2025–2026

Region 9 TEA Testing Coordinator State Assessment Policy & Procedures Turnaround Training

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TEA State Assessment Team

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Karen Mayton— Director, Test Administration

Esmeralda Cavazos— Test Administration Program Manager

TELPAS, TELPAS Alternate, STAAR Alternate 2

Rachel Griffin— Test Administration Program Manager

STAAR

Laquita McMillion— Test Administration Training and Support Coordinator

Julie Cole— Director, Policy and Publications

Jamie Kwan— Director, Strategy, Operations, & Reporting

Kevin Malandruccolo— Division Director of Student Assessment

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R9 State Assessment Team

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Javier DeLeon, LPAC, Calibration Training

David Hamilton,�ARD, STAAR Alt 2 Test Administrator Training

Holly Hawkins — Regional Testing Coordinator

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General Testing Requirements

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All Students Are Required to Participate

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• All students are required to take academic assessments in grades 3–8 and at least once in high school.
• STAAR
• STAAR Alternate 2 (if meet participation requirements)

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• All emergent bilingual (EB) students in kindergarten through grade 12 are required to take English language proficiency assessments.
• TELPAS
• TELPAS Alternate (if meet participation requirements)

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STAAR Testing Requirements for Grades 3–8

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• Students in grades 3–8 are required to be assessed annually in mathematics and reading language arts (RLA).
• Includes students who repeat a grade
• Includes students who have previously passed the assessment
• Students in grades 3–8 are required by federal and state law to take their grade-level tests.
• Exception: accelerated students who meet the requirements in TAC §101.3011
• Students in grades 3–8 are required to take STAAR.
• Unless they are unschooled asylees or refugees who meet the requirements in TAC §101.1005
• Unless they meet the participation requirements for STAAR Alternate 2

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Requirement for Accelerated Testers

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This is the answer to most questions and where you should start.

• Students enrolled in grades 3–8 are required to be assessed annually in mathematics and RLA.
• That means every student must take a math test and an RLA test every year.

• Students are required to take their grade-level assessment (i.e., an enrolled grade 6 student takes the STAAR grade 6 math and RLA tests).
• Exception: if a student is receiving accelerated instruction and there is a state test that aligns with that instruction, the student should take the higher-level test in place of his or her grade-level test.

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STAAR Testing Requirements—EOC Assessments

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STAAR Testing Requirements Flowchart

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UPDATE

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• To assist districts with STAAR testing requirements, see this flowchart posted on the STAAR Resources web page.

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• It has been updated to indicate that accelerated students are required to take science and social studies grade-level assessments at least once.

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Accelerated Tester Scenarios

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• Assessment decisions for locally-developed courses is a district decision based on which TEKS are covered.

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• If a student is repeating grade 8 and took the Grade 8 Math STAAR assessment the prior year, does the student still have to take the Grade 8 Math STAAR test in the current year?

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• Yes, Students enrolled in grades 3–8 are required to be assessed annually in mathematics and RLA. That means every student must take a math test and an RLA test every year.

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• If a student is enrolled in grade 6 and receiving instruction in all the grade 6 math TEKS and some of the grade 7 math TEKS, what STAAR test would the student take in the Spring?

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• The student should take the STAAR grade 6 mathematics assessment.

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• If a student is enrolled in grade 6 and receiving instruction in all the grade 6 math TEKS and all the grade 7 math TEKS, what STAAR test would the student take in the Spring?

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​

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• The student should take the STAAR grade 7 mathematics assessment.

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• If a student is in grade 8, but is enrolled and completes instruction in Algebra I, what test should the student take?

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​

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• The student should take Algebra EOC.

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Accelerated Tester Scenarios (cont.)

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A student taking a Middle School Advanced Mathematics course must take the specific assessment listed below based on the TEKS included in the course.

NEW

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• If a student moves in from Marlow, Oklahoma and has received full credit for biology, is that student required to take the biology EOC assessment?

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​

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• No, because full credit was earned out-of-state.

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• If a student moves in from Marlow, Oklahoma and has only received half credit for biology, is that student required to take the biology EOC assessment?

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​

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• Yes, upon completing the EOC course in a Texas public school.

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STAAR Testing Requirements—EOC Assessments (cont.)

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Students should take the STAAR EOC assessment as they are completing the course, regardless of enrolled grade level.

Students should not take and are not eligible to take the assessment if they have completed only half (one semester) of the course.

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Additional Requirement for Accelerated Testers

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Middle school students who complete STAAR EOC assessment requirements in a content area are required to take the ACT or the SAT at least once in high school to fulfill federal accountability requirements.

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The Performance Reporting Division will generate a list of students who have completed STAAR EOC assessment requirements in a content area before grade 9 and do not have an ACT or SAT score on record.

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STAAR Substitute Assessments

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• Students at any grade level may choose to use a substitute assessment for a STAAR EOC assessment when they are enrolled in and completing the corresponding course or after they have taken the corresponding course.
• To use a substitute assessment

o a student must have taken the substitute assessment,

o the student must have met the required score, and

o the district must have verified the score.

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STAAR Substitute Assessments (cont.)

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• The use of a qualifying score on a substitute assessment fulfills part of the student's graduation requirement.

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• However, the student is still required to take the STAAR EOC assessment to fulfill the district's federal accountability requirements.

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• "Take" means a score code of "S“ marked in the CAMBIUM.

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STAAR Substitute Assessment Requirements

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• The following state law outlines the requirements that pertain to STAAR substitute assessments → TEC §39.025.

• TAC §101.4002 was updated

in June 2025 to include PreACT assessments. (section B)��

• See the STAAR Substitute

Assessment Flowchart.

UPDATE

Note that the new chart has “June 2025” in the top right corner.

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Opportunity For Questions

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General Testing Information

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Technology Alliance for Statewide Initiatives (TASI)

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September 4, 2025

Event #1218 2025–2026 STAAR Interim Assessments

September 18, 2025

2025–2026 LPAC Decision-Making Process*

September 25, 2025

Event #1220 2025–2026 Accessibility for the Texas Assessment Program

October 16, 2025

Event #1221 Fall 2025 Updates for STAAR Alternate 2, TELPAS, and TELPAS Alternate

January 22, 2026

Event #1122 Spring 2026 Refresher for TELPAS and TELPAS Alternate

February 12, 2026

Event #1223 Spring 2026 STAAR Refresher

Region 9 TASI and DTC Meeting Schedule

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Test Administration Cycle of Events

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After

Registration

Before

Pre-administration

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Administration

During

Post-administration

Scoring and Reporting

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Best Practice: Test Early

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TEA highly recommends that district testing coordinators plan to test early in each testing window to ensure all students have an opportunity to test in case of technical, weather, or emergency issues and to allow for make-up testing.

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TEA also recommends that data be submitted in the Response Entry system (RE) as soon as possible after students have finished testing to ensure processing before the testing window closes.

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District testing coordinators must verify that all students have been accounted for before 11:59 p.m. (CT) on the last day of each testing window.

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STAAR and TELPAS Testing Time

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Districts

• Should schedule test sessions for three to four hours

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• Should begin testing within one

hour of the start of the school day.

Students

• Must complete the assessment within the regularly scheduled school day (unless approved for an extra day or becomes sick)
• May continue testing if needed until the end of the regularly scheduled school day
• May not spend more than seven

hours working on the assessment

For the June STAAR EOC administration, an earlier end to the regularly scheduled school day does not require students to stop testing, and students should be allowed to test up to seven hours, if needed.

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Testing Consolidation Plan

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• Students who are not testing or have completed testing should participate in a regular or alternate class schedule in which enrichment activities are being shared.
• Students who are still testing after about four hours should be consolidated to

continue testing.

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• District testing coordinators must ensure that each campus administering STAAR or TELPAS has a plan in place to consolidate students who are still testing after a certain point.

• TEA recommends consolidation plans be documented and included in campus training.
• Test administrators must inform students that, at some point, students who are still testing will be grouped together and students who have completed testing will join a regular or alternate class schedule.

Included in the Administration Directions section of the manuals under General Information.

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Revised Science Assessments

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• The new science TEKS will be fully implemented into state science assessments this school year.
• Spring 2026 STAAR
• STAAR Alternate 2
• STAAR Interim Assessments
• However, transition year documents remain in effect for the December 2025 STAAR Biology administration.

STAAR Science Resources

UPDATE

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Revised Science Assessments (cont.)

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UPDATE

• With the implementation of the new science TEKS, new performance

standards for science assessments will need to be established.

• Therefore, reporting dates for spring 2026 are dependent on the availability of approved performance standards for
• STAAR grades 5 and 8 science,
• STAAR Biology,
• STAAR Alternate 2 grades 5 and 8 science, and
• STAAR Alternate 2 Biology.
• Starting with the spring 2026 administrations, STAAR and STAAR Alternate 2 assessments no longer include reporting categories. Science content is now grouped into strands.
• Due to the small number of items for each strand, no reporting data will be

reported at the strand level.

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Program Updates and Enhancements

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The next slide shows updates in the DCCR

Take a few minutes to EXPLORE the DCCR Updates by clicking on each link to see what’s new.

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Updates to the District and Campus Coordinator Resources

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UPDATE

Added STAAR Alternate 2 scoring rubric → Performance and Proficiency Levels.

Added more detail regarding Student Mobility.

Added more detail regarding Administrations in Alternative Education Settings.

Updated and renamed Top 20 Test Administration Questions.

Updated information regarding secure and confidential information → Test Security.

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Added STAAR Honor Statement → Student Cheating. (Added to STAAR Test Administrator Manual as well.)

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Added information about personal electronic devices → Technology Guidelines.

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Added more detail regarding score codes → Enter Student Information in CAMBIUM.

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Updated Terminology for Reporting Events

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UPDATE

See the Reporting Events page of the Coordinator Resources for more information.

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Reporting Dates for the Texas Assessment Program

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• This one-page color-coded document on reporting deliverables has been updated this year to include icons for the three main reporting events.
• Assessment Results
• Administration Reports for Data

Verification

• Final Administration Reports for

Accountability

• Available on the Student

Assessment Results web page.

UPDATE

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Standard Reports

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UPDATE

Legend Administration Reports for Data Verification

Final Administration Reports for

Accountability

Not Available

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Personal Communication Devices

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• A student who has a documented need to use a personal communication device in an individualized education program (IEP), Section 504 accommodation plan, individualized health plan, or another similar program or plan will continue to be able to use these devices for state assessments.

• As in previous years where a student needed a personal communication device for medical needs, testing personnel MUST:
• follow the technology guidelines and
• actively monitor students.

UPDATE

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Wearable Technology

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• District coordinators must implement procedures to prevent the use of cell phones, personal electronic devices, and any wearable technology that is not essential during testing.

• Students may use wearable technology only when it is medically necessary.

Students with prescription lenses in “meta” or “smart” frames are

permitted to use them during testing.

• Must follow the technology guidelines.
• Active monitoring must take place.
• Recommend communicating to parents which features will result in a testing irregularity if used during testing and what the potential consequences are for students violating test security.

Smart Glasses

Jewelry

Wearable tech that is not medically essential must be removed prior to the administration of the test.

• Recommend communicating to parents that students using this technology to capture any part of the content will result in a testing irregularity and an invalidation of the student’s test.

UPDATE

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New Policy Regarding Student Test Tickets

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NEW

• District testing personnel may print student test tickets for the first online assessment administered in the school year.
• Test tickets may be reused throughout the school year.
• Student test tickets contain personally identifiable information (PII) and must be kept confidential based on FERPA guidelines.
• All test tickets must be destroyed:

o after each test administration if not being reused or

o at the end of the school year if being reused.

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Updated Policy Regarding Testing Windows

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NEW

• Updated Policy Regarding Testing Windows 43 UPDATE District testing personnel MUST provide a testing opportunity to all eligible students during the district selected testing and makeup dates for:
• STAAR,
• STAAR Alternate 2, and
• TELPAS (online and paper).
• If a district has completed testing on the district selected testing and make-up days, testing personnel are encouraged but not required to administer assessments to students who have not yet tested.

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Release of STAAR Braille Materials

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NEW

The Issue: Lack of materials for training test administrators and need to familiarize students on the layout of the assessment

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Current Solution: Plan to allow districts to keep their

spring 2026 STAAR braille kit materials

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Important to Know: Embargoed until summer 2026 alongside regular release of online tests and scoring guides

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Hotline Direct

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• This is a system for district personnel to locate and act upon written or verbal responses that trigger student alerts.

• Access will be provided to district testing coordinators, their assistants, and a new user role, the Hotline Direct Assistant (HDA).

*Potential mock-up

Coming

Soon

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Family Portal Usage Dashboard

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• Later this fall a Family Portal Usage Dashboard will be released that provides district-level users with general statistics.

• Users will be able to:
• Filter by grade, program, etc.
• View historical comparisons
• View how the user (parent/guardian) logged into the Family Portal.

*Potential mock-up

Coming

Soon

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Where can I learn more?

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To learn more about new features and updates, filter by “NEW” in LMS.

Visit the Learning Management System

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QUESTIONS

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Training and Test Security

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Assessment Training Requirements

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• All testing personnel are required to be trained in test security and administration procedures.
• Training should be provided annually to ensure:

o a standardized test administration and

o the best testing experience for Texas students.

• Annual training is especially important for understanding and implementing new or updated policies and procedures.
• Lack of annual training typically results in testing incidents that may impact:

o students' test scores,

o campus and district accountability ratings, and

o an educator's teaching certificate.

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Training Activities

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See required topics by testing program in Test Administrator Training Activities section of the Coordinator Resources.

• Understand responsibilities
• Review resources
• Review TEC and TAC
• Attend training
• Sign test security oath
• Train others

Regional Testing

Coordinators

District Testing Coordinators

• Understand responsibilities
• Review resources
• Review TEC and TAC
• Attend training
• Sign test security oath
• Train others

• Understand responsibilities
• Review resources
• Review TEC and TAC
• Attend training
• Sign test security oath
• Train others

Campus Testing Coordinators

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Test Security and Confidentiality

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It is imperative that all individuals participating in the Texas Assessment Program preserve the integrity of the test content and student data through strict adherence to the instructions and procedures in the test administration materials.

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Secure Assessments

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All assessments (state-mandated, optional, field-test, pilot) included in the Texas Assessment Program are secure instruments.

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Security of Test Questions

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• Test questions from state-mandated assessments (i.e., STAAR, STAAR Alternate 2, and TELPAS) must remain secure until the questions are released and available:

o in CAMBIUM,

o on the Practice Test Site, or

o on the TEA website.

• Test questions from optional and field-test assessment instruments are not typically released and must remain secure.
• This includes test questions from STAAR Interim Assessments that are available in CAMBIUM for viewing only.

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Secure and Confidential Materials

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Superintendent Oath of Test Security

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• The superintendent or chief administrative officer oath is an online form that must be accessed and submitted within CAMBIUM.

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• The oath must be completed in the fall before any state-required testing begins.

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• A superintendent oath must be on record in CAMBIUM during all state- required testing. So, if a superintendent leaves, a new oath must be completed before any additional testing.

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District Testing Coordinator Oath of Test Security

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• The district coordinator oath is a two-part online form that must be accessed and submitted within CAMBIUM.

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• Part I is required to be submitted after receiving training and before handling secure test materials.

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• Part II is required to be submitted by July 31 each year after all state testing has been completed for the school year and all materials have been returned to the testing contractor.

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General Oath of Test Security

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• The general oath must be completed by all other school personnel who participate in state required testing or handle secure test materials.

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• It is a fillable PDF that can be printed or saved electronically.

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• It is required to be completed after receiving training and before handling secure test materials.

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Procedural Testing Irregularities

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• Procedural testing irregularities are less severe, more common, and typically the result of minor deviations from testing procedures.
• Annual training on test security and administration procedures and administration-specific training are the best ways to avoid procedural irregularities.
• Submit a Procedural Testing Irregularity form that includes:

o a summary of events

o a plan of action

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Types of Procedural Testing Irregularities

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Serious Testing Violations

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• Incidents caused by district personnel that violate the security and confidentiality of an assessment are considered serious testing violations.

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• Providing thorough annual training to all testing personnel helps to avoid serious testing violations.

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• TEA must be notified as soon as possible of any alleged or suspected serious violation.

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Serious Testing Violations (cont.)

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A full list of serious testing violations can be found on the Testing Incidents page of the Coordinator Resources.

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Investigating Serious Testing Violations

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The name of the campus where the incident occurred and which test administration was affected

Confirmation that state- mandated testing procedures were violated

A description of exactly what happened, why it happened, and how it was discovered

A timeline establishing when events occurred

Notification to educators implicated in a serious testing violations of the allegations and a request to respond in writing to all allegation

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Information on other possible scenarios that might have caused the incident

Separate typed, signed, and dated statements from each individual who was involved in or may have information about the incident

Statements from all students who were involved in or may have information about the incident

Resolution of any discrepancies that may exist in the information provided by the individuals involved

A determination of who is responsible for the serious testing violation

A determination of whether the incident compromised the validity of the students’ assessments

The investigation of a serious testing violation must include:

UPDATE

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Statements for Serious Testing Violations

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Statements are required from each individual who was involved in or may have

information about the incident.

• Must be typed.
• Must include:
• Name, title, contact information, and role during testing
• How individual was responsible for or involved in incident
• Description of incident from the individual’s perspective
• The individual’s signature
• The date the statement was signed

Statements are required from all students who were involved in or may have information about the incident.

• Students' statements should be handwritten or recorded and transcribed.
• Parents should be notified if their child is questioned about a testing incident.
• Written consent from a parent must be obtained if district personnel record a student’s statement, as

required under the TEC §26.009.

• Contact information for each student must be maintained at the local level, as TEA may require at a later date.

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Penalties for Serious Test Violations

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• Referring to the State Board of Educator Certification for potential sanctions,

such as:

• Restriction
• Reprimand
• Suspension
• Revocation

• Class C misdemeanor
• Invalidating student test results
• Lowering accreditation status or accountability rating
• Charter sanction or revocation

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Students cheating or attempting to cheat on state assessments, either by providing or receiving assistance, requires action by the district or campus coordinator. After investigating the incident, if the district or campus coordinator determines that a student has been involved in cheating or attempting to cheat on a state assessment, the district or campus coordinator must:

​

• invalidate the student’s assessment as required by TAC §101.3031(a)(4) by marking the score code “O” for “Other” and indicating “Cheating” in TIDE for the corresponding assessment; and

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• complete the Locally Determined Disciplinary Action Form to report any disciplinary action taken against students who participated in the cheating incident.

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A student’s cell phone is seen in their back pocket. The test administrator becomes aware of the situation. What should the test administrator do as the next step?

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• Student violations of district cell phone policy—District coordinators are not required to report events involving student use of cell phones or other electronic devices unless a student photographs, duplicates, records, posts, transmits, or disseminates secure test content using an electronic device.

District coordinators should evaluate the circumstances of these types of events and determine whether any adults bear responsibility for what happened. If the district coordinator determines that no error was committed by district testing personnel or any other adult, a testing incident form does not need to be completed.

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QUESTIONS

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Assessments for Special Populations

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STAAR Alternate 2

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STAAR Alternate 2 Overview

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Students who meet participation requirements are assessed with STAAR Alternate 2 for ALL subjects.

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STAAR Alternate 2 Eligibility and Training Resources

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For educators that are new to serving eligible students, the STAAR Alternate 2 Educator Guide provides an overview of how students with the most significant cognitive disabilities access grade-level TEKS content standards.

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STAAR Alternate 2: Giving the Test (A.M.)

(1) who is eligible for STAAR Alt 2,

(2) how to prepare for and administer the test,

(3) allowable accommodations, and

(4) methods to access STAAR Alt 2 resources.

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February 6th, 2026

9am - 12 pm

Session: 768037

Region 9

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STAAR Alternate 2 Key Dates 2025-2026

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Districts will receive additional shipping labels with their initial order shipments.

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STAAR Alternate 2 Additional Order (AO) Window

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For questions regarding AOs or why an order was rejected, contact Texas Testing Support.

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New Enrollment or New Campus Within Testing Window

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• If a student moves to a new district on or after the first day of the STAAR Alternate 2 testing window and the district is still testing, the district must provide a testing opportunity to the student.
• If a student moves to a new district and the district has completed all testing for STAAR Alternate 2, the district is encouraged but not required to administer assessments to the student.
• In the case of a student who arrives late in the testing window and the school district is unable to complete one or more of the required assessments:
• Contact TEA through the Student Assessment Help Desk if the student arrived so late in the window that all testing cannot be completed.

Refer to the Student Mobility page in the Coordinator Resources for more information on the responsibilities for sending and receiving districts.

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STAAR Alternate 2 Test Administrators and Training

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Accommodations can be found in the STAAR Alternate 2 Educator Guide and the STAAR Alternate 2 Test Administrator Manual.

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Key Points—Preview Window

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Key Points—Image Cards

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Image Cards

• Students must be presented the test stimulus from the

Student Booklet, with Image Cards as an optional support.

• A test administrator may use the same set of image cards for multiple students in the same grade level
• Completely clean card
• NO appearance whatsoever of accommodations applied (highlighting, texture applied, etc.)
• Image cards are returned as a part of non-scorable materials after test administration is complete.

Each set of STAAR Alternate 2 Image Cards will no longer have a barcode on the packet. District and campus coordinators are still required to account for all sets and return them with their STAAR Alternate 2 materials.

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Key Points—Image Cards (cont.)

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Image Cards

• Every test "Stimulus A" DOES NOT necessarily have an accompanying image card.
• Every test item will have accompanying image

cards that represent answer choices.

• The number of cards in each set is printed on

the front of each "cover card" to aid

in collection of the entire set at the end of the

testing window.

Sample from Teacher Test Instructions

The STAAR Alternate 2 Image Card List will be posted in the

Paper Administrations section of the Coordinator Resources.

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STAAR Alternate 2 Scoring Documents

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• The STAAR Alternate 2 Scoring Documents are fillable PDFs that includes the following fields: student name, TSDS ID, grade, subject, form number, assessment year, and translated student materials.
• RLA, mathematics, and social studies will have 24 questions; science will have 28 questions.

NO test content can be translated; only the presentation instructions can be translated.

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Key Points—Testing Environment

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• Prepare the testing environment.
• To minimize distractions
• To maintain the confidentiality of test material and the responses of

individual students

​

• STAAR Alternate 2 is administered to each student in a one-to- one setting.
• May need to complete test in a separate setting to eliminate

distractions

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Key Points—Testing Environment (cont.)

84

Cameras in the Classroom

• Districts with cameras in self-contained classrooms may administer STAAR Alternate 2 in the room with a camera.
• The "camera in the classroom" rule does not allow for student removal from the camera view for state testing.
• In the case that a request is made to view the video, districts should implement locally developed procedures which communicate the penalties for breaching confidential test material.
• TEC, §29.022

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STAAR Alternate 2: Essence Statements 2026

85

level and then by content area.

Coming

Soon

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STAAR Alternate 2: Instructional Terms 2026

86

Overview: In addition to the prerequisite skills, there are specific terms that students will need exposure to during instruction.

Purpose: To align instruction in functional academic classroom with key terms found in TEKS

​

Instructional Terms: Are by content area and

instructional terms are listed by grade level.

Coming

Soon

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STAAR Alternate 2 Released Tests

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• STAAR Alternate 2 released test forms include secure test instructions for the test administrator to use and a student booklet for each grade/subject and course.
• The secure test instructions include scripted questions, guidelines for presentation of the test stimulus, and scoring information.
• The corresponding student test booklet contains test stimulus images and text that is required for the student to select answers.
• The released tests can be found on the STAAR Alternate 2 Released Test Questions web page.

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Student Responses in CAMBIUM

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• All student responses for STAAR Alternate 2 must be entered in RE and processed by 11:59 p.m. (CT) on 4/17.
• Responses not submitted by the due date will not be scored.
• It is highly recommended that districts reserve the last 2–3 days of the testing window for RE submissions.

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Score Codes in CAMBIUM

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If a student does not complete a STAAR Alternate 2 assessment, one of the following score codes must be selected:

Score codes must be submitted and processed by 11:59 p.m. (CT) on 4/17.

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Accommodations in CAMBIUM

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After testing has been completed, accommodations need to be entered.

• Only accommodations that were used during the test administration are noted.
• There are two options to note accommodations.
• Enter accommodations manually for an individual student
• Upload multiple students by using the Additional Student Fields upload file

The How to Enter Accommodations for STAAR Alternate 2 video

is available in the Coordinator Resources.

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STAAR Alternate 2 Resources

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STAAR Alternate 2 Resources (continued)

92

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BLANK TEMPLATE OF TELPAS CALIBRATION SESSION ROSTER IN CAMBIUM

Found under General Resources

93

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TELPAS Alternate

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TELPAS Alternate 2

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TELPAS Alternate Updates

95

For new educators that will be serving EB students, the TELPAS Alternate Educator Guide which show the connection between the ELPS and PLDs during ongoing instruction and TELPAS Alternate.

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TELPAS Alternate Participation Requirements: Question #1

96

There are specific instructions based on student’s enrolled grade level (grade 2 and grades 3-12).

K-1 students receiving special education services are holistically rated in the applicable language

domains (as determined by the student’s ARD committee in collaboration with the LPAC).

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Medical Exception and No Authentic Academic Response

97

• If the admission, review, and dismissal (ARD) committee has determined that a student meets the eligibility criteria for TELPAS Alternate and the student is being considered for either a medical exception (ME) designation or a no authentic academic response (NAAR) designation, the ARD committee, in conjunction with the LPAC, must discuss the eligibility criteria.
• The determination of eligibility must be made prior to the administration of an assessment.
• The applicable score code (M or N) must be entered in CAMBIUM before the end of the administration window.

Both forms can be found on the TELPAS Alternate Resources web page.

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TELPAS Alternate Key Dates for 2025-2026

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If a student enrolls on or after the first day of the administration window, the receiving district is not responsible for completing the TELPAS Alternate assessment. Refer to the Student Mobility page in the Coordinator Resources for more information on the responsibilities for sending and receiving districts.

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What Are Observable Behaviors?

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• The “questions” are called Observable Behaviors. Each Observable Behavior describes characteristics that students learning English demonstrate as they gain proficiency.
• Test administrators, based on their knowledge of a student’s English language skills over a period of time, will make holistic judgments across all four domains of English language proficiency (listening, speaking, reading, writing) using alternate ELPS- aligned observable behaviors.

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Alternate Proficiency Level Descriptors (PLDs)

100

The Alternate PLDs are domain-specific and define how well EB students at the five proficiency levels are able to understand and use English in social and academic settings.

The descriptors show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help teachers tailor instruction to the linguistic needs of EB students.

The Alternate PLDs are posted on the TELPAS Alternate Resources web page.

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Observable Behaviors with Classroom Examples

101

• The purpose of the elementary and secondary examples is to illustrate how a student could demonstrate the skill at each proficiency level.
• These examples are not intended to be used as test questions or performance tasks for teachers to replicate, although using them for this purpose is acceptable if needed.
• Teachers are encouraged to use their own activities in the regular classroom setting when determining a student’s ability to understand and use English.

An accessible version of the Observable Behaviors and classroom

examples can be found on TEA’s TELPAS Alternate Resources webpage.

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TELPAS Alternate Training

102

There are two training options.

While this specific training is not required, TEA highly recommends that test administrators rating students, especially if there are new test administrators or have never administered TELPAS Alternate.

There is no calibration for TELPAS Alternate test administrators.

OPTION 1:

TELPAS Alternate Training Courses in LMS

• Part 1 includes 4 modules (one per language domain)
• Part 2 includes 4 modules (Introduction, Eligibility, Accessibility, and Test Administration)
• Educators will get CPE hours once both parts are completed.

OPTION 2:

A series of training PowerPoints is also available on

TEA’s TELPAS Alternate Resources web page.

• There are domain-specific PPTs, eligibility requirements, and test administration info.
• Each PPT can be reviewed by in about 10–15 minutes.
• However, CPE hours are not earned for reviewing PPTs.

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TELPAS Alternate Test Administration Resources

103

Districts cannot place additional orders; however, the Observable Behaviors Inventory is available for printing on the TELPAS Alternate Resources web page.

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TELPAS Alternate Response Modes: Listening and Speaking

104

The TELPAS Alternate response modes are found in the TELPAS Alternate Educator Guide.

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TELPAS Alternate Response Modes: Reading and Writing

105

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TELPAS Alternate Administration Deadline, 3/27/26 11:59

106

p.m. (CT)*

*Entered/submitted AND processed by this date and time

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TELPAS Alternate Score Codes in CAMBIUM

107

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TELPAS Alternate Resources

108

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Opportunity for Questions

109

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Accommodations

111

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What are “Accommodations” in Assessment?

112

The goal of accessibility is to ensure that each student can interact appropriately with the content, presentation, and response modes of the state assessments.

Accessibility features and designated supports, also referred to as accommodations, are designed to allow all examinees to demonstrate their knowledge of the content being assessed without the format of the assessment, the non-tested language, or the type of response needed to answer the questions being barriers.

Accommodations Policy

STAAR

TELPAS

STAAR

(Spanish)

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Who Do Accommodation Considerations Help?

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What Do “Accommodations” Look Like in Assessments?

114

• Accessibility features: available for any student that needs it, no documentation required

​

• Locally-Approved Designated supports: available only to students who meet specific eligibility criteria. The decision should be aimed at addressing a student’s consistent academic struggle in a specific area even after intensive instruction and remediation.
• Designated supports that require TEA approval: Complex Transcribing, Extra Day, Math Scribe, and Other

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Student Eligibility Criteria At-A-Glance

115

• ALL designated supports require that students routinely and effectively use them during instruction and classroom assessments.

​

• Some designated supports have additional eligibility requirements that must be met. Policy documents outline what these circumstances are and who at the local level has the authority to approve the accommodation.

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Requirements for Local Decision-Making Authorities

116

Documentation should be up-to-date so that it reflects the student's current need.

Specifically for TELPAS testers, designated supports decisions should be made as close as possible to the assessment and in collaboration with another committee to account for students' progress in acquiring the English language.

Accessibility options in TDS and accommodations policies are updated annually, so there will likely be new considerations or amendments that need to be made each year.

Language Proficiency Assessment Committee (LPAC)

Response to Intervention (RtI) and Similar Student Support Teams

Annual Review and Dismissal (ARD)

Committee

Section 504 Committee

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Available Accommodations by Academic Committee

117

RTI, Student Assistance Team, or other related support (struggling learners)

• Basic Transcribing
• Braille
• Individualized Structured Reminders
• Manipulating Test Materials
• Mathematics Manipulatives
• Oral/Signed Administration
• Supplemental Aids

​

Admission, Review, and Dismissal (ARD)

Committee (special education students)

​

• Basic Transcribing
• Braille
• Calculation Aids
• Content and Language Supports
• Individualized Structured Reminders
• Large Print
• Manipulating Test Materials
• Mathematics Manipulatives
• Oral/Signed Administration
• Spelling Assistance

Section 504 Committee (students with other health impairments, dyslexia)

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Accommodation Resources

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2025–2026 Accommodations

119

Assessments eligible for special paper or holistic administration of an online assessment:

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2025–2026 Accommodations

120

Paper orders for online assessment: Unique Scenarios

​

Juvenile Justice Alternative Education

Homebound Student Without Internet

Emergency Medical Situations

Contact:

Texas Testing Support at 833-601-8821

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The Categories of Accommodations

121

Accessibility Features

Locally Approved Designated Supports

Designated Supports Requiring TEA Approval

2025–26 Accessibility Training: Sep. 25, 2025, contact your region TASI coordinator with registration questions.

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STAAR Accessibility Educator Guide

122

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Accessibility Features

123

• Accessibility table can be found in the District and Campus Coordinator Resources.
• Supports are available to any student who regularly benefits from the use of these

procedures or materials during instruction.

• No need to document use of accessibility features in student paperwork, a test booklet, or CAMBIUM.
• A student using certain accessibility features may need to complete the test in a separate setting to eliminate distractions to other students and to ensure that the security and confidentiality of the test is maintained.
• A student cannot be required to use them during testing.

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Accessibility Table Overview

124

Category

Description

Examples

Non- Allowable

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Accessibility Features

125

Coordinators are responsible for ensuring that test administrators understand the proper implementation of these procedures and use of these materials.

IMPORTANT REMINDER

Certain accessibility features that are listed as “not allowed” may be appropriate for students who are visually impaired, deaf or hard of hearing, or who have other special considerations. For these cases, refer to the “Supplemental Aids” and “Other” accommodations eligibility criteria for guidance on appropriate supports.

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Assistive Tools: Learning and Cognition Supports

126

​

​

​

​

​

All students who use this accessibility feature are allowed to read the test aloud to themselves to facilitate comprehension.

Reading the Test Aloud

Reading Assistance for STAAR Grade 3 Mathematics

​

Blank Scratch Paper

NOTE: All students taking a STAAR mathematics

assessment must be provided blank scratch

paper.

Embedded Sticky Notes Tool Embedded Notepad Tool

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Assistive Tools: Learning and Cognition Supports

127

​

​

​

​

​

​

ONLY available for grade 3 students via text-to-speech (TTS) for online or test administrator for special paper administrations

Reading the Test Aloud

Reading Assistance for STAAR Grade 3 Mathematics

Blank Scratch Paper

NOTE: All students taking a STAAR mathematics assessment must be provided blank scratch paper.

Embedded Sticky Notes Tool Embedded Notepad Tool

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Assistive Tools: Learning and Cognition Supports

128

​

​

​

​

​

Any blank medium that can be erased or destroyed may be used as blank scratch paper. If the medium has been manipulated to encourage the use of a specific strategy, then it does not fit the category of scratch paper and would instead be considered a blank graphic organizer.

Reading the Test Aloud

Reading Assistance for STAAR Grade 3 Mathematics

Blank Scratch Paper

NOTE: All students taking a STAAR mathematics

assessment must be provided blank scratch paper.

Embedded Sticky Notes Tool Embedded Notepad Tool

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Assistive Tools: Learning and Cognition Supports

129

​

​

​

​

​

The embedded sticky notes tool allows a student to add notes about a test question in the online test. A sticky note is accessed from the question where it was created.

Reading the Test Aloud

Reading Assistance for STAAR Grade 3 Mathematics

Blank Scratch Paper

NOTE: All students taking a STAAR mathematics assessment must be provided blank scratch paper.

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Embedded Sticky Notes Tool

Embedded Notepad Tool

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Assistive Tools: Learning and Cognition Supports

​

​

130

Reading the Test Aloud

Reading Assistance for STAAR Grade 3 Mathematics

Blank Scratch Paper

NOTE: All students taking a STAAR mathematics assessment must be provided blank scratch paper.

​

Embedded Sticky Notes Tool

Embedded Notepad Tool

​

​

​

The notepad tool allows a student to write notes that can be accessed from any page in the online test.

Unsaved notes will be lost when the notepad is closed. A student must click “Save and Close” to save notes while moving through the test.

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Assistive Technology: Hearing Supports

​

​

131

​

Amplification Devices

​

​

​

​

Students use external speakers instead of headphones

Students may need to complete the assessment in a separate setting to eliminate distractions to other students and to ensure the security and confidentiality of the test.

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Assistive Technology: Visual Supports

​

​

132

Color Settings Line Reader Zoom Feature

Highlighters and Colored Pencils Large Mouse Pointer

Projection Devices

​

​

​

Color settings for online tests and colored overlays for paper tests are used by some students to improve the processing of visual information.

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Assistive Technology: Visual Supports

133

Color Settings Line Reader Zoom Feature

Highlighters and Colored Pencils Large Mouse Pointer

Projection Devices

​

​

​

The line reader tool for online tests and blank place markers for paper tests focus attention on one line at a time and assist with tracking while reading.

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Assistive Technology: Visual Supports

134

Color Settings Line Reader Zoom Feature

Highlighters and Colored Pencils Large Mouse Pointer

Projection Devices

​

​

​

The zoom feature for online tests and magnifying devices for paper tests enlarge the test content.

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Assistive Technology: Visual Supports

135

Color Settings Line Reader Zoom Feature

Highlighters and Colored Pencils

Large Mouse Pointer Projection Devices

​

​

​

Highlighters, colored pencils, or any other tool that can help focus attention on text may be used.

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Assistive Technology: Visual Supports

136

Color Settings Line Reader Zoom Feature

Highlighters and Colored Pencils

Large Mouse Pointer

Projection Devices

​

​

​

​

The large mouse pointer feature allows a student to choose from 2 different size and 5 color options for the online test.

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Assistive Technology: Visual Supports

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​

​

Projection devices enlarge the test

content.

Color Settings Line Reader Zoom Feature

Highlighters and Colored Pencils Large Mouse Pointer

Projection Devices

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Assistive Technology: Focus and Attention Supports

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​

Tools that minimize distractions or help a student maintain focus are allowed during a test administration as long as test security is maintained.

​

Tools to Minimize Distractions or Maintain Focus

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Assistive Technology: Applications

139

​

​

​

Permissive Mode allows a student to use non-embedded assistive technology to complete tests in the Secure Browser application.

​

Permissive Mode (STAAR)

Use of Technology for Medical Reasons

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Assistive Technology: Applications

140

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​

​

A student's electronic device may be used to monitor a health condition. Test security must be maintained.

​

Permissive Mode (STAAR)

Use of Technology for Medical Reasons

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Assistive Technology: Language Supports

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​

​

Test directions for an online or paper administration can be signed to a student who is deaf or hard of hearing.

Signing Test Administration Directions Translating Test Administration Directions Bilingual Dictionary

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Assistive Technology: Language Supports

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​

​

​

Test directions can be translated into the native language of an emergent bilingual (EB) student

Signing Test Administration Directions Translating Test Administration Directions Bilingual Dictionary

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Assistive Technology: Language Supports

143

​

​

​

The use of a bilingual dictionary is allowed for STAAR mathematics, science, and social studies assessments.

Bilingual dictionaries used in these cases should include only word-to-word translations.

NOTE: For information regarding the use of bilingual dictionaries on the STAAR RLA assessments, please refer to the STAAR Dictionary Policy.

Signing Test Administration Directions Translating Test Administration Directions Bilingual Dictionary

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Setting Supports

144

​

​

​

A student receives an individual test

administration with a test administrator.

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Individual Test Administration

Small Group Administration

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Setting Supports

145

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​

​

Students are tested in small groups that mirror classroom testing situations based on individual student needs.

​

Individual Test Administration

Small Group Administration

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Timing Supports

146

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​

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The test administrator may remind students to stay on task during a test administration.

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Reminding Students to Stay On Task

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Locally- Approved Designated Supports

147

11 supports are locally approved and may be made available to students who meet eligibility criteria.

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Designated Support Policy Document Overview

148

Assessments the policy applies to

Student eligibility criteria that must be met

List of committees or groups with the authority to approve the support and necessary documentation

Special instructions and considerations specific to an administration with this support

Examples of what the support might look like

Description of the designated support

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Locally-Approved Designated Supports

149

​

​

​

Basic Transcribing allows responses to be entered into TDS when a student has a disabling condition that prevents the student from independently entering responses through keyboarding or the use of a mouse.

For paper testing, this designated support allows a student’s responses to be copied into the student’s test booklet when the student has a disabling condition that prevents the student from recording responses independently.

KEY REMINDERS

• Speech-to-text is used for online transcribing
• Headphones and microphone check need to be confirmed prior to the administration, but ideally are already being used in classroom instruction and practice
• Basic transcribing conducted on paper by a test administrator will need to be entered into RE before date indicated on the Calendar of Events.
• A lack of keyboarding proficiency alone would not qualify a student for this support.

ARD

504

RtI

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Directions for Response Entry

150

The “Complete Administrations” section of the Coordinator Resources includes directions to assist testing personnel with entering paper tester’s constructed responses into RE.

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Locally-Approved Designated Supports

151

​

​

​

Braille and Refreshable Braille provides brailled test materials or screen reader support for refreshable braille displays to a student with a visual impairment (VI).

KEY REMINDERS

• No “extra day” ARF required.
• Headphones or individual administration may be

necessary for students utilizing screen reader support.

• Braille can be ordered with refreshable braille.
• Braille kits come with a regular print for test administrators. Accommodations specific to braille test takers will be provided in the “STAAR with Embedded Supports Paper Test Administration Information.”
• Paper Braille must be entered into RE by date on Calendar of Events.

ARD

504

RtI

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Locally-Approved Designated Supports

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​

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Calculation Aids provides an alternate method of computation for a student who is unable to effectively use paper-and-pencil methods.

KEY REMINDERS

• A basic four-function calculator is available as an online embedded support on STAAR.
• Handheld calculators must be provided for paper administrations.
• Students should use the calculator that is most familiar to them. Students testing online may require- and are allowed to use- a handheld calculator.
• This support is not the same as the general STAAR

Calculator Policy.

ARD

504

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Locally-Approved Designated Supports

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Content and Language Supports allows for various types of assistance (e.g., scaffolded directions, assistance with tracking, graphic organizers, simplified language, graphic representations of vocabulary and concepts) to support a student's understanding of passages, test questions, and answer choices.

KEY REMINDERS

• Can be paired with other supports, including oral administration via TTS

• Writing will ONLY have pre-reads prior to the editing

passages. Reading selections, including Eng. I and

II, will have pre-reads prior to the selections. Students and test administrators should be aware of which sections will have pre-reads to avoid confusion during the administration.

*For EB students testing in English.

ARD

504

LPAC*

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Locally-Approved Designated Supports

154

Individualized Structured Reminders allows a test administrator to provide a student with individualized structured reminders to stay on task during a test administration beyond what is required or allowed for any student during standard administration procedures.

KEY REMINDERS

• It is not appropriate for a reminder that is not already an accessibility feature to be provided to all students in a testing area. Providing supports to students who do not meet the eligibility criteria is considered a testing irregularity.

• It is preferable that the student, rather than the test administrator, direct or control the use of the reminder when possible.

• Not reviewed or approved by TEA.

ARD

504

RtI

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Locally-Approved Designated Supports

155

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Large Print provides a student with enlarged test materials when he or she is unable to effectively access test materials in standard print size.

KEY REMINDERS

• No preview window.
• Large print can be ordered as additional support for students testing online if needed.
• “18+ font” means at LEAST 18 size font.
• Information regarding district or campus testing personnel photocopying secure test materials can be found in the Paper TAI.

ARD

504

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Locally-Approved Designated Supports

156

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Manipulating Test Materials allows the test administrator to physically manipulate test materials, online tools, and equipment for a student who is unable to do so independently.

KEY REMINDERS

• This support does not allow for the same interaction with a student’s test content as Basic Transcribing, although students may be eligible for both.
• Students will be communicating with a test administrator and may need to complete the test in a setting that is separate from other students in order to eliminate distractions and ensure the confidentiality of the test.
• This designated support does not apply to any TELPAS holistically rated domain, since those are assessed during authentic classroom activities and the same accommodations routinely used during classroom instruction are acceptable.

ARD

504

RtI

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Locally-Approved Designated Supports

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Mathematics Manipulatives supports are concrete objects or pictures of concrete objects for a student to move and touch in order to visualize abstract concepts.

KEY REMINDERS

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• The list of allowable examples listed in the policy document is an exhaustive list. No additional manipulatives may be used during STAAR testing.
• The test administrator may NOT remind the student to use the mathematics manipulatives or explain to the student how to use them

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Oral and Signed Administration allows test material to be read aloud or signed to a student. All references in this document to reading support during an oral administration also apply to oral interpretation (e.g., lipreading) and signing during a signed administration. An online oral or signed administration is administered via TTS or ASL videos.

Students in need of this support should be identified prior to the administration so they can become familiar with this tool.

KEY REMINDERS

• Online testers may select and change his or her level of reading support during the test administration. Students can also be registered for “automatic TTS” which will ensure all eligible parts of the test are read aloud. NOTE: If TTS is enabled, it will be available for all “in-test” messages.
• Students who use the embedded ASL videos may also receive support from a trained test administrator.
• A test administrator trained in Oral Administration procedures may read aloud reference materials and

dictionary entries from a handheld version at the student’s

request. Electronic dictionaries are allowed but must follow technology guidelines to maintain security. The student is responsible for finding the entry and presenting it to the test administrator.

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Oral and Signed Administration Guidance

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The Oral and Signed Administration Policy page in the Coordinator Resources includes links to additional guidance for paper administrations and students who are deaf and hard of hearing.

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Oral and Signed Administration and Constructed Response Questions

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Students participating in a STAAR online administration who need test questions, including short and extended constructed response questions, to be read aloud must have TTS turned on to receive this support.

Students must meet eligibility requirements for oral administration prior to the administration of the test. Test administrators should not be providing this support by reading the secure test content from the screen.

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Note: For students participating in a STAAR paper administration, the test administrator trained in oral administration will provide this support.

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Example of a Constructed Response Question

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Oral and Signed Administration For Students who are Deaf or Hard of Hearing

• Individual administrations can be provided via a test administrator viewing a secondary mirrored monitor

-The proctor will see the student’s exact screen and can provide signed support or oral

interpretation

-Screen mirroring requires connection via an HDMI cable

-Appropriate for individual administration

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• Districts may request a proctor code from Cambium in order to access a proctor version of the test online if the access to an online test is needed for group administrations.

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• Interpreters or teachers of the deaf who provide signed or oral assistance to students may preview test material eligible for an oral/signed administration the day of the assessment to prepare an accurate interpretation. Districts may request a proctor code from Cambium in order to access a proctor version of the test online.

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Spelling Assistance provides various types of spelling supports, such as spellcheck and word prediction, for students with disabilities.

KEY REMINDERS

• Spell check and/or word prediction must be enabled in CAMBIUM prior to administration.

• “Word prediction” uses an embedded Co-Writer product. If using Co-Writer outside of TDS, it’s functionality must be limited to only word-prediction.

• Students may use more than one type of spelling

assistance listed in the policy document.

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Spelling Assistance in TDS

Note: Spell check does not identify grammatical or usage errors.

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