Grades 3 – Exit Level Primary Exit Level Retest

1. K I L L E E N I S D Campus TAKS Training April 19, 2011 Grades 3 – Exit Level Primary Exit Level Retest

2. MANUALS This training session does not eliminate your requirement to read the appropriate Test Administrator Manuals. READ THE MANUALS!!

4. First… 1st TAKS

5. HIGH SCHOOL TAKS SCHEDULE – Primary Admin(Non-LAT Students) TEST DATE MAKE-UP TESTING

6. HIGH SCHOOL TAKS SCHEDULE – Primary Admin(Non-LAT Students) Remember to provide a Form 1 test booklet to each test administrator giving regular TAKS oral admin. Remember to administer Form 1 if student is taking regular TAKS with oral administration

7. HIGH SCHOOL TAKS SCHEDULE(LAT Students) TEST DATE MAKE-UP TESTING

8. HIGH SCHOOL TAKS SCHEDULE(LAT Students) BUBBLE “L” Remember: You must bubble “L” as the score code for your Grade10 LAT students.

9. CALCULATOR USE

10. TAKS CALCULATOR USE • Students may use their own calculator instead of the ones provided by the district. • Campus personnel are responsible for ensuring that both district-supplied and • student-supplied calculators are cleared before and after testing. • All types of memory, including standard memory, RAM, ROM, and flash ROM, must be • cleared to factory default both before and after testing. • Any programs or applications must be removed or disabled prior to testing. • For math tests in which calculators are required, each student must have a graphing • calculator to use throughout the entire administration. • For science tests in which calculators are required, there should be at least one • calculator for every five students. • If students share a calculator during a science test, the memory must be cleared by a • test administrator after each student uses it.

11. MATH & SCIENCE CHARTS & RULERS • Test administrators must give appropriate state-supplied math • chart to each student • Test administrators must give appropriate state-supplied science • chart to each student to use during the grade 8, grade 10, and • exit level science tests. • Test administrators must give each grade 5 student a state- • supplied ruler to use during science tests. Only the ruler • provided by the state may be used. • Students are NOT allowed to write on the separate math chart, • science chart, or ruler. Students may make notes or work • problems in their test booklets.

12. reminder COMPLETING STUDENT IDENTIFICATION INFORMATION DON’T HAVE STUDENTS FILL IN THE STUDENT IDENTIFICATION / DEMOGRAPHIC INFORMATION

14. Test Administrator Instructions Test Administrators should not use Appendix A

15. Make sure students write their names on their test booklets TAKS vs TAKS ACCOMMODATED GRADE 5 SCIENCE GRADE 5 SCIENCE # APRIL 2011 APRIL 2011

16. TAKS - M Make sure students write their names on their test booklets GRADE 5 SCIENCE APRIL 2011

17. TAKS/TAKS Accomm TAKS - M MATH TEST BOOKLET # READING TEST BOOKLET # “Copy the nine-digit number from the back of your test booklet into the boxes beside the words “TEST BOOKLET #” on your answer document. Be sure to copy this number exactly as it appears. ..” Monitor students closely while they copy the security number. When all students have finished, continue. “Copy the nine-digit number from the back of your test booklet into the boxes beside the words “MATH TEST BOOKLET #” on your answer document. Be sure to copy this number exactly as it appears. ..” Monitor students closely while they copy the security number. When all students have finished, continue. “Copy the nine-digit number from the back of your test booklet into the boxes beside the words “READING TEST BOOKLET #” on your answer document. Be sure to copy this number exactly as it appears. ..” Monitor students closely while they copy the security number. When all students have finished, continue.

18. Writing on Test Materials Test Security Supplement – pg. 4 It has become increasingly evident that many district and campus staff have been writing students’ names and/or placing labels on students’ test booklets in an effort to reduce or eliminate distribution errors. It has also been observed that testing personnel have been writing test booklet numbers on students’ answer documents. TEA does not discourage districts from implementing local policies designed to ensure that materials are issued correctly; however, it appears that many campuses have incorporated these practices in a way that conflicts with testing procedures. Procedures for administering state assessments are clearly outlined in the test administration manuals, where scripted instructions specifically direct test administrators to tell examinees that they will write their names on their booklets and their booklet numbers on their answer documents.

19. Writing on Test Materials(continued) Assessment staff, therefore, should not write or place labels on areas of the test booklet or answer document that are reserved for student use. Staff may write or place labels in the upper right portion on the front cover of students’ test booklets as long as these actions do not result in test administrators deviating from scripted directions. If space permits, staff may also write test booklet numbers in the upper right portion on the front of students’ answer documents. No other label besides the precoded label should ever be placed on an answer document.

20. TAKS vs TAKS ACCOMMODATED May place student name here May place student name here GRADE 5 SCIENCE GRADE 5 SCIENCE 63 APRIL 2011 APRIL 2011

21. May place student booklet # here May place student booklet # here

22. Test Booklet # Directions

23. Grade Levels and Subjects • For grade levels with multiple tests on different days, students present for the first day of testing and testing with the same version will not copy the same booklet number for the second subject / day. • 3rd Grade—Math and Reading • 4th Grade—Math and Reading • 6th Grade—Math and Reading • 7th Grade—Math and Reading • 8th Grade—Science and Social Studies

24. Incidents Reported So Far… April 12, 2011 Killeen Independent School District Assessment & Accountability

25. incidents 1) Campus test coordinator looked in a student’s test booklet to see if he/she answered questions in test booklet. Rule: No person may review or discuss student responses during or after a test administration unless specifically authorized to do so by the procedures outlined in the test administration materials. If circumstances necessitate that a test booklet be examined, permission must be obtained from TEA before the test booklet is examined. (General Test Admin Manual – pg. 5)

26. incidents DCCM – pg. 68 Failure to Record Answers Problem: A campus coordinator asks for clarification about how a test administrator should respond if a student has neglected to record his responses on his answer document. … If the student in this situation were to leave the testing area without having recorded his responses, the district testing coordinator must obtain prior approval from TEA before campus personnel would be permitted to view the student’s test booklet for marked responses or transcribe any answers he may have recorded in the test booklet.

27. incidents DCCM – pg. 178

28. incidents • Test Security Supplement – pg. 21 • Examples of how to address certain monitoring errors: • While packing scorable materials, the campus coordinator discovered that a test administrator had accepted a blank answer document. • In this situation, the campus coordinator should first notify the district coordinator, who can then contact TEA and request permission to confirm whether the student has marked answers in the test booklet and, if so, to transcribe those responses onto the answer document. Campus personnel should be reminded in training and during test that they are NOT permitted to view or transcribe the contents of a student’s test booklet without PRIOR authorization from TEA.

29. incidents • Gave wrong test on designated day • Form 01 not given to student - test administrators did not think it mattered if student was given Form 01 or other form • Test administrator took students who were not finished testing to her classroom to eat lunch. (Room not prepped for testing.)

30. incidents • 5) Teachers/test administrators asked students about TAKS test after they finished. • LEP exempt student mistakenly given test. • Two students with same first name in class. Test administrator gave wrong answer document to student. (One absent – other present.)

31. incidents • Non special education student given TAKS Accommodated test • Test administrators grading papers and on computer instead of actively monitoring students who were testing • Students in long line for restroom were directed to a different restroom (together/unmonitored) Test administrators MUST be actively engaged in observing students’ behavior at all times during the administration of state assessments.

32. incidents • Student threw up on test booklet. CTC • replaced test booklet with different form #. • Room not prepped appropriately for testing • (large poster that was easily readable left on • floor during testing) • CTC sent secure test documents to KLSS via • untrained person

33. Linguistically Accommodated Testing (LAT) Procedures April 12, 2011 Killeen Independent School District Assessment & Accountability

34. What is LAT? • LAT involves providing linguistic accommodations during testing so that qualifying ELLs can better understand the language of the test and have a more meaningful and valid assessment of academic knowledge and skills • LAT was developed to fulfill federal NCLB requirements for testing recent immigrant ELLs who are LEP-exempt under Texas law in grades and subjects used in AYP calculations

35. LAT Grades and Subjects • Grades 3–8 and 10 – Mathematics – Reading and ELA • Grades 5, 8, and 10 – Science LAT is available in Spanish in grades 3-5

36. Linguistic Accommodations during Assessment - LAT • LAT accommodations link to instructional accommodations addressing communication (making language comprehensible) • At the time of the annual state assessments, only eligible immigrant ELLs may take LAT • Only allowable linguistic accommodations that have been used routinely in instruction and assessment may be provided to students during their LAT administration

37. LAT Accommodation Decisions • The LPAC (and ARD, if applicable) collaborates with the subject-area teacher of each eligible immigrant ELL and the testing coordinator to • make and document decisions about the linguistic accommodations to be provided • determine the need for individual versus small-group LAT administrations • identify appropriate LAT test administrators

38. LAT Accommodation Decisions • Multiple accommodations are often appropriate • Decisions involve reviewing accommodations used in instruction • Decisions must be based on individual needs of student and whether accommodations are used routinely in instruction and testing • Documentation must be kept in student’s permanent record file

39. Accountability • LAT results of LEP-exempt ELLs are used for federal accountability (AYP), not state accountability purposes • Student-level LAT results are provided to schools • Results of LEP-exempt students are not included in campus and district TAKS summary reports

40. Eligibility Eligibility criteria for math/science vs. reading/ELA differ somewhat • LAT math and science • Given to all LEP-exempt students whether it is their 1st, 2nd, or 3rd school year in the U.S. • LAT reading and ELA • Given to 2nd and 3rd year LEP-exempt immigrants • NOTgiven to 1st year LEP-exempt immigrants

41. LAT and New Provisions for Qualifying Asylees/Refugees • Recent changes in state regulations allow the LAT process to be used with a small number of ELL asylees and refugees who are beyond the LEP exemption period • Certain LAT procedures differ for these students • Asylee/refugee provisions to be explained later in a separate PowerPoint presentation

42. What about LAT and SSI? • Students in grades 5 and 8 assessed with LAT math and reading are not subject to SSI test requirements • They do not retake SSI tests if not successful • They test for the first and only time during May SSI retest administration

43. LAT Scheduling for April 2011

44. General Features of LAT Administrations • Linguistic accommodations during testing • Preparing students for LAT administrations • Special training for LAT test administrators • LAT test administrator manual* • Test booklets with “LAT” on cover* • Specific answer document coding *Some differences for LAT administrations of TAKS-M apply. See TAKS-M portion of presentation for details

45. LAT Indirect Linguistic Support Accommodations These accommodations are built into testing procedures for all LAT students

46. 2-Day LAT Administrations of TAKS Reading/ELA The administration directions in the LAT test administrator manual specify where in the booklet to stop at the end of Day 1

47. LAT Math and Science Direct Linguistic Support Accommodations • Linguistic simplification • Oral translation • Reading assistance • Bilingual dictionary • Bilingual glossary • English and Spanish test side by side* • *Available in grades 3-5; LPAC documents whether English or Spanish will be the primary booklet

48. LAT Reading and ELA Direct Support Accommodations • Bilingual dictionary • English dictionary • Reading aloud – word or phrase • Reading aloud – entire test item • Oral translation – word or phrase • Clarification – word or phrase Not all of these are applicable to LAT administrations of the writingsections of grade 10 ELA. See the LAT test administrator manual for details

49. Secure Linguistic Simplification Guides (LSGs) • Produced for LAT administrations of math and science • LSGs for grades 3-5 have Spanish section (which differs from English section) • Printed by grade and subject • No guides for LAT reading/ELA • May be viewed only during test administration

50. Preparing Students For LAT Administrations • Students taking a LAT administration need to be familiar with the way their test session will be conducted beforethe test administration begins • Prior to starting the test administration, the LAT test administrator will need to talk to the students about the testing process, make them feel comfortable, and review the linguistic assistance they will be able to request • The students should already be familiar with receiving linguistic accommodations in instruction but need to know how the accommodations are provided during standardized testing