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, or 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.
What is our job as an interpreter? RID Code of Professional Ethics says: 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: 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 outside 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 own 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 or 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? 3 RD 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? 4 th 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? 4 th 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? 4 th 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 ? 5 th grade: http://www.burlesonisd.net/wp- content/uploads/2014/03/Fifth-Grade- Standards.pdf 8 th grade: http://www.gpisd.org/cms/lib01/TX0100187 2/Centricity/Domain/901/Grade%20Eight%2 0unpacked.pdf
Where did this vocabulary come from ? Link to TEA’s breakdown of STAAR concepts by grade level/subject: 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/
How did you do on your mock TEP? What caused you to struggle with some of 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 order 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
What are accommodations to the STAAR/EOC? …continued 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.
Interpreting the STAAR/EOC …continued Accommodations must… • be routinely used during classroom instruction and testing • have been used by the student often enough that he or she is comfortable using it on the day of the state assessment.
Interpreting the STAAR/EOC …continued 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.
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