Interpreting for the Standardized Test Presented by Alaina Webb and - - PowerPoint PPT Presentation

Interpreting for the STAAR Test… The Do’s and Don’ts of Interpreting for the Standardized Test

Presented by Alaina Webb and Sammie Sheppard for Region XI ESC March, 2015

TEP pre-test

What is our job as an interpreter?

RID Code of Professional Ethics says:

2.0 Interpreters possess the professional skills and knowledge required for the specific interpreting situation. 2.2 Assess consumer needs in the interpreting situation before and during the assignment, and make adjustments as needed.

What is our job as an interpreter?

RID Code of Professional Ethics says:

2.3 Render the message faithfully by conveying the content and spirit of what is being communicated using the language most readily understood by consumers, and correcting errors discreetly and expeditiously. Request support (i.e. certified interpreters, team members, language facilitators when needed to convey the message or to address exceptional communication challenges (i.e. cognitive disabilities, foreign sign language, emerging language ability,

• r lack of formal instruction or language.

What is our job as an interpreter?

RID Code of Professional Ethics says:

2.5 Refrain from providing counsel, advice, or personal opinions. 3.0 Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

What is our job as an interpreter?

RID Code of Professional Ethics says:

3.1 Consult with appropriate persons regarding the interpreting situation to determine issues such as placement and adaptations necessary to interpret effectively. 4.0 Interpreters demonstrate respect for consumers.

What is our job as an interpreter?

RID Code of Professional Ethics says:

4.1 Consider consumer requests or needs regarding language preferences, and render the message accordingly (interpreted or transliterated). 4.4 Facilitate communication access and equality, and support the full interaction and independence of consumers.

5.2 Work cooperatively with team members through consultation before assignments regarding logistics, providing professional and courteous assistance when asked and monitoring the accuracy of the message while functioning in the role of the support interpreter.

What is our job as an interpreter?

RID Code of Professional Ethics says:

What is our job as an interpreter?

RID Code of Professional Ethics says:

5.4 Assist and encourage colleagues by sharing information and serving as mentors when appropriate.

What is our job as an interpreter?

…continued

Be aware of how your attitude toward the test and everyone/everything related to it has the possibility of influencing not only the sign choices you make, but also that your body language, facial expression, and other non-manual markers can sway how the kids sees the test or how they answer questions on the test.

1. When was the last time I interacted with Deaf people who were not personally related to me in some way? 2. When was the last time I took a workshop

• utside the scope of my job (or CSW) to

increase my knowledge of current terminology in the classroom? 3. When was the last time I took an ASL course to improve my language skills? 4. When was the last time I tried community/video relay interpreting to build my voicing skills? 5. When was the last time I allowed my skills to be assessed by an outside mentor (not related to my job)?...or even watched a video of my

• wn interpreting???

What is the STAARS test?

STAARS is the standard test mandated by the Texas state legislature and implemented by the Texas Education Agency (TEA). This test replaced the TAKS test in the 2010-2011 school year.

What is the STAARS test?

The goal of the test is to give an accurate assessment of the student’s comprehension of the material in their current grade and their readiness for the next grade. It can also determine if the child will advance to the next grade

• r be retained in their current grade for

the next school year.

What is the STAARS test?

This portion of the test was implemented in the elementary years during the 2012-2013 school year. For secondary students, the 2011-2012 school year was the beginning of the End of Course (EOC) tests, determining 15% of their course grade.

How do you prepare for a test you can’t see?

Know the material that is covered on the

• test. Preparation for the test starts at the

beginning of the year. Ensuring your role in the testing process is successful means working together as a team with the other interpreters and teachers you are working with throughout the year.

How do you prepare for a test you can’t see?

START PREPARING AT THE BEGINNING OF THE SCHOOL YEAR… and KEEP IT UP ALL YEAR LONG!

What Do You Do Between Now and Test Time?

• Check often for the most up-to-date

revisions and modifications for Deaf students.

• Be proactive! Seek out the information you

need.

• Talk to your Deaf Ed. Teachers, regular Ed.

Teachers, and ask for clarification on any points you’re concerned about.

• STUDY!! (WHAT???) Yes, STUDY! Prepare

yourself to be a professional, competent part of the testing team.

How do you prepare for a test you can’t see?

3RD Grade:

Reading: Fiction, non-fiction, poetry, drama, media literacy Math: Reading and writing place value, monetary values, basic geometry, spatial reasoning, basic probability and statistics.

How do you prepare for a test you can’t see?

4th Grade:

Reading: elements of poetry, determine word meanings from Latin and Greek roots, determine syllabication and pronunciation of words, with dictionary, using context to determine meaning of unfamiliar words.

How do you prepare for a test you can’t see?

4th Grade:

Math: multiplication through 12X12, compare fraction to pictorial models and determine place values, convert fractions and decimals, understand congruence, symmetry and geometric concepts, division of whole numbers and fractions

How do you prepare for a test you can’t see?

4th Grade:

Writing: Planning, editing, and revision of texts, identify correct spelling of words, regular and irregular verbs, superlative and comparative adjective forms, singular and plurals, prepositions, prepositional phrases, reflective pronouns

Look at answers/results of TEP pre-test

Where did this vocabulary come from ?

5th grade: http://www.burlesonisd.net/wp- content/uploads/2014/03/Fifth-Grade- Standards.pdf 8th grade: http://www.gpisd.org/cms/lib01/TX0100187 2/Centricity/Domain/901/Grade%20Eight%2 0unpacked.pdf

http://tea.texas.gov/Student_Testi ng_and_Accountability/Testing/St ate_of_Texas_Assessments_of_Ac ademic_Readiness_%28STAAR%29/S TAAR_Released_Test_Questions/

Where did this vocabulary come from ?

Link to TEA’s breakdown of STAAR concepts by grade level/subject:

How did you do on your mock TEP?

What caused you to struggle with some

• f the concepts?

What do you need to do to be prepared to interpret STAARS and EOC materials that will incorporate this vocabulary, as well as other in-depth concepts?

This is why we have the TEP and Sight Translation portions of the BEI certification test. We MUST be proficient in English in

• rder to accurately

interpret these tests on any level.

What are accommodations to the STAAR/EOC?

• Changes that allow a student with a

disability to participate meaningfully in grade-level or course instruction

• Should be individualized to address the

specific needs of each student

• Can change over time
• Should be evaluated regularly to determine

effectiveness and to help plan for accommodations the student will need each year

…continued

What are accommodations to the STAAR/EOC?

Might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment

Accommodations are not…

• necessary for every student.
• changes to the performance criteria.
• changes to the content.
• intended to provide an advantage to

a student with a disability.

• should not be provided to a student

without evidence of effectiveness from year to year.

Accommodations during State assessments

Not all accommodations that are suitable for the classroom are allowed during the state assessments.

• Classroom instruction can be

customized to meet the needs of each student.

• The state assessment is a standardized

tool for measuring every student’s learning in a reliable, valid, and secure manner.

…continued

Interpreting the STAAR/EOC

• be routinely used during classroom

instruction and testing

Accommodations must…

• have been used by the student often

enough that he or she is comfortable using it on the day of the state assessment.

…continued

Interpreting the STAAR/EOC

Accommodations must…

• be able to be used by the student

independently

• have been proven to be effective in

meeting the student’s specific needs. This does not necessarily mean that the accommodation must be used every day during instruction.

Accommodations during State assessments

…continued

Certain accommodations used in the classroom could invalidate the content being assessed or compromise the security and integrity of the state assessment.

Involvement with the STAAR/EOC

Test Administrator

• Must hold valid education credentials
• Must go through training to learn all

the rules involved with administering the test

• Must complete the “Oath of Test

Security and Confidentiality for Test Administrator” prior to the test administration

Certified Sign Language Interpreter

Involvement with the STAAR/EOC

• Paraprofessionals must be supervised,

either directly or indirectly, by a certified professional on the same campus throughout the test administration.

• Must follow the RID Code of Professional

Conduct, as well as abide by the terms

• f his/her employment with the District.

…continued

How does that affect me as an interpreter?

It will be imperative that conceptual accuracy is consistently maintained throughout the school year and in test administration. Interpreters will have to work together as a team to ensure that the same sign concepts are used.

How does that affect me as an interpreter?

Interpreters must work together with the classroom teacher to prepare to interpret the next day’s lessons in advance. This should be an ongoing daily process. This is also the opportunity for you to mention to the teacher any linguistic concerns you have regarding the student’s use of the interpreter.

Not paid enough?

• NOT. AN. OPTION!

There is a difference in interpreting test administration and procedures and interpreting content of the test.

Interpreting the STAAR/EOC

…continued

Interpreting test administration and procedures

During state assessments, certain test administration procedures and materials may be provided to students based on their needs. In general, they are available to any student who regularly benefits from the use of these procedures or materials during instruction. Test administration procedures and materials are not considered testing accommodations.

Interpreting test content

As interpreters, we are not part of the creation and calibration of this test. Therefore we do not know the individual concepts being assessed. In order to help preserve the integrity of the test…while still providing the student appropriate access to language… we must follow the guidelines set up by TEA.

Now let’s think about vocab that confuses our deaf students…

1 minute to come up with as many definitions/uses/sentences of the following words. No practice. ON THE FLY! Go!

Comprehension Challenges: What About Homographs and Homophones?

Homophones are words that are spelled differently but sound the same. Homographs are words that are spelled the same but are pronounced differently depending on the context.

Homophone Examples:

• Need, Knead, Kneed
• Sight, Site, Cite
• Read, Reed
• Sight, Site, Cite
• Carat, Caret, Carrot
• Ate, Eight
• Petal, Peddle, Pedal

Homograph Examples:

• Desert, Desert
• Minute, Minute
• Tear, Tear
• Refuse, Refuse

These are very confusing for Deaf students because the meaning cannot be identified by the spelling.

Interpreting the Test

What challenges face the interpreter when interpreting the written test?

• 1. Inability to read passages prior to or

during the test

• 2. Interpreting in a manner that gives

the question conceptual accuracy but doesn’t give any indication of the answer

• 3. Knowing all the content vocabulary

Interpreting test content

…continued

If a sign for a word or phrase exists…

use the sign when the word or phrase occurs in print on the test.

Example: triangle

Interpreting test content

…continued

Conceptual Unfair accuracy vs. advantage

T-R-I-A-N-G-L-E

Interpreting test content

…continued

If a sign for a word or phrase has been locally developed and routinely used in instruction… use the sign when the word or phrase

• ccurs in print on the test.

Interpreting test content

…continued

• not a commonly used word

Example: “fission”

• highly unlikely to be found in any sign

language dictionary

• IF a sign has been established for

routine use in the classroom, then and

• nly then can it be used in the test.

Interpreting test content

…continued

Be judicious in creating signs!!

The concept of “splitting apart” might be incorporated into the formation of the sign. It would be allowable to use this locally developed sign in the testing situation. Conceptual accuracy in a sign that exists or in a sign that has been locally developed is a key component of sign language and should not be denied to the sign language user.

Interpreting test content

…continued

If there is no commonly accepted sign for a word or phrase and a previously established local sign has not been developed… must determine if the word or phrase IS

• r IS NOT part of the concept being

assessed.

Interpreting test content

…continued

If the word or phrase IS the concept being assessed… it is NOT ACCEPTABLE to create new signs or to use an equivalent or expansion to explain vocabulary that is being assessed.

Interpreting test content

…continued

Which best describes one of the subatomic particles that could be found at location X in the model of an atom shown above?

Example: Subatomic particles

No sign equivalence. No local sign equivalent previously established for use in the classroom.

Interpreting test content

…continued

Linguistic accommodations permitted during the STAAR/EOC reading and writing assessments are limited. Providing too much language assistance in an assessment of language arts might fundamentally alter the ability to measure how well the student reads and writes in English in accordance with the grade-level standards.

Interpreting test content

…continued

Interpreters tend to over-expand concepts…especially on high-stakes tests…for several reasons.

• Personal self-confidence issues
• Personal investment in the student
• Personal opinion toward the test,

testing environment, teacher, etc.

Interpreting test content

…continued

If the word or phrase IS NOT the concept being assessed… use a reasonable equivalent or expansion.

What is the range of the sale prices for a Stunt- Pro bicycle at these stores?

Example:

No sign equivalence. No local sign equivalent previously established for use in the classroom. Not being assessed.

Interpreting test content

…continued

Just make it clear. 

Practice Test for STAAR

Practice Test for STAAR Answer Key

1)H 2)B 3)G 4)B 5)A 6)J 7)A 8)A 9)F 10)B 11)H 12)C 13)J 14)C 15)B 16)F 17)B 18)C 19)B 20)A 21)C 22)D

Practice Test for EOC

Practice Test for EOC Answer Key

17.C 18.G 19.C 20.J 21.C 22.F 12.G 13.C 14.H 15.D 16.F

• 9. C

12.J 17.D

• 1. D
• 2. F
• 5. D
• 2. G
• 3. C

18.F 20.G 24.G

Tips to keep things clear…

• Evaluate where you are personally

before beginning to interpret for the STAAR/EOC.

• Work with the teacher/test

administrator to be sure you understand what accommodations will be used, any specific concepts that will be assessed, and how to handle any questions that come up during testing.

• Pay attention to your body language

and other non-manual markers that could inadvertently affect how the student answers a question.

Tips to keep things clear…

…continued

• Remember your role in the testing

process.

Credits:

“Allowable Test Administration Procedures and Materials for STAAR, STAAR Spanish, STAAR L, STAAR Modified, and TELPAS.” Texas Education Agency. Texas Student Assessment Program Coordinator Manual. 2014. Web. 23 March. 2014. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFjAA&url=http%3A%2F%2Fww w.tea.state.tx.us%2FWorkArea%2FDownloadAsset.aspx%3Fid%3D25769808423&ei=A58uU5SzA8amygHt4YDACA&u sg=AFQjCNEWY3X_ywz-o7J7GdKHeSJ8e93Frg&sig2=WATbl-HsYOEOiD0eZp8L9A&bvm=bv.62922401,d.aWc “General Instructions for Administering Statewide Assessments to Students Who are Deaf or Hard of Hearing.” Texas Education Agency. Student Assessment Division. Fall 2012. Web. 23 March. 2014. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFjAA&url=http%3A%2F%2Fww w.tea.state.tx.us%2FWorkArea%2FDownloadAsset.aspx%3Fid%3D2147505381&ei=UZ0uU6zxMoPuyQGPx4GoBQ&us g=AFQjCNH5mrgcnfy7rLw8xZtQWy-KYL80GA&sig2=lk7tQLEiutCMNpqV38fJfA&bvm=bv.62922401,d.aWc “Linguistic Accommodations for ELLs Participating in the STAAR Program.” Texas Education Agency. Student Assessment

• Division. 2014. Web. 23 March. 2014.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC0QFjAA&url=http%3A%2F%2Fww w.tea.state.tx.us%2FWorkArea%2FDownloadAsset.aspx%3Fid%3D25769808440&ei=2Z0uU_X9LaGSyQGi8IDoBA&us g=AFQjCNHnyP1J9bh03KdSi0O5QR_qVU4N2Q&sig2=9HzqyA9FOYFUlP8XhnGurw&bvm=bv.62922401,d.aWc “Oral/Signed Administration.” Texas Education Agency. Student Assessment Division. 2014. Web. 23 March. 2014. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCgQFjAA&url=http%3A%2F%2Fww w.tea.state.tx.us%2FWorkArea%2FDownloadAsset.aspx%3Fid%3D2147505047&ei=P54uU8X3AcegyAH-- YGYBw&usg=AFQjCNHmIfQZLPUkOdjVhxvbarUApJt4sw&sig2=HaBXd0Zc6b9yyUaaWq91jw&bvm=bv.62922401,d.aW c “STAAR Modified Resources.” Texas Education Agency. Student Assessment Division. 2015. Web. 27 February, 2015 http://tea.texas.gov/student.assessment/special-ed/staarm/ “Testing Accommodations for Students with Disabilities.” Texas Education Agency. Student Assessment Division. TETN #21421. Presented October 30, 2013. Web. 23 March. 2014. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFjAA&url=http%3A%2F%2Fww w.tea.state.tx.us%2FWorkArea%2FDownloadAsset.aspx%3Fid%3D25769808423&ei=QJsuU- PgBqjSyAGj94HoDA&usg=AFQjCNEWY3X_ywz-

• 7J7GdKHeSJ8e93Frg&sig2=HPrKDo_c_cuOPRai9SsZIA&bvm=bv.62922401,d.aWc