1. Annual Testing Coordinator Training January 2015 Weslaco Independent School District

2. Welcome and Introductions

3. This training does NOT take the place Of reading the appropriate manuals.

4. Updates to Mathematics And Writing Assessments

5. Based on revisions to the mathematics TEKS, the STAAR mathematics assessments are changing for grades 3–8 in spring 2015 to align with the revised TEKS. – Raw score information provided in spring 2015 – New performance standards approved in summer 2015 – Pass/fail information provided in late summer 2015 – No SSI second or third administration for mathematics

6. Based on revisions to the mathematics TEKS, graphing calculation devices are now required for all students taking the STAAR grade 8 mathematics test. – Required for general STAAR as well as STAAR L and STAAR A – Required for both paper and online administrations – Can be a handheld graphing calculator – Can be a graphing calculator application on a tablet

7. STAAR reference material for paper administrations – Printed in test booklet on perforated pages – May print and distribute (but not required) – If printing, use TEA website STAAR reference material for online administrations – Available in online test through the exhibit window – May print and distribute (but not required) – If printing, use Pearson website

8. Beginning in spring 2015, field-test prompts will no longer be included in operational STAAR assessments. – Students will write two essays on the grades 4 and 7 writing assessments, one on each day. – Students will write one essay on the English I and II assessments. – The grade 7 writing assessment has been restructured to parallel grade 4.

9. The purposes for writing have now been assigned to a particular day for grades 4 and 7. – Grade 4: Personal Narrative on Day 1; Expository on Day 2 – Grade 7: Expository on Day 1; Personal Narrative on Day 2 – Test design schematics for grades 4 and 7 have been revised to reflect this change.

10. Test Security

11. It’s the Law! Texas Education Code (TEC) Sec. 39.0301. SECURITY IN ADMINISTRATION OF ASSESSMENT INSTRUMENTS. (a) The commissioner: (1) shall establish procedures for the administration of assessment instruments adopted or developed under Section 39.023, including procedures designed to ensure the security of the assessment instruments; and …

12. It’s the Law! Texas Administrative Code (TAC) Title 19. Education Chapter 101. Assessment Subchapter CC. Commissioner’s Rules Division 3. Security of Assessments, Required Test Administration Procedures and Training Activities 19 TAC §101.3031 Required Test Administration Procedures and Training Activities to Ensure Validity, Reliability, and Security of Assessments.

13. It’s the Law! 19 TAC §101.3031 (a)Purpose. To ensure that each assessment instrument is reliable and valid and meets applicable federal requirements for measurement of student progress, the commissioner of education shall establish test administration procedures and required training activities that support the standardization and security of the test administration process. (b)Test administration procedures. These test administration procedures shall be delineated in the test administration materials provided to school districts and charter schools annually. Districts and charter schools must comply with all of the applicable requirements specified in the test administration materials…

14. It’s the Law! 19 TAC §101.3031 (b) Test administration procedures. Test administration materials shall include, but are not limited to, the following: (1)general testing program information; (2)requirements for ensuring test security and confidentiality described in the 2014 Test Security Supplement provided in this subsection; Figure: 19 TAC §101.3031(b)(2)Figure: 19 TAC §101.3031(b)(2) (3)procedures for test administration; (4)responsibilities of personnel involved in test administration; and (5)procedures for materials control.

15. Procedures for maintaining the security and confidentiality of assessments are specified in the following guides: –Test Security Supplement –District and Campus Coordinator Manual –Test administrator manuals Conduct that departs from the test administration procedures as established in these resources is considered a testing irregularity.

16. Testing Irregularities Procedural Irregularities -reflect minor errors or deviations in testing procedures -do not represent severe breaches in security or confidentiality -do not require a call to TEA unless guidance is needed by the district -do not require supporting documentation

17. Testing Irregularities Serious Irregularities -constitute severe violations of test security or confidentiality -must be investigated by the district coordinator immediately -require a district to call or email TEA immediately to inform test security of the incident -can result in the individual(s) responsible being referred to the TEA Educator Certification and Standards Division for consideration of disciplinary action

18. Testing Irregularities Serious Irregularities Conduct that constitutes a serious testing irregularity may include, but is not limited to, the following: -changing or altering an examinee’s response or answer to a secure test item; -providing, suggesting, or indicating a test question response; -aiding or assisting an examinee with a response or an answer to a secure test question; -identifying incorrect responses for students;

19. Testing Irregularities Serious Irregularities -solving questions in the test or scoring a student’s test; -duplicating secure test materials; -viewing a test before, during, or after an assessment unless specifically authorized to do so; -disclosing the contents of any portion of a secure test;

20. Testing Irregularities Serious Irregularities -failing to report to an appropriate authority that an individual engaged in any of the events listed above; -fraudulently exempting or preventing a student from the administration of a required state assessment; or -encouraging or assisting an individual to engage in the conduct described above.

21. Penalties for Violation of Security and Confidentiality of Assessments A person who engages in conduct prohibited by the Test Security Supplement and in other test administration materials may be subject to the following penalties: –placement of restrictions on the issuance, renewal, or holding of a Texas teacher certificate; –issuance of an inscribed or non-inscribed reprimand; –suspension of a Texas teacher certificate for a set term; or –revocation or cancellation of a Texas teacher certificate.

22. Penalties for Violation of Security and Confidentiality of Assessments Release or disclosure of confidential test content is a Class C misdemeanor and could result in criminal prosecution under TEC §39.0303, Section 552.352 of the Texas Government Code, and section 37.10 of the Texas Penal Code. In addition, any irregularities in test security or confidentiality may result in the invalidation of student results.

23. Highlights from the 2015 Test Security Supplement STAAR A –Train test administrators who are administering STAAR A on paper to use the non-secure front matter of the STAAR A test administrator manual posted on the STAAR A Resources webpage. –Do NOT use secure paper test booklets to train test administrators. –Reinforce that, unless authorized, no one may view secure testing material before, during, or after the administration. –Maintain time limits for administration. –Supply students with headphones, as needed.

24. Highlights from the 2015 Test Security Supplement STAAR Alternate 2 –Test administrators must be trained on test security for STAAR Alternate 2 prior to accessing secure test material. –Campus coordinators should refer to the District and Campus Coordinator Manual and the Non-secure Front Matter in the STAAR Alternate 2 Test Administrator Manual.

25. Highlights from the 2015 Test Security Supplement STAAR Alternate 2 –Test administrators are responsible for maintaining the security of STAAR Alternate 2 test administrator materials during the preview period. –Use the Materials Preview Control Form. –Check-out materials only when in use.

26. Highlights from the 2015 Test Security Supplement TELPAS Test administrators must independently complete TELPAS calibration activities. –answer sheets or notes that contain responses to TELPAS calibration activities are not allowed to be shared –notes created by raters during practice and calibration activities must be destroyed

27. Reporting Testing Irregularities

28. 2013–2014 Incident Reports ( approximate numbers) 2013–2014 Incident Reports ( approximate numbers) Serious 210 Procedural 5177 Total 5387 Serious 210 Procedural 5177 Total 5387

29. Testing Irregularities The types of serious testing irregularities reported in 2014 include –assistance, –unauthorized viewing or recording of test content, –discussing secure test content, –scoring/working students’ tests, –tampering, and –falsifying TELPAS/STAAR Alternate data.

30. http://tea.texas.gov/student.assessment/ Accessing the Online Incident Report Form

31. Online Incident Report - Determine if the reported incident is procedural or serious. – The serious irregularity incident report form has an area for required documentation to be uploaded. – The procedural irregularity incident report form does not have an area for uploading documentation.

32. Online Incident Report Description of Events For both procedural and serious irregularities, describe the incident and the findings from your investigation in the Online Incident Report form.

33. Online Incident Report Include in the description of events: a) what happened and how it occurred, b) the sequence of events, c) information about how the problem was solved or remedied, and d) a district determination of events regarding the incident.

34. Online Incident Report Plan of Action Reports of both procedural and serious testing irregularities must include a Plan of Action that describes the steps a district will take to prevent a reoccurrence of the incident.

35. Reporting Testing Irregularities Plan of Action The Plan of Action should –specifically address the irregularity type; –list the individual steps involved in the plan; –contain a timeline describing how and when the plan will be implemented; –describe how the district will collect feedback regarding the effectiveness of the plan; and –provide specific corrective actions for the district, campus, or individual(s) involved.

36. Reporting Testing Irregularities Plan of Action Example provided by a district that was part of the fall 2014 audit. In order to prevent a reoccurrence of a test administrator viewing a test without authorization and recording test content, the district will a)place two test administrators in every testing area, b)increase monitors to one per hallway, and c)emphasize the disallowance for any staff member to view and/or record secure test content and the potential penalties for doing so in annual districtwide spring security training for all staff.

37. Reporting Testing Irregularities Plan of Action Example (cont.) Annual security training will include role playing activities and a survey at the end of training that contains questions to check for understanding. The district will review all reported testing irregularities from spring 2015 testing and will evaluate whether the additions to the training made an impact in reducing the occurrence of this irregularity. The test administrator involved in this incident will not be permitted to administer tests in the future without direct supervision. This example may not be appropriate for all districts.

38. Reminders Tips to Avoid the Most Common Testing Irregularities –Ensure that test administrators have accurate testing rosters that include updated information about accommodations –Create accurate seating charts –Announce the time left to test in one hour intervals –Verify that students have recorded their responses on the answer document or in the online form –Ensure that principals, campus coordinators, and other staff are available to support test administrators and to monitor testing –Account for all test materials immediately upon materials check-in

39. Irregularity Report 2014-2015 A report must be completed by each individual involved in the testing incident on the day of the testing incident before leaving campus. Report must include the following: Name of Campus Date Test Administration : March, April, May, June and Year Test: STAAR 3-8, STAAR (EOC), TELPAS Grade Level Subject Area Score Gridded for Each Test Involved

40. Irregularity Report 2014-2015 Describe WHAT occurred Describe WHERE the irregularity occurred Describe WHEN the irregularity occurred Describe WHY the irregularity occurred List the action steps you will take to prevent this type of incident from occurring in FUTURE test administrations. Be specific.

41. Test Administration

42. Calendar Highlights – STAAR Alternate 2 testing window has been expanded. – Administration date for STAAR grades 5 and 8 mathematics has shifted. – Report dates have shifted. – TAKS will be offered in October, March, and July.

43. 2014–2015 Testing Calendars – TEA Student Assessment Calendar – Calendar of Events

44. http://tea.texas.gov/student.assessment/ manuals/dccm/ http://tea.texas.gov/About_TEA/Welcome_ and_Overview/Calendars/Agency_Calendars/

45. Changes and Reminders -STAAR Alternate 2 testing window expanded to February 9–27, 2015 -TAKS offered only in October, March, and July and only online -Grades 5 and 8 mathematics not offered in March

46. Changes and Reminders -Administration of STAAR grades 5 and 8 mathematics moved to Monday, April 20, 2015 -Report dates have shifted to May 22, including report dates for grades 5 and 8 mathematics

47. Changes and Reminders -STAAR grades 5 and 8 reading scheduled for Tuesday, June 23, 2015

48. 2015–2016 Calendar -Posted for review -Comment period ends January 30, 2015

49. Changes to the 2015 STAAR Grades 5 and 8 Test Administrations See January 6, 2015, letter to ESC and District Testing Coordinators

50. March 2015 STAAR Assessments Administration Dates –March 30 Grades 4 and 7 writing (day 1) English I –March 31Grades 4 and 7 writing (day 2) Grades 5 and 8 reading –April 1 English II

51. March 2015 STAAR Assessments Answer Documents for Grades 5 and 8 Reading –printed prior to the decision to shift the test administration date for grades 5 and 8 mathematics –labeled “March 2015 Mathematics and Reading” –contain sections for both mathematics and reading Make sure students mark their responses to the reading questions on the reading portion of the answer document.

52. March 2015 STAAR Assessments Answer Documents for Grades 5 and 8 Reading –Students should not mark any answers to the reading questions in the mathematics section. –Leave the SCORE CODE and TEST TAKEN INFO for mathematics blank.

53. March 2015 STAAR Assessments Test Booklets for Grades 5 and 8 –include reading only Answer Document Packing Lists (ADPLs) –will not change –enter the number of answer documents being returned for scoring for each grade level

54. April 2015 STAAR Assessments Administration Dates –April 20Grades 5 and 8 mathematics –April 21Grades 3, 4, 6, and 7 mathematics Grade 8 social studies –April 22 Grades 3, 4, 6, and 7 reading Grades 5 and 8 science

55. April 2015 STAAR Assessments Answer Documents – Districts receive two sets of precoded answer documents for students in grades 5 and 8 –one set for the administration of grade 5 or 8 mathematics –one set for the administration of grade 5 science or grade 8 social studies and science –Both sets of answer documents precoded with the same student data –required to make updates to data on both answer documents

56. April 2015 STAAR Assessments Answer Documents for Grades 5 and 8 Mathematics –same form as the March 2015 answer documents –labeled “March 2015 Mathematics and Reading” –contain sections for both mathematics and reading Make sure students mark their responses to the mathematics questions on the mathematics portion of the answer document.

57. April 2015 STAAR Assessments Answer Documents for Grades 5 and 8 Mathematics –Students should not mark any answers to the mathematics questions in the reading section. –Leave the SCORE CODE and TEST TAKEN INFO for reading blank.

58. April 2015 STAAR Assessments Test Booklets for Grades 5 and 8 –Districts will receive two sets of test booklets. –one set will contain mathematics only –other set will contain grade 5 science or grade 8 social studies and science Answer Document Packing Lists (ADPLs) –ADPLs will not change. –add all answer documents together by grade (e.g., total of grade 5 mathematics and grade 5 science) and record on ADPL by grade

59. Reports for March and April Administrations March Grades 5 and 8 Reading –Online reports will be available by April 15, 2015. Paper Reports for Grades 3–8 –Districts will receive two sets of reports. –one set of reports for grades 5 and 8 mathematics and reading –one set of reports for other grades and subjects administered in spring 2015 –anticipate receipt in district by May 22, 2015

60. Reports for March and April Administrations Grades 3–8 Mathematics –Only raw score information will be reported. –Updated reports with scale scores and pass/fail information will be sent in early September.

61. 2015 Manuals 2015 District and Campus Coordinator Manual – STAAR – STAAR Alternate 2 – TELPAS Keep for the entire year!

62. Highlights of the 2015 District and Campus Coordinator Manual –covers activities that run from January through December 2015 administrations –keep for the entire 2015 calendar year –STAAR A information incorporated into text as appropriate –new separate section for STAAR Alternate 2

63. Highlights of the 2015 District and Campus Coordinator Manual –STAAR calculator policy reflects changes in grade 8 mathematics assessments –added approval process for paper administrations of STAAR L, STAAR A, and TELPAS –added appendices that detail answer document score code information and oral/signed administrations

64. 2015 District and Campus Coordinator Manual Resources Webpage –includes updated list of links to all online resources linked in manual so hard- copy manual users are aware of extra information available online

65. 2015 District and Campus Coordinator Manual STAAR A –STAAR A does not have a separate section of instructions –STAAR A and standardized oral administration (SOA) information added where applicable

66. 2015 District and Campus Coordinator Manual Gridding Answer Documents –greater detail on use of score codes

67. 2015 District and Campus Coordinator Manual Gridding Answer Documents –Appendix B: Answer Document and Score Code Information

68. 2015 District and Campus Coordinator Manual STAAR Alternate 2 –STAAR Alternate 2 section for coordinators added to DCCM and Coordinator Manual Resources page –contains its own section on security

69. 2015 District and Campus Coordinator Manual STAAR Alternate 2 –STAAR Alternate 2 Materials Control Form included for administrators to preview testing materials May need to add extra days or print duplicate copies Record test booklets and test administrator manuals on two separate lines

70. 2015 Manuals 2015 STAAR Test Administrator Manuals Grades 3–5 Grades 6–8 EOC –will be posted online early February 2015 –due in districts by February 20, 2015 –will only be shipped once Keep for the entire year!

71. Highlights of the 2015 Test Administrator Manuals –instructions are limited to test administrator duties –Allowable Test Administration Procedures and Materials included –appendix added on general tools available in TestNav (details pulled out of general scripts) –contain Oaths of Security and Confidentiality that are applicable to all programs

72. Highlights of the 2015 Test Administrator Manuals –separate scripts (sections) for STAAR L, STAAR A, and SOA

73. Highlights of the 2015 Test Administrator Manuals Test Administration Directions –internal Table of Contents at the beginning of the Test Administration Directions section

74. Highlights of the 2015 Test Administrator Manuals Guide to the Test Administration Directions –contains general information about using the scripts

75. Highlights of the 2015 Test Administrator Manuals Guide to the Test Administration Directions –emphasizes use of tutorials for students testing online –includes specific information about accommodations and oral administration that must be read by the test administrator prior to the administration of the test

76. Highlights of the 2015 Test Administrator Manuals Guide to the Test Administration Directions –describes special considerations for English language learners –reiterates that a test administrator must have training from the campus coordinator regarding oral administration prior to testing

77. Additional Manuals and Resources for the Student Assessment Program http://tea.texas.gov/student.assessment/

78. Additional Manuals and Resources for the Student Assessment Program http://tea.texas.gov/student.assessment/staar/

79. Testing Accommodations

80. During state assessments, certain test administration procedures and materials may be provided to students based on their needs. In general, these procedures and materials are available to any student who regularly benefits from the use of these procedures or materials during instruction. A student cannot be required to use them during testing. Allowable test administration procedures and materials are not considered testing accommodations, so using them during a state assessment does not require that they be recorded on students’ answer documents. Allowable Test Administration Procedures and Materials

81. Signing test administration directions for a student who is deaf or hard of hearing Translating test administration directions into the native language of an English language learner Allowing a student to read the test aloud to facilitate comprehension Reading aloud or signing the writing prompt to any student who requests this assistance Providing reading assistance on the grade 3 mathematics test for any student; however, if a student needs the entire test read aloud, the eligibility criteria for oral administration must be met Allowable Test Administration Procedures and Materials

82. Making the following assistive tools available: scratch paper, color overlays, blank place markers, magnifying devices, highlighters, colored pencils, or crayons Using tools to minimize distractions or to help maintain focus (e.g., stress ball, noise-reducing headphones, or instrumental music [no lyrics] played through an individual student’s headphones or ear buds) Conducting individual and small-group administrations Reminding students to stay on task Allowable Test Administration Procedures and Materials

83. New eligibility criteria for oral administration, supplemental aids, math manipulatives – Identified with dyslexia or a related disorder per TEC §38.003 Standardized Oral Administration (SOA) available in additional grades and subjects Grade 8 mathematics deleted from calculation devices (calculator required now) Overview of STAAR Accommodation Changes for the 2015 Calendar Year

84. A student may be eligible for accommodations on a state assessment if he or she – receives special education services and meets established eligibility criteria for certain accommodations – receives Section 504 services and meets established eligibility criteria for certain accommodations – does not receive special education or Section 504 services but has a disabling condition and meets established eligibility criteria for certain accommodations (i.e., general education) Student with Disabilities

85. Accommodations must be individualized to address the specific needs of each student. Some accommodations might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment. Accommodations should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year. Accommodations should be documented in the appropriate student paperwork. Student with Disabilities

86. Accommodations are not necessary for every student. Accommodations are not changes to the performance criteria or the content. Accommodations are not intended to provide an advantage to a student with a disability. Accommodations should not be provided to a student without evidence of effectiveness from year to year. Student with Disabilities

87. Accommodations Triangle Type 1 Type 2 Type 1 accommodations are approved locally based on specific eligibility criteria. The decision to provide these accommodations is made by the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team). Type 2 accommodations require TEA approval to use during a state assessment. The appropriate team of people at the campus determine whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form to TEA.

89. Accommodation type This section provides a general description of the accommodation. This section lists the assessments for which the accommodation may be used by eligible students. This section lists the eligibility criteria that must be met in order for the student to use the accommodation on a state assessment. This section describes who can make accommodation decisions for students, where to document these decisions, and what to record on the answer document. This icon indicates whether an Accommodation Request Form is required. This section describes the specific examples/types of accommodations that may be used on the state assessment. This section outlines special instructions and considerations about the accommodation that educators must be aware of when making the decisions to use the accommodation and when administering the assessment with the accommodation.

90. A training document is located on the 2015 Accommodations for Students with Disabilities Taking State Assessments webpage. Only Type 2 accommodations require the submission of an Accommodation Request Form to TEA. The Accommodation Request Process

91. When completing the online Accommodation Request Form, be prepared to provide specific, detailed information about the reason(s) the student needs the accommodation – Work samples – Other accommodations or allowable procedures and materials that have been tried unsuccessfully – Evidence indicating requested accommodation is successful meeting student’s needs – Specific characteristics/symptoms of student’s condition and level of severity DO NOT include confidential student information (request will be deleted and you will be asked to resubmit) – Examples: student’s first and last name, Social Security number, pages from an IEP, medical documents The Accommodation Request Process

92. The district testing coordinator is the primary contact person for schools when questions arise. Any educator may fill out the necessary information (depending on district policy); however, the district testing coordinator must “sign” the Accommodation Request Form in order for the request to be reviewed by TEA. The Accommodation Request Process

93. TEA will provide additional procedures specific to the requested accommodation with any approved Accommodation Request Form. – The district/campus testing coordinator must ensure that the test administrator receives special training to administer an assessment with an approved accommodation if special guidelines accompany the approved request. Accommodation requests must be approved by TEA before a student can use the accommodation on a state assessment. Documentation in the appropriate paperwork should state “pending TEA approval.” The Accommodation Request Process

94. Accommodation Request Forms must be received by TEA at least one week prior to testing. Late requests will NOT be processed unless circumstances involving the student change after the deadline. – See the 2015 Online Accommodation Request Submission Deadlines document also located on the Accommodations for Students with Disabilities Taking State Assessments website. The expiration date for all approved Type 2 accommodations is December 31st of the year the request is approved. The Accommodation Request Process

95. Students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable. – Therefore tablets, smart phones, or iPods may not be used during an administration. – See STAAR Calculator Policy for grade 8 mathematics exception. Special Note Regarding Technology

96. 2015 District and Campus Coordinator Manual Campus personnel must be trained in accurately recording accommodations on each student’s answer document or in the Assessment Management System (for online administrations). Record the accommodation that is documented and made available to a student, even if the student did not use the accommodation during testing. Recording Accommodations on the Answer Document

97. GA = general accommodation BR = braille administration LP = large print administration OA = oral administration XD = extra day LA = linguistic accommodation Recording Accommodations on the Answer Document

98. When an unexpected or emergency situation (e.g., broken arm, lost eyeglasses) occurs just prior to or on the day of the state assessment, it may or may not be necessary to contact TEA. No need to contact TEA – Make available test administration procedures and materials allowed for any student. No need to contact TEA – Make available Type 1 accommodations. Consideration should be given to accommodations that the student can independently use (e.g., for the student who does not have his/her prescribed eyeglasses, consider use of a projection device or a large-print test booklet prior to considering an oral administration by a test administrator). Contact TEA – If the student’s needs cannot be met with Step 1 or 2, consider Type 2 accommodations and contact TEA. Accommodations in Unexpected or Emergency Situations

99. http://tea.texas.gov/Student_Testing_and_Accountability/Testing/Student_Assessment_Overview/Accommod ation_Resources/2015_Accommodations_for_Students_with_Disabilities_Taking_State_Assessments/ Training PowerPoint: Testing Accommodations for Students with Disabilities Accommodation policy documents in the Accommodations Triangle 2015 Online Accommodation Request Submission Deadlines Training PowerPoint: Supplemental Aids for STAAR, … General Instructions for Administering Large-Print State Assessments General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing General Instructions for Administering Braille State Assessments 2015 Linguistic Accommodations for ELLs Participating in the STAAR Program Font and Point Sizes Matrices for STAAR, STAAR Spanish, STAAR L, STAAR A, TELPAS, and TAKS Transcribing Griddable Questions Training Document and Student Documents 2015 Accommodations for Students With Disabilities Webpage

100. Online Testing

101. Updates STAAR A grades 4 and 7 writing –Will require seal codes STAAR Alternate 2 –Student answers will be transcribed into an online form TAKS –Online only New version of proctor caching software (2014.1.15) released –Update is optional

102. Online Testing Testing Coordinator Checklist

103. Online Testing Technology Coordinator Checklist

104. Online Testing

105. Accommodations Available for Online Testing Oral administration, as an accommodation, may be offered the following ways: a)test administrator reads allowable words aloud b) administration of STAAR A, a version of STAAR that contains embedded accommodations in an online administration including a text-to-speech functionality for allowable text c)STAAR administration using standardized oral administration (SOA), a text-to-speech accommodation in an online administration for allowable text on select assessments in specific grades Note: STAAR L and STAAR A have an audio component for individual words or phrases. The assistance is considered an embedded accessibility feature, not an oral administration accommodation.

106. Online Testing Accommodations Available for Online Testing Before a student with a testing accommodation can test online, his or her ARD, 504, or other appropriate committee must specifically approve the student for online testing. Committee members may review the resources listed below to determine if online testing is appropriate for the student. http://tea.texas.gov/student.assessment/special-ed/ http://tea.texas.gov/student.assessment/accommodations/ http://tea.texas.gov/student.assessment/STAARA/ http://tea.texas.gov/student.assessment/soa/

107. Assessment of Students With Disabilities

108. State of Texas Assessments of Academic Readiness (STAAR ® ) Alternate 2 is: an assessment based on alternate academic standards designed for students with significant cognitive disabilities receiving special education services. a standardized paper-based assessment (redesigned based on state legislation) administered individually to each eligible student. an assessment with individual student responses transcribed into a TestNav online form.

109. The admissions, review, and dismissal (ARD) committee determines whether a student with a significant cognitive disability is eligible to take STAAR Alternate 2 based on specific criteria. Please review the Educator Guide for STAAR A and STAAR Alternate 2 for additional information on eligibility and participation requirements.

110. Assessment Window and Tested Subjects The STAAR Alternate 2 testing window is February 9–27, 2015. Districts may choose when to administer each subject and grade-level test within the window. The test will be administered in the following grades and subjects:

111. STAAR ALTERNATE 2 IMPORTANT DATES 9/22/2014 – 10/24/2014Participation counts window 11/5/2014 – 2/27/2015 SDU submission window Registration available 02/20/2015Deadline to order additional materials 1/9/2015Materials list posted online 1/19/2015Test session creation 1/23/2015Materials due in district 2/2/2015Proctor caching available 1/23/15 − 2/9/2015Preview window 2/9/2015 – 2/27/2015STAAR Alternate 2 Assessment Window 2/10/2015 Transfer date: students entering the district February 10 or later will not be assessed 3/2/2015 – 3/3/2015 Data verification Test administrators can continue transcribing student responses 3/6/2015Return nonscorable materials 5/20/2015Grades 3 – 8 reports due in district 6/5/2015EOC reports due in district Assessment of Students with Disabilities

112. Six clusters assessing six essence statements comprise a test form resulting in 24 scripted questions per test. Each of the 6 essence statements is assessed with 4 items that measure a specific prerequisite skill and are presented together in a cluster. The cluster design requires the student to make 6 concept transitions throughout the test. The four items per cluster range in difficulty, starting with the easiest item and moving toward the hardest item. Test Design

113. The difficulty of the items is based on the skill being tested, the selected prerequisite skill, and what the student is being asked to do. Each student regardless of ability is expected to attempt all questions. Test materials include a test administration booklet containing the scripted questions and guidelines for administering the assessment, and a student booklet containing stimulus images and text for presentation of the items and answer options. Test Design

114. There are two options for entering student data to the Assessment Management System. Districts may upload student data using a file created locally, and/or enter student data manually. Texas Assessment Management System Tasks for Testing Coordinators

115. Student responses must be entered in an online form in TestNav. This process is identical to that for paper administrations of STAAR L, STAAR A, and TELPAS. Information related to the online testing process may be found in the User’s Guide for the Texas Assessment Management System, which can be accessed at: http://www.texasassessment.com/guide http://www.texasassessment.com/guide Create Test Sessions

116. Print Student Authorizations Student authorizations may be printed after students have been placed into a test session. Test administrators will use the student authorizations to access their students in TestNav. The student authorizations contain the URL that will be entered into a browser by the test administrator to access TestNav the unique username and test code needed by the test administrator to log in to transcribe student responses.

117. Test Administration Process Receive Test Materials STAAR Alternate 2 test administrators will be provided with the following materials: STAAR Alternate 2 Test Administrator Manual—secure; Student booklet— secure; STAAR Alternate 2 Scoring Document— secure during and after use; Provides a guide to administering the test, as well as specific instructions for administering each question. Contains the images for the questions and answer choices presented to the student. Comprises a single sheet with answer bubbles for recording student responses for later input into the online transcription form in TestNav. This required document must be returned to the campus coordinator.

118. Test Administrator Qualifications Who Can Administer STAAR Alternate 2? The STAAR Alternate 2 test administrator should be the student’s teacher for the subject being tested must have a high level of familiarity with the student so that testing accommodations can be prepared appropriately and the student’s typical response modes can be understood.

119. Certified and noncertified paraprofessionals who may serve as test administrators or test administrator assistants are currently employed by the district routinely work with students in the classroom. Paraprofessionals must be supervised by a certified professional on the same campus throughout the test administration, receive training, and sign the test administrator oath. Paraprofessionals

120. The test administrator assistant can provide assistance including: preparing allowable accommodations as directed manipulating materials during the testing session translating or signing information for the student managing student behavior. All test administrator assistants must be trained in test security and administration procedures prior to the assessment must sign the test administrator’s oath of test security and confidentiality. Test Administrator Assistants

121. STAAR Alternate 2 standardized test administration materials are considered secure. Test security involves accounting for all secure materials and confidential student information before, during, and after the test administration. Test administrators for the STAAR Alternate 2 assessment must be aware that they are viewing secure content and that discussing the content of the test at any time is strictly prohibited. Test Security and Confidentiality

122. Test administrators must initial and sign the test administrator oath following training on test security and general testing procedures before handling secure test materials. The box titled “For Test Administrators Authorized to View Secure State Assessments” must also be signed, because all test administrators will be viewing the actual test questions in order to prepare allowable accommodations. Photocopying of images can be done to apply accommodations if stated in the student’s IEP and if TEA guidelines are followed.

123. Test Administrator Responsibilities Maintaining security of test materials preparing test materials for each administration including accommodations Implementing the test administration processes and procedures stated in the manuals Monitoring and maintaining test security

124. Test Administrator Responsibilities reporting any suspected violation of test security to the campus coordinator, transcribing student responses into TestNav, and preparing test materials for return to the campus coordinator at the conclusion of test administrations

125. Preview Test Materials Once test administrators have been trained on security and confidentiality and have signed an oath of test security, they need to preview the STAAR Alternate 2 test materials to become familiar with the test and to prepare for any necessary accommodations. These materials are considered secure and the campus coordinator must check them out to the test administrator each day during the preview period using the STAAR Alternate 2 Materials Preview Control Form. Test administrators may preview the test materials before the beginning of the testing window. Accommodations should be prepared during the preview period, but may also be prepared during the testing window. At the end of each day, all materials, including photocopied pages from the student booklet, must be returned to the campus testing coordinator.

126. The test administrator should use the preview period to preview the “Guidelines for STAAR Alternate 2 Test Administrator Instructions” and “Scoring” sections of the test administrator manual to become familiar with the policy for presenting and scoring questions. practice reading the script and following the presentation instructions for actual questions while maintaining the secure contents of the assessments. review the “Scoring Instructions” for actual questions and plan teacher assistance for specific questions. preview the student booklet to plan and prepare accommodations for any student who may need an accommodation according to the guidelines outlined in the “Accommodations” section of the manual. Preview Test Materials

127. Plan and Prepare Accommodations The accommodations must maintain the integrity of the assessment avoid leading to or providing the student a direct answer be used routinely in instruction reflect the student’s learning styles allow a student to respond using a mode that is appropriate for the student

128. Plan and Prepare Accommodations Accommodations can be made to the two-dimensional images in the student booklet, the amount of information presented at one time, and the language used in the test administrator instructions. Students also need to be given an opportunity to respond to test questions using a mode of response that is typical of the way the student responds during instruction. Accommodations also include those changes to the test that allow a student to indicate the answer using the preferred student modality. Examples are provided in the test administrator manual.

129. Plan and Prepare Accommodations The test administrator must present the accommodations uniformly so that the correct answer is not emphasized over the other answer choices. Routinely used accommodations for positioning and behavioral supports can be provided for any student to ensure that the student can physically access the stimuli provided and maintain focus throughout the testing session. It is appropriate to add language that encourages the student to stay on task. It is not appropriate to add language about the content of the question.

130. Every attempt must be made to complete the assessment during the window. If the assessment cannot be completed within the window, enter the score for the portion of the testing the student was able to complete into the online transcription form in TestNav. If a student cannot complete testing within the window due to his or her disability or other administration obstacles, contact TEA for guidance. If the district has an extended student holiday during the window, the district may request an alternate testing date from the security team at TEA. If a student enrolls in the district on the first day of the assessment window the student must be tested. If the student enrolls after the first day of the assessment window the student is not tested.

131. Texas Assessment Management System Tasks for Test Administrators Transcribe Student Responses into TestNav After student authorizations have been printed, student responses can be added into TestNav. The test administrator will log in to TestNav using the student’s authorization ticket and transcribe student responses. A student’s transcribed responses are automatically scored when the Final Submit button is clicked at the end of the test. It is not necessary to make a selection in the Score Code menu for student responses to be scored.

132. Transcribe Student Responses into TestNav Students taking the STAAR Alternate 2 administration communicate answers directly to the test administrator. The test administrator records the student’s responses on the STAAR Alternate 2 Scoring Document based on scoring information provided for each item.

133. Transcribe Student Responses into TestNav Student responses must be transferred from the STAAR Alternate 2 Scoring Document to the online form in TestNav. This process is identical to that of paper administrations of STAAR L, STAAR A, and TELPAS.

134. Each screen will have one question. On the screen for each question, enter the student response by selecting the appropriate bubble. Transcribe Student Responses into TestNav

135. Submit Tests to be Scored A student’s transcribed responses are automatically scored when the Final Submit button is clicked at the end of the test. It is not necessary to make a selection in the Score Code menu for tests to be scored. If the student was in attendance during the 10-day testing window but was not able to finish the test, the test is scored according to the data that were entered into the system for the sections that were completed.

136. Enter Score Codes If a student does not complete the test, one of the following score codes must be selected when marking the student’s test complete. A = Absent Student is absent throughout the testing window. A student should not be marked absent if the student was absent on the testing days but also fits one of the score designations below. M = Medical Exception Student does not participate in the STAAR Alternate 2 assessment on the basis of the student’s medical condition, as determined by the ARD committee and documented in the student’s IEP. A decision not to assess a student based on a medical exception should be rare.

137. Enter Score Codes N = No Authentic Academic Response (NAAR) The student is unable to participate meaningfully in the STAAR Alternate 2 assessment on the basis of the student’s disability, resulting in the inability to make an authentic response to stimuli presented in the test booklet, as determined by the ARD committee and documented in the student’s IEP. A decision not to assess a student should be rare. O = Other Student Not to Be Scored The student experiences a test administration irregularity or illness during testing.

138. Enter Accommodations Information Test administrators or other campus personnel will complete the accommodations information for each assessment after the student responses have been transcribed and submitted through TestNav. If a student was provided accommodations, the accommodations must be indicated in the accommodations drop-down menus on the Student Test Details screen. On the Student Test Details screen, indicate the accommodations that were used during the assessment by selecting “Yes” from the drop-down menu next to the accommodation. If an accommodation was not used, the field should be left in the “No” position.

139. Test Results The standard setting committee will meet in April to make recommendations for cut scores to be approved by the commissioner of education. Score reports will include the individual performance level ratings of students, scale scores, and number of questions answered correctly within each reporting category for each of the assessed grades and content areas. Score reports are due in district: May 22, 2015 (grades 3 – 8) June 5, 2015 (EOC)

140. Educator Guide for STAAR A and STAAR Alternate 2 User’s Guide for the Texas Assessment Management System 2015 District and Campus Coordinator Manual STAAR Alternate 2 Test Administrator Manuals TestNav 7 Combined Technical Guide STAAR Alternate 2 Sample Items STAAR Alternate 2 Administration Participation Collection (broadcast e-mail) STAAR Alternate 2 Medical Exception Eligibility Requirements STAAR Alternate 2 No Authentic Academic Response Eligibility Requirements Fall TETN Presentation PowerPoint http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/ Resources

141. STAAR A

142. STAAR A is an accommodated version of STAAR for students who meet eligibility requirements. STAAR A will be administered for the first time in spring 2015. Grade/CourseSubject 3 mathematics and reading 4 mathematics, reading, and writing 5 mathematics, reading, and science 6 mathematics and reading 7 mathematics, reading, and writing 8 mathematics, reading, science, and social studies EOC Algebra I, English I, English II, biology, and U.S. history

143. STAAR A will be administered online and will include online tools, embedded accommodations to selections and test questions, and accessibility features. ToolsEmbedded AccommodationsAccessibility Features Answer EliminatorPop-upsText-to-Speech HighlighterRolloversZoom EraserBlank Graphic OrganizersColor and Contrast PencilWriting ChecklistsPlace Marker Notepad Dot Tool* Line Tool* Ruler* Calculator* Reference Materials* *These tools are subject-specific and only appear in subject tests where they are relevant.

144. STAAR A will be the same as STAAR in the following ways: – passing standards – time limits – assessed curriculum – test blueprint – progress measures STAAR A will be different than STAAR in the following ways: – no field test questions – online administration – embedded accommodations and accessibility features

145. STAAR, with or without allowable or approved accommodations from the accommodation triangle, should be the first consideration. If a student cannot access STAAR with or without allowable accommodations, he or she must be receiving the following services in order to consider STAAR A: – students with identified disabilities who are receiving special education services – students identified with dyslexia or a related disorder (as defined in Texas Education Code §38.003) who are receiving Section 504 services STAAR A Eligibility Requirements

146. If a student falls into one of these categories, the STAAR A Eligibility Requirements may be reviewed. Additional eligibility criteria found in this document must be met in order for a student to take STAAR A. The ARD or Section 504 committee (in conjunction with the LPAC if the student is an ELL) must use TEA’s STAAR A Eligibility Requirements form to document eligibility for STAAR A. STAAR A Eligibility Requirements

147. The appropriate committee must complete the requested information about the student and the role of the person completing the form and then read and agree to certain assurances prior to moving on to Step I. STAAR does not best meet the student’s needs. Classroom accommodations are documented. Student meets eligibility criteria in Step I and Step II. Assessment decision is documented. STAAR A Eligibility Requirements

148. Step I: Indicate the services the student receives. Step II: The ARD or Section 504 committee must circle the subject(s) for which STAAR A is being considered and check the accommodation(s) the student routinely receives in the classroom for that subject. STAAR A Eligibility Requirements

149. Step II continued: To be eligible to participate in STAAR A in a particular subject, TWO OR MORE accommodation must be checked in that subject. If fewer than two accommodations are checked, the student is not eligible to participate in STAAR A in that subject. STAAR A Eligibility Requirements Eligible Not Eligible

150. Step III: Summarize Assessment Decision – The committee should indicate the STAAR A tests the student will take for the school year under consideration. – Additional testing accommodations may be allowed and must be documented in the student’s paperwork as well. – A student may take STAAR in some subjects and STAAR A in other subjects, depending on eligibility. STAAR A Eligibility Requirements

151. For detailed information regarding the embedded accommodations and accessibility features, including text-to-speech functionality, please refer to the Educator Guide to STAAR A and STAAR Alternate 2, which can be found on the STAAR A page of the TEA website. STAAR A Embedded Accommodations and Accessibility Features

152. Because STAAR A contains embedded accommodations and accessibility features presented in an online format, replicating these features in a paper or braille version is not always possible. – Technology-based accommodations enable most students to test online. – When the use of an accommodation is not feasible or appropriate, or if the administration of an online test is inappropriate due to a student's particular disability, a special request may be made to TEA for approval to administer a paper test booklet. The paper administration request document can be found on the Coordinator Manual Resources web page. – Braille versions of STAAR A are not available. Special Situations

153. STAAR A is only offered in English. For students who are eligible for STAAR A but who are deaf or hard-of-hearing and cannot access the text-to- speech function, a signed administration is allowed for those parts of the test that can be read aloud. – A student does not have to be eligible for an oral administration to receive a signed administration of STAAR A. – The test administrator should also read the specific guidelines for signing test content included in the document titled “General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing,” located on the Accommodation for Students With Disabilities webpage. Special Situations

154. For the 2015 administration of STAAR A, it is not necessary for students taking 4 th grade STAAR A writing to meet the eligibility criteria for Basic Transcribing. This specific group of students may have their writing compositions transcribed into the online form in TestNav in accordance with guidelines listed in the accommodations triangle document for Basic Transcribing. – Note: This is not a requirement of the administration and decisions regarding this provision must be based on individual student need. TEA will review this policy for subsequent administration years. Students in all other grades and subjects must meet the eligibility requirements for Basic Transcribing as described in the corresponding document found in the accommodations triangle. Grade 4 Writing

155. STAAR A score reports will include – individual performance level of students – scale scores – number of questions answered correctly within each reporting category for each of the assessed grades and content areas Grades 3–8 – English and Spanish brochures, called Understanding the Confidential Student Report, explain STAAR A results to parents and are sent to districts with students’ test results and can be accessed online. EOC – The explanation of results is included in the student’s Confidential Student Report (CSR). Detailed information about STAAR A score reports will be provided in the TEA publication titled Interpreting Assessment Reports, which is updated annually and posted on the TEA Student Assessment Division website. STAAR A Test Results

156. TEA’s STAAR A Resources webpage is located at http://tea.texas.gov/student.assessment/STAARA/ http://tea.texas.gov/student.assessment/STAARA/ TEA recommends that teachers become familiar with STAAR A and help guide students through practice selections and test questions until they are comfortable with the STAAR A online testing interface and accommodations. – demonstration video for teachers and test administrators – sample selections and test questions – student tutorials with practice selections and test questions – student tutorial administration directions STAAR A Resources

157. Additional resources to assist educators and parents with STAAR A policy and questions include: – Educator Guide for STAAR A and STAAR Alternate – STAAR A Accommodation Guidelines – STAAR A Eligibility Requirements (English and Spanish) – Introduction to STAAR A: A Guide for Parents – A Parent’s Guide to State Assessments for Students with Disabilities – STAAR A September 24, 2014 TETN PowerPoint – STAAR A Questions and Answers November 17, 2014 TETN PowerPoint STAAR A Resources

158. Other resources available that may be helpful in preparing students to take an online test include: – STAAR Writing Tool (ePAT) includes instructions on how to use the typing tools for the written composition: http://www.texasassessment.com/training_resources/onlinetes ting/ http://www.texasassessment.com/training_resources/onlinetes ting/ – STAAR L Student Tutorials and Practice Sets to practice using pop-ups and rollovers: http://tea.texas.gov/student.assessment/ell/staarl/ http://tea.texas.gov/student.assessment/ell/staarl/ – SOA Student Tutorial to practice using text-to-speech: http://tea.texas.gov/student.assessment/soa/ http://tea.texas.gov/student.assessment/soa/ STAAR A Resources

159. Texas Education Agency (TEA) – Phone: (512) 463-9536 – Email: staaralt@tea.texas.gov staaralt@tea.texas.gov assessment.studentswithdisabilities@tea.texas.gov Pearson’s Austin Operations Center – Phone: (800) 627-0225 – Email: TXPearsonAccess@support.pearson.com TXPearsonAccess@support.pearson.com Support

160. Questions and Answers