2014 esc training presentation combined

• STAAR and STAAR Modified English I and English II
- separate reading and writing tests have been combined into one
test to be administered on a single day
- assessments have a time limit of five hours

• STAAR Grade 4 Writing Prompt Study
Participants:
English version – grade 4 students from selected campuses
who take the English-version STAAR writing assessment
Spanish version – all grade 4 students who will take the
STAAR Spanish grade 4 writing in spring 2014
Test Date: March 3, 2014

• Student Success Initiative
- English language learners in grades 5 and 8 will be held to
Student Success Initiative (SSI) requirements for both
mathematics and reading
- English language learners assessed with STAAR L in
mathematics at grades 5 and 8 will have retest opportunities in
May and June

• STAAR Modified
- operational EOC assessment added for U. S. history in
spring 2014
- only raw scores will be reported for U.S. history

• STAAR Standardized Oral Administration (SOA)
- offered statewide as an online option for oral administration for
eligible students in the following grades and subjects:
- grade 4 reading and mathematics
- grade 7 reading and mathematics
- grade 8 science and social studies
- features a text-to-speech panel that students can use to hear
selected text in test questions, answer choices, and graphics

It’s the law!

Texas Education Code (TEC)
Sec. 39.0301. SECURITY IN ADMINISTRATION OF ASSESSMENT
INSTRUMENTS. (a) The commissioner:
(1) shall establish procedures for the administration of
assessment instruments adopted or developed under Section
39.023, including procedures designed to ensure the security of
the assessment instruments; and …

It’s the law!

Texas Administrative Code (TAC)
19 TAC Chapter 101. Assessment, Subchapter CC.
Commissioner’s Rules Concerning Implementation of the
Academic Content Areas Testing Program
§101.3031. Required Test Administration Procedures and Training Activities
to Ensure Validity, Reliability, and Security of Assessments.
(a)
(b)
(c)
(d)
(e)

Purpose.
Test administration procedures.
Training activities.
Records retention.
Applicability.

It’s the law!

Texas Administrative Code
19 TAC §101.3031(b) Test administration procedures. These test
administration procedures shall be delineated in the test administration
materials provided to school districts and charter schools annually. Districts
and charter schools must comply with all of the applicable requirements
specified in the test administration materials. 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 2013 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.

It’s the law!

Procedures for maintaining the security and confidentiality of
assessments are specified in the Test Security Supplement, the
District and Campus Coordinator Manual, and in the appropriate
test administration materials.

It’s the law!

Conduct that departs from the test administration procedures as
established in the Test Security Supplement, the District and
Campus Coordinator Manual, and test administrator manuals is
considered a testing irregularity.

It’s the law!

Violation of Security and Confidentiality of Assessments
Conduct that constitutes a severe violation of test administration
procedures (serious irregularities) may include, but is not limited
to, the actions listed below.
- changing or altering an examinee’s response or answer to a
test item
- providing, suggesting, or indicating to an examinee a
response or answer to a secure test question (this includes
suggesting that the examinee review or change his or her
response)
- aiding or assisting an examinee with a response or an
answer to a test question

It’s the law!

Violation of Security and Confidentiality of
Assessments (continued)
- duplicating secure test materials
- disclosing the contents of any portion of a secure test
- viewing a test before, during, or after an assessment
unless specifically authorized to do so
- encouraging or assisting an individual to engage in the
conduct described above
- failing to report to an appropriate authority that an
individual engaged in any of the events listed above

It’s the law!

Penalties for Violation of Security and
Confidentiality of Assessments
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.

It’s the law!

Penalties for participation in a serious violation of test security
or confidentiality may include the following reprimands:
-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
-revocation or cancellation of a Texas teacher certificate

It’s the law!

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.

It’s the law!

The superintendent and campus principal of each school district
and chief administrative officer of each charter school and any
private school administering the tests as allowed under TEC
§39.033, must develop procedures to ensure the security and
confidentiality of the tests specified in TEC, Chapter 39,
Subchapter B.

2014 Security Supplement

2014 Test Security
Supplement

Contents
Policy and Procedure Highlights
• updates and key issues
Making Your Program Secure
• things to do before, during, and after an administration
Testing Irregularities
• understanding the difference between serious and procedural
irregularities
Incident Reporting
• how to respond to testing irregularities
• how to report testing irregularities


Training Requirements
• All district or campus personnel who participate in state-mandated
testing or handle secure test materials must meet eligibility
requirements, receive annual training in test security and
administration procedures, and sign an Oath of Test Security and
Confidentiality.
• Districts allowing certified or noncertified paraprofessionals to
access secure materials or to administer tests must identify a
certified staff member who will be responsible for supervising these
individuals.


Materials Security
• District and campus coordinators are responsible for counting and
verifying that all materials as listed on the contractor’s 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
• Coordinators are required to place all secure materials in limitedaccess locked storage when not in use.


STAAR Test Session Time Limits
• Beginning in 2014, 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.


• 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 must be recorded on the seating chart.


• Multiple test sessions are allowed as long as the test 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).


Test Administration Windows, Flexible Scheduling, and
Make-up Testing
• Districts are provided the latitude to adjust test dates when a
conflict arises for STAAR grades 3–8 and end-of-course (EOC)
assessments with the exception of STAAR and STAAR Modified
grades 4 and 7 writing and the STAAR English I and II assessments.
No notification to TEA is required.
• Districts may offer make-up testing opportunities for all grades and
subjects to students who are absent on regularly scheduled
assessment days. Make-up testing must be completed by the end
of the testing window as specified on the Calendar of Events.


Reference Materials, Scratch Paper, and Graph Paper
• Students may use scratch paper.
• Reference material and graph paper written on and removed from
test booklets along with all scratch paper used by students must be
destroyed immediately after the test session is completed.


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 student’s 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.
• Incidents that result in a deviation from documented testing
procedures are defined as testing irregularities, falling into one of
two categories – procedural or serious.


• 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


• Serious Irregularities
- constitute severe violations of test security or confidentiality
- can result in the individual(s) responsible being referred to the TEA
Educator Certification and Standards Division for consideration of
disciplinary action
- must be investigated by the district coordinator immediately


• Serious Irregularities
- must be reported via phone or email to TEA as soon as the district
coordinator is made aware of the situation
- must be reported online using the Online Incident Report form
along with required documentation to TEA within ten working days
of the district becoming aware of the violation
- require a Corrective Action Plan be submitted to report any local
disciplinary action taken against educators involved in the incident
(new form)


• All incidents, both procedural and serious, should be investigated
immediately by the district in order to gather all necessary evidence
while the individuals involved are still available and able to recall
details.
• All incidents, both procedural and serious, are to be reported to TEA
via the Online Incident Report form.


• New in 2014, district officials must additionally complete the Plan of
Action section in the Online Incident Report, specifying the steps
that the district will take to prevent a reoccurrence of the
irregularity.
• Information provided in district reports, particularly the Plan of
Action, will be used by TEA in an audit of selected districts to verify
that corrective actions have been implemented.

New!!

Reporting Testing Irregularities

Reporting
Testing
Irregularities

2012
2013


2012–2013 Incident Reports

Serious Reports
Serious Reports
-- tampering
tampering
-- assistance
assistance
-- providing strategies during testing
providing strategies during testing
-- scoring tests or working problems
scoring tests or working problems
-- unauthorized viewing or recording of test content
unauthorized viewing or recording of test content
-- discussing secure test content
discussing secure test content


2012–2013 Incident Reports
(approximate numbers)

Serious
Procedural
Non-violations

Total

147
4836
229

5212

http://www.tea.state.tx.us/student
.assessment/security/

http://www.tea.state.tx.us/student.
assessment/security/incidents//


The contents of an Online Incident Report for both serious and
procedural testing irregularities must
a)clearly lay out the sequence of events of the incident;
b)explain what happened and how the event occurred;
c)include information about how the problem was resolved or
remedied;
d)if appropriate, include the name of the individual contacted at TEA,
e)include the district’s determination in the matter, and
f)include a Plan of Action that the district will put into effect to prevent
the reoccurrence of the incident.

• Online Incident Report
- It must first be determined
if the reported incident is
procedural or serious.
- The serious irregularity
incident report form will
have an area in which
required documentation can be
uploaded.
- The procedural irregularity
incident report form will not
have an area for uploading
documentation.

- include in the Description of
the Incident:
a) where and when the incident
occurred
b) who was involved
c) what happened
d) a district determination of how
or why the incident occurred
e) how the incident was resolved

Reports of procedural and
serious incidents must
both include a
Plan of Action
that describes the steps a district
will take to prevent a reoccurrence
of the incident.

Reminders about making a report
1) Contact the TEA Student Assessment Division security team
immediately
- if guidance is needed,
- if students take pictures or transmit any test
information using electronic devices, or
- to notify the security team of the occurrence of a
serious irregularity.

Reminders about making a report
2) Report the irregularity using the online Incident Report Form.
Be sure to
- identify the type of irregularity (procedural vs. serious),
- be succinct in your description of the event,
- include a Plan of Action, and
- submit documentation for serious irregularities as required.
3) Check email for a confirmation of receipt of the incident report.
This will be sent to the district test coordinator immediately
following submission of the incident report.

We need your district determination of the event.

Procedural Irregularity
- Include a summary and a determination of events in the online
incident report.

Serious Irregularity
- If the district has made a final determination of events before the
incident is reported, include in the online incident report.
- If the district has not made a final determination of events,
submit all available information in the online incident report
and follow up with the district determination as soon as possible.

Additional Action Required Notice
- In order to process the reported incident, the TEA security team
may need additional information.
- If further action or information is required, the district
coordinator will receive an Additional Action Required notice via
email.
- The district coordinator will be asked to submit the information
requested or to contact the security team within ten working
days.
- If a response is not received, and depending on the
circumstances, TEA will contact the district coordinator to
provide support or will contact the superintendent to seek
assistance.

Additional Action Required Notice
Benefits of a quick response include
- the collection of more accurate information,
- the potential to preserve students’ tests and provide appropriate
scores,
- faster responses for all individuals involved, and
- the ability for the district coordinator to close business from one
test administration before moving on to another.

TEA Response to the Report of an Irregularity
- The TEA security team will review the online incident report.
- If more information is needed, the TEA security team will send
the district coordinator an Additional Action Required notice.
- If no further action is required to complete a report of a
procedural irregularity, the district coordinator will receive an
email response letter from TEA closing the record.
- If no further action is required to complete a report of a serious
irregularity, TEA will respond to the district by either sending the
district coordinator and the superintendent a response letter to
close the record or will send the superintendent a letter stating
that a referral for sanctions against the individual(s) involved has
been sent to the Educator Standards and Certification Legal
Division.

Test Security Webpage

http://www.tea.state.tx.us/student.assessment/security/
-

2014 Test Security Supplement
Web-based Test Administrator Training Modules
Online Incident Report
Oaths of Test Security and Confidentiality

PowerPoint Presentations from the 2012 Assessment
Conference
http://www.tea.state.tx.us/student.assessment/tac/
- Test Security Update
- Testing Irregularities in 3D

Web-based Texas Test Administrator Online Training Modules
www.TexasAssessment.com/TAonlinetraining

assessment/calendars/

assessment/manuals/dccm/

Calendar Reminders
• STAAR and STAAR Modified English I and English II tests are one-day
tests with a five hour time limit.
•

STAAR Algebra I, biology, and U.S. history will be administered within a
one-week testing window.

•

The STAAR grade 8 social studies administration is scheduled for
Tuesday, April 22, 2014.

•

TAKS and TAKS (Accommodated) primary assessments are no longer
available. Any TAKS-eligible student enrolled in grade 11 or higher may
take the TAKS tests during any of the four calendar-year
administrations.

2014 Manuals
2014 District and Campus Coordinator Manual
- STAAR
- TELPAS
Please retain manual
for the entire
calendar year.

Highlights of the
• Expanded Calendar of Events page runs January ‒December 2014
• List of links to online resources expanded in Coordinator Manual
• Simplified instructions provided
• Information on principal’s role expanded
• Information added where appropriate about standardized oral
administration (SOA)
• Updated additional online resources posted

2014 District and Campus
Coordinator Manual
• List of links to all
of the online resources so
hard-copy manual users
are aware of extra information
available online

Coordinator Manual
• Organized chronologically
• Streamlined and simplified
content
- bullet points and subheads
- essential information

• Contains action-oriented
checklists embedded in text
- also available on website

• Expanded information on
organization and use of manual

Coordinator Manual
• Live links in electronic version
• Activities are designated “DC,”
“CC,” or “DC/CC,” based on
responsibility
• Expanded information on roles
of principals and technology
staff

Coordinator Manual

• Standardized oral
administration (SOA)
information
added where applicable

Coordinator Manual
• All online resources have

been updated

2014 STAAR Test
Administrator Manuals
- Grades 3–5
- Grades 6–8
- End-of-Course
• Will be posted online
mid-January 2014
• Due in districts by
February 17, 2014
• Will only be shipped once
Must be retained
throughout the calendar year!

Highlights of Test Administrator Manuals
• Instructions do not include campus and district coordinator
responsibilities but are limited to test administrator duties ‒
coordinators may assign additional duties as needed
• Allowable Test Administration Procedures and Materials
listed in test administrator manuals
• Scripts for online STAAR L and SOA are provided separately

Test Administrator
Manuals
•

Same style as Coordinator
Manual

•

Scripts cover multiple
subjects and programs

•

To accommodate some
differences in programs,
the scripts use callout
boxes

•

Wider boxes have
programspecific and subject-specific
instructions

Test Administrator
Manuals
•

Internal Table of Contents
at the beginning of the
Test Administration
Directions section

•

Points out pages for the
Guide to the Test
Administration Directions
and for the scripts

Test Administrator
Manuals
•

The Guide to the Test
has general information
about using the scripts.
This section includes
specific information
about accommodations
and oral administration
that must be read by the
test administrator prior to
the administration of the
test.

Test Administrator
Manuals
•

The Guide to the Test
provides
- directions about call-out
boxes and how to use
“SAY” directions for specific
tests, and
- information about the
distribution of reference
materials

Test Administrator
Manuals
•

Guide to the Test Administration
Directions
- includes information about
the use of testing accommodations
- describes special considerations for
English language learners
- reiterates that a test administrator
must have training from the
campus coordinator regarding oral
administration and sign the
appropriate section of the oath
prior to the test administration.

Test Administrator
Manuals
• STAAR L and SOA scripts for
online testing are separate
from other scripts

Allowable Test Administration
Procedures and Materials
•Allowable procedures and materials are available to any student who
regularly benefits from their use during instruction.
•Students cannot be required to use these procedures/materials during
testing.
•Test administrators must be informed of the availability of allowable
procedures and materials for the appropriate students.

Allowable Test Administration
Procedures and Materials
•Allowable procedures and materials are not considered
accommodations, hence are not recorded on the answer document.
•Documentation is not required beyond what is necessary for planning
on testing day.
•The Allowable Test Administration Procedures and Materials document
is located in the following places:
•
•
•
•

District and Campus Coordinator Manual Resources webpage
STAAR Test Administrator Manuals
Accommodation Resources webpage

Allowable Test Administration Procedures and Materials
1.Signing test administration directions
2.Translating directions into the native language of an English language
learner
3.Allowing a student to read test aloud to self
4.Reading aloud or signing personal narrative, expository, literary, or
persuasive writing prompt
5.Providing reading assistance on the grade 3 mathematics test

Allowable Test Administration Procedures and Materials
6. Making assistive tools available

crayons

- scratch paper
- color overlays
- highlighters, colored
- blank place marker
- magnifying devices
pencils, or

7. Giving permission for students to use tools to minimize distractions
(e.g., stress ball)
8.

Allowing individual and small group administrations

9.

Gently reminding students to stay on task

• Test Materials
• Aids/Tools Available
• Distribution Model
• Additional Orders

Test Materials
Aids/Tools
• Advance Letters/Materials List
• Available approximately one month before each test
administration
• Available online at http://www.TexasAssessment.com/login
• E-mails will be sent to district testing coordinators as soon as
the documents are posted to the website above

Test Materials
Aids/Tools
• Instructions for accessing can be found in the User’s Guide
for the Texas Assessment Management System located
under Resources at http://www.TexasAssessment.com/guide

Test Materials
Aids/Tools
• District Level
• Two types of Materials Lists
• Total number of materials being shipped to the district
(includes campus counts and district overage)
• Amount of district overage being shipped to the
Central Office
• Numbers are based directly on the participation counts
submitted during the fall and January update periods

Test Materials
Aids/Tools
• Campus Level
• Quantities show number of materials being shipped for
individual campuses
• Numbers are based directly on the participation counts
submitted during the fall and January update periods

Test Materials
Aids/Tools
• Campus Level
• Can be downloaded individually by campus and
• forwarded electronically OR
• printed and distributed by campus
• Use to compile list of additional materials needed for
each campus and the entire district

Test Materials
Aids/Tools
• White Boxes
• First box in shipment will always be white
• Easy to find
• Contains packing lists
• Contains District Coordinator Packet

Test Materials
Aids/Tools
• Schools Boxed Separately
• Schools will always be boxed separately from one another *
• No need to open at district office
• Forward directly to school to inventory
* Exceptions – very small schools

Test Materials
Aids/Tools
• Packing Lists
• Packing lists indicate materials in each box
• Detailed materials descriptions
• Pallet Detail Report indicates box numbers and
the number of boxes for each campus

Test Materials
Aids/Tools
• Materials Management Modules
• Available online at
http://TexasAssessment.com/Resources
• Click on Training, then Staff Training, then
Materials Management

Test Materials
Distribution Model
• All initial distributions are combined shipments
• Nonsecure and secure materials are packed together
in one shipment
• Precoded materials will be shipped separately for
most administrations

Test Materials
Distribution Model
• Precoded materials for most retest administrations
will arrive in the shipment of testing materials, not as
a separate shipment
• Exception: Summer EOC will be shipped separately

Important Reminder:
Precoding files have no impact or connection to the quantity of
materials shipped to a district or campus. Distribution numbers
are based directly on the participation counts submitted during
the fall and January update periods

Test Materials
Additional Orders
• Must be submitted via the online system
• Access through the Texas Assessment Management
System website at
http://www.TexasAssessment.com/login
• Instructions for accessing can be found in the User’s
Guide for the Texas Assessment Management
System located under Resources at
http://www.TexasAssessment.com/guide

Test Materials
Additional Orders
• Many items will be available in packages
• Read order form carefully to ensure ordering the right
amount of material

• Assessment Management System allows districts to
view and track all orders (excluding freight
shipments)

Test Materials
Additional Orders
• E-mails containing shipping information will continue
to be sent out the day after the order leaves Pearson
• Back-order capability for items temporarily out-ofstock

Test Materials
Additional Orders
• Braille Orders
• 2014 Braille Ordering broadcast email sent to districts on
January 6, 2014
– Posted under Communications in the Resource section of the
Assessment Management System website

Test Materials
Additional Orders
• Braille Orders
• Deadline to submit initial orders for 2014 spring
administrations is January 24, 2014
• Districts will have an opportunity order additional materials
and change braille order information during an update period
before each administration
• Deadline for updating orders for braille for the March
administrations is January 27, 2014

Test Materials
Additional Orders
• When To Order
• As early as possible
• Review the Advance Letter and Materials List as soon as it is
available
• Distribute Campus Materials Lists to individual campuses for
their review
• Fill shortages from district overage materials first

Test Materials
Additional Orders
• When To Order
• Compile additional district needs and submit one order per
test administration
• Do NOT wait until the materials have arrived and been
inventoried to submit additional order
• If materials are missing from a shipment, submit a separate
order form

Test Materials
Additional Orders
• When To Order
• Consult Calendar of Events for deadlines for ordering.
• Delivery of test materials orders placed after the published
deadline cannot be guaranteed

Test Materials
Additional Orders
• How to Avoid Last Minute Orders
• Provide accurate counts during fall participation counts
period
• Provide updated information during the January update
period
• Review counts of materials being shipped as soon as they
are available

Shipping
•UPS is the primary parcel carrier for Pearson
– UPS Next Day Air used for some scorable shipments
– UPS Ground used for some scorable and nonscorable
shipments

•Motor freight carriers will continue to be used for large
shipments

Shipping
•To schedule pickup through UPS
– Call 1-800-823-7459
– Inform the UPS Representative that you are calling in a pick up
request for Pearson and will be using their ‘Return Service’
– Provide the following information to UPS
• Account number from the return label
• Physical location (address) where packages will be picked up
• Estimated number of packages to be picked up

Shipping
– Provide the following information to UPS
• Calls to UPS should be made 24 – 48 hours prior to the
requested pick-up date
– Representative will let you know if pick-up can be made
as requested
– Some locations may have time constraints on pick-ups
– Representative will provide a confirmation number for the
reference in case questions or changes arise

Shipping
If you have difficulty scheduling a pick-up
Call Pearson at 1-800-627-0225
OR
email to
AOCAnswers@support.pearson.com

Points to Review in Training
•STAAR Spanish for grades 3–5 only
•STAAR L for mathematics, science, and social studies
only, not reading and writing
•Linguistic accommodations not just for STAAR L
•ELL assessment decisions must be made on an individual
student basis by LPAC, and, in the case of an ELL
receiving special education services, by the LPAC in
conjunction with the ARD committee.
– Note: Decisions for an entire grade or program are not
allowable (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 most
appropriate measure of academic achievement

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 student’s grade)
 Student has not yet attained advanced high TELPAS reading
rating.
 Student is within first 3 years in U.S. schools
(if unschooled asylee/refugee, then first 5)

Alignment of STAAR,
STAAR Spanish, and STAAR L
Same:
•Assessed curriculum and item types
•STAAR blueprints for building tests
•Achievement standard alignment
•Focus on readiness for next grade level or course with goal of
postsecondary readiness
Differences have to do with language accessibility:
•STAAR Spanish uses native language to help students
understand test.
•STAAR L provides English-language accommodations
to help students understand test.

ELL Participation in
STAAR Modified and STAAR Alternate
•ELLs receiving special education services who
meet requirements for STAAR Modified or STAAR
Alternate may take these assessments.
•Small number of ELLs
•ELLs participate only on basis of disability, not
second language acquisition.

Differing Degrees of Linguistic
Accommodation
STAAR
(English)

Limited degree of linguistic accommodation

STAAR
L

Moderate to substantial degree of linguistic
accommodation

STAAR
Modified

Degree varies in accordance with second language
acquisition needs of ELLs who qualify for this test

STAAR
Alternate

No specified linguistic accommodations;
observational, classroom-based assessment design
allows other languages and communication methods
to be used as needed

STAAR Spanish: Assessment is provided in student’s native language; other linguistic
accommodations not applicable.

Linguistic Accommodations
STAAR

Math, Science,
Social Studies
• Bilingual dictionary
• Extra time (same day)

Reading, Writing, English I, English II
•

Grades 3–5: Dictionaries of various types*

•

Extra time (same day)

•

Clarification in English of meaning of
•

words in writing prompt (applies to all assessments
listed above)

•

words in 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.

STAAR L
Math, Science, Social Studies
•
•
•
•

Clarification in English of word meaning*
Reading aloud of text*
Bilingual dictionary
Extra time (same day)
*Provided in online interface

STAAR Modified
Math, Science,
Social Studies

Reading, Writing, English I,
English II

• Clarification in English of
word meaning

• Clarification in English of word
meaning

• Oral translation*

• Oral translation*

• Reading aloud of text

• Reading aloud of eligible text

• Bilingual dictionary
• Bilingual glossary*

• Dictionaries of various types
(grades 3–5) **



*Unique to STAAR Modified
**Dictionary access to be provided for all students in grade 6 and up.

Dictionaries
•

Two sources for dictionary policies for ELLs taking STAAR:
STAAR dictionary policy
– Applies to reading and writing assessments in grade 6 and
above
– Available at
http://www.tea.state.tx.us/student.assessment/staar/reading/

Linguistic Accommodations for ELLs Participating in the
STAAR Program guide
– Outlines policies for the use of dictionaries on all other tests not
covered under the STAAR dictionary policy
– Available at
http://www.tea.state.tx.us/student.assessment/accommodations/

STAAR L Online Student Tutorials
•

Available early spring 2014

•

Minor updates to grades 3–8; updates to EOC version to address
assessment changes from HB 5
– http://www.TexasAssessment.com/STAARL-tutorials and
– http://www.tea.state.tx.us/student.assessment/ell/staarl/

•

Administration directions for each tutorial will also be posted.

•

Tutorials should be used to familiarize students with clarification and
read aloud accommodations and standard TestNav tools.

•

Test administration directions for 2014 STAAR L assessments will
assume some familiarity with online interface.

STAAR L Practice Sets
• Practice sets will consist of approximately 25 items
for each STAAR L assessment.
• Available in early 2014
• Will be 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 years or less
(5 or less if qualifying unschooled asylee/refugee),
and
• have not yet attained TELPAS advanced high
reading rating
Why this provision? 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 Provision
When enrolled in English I/ESOL I course, eligible
ELL shall not be required to retake assessment
each time it is administered if student passes
course but does not meet passing standard.
NOTE:
•Students are not exempt from testing while in the course.
•Provisions do not apply to English II.

STAAR L and SSI
Beginning in 2013–2014, 5th and 8th grade
students assessed with STAAR L in mathematics
will be held to same SSI requirements for both
mathematics and reading, including retesting, as
students taking the general STAAR assessments.

Exemption for Qualifying Asylees and
Refugees
• Amendment to 19 TAC §101.1005 allows for
the exemption of certain qualifying ELL
asylees and refugees from being administered
a STAAR assessment in grades 3–8.
• 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

ELL Policy Resources
•Test participation
www.tea.state.tx.us/student.assessment/ell/lpac/




STAAR
TAKS
TELPAS

•Accommodations
www.tea.state.tx.us/student.assessment/accommodations/



Linguistic accommodations
Accommodations related to disabilities

Planning for
Test Administrations

Coordination Between
LPAC and Testing Coordinators
•Testing coordinators should coordinate with LPAC
to obtain participation and accommodation
decisions in time to make testing arrangements.
•Linguistic accommodations not just for STAAR L

Sample Forms for Documenting
Participation & Accommodation
Decisions
•Record of STAAR participation and linguistic
accommodation decisions
•STAAR eligibility for special English I EOC
provision
•Student history worksheet
•Forms on LPAC assessment resources webpage
at http://www.tea.state.tx.us/student.assessment/ell/lpac/

Organizing Test Administrations
DCCM, pp. S-27 and S-33
• In some cases, students taking different
assessments may be grouped across programs,
grades, and subject areas/courses.
– Example: STAAR and STAAR L

Organizing Test Administrations
DCCM, pp. S-27 and S-33
• Students receiving certain accommodations may
need to be tested in a separate setting to
eliminate distractions to other students and to
ensure the confidentiality of the test.
• A bilingual teacher may be permitted to
administer STAAR in English to Englishdominant ELLs and STAAR in Spanish to
Spanish-dominant ELLs in the same test
session.

STAAR, STAAR L, STAAR Modified
Extra Time (Same Day) as a
Linguistic Accommodation
•Permitted for any ELL if student meets eligibility
criteria as determined by LPAC
•Not “automatic”
•Extra time within regularly scheduled school day
only
•Schools with both morning and afternoon test
sessions must include these students in morning
session.

STAAR and STAAR Modified
Linguistic Accommodations Provided by Test
Administrator
•Examples
– Clarification in English of word meaning in writing prompts (STAAR)
– Clarification in English of word meaning in short answer reading
questions (STAAR)
– Clarification in English of word meaning (STAAR Modified)
– Oral translation (STAAR Modified)

•Require additional training for test administrators
•Individual or small group administrations are
necessary for some accommodations.

STAAR L Online Test Administrations
•

District and campus coordinators, in conjunction
with technology staff, will need to follow steps to
prepare for, conduct, and complete online testing.

•

Technology staff must be available for assistance
during test administration.

•

•

Ensure that there is one pair of headphones per
student for administrations of STAAR L in which
multiple students are tested in the same room
(STAAR L online interface allows students to hear
words read aloud).
Keep in mind that students taking STAAR L online
may be eligible to use a bilingual dictionary and/or
receive extra time.

•
•
•

Districts have the option of logging in students in
grades 3–5 or allowing students to do it themselves.
All STAAR L tests contain 3 test administratorguided sample questions to familiarize students with
linguistic accommodation tools available in interface.
Remember, the best way to prepare students for
testing in the STAAR L interface is to have them
complete the online tutorial.

Recording Linguistic Accommodations for
Online Tests
STAAR EOC and STAAR L Grades 3–8 and EOC
Linguistic accommodations to be recorded along with
other applicable accommodations on the Student Test
Details screen in the Assessment Management
System.

General Guideline for Recording
Whether the student tested on paper or online,
record linguistic accommodations if these were
predetermined by the LPAC and made available
to the student during testing, even if the student
did not use the accommodation.

Recording Asylee/Refugee Information
• Information about qualifying unschooled ELL asylees
and refugees will be collected as part of the data
collection for TELPAS.
• This information is necessary to exclude eligible
students’ STAAR results from state accountability
ratings and will NOT be gathered during STAAR data
collection.

Preparing ELLs for Testing with
• In training test administrators with ELLs in their sessions,
make sure to review this section of test administrator
manuals.
• Administration “SAY” directions assume ELLs have been
told in advance
– how their sessions will be conducted
– what type of accommodations they may receive

Helping ELLs Understand Test Directions
• For all tests, ELLs may be helped to understand “SAY” directions
and test booklet directions that introduce test sections or item
formats. Test administrator is allowed to:
o paraphrase
o translate
o repeat
o read directions aloud
• Test administrator is not allowed to add directions that are
substantively different (no pointers, no test-taking strategies,
etc.).
• With the exception of STAAR L, STAAR tests have no sample
items; familiarize new ELLs with item formats ahead of time using
released items on TEA website.

Assessing New Immigrants
Who Know Little English
• In isolated situations in which completing an
assessment is not in the best interest of student
(e.g., newly arrived ELL who knows too little
English), campus coordinator, with other appropriate
personnel, may decide to submit test for scoring
without requiring student to complete test.
• Circumstances should be documented and
communicated to student’s parents after test
administration.

Affective Needs of ELLs
Recently Arrived ELLs
• Meeting affective needs of ELLs who are new to the U.S. is
important in instruction and testing.
• Help new ELLs look at first year of test results as good
information to use in setting and meeting goals for following
year.
All ELLs
• Encourage practices that involve all ELLs in setting and
reaching goals for English acquisition and academic
achievement.

Paper Administrations
of TELPAS Reading and STAAR L
Spring 2014

• Paper test booklets (including large print, if

applicable) approved by TEA in rare circumstances
• Accommodations that are not available in TestNav
• Unavoidable technological problems that make online
testing impossible
• Other special situations (e.g., homebound students,
JJAEPs, etc.)

Paper Administrations of TELPAS Reading and
STAAR L
Special Request Process
There will be one paper request form that includes
STAAR L and TELPAS.
Districts may, but are not required to, submit STAAR L
and TELPAS paper requests on same form.

STAAR L
Special Request Process
Submit paper request form to Ell.Tests@tea.state.tx.us.
Submit request at least 2 weeks before testing to allow

for processing and shipping.
If request is approved, TEA will notify district and order
booklets.
For STAAR L, shipment will include English Clarification
Guides for test administrators to use when providing
clarification in English.

STAAR L
Transcription of Answers
 There will be no paper answer document for

students approved to test on paper.
 Test administrators will transcribe student responses

into a special online transcription form.

Paper Administrations of
TELPAS Reading and STAAR L
Manuals
 TELPAS Coordinator and Test Administrator

Supplement for Paper Administrations
 STAAR L Coordinator and Test Administrator
Supplement for Paper Administrations
 Included in shipments of paper booklets
 Posted on the Coordinator Manual Resources page
 TELPAS and STAAR administration manuals do not
include instructions for paper-based testing.

Keep in Mind…
Paper

testing won’t be approved on basis
that student
knows very little English
has limited exposure to computers

Don’t forget the TELPAS and STAAR L
online student tutorials!

Texas English Language
Proficiency Assessment System
K–12:
•Listening
•Speaking
•Reading
•Writing

TELPAS Changes
• New standards were set for TELPAS reading.
– Standards were adjusted to meet the new definition of
grade level-appropriate that accompanies the
increased rigor of STAAR.

• Domain weights have shifted in composite score
calculations. Reading is now 50% of the total,
writing is 30%, and listening and speaking are
each weighted 10% respectively.

Years in US Schools Data Collection
Changes
• Beginning with calculations made and reported
in 2014, students must be enrolled for 60
consecutive school days in a school year for that
year to count as a year in US schools.
• More specific information regarding these
calculations is available on the TEA website.

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.

TELPAS Manual Changes
• There are 2 manuals for the spring
administration
– TELPAS Rater Manual
– TELPAS Reading Test Administrator Manual

ELL Progress Measure
•In 2014, ELL progress measure to be used for
accountability purposes and reported in the
teacher, student, and analytic reporting portals
using new domain weights and revised TELPAS
standards
•More information available on the ELL
Assessments Information webpage

Key Dates for Holistically Rated Components
Date

Activity

1/13

Assembling and Verifying Grades 2–12 Writing Collections Course available

1/24

End date for district coordinator training—all TELPAS components

1/27

Online basic training courses for new K–1 and 2–12 raters available

1/27

Supplemental support provider recorded Web-based training available

2/7

End date for campus coordinator training—holistically assessed components

2/17

End date for training raters and verifiers on administration procedures

2/17

Earliest eligibility date for TELPAS writing samples

2/17

Calibration window opens for new and returning raters—first 2 sets

2/26

Third and final calibration set available

3/17–4/9

TELPAS assessment window

Important to Emphasize
• Holistic rating training is key.
• Individuals must complete state-required training and
calibration activities to be raters.
• Those who complete all requirements but don’t
successfully calibrate by end of set 3 may be raters if
district chooses, but districts must provide rating support
in manner that assures valid and reliable assessment.
• Returning raters who have not completed rater training
within the last three school years are required to
complete the online basic training course before
calibrating.
• Implement validity and reliability checks during testing
window.

User Lookup Tool
• Coordinators and assistants with administrative
access can
–
–
–
–

modify the last name of a user.
send a user password reset email.
NEW modify the email address of a user.
retrieve an email address associated with a user’s
TrainingCenter account.
– retrieve a username associated with a user’s
TrainingCenter account.
– see account status (active/deactivated) for all users.

Holistic Rating Training Report
Enhancement
At-a-Glance report has been changed to
include the amount of time raters spent in
calibration sets.

TELPAS Submission in
Assessment Management System
•Student data consisting of student identification,
demographic, and program information
•TELPAS assessment information including
students’ answers to reading tests for grades 2–
12 and holistic rating information
NEW: If a student has been approved to take a paper administration of the
grades 2–12 TELPAS reading tests, all holistic ratings, reading test
information (including student responses), and other student information
must be entered into the Assessment Management System. This
information will not be submitted on a paper answer document.

TELPAS Submission in
Assessment Management System
•A student approved by TEA to take a paper TELPAS
reading test will need to be placed in a TELPAS rating
entry group so that holistic ratings and other rater
information can be entered online.
•A student approved by TEA to take a paper TELPAS
reading test will need to be placed in an online test
session so that responses to test questions can be
transcribed into a special online form.

Final Data Verification Window
• Assessment window closes Wednesday, April 9
• Verification window closes Friday, April 11
NOTE: The verification window will end at 7 p.m.
(CT) on Friday, April 11.

TELPAS Student Tutorials
• As in the past, tutorials are separate from tests.
• Recommended for students new to TELPAS
 Several different test item formats
 Since no sample items with test, practice with
item formats and online interface is useful

• Tutorials available at
http://www.TexasAssessment.com/TELPAStutorials

TELPAS Resources
•
•
•
•
•
•
•
•
•
•
•
•

District and Campus Coordinator Manual
Coordinator Manual Resources Webpage
TELPAS Manual for Raters
TELPAS Manual for Reading Test Administrators
TELPAS Resources Webpage PowerPoints
Assembling and Verifying Grades 2–12 Writing Collections (Optional Online
Course in Texas TrainingCenter)
Coordinator’s and Rater’s User Guides for Online Holistic Rating Training
Educator Guide to TELPAS
User’s Guide for Texas Assessment Management System
User Roles and Permissions for Texas Assessment Management System
TestNav 7 Combined Technical Guide
Unified Texas Minimum System Requirements

Spring ELL Assessment Update TETN
• Topics will include:
– ELL assessment activities for spring
– STAAR L accommodations
– tutorials and STAAR L practice sets

• January 29, 2014
• 9 a.m. to 12 p.m.
• Open to ESCs and districts

Where do we look for accommodation
information for TAKS,
TAKS Accommodated, & TAKS-M?
• Accommodation information for students who are
assessed with TAKS is located in the 2010-2011
Accommodations Manual.
• Additional resources for TAKS accommodations are
located at
http://www.tea.state.tx.us/student.assessment/taks/accommodations/.

Overview of Major Changes for 2014
• Move from 3 types of accommodations to only 2
• Many procedures previously listed in the 2013 Optional Test
Administration Procedures and Materials document are allowable
for any student per the 2014 District and Campus Coordinator
Manual.
• Reminders to stay on task
• Preferential seating

• Individual and Small-Group Administrations are no longer considered
accommodations but allowable for any student.
• HB 5 EOC deletions
• Standardized Oral Administration (SOA)
• Allowable technology devices clarification
• Answer document changes

What are Accommodations for Students
with Disabilities?

 Changes to instructional materials,
procedures, or techniques that are
made on an individual basis and allow
a student with a disability to participate
in grade-level or course instruction
and testing
 Should be evaluated regularly to
determine effectiveness and to help
plan for accommodations the student
will need each year

 Are not changes to the
content being assessed and
should not replace the
teaching of subject-specific
knowledge and skills as
outlined in the TEKS
 Should not be provided to
an entire group of students,
such as those in the same
class or disability category

Which students are eligible for
accommodations?

Applies to students taking STAAR, STAAR Spanish, STAAR L, STAAR
Modified, and TELPAS
For purposes of statewide assessments, a student needing
accommodations due to a disability includes
• a student with an identified disability who receives special education
services and meets established eligibility criteria for certain
accommodations
• a student with an identified disability who receives Section 504
services and meets established eligibility criteria for certain
accommodations
• a student with a disabling condition who does not receive special
education or Section 504 services but meets established eligibility
criteria for certain accommodations

Who has the authority for decision
and documentation?
•Special education services‒the ARD committee; documented in IEP
•Section 504 services‒the 504 placement committee; documented in IAP
•No special education or Section 504 services‒the appropriate team of
people at the campus level; documentation determined at local level
• Response to Intervention (RTI) team and
student assistance team are examples.
• This applies to a small number of students.
•In the case of an ELL, the LPAC works in conjunction with the applicable
group; documented in permanent record file

What is the purpose of the
Accommodation Triangle?
• Organizes accommodations for
students with disabilities by type
depending on the decision-making
authority–

• appropriate team of people at the campus level
or
• approval of an Accommodation Request Form by
TEA.

What accommodations are available?

This type of PDF
document opens when
the link to an
accommodation in
the triangle is clicked.

What are Type 1
Accommodations?
Decision made by the appropriate team of
people at the campus level based on
TEA’s accommodation policies

1

What does Routinely, Independently,
and Effectively Mean?
Routinely
• Used often enough that the student is familiar with and comfortable
using accommodation on a statewide assessment
• Not necessarily used every day or in every class
Independently
• Only applicable to some accommodations (e.g., applies to use of a
calculator but not to an oral administration)
Effectively
• Accommodation meets student needs as evidenced by data and
observations with or without accommodation use.

What are Type 2 Accommodations?
• Only for a very small number of students
• Student must meet all eligibility criteria listed.
• Appropriate team of people at campus level
determines eligibility for listed accommodations or
“other” accommodations not defined in the triangle.
• Requires the approval of an Accommodation
Request Form (ARF) from TEA

2

What are Type 2 Accommodations?
 Requires an approved ARF because Type 2
accommodations involve a test administrator
handling or manipulating secure test materials or
student responses in ways that could compromise
test security, confidentiality, and/or student results
 TEA provides specific guidelines with an approved
ARF in order to ensure
that Type 2 accommodations are
provided in a standardized
manner.

2

What are “OTHER” Type 2 Accommodations?
Any accommodation that is
not listed in the triangle can be
considered if the student
needs it to access the test.
Other accommodations can
not be requested through the
online system. Districts must
contact TEA to discuss when
the use of an “Other”
accommodation is
appropriate.

Accommodation Request Process
How do we request
Type 2 Accommodations?
• Accommodations for Students with Disabilities webpage
• “Accommodation Request Process” document outlining the process
for requesting Type 2 accommodations
• Link to the updated online Accommodation Request Form
• Districts must indicate that a student has met each of the listed eligibility
criteria PLUS answer specific questions that detail evidence of student
need.
• Specific questions are included in the online system to help districts
complete the rationale section for Type 2 accommodations. This
information must be provided in the rationale section of the online
Accommodation Request Form.

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

How do we document accommodations?
• Specific information in the 2014
District and Campus
Coordinator Manual
• Mark GA, BR, LP, OA, XD,
and/or LA in the blank bubbles
for each subject.
• Mark each accommodation that
is documented and made
available to a student, even if
the student did not use the
accommodation during testing.

How do we determine appropriate accommodations
in unexpected or emergency situations?
• Step 1: Consider test administration procedures and materials
allowed for any student (2014 DCCM). There is no need to contact
TEA.
• Step 2: Consider whether a Type 1 accommodation can meet the
student’s needs. Consideration should be given to accommodations
that the student can independently use. There is no need to contact
TEA.
• Step 3: If a Type 2 accommodation will be needed, contact TEA’s
Accommodations Task Force for permission and additional
instructions.

How do we determine appropriate accommodations
in unexpected or emergency situations?
Encouraging
Example Scenarios
student
– Student arrives at school without prescribed
independence
eyeglasses  try Large Print before an Oral should be a
Administration
priority

– Student arrives at school with dominant arm
broken  see if student can write math
computations on a white board with nondominant hand (scratch paper allowed for any
student who needs it) and dictate responses for
the test administrator to transcribe (Basic
Transcribing) before requesting Type 2
accommodation-Mathematics Scribe

Special Note Regarding Technology

Districts are required to have procedures in place to
prevent the use of cell phones and personal
electronic devices during test administrations.
Electronic devices can disrupt the testing
environment and compromise the security and
confidentiality of the test. When using technologybased accommodations (e.g., calculator), students
are NOT permitted Internet access during testing.
Also, electronic devices with Internet or photographic
capabilities are not allowable.

Standardized Oral Administration (SOA)
•

For 2014, the following assessments are offered statewide as an online
option for oral administration
– grade 4 reading and mathematics
– grade 7 reading and mathematics
– grade 8 science and social studies

•

All guidelines for oral administration apply to SOA.

•

Allows a student to independently select and change his or her level of
reading support during the test administration
– SOA should only be administered to an eligible student for whom the
appropriateness of this type of oral administration has been discussed and
documented.

•

Online tutorial is available at:

http://www.tea.state.tx.us/student.assessment/SOA/

How should students be grouped for an Oral
Administration?
• Consider
– level of reading support
– pace at which students work
– number of students one test administrator can handle

• Plan for mixtures of support level and pace
– know what level of support each student receives
– remember the four-hour time limit
– move around room and read aloud to students
individually or to small groups of students working at
a similar pace

What does the phrase “evidence of reading
difficulty” mean?

• A problem with reading
– The problem could be caused by a learning disability in
reading.
– The problem could be caused by other conditions, for
example
 ADHD
 emotional or behavioral disability
 processing or memory issue

• The ARD or Section 504 committee decides if the
student exhibits evidence of a reading difficulty.

What does the phrase “disability that affects
math calculation” mean?
• A problem adding, subtracting, multiplying, and dividing
using paper and pencil
– The problem could be caused by a learning disability in
mathematics.
– The problem could be caused by other conditions, for
example
 ADHD
 emotional or behavioral disability
 processing or memory issue

• The ARD or Section 504 committee decides if the
student’s disability causes him or her to have a problem
calculating with pencil and paper.

What are the differences in eligibility between
Basic Transcribing and Complex Transcribing?
Basic Transcribing
Complex Transcribing
•

•

Meets at least one of the
following

– The student has an impairment
in vision that necessitates the
use of braille or large-print test
materials.
– The student has a disabling
condition that prevents him or
her from independently and
effectively recording responses.

Local Decision

•
•

•

Student is unable to effectively use
Basic Transcribing.
Meets at least one of the following

– The student has an impairment in vision
that necessitates the use of braille or
large-print test materials.
– The student has a physically disabling
condition that prevents him or her from
independently and effectively recording
responses.

Accommodation Request Form
Required

What are Special Instructions/Considerations
for Transcribing?
•

When transcribing a student’s responses to griddable questions, the test
administrator MUST use the “Transcribing Griddable Questions” document
so that the student is aware of the maximum number of boxes available for
each answer.

•

The student must be given the full testing time to complete the test. All of
the student’s responses must be initially recorded by the student (e.g.,
onto scratch paper, the student’s test booklet, typed) by the end of the
time limit.
– It is recommended that the test administrator ensure that the student
makes all responses clearly and completely.
– Any interaction with the student regarding the intended responses is
prohibited after the testing period has ended.
– If needed, the test administrator may transfer the student’s final responses
onto the answer document after the testing period has ended.

What are Special Instructions/Considerations
for Transcribing?
– The test administrator must indicate to the student the
space allotted for his/her written composition (26 lines)
and/or short answer reading responses (10 lines).
 26 lines of handwritten text = ~ 1,750 typed characters (including
spaces) = ~ 3 or 4 braille pages (depending on the size of braille
paper)
 10 lines of handwritten text = ~675 typed characters (including
spaces) = ~2-3 braille pages (depending on the size of braille
paper)

How many large-print booklets
can a district order?
• Large-print materials should only be ordered for
students who meet the eligibility criteria.
• Districts who order excessive numbers of largeprint materials will be flagged for review.

assessment/accommodations/

Click this link to see all
resources for accommodations
for students with disabilities

Available Resources
http://www.tea.state.tx.us/student.assessment/acco
mmodations/staar-telpas/
• Critical Information about Accommodations
• Accommodation Policy documents
• Accommodation Request Process documents
• Link to online database
• Training PowerPoints (TETNs, Supplemental Aids, Student
Scenarios)
• Braille, large print, and deaf/hard-of-hearing appendices
• Font and point size matrices

STAAR Alternate is the state assessment for
students with significant cognitive
disabilities.

TEA Resources For Testing Coordinators
Coordinator Checklist of
Responsibilities

Policy Information
Training Center
Information
All can be found on the STAAR Alternate Resources webpage on the TEA website.
http://www.tea.state.tx.us/student.assessment/special-ed/staaralt

Assessment Window January 6th -April 18th

Monitoring Test Assignments

 Check if any recent ARD decisions have been made
that would affect how the student assignments are
set up in the system.
 Ensure that student assessments are linked to the
appropriate alternate assessment test administrator
in the Assessment Management System so that
evaluations can begin.
 Unregister any students no longer being assessed
with STAAR Alternate and add any new students or
alternate assessment teachers.
 Ensure that all test administrators have completed all
required training before access to the Assessment
Management System is provided.
Have the alternate assessment teacher verify the grade level and courses!

Pearson Resources to Help Link Teachers to
Student Assessments

Home>Resources>Training>
Texas Assessment Management
System

Monitoring Completion of Assessments
District testing coordinators did a great job
last year in monitoring!

Monitor progress on the assessments.
Number of
registered
students

Need to have “0” in these
columns to ensure that all
students will be tested.

Test Administrator Training

Monitor test administrator training by verifying that
 all training modules have been completed and the
test administrators passed with 80% accuracy
 supplemental support is provided before the third
attempt is given to the teacher
 supervision is occurring for any test administrator
that has not passed all the modules but is continuing
to implement the assessment
Check to verify the training
status of all test administrators on the
TrainingCenter by viewing the STAAR Alternate
At-A-Glance Training & Qualification Report

Storing the Documentation Forms
District Testing Coordinators must:



develop and communicate the district policy on
where the documentation forms will be stored



ensure that only one official documentation form exists and
that all forms are stored in the same location for the
campus



make sure test administrators know that the form
must remain secure and confidential while it is in their
care until given to the testing coordinator for storage



secure all forms by the close of the assessment window



inform staff that forms will not be accessible after
April 18, 2013 at 7:00pm CST

Test administrators should use caution when taking the documentation forms out of the
classroom or building or when forms are stored on computers, laptops, or flash drives.

STAAR Alternate Timeline lists key
administration dates.

March 28, 2014 is the transfer cut-off date. Students
who move into the district after that date do not have to
be tested by the receiving district.

Parent Materials will be updated in March to explain the
growth measure that will be added to the CSR this year.

Grades 3-8

Parent Brochure for Grades 3-8
Available in English and Spanish

PowerPoint available in English and
Spanish
EOC

Growth Measure


The range of available score points for STAAR Alternate (0-84)will
be divided into stages that will be applied to the student’s
performance.



The growth measure will compare two years of results to
determine if growth occurred between the stages.



Positive growth between stages will be factored into AYP
calculations.

Cut Scores


The adjusted cut score for satisfactory performance used during
the 2012 administration will be applied to the May 2014 results.

STAAR Alternate Redesign



Due to state legislation, STAAR Alternate is being
redesigned for administration in spring 2015.



The test will be a standardized item-based assessment that
will be administered to all students in that grade or course
who meet the participation requirements for an alternate
assessment.



Complexity levels will no longer be a part of the new
assessment design and will not need to be determined by
the ARD committee.



During December and January, many districts participated
in the STAAR Alternate Pilot Study.



Information collected during the pilot study is currently
being analyzed for use in developing the final assessment
design.

More detailed information about STAAR Alternate can be found at
http://www.tea.state.tx.us/student.assessment/special-ed/staaralt

What is STAAR Modified and
who is it for?
• An alternate assessment based on modified academic
achievement standards
• different passing standard than STAAR
• test questions that are based on STAAR
• For students receiving special education services who meet
participation requirements

GRADE/COURSE
3
4
5
6
7
8

SUBJECTS ASSESSED WITH STAAR
MODIFIED IN SPRING 2014

reading, mathematics
reading, mathematics, writing
reading, mathematics, science
reading, mathematics
reading, mathematics, writing
reading, mathematics, science, social studies
English I, English II
Algebra I
End-of-Course (EOC)
biology
U.S. history

•

How have the test designs for
STAAR Modified English I and II
changed?
For the spring 2013 administrations,
– reading and writing were separate tests
– the tests were administered over two four-hour days

• For the spring 2014 administrations,
– reading and writing are combined into one test
– the tests will be administered in one five-hour day

• A redesigned test blueprint is posted on the “What’s New”
page of TEA’s Student Assessment website.

Participation Requirements
How does an ARD committee determine
whether STAAR Modified is the appropriate
assessment?
1) Review the student’s present level of academic achievement
2)

3)
4)

and functional performance (PLAAFP).
Review the student’s instructional plan, which includes the
goals, objectives, accommodations, and/or modifications the
student will need in order to access the grade-level/course
Texas Essential Knowledge and Skills (TEKS).
Determine the appropriate assessment for the student based on
the instruction the student is receiving and whether the student
meets the participation requirements.
Document the assessment decision, including any
accommodations.

Participation Requirements
•

What does “State-required Documentation Form” mean?
–

•

TEA requires the completed STAAR Modified Participation
Requirements Form to be included in the student’s IEP.

Which district personnel can complete this form?
–

a member of the ARD committee who participated in the
meeting where the statewide assessment decision was
determined (e.g., special education teacher, ARD facilitator,
administrator)

Since 2014 is the last year that STAAR Modified
will be administered, what do ARD committees
document in the IEP regarding assessment for
next year?
• In the 2014-2015 school year, STAAR and STAAR Alternate will
be the assessment options for students receiving special
education services.
• The types of accommodations that may be provided to
students moving from a modified assessment to a general
assessment have not yet been determined.
• Further information regarding plans for the inclusion of this
population of students in the general assessment program
beginning with the 2014–2015 school year will be forthcoming.

If a student fails a STAAR Modified EOC assessment, is
he/she required to retest?

• It is not necessary for a student to retest if he/she failed a STAAR
Modified EOC assessment or was absent during testing.

• According to federal and state regulations, students who take a

modified assessment are not held to the same graduation
requirements as students who take the general assessment.
Meeting the passing standard on a STAAR Modified EOC assessment
is not a graduation requirement, so participating in additional
testing opportunities is not necessary.

• In addition, students taking a STAAR Modified EOC only have one
final opportunity in spring 2014 to take the assessment.

If a student takes STAAR Modified in high school
but is dismissed from special education before
graduation, will the student now have to take
STAAR?
• Yes. The student is now held to the same requirements as all other general
•

•

education students.
Students dismissed from special education who have already fulfilled some
of their course and assessment requirements for graduation under an IEP
are not required to retake any such courses or assessments.
The student will continue on the MHSP, as only students meeting
curriculum requirements for the RHSP or DAP and performing successfully
on all five STAAR EOC assessments can graduate on these programs.

Available Resources
Website
http://www.tea.state.tx.us/student.assessment/special
-ed/staarm/

Email
Assessments.studentswithdisabilities@tea.state.tx.us

Components of the 2014 Texas
Assessment Program
• State of Texas Assessments of Academic
Readiness (STAAR)
–
–
–
–

STAAR Spanish
STAAR L
STAAR Modified
STAAR Alternate

• TAKS (exit level)
• Texas English Language Proficiency
Assessment System (TELPAS)

Answer Documents
• STAAR and STAAR Spanish — one combined
answer document
• STAAR L is online
• STAAR Modified — separate answer document
• STAAR Alternate — no answer documents should
be submitted for students assessed with STAAR
Alternate

Answer Documents (continued)
• STAAR L is NOT available for the
subjects/programs listed below:
– Reading, Writing, English I, and English II
– STAAR Spanish
– STAAR Modified

• TELPAS — no answer documents
• TAKS — only exit level; online only October
2014

• STAAR Score Codes
– “S” – tested
– “A” – absent
– “O” – other (illness, testing irregularity, EOC/above grade level,
etc.)
– “*” – paper/online or STAAR/STAAR Modified
– SSI score codes – “P,” “R,” “PW”
– EOC defaults to “O” if student previously achieved Level II:
Satisfactory Academic Performance (score code default set to
‘3’)

NOTE: For each subject area, only ONE score code
should be gridded.

• An “*” score code is present on all STAAR and
STAAR Modified answer documents that have
two subject areas tested.
NOTE: For each subject area, only ONE score code
should be gridded.

Answer Documents (cont.)
• TEST TAKEN INFO field — information about
the language version (English or Spanish) must
be recorded in this field.
– “EN” or “SP” for grades 3, 4, and 5

• For each subject area tested, only ONE bubble,
if applicable, should be gridded in the TEST
TAKEN INFO field to show which assessment
the student was administered.
– Determine the language version of the assessment that
the student will take (grades 3, 4, and 5 only).
– Follow the same steps to grid the TEST TAKEN INFO field
even if the student is absent from the test or illness/test
irregularity occurs during testing.

STAAR
(English and Spanish)

STAAR
EOC

• Foreign Exchange Students
– Required to test
– Bubble on the Spring 2014 answer documents
– No bubble on the July 2014 answer documents
– No gridding of Agency Use field

• Graduation Requirements
– Algebra I, biology, English I, English II, U.S. history
– English I and English II Transition Rules for reading and
writing tests prior to Spring 2014

• Testing requirements
• Answer documents – Absent/Other/Void

STAAR Precoding
• Precoded labels – English I, II, Modified, and
grade 4 and 7 writing
• Precoded answer documents – STAAR EOC
(Algebra I, biology, and U.S. history) and grades
3–8 reading, mathematics, science, and social
studies

Precoding (Continued)
• Districts can receive two precoded answer
documents (when appropriate) for students testing
above grade.
– Example: A student will take grade 6 reading and grade 7
mathematics. Submit a record in the precode file with the gradelevel-code as ‘06’ and a value of ‘07’ in the “Above Grade Code”
field.

• STAAR EOC English I and II
– STAAR English I and II are combined assessments (reading and
writing) beginning in spring 2014. Only one student record needs
to be submitted for a student taking English I or English II. Use
subject codes E1 or E2 to register students for appropriate tests.
Records must indicate if the student will test online or on paper

Precoding (Continued)
• If the student is identified as Special Education = ‘1’
and is testing on paper, a precoded answer
document and a precode label (in case the student
needs to test with Modified) will be provided.
• Reminder that we do not pull PEIMS records for
EOC. Districts need to supply data if they want
precode documents for students other than the nonmasters.
• Campuses selected to participate in the 2014
STAAR Grade 4 Prompt Study will receive precode
labels from the PEIMS file.

Precoding

(Continued)

• STAAR L is given online
– Register students with an ‘L’ in the “STAAR EOC Test Version Code”
when submitting a student data file. Submit only for Algebra I,
biology, and U.S. history.
– Records will also need to be designated as online in the “Test
Format” for EOC.
– For grades 3–8 when a student is designated as STAAR L in the data
file and one of the tests is not a STAAR L test, the student will be
registered for the STAAR L test and will receive a precoded
document for the non STAAR L subject (reading and mathematics
assessments on the same answer document).
– For spring 2014 Standardized Oral Administrations (online tests) will
be available for grades 4 and 7 mathematics and reading and grade
8 science and social. You will be able to register students through a
data file submission by using the correct code as indicated in the
Student Data File Format for Student Registration and Precoding.

STAAR Reporting
• EOC and 3–8 will have separate data files/reports
• All reports will be provided online in PDF format
• STAAR, STAAR Spanish, STAAR L, STAAR
Modified, and STAAR Alternate will all be reported
on the same file
• Changes between 2013 and 2014 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, and
cumulative history (grades 5 & 8 retests) summary
reports
• Data Files – individual student data files
• Item Analysis Summary and Individual Reports
(STAAR and STAAR Modified)

STAAR Optional Reports (Formats)
•
•
•
•
•
•

CSRs – extra copy or PDF on CD-ROM
Labels – extra copy or no labels
Rosters – paper or PDF on CD-ROM
Summaries – paper or PDF on CD-ROM
Data Files – CD-ROM
Images of Essays and Short Answers (provided
at the same time that other reports are posted)

STAAR EOC – Summary of Changes
• Reduction of subjects
• Combining English reading and writing into a single
assessment
• All Students, First-Time Tested, and Retested
categories for summary reports (STAAR and STAAR
L)
• No cumulative history file; cumulative history
incorporated in individual data file
• No Achieved Minimum Score
• No Level III Phase-In Summary

STAAR EOC – Summary of Changes (continued)
• STAAR and ELL progress measures on CSRs,
Rosters, and in Data Files
– STAAR Progress Measure applicable to Algebra I (STAAR,
STAAR Modified, and STAAR Alternate)
– ELL Progress Measure applicable to all subjects for
STAAR and STAAR L

• TSDS Student ID added to data file (for EOC, 3-8,
and TELPAS) – pulled from PEIMS file
• Cumulative history available in the student portal in
January.

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 and STAAR L will
be provided
– Report the administration with the highest scale score
if the student passed
– Report the latest administration if the student has not
passed

• Will provide current administration results for
STAAR Modified and STAAR Alternate

EOC Reporting – Rosters
• Separate rosters for each subject
• Separate rosters for STAAR, STAAR L, STAAR
Modified, and STAAR Alternate
• “All Students”
• “Students Not Achieving Satisfactory Performance”
(not provided for Modified or Alternate)
• Includes STAAR or ELL Progress Measure where
applicable
• “Total Students Tested” has been added
• 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 Modified, and STAAR Alternate
• “All Students”, “First-Time Tested Students”, and
“Retested Students” (page not printed if 0
students) at campus, district, region, and state
for STAAR and STAAR L
• PDF online

EOC Reporting – Summaries (continued)
• Constructed Responses Summary (English I and
II)
– One page for STAAR (each subject) showing the
distribution of score points for the short-answer
items and written composition
– One page for STAAR Modified (each subject)
showing the distribution of score points for the
written composition

EOC Reporting – Summaries (continued)
• Level II Phase-In Summary – Algebra I, biology, and
U.S. history on one 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, Phase-In 2, and
Recommended Standards
• One set each for STAAR, STAAR L, and STAAR
Modified

EOC Reporting – Data Files
• One data file for EOC
– Includes information for the administration being
reported – one record per student/assessment
•

Will include item level data for both STAAR and STAAR
Modified (excluding Modified U.S. history) for the spring
administration only
• Student Expectation information will be posted on TEA’s
website (spring administration only)

– Includes cumulative history for STAAR and STAAR L
•
•

Report the administration with the highest scale score if the
student passed
Report the latest administration if the student has not passed

EOC Reporting – Spring 2014
• Preliminary rosters and data files for students
that tested online will be provided during week of
May 12
• All reports will be posted online before June 6 th
(probably earlier); Districts ordering image
essays will receive them at this time
• Paper reports in districts by June 6th
• Item Analysis reports for the Spring
administration will be available August 2014

STAAR 3–8 – Summary of Changes
• STAAR and ELL progress measures on CSRs,
Rosters, and in Data Files
– STAAR Progress Measure applicable to grades 4-8
reading and mathematics for STAAR, STAAR
Spanish, STAAR Modified, and STAAR Alternate
– ELL Progress Measure applicable to all grades and
subjects for STAAR English and STAAR L
– Note: for April grades 5 & 8, there will not be any ELL
Progress Measure results reported initially because
TELPAS results will not be available. Results will be
updated on the student portal and will be provided in
the consolidated accountability file provided in July.

• On Track information provided in data file

3–8 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
• Includes STAAR or ELL Progress Measure
where applicable
• Same data will be available in the student portal

3–8 Reporting – Labels
• Same format as 2013
• Grade 5 & 8 retest labels will have previous
administration data (from current year)

3–8 Reporting – Rosters
• Separate rosters for each subject
• Separate rosters for STAAR, STAAR Spanish,
STAAR L, STAAR Modified, and STAAR Alternate
• “All Students”
• “Students Not Achieving Satisfactory Performance”
(not provided for Modified or Alternate)
• Includes STAAR or ELL Progress Measure where
applicable
• “Total Students Tested” has been added
• PDF Online

3–8 Reporting – Summaries
• One page per subject; STAAR writing will also
have a constructed responses page
• Separate summaries for STAAR, STAAR
Spanish, STAAR L, STAAR Modified, and
STAAR Alternate
• “All Students” Only
• PDF Online


(continued)

• Phase-In Summary – one for each grade
• Number and percent of students at Level II
(and above) for the Phase-in 1, Phase-In 2 and
Recommended Standards for each subject
• One each for STAAR, STAAR Spanish,
STAAR L, and STAAR Modified


(continued)

• Cumulative Summary Report
– Provided for the May and June Grades 5 & 8
Retests
– One for each subject
– English and Spanish are combined for grade 5
– STAAR and STAAR L are combined for
mathematics
– STAAR Modified and STAAR Alternate are not
included in the Cumulative Summary Report

3–8 Reporting – Data File
• One data file for each administration for STAAR
3–8 (same format for each administration)
– Will include item level data for both STAAR and
STAAR Modified for the primary administrations only
– Student Expectation information will be posted on
TEA’s website (primary administrations only)
– Will contain previous year history information

Consolidated Accountability Files
• Provided to districts and regions in mid July
• One record per student containing current-year
and previous-year assessment information
• Considerable changes to file format due to
reduction of EOC subjects – plan to post file
format in February on TEA’s website
• Source file for the 2013–2014 assessment
results used to determine the 2014
accountability ratings

Test Taken Information Changes, Score
Code Changes, and Student Test
Warnings (Record Changes)
•Updates will be made through the Texas
Assessment Management System for STAAR and
through SchoolHouse for TAKS and TELPAS
– Because Progress Measures and accountability data require
matching to historical data, it is very important to resolve
warnings
– Updated CSRs and data files will be provided online
– Enhancements to Resolve Student Test Warnings list and screen
flow on the Assessment Management System

STAAR Student Test Warnings - List

Student Test Warnings – Resolution Page
•

Once you select a student, you will be taken to this screen to decide
if the warning can be resolved.

Student Test Warnings – Edit Page
• You will be able to edit answer document information or
Directory information (if needed) to correct the warning

TAKS and TELPAS
• Same reports will be offered as in previous years
• TELPAS
– New standards will be used for grades 2–12 reading
– Different weighting of domains to calculate the
TELPAS composite score
• Previously: reading – 75%, writing – 15%, listening – 5%,
speaking – 5%
• Beginning in 2014: reading – 50%, writing – 30%, listening –
10%, speaking – 10%

• Assessments Available Online
• Resources Available for Administrators
– Manuals and Guides
– Training

• Resources available for students
• Accommodations available for Online Testing
• Contacts

Assessments Available Online
•

STAAR®
–

•

STAAR L (online only)
–
–
–
–

•

Grade 4 reading and mathematics (English only)
Grade 7 reading and mathematics
Grade 8 science and social studies

TELPAS (online only)
–

•

Grades 3–8 mathematics
Grades 5 and 8 science
Grade 8 social studies
Algebra I, biology, U.S. history

Standardized Oral Administration (online only)
–
–
–

•

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

Grades 2–12 reading

TAKS
–

Exit level English Language Arts (ELA), mathematics, science, social studies

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