Principal Testing Training - Donna Independent School District

Principal Testing Training
Principal 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
 Principals
are required to receive annual training in
test security and general testing procedures
 Each
principal must sign an Oath of Test Security
and Confidentiality.
Principal Responsibilities
 ensuring
that test security is maintained,
 overseeing the implementation of the test administration
 establishing, in conjunction with the campus coordinator,
test administration processes specific to the campus,
 overseeing the training of campus personnel, in
cooperation with the campus coordinator
 monitoring testing sites on live testing days
 Reporting any suspected violation of test security to the
district testing coordinator.
Principal Responsibilities (continued)
Designate Test Administrators/Test
Administrator Requirements
Assigning test administrators should be done in cooperation with
your school’s principal.
Test Administrators must hold valid education credentials, such as
Texas educator certificates and permits.
District or campus personnel who do not hold the appropriate
credentials may administer tests under the supervision of a
professional who does meet the criteria (certified staff member must
be identified).
Test administrators may include teachers (including those who hold
teaching permits or probationary certificates), counselors, librarians,
substitute teachers, and other professional educators (such as retired
Test administrators must initial and sign the test administrator oath
following training on test security and general testing procedures
and before handling secure test materials.
IT’s the LAW
Test Security and Confidentiality Requirements
 All
assessment instruments as defined under TEC
Chapter 39, Subchapter B, 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 handle this
information in strict accordance with the instructions
contained in all manuals.
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.
Test Security
Test Security involves accounting for all secure materials and
confidential student information, before, during, and after each
test administration.
Districts must ensure that only individuals permitted to have
access to these materials and information are district personnel
who meet the requirements to participate in the Texas student
assessment program, have been trained, and have signed the
appropriate oath.
Districts are required to implement the controls necessary to
ensure the proper storage and accurate tracking of secure
materials throughout each stage of all test administrations.
Donna I.S.D. is utilizing itrackSTAAR
( an Online Test Booklet
Tracking System.
Test Security (continued)
Documents used to account for materials should be completed accurately and
carefully maintained in a location that would prevent them from being
compromised (Materials Control Form… now generated via iTrackSTAAR).
Other steps districts must take to maintain proper security include by are not
limited to:
● placing test booklets and answer documents in
secure, limited-access, locked storage when not in use;
● collecting and destroying immediately after each test administration
any state supplied reference materials, recordings, graph paper, scratch
paper that students have written on during the test;
● ensuring when testing has concluded that all secure materials assigned
are inventoried (itrackSTAAR).
Confidentiality Requirements
Maintaining the confidentiality of the Texas
student assessment program involves protecting
the contents of all test booklets, online assessments,
completed answer documents, TELPAS holistically
rated components, and STAAR Alternate
documentation forms. This requires compliance
with, but is not limited to, the following guidelines:
Confidentiality Requirements (continued)
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 by the procedures outlined in the test
administration materials.
No person may duplicate, print, record, write notes about, or capture
(electronically or by any other means) any portion of a secure
assessment instrument (paper or online). Districts may not duplicate
and retain either student compositions or short answer responses.
Only students may respond to test questions, perform calculations, use
strategies, and create rough drafts to written responses.
No person may review or discuss student responses or STAAR
Alternate performance data during or after a test administration
unless authorized by procedures in materials.
It’s the law!
Test Security and
Confidentiality of Assessments
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.
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 Violation of Security and
Confidentiality of Assessments
Penalties for participation in a serious violation of test
security or confidentiality may include the following
● 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!
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
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.
Investigating and Reporting Testing
● 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.
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
● 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
(Serious irregularities 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
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
Procedural Irregularities
● reflect minor errors or deviations in testing
● do not represent severe breaches in security or
● do not require a call to TEA unless guidance is
needed by the district
● do not require supporting documentation
Investigating and Reporting Testing Irregularities
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.
Investigating and Reporting Testing Irregularities
● New in 2014, district officials must additionally complete the
Plan of Action section in the Online Incident Report, specify in 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.
Reporting Testing Irregularities
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 incidents
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
- include in the
Description of the
a) where and when the incident
b) who was involved
c) what happened
d) a district determination of
how or why the incident
e) how the incident was resolved
 Online
Incident Report
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
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.
Policy and Procedure
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
Grade 4 Writing Prompt Study
English version – grade 4 students from selected
campuses who take the English-version STAAR writing
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
- operational EOC assessment added for U. S. history in
spring 2014
- only raw scores will be reported for U.S. history
Standardized Oral Administration
- 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
2014 Security Supplement
Policy and Procedure Highlights
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.
2014 Security Supplement
Policy and Procedure Highlights
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 (Be
consistent across testing sites).
● 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.
2014 Security Supplement
Policy and Procedure Highlights
STAAR Test Session Time Limits
● Multiple test sessions are allowed as long as the test session time limit is
● 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).
2014 Security Supplement
Policy and Procedure Highlights
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.
2014 Security Supplement
Policy and Procedure Highlights
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
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 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
● Allowable Test Administration Procedures
and Materials listed in test administrator
● Scripts for online STAAR L and SOA are
provided separately
Test Administrator
● Same style as Coordinator
● Scripts cover multiple
subjects and programs
● To accommodate some
differences in programs,
the scripts use callout
● Wider boxes have
program- specific and
Test Administrator
 Internal Table
of Contents at
the beginning of the Test
Administration Directions
 Points
out pages for the
Guide to the Test
Administration Directions
and for the scripts
Test Administrator
 The
Guide to the Test
Administration Directions
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
Guide to the Test Administration
- 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
L and SOA
scripts for online testing
are separate from other
Allowable Test Administration
Procedures and Materials
● Allowable procedures and materials are available to any
student who regularly benefits from their use during
● 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
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:
● 2014 District and Campus Coordinator Manual
● District and Campus Coordinator Manual Resources webpage
● STAAR Test Administrator Manuals
● Accommodation Resources webpage
Allowable Test Administration Procedures and Materials
Signing test administration directions
Translating directions into the native language of an
English language learner
Allowing a student to read test aloud to self
Reading aloud or signing personal narrative, expository,
literary, or persuasive writing prompt
Providing reading assistance on the grade 3
mathematics test
Allowable Test Administration Procedures and
6. Making assistive tools available
- scratch paper - color overlays - highlighters, colored
- blank place marker
pencils, or crayons
- magnifying devices
Giving permission for students to use tools to minimize
distractions (e.g., stress ball)
Allowing individual and small group administrations
Gently reminding students to stay on task
Test Materials
and Shipping
Test Materials and 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
● 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
● Motor freight carriers will continue to be used for large
*Adhere to due dates for return of material to district office
Assessment of
English Language Learners
Points to Review in Training
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
English-version 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
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
 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
 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
Limited degree of linguistic accommodation
Moderate to substantial degree of linguistic
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
Math, Science,
Reading, Writing, English I, English II
Social Studies
• Bilingual dictionary
• Extra time (same day)
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.
Linguistic Accommodations
Math, Science, Social Studies
Clarification in English of word meaning*
Reading aloud of text*
Bilingual dictionary
Extra time (same day)
*Provided in online interface
Linguistic Accommodations
STAAR Modified
Math, Science,
Social Studies
Reading, Writing, English I,
English II
• Clarification in English of word
• Clarification in English of word
• Oral translation*
• Oral translation*
• Reading aloud of text
• Reading aloud of eligible text
• Bilingual dictionary
• Bilingual glossary*
• Dictionaries of various types
(grades 3–5) **
• Extra time (same day)
• Extra time (same day)
*Unique to STAAR Modified
**Dictionary access to be provided for all students in grade 6 and up.
Two sources for dictionary policies for ELLs taking STAAR:
STAAR dictionary policy
 Applies to reading and writing assessments in grade 6 and
 Available at
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
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
 and
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
 Will
in early 2014
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.
• Students are not exempt from testing while in the course.
• Provisions do not apply to English II.
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.
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
 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
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:
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.
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
 Examples
Clarification in English of word meaning in writing prompts
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
 Individual or small group administrations are
necessary for some accommodations.
Preparing ELLs for Testing with Linguistic
 In
training test administrators with ELLs in their
sessions, make sure to review this section of test
administrator manuals.
“SAY” directions assume ELLs have
been told in advance
 Administration
how their sessions will be conducted
what type of accommodations they may receive
Helping ELLs Understand Test
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.
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.
STAAR L Online Test Administrations
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.
STAAR L Online Test Administrations
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 administrator-guided
sample questions to familiarize students with linguistic
accommodation tools available on the online 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 Linguistic
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.
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 weight 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
 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
 More
specific information regarding these calculations is
available on the TEA website.
Data Collection Information
 Required
data collection for ELLs with extenuating
- 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
TELPAS Manual Changes
● There are 2 manuals for the spring
TELPAS Rater Manual
TELPAS Reading Test Administrator
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
Assembling and Verifying Grades 2–12 Writing Collections Course available
End date for district coordinator training—all TELPAS components
Online basic training courses for new K–1 and 2–12 raters available
Supplemental support provider recorded Web-based training available
End date for campus coordinator training—holistically assessed components
End date for training raters and verifiers on administration procedures
Earliest eligibility date for TELPAS writing samples
Calibration window opens for new and returning raters—first 2 sets
Third and final calibration set available
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.
Principal’s Role
The principal’s role in the rating process is critical. The
principal affirms his or her oversight of the TELPAS
rating process by working in collaboration with district
and campus coordinators to designate testing personnel
and implement effective assessment procedures. The
principal plays a key role in ensuring holistic rating
accuracy by reviewing and signing each rater’s TELPAS
Student Rating Roster prior to the final verification of
student data.
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
items formats and online interface is useful
● Tutorials available at
Online Testing
Assessments Available Online
- Algebra I, biology, English I, English II, U.S. history
● STAAR L (online only)
- Grades 3-8 mathematics
- Grades 5 and 8 science
- Grades 8 social studies
- Algebra I, biology, U.S. history
● Standardized Oral Administration (online (only)
- Grades 4 reading and mathematics (English only)
- Grades 7reading and mathematics
- Grades 8 science and social studies
● TELPAS (online only)
- Grades 2-12 reading
- Exit level English Language Arts (ELA), mathematics,
science, social studies
Available Resources: Manuals and Guides
The following manuals and guide can all be located in the Texas Assessment Management System at
● User’s Guide for the Texas Assessment Management System(TAMS) - Learn about using the TAMS
an integrated system for managing most aspects of assessment administration, including
online testing. The following chapters of this manual are particularly relevant to online
testing: Student Data (Chapter 6), Test Setup (Chapter 7), and Test Management (Chapter 8).
● User Roles and Permissions for the Texas Assessment Management System - Determine TAMS system
access based on personnel roles and established permissions, including District Testing Coordinator,
Campus Testing Coordinator, Online Session Administrator, and Online Test Administrator.
● Minimum System Requirements – Make sure your computer hardware, web browsers, and networks
are adequate for online testing.
● System Check for TestNav Utility – An online tool for checking that computers and networks are ready
for online testing.
●TestNav 7 combined Technical Guide – A single source of technology guidelines for successful
administration of online assessments providing technical information for using the TAMS, TestNav 7
(the browser-based test delivery system), and proctor caching.
● TestNav 7 and Proctor Caching Quick Start – A brief technical overview of TestNav 7 and proctor caching
● Tips for TestNav 7: Adobe flash Player and Java – Important considerations about how TestNav 7 uses
updated versions of Adobe Flash Player and Java for test delivery.
● Getting started flow-chart – A quick overview of the steps required for administering online assessments.
Wrap – Up
Questions and Answers

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