Spreadsheet: 11ab4799-6cb4-49e0-904d-d8ed6c252d5f
Sheet: Sheet1

2010-2011 Complete List of DVM-Student Assessment Probes | Unnamed: 1 | Unnamed: 2 | Unnamed: 3
Indicator | Description | Review Probes | On FDA template?
1-5 | Coding of Absent | Identify any factors reported to TEA that impacted student absences during state assessment administration (i.e., natural disasters, disease epidemics, etc.). Note: If waiver was granted, provide documentation to the TEA. | Yes
1-5 | Coding of Absent | Analyze testing practices and absentee rates by individual campuses to understand the impact on  student participation on the TAKS. | Yes
1-5 | Coding of Absent | Identify reasons why students were coded absent on the testing TAKS documents but were coded present for attendance. | Yes
1-5 | Coding of Absent | Determine if attendance coding decisions are supported by documentation required by the Student Attendance Accounting Handbook (SAAH). | Yes
1-5 | Coding of Absent | Determine whether students with poor attendance throughout the year contributed to the high absentee rate on TAKS documents. | Yes
1-5 | Coding of Absent | Analyze any correlation between state assessment decisions [TAKS/TAKS (Accommodated), TAKS-Modified) for special education students and absenteeism during TAKS. | Yes
1-5 | Coding of Absent | Review assessment training to ensure that all staff administering state assessments are appropriately trained, have completed a signed Oath of Test Security and Confidentiality for Test Administrator, and meet all requirements stipulated in the official Test Administration Manual. | Yes
1-5 | Coding of Absent | Determine any trends discovered in the review. | Yes
1-5 | Coding of Absent | Analyze reasons for disparities in attendance among student accountability subgroups. | Yes
1-5 | Coding of Absent | Evaluate strategies that have been implemented at the campus and/or LEA to monitor data, and annually review and adjust data collection and reporting processes and procedures. | Yes
1-5 | Coding of Absent | Identify any systemic problems that contribute to the submission of inaccurate data to the TEA. | Yes
1-5 | Coding of Absent | Annually, review, monitor, and adjust data collection and reporting processes and procedures. | No
1-5 | Coding of Absent | Conduct a longitudinal study of absence trends and use findings for future planning.
1-5 | Coding of Absent | Delineate the frequency and source of any reporting errors. | No
1-5 | Coding of Absent | Determine strategies and incentives the LEA routinely implements to support improving student attendance during the state assessment period. | No
1-5 | Coding of Absent | Evaluate the correlation between TAKS/TAKS (Accommodated)/TAKS-M participation, behavior data, and other relevant data as it relates to the high rate of absences. | No
1-5 | Coding of Absent | Evaluate the local data collection and reporting systems that allow ongoing tracking of student attendance and state assessment data. | No
1-5 | Coding of Absent | Evaluate what strategies have been developed at the local level to monitor data anomalies. | No
1-5 | Coding of Absent | [NAME] practices to ensure appropriate documentation for attendance is maintained in each student’s cumulative folder. | No
1-5 | Coding of Absent | Review staff certifications/qualifications and the continued professional development of the LEA’s staff providing data collection and data reporting. | No
6-10 | Coding of “Other” | Determine if any state assessment irregularity reports were filed with TEA that would account for the high use of "other" code. | Yes
6-10 | Coding of “Other” | Identify and analyze causal factor(s) for the use of "other" code on test answer documents. | Yes
6-10 | Coding of “Other” | Analyze use of "other" code by individual campuses and identify those with high use of "other" codes relative to other campuses. | Yes
6-10 | Coding of “Other” | Determine if coding decisions are made in accordance with the Appendix A of the 2010 Texas Student Assessment Program Coordinator Manual and are supported by appropriate documentation. | Yes
6-10 | Coding of “Other” | Review assessment training to ensure that all staff administering state assessments are appropriately trained, have completed a signed Oath of Test Security and Confidentiality for Test Administrator, and meet all requirements stipulated in the official Test Administrator Manual. | Yes
6-10 | Coding of “Other” | Determine any trends discovered in the review. | No
6-10 | Coding of “Other” | Identify any systemic problems that contribute to the submission of inaccurate data to the TEA. | Yes
6-10 | Coding of “Other” | Evaluate strategies that have been implemented at the campus and/or LEA levels to monitor data, and annually review and adjust data collection and reporting processes and procedures. | Yes
6-10 | Coding of “Other” | Determine any exclusionary trends discovered in the review. | No
6-10 | Coding of “Other” | Evaluate the correlation between TAKS/TAKS (Accommodated)/TAKS-Modified participation, behavior data, and other relevant data as it relates to the high rate of “Other” coding. | No
6-10 | Coding of “Other” | Conduct a longitudinal study of coding trends and use findings for future planning. | No
6-10 | Coding of “Other” | Determine strategies and incentives the LEA routinely implements to support improving student participation in assessment during the state assessment period. | No
6-10 | Coding of “Other” | Review local data collection and reporting systems available to the LEA to allow ongoing tracking of student attendance and state assessment data. | No
6-10 | Coding of “Other” | [NAME] practices to ensure appropriate documentation for participation or non-participation is maintained in each student’s cumulative folder. | No
6-10 | Coding of “Other” | Delineate the frequency and source of any reporting errors. | No
6-10 | Coding of “Other” | Evaluate what strategies have been developed at the local level to monitor data anomalies. | No
6-10 | Coding of “Other” | Identify any LEA systems problems that would allow the submission of inaccurate data to the TEA. | No
11 | Coding of Absent (TELPAS Reading) | Annually, review, monitor, and adjust data collection and reporting processes and procedures. | No
11 | Coding of Absent (TELPAS Reading) | Conduct a longitudinal study of absence trends and use findings for future planning. | No
11 | Coding of Absent (TELPAS Reading) | Delineate the frequency and source of any reporting errors. | No
11 | Coding of Absent (TELPAS Reading) | Determine any exclusionary trends discovered in the review. | No
11 | Coding of Absent (TELPAS Reading) | Determine strategies and incentives the LEA routinely implements to support improving student attendance during the state assessment period. | No
11 | Coding of Absent (TELPAS Reading) | Determine which students are having truancy problems and provide proactive intervention measures to improve attendance. | No
11 | Coding of Absent (TELPAS Reading) | Evaluate the correlation between the instructional program, behavior data, and other relevant data as it relates to the high rate of absences. | No
11 | Coding of Absent (TELPAS Reading) | Evaluate what strategies have been developed at the local level to monitor data anomalies. | No
11 | Coding of Absent (TELPAS Reading) | [NAME] practices to ensure appropriate documentation for attendance is maintained in each student’s cumulative folder. | No
11 | Coding of Absent (TELPAS Reading) | Identify any LEA systems problems that would allow the submission of inaccurate data to the TEA. | No
11 | Coding of Absent (TELPAS Reading) | Review local data collection and reporting systems available to the LEA to allow ongoing tracking of student attendance and state assessment data. | No
11 | Coding of Absent (TELPAS Reading) | Review staff certifications/qualifications and the continued professional development of the LEA’s staff providing data collection and data reporting. | No
11 | Coding of Absent (TELPAS Reading) | Review test assessment training and certification to ensure that all staff dealing with TELPAS are appropriately trained to administer the test and have completed a signed Oath of Test Security and Confidentiality for Test Administrator and that any other requirements stipulated in the official Test Administration Manual are met. | No
6-10 | Coding of “Other” | Review staff certifications/qualifications and the continued professional development of the LEA’s staff providing data collection and data reporting. | No
6-10 | Coding of “Other” | Annually, review, monitor, and adjust data collection and reporting processes and procedures. | No
12 | Coding of “Other” (TELPAS Reading) | Determine any exclusionary trends discovered in the review. | No
12 | Coding of “Other” (TELPAS Reading) | Evaluate the correlation between the instructional program, behavior data, and other relevant data as it relates to the high rate of “Other” coding. | No
12 | Coding of “Other” (TELPAS Reading) | Conduct a longitudinal study of coding trends and use findings for future planning. | No
12 | Coding of “Other” (TELPAS Reading) | Determine strategies and incentives the LEA routinely implements to support improving student participation in assessment during the state assessment period. | No
12 | Coding of “Other” (TELPAS Reading) | Review local data collection and reporting systems available to the LEA to allow ongoing tracking of student attendance and state assessment data. | No
12 | Coding of “Other” (TELPAS Reading) | [NAME] practices to ensure appropriate documentation for participation or non-participation is maintained in each student’s cumulative folder. | No
12 | Coding of “Other” (TELPAS Reading) | Delineate the frequency and source of any reporting errors. | No
12 | Coding of “Other” (TELPAS Reading) | Evaluate what strategies have been developed at the local level to monitor data anomalies. | No
12 | Coding of “Other” (TELPAS Reading) | Identify any LEA systems problems that would allow the submission of inaccurate data to the TEA. | No
12 | Coding of “Other” (TELPAS Reading) | Review staff certifications/qualifications and the continued professional development of the LEA’s staff providing data collection and data reporting. | No
12 | Coding of “Other” (TELPAS Reading) | Annually, review, monitor, and adjust data collection and reporting processes and procedures | No
12 | Coding of “Other” (TELPAS Reading) | Determine if any state assessment irregularity reports were filed with TEA that would account for the high use of "other" code. | Yes
12 | Coding of “Other” (TELPAS Reading) | Identify and analyze causal factor(s) for the use of "other" code on test answer documents. | Yes
12 | Coding of “Other” (TELPAS Reading) | Analyze use of "other" code by individual campuses and identify those with high use of "other" codes relative to other campuses. | Yes
12 | Coding of “Other” (TELPAS Reading) | Determine if coding decisions are made in accordance with the Appendix A of the 2010 Texas Student Assessment Program Coordinator Manual and are supported by appropriate documentation. | Yes
12 | Coding of “Other” (TELPAS Reading) | Review assessment training to ensure that all staff administering state assessments are appropriately trained, have completed a signed Oath of Test Security and Confidentiality for Test Administrator, and meet all requirements stipulated in the official Test Administrator Manual. | Yes
12 | Coding of “Other” (TELPAS Reading) | Determine any trends discovered in the review. | No
12 | Coding of “Other” (TELPAS Reading) | Evaluate strategies that have been implemented at the campus and/or LEA levels to monitor data, and annually review and adjust data collection and reporting processes and procedures. | Yes
12 | Coding of “Other” (TELPAS Reading) | Identify any systemic problems that contribute to the submission of inaccurate data to the TEA. | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Identify causal factors for the discrepancy in coding between the Fall 2009 PEIMS submission and Spring 2010 TAKS answer documents (note: pre-coded TAKS answer documents are coded based on the Fall 2009 PEIMS submission- NOT the January 2010 submission). | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Identify campuses with a discrepancy between PEIMS CTE participation status and TAKS answer documents. | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Determine if the CTE participation coding decisions made for the Fall 2009 PEIMS Snapshot were made based on documentation required by the PEIMS Data Standards (Student Demographic 101 Record, C142 Career-and-Technical Education Indicator Code). | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Determine whether inaccurate data reporting contributed to the generation of funds for which the LEA was not eligible. | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Review assessment training to ensure that all staff administering state assessments are appropriately trained, have completed a signed Oath of Test Security and Confidentiality for Test Administrator, and meet all requirements stipulated in the official Test Administrator Manual. | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Identify any systemic problems that contribute to the submission of inaccurate data to the TEA. Evaluate strategies that have been implemented at the campus and/or LEA levels to monitor data, and annually review and adjust data collection and reporting processes and procedures. | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Determine any trends discovered in the review. | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Conduct a longitudinal study of coding trends and use findings for future planning. | No
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Review local data collection and reporting systems available to the LEA to allow ongoing tracking of program participation and state assessment data. | No
14 | Distribution of Student Assessment Participation Rates for Students Served in Special Education (Grades 5, 8, 10, and 11) | Evaluate the effectiveness of professional development training provided to district and campus level staff responsible for assessment decisions for students receiving special education services. | Yes
11 | Coding of Absent (TELPAS Reading) | Analyze testing practices and absentee rates by individual campuses to understand the impact on student participation on TELPAS. | Yes
11 | Coding of Absent (TELPAS Reading) | Identify reasons why students were coded absent on the testing TELPAS documents but were coded present for attendance. | Yes
11 | Coding of Absent (TELPAS Reading) | Determine if attendance coding decisions are supported by documentation required by the Student Attendance Accounting Handbook (SAAH). | Yes
11 | Coding of Absent (TELPAS Reading) | Review test assessment training and certification to ensure that all staff administering state assessments are appropriately trained, have completed a signed Oath of Test Security and Confidentiality for Test Administrator, and meet all requirements stipulated in the official Test Administration Manual. | No
11 | Coding of Absent (TELPAS Reading) | Determine any trends discovered in the review. | No
11 | Coding of Absent (TELPAS Reading) | Identify any factors reported to TEA that impacted student absences during state assessment administration (i.e., natural disasters, disease epidemics, etc.). Note: If waiver was granted, provide documentation to the TEA. | Yes
11 | Coding of Absent (TELPAS Reading) | Identify any factors reported to TEA that impacted student absences during state assessment administration (i.e., natural disasters, disease epidemics, etc.). Note: If waiver was granted, provide documentation to the TEA.
11 | Coding of Absent (TELPAS Reading) | Evaluate strategies that have been implemented at the campus and/or LEA to monitor data, and annually review and adjust data collection and reporting processes and procedures. | Yes
11 | Coding of Absent (TELPAS Reading) | Identify any systemic problems that contribute to the submission of inaccurate data to the TEA. | Yes
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | [NAME] practices to ensure appropriate documentation for participation or non-participation is maintained in each student’s cumulative folder. | No
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Delineate the frequency and source of any reporting errors. | No
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Evaluate what strategies have been developed at the local level to monitor data anomalies. | No
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Identify any LEA systems problems that would allow the submission of inaccurate data to the TEA. | No
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Review staff certifications/qualifications and the continued professional development of the LEA’s staff providing data collection and data reporting. | No
13 | Discrepancy between PEIMS Career and Technical Education (CTE) Status and TAKS Answer Documents Submitted | Annually, review, monitor, and adjust data collection and reporting processes and procedures. | No
14 | Distribution of Student Assessment Participation Rates for Students Served in Special Education (Grades 5, 8, 10, and 11) | Analyze TAKs assessment decisions for students receiving special education services by campus and feeder pattern to identify campuses and/or feeder patterns with greater participation rate differences within the TAKS/TAKS (Accommodated), TAKS-Modified, and TAKS-Alternate test platforms. | Yes
14 | Distribution of Student Assessment Participation Rates for Students Served in Special Education (Grades 5, 8, 10, and 11) | Evaluate the extent to which ARD committees made assessment decisions in accordance with the 2009-2010 ARD Committee Decision-Making Process for the Texas Assessment Program manual (available at: http://www.tea.state.tx.us/index3.aspx?id=3314&menu). | Yes