ɬÀï·¬

The ɬÀï·¬ Through-year Assessment Pilot (TTAP) explores whether ɬÀ﷬’s current summative assessment can be replaced with a cohesive progress-monitoring system.

Overview of the ɬÀï·¬ Through-year Assessment Pilot

House Bill 3906, 86th ɬÀï·¬ Legislature, 2019, required the ɬÀï·¬ Education Agency (TEA) to develop and pilot an innovative, through-year assessment model as a possible replacement of the State of ɬÀï·¬ Assessment of Academic Readiness (ɬÀï·¬^®) summative tests. A through-year assessment model refers to a progress monitoring system that provides students multiple opportunities throughout the school year to demonstrate their mastery of standards and to contribute to their summative performance level reported at the end of the year.

TTAP was designed in collaboration with ɬÀï·¬ educators, administrators, students, and families while ongoing feedback from pilot participants (i.e., students, teachers, administrators) helps measure the impacts of this system and inform how data can best be used to support instruction.

The progress monitoring system has three, short testing opportunities – one in the fall, winter, and spring. To ensure that all districts can retain their local curriculum and measure within-year student growth, each TTAP progress monitoring opportunity covers the full scope of the curriculum.ÌýEach opportunity uses a multi-stage adaptive design, allowing for shorter tests with greater accuracy to minimize the disruption to instructional time.

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TTAP is a multi-year, fully online pilot that launched in school year 2022–2023. The model is being piloted over several years to assess its benefits and to ensure that the design maintains the rigorous level of validity and reliability that ɬÀï·¬ currently meets, in hopes of creating a scoring methodology that is comparable and can be used for state accountability. Participation in the pilot is optional and does not eliminate the obligation to administer ɬÀï·¬.

TTAP Year 3 (SY24–25)

TTAP Year 3 will continue to offer content and language supports and individual predictions to the ɬÀï·¬, as well as additional supplemental training resources for TTAP participants. Based on feedback collected from pilot participants, Year 3 will tentatively include the following updates:

• improved file ingestion for data platforms (i.e., Euphoria, DMAC)
• longitudinal data views for math titles in grades 6–8
• adjusted training requirements for teachers and administrators
• addition of range performance level descriptors (PLDs)

Over 100 ɬÀï·¬ public school districts and open-enrollment charter schools have volunteered to participate in TTAP for the 2024–25 school year. A list of participating districts will be published in mid-August. More information on Year 3 of the pilot can be accessed through the links below.

• SY24–25 TTAP Informational Webinar Slides

Key Dates and Details for 2024–2025

Benefits of TTAP

Districts that participate in the through-year pilot experience the following benefits:

• Multiple Testing OpportunitiesÌý-ÌýStudents have three opportunities to demonstrate their mastery of standards. These assessments enable teachers to measure progress and identify which students are on-track towards meeting end-of-year proficiency.Ìý TTAP assessments serve as a viable replacement to locally adopted interim assessments and are 100% TEKS aligned. All TTAP progress monitoring opportunities are administered on the same online platform as ɬÀï·¬, giving students additional chances to interact with the system's functionalities. TTAP participants are able to interact with different item types that are used on the redesigned ɬÀï·¬ test.
• Timely Student ReportsÌý-ÌýAfter each testing opportunity, teachers receive individualized student reports,Ìýthat include data such as performance levels, predictions to the ɬÀï·¬, and in-year growth. These reports can be used toÌýshare progress with students and parents and serve as an additional data point for identifying intervention needs.
• Report Interpretation Resources - TTAP Assessments contain items that are aligned to standards at different degrees of rigor.ÌýResources are available to participants in Year 3 to illustrate the differences in item difficulty and communicate the content-level rigor that students demonstrate at different levels of proficiency.
• District Support - Due to the small-scale nature of the pilot, participants have access to timely and district-specific guidance through ongoing office hours, Q&A sessions, and the TTAP inbox. ɬÀï·¬is available, as needed throughout the school year, to support with score reports, administration, and any additional pilot-related questions.
• Flexible Training OptionsÌý-ÌýTeachers and administrators receive training onÌýaccessing and interpreting student results to help guide the formation ofÌýinstructional groups and support classroom instructional decisions. TEAÌýoffersÌýsynchronous and asynchronous training options, along with additional training supplements for optional access.
• Feedback Loops - TTAP teachers, students, and administrators have the opportunity to shape the future of ɬÀï·¬ assessments by providing feedback throughout the school year. Participants are asked to share their insights and experiences through student and staff surveys, focus groups, and district site visitsÌýwhich inform updates to the ɬÀï·¬ Assessment Program. Participating districts interested in hosting a TTAP site visit should contact ɬÀï·¬at TTAP@tea.texas.gov.

Resources

• 2024–2025ÌýTTAP FAQsÌý(updated 04/03/2024)
• 2024–2025 TTAP District Participation (pending fall 2024)
• 2024–2025 TTAP Schedule of Events (pending summer 2024)
• 2024–2025 TTAP Test Administration Information (pending fall 2024)
• (updated 04/05/2024)
• 2023–2024 TTAP District ParticipationÌý(updated 07/25/2023)
• 2023–2024 TTAP Test Administration Information (updated 10/24/2023)
• 2023–2024 TTAP Data File Layout (updated 10/23/2023)
• 2022–2023 TTAP Data File Layout (updated 11/02/2023)