallet Detail Report indicates box numbers and the number of boxes for each campus


    Welcome and introductions

    Test Materials

    • Distribution Model

      • All initial distributions are combined shipments – NEW for 2012

      • Nonsecure and secure materials are packed together in one shipment

      • Precoded materials will be shipped separately for most administrations


    Welcome and introductions

    Test Materials

    • Distribution Model (cont.)

      • Precoded materials for all retest administrations will arrive in the shipment of testing materials, not as a separate shipment

      • Important Reminder:

      • Precoding files have no impact or connection to the quantity of materials shipped to a district or campus. Distribution numbers are based directly on the participation counts submitted during the fall and January update periods


    Welcome and introductions

    Test Materials

    • Additional Orders

    • Must be submitted via the online system

    • Access through the Texas Assessment Management System website at http://www.TexasAssessment.com/login

    • Instructions for accessing the system can be found in the User’s Guide for the Texas Assessment Management System located in the Resource section of the website listed above


    Welcome and introductions

    Test Materials

    • Additional Orders, Cont.

    • Many items will be available in packages

      • Read order form carefully to ensure ordering the right amount of material

    • Assessment Management System allows districts to view and track all orders


    Welcome and introductions

    Test Materials

    • Additional Orders, Cont.

    • E-mails containing shipping information will continue to be sent out the day after the order leaves Pearson

    • Back-order capability for items temporarily out-of-stock


    Welcome and introductions

    Test Materials

    • Additional Orders, Cont.

      • When To Order

        • As early as possible

        • Review the Advance Letter and Materials List as soon as it is available

        • Distribute Campus Materials Lists to individual campuses for their review

        • Fill shortages from district overage materials first


    Welcome and introductions

    Test Materials

    • Additional Orders, Cont.

      • When To Order, Cont.

        • Compile additional district needs and submit one order per test administration

        • Do NOT wait until the materials have arrived and been inventoried to submit additional order

        • If materials are missing from a shipment, submit a separate order form


    Welcome and introductions

    Test Materials

    • Additional Orders, Cont.

      • When To Order, Cont.

        • Consult Calendar of Events for deadlines for ordering.

        • Delivery of test materials orders placed after the published deadline cannot be guaranteed


    Welcome and introductions

    Test Materials

    • Additional Orders, Cont.

      • How to Avoid Last Minute Orders

        • Provide accurate counts during fall participation counts period

        • Provide updated information during the January update period

        • Review counts of materials being shipped as soon as they are available


    Welcome and introductions

    Shipping


    Welcome and introductions

    Shipping

    • UPS is the primary parcel carrier for Pearson

      • UPS Next Day Air used for some scorable shipments

      • UPS Ground used for some scorable and nonscorable shipments

    • Motor freight carriers will continue to be used for large shipments


    Welcome and introductions

    Shipping

    • To schedule pickup through UPS

      • Call 1-800-823-7459

      • Inform the UPS Representative that you are calling in a pick up request for Pearson and will be using their ‘Return Service’

      • Provide the following information to UPS

        • Account number from the return label

          • Scorable – 1Y361W

          • Nonscorable – 1Y36Y7

        • Physical location (address) where packages will be picked up

        • Estimated number of packages to be picked up


    Welcome and introductions

    Shipping

    • Provide the following information to UPS (cont.)

      • Calls to UPS should be made 24 – 48 hours prior to the requested pick-up date

        • Representative will let you know if pick-up can be made as requested

          • Some locations may have time constraints on pick-ups

        • Representative will provide a confirmation number for the reference in case questions or changes arise

      • If you have difficulty scheduling a pick-up

        • Call Pearson at 1-800-252-9186

        • OR

        • E-mail [email protected]


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