1. TAKS Campus Coordinator and Test Administrator Training for 2005
A Road Map for Success
TAKS Campus Coordinator and Test Administrator Training for 2005
Providing Direction — A Roadmap for Successful Testing in 2005

2. Developed through the collaborative efforts of the Texas Education Agency (TEA), Texas Statewide Network of Assessment Professionals (T-SNAP), and Pearson Educational Measurement (PEM) to provide a uniform training protocol for district- and campus-level coordinators to use with the Texas Assessment Program
The goal of the three organizations involved in this collaborative effort is to provide a uniform statewide training protocol for all district and campus coordinators to use for all test administrations of the 2005 Texas Assessment Program. This material will support regional, district, and campus training in preparation for the state assessment program for calendar year 2005.
2005

3. Agenda Purpose of the Training TAKS Program Overview Accommodations
2005
Purpose of the Training
TAKS Program Overview
Accommodations
Critical Accountability Issues
Prepare for Test Administration
Test Administrator Instructions for the Return of Materials

4. Purpose of the Training
2005
TAKS
Purpose of the Training

5. Purpose of the Training
To help district and campus testing coordinators prepare for staff training
To ensure consistent and uniform statewide training in the use of key information from the 2005 District and Campus Coordinator Manual
To include practical advice from experienced district-level users
To help identify critical information
To provide training to accompany written materials and updates that districts have received
To motivate district and campus staff to produce sound and accurate data for district and campus accountability at both the state and federal levels
When you start out on a trip, it’s a good idea to have a plan and to know where you are going.
Note: To all district and campus coordinators, but especially to those who are new or who have less experience, these training modules are meant to provide a resource to aid you in providing timely, comprehensive training covering the highlights of the new 2005 District and Campus Coordinator Manual. We understand that there are an infinite number of details to cover in training. These modules will aid you in that process.
2005

6. 2005
TAKS
TAKS Program Overview

7. Program Overview
The Texas Assessment of Knowledge and Skills (TAKS) assesses the statewide curriculum, the Texas Essential Knowledge and Skills (TEKS). TAKS assesses students in ways that closely reflect sound classroom instruction.
The Texas Assessment of Knowledge and Skills (TAKS) assesses the statewide curriculum, the Texas Essential Knowledge and Skills (TEKS). TAKS assesses students in ways that closely reflect sound classroom instruction.
2005

8. Program Overview (Cont.)
As the chart indicates, mathematics assessments are administered in Grades 3–11, reading assessments in Grades 3–9, and writing assessments in Grades 4 and 7. In Grades 10 and Exit Level, reading and writing are combined into an English language arts test. Science is tested at Grades 5, 10, and Exit Level; social studies tests are administered in Grades 8, 10, and Exit Level. The Exit Level assessments required for graduation are first administered at Grade 11.
2005

9. Student Success Initiative (SSI)
2005
Student Success Initiative (SSI)
Grade 3 Reading
Grade 5 Reading and Mathematics – begins this Spring
Grade 8 Reading and Mathematics – coming in Spring 2008
In 1999 the Texas Legislature enacted the Student Success Initiative (SSI), which requires students to pass selected TAKS or SDAA tests in order to be eligible for promotion to the next grade level. Currently, eligible students in Grade 3 are required to pass the TAKS reading assessment to advance to the fourth grade. Students in Grade 3 have three opportunities to pass the Grade 3 reading test.
This spring, eligible Grade 5 students will be required to pass the TAKS reading and mathematics tests to advance to the sixth grade. Students will have three opportunities to pass these tests.
The requirement to pass the TAKS reading and mathematics tests will extend to eligible Grade 8 students in the 2007–2008 school year.
For further information about the Student Success Initiative, please see Chapter 101, Subchapter BB, of the Texas Administrative Code in Appendix C of the 2005 District and Campus Coordinator Manual.

10. Make-up Testing
2005
Grade 3 – reading (February and April administrations only) and mathematics
Grade 3 Spanish – reading (February and April administrations only) and mathematics
Grade 4 – mathematics and reading only; no writing
Grade 4 Spanish – mathematics and reading only; no writing
Grade 5 – reading (February and April administrations only) and mathematics (April and May administrations only); no science
Grade 5 Spanish – reading (February and April administrations only) and mathematics (April and May administrations only); no science
Grade 6 – mathematics and reading
Grade 6 Spanish – mathematics and reading
Given the stringent 95% participation requirements for meeting Adequate Yearly Progress (AYP) under the federal No Child Left Behind Act, make-up tests will again be allowed for the subject area tests and grade levels that are included in the calculation of AYP for both TAKS and SDAA for spring 2005 testing programs. Those subject area tests and grade levels not included in the calculation of AYP will not be allowed to have make-up testing.
How districts implement make-up testing is a local district decision. Refer to pages 3-4 of the 2005 District and Campus Coordinator Manual for guidelines and rules regarding scheduling make-up test sessions. Remember, make-up testing is only for students who are absent on the day of the test.
Additional information about TAKS make-up testing can be found on pages 3–4, 41–42, and 113–115 of the 2005 District and Campus Coordinator Manual.

11. Make-up Testing (cont.)
2005
Make-up Testing (cont.)
Grade 7 – mathematics and reading only; no writing
Grade 8 – mathematics and reading only; no social studies
Grade 9 – No make-up testing
Grade 10 – English language arts and mathematics only; no science or social studies
No make-up testing for Exit Level
Implementation of make-up testing is a local district decision

12. Program Overview (Cont.)
2005
This chart indicates the dates each grade and subject will be tested. It also indicates whether make-up testing is allowed and, if allowed, on what dates the make-up test can be administered.

13. Program Overview (Cont.)
2005

14. Program Overview (Cont.)
2005

15. 2005
TAKS
Accommodations

16. What is an accommodation?
Accommodations
What is an accommodation?
A change to the environment to assist a student with instruction and/or assessment in order to level the playing field for students who have special needs
A testing accommodation is a change to the testing environment to assist a student with special needs so that assessment can mirror instruction as much as possible without invalidating test results. Information about testing accommodations should be communicated to test administrators and other interested individuals. Information about testing accommodations is also included in the test administrator manuals.
2005

17. Allowable Accommodations
Signing/translating oral instructions
Signing writing prompt
Colored transparency/place marker/magnifying device
Small-group/individual administration
Large print/braille
Methods of response
Tape-recorded written composition and responses to open-ended items
Typed written composition and responses to open-ended items
Information about testing accommodations for TAKS is listed on pp. 22–26 of the 2005 District and Campus Coordinator Manual.
The decision to use a particular accommodation with a student should be made on an individual basis and should take into consideration both the needs of the student and whether the student routinely receives the accommodation in classroom instruction and testing. If a student receives special education services, all accommodations must be documented in the student’s individual educational plan, or IEP.
Allowable accommodations for TAKS are as follows:
Instructions given orally before or after the test may be either signed to a student who is deaf or hard-of-hearing, or they may be translated into the native language of a student with limited English proficiency.
The writing prompt may be signed to a student who is deaf or hard-of-hearing, but no elaboration on the prompt may be provided.
A student may place a colored transparency or a magnifying device over the test or use a blank place marker with the test and the answer document.
A student may be tested in a small group or receive an individual administration.
In an individual administration the student may read aloud while working or read the test into a tape recorder during testing and play it back while working.
A test administrator must be present in the room at all times.
All tape recordings must be returned with the nonscorable materials.
A student may use a large-print or braille version of the test. Appendix D of the 2005 District and Campus Coordinator Manual contains instructions and additional information regarding testing students with visual impairments.
If a student has a temporary or permanent disabling condition that interferes with his or her ability to record machine-scorable responses, the student may
Respond orally to test items
Mark responses in the test booklet
Type responses
The test administrator must record these responses verbatim onto a scorable answer document and write “Transcribed by (NAME) because (REASON)” at the top of the answer document.
Test responses cannot be scored unless they appear on the answer document.
If a student has a temporary or permanent disabling condition that interferes with his or her ability to write the composition or the responses to open-ended test items, the student may tape-record the essay(s) while composing and then play the tape back for the test administrator, noting spelling, capitalization, and punctuation. Afterward, the student must be allowed to read over the essay(s) and indicate where he or she would like to make corrections. The test administrator must record the work verbatim on a standard answer document and write “Transcribed by (NAME) because (REASON)” at the top of the answer document. Test responses cannot be scored unless they appear on the answer document. All tape recordings must be returned with the nonscorable materials.
An eligible student may type the written composition or the responses to open-ended test items on a typewriter or a computer but may not use the computer’s spell-check feature and may not save the document. The composition or responses must be transcribed verbatim onto a standard answer document for scoring. The test administrator must write “Transcribed by (NAME) because (REASON)” at the top of the answer document page(s). After the composition or responses have been transcribed, the typed version of the work must be returned with the nonscorable materials.
2005

18. Nonallowable Accommodations
Reading assistance, except for Grade 3 mathematics
Foreign-language reference materials
Using calculators on Grades 3–8 mathematics or Grade 5 science tests
Translating test items, including reading and writing passages
Rephrasing/clarifying test questions, answer choices, passages, and writing prompts
A student may not receive any reading assistance on TAKS, with the exception of Grade 3 mathematics.
Students may not use foreign-language reference materials. Information on English-language reference materials can be found on page 27, “Educational Materials Required for Testing — TAKS,” and in Campus Coordinator Activity 11 of the 2005 District and Campus Coordinator Manual.
Students must not use a calculator on the mathematics test at Grades 3–8 or on the science test at Grade 5.
Test items must not be translated. This includes reading and writing selections.
Test questions, answer choices, selections, and writing prompts may not be rephrased or clarified.
Other accommodations that would invalidate the test are also prohibited.
2005

19. Requesting Accommodations Not Listed in the Manual
Accommodation Request Form in Appendix B of Coordinator Manual
Do not use request form for accommodations listed in the manual as allowable
Request as soon as possible
Request form must be signed by district coordinator
Coordinator will receive approval/denial
When in doubt, call TEA Student Assessment Division
To request an accommodation that is not listed in the 2005 District and Campus Coordinator Manual, fax the Accommodation Request Form in Appendix B of the manual to or call the TEA Student Assessment Division at
Do not submit request forms for accommodations that are listed in the manual as allowable.
Request forms should be submitted as soon as possible and at least two weeks prior to testing to ensure a response before testing begins. A separate request form should be submitted for each student.
All request forms must be signed by the district testing coordinator.
The approval or denial for each request will be communicated to the individual who submits the request.
When in doubt, call the TEA Student Assessment Division.
2005

20. Who Qualifies? Based on The needs of an individual student and
Whether the student routinely receives the accommodation in classroom instruction
Students receiving special education services must have accommodations documented in their IEP
Who qualifies for an accommodation?
An accommodation must be based on the needs of an individual student and whether that student routinely receives the accommodation in classroom instruction.
All students receiving special education services must have all accommodations documented in their individual educational plan, or IEP; accommodations for 504 students must be documented in their modification plans.
2005

21. Who Decides? Team approach is used
Team may include administrators, special education professionals, bilingual educators, classroom teachers, or other specialists
Who decides whether an individual student should receive an accommodation?
A team approach is used. The team may include administrators, special education professionals, bilingual educators, classroom teachers, or other specialists.
2005

22. Oral Administration Definition: Authority for Decision Eligibility
Test administrator reads aloud or signs test questions and answer choices for the mathematics, social studies, and/or science tests
Authority for Decision
Student’s ARD committee
Student’s 504 committee
Eligibility
Only students served by special education or Section 504
Student having a documented disability that affects reading
Student who is deaf or hard-of-hearing and whose IEP requires signing of daily instruction
Information about Oral administration is listed on pages 25 and 26 of the 2005 District and Campus Coordinator Manual. An oral administration is defined as one in which a test administrator reads aloud or signs test questions and answer choices for the mathematics, social studies, and/or science tests.
The decision to provide an oral administration for an eligible student should be made by
the student’s ARD committee, in which case the decision must be documented in the student’s IEP; or
the student’s placement committee required by Section 504 of the Rehabilitation Act of 1973, in which case the decision must be documented in the student’s Individual Accommodation Plan.
Only students that are served by special education or Section 504 may receive the accommodation of oral administration on TAKS.
A test administrator may read aloud or sign the test questions and answer choices for mathematics, social studies, and/or science for:
eligible students identified as having a disability that affects the student’s reading and who regularly receive this accommodation in the classroom; and
students who are deaf or hard-of-hearing and whose individual educational plan requires the signing of daily instruction.
Oral administration is not allowed for the reading, writing, or English language arts tests.
2005

23. Grade 3 Mathematics Reading Assistance
Available to any student
Test Administrator may
Upon request from a student, read a word, phrase, or sentence in a test question
Provide assistance on an individual basis
Separate students who need assistance into groups
Not provide reading assistance for answer choices
Information about Grade 3 mathematics reading assistance can be found on pages 23, 51, and 111 of the 2005 District and Campus Coordinator Manual.
Any student taking the Grade 3 TAKS mathematics test may receive reading assistance.
The test administrator may read a word, phrase, or sentence in a test question, but only when asked to do so by an individual student. The test administrator may not read all the mathematics test questions to an individual or to the group. No reading assistance may be provided for the answer choices.
There is still some confusion about the difference between “Oral Administration” (pages 25-26) and “Grade 3 Reading Assistance” (pages 51 and 111). Be sure to clarify the differences during training so that all coordinators/test administrators understand.
2005

24. Linguistically Accommodated Testing — LAT
Available only to LEP-exempt students in Grades 3–8 or 10
Available for mathematics tests only
Students will take the secure mathematics tests with linguistic accommodations, not a released test
First implemented in spring 2005
The allowable linguistic accommodations and administration procedures are described in the LAT District and Campus Coordinator Manual Supplement, which was shipped to districts in December along with the coordinator manual. A LAT supplement to the TAKS and SDAA II test administrator manuals will also be included in the nonsecure materials shipments and posted on the TEA Student Assessment Division website. A training module will be available in early Here is a brief summary of this new alternative mathematics assessment process.
The federal No Child Left Behind Act of 2001 requires that all limited English proficient (LEP) students, including recent immigrants, participate in state mathematics assessments used in the calculation of Adequate Yearly Progress. To fulfill these requirements, TEA is implementing an alternative assessment process for recent immigrants who are LEP-exempt from the Texas assessment program and enrolled in Grades 3–8 and 10, the grades used in AYP calculation. This alternative assessment process is referred to as linguistically accommodated testing, or LAT.
LEP-exempt students who participate in LAT administrations will count in the AYP participation calculations for mathematics. Subject to approval by the United States Department of Education (USDE), their test results will also be used in AYP performance calculations. More information about the use of LAT administrations in AYP calculations is provided in the LAT District and Campus Coordinator Manual Supplement.
2005

25. Critical Accountability Issues
2005
TAKS
Critical Accountability Issues

26. Critical Accountability Issues
2005
Critical Accountability Issues
To comply with the requirements of SSI, NCLB, AYP, and accountability, proper coding of the demographic data and score codes is CRUCIAL. Once the documents are received at Pearson, no changes for purposes of accountability are allowed.
The accuracy of all federal and state accountability academic measures is based on proper coding.
To comply with the requirements of SSI (Student Success Initiative), NCLB (No Child Left Behind), AYP (Adequate Yearly Progress), and state accountability, proper coding of the demographic data and score codes is crucial. Once the documents are received at Pearson, no changes for purposes of accountability are allowed. Individual student data may be changed, but the change will not be reflected in the accountability data.
The proper coding of all answer documents ensures that the data used in all federal and state academic accountability measures will be a fair and accurate measure of your schools and district as a whole.

27. Coding Answer Documents Properly
Precoded answer sheets/labels
Critical to check accuracy of all demographic and program information
Critical to assign the correct score code
Hand-gridded answer documents
Critical to accurately grid all demographic and program information
It is critical to check the accuracy of all demographic and program information on precoded answer documents or precoded labels. Do not assume that pre-coded information is correct.
It is critical to accurately grid all demographic and program information on all hand-gridded answer documents.
Assigning the correct score code on both precoded documents and hand-gridded answer documents is also critical.
It is strongly recommended that all student answer documents be subject to at least two sets of checks for accuracy in coding.
2005

28. Demographic Coding Student identification section
Student data elements
Student identification section
“For School Use Only” section
Information regarding each student data element on the answer document can be found in Appendix A of the 2005 District and Campus Coordinator Manual.
The student identification section of the answer document must be gridded or verified only by school personnel at all grade levels.
It is important that the TAKS student identification information (PEIMS, student ID, student name, and birth date) be accurate. It is part of the individual’s permanent record and contains performance-standard information.
The information in the FOR SCHOOL USE ONLY section of the answer document may be gridded or verified only by school personnel selected by the campus coordinator or campus principal.
For more information on demographic coding and verification, see the following pages in the 2005 District and Campus Coordinator Manual.
Identification Information – page 247 in Appendix A
Verifying precoded answer documents/labels – pages 96-99
Hand-gridding blank answer documents – pages
2005

29. Score Code Field Indicates whether a student’s test should be scored
Failure to grid correctly may result in a score of zero
TAKS score codes and description
Examples of score code fields
The score code field of the FOR SCHOOL USE ONLY section of the answer document indicates whether a student’s test should be scored.
No score code field should be left blank. Failure to mark the appropriate score code for a subject area may result in a score of zero for the student.
The list of TAKS score codes and their descriptions can be found beginning on page 77 of the 2005 District and Campus Coordinator Manual.
Examples of the various score code fields on TAKS answer documents can be found on pages 78–82.
Additional information on the gridding of score codes can be found on pages 83–92 of the 2005 District and Campus Coordinator Manual.
2005

30. Collection of LDAA Data
SDAA II answer sheets – if ARD exempt
LDAA fields on TAKS answer document eliminate the need to submit the data separately to the TEA Special Education Division
LDAA – TEKS-Based or Functional
LDAA – Met Criteria: Yes or No
Students served by special education who are exempt from TAKS and/or SDAA are required to take a locally determined alternate assessment (LDAA). In 2005, districts are required to report LDAA data on the appropriate answer document for these students. Collection of LDAA data on the answer documents eliminates the need to submit these data separately to the Division of Special Education at TEA. LDAAs must be administered and scored prior to the submission of the TAKS or SDAA answer documents to be counted in accountability. Detailed information can be found on page 91 in the 2005 District and Campus Coordinator Manual and in the letter regarding LDAA data collection that was sent to districts.
2005

31. Prepare for Test Administration
2005
TAKS
Prepare for Test Administration

32. Materials That Need to Be Provided for Testing
2005
“Do Not Disturb” sign
Answer document for each enrolled student
At least one dictionary or dictionary/thesaurus per five students
at allowable grades
Grade 7 writing
Grade 9 reading
Grade 10 English language arts
Exit Level English language arts
Be sure to post a “Do Not Disturb” sign on the door of each classroom in which testing will occur.
Make sure that you have at least one answer document for each enrolled student who will be testing. Grade 3 students will use a scorable test booklet. Have a system in place to confirm that you have this verified.
You must supply one dictionary for every five students for the Grade 7 writing, Grade 9 reading, Grade 10 English language arts, and Exit Level English language arts test administrations. The dictionary may be used only on the written composition section of the Grade 7 writing test and the written composition and reading portion of the Grade 10 and Exit Level English language arts tests. An examinee may also use a thesaurus or combination dictionary/thesaurus. The test booklets for the Grade 7 writing and Grade 10 and Exit Level English language arts tests have two sealed sections. Dictionaries may be used only when working on the first section of these books.
No foreign-language reference materials are permitted.

33. Materials That Need to Be Provided for Testing (Cont.)
2005
Calculators
Math test administrations
graphing calculator for each student
Grade 9 math
Grade 10 math
Exit Level math
Science test administrations
4-function, scientific, or graphing
One per five students
Grade 10 science
Exit Level science
A graphing calculator must be provided for each student taking the Grade 9 math, Grade 10 math, or Exit Level math test administration.
Calculators may not be used by students taking the Grades 3–8 math tests.
No handheld minicomputers, PDAs, or laptops are allowed at any grade level.
Calculators for science test administrations can be 4-function, scientific, or graphing. One of these calculators must be provided for every five students taking the Grade 10 science and Exit Level science tests.
Calculators may not be used for the Grade 5 science test.

34. Materials That Need to Be Provided for Testing (Cont.)
2005
State-supplied mathematics charts
all grades
State-supplied science rulers
Grade 5 science
State-supplied science chart with ruler
Grade 10 science
Exit Level science
Mathematics charts must be provided for each student for all programs and all grades. This includes TAKS Grades 3–10 and Exit Level.
A state-supplied science ruler must be provided for all students taking the Grade 5 science test.
A state-supplied science chart with ruler must be provided for all students taking the Grade 10 science and Exit Level science tests.
Be sure that all test administrators understand the importance of these additional support materials.

35. Additional Materials That May Be Provided for Testing
2005
Highlighters and colored pencils
Allowed in nonscorable test booklets
NOT allowed in TAKS scorable booklets (Grade 3)
Highlighters and colored pencils are allowed in all nonscorable test booklets.
Highlighters and colored pencils are not allowed in TAKS scorable booklets (Grade 3) unless specified by a student’s IEP. If highlighters or colored pencils are used, the booklet must be transcribed before sending to the vendor.
Scratch paper is not allowed for any TAKS test administration.
Students are not allowed to write on mathematics charts, science charts, or rulers. If any of the mathematics or science charts have been written on inadvertently, they must be destroyed by the test administrator.

36. Test Administrator Instructions for the Return of Materials
2005
TAKS
Test Administrator Instructions for the Return of Materials

37. Test Administrator Instructions for the Return of Materials
2005
Test Administrator Instructions for the Return of Materials
Test administrators must
Verify that no answer documents have inadvertently been left in a test booklet
Prepare the Grade 3 scorable test booklets that are to be scanned or scored by removing the PULL tab from the vinyl seal
Verify that student information on answer documents or scorable test booklets is accurate
Before returning test materials to the campus coordinators, test administrators must take the following steps.
Verify that no answer documents have inadvertently been left in a test booklet.
Answer documents that have been left in booklets will not be scored.
Prepare the Grade 3 scorable test booklets that are to be scanned or scored by removing the PULL tab from the vinyl seal, if this has not already been done.
This includes all scorable test booklets except for unused test booklets.
Tabs must also be removed from the voided scorable test booklets.
Verify that student information on answer documents or scorable test booklets is accurate. A plan should be in place to facilitate this process and to insure that all materials can be accounted for.

38. Test Administrator Instructions for the Return of Materials (Cont.)
2005
Test Administrator Instructions for the Return of Materials (Cont.)
Test administrators must
If applicable:
Transcribe the information from a voided scorable test booklet or answer document onto the document on which the student continued the test
Transcribe onto a scorable test booklet or answer document the responses of any student who tested with a braille or large-print test booklet
Verify that all test booklets and answer documents are accounted for
If applicable:
Transcribe the information from a voided scorable test booklet or answer document onto the document on which the student continued the test.
Transcribe onto a scorable test booklet or answer document the responses of any student who tested with a braille or large-print test booklet.
Detailed instructions regarding transcribing can be found on pages 109 and 110 of the 2005 District and Campus Coordinator Manual.
Verify that all test booklets and answer documents are accounted for.

39. Test Administrator Instructions for the Return of Materials (Cont.)
2005
Test Administrator Instructions for the Return of Materials (Cont.)
Return all test materials to the campus coordinator, including
Answer documents to be scored or scanned for demographic data
Scorable test booklets to be scored or scanned for demographic data
Voided answer documents
Voided Grade 3 scorable test booklets
Unused answer documents
After the final test session, return all test materials to the campus coordinator. These materials include
Answer documents to be scored or scanned for demographic data
Scorable test booklets to be scored or scanned for demographic data
Voided answer documents
Voided Grade 3 scorable test booklets
Unused answer documents

40. Return all test materials to the campus coordinator (cont.)
2005
Return all test materials to the campus coordinator (cont.)
Unused Grade 3 scorable test booklets
Used and unused nonscorable test booklets
Braille and large-print test booklets
Test administrator manuals
Signed security oath
Voided and/or unused precoded labels, if applicable
Typed or tape-recorded materials
After the final test session, return all test materials to the campus coordinator. These materials include
Unused Grade 3 scorable test booklets
Used and unused nonscorable test booklets
Braille and large-print test booklets
Test administrator manuals
Signed security oath
Voided and/or unused precoded labels, if applicable
Typed or tape-recorded materials

41. New testing adventures wait over the horizon.

43. 2005