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Testing

CAMPUS COORDINATORS

Northeast Campus: DANA FORNABAIO
New Directions Campus: JOSE SOTO
Seguin: VERONICA CHAMPION
Northwest Elementary: TIFFANY BRUCHETTE
Northwest: JULIE GIST
Southeast: NATE THOMAS
 
DISTRICT TESTING COORDINATOR:
EVONNE MURILLO, Director of Federal Program
 
DISTRICT TESTING SUPPORT:
JULIE GIST, DISTRICT TESTING COORDINATOR ASSISTANT
CHRISTOPHER MCCAMMON, Director of Curriculum and Instruction 

20 USC 6311

Assessments

Each State plan shall demonstrate that the State has developed or adopted a set of high-quality, yearly student assessments, including assessments in at least mathematics and reading or language arts, that will be used as the primary means of determining the yearly performance of each local educational agency and school served under this part in enabling all children served under this part to meet the State's student performance standards. Such assessments shall--
(A) be the same assessments used to measure the performance of all children, if the State measures the performance of all children;
(B) be aligned with the State's challenging content and student performance standards and provide coherent information about student attainment of such standards;
(C) be used for purposes for which such assessments are valid and reliable, and be consistent with relevant, nationally recognized professional and technical standards for such assessments;
(D) measure the proficiency of students in the academic subjects in which a State has adopted challenging content and student performance standards and be administered at some time during--
(i) grades 3 through 5; (ii) grades 6 through 9; and (iii) grades 10 through 12;

(E) involve multiple up-to-date measures of student performance, including measures that assess higher order thinking skills and understanding;
(F) provide for--(i) the participation in such assessments of all students; (ii) the reasonable adaptations and accommodations for students with diverse learning needs, necessary to measure the achievement of such students relative to State content standards; and (iii) the inclusion of limited English proficient students who shall be assessed, to the extent practicable, in the language and form most likely to yield accurate and 
reliable information on what such students know and can do, to determine such students' mastery of skills in subjects other than English;

(G) include students who have attended schools in a local educational agency for a full academic year but have not attended a single school for a full academic year, however the performance of students who have attended more than one school in the local educational agency in any academic year shall be used only in determining the progress of the local educational agency;
(H) provide individual student interpretive and descriptive reports, which shall include scores, or other information on the attainment of student performance standards; and
(I) enable results to be disaggregated within each State, local educational agency, and school by gender, by each major racial and ethnic group, by English proficiency status, by migrant status, by students with disabilities as compared to non-disabled students, and by economically disadvantaged students as compared to students who are not economically disadvantaged.

 

 

 

The State of Texas Assessments of Academic Readiness (STAAR) program, which was implemented in spring 2012, includes annual assessments for

  • reading and mathematics, grades 3–8
  • writing at grades 4 and 7
  • science at grades 5 and 8
  • social studies at grade 8
  • end-of-course (EOC) assessments for English I, English II, Algebra I, biology and U.S history.