D

Sheldon IS

Test

Security
&
Confidentialit
y
015
Spring 2

WELCOME TO

r
u
o
Y

Super
Training

The citizens of Sheldon know that they are

about to be tested!!!!
There are villains around every
corner trying to cause chaos and
crime!!!
With a support staff surrounding our
hero.one person will ensure our citizens
are successful, follow the rules, and have
order

TESTMAN

Testman (CTC)

Superpower = his mind

Crusades against endless crime
Logical demeanor
Strong moral code
Great detective
Uses network
Always watching and planning

Motto = Nothing is insurmountable

CTC Responsibilities

Serving as a liaison between the DTC and

campus personnel for test-related
communication
Monitoring and maintaining test security
Designating and training test administrators
Preparing and distributing test materials on the
campus for each administration
Preparing testing materials for return to the DTC
at the conclusion of test administrations
Coordinating online administration activities on
campus

Bruce Wayne
(Campus Principal)

Alter ego of Testman

Always watching
Always analyzing
Gathering data
Monitoring people
Wants order and rules
to be followed

Principal Responsibilities

Ensuring that test security is maintained

Overseeing the implementation of the test administration
process stated in this manual, the test administrator
manual, and the Test Security Supplement.
Establishing, in conjunction with the campus coordinator,
the test administration processes specific to the campus
Overseeing the training of campus personnel, in
cooperation with the campus coordinator
Reporting any suspected violation of test security to the
DTC
Be available and visible during testing

Secondary
Assistant/Academy Principals
Monitor for active monitoring
Be available and visible
Assist with discipline issues (work
with campus coordinatorbe careful
not to create a testing irregularity)
Ensure students are in correct
locations

Who helps Testman?

Alfred Pennyworth
(DTC)
Gives Guidance
Not afraid to get his hands
dirty
Helps Testman stay organized
Keeps up with current trends
Quick wit
Puts things in perspective

Commissioner Giles
& Police Chief Bowman
Has the direct line to the heart of Sheldon
Authority over the Gotham Police Dept.
Understands that Testman is necessary
Law-abiding
Dutiful
Conscientious
Driven
Dedicated
honest

The VILLAINS are

trying to disrupt our
great citizens of
Sheldon
They want break rules, cause
chaos, and even organize crime

Testman is going to need a

sidekick

Robin
(Test Administrators)

Another person for Testman to rely on

Helps Testman fight crime
Trained by Testman
Can still make mistakes

Test Administrator
Responsibilities

Maintaining security of test materials until

returned to the coordinator
Preparing and distributing test materials in the
classroom for each administration
Implementing the test administration
processes and procedures stated in the
manuals
Monitoring and maintaining test security
Reporting any suspected violation of test
security to the campus coordinator
Preparing test materials for return to the
campus coordinator at the conclusion of test
administrations

Sheldon Police
(Monitors)
Campus Monitors will be there to ensure that the
citizens of Sheldon are testing in a secure
environment. There presence will keep the villains
away.

Hall monitors will be there to monitor the

halls for any citizen that might be up to no
good OR any visitors to our city that should

Monitor Responsibilities
Maintain secure
environment
Notify campus coordinator
or principal of concerns
Monitor for active
monitoring
Check for seating charts

The
Manual
When you are in need of
assistance look in your manual!
Always call for help if you
cant find the answer in
the manual..

The Writers (Law Makers) determine the

story for our characters.
The Artist (TEA) take the story and give it
life so we can better understand the
writers intention.

Lets see what the

story takes us

This Training does NOT take the place o

G
N
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D
REA
S

L
A
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N
your MA

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 (STAAR ALT 2,
TELPAS)

Conduct that departs from the test

administration procedures as established in
these resources is considered a testing
irregularity.

&
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Proc

S
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HIGHL

Animated Frame

Updates to
Math & Writing Assessments
Based on revisions to the mathematics TEKS, the
STAAR mathematics assessments are changing for
grades 38 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

Updates to
Math & Writing Assessments
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

Updates to
Math & Writing Assessments
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

Updates to
Math & Writing Assessments
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.

Updates to
Math & Writing Assessments
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.

Using the DCCM

District and campus coordinators must be

thoroughly familiar with the contents of this
manual, the provisions of 19 TAC Chapter 101,
and Test Security Supplement
The DCCM is set up to represent a chronological
checklist.
Most documents are available as PDFs by clicking
on the icons when viewing the DCCM on your
computer. Links to websites are also available.
Coordinator Manual Resource Webpage (O-7 through
O-9)

General Program Information

STAAR: 3-8, EOC
STAAR Spanish: 3-5

Available for ELL for whom Spanish is the most appropriate

measure of academic progress
STAAR L: 3-8, EOC Math, Science, SS

An online linguistically accommodated version of STAAR for ELLS

who meet participation requirements.
STAAR A: 3-8, EOC

An online accommodated version of STAAR for students who meet

eligibility requirements
STAAR Alternate 2: 3-8, EOC

An assessment based on alternate academic standards for

students with significant cognitive disabilities receiving special
education services
TELPAS

Assess the progress that ELLs in K-12 make in acquiring the

English language in the domains of listening, speaking, reading
and writing.

Allowable Test Administration Procedures and

Materials for STAAR, STAAR Spanish, STAAR L,
STAAR , and TELPAS (page O-12)
Accommodations are changes to instructional
materials, procedures, or techniques that allow
students with a disability and ELLs to participate
meaningfully in grade-level or course instruction and
testing activities (0-13, O-14)
Accommodations for Students with Disabilities
Accommodations in Unexpected or Emergency
Situations
Linguistic Accommodations for ELLs
Oral Administration
Paper Administrations of Online Administrations

Calendar of Events
Write in the changes to your calendar(big and small)
STAAR Alternate 2 testing window has been expanded to
February 27, 2015(not reflected in calendar of events)
Administration date for STAAR grades 5 and 8 mathematics
has shifted. (not reflected in calendar of events)
Grades 5 and 8 mathematics not offered in March
Administration of STAAR grades 5 and 8 mathematics
moved to Monday, April 20, 2015
All 5/20/15 Report dates have shifted to May 22, including
report dates for grades 5 and 8 mathematics
Report dates have shifted.
TAKS will be offered in October, March, and July
NEW: Sheldon ISDs TELPAS window has been expanded
AGAINAll information must be complete by 5pm on
Wednesday, August 15: Campus deadlines will be Monday,
April 13th.

Training
Requirements

All district and campus personnel who participate in statemandated testing or handle secure test materials must
meet eligibility requirements, be trained, and sign an oath.

Testing personnel are required to receive annual

training in test security and administration
procedures and are responsible for complying
with state assessment requirements.
Optional Web-based Test Administrator Training
Modules are available: Active Monitoring;
Distribution of Test Materials; and Proper
Handling of Secure Materials

TEST
SECURITY

The superintendent and campus principal of each

school district must develop procedures to ensure
the security and confidentiality state assessments.
These administrators
will be responsible for
notifying TEA in
writing of conduct that
violates security or
confidentiality of a
state assessment.

Failure to report can

subject the person
responsible to the
applicable penalties.
Principals and campus testing
coordinators are responsible for security
and confidentiality of test materials on

Test Security and

Confidentiality Requirements

Its the
Law!

All assessments as defined under TEC 39.023 and

39.027 are considered secure, and the contents of
these tests, including student information used or
obtained in their administration, are confidential. As
specified in the Test Security Supplement in 19 TAC
Chapter 101, each person participating in the
student assessment program is required to maintain
and preserve the security and confidentiality of all
test material and student data, and must also
handle this information in strict accordance with the
instructions contained in the DCCM, the Test
Security Supplement, and in the test administrator
manuals.

19 TAC 101.3031

Its the Law!

(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)
(3)procedures for test administration;
(4)responsibilities of personnel involved in test
administration; and
(5)procedures for materials control.

TEST SECURITY

Accounting for all secure materials and confidential

student information before, during, and after each
administration
Ensure that only individuals permitted to have access to
these materials and information are district personnel who
meet the requirements, have been trained, and have
signed the appropriate oath.
Implement controls to ensure the proper storage and
accurate tracking of secure materials through each state of
the administration
Documents used to account for materials should be
completed accurately and carefully maintained in a
location that would prevent them from being compromised

Materials Security
District and campus coordinators are responsible for
counting and verifying that all materials as listed on
the contractors packing list have been received.
District coordinators must notify the testing contractor
immediately if a discrepancy exists between packing
lists and the actual inventory received.

Secure Storage Areas

(BAT CAVE)
Coordinators are required
to place all secure
materials in limited-access

Receiving and Distributing

Test Materials

Account for all boxes by checking the box

numbers and the amounts against the packing list
Notify DTC if materials are missing
Place all secure materials in LOCKED storage when
not in use. Keep materials for different
administrations separate.
TEST HOUND: used to track the inventory
(scanning books into inventory feature)
CTC will sign off on packing list and fax or email to
DTC within 48 hours
Keep packing list in your testing binder

BEFORE: Plan for the receipt, storage

and distribution of materials

Limited access to storage areas (only CTC &

Principal)
Keep a log of anyone other that CTC enters the
room without the CTC.

Test Hound: tracking materials

CTC or Principal should receive and deliver
secure testing materials
Establish sign out and sign in procedures for
materials
CTC must be aware that they are required
CTC are required to have procedures for
verifying that all completed or voided answer

During Test Administration

Verify and account for all secure test materials before &
after testing each day
Properly complete Materials Control Forms
TA are responsible for student booklets and STAAR ALT 2
test administrator manuals until they are returned to CTC.
When materials are returned you must initial the IN box.
Verify that all test administrators have been issued the
correct TA manuals, assessments, answer documents,
student authorization letters (online), and accommodations
lists and materials, calculators, and dictionaries
Confirm that all students have been directed to and are
present in their designated testing areas.

After Test Administrations

Ensure the return of materials is verified and noted on

Materials Control form
Account for every answer document AND every test booklet
Verify that the correct score code, test taken information, and
accommodations have been marked on each answer
document and that all hand gridding and transcribing have
been properly completed.
NO ONE SHOULD ERASE STRAY MARKS OR DARKED
ANSWER CHOICES
Confirm that each examinee has recorded responses on
his/her answer document
Contact DTC if a blank answer document is discovered
Confirm that all seating charts are accurately completed and
contain the required information (TA, test session start and
stop time)
Follow procedures for returning materials to DTC
ALWAYS Check storage area for any left items or stray items

Confidentiality Requirements
Maintaining the confidentiality of
the assessment program involves
protecting the contents of all
secure test materials, including
test booklets, online assessments,
student authorizations, completed
answer documents, and TELPAS
holistically rated components

Confidentiality

All testing personnel must undergo training and

must sign the appropriate oath affirming that they
understand their obligations concerning security
and confidentiality of the state assessments BEFORE
handling secure materials or administering
assessments
All tests must be administered in strict accordance
with the instructions contained in the test
administration materials
No person may view, reveal, or discuss the contents
of a test booklet or online assessment before,
during, or AFTER a test administration unless
specifically authorized to do so
No person may duplicate, print, record, write notes
about, or capture any portion of a secure
assessment instrument (including compositions)

Confidentiality

Only students may respond to test questions, perform

calculations, and create rough drafts to written
responses
TA who have permission to view secure materials in
order to provide an approved accommodation must be
reminded that they are viewing secure content, and
that responding to test questions, recording the
information they see, scoring the test, or discussing
the contents of the test at any time is strictly
prohibited. As a reminder, these individuals must sign
an additional section of the oath (STAAR ALT 2 TA
require more interaction with materials that typically
permitted).
NO person may review or discuss student responses or
solicit information from students about test questions
before, during, or AFTER a test administration.

Penalties for
Violation of
Security and
Confidentiality of
Assessments

Its the
Law!

Violation of security or confidentiality of any test

required by the Texas Education Code (TEC) Chapter
39, Subchapter B, is prohibited.
A person who engages in conduct prohibited by
the Test Security Supplement and in other test
administration materials may be subject to a
sanction of credentials. This includes any
person who violates, assists in the violation of,
or solicits another to participate in the violation
of test security or confidentiality. Additionally,
this includes any person who fails to report
such a violation.

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.

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.

Document Retention
Districts are required to securely maintain the
following documentation for 5 years:
Signed security oaths for all testing personnel
Testing irregularity and investigation
documentation
Inventory and shipping records (Materials
control forms and records documenting the
transfer of secure materials)
Seating charts for all test sessions, with start
and stop times and then name(s) of the test
administrator(s) recorded.

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

Testing Irregularities

Serious Irregularities
- Directly or indirectly assisting students with
responses to test questions;
- Tampering with student responses
- Falsifying TELPAS holistic ratings or STAAR
Alternate 2 student responses
- Viewing a test before, during, or after an
assessment unless specifically authorized to
do so;
- Discussing secure test content, student
responses, or student performance
- Scoring tests, either formally or informally

Testing Irregularities
Serious Irregularities
- Duplicating, recording, or electronically
capturing confidential test content without
permission from TEA
- Fraudulently exempting or preventing a
student from the administration of a required
state assessment; or
- Failing to complete TELPAS online calibration
or practice activities in the online training
course independently.
- Encouraging or assisting an individual to
engage in the conduct described above.
- Failing to report to an appropriate authority

Testing Irregularities
The types of serious testing irregularities reported (state)
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.

2013-2014 Incident Reports

Serious
210
Procedural
5177

How to AVOID Serious Violations

Ensure that TA understand how to address students

who might request assistance or drift off task
during an assessment.
Stress that test content should not be viewed or
discussed even AFTER the test administration has
been completed. This applies to discussion
regarding the specific contents of the test.
Discuss with TA the proper way in which students
should be prompted to bubble in answer
documents. Remind ALL campus personnel that
erasing stray marks or darkening responses is
strictly prohibited.
Verify that all formula charts, graph paper, or
scratch paper that are used or written upon are
destroyed immediately after test sessions.

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

Procedural Violations

Eligibility Errors
Eligible students not tested
Ineligible students tested

IEP Issues
Student was provided an unapproved or undocumented
accommodation or was not provided a prescribed
accommodation
Administered the wrong test

Improper Accounting for Secure Materials

Secure materials were not returned, checked in, and
accounted for at the end of each testing day
Answer document(s), test booklet(s), or other secure
materials were lost or misplaced

Procedural Violations
Monitoring Error
TA did not verify that a student recorded his or her
responses and accepted a blank answer document.
TA left a room unattended when students or secure materials were
present or when secure online tests were open and visible.
Secure materials were left unattended, or secure tests were left open
and visible, during a lunch break, short break, or restroom break.
Testing personnel did not monitor students during a lunch break.
TA did not ensure that students worked independently during
testing.
Students were not prevented from using cell phones or other
electronic devices to take pictures, share posts, or send messages.
Student was allowed to remove secure materials from the testing
area.

Procedural Violations
Other Procedural Errors
TA failed to issue the correct materials or students were
provided nonallowable materials
Testing personnel who were not properly trained were allowed
to administer tests or handle secure materials.
A student was permitted to test beyond the allowed time limit
OR was not provided the full time allotment to complete a
STAAR assessment.
A TA failed to use the test administration materials or failed to
read aloud the bolded, scripted test administration directions
verbatim as outlined in the TA materials.
A student was provided an unallowable accommodation.
A TELPAS writing collection was not submitted in accordance
with required assembly criteria.

How to avoid Procedural Irregularities

Open your Test Security Supplement to

page 20
Review the sections on how to avoid and
how to address on pages 20-24

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

Student Cheating
If a district determines that a student is involved in a
cheating incident, either by providing or receiving
assistance, the district is required to invalidate the
students test.
The district should contact TEA immediately if a
student electronically captures (e.g., cell phone
picture) any portion of a test or an answer document.
Any disciplinary actions taken locally against a
student for cheating must be reported to TEA using
the Locally Determined Disciplinary Action (LDDA)
online form

Investigating and Reporting

Testing Irregularities
Each person participating in the Texas student assessment
program is responsible for reporting any suspected violation
of test security or confidentiality. Campus staff should
notify their campus or district testing coordinator,
and district coordinators should, in turn, notify TEA.
DTC must determine whether the incident is a serious or
procedural irregularity and report the incident using the
online form.
District officials must complete the Plan of Action section in
the Online Incident Report and specify the steps they will
take to prevent a reoccurrence of the irregularity.

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.

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

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.
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

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.

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.

Highlights from the

2015 Test Security ppeni
Ha
OW
Supplement
ng N
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.

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

This information will be sent in an email prior to

the February 16th calibration window opening. This
information should also be shared during the
Holistic Training with teachers.

READ THE TEST SECURITY

SUPPLEMENT!!!!

s
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District Monitors
District personnel will
report to your campus on
testing days
Ensure campus is secure
and procedures are in
place
Sign off on form and leave

Building
Signs on entry doors (Testing in Progress Visitors
Must Sign In)
Sign on the secure storage room
Materials are locked up
Hallways and classrooms do not have materials on
the wall that would assist with that the subject
being tested that day
Examples: Calendar for math, capitalization for ELA, map for SS,
periodic table for science

Student materials on the desk

No personal items on desk or under desk (Secondary:
purses and bags at the front of the room)

Late Arrival
Campus should have a procedure in place
Ask where it is so you can observe it

Area assigned for students to report if late to testing

Control documentation is being used for materials
that may be going to a late arrival area
Materials are being collected for late/absent students
and kept secure
Attempts are being made to contact missing students
Directions are being read to late students
Students are escorted to class (not carrying their own
testing materials)

Secure Room
Control Document:
test administrators are counting materials and signing out on
form before testing
CTC is counting and signing in materials at the end of testing

Materials
Unused materials are not in the open and are secured

Locked
Room is locked when the CTC is not present

Secure Room Sign

There is a sign on the room indicating that it is the secure testing
room

Limited Access
There should be VERY Limited access to the secure room

Environment
Bells should be off
Announcements should not be made once testing
begins
Those capable of making announcements have been
notified and nobody makes announcements until the CTC
says the building is clear of testing
Plan should be in place for emergencies

Hall monitors and restroom monitors should be

present
Those not involved in testing should not be in the
testing areas
Enrollment continues

Seating Charts

Must be completed and posted on the doors once testing has

started
Do not interrupt the test administrator during directions to have
this postedplease wait until after directions
Start and stop times must be documented on the seating chart.
Individual student breaks where time is allowed to stop must be
documented (medical reason, overflow, different starting time)
Group breaks (lunch) must be documented on the seating chart
Student names, seat numbers, test booklet numbers, start and
stop times, and all test administrators/relievers present in the
testing room must be on the seating chart before it is given to
the CTC
Assigned seats need to be different if testing over more that
one day with the same students

Cell Phone Policy

Secondary: Policy should
be posted (sign or on
electronics logs)
Check to see what the
campus procedure is on
collecting materials and
communicating with

Actively Monitor

Test Administrators are

Reading the directions word for word

Observing the process of testing but not assisting OR
reading the test
Not bubbling in on answer documents other than the
score code and test date for EOC
Monitoring students
Moving around the room; able to view all students (no
blind spots)
Reminding students of time left to test during required
intervals (3 hours, 2 hours, 1 hour, 30 minutes, 15
minutes, 5 minutes, and 1 minute)
Materials are collected immediately once the time has
ended

Hall and Restroom monitors are

Ensuring the halls are quiet and only certified testing

Logistics
Ask where all testing is occurring
Be aware of small group testing
Be aware of oral administration testing
rooms or other tests that will have
different requirements (STAAR L/STAAR A Online
LUNCH: ask the CTC for the lunch
procedure
Are students (still testing) being supervised
during lunch

One Hour Rule

One Hour Rule: campuses have one hour once
testing has begun to determine if any students
have been administered to wrong test or
accommodations. This may be corrected as long
as it is discovered within the first hour of testing
Special population (ELL, Sped, 504) designees have
checked that students have received the appropriate
test versions and accommodations
Special population designees are checking students the
morning to ensure students are in the correct testing
rooms with correct accommodations (if applicable)
Tubs may be checked prior to the day of testing

Additional items to
monitor

Campus Testing Coordinator is

available
Campus Principal is available
Ratio is 1 test administrator to 30
students
Strategies may not be covered
once the teacher receives secure
materials

Documentation
Forms

Forms will be found on the Testing &

Assessment Webpage
2015 Campus Monitoring Documentation

Complete and give to your assigned CTC

after each day of testing
2015 Campus Monitoring Oath

Complete and give to DTC (I will make

copies to give to each campus and to return
to you for your records)
2015 Campus Monitoring Assignments

Please get a sub to cover your assignment

and email me with the change.

R
A
A
T
S

STAAR Test Session Time Limits

STAAR and STAAR Modified English I and English II
assessments will have a five-hour time limit.
All other assessments (STAAR, STAAR Spanish, STAAR L,
and STAAR Modified) will have a four-hour time limit.
The time period begins after the test administrator reads
directions and tells students to begin working on their
tests.

SISD Time Reminders

3 hours remaining
(required)
2 hours remaining
(required)
1 hour remaining (required)
30 minutes remaining
(SISD)

STAAR Test Session Time Limits

Test administrators must use a clock
or timer.
Test administrators must
communicate (orally or in writing)
the amount of time left to test in
one-hour intervals.
Students must record all
responses by the end of the test
session time period.

Start
and stop
times
be
Active
monitoring
includes
the testmust
administrators
monitoring
that students
marking answers
on
recorded
on theareseating
chart.
the answer document.

STAAR Test Session Time

Multiple test sessions are allowed as long as the test
Limits
session time limit is maintained.
Breaks are allowed during the administration of
STAAR assessments.
- Some breaks are included in the time limit and
the time clock cannot be stopped (e.g., water
breaks, snack breaks, bathroom breaks, short
physical or mental breaks)
- Some breaks are NOT included in the time limit
and the time clock should be stopped and
restarted when the student(s) resumes testing
(e.g., lunch, emergencies, movement of students,
medical breaks).

Late Arriving Students

Have a plan in place for these students (read
directions, testing location, note on seating
chart of time, must still be allowed the full
amount of time)
Lunch
If stopping for lunch, students must place their
answer documents inside their test booklet so
that all secure materials can be collected and
placed in locked storage.
Students must be monitored by trained staff
and are not allowed to discuss any test
content.

Extra Time (same

day)Accommodation is for eligible
students with disabilities and for ELLs.
The accommodation must be
documented. The student is allowed
to test until the end of the school day.
Make-up testing must be completed
by the end of the testing window as
specified by the Calendar of Events.

Seating Chart
Must include student name, ID, test, booklet
number, seat assignment, test administrator and
any other monitors that supervised the students
Start and stop times (stop time could be before the
four/five hourswhen the room has finished)
We will use the forms created in Test Hound
Absent students MUST be noted or crossed out on
the form.

Honor Statement
EOC Assessments: TA are provided instructions
for prompting students to complete the honor
statement but are not required to verify that
examinees have signed the statement.

Reference Materials, Scratch

Paper, Graph Paper, and Charts
PAPER TESTS
Reference materials for
STAAR math & science
assessments AND graph
paper for STAAR math
assessments will be included
in the test booklets.
These may be removed from
the book. They must be
collect (by TA) and shredded
(by CTC)
Scratch paper may be
provided (You may have it
available but dont pass it
out to every student). If
used, it must be collected
and destroyed.

ONLINE TESTS
Reference materials are
available as online tools,
they may also be printed
and distributed.
Reference materials
printed must be printed
from the Pearson website.
Scratch paper should be
provided for writing,
English EOCs, and math
test.
Scratch paper should be
available for all other
tests.
Reference materials and
scratch paper needs to be

Principals and campus

testing coordinators play
a critical role in ensuring
that each test
administrator is actively
monitoring and that all
testing personnel are
adhering to the proper

Dictionary Policy (S-8)

Reading assessments at grades 6-8

Writing assessments, including revising and
editing, at grade 7; and English I/II EOC
The following are allowed:
Standard dictionaries in English
Dictionary/thesaurus combinations
Bilingual dictionaries*
ESL dictionaries*
Sign language dictionaries*
The minimum schools need is one dictionary for
every 5 students
*Bilingual and ESL dictionaries should be provided in
accordance with individual needs. An ELL or other
student may, as needed, use more than one of the
above dictionaries.

Calculator Policy(S-9, S-10)

Calculators are required for grade 8 math, Algebra I and biology

Calculators are NOT PERMITTED for students taking STAAR 3-7 math or
STAAR 5 and 8 science unless the student meets the eligibility for an
accommodation.

Graphing calculators are required

Grade 8 STAAR, STAAR L, STAAR A

Algebra I STAAR, STAAR L, STAAR A EOC

Four-function, scientific, or graphing calculator is required for Biology
STAAR, STAAR L, STAAR A EOC.
There should be at least one for every 5 students testing (paper and
online).
Calculator Guidelines
Memory must be cleared before and after tests
Calculators that have a computer algebra system (CAS) are not allowed.
Electronic devices that provide access to the Internet, have
photographic capabilities, or have a calculator as an application are not
allowed
Calculation devices on smart phones are NOT allowed

ns
o
i
t
a
d
o
Accomm

Allowable Test Administration

Procedures and Materials

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

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

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 students
headphones or ear buds)

Conducting individual and small-group administrations

Reminding students to stay on task

Accommodation Black Out &

Update Deadlines

Overview of STAAR
Accommodation Changes
for the 2015 Calendar Year

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)

Student with Disabilities

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

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

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.

Accommodations Triangle
Typ
e1

Typ
e2

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.

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 icon
indicates
whether an
Accommodati
on Request
Form is
required.

This section describes who can make

accommodation decisions for students,
where to document these decisions, and
what to record on the answer document.
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.

The Accommodation Request

Process

Contact the DTC if your campus will be

submitting and ARF.
The district testing coordinator is the
primary contact person for schools when
questions arise.

Any educator may fill out the necessary

information however, the DTC will submit
the Accommodation Request Form in order
for the request to be reviewed by TEA.

The Accommodation Request

Process

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
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.

Special Note Regarding

Technology
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.

Recording Accommodations on the

Answer Document
GA = general accommodation
BR = braille administration
LP = large print
administration
OA = oral administration
XD = extra day
LA = linguistic
accommodation

Accommodations in Unexpected or
Emergency Situations
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 students needs cannot be met with Step 1 or 2, consider Type 2
accommodations and contact TEA.

2015 Accommodations for Students With

Disabilities Webpage
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

A
R
A
STA

Animated Frame

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/Cou
rse

Subject

mathematics and reading

mathematics, reading, and writing

mathematics, reading, and science

mathematics and reading

mathematics, reading, and writing

mathematics, reading, science, and social studies

EOC

Algebra I, English I, English II, biology, and U.S.

history

STAAR A will be administered online and will include

online tools, embedded accommodations to selections
and test questions, and accessibility features.
Tools

Embedded
Accommodations

Accessibility Features

Answer Eliminator

Pop-ups

Text-to-Speech

Highlighter

Rollovers

Zoom

Eraser

Blank Graphic Organizers

Color and Contrast

Pencil

Writing Checklists

Place Marker

Notepad
Dot Tool*
Line Tool*
Ruler*
*These tools are subject-specific and only appear in subject tests where they are
Calculator*
relevant.

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

STAAR A Eligibility
Requirements
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

Special Situations
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-tospeech 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.

Grade 4 Writing
For the 2015 administration of STAAR A, it is not
necessary for students taking 4th 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.

STAAR A Resources

TEAs STAAR A Resources webpage is located at

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

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/onl
inetesting/
STAAR L Student Tutorials and Practice Sets to practice
using pop-ups and rollovers:
http://tea.texas.gov/student.assessment/ell/staarl/
SOA Student Tutorial to practice using text-to-speech:
http://tea.texas.gov/student.assessment/soa/

English
e
g
a
u
g
n
La
s
r
e
n
r
a
Le

Animated Frame

Test Participation Decisions

Assessment decisions for ELLs must be made on
an individual student basis by the LPAC, and in
the case of an ELL receiving special education
services, by the ARD committee in conjunction
with the LPAC.

NOTE: Decisions for an entire grade or program are not

authorized (e.g., all 4th grade students in a bilingual program
take the Spanish-version reading assessment and Englishversion mathematics assessment)

STAAR Spanish and

STAAR L
STAAR Spanish
For any student for whom a Spanish version of STAAR is
the most appropriate measure of academic
achievement
Available in grades 35 only

STAAR L
ELLs for whom all of these apply may take STAAR L:
STAAR Spanish not most appropriate measure
of academic progress (or does not exist at
students grade)
Student has not yet attained advanced high
TELPAS reading rating in grades 2 and up.
Student is within first 3 years in U.S. schools (if
unschooled asylee/refugee, first 5)

ELL Participation in STAAR A and

STAAR Alternate 2
Assessment decisions for ELLs also served by Special
Education are made by the ARD committee in
conjunction with the LPAC.
ELLs with disabilities who meet eligibility requirements
for STAAR A may take this assessment.
ELLs receiving special education services who meet
requirements for STAAR Alternate 2 may take this
assessment.
ELLs participate only on the basis of disability, not
second language acquisition.

Differing Degrees of
Linguistic
Accommodation
STAAR
Limited degree of linguistic
(English)

accommodation

STAAR L

Moderate to substantial degree of

linguistic accommodation

STAAR A

Degree varies in accordance with

second language acquisition needs
of ELLs who qualify for this test

STAAR
Alternate 2

No specified linguistic
accommodations; assessment
design allows other languages and
communication methods to be used
STAAR Spanish: Assessment is provided in students native
as appropriate
language; other linguistic
accommodations not applicable.

Linguistic
Accommodations
STAAR
Math, Science,

Reading, Writing, English I, English II

Social Studies
Bilingual dictionary
Extra time (same
day)

Grades 35: Dictionaries of various types*

Extra time (same day)

Clarification in English of meaning of words in

writing prompt (applies to all assessments

listed above)

short-answer reading questions (English I-II

only)

*Dictionary access to be provided for all students in grade 6 and up

as part of STAAR dictionary policy

Linguistic
Accommodations
Math, Science,
Social
STAAR
L Studies

Clarification in English of word

meaning*
Reading aloud of text*
Bilingual dictionary
Extra time (same day)

*Provided in online interface

(NOT THE TA)

Linguistic
Accommodations
Math, Science,
Reading, Writing, English I,
STAAR A English II
Social Studies
Clarification in English of word Clarification in English of word
meaning
Bilingual dictionary
Extra time (same day)

meaning
Dictionaries of various types
(grades 35)*
Extra time (same day)

*Dictionary access to be provided for all students in grade 6

and up.

English
Dictionary

Definition

Definitions of Used to translate

English words words from one
language to
another. Does not
give definitions

Electronic version Define English

of an English
words using
dictionary; may
simpler words
also have a
translation feature

Conveys word
meaning through
drawings or
photographs

3-5
Reading
4 Writing

Accommodati Accommodation
on
Sped or 504
Sped or 504 Linguistic
Linguistic

Accommodation
Sped or 504
Linguistic

Accommodation
Linguistic

3-8 Math

NOT
ALLOWED

Accommodation
Linguistic

NOT ALLOWED

NOT
ALLOWED

Accommodation
Linguistic

NOT ALLOWED
(students may have

5/8
Science

Bilingual
Dictionary

Electronic
Dictionary

ESL
Monolingua
Dictionary
l
Dictionary
Dictionary in
another
language that
has definitions
(Spanish
Dictionary)
Accommodatio Accommodatio
n
n
Sped or 504 Linguistic
Linguistic

Picture
Dictionary

NOT ALLOWED NOT ALLOWED NOT ALLOWED

(students may have

access to look up
definitions)

NOT ALLOWED NOT ALLOWED NOT ALLOWED

access to look up
definitions)

8 Social
Studies

NOT
ALLOWED

Accommodation
Linguistic

NOT ALLOWED

NOT ALLOWED NOT ALLOWED NOT ALLOWED

English I/II Allowed for

any student

Allowed for any

student

Allowed for any

student

Allowed for
any
student

Algebra I, NOT
Biology,
ALLOWED
US History

Accommodation
Linguistic

NOT ALLOWED

Accommodatio NOT ALLOWED NOT ALLOWED

n
Linguistic

(students may have

access to look up
definitions)

(students may have

access to look up
definitions)

Accommodatio Accommodation
n
Linguistic
Linguistic

STAAR L Online Student Tutorials

Information about minor updates to grades 38 is available at

http://www.tea. state.tx.us /student.assessment/ell/staarl/

Administration directions for each tutorial are also posted

Tutorials should be used to familiarize students with

clarification and read aloud accommodations and standard
TestNav tools

Test administration directions for 2015 STAAR L assessments

will assume some familiarity with online interface
SAY directions to include info about TestNav tools specific to STAAR L
(e.g., Word and Sentence tools)
See Appendix for optional directions for the general TestNav tools
(e.g., Highlighter and Eraser tools)

STAAR L Practice Sets

Practice sets consist of approximately 2025 items for each STAAR L assessment
Minor changes made to 38 mathematics
sets; not all items may be applicable to
new TEKS
Available at http://www.tea.state.tx.us
/student.assessment/ell/staarl/

Available in online format so that students

may experience the items as they will be
presented in the operational administration

STAAR L EOC Eligibility

For EOC, eligibility for STAAR
L can be carried over from
spring to the July and
December administrations.

Special English I EOC Provision

TAC 101.1007
For ELLs who
have been enrolled in U.S. schools 3 school years or less (5 or
less if qualifying unschooled asylee/refugee)
and
have not yet attained TELPAS advanced high reading rating in
grades 2 and up.

Why these provisions? In English I and ESOL I

courses, these students may require substantial
instructional scaffolding and linguistic adaptation not
feasible on standardized language arts assessments.

Special English I EOC

Provision
TAC 101.1007
When enrolled in an English I/ESOL I course,
an eligible ELL shall not be required to
retake the assessment each time it is
NOTE:
administered
if the student passes the
Students are not exempt from testing while in the
course
but does not pass the test.
course.
This provision does not apply to English II.
This provision is not tied to any particular graduation
plan.

STAAR L and SSI

For 20142015, 5th and 8th grade
students assessed with STAAR L in
mathematics will be held to the same
SSI requirements for reading,
including retesting, as students taking
the general STAAR.
SSI requirements for 5th and 8th grade
mathematics are suspended for the
current school year.

Exemption for Qualifying

Asylees and Refugees
19 TAC 101.1005 allows for the
exemption of certain qualifying ELL
asylees and refugees from being
administered a STAAR assessment in
grades 38.
This exemption only applies to those
unschooled asylees and refugees in
their first year in U.S. schools.

ELLs with Parental Denials

TAC 101.1005 (f)
These students are not eligible for special
ELL assessment, accommodation, or
accountability provisions
No testing in Spanish
No linguistic accommodations during
testing
No English I EOC special provision
No unschooled asylee/refugee provisions

Assessing New Immigrants

Who Know Little English
In isolated situations, if completing an
assessment is not in the best interest of a student
(e.g., a newly arrived ELL who has extremely
limited English skills), the campus may make the
determination to submit the test for scoring
without requiring the student to complete test.
This decision should be documented and
communicated to students parents after the test
administration.

Keep in Mind
Paper

testing will not be

approved simply because a
student:
knows very little English
has limited exposure to

computers

S
A
P
L
TE

What is TELPAS?

Fulfills federal requirements for assessing the

English language proficiency of ELLs in
kindergarten through grade 12 in four
language domains: listening, speaking,
reading, and writing.
Grades K-1: holistically rated observational
assessments of listening, speaking, reading,
and writing
Grades 2-12: multiple choice online reading
tests in six grade clusters (2, 3, 4-5, 6-7, 8-9,
and 10-12), holistically rated student writing
collections, and holistically rated
observational assessments of listening and
speaking

Eligibility
Requirements

All K-12 ELLs are required to participate in TELPAS,

including students classified as LEP in PEIMS who have
parental waivers. This also includes foreign exchange
students and homebound students who may be
classified as LEP.
RARE Circumstances in which a student may not be
required to participate in one or more TELPAS language
domains include:
ARD Decisions- Participation must be considered on a domain-bydomain basis and be related to the students particular disability.
The reason for not participating must well documented by the ARD
and LPAC.
Newly Enrolled ELL-Holistically Rated Domains- An ELL from
another TX school, state, or country who enrolls on or after the
first day of the TELPAS window (March 17) will not be assessed by
the receiving school district in the holistically rated domains, but
will participate in the TELPAS reading test in grades 2 12.

Texas English Language

Proficiency Assessment
System
K12

Listening (10%)
Speaking (10%)
Reading (50%)
Writing (30%)

Procedures to Ensure
Validity and Reliability
All language domains, K-12:
To determine students ratings, collaborate with
other teachers of these students.
Collaborating with another teacher for listening and
speaking
Writing, Grades K-12
All writing collections are rated a second time, and if
the ratings differ, resolution ratings are provided and
used.
All students are assigned two raters (Rater 1 must
meet the rater criteria; rater 2 must be a trained
rater)

Rater Credentials
(Rater 1)

Have the student in class at the time of the spring

assessment window
Be knowledgeable about the students ability to use
English in instructional and information settings
Hold valid Texas education credentials
Be appropriately trained in the holistic rating
process as required by the TELPAS administration
materials
Rate the student in all domains

Primary Rater: sign off on PLD for all domains,

complete TELPAS cover sheet front, initial and sign
off on the back of the Coversheet, complete
TELPAS Rating roster with all ratings.

Rater 2
Must be a trained rater
Will be the additional rater
for the assigned writing
collections
2nd rater: turn in completed Rater 2 PLD for
writing, sign as the additional rater on coversheet,
sign off as the additional rater on the Rating
Roster(s).

Rating Parties
Rater 1 and Rater 2 will need to meet
if there is a difference in writing
ratings. They must agree to a rating.
If they cannot agree, a third person
must rate the collection.
The rating rosters and coversheets
can be completed once the final
decision for the writing rating has
been established.

Collaborating
Teacher

Needs to be familiar with the Listening and

Speaking PLD (does not have to complete the
online training activities)
Will complete the listening and speaking PLDs
for ELL students for rater 1 to use as input.
Campuses will develop a procedure for PLDs to
be given to the collaborating teacher and for the
completed PLDs to be given to the raters.
Keep all the PLDs in the student TELPAS folders

Spring TELPAS Administration

Procedures Training and
Assembling/Verifying Training
During the TELPAS Administration Procedures Training,
testing coordinators review key information from the
TELPAS Rater Manual to prepare new and returning raters to
proceed with online holistic rating training. The
Assembling/Verifying Training is an online training module.

TELPAS
Training
Flowchart

TELPAS QUALITY
TEAM

May not serve as a rater

Verify the writing collections
Secondary level: Assemble the
writing collections
Complete the Assembling and
Verifying Module
Sign the appropriate oath before
handling writing samples

TELPAS Training
Staff must be trained on TELPAS
writing collection requirements
and procedures for completing the
rating process
Campuses will need to
communicate deadlines for writing
samples, ratings, and completion
of paperwork/rating entries.

 Campuses should provide

time for teachers to meet to
develop writing prompts prior
to the writing window opening
Sample writing prompts for all
subject areas are available in
the TELPAS Rater Manual.
Stress to staff to make the
writing prompts specific.

Assembling Writing Collections

Must contain a minimum of 5 writing
samples and must include at least
one past tense narrative and at least
2 academic writing samples from
math, science, or social studies
Only writing assigned on or after
February 16th may be considered.
Writing should reflect the students
current proficiency level

Assembling Writing Collections

All writing assignments must include the
students name and date
Cover sheet and verification checklist must be
completed and stapled to the students writing
collection.
Photocopies of classroom writing may be
included in the writing collection as long as
pages are clear and legible
Writing samples may be typed provided that the
spell check and grammar check are disabled
DTC must submit a testing irregularity if writing
ratings submitted are based on incorrectly
assembled writing collections

Writing samples may Not

Include:
Worksheets
Teacher comments or corrections

Copied
language

and
questionanswer
assignments

Papers that are brief,

incomplete, or rushed
Papers in which student relies
heavily on resources
(dictionary, thesaurus, etc.)
Polishing /editing from peers or
teachers
Papers written primarily in students
native language

Verifying the Writing Collection

Verifier will complete/sign the checklist
Each collection contains at least 5 total writing samples
Each writing collection includes at least one past tense
narrative and at least two academic writing samples
from science, social studies or math
All writing assignments include the students name and
date
No writing samples come from before February 16, 2015
No papers showing teacher corrections are included
No worksheets or question-answer assignments are
included
Each collection includes samples written in English

Verification Process
TELPAS Quality team will verify the collections
two times
1. Prior to rating, team will ensure collections
meet requirements. If not, writing will be
return to rater or teacher.
2. After ratings are complete, team will
ensure that all writing that was used for
the rating meets the requirements. This is
when the verifier will sign the coversheet.

Not that the RATER 1, not the verifier,

is solely responsible for ensure that
the following types of papers are NOT
included:
Papers containing language directly
copied from a textbook, lesson or
other written source
Papers in which the student relies
heavily on a dictionary or thesaurus
Papers that have been polished
through editing by peers, parents or
teachers

Years in US Schools Data

Collection
Students must be enrolled for 60 consecutive school
days in a school year for that year to count as a year
in US schools.
The count restarts at day 1 only for students who have
yet to meet their 60-day requirement and withdraw
from a U.S. school, but dont re-enroll in another U.S.
school for 10 or more consecutive school days.
ELL students enrolling in U.S. schools for the first time
within the final 60 school days of a school year will be
considered to be in their first year in U.S. schools for
the following school year.

Years in US Schools Data

Collection
Important Reminders
Districts cannot change the value for years in U.S.
schools submitted in a previous school year.
Districts use the data previously submitted to
inform data that will be submitted this spring.
The number of years in U.S. schools on record for
a student cannot decrease. The value will either
remain the same or increase by 1.
THIS MUST BE CORRECT IN TAMS BEFORE THE
TELPAS WINDOW CLOSES

Additional Data Collection

Information
Required data collection for ELLs with
extenuating circumstances:
Unschooled ELL asylees/refugees
Students with Interrupted Formal Education (SIFE)

These data can be submitted and updated

through the Student Data Upload process.
These data can also be entered on the TELPAS
Student Registration Details page of the
Assessment Management System.

Key Dates for Holistically Rated Components

Date

Activity

1/12

Assembling and Verifying Grades 212 Writing Collections Course

available

1/23

End date for district coordinator trainingall TELPAS components

1/26

Online basic training courses for new K1 and 212 raters available

1/26

Supplemental support provider recorded Web-based training

available

2/6

End date for campus coordinator trainingholistically assessed

components

2/16

End date for training raters and verifiers on administration

procedures

2/16

Earliest eligibility date for TELPAS writing samples

2/16

Calibration window opens for new and returning ratersfirst 2 sets

2/25

Third and final calibration set available

3/164/8

TELPAS assessment window Deadline for all to complete will be

April 13th

4/09
4/10

TELPAS data verification window

We have been given permission to extend our window

to April 15th

TELPAS Reminders
Individuals must complete state-required
training and calibration activities to be raters.
Those who complete all requirements but
dont successfully calibrate by the end of set
3 may be raters if the district chooses, but
districts must provide rating support in a
manner that assures valid and reliable
assessment.
Districts must implement validity and
reliability checks during the testing
window.

TELPAS Reminders

It is a violation of state assessment procedures

and a serious testing irregularity to record,
discuss, or share answers to the rating practice
and calibration activities.
NEW: After completion of calibration
activities, raters must destroy all notes taken
about specific student profiles.

Returning raters who have not completed

calibration activities within the last three
(since 2012) school years are required to
complete the online basic training course before
calibrating.

Final Data Verification

Window
TEA just granted another extension for
us..
All online tests must be completed by
April 10th
(They should all be schedule to be
completed by Wednesday, April 8th)
All ratings must be completed and
entered by April 13th.

TELPAS Student Tutorials

As in the past, tutorials are separate from tests.

Tutorials are recommended for students new to TELPAS

Several different test item formats

No sample items with test

Tutorials available at
http://www.TexasAssessment.com/TELPAS-tutorials

TELPAS Release of Spring 2014

Grades 212 TELPAS Reading Tests
There was a full release of TELPAS forms for all grade bands in fall 2014.

These are released in the online format to allow them

to be seen in the TestNav environment, just as the
students see the operational test.

These released tests can be accessed from

http://tea.texas.gov/student.assessment/ell/telpas/rel

TELPAS Reading
Tests

Reading test administrators must be

trained
CTC will organize test sessions
Plan for all of your online testing
(including make-ups) to be
completed by April 10th.
Every attempt must be made to test
absent students through April 15th.

TELPAS Reading
Tests

Due to the extension we have been granted,

campus will now have until April 10 th to complete
all testing.
Elementary campuses may test 2nd and 3rd
grade online testers during the week of March
23rd and then test 4th and 5th graders during
the week of April 6th. You may still test 4th
and/or 5th grade during this week if you
choose to do so
Due to the added days, a COW will not be
provided at CE or SE.

R
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Animated Frame

Receiving Reports
You will receive an email letting
once the reports have been
released
You will need to login to TAMS
and select View Publish Reports
You will be notified once the
reports are in district.

STAAR Reporting
EOC and 38 will have separate data files/reports
All reports will be provided online in PDF format
STAAR, STAAR Spanish, STAAR L, STAAR
A, and STAAR Alternate 2 will all be reported
on the same file
Changes between 2014 and 2015 are shown in
italics

STAAR Standard Reports

Confidential Student Reports (CSRs)

Confidential Student Labels
Confidential Campus Rosters
Campus and District Summary Reports
including constructed response, phase-in, combined, and
cumulative history (grades 5 & 8 retests) summary reports
Data Files individual student data files
Item Analysis Summary and Individual Reports (STAAR reading,
writing, science, and social studies for grades 38 and all EOC
subjects)
Images of Essays and Short Answers (provided no later than two
weeks after the due in district date for the paper reports)

STAAR EOC Summary of

Changes
STAAR A reported on separate rosters and
summaries like STAAR L
STAAR A students included in cumulative history
New Level II Phase-In 3; Level II Phase-In 2 has
been adjusted lower (do not compare Phase-In 2 in
2015 and beyond to Phase-In 2 in 2014 and prior)
Combined Summary Report has been added

EOC Reporting CSRs

One page per subject
Includes explanatory text (no parent brochures)
PDF online; Paper copies shipped to district
(two copies per student)
Same data will be available in the student
portal
Includes STAAR or ELL Progress Measure
where applicable

EOC Reporting Labels

Cumulative results for STAAR, STAAR L, and
STAAR A will be provided
Report the administration with the highest scale
score (with an S score code) if the student passed
Report the latest administration if the student has
not passed

Current administration results for STAAR

Alternate 2 will be provided

EOC Reporting Rosters

Separate rosters for each subject
Separate rosters for STAAR, STAAR L, STAAR A,
and STAAR Alternate 2
All Students
Students Not Achieving Satisfactory Performance
(not provided for STAAR Alternate 2)
Includes STAAR or ELL Progress Measure where
applicable
PDF online

Algebra I example
STAAR Progress Measure will have values
when it is applicable and can be
calculated (ELL Progress Measure will be
blank)
ELL Progress Measure will have values
when it is applicable and can be
calculated (STAAR Progress Measure will
be blank)
If a Progress Measure was applicable but
could not be calculated, three dashes will
be present (no information available)

EOC Reporting Summaries

One page per subject
Separate summaries for STAAR, STAAR L,
STAAR A, and STAAR Alternate 2
All Students, First-Time Tested Students, and
Retested Students (page not printed if 0
students) at campus, district, region, and state for
STAAR, STAAR L, and STAAR A
PDF online

EOC Reporting Summaries

(continued)

Constructed Responses Summary (English I

and English II)
One page for STAAR and one page for STAAR A
(each subject) showing the distribution of score
points for the short-answer items and written
composition

EOC Reporting Summaries (continued)

Level II Phase-In Summary Algebra I, biology, and
U.S. history on first page; English I and English II on
second page (page will not be produced if there are 0
students for all subjects on the page)
Number and percent of students at Level II (and above)
for the Phase-In 1 and Recommended Standards;
percent of students at Level II (and above for Phase-In
2 and Phase-In 3
One set each for STAAR, STAAR L, and STAAR A

EOC Reporting Summaries (continued)

Combined Summary one page for each
subject with each applicable test version
(STAAR, STAAR L, and STAAR A) with totals
for the subject across all applicable test
versions; All Students, First-time Tested
Students, and Retested Students

EOC Reporting Timeline Spring 2015

Preliminary rosters and data files for students that tested
online (Algebra I, biology, and U.S. history) will be provided
on 5/15
Preliminary rosters and data files for all records (paper and
online) that have been processed and scored (all subjects)
will be provided on 5/21
All reports will be posted online no later than 6/5; image
essays and short answers will be posted no later than 6/19
Paper reports in districts by 6/5
Item Analysis reports for the spring administration will be
available August 2015

STAAR 38 Summary of Changes

Due to the revised TEKS for grades 38
mathematics being assessed in 2015, new
standards will need to be set.
When reports are initially provided to districts,
mathematics results will contain raw scores only.
Standards will be set during summer 2015 and
final reports with scale scores and passing
information will be provided to districts in
September 2015.

STAAR 38 Summary of Changes

Due to the revised TEKS for grades 38
mathematics being assessed in 2015, new
standards will need to be set.
All reports will be provided in spring 2015.
All reports will be provided in September except for
grade 5 science, grade 8 science and social studies,
and all STAAR Alternate 2 printed Confidential
Student Reports and student labels.
PDF reports will be reposted including grade 5
science, grade 8 science and social studies, and all
STAAR Alternate 2 results.

STAAR 38 Summary of Changes (cont.)

Changes in reporting due to testing grades 5 and
8 mathematics in April
When reading tests from the March administration
have been scored, reports will be generated and
posted online only (by 4/15) and will include
Confidential Student Reports (CSRs), Confidential
Campus Rosters, Summary Reports, and Data Files.
After the April administration, mathematics results for
grades 5 and 8 will be merged with the reading results.
Printed and online reports for 5 and 8 reading and
mathematics and for the spring administration of
grades 38 will be provided to districts by 5/22.

38 Reporting CSRs
All subjects on one report
PDF online; paper copies shipped to district (two copies per
student)
Parent brochures (one sheet, two pages) will be provided
with the CSRs both English and Spanish provided; a flyer
will be provided in spring explaining why students are
receiving raw scores only on mathematics (TEKS revisions).
Parent brochures will not be provided with the revised
reports that are sent in September.
Includes STAAR or ELL Progress Measure where applicable
Same data will be available in the student portal

Initial Report No Standards

Established for Mathematics

Final Report with Math

Standards

38 Reporting Labels
Same format as 2014
Grade 5 and 8 retest labels will have previous
administration data (from current year)

38 Reporting Rosters
Separate rosters for each subject
Separate rosters for STAAR, STAAR Spanish,
STAAR L, STAAR A, and STAAR Alternate 2
All Students
Students Not Achieving Satisfactory Performance
(not provided for Alternate 2)
Includes STAAR or ELL Progress Measure where
applicable
PDF Online

38 Reporting Summaries
One page per subject; writing will also have a
constructed responses page
Separate summaries for STAAR, STAAR
Spanish, STAAR L, STAAR A, and
STAAR Alternate 2
All Students Only
PDF Online

Initial Summary Report No

Standards Established; Average Raw
Scores

Final Summary Report with

Mathematics Standards and Average
Scale Scores

38 Reporting Summaries
(continued)

Phase-In Summary one for each grade and

test version (STAAR, STAAR Spanish,
STAAR L, and STAAR A)
Number and percent of students at Level II
(and above) for the Phase-In 1 and
Recommended Standards; percent of students
at Level II (and above) for Phase-In 2 and
Phase-In 3

38 Reporting Summaries (continued)

Combined Summary Report
One page per subject
STAAR, STAAR Spanish, STAAR L, and
STAAR A Level II performance results are
combined on the same page along with
totals for all applicable test versions
Campus and District
All Students Only
PDF Online

38 Reporting Summaries

(continued)

Cumulative Summary Report

Provided for the May and June grades 5
and 8 retests (reading only in 2015)
English and Spanish are combined for
grade 5
STAAR and STAAR A are combined
STAAR Alternate 2 is not included in the
Cumulative Summary Report

Have a SUPER
testing year!!!