Campus Testing Coordinator Training March 2011. TEST SECURITY English Language Learners Training Components Materials Manage- ment ACCOMM- ODATIONS ALTERNATE

Campus Testing

Coordinator Training

March 2011

TEST SECURITY

English Language Learners

Training Components Materials

Manage-ment

ACCOMM-ODATIONS

ALTERNATEASSESSMENTS

Please Note:

This Training Does NOT Take the Place of Reading the Appropriate Manuals.

• District and Campus Coordinator Manual

• District and Campus Coordinator Supplement

• General Test Administrator Manual & Test Administration Directions

• Test Security Supplement

• Accommodations Manual

• TAKS-M, LAT, and TELPAS Test Administrator Manuals

• Grade Placement Committee (GPC) Manual

• Dyslexia Bundle Administration Instructions

• ARD Manual

• LPAC Manual

Read, Reference

andKeep Close!

www.gcisd-k12.org >

Departments and Programs >

Assessment, Research and Evaluation >

State Testing Resources

5

Important Dates

When will we receive…

•test administrator manuals?

•test booklets?

•precodes?

•results?

What is the deadline for training teachers?

DCCMp. 2

6

Important Dates – March grades 5 and 8 SSI testing

• Extra Materials Ordering Deadline March 29th

• Test Administrator Training by April 1st

• Dyslexia Bundled Accom. DCCM Page 39

• Math April 4th

• Reading April 5th

• Make-up Testing April 5-7

• Test Return Dates April 8th; 19th

77

Key ChangesTesting Policy & Procedures

Data Collection

Race/Ethnicity FieldTEA will no longer collect ethnicity and race informationusing both the “old” and “new” federal standards,Answer documents will contain only the fields needed to meet the latest federal standards.

Student Portal - Access Code on Confidential Student Report (CSR)

ACCOMMODATIONS

9

Who may be eligible for accommodations on state assessments?

• General education students with special needs

• Students served by 504/ ADA

• ELLs eligible for LAT accommodations

• Students receiving special education services

9

Accom. ManualCover

10

Required Documentation

• Special Education Student – all accommodations must be documented in IEP

• ADA/504 Student – all accommodations must be documented in SST

• English Language Learner – all accommodations must be documented in LPAC paperwork

• All other students – must be documented in student’s permanent record file

Accom. ManualPage 16

11

Posted in August 2010

Updated Accommodations by Category Chart

Examples of Effective and Ineffective Objective Evidence

Includes information on LAT and TELPAS

Includes information on TAKS–Alt

12

ROUTINELY USED

Accommodations should be routinely used during classroom instruction, assignments, and testing. This doesn’t mean that the accommodation must be used everyday.

By analyzing observation data and assignment/test scores with and without the use of accommodations, an educator may be able to see how the student has gained skills, overcome weaknesses, or progressed in the curriculum. Or it may confirm that the student still struggles in certain areas.

Do not provide a new or unfamiliar accommodation on statewide testing day.

13

Oral Administration• An accommodation in which test questions and answer choices

may be read aloud or signed to eligible students. This includes words (and numbers if necessary) on any part of the test:

• Charts, tables, graphs, graphics, captions under art, diagrams, pictures, figures

• TAKS Mathematics Chart

• TAKS Science Formula Chart and Periodic Table

• Allowable or approved supplemental aids

Accom. ManualPages 77-78

14

Oral Administration

• Only allowed for mathematics, science, and/or social studies tests

• Oral administration is NOT allowed for reading, writing, or ELA tests

• Does not apply to:

• Dyslexia Bundled Accommodations for TAKS and TAKS (Accommodated)

• Reading aloud test questions and answer choices on TAKS–M reading selections

• These are not called oral administrations Accom. ManualPage 77

15

Oral Administration• Oral administration can encompass different levels of reading support for

each student:

• Reading only a few words or phrases at student request

• Reading multiple sentences throughout the test at student request

• Reading the test in its entirety

• The documentation (e.g., IEP, SST, local paperwork) must describe the level of reading support the student needs as well as whether the student can request a change in the level of reading support provided during testing.


16

Oral AdministrationStudent Eligibility

1. Not receiving special education or ADA services who is identified with dyslexia

2. Receiving ADA services who is identified as dyslexic or has evidence of reading difficulties as documented in the IAP

3. Receiving special education services who is identified as dyslexic or has evidence of reading difficulties as documented in the IEP

4. Receiving special education services who is deaf or hard of hearing and who has evidence of reading difficulties as documented in the IEP


17

Oral AdministrationStudent Eligibility

• Eligibility is determined at the local level by• the student’s committee of knowledgeable persons and

documented in accordance with district policies• the student’s ADA placement committee and

documented in IAP• the student’s ARD committee and documented in IEP

• For an English language learner, eligibility should be made in conjunction with the student’s LPAC and documented in the permanent record file


18

Oral AdministrationTest Administrator Responsibilities

BEFORE TEST DAY

• Receive additional training in oral admin procedures, including guidelines for reading aloud items

• Sign Section 1 of the Oath of Test Security and Confidentiality

• Be familiar with the content-specific terms and symbols associated with the test

• Know the level of reading support required for each student and whether the student can change the level during testing

• Plan for small group or individual testing

19

ON TEST DAY

• Use Form 01 of TAKS

• Do not work test items, write notes, or discuss test content

• Do not rephrase, clarify, or interpret test content

• Do not provide nonverbal assistance to students

• Keep voice inflection neutral (except words in boldface, italics, or all caps)

• Each word or item may be read aloud as many times as necessary

• T.A. reads from his/her OWN Form 01 test booklet, not the student’s Form 01 test booklet.


One for the Test Administrator - Always

20


ON or RIGHT AFTER TEST DAY

• Sign Section 3 of the Oath of Test Security and Confidentiality

• Indicate that the student received an oral administration by marking the “OA” code in the ACCOMMODATIONS (FOR ALL PROGRAMS) field on the scorable document

21

Oral Administration Appendix

22

Accommodations, except linguistic accommodations, are categorized in four ways:

• Presentation Accommodations (P) (p. 18-21)• Response Accommodations (R) (p. 22-25)• Setting Accommodations (S) (p. 26)• Timing and Scheduling Accommodations (T)

(p. 27-28)

Education Service Center Region XI 22

23

Dyslexia Bundled Accommodation

Eligibility

• not receiving special education services who is identified with dyslexia; or

• receiving special education services who is identified with dyslexia or has documentation in the IEP that indicates that the student exhibits the characteristics of dyslexia, causing him or her to lack word-identification skills and/or to have difficulty reading words in isolation.

In either case, the student must routinely receive accommodations in classroom instruction and testing that address the difficulties he or she has reading words in isolation.


24

Dyslexia Bundle Accommodation: Authority for Decision

For students who meet either eligibility criterion outlined on the previous slide, the decision to provide the dyslexia bundled accommodations should be made by the student’s

• placement committee as required by Section 504 of the Rehabilitation Act of 1973 and must be documented in the student’s IAP;

• committee of knowledgeable persons as outlined in The Dyslexia Handbook and must be documented in accordance with district policies and procedures; or

• ARD committee and must be documented in the student’s IEP.


25

Dyslexia Bundled Accommodation

• Separate instructions and proper nouns lists

• orally reading all proper nouns associated with each passage (from the state-supplied proper-nouns list) before students begin individual reading,

• orally reading all test questions and answer choices to students, and

• extending the testing time over a two-day period.


Reading TAKS and TAKS

Accom. Only

DCCM ManualPage 37

26

Testing Schedulefor Students Using the

Dyslexia Bundled Accommodations

DCCM

Page 39

April 4th MathApril 5th Reading Day 1April 6th Reading Day 2

• Are NOT allowed for TAKS

• Must be reviewed at the district level to ensure that each supplemental aid is• routinely used in instruction• documented in IEP• a tool, not a source of direct answers• grade-appropriate• factual and free from errors• concise and well-organized so a student can quickly access

information

• List of allowable supplemental aids in Appendix D

Supplemental AidsTAKS

28

• Supplemental aids for TAKS-M, including LAT administrations of this assessment, are allowed if

• The student’s disability affects memory retrieval, meaning the student is able to understand material being assessed but needs assistance recalling it

• The supplemental aids meet conditions stated in Appendix D, p. 91

• They are routinely used in instruction

• They are documented in IEP (as specific as ARD committee deems necessary)

28

Supplemental Aids

There are limits… Cannot be a source of direct answers!

29

• Supplemental aids for TAKS (Accommodated), including LAT administrations of this assessment, are allowed if

• The student’s disability affects memory retrieval, meaning the student is able to understand material being assessed but needs assistance recalling it

• The supplemental aid is listed as allowable in Appendix D for that subject and meets ALL conditions stated on p.90; no ARF required

• Routinely used in instruction

• Documented in IEP (as specific as ARD committee deems necessary)

29

Supplemental Aids

30

• Supplemental aids NOT described in Appendix D as allowable for TAKS (Accommodated) require an Accommodation Request Form

• School must ensure that requested supplemental aid meets ALL conditions as stated on page 90 prior to submission

• Legible copy of supplemental aid must be included with request

30TEA Student Assessment Division

Supplemental Aids

31

Mathematics Supplemental Aids Allowed on

TAKS (Accommodated)

Accommodations Manual

31

Pages 93-94

32

Reading Supplemental Aids Allowed on

TAKS (Accommodated)

Accommodations Manual

32

Page 95

33

SEND requests for DO NOT send requests for

• All supplemental aids for TELPAS

• Supplemental aids for TAKS (Acc) NOT listed in Appendix D as long as they meet all conditions in the box on p. 70

• Supplemental aids for TAKS (not allowed)

• Supplemental aids for TAKS-M (no ARF required)

• Supplemental aids listed in Appendix D

• Supplemental aids that do not meet all conditions in the box on p. 70

33TEA Student Assessment Division

Accommodations Request Forms

http://ritter.tea.state.tx.us/student.assessment/resources/accommodations/accommodation_form_interactive.pdf


35

Com m ittee determ ines w hether request is necessary

Cam pus staff in coord ination w ith Cam pus TestingCoord inator com pletes Accom m odation Request Form

Cam pus Testing Coord inator subm its Accom m odationRequest Form to D istrict Testing Coord inator

Distr ict Testing Coordinator subm its Accom m odationRequest Form to TEA

TEA Review s Request

TEA notifies D istr ict Testing Coordinator of decision

ARF

PROCESS

• Districts can submit one request per student even if student needs multiple accommodations for multiple tests

• Campuses enter a tracking number for identification of requests at local level (six digit local id, beginning with the number seven).

• NEVER include confidential student information in Accommodation Request Forms (first and last name, social security number, IEP, etc.) – FERPA violation


ARD Documentation:

Accommodations that require submission of an Accommodation Request Form should be documented in the paperwork as “pending TEA approval”


Examples of effective and Examples of effective and

ineffective objective evidenceineffective objective evidence


Accommodations ManualPage 63-66

Accommodation Request Forms must be received by TEA at least one week prior to testing; requests received by TEA after this deadline will NOT be processed


40

TAKS-Modified

TAKS-M Manuals

Manual Structure

• TAKS-M General Test Administrator Manual

• Three sets of test administration directions to be used in conjunction with the General Test Administrator Manual• Grades 3-5• Grades 6-8• Grades 9-11

GENERAL TEST ADMINISTRATOR MANUAL

Are you counting? That could

mean another signature for

a teacher.

TAKS–M Participation Requirements

Included in 2010-2011 ARD Manual

Located on the TEA Student Assessment website at:

• ARD Committee Resources web page

• TAKS-M Resources web page

• Accommodation Resources web page

44

TAKS M Test Booklets

• ALL TAKS M Test Administrators need ALL TAKS M Test Administrators need a test booklet from which to read. a test booklet from which to read.

• TAKS M Test Administrators must TAKS M Test Administrators must notnot read from a student’s test booklet.read from a student’s test booklet.

One for the Test Administra

tor - Always

45

Questions about Accommodations/ Alternate Assessments?

TESTING MATERIALS

Answer Documents

Packing Lists

Precode Lists

Proper Nouns

Lists

Charts & Rulers

Pallet Detail Report

Test Booklets

Linguistic Simplification Guides

Extra Materials

Order Forms

Seating Charts

Oaths

Materials Control

Forms

Precoded Materials

• Precoded materials (labels and/or answer documents) may arrive three to four weeks prior to date listed on the calendar (By 3/28)

• Districts will receive a separate shipment of precoded materials for most test administrations

• Precoded materials for all retest administrations will arrive in the shipment of testing materials, not as a separate shipment

• Based on January PEIMS data

Testing Materials

48

Remember…Student Information MUST Match for ALL Tests!

It is important that a student’s identification information be the same for all test administrations.

NOTE: IF a student’s name, identification number or date of birth on a precoded document is incorrect, make the correction at the time of the first administration of the testing year. If the error is found after the first administration, do not correct the error!

Answer Documents

• TAKS, TAKS (Accommodated), and LAT

– one combined answer document

(except grades 3 & 10)

• TAKS–M – students taking all subjects with TAKS–M, including students eligible to take TAKS–M with linguistic accommodations, will use the regular TAKS–M answer document (grades 4–11) or scorable test booklet (grade 3)

• TAKS–Alt – no answer documents should be submitted for students assessed with TAKS–Alt

Testing Materials

OldAnswer

Documents

Ethnicity / Race

1 is Hispanic

51

Ethnicity/Race Fields

NewAnswer

Documents

52

• Remember! Accountability IS Affected by Coding

• Accountability student groups are based on the information provided on the answer documents as received by the testing contractor.

• Note: After answer documents have been shipped to Pearson for scoring, districts will NOT be able to make corrections to the student identification information, demographic or program participation information or score code status for accountability purposes.

Grade 4

Answer Documents An * (asterisk) score code is present on all TAKS and TAKS–M answer documents

that have two or more subject areas tested – used for a student who takes both TAKS

Accom & TAKS M

Student took TAKS Accom Reading and

TAKS M Math

• For each subject area tested, only ONE bubble should be gridded in the TEST TAKEN INFOTEST TAKEN INFO field.– Determine if the student is eligible for TAKS, TAKS

(Accommodated), or LAT. – Next, determine the language version of the

assessment that the student will take (grades 4–5 only).

– Follow the same steps to grid the TEST TAKEN INFO field even if the student is absent from the test or illness/test irregularity occurs during testing.

Answer Documents

55

AccommodationsAccommodations made available, even if not used, should be recorded on the student’s answer document.

• presentation (P)• response (R)• setting (S)• timing and scheduling (T)• Braille (BR)• large print (LP)• oral/signed administration (OA)• dyslexia bundled accommodations

(DB)• LAT-specific coding in Coordinator

Manual

55Answer Documents

LP

DB

LP

OA

BR BR

• Students taking TAKS (Accommodated) or LAT assessments will not use all the bubbles on the answer documents except for the following assessments.

• Writing (grades 4 & 7)• Reading (grade 9, grades 5 & 8 retests)• ELA (grades 10 & 11)• Math (grades 5 & 8 retests)• Exit level retests

• Test administration directions specify the last question number for TAKS Accommodated and LAT tests. (Teachers do not need to view the nonscorable test booklet.)

Answer Documents

57

Sample Answer Documents

Sample answer Sample answer documents for training documents for training purposes can be purposes can be downloaded from downloaded from TEA’s website:TEA’s website:

Link located onAssessment, Research and Evaluation Website

58

Sample Extra Sample Extra Materials Materials

Order FormOrder Form

Note: Always, always, have

extra booklets and answer

documents for each subject and

grade

Check shipment for extra

Form 01’s

59

Receiving Secure Materials

• Only campus testing coordinators or Principal may sign for secure testing materials.

• Warehouse personnel have been instructed to return secure testing materials to the warehouse cage if the campus testing coordinator is not available.

Packing Lists

• The first box of each shipment contains a packing list.

• Packing lists indicate materials in each box.

• Packing lists have detailed materials descriptions.

• Must be checked against contents for accuracy as soon as possible upon delivery.

• Notify district testing coordinator immediately if a discrepancy exists.

Testing Materials

Secure Test Materials

• Test Booklets

• Linguistic Simplification Guides

• Proper Nouns Lists

• Labels and Precoded Answer Documents

• TAKS Grade 5 Reading and Math Booklets

Testing Materials

62

Preparing for the Return of Testing Materials

• Materials Control Forms• Oaths• Seating Charts• O Score Code Documentation Form• Locally Determined Disciplinary Action

Taken Against Students Form• TAKS Alt Documentation Forms• Rosters 5 Yrs

63

Questions about Testing Materials?

Security and

Integrity

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 37.10 - Tampering

General Security Information

Test Security Resources

Three online training modules on test security and test administration procedures for test administrators

• Test Security Supplement•Updated “best practices” section

• FORMS, FORMS, FORMS

67

Emergency ProceduresIn the event of an emergency… • Students are to

• place their answer documents in their booklets,• close their test booklets, • leave their test booklets on the desks and • exit the building according to normal evacuation procedures.

• Test administrators are to• closely monitor their testing groups to make sure no one

discusses the test,• lock the classroom door if in the possession of a key, and• inventory test booklets immediately upon return to the

classroom.• Campus testing coordinators are to contact the district testing

coordinator after evacuation procedures are complete.

Student & Staff Safety 1st

HPISD 2011 Testing Plan

Test Security

• Reminder for test administrators to clarify level of

reading support for oral administrations• Question for students about Form 1 for oral

administration and dyslexia bundled

accommodations administration• “Say” text to remind students to record their

responses and erase any accidental stray marks

Specific Language in Test Administration Directions

Before test administration

Test Security

• Train everyone• Account for all test materials• Ensure proper storage of materials• Verify accuracy of student information • Verify testing requirements for students receiving

special education services and for ELLs• Review procedures for handling problems or

testing disruptions

70

Oath of Test Security

and Confidentiality for

Non-Certified School

Personnel

71

Signed Security OathsRetention

• Principal Oaths

• Campus Coordinator Oaths

• Test Administrator oaths (general)

• Test administrator oaths (administration-specific)

5 Yrs

During test administration

Test Security

• Ensure each student receives the correct assessment and testing materials

• Active monitoring by testing coordinator AND principals

• Ensure all testing personnel understand that they may NOT:– provide assistance– view the tests without authorization– discuss confidential student information– reinforce or check for strategies

73

Seating Charts

Seating charts are a signin/ sign out form that documents who

was in the testing room at all times

Downloadable seating charts can be accessed at:http://www.tea.state.tx.us/index3.aspx?id=3206&menu_id=793

After test administration

Test Security

• No unauthorized viewing• No scoring of student responses• No erasing stray marks or darkening

response ovals• Account for all test materials

Materials Control FormsPacking Lists

75

CommonMonitoring

Errors

76

Blank Answer Documents• Student completes the sample question, but does not record

any other responses

• Not recording answers on the revising and editing section of a language arts assessment

• Not recording answers after the griddable questions

• Not recording a column of answers

“You have not recorded your answers on the answer document. Please go back and mark your answers now.”

77

Blank Answer Documents

• Test administrators should regularly remind examinees during the test session to mark their responses on their answer documents. “You have not recorded your answers on the answer document. Please go back and mark your answers now.”

• Grade 3 test administrators are permitted to quickly flip through a scorable booklet to confirm that a student did not accidentally skip pages. If this situation occurs:

• Do: Hand the booklet back to the student and say, “You have not recorded all your answers.

• Do NOT: Point to individual questions and ask the student to answer them. Be aware that students might choose to skip questions. Test administrators are not permitted to identify individually skipped responses.

Two -way Communication Devices

• The use of cell phones or other two-way communication devices is prohibited during testing for students and test administrators.

• The reason is that smart phones can….• disrupt the testing environment,• be used to cheat by obtaining unauthorized assistance on

test content by students, and can• be used to image secure tests and compromise the

confidentiality of the test with their camera feature by students and teachers.

• Districts are required to develop a policy that addresses these concerns.

Lunch

• Students are allowed to take a lunch break• Students place answer documents inside test

booklets• Test booklets are gathered and securely stored• Students remain together during lunch• Students are closely monitored by trained testing

personnel to ensure test contents are not discussed

79

What Is Active Monitoring?

Watching students during testing. The focus of the teacher’s

attention is on the students and not elsewhere.

• Walking around to better observe what students are doing. (Are students; working on correct section of test, marking answers on the answer document, not cheating, not using cell phones, not talking or communicating with other students, etc.?)

Active Monitoring

• Monitoring during test administrations is the responsibility of the test administrator, the campus test coordinator, the campus principal, and the district test coordinator.

• Teachers are required to actively monitor students during testing.

• Principals and Campus Test Coordinators are required to actively monitor testing sessions at their campus.

• The district testing coordinator is required to actively monitor testing sessions at all campuses within the district.

• A team of central office personnel trained to monitor testing sessions will be used to assist the district testing coordinator in monitoring campus testing sessions. Every testing session will be actively monitored.

82

CommonMaterials

DistributionErrors

83

Effective Test Preparation Activities

• Review the testing roster to determine whether different assessments are being administered during the same test session.

• Review test administration directions to become familiar with materials needed for each subject-area assessment.

• Identify any students’ names on the roster that are similar to avoid distribution errors.

• Review the testing roster to identify whether any examinees are scheduled to receive accommodations.

• Understand in advance how to properly communicate any concerns or issues that might come up during your test session.

84

Students Must Write

Their Names on the

Test Booklets

If you use printed labels or write students’ names, place the label or write the name in the upper right

corner of the booklet.

85

• Common Secure Materials Errors

86

• Assigning untrained staff to administer and/or monitor tests • Failing to inventory test materials until day before or day of test

• insufficient materials• Not accounting for all test materials and answer

documents each day• Leaving secure materials unattended• Assigning a student the incorrect assessment• Failing to give appropriate accommodation(s)• Unsure so proceed with something that could make situation

worse

CommonSecure

MaterialsErrors

87

Count Obsessively & Meticulously

Count

Count

Count

Count

Count

Count

Count

Count

Count

Security of Testing Materials

• All test items must be accurately accounted for and properly stored in a secure location.

Out Column:Test Administrator

In Column:Campus Testing Coordinator or

Designee

Test Booklet Number Range

The Use of a Materials

Control Form is

REQUIRED

# of Test Booklets

Record LSG’s too

When returning materials to the

District, bring a copy of completed

materials control forms!

90

Test Security is Everyone’s Responsibility

It is the role of every person on campus to• Monitor at all times.• Be prepared.• Know what to look for.• Protect the confidentiality of state assessments.• Ensure the validity of students’ test results• Help ensure that all students are assessed

equitably.

91

1. Teachers/ monitors notify Campus Coordinator

2. Campus Coordinator notifies Denise (DTC) and Campus Principal

3. Documentation and TEA notification (if necessary)

Testing Irregularities – What to do?

Don’t Panic –

If there is any question – call Denise – she is sitting with the manuals… waiting to answer questions

• Wrong test administered• Wrong test form issued • Blank answer document accepted• Eligible student not tested• Accommodation not provided• Failed to detect/prevent improper student

behavior

Testing Irregularities

Most common irregularities in 2010

• Viewing a test before, during, or after an assessment without authorization

• Scoring student tests• Discussing secure test content or student

responses• Copying secure materials without

authorization


Potential Referral to Educator Certification and Standards

REMINDER: These incidents must be reported to TEA immediately.

• Any Action that Directly or Indirectly Assists Students with Responses– Clarifying or translating writing prompt or test items

(except for LAT administrations)– Gesturing, pointing, or demonstrating correct responses– Changing student responses– Providing answers to test questions


Potential Referral to Educator Certification and Standards (cont.)

REMINDER: However well intentioned, these actions are never allowable or appropriate. These incidents must be reported to TEA immediately.


Preventing Testing Irregularities

Refer to the 2011 Test Security Supplement for more tips on preventing testing irregularities.

• Train carefully– Allow adequate time for training– Issue manuals before training– Train as many staff as possible

• Monitor and observe during testing• Practice thorough inventory control at all levels• Be available for questions

97

TEST

SECURITY

Questions about Test Security?

Test Administration Test Administration ProceduresProcedures

Campus Test Administrator Responsibilities

TAKS

TAKS-M

TAKS Accom

Test Administrator Responsibilities• Read the Test

Administrator Manuals both general and specific.

• Attend training conducted by your campus test coordinator.

• Receive secure testing materials from your campus test coordinator.

• Observe all rules regarding test security and confidential integrity of the state testing system.

• Administer the tests in strict compliance with the directions in the Test Administrator Manuals.

• Supervise and actively monitor testing.

• Do not provide any unauthorized assistance to students during testing.

• Do not view the test, discuss the test, or score a student test either before, during, or after testing.

Test Administrator Responsibilities

• Mark the appropriate score code and test taken information code for each student test administered.

• Return all testing materials to the campus test coordinator immediately after students finish testing.

• Report testing irregularities and security violations immediately to the district test coordinator.

• Prepare statements for submission to TEA if you are involved in a testing irregularity or test security violation.

102