TELPAS This training does not replace your responsibility to read and follow all manuals and supplements

What is TELPAS? The Texas English Language Proficiency Assessment System assesses all students who are identified as LEP (including parent denials) for language proficiency in the domains of reading, writing, listening and speaking K Reading Holistically rated observational assessments Multiple choice online reading test Writing Holistically rated observational assessments Holistically rated student writing collections Listening Holistically rated observational assessments Speaking Holistically rated observational assessments

The Testing Window Writing Collections & Holistic Rating WindowActivity February 15 – March 2 Teachers COLLECT writing samples March 2 – March 7 Verifiers VERIFY writing collections March 7 – March 22 Raters RATE writing collections and other domains (Reading for K-1, Listening & Speaking)

The Testing Window Online Reading 2 nd -12 th grade students only WhenWho March 7 – March 11High School, Middle School March 21 – March 24Elementary School March 28 – April 1Make-Ups

Who tests? parent denials ALL students K-12 who are identified as LEP including parent denials are required to participate in TELPAS Exceptions: ARDCs in conjunction with the LPAC may determine that a student receiving Special Education services should not be tested in one or more domain of TELPAS. Participation should be considered on a domain by domain basis. Students who enroll on or after March 7 will only take the online reading test (contact the Testing Office for confirmation if test is needed)

Deadlines LEP & Special Education Students The ARD and LPAC committee meet TOGETHER to determine testing for students (domain by domain) Decisions must be documented and communicated to the CTC E11 Deadline is February 12, 2016 NO BLANKET EXEMPTIONS Campus Test Plan Due on February 29, 2016 to TELPAS Test Plan Template is on the Testing website

Stay on Track An aide for CTCs

CTC Responsibilities Read and adhere to all manuals Attend required coordinator training sessions CTC and campus principal are responsible for test security and confidentiality on the campus Supervise and actively monitor testing Be the campus contact for all questions about testing Report testing irregularities and security violations immediately to the district testing coordinator Compile required documentation and turn in to testing office

CTC Responsibilities Identify and train a writing collection verifier(s) Identify and train Raters Identify and train Online Test Administrators Ensure computers are working, headsets are available and work orders have been submitted if needed Ensure that all students are identified and tested Oversee the implementation of validity and reliability

CTC Responsibilities for Training Raters Identify Raters and the type of online training they need to complete and for which grade cluster Ensure Raters understand the importance of being properly trained on the holistic rating process Ensure Raters have obtained access to the online training site for TELPAS Monitor that all Raters complete their training requirements and calibration is completed in a monitored session

Rater Training Checklist

Rater Responsibilities  Attend training on administrative procedures  Obtain access to online training site for TELPAS  Complete holistic rating training requirements (online calibration sets)  Print Certificate of Completion and turn in to CTC  Assemble and verify student writing collections  Rate writing collection and the listening & speaking domains  Complete required documentation  Maintain security and confidentiality of student writing collections and ratings  Report test irregularities  Sign all oaths

Rater Credentials  Must have student on spring roster during the assessment window (train PE or Fine Arts teacher as a backup rater)  Be knowledgeable about the student’s language ability  Be trained in the rating process  Complete online rating calibration set with at least a 70% (K-1) or 67% (2-12)  Rate students even if both calibration sets have not been successfully completed Page 9 in Rater Manual

Online Training- Raters New Raters –Teacher has never been a rater, is new to a grade cluster, has not successfully calibrated within the last 3 years –Must complete Online Basic Training Course for the appropriate grade cluster (K-1 or 2-12) –Online Basic Training Course window opens January 25 –Must successfully complete the Online Calibration Activities (opens February 15) –Passing standards: 70% (K-1) or 67% (2-12)

Online Training- Raters Returning Raters –Raters who have successfully calibrated in the appropriate grade cluster within the last 3 years –Must successfully complete the Online Calibration Activities (opens February 15) –Passing standards: 70% (K-1) or 67% (2-12)

Online Training- Raters PAS/ratertraining/ All Raters must create an account each year

Online Training- Raters KEYWORD: Ask CTC

Online Training- Raters You must click on the link, read and agree to the terms of the agreement in order to proceed

Online Training- Raters

Calibration for Raters All Raters must successfully complete the calibration set There are only 2 opportunities Calibration must be completed in a monitored session Calibration typically takes 1-2 hours Raters must print and turn in completion certificates from the Scoring Summary tab

Planning Calibration Sessions A trained proctor must actively monitor each session Sign In and seating charts are required A daily passcode must be used for raters to access the calibration set Raters must complete a calibration set once it has started in one session

Planning Calibration Sessions Raters are allowed to use their TELPAS Rater Manual and/or a copy of the PLDs Scratch paper may also be used but must be turned in and destroyed after the session There is NO collaboration allowed during the calibration sessions Campuses must plan multiple calibration sessions in case raters need the 2 nd opportunity If a rater fails the first set, they may review the basic course for supplemental support prior to attempting the 2 nd set

Planning Calibration Sessions How will your campus plan for calibration sessions? Is there enough technology? Can a campus open their sessions to other campuses? Will the district provide additional sessions?

Assembling the Writing Collection  K-12 th teachers will collect writing samples during the window and turn in to the CTC  Writing collections and ratings are considered to be secure materials  Writing Sample Collection window is February 15 - March 2  All Writing Sample Collections must be returned to the CTC by March 2 nd  Must follow the guidelines for collecting writing samples

Writing Collection Raters assemble a collection of each student’s writing from a variety of content areas Raters base the English writing proficiency ratings on the contents of the collections Additional classroom observations are not used

Writing Samples TELPAS writing samples should be taken from authentic classroom activities grounded in content area TEKS ELPS

Goal in Assembling Writing Collections To make sure the collections portray the students’ overall English language writing proficiency

Writing Collection  At least 5 writing samples  At least 1 narrative about a past event  At least 2 academic samples from math, science, social studies  Samples must include the student name and date  Cover sheet must be used and stapled to each writing collection Raters will initial the Verification Checklist  Samples may be typed but spell and grammar check must be disabled  May be a “clean” photocopy from a journal  Must only be collected during the window (opens 2/15)

Some Eligible Types of Writing Descriptive writing on a familiar topic Writing about a familiar process Writing that elicits the use of past tense Personal narratives and reflective pieces Expository and other extended writing from language arts classes Expository or procedural writing from science, math, and social studies classes

Papers Not to Include Papers containing copied language Papers in which student relies heavily on resources (dictionary, thesaurus, etc.) Papers showing teacher comments and corrections Worksheets and question-answer assignments Papers that have been polished with help from peers or teachers Papers written primarily in student’s native language Papers that are brief, incomplete, or rushed

Building Collections Strive to gather more than 5 writing samples for each student. Choose at least 5 samples that meet the criteria and do the best job of portraying the student’s current proficiency level.

Building Collections Collections should contain some papers in which students showcase English they know and feel comfortable using. “Comfort zone” writing is especially important for students at lower proficiency levels. Collections should also include papers in which students are stretched and pushed beyond their comfort zone so the collection shows that a student has not yet reached the next level (the student is beginning but not yet intermediate, intermediate but not yet advanced, advanced but not yet advanced high).

Building Collections The papers you assemble need to help you determine and justify your ratings. They must give you evidence to say, “I know the student is at least at X proficiency level because of these characteristics in his or her writing. I know the student is not yet at the next proficiency level because of these other characteristics in his or her writing.” Reminder: The characteristics you consider must come from the PLDs.

Beginning Level The ELPS require ELLs of all proficiency levels to learn to write in English It is not acceptable for writing collections of students at the beginning level to include samples written primarily in the native language. Such samples do not provide evidence of English writing proficiency. Writing tasks of these students should be adapted to their needs. Their writing in English will likely be formulaic or memorized, include recently practiced vocabulary, lack detail, etc.

Tips Students who are capable of expressing themselves in English in a detailed, extended way should do so. Do not include brief responses from students who know enough English to respond to writing tasks in extended ways. In other words, consider students’ English- language proficiency levels in determining whether papers are too brief to be included.

Tips Build writing collections that have a balance of writing from language arts and other core content areas Collections should show what the student knows and can do as well as what the student struggles with in second language acquisition Remember, build the collections to portray the student’s overall ability to communicate in writing in English

Verifier Responsibilities  Attend training on administrative procedures  Obtain access to TELPAS Online Training Center  Complete online training “Assembling and Verifying Writing Collections”  Verify student writing collections in accordance with the checklist  Sign Oath  Verifier cannot be a TELPAS Rater or the CTC

Online Training- Verifiers Verifiers need to create an account in the TELPAS Online Training Center

Verifying the Writing Collection  Verifiers ensure that the writing collections meet all of the criteria based on the Verification Checklist by initialing each item  Verifiers sign the bottom of checklist then return the collection to the CTC  Writing Collections are secure materials  Verification Window is March 2 - March 7

Verifying the Writing Collection The checklist ensures that each collection : At least 5 writing samples At least one using past tense and at least two academic samples (from math, science or social studies) The student’s name and date Is not dated before February 15 No teacher corrections No worksheets or question-answer assignments Written primarily in English

Cover Sheet FRONTBACK Cover Sheet must be attached to each Writing Collection Rater initials each box while collecting writing samples Verifier initials each box during verification window

Rating Students  Raters should review pages in Rater Manual prior to rating students in each domain (writing, listening, speaking)  CTCs will return the Writing Collection to the Raters during the Rating Window March 7 – March 22  Raters must use the district required Rating Roster form to indicate the student’s rating  While rating students, Raters must refer to the PLDs (Proficiency Level Descriptors) pages in Rater Manual  Rating Roster must be signed by Rater, Additional Rater (if needed) Teacher Collaborator and Campus Principal  All student ratings and Writing Collections must be returned to the CTC by March 22

Rating Roster There must be teacher collaboration on ratings as part of the Validity & Reliability process An Additional Rater is required if the Rater did not pass the Calibration set with at least a 70% (K-1) or 67% (2-12) after the 2 nd attempt

TEA requires districts to implement one or more rating support and verification procedures for every campus with TELPAS-rated students SAISD has developed a TELPAS validity and reliability plan that meets TEA requirements Campus test coordinators will be expected to submit required documents to the district test coordinator by the requested deadlines in order to comply with our district validity and reliability plan An internal audit will be conducted by the Testing Office Validity and Reliability

For listening and speaking domains – grades K-12: Raters will collaborate with other teachers of the students in determining the student’s rating. One collaborator will initial the TELPAS Rating Roster for each child For Writing– grades 2-12: 5% of all writing collections will be randomly pulled for assembly verification by the campus test coordinator District will pull random campus writing samples to verify collection SAISD TELPAS Validity and Reliability Procedures

Validity & Reliability Form

Principal Responsibilities The principal plays a key role in ensuring holistic rating accuracy by reviewing and signing each rater’s Student Rating Roster prior to the final verification of student data. The campus principal has full oversight of the test administration to include but not limited to campus logistics, scheduling, training, security & confidentiality. For more details on principal responsibilities see the DCCM, Security Supplement and the test administration manuals

 CTCs must create Rating Test Sessions in order to enter ratings for students (page 36 in Rater Manual)  Ratings are entered by logging each individual student into TestNav using the student’s authorization ticket  CTCs, Rater or Rater Assistants may enter ratings Enter Ratings Ratings must be entered in PAN for each domain* L EVEL R ATINGS BeginningB IntermediateI AdvancedA Advanced HighH *only K-1 will have ratings for the reading domain

If a student will not be rated in a domain, one of the following codes must be used: Enter Ratings CodeWhat it MeansInformation EExtenuating Circumstance Documentation of the reason must be maintained on campus XARD Decision Decision is made student by student and domain by domain *decision for a student not to participate in all 4 domains should be rare

Enter Ratings You will create and add students to a TELPAS Rating Session Print Student Test Tickets You must log each individual student in to TestNav in order to enter ratings for students Attend TELPAS Lab to set up Rating Sessions (February 1 st – 3 rd optional)

Building Sessions in PAN  Students will need to be assigned in sessions for the online reading test  Creating Online Reading Sessions and adding students (page 15 Reading Manual)  Deadline for sessions built & students entered is February 29  TELPAS Lab Sessions (optional on February 1 – 3)

Administering the Online Reading Test

TELPAS Reading o TELPAS Reading is an online assessment o Administered to all LEP students 2 nd -12 th (including denials) o No test booklets or answer documents (unless there is a special circumstance- must request through the Testing Office) o All students must be tested within the testing window o If students are absent on their scheduled day, they need to be tested as soon as possible upon return o Optional TELPAS Lab is available to set up online reading sessions (February 1 - 3)

Reading Test Window April 4 - April 5 CTCs must ensure all ratings, demographic information (including Years in US Schools), special circumstance information and score codes have been entered DateCampus March 7 – 11High Schools, Middle Schools, and Academies March 21 – 24Elementary, makeups March 28 – April 1Makeups

All students must be assessed within the assessment window If a student is absent the day you will need to track that they have not tested and will test later within the TELPAS assessment window The TEA expectation is that we test every eligible student within the TELPAS assessment windo w TELPAS Reading Make-Ups

Preparing for the Test o Ensure students participate in the TELPAS tutorial o Train online test administrators by March 4 o Students will need headphones o Create online test sessions and assign students to sessions in PAN (optional TELPAS Lab training on February 1 - 3) o Print Student Test Tickets (secure material)

Students are required to have seen and complete a tutorial prior to testing (not the day of testing) Tutorials are about how to use the online interface functions not necessary the type of test questions Keep a student roster for documentation of the tutorials (handout) Tutorials to Prepare Students for online TELPAS Reading Testing

TELPAS Reading Training Reading Test Administrators must be trained and sign their specific oath Test administrator MUST read the TELPAS Reading Test Administrator Manual March 4Test administrators must be trained by March 4

Reading Test Administrator Responsibilities Guide students through launching and starting the online test Maintain test security and confidentiality Manage breaks /interruptions Attend training and sign oath Ensure proper test procedures Start & monitor test sessions Read manual and be familiar with test directions Reading Test Administrator can be: –Rater –Certified Teacher

Testing Environment At least one trained administrator for every 30 students Computer monitors prepared to discourage students from viewing each other’s monitor Bulletin boards and instructional displays that might aid students during testing must be removed or covered The testing room should be quiet, well lighted, comfortable, with enough space to work “Testing-Do Not Disturb” sign must be posted TAs must actively monitor

Testing Procedures Seating chart is completed to include students’ names, locations, and test administrator information The test is untimed Work stations are cleared of books and other materials Student MUST remain seated and no talking while testing Each student must be allowed to work at his or her individual speed NO reference materials are allowed Allowed to use scratch paper, but all scratch paper must be turned in to the campus coordinator after testing Active monitoring during the test session After students have finished, they may read or leave the room BEFORE a student who has finished testing leaves the room, test administrator must ensure the student’s test is in “Submitted” status

Student Test Tickets Generate and print Student Test Tickets Go to the Students in Session screen Open the Download Resources menu and select Student Test Tickets

Starting a Test A test session MUST be started before any students can log in to TestNav and begin the test. A test session does not start until the TEST ADMINISTRATOR clicks the Start button on the Students in Session screen.

Launching the Test (2 nd -5 th ) Before students in GR 2-5 can begin the test, TestNav must be launched on each student’s computer The student’s login ID and test code found on each Student Test Ticket MUST be entered by the student Directions for test administration start on page 31

Test administrators guide students through the login process for GR 6-12 Launch TestNav on each student’s computer Students must have Student Test Tickets in order to log in Directions for test administration start on page 37 Launching the Test (6 th – 12 th )

Monitoring Sessions TELPAS Reading Manual page 23

Resuming a Student’s Test If a student exits TestNav--- –Return to Students in Session screen and select the checkbox next to that student’s name –A resume checkbox is only available if that student’s status is Started, Exited, or Resume –Click the Resume Test button to resume all students you checked –Students launch TestNav and login using same Login ID and code from Test Tickets TELPAS Reading Manual page 24

Stopping a Session Ensure each student’s status is Completed or Marked Complete on the Session Details screen Click the Stop button to stop the test session Move ABSENT students into a make up session before “Stopping a Session” if you have created makeup sessions Call us if you have questions/concerns TELPAS Reading Manual page 25

Verify Score Codes Once students click Final Submit the test is automatically scored AAbsent Student was absent throughout the entire testing window (should be rare) XARD Decision Student does not participate in reading test based on the disability and was determined by the ARDC in conjunction with the LPAC OOther Student experienced illness or a testing irregularity during testing

“Do Not Score” On the Edit Student Tests screen select student’s name Click Edit button Select Reading “Do Not Score” Score Code A designation must be selected (A, X, or O) If a student withdrew during the testing window, DO NOT mark a student “Do Not Score”- take them out of the session Press SAVE to make edits Verify Score Codes TELPAS Reading Manual page 26

Testing Accommodations Refer to the TELPAS Reading manual Not Permitted: –Reading assistance –Reference materials –Test questions or selections translated –Test questions, answer choices, or selections clarified GAGeneral Accommodation (Type 1 or 2) LPLarge Print XDExtra Day

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

Set up test session Choose correct form group type (transcribe paper form, not operational online test form) Transcribe responses Each question has one screen; test administrators will go screen by screen to transcribe the response to each question Responses must match exactly the responses indicated by the student in the test booklet Submit test for scoring For other TELPAS domains, students must be put into rating entry groups so proficiency ratings and rater information can be entered Paper Administrations of TELPAS Reading Process for Transcribing Student Responses

Paper testing won’t be approved on the basis that student knows very little English has limited exposure to computers Don’t forget the TELPAS online student tutorials! Keep in Mind…

Information on page T-28 of the 2016 District and Campus Coordinator Manual Required to be submitted for ELLs in grades 1–12 with special circumstances that cause extenuating needs Identifying ELLs with extenuating needs will allow— –districts to better monitor and adjust instructional interventions and evaluate effectiveness of instructional programs –the state to inform and evaluate ELL assessment and accountability policies TELPAS Additional Data Collection

Unschooled Asylees/Refugees –Lack literacy skills in first language and basic subject-matter knowledge and skills –May also lack basic social skills and may have experienced trauma as a result of previous circumstances –This information is necessary to exclude eligible students’ STAAR results from state accountability ratings and will NOT be gathered during STAAR data collection Special Circumstance

Students With Interrupted Formal Schooling (SIFE) –Attend school in the U.S., withdraw and leave the U.S. for a period of time, and return to the U.S. –Gaps in schooling (in the U.S) significantly affect growth in English and learning of subject matter –Once coded as a SIFE always coded as SIFE Special Circumstance

Start with grade 1 Follow 60 Day Rule- ELLs enrolled for 60 consecutive days in a school year for that school year count as one year in the calculation of years in US Schools. Therefore, ELL students enrolling within the last 60 school days of a year will be considered to be in their first year for the following year. Years in U.S. schools are important because they are used to determine accountability performance requirements for AYP and the Progress Measurement For more information refer to the LPAC Manual or contact the Bilingual Department Verify Years in U.S. Schools

Special Circumstances and Years in US Schools can be updated by student in the Edit Student Details screen TELPAS Additional Data Collection

Disabling Condition This disabling condition significantly affects growth in second language acquisition and academic achievement (Should be determined by the ARD in conjunction with the LPAC and will be coded as “X”) Special Circumstance

Required Documentation Binder contents will be kept for 5 years All documentation is auditable Keep documents in the same order of the checklist

Unique Situations Newly enrolled LEP student: –If LEP from another Texas school they are LEP –If newly enrolled, student is not LEP until the LPAC has been held –A student that enrolls during the reading window must be registered in PAN by the campus and added to the test session. Contact Testing Department to confirm that the student needs to test –Students that un-enroll during the window, that have not tested, must be removed from the test session and unregistered for the test

Campus Procedures for Testing Days

Input Campus Specific Testing Procedures Here Include things such as: Breakfast in the Classroom procedures Check Out/Check In location and time Lunch schedule Testing Schedules Notification on Make Up students

Security Training Modules Web-based Texas Test Administrator Online Training Modules All three modules must be completed by certified campus personnel involved if they: -are new to the district -took an incident in the have not completed the Modules in the last 3 years

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!

PRINCIPAL’S RESPONSIBILITIES Receive annual training in test security & administration procedures (sign oath) Ensure that test security is maintained Oversee the implementation of the test administration process as stated in the District and Campus Coordinator Manual (DCCM), test administrator manuals and Security Supplement Establish in conjunction with the CTC, test administration processes specific to the campus Oversee the training of campus personnel in cooperation with the CTC Report any suspected violation of test security to the DTC DCCM S-17

The following govern test security  Texas Education Code (TEC) Chapter 39, Subchapter B  Texas Administrative Code (TAC) 19 Subchapter 101, Assessment  Family Educational Rights and Privacy Act of 1974 (FERPA)  Texas Penal Code Tampering General Security Information

Penalties for Prohibited Conduct Placement of restrictions on the issuance, renewal, or holding of a Texas educator certificate, either indefinitely or for a set term Issuance of an inscribed or non-inscribed reprimand Suspension of a Texas educator certificate for a set term Revocation or cancellation of a Texas educator certificate without opportunity for reapplication for a set term or permanently Release or disclosure of confidential test content is a Class C misdemeanor and could result in criminal prosecution under TEC ξ , Section of the Texas Government Code, and Section of the Texas Penal Code.

Active Monitoring Monitoring during test administrations is the responsibility of the test administrator, the campus test coordinator and administrators. What is NOT active monitoring? Anything that takes the test administrator’s attention away from the students during testing. Examples include: –Working on the computer, using cell phones, or checking –Reading a book, magazine, or newspaper –Grading papers or working on lesson plans –Leaving the room without a trained substitute test administrator in the room –Leaving students unattended during meals or breaks

Secure TELPAS Information Content of the online reading test is secure and confidentiality must be maintained Student Test Tickets Letters are to be kept secure All student data in the TELPAS system or entered into the system is confidential Passwords and user IDs are secure and should be kept confidential. DO NOT SHARE! Student Writing Collections and ratings are secure materials All student scratch paper must be collected and destroyed after the completion of the test

Secure TELPAS Information There is no collaboration allowed during the calibration sets Scratch paper and/or notes must be collected and destroyed after the completion of each calibration set Sign in sheets must be collected and turned in as part of the Required Documentation for TELPAS

BEFORE Testing Emphasize the importance of reading all manuals and attending training Account for all test material Designate an area with limited access to store testing materials (as needed) Verify the accuracy of student information Verify testing requirements for students receiving accommodations

DURING Testing Ensure each student receives the correct assessment and testing material(s) Emphasize and verify active monitoring (test monitoring logs) Ensure only trained test administrators are allowed to serve as relief personnel Ensure all testing personnel understand that they may NOT: provide assistance view the tests without authorization discuss confidential student information check for strategies

AFTER Testing No unauthorized viewing (only TEA may permit) No scoring of student responses Shred Student Test Tickets, scratch paper or reference material that has been written on No discussion of confidential student information No erasing stray marks or darkening response ovals No copying of students answer documents Account for all test materials Ensure an answer document/test session completion has been submitted for all students that tested

Testing Irregularities Incidents resulting in a deviation from documented testing procedures are defined as testing irregularities Procedural ExamplesSerious Examples Improper accounting for secure materials Directly or indirectly assisting students with responses to test questions Eligibility ErrorTampering with student responses Monitoring ErrorViewing secure content IEP Implementation IssueDiscussing test content, student responses or student performance Procedural ErrorFormally or informally scoring student tests Duplicating or recording test content DCCM O-19 to O-28

A test irregularity is reported to you If the irregularity is ruled an incident obtain statements, fill out incident form and submit both to the DTC Follow up with an action plan to correct the error Keep a copy of the incident form and statements in your testing binder Remain calm and contact the DTC CTCs will obtain the facts, secure any evidence and determine the necessary steps CTCs will scan statements and incident form to the DTC by the end of the day the incident occurred Statements must be typed, dated and signed Do not discuss with anyone until cleared by the DTC Include a Plan of Action. The principal and CTC should determine steps to prevent another occurrence. Testing binders are kept on campus for 5 years and are TEA auditable Assess the situation, investigate and contact the DTC Reporting Irregularities

Reporting & Documentation If you become aware of any irregularities, the CTC must contact the DTC immediately with the who, when, where, what and why. If the irregularity is deemed an incident the following documentation is required: Incident report including a plan of action (local form) Signed statement(s) from individual(s) involved (typed, printed and signed name, role during testing, and dated) Statements should not include names of students The local disciplinary referral form used to report disciplinary actions taken against students for cheating, cell phone issues or disruptions

Security Oaths TEA requires that everyone be trained and sign a security oath before handling secure testing materials or participating in the administration of a state test A person who has several roles during TELPAS testing must sign all oaths (Test Administrator, Rater, Verifier, etc) The ability to view a test booklet for oral administration or transcribing requires additional training and completion of the addition information on the oath

Contact the Testing Office if you have any questions