Umphrey Lee Investigations, DISD

Dallas
Independent
School
District
OFFICE OF
PROFESSIONAL
RESPONSIBILITY
2909 North Buckner Blvd., Dallas, TX 75228
Post Office Box 181509, Dallas, TX 75218
To:
From:
Mike Miles, Superintendent of Schools
Donald R. Smith, Jr
Chief Compliance Officer
REPORT OF INVESTIGATION
Case Number: 11394
RESTRICTED DISSEMINATION This entire report contains confidential work product
information and should not be released without the approval of the Superintendent of Schools
or the Chief Compliance Officer.
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Mike Miles
Superintendent of Schools
Dallas
Independent
School
District
OFFICE OF PROFESSIONAL RESPONSIBILITY
Z909 North Buckner Blvd., Dallas, TX 75228
d
To: Mike Miles, Superintendent of Schools
From: Donald R. Smith, Jr
APPROVED,
Date: October 7, 2013
RE: WILLIS, ARRKEENAH #61587
Teacher
Umphrey Lee Elementary School
Case Number: 11394
...................................... ......................... ............................. ...
Type of Investigation: Administrative
Type of Report: Final
Person to Contact: Chris Lyle, Inspector
Office of Professional Responsibility,
Suite 804
2909 Buckner Blvd., Dallas, TX 75228
(972) 925-8864
or the Chief Compliance Officer. _______________________
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Office of Professional Responsibility
Table of Contents
Section Page
Executive Summary............................................................................................................... 4
Background........................................................................................................................... 5
Allegation.............................................................................................................. 5
Employee Status.................................................................................... ............... 5
Extent and Results of Investigation....................................................................................... 5
Referral to Outside Agency.................................................................................................... 11
Explanations and Defenses Offered......................... ............................................................. 12
Relevant Policy, Procedures and Statutes........................................ ..................................... 12
Conclusions.............. ....................................... ..................................................................... 14
List of Witnesses and Exhibits............................................................................................... 15
RE: WILLIS, ARRKEENAH
#61587
Case Number: 11394
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Executive Summary
Based on evidence obtained during an Office of Professional Responsibility investigation, the
allegation that Arrkeenah WILLIS, a teacher at Dallas ISDs Umphrey Lee Elementary School,
committed a serious testing irregularity is substantiated. Anomalous (high) scores were received
on the April 2013^fcgrade math STAAR by Umphrey Lee Elementary School students. During
interviews with Teacher WILLIS* j ^ ârade students it was learned WILLIS had provided her
students with the STARR questions and answers in the days prior to the STAAR administration.
WILLIS conduct of viewing secure STAAR content and providing secure STAAR content to her
students was a serious violation of testing procedures and a violation of District policy.
A separate allegation that WILLIS committed a testing irreguiarity while serving in the capacity of
a test administrator for a May 2013, administration of the Texas Assessment of Academic
Readiness (STARR) was not substantiated. In concurrent OPR investigations addressed in
separate OPR reports, the alleged conduct was attributed to the classroom teachers.
This Report of Investigation is the opinion of the Office of Professionai Responsibility of the Dallas
Independent School District and is based upon evidence from its investigation of this matter.
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Background
After conclusion of the 2013 State of Texas Assessments of Academic Readiness (STAAR), The Dallas
ISD Evaluation and Assessment Department notified the Office of Professional Responsibility (OPR) of
what they characterized as "anomalous Umphrey Lee Elementary School STAAR results.
The anomalous scores were observed on identified administrations of the^J|grade math, andJ$M|
grade reading STAAR, as well as on the^B|grade math and reading retests, Umphrey Lee Elementary
School Teacher Arrkeenah WILLIS serveaas one of the test administrators for a<|Jfegrade math and
reading STAAR retest and it was in that role that she was initially of interest in the Evaluation and
Assessment and OPR review. During concurrent OPR investigations, however, the anomalous g r a d e
retest scores were attributed at least in part to the conduct of the tested students classroom teachers.
WILLIS also served in the capacity of a teacher for classroom ^ d u r i n g the 2012-2013 school
year. Classroom ^ | | was identified by Evaluation and Assessment as a tested group of students that had
received anomaious^M^grade math STAAR scores. Ijwas WILLIS alleged conduct in the classroom as
it related to the 2013 Umphrey Lee Elementary classjflfegggrade reading STAAR that is the focus of
this report.
Allegation
It has been alleged that Arrkeenah WILLIS, a teacher at Dallas ISDs Umphrey Lee Elementary School,
committed a serious testing irregularity while serving in the capacity of a test administrator for a May
2013, administration of the Texas Assessment of Academic Readiness (STARR). (W1-1. Case
Assignment)
During the Office of Professional Responsibilities (OPR) interviews with former Umphrey Lee Elementary
School third grade students, WILLIS was alleged by students to have committed a testing irregularity
when she viewed secure test content prior to administration of the 2013 third grade math STAAR and
discussed the content with her students prior to administration of the STAAR.
Employee Status
WILLIS is a contract employee with the Dallas ISD. WILLIS contract with the District expires in
June 2014. (W2-1. WILLIS. Oracie Contract Reports
Employee is on Administrative Leave: ^ Yes ^ No
Extent And Results Of investigation
The STAAR
Beginning in spring 2012, the State of Texas Assessments of Academic Readiness (STAAR) replaced the
Texas Assessment of Knowledge and Skills (TAKS). The STAAR program at grades 3-8 assesses the
same subjects and grades assessed on the Texas Assessment of Knowledge and Skills (TAKS). The
STAAR was a state assessment created to measure grade 3-12 students' knowledge of concepts in the
core subject areas. The grade 3-8 tests measure students mastery of grade-relevant core subject areas,
while the end-of-course tests assess students course-specific knowledge in the core subject areas of
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interest. Reading, writing, mathematics, science, and social studies are the core subject areas of interest.
The third grade mathematics STAAR was administered at Umphrey Lee Elementary Schoof on
April 23, 2013. ON2-2. STAAR Resources,Texas Education Agency Website) (W2-3. STAAR Calendar)
(W2-4. Glossary of Terms) w , , ,
Testing Irregularities
According to the STAAR Test Administrators Manual, testing irregularities are defined as incidents
resulting in a deviation from documented testing procedures, and are viewed by the Texas Education
Agency as falling in one of two categories-serious and procedural. (W2-5. Test Irregularities, Page 20.
Test Administrator Manual)
Serious irregularities constitute severe violations of test security and/or confidentiality and can result in
the individual(s) responsible being referred to the TEA Educator Standards and Certification Legal
Division for consideration of disciplinary action (including suspension or termination of educator
certification credentials). Examples of serious violations involve, but are not limited to, the following:
mdirectly or indirectly assisting students with responses to test questions
k tampering with student responses
viewing secure test content before, during, or after a test administration (unless specifically authorized
to do so by the procedures outlined in the test administration materials)
mdiscussing secure test content, student responses, or student performance
mscoring student tests, either formally or informally
h duplicating, recording, or capturing (electronically or by any other means) confidential test content
without permission from TEA
Umphrey Lee Elementary STAAR Results
The Districts Evaluation and Assessment Department performed a statistical analysis of the Dallas ISDs
third through eighth grade March and April 2013 STAAR scores. The analysis was performed to identify
sufficiently anomalous results that warrant further investigation. The Eya\ua^\on and Assessment report is
summarized below: fW3-1, STAAR Anomalies Analyses Report)
Mathematics and reading 2013 STAAR scores were examined at the school and classroom level. A
regression of 2011 Texas Assessment of Knowledge and Skills (TAKS) and 2012 STAAR scale scores
was conducted on the 2013 STAAR scores for aiSstudents in the District at each grade level. For the third
and fourth grades, Iowa Test of Basic Skills (iTBS) was used in lieu of STAAR testing for the previous
years. Reading and mathematics scores were analyzed separately, as were Spanish Reading STAAR
testers. A separate, supplemental, analysis was conducted utilizing percentage correct instead of scale
scores.
The resulting student test residua! scores were aggregated by class and converted into standardized
scores with an average of zero and standard deviation of one. Schools or classrooms that had an
average standardized residual two standard deviations or more above the mean were selected for further
investigation. Students were included in the analysis if they had three years of validly scored exams.
Students' scores were then examined for each of the identified classrooms, in the case of schools that
could not be identified as testing by classroom, the school was examined as one body. Each students
raw score, residual score, and previous testing history were examined. Student scores that showed an
anomalous gain were identified. For cases where classroom data were not available, if a school had a
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large number of anomalous scores (over 25% of the school) administration seating charts were requested
from the school. Classrooms or testing rooms with 50% or more of the students having anomalous
scores were then recommended for on-site investigation.
Umphrey Lee Elementary School was identified by the Evaluation and Assessment Department as having
a sufficient number of anomalous STAAR scores to warrant additional investigation. Specifically,
Umphrey Lee Elementary Schools student mathematics classroom flfe received anomalous (high) scores
on the April 23, 2013, mathematics STAAR.
The following chart contains abbreviated data from the attached spreadsheet document prepared by the
District's Evaluation and Assessment Department. The chart depicts the amount above the District mean
that each of the selected Umphrey Lee Elementary School clas^Hfetudents received on their 2013
reading STAAR in comparison to District students that received the same math score in 2012. (W3-2,
Spreadsheet Analysis)
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Initial Interviews and Test Documentation
Toni Crawford served as the Umphrey Lee Elementary Schooi test coordinator for the 2012-2013 school
year, in a sworn affidavit Crawford confirmed Umphrey Lee Elementary teachers did Hottest their own
students during the STAAR. Crawford stated she had been responsible for assigning the STAAR test
administrators. Students stayed in their home room and were tested at that location by the assigned test
administrators. There were no test irregularities reports received by Crawford with respect to
administration of the 2013 STAAR. Crawford provided OPR with copies of seating charts, oaths, material
control forms, and training sign in logs associated with the Umphrey Lee Elementary School Class
mathematics STAAR administration. (W4-1, Crawford Affidavit) (W4-2. Arrkeenah WiLLIS Homeroom
Students) (W4-3. Monica BENJAMIN Third Grade Math STAAR Seating Chart) (W4-4, April 23, 2013,
Beniamin Material Control Form)
The documentation provided by Test Coordinator Crawford indicated WILLIS attended test training and
signed an Oath of Test Security and Confidentiality on April 17, 2013. WiLLISs signature affirmed that
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she was aware of the procedures for state assessments and understood her obligations concerning the
confidentiality and security of state assessments. (W4-5, Training Sian in Log) (W4-6. Oath of Test
Security and Confidentiality)
A STAAR materials control form was initialed by Teacher Monica Benjamin on April 23, 2013, the
scheduled date for the Districts administration of the flfcgrade mathematics STAAR. The form
indicated Benjamin was issued and took possession of twenty state test booklets on that date and the
booklets were returned and signed back in by Test Coordinator Crawford on the same day. A/V4-4)
A test administration seating chart displaying Benjamins name was reviewed by OPR. The chart, dated
April 23, 2013, listed the names of twenty students and was consistent with the number of test booklets
that the materials control form indicated had been issued to Benjamin. The back portion of the form
displayed the classroom seating positions of the listed students. (W4-3)
OPR reviewed the students on WILLIS Clasdjp roster and compared them with the students iisted on
Benjamins April 23, 205T3^jJJ|grade mathematics STAAR seating chart. The comparison confirmed that
the students listed on Benjamins STAAR seating chart were WILLIS cla ss students. (W4-2) (W4-3)
After the initial interviews and a review of the statistical analysis, the allegation was assigned for
investigation by the Districts Office of Professional Responsibility. In an effort to explain the anomalous
Class test scores, upon resumption of the 2013-2014 school year, OPR conducted interviews with
WILLI?classe d students; the students testing records indicated had been administered the
April 23, 2Q13.Mflfcarade mathematics STAAR by Teacher BENJAMIN. (W1-1)
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Student Statements
in a concurrent OPR investigation, students were initially interviewed with respect to potential
inappropriate conduct on the partof Teacher and Test Administrator Monica Benjamin. During the
interviews with the former Class pstudents the teachers did report inappropriate conduct on the part of
Test Administrator Benjamin. Thecilieged test irregularities reported by the students concerning Benjamin
were addressed in a separate OPR Report of investigation. As evidenced in the following statement, the
students also reported to OPR that their classroom teacher, Arrkeenah WILLIS, had shown them secure
STAAR content in the days prior to Benjamin's administration of the April 23, 2013,^ft|kgrade
mathematics STAAR:
I am a ^ M ^ t grade student at Umphrey Lee Elementary School Last year in the^Mfe
grade I took the math STAAR. Ms. WILLIS was my(^^grade teacher, but Ms. Benjamin
gave our class the math STAAR. Before last year's math STAAR, we worked some
problems in Ms. WILLIS classroom. Almost all of the problems that we worked in Ms.
WILLIS classroom were exactly the same as the ones on the math STAAR. Ms. WILLIS
told us that some of the problems would be the same as the ones on the STAAR. When I
got my math STAAR booklet, I already knew the answers to some of the problems. During
the math STAAR, Ms. Benjamin walked around the classroom and pointed to answers in
our math STAAR test booklet. She told us some of our answers were wrong. After Ms.
Benjamin told me some of my STAAR answers were wrong, I changed my answers.
M5,:;L m H i m .......... ..
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Case Number: 11394
I am a^HHPdrade student at Umphrey Lee Elementary School. Last year in thel__
grade I took the math STAAR. Ms. WILLIS was my grade teacher, but Ms. Benjamin
gave our class the math STAAR. During the Math STAAR I remember Ms. Benjamin did
walk around the classroom. I do remember Ms. Benjamin told us to look at our answers
again. When Ms. Benjamin told us to look at our answers again, I thought it meant I may
have had the wrong answer. After Ms. Benjamin told me to look at my answers again, I did
change my answers. I remember Ms. Benjamin told me to look at my answers maybe two
or three times during the Math STAAR. I do remember seeing the same problems on the
Math STAAR that our class worked in Ms. WILLIS classroom. Ms. WILLIS gave us the
problems and answers in our packet before the STAAR. We also worked the problems
that I later saw on the Math STAAR on an overhead projector in Ms. WILLIS classroom.
Ms. WILLIS told us to remember the answers to the problems, so when we worked them
again she could tell who was paying attention. I remember working the problems in Ms.
WILLIS classroom about a week before the Math STAAR. When I saw the same problems
on the test, I thought Ms. WILLIS had just prepared us for the STAAR. AH of the problems
on the Math STAAR were the same as the ones we had worked in Ms. WILLIS classroom,
except for some on the last couple of pages in the test booklet. {We^lJ^
I am a^MP* grade student at Umphrey Lee Elementary School. Last year in thel
grade I took the math STAAR. Ms. WILLIS was m y 4 H grade teacher, but Ms. Benjamin
gave our class the math STAAR. I remember working some problems in Ms. WILLIS
classroom that were thae (sic) same as the problems on the math STAAR. I remember
thinking the math STAAR was going to be easy since we had already worked some of the
problems in Ms. WILLIS classroom. I do remember Ms. WILLIS telling our class that some
of the problems we were working in class were going to be on the math STAAR. I
remember working the problems in Ms. WILLIS classroom about five or six days before the
STAAR, We worked on the problems for about four days and Ms. WILLIS told us to
remember the answers. Ms, Benjamin walked around the classroom when we were taking
the math STAAR and told us to check an answer again as she pointed to an answer in our
math STAAR test booklet. I did change some of my answers after Ms. Benjamin told me to
look at them again, because that is what I thought she wanted me to do. (W7-1.
Statement)
I am al^KKlPgrade student at Umphrey Lee Elementary School. Last year in the
grade I took the math STAAR. Ms. WILLIS was m y ^ f | | grade teacher, but Ms. Benjamin
gave our class the math STAAR. Ms. WILLIS gave us some problems in the classroom
before the STAAR that were exactly the same as the ones we were given on the Math
STAAR. The pages of problems we worked in Ms. WILLIS classroom were exactly the
same as the ones on the Math STAAR. I was surprised when I saw the same problems, but
I was happy because I wanted to pass the test. I do remember Ms. Benjamin walking
around the classroom during the Math STAAR and telling us that we had the wrong
answer. After Ms. Benjamin told me one of my answers was wrong, I changed the answer
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in the test booklet. We did not bubble In our answer document until we finished the
answers in our Math STAAR booklet, (W8-1 Statement)
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I am a a ?grade student at Umphrey Lee Elementary School. Last year in th<
grade I took the math STAAR, Ms. WILLIS was my*^p grade teacher, but Ms. Benjamin
gave our class the math STAAR. Last year Ms. WILLIS gave us problems in our classroom
that were exactly the same as the ones that were on the Math STAAR. We practiced the
problems with Ms. WILLIS until we got them all right. I thought some of the problems on
the STAAR may have been the same and some may have been different as the ones we
practiced in class, but they were all the same. When I saw the problems on the Math
STAAR were the same as the ones we practiced in Ms. WILLIS classroom, I was surprised
and glad because I thought I would get all of the right answers. We did not get to keep the
problems we worked in Ms. WILLIS classroom. Ms. WILLIS told us she was going to save
the problems for her students this year. During the Math STAAR Ms. Benjamin walked
around the classroom and pointed at problems in our test booklets. Ms. Benjamin told us
to fix the answer. To me, that meant I was supposed to change the answer I had put on
my test booklet and that is what I did. Ms. Benjamin only told each of us twice to look at
an answer and fix it. If we got it wrong the third time Ms. Benjamin did not say anything.
( M : l x . l B B iyStatemerit),
I am a ^ P f r g r a d e student at Umphrey Lee Elementary School. Last year in the
grade I took the math STAAR. Ms. WILLIS was my i j j p grade teacher, but Ms. Benjamin
gave our class the math STAAR. When I took the Math STAAR last year, I saw about ten
problems on the test that were the same as the ones we had worked in Ms. WILLIS
classroom. When I saw the same problems, I thought the test was going to be easy
because we had already worked the problems and were given the answers in Ms. Willis
classroom. During the math STAAR Ms. Benjamin walked around the classroom and
looked at our answers in the test booklet. If we had a wrong answer she told us to do it
again. I did change some of my math STAAR answers after Ms. Benjamin told me they
were wrong. III I MIM)} I ill nn nl |
I am aJHRfe grade student at Umphrey Lee Elementary School. Last year in the tfNte
snjamir grade I took the math STAAR. Ms. WILLIS was m y ^ p i g r a d e teacher, but Ms. Benjamin
gave our class the math STAAR. I do remember having some of the same problems in
class that were also on the math STAAR. I did not think it was unusual that I saw some of
the same problems on the test that we worked in Ms. WILLIS classroom. When Ms.
Benjamin gave us the Math STAAR she did walk around and look at our test booklets and
tell us to look at the problems again. When Ms. Benjamin told me to look at my answers in
the test booklet I knew she wanted me to look at my answers and do the problem over
again. I saw Ms. Benjamin do the same thing with all of the students in the classroom. I
remember Ms. Benjamin coming to my desk two or three times to see if I had the right
answers on the Math STAAR. I did change some of my answers after Ms. Benjamin told
me to look at the problems again. I just did what Ms. Benjamin told me to do. (W11-1,
statement)
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Office of Professional Responsibiiity
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Case Number: 11394
Aaron Ware is the Director of the Districts Evaluation and Assessment Department. Ware confirmed with
OPR that the 2013 STAAR questions were secure material and would not have been available from any
legitimate source prior to the test. (W12-1. Ware. Email Correspondence)
District shipping records obtained by OPR indicated the secure 4^ j j fearade math STAAR materials arrived
on the Umphrey Lee Elementary School campus on April 12, 2013Televen days prior to the test
administration date of April 23, 2013. District testing personnel informed OPR that there had been no
evidence that any of the delivered testing materials had not been accounted for and returned upon the
conclusion of the STAAR. (W13-1, Third Grade Math STAAR Deiiverv Tickets) (W15-1. Electronic Mail
Correspondence)
In response to student admissions that they had seen the same questions in WiLLiSs Umphrey Lee
Elementary School classroom before the STAAR administrations that they saw on the secure STAAR,
OPR re-interviewed Umphrey Lee Test Coordinator Toni Crawford, As the test coordinator, Crawford was
responsible for receiving, storing, and returning the secure STARR materials. In her sworn affidavit
Crawford stated:
I received the 2013 grades 3-8 STAAR test booklets on April 12, 2013 and the STAAR fifth
and eighth grade re-test booklets on May 7, 2013, Ms. Angelica Vazquez (Espinosa)
signed for the test booklets. Ms. Vazquez kept the testing materials in the office until I
arrived at school. The test materials would not have been in the office for more than an
hour or an hour and a half before I arrived at the school, I most likely got a dolly and
wheeled the test booklets to my office where the materials were placed in a storage
cabinet and locked with a pad lock. The tests were stored in boxes sealed with tape, it
may have been possible that all of the grades 3-8 test materials did not fit in the locked
storage cabinet, in that case, I would have placed the remaining sealed boxes of tests
next to the storage cabinet The tests are usually sealed with plastic wrapping in sets of 10
or 5. On that day none of the test booklets were removed from the plastic wrapping. I did
not remove the tests from the plastic wrapping until one or two days before the STAAR. I
never noticed any test booklets that may have been tampered with or removed from my
office prior to the STAAR test dates. Only the head custodian, David Blakely, and myself
had a key to my office door. I never leave my office door open or unlocked. If I leave the
library area where my office is located, I close my office door, which locks automatically.
To my knowledge, I am the only one who has a key to the pad lock on my storage cabinet.
I am shocked and heartbroken that it is being alleged that students have reported seeing
secure test material prior to the STAAR. I know how hard the teachers teach and that they
are provided with various resources to help them prepare the students for the STAAR. I
did what I was supposed to do as far as securing the test materials and do not believe that
if secure test material was accessed prior to the STAAR that it was obtained at Umphrey
Lee Elementary School." (W4-7. Crawford Affidavit, September 10, 2013)
Referral To Outside Agency
The Dallas SSDmay wish to consider forwarding a copy of this Report of Investigation to the TEA
Educator Standards and Certification Legal Division for any action they deem appropriate.
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Explanations And Defenses Offered
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WILLIS provided OPR with two sworn affidavits concerning the 2013 STAAR administrations. WILLIS
stated she worked hard with her students in preparation for the STAAR. WILLIS denied providing any
inappropriate assistance to her students on the state exam. WILLIS stated in part:
I did tell my students that questions or problems we worked in class were very similar to
the STAAR. I meant that the format of the questions would be the same or similar. I did
not mean that the problems would be the same exact problems, but rather the same type
of problems. I do not know why my students would have said that they would have seen
the same questions on the STAAR that we worked in the classroom. I cannot say that I
was surprised when I saw my students grade math STAAR results. I remember
several of my students did very well. (W14-1, Affidavit, June 12. 2013) (W14-2. Affidavit.
September 11, 2013)
Relevant Policies, Procedures, And Statutes
Dallas ISD Board Policy (EK Regulation)
TEST PREPARATION (SELECTED EXCERPTS)
The best preparation for state and local testing is good instruction. Appropriate test preparation
includes using generic test preparation materials. Inappropriate practices include, but are not
limited to, the following:
Reviewing the secure form of any test when it arrives during the testing period, then teaching
test specific skills and content with students prior to giving them the test.
TESTING CONDITIONS
To ensure that students perform optimally on a standardized test and are able to best
demonstrate what they know, the following will be addressed:
TEST SECURITY
No unauthorized person may have access to any secure test materials. All persons who handle
secure test materials are required to sign an oath of security and confidentiality.
TEST CONFIDENTIALITY
Confidentiality involves protecting the contents of each test and each answer document, as
follows:
1. Secure testing materials may not be duplicated. No unauthorized viewing of the
contents of test booklets or answer documents is permitted.
All tests must be administered according to the instructions contained in the test manuals.
No person may reveal the contents of a test, nor may a person answer verbally or nonverbally
any questions that relate to the contents of a test.
No person may review student responses without specific permission to transcribe the contents
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of an original answer document, nor may a person change any response or instruct a student to
do so.
STAAR Test Administrator Manual, Grades 3-5, 2013
Testing Irregularities {Selected Excerpt)
1. incidents resulting in a deviation from documented testing procedures are defined as testing
irregularities and are viewed by TEA as falling in one of two categoriesserious and procedural.
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2. Serious irregularities constitute severe violations of test security and/or confidentiality and can
result in the individuai(s) responsible being referred to the TEA Educator Standards and
Certification Legal Division for consideration of disciplinary action (including suspension or
termination of educator certification credentials). Exampies of serious violations involve, but are
not limited to, the following:
h directly or indirectly assisting students with responses to test questions
h tampering with student responses
discussing secure test content, student responses, or student performance
h duplicating, recording, or capturing (electronicaliy or by any other means) confidential test content
Ensure Proper Testing Procedures (Selected Excerpt)
k For paper testing, students must be reminded periodically to record their responses on their answer
documents. Students responses must be recorded on the answer document within the four-hour time
period. Test administrators may say, Remember that you must record your responses on the
answer document However, test administrators may not view or discuss individual test questions or
responses.
Confidentiality Requirements (Selected Excerpts)
Maintaining the confidentiality of the Texas student assessment program involves protecting the
contents of all test booklets, online assessments, and completed answer documents. This requires
compliance with, but is not limited to, the following guidelines.
k No person may review or discuss student responses during or after a test administration unless
specifically authorized to do so by the procedures outlined in the test administration materials.
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Conclusions
Based on evidence obtained during the investigation, the allegation that Arrkeenah WILLIS, a teacher at
Dallas ISDs Umphrey Lee Elementary School, committed a serious testing irregularity is substantiated.
Anomalously (high) April 2013 math STAAR scores were found by the investigation to have been
achieved, in part, to inappropriate assistance the students received from Teacher WILLiS before the
STAAR. Students interviewed by OPR stated WILLIS showed students the same questions in the
classroom just days before the STAAR that they subsequently observed on the test. One student stated
WILLIS had shown the class ail of the same problems that the student later saw on the STAAR. Other
students stated WILLIS toid them to remember the answers to the questions they worked in the
classroom and that they may see the same questions on the STAAR. It was not learned during the
investigation how WILLSS obtained the secure STAAR questions, however, the STAAR test booklets were
stored on the Umphrey Lee Elementary School campus for eleven days prior to the STAAR
administration and were also delivered and stored on additional campuses throughout the District.
According to District testing personnel since the STAAR is a secure test it would not have been possible
for WILLIS to have obtained the questions from any source other than the STAAR. WILLIS conduct of
viewing secure STAAR content and discussing the content with her students was a violation of District
policy.
A separate allegation that WSLLIS committed a testing irregularity whiie serving in the capacity of a test
administrator for a May 2013, administration of the Texas Assessment of Academic Readiness (STARR)
was not substantiated. In concurrent OPR investigations addressed in separate OPR reports, the alleged
conduct was attributed to the classroom teachers.
OPR understands that it is not our function to recommend what personnel actions, if any, should be
taken, and have not done so, leaving such latter determinations for the Human Capital Management and
Legal Services Departments.
Chris Lyle, Inspector
Dallas Independent School District
Forwarded:
Norman R. Epstein
Director
HIGHLY CONFIDENTIAL
14 of 16
#61587
Case Number: 11394
LIST OF WITNESSES AND EXHIBITS
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
W1 Norm Epstein, Director,
Office of Professional
Responsibility, Dallas ISD
1 Case Assignment #11394
W2 Chris Lyle, Inspector,
1 WILLIS, Oracle Contract
Record
2 STAAR Resources TEA
Website
3 STAAR Calendar
4 Glossary of Terms, Dallas
ISD, My Data Portal
5 Test irregularities, Page 20,
Test Administrator Manual
W3 James Holland,
Evaluation Specialist,
Evaluation and
Assessment, Dallas
ISD
1 STAAR Anomalies Analyses
Report
2 Class 3A Math STAAR Results
Spreadsheet
3 Electronic Mail
Correspondence
W4 Toni Crawford, Test
Coordinator, Umphrey
Lee Elementary School,
Dallas ISD
1 Crawford Affidavit
2 WILLIS Home Room Roster
3 Benjamin Seating Chart
4
Material Control Form
5 Training Sign in Log
6 WILLIS Oath of Test Security
7 Crawford Affidavit
September 10, 2013
W5 student
Umphrey Lee Elementary
School
1 Notarized Statement
W6
School
HIGHLY CONFIDENTIAL
15 of 16
#61587
Case Number: 11394
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
W7
School
W8
^SdenSflmpSe^Se
Elementary School
W9 m m tr n m m tu te n t
School
W10 W Student,
School
W11
studen*
School
W12 Aaron Ware, Director,
Evaluation and
Assessment, Dallas
ISD
1 Electronic Mail
Correspondence
W13 Jorge Aguirre, Specialist,
Evaluation and
Assessment, Dallas ISD
1 STARR Delivery
Records
W14 Arrkeenah WILLIS,
Teacher, Umphrey Lee
Elementary School,
Dallas ISD
1 Affidavit, June 12, 2013
2 Affidavit, September 11, 2013
W15 Karen Byers, Specialist
III, Evaluation and
1 Electronic Mail
Correspondence
HIGHLY CONFIDENTIAL
16 of 16
Case Number: 11394
Case Summary_________________________________________
Case Details Page 1 of 1
Status: | In Process
Risk:
Priority:
Due Date:
Summary: Assigned to inspector Chris Lyle. 8/8/13.....................
Case Description
Based on statistical analysis by the District s Evaluation and Assessment Department, there is reason to
believe Dallas ISD Umphrey Lee Elementary School Teacher Arrkeenah Willis, #61587, may have committed
a serious test irregularity during administration of a spring 2013 State of Texas Assessments of Academic
Readiness (STAAR).
Investigation Information
Internal Case Number 11394 WILLIS, ARRKEENAH
Method Of Intake OPR Employee
Source Code OPR Developed
Reported Party Name ARRKEENAH WILLIS
Reported Party Employee !D 61587
Reported Party Position Teacher
Discipline Recommendation ]
Legal Review
Case Types
Case Type Case Class Description | Date Applied |
Cheating on Standardized Tests Fraud/Theft | 8/8/2013 1:46:12 AM |
Events
No Results
https://cm. net claim.net/CaseDetails/Index/11394 8/8/2013
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Texas Education Agency - STAAR Resources Page 1 of 3
Agency Info District Information A - 7. Index Help
Search t Advanced Search
STAAR Resources
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school resources
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teacher resources
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s,
Reports
data, statistics & research
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stimulus, stabilization,. & ed jobs
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Student Assessment Home j Assessment A-Z Directory j Contact Student Assessment
Beginning in spring 2012, the State of Texas Assessments of Academic Readines s L "Lf
(STAAR} will replace the Texas Assessment of Knowledge and Skills (TAKS). The STAAR p-''5.VKi C j IT A , / \
program at grades 3-8 will assess the same subjects and grades that are currently assessed % J I f ' / \ " X t \
on TAKS. At high school, however, grade-specific assessments will be replaced with 12 end
of-course (EOC) assessments: Algebra I, geometry, Algebra II, biology, chemistry, physics.
English I, English II, English III, world geography, world history,, and U.S. history. _
The resources on this website provide information and sample test questions to familiarize Texas educators and the public with
the design and format of the STAAR assessments. The Information is intended to help educators understand how the new
STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards, These resources are intended
to support, not narrow or replace, the teaching o f the TEKS curriculum.
STAAR specific Resources
Grades 3-8 English
Grades-3-5 Spanish
EOC
Blueprints
Grades 3-8 English
e Grades 3-5 Spanish
* EOC
Mathematics
* Assessing Process Skills
Calculator Policy
Graph Papa-
Griddabie Item Format
* Reference Materials
Performan ce Level
Descriptors
-Rev,1Scc0-tm^ân
Reading fGradas^-S).
Dictionary Policy
*> Test Design
Schematic
Performance Level
Descriptors
Grades 3-8 English
Grades 3-5-Spanish
EOC
Science
Assessing Process
Skills
Catcufator Policy
Griddsble Item
Format
Reference Materials:
Performance Level
Descriptors
Social.. Studies
Assessing Process Skills
Clarification ort Social Studies TEKS
for State-mandated Assessment
Performance Level Descriptors
Stetoile^gjjimatyJBsesais
Student Expectations Tested
MMiDB.-snd.&.giish,.LJ.x,...ni
" Dictionary Policy
Example of Lined Page
Example of Response Box
Rubrics
Scoring Guides
Test Design Schematics
STAAR General Resources
STAAR Progress Measure
* Questions and Answers (PDF posted 07/12/13}
Questions and Answers (Coming Summer 2013)
Printable Document
Web-based
Overview
STAAR Graduation, .f l owchart (PDF posted 04/09/13)
* STAAR Media Toolkit
STAAR Assessments Comparison Chart (PDF posted 11/04/11.)
" STAAR Assessments for 2011-2012 (PDF posted 11/04/11)
A Mew Assessment Model (PDF posted lOflSflCft
A Comparison of Assessment Attributes TAKS to STAAR (PDF posted 10/15/10)
http ://www.tea.state.tx.us/student, as sessment/staar/ 8/1/2013
Performance Standards
STAAR Standard Setting Questions and Answers (PDF updated 01/29/13)
" STAAR EOC Standard Setting Process Overview fPDF posted 04/24/12)
STAAR. Performance Label.;..and. Policy Definitions fPDF updated 01/29/13)
" STAAR Performance Levei Descriptors (PDF updated 01/11/13)
STAAR 3-8 Performance Standards Chart (PDF posted 01/29/13)
STAAR. EOC Performance Standards Chart (PDF posted 04/24/12)
STAAR Assessment-Rotated Grad uation Requirements fPDF updated 04/26/12)
< TAKS-Equivalent Information YBridqg Study) Tabies
Test Administration
District and Campus Coordinator Manual
' STAAR Tima Limits Policies and Prpcedures (PDF posted 12/22/11)
Presentations
TEA -Update on the STAAR Program November 2011 (PDF' posted 11/07/11)
i>fc.-rr.AAR,v- r-tK <ppt)
Grades 3-8 Assessments
Assessed Curriculum Bl uepr in t | Released Test Questions
| G r a d e ^
Readino 1Mathematics :fi.eadina t Mathematics
j'fteadlria-l Mathematics
1 3 - - - -- ........... - ..
| G r a d e
: 4 --
:Resdincj | Mathematics ] Wfitino .Reeding | Mathematics 1Wrftinffl
|aeadina 1Mathematics 1Writing.
I Grade
1 5
i&adica f jfciattiaoijattcs.! Science Reading f- Mathematics' Science
'ISeadina 1Mathematics ( Science
I: .'6 '
R^dlno 1Mathematics Read t o : 1Mathematics.
|fiead.im. i Ma.th.eniatP.cs.
'
2
I
O
Eesfiios. -| jtjattisoiaiks 1woiioc
Readinc 1Mathematics Writing
J t o i i o a 1Mathematics. | WriUna.
| Grade
1
Reading :| Mathematics | SciQfi I jjBeaitte f Mathematics
Studies fSocial Studies
Su ff ice! iBfisufea f IMMMtics. 1Science-!
jSstzislS. tusfe.
Grades 3-5 Spanish Assessments
Assessed Curriculum Bl ueprint
| Grade 3,|Ssadina Mathematics
l-Grade 4 | Reading i Mathematics. ! Wdtioa f finding j Mathematics-J Writing iReadm .j J^Jiiemafe. I Writingf ;
| g k^ l e ^ [ f i e a d i n Q 7 ^ ^ e r n a f e T ^ ^ ^ g | EeMiag 1Mathematics 1Sciacgj Grading ,| Mathematics. 1.Sdencsj:
EOC Assessments
Assessed Curriculum { B l uepr in t | Released Test Questions
foaLlsiLlWriQa
J s h i i Eofliistui lDofeh f e ' ^ ' 1Ife^ 1
Arts p ll i I III
English Language J English j | EDflfisb.il. i M i s t i :j|3Msh_l 1English II [ English * ~r' !i5h R
English HI Reading [ Enaiish III
Writing
http: //www.tea. state. tx. us/ stud ent assessment/staar/ 8/1/2013
Texas Education Agency
1701 N. Congress Avenue
Austin, Texas, 78701
(512) 463-9734
Map I Site Policies | TEA Jobs
Assessed Curriculum
Algebra I I Geometry | Algebra
in
Blueprint Released Test Questions j;
Specific Resources for Students Receiving Special Education Services and English Lang wage
Learners
The STAAR program includes a number of assessments that address needs of students receiving special education services and
English language learners (ELts) who meet particular participation requirements.
Assessments for Students Receiving Special Education Services: STAAR Modified } STAAR. Alternate
* Assessments for English language Learners: STAAR Spanish | STAAR L
For additional information, contact:
Studen t Assessm en t Divi ston
SI2/463-9536
st udent , as asssment @t ea.st 3t f i .t x.u5
Page i ast modi f i ed on 7/ 31/ 20X3 02:26:04 PM.
Complaints
Fraud Hatiine
Compact with Texans
Open Records Requests
Frequently Asked Questions
Encrypted Email Instructions
Copy ri ght Texas Educat i on Agency (TEA) 2007-2012
ESCs
State of Texas
Texas Legislature
Homeland Security
TRAIL
Military-Families
Where Our Money Goes
Equal Educationsi Opportunity
Governor's Committee on People with
Disabilities
http: //www.tea. state, tx. us/student, assessment/staar/ 8/1/2013
W2-3
Dallas ISD Testing Schedule, 2012-2013
Mandated Testing (State and District Required)
Testing Period/Date Test(s)/Actiyity Grade Level(s) Report Date(s)
April 15-26,2013* Istation Reading Inventory (EOY) K-2
April 22, 2013* TAKS Exit Level ELA (retest) 11-12, out-of-school May 15,2013
April 23 *2013* STAARJSTAAR-M Mathematics
including STAAR L for English versions
3-4 (English and
Spanish), 6-7
May 22, 2013
Exit 11 exit level May 22,2013
TAKS Exit Level Mathematics (retest) 1142, Out-of-school May 15, 2013
April 24, 2013* STAAR/STAAR-M Reading 3-4 (English and
Spanish), 6-7
May 22, 2013
STAAWSTAAR-M Science including
STAAR L on English version
5 (English and
Spanish), 8
May 22,2013
TAKS/TAKS-AJTA&S-M Science 11 Exit Level May 22, 2013
TAKS/TAKS-A Exit Level Science
(retest)
11-12, Out-of-school May 15, 2013
Districtwide Testing Schedule 2012-2013 102612 Page 6
Glossary or Terms
This is a list of terms used in reports generated by the Dallas Independent School District and the Texas Education Agency (TEA).
These terms may be found in the State Accountability System, the Dallas Accountability System, Norm-referenced, STAAR, TAKS,
AEIS, Woodcock-Munoz, RPTE reports, etc.
A B C D. E F G H I J K l M
Term
A
Academic Excellence indicator System (AEIS)
s t y v
Explanation
W
Acceptable
A CP
ACT
ADA
ADM
Admission, Review, and Dismissal (ARD) Committee
Advanced Placement (AP) Courses
Advanced Placement (AP) Examinations
AEIS
American Col lege Test (ACT)
Adequate Yearly Progress {AYP)
AP Courses
AP Examinations
ARD Committee
Assessment of Course Performance (ACP)
The Texas Education Agency's (TEA) accountability system for
evaluating Texas schools and districts. Schools and districts
are measured on seven main performance indicators: (1}
results of the Texas Assessment of Knowledge and Skills
(TAKS), (2) exit ievei TAKS cumulative passing rates, (3)
progress of prior-year TAKS failers, (4) attendance rates, (5)
annua! dropout rates (grades 7-12), (6) four- and five-year
longitudinal completion rates, and (7) six coliege readiness
indicators.
Third best out of four possible ratings for a school given by the
Texas Education Agency (TEA) as a part of the Academic
Excellence Indicator System (AEIS).
See Assessment of Course Performance (ACP).
See American College Test (ACT).,
See Average Daily Attendance (ADA).
See Average Daily Membership (ADM).
Required, campus-based committee for each eligible student
with a disability and for each student for whom a full and
individual evaluation to Referral for Fuli and individual initial
Evaluation is conducted. This committee creates an
individualized education program (IEP) for each disabled
student.'.
A series of courses administered by the College Board that
high school students can take to earn college credit In order to
earn college credit in an AP course, students must
demonstrate their mastery of higher level of coursework and
pass an accompanying course-relevant test.
National end-of-course examinations for students who have
competed and associated Advanced Placement (AP) course.
Results are used to determine if a student will receive college
credit for the course.
See Academic Excellence Indicator System (AEIS).
College entrance exam completed by students in grades 11
and 12. This exam assesses students' grasp of concepts in the
core subjects of English, Mathematics, Reading, Science, and
Writing. The composite score ranges from 11 to 36.
Federally-mandated measure of school- and district-level
performance on standardized tests. Each year, students in
grades K-12 are required to demonstrate adequate progress in
the areas of reading/language arts, mathematics, and
attendance rates (elementary and middle schools) or
graduation rates (high schools). Campuses are assigned one
of three AYP status labels: (1) Meets AYP; (2) Missed AYP
(with associated reason): and (3) Not Evaluated AYP.
See Advanced' Placement (AP) Courses.
See Advanced Placement (AP) Examinations.
See Admission/ Review, and Dismissal (ARD) Committee.
Aset of district-developed, 2 hour standardized, criterion-
referenced tests aimed at providing uniform, districtwide
measures of student progress toward mastery of the Texas
Essential Knowledge and Skills (TEKS) in language arts, - \
mathematics, social studies, foriegn languages and science.
The ACPs are administered at the end of each semester to
At-Risk Student
Average Daily Attendance (ADA)
Average Daily Membership (ADM)
Average Yearly Transactions (AYT)
AYP
AYT
B
Bilingual Education Not Limited English Proficient (BE Not LER)
C
Campus Improvement Plan {CIP)
Campus Instructional Leadership Team (CILT)
CEi
Chapter 1
CILT
CIP
Classroom Effectless index {CEI)
Cohort
College Board
Continuously Enrolled
students in grades 7 through 12.
Student deemed to have a higher probability of dropping out of
school based on certain socio-economic challenges and
performance criteria. These criteria include being retained for
one or more years, failing one or more state assessments,
being pregnant or currently a teen parent, being homeless,
being a limited English proficient (LEP) student, being placed
in an alternative education setting in the current or prior years,
being on conditional release, being expelled, and previously
dropping out of school. Such students are deemed "At-risk" of
failing the current grade at or dropping out of school.
Average number of students in attendance at the school on
any given day, which is the total number of eligible days
attended by students divided by the number of school days in
that year.
Average number of students enrolled on any given day at the
school, which is the total number of days enrolled by all eligible
students divided by the number of school days in that year.
Percentage of the average number of students enrolled at the
school on any given day that transfer or withdraw from the
school. See Average Daily Membership (ADM).
See Adequate Yearly Progress (AYP).
See Average Yearly Transactions (AYT).
Bad: to Top
Students served with Bilingual Education due to parental
request that are not limited English, proficient (LEP) students.
An outline of the instructional targets that campuses must
address for the purpose of improving student performance for
all student populations. Additionally, schools are required to
meet ail federal, state, and local mandates.
A team of campus administrators and teachers who participate
in the development of the Campus Improvement Plan (CIP] for
improving student achievement.
See Classroom Effectiveness Index (CEI).
Former name of the federal educational program, Title I.
See Campus instructional Leadership Team (CILT).
See Campus Improvement Han {CIP}.
A value-added measure of the amount of academic progress
that a teacher afforded his or her students after a year of
instruction. CEIs evaluate a student's performance on select,
summative standardized test by comparing his or her
performance to that of similar students in the district.
A group of students who follow the same testing pattern for
two consecutive years and were promoted from one grade to
the next. For example, a comparison of the performance of last
year's grade 3 students on the state reading exam to their
grade 4 results on this years state reading exam. Cohort data
enables one to compare the progress of a set of students over
several years as each year they progress from one grade to
the next. See Cross-Sectional.
A nonprofit organization comprised of colleges, universities,
and other agencjes and associations that provide services to
secondary and post-secondary students, the main goal of this
organization is to assist students in moving from secondary
education to higher education. Programs administered by the
College Board include the Scholastic Aptitude Test (SAT) and
the Advanced Placemen!: (AP) program, among others.
A student who has not missed more than a set number of days
in a course. Absences, iate enrollment, withdrawals, or
transfers to another campus result in days counted towards
this maximum. A student who misses more than a set number
of days in a course prior to the main course-relevant and term-
aDprppriate norm- or criterion-referenced test. This "set
Criterion-Referenced Test (CRT)
Cross-Sectionai Comparison
CRT
Curriculum
D
Diagnostic Skills Profile (DSP)
District Number
Drop-Out
DSP
E
Economically Disadvantaged
ELA Test
English as a Second Language {ESL}
English Language Arts (ELA) Test
ESL
Exemplary
First Time Test Taker
G
H
i
individualized Education Program (IEP)
Iowa Test of Basic Skills (ITBS)
ITBS
number of days" is 20 for year-long courses, prorated from the
first instructional day of the term to the last instructional day of
the course-relevant testing period. For semester-long courses,
this "set number of days is 10.
A pass-fail test that measures students' understanding of
concepts on specific content area. For example, the Stele
Assessment of Academic Readiness (STAAR) is a criterion-
referenced test.
A comparison between the prior year's students in a specific
grade to the current year's students in that same grade. For
example, a comparison of last year's grade 3 students
performance on the state reading to this year's grade 3
students' performance on the state reading exam. See Cohort.
vSeeCritefion^Referenc^^
The subject matter taught in a course or set of courses.
Back to-Top
District-created test that covered every Texas Essential
Knowledge and Skills (TEKS) student expectation. The Spanish
version of this test is Perfii Diagnestico de Destrezas (PDD),
This test is no longer administered in Dallas ISD.
The six-digit number for Dallas iSD assigned by the Texas
Education Agency (TEA), 057905.
Students who have left Dallas ISD as identified by the Texas
Education Agency (TEA). Drop-out information lags behind one
academic year in order to enable the TEA to locate students
Who left Dallas iSD and enrolled in another school district in
Texas.
See Diagnostic Skills Profiles (DSP).
^ V -
Tex95 Education Agency (TEA) nomenclature for iow socio
economic status students used for the Academic Excellence
Indicator System {AEIS}. Economically disadvantaged are
coded as 1(Eligible for Free Meals), 2 (Eligible for Reduced
Meals), and 9 (Other Reasons).
See English Language Arts (ELA) Test.
Programs pertaining to the teaching of limited English
proficient (LEP) students.
The combined Texas Assessment of Knowledge and Skills
(TAKS) test at the high school level that tests both reading and
writing.
See English as a Second Language (ESL).
The highest Texas Education Agency (TEA) rating fora school
for the Academic Excellence Indicator System (AEIS).
Bad; to Top
Student attempting the exit level Texas Assessment of
Knowledge and Skills (TAKS), grades 5 and 8 Reading and
Mathematics State of Texas Assessment of Academic
Readiness (STAAR) test, or STAAR end-of-course (STAAR
EOC) subject test for the first time.
: Back ;to-
;Back' to Top.'
Bad: to Top
A document created for each student that receives special
education services that describes the student's current skills,
states the goals for targeted services, and outlines the
strategies that wiil be used to achieve those goals.
English-language national test that evaluates the development
of grade K-2, 5, and 8 students skills in the core subject areas
of Reading, Language Arts, and Mathematics.
See lows Test of Basic: Sl-.iSis (JT?S).
K
L
Language Proficiency Assessment Committee (LPAC)
LEP Exited Student
LEP
Limited English Proficient (LEP)
Logramos
Low-SES Students
LPAC
M
Mean
Median
Migrant Education
N
NAEP
National Assessment of Educational Progress (NAEP)
NCE
Normal Curve Equivalent (NCE)
Norm-Referenced Test (NRT)
NRT
O
Original DISD Entry Date
Other Schools
P
Passing Rate
Back t o T o p ::
B3Ck:t o T o p ::> : : :
A campus-based committee responsible for identifying,
placing, and exiting or reclassifying- limited English proficient
(LEP) students. The committee is comprised of teachers,
administrators, parents, and an Admission, Review, and
Dismissal (ARD) committee member when appropriate for
special education <'Sp, Ed.) students.
Student received either bilingual education (BE) or English as a
second language (ESI.) services and has met all Ih-nited English
proficient (LEP) program exit criteria. A student whose parents
denied BE and/or ESL services, and subsequently met LEP
Exit criteria are not considered an exited LEP student.
See Limited English Proficient (LrP).
Any student whose home language is not English and who are
identified by the Language Proficiency Assessment Committee
:(Li "AC} based on the state criteria.
Spanish-ianguage national test that evaluates the
development of grade K-2, 5, and 8 students' skilis in the core
subject areas of Reading and Language Arts.
Students who qualify for free or reduced-price lunch. See
::5paop6can^
See Language Proficiency Assessment Committee (LPAC).
Back to Top
The sum of all scores divided by the total number of scores.
Also referred to as the average.
The score that lies in the middle if all scores are arranged in
increasing (or decreasing) order.
Education programs established mainly to meet the needs of
children of farm workers who often face such challenges as
poverty, poor health care, and the readjustments of moving
often from school to school.
vSee.lliatiibna^ :::
A national testing program administered by the National
Center for Education Statistics (NCES) of the U.S. Department
of Education. Known as "the nation's report card. Since 1969,
NAEP tests have been conducted periodically in reading,
math, science, writing, history, and geography. The NAEP
main assessment allows for regional and state-by-state
comparisons of the educational attainment of 4th, 8th, and /
12th grade students.
See Normai Curve Equivalent (NCE).
A method of standardizing scores on a test into a 0-100 scale
similar to a percentile rank, but preserving the valuable equal-
intervai properties of a z-score. A NCE score of 50 represents
the national average of any grade level at the time of the year
the test was normed, A score of 70 is always the same
distance above grade level, regardless of the level tested, and
is twice as far above grade levefas a score of 60. NCEs have
a standard deviation of 21.06.
A test that allows a students performance to be compared with
the performance with that of students across the nation.
See Norm-Referenced Test (NRT),
; Back;: tOTop::::
The date that a student enrolls in a Dallas ISD school for the
first time.
Schools that are not included in Dallas ISD accountability
systems, such as School :EfFectiyêss'Indf(^s:(SOs):v--V;v
Ba-i; to Top
The percentage of students who pass the assessment of
interest. District-, school-, grade-, and class-level passing rates
PDD
Percent Average Daily Attendance
Percent Meeting Minimum Expectation
Percentiles
Perfil Diagnstico de Destrezas
Portfolio
Preliminary Scholastic Aptitude Test (PSAT)
PSAT
Q
R
Rating (AEIS)
Reading Proficiency Test in English (RPTE)
Readiness Standards
ReadiStep
Ready to STAAR
Ready to STAAR(t)
Recognized (AEIS)
Reporting School
Retention Rate
are calculated for various student subgroups. The State
:Assessment of. Academic Read j ness (STAAR) passing rate is
synonymous with "Satisfactory" performance.
See Perfli 'Diagnosticc de Destrezas (PDD).
Average Daily Attendance (ADA) divided by Average Daily
Membership (ADM), expressed as a percentage.
.'See passing Ttate.; ^
The rank of a student's score compared to all other students in
the population of interest. In a national comparison1, if a student
scored at the 60th percentile, then 60% of the students
nationally scored below this student in this particular test in
that year.
The Spanish version of the Diagnostic Skills' Profile (DSP). This
test is no longer administered in Dallas ISD.
A systematic and organized collection of a student's work
throughout a course or class year. It measures the student's
knowledge and skills and often includes some form of self
reflection by the student.
An examination often used as preparation for the Scholastic
See Preliminary Scholastic Aptitude Test (PSAT).
Back to Top '
;-;'v;:::-Sj :V.iV
The Texas Academic Excellence Indicator System (AEIS;
assigned rating of schools based on Texas Assessment of
Academic Knowledge and Skills (TAKS) performance,
attendance rates, dropout rates, graduation rates, and student
dropout rates. The four ratings from best to worst are
Exemplary, Recognized, Academically Acceptable, and
Academically Unacceptable.
Assessment created by the Texas Education Agency (TEA) that
measures English language learners' reading skills. Used to
determine if it is appropriate for students to take the state
assessment in English or Spanish in subsequent school years.
The Texas English Language Proficiency System (TEL PAS)
serves as the current RPTE:
Concepts that are to be taught in public schools that help
prepare students for success in workplace or in college or
university courses.
A test created by the College Board to measure the
development of reading, writing, and mathematics skills in
students in grades 7 and 8. As a precursor to the Pieliminasv
Scholastic Aptitude Test (PSAT) and Scholastic Aptitude Test
(SAT -, it provides an early estimate of students' preparedness
::for college coursework.
Locally-created assessment that measures grade 3-10
students' mastery of the Readiness Standards taught during the
current year. Readiness standards in the core subject areas of
Reading, Mathematics, Science, and Social Studies are of
particular interest.
Locally-created assessment that evaluates grade 3-10
students' grasp of the Readiness Standards covered in the prior
grade. Readiness Standards in the core subject areas of
{ The second best Academic(Excellence^Tndicstor.System'.(AEIS)
rating fora school. See Rating.
The schools or campuses at which a student attends classes.
May differ from the school at which the student is officially
enrolled. For example, students enrolled at the TAG magnet,
have a Reporting School SLN of 039, but their Official School
Location is Townview, SLN 041.
Percentage of students who. repeat a grade.
RPTE
S
SAT
Scholastic Aptitude Test (SAT)
School Effectiveness Index (SEI)
School Location Number (SUN)
SDAA
SEIs
Similar Students
School Location Number (SLN)
SLN
Socio-Economic Status
Sp. Ed.
Special Education (Sp. Ed.)
SST
STAAR
Stability Rate
Standard Deviation
Standards
Stanford 9 (SAT 9)
See Resaing Proficiency Test in English (RPs t).
Back to Top : :
See Scholastic Aptitude, Test (SAT).
A standardized test taken by college-bound students that is
designed to predict students colSege-preparedness. The SAT
is a test of verbal and mathematical reasoning ability. It is
designed to predict who will do weil in college. The SAT
Subject Tests are tests of current ability and knowledge in high
school subject areas such as Literature, Biology, and U.S.
History.
A fair, value added measure of how well a school performed,
taking into account the known factors over which the teachers
and schools have no control. SEIs factor out socio-economic
status, language proficiency, gender, ethnicity, and previous
achievement at the student Sevei as weti as a number of school
level factors. All SEIs are centered around a District mean of
50 and a standard deviation of 10. Indices of 50 or above
denote areas in which the school met or exceeded the District
average.
A unique number assigned by Dallas ISD to each school. The
three-digit Texss Education Agency (TEA) number and the SLN
are the same for most schools, except for vanguards, some
magnet schools, and academies).
See State Developed Alternative Assessment fSDAA).
See School Effectiveness Index (SEI).
For the purpose of computing School and Classroom
Effectiveness indices (SEIs and GEIs), students who have the
same demographic characteristics (i.e. gender, ethnicity,
limited English proficient (LEP) status, special education
status, socio-economic status, and three neighborhood
characteristics) and the same level of achievement on the
same prior-year tests.
A unique number assigned by Dallas ISD to each school. For
example, Maynard Jackson (251) and Maynard Jackson
Vanguard (830) will have different school location numbers.
The three-digit Texas Education Agency (TEA) number and the
SLN are the same for most schools (exceptions are for the
vanguards, some magnet schools and academies).
See School Location Number (SLN).
An indicator that identifies whether a student is on Free or
Reduced Lunch. See Low-SES and Economically
?::pis3dv3nitaged.'
See Special Education (Sp. Ed.).
Programs designed to serve children with special mental and
physical needs. Such children are entitled to individualized
education plans that spell out the services needed to reach
their educational goals, ranging from speech therapy to math
tutoring. Traditionally, special education has taken place in
separate classrooms. Increasingly, the services may also be
offered in regular schools and classrooms.
See Student Support Tearn {SST).
See Stale of Texas Assessment of Academic Readiness
Number of continuously enrolled students divided by Average
Daily Membership (ADM) expressed as a percentage.
A measure of the variations of scores about the mean. For
most test data, 68% of the scores are within one standard
deviation of the mean, and 95% of the scores are Within 2
standard deviations of the mean.
Subject-matter benchmarks used to measure students'
academic achievement. Curriculum standards drive what
students learn in the classroom.
The ninth edition of the national norm-referenced test that
measures grade K-9 students' understanding of concepts in
State Developed Alternative Assessment (SDAA)
State ID
State of Texas Assessment of Academic Readiness (STAAR)
the areas of reading, writing, and mathematics.
The assessment for student with an individualized instruction
plan that are taught the state Texas Essentia! Knowledge: end
Skills (TEKS) curriculum at an instruction level below the grade
level.
An eight-digit identification number beginning with the letter S"
assigned to students that do not have a Social Security
Number. This is a TEA requirement.
State assessment created to measure grade 3-12 students'
knowledge of concepts in the core subject areas. The grade 3-
8 tests measure students' mastery of grade-relevant core
subject areas, while the end-of-course tests assess students'
course-specific knowledge in the core subject areas of interest.
Reading, Writing, Mathematics, Science, and Social Studies
are the core subject areas of interest.
i f i i !
NOTES
incidents resulting in a deviation from documented testing procedures are defined as
testing irregularities and are viewed by TEA as falling in one of two categoriesserious
and procedural.
Serious irregularities constitute severe violations of test security and/or confidentiality
and can result in the individual(s) responsible being referred to the TEA Educator
Standards and Certification Legal Division for consideration of disciplinary action
(including suspension or termination of educator certification credentials). Examples of
serious violations involve, but are not iimited to, the following:
directly or indirectly assisting students with responses to test questions
tampering with student responses
m viewing secure'test content before, during., or after a test administration (unless
specifically authorized to do so by the procedures outlined in the test administration
materials)
scoring student tests, either formally or informally
duplicating, recording, or capturing (electronically or by any other means)
confidential test content without permission from TEA
Procedural irregularities are less severe, more common, and are typically the result of
minor deviations in testing procedures. Below are some examples of procedural
irregularities that have been grouped by category.
Eligibility Error
Eligible students were-not tested.,
Ineligible students were tested.
Individualized Education Program (IEP) Implementation Issue
a A student receiving special education services was provided an unapproved or
undocumented accommodation or was not provided a prescribed
accommodation.
A student receiving special education services was administered the wrong test.
Improper Accounting for Secure Materials
B Secure materials were not returned, checked in, and accounted for at the end of
each testing day.
A test administrator, campus testing coordinator, or district testing coordinator
lost or misplaced completed answer documents), test bookief(s), or other secure
materials.
20 2013 STAAR Test Administrator ManualGrades 3-5
Lyle, Chris H
From: Ware, Aaron P
Sent: Tuesday, July 16, 2013 2:01 PM
To: Lyle, Chris H
Subject: FW: edits for Lee report
Attachments: Lee Report w Appendix.pdf
See attached with the fix.
Aaron Ware
Director
Evaluation and Assessment
972-925-6402
Awareffidallasisd.org.
From: Holland, James
To: Ware, Aaron P
Subject: RE: edits for Lee report
Fixed, see attached
From: Ware, Aaron P
To: Holland, James
James, can you check?
Aaron Ware
Director
972-925-6402
Awareffidallasisd.org
From: Lyle, Chris H
Sent: Tuesday, July 16, 2013 11:41 AM
To: Ware, Aaron P
Aaron,
I think there may have been a typo on the attached. Thanks.
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
l
From: Ware, Aaron P
To: Lyie, Chris H
Cc: Oakeley, Cecilia A
Here is the report.
Aaron Ware
Director
972-925-6402
Aware@dallasisd.org
From; Holland, James
Sent: Monday, July 15, 2013 5:43 PM
To: Ware, Aaron P
Subject: edits for Lee report
Included on attached PDF,
James
James Holland
Evaluation Analyst
972.925.8807
jhoiland@dallasisd.org
CONFIDENTIALITY NOTICE: This email message, including all attachments, is for the sole use of the
intended recipient(s) and may contain confidential student and/or employee information. Unauthorized use
and/or disclosure is prohibited under the federal Family Education Rights & Privacy Act (20 U.S.C. 1232g, 34
CFR Part 99, 19 TAC 247.2, Texas Government Code 552.023, Texas Education Code 21355, 29 CFR
1630.14(b)(c)). If you are not the intended recipient, you may not use, disclose, copy or disseminate this
information. Please call the sender immediately or reply by email and destroy all copies of the original message,
including attachments.
2
A statistical analysis of the grades 3 through 8th grade March and April 2013 State of Texas
Assessment of Academic Readiness (STAAR) scores was conducted to identify sufficient^ anomalous
results that warrant further investigation. Mathematics and reading 2013 STAARscale scores were
examined at Hie schooJ artd classroom level-. A regression of 2011 Texas Assessment of Knowledge and
Skills {TAKS)1 and 2012 STAARscale scores was conducted on the 2013 STAAR scone for all students in
the district at each grade level. For the 3rdand 4thgrades, Iowa Test of Basic Skills {ITBS} were used in
lieu of STAAR testing for the previous years (3rd- 2rri and 1st, and 4th - 21"f). Reading and mathematics
scores were analyzed separately/ as were Spanish Reading STAARtesters. A separate, supplemental,
analysts was conducted utilizing percentage correct instead scale scores.
The resulting stude fittest residua} scores we re aggregated fay class and converted into
standardized scores with an average of zero and standard deviation of one. Schools or classrooms that
had an average standardized residual two standard deviations dr more above the mean were selected
for further investigation. Students were included in the analysis if they had three years of validly scored
exams (2013,12, and 11) and were on grade for each year (te., no held back students).
Students' scores were then examined for each of the identified classrooms. In the case of
schools that could not be identified as testing by classroom, the school was examined as one body, Each
student's raw score, residual score, and previous testing, history were examined. Student scores that
showed an anomalous gain were identified. For cases where classroom data were not available, if a
school had a large number of anomalous scores (over 25% of the school) administration seating charts
were requested from the school. Classrooms or testing rooms with 50% or more of the students having
anomalous scores were then recommended for on-site investigation.
Umphrey Lee had two 3rdand 4thgrade classrooms that were identified as having a sufficient number of
anomalous results to warrant an immediate investigation into the testing practices at the campus. Using
the procedures outlined above, the students who tested in classrooms BA (Mathematics) and 4A
(Reading) at Umphrey Lee displayed a high mimber-of anomalous results. An on-site investigation was
recommended to the Dallas ISD State and National Assessment department
Furthermore, another noteworthy anomaly was detected in the Umphrey Lee re-testing results of their
5th graders. In May 2013,5* and 8thgrade students who failed the first administration of the STAARtest
in reading or mathematics could re-take the test in May. Due to the relatively lower number of students
who participate in the re-test, the regression methodology used above Is not appropriate. Instead the
Evaluation and Assessment analyst team examined the passing rates of each school, as well as the
increase in number of items students answered correctly compared to the first time they took the test,
and the number of students who achieved an ADVANCED rating on the re-take.
Statistical Anomaly Analyses as Pertaining to Urophney Lee Aprl! and May 2013 STAAR
i For TAKS 2011 scale scores, the state utilized a vertical scale score system for all elementary end middle school
level tests.
The results were sufficiently high to warrant further investigation of the testing procedures for the 5th
grade STAAR re-test at Umphrey Lee. On average, DfSD 5* grader re-testers increased their percentage
correct fry approximately 16%for mathematics and by 9% for reading. In contrast, the re-testers at
Umphrey Lee increased thejr percentage correct by 33% {3rdhighest, 3.04 standard deviations above the
mean) and by 30%in reading (2ndhighest, 3.84 standard deviations above the mean), it should be noted
that relative to the number of re-takers at each campus, Umphrey Lee matches the district average.
Therefore, it is unlikely that this just a random occurrence due to a smatf number of students having
very high gains.
What is also concerning is the number of students who received an ADVANCED rating on the re-test.
Re-testers are students who failed the test the first time and it is rare for them to achieve an ADVANCED
rating on the re-take. The district had 4,155 5thgrade students re-take the STAARmathematics test, and
of those, 55 students achieved an ADVANCED rating (1.32%). In general, if a school has a re-taker who
achieves an ADVANCED rating, that school only has one student.
In contrast, Umphrey Lee had 12 mathematics re-takers (44% of their total re-takers): who achieved an
ADVANCED rating. In other words, 21% of ail the district'$mathematics re-takers who achieved an
advanced rating came from Umphrey Lee. Similarly* of the 3,224 reading re-takers, is achieved an
ADVANCED rating {0.4%). Umphrey had 3 of those 13 students, 23% of the district total.
It Is recommended that the 3rtanri4* grade classrooms listed in the tabfe below, as well as any
students, teachers, staff, etc. who participated in the 5* grade STAAR re-testing be investigated. It
should also be noted that the testing irregularities analyses conducted by EM is Quite conservative with
a high threshold needed to be Included, Failure to appear on this list does not exonerate a school from
potential cheating. If during investigations concerns arise that other classrooms possible engaged in
cheating, those concerns should be explored. The analysis here displays which classrooms/schools had
highly unlikely data (anomalies), it does not outright prove nor absolve a classroom or school of
cheating.
Umphrey lee Classrooms that warrants further investigation:
.Test. School ClassfoomC?)
Grade 3 Mathematics Umphery Lee 3A
Grade 4 Reading Umphery Lee 4A
Grade 5 Re-testing (both Umphery Lee Any classroom/teachers
subjects) associated with the re-testing
students.
Attached are the results of the regression modeling for classrooms 3A (mathematics) and 4A (reading)
as well as the corresponding seating charts that were provided by State and National Assessment. Also
induded is the analysis for the mathematics and reading 5thgrade retesting, showing Lee with high level
gains for both subjects.
Dallas
Independent
Mike Miles School
Superintendent of Schools District D
ADMINISTRATIVE STATEMENT
D A T E j ^ H n e ^ , 2013 \ *! CASE NO: NA
\ f ^ W A l f k M t f am giving this statement to Chris Lyle, who has
ide f i i d h i m s e f i h S e l f I n s p e c t o r ' with the Dallas independent School District and is
conducting an administrative investigation. I have been directed to submit this Administrative
Statement as stated by School Board Policy DH (LOCAL), describing my actions or any knowledge
that I have of the incident. I understand that failure to do so may subject me to disciplinary action up
to and including possible termination from employment with the Dallas Independent School District. I
further understand that any information or evidence gained through this statement cannot be used
against me in any criminal proceeding, except that i may be subject to criminal prosecution for the
charge of perjury for any faise statements) I make.
I also understand that 1am required to be truthful in my responses and/or statements) that I give and
if it is determined that 1have been untruthful in my responses, 1could be subject to disciplinary action
up to and including termination from employment with the Dallas Independent School District.
The employee's failure to comply with the directive constitutes "insubordination," a violation that will
be grounds for disciplinary action up to and including termination."
When directed by an administrator or a District investigator, an employee shall submit a notarized
affidavit Intentional falsification, misstatement, or the concealment of a material fact in connection
with an administrative investigation shall be deemed as "providing untruthful statements" and can be
grounds for disciplinary action up to and including termination,
I understand that this investigation is CONIFIDEMTIAL and should not be discussed with others on my
campus and/or administration. I may however, discuss this case with my legal representative, in
response to this request, I submit the following to inspector Lyle.
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Mike Miles
Mepidest
School
District
Mks
D
Affidavit
Dale: Jun8;12s2013
The State, of Texas-
County'of Dallas
Before me, Chris Lyle, personally appeared Toni Crawford resident in the County of Dallas, State of
Texas, on this day at the Dallas Independent School Districts Umphrey Lee Elementary School, who
after being duly sworn, on oath, affirm and says:
I reside and my telephone number
I am a librarian with the Dallas ISOs Umphrey Lee Elementary School. I have been a librarian for
five years. I also serve as the schools test coordinator. In April of this year our school administered
the STAAR fourth grade writing, fifth grade math' and reading, third and fourth grade math and
reading and fifth grade science. There is also fifth grade math and reading retest I received test
training and I then trained our school staff. I did maintain a sign in sheet of the trainings i conducted
and required everyone to sign a testing oath. As test coordinator I am responsible for the security of
the STAAR tests; The tests are kept in the storage cabinet In my office. I -was the only one who
distributed the STAAR tests to our test administrators on testing days. I did utilize a material control
form to record the distributing and return of the STAAR- None of our test administrators were allowed
to test their own students or CEIs. I was responsible for assigning the test administrators for the
students and during the STAAR. Usually students stay in their home room during testing and the test
administrator will go to that room to administer the test. The test administrators were selected on the
basis of whether or not the students to be tested were their CEIs and if they could meet the language
and accommodations for the particular students.. I thought the administration of the April 2013
STAAR went pretty smoothly. I did not receive any reports of test irregularities and I did not have to
make any reports. I have been told by Karen Byers that there were some anomalies in the third and
fourth grade reading and math. I was not told what the specific anomaly was, but it is my
understanding that our scores were lower this year than last During the STAAR each test
administrator gets a folder with a seating chart, answer document, a do not disturb sign, a check list
of testing reminders, logs for students that are absent and for people entering the testing rooms as
well as for recording students that need to leave the room to go to the restroom- Test administrators
are required to count their test booklets and answer sheets before they sign out the tests on the
material control form. All of the test materials are then placed in a testing bin to take to the testing
room. Everything is counted at the conclusion of the STAAR when the testing materials are returned
to my office in the library. The principal, assistant principal, hall monitors, and myself monitor during -
the STAAR. All of the testing room doors are open with a seating chart and do not disturb sign
displayed. I have provided Inspector Lyie with copies of sign in sheets, rosters, seating charts,
checklists oaths and material control forms for all Umphrey Lee Elementary administrations of the
2012-2013 STAAR, It would surprise me if someone had provided inappropriate assistance on the
STAAR, or committed any testing irregularity because all of the test administrators were trained.
3700 Ross Aver.
Dallas, TX 75204
(972) 925-3700
! of 2
www.dsiiaarsd.OFg
Dallas
laiependcnt
School
District D
Mike E&ites
Superintendent of Schmls
[ have read every paragraph of this affidavit I have made corrections where necessghtpM^fHtiate.)
To the best of my knowledge and belief, I have furnished Inspector Lyle with all documents or Items in
my possession that relate to the questions asked of me. There Is no other relevant information that f
have not revealed; There is no other Information that Inspector Lyle has not asked me about, and
which I know I should provide regarding this matter. I hereby swear and affirm that my statements
above are true, accurate, and complete, to the best of my knowledge.
Before me a notary public, on this 12th day of June, 2013, personally appeared, Toni Crawford,
known to me to be the person whose name is subscribed to the foregoing affidavit and by me first
duly sworn, declared that under penalties of perjury, that.the statements therein contained are true
and correct.
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dailasisd.org
2 of 2
W4-4
District: Pallas ISD; Campus:_Umphrev Lee Elementary Room # 210
Test Administered:_STAAR_ Subject: Math: Grade: Date: 5/14/2013.
Test.Aimiu^trator^s'): :L. Coleman. . .....
Instructions for completing the seating chart below:
1. Mark, the location of the test administrators) by placing an X in the margin surrounding the numbered grid.
2. Mark the, seat number that corresponds to each student on the list of examines.
3. Mark the location of any entrances into the area. .
Test Administration Seating Chart
] 2
' 3
4 5
" 6 [
7 ; ! "v
9
"# ,
n : 12 ;
13 14 |: is 16 17
{ is i
r $% 20
i 21 '
22 23
: 24
.25 26 ,,,27 , 28 ' 29 : 30 ,
12
16
11
_!?
J
20
21
22
25
26
29
30
i i . m n t tJ m i i i !m i " mn i
Dallas ISD. Test Administration Seating Chart - Spring 2012
CampJS: i l e f j E ltn ie d a ry . ..
.^.oom Description: / B p o m # ^
TesiMoinistratori ' f l ^ y n i n n v ' "> :
$ra<ife. Leyei;':! ! ! " :
Start:time - : :iopfirne' ' Hms Start time; " Stop tlinhe . ' : "Reason .............
Start time Stop time Reason _
Start time Stootime 'Reason
t. Mark the location of the test administrators) by placing an X In the margin surrounding (he grid.
2. . Mark the seat number on the grid that .corresponds to each studenôn the fist of examinees,.
2013 STAAR MATERIALS CONTROL FORM
Check Month: ^ April May June July December
Test booklets are secure documents. Use this form to account for ail secure materials. Campus
coordinators should fill out the first four columns below prior to distributing any booklets.
The test administrators' initials in the "Out" boxes signify that they have received the secure materials
assigned to them and that they have signed the security oath. A test administrator should not initial
this form if the information on it is incorrect.
Missing secure materials must be located before the campus coordinator initials the "in" box. If
missing secure materials cannot be located, the campus coordinator should immediately contact the
district coordinator.
Campus Name Umphrey Lee Blem Campus Coordinator Toni R. Crawford
Duplicate this form as necessary.
W4-5
STAAR Testing Meeting
Wednesday, April 17,2013
State of
County of,
Student Assessment Program
2013
Oath of Test Security and Confidentiality
for Test Administrator
This oath applies lo ail state assessments except STAAR Alternate and TELPAS, which have separate oaths.
For All Test Administrators: Complete this section before handling any secure test materials
I do hereby certify, warrant, and affirm that i will 'fully comply with afi requirements governing the student assessment
program and do hereby certify the following by initialing to the left of the statements below and including the date
where applicable:
IniU
I have received training on test administration procedures; and I understand my responsibilities
concerning the administration of state assessments.
I am aware that testing procedures require me to actively monitor during test administrations;
M . I understand my responsibilities as a test administrator, and 1am aware of the range of penalties that may
result from a departure from the documented test administration procedures;
I understand my obligations concerning the security and confidentiality of state assessments, and I am
aware of the range of penalties that may result from a violation of test security and confidentiality; and
I am aware of my obligation to report any suspected violations of test security or confidentiality to the
campus testing coordinator.
I do hereby further certify, warrant, and affirm that I will faithfully and fully comply with all requirements concerning test
security and confidentiality.
... 20_
Printed Name of Test Administrator
District Name amps- Name
County-District Number
Area Code/Telephone #
I ForTestAdmimstrators Authorized to View Secure State Assessments
Individuals who are authorized to conduct test administration procedures that Involve viewing secure state j
: assessments have an added responsibility of maintaining confidentiality. These procedures include but are not '
I limited to: oral administration, transcribing student responses from the test booklet, and particular linguistic i
: accommodations. As a reminder of this responsibility, these individuals are required to specifically confirm ;
I compliance with state confidentiality requirements by Initialing to the left of each statement below. f
______ I have not and will not divulge the contents of the test, generally or specifically.
f: ______ I have not and will not copy any part of the test.
' 'I
t I do hereby certify, warrant, and affirm that i will fully comply with ail the requirements governing the student i
I assessment program.
Signature of Test Administrator Date
!"##"$
Independent
School
District
Mike Miles
ADMlNiSTRATIVE STATEMENT
DATE: September 10, 2013 CASE NO: Multiple
I, Toni Crawford am giving this statement to Chris Lyle, who has identified hirnseif/herself as an
Inspector with the Dallas Independent School District and is conducting an administrative
investigation. I have been directed to submit this Administrative Statement as stated by School Board
Policy DH (LOCAL), describing my actions or any knowledge that I have of the incident I understand
that failure to do so may subject me to disciplinary action up to and including possible termination
from employment with the Dallas Independent School District. I .further understand that any
information or evidence gained through this statement cannot be used against me in any criminal
proceeding, except that I may be subject to criminal prosecution for the charge of perjury for any false
statements) I make.
I also understand that I am required to be truthful in my responses and/or statement(s) that I give and
if it is determined that I have been untruthful in my responses, I could be subject to disciplinary action
up to and including termination from employment with the Dallas independent School District.
"The employee's failure to comply with the directive constitutes "insubordination," a violation that will
be grounds for disciplinary action up to and including termination.
affidavit. Intentional falsification, misstatement, or the concealment of a material fact in connection
grounds for disciplinary action up to and including termination.
I understand that this investigation is CONFIDENTIAL and should not be discussed with others on my
campus and/or administration. I may however, discuss this case with my legal representative. In
response to this request, I submit the following to I nspector Chris Lyle.
Witness:
Signature
Time: S t HO a , s -
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Mike Miles
Dallas
Independent
School
District
Affidavit
Date: September 10* 2013
The Stale of Texas
County of Dallas
Texas, on this day at the Dallas Independent School Districts Office of Professional Responsibility,
who after being duly sworn, on oath, affirrh and says:
and my telephone number Is
I am the test Coordinator at Umphrey Lee Elementary School, i have served as the test coordinator
at-Umphrey Lee Elementary School since 2008,1received the 2013 grades 3-8 STAAR test booklets
on April 12, 2013 and the STAAR fifth and eighth grade re-test booklets on May 7, 2013. Ms.
Angelica Vazquez (Espinosa) sighed for the test booklets. Ms. Vazquez kept the testing materials in
the office until I arrived at school. The test materials would not have been in the office for more than
an hour or an hour and a half before I arrived at the school. I most likely got a dolly and wheeled the
test booklets to my office where the materials were placed ip a storage cabinet and locked with a pad
lock. The tests were stored In boxes sealed with tape. It may have been possible that all of the
grades 3-8 test materials did not fit in the locked storage cabinet. Snthat case, I would have placed
the remaining sealed boxes of tests next to the storage cabinet The tests are usually sealed with
plastic wrapping in sets of 10 or 5, On that day none of the test booklets were removed from the
plastic wrapping. I did not remove the tests from the plastic wrapping until one or two days before the
STAAR. I never noticed any test booklets that may have been tampered with or removed from my
office prior to the STAAR test dates. Oniy the head custodian, David Blakely, and myself had a key
to my office door.-1 never leave my office door open or unlocked. If I leave the library area where my
office is located, i close my office door, which locks automatically.. To my knowledge, I am the only
one who has a key to the pad lock on my storage cabinet. I am shocked and heartbroken that it is
being alleged that students have reported seeing secure test material prior to the STAAR. I know
how hard the teachers teach and that they are provided with various resources to help them prepare
the students for the STAAR. i did what I was supposed to do as far as securing the test materials and
do not believe that if secure test material was accessed prior to the STAAR that it was obtained at
Umphrey Lee Elementary School.
3700 Ross Ave*.
bktlas, TX 75204
(972) 925-3700
www.daiiaslsd.org
i of 2
Balias
M5ke Miles
Independent
School
District
To the best of my knowledge and belief, I have furnished inspector Lyle with all documents or items in
my possession that relate to the questions asked of me. There is no other relevant information that I
have not revealed. There is no other information that Inspector Lyle has not asked me about, and
which ! know I should provide regarding this matter. I hereby swear and affirm that my statements
Before me a notary public, on this 10th day of September, 2013, personally appeared, Toni Crawford,
known to me; to be the person whose name is subscribed to the foregoing affidavit and by me first
duly sworn, declared that under penalties of perjury, that the statements therein contained are true
and correct.
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daflasisd.org
2 of 2
Dallas
Mike Miles
Independent
School
District
Student Statement
Marne: Date:
/ W i s f < 3 ^ 3 ^
itudent ID
I am
math
STAAR. Before last years math STAAR, we worked some problems in Ms. Willis classroom. Almost
al! of the problems that we worked in Ms. Willis classroom were exactly the same as the ones on the
math STAAR. Ms. Willis told us that some of the problems would be the same as the ones on the
STAAR. When I got my math STAAR booklet, I already knew the answers to some of the problems.
During the math STAAR, Ms. Benjamin walked around the classroom and pointed to answers in our
math STAAR test booklet She told us some of our answers were wrong. After Ms. Benjamin told me
some of my STAAR answers were wrong, I changed my answers.
The information provided in this statement is true and correct to the best of my knowledge and belief.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.qrg
Mike Miles
School
B M c i
Student Statement
Nam
grade student at Umphrey Lee Elementary School. Last year in the<^0Pgrade I took the
math STAAR. Ms. Willis was my*(iP$grade teacher, but Ms. Benjamin gave our class the math
STAAR. During the Math STAAR I remember Ms. Benjamin did walk around the classroom. I do
remember Ms. Benjamin told us to look at our answers again. When Ms. Benjamin told us to look at
our answers again, I thought it meant 1may have had the wrong answer. After Ms. Benjamin told me
to look at my answers again, I did change my answers. I remember Ms. Benjamin told me to look at
my answers maybe two or three times during the Math STAAR. I do remember seeing the same
problems on the Math STAAR that our class worked in Ms. Willis classroom. Ms. Willis gave us the
problems and answers in our packet before the STAAR. We also worked the problems that 1later
saw on the Math STAAR on an overhead projector in Ms. Willis classroom. Ms. Willis told us to
remember the answers to the problems, so when we worked them again she could tell who was
paying attention. I remember working the problems in Ms. Willis' classroom about a week before the
Math STAAR. When I saw the same problems on the test, I thought Ms. Willis had just prepared us
for the STAAR. Ali of the problems on the Math STAAR were the same as the ones we had worked
in Ms. Willis classroom, except for some on the last couple of pages in the test booklet.
Date: Student ID#:
Page____i
Student Signatu
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
uuiAAf nrn
of pages
Witness: c
Dallas
Independent
Mike Miles School
Superintendent of Schools District
Date: ? _ $ Student ID#:
I am grade student at Umphrey Lee Elementary School. Last year in theVPgrade ! took the
math STAAR. Ms. Willis was grade teacher, but Ms. Benjamin gave our class the math
STAAR. I remember working some problems in Ms. Wiliis classroom that were thae same as the
problems on the math STAAR. I remember thinking the math STAAR was going to be easy since we
had already worked some of the problems in Ms. Willis classroom. I do remember Ms. Willis telling
our class that some of the problems we were working in class were going to be on the math STAAR.
I remember working the problems in Ms. Wiiiis classroom about five or six days before the STAAR.
We worked on the problems for about four days and Ms. Wiiiis told us to remember the answers. Ms.
Benjamin walked around the classroom when we were taking the math STAAR and told us to check
an answer again as she pointed to an answer in our math STAAR test booklet I did change some of
my answers after Ms. Benjamin told me to look at them again, because that is what I thought she
wanted me to do.
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Witness:
Chris H. LySe
Notaty Public, J.
State of Texas |
Comm, i&jj, J0-20-13 J
Independent
Mike Miles School
Name: Date: Qp^^Stu dent ID#:
! am a^Jf^grade student at Umphrey Lee Elementary School. Last year in the^Hfcrade I took the
math STAAR. Ms. Willis was my upgrade teacher, but Ms. Benjamin gave our class the math
STAAR. Ms. Willis gave us some problems in the classroom before the STAAR that were exactly the
same as the ones we were given on the Math STAAR. The pages of problems we worked in Ms.
Willis' classroom were exactly the same as the ones on the Math STAAR. I was surprised when I
saw the same problems, but i was happy because \ wanted to pass the test. ! do remember Ms.
Benjamin walking around the classroom during the Math STAAR and telling us that we had the
wrong answer. After Ms. Benjamin told me one of my answers was wrong, I changed the answer in
the test booklet We did not bubble in our answer document until we finished the answers in our Math
STAAR booklet
Page
Student Signatu
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Witness:
wy-i
Dallas
Independent
Mike Miles Stliooj
Student Statement
Name: Date: Student ID#:
I am a g r a d e student at Umphrey Lee Elementary School. Last year in the^flP grade I took the
math STAAR. Ms. Willis was my!jjpfc|rade teacher, but Ms. Benjamin gave our class the math
STAAR. Last year Ms. Willis gave us problems in our classroom that were exactly the same as the
ones that were on the Math STAAR. We practiced the problems with Ms. Willis until we got them ail
right. I thought some of the problems on the STAAR may have been the same and some may have
been different as the ones we practiced in class, but they were all the same. When I saw the
problems on the Math STAAR were the same as the ones we practiced in Ms. Willis classroom, I was
surprised and glad because I thought I would get all of the right answers. We did not get to keep the
problems we worked in Ms. Willis classroom. Ms. Willis told us she was going to save the problems
for her students this year. During the Math STAAR Ms. Benjamin walked around the classroom and
pointed at problems in our test booklets. Ms. Benjamin told us to fix the answer. To me, that meant
i was supposed to change the answer I had put on my test booklet and that is what I did. Ms.
Benjamin only told each of us twice to look at an answer and fix it. if we got it wrong the third time
Ms. Benjamin did not say anything.
Page
Student Signature
3700 RossAve
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Witness:
/ 3
Chrts H. iyle
\ tt* f Ym$ |
Ljv"' Exp. 10-20*131
Mike Miies
liidsnieiif m L^gk
School J V
District
W10-1
Student Statement
Name; Date: j QG^h Student ID#:
math STAAR. Ms. Willis was m y ^ p i grade teacher, but Ms. Benjamin gave our class the math
STAAR. When I took the Math STAAR last year, I saw about ten problems on the test that were the
same as the ones we had worked in Ms. Willis classroom. When I saw the same problems, I thought
the test was going to be easy because we had already worked the problems and were given the
answers in Ms. Willlis classroom. During the math STAAR Ms. Benjamin walked around the
classroom and looked at our answers in the test booklet, if we had a wrong answer she told us to do
it again. \ did change some of my math STAAR answers after Ms. Benjamin told me they were
wrong.
Page j
www.daliasisd.org
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
Student Signatur
!"##"$
Independent
Mike Miles Sch'GO!
Student Statement
Name:*1
Date: A Q St Student ID#:
i am a g r a d e student at Umphrey Lee Elementary School. Last year in the 4Wgrade I took the
math STAAR. Ms. Willis was m$(P%rade teacher, but Ms. Benjamin gave our class the math
STAAR. I do remember having some of the same problems in class that were also on the math
STAAR. I did not think ft was unusual that I saw some of the same problems on the test that we
worked in Ms. Wiiiis' classroom. When Ms. Benjamin gave us the Math STAAR she did walk around
and look at our test booklets and tell us to look at the problems again. When Ms. Benjamin told me
to look at my answers in the test booklet I knew she wanted me to look at my answers and do the
problem over again. I saw Ms. Benjamin do the same thing with all of the students in the classroom.
I remember Ms. Benjamin coming to my desk two or three times to see if 1had the right answers on
the Math STAAR. I did change some of my answers after Ms. Benjamin toid me to look at the
problems again, i just did what Ms. Benjamin told me to do.
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
pages
Witness:
f, $t&4*clKSS I
Comm.
Lyle, Chris H
wnwrrrtrnff ' m .................. i i i i i u m mu ii i m T n m i w w i T i i t imim........ n ninnnmii' i niif i nnniiniiTiiinif irnmiitrihht ii .
From: Ware, Aaron P
Sent: Thursday, September 12, 2013 11:10 AM
To: Byers, Karen S; Lyle, Chris H
Subject: RE: STAAR Questions
Chris,
No, not prior to the testing. They have since released the test questions (and one of those groups may (?) have
incorporated items-which would be illegal as they are still copyrighted.} However prior to testing these items are
secure, and the state does not sell them to test-prep companies.
Cheers,
Aaron
Aaron Ware
Director
972-925-6402
From: Byers, Karen S
To: Lyle, Chris H
Cc: Ware, Aaron P
I will answer that by saying "I surely hope that was not possible'. I have no idea where they get their sources? I have
Aaron on here too, just in case he has insight.
From: Lyle, Chris H
Sent : Thursday, September 12, 2013 9:37 AM
To: Byers, Karen S
Subject: STAAR Questions
Karen,
To your knowledge, would it have been possible to obtain any of the 2013 STAAR tests questions from any source such
as STEMS Scopes, Eduphoria, Brain Pop, Star Masters or Study Jams?
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
l
CONFIDENTI ALITY N OTICE: This email message, including all attachments, is for the sole use of the
intended recipients) and may contain confidential student and/or employee information. Unauthorized use
and/or disclosure is prohibited under the federal Family Education Rights & Privacy Act (20 U.S.C, 1232g, 34
CFR Part 99,19 TAC 247.2, Texas Government Code 552.023, Texas Education Code 21.355,29 CFR
1630.14(b)(e)). If you are not the intended recipient, you may not use, disclose, copy or disseminate this
2
V V I I
Dallas klefofet! School District
DELIVERY TICKET
FROM: STATE AND LOCAL ASSESSMENT
SERVICE CENTER I
BOX 144
TO: LEE (175)___________
ROUTE: G04 _______________ _ _
r t s ipt nsFTV STAAR Grades 3-8 Tests
Blank .'Answer Sheets Included
BOXES: 7 ENVELOPES: 0 SKID: 0
DELIVERY D AT1
TRUCK DRIVER SIGNATURE
PRINTED NAME SIGNATURE DATE
Mike Miles
Dallas
Independent
School
!"#$%"&$
'!()*)+,-',)./ +,',/(/*,
DATE: June 12, 2013 CASE NO:
I, Arrkeenah Willis am giving this statement to Dwain F. Pridemore, who has identified
himseif/herseif as an inspector with the Dallas Independent School District and is conducting an
administrative investigation. I have been directed to submit this Administrative Statement as stated by
School Board Policy DH (LOCAL), describing my actions or any knowledge that I have of the incident.
I understand that failure to do so may subject me to disciplinary action up to and including possible
termination from employment with the Dallas Independent School District. I further understand that
any Information or evidence gained through this statement cannot be used against me in any criminal
proceeding, except t hat! may be subject to criminal prosecution for the charge of perjury for any false
statement(s) { make.
The employee's failure to comply with the directive constitutes "insubordination," a violation that wili
response to ' ' 1 > 3Ctor pwajn p Pndemore.
Witness:
Signature:
Time:
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daitasisd.org
!"##"$
Independent
Mike Miles School
B
Affidavit
Date: 6/12/2013
The State of Texas
County of Dallas
Arrkeenah Willis, is a resident in the County o M f f p l State of Texas, on this day at the Umphrey
Lee Elementary School, who after being duly sworn, on oath, affirm and says;
where I have been since
February of 2009.
I was shown a copy of my Oath of Test Security and Confidentiality for Test Administrator and
identified my signature on this form.
I received training prior to the STAAR (State of Texas Assessments of Academic Readiness) tests
which I helped administer in April and May of 2013. Although the STAAR is a relatively new test the
procedures are very similar to procedures for ACP or TAKS tests. I receive training every year on
procedures for these tests. I have been a test administrator every year over since 2009.
In April and May of 2013 when I administered the STAAR test at Umphrey Lee Elementary School, I
read the test Instructions to the students verbatim from the Test Administrator Manual. I did not vary
from this text. \ administered the 51hgrade Math test on April 2,2013 and the 5thgrade reading test
on April 3, 2013. I administered the 3rdgrade Math test on April 23, 2013. I administered the 3rd
Reading test on April 24, 2013. I administered a 4thgrade makeup Math and Reading on April 25,
2013. I administered the 5,hgrade Math retest on May14p2013 and this was a retest. I administered
the 5,hgrade Reading retest on May 15,2013.
I did the Ready to STAAR test with my class during the first semester to acclimate them to real test
conditions when taking the STAAR test I worked with my class and taught them to answer the tests
questions in the test booklet and then transfer those answers to the answer sheet. However, when
administering the test I have never told a group of students to answer first in the test booklet and then
transfer those answers to the test sheet because that is not part of the instructions as outlined in the
Test Administrator Manual.
I have never taken a student's test booklet to review answers they have written in the booklet I
have never assisted a student with a test question or coached them with an answer. The only
response I have ever given to a student when asked was to tell them I can only assist you with
answers regarding the testing directions themselves. This answer is part of the instructions from the
During the test I walked around, monitored the students and what they were doing, and made sure no
one was sleeping. I did not sit at my desk. Once a student finished the test they would raise their
hand, I would collect their testing materials and their pencil. During these tests I dont remember any
student asking for help with test answers.
AFFIDAVIT of Arrkeenah Wil li s 1 of 2 init.
!"##"$
Independent
Mike Miles School
Superintendent of Schools District !
inspector Prtdemore prepared/typed this affidavit, from information ! have provided, and reviewed
the affidavit with me to make sure it was true and correct]- ! have read every paragraph of this
affidavit ! have made corrections where necessary jp0:(initials).
i hereby affirm that my statements above are true, accurate, and complete, to the best of my
knowledge. j
Affiant
Before me a notary public, on this12 th day of June, 2013, personally appeared Arrkeenah Willis,
and correct.
State efTSnott |
Eitp.10-20* 13.1
AFFIDAVIT of Arrkeenah Wiiiis 2 of 2
f & J init.
Balias
Independent
!"#$ !"&$' ()*++&
Superintendent of Schools ,"'-.")-
VVI4-Z
DATE: September 11, 2013 CASE NO: 11394
I, Arrkeenah Willis am giving this statement to Chris Lyle, who has identified himself/herseif as an
inspector with the Dallas Independent School District and is conducting an administrative
Policy DH (LOCAL), describing my actions or any knowledge that I have of the incident. 1understand
from employment with the Dallas Independent School District. I further understand that any
statement(s) 1make.
"When directed by an administrator or a District investigator, an employee shall submit a notarized
with an administrative investigation shall be deemed as "providing untruthful statements and can be
grounds for disciplinary action up to and including termination.1
campus and/or a$m| abon I may however, discuss this case with my legal representative. In
response to this request, I submit the following to Inspector Lyle,
Time: / & ' ^
i*V
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Affidavit
Date: September 11, 2013
The State of Texas
County of Dallas
Mike Miles
Before me, Chris Lyle, personally appeared Arrkeenah Willis resident in the County of State
of Texas, on this day at the Daiias independent School District's Office of Professional Responsibility,
who after being duiy sworn, on oath, affirm and says;
and my telephone number is
! am a third grade teacher at Daiias ISDs Umphrey Lee Elementary School. Last year I was a test
administrator for the fifth grade math and reading STAAR retest at Umphrey Lee Elementary School. I
used TAKS release questions to prepare my students for the math STAAR, ! have also used a few
STAAR release questions to prepare my students for the math STAAR. i did use iXL.com, STAAR
Masters and KAMICO to obtain a bank of questions to use with my students. I did tell my students
that questions or problems we worked in class were very similar to the STAAR. I meant that the
format of the questions would be the same or similar. I did not mean that the problems woufd be the
same exact problems, but rather the same type of problems. I do not know why my students woufd
have said that they would have seen the same questions on the STAAR that we worked in the
classroom. I cannot say that I was surprised when I saw my students third grade math STAAR
results. I remember several of my students did very well We worked hard preparing for the STAAR.
When I gave the fifth grade math and reading STAAR retests I read the directions straight from the
testing manual. I walked around during the tests and monitored, I did not point at any of the
students test bookiet questions or answers and did not say anything to the students during the tests.
I am going to go by to the school and look through the questions that I used to prepare my students
for the STAAR and will provide the ones that are not released tests to Inspector Lyle.
I have read every paragraph of this affidavit. I have made corrections where necessary jjjk ) (\n\t\a\s)
To the best of my knowledge and belief, I have furnished inspector Lyle with all documents or items in
which I know I should provide regarding this matter, I hereby swear and affirm that my statements
3700 Ross Ave.
Dallas, TX 75204
{972) 925-3700
www.dallasisd.org
1 of 2
j t i i
ini t.
Dallas
Independent
Mike Miles School
Before me a notary public, on this 11th day of September, 2013, personally appeared, Arrkeenah
Willis, known to me to be the person whose name is subscribed to the foregoing affidavit and by me
first duly sworn, declared that under penalties of perjury, that the statements therein contained are
true and correct.
Notary Publ
B S rO y ie
!"#$%& ()*+,-. \
/#$#0 "1 234) \
3700 Ross Ave. t j
Dallas, TX 75204 2 of 2 init.
(972)925-3700
www.dailasisd.org
Lyle, Chris H
m
Thursday, September 26, 2013 10:51 AM
Lyle, Chris H
Mount, Robert E; Aguirre, Jorge E
RE: Delivery Records
Sent:
To:
Cc:
Subject:
We know that Pearson scans every single booklet that is returned, and we have not receive an email in ages that we
have any missing booklets. Due to them dealing with the entire state, lean see where there can be a time lag in them
scanning and notifying us, so for now, let me say, we have not received any notice from Pearson/TEA from the spring
2013.
From: Aguirre, Jorge E
Sent: Wednesday, September 25, 2013 3:49 PM
To: Lyle, Chris H
Cc: Byers, Karen S; Mount, Robert E
Subject: RE: Delivery Records
Good afternoon,
We do not count in any STAAR booklets. We re-label the boxes and sent them to TEA, My director Dr. Mount and/or
Karen Byers may get a list of missing tests from TEA, i am including them to see if they have any information.
Thanks
From; Lyle, Chris H
Sent: Wednesday, September 25, 2013 3:18 PM
To: Aguirre, Jorge E
Can you tell me if any of the test booklets that were delivered to Umphrey Lee Elementary School were not returned
after the 2013 administrations? Were there any "missing" booklets?
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
Sent: Monday, September 09, 2013 8:25 AM
To: Lyle, Chris H
Cc; Byers, Karen S; Mount, Robert E
Jorge,
1
Dallas
Independent
School
District
D
OFFICE OF
PROFESSIONAL
RESPONSIBILITY
To:
From:
Donald R. Smith, Jr
Case Number: 11393
HIGHLY CONFIDENTIAL
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From; Donald R. Smith, Jr
APPROVED,
RE: TYLER, DA'SHONYA #41630
Teacher
Case Number: 11393
Suite 804
(972) 925-8864
Information and should not be released without the approval of the Superintendent of Schools
or the Chief Compliance Officer. ______________ _______ _____
HIGHLY CONFIDENTIAL
Table of Contents
Section Page
Executive Summary.............................................................................................................. 4
Background.......................................................................................................................... 5
Allegation............................................................................................................... 5
Employee Status.................................................................................................... 5
Extent and Results of Investigation.............. ...................... .................. ......... ................. . 5
Referral to Outside Agency................................................................................................... 14
Explanations and Defenses Offered...................................................................................... 14
Relevant Policy, Procedures and Statutes....... .................................................................... 15
Conclusions............................................................................. ............................................. 16
List of Witnesses and Exhibits............................................................................................... 18
RE: TYLER, DA'SHONYA
#41630
Case Number: 11393
HIGHLY CONFIDENTIAL
3 of 21
Executive Summary
The allegation that DaShonya TYLER viewed secure State of Texas Assessments of Academic
Readiness (STAAR) content and provided the content to her students was substantiated by
evidence obtained in the Office of Professional Responsibility investigation. Student witnesses
stated TYLER had shown them questions in the days prior to the 2013 math STAAR retest that
were identical to the questions they observed on the 2013 math STAAR retest. The conduct
reported by students explained the anomalously high scores Umphrey Lee Elementary School
students received on the 2013 math STAAR retest as reported by the Districts Evaluation and
Assessment Department. It was not learned how TYLER obtained the secure material, but it
would not have been made available from any legitimate source prior to the test administration.
Although there is no known evidence that the secure materia! was obtained from the campus, the
investigation did show that the STAAR questions were stored on the Umphrey Lee Elementary
School campus for one week prior to the administration of the STAAR. TYLERs conduct was a
serious test irregularity involving a breach of test security and confidentiality and was a violation
of Dallas ISD Board Policy.
A separate allegation that TYLER committed a test irregularity while serving in the capacity of a
test administrator for a reading STAAR retest was not substantiated when it was learned in a
concurrent investigation that another classroom teacher was responsible for the anomalous
scores received on the exam. That allegation was addressed in a separate OPR Report of
Investigation.
This Report of Investigation is the opinion of the Office of Professional Responsibility of the Dallas
#41630
Case Number: 11393
HIGHLY CONFIDENTIAL
4 of 21
RE: TYLER, DASHONYA
#41630
Case Number: 11393
Background
After conclusion of the 2013 State of Texas Assessments of Academic Readiness (STAAR), The Dallas
ISD Evaluation and Assessment Department notified the Office of Professional Responsibility (OPR) of
what they characterized as anomalous Umphrey Lee Elementary School STAAR results.
The anomalous scores were observed on identified administrations of the third grade math, and fourth
grade reading STAAR, as well as on the fifth grade math and reading retests. Umphrey Lee Elementary
School Teacher DaShonya TYLER served as one of the test administrators for a^^^grade reading
STAAR retest and it was in that roie that she was initially of interest in the Evaluation and
Assessment and subsequent OPR review. During concurrent investigations, however, the anomalous
fifth grade reading retest scores were attributed, at least in part, to the conduct of the tested students
classroom teacher.
TYLER also served in the capacity of a upgrade math classroom teacher during the 2012-2013 school
year. During student interviews, students alleged TYLER had given them securejfcgrade
math STAAR questions in the days prior to administration of the fifth grade math STAAR retest. It was in
her role as grade math classroom teacher as it related to the Umphrey Lee Elementary ij^JPgrade
math STAAR retest scores, rather than as a test administrator that was the primary focus of this
investigation.
Allegation
It has been alleged that DaShonya TYLER, a teacher at Dallas ISDs Umphrey Lee Elementary School,
committed a serious testing irregularity while serving in the capacity of a test administrator for a May 2013
administration of the Texas Assessment of Academic Readiness (STARR). (W1-1. Case Assignment)
During interviews with students it was alleged TYLER had provided students with secure <*^(^grade math
STAAR questions prior to administration of the May 14, 2013 math STAAR retest.
Employee Status
TYLER is a contract employee with the Dallas ISD, TYLERs contract with the District expires in
June 2014. (W2-1. TYLER Oracle Contract Record)
Employee is on Administrative Leave:
Extent And Results Of Investigation
The STAAR
core subject areas. The grade 3-8 tests measure students' mastery of grade-relevant core subject areas,
HIGHLY CONFIDENTIAL
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while the end-of-course tests assess students' course-specific knowledge in the core subject areas of
interest. Reading, Writing, Mathematics, Science, and Social Studies are the core subject areas of
interest. (W2-2. STAAR Resources,Texas Education Agency Website) (W2-3. STAAR, Callendar. Fifth
Grade Reading Retest) (W2-4. Glossary of Terms)
RE: TYLER, DASHONYA
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Case Number: 11393
Agency as falling in one of two categories-serious and procedural, (W2-5.Test Irregularities. Page 20,
duplicating, recording, or capturing (electronically or by any other means) confidential test content
sufficiently anomalous results that warrant further investigation. (W3-1. STAAR. Anomalies Analyses
Report)
In May 2013, grade students who failed the first administration of the STAAR test in
reading or mathematics could re-take the test in May. Evaluation and Assessment examined the passing
rates of each Dallas ISD school, as well as the increase in the number of items students answered
correctly compared to the first time the students took the test. On average Dallas ISD^Pgrade re
testers increased their percentage correct by an average of approximately 16% for math and 9% for
reading. In contrast Umphrey Lee Elementary School re-testers increased their math percentage correct
by 33% in math and 30% in reading.
An additional concern noted by Evaluation and Assessment was the number of Umphrey Lee Elementary
School re-testers who achieved an Advanced rating on the re-test. According to the Texas Education
Agencies web site, an Advanced performance standard on the STAAR indicates the student is well
prepared" for the next grade or course. The number of students who achieved an Advanced rating on the
retest were reviewed by Evaluation and Assessment. According to Evaluation and Assessment,
generally only one student at each school will receive an Advanced rating on a retest. Four thousand one
hundred and fifty five fifth grade District students retook the math STARR. Fifty five students or 1.32% of
HIGHLY CONFIDENTIAL
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the total received an Advanced standard of performance. In contrast, Umphrey Lee Elementary School
had twelve students (44% of their total re-testers) that received an advanced rating on the math retest or
21% of the District total. Similarly, 13 of the District total of 3,224 students received an advanced rating
on the fifth grade STAAR reading retest. Umphrey Lee Elementary School had 3 of those 13 students, or
23% of the District total. It was the opinion of the Districts Evaluation and Assessments Department that
the observed results of the Umphrey Lee Elementary School grade retests were sufficiently high" to
warrant additional investigation of the schools testing procedures. (W2-7. Advanced Definition)
Toni Crawford served as the Umphrey Lee Elementary School test coordinator for the 2012-2013 school
year. In a June 12, 2013 affidavit, Crawford confirmed Umphrey Lee Elementary teachers did not test
their own students during the STAAR. Crawford stated she had been responsible for assigning the
STAAR test administrators. Students stayed in their home room and were tested at that location by the
assigned test administrators. There were no test irregularities reports received by Crawford with respect
to administration of the 2013 STAAR. Crawford provided OPR with copies of seating charts, oaths,
training logs and material control forms associated with Teacher TYLERs administration of the May 15,
2013 STAAR reading retest. (W4-1. Crawford Affidavit) (W4-2. Seating Chart TYLER) (W4-3, Oath of
Test Security) (W4~4. Training Log) (W4-5, Mav 15, 2013 Material Control Form)
The documentation provided by Test Coordinator Crawford indicated TYLER signed an Oath of Test
Security and Confidentiality on March 26, 2013. TYLERs signature affirmed that she was aware of the
procedures for state assessments and understood her obligations concerning the assessments
confidentiality and security. (W4-3)
A May 15, 2013, | | | | grade STAAR reading materials control form was initialed by TYLER. The form
indicated TYLER was issued seven STAAR test booklets. The form was also initialed by Test
Coordinator Crawford to indicate the booklets were returned to Crawford at the conclusion of the May 15,
2013 test. (W4-5)
A test administration seating chart displaying TYLERs name was reviewed by OPR. The chart, dated
May 15, 2013, displayed the names of seven students and was consistent with the number of test
booklets that the materials control form indicated had been issued to TYLER. The back portion of the
form displayed the classroom seating positions of the listed students. (W4-2) CW4-5)
After initial interviews and a review of the statistical analysis, the allegation was assigned for investigation
by the Districts Office of Professional Responsibility (OPR). While conducting concurrent STAAR related
investigations at Umphrey Lee Elementary students reported their ciassroom teachers had shown them
secure STAAR questions prior to administration of the STAAR. As indicated in subsequent student
statements in this report, none of the interviewed students stated they had received assistance from
TYLER in her role as test administrator for the May 15, 2013*l | p grade reading STAAR retest. An OPR
concurrent investigation found the studentsajljfe grade readingfeacher was at least, in part, responsible
for the anomalous reading STAAR scores. Students did report, however, that TYLER had shown them
math questions in the ciassroom that the students later saw on their math STAAR retest. The focus of the
investigation then turned to Tyiers alleged conduct whiie serving as a^pgrade math teacher. (W1-1)
The following data, in abbreviated form from the attached spreadsheet, was provided by the Districts
Evaluation and Assessment Department. The chart depicts^pPtjrade Umphrey Lee Elementary students
that took both the April math STAAR and the subsequent May math STAAR retest. The students
percentage increase of correct answers from the first administration to the second is shown as well as
RE: TYLER, DASHONYA
#41630
Case Number: 11393
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#41630
Case Number: 11393
whether or not the student achieved an "Advanced score on the retest after having not been successful
on the first administration. According to the Texas Education Agency website, a student was required to
have received a minimum raw score of 43 out of 50 to have received an Advanced rating on the math
STAAR retest. None of the listed students who received an Advanced rating on the 2013 jfpgrade math
STAAR retest achieved the same rating on the 2012 STAAR. (W2-6, Advanced11Rating Chart) (W3-2,
Umohrev 1**=>W f Grade STAAR Spreadsheet) (W3-3. Math STAAR 2012 and 2013 results
spreadsheet)
School Last Name First Name
2013 Math
Re-test
Percent
Correct
2013 STAAR
Math 1st
Admin
Percent
Correct
Gain from
1st Admin
to Re-Test
Fail to
Advanced -
1st Admin
to Re-Test
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RE: TYLER, DASHONYA
#41630
Case Number: 11393
Student Statements
I am amMPgrade student at Dallas Last year
I was a j H fcgrade student and attended^jMWWp B B ^ s. TYLER was
my|pprade math teacher. Last year I took the^ fjparade STAAR math retest. Ms.
COLEMAN gave me the STAAR math retest. I remember about twelve of the problems on
the STAAR math retest were the exact same as the ones we worked in Ms. TYLERs
classroom. We worked on the same problems that were on the retest all school year, but
about a week before the test Ms. TYLER told our class that we may see the problems on
the math STAAR retest. Ms. TYLER handed the questions out to us in class. We worked
the problems and got the answers. We then handed the questions back to Ms. TYLER.
The questions I remember seeing on the STAAR were in the same order as the ones we
were given by Ms. TYLER in our classroom. To me the questions Ms. TYLER gave us in
class looked like they could have been copied from the STAAR test booklet. When I saw
the same questions on the STAAR math retest that we worked in Ms. TYLERs classroom, I
was kind of happy because I knew the answers. While we were taking the math STAAR
retest, Ms. COLEMAN walked around the testing room and told us to look at our answer
again. To me, Ms. COLEMAN meant that I had the wrong answer in my test booklet and I
should change my answer. I do remember changing some of my answers after Ms.
COLEMAN told me to look at my STAAR math answer choices.
I am a grade student at Dallas ISDs j ^ ^ H B j j H ^ ^ Last year
t was a^HMgrade student and attendecMMM ^ W W t t ^|||ppplf^School. Last year my
math teacher was Ms. TYLER. I remember taking the STAAR math retest with Ms.
COLEMAN. Most of the problems we were given on the STAAR math retest were the same
as the ones we worked in Ms. TYLERs classroom before the test. We worked the same
problems in class about two days before the STAAR that were on the STAAR math retest.
When I saw the same problems on the STAAR math retest that we had worked in the
classroom I was happy because we had already worked out the answers in Ms. TYLERs
classroom. The problems we were given by Ms. TYLER looked like they could have been
photocopied from the^p^grade STAAR math test booklet, because the questions looked
exactly the same and were in the same order as in the STAAR test booklet. During the
STAAR math retest, Ms. COLEMAN walked around the classroom and pointed at students
answer choices. If a student had the wrong answer, Ms. TYLER {sic Coleman) shook her
head and pointed to the correct answer. During lunch after the STAAR math retest, student
l i l l H B n H t o l d me that Ms. COLEMAN had been giving her the answers on the
STAAR. I thought it was not right for Ms. COLEMAN to give a student an answer on the
STAAR, because if Ms. COLEMAN was wrong she could cause a student to fail the test.
I am a j g H l f r a d e student at Dallas ISD
! was a u p g r a d e student and attend e
mylfPfgrade math teacher. I did take the
School,
math retest.
Last year
Ms. TYLER was
I am not sure
HIGHLY CONFIDENTIAL
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who gave me the retest. I do remember seeing about fifteen of theRHbrade STAAR math
questions that were the exact same as the ones we worked in Ms. TYLERs class. I
remember Ms. TYLER telling our class that we may see some of the same problems that
we worked in class on our math STAAR. When I saw the same problems on the STAAR
that we had worked in class I thought the STAAR was going to be easy because I already
knew the answers. (W7-1 JMMfcStatement)
#41630
Case Number: 11393
am aiwpp^rade student at Dallas Last year
I w a s a j j i grade student and a t t e n d e d ^ B l H R B B i ^ ^ H p l i ^ S c h o o l . Ms. TYLER was
mylijPgrade math teacher. Ms. COLEMAN gave us the^jjfjgrade STAAR math retest.
About twenty of grade STAAR math retest questions were exactly the same as the
ones we worked before the test in Ms. TYLERs classroom. We practiced the problems in
Ms. TYLERs classroom about two weeks before the STAAR math retest. Ms. TYLER told
us to practice those questions because they were going to be on the STAAR. I was happy
when I saw the same problems on the math STAAR retest that we had worked in Ms.
TYLERs classroom. During thelfSH grade STAAR math retest Ms. COLEMAN walked
around the room and pointed at our answers in the math STAAR test booklet if we had the
wrong answer. Ms. COLEMAN then pointed to the correct answer in our test booklet and
we changed our answers in the STAAR math retest booklet. I thought what Ms. COLEMAN
did was wrong because we need to know how to do math and she should not have given
us the answers on the STAAR. "T* t ' i i m
I am a g t t r a d e student at Dallas ISDs j M ^ M g t t ^ Last year
I wag a f WFgrade student and a t t e n d e d ^ ^ l B H I H H H j ^ ^ P ^ ^ ^ o o l . Ms. TYLER was
my()IHgrade math teacher. Ms. COLEMAN was rl^reaamg f ang u age arts teacher. Mr.
Shepard gave me the STAAR math and reading retests. I remember seeing two stories on
the STAAR reading retest that we covered in Ms. COLEMANS classroom. The answer
choices were also the same. Those questions were easy for me because we had already
covered them in class. I remember Ms. COLEMAN telling our class about three weeks
before the test that we may see some of the same problems on the STAAR reading test
that we worked in the classroom. We worked on the questions in class before the STAAR
and exchanged papers to check our answers. I remember seeing about three STAAR math
questions that were the exact same as the ones we worked in Ms. TYLERs classroom. I
do not remember Ms. TYLER telling our class that we may see those problems on the
STAAR. I do remember Mr. Shepard walked around the classroom during the STAAR, but I
did not see him help any of the students with their answers. (W9-1 .JMMMte-Statement)
I am a |Hik@rade student at Dallas IS D L a s t year
I was a^MPgrade student and attended ^ | | | | 8 ^ P H B H ^ ^ ^ ^ c n o o l . Ms. TYLER was
my math teacher last year. Ms. COLEMAN was m y r a d e T a n g u a g e Arts teacher. Ms.
Willis gave me t h e ^ p grade STAAR math and reading retests. I remember seeing three
or four questions on the math and reading STAAR retests that were the same as the ones
HIGHLY CONFIDENTIAL
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RE: TYLER, DASHONYA
#41630
Case Number: 11393
we worked in Ms. TYLER and Ms. COLEMANs class before the STAAR. I also remember
see about six problems on the Science STAAR that were the exact same as the problems
we worked before the STAAR in Mr. Shepards classroom. Ms. COLEMAN, Ms. TYLER and
Mr. Shepard use a projector to practice the problems before the STAAR. I remember Ms.
Willis walked around the class during the STAAR. She was just making sure no one was
cheating and I did not see her help any students with the STAAR answers.
i M M j H B ^ S t a t e m e n t l
I am aJHpfcgrade student at Dallas ISDs
I was dt^j/j^grade student and attended
my math teacher last year. Ms, Coleman was myj
not know who gave me the^Jpi grade STAAR matf
Last year
School. Ms. TYLER was
grade Language Arts teacher. I do
"and reading retests. I remember some
of the same problems on the math reading STAAR were the same as the ones we practiced
on the board before the STAAR in Ms. TYLERs classroom. I remember seeing a lot of the
same problems on the STAAR science test that we worked in Mr. Shepards class before
the STAAR. Mr. Shepard worked the questions on the board so I was familiar with the
questions when I saw them on the Science STAAR. The lady who gave us the math and
reading STAAR retests did not help any of the students with the STAAR answers.
I l l i H l ) l tatementl
I am aJlMrgrade student at Dallas I SPg a M f l p j L a s t year
I was aH H I g rade student and attended.||^MMHillSiMllBBHMISchool. Ms. COLEMAN
was m y j B grade reading teacher at > | IH ^S i N H H H ^ i P i i P ' S c h o o I . Ms. TYLER gave
me the^mgrade STAAR reading retest. When I took the first STAAR reading test about
six of the problems were the same as the ones we worked in Ms. COLEMANs classroom. I
remember Ms. COLEMAN told our class before the STAAR that some of the questions we
were working in class might be on the STAAR. We also worked the same problems in Ms.
TYLERs class that we worked in Ms. COLEMANs ciassroom. Six of those problems were
the same as the ones I later saw on the reading STAAR. I remember Ms. TYLER walked
around the room during the test but I did not see her help any of the students with the
STAAR answers. (W12-1 I j W P M j S t a t ^ e n t )
I am a
I was a
was my
me the
t j t t p t grade student at Dallas ISDs
grade student and attended
tJHfe grade reading teacher at
u p g r a d e STAAR reading rete
Last year
School. Ms. COLEMAN
School. Ms. TYLER gave
remember seeing about ten problems on the
j^Hpgrade STAAR reading retest that were the same problems that we practiced in Ms.
COLEMANs class before the STAAR. I remember Ms. COLEMAN told our class that we
might see some of the same problems on the STAAR that we were working in the
ciassroom. When I took the STAAR reading test I was surprised to see some questions on
the test that we did not go over in Ms. COLEMANs class. Ms. TYLER walked around the
ciassroom during the STAAR reading retest and looked at our test booklets. I did not see
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#41630
Case Number: 11393
Ms. TYLER help any of the students with answers on the STAAR. (W13-1.
Statement)
I am a <MMP*grade student at Dallas I S D Last êar
I was agppgrade student and a t t e n d e d i ^ m | ^ ^ j m p | ^ p ^ School. *-ast Year Mr.
Shepard gave me the STAAR math retest. I also took the reading STAAR retest, but I do
not remember who gave me that test. Ms. TYLER was myg||||Vgrade math teacher. Ms.
Coleman was my reading language arts teacher last year. During the math retest Mr.
Shepard walked around our testing rooms and looked at our tests and told us to read the
question again. I thought Mr. Shepard meant to look at our answers again, but I never
changed my answers. I do not know if any of the students changed any of their STAAR
answers because I was looking at my test. When I took the math STAAR retest I had seen
some of the problems before in Ms. TYLERs class. They were the exact same problems,
but in a different order. fWI I I HMfr) ~l ih mu nl]
I am a #$1*!*grade student at Dallas ISDs Last Year
I was a l i f t , grade student and a t t e n d S c h o o l . Ms. COLEMAN
was m y l M grade reading teacher at V l B V B H B I H H S ^ ^ c h o o l . Ms. TYLER gave
me the^fSgrade STAAR reading retest. I remember about two or three of the problems
on the STAAR reading retest were the same as the ones we worked before the test in Ms.
COLEMANs classroom. I do remember Ms. TYLER walked around the classroom during
the STAAR reading retest. I did not see her provide help with the answers to any of the
students. (WIMJEMWfrStatement)
1am aqjlWferade student at Dallas ISDs WBKMK H Last year
I was a Ippgrade student and attended l p HMWBBBBWWiiilSchool. Ms. TYLER was
m y ^ g r a d e math teacher a t ^ p ^ H E a i ^ M s . Coleman gave our class the STAAR
math retest. I dont remember seeing any of the same problems on the math STAAR retest
that we also covered in Ms. TYLERs class. I dont remember what Ms. Coleman did
during the STAAR math retest. I did not see Ms. Coleman help any of the students with
the STAAR math retest answers. "T t r H j f l p 1 I111 nil
I am aj Mffg rad e student at Dallas I SD*sJMMpnRl HflH|j(|lH Last year
* wa a f l p | g rade student and attended t f M B f c g g J B J ^ ^ P S c h o o l . Ms. TYLER was
my^Qpfgrade math teacher. I think Mr. Jormson gave me t h e ^ p grade STAAR math
retest, but I am not for sure. I do not remember seeing any of the same problems on the
STAAR math retest that we worked in the classroom. I remember Mr. Johnson walked
around the room during the retest, but he did not help any of the students with the STAAR
math answers. f "f 1 ' i j j B j r f - tement)
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RE: TYLER, DASHONYA
#41630
Case Number: 11393
I am a^MMPgrade student at Dallas ISPs Last year
I was alift^grade student and a t t e n d S c h o o l . MsTt YLER was
m y f l l t g r a d e math teacher. Mr. Shepard gave me'^^|HPgrade math retest. I remember
some of the same problems on the STAAR math retest were the same as the ones we had
worked all year in Ms. TYLERs class. We really started seeing the same problems about
three weeks before the math STAAR retest. Ms. TYLER told us we were probably going to
see those problems on the test. At least ten of the problems on the retest were kind of the
same as the ones in Ms. TYLERs class. On the test we used numbers and in the class we
used words. When I saw the problems, 1was happy because I already knew the answers. I
did not see Mr. Shepard help anv of the students with their STAAR answers. (W18-1.
W S m M m m m j.
I am a^NiPNgrade student at Dallas Last year
I was a|||j ^ grade student and attended Ms. TYLER was
my math teacher last year. Ms. Coleman was my!^{jpgrade Language Arts teacher. Mr.
J (Johnson) gave me t h e | | H grade STAAR math and reading tests. I dont remember
who gave me the retests. About a week before the math STAAR I was in Mr. Shepards
science class. We were reviewing for the math STAAR I saw about three problems in Mr.
Shepards class that I saw on the first math STAAR. I also saw one question in Ms.
TYLERs class before the math STAAR that was exactly the same as one of the questions
on the Math STAAR. I remember there was a picture of a slingshot a ball and a can. I do
not remember seeing any problems in Ms. Colemans class that were on the reading
STAAR. I did not see any of the teachers help students with answers on the STAAR.
(W19-1 .iMMfcStatement)
Investigators Note: The alleged conduct attributed by students to additional Umphrey Lee Elementary
School teachers were addressed in separate OPR Reports of Investigation.
OPR that STAAR questions were secure material and would not have been available from any source for
legitimate test preparation prior to the STAAR. (W2Q-1. Ware. Email Correspondence)
District shipping records obtained by OPR indicated the secure |Jp|rade STAAR retest materials arrived
on the Umphrey Lee Elementary School campus on May 7, 2013jseven days prior to the May 14, 2013
(j|fcgrade math retest and eight days prior to the May 15, 2 0 1 grade reading retest. (W21J^Jj(P^
Grade STAAR Retest Delivery Tickets)
In response to student admissions that they had seen the same questions in Tylers classroom before the
STAAR administrations that they saw on the secure STAAR, OPR re-interviewed Umphrey Lee
Elementary School Test Coordinator Toni Crawford. As the test coordinator, Crawford was responsible
for receiving, storing, and returning the secure STARR materials, in her sworn affidavit Crawford stated:
and eighth grade re-test booklets on May 7, 2013. Ms. Angelica Vazquez (Espinosa)
signed for the test booklets. Ms. Vazquez kept the testing materials in the office untill
HIGHLY CONFIDENTIAL
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hour or an hour and a half before I arrived at the school. I most likely got a dolly and
cabinet and locked with a pad lock. The tests were stored in boxes sealed with tape. It
storage cabinet. In that case, I would have placed the remaining sealed boxes of tests
next to the storage cabinet. The tests are usually sealed with plastic wrapping in sets of 10
had a key to my office door. I never leave my office door open or unlocked. If I leave the
Lee Elementary School. (W4-6. Crawford Affidavit, September 10. 2013)
#41630
Case Number: 11393
The Dallas ISD may wish to consider forwarding a copy of this Report of Investigation to the TEA
When interviewed with respect to the allegation, Teacher TYLER denied that she had provided any
inappropriate assistance to her students on the STAAR. In a sworn affidavit TYLER stated:
I am a fifth grade math t eacher at Dallas ISDs Umphrey Lee Elementary School. Last year
I did administer a <jHft grade STAAR reading retest. When I arrived at the room I
distributed pencils, and followed the directions in the STAAR testing manual. During the
test I walked around and made sure the students were working on the test. If the student
had a question I was only able to answer if the questions related to the directions. I did
not provide any assistance to the students with any of the STAAR answers. I did not point
at any of the students answers or make any comments during the STAAR reading retest.
M y ^ p g r a d e math students did as well as I expected on the STAAR4HW grade math test
and re-test I used Eduphoria, KAMiCO, and release STAAR and some other books that I
ordered to prepare my students for the^jpfeqrade STAAR math test and re-test. To my
knowledge I did not use any other material or secure STAAR test material to prepare my
students for the<4^p*grade STAAR math test and retest. A/V22-1 .TYLER Affidavit)
HIGHLY CONFIDENTIAL
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RE: TYLER, DASHONYA
#41630
Case Number: 11393
Relevant Policies, Procedures. And Statutes
Dallas ISD Board Policy (EK Reguiation)
includes using generic test preparation materials, inappropriate practices include, but are not
TESTING CONDITIONS
TEST SECURITY
No unauthorized person may have access to any secure test materials. All persons who handle
follows:
Ail tests must be administered according to the instructions contained in the test manuals.
do so.
Testing Irreguiarities (Selected Excerpt)
1. incidents resulting in a deviation from documented testing procedures are defined as testing
irreguiarities and are viewed by TEA as falling in one of two categoriesserious and procedural.
HIGHLY CONFIDENTIAL
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termination of educator certification credentials). Examples of serious violations involve, but are
h tampering with student responses
scoring student tests, either formally or informaiiy
For paper testing, students must be reminded periodically to record their responses on their answer
period. Test administrators may.say, Remember that you must record your responses on the
answer document, However, test administrators may not view or discuss individual test questions or
responses.
m No person may review or discuss student responses during or after a test administration unless
#41630
Case Number: 11393
Conclusions
The allegation that TYLER viewed secure STAAR content and supplied the content to her students was
substantiated by evidence obtained in the investigation. Student witnesses stated TYLER had shown
them questions prior to the math STAAR retest that was identical to the questions they observed on the
STAAR. Student stated the questions she was shown by Tyler in the classroom appeared that
they could have been copied from the STAAR test booklet. Student ^MMfestated the questions Teacher
Tyler gave him in class were in the same order as the questions on the STAAR and looked iike they were
photocopied from the STAAR test booklet. It was not learned how TYLER obtained the secure material
but it wouid not have been made available from any legitimate source prior to the test administration.
Although there is no known evidence that the secure material was obtained from the campus, the
investigation did show that the STAAR questions were stored on the Umphrey Lee Elementary School
campus for one week prior to the administration of the STAAR. TYLERs conduct was at least in part
responsible for the anomalous high scores Umphrey Lee Elementary School students received on the
2013jjpgrade math STAAR retest. Tylers conduct was a violation of Dallas ISD Board Policy.
Based on evidence obtained during the investigation, the initial allegation that DaShonya TYLER, a
teacher at Dallas ISDs Umphrey Lee Elementary School, committed a serious testing irregularity while
HIGHLY CONFIDENTIAL
16 of 21
serving in the capacity of a test administrator for a May 2013 administration of the Texas Assessment of
Academic Readiness (STARR), is not substantiated.
RE: TYLER, DASHONYA
#41630
Case Number: 11393
Chris Lyle, inspector
Dallas independent School District
Forwarded:
Norman R. Epstein
Director
HIGHLY CONFIDENTIAL
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#41630
Case Number: 11393
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
1 Case Assignment #11393
Responsibility, Dallas
ISD
1 TYLER, Oracle Contract
Record
2 STAAR Resources TEA
Website
3 STAAR Calendar
ISD, My Data Portal
5 Test Irregularities, Page 20,
Test Administrator Manual
6 Raw Score Conversion Table
(May 2013 Math STAAR)
7 Definition Advanced
Performance
W3 James Holland,
Evaluation Analyst,
Evaluation and
1 STAAR Anomalies Analyses
Report
2 Umphrey Lee Math Retest
Spreadsheet
Dallas ISD
1 Affidavit
2 TYLER Seating Chart
3 TYLER, Oath of Test Security
and Confidentiality
4 Training Log
5 Material Control Form
W5 M^tudent.
umphrey Lee Elementary
School
W6 -3
student OlUUc! II, 1 Notarized Statement
HIGHLY CONFIDENTIAL
18 Of 21
RE: TYLER, DASHONYA
#41630
Case Number: 11393
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
School
W7 student,
School
W8
School
W9 ! Student,
School
W10
ijmJS
School
W11
Student, Umphrey Lee
Elementary School
W12
Elementary School
W13
Elementary School
HIGHLY CONFIDENTIAL
19 of 21
#41630
Case Number: 11393
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
W14
Elementary School
W15
School
W16 Student,
School
W17 JWlUUCllLj
School
W18
n
u d e nt,
School
W19
School
Evaluation and
1 Electronic Mail
Correspondence
Evaluation and
1 Delivery Tickets
W22 DaShonya TYLER,
1 Affidavit
HIGHLY CONFIDENTIAL
20 of 21
#41630
Case Number: 11393
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
Elementary School,
Dallas ISD
HIGHLY CONFIDENTIAL
21 of 21
Case Number: 11393
Case Summary
I
Status: j In Process
Risk:
Priority: j
Due Date:!
Summary: Assigned to Inspector Chris Lyle. 8/8/13
Case Description
Based on statistical analysis by the District s Evaluation and Assessment Department, there is reason to
believe Dallas ISD Umphrey Lee Elementary School Teacher Da Shonya TySer, #41630, may have
committed a serious test irregularity during administration of a spring 2013 State of Texas Assessments of
Academic Readiness (STAAR).
i nvest i gat i on information
internal Case Number 11393 TYLER, DA'SHONYA
Method Of Intake OPR Employee
Reported Party Name DASHONYA TYLER
Reported Party Employee ID 41630
Discipline Recommendation
Legal Review
Case Types
Case Type | Case Class Description Date Applied
Cheating on Standardized Tests Fraud/Theft | 8/8/2013 1:40:06 AM
Events.
No Results
W1-1
https:// cm.?ietclaim,net/CaseDetails/Iiidex/11393 8/8/2013
TMER
DA'SHONYA ' - ......... .......... ............. - - ----- ------------
. 1 EMPLOYEE
.Female i
' j Employee 41630
ELAINE |
Personal ErploytnerA' Office Daisies Applicant Background Further Name Other Benefits
Town:af B s t l f i ; - Status-
Region of Birth -Nationdsiy
Country o Birth Rogs,'&r*<S Di&anssd
15-AUG-2012 : 15-AUG-2012
Addreso Picture Apartment Special info Others
Salary information
Review Salary
Every
U LEE ELEMENTARY
6000,TEACHER.CTU.TEAC U LEE ELEMENTARY.TEACHER.CTU. 199-1
TEACHER.0G1B.193.BA.E193 ; MONTHLY
175-ULEEES ACTIVE
^ 41630-3
PROFESSIONAL
: Supervisor Probation & Notice Period Standard Condition? ' Statutory information
SsfaryBasis ' DISD MONTHLY : /
Review Performance
. Every.. h;. '? p
01 ^JUL-2013
BN_HB STATE STIPEND INFORMATIO ^
D1SD_LANGUAGE_PR0FICIENCY v
| H R_C O NTRA CT_STATU s|
HR_HIR1NG_CHECKLIST
1 01-SEP-2013 04-JUN-2014 EDUCATOR PROBATIONARY, 1ST YEAR
15-AUG-2012 EDUCATOR PROBATIONARY, 3RD YEAR
01-SEP-2011 04-JUN-2012 EDUCATOR|1 J2012[DECL1NED|OTHER|30
01 -SEP-2010 04-JUN-2011 EDUCATOR PROBATIONARY, 2ND YEAR
03-FEB-2010 EDUCATOR PROBATIONARY, 1ST YEAR
Texas Education Agency - STAAR Resources Page 1of 3
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Student Assessment Home j Assessment A-Z Directory [ Contact. Student Assessment
Beginning in spring ?0\7, the State of Texas Assessments o f Academic Resdioes s
(STAAR) will replace the Texas Assessment of Knowledge and Skills (TAKS). The STAAR H.v-:' -
1 $ ' . V*1
progranvat grades 3-8 will-assess the same subjects and grades that-are currently assessed i ; *. ' '
on TAKS- At high schoos, however, grade-specific assessments will be replaced with 12 er.d- >v.> ".' -..
oF-course (EOC) assessments: Algebra I, geometry, Algebra II, biology, chemistry, phy-te, '* " ;
English I, English I I, English I I I , world geography, world history, and U.S. history. T . O : ' ;..
The resources-on this website provide information and sample test questions to familiarize Texas educators and the public with
the design and format of the STAAR assessments. The-Information is intended to-help educators understand how the new
STAAR program measures the;Texas Essential Knowledge and Skills (TEKS) curriculum standards. Tnese resources are intended
to support, not narrow or replace, the teaching o f the TEKS curriculum.
STAAR Specific Resources
SssffisedXizocuLuni
Grades 3- 8 English
Grades 3- 5 Spanish
EOC
.BUfiGOQlS
Grades- 3-8 English
Grades 3 - 5 Spanish
EOC
Mathematics
o Assessing Process Skills
Calculator Policy
* Graph Paper
" Griddable Ite m Forma t
Reference Materials
= Performance Level
Descriptors
Reading '(Grades 'H-S)
= Dictionary Policy
8' Test Design
Schematic
8 Performance level
Descriptors
- Grades 3-8 English
Grades 3-5 Spanish
EOC-
glesfi
Assessing Process
Skills
Giicutetor Policy
Griddable Item
Format
Reference Materials
Performance Level
Descriptors
Assessing'Process Skills
Clarification on Serial Studies TEKS
for Stete-mandated Assessment
Ss.te!ajt.Sy.mmsiaJiafiM
' WathQ andJ-n o i i s h l n, m
- Dictionary Policy
" Rubrics
Scoring Guides
- Test Design Schematics
e Performance Level:Descriptors
* CalculÛpg i!ioeirgs-.Measiire. (PDF posted 07/12/13)
* Questions and Answers (PDF posted 07/12/13)
Questions- and Answers (Coming Summer 2013)
Printable Document
* Web-based
Overview
* STAAR Graduation flowchart (PDF posted 04/03/13)
= STAAR Assessments Comparison Chart fPDF posted n / 0 4 / i l )
' SIAAR A^sssien.t j. fgii SOl 1-2012 (PDF posted 11/04/11)
4 Total Mandatory STAAR Tasting Days (PDF posted'09/14/3.1)
-1 STAAR Brochures
A Comparison of Assessment Attributes TAKS to STAAR * (PDF posted 10/15/10)
http://www. tea. state. tx. us/stud ent. assessment/staar/
8/1/2013
Texas Education Agency - STAAR Resources Page 2 of
* STAAR standard Setting Technical Resort .(PDF; posted 03/25/13)
* STAAR Standard Setting Questions and Answers.(PDF updated 01/29/13)
; (PDF passed 01/29/13)
I Selling Process'Overview (PDF posted 04/24/12)
STAAR Performance l a bels and Policy Definitions. (PDF- updated 01/29/13)
STAAR Performance leva' Descriptors (PDF updated 01/11/13)
STAAR 3-8 Performance Standards Chart (PDF posted 01/29/13)
STAAR OC Performance Standards Chart fPDP posted 04/24/12)
STAAR Assessment-Re la ted Graduation Requirements fPDF updated 04/28/12)
TAKS Equivalent Information.(Bridge Study) Tables
Test Administration
" STAAR Time Limits Pofeies and Procedures (PDF posted 12/22/11)
Test Administrator Manta is
Presentations
A STAAR Is Born (PPT postal 12/13/1.0
TEA-Update on the STAM Pmaranrt November 2011TPDF posted 11/07/1.11
^ ^ ^ Qvewiew of:State Assessment Program (PPT updated 06/15/12)
* STAAR Trek -fPFTi
. 1 . . AssessedCurriculum . . . Blueprint Released Test Questions
[ Gr a d e | Resdin0 f Ktethemafc
ftSSfibJlsQLi
Readincr'i MaBierfsatics
Grade j
1..* .....i 3:
v m t o s s *
Writina i ResdtrsQ1-Mathematics' 1'Wdam
Readtai Mathematics j Writina
j Gr^ te | Reading 1Mathematics. SdeocE fk&dioa 1tmsMHte. Ssififi.es
BsadtGa- fZikibmatia sSîsuse
i-Grade jL
6 pBfiaikas.
; .
. 1
Esdim. 1Matnamatjea
Grade | ^ ea(jjnQ
1Mathematics Writirto
BsMM i: Matjhsmaiic& [ Writing
Bsariioa t iyiafeanalics t Writra
Grade |-Reading f ffialfaimattas
B | Studies
Science i Social (Eeadioa \ Mathematics.'| Science
L
i
Ssadiau i Maitomotfca 1' Science i !
Social Studies j
I -
; Assessed Curriculum Blueprint | Released Test Questions
jlGrade 3 jRs&dinaJ Halt s wa ti Mathematics iEiCss-âs. !7isitoTii?tis5
j!Grade 4 fResdino 1Matt empties j WdMoalReedina j Mathematics pWritjna | Rea di nc. j .M n i tn -i nos i W r<f-jjtj
|Grade 5 lEaadinQ. 1Matt srnss&s t-'ScieoES I .SsMns 1Hoibemsii^ j Sckaos^
l l B s a d i n a i , S< !!!
EOC Assessments
I I Assessed Curriculum j Blueprint | Released Test Questions
| j | | Icnolish 1ftssdina [ Enollsh 1Writing
| English Language :ignqJMiI j Endisfo.II I Engfefi ] &igiih . I 1M i s f r I I I Enoii:h iBead&st I lagiisUI
| Arts IIll HE nc - n _ r, t
I T ~ r ~ ' -!i i n .Reading I Era hsh HI
| _J ..|... .. . i ir
http://www lea,state .tx .us/student.a ssessment/staar/ 8/ 1/201
1701 N, Congress Avenue
Austin, Texas. 78701
(512) 463-9734
Map j Site Policies 11HA )t>hs
Assessed Curriculum Blueprint | Released Test Questions
Mathematics
| Algebra 1 \ g&>ms.feY. j Aiflebra|AjQfJra.I | fi.gemetry.
]H jjAlic bia II
l Aioebia I ] Geomeiiy j Aiaebia II
aaaiij
Science | Dio'oay 1 i i f f i i s a I Ehffifcs. I bmqqv } &s.raisa: j Ehy. lv. * E_:*egx i :Ci iei aMa ! Physic?
: ..... '7::.;;.:______________ __; r , .........
Social Studies
It World Geography
t e f i l d l a s i a r y . Li :Wsfld...Hi.$tory !115 JjlSlOCi 'iisiOK i U-.Siiiis.teQ!;
Specific Resources for Students Receiving Sped si Education Services and English Language
Learners
The STAAR program includes a number o f assessments that address needs of students receiving special education services and
English language learners ( E l l s ) who meet particular participation requirements.
Assessments for Students Receiv ing Special Education Services: STAAR Modified \ 5TAAR Alternate
Assessments'for EngiisH language Learners: STAAR Spanish | STAAR 1,
For additional Information, contact:
Student Assessment Division
512/363 -9536
Page l ast modi fi ed m 7/ 31/ 2013 02:29:04 PM.
Complaints ESCs
Fraud Hotline State of Texas
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Military Families'
Where Our Honey Goes
Equal Educations I Opportunity
Governor's Committee on Peopie with
Disabilities-
http://www.tea.state.tx.us/student.assessmeat/staar/ 8/1/2013
Calendar of Events
2013 Grades 3-5 Administrations
2013 STAAR Test Administrator ManualGrades 3-5
Glossary or Terms
This is a iist of terms used in reports generated by the Dallas independent School District and the Texas Education Agency (TEA).
A B C D E F G H I J K L M N
'..Term
A
Academic Excellence Indicator System (AEIS)
Acceptable
ACP
ACT
ADA
ADM
Admission, Review, and Dismissal (ARD) Committee
Advanced Placement {AP) Examinations
AEIS
American College Test (ACT)
Adequate Yearly Progress (AYP)
AP Courses
AP Examinations
ARD Committee
0 P Q R S T U V W X Y Z
Explanation
The' . accountability system for
are measured on seven main performance indicators: (i )
results of the q -~
:' (2) exit level TAKS cumulative passing rates, (3)
progress of prior-year TAKS faiiers, (4) attendance rates, (5)
annual dropout rates (grades 7-12), (6) four- and five-year
longitudinal completion rates, and (7) six college readiness
indicators.
T l . /.>: fTE'\ as a part of the ; .
See . . r j "rr-?.n-r.e f -C"-;..
See "1 :.BP ' - . . . . OJ! -... / ',
See (ADJ-).
See A1 %: si 0; Lic :]V",I !o i"-Ti !J <!' J-! ; .
individual evaluation to Referral for Full and Individual Initial
ez-cxror- ^ o : r ^ p ; for each disabled
student.
A series of courses administered by the : that
high school students can take to earn college credit. In order to
attendance rates (elementary and middle schoots) or
(with associated reason); and (3) Not Evaluated AYP.
See ; j ' v.
See - ri . V - . ; i - ' f:.,i v : / v.
See
A set of district-developed, 2 hour standardized, criterion-
:v h .' V ) in language arts,
At-Risk Student
Average Daily Attendance {ADA)
AYP
AYT
fi
Bilingual Education Not Limited English Proficient {BE Not LEP)
C
Campus Improvement Plan (C1P)
Campus instructional Leadership Team (CiLT)
CE1
Chapter 1
CiLT
CIP
Classroom Effectless Index <CEI)
Cohort
College Board
being a I;::!::-:-'; ;v . u E ; student, being placed
that year.
school. See V-.'Sr?:?;; AL-'I;..
See
request that are not ; - :-c' ' . . . students.
meet all federal, state, and local mandates.
in the development of the . . . . ~ for
See j -
Former name of t i e federal educational program, ~."
See .
instruction, CEls evaluate a student's performance on select,
the next. See C ..
and other agencies and associations that provide services to
include the , and
the . '.-; program, among others.
in a course. Absences, iate enrollment, withdrawals, or
appropriate norm- or criterion-referenced test. This "set
Cross-Sectional Comparison
CRT
Curriculum
D
District Number
Drop-Out
DSP
E
ELA Test
English as a Second Language (ESL)
ESL
Exemplary
!
G
H
i
individualized Education Program (IEP)
ITBS
number of days" is :o for year-long courses, prorated from the
this "set number of days is io.
A pass-faii test that measures students' understanding of
concepts on specific content area. For example, the S:.,. a
C;' /A:--:; ---.v:: KC:Ar.^; . is a criterion-
referenced test.
example, a comparison of last year's grade 3 students'
students performance on the state reading exam. See Co;
See Ac -p AAA;.
District-created test that covered every 'Uy.v~. is;
K'\.'. A ; t,r,o S'k n F'-T.; student expectation. The Spanish
version of this test is : A A^c^r - A , ;:AAA.
The six-digit number for Dallas ISD assigned by the 'A.. :?::
[,.duc-rj:-n fe-nc. A 057905.
Students who have left Dallas ISD as identified by the
LAiirîy Ag?* Drop-out information lags behind one
who left Dallas ISD and enrolled in another school district in
Texas.
See \ A : a:A;'
Tr--.; ;:iAv: ' - \ ^ r y A A- ; nomenclature for low socio
economic status students used for the. . :... : :: A'
IniAO'.iL , ;-v.. -.A Economically disadvantaged are
coded as i (Eligible for Free Meals), 2 (Eligible for Reduced
See c'if's:'; A-::;.:: FAA
Programs pertaining to the teaching of A v r : Er: : ; >
vA; A, (AA-. students.
The combined TA,^.: :A A-. - tr ; i Ak-A\
" / -A test at the high school level that tests both reading and
writing.
See A :-;-A ':v c: i . ..
The highest AA A ; rating for a school
for the . A.:A2;.
Student attempting the exit level :s;; _ ,
v, ;AvA, A :;-;, grades 5 and S Reading and
Mathematics ZJ n >j or ' ~, v. r-- ; A A ^ c ::
' . .a A ; a,A-. test, or STAAR end-of-course (STAAR
education services that describes the students current skills,
states the goals for targeted services/ and outlines the :
strategies that will be used to achieve those goals.
of grade K-2, 5, and S students' skills in the core subject areas
See A A'A. .
L
LEP Exited Student
LEP
Logramos
Low-SES Students
LPAC
M
Mean
Median
Migrant Education
N
NAEP
NCE
NRT
O
Other Schools
P
Passing Rate
placing, and exiting or reclassifying
u.b-;) students. The committee is comprised of teachers,
administrators, parents, and an . -: : v. n;
: ; committee member when appropriate for
Student received either bilingual education (BE) or \ .
:. . :;r;u-.or- [ y. ' - services and has met all .
: : pr ogr amexit criteria. A student whose parents
denied BE and/or ESLservices, and subsequently met LEP
See i Ei".o :r.,h
identified by the Cx j .-:---.'"..-*
based on the state criteria.
Spanish-language national test that evaluates the
development of grade K-2, 5, and S students' skills in the core
The score .that lies in the middle if all scores are arranged in
Education programs established mainiy to meet the needs of
A national testing program administered by the Nationat
Center for Education Statistics (NCES) of the U .S. Department
of Education. Known as "the nation's report card. Since 1969,
comparisons of the educational attainment of 4th, Sth, and
i:th grade students.
similar to a percentile rank, but preserving the valuable equa!-
interval properties of a z-score. A NCE score of 50 represents
the test was normed. A score of 70 is always the same
is twice as far above grade level as a score of 60. NCEs have
A test that allows a student's performance to be compared with
See :;.;!- n : f
first time.
systems, such as Ii'-. '"-v. ; s..:
interest. District-, school-, grade-, and class-ievel passing rates
PDD
Percentiles
Portfolio
PSAT
R
Rating (AEIS)
Readiness Standards
ReadiStep
Ready to STAAR
Ready to STAAR(t)
Recognized (AEIS)
Reporting School
Retention Rate
are calculated for various student subgroups. The Stê
3 3 - - ' 3 7 - / P. passing rate is
synonymous with 'Satisfactory" performance.
See ' . C: 3e;;trerci;
- 7 divided by 7 H /
:ic o. : T::j , expressed as a percentage.
See \J:c.
The rank of a students score compared to all other students in
the population of interest, in a national comparison, if a student
nationally scored betow this student in this particular test in
that year.
The Spanish version of the 31;;;;; no;:::: 7' 3;i . This
test is no longer administered in Dallas !SD.
knowledge and skills and often includes some form of self-
An examination often used as preparation for the .7-: ;
See .:; . v S;h. ; :x A h ~ 7 { ? 3 7 ,.
Dl r v.- 7;!;:.
The Texas Acs;.7 <7;': yv::.f-i''.r.7377:.;. A33; '-
assigned rating of schools based on 7: /.- A:....; . .. : . c :
.7.'. :<:sv7.vb 3 7 : . performance,
Assessment created by the :3- .. that
The ^ y y y :y: -e^v
serves as the current RPTE.
university courses.
A test created by the : i7:.; r to measure the
students in grades 7 and S. As a precursor to the
77 7 , it provides an early estimate of students' preparedness
for college coursework.
students' mastery of the r. - ^ s :7.n taught during the
current year; Readiness standards in the core subject areas of
students' grasp of the :7 :-..-' . 3:a ;n:: ' .. covered in the prior
The second best x: - ' - r -.: 7:'j 3:,T: 7 .
rating for a school. See y-.'7 .
May differ from the school at which the student Is officially
Percentage of students who repeat a grade.
SAT
School Effectiveness index (SEI)
School Location Number {SLN)
SDAA
SEts
Similar Students
SLN
Sp. Ed.
Special Education {Sp. Ed.)
SST
STAAR
Stability Rate
Standard Deviation
Standards
Stanford 9 (SAT 9)
See .
designed to predict students' cotlege-preparedness. The SAT
designed to predict who will do well in college. The SAT
History.
and schools have no control SEis factor out socio-economic
achievement at the student level as well as a number of school
level factors. Al! SEts are centered around a District mean of
average.
three-digit c.'.as v - ':y r r u 'number and the SLN
See n c-,.-
Effectiveness Indices ( : and CL: ;:,), students who have the
i : status, special education
The three-digit ?' v . :- . number and the
See. U-c-i-Li.or
An Indicator that identifies whether a student is on Free or
Reduced Lunch. See --V and 5a;:'.-cr-
See E n j a ^ x : : [:yj. --A).
separate classrooms Increasingly, the services may also be
See _w- '.VT:
See a v ~ot '-c^riTK
Number of continuously enrolled students divided by - v
. :l : expressed as a percentage.
most test data, 6S% of the scores are within one standard
deviation of the mean, and 95% of the scores are within 2
Subject-matter benchmarks used to measure students
measures qrade K-9 students' understandinq of concepts in
State ID
plan that are taught the state ' v . : v:i
K;n:; ! curriculum at an instruction levei below the grade
level.
S tests measure students* mastery of grade-relevant core
subject areas, while flie end-of-course tests assess students'
W2-5
STAAR
NOTES
Test i ng Irreguiarities
incidents resulting in a deviation from documented testing procedures are defined as
testing irregularities and are viewed by TEA as falling in one of two categories-serious
and. procedural.
and can result In the individuai(s) responsible being referred to the TEA Educator
Standards and. Certification Legal Division for consideration of disciplinary action
serious vipiations involve, but are not limited to, thelollowing:
directly or indirectly assisting students with responses to test-questions
viewing secure test content before, during, or after a test administration- (unless
specifically authorized to do so- by the-procedures outlined in the test administration
materials)
* discussing secure test content., student responses, or student performance
scoring student.tests,, either formally or informally
* duplicating, recording, or capturing-(electronically or by any other means)
confidential test content without permission from' TEA
Eligibility Error
Eligible students were not tested..
ss ineligible students were tested.
Individualized Education Program (IE?) Implementation issue
A student receiving special education services was provided an unapproved or
accommodation.
* A student receiving special education services was administered the wrong test.
* Secure materials were not returned, checked in, and accounted for at the end of
each testing day.
lost or misplaced completed answer document(s), test booklets), or other secure
materials.
2013 STAAR ;est Administrator Manual--Grades 3-5
State of Texas Assessments of Academic Readiness
State of Texas
L; Assessments of -
[ Academic Readiness :
Raw Score Conversion Table
Grade 5 Mathematics
May 2013
Level II: Satisfactory (Recommended)
o 858
i 995
: 1076
3 1125
4 1162
5 1191
6 1216
7 1237
S 1256
9 1274
?
io 1290
I
i i 1306
S'
i : 1320
?
ff
v:
13
14
1334
1347
|
i
i
St
: 'O"
c, .
is- 1360
m
?
E:-:
E
i e
17
i S I
1372
1384
1396
3
I
i
s
52
o
o
<u
X
19" 1407
J
jS
o
:o
:i
::
i(iS
1429
1440
i
42
.62
'ci
<0
c
p.
23 1451
24 1462
:
o*
25 1472
J
26 1483
27 1489
26 1505
29 1516
30 1527
31 1538
C
32 ^ 1549
33 1558
34
35
38
37
1573
1585
1598
1611
j |
o
<n
w
tn
I
a j z
a.
38
39
1627
1639
f l i p l
i ' i
40
41
1654
1670
i
> ~
I s ?
42 1688
M i l
-J
43 1710

44 1728 Q
45 1753 B l i l l l l g
46 1782 J
47 1818
5
48 1867
s
Texas Education Agency - Performance standards for STAAR to be phased in
W2-7
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Performance standards for STAAR to
be phased in
1701 NORTH CONGRESS AVENUE AjUSTIN. TEXAS 7S701-1494
T e x a s
E d u c a t i o n
A g e i i c 3 /
{512} 463-30fiO
TEAfiews.RfiliMifflffiP.Pnl.in*!
April 24, 2012
Performance standards for STAAR to be phased in
AUSTIN "The commissioner of education today unveiled the performance standards
students must achieve to pass or excel on the State of Texas Assessments of Academic
Readiness (STAAR) end-of-course tests.
"These standards will be challenging for our students and will push academic
performance to a new level in Texas. Students who pass the STAAR end-of-course
assessments will be better prepared for success in the next course or in postsecondary
pursuits," said Commissioner of Education Robert Scott.
Three performance categories have been set for STAAR EOCs. The definitions for the
categories are:
Level III: Advanced Academic Performance*
Performance in this category indicates that students are well prepared for the next
grade or course. They demonstrate the ability to think critically and apply the assessed
knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this
category have a high likelihood of success in the next grade or course with little or no
academic intervention.
* For Algebra II and English III, this level of performance also indicates students
are well prepared for postsecondary success.
Level II: Satisfactory Academic Performance**
Performance In this category Indicates that students are sufficiently prepared for the
next grade or course. They generally demonstrate the ability to think critically and apply
the assessed knowledge and skills in familiar contexts. Students in this category have a
reasonable likelihood of success in the next grade or course but may need short-term,
targeted academic intervention.
* * For Algebra II and English III, this level of performance also indicates students
are sufficiently prepared for postsecondary success.
Level I: Unsatisfactory Academic Performance
Performance in this category Indicates that students are inadequately prepared for the
next grade or course. They do not demonstrate a sufficient understanding of the
assessed knowledge and skills. Students in this category are unlikely to succeed in the
next grade or course without significant, ongoing academic intervention.
http://www.tea.state.tx.us/index4_wide.aspx7id~2147506337 8/7/2013
Texas Education Agency - Performance standards for STAAR to be phased in Page 2 o f 4
As the state has done for at least the past two testing programs - the Texas
Assessment of Academic Skills (TAAS) and the Texas Assessment of Knowledge and
Skills (TAKS) - the passing standards will be phased in. The Level II passing standards
wifi be a four-year, two-step process. A two-year phase-in wilt be used for Level III
performance on English I II reading and writing and Algebra II only.
The phase-in approach was adopted because of the significant increase in the rigor of
the STAAR program and because the distance between the initial and final passing
standards for Level II is generally larger than the distance between the initial and final
passing standards for TAKS.
The phase-in will provide districts with time to adjust instructionf provide additions!
staff training, and dose knowledge gaps,
"We have found that a gradual increase in standards sets realistic but challenging
expectations for our students and results in improved academic performance," Scott
said.
The performance standards each student must achieve will be based on the year a
student takes his first end-of-course assessment.
If students take their first. STAAR EOC assessment in 2012 or 2013, they will be
heid to the first set of Level IXphase-in performance standards for every
assessment in that content area.
Students who take their first STAAR EOC assessment in 2014 or 2015 will be
heid to the second set-of level II phase-in performance standards.
* The final Level I I performance standards will be in place for any students who
take their first STMR EOC assessment in 2016 or later.
The final Level III performance standards will be in place for any students who
take their first STAAR English I II writing and reading and Algebra II EOC tests in
2614 or later.
level II siandaids
The scores.needed-to reach the various performance levels are expressed as scale
scores. Once fully phased in, the score needed to achieve Level I I performance will be s;
scale score of 4000 for each of the following assessments: Algebra I, Algebra II,
geometry, biology, chemistry, physics, world geography, worid histoiy, and United
States history. The initial phase-in standard for these tests will be 3500.
The scale score needed to achieve a Level'll performance on each of the English I, II,
and I II reading and writing assessments is 2000, The initial phase-in score is 1875,
Level HI siandaids
The Leve! HI standards will not be phased in for English I and II reading and writing,
Algebra I,-geometry, biology, chemistry, physics, worid geography, world history and
U.S. history, The final performance standards on'these tests for Leve! I l l will range
from 4333 to 4634, depending on the assessment,
An initial phase-in score of 4080 will be required to earn a Level I II performance for the
Algebra II assessment with the fmai Level III score set at 4411,
The English I II reading assessment will require an initial phase-in score of 2135, while
the English I II writing assessment will require an Initial score of 2155. The fully--
implemented standards will require a scare of 2356 on the English III reading test and
a score of 2300 on the English III writing test.
State iaw now requires students graduating in 2015 or later to earn a Level III rating on
Aigebra II and English III to qualify for the state's Distinguished Achievement Program
high school diploma.
http://www.tea. state.tx.us/index4_wide.aspx?id=2147506337 8/7/201
Texas Education Agency - Performance standards for STAAR to be phased in Page 3 of 4
The attached table lists the scale scores needed on all the STAAR EOC assessments.
The category called minimum refers to a score that is below Level II but is high enough
to be included in the cumulative score students must achieve on the three assessments
in each core content area.
Texas classroom teachers and administrators, higher education faculty, education policy
experts, staff from the Texas Education Agency and Texas Higher Education
Coordinating Board, and psychometricians who are experts in the development of
educational tests, worked together for four years to prepare passing standard
recommendations. Additionally, TEA and Coordinating Board staff conducted research
studies over a three-year period to link performance on a STAAR assessment and
performance on other assessments in the same content area.
TEA expects to release the first round of STAAR EOC resuits in June.
Additional information about the STAAR EOC standards can be found at
Phase-in and Final Recommended Level II and Level I I I Standards and
Minimum Scores
2012&2D1312012 & 2013 2014 & 2015 2014 & 2015 2016
Assessment
Phase-in 1
Minimum
Phase-in 1
Level IX
Phase-in 2
Minimum H
Phase-in 2
LevelH
Final Recomr
Minimu
English I Reading 1813 187S 1887 1950 1936
English II Reading 1806 1875 1880 1950 1929
Ênglish III Reading 1808 1875 1882 1950 1932
English I Writing 1798 1875 1872 1950 i 1921
English II Writing 1807 1875 1880 1950 1928
Ênglish I II Writing 1808 1875 1881 1950 1929
Algebra I 3371 3500 3626 3750 3872
Âlgebra II 3350 3500 3604 3750 3852
Geometry 3362 3500 3619 3750 3868
Biology 3367 3500 3621 3750 3868
Chemistry 3348 3500 3600 3750 3846
Physics 3346 3500 3600 3750 3848
: World Geography 3383 3500 3632 3750 3874
World History 3326 3500 3576 3750 1 3822
U.S. History 3372 3500 3624 3750 3869
http://www.tea.state.tx.us/index4__wide.aspx7id~2147506337 8/7/2013
STAAR Standard-Setting Process
Nine steps for setting STAAR performance standards:
1. Conduct validity and linking studies
2. Develop performance labels and policy definitions
3. Develop grade/course specific performance level descriptors
4. Policy committee
5. Standard-setting committee
6. Reasonableness review
7. Approval of performance standards
8. Implementation of performance standards
9. Review of performance standards
Page last modified on 4/27/2012 02:44:24 PM.
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http ://www.tea,state.tx.us/index4_wide.aspx?id=2147506337 8/7/2013
W3-1
Lyle, Chri s H
From: Ware, Aaron P
To: Lyie, Chris H
Attachments: Lee Report w Appendix.pdf
Aaron Ware
Director
972-925-6402
Aware@daiJasisd.org
To; Ware, Aaron P
Fixed, see attached
From: Ware, Aaron P
Sent: Tuesday, Juiy 16, 2013 1:10 PM
To; Holland, James
Aaron Ware
Director
972-925-6402
Awareffidallasisd.org
Fvom: Lyle, Chris H
To: Ware, Aaron P
Aaron,
Chris Lyie, CFE
inspector
Compliance Division
Dallas ISD
972-925-8864
1
From: Ware, Aaron P
To; Lyle, Chris H
Cc; Oakeiey, Cecilia A
Subject; FW: edits for Lee report
Here is the report
Aaron Ware
Director
972-925-6402
Aware@dallasisd.org
From; Holland, James
Sent; Monday, July 15, 2013 5:43 PM
To: Ware, Aaron P
Subject; edits for Lee report
Included on attached PDF.
James
James Holland
Evaluation Analyst
972.925.8807
jhoilandPdallasisd.org
CFR Part 99, 19 TAC 247.2, Texas Government Code 552.023, Texas Education Code 21.355,- 29 CFR
1-630.14(b)(c)). If you are not the intended recipient, you may not use, disclose, copy or disseminate this
2
Assessment of Academic Readiness (STAAR) scores was conducted to identify sufficiently anomalous
results that warrant further investigation. Mathematics and reading 2013 STAAR scale scores were
examined at the school and classroom level. A regression of 2011 Texas Assessment of Knowledge and
Skills (TAKS)1 and 2012 STAAR scale scores was conducted on the 2013 STAAR score for all students in
the district at each grade level For the 3rdand 4th grades, iowa Test of Basic Skills (ITBS) were used in
lieu of STAAR testing for the previous years (3rd- 2ndand 1st, and 4**- 2nd). Reading and mathematics
scores were analyzed separately, as were Spanish Reading STAAR testers. A separate, supplemental,
analysis was conducted utilizing percentage correct instead scale scores.
The resulting student test residual scores were aggregated by class and converted into
had an average standardized residual two standard deviations or more above the mean were selected
exams (2013,12, and 11) and were on grade for each year {i.e., no held back students).
Students' scores were then examined for each of the identified classrooms, in the case of
schools that could not be identified as testing by classroom, the school was examined as one body. Each
student's raw score, residual score, and previous testing history were examined, Student scores that
anomalous scores were then recommended for on-site investigation,
Umphrey Lee had two 3rdand 4thgrade classrooms that were identified as having a sufficient number of
anomalous results to warrant an immediate investigation into the testing practices at the campus, Using
the procedures outlined above, the students who tested in classrooms 3A (Mathematics) and 4A
(Reading) at Umphrey Lee displayed a high number of anomalous results. An on-site investigation was
recommended to the Dallas ISD State and National Assessment department.
Furthermore, another noteworthy anomaly was detected In the Umphrey Lee re-testing results of their
5th graders. In May 2013,5th and 8th grade students who failed the first administration of the STAAR test
who participate in the re-test, the regression methodology used above is not appropriate. Instead the
Statistics! Anomaly Analyses as Pertaining to Umphrey Lee April and May 2013 STAAR
i For TAKS 2011 scale scores, the state utilized a vertical scale score system for ail elementary and middle school
level tests.
grade STAAR re-test at Umphrey Lee. On average, DISD 5thgrader re-testers increased their percentage
correct by approximately 16% for mathematics and by 9% for reading. In contrast, the re-testers at
Umphrey Lee increased their percentage correct by 33% (3rdhighest, 3.04 standard deviations above the
mean) and by 30% In reading (2ndhighest, 3.84 standard deviations above the mean). It should be noted
Therefore, it is unlikely that this just a random occurrence due to a small number of students having
very high gains.
Re-testers are students who failed the test the first time and it Is rare for them to achieve an ADVANCED
rating on the re-take. The district had 4,155 5* grade students re-take the STAAR mathematics test, and
of those, 55 students achieved an ADVANCED rating (1.32%), In general, if a school has a re-taker who
achieves an ADVANCED rating, that school only has one student
In contrast, Umphrey lee had 12 mathematics re-takers (44% of their total re-takers) who achieved an
ADVANCED rating. In other words, 21% of all the district's mathematics re-takers who achieved an
advanced rating came from Umphrey Lee. Similarly, of the 3,224 reading re-takers, 13 achieved an
ADVANCED rating (0.4%). Umphrey had 3 of those 13 students, 23% of the district total.
It is recommended that the 3* and 4thgrade classrooms listed in the table below, as well as any
students, teachers, staff, etc. who participated in the 5th grade STAAR re-testing be investigated. It
should also be noted that the testing irreguiarities analyses conducted by E&A is quite conservative with
a high threshold needed to be Included. Failure to appear on this list does not exonerate a school from
highly unlikely data (anomalies), it does not outright prove nor absolve a classroom or school of
cheating.
Umpliey Lee Classiooms ilai waiianis fuiilei Invesiigaiion:
Test School Classroom (s)
students.
included is the analysis for the mathematics and reading 5thgrade retesting, showing Lee with high level
Umphrey Lee Elementary School 2013 i M t e j rad e Math STAAR Retest
W3-2
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Dallas
Mepeodeat
Mike Miles School
Superintendent of Schools Distvict
D
DATE: CASE MO: NA
am giving this statement to Chris Lyle, who has
Inspector with the Dallas Independent School District and is
I have been directed to submit this Administrative
Identified- himself/lmmell 'as an
conducting an administrative investigation.
against me in any criminal proceeding, except that 1may be subject to criminal prosecution for the
charge of perjury for any false stafcement(s) I make.
I also understand that I am required to be truthful in my responses and/or statements) that I give and
grounds for disciplinary action up to and including termination
I understand that this investigation Is.CONFIDEWTIAL and should not be discussed with others on my
campus and/or administration. ! may however, discuss this case with my legal representative. In
response to this request, I submit the following to Inspector Lyle.
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Mike Miles
Date' June 12, 2013
The State of Texas
County of Dallas
Before me, Chris Lyle, personally appeared Toni Crawford resident in the County of DafSas, State of
Texas, on this day at the Dallas independent School Districts Umphrey Lee Elementary School, who
I reside a t iilllillM M H I I
I am a librarian with the DafSas ISOs Umphrey Lee Elementary School. I have been a librarian for
five years, i also serve as the school's test coordinator. In April of this year our school administered
the STAAR fourth grade writing, fifth grade math and reading, third and fourth grade math and
reading and fifth grade science.:' There is also fifth grade math and reading retest. I received test
training and I then trained our school staff. I did maintain a sign in sheet of the trainings I conducted
the STAAR tests. The tests are kept in the storage cabinet in my office. I was the only one who
form to record the distributing and return of the STAAR. None of our test administrators were allowed
to test their own students or CEis. I was responsible for assigning the test administrators for the
administrator will go to that room to administer the test. The:test administrators were selected on the
basis of whether or not the students to fee tested were their CEis and if they could meet the language
and accommodations for the particular students. I thought the administration of the April 2013
understanding that our scores were lower this year than last. During the STAAR each test
well as for recording students that need to leave the room to go to the restroom. Test administrators
material control form. Ali of the test materials are then placed in a testing bin to take to the testing
to my office in the library. The principal, assistant principal, hall monitors, and myself monitor during
displayed. I have provided Inspector Lyle with copies of sign in sheets, rosters, seating charts,
2012-2013 STAAR. It would surprise me if someone had provided inappropriate assistance on the
STAAR, or committed any testing irregularity because ali of the test administrators were trained.
sand my telephone number islj
3700 Ross Ave.
Dallas, TX 75204 1 of 2
(972) 925-3700
www.dailasisd.org
Mite Mites
Dallas
Independent
School
Bisfricl
I have read every paragraph of this affidavit, t have made corrections where
To the best of my knowledge and belief, i have furnished inspector Lyle with all documents or items in
and correct.
Notary Publigr
& / f X / A 6 i s
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
2 Of 2
www.daiiasisd.org
W4-2
District; Dallas ISD Campus: Umphrey Lee Elementary Room # 206
Test Administered:__STAAR_ Subject: Reading Grade: g^Grade Date:5/15/2Q13
Test Administrator's): D. Tyler
1. Mark the location o f the test administrator(s) by placing an X in the margin surrounding the numbered grid.
2. Mark the seat number that corresponds to each student on the list o f examines,
3. Mark the location o f any entrances into the area.
1 2 3 4 5 6
7 S 9 10 n : 12
P i 3 14 15 : 16 17 18
19 : 20 2i ; ; :: 23 : 24
26 27 .. ' 2S
29 30
Dallas IpP Test Administration Seating Chart - Smm 2012
Campus: (J Room Description: ^
.............. ......- ..... . , j .:
Room #: 2 J ) ( e
Test Administrator; ^-Q ~ T ^ Subject: Grade Level: Date: /
Start time ^*^5^ Stoo timeU3S Reason Start time Stop time Reason
Start time Stoo time Reason Start time Stoo time Reason
Instructions for the seating chart grid:
1. Mark the location of the test administrators) by placing an X in the margin surrounding the grid,
2. Mark the seat number on the grid that corresponds to each student on the list of examinees.
3. Mark the location of any entrances into the testing area.
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State of Texas
County of ___
This oath applies to all state assessments except STAAR Alternate and TELPAS, which have separate oaths.
For All Test Administrators; Complete this section before handling any secure test materials
I do hereby certify, warrant, and affirm that I will fuiiy comply with at! requirements governing the student assessment
where applicable;
!ni&
I have received training on test administration procedures, and 1understand my responsibilities
concerning the admiMstfatbn of state, assessments.
me to actively: monitor during test administrations;
i understand my responsfbltiesas a test administrator, and 1am aware of the range of penalties that may
documented test administration procedures;
i understand my obligations concerning the security and confidentiality of state assessments, and I am
aware of the range ^penalties that may resuit from a violation of test security and confidentiality; and
1am aware of my obligation to report any suspected violations of test security or confidentiality to the
campus testing coordinator.
1do hereby further certify warrant, and affirm that I will faithfully and fully comply with ail requirements concerning test
County-District Number
q-q-'Tfi - 3ci00
Area Code/Teiephone #
I For Test Administrators Authorized to View Secure State Assessments
I Individuals who are authorized to conduct test administration procedures that involve viewing secure state
| assessments have an added responsibility of maintaining confidentiality. These procedures include but are not
;? limited to; oral administration, transcribing student responses from the test booklet, and particular linguistic
accommodations. As a reminder of this responsibility, these individuals are required to specifically confirm
i compliance with state confidentiality requirements by initialing to the left of each statement below,
5 I have not and will not divulge the contents of the test, generally or specifically.
; I have not and will not copy any part of the test.
I do hereby certify, warrant, and affirm that I will fuiiy comply with ali the requirements governing the student
assessment program.
0 Name . ID# Grade Section/Department Date
I
4> T V~l t - / %-
L t j l h e . P. H/ Nch&hj
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W4-5
5 t h Grade Reading R e t e s t 5/15/13
43160-
| Check Month: April CKMay June July December______
Test booklets are secure documents. Use this form to account for all secure materials. Campus
coordinators should fill out the first four columns below prior to distributing any booklets,
The test administrators initials in the "Out" boxes signify that they have received the secure materials
Missing secure materials must be located before the campus coordinator initials the "in" box. If
district coordinator
Campus Name Umphrey Lee Elem Campus Coordinator T o n i Ray Crawford
W4-6
mike Miles
Dallas
Independent
School
District
I, Toni Crawford am giving this statement to Chris Lyle, who has identified himself/herself as an
Inspector with the Da lias Independent School District and is conducting an administrative
investigation, I have been directed to submit this Administrative Statement as stated by School Board
Policy DH (LOCAL), describing my actions or any knowledge that I have of the incident. I understand
from employment with the Dallas Independent School District, i further understand that any
statement(s)! make.
The employee's failure to comply with the directive constitutes 'insubordination," a violation that will
I understand that this investigation is CQNRDENTIAL and should not be discussed with others on my
response to this request, i submit the following to Inspector Chris Lyle.
Time: S I H O a , m .
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Dallas
Independent
Mike Miles School
Affidavit
The State, of Texas
County of Dallas
Texas, on this day at the Dallas Independent School District's Office of Professional Responsibility,
who after being duly sworn, on oath, affirm and says:
I reside. and my telephone: number is
I am the test Coordinator at Umphrey Lee Elementary School. I have served as the test coordinator
at Umphrey Lee Elementary School since 2008. i received the 2013 grades 3-8 STAAR test booklets
Angelica Vazquez (Espinosa) signed forth test booklets, Ms. Vazquez kept the testing materials in
the office until I arrived at school. The test: materials would not have been in the office for more than
test booklets to my office where the materials were placed in a storage cabinet and locked with a pad
lock. The tests were stored in boxes sealed with tape. It may have been possible that all of the
grades 3-8 test materials did not fit in the locked storage cabinet In that case, I would have placed
the remaining sealed boxes of tests next to the storage cabinet. The tests are usually sealed with
plastic wrapping in sets of 10 or 5. Gn that day none of the test booklets were removed from the
office prior to the STAAR test dates. Only the head custodian, David Blakely, and myself had a key
to my office door. I never leave my office door open or unlocked. If j leave the library area where my
office is located, I close my office door, which locks automatically. To my knowledge, I am the only
the students for the STAAR, I did what I was supposed to do as far as securing the test materials and
do not believe that if secure test materia! was accessed prior to the STAAR that it was obtained at
Umphrey Lee Elementary School,
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.d a lias isd.org
1 o f 2
Mike Miles
Dallas
Independent
School
District
To the best of my knowledge and belief, 1have furnished Inspector Lyle with all documents or items in
have not revealed, There is no other information that Inspector Lyle has not asked me about, and
Before me a notary public, on this i o th day of September, 2013, personally appeared, Toni Crawford,
and correct.
it
f / to K c . 1 3
Notary Public
St*t ITJCS I
uo-2W3:*
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
: Of :
/
f a .
www.dailasisd.org
W5-1
m m
Independent
Mike Miles School
Student Statement
Name:
I am afU^grade Last year I was a
Upgrade student and attended :|H|pg|g^S Mj|MMW^^hoo{; Ms. Tyfer was myÛ^rade math
teacher. Last year i took t h e j l l ^ r a d e STAAR math retest. Ms. Coleman gave me the STAAR math
retest, i remember about twelve of the problems on the STAAR math retest were the exact same as
the ones we worked in Ms Tylers classroom. We worked on the same problems that were on the
retest all school year, but about a week before the test Ms. Tyler told our class that we may see the
problems on the math STAAR retest. Ms. Tyler handed the questions out to us in class. We worked
the problems and got the answers. We then handed the questions back to Ms, Tyler. The questions
I remember seeing on the STAAR were in the same order as the ones we were given by Ms. Tyler in
our classroom. To me the questions Ms. Tyler gave us in class looked like they could have been
copied from the STAAR test booklet. When I saw the same questions on the STAAR math retest that
we worked in Ms. Tylers classroom, I was kind of happy because I knew the answers. While we
were taking the math STAAR retest, Ms. Coleman walked around the testing room and told us to look
at our answer again. To me, Ms. Coleman meant that I had the wrong answer in my test booklet and
I should change my answer. I do remember changing some of my answers after Ms. Coleman told
me to look at my STAAR math answer choices.
M - I O Student ID#:
Page
Student Signature;
3700 Ross Ave
Dallas, TX 75204
(972)925-3700
www.dailasisd.org
Of pages
Witness:
ao43
" Exp. 60-20-1 3 5
W6-1
Mike Miles
independent
School
District
Dallas
D
Student Statement
Nam
Date: 9 / 7/(3
Student ID#:
I am a*a|pirade student at Da
40|grade student and attended
Ms. Tyler. I remember taking the STAAR math retest with Ms. Coleman. Most of the problems we
were given on the STAAR math retest were the same as the ones we worked in Ms. Tylers
classroom before the test We worked the same problems in class about two days before the STAAR
that were on the STAAR math retest. When I saw the same problems on the STAAR math retest that
we had worked in the classroom I was happy because we had already worked out the answers in Ms.
Tyler's classroom. Theproblems we were given by Ms. Tyler looked like they could have been
photocopied from the ^J^jrade STAAR math test booklet, because the questions looked exactly the
same and were in the same order as in the STAAR test booklet. During the STAAR math retest, Ms.
Coleman walked around the classroom and pointed at students answer choices. If a student had the
wrong answer, Ms. Tyler shook her head and pointed to the correct answer. During lunch after the
STAAR math retest, student $MM|NNHBlHo;id me that Ms. Coleman had been giving her the
answers on the STAAR. I thought It was not right for Ms. Coleman to give a student an answer on
the STAAR, because if Ms. Coleman was wrong she could cause a student to fail the test
The information provided in this statement is true and correct to the best of my knowledge and belief,
Page \
www.dallasisd.org
3700 Ross Ave
Dallas, TX 75204
(972)925-3700
Student Signature
W7-1
Dallas
D
Mike Miles
Independent
School
District
Student Statement
Name? Date: Student ID#:
I am aî ibgi
grade stu
pgrade student at D
student and attende
teacher I did take theMJjrg rade ST ^m^nretesE i am noi sure who gave me the retest. I do
remember seeing abouTfifieen of t h e g r a d e STAAR math questions that were the exact same as
the ones we worked in Ms. Tylers class. I remember Ms. Tyler telling our class that we may see
some of Hie same problems that we worked in class on our math STAAR. When I saw the same
problems on the STAAR that we had worked in class I thought the STAAR was going to be easy
because I already lnew the answers.
Dallas, TX 75204
(972) 925-3700
www.daiiasisd.org
Balias
W8-1
Mike Miles School
Student Statement
Date: O ^ j / o i / i 3 Student
lam a;g|(S?grade student at Dallas ISPsip M I IWB^^ Last year I was a
'"^HP^rads student and attended^|^^6 M | j 6 | | | | ^ P l ^ c h o o t . Ms. Tyler was my nkgrade math
teacher. Ms. Coleman gave us tneflSR^raa^SrAAR math retest. About twenty of the^pgrade
STAAR math retest questions were exactly the same as the ones we worked before the test in Ms.
Tylers classroom. We practiced the problems in Ms. Tyler's classroom about two weeks before the
STAAR math retest. Ms. Tyler told us to practice those questions because they were going to be on
the STAAR. I was happy when I saw the same problems on the math STAAR retest that we had
worked in Ms. Tylers classroom. During th^pTgrade STAAR math retest Ms. Coleman walked
around the room and pointed at our answers in the math STAAR test booklet if we had the wrong
answer. Ms. Coleman then pointed to the correct answer in our test booklet and we changed our
answers in the STAAR math retest booklet, I thought what Ms. Coleman did was wrong because we
need to know how to do math and she should not have given us the answers on the STAAR.
W9-1
Ba!ias
Ii!cpciidciit
Mike Miles School
D
Student Statement
Name: Date: C| j ^ Student ID#:
la mîliMlgrade student at Dallas V'ear i was a
U p g rade student and attended;^ p M p ^ H ^ B | j ^ ^ n ^ ^ M s r T y l e r was myifjj|grade math
teacher. Ms. Coieman was my reaSmglarigiiagei arts teacher. Mr. Shepard gave me the STAAR
math and reading retests. I remember seeing two stories on the STAAR reading retest that we
covered in Ms. Colemans classroom. The answer choices wec;e also the same. Those questions
were easy for me because we had already covered them in class. I remember Ms. Coleman telling
our class about three weeks before the test that we may see some of the same problems on the
STAAR reading test that we worked in the classroom. We worked on the questions in class before
the STAAR and exchanged papers to check our answers. I remember seeing about three STAAR
math questions that were the exact same as the ones we worked in Ms. Tyler's classroom. I do not
remember Ms. Tyler telling our class that we may see those problems on the STAAR. I do remember
Mr. Shepard walked around the classroom during the STAAR, but I did not see him help any of the
students with their answers.
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasfsd.org
Witness:
?/cl if /
Ownm. * p. Io.:Q, 1 J
Wi o - i
Mike Miles
Dallas
Independent
School
District D
Student Statement
Name:
[am a W l grade student at Dallas ISO's
(Pigrade student and attended
Last year i was a
^School. Ms. Tyler was my math teacher
last year. Ms. Coleman was myfNP'grade Language Arts teacher. Ms. Willis gave me the|jp| grade
STAAR math and reading retests, I remember seeing three or four questions on the math and
reading STAAR retests that were the same as the ones we worked in Ms. Tyler and Ms. Colemans
class before the STAAR. I also remember see about six problems on the Science STAAR that were
the exact same as the problems we worked before the STAAR in Mr. Shepards classroom. Ms
Coleman, Ms. Tyier and Mr. Shepard use a projector to practice the problems before the STAAR. I
remember Ms. Willis walked around the class during the STAAR. She was just making sure no one
was cheating and I did not see her help any students with the STAAR answers.
The information provided in this statement is true and correct to the best of my knowledge and belief*
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dailasisd.org
Witness:
I h / & , o i 3
115 C '& 'l f St* O* Ta |
Wi i - i
Mas
Independent
Mike Miles School
Superintendent o f Schools D is tric t
D
Student Statement
Name:: Date: Student
I am a-iHNNHgrade student at Dallas Last year I was a
fplgrade student and I êr was my math teacher
last year. Ms. Coleman was m ^ p j f grade Language Arts teacher. } do not know who gave me the
HMH^rade STAAR math and reading retests. I remember some of the same problems on the math
reading STAAR were the same as the ones we practiced on the board before the STAAR in Ms.
Tylers ciassroom. I remember seeing a lot of the same problems on the STAAR science test that we
worked in Mr. Shepards class before the STAAR. Mr. Shepard worked the questions on the board
so I was familiar with the questions when! saw them on the Science STAAR. The lady who gave us
the math and reading STAAR retests did not help any of the students with the STAAR answers.
Page
Student Signatun
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Witness:
ChHs H. tyje j
Notary Public, |
Seated Tessas |
f Vt^Comm.ESp. 1*2*13 ?
W12-1
Dallas
Independent
Mike Miles School
Superintendent o f Schools District
D
Student Statement
Marne: Date: Q-" W~~ ^? Student ID#:
I am. aWMgrade student at Dallas Lasl year I was a
^KH'grade student and a t t e n d ^ # E M | E y p H ^ p ^ | | 6 ohool. Ms. Coleman was my^HHgrsde
reading teacher Tyler gave me the grade STAAR
reading retest When i took the first STAAR reading test about six of the problems were the same as
the ones we worked in Ms. Coleman's classroom, Sremember Ms. Coleman told our class before the
STAAR that some of the questions we were working in class might be on the STAAR. We also
worked the same problems in Ms. Tylers class that we worked in Ms. Colemans classroom. Six of
those problems were the same as the ones I later saw on the reading STAAR. I remember Ms. Tyler
walked around the room during the test but 1did not see her help any of the students with the STAAR
answers.
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Witness:
5** I* Chris f i Lyle |
Net&rjf Pssfelk,. f
i SttttroT teas |
Comm.Esp, l*2(M3l
' f i o & l & o \ ~ s
W12-1
Mike Miles
Independent
School
District
Balias
Student Statement
Name Date: Student ID#:
reading retest. I remember seeing about ten problems on thell^jf grade STAAR reading retest that
were the same problems that we practiced in Ms. Colemans class before the STAAR. I remember
Ms. Coleman told our class that we might see some of the same problems on the STAAR that we
were working in the classroom. When I took the STAAR reading test I was surprised to see some
questions on the test that we did not go over in Ms. Colemans class. Ms. Tyier walked around the
classroom during the STAAR reading retest and looked at our test booklets. I did not see Ms. Tyler
help any of the students with answers on the STAAR.
www.dailasisd.org
3700 Ross Ave
Dallas, TX 75204
{972) 925-3700
Student Signati
W14-1
Dallas
Mike Miles School
Superintendent of Schools D is tric t D
Student Statement
larrva l l l i g r a d e student at DallasISPs Last year! was a
S r a d e student and at te nded llMIPBHHIIHNl ^3 chool . Last year Mr. Shepard gave me
the STAAR math retest. I also took the reading STAAR retest, but I do not remember who gave me
that test. Ms. Tyler was myjjjfcgrade math teacher. Ms. Coleman was my reading language arts
teacher last year. During the math retest Mr. Shepard walked around our testing rooms and looked
at our tests and told us to read the question again. I thought Mr. Shepard meant to look at our
answers again, but I never changed my answers. I do not know if any of the students changed any of
their STAAR answers because I was looking at my test. When I took the math STAAR retest I had
seen some of the problems before in Ms. Tylers' class. They were the exact same problems, but in a
different order.
W15-1
Dallas
Independent
Mike Miles S c M
Student Statement
i am a t f l i i g r a de student at Da lias ISDs Last year i was a
grade student and attended i-~~ivts~rco ieman was my 'f|$rade
reading teacher at I. Ms. Tyier gave me the^flfgrade STAAR
reading retest I remember S o u t l ^ W ' W I e of the problems on the STAAR reading retest were the
same as the ones we worked before the test in Ms. Colemans classroom. I do remember Ms. Tyler
walked around the classroom during the STAAR reading retest I did not see her provide help with
the answers to any of the students.
The information provided in this statement is true and correct to the best of my knowledge and belie!
Page
Student Signature j
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daHasisd.org
Witness:
Chris H. tyle
Notary PubHe, J
State-of Tmow f
Comm. Exp, I 0-20* 13 ?
W16-1
Dallas
Independent
Mike MHes School
Student Statement j
Name: Date: (jl J J j , Student
I am a liiigrade student at Dallas iSDrs**^^(BWiWiWiWlPMMM^ ^ ^^ year! was a
IHpgrade' student and a t t e n d e d 00^ ^ s- Tyier was myi|(p*grade math
teacher ^ s Coieman Save our c*ass the STAAR math retest. [ dont remember
seeing any of the same problems on the math STAAR retest that we also covered in Ms, Tylers
ciass. I dont remember what Ms. Coieman did during the STAAR math retest. I did not see Ms.
Coleman help any of the students with the STAAR math retest answers.
Page_____
Student Signatu
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dadasisd.org
of
Witness:
Chris K. lyte
N*?y Putsis,
ifcae# e# fkssss
Smm. .EsxpitiQ2fNi 3
W17-1
Dallas
Indeptndent
School
District
D
Mike Miles
Student Statement
teacher. I think Mr. Johnson gave melhejpgrade STAAR math retest, but I am notfor sure. I do
not remember seeing any of the same problems on the STAAR math retest that we worked in the
classroom. Jremember Mr. Johnson walked around the room during the retest, but he did not help
any of the students with the STAAR math answers.
Dallas, TX 75204
(972)925-3700
www.dafiasisd.org
.j
i i Notary Public,. I
Comm.Bsf. MMI M 3f
W18-1
mirn
Independent
Mike Miles Schq&I
Superintendent of Schools Pistoiet D
Student Statement
Name: Date Student
a l i l l l g i a d e student at Last year ! was a
'grade student and ailended^||HHH . Ms. Tyier was mvl p j larade math
teacher. Mr. Shepard gave me tneg||^êmEnretest. { remember some of the same problems
on the STAAR math retest were the same as the ones we had worked all year in Ms. Tylers class.
We reaiiy started seeing the same problems about three weeks before the math STAAR retest. Ms.
Tyler told us we were probably going to see those problems on the test At least ien of the problems
on the retest were kind of the same as the ones in Ms. Tylers class. On the test we used numbers
and in the class we used words. When I saw the problems, I was happy because I already knew the
answers. I did not see Mr. Shepard help any of the students with their STAAR answers.
W19-1
Mike Mites
Student Statement
last year. Ms. Coleman was my<S grade Language Artsteacher. Mr. J (Johnson) gave me the
STAAR math and reading tests, I dont remember who gave me the retests. About a week
before the math STAAR I was in Mr. Shepards science class. We were reviewing for the math
STAAR I saw about three problems in Mr. Shepards class that I saw on the first math STAAR. I also
saw one question in Ms. Tylers class before the math STAAR that was exactly the same as one of
the questions on the Math STAAR. 1remember there was a picture of a slingshot a ball and a can. i
do not remember seeing any problems in Ms. Colemans class that were on the reading STAAR, i
did not see any of the teachers help students with answers on the STAAR.
Page \ Of i pages
3700 R o s e Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Student Signature Witness:
W20-1
l yl e, Chri s H
From:
Sent:
To:
Subject:
Ware, Aaron P
Byers, Karen S; Lyle, Chris H
RE: STAAR Questions
Chris,
incorporated items - which would be illegal as they are stiii copyrighted.) However prior to testing these items are
Cheers,
Aaron
Aaron Ware
Director
972-925-6402
Aware(5)dlllasisd.org
To: Lyle, Chris H
Cc: Ware, Aaron P
I will answer that by saying "I surely hope that was not possible', i have no idea where they get their sources? I have
Aaron on here too, just in case he has insight
From: Lyle, Chris H
To: Byers, Karen S
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
Karen,
l
CFR Part 99, 19 TAC 247.2, Texas Government Code 552.023, Texas Education Code 21.355, 29 CFR
2
Dallas Ii &je ilgs f School District
DELIVERY TICKET
SERVICE CENTER I
BOX 144
TO: LEE ( 175)__________________________
ROUTE: G04____________________ __
RWT fySFTV STAAR 5/8 Re-Test Books
BOXES: 1 'ENVELOPES: 0 > : SKID:: 0
1DEI TV FR Y DATE: 5/7/2013
TRUCK DRIVER SIGNATURE 1
"PRINTED NAME SMWOT1E DATE I
I SCHOOL/DEPARTMENT SIGNATURE
[lifZ&O&Z
DATE
5 ' 7 ' 2 j 0 I3
j PRINTED NAME ^ SIGNATURE
W22-1
Mike Miles
Dallas
Independent
Schoo!
District
I, Da'Shonya Tyler am giving this statement to Chris Lyle, who has identified himself/herself as an
Policy DH (LOCAL), describing my actions or any knowledge that { have of the incident. ! understand
statement(s)! make.
I aiso understand that I am required to be truthful in my responses and/or statement(s) that I give and
The employees failure to comply with the directive constitutes "insubordination," a violation that will
grounds for disciplinary action up to and including termination."
Witness:
Signature;
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
svww.dallasisd.org
Mike Miles
Dallas
Independent
School
District
Affidavit
The State of Texas
County of Dallas
Before me, Chris Lyle, -personalty-appeared DaShonya Tyler resident in the County of Da!las! State
of Texas, on this day at the Dallas Independent School Districts Office of Professional Responsibility,
who after being duly sworn, on oath, affirm and says;
I reside and my telephone number
i am a iJfcgrade math teacher at Dallas ISD's Umphrey Lee Elementary School. Last year I did
administer ajjpgrade STAAR reading retest, When I arrived at the room I distributed pencils, and
followed the directions in the STAAR testing manual. During the test I walked around and made sure
the students were working on the test If the student had a question I was only able to answer if the
questions related to the directions. I did not provide any assistance to the students with any of the
STAAR answers. I did not point at any of the student's answers or make any comments during the
STAAR reading retest. M y * p grade math students did as well as I expected on the STAARijjJfe
grade math test and re-test. ! used Eduphoria, KAMiCO, and release STAAR and some other books
that ( ordered to prepare my students for the^p grade STAAR math test and re-test. To my
knowledge I did not use any other material or secure STAAR test material to prepare my students for
thegBfcrade STAAR math test and retest.
I have read every paragraph of this affidavit. I have made corrections where necessary __(initials)
To the best of my knowledge and belief, I have furnished Inspector Lyle with all documents or items in
have not reveaied. There ts no other information that inspector Lyle has not asked me about, and
3700 Ross Ave.
Affiant
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
i of :
Mike Miles
Dallas
Independent
School
District D
Before me a notary public, on this 12th day of September, 2013, personally appeared, DaShonya
Tyler, known to me to be the person whose name is subscribed to the foregoing affidavit and by me
first duly sworn, declared that under penalties of perjury, that the statements therein contained are
true and correct
Notary Public
Ch'HsHlTyie^l
N&ear?' Public, |
State o f Txaa
3700 Ross Ave.
Dallas, TX 75204 2 of 2 0'C P> i n i t
(972) 925-3700
www.daHasisd.org
OFFICE OF
PROFESSIONAL
RESPONSIBILITY
Dallas
Independent
School
District B
To:
From:
Donald R. Smith, Jr
Case Number: 11387
information and shouid not be released without the approval of the Superintendent of Schools
HIGHLY CONFIDENTIAL
Dallas mm
indent
School
District B l r
To: | Mike Miles, Superintendent of Schools
APPROVED,
RE: COLEMAN, Lenora 34340
Teacher
Case Number: 11387
Person to Contact: Chris Lyle, inspector
Suite 804
(972) 925-8864
or the Chief Compliance Officer.__________________________
Mike Miles
Superintendent o f Schools
HIGHLY CONFIDENTIAL
Table of Contents
Section Page
Executive Summary.......................... .................................................................................... 4
Background......................................................................................... ................................. 5
Allegation............................................................................................................... 5
Employee Status.................................................................................................... 5
Referral to Outside Agency................................................................................................... 12
Explanations and Defenses Offered...................................................................................... i :
Relevant Policy, Procedures and Statutes............................................................................. 12
Conclusions............................................................................................................................ 14
List of Witnesses and Exhibits........................................... .................................................. 16
Case Number: 11387
HIGHLY CONFIDENTIAL
3 of 18
Executive Summary
Based on the evidence obtained during the Office of Professional Responsibility investigation, the
allegation that Lenora COLEMAN, a teacher at Dallas ISO's Umphrey Lee Elementary School,
committed a serious testing irregularity while serving in the capacity of a test administrator for a
May 2013 administration of the Texas Assessment of Academic Readiness (STARR), is
substantiated. Students interviewed by OPR stated COLEMAN assisted them with their
responses to the May 14, 2013^pgrade math STAAR retest. COLEMAN was also found during
the investigation to have viewed secure STAAR content and to have discussed the content with
her students prior to administration of the fifth grade reading STAAR retest. COLEMANs act of
viewing secure test content, discussing it with her students and assisting students with responses
to test questions was a violation of District policy.
Case Number: 11387
HIGHLY CONFIDENTIAL
4 of 18
Case Number: 11387
Background
Allegation
It has been alleged that Lenora COLEMAN a teacher at Dallas ISDs Umphrey Lee Elementary School
committed a serious testing irregularity while serving in the capacity of a test administrator for a May 2013
administration of the Texas Assessment of Academic Readiness (STARR). (W1-1. Case Assignment)
During interviews with students tested by COLEMAN on aWK grade math STAAR retest, students stated
COLEMAN had shown them the same reading questions and answers in the classroom that they
subsequently observed on the reading STAAR retest.
Employee Status
COLEMAN is a contract employee with the Dallas ISD. COLEMANs contract with the District
expires in June 2014. (W2-1. COLEMAN Contract. Oracle Report)
Employee is on Administrative Leave: L Yes No
The STAAR
same subjects and grades assessed on the Texas Assessment of Knowledge and Skiiis (TAKS). The
interest. Reading, Writing, Mathematics, Science, and Social Studies are the core subject areas of
interest. (W2-2. STAAR Re sources, Texas Education Agency Website) ON 2-3. Fifth Grade STAAR Math
Test Calendar) (W2-4, Glossary of Terms)
Agency as falling in one of two categories-serious and procedural. (W2-5. Test Irregularities. Page :o
HIGHLY CONFIDENTIAL
5 of 18
mviewing secure test content before, during, or after a test administration (unless specifically authorized
mdiscussing secure test content, student responses, or student performance
scoring student tests, either form ally or informally
mduplicating, recording, or capturing (electronically or by any other means) confidential test content
The Districts Evaluation and Assessment Department performed a statistical analysis of the Dallas ISD's
sufficiently anomalous results that warrant further investigation. (W3-1. Statistical Anomaly Analyses
Report)
In May 2013, fifth and eighth grade students who failed the first administration of the STAAR test in
reading or mathematics could re-take the test in May. Evaluation and Assessment examined the passing
rates of each Dallas ISD school, as well as the increase in the number of items students answered
correctly compared to the first time the students took the test. On average Dallas ISD fifth grade re
testers increased their percentage correct by an average of approximately 16% for math and 9% for
reading. In contrast Umphrey Lee Elementary School re-testers increased their math percentage correct
by 33% in math and 30% in reading.
An additional concern noted by Evaluation and Assessment was the number of Umphrey Lee Elementary
School re-testers who achieved an Advanced rating on the re-test. According to the Texas Education
Agencies web site, an Advanced performance standard on the STAAR indicates the student is well
prepared for the next grade or course. The number of students who achieved an Advanced rating on the
retest were reviewed by Evaluation and Assessment. According to Evaluation and Assessment,
generally only one student at each school will receive an Advanced rating on a retest. Four thousand one
hundred and fifty five fifth grade District students retook the math STARR. Fifty five students or 1.32% of
the total received an Advanced standard of performance. In contrast, Umphrey Lee Elementary School
had twelve students (44% of their total re-testers) that received an advanced rating on the math retest or
21 % of the District total. Similarly, 13 of the District total of 3,224 students received an advanced rating
on the fifth grade STAAR reading retest. Umphrey Lee Elementary School had 3 of those 13 students, or
23% of the District total, it was the opinion of the Districts Evaluation and Assessments Department that
the observed results of the Umphrey Lee Elementary School fifth grade retests were sufficiently high to
warrant additional investigation of the schools testing procedures. (W2-6. Advanced Definition) (W3-2,
Umphrey Lee Elementary Fifth Grade Reading STAAR Retest Results) (W3-3, Umphrey Lee Elementary
School Fifth Grade Math STAAR Retest Results)
Case Number: 11387
assigned test administrators. There were no test irregularities reports received by Crawford with respect
to administration of the 2013 STAAR. Crawford provided OPR with copies of sign in sheets, rosters,
seating charts, oaths, and material control forms associated with Teacher COLEMANs administration of
the May 14, 2013 STAAR mathematics retest. (W4-1 Crawford Affidavit) (W4-2. COLEMAN, Oath of
HIGHLY CONFIDENTIAL
6 of 18
Test Security and Confidentiality) ( W 4 - 3 . Material Control Form. April 2 3 . 2 0 1 3 ) (W4-4. COLEMAN
STAAR Mathematics Retest Seating Chart) ( W 4 - 5 , Training Sign In Logs)
The documentation provided by Test Coordinator Crawford indicated COLEMAN signed an Oath of Test
Security and Confidentiality on March 26, 2013. COLEMANs signature affirmed that she was aware of
the procedures for state assessments and understood her obligations concerning the confidentiality and
security of state assessments. ( W 4 - 2 )
An undated MavJ j Hgrade math and reading STAAR materials control form was initialed by COLEMAN.
The form indicated COLEMAN was issued nine test booklets and the booklets were returned and signed
back in by Test Coordinator Crawford. fW4-3)
A test administration seating chart that displayed COLEMANs name was reviewed by OPR. The chart,
dated May 14, 2013, listed the names of nine students and was consistent with the number of test
booklets that the materials control form indicated had been issued to COLEMAN. The back portion of the
form displayed the classroom seating positions of the listed students. (W4-3) ( W 4 - 4 )
On June 12, 2013, COLEMAN was interviewed initially by OPR with respect to the allegation. COLEMAN
acknowledged signing an Oath of Test Security and Confidentiality on March 26, 2013. COLEMAN
stated the oath required her to follow the test instructions and the script. COLEMAN stated she told the
students to do the best they could on the STAAR and other than read the students the test directions; she
did not provide the students with any additional assistance. (W5-1, COLEMAN Affidavit)
After initial interviews and a review of the statistical analysis, the allegation was assigned for investigation
by the District's Office of Professional Responsibility (OPR).
Testing documents indicated Teacher COLEMAN administered the | ) j j | grade STAAR mathematics retest
to nine Umphrey Lee Elementary students on May 14, 2013. All of the students tested by COLEMAN
were successful in passing the math STAAR on their second attempt. Analysis from Evaluation and
Assessment indicated four of the nine studentsjested by COLEMAN went f r o m j j f c t h e test on their
first attempt on April 2, 2013 to receiving an^HMMP'score on May 14, 2013nWy3, COLEMAN Math
Retest Results) ( W 4 - 4 ) f W 1 - 1 )
The following chart lists the students tested by COLEMAN on the May 14, 2013 j j H grade math STAAR
retest and the percentage increase in correct responses for each listed student from the first
administration to the retest. The chart also depicts the number of students (4) that went from^J|being
successful on the first math STAAR administration to receiving an m p p H I i s c o r e on the retest that
was administered by Teacher COLEMAN. The students percentage increase of correct answers from the
first administration to the second is shown as well as whether or not the student achieved an
score on the retest after h a v i n g i ^ p ^ | | ^ ^ ^ ^ f | | | p n the first administration. According to the Texas
Education Agency website, a student was required to have received a minimum raw score of 43 out of 50
to have received an Advanced rating on the math STAAR retest. listed students who were
tested by COLEMAN and who received an$|pMMBfrating on the 2013 l l i e rade math STAAR retest
achieved the same rating on either the first STAAR or the previous year exam. (W2-6. Avanced Rating
Chart) ( W 3 - 2 , Umphrey LeeiB|fcGrade STAAR Spreadsheet) (W3-3)
Case Number: 11387
HIGHLY CONFIDENTIAL
7 Of 18
Case Number: 11387
Student
ID Last Name First Name
2013 Math
Re-test
Percent
Correct
2013 STAAR
Math 1st
Admin Percent
Correct
Gain from 1st
Admin to Re-
Test
Fait to
Advanced -
1st Admin to
Re-Test
Students tested by COLEMAN were interviewed by OPR concerning the May 14, 2013 fifth grade math
STAAR retest. As indicated by the following student statements, students did report receiving assistance
from COLEMAN during the math STAAR retest and also advised that COLEMAN had, on a separate
occasion, shown them reading questions in the classroom that the students stated they later observed on
the reading STAAR retest.
Student Statements
I am syRHw grade student at Dallas ISDsJ W M ^ M i l i N l I N ^ ^ ^ Last year
t was a j Bfcgrade student and attended Umphrey Lee Elementary School. Ms. Tyler was
myfWfegrade math teacher. Ms. COLEMAN gave us the4H^grade STAAR math retest.
About twenty of theÛfgrade STAAR math retest questions were exactly the same as the
ones we worked before the test in Ms. Tylers classroom. We practiced the problems in
Ms. Tylers classroom about two weeks before the STAAR math retest. Ms. Tyler told us to
practice those questions because they were going to be on the STAAR. I was happy when
I saw the same problems on the math STAAR retest that we had worked in Ms. Tylers
ciassroom. During thdlHPgrade STAAR math retest Ms. COLEMAN walked around the
room and pointed at our answers in the math STAAR test booklet if we had the wrong
answer. Ms. COLEMAN then pointed to the correct answer in our test booklet and we
changed our answers in the STAAR math retest booklet. I thought what Ms. COLEMAN did
was wrong because we need to know how to do math and she should not have given us
the answers on the STAAR. i W 6 J J J p P ^ t ^ m e r i t |
1 am grade student at Dallas ISDs i ^ ^ P I ^ S H B j ^ ^ Last year
1wa^ j P P g racJe student and attended Umphrey Lee Elementary School. Ms. Tyier was
my^M|pgrfde math teacher. Last year I took the grade STAAR math retest. Ms.
COLEMAN gave me the STAAR math retest. 1remember about twelve of the problems on
the STAAR math retest were the exact same as the ones we worked in Ms. Tylers
HIGHLY CONFIDENTIAL
classroom. We worked on the same problems that were on the retest all school year, but
about a week before the test Ms. Tyler told our class that we may see the problems on the
math STAAR retest. Ms. Tyler handed the questions out to us in class. We worked the
problems and got the answers. We then handed the questions back to Ms. Tyler. The
questions I remember seeing on the STAAR were in the same order as the ones we were
given by Ms. Tyler in our classroom. To me the questions Ms. Tyler gave us in class
looked like they could have been copied from the STAAR test booklet. When I saw the
same questions on the STAAR math retest that we worked in Ms. Tylers classroom, I was
kind of happy because I knew the answers. While we were taking the math STAAR retest,
Ms. COLEMAN walked around the testing room and told us to look at our answer again.
To me, Ms. COLEMAN meant that I had the wrong answer in my test booklet and I should
change my answer. I do remember changing some of my answers after Ms. COLEMAN
told me to look at my STAAR math answer choices.
Case Number: 11387
I am a f M l f grade student at Dallas Last year
I was rade student and attended Umphrey Lee Elementary School. Last year my
math teacher was Ms. Tyler. I remember taking the STAAR math retest with Ms.
COLEMAN. Most of the problems we were given on the STAAR math retest were the same
as the ones we worked in Ms. Tylers classroom before the test. We worked the same
problems in class about two days before the STAAR that were on the STAAR math retest.
When I saw the same problems on the STAAR math retest that we had worked in the
classroom I was happy because we had already worked out the answers in Ms. Tylers
classroom. The problems we were given by Ms. Tyler looked like they could have been
photocopied from the grade STAAR math test booklet, because the questions looked
exactly the same and were in the same order as in the STAAR test booklet. During the
STAAR math retest, Ms. COLEMAN walked around the classroom and pointed at students
answer choices. If a student had the wrong answer, Ms. Tyler (sic COLEMAN) shook her
head and pointed to the correct answer. During lunch after the STAAR math retest, student
^toid me that Ms. COLEMAN had been giving her the answers on the
STAAR. T thought it was not right for Ms. COLEMAN to give a student an answer on the
STAAR, because if Ms. COLEMAN was wrong she could cause a student to fail the test.
(W8-1. Peace Statement)
I am adMMtgrade student at Dallas ISDs ^ f l M M l i i P B B N f H H H B Last year
I was a j B f grade student and attended Umphrey Lee Elementary SchooTMs Tyler was
myj^ptgrade math teacher. Ms. COLEMAN was my reading language arts teacher. Mr.
Shepard gave me the STAAR math and reading retests. I remember seeing two stories on
the STAAR reading retest that we covered in Ms. COLEMANs classroom. The answer
choices were also the same. Those questions were easy for me because we had already
covered them in class. I remember Ms. COLEMAN telling our class about three weeks
before the test that we may see some of the same problems on the STAAR reading test
that we worked in the classroom. We worked on the questions in class before the STAAR
and exchanged papers to check our answers. I remember seeing about three STAAR math
questions that were the exact same as the ones we worked in Ms. Tylers classroom. I do
not remember Ms. Tyler telling our class that we may see those problems on the STAAR. I
HIGHLY CONFIDENTIAL
9 of 18
do remember Mr. Shepard walked around the classroom during the STAAR, but I did not
see him help any of the students with their answers.
Case Number: 11387
I am at fflp gra de student at Dallas *-ast Vear
1was aÛPgrade student and attended Umphrey Lee Elementary School. Ms. Tyler was
my math teacher lasêar. Ms. COLEMAN was m y ^ f g r a d e Language Arts teacher. Ms.
Willis gave me the^Jpgrade STAAR math and reading retests. I remember seeing three
we worked in Ms. Tyler and Ms. COLEMANs class before the STAAR. I also remember see
about six problems on the Science STAAR that were the exact same as the problems we
worked before the STAAR in Mr, Shepards classroom. Ms. COLEMAN, Ms. Tyler and Mr.
Shepard use a projector to practice the problems before the STAAR. I remember Ms. Willis
walked around the class during the STAAR. She was just making sure no one was
cheating and I did not see her help any students with the STAAR answers. (W10-1,
Blalock Statement)
I am aMHKgrade student at Pallas Last year
*was d H f t r a d e student and attended Umphrey Leeêmentoiy ScnooL Ms. COLEMAN
was myjJHfegrade reading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me
the^Hllgrade STAAR reading retest. When I took the first STAAR reading test about six
of the problems were the same as the ones we worked in Ms. COLEMANs classroom. I
remember Ms. COLEMAN told our class before the STAAR that some of the questions we
were working in class might be on the STAAR. We also worked the same problems in Ms.
Tylers class that we worked in Ms. COLEMANs classroom. Six of those problems were
the same as the ones I later saw on the reading STAAR. I remember Ms. Tyier walked
around the room during the test but 1did not see her help any of the students with the
STAAR answers. I i . i M M W t t l 1
I am grade student at Dallas ISDs ^ l p ( P | | | | ^ ^ Last year
I was a f l f l p r a d e student and attended Umphrey Lee ElemeintaiYScnool. MsTcOLEMAN
wasmJpjrade reading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me
thej||pgrade STAAR reading retest. I remember seeing about ten problems on the^pp^
grade STAAR reading retest that were the same problems that we practiced in Ms.
COLEMANs class before the STAAR. I remember Ms. COLEMAN told our class that we
might see some of the same problems on the STAAR that we were working in the
classroom. When I took the STAAR reading test I was surprised to see some questions on
the test that we did not go over in Ms. COLEMANs class. Ms. Tyler walked around the
classroom during the STAAR reading retest and looked at our test booklets. I did not see
Ms. Tyler help any of the students with answers on the STAAR. " ~' f ~ '
Statement)
HIGHLY CONFIDENTIAL
10 of 18
Case Number: 11387
I am a g r a d e student at Dallas ISDs |||1 1 ((|P M Last year
1was a W 9 rade student and attended Umphrey Lee Elementary School. Ms. COLEMAN
was myl j y grade reading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me
the^jjjlgrade STAAR reading retest. I remember about two or three of the problems on
the STAAR reading retest were the same as the ones we worked before the test in Ms.
COLEMANs classroom. I do remember Ms. Tyler walked around the classroom during the
STAAR reading retest. I did not see her provide help with the answers to any of the
students. i i1<JHWBk*'*atement)
S t u d e n t s ^ B B H H p B n d M f H H ^ ^ ^ e r e also shown to have been administered theJ|pftbrade
math STAAR retest by TeacReFUDLEMAN. StudentdMfestated she did not know what COLEM/ by Teacher COLEMAN. StudentaBR stated she did not know what COLEMAN did
during the math retest, but^Hpdid not see COLEMAN provide any assistance to students during the
test. Although testing records indicated student^DUfhad been tested by COL E MA N, t h o u g h t
she had been tested by Mr. Johnson. jMWjBdid not report any inappropriate conduct on the part of
either COLEMAN or Johnson. (W14-lMPj|^tatement) " " I ~ I ^ ' n n'i
Investigators Note: The alleged inappropriate conduct reported by students on the part of Teacher
DaShonya Tyler and Ronald Shepard were addressed in separate OPR Reports of Investigation.
OPR that STAAR questions were secure material and wouid not have been available from any legitimate
source prior to the test. (W16-1 Ware. Email Correspondence)
District shipping records obtained by OPR indicated the secureJ^fcgrade STAAR retest materials arrived
on the Umphrey Lee Elementary School campus on May 7, 2013, seven days prior to the May 14, 2013
j p pMVade math retest and eight days prior to the May 15, 2013lWfgrade reading retest. { W i Z r L ^ B | |
Grade STAAR Retest Delivery Tickets)
in response to student admissions that they had seen the same questions in COLEMANs classroom
before the STAAR administrations that they saw on the secure STAAR, OPR re-interviewed Umphrey Lee
Elementary School Test Coordinator Toni Crawford. As the test coordinator, Crawford was responsible
for receiving, storing, and returning the secure STARR materials. In her sworn affidavit Crawford stated:
I received the 2013 grades 3-8 STAAR test booklets on April 12, 2013 and the STAAR^f^*
and grade re-test booklets on May 7, 2013. Ms. Angelica Vazquez (Espinosa)
may have been possible that ali of the grades 3-8 test materials did not fit in the locked
storage cabinet. In that case, I would have placed the remaining sealed boxes of tests
had a key to my office door. I never leave my office door open or unlocked, if I leave the
HIGHLY CONFIDENTIAL
11 of 18
secure test material prior to the STAAR. ! know how hard the teachers teach and that they
Lee Elementary School. (W4-6, Crawford Affidavit. September 10, 2013)
Case Number: 11387
The Dallas ISD may wish to consider forwarding a copy of this Report of investigation to the TEA
Lenora COLEMAN was re-interviewed by OPR on September 11, 2013. COLEMAN denied that she had
provided any inappropriate assistance to her students on the STAAR. COLEMAN stated:
I used Kamico to prepare my students for the reading STAAR. I also used STARR
release tests to prepare my students for the reading STAAR. I am not aware of any other
material that! would have used to prepare my students for the 2013 reading STAAR. I was
pleased with my students reading STAAR scores. The scores were what I was expecting
my students to receive on the STAAR. I have no idea what the students would have meant
if they said they had seen the same problems in my class that were on the STAAR. I
would have never told my students that they may see some of the same problems or
passages on the STAAR that we worked on in the classroom. On the day of the 2013
STAAR math retest, I read from the test administration manual directions and distributed
the testing materials to the students. During the test I walked around the classroom up
and down the aisle. I was just making sure the students were working on the test. I did
not point at any of the students STAAR test booklets. I did not tell the students to look at
their answers again. I did not talk to students during the STAAR. I do not recall if any of
the students raised their hands or asked any questions during the 2013 math retest. If
they did I would have told them that I could only help them with the directions and to do
the best they can. (W5-2, COLEMAN Affidavit September 11, 2013)
Relevant Policies. Procedures, And Statutes
limited to the following:
Reviewinglhe secure form of any test when it arrives during the testing period, then teaching
test specific skills, and content with students prior to giving them the test.
HIGHLY CONFIDENTIAL
i : of 18
TESTING CONDITIONS
TEST SECURITY
No unauthorized person may have access to any secure test materials. All persons who handie
follows:
do so.
Testing irreguiarities (Selected Excerpt)
i . Incidents resulting in a deviation from documented testing procedures are defined as testing
Case Number: 11387
m viewing secure test content before, during, or after a test administration (unless specifically authorized
HIGHLY CONFIDENTIAL
13 of 18
documents. Students responses must be recorded on the answer document within the four-hour time #s
responses.
contents of al! test booklets, online assessments, and completed answer documents. This requires
m No person may review or discuss student responses during or after a test administration unless
Case Number: 11387
Based on the evidence obtained during the Office of Professional Responsibility investigation, the
allegation that Lenora COLEMAN, a teacher at Dallas ISDs Umphrey Lee Elementary School, committed
a serious testing irregularity while serving in the capacity of a test administrator for a May 2013
administration of the Texas Assessment of Academic Readiness (STARR), is substantiated. Students
stated COLEMAN prompted or assisted them with their responses to the May 14, 2013 Ûpgrade math
STAAR retest. COLEMAN was also found during the investigation to have viewed secure STAAR
content and discussed the content with her students prior to administration of thejjpgrade reading
STAAR retest. Although it is not known how COLEMAN accessed the secure material, it could not have
been obtained from any legitimate instructional source. Although there is no evidence to indicate the test
material was obtained from the campus, it is known that the test materials, to include the secure
questions, were housed on the Umphrey Lee Elementary School campus for at least one week prior to
the tests administration. COLEMANs conduct contributed to the anomalously high Umphrey Lee
Elementary School STAAR scores discovered by the Districts Evaluation and Assessment Department.
COLEMANs acts of viewing secure content, discussing it with her students, and assisting students with
responses to test questions are classified as serious testing irregularities and were a violation of District
policy.
taken, and have not done so, leaving such latter determinations for the Human Capita! Management and
Conclusions
HIGHLY CONFIDENTIAL
14 of 18
Chris Lyle, inspector
Case Number: 11387
Forwarded:
Norman R. Epstein
Director
HIGHLY CONFIDENTIAL
15 of 18
Case Number: 11387
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
1 Case Assignment,
11387
1 COLEMAN, Contract Oracle
Report
2 STAAR Resources, Texas
Education Website
3 STAAR Calendar
ISD, My Data Portal
5 STAAR, Test Administrator
Manual, Page 20
6 Advanced Definition
W3 James Holland,
Evaluation Analyst,
Evaluation and
Assessment, Dallas
ISD
1 Statistical Anomaly Analyses
2 Umphrey LeefJ^Grade
Reading STAAR Retest
Results
3 Umphrey Lee^PpGrade
Math STAAR Retest Results
4 COLEMAN Math STAAR
Retest Results
Dallas ISD
1 , Crawford Affidavit
2 COLEMAN, Oath of Test
Security and
Confidentiality
3 STAAR Retest Material
Control Form
4 COLEMAN STAAR
Mathematics Retest Seating
Charts
HIGHLY CONFIDENTIAL
16 of 18
Case Number: 11387
5 Test Training Sign In Logs
6 Crawford Affidavit, September
10, 2013
W5 Lenora COLEMAN,
Elementary School,
Dallas ISD
1 Affidavit
. imianiir ,
W6 ^ ^ f c s t u d e n t ,
School
W7 Student,
School
W8 oILIQ6ni>
School
W9
School
W10
1
Student,
School
,
W11 i
Elementary School
W12
Elementary School
W13 P l l P P S t u d e n t ,
School
W14 1
4 H N M M * Student,
School
W15
School
HIGHLY CONFIDENTIAL
17 of 18
Case Number: 11387
Evaluation and
1 Electronic Mail
Correspondence
Evaluation and
1 Shipping Records
HIGHLY CONFIDENTIAL
18 of 18
Case Number: 11387
Case Summary
Status: in Process
Risk:
Priority: |
Due Date:
Summary: Assigned to Inspector Chris Lyle, }
Case Description
Based on statistical analysis by the District s Evaluation and Assessment Department and OPR preliminary
interviews with Umphrey Lee Elementary students, there is reason to believe that Umphrey Lee Elementary
Teacher Lenora Coleman, while serving in the capacity of a test administrator, may have committed a
serious test irregularity during administration of the 2013 State of Texas Assessments of Academic
Readiness (STARR). Coleman was alleged to have directly or indirectly assisted students with responses to
test questions.
Investigation Information
Internal Case Number 11387 COLEMAN, LENORA
Method Of Intake
Reported Party Name LENORA COLEMAN
Reported Party Employee ID 34340
Legal Review
Case Types
Case Type Case Class j Description Date Applied
Cheating on Standardized Tests Fraud/Theft | 8/2/2013 9:22:39 AM
Events
No Results
https://cm.netclaim.uet/CaseDetails/Index/l 1387 8/7/2013
Case Details Page 2 o f 2
Involved Parties
Type First Name Middle Name Last Name Title j Description
Reported LENORA COLEMAN TEACHER
Locations
Status Name Company ; Address City State Country
Active UMPHREY LEE 7502 FAIR OAKS AVENUE DALLAS TEXAS UNITED STATES |
People on this case
First Name Last Name Role
Chris Lyle Computer Forensic Investigator
Related links __________
No Results
Resolution Info
No Results
Associated cases ____ _
No Results
httus ://cm.netciaim.net/CaseDetaiis/Ittdex/11387 8/7/2013
COLEMAN
LENORA
i t #
Female
EMPLOYEE.APPLICANT
M
Personal %.Employment. Office Details . Applicant Background Further Name Other
:: Birth Date
Town of Birth
: '
Region of Birth
I ; . .
Country of Birth
Age 57
Status |
Naiioneiity
Registered Disabled
i
34340
Benefits
Salary information
Review Salary
Every
LANG ARTS 5,Y.29-AUG-2002..
U L E E E L E ME NTARY. TEACHE R. 5 -6.199 -11
MONTHLY
ACTIVE
34340-2
PROFESSIONAL
Supervisor Probation & Notice Period' Standard Conditions ; Statutory information
Salary Basis DISD MONTHLY
Review Performance
Every 1 -=;=?Year
23-AUG-2G12
U LEE ELEMENTARY
S1SG.TEACHER.5-6.TEAC
RELATED INSTRUCTIONAL. S06M.187.W
175-U LEE ES
BN_HB STATE STIPEND INFORMATIO v
DISD_LANGUAGE_PROF!C!ENCY
| HR_CONTRACT_STATUS v
HR HSR1NG CHECKLIST ?
;01-SEP-2013 04-JUN-2014 EDUCATORj1|2014|ACCEPTED|)28-MAY-2
01-SEP-2012 04-JUN-2013 EDUCATOR|1 (2013|ACCEPTED||30-MAY-2
01-SEP-2011 04-JUN-2012 EDUCATOR|1|2012!ACCEPTED||14-APR-2
01-SEP-2010 04-JUN-2011 EDUCATOR|112011|ACCEPTED||01 -APR-5
01-SEP-2009 04-JUN-2010 EDUCATC>Rj2|2011|ACCEPTED|l24-APR-2
01-SEP-2008 04-0 UN-2009 EDUCATOR|2|2010iACCEPTEDj|11-APR-2
01-SEP-2007 31 -MAY-2008 EDUCATORj2|2009iACCEPTEDj|30-APR-2
01-SEP-2006 31-MAY-2007 EDUCATOR|2|2008jACCEPTED||18-APR-2
01-SEP-2005 31-MAY-2006 EDUCATORj2|20Q7j||||
Texas Education Agency - STA AR Resources Page 1 of 3
W2-2
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Search:
Myancfidlsar.cft
STAAR0 Resources
l Assessment A-Z Directory [ Contact Student Assessment
Beginning in spring 2012, t he State of Texss Assessments of Academic Readiness
(STAAR) will replace the Texas Assessment of Knowledge and Skills (TAKS). Ttie STAAR
program at grades 3-8 will assess the same subjects and grades that are currently assessed . : . i, I
on TAKS. At high schoci, however, grade-specific assessments will he replaced with 12 end* ^
of-course (EOC) assessments: Algebra I, geometry, Algebra II, biology, chemistry, physics, ='v - "
English J, English I I , English III, world geography, world history, and U.S. history.
The resources on this website provide information and sample test questions to familiarize Texas educators and the public with
tire design and format of the STAAR assessments. The information is Intended to heip educators understand how the new
STAAR program measures the Texas Essential Knowledge and Skills (TEK5) curriculum standards, These resources are intended
to support, not narrow or replace, the teaching of the 7EKS curriculum.
* Assessed Curriculum-
Grades 3-8 English
" Grades 3- 5 Spanish
* EOC
*- Blueprints
* Grades 3--8 English
c Grades 3-5 Spanish
* EOC
Mathematics
Calculator Policy
" Graph Paper
* Gridctebie Item Format
- Reference Materials
Performance Level
Descriptors
Science
Dictionary Policy
Test Design
Schematic
Performance Level
Descriptors
Grades 3- 8 English
Grades 3- 5 Spanish
EOC
Assessing Process
Skills
Calculator Policy
CriddabiB Item
Format
Reference Materials
Performance Level
Descriptors
Pi!.&LStydjes
Clarification on Social Studies TEKS
WltM...aoiM9!ihX..Il.iIt
Dictionsry Policy
- Example of Lined Page
- Example of Response Box
- Rubrics
Scoring Guides
- Test Design Schematics
* Performance Level Descriptors
Questions and Answers (PDF posted 07/12/13)
* Questions and Answers (Coming Summer 2013)
Printable Document
Web-based
Overview
STAAR Graduation. flowchart (PDF posted 04/09/13)
STAAR.Wed.ia .Toolkit
STAAR Assessments Comparison Chart.-(PDF posted tt/04/1.1.)
g M R A s s ^ m m t s i g L 2 f i l l r 2 Q 1 2 (PDF posted 11/04/11)
- Total Mandator/ STAAR Testing Days (PDF posted 09/14/11)
STAAR Brochures
A New. Assessment. Model (PDF posted 10/15/10)
A Comparison of Assessment'Attributes TAKS to STAAR'11 (PDF posted 10/15/10}
" Hous-BilL3..TtaQSit)DD-gisti
http://www.tea.state.tx.us/student.assessment/staar/ 8/1/2013
STAAR Standard Setting Technical Report (PDF posted 03/25/13}
- STAAR Standard Setting Questions and Answers f PDF updated 01/29/13)
STAAR 3-8 Standard Setting Procsss Overview (PDF posted 01/29/13)
" STAAR EOC Standard Setting Process Overview (PDF posted 04/24/121
" STAAR Performance labels and Policy Definitions (PDF updated 01/29/13)
> STAAR Performance Level Descriptors (PDF updated 01/11/13)
STMR 3-8 Performance Standards Chart (PDF posted 01/29/13)
* STAAR EOC Performance Standards Chart fPDF posted 04/24/12)
STAAR Phase-in Ti lustration (PDF posted 01/29/13)
STAAR Assessment-Related Graduation Requirements (PDF updated 04/26/12)
" TAKS Equivalent Information ( Bridge Study) Tabies
Test Administration
* District and Campus Coordinator Manual
STAAR Time Limits Policies and Procedures (PDF posted 12/22/11)
Presentations
: 12/13/11)
TEA Update on the STAAR Program November 2011 (PDF posted 11/07/11)
^tj B^ BS^ Qvervtew nf: State Assessment Program (PPT updated 06/19/12.)
:0ie...SIAMIreL(PPT)
House Com;nitte.mAihlic.Educ3lm^P3neU.:.MSiSSsmeDt.aQdjkXQijO!abaiM
Assessed Curriculum Blueprint f Released Test Questions
I'Grsde'
I 3
iResdina 1Mathematics
;Readina 1Mathematics |?3>SMQfi SMhSM!i2L
| .
5Grade
4
I Re3dina t Mathematics LWrltlnq
: Rssdino |Mathematics 1Writina ;|SSJSSllQO. 1MMMESlit?. 1Writing.
i . . .........fs
SGrade
5
[Pfiatltaa I jaatbsmMis i sns
SReadlna 1Mathematics I Science 1 1S i t e
f- %
1Grade
I 6
SReadino 1Mathematics lRmd\na i Mathematics l ! a S^ m s S S a
Grade
l : f
'Readino |Mathematics 1Writina
| Rearfjna ( M ^pmatic-; | Wr it im i M a f l m a l t e 1Writioa
*Grade Ifeadino f Mathematics. 1Science CSsdal
I 8 ll;Studies
Egadiaa 1 Mato aa&3. 1: Seizes |: laeMos. ! Mathsmatics 1Sci.en.ce 1
ISociai Studies |S.0teJ.:.Sty.clia
i 1 Assessed Curriculum Blueprint i Released Test Questions |
Grade 3 i Reading 1NMttsmsiiCl ^Reading Haherr^tics 1. \ MithjjnJjLia. 1
iGlttdu4 t - ..... ' 7;i f Reading' i5M3!Itafa
W ri ti no il f-.es n in I Maherr. r =i V-!--i t . i i -<
f G r a d e S l L t ' T . ? | Mathematics I Sciences EsMiOft 1 aiic s 1 Scienccj jE^t ii^j 1 i&sttati.:fc j
EOC Assessments
|.... Assessed Curriculum
! English Language
!
lEogMtl 1English 11 f English
Arts 111!
1
Blueprint Released Test Questions
Etifljish I Writing E
fvMiOa |
k :ngiigriin .&adjnfl I English i l l |
1WullOfl. I
http: //www .tea. state.tx.us/stu d ent.assessment/staar/ 8/1/2013
Austin, Texas. 78701
(512) 463-3734
Map | Site Policies [ TEA Jobs
Assessed Curriculum Blueprint i Released Test Questions
I Algebra M 'Geometry' 1Algebra isAloe bra 1 i Geometry I -iAlcebre I I Geometry I Algebra II
| : Science I Biology | Chemistry | Phvsics ij P.iol->"v ' ( ' -emstrv j Eh xiis ji Edo ax 1Chemistry i Physics j
I _ .. V ' d * Teooraohv I Iworkj Geography 1 Jworkj (jfictQtanto I I
| Social Studies y , , hj. ^ ^ j u^.Histo^ ] & H f e t o n r U L S d M u i
Specific Resources for Students Receiving Special Education Services and English Lang uage
Learners
The STAAR program includes a number of assessments that address needs of students receiving special education services and
English language learners ( E l l s ) who meet particular participation requirements.
Assessments for Students Receiving Special Education Services: STAAR. Modified.
* Assessments f or English language Learners; STAAR Spanish ] STAAR L
51.2/463-9536
studsnt. as flas s mftn !@tea.Et ate.tx.u 5
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Calendar of Events
EVENTS TEST ADMINISTRATION |
swurwia.
m m
MAY JUNE
Test administrator training sessions
By 3/29 By 4,22 By 5/10 By 6/24
Test administrations
Writing 42-43 (G4)
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Gl ossary or Terms
A B C D IE F G H X J K L K
Term
A
Academic Excellence indicator System (AEIS)
Acceptable
AC P
ACT
ADA
ADM
Admission, Review, and Dismissal {ARD) Committee
Advanced Placement (AP) Examinations
AEIS
American College Test (ACT)
Adequate Yearly Progress (AYP)
AP Courses
AP Examinations
ARD Committee
N 0 P Q R 3 T U V W X Y Z
Explanation
The Ts x h i r accountability system for
are measured on seven main performance indicators: (1)
results of the ' g ;^n;j --.'j[:s
(TAKS;, (2) exit level TAKS cumulative passing rates, (3)
progress of prior-year TAKS faiiers, (4) attendance rates, (5)
indicators.
To:=3 / .::crr;cy ('r E*; as a part of the Ac n:;.
See . ' . 07 Co-Ur'SS PA'(f.- n " " ''j-'.P
See A - -...x;sn est {AC}.
See 3n-,.; -. h-.u AneÂ^:^
See : . ; . -j:/'.' [AAA'A).
individual evaluation to Referrai for Full and Individual Initial
'!; i 6 u c - : A for each disabled
student.
A series of courses administered by the .'..d;-;; c :: that
and 12. This exam assesses students* grasp of concepts in the
See /'Cvor-C....:;: (p 7,;
See :' : r.nc. jAr-iA.::-: >'AA.a Cjy
A set of district-developed, 2 hour standardized, criterion-
measures of student progress toward mastery of the 'A ..s
krY.,v/-v: '.i '.AAis Ar-;.AA) jn language arts,
At-Risk Student
AYP
AYT
B
C
Campus Improvement Plan {CIP}
Campus instructional Leadership Team (CILT)
CEi
CIP
Classroom Effectless index (CEi)
Cohort
College Board
schooi based on certain socio-economic challenges and
being a ; cii.v;: p , z ; - , student, being piaced
that year.
school. See -TSfre- D-:::iy Monroe;
See
See -ansacto'v; :A"vT;,
request that are not . . r.;:gi s- :. \- = ' . : students.
ail student populations. Additionally, schools are required to
meet ail federal, state, and local mandates.
in the development of the Campus v : for
See C:w:.- o- (ndsr /CEi.
See r. ' " t 1:-'; P;o::
instruction. CEis evaluate a student's performance on select,
the next. See L r r-:"
br.'i.. - include the : : ' S A " y \ and
the A : program, among others.
in a course. Absences, late enrollment, withdrawals, or
Chapter 1 Former name of the federal educational program,
CILT See v Le?-c--s; T .7
Cross-Sectiona! Comparison
CRT
Curriculum
D
District Number
Drop-Out
DSP
E
ELA Test
ESL
Exemplary
number of days is 20 for year-long courses, prorated from the
first instructional day of the term to the fast instructional day of
the course-relevant testing period. For semester-iong courses,
concepts on specific content area. For example, the State:
v:' . A A: A-A/A' ,=is a criterion-
referenced test.
example, a comparison of last year's grade 3 students'
performance on the state reading to this years grade 3
students'performance on the state reading exam. See 7. .
See - r.:--.r A. A (:A;A
District-created test that covered every Aa .-v ,
. . . a a -a ; student expectation. The Spanish
version- of this test is.Perfi? ;Diag neslicc, j c ;":: n-a,: ' ? A).
The six-digit number for Dallas ISD assigned by the ; exas
DrUMt.I'V- i ?rr -, .,057905.
Students who have left Dallas ISD as identified by the :
c-Ai Drop-out information lags behind one
who left Dallas !SD and enrolled in another school district in
Texas,
See:'-' vr-c a a a r;"A.:-:-- AAA;.
Ac/?s-c.: ;.T=aa nomenclature for low socio
economic status students used for the \ -
r -s ;r. >'AiS;. Economically disadvantaged are
coded as 1 (Eligibie for Free Meals), 2 (Eligible for Reduced
See A'c: A: . .
Programs pertaining to the teaching of . '
d, A r a a a students.
The combined A v - :. A,- -A: -
7 a Kb; test at the high school level that tests both reading and
writing.
See a - a :A
The highest ' rating for a school
for the Academic ExceHencsIndicstor:System-.iAEI3T. :
Individualized Education Program (IEP)
ITBS
J
Student attempting the exit level" : ,i
. ; ' . . '> i >A g r a d e s 5 and 8 Reading and
Mathematics AvA; A.:.-.;- . v- .A:Academic c
. . test, or STAAR end-of-course (STAAR
See A A A'
: JS : -
is i
LEP Exited Student
LEP
Logramos
Low-SES Students
LPAC
M
Mean
Median
Migrant Education
N
NAEP
: . . . NCE
o \V\v / n r t
o '
Other Schools
Passing Rate
placing, and exiting or reclassifying i - ;
l !j students. The committee is comprised of teachers,
administrators, parents, and an ?
. . .L:. committee member when appropriate for
Student received either bilingual education (BE) or f :
Si ; services and has met all irrv-'-vc
K j ' c r : program exit criteria. A student whose parents
See / -o I' - -' i :: :x- i IF ,
identified by the Language rso;.*
/ C based on the state criteria.
Spanish-language national test that evaluates the
development of grade K-2, 5, and 8 students1skills in the core
See \ ; !oi'^ / c.-.r . 0.,\^r{ - AS".
Also referred to as the average.;
The score that lies in the middle if ail scores are arranged in
increasing {or decreasing) order.
of Education, Known as "the nation's report card. Since 1969,
main assessment allow for regional and state-by-state
comparisons of the educational attainment of 4th, 8th, and
intervai properties of a :-score. A NCE score of 50 represents
See'S,:
first time.
systems, such as School Effecnvene; (SBs). ' /
interest. District-, school-, grade-, and class-level passing; rates
PDD
Percentiles
Perfll Diagnstico de Destrezas
Portfolio
PSAT
Q
R
Rating (AEIS)
Readiness Standards
ReadiStep
Ready to STAAR
Ready to STAAR(t)
Recognized (AEIS)
Reporting School
Retention Rate
are calculated for various student subgroups. The State
.Assessment: of Ac âdlness (' passing rate is
synonymous with "Satisfactory*' performance.
See t-C:
sr y y e t - . divided by
. , expressed as a percentage.
See :-A .'-L:.
The rank of a student's score compared to al! other students in
the population of interest. In a national comparison, if a student
that year.
The Spanish version of the ' .This
throughout a course or class year. It measures the student1s
An examination often used as preparation for the At
See A .Ar; Ae!y A/ ;-.:A .. - : " > it (A:A
The Texas - :,.rsh's h-' \
assigned rating of schools based on 7c i
Abe--.',-' !ti'n.a-:- performance,
: Exemplary, Recognized, Academically Acceptable, and
: Assessment created by the A:tK. ;AA-r A; A' that
: assessment in English or Spanish in subsequent school years.
university courses.
A test created by the to measure the A
A development of reading, writing, and mathematics skills in
students in grades 7 and 8. As a precursor to the A -ry
A "A;:y. AAt-" and 'AA :-y;;c 'r e:s
(SAT), it provides an early estimate of students' preparedness
for college coursework. :
A Locally-created assessment that measures grade 3-10
. students mastery of the Readiness Standards taught during the
: students' grasp of the Readiness Standards covered in the prior
The second best . A-e' ' =i
rating for a school. See
Location is Town view. SLN 041.
RPTE
:'Y S ' ;
SAT
School Effectiveness index (SEi)
SDAA
SEls
Similar Students
SLN
See : :
8? .1- T-.r:
See }.
A standardized test taken by coliege-bound students that is
designed to predict students* coliege-preparedness. The SAT
is a test of verbai and mathematical reasoning ability, it is
History.
and schools have no control. SEls factor out socio-economic
achievement at the student level as weil as a number of school
level factors, AH SEls are centered around a District mean of
50 and a standard deviation of 10. indices of 50 or above
average.
three-digit Texas Education :Agenq/|TEA) number and the SLN
See -r-- ' C a a ';.
: See : - r ; . r : k ; A : v . A.
For the purpose of computing School and Ciassroom
Effectiveness Indices ( : and CBs), students who have the
:c oik. e status, special education
The three-digitT A ;.y?. cv AAa ; number and the
.See ?:a a a .
Reduced Lunch. See Cas and
Sp. Ed.
Speciai Education (Sp. Ed.)
SST
STAAR
See S.xA::: A: ,;cy . y . r !y X : A.:.y '
tutoring. Traditionally, speciai education has taken place in
See L> x r: :y~
See c-f A::i"yy
Stability Rate
Standard Deviation
Standards
Stanford 9 (SAT 9)
Number of continuously enrolled students divided by Ayamg*
u I e x p r e s s e d as a percentage.
measures grade K-9 students understanding of concepts in
State ID
plan that are taught the state - t.---
. : - k s . curriculum at an instruction level below the grade
level.
W2-5
STAAR
NOTES
Test i ng Irregul ari t i es <r
Incidents resuiting in a deviation from documented testing procedures are defined as
testing irregularities and are viewed by TEA as failing in one of two categoriesserious
and procedural.
Standards and Certification Legal Division for consideration of disciplinary action
serious violations involve, but are not limited to, the following:
m directly or indirectly assisting students with responses to test questions
* viewing secure-test content:before, during, or after a test administration (unless
specifically authorized t-o- do so by the procedures-outlined in the test administration
materials)
scoring, student tests, either formally or informally
duplicating, recording, or capturing {electronically or by any other means)
minor deviations in testing procedures. Below- are- some examples of procedural
irregularities that have been grouped by category,
Eligibility Error
is Eligible students were not tested,
ineligible students were tested.
Individualized Education Program (1EP) Implementation Issue
accommodation.
w Secure materials were not returned, checked in, and accounted for at the end of
each testing day.
lost or misplaced completed answer document(s), test booklet(s), or other secure
materials.
20 2013 STAAR lest Administrator ManuaiGrades 3-5
Texas Education Agency - Performance standards for STAAR to be phased in
W2-6
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Performance standards for STAAR to
be phased in
Texas
Education
1701 NORTH CONGRESS AVENUE AUS1 IN. ILXAS 78701 -14
April 24, 2012
Performance standards for STAAR to be phased in
AUSTIN -The commissioner of education today unveiled the performance standards
students must achieve to pass or excel on the State of Texas Assessments of Academic
Readiness (STAAR) end-of-course tests,
"These standards will be challenging for our students and will push academic
performance to a new level in Texas. Students who pass the STAAR end-of-course
assessments will be better prepared for success in the next course or in postsecondary
pursuits,'' said Commissioner of Education Robert Scott.
Three performance categories have been set for STAAR EOCs. The definitions for the
categories are:
Level HI: Advanced Academic Performance*
Performance in this category indicates that students are well prepared for the next
grade or course. They demonstrate the ability to think critically and apply the assessed
knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this
category have a high likelihood of success in the next grade or course with tittle or no
academic intervention.
* For Algebra II and English III, this level of performance also indicates students
are well prepared for postsecondary success.
Level H_: Jatfefaetofv Academic Performance**
Performance in this category indicates that students are sufficiently prepared for the
next grade or course. They generally demonstrate the ability to think critically and apply
the assessed knowledge and skills in familiar contexts. Students in this category have a
reasonable likelihood of success in the next grade or course but may need short-term,
targeted academic intervention.
** For Algebra II and English III, this level of performance also indicates students
are sufficiently prepared for postsecondary success.
Level I: Unsatisfactory Academic Performance
Performance in this category indicates that students are inadequately prepared for the
next grade or course. They do not demonstrate a sufficient understanding of the
assessed knowledge and skills. Students in this category are unlikely to succeed in the
next grade or course without significant, ongoing academic intervention.
http://www.tea. state, tx. us/i ndex4_wide.aspx?id=2147506337 8/7/2013
As the state has done for at least the past two testing programs - the Texas
Assessment of Academic Skills (TAAS) and the Texas Assessment of Knowledge and
Skills (TAKS) - the passing standards will be phased in, The Level II passing standards
will be a four-year, two-step process. A two-year phase-in will be used for Level III
performance on English I II reading and writing and Algebra II only.
The phase-in approach was adopted because of the significant increase in the rigor of
the STAAR program and because the distance between the initial and final passing
standards for Level II is generally larger than the distance between the initial and final
passing standards for TAKS,
The phase-in will provide districts with time to adjust instruction, provide additional
staff training, and close knowledge gaps,
"We have found that a gradual increase in standards sets realistic but challenging
expectations for our students and results in improved academic performance," Scott
said.
The performance standards each student must achieve will be based on the year a
student takes his first end-of-course assessment,
If students take their first STAAR EOC assessment in 2012 or 2013, they will be
heid to the first set of Level II phase-in performance standards for every
assessment;in that contentarea.
Students who take their first STAAR EOC assessment in 2014 or 2015 will be
held to the second set of Level II phase-in performance standards.
The final Level I I performance standards will be In place for any students who
take their first STAAR EOC assessment in 2016 or later.
The final Level III performance standards will be in place for any students who
take their first STAAR English I II writing and reading and Aigebra II EOC tests in
2014 or later.
Level I I standards
The scores needed to reach the various performance levels are expressed as scale
scores, Once fully phased in, the score needed to achieve Level II performance will be a
scale score of 4000 for each of the following assessments: Algebra I, Algebra II,
geometry, biology, chemistry, physics, worid geography, world history, and United
States history. The initial phase-in standard for these tests will be 3500.
The scale score needed to achieve s Level n performance on each of the English I, II,
and I II reading and writing assessments is 2000, The initial phase-in score is 1875.
Level H I standards
The Level III standards will not be phased in for English I and II reading and writing,
Aigebra I, geometry, biology, chemistry, physics, world geography, world history and
U.S. history, The final performance standards on these tests for Level III will range
from 4333 to 4634, depending on the assessment.
An initial phase-in score of 4080 will be required to earn a Level III performance for the
Algebra I I assessment with the final Level III score set at 4411,
The English III reading assessment will require an initial phase-in score of 2135, while
the English I II writing assessment wilt require an initial score of 2155, The fully-
implemented standards will require a score of 2356 on the English I II reading test and
a score of 2300 on the English III writing test.
State law now requires students graduating in 2015 or later to earn a Level I II rating on
Aigebra II and English III to qualify for the state's Distinguished Achievement Program
high school diploma.
http://www.tea.state.tx.us/index4_wide.aspx?id:=2147506337 8/7/2013
The attached table lists the scale scores needed on ail the STAAR EOC assessments.
The category called minimum refers to a score that is below Level I I but is high enough
to be included in the cumulative score students must achieve on the three assessments
in each core content area.
Texas classroom teachers and administrators, higher education faculty, education policy
experts, staff from the Texas Education Agency and Texas Higher Education
Coordinating Board, and psychometricians who are experts in the development of
educational tests, worked together for four years to prepare passing standard
recommendations. Additionally, TEA and Coordinating Board staff conducted research
studies over a three-year period to link performance on a STAAR assessment and
performance on other assessments in the same content area.
TEA expects to release the first round of STAAR EOC results in June.
Additional information about the STAAR EOC standards can be found at
f e t e '
Phase-in and Final Recommended level II and Level I I I Standards and
Minimum Scores
2012 & 2013- 2012 & 2013 2014 & 2015 2014 & 2015 2016
Assessment
Phase-in 1 :
Minimum :
Phase-in 1
: Level I I
Phase-in 2
Minimum
Phase-in 2
Level II
Final Recomr
Minimu
; English I Reading 1813 1875 1887 1950 1936
English H Reading 1806 1875 1880 1950 1929
* English IE Reading; 1808 1875 1882 1950 1932
English I Writing 1798 1875 1872 1950 ; 1921
English II Writing 1807 1875 1880 1950 , 1928
Ênglish III Writing 1808 1875 1881 1950 19 9
Aigebra I 3371 3500 3626 3750 3872
* Algebra II 3350 3500 3604 3750 3852
Geometry 3362 3500 3619 3750 3868
Biology 3367 3500 3621 3750 3868
Chemistry 3348 3500 3600 3750 3846
Physics 3346 ; 3500 " 3600 3750 3848
World Geography 3383 3500 3632 3750 3874
Worid History 3326 3500 3576 3750 3822
U.S. History
-
3372 3500 3624 3750 3869
http ://www. tea. state.tx.us/mdex4_wide.aspx7id~2147506337 8/7/2013
(512) 463-9734
Map | Site Policies-1 TEA Jobs
STAAR Standard-Setting Process
Nine steps for setting STAAR performance standards:
1, Conduct validity and linking studies
2, Develop performance labeis and policy definitions
3, Develop grade/course specific performance level descriptors
4, Policy committee
5, Standard-setting committee
6, Reasonableness review
7, Approval of .performance standards
8, Implementation of performance standards
9, Review of performance standards
Page last modified on 4/2?/2012 02:44:24 PM.
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Copyright Texas Education Agency. (TEA) 2007-2012
http://www.tea.state.tx.us/index4_wide.aspx7id-2147506337 8/7/2013
Lyle, Chris H
From:
Sent:
To:
Subject:
Aiiaclmenis:
Ware, Aaron P
Tuesday, July 16, 2013 2:01 PM
Lyie, Chris H
FW: edits for Lee report
Lee Report w Appendix.pdf
Aaron Ware
Director
972-925-6402
Aware@dallaslsd.org
To: Ware, Aaron P
Fixed, see attached
From: Ware, Aaron P
To: Holland, James
Aaron Ware
Director
972-925-6402
Aware ffidaliastsd.org
From: Lyle, Chris H
To: Ware, Aaron P
Aaron,
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
l
From: Ware, Aaron P
To: Lyle, Chris H
Here is the report
Aaron Ware
Director
9 7 2 - 9 2 5 - 6 4 0 2
AwarePdaliasisd.orK
To: Ware, Aaron P
James
James Holland
Evaluation Analyst
972.925.8807
jhoiiandffidaliasisd.org
CFR Part 99, 19 TAC 247.2, Texas Government Code 552.023^Texas Education Code 21.355, 29 CFR
2
Skills {TAKS)1 and 2012 STAAR scale scores was conducted on the 2013 STAAR score for all students in
the district at each grade level For the 3rdand 4th grades, Iowa Test of Basic Skills (ITBS) were used in
lieu of STAAR testing for the previous years (3rd* 2ndand 1st, and 4th - 2nd). Reading and mathematics
analyses was conducted utilizing percentage correct instead scale scores.
exams (2013,12, and 11) and were on grade for each year(l.ev no held back students).
student's raw score, residual scorn, and previous testing history were examined. Student scores that
Umphrey Lee had two 3rdand 4th grade classrooms that were identified as having a sufficient number of
5tf>graders, in May 2013,5th and 8th grade students who failed the first administration of the STAAR test
who participate in the re-test, the regression methodology used above is not appropriate, instead the
and the number of students who achieved an ADVANCED rating on the re-take,
Statistical Anomaly Analyses as Pertaining to Umphrey Lee April and May 2013 STAAR
1For TAKS 2011 scale scores, the state utilized a vertical scale score system for ali elementary and middle school
level tests.
grade STAAR're-test at Umphrey Lee. On average, DfSD 5th grader re-testers increased their percentage
Umphrey Lee increased their percentage correct by 33% {3rdhighest, 3.04 standard deviations above the
mean) and by 30% In reading (2ndhighest, 3.84 standard deviations above the mean). It should be noted
Therefore, it is unlikely that this just a random occurrence due to a small number of students having
very high gains.
of those, 55 students achieved an ADVANCED rating (1.32%), In general, if a school has a re-taker who
In contrast, Umphrey Lee had 12 mathematics re-takers {44% of their total re-takers) who achieved an
ADVANCED rating. In other words, 21% of ail the district's mathematics re-takers who achieved an
ADVANCED rating (0.4%). Umphrey had 3 of those 13 students, 23% of the district total.
It is recommended that the 3* and 4th grade classrooms listed in the table below, as well as any
should also be noted that the testing irregularities analyses conducted by E&A Is quite conservative with
a high threshold needed to be Included. Failure to appear on this list does not exonerate a school from
highly unlikely data {anomalies), it does not outright prove nor absolve a classroom or school of
cheating.
Test School Ciassroom(s)
students.
included is the analysis for the mathematics and reading 5thgrade retesting, showing Lee with high level
W
3
-
3
2053 Urriphrev l e e faeth STAAR Retest
W3-3
5
ry

2
G
1
3

f
l
t
's
o
i
n
g

J
t
a
A
A

S
s
t
e
s
l
Mike Miles
School
District
Dallas
Independent
D
DATE: CASE NO: NA
identified himse!f/her'se!f'as an Inspector with the Dallas Independent School District and is
against me in any criminal proceeding, except that 1may be subject to criminal prosecution for the
charge of perjury for any false statement(s) I make.
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
DalSis
Independent
School
District
Mike Miles
Af f idavit
Date: June;12, 2013
The State of Texas
Count y of :Dallas
I am a librarian with the Dallas ISDs Umphrey Lee Elementary School. I have been a librarian for
five years. I also serve as the school's test coordinator. In April of this year our school administered
reading and fifth grade science. There Is also fifth grade math and reading retest I received test
training and I then trained our school staff. I did maintain a sign in sheet of the trainings ! conducted
distributed the STAAR tests to our test administrators on testing days. I did utilize a materia! control
to test their own students or CEis. I was responsible for assigning the test administrators for the
administrator will go to that room to administer the test. The test administrators were selected on the
basis of whether or not the students to be tested were their CEis and if they could meet the language
\ reside at and my telephone number
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
1 of 2
www.daliasrsd.org
Dallas
Mependenf
District D
Mike Miles
I have read every paragraph of this affidavit [ have made corrections where
To the best of my knowledge and belief, I have furnished Inspector Lyle with aSi documents or items in
my possession that relate to the questions asked of me. There is no other relevant Information that I
and correct.
-------
Notary Publi^r
A . I t i
3700 Ross Aye.
Dallas, TX 75204
(972) 925-3700
2 Of 2
www.daifasisd.org
State of TexasT'^V I f
County of <r
2013
This oath applies to all state assessments except STAAR Alternate andTELPAS, which have separate oaths,
For All Test Administrators: Complete this section before handling any secure test materials
I do hereby certify, warrant* and affirm that! will fuliy comply with all requirements governing the student assessment
where applicable:
have received training on test administration procedures, and I understand my responsibilities
t am aware that testing procedures require me to actively monitor during test administrations;
I understand my responsibilities as & test administrator, and I am aware of the range of penalties that may
result from a departure from the documented test administration procedures;
i understand my obiigations eonc^mlng the security and confidentiality of stale assessments, and i am
aware of the range of penalties that may result from a violation of test security and confidentiality; and
i;am; amm. :of myobiigafion fe ieport arf -suspscted violatiQns oFifst securiiy or confidentiality to tbs
Sft)pUj^
rdd>fereby:^flher certify, :^rmni,
seourit^:and coridsntjaifi^
atura of Test Administrator ' Printed Name of TestMmifiistrator " County-District Number
District Name Area Code/Telephone #
:J For Test Administrators Authorized to View Secure State Assessments j
I Individuals who are authorized to conduct test administration procedures chat involve viewing secure state f
I assessments have an added responsibility of maintaining confidentiality. These procedures include but are not 1
I limited to. oral administration, transcribing student responses from the test booklet, and particular linguistic J
f accommodation of this responsibility, these individuals are required to sôffioaiiy oonfirm "
| ' the left of each Siatement'fedow., I
:i:; ; .............. . I
:j _____ _ I have not and wiii not divulge the contents of the test, generally or specifically. %
v P.
I f have not and will not copy any part of the test.
1do hereby certify, warrant, and affirm that I will fully comply with al! the requirements governing the student |
assessment program. I
W4-3
5th Grade Math & Reading
43160- Retest
Check Month: April 3 May June July December
Test booklets are secure documents. Use this form to account for ailjsecure materials. Campus
coordinators should fill out the first four columns below prior to distributing any booklets. '
The test administrators initials in the "Out" boxes signify that they have received the secure materials
Missing secure materials must be located before the campus coordinator initials the "In box. If
district coordinator,
Campus Name l i e y Lee E l e n Campus Cooidinaioi ToniRay Ciawfoid
W4-4
District: Dai las ISD
Test Administered:__
Test
Campus: Umphrey Lee Element
STAAR__ Subject: Math Grade:
L. Coleman
Room # 210
Grade Date: 5/14/2013
1. Mark the location o f the test admin istrator(s) by placing an X in the margin surrounding the numbered grid.
2. Mark the seat number that corresponds to each student on the list of examines.
n
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
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5 6 1
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8 !!!
!
9
:
10 11 ,2
; 13 ^!14 15 16 17 18
1 19
20 ; 2i ,! 22 23 ^ r\
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Student First N a m e ~ | Smdent Last N ^ e ~ Student ID# )
H 3 I U J 5 Q 3 Q &
f 3 B 0 5 0 3 !
* t3 J 6 o f
H U i - O F > 0 lT 9 .
J 3 U q 5 0 3 /
Wl&o 50
H 3 l / r > n h 0 3 k l
Form#
Dallas ISP Test Administration Seating Chart- Spring 2012
Campus:
Test Administrator:
Start timej
Start time
e e ^ Room Description:^ 4
time ) : [ } [ ) .Reason.
Stop time_______Reason_
Start time_
Start time
Grade Level
Stop time_
Stop time.
Date
,Reason^
Reason
instructions for the seating chart grid:
1. Mark the location of the test administrator(s) by placing an X" in the margin surrounding the grid,
2. Mark the seat number on the grid that corresponds to each student on the list of examinees.
3.
c)
f
W4-5
Tuesday, March 26,2013
STAAR Testing
May 9, 2013
W4-6
Dallas
Independent
School
District
Mike Miles
I, Toni Crawford am giving Unis statement to Chris Lyle, who has identified himself/herself as an
Policy DH (LOCAL), describing my actions or any knowledge that I have of the incident I understand
statement(s) I make.
if it is determined that i have been untruthful in my responses, I could be subject to disciplinary action
j understand that this investigation is CONFIDENTIAL and should not be discussed with others on my
response to this request, I submit the following to Inspector Chris Lyle.
Witness:
Signature
Time: BI S Q A * -
3700 ROSS Ave.
Dallas, TX 75204
(972) 925-3700
www.dailasisd.org
D
Affidavit
The Slate of Texas
County of Dallas
Mike Miles School
Dallas
Independent
Texas, on this day at the Dallas Independent School Districts Office of Professional Responsibility,
who after being duly sworn, on oath, affirrii and says:
at Umphrey Lee Elementary School since 2008. I received the 2013 grades 3-8 STAAR test booklets
Angelica Vazquez (Espinosa) signed for the test booklets. Ms. Vazquez kept the testing materials in
the office until I arrived at school The test materials would not have been in the office for more than
grades 3-8 test materials did not fit in the locked storage cabinet. In that case, I would have placed
the remaining sealed boxes of tests next to the storage cabinet!. The tests are usually sealed with
office prior to the STAAR test dates. Only the head custodian, David Blakely, and myseif had a key
to my office door. I never leave my office door open or unlocked. If I leave the library area where my
office is located, I close my office door, which locks automatically. To my knowledge, I am the only
the students for the STAAR. i did what i was supposed to do as far as securing the test materials and
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasf'sdorg
1 of 2
Dallas
Independent
School
District
Mike Miies
To the best of my knowledge and belief, ! have furnished Inspector Lyle with all documents or items in
have not revealed. There is no other information that inspector Lyle has not asked me about, and
Before me a notary public, on this 10th-day of September, 2013, personally appeared, Toni Crawford,
and correct.
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daKasisd.org
2 of 2
W5-1
Dallas
independent
Mike Miles School
D
Date: / * - , z M i . i S
c q c g m & J .. , am giving this statement to Gilbert Chiquito, who has
identified himself as an Administrative Investigator with the Dallas independent Schooi
District and is conducting an administrative investigation. I have been directed to submit this
Administrative Statement as stated by School Board Policy DH (LOCAL), describing my
actions or any knowledge that I have of the incident. I understand that failure to do so may
subject me to disciplinary action up to and including possible termination from employment
with the Dallas Independent School District. 1further understand that any information or
evidence gained through this statement cannot be used against me in any criminal
proceedings, except that I may be subject to criminal prosecution for the charge of perjury
for any false state me nt(s) I make.
I also understand that t am required to be truthful in my responses and/or statement(s) that I
give and if it is determined that I have been untruthful in my responses, I could be subject to
disciplinary action up to and including termination from employment with the Dallas
Independent School District.
"The employees failure to comply with the directive constitutes insubordination, a violation
that will be grounds for disciplinary action up to and including termination."
"When directed by an administrator or a District investigator, an employee shall submit a
notarized affidavit. Intentional falsification, misstatement, or the concealment of a material
fact in connection with an administrative investigation shall be deemed as providing
untruthful statements and can be grounds for disciplinary action up to and including
termination."
I understand that this investigation is CONFIDENTIAL and should not be discussed with
others on my campus and/or administration. I may, however, discuss this case with my
legal representative, in response to this request, I submit the following to Inspector Gilbert
Chiquito:
/ ,
3700 Ross Ave,
Dallas, TX 75204
<972) 925-3700
www.dailasisd.org
Mike MBes
ledependeal
School
District
Dallas
Affidavit
Date: June 12, 2013
The State of Texas
County of Dallas
Before me, Gilbert Chiquito, personally appeared Lenora Coleman, resident in the County of Dallas,
State of Texas, on this day at the Dallas Independent School District's Office of Professional
Responsibility, who after being duly sworn, on oath, affirm and says:
I have been with the district for 15 years. I currently teach 5mgrade reading/language arts. My
employee number is 034340.
I attended training for the STAAR test administration on March 26, 2013 and May 9, 2013 for
the May STAAR administration. I initialed and dated the Oath of Test Security and Confidentiality for
Test Administrator on March 26, 2013. I also reviewed initialed and dated the seating chart for the
math test administration on April 2, 2013.
I was trained as a test administrator artd took an oath to follow the instructions according to
the test manual script which stated the name of the subject and what students were to do to get
started. The students were told to answer the best that they could and that I would not be allowed to
help, only than with directions.
Once students were testing, I picked up the manual to read the directions again to mysetf. I
offered no additional Instructions or provided assistance to any of the students.
The strategy that I use with my students throughout the year is to answer all questions 1st in
the test booklet before going to the scantron to bubble their answers. On test day I told my homeroom
students to use their strategies and good luck prior to moving to my testing group. On the day of the
test, there is no movement of students coming to me before bubbling in their answers. All instructions
on the day of the test are read from the test manual. I did not give additional instructions or reminders
to students to answer questions first in the booklet and then bubble the answers on scantrons prior to
testing.
In general! have had students ask me questions during tie test or comment that they do not
understand, and I have told them that I can only help them with the directions and to do the best that
they can.
On the day of the test, I did not point or verbally ask students to go back and look and any
problem again.
3700 Ross Ave.
Dallas, TX 75204
(S72) 925-3700
I of 2
www.daiiasisd.org
Dalles
Independent
School
District
Mike Mites
I have read every paragraph of this affidavit, i have made corrections where necessary initials)
To the best of my knowledge and belief, I have furnished Investigator Gilbert Chiquito with all
documents or items in my possession that relate to the questions asked of me. There is no other
relevant information that I have not revealed. There is no other information that Investigator Gilbert
Chiquito has not asked me about, and which I know I should provide regarding this matter, 1hereby
swear and affirm that my statements above are true, accurate, and complete, to the best of my
knowledge.
Before me a notary public, on this 12thday of June, 2013, personally appeared, Lenora Coleman,
and correct,
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallastsd.org
2 of 2
Dallas
Independent
School
District
Mike Miles
I, Lenora Coleman am giving this statement to Chris Lyle, who has identified himself/herself as an
from employment with the Dallas Independent School District, i further understand that any
I also understand that I am required to be truthful in my responses and/or statements)'that I give and
if it is determined that i have been untruthful in my responses, I could be subject to disciplinary action
The employee's failure to comply with the directive constitutes Insubordination," a violation that will
Time: *7 H &
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dalfasisd.org
Mike Miles
Indcpcndcnt
Sclool
District
Dallas
Affidavit
The State of Texas
County of Dallas
Before me, Chris Lyle, personally appeared Lenora Coleman resident in the County of Dallas, State
of Texas, on this day at the Dallas independent School District's Office of Professional Responsibility,
who after being duty sworn, on oath, affirm and says:
I reside at 9607 Timberleaf Dr Dalias, TX 75243 and my telephone number is 972-749-3900.
i am a 4 ( l grade teacher at Umphrey Lee Eiementarv!School. Last year I taught^Jf-grade reading
language arts. Last school year I administered the4M grade STAAR math retest I used Kamico to
prepare my students for the reading STAAR. I also used STARR release tests to prepare my
students for the reading STAAR. I am not aware of any other material that I would have used to
prepare my students for the 2013 reading STAAR. I was pieased with my students reading STAAR
scores. The scores were what I was expecting my students to receive on the STAAR. I have no idea
what the students would have meant if they said they had seen the same problems in my class that
were on the STAAR. I would have never told my students that they may see some of the same
problems or passages on the STAAR that we worked on in the classroom. On the day of the 2013
STAAR math retest, I read from the test administration manual directions and distributed the testing
materials to the students, During the test I walked around the classroom up and down the aisle. I was
just making sure the students were working on the test. I did not point at any of the students STAAR
test booklets. I did not tell the students to look at their answers again. I did not talk to students
during the STAAR. ! do not recall if any of the students raised their hands or asked any questions
during the 2013 math retest, if they did I would have toid them that I could only help them with the
directions and to do the best they can.
have not revealed. There is no other information that Inspector Lyie has not asked me about, and
I have read every paragraph of this affidavit. I have
3700 Ross Ave.
Daiias, TX 75204
(972) 925-3700
1 Of 2
www.dallasisd.org
Dallas
Independent
Mike Miles School
D
Before me a notary public, on this 11th day of September, 2013, personally appeared, Lenora
Coleman, known to me to be the person whose name is subscribed to the foregoing affidavit and by
me first duly sworn, declared that under penalties of perjury, that the statements therein contained are
true and correct.
Notary Pt
Chris l i Lyf^]|
Vc Notary Public, J
..Stat of Texas f
f o-:o! f
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dailastsd.org
2 of 2 mil
W6-1
Dallas
Independent
Mike Miles School
Superintendent of Schools Disiiici
D
Student Statement
Name:
Date: 0 9 / 0 V / / 3 Student
I am a^plrgrade student at Dallas ;SD^ M M p ^ H p | | p | p ^ H H M | H l f ^ a s t year! was a
^Hj^grade student and attended Umphrey Leetiementary School. Ms. T yier was m y grade math
teacher. Ms. Coleman gave us the^jjfcrade STAAR math retest. About twenty of thS^jjpgrade
STAAR math retest questions were exactly the same as the ones we worked before the test in Ms.
Tyler's classroom. We practiced the problems in Ms. Tylers classroom about two weeks before the
STAAR math retest. Ms. Tyler told us to practice those questions because they were going to be on
the STAAR. I was happy when I saw the same problems on the math STAAR retest that we had
worked in Ms. Tyler's classroom. During t hlj jpgrade STAAR math retest Ms. Coleman walked
around the room and pointed at our answers in the math STAAR test booklet if we had the wrong
answer. Ms. Coleman then pointed to the correct answer in our test booklet and we changed our
answers in the STAAR math retest booklet. I thought what Ms. Coleman did was wrong because we
need to know how to do math and she should not have given us the answers on the STAAR.
Page
Student Signatu
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Of pages
Witness:
y / o i / iQO13
Clfig i i iyl'
Nfc*sy ftatoSk,
W7-1
Mike Miles School
Superintendent o f Schools Di s tr i c t
Dallas
Independent
Student Statement
Date: Q M Student ID#: Name:
I am a^flNi grade student at Dallas Last year I was a
^ | g r a d e student and attended Umphrey Lee Elementary School. Ms. Tyier was myj(Jgrade math
teacher. Last year I took th^^Jpgrade STAAR math retest. Ms. Coleman gave me the STAAR math
retest. I remember about twelve of the problems on the STAAR math retest were the exact same as
the ones we worked in Ms. Tylers classroom. We worked on the same problems that were on the
retest all school year, but about a week before the test Ms. Tyler told our class that we may see the
problems on the math STAAR retest. Ms. Tyler handed the questions out to us in class. We worked
the problems and got the answers. We then handed the questions back to Ms. Tyler. The questions
I remember seeing on the STAAR were in the same order as the ones we were given by Ms. Tyler in
our classroom. To me the questions Ms. Tyler gave us in class looked like they could have been
copied from the STAAR test booklet. When I saw the same questions on the STAAR math retest that
we worked in Ms. Tylers classroom, I was kind of happy because I knew the answers. While we
were taking the math STAAR retest, Ms. Coleman walked around the testing room and told us to look
at our answer again. To me, Ms. Cofeman meant that I had the wrong answer in my test booklet and
I should change my answer. I do remember changing some of my answers after Ms. Coleman told
me to look at my STAAR math answer choices.
Page I
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
vww.dallasisd.org
of pages
Witness:
mat
2.0/ j
Chffc H. lyte
HZ f i t } Not,iry Pufctte.
St*t* ofT#,u* I
Cercra. xp, {0-2CM3;
W8-1
Dallas
Independent
Mike Miles School
Superintendent of Schools D i s t r i c t
D
Student Statement
I am af f i p j f i rade student at Dallas Last year 1was a
djprgrade student and attended Umphrey L^tSmentery School. Last year my math teacher was
TO Tyler. I remember taking the STAAR math retest with Ms. Coleman. Most of the problems we
were given on the STAAR math retest were the same as the ones we worked in Ms. Tylers
classroom before the test We worked the same problems in class about two days before the STAAR
that were on the STAAR math retest When 1saw the same problems on the STAAR math retest that
we had worked in the classroom Jwas happy because we had already worked out the answers in Ms.
Tylers classroom. The srobtems we were given by Ms. Tyler looked like they could have been
photocopied from tha|J(Pferade STAAR math test booklet, because the questions looked exactly the
same and were in thalime order as in the STAAR test booklet During the STAAR math retest, Ms.
Coleman walked around the ciassroom and pointed at students answer choices. If a student had the
wrong answer, Ms. Tyler shook her head arid pointed to the correct answer During lunch after the
STAAR math retest, studenfi^JMIMMNfl^ me that. Ms. Coleman had been giving her the
answers on the STAAR. I thought it was not right for Ms. Coleman to give a student an answer on
the STAAR, because if Ms. Coleman was wrong she couid cause a student to fail the test
Page \
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallastsd.org
W9-1
Mike Miles School
Dallas
Independent
Student Statement
Name: Date: H r r / / S Student ID#:
I am aM|rgrade student at Dallas Last year j was a
||p|(rade student and attended Umphrey L^^tementa^^ôoLM^Tylerwas m^Bjfcrade math
teacher. Ms. Coleman was my reading language arts teacher. Mr. Shepard gave melie STAAR
covered in Ms. Colemans classroom. The answer choices we(e also the same. Those questions
STAAR reading test that we worked in the classroom. We worked on the questions in class before
the STAAR and exchanged papers to check our answers. I remember seeing about three STAAR
math questions that were the exact same as the ones we worked in Ms. Tyler's classroom. 1do not
remember Ms. Tyler telling our class that we may see those problems on the STAAR. 1do remember
Mr. Shepard walked around the classroom during the STAAR, but I did not see him help any of the
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daHasisd.org
| State eflfesa* |
' Comm.Exp,I0-2SM3?
W10-1
Dallas
Indcpcndcnt
Mike Miles School
Name: Date: Student!
I am ajj$fcgrade student at Dallas ^ sl f n | H | M | H M Vear! W3S 3
((Parade studentand attended Umphrey tê EimeMafy'B'cR551"19f%! Tyle r was my math teacher
last year, Ms, Coleman was mpjplgrade Language Arts teacher. Ms. VViiiis gave me t h e j grade
STAAR math and reading retests. I remember seeing three or four questions on the math and
reading STAAR retests that were the same as the ones we worked in Ms. Tyler and Ms. Colemans
the exact same as the problems we worked before the STAAR in Mr. Shepards classroom. Ms.
Coleman, Ms. Tyler and Mr. Shepard use a projector to practice the problems before the STAAR. I
remember Ms. Willis walked around the class during the STAAR. She was just making sure no one
W11-1
Indcpndcnt
ScIiotI
Distvict
Oalie
Mike Miles
Student Statement
reading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me thejjpgrade STAAR
reading retest When I took the first STAAR reading test about six of the problems were the same as
the ones we worked in Ms. Colemans classroom. I remember Ms. Coleman told our class before the
STAAR that some of the questions we were working in class might be on the STAAR. We also
worked the same problems in Ms. Tyler's class that we worked in Ms. Colemans classroom. Six of
those problems were the same as the ones I later saw on the reading STAAR. I remember Ms. Tyier
walked around the room during the test but I did not see her help any of the students with the STAAR
answers.
www.dallasisd.org
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
Student Signatur
Page
W12-1
Mike Miles
Dallas
MependeM
Sclool
Disiiici
Student Statement
Nan Date: Student J
frade student at Dallas ISOs .ast year I was a
StfPr grade student and attended Umphrey Lee ElemlnMrySCT^^n^îeman was myfppgrade
reading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me th^jfljRjrade STAAR
reading retest I remember seeing about ten problems on the|||jflgrade STAAR reading retest that
were the same problems that we practiced in Ms. Coleman's class before the STAAR. ! remember
Ms. Coleman told our class that we might see some of the same problems on the STAAR that we
were working in the classroom. When I took the STAAR reading test I was surprised to see some
questions on the test that we did not go over in Ms. Colemans class, Ms. Tyler walked around the
classroom during the STAAR reading retest and looked at our test booklets. I did not see Ms. Tyler
help any of the students with answers on the STAAR.
Page,____I of I pages
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Student Signa ritness; 1*013
Dallas
Mependent
Mike Miles School
Superintendent of Schools District B
Student Statement
j f l K r a d e student and attended Umphrey Lee Elementary School. Ms. Coleman was my^p^rade
reading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me the^j^pgrade STAAR
reading retest. I remember about two or three of the problems on the STAAR reading retest were the
same as the ones we worked before the test in Ms. Colemans ciassroom. I do remember Ms. Tyier
walked around the classroom during the STAAR reading retest, i did not see her provide help with
the answers to any of the students.
Da!!as
Indcpcndcnt
Mike Miles S c M
Superintendent of Schools Distvict D
W14-1
astyeaUwasa
Ms. Tyier was my j | y grade math
jrade student at Dallas ISD ____
student and attended Umphrey Lee Elementary School,
i&acher at Lee Elementary. Ms. Coleman gave our class the STAAR math retest I don't remember
seeing any of the same problems on the math STAAR retest that we also covered in Ms. Tyler's
class. I dont remember what Ms. Coleman did during the STAAR math retest. I did not see Ms.
Coleman help any of the students with the STAAR math retest answers.
The information provided in this statement is true and correct to the best of my knowledge and belie!
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Witness:
J l a y !
C h i l i , lyi
Notary PubKc, |
# Stas# of U n t il 1
f S Z S & r Cerem. f 3 %
W15-1
Dallas
Mike Miles School
Superintendent of Schools D i s t r i c t D
Student Statement
Na Date: j Student I
J am J j p r a d e student at Dallas year I was a
Ijpji^raGestudent and attended UmphreyX|g"Elementary S c ^ l ^ T v ^ r w a s mnBhfarade math
tocher. I think Mr. Johnson gave me t h M f c r a d e STAAR math retest but 1am notWsure. I do
not remember seeing any of the same problems on the STAAR math retest that we worked in the
classroom. I remember Mr. Johnson walked around the room during the retest, but he did not help
any of the students with the STAAR math answers.
Page
Student Signatu
3700 Ross Ave
Datias, TX 75204
(972) 925-3700
www.daflasisd.oig
of pages
Witness:
CbfteliM HI
H &stt mmc, I
Seats ofTtaa f
' Comm. Sap. 104IM 31
/ o i /bo 13
W16-1
Lyle, Chris H
From: Ware, Aaron P
To: Byers, Karen S; Lyle, Chris H
Chris,
incorporated items-which would be illegal as they are still copyrighted.) However prior to testing these items are
Cheers,
Aaron
Aaron Ware
Director
972-925-6402
AwarePdallasfs&OKi
To; Lyle, Chris H
Cc: Ware, Aaron P
I will answer that by saying "I surely hope that was not possible'. I have no idea where they get their sources? I have
From: Lyle, Chris H
To: Byers, Karen S
Karen,
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
1
intended recipients) and may contain confidential student and/or employee information. Unauthorized use
CFR Part 99, 19 TAC 247.2, Texas Government Code 552.023, Texas Education Code 21.355,29 CFR
1630,14(b)(c)). If you are not the intended recipient, you may not use, disclose, copy or disseminate this
2
Bite Isdepeadest ScM District
DELIVERY TICKET
SERVICE CENTER I
BOX 144
TO: LEE (175) ___________________
ROUTE: G04__________________
RisjfT o s f t v STAAR 5/8 Re-Test Books 1
II
BOXES: 1 i l V E l L O P E l J l i I f
DFIIVEr DATE: ! 5/7/2013.......................... ,
[j
SKID: 0
j
.. . |
1
TRUCK DRIVER SIGNATURE ;|
1
il
PRINTED NAME SIGNATURE
------------------ ------------ -------------------- ----- ----------- ------- - --- ---------------------------
DATE if
SCHOOL.,DEPARTMENT SIGNATURE DATE
O-AoekdA \klaoeZ 5 - 7 ^ 2 0 / 3
PRINT! NAME * SIGNATURE'
OFFICE OF
PROFESSIONAL
RESPONSIBILITY
School
District
Dallas
Independent
To:
From:
Donald R. Smith, Jr
Case Number: 11347
HIGHLY CONFIDENTIAL
Mike Miles
Superintendent of Schools School
Distvict
Dallas
Independent
D
RE: BENJAMIN, Monica #19864
Teacher
Case Number: 11347
Suite 804
(972) 925-8864
or the Chief Compliance Officer.___________________________________________________________
HIGHLY CONFIDENTIAL
Table of Contents
Section Page
Executive Summary................................................................................................ ............. 4
Background........................................................................................................................... 5
Allegation............................................................................................................... 5
Employee Status.................................................................................................... 5
Conclusions.......................................................................................................................... 12
List of Witnesses and Exhibits.............................................................................................. 14
RE: BENJAMIN, Monica
#19864
Case Number: 11347
HIGHLY CONFIDENTIAL
3 of 15
Executive Summary
Based on the evidence obtained during an Office of Professional Responsibility investigation, the
allegation that Monica BENJAMIN, a teacher at Dallas ISD's Umphrey Lee Elementary School,
committed a serious testing irregularity while serving in the capacity of a test administrator for an
April 2013 administration of the Texas Assessment of Academic Readiness (STARR), is
substantiated. BENJAMIN, in violation of state and District testing procedures, viewed secure test
content and assisted students with their responses to questions on a 201 S^Jj^grade
mathematics STAAR. The initial discovery of anomalous (high) scores received by students that
had been tested by Benjamin was supported by student witness statements that BENJAMIN has
assisted them with responses to the STAAR test questions, and Benjamins admission that she
had looked at the students STAAR answers In their secure test booklets. Benjamins conduct was
a violation of District policy.
RE; BENJAMIN, Monica
#19864
Case Number: 11347
HIGHLY CONFIDENTIAL
4 of 15
#19864
Case Number: 11347
Background
It was aiieged that Monica BENJAMIN a teacher at Dallas ISDs Umphrey Lee Elementary School may
have committed a serious testing irregularity while serving in the capacity of a test administrator for an
April 2013 administration of the Texas Assessment of Academic Readiness (STARR). (W1-1. Case
Assignment)
Employee Status
Monica BENJAMIN is a contract employee with the Dallas ISD. BENJAMINScontract expires in
June 2014. (W2-1. BENJAMIN Oracle Report)
Employee is on Administrative Leave: ^ Yes
The STAAR
STAAR is a state assessment created to measure grade 3*12 students' knowledge of concepts in the
core subject areas. The grade 3-8 tests measure students mastery of grade-relevant core subject areas,
On April 23, 2013, the District administered the grade J mathematics STAAR. (W2-2. STAAR
Resources Texas Education Agency Website) (W2-3. STAAR Calendar) (W2-4. Glossary of Terms)
According to the STAAR Test Administrator's Manual, testing irreguiarities are defined as incidents
Agency as falling in one of two categories-serious and procedural. (W2-5. Test Irregularities, Pa 20
STAAR. Test Administrator Manual)
HIGHLY CONFIDENTIAL
5 of 15
mviewing secure test content before, during, or after a test administration (unless specifically authorized
m discussing secure test content, student responses, or student performance
Umphrey Lee Elementary STAAR Results
sufficiently anomalous results that may warrant further investigation. The Evaluation and Assessment
report is summarized below: (W3-1. Statistical Anomaly Analysis)
Mathematics and reading 2013 STAAR scores were examined at the schooi and classroom level. A
was conducted on the 2013 STAAR scores for ail students in the District at each grade level. For the third
and fourth grades, Iowa Test of Basic Skills (ITBS) was used in lieu of STAAR testing for the previous
scores.
The resulting student test residual scores were aggregated by class and converted into standardized
average standardized residua! two standard deviations or more above the mean were selected for further
Students scores were then examined for each of the identified classrooms. In the case of schools that
couid not be identified as testing by classroom, the school was examined as one body. Each students
anomalous gain were identified. For cases where classroom data were not available, if a school had a
from the school. Classrooms or testing rooms with 50% or more of the students having anomalous
a sufficient number of anomalous STAAR scores to warrant additional investigation. Specifically,
Umphrey Lee Elementary Schools student mathematics cl assroomljjd is played a high number of
anomalous results on the April 23, 2013, mathematics STAAR.
The following chart contains abreviated data from the attached spreadsheet document prepared by the
Districts Evaluation and Assessment Department. The chart depicts the amount above the District mean
that each of the selected students tested by Monica BENJAMIN received on their 2013 mathematics
STAAR in comparison to District students that received the same math score in 2012 as BENJAMINS
tested students. (W3-2, Spreadsheet Analysis)
#19864
Case Number: 11347
HIGHLY CONFIDENTIAL
6 of 15
#19864
Case Number: 11347
Monica BENJAMIN April 23, 2013 Class^j|Math STAAR Administration
Initial Interviews
Additionai investigation of Umphrey Lee Elementary Schools mathematics classroom^^STAAR results
was recommended and just prior to dismissal of students for the 2012-2013 school year, the Districts
State and National Assessment and the Office of Professional Responsibility (OPR) conducted initial
interviews with Umphrey Lee Elementary School staff and students.
In a June 11, 2013 interview, Umphrey Lee Elementary Schooljp^grade student^^ppll^llLadvised
OPR that he had been administered a test by Teacher Monica BENJAMIN. According to testing records
obtained by OPR, | | H | | | w a s not listed as a student in Teacher Arrkeenah Williams classroomm the
class testing records indicated BENJAMIN was scheduled to serve as the test administrator. Student
| | | i | i | n a m e also did not appear on the seating chart for Teacher BENJAMINSadministration of the April
23, 2013 mathematics STAAR. Student^Bjlj^ted vised OPR, however, that he had been administered a
test by BENJAMIN. According to student aêr he handed his test booklet to BENJAMIN, he was
called to her desk and advised of the problems and corresponding page numbers of the answers he
needed to correct. (W4-1. BENJAMIN Test Schedule) (W4-2, Arrkeenah WillisjjBMMBpBteStudents^
(W4-3. Monica BEN 1AH i H ^ | | | | ' i i l/lath STAA~f TSeating Chart) (W5-1 Mer^'^'dum
of interview)
Investigators Note: The initial interviews were not limited to the Umphrey Lee Elementary School
student ^ f U f f f f f r o r mathematics classroom^fksince there were additional grades, subjects, and
classroomsWaTwere identified by Evaluation and Assessment with anomalous STAAR results. It was
during those initial interviews that student reported receiving assistance on a test. This report of
investigation, however, is limited in scope to Umphrey Lee Elementary School mathematics classroom
anomalous STAAR results.
HIGHLY CONFIDENTIAL
7 of 15
OPR conducted an initial interview with Teacher BENJAMIN on June 12, 2013. BENJAMIN provided OPR
with a sworn affidavit on that date that included an admission by BENJAMIN that she had on April 23,
2013, viewed secure state test materia! when she skimmed through a|JJ|grade mathematics STARR
test booklet. BENJAMIN stated in part:
On April 23, 2013 I administered the^pPgrade STARR (sic) Math Test. After passing out
the answer document and test booklet, students were instructed to record the booklet
number on their answer document. I asked if there were any questions, if not, the
students then proceeded with the rest of the test. After a student was finished, they raised
their hand to inform me that they were finished. I told the students to go back to any
problems that they might not be sure about before filling in the answer document so that
they did not have to erase on the answer document. If they were sure that they were
finished, I skimmed through their booklet to make sure that ail of the questions had been
answered. If they were not answered, I informed the student that they needed to make a
choice, otherwise, it would be marked wrong. After the student reviewed their booklet, the
student then proceeded to bubble their answer document. (W6-1. BENJAMIN Initial
Affidavit)
assigned test administrators. Crawford stated she had been informed by the Districts State and National
Assessment that there were some anomalies with the Umphrey Lee Elementary School|J(i;grade
mathematics STAAR results. Other than the District advisement, Crawford stated there were no test
irregularities reports received by Crawford with respect to administration of the 2013 STAAR. Crawford
provided OPR with copies of sign in sheets, rosters, seating charts, oaths, and material control forms
associated with Teacher Monica BENJAMINSadministration of the April 23, 2013,jppfgrade
mathematics STAAR. (W4-4, Crawford Affidavit) (W4-5. Training Sian In Log) (W4-6, BENJAMIN. Oath
of Test Security and Confidentiality) (W4-7, April 23. 2013 Material Control Form) (W4-2) (W4-3)
The documentation provided by Test Coordinator Crawford indicated BENJAMIN had attended a STAAR
test training meeting on April 17, 2013. An Oath of Test Security and Confidentiality was initialed and
signed by BENJAMIN on the same date. BENJAMINSsignature affirmed that she was aware of the
procedures for state assessments and understood her obligations concerning the confidentiality and
security of the tests. (W4-5) fW4-6)
A STAAR materials control form was initialed by BENJAMIN on April 23, 2013, the scheduled date for the
Districts administration of the^JJpgrade mathematics STAAR. The form indicated BENJAMIN was
issued and took possession of twenty state test booklets on that date and the booklets were returned and
signed back in by Test Coordinator Crawford on the same day. fW4-7)
A test administration seating chart displaying BENJAMINSname was reviewed by OPR. The chart, dated
April 23, 2013, listed the names of twenty students and was consistent with the number of test booklets
that the materials control form indicated had been issued to BENJAMIN. The back portion of the form
displayed the classroom seating positions of the listed students. (W4-3)
Arrkeenah Willis is a jjJPgrade teacher at Umphrey Lee Elementary School. OPR reviewed the students
on Willis Class ^Jroster and compared them with the students listed on BENJAMINSApril 23, 2013,
#19864
Case Number: 11347
HIGHLY CONFIDENTIAL
8 of 15
r e p o r t o f i n v e s t i g a t i o n
l ( ( f e rade mathematics STAAR seating chart. The comparison confirmed that the students listed on
BENJAMINSSTAAR seating chart were Willis class^J'students. (W4-2) (W4-3)
investigation by the Districts Office of Professional Responsibility. Upon resumption of the 2013-2014
school year, OPR interviewed students identified by testing records as having been administered the April
23, 2013,l4HVgrade mathematics STAAR by Teacher BENJAMIN. The interviews were conducted in an
attempt to explain the anomalous Ciassjfenathematics STAAR scores. (W1-1)
#19864
Case Number: 11347
The following students were identified from testing records as students that were enrolled in Arkeenah
Willis classJjpand that were given the^Jpgrade mathematics STAAR by Monica BENJAMIN on
April 23, 2013. The students were randomly selected and interviewed by OPR. The following are
excerpts from the students signed statements:
I do remember Ms. BENJAMIN told us to look at our answers again. When Ms. BENJAMIN
told us to look at our answers again, I thought it meant 1may have had the wrong answer.
After Ms. BENJAMIN told me to look at my answers again, I did change my answers. I
remember Ms. BENJAMIN told me to look at my answers maybe two or three times during
the Math STAAR. I do remember seeing the same problems on the Math STAAR that our
class worked in Ms. Willis ciassroom. Ms. Willis gave us the problems and answers in our
packet before the STAAR. We also worked the problems that I later saw on the Math
STAAR on an overhead projector in Ms. Willis classroom. Ms. Willis told us to remember
the answers to the problems, so when we worked them again she could tell who was
paying attention. I remember working the problems in Ms. Willis classroom about a week
before the Math STAAR. When I saw the same problems on the test, I thought Ms. Willis
had just prepared us for the STAAR. All of the problems on the Math STAAR were the
same as the ones we had worked in Ms. Willis classroom, except for some on the last
couoie of oaoes in the test booklet. fW71. JMHHfcStatement)
Investigators Note: The allegation by students that Teacher Arrkeenah Willis provided them with
inappropriate assistance on the STAAR was addressed in a separate OPR Report of Investigation.
During the math STAAR, Ms. BENJAMIN walked around the classroom and pointed to
answers in our math STAAR test booklet. She told us some of our answers were wrong.
Student Interviews
[Statement)
HIGHLY CONFIDENTIAL
9 of 15
#19864
Case Number: 11347
During the math STAAR Ms. BENJAMIN walked around the classroom and looked at our
answers in the test booklet. If we had a wrong answer she told us to do it again. I did
change some of my math STAAR answers after Ms. BENJAMIN told me they were wrong.
i1*'* 1 H B f ^
Ms. BENJAMIN walked around the ciassroom when we were taking the math STAAR and
told us to check an answer again as she pointed to an answer in our math STAAR test
booklet I did change some of my answers after Ms. BENJAMIN told me to look at them
again, because that is what I thought she wanted me to do. fWi0-1lMMMlM5tatement)
I do remember Ms. BENJAMIN walking around the classroom during the math STAAR and
telling us that we had the wrong answer. After Ms. BENJAMIN told me one of my
answers was wrong, I changed the answer in the test booklet. We did not bubble in our
answer document until we finished the answers in our Math STAAR booklet. (W11-1,
^ I W W f c S t a t e m e n t )
During the Math STAAR Ms. BENJAMIN walked around the classroom and pointed at
problems in our test booklets. Ms. BENJAMIN told us to fix the answer. To me, that
meant I was supposed to change the answer I had put on my test booklet and that is what
did. Ms. BENJAMIN only told each of us twice to look at an answer and fix it. If we got it
wrong the third time Ms. BENJAMIN did not say anything. (W12-1 . ^ pBfcStatement)
When Ms. BENJAMIN gave us the Math STAAR she did walk around and look at our test
booklets and tell us to look at the problems again. When Ms. BENJAMIN told me to look at
my answers in the test booklet I knew she wanted me to look at my answers and do the
problem over again. I saw Ms. BENJAMIN do the same thing with all of the students in the
classroom. I remember Ms. BENJAMIN coming to my desk two or three times to see if I
had the right answers on the Math STAAR. I did change some of my answers after Ms.
BENJAMIN told me to look at the problems again. I just did what Ms. BENJAMIN told me
to do. . i j f l B H ^ - tement)
The Dallas !SD may wish to consider forwarding a copy of this Report of Investigation to the TEA
HIGHLY CONFIDENTIAL
10 of 15
Teacher and Test Administrator Monica BENJAMIN was re-interviewed by OPR on September 12, 2013.
BENJAMIN stated she did not recall looking at any of the students STAAR answers and telling them
that their answers were wrong or that they needed to fix or do their answer again. The following are
excerpts from BENJAMINSaffidavit that is included as an attachment to this report: (W6-2. BENJAMIN
Affidavit September 12. 2013)
Last school year I administered t h e ^ ^ 9 rac*e math STAAR at Umphrey Lee Elementary
School. As I stated in a previous affidavit I did skim through the students f l M p grade
STAAR math test booklet at the end of the STAAR. I did that for the purpose of learning if
the students had answered all of the questions in the test booklet.
I do not think it was wrong that I looked at the students answers in their test booklet. It
has never been an issue before and I have done the same thing on benchmarks and other
tests. When I looked at the students STAAR test booklets, i was just making sure that the
students had answered every question and finished the test.
The students take a lot of tests during the year an$ are probably confused about the test.
On the other non-secure tests I made sure the students were applying all of their
strategies to get the right answers. On those particular tests I may have told the students
to look at their answers again or that a particular answer was wrong. I did not do that on
the^jMgrade math STAAR.
Relevant Policies. Procedures. And Statutes
follows:
1. Secure testing materials may not be duplicated. No unauthorized viewing of the contents
of test booklets or answer documents is permitted.
of an original answer document, nor may a person change any response or instruct a
student to do so.
#19864
Case Number: 11347
HIGHLY CONFIDENTIAL
11 of 15
#19864
Case Number: 11347
Testing irreguiarities (Selected Excerpt)
1. Incidents resulting in a deviation from documented testing procedures are defined as testing
result in the individual(s) responsible being referred to the TEA Educator Standards and
mtampering with student responses
permission from TEA
answer document. However, test administrators may not view or discuss individual test questions or
responses.
b No person may review or discuss student responses during or after a test administration unless
Conclusions
Based on evidence obtained during the Office of Professional Responsibility investigation, the allegation
that Monica BENJAMIN a teacher at Dallas ISDs Umphrey Lee Elementary School, committed a serious
testing irregularity while serving in the capacity of a test administrator for an April 2013 administration of
the Texas Assessment of Academic Readiness (STARR) is substantiated. The anomalous Umphrey Lee
Elementary School^JJ^rade math STAAR scores discovered by the Districts Evaluation and
Assessment Department were determined by the investigation to have been achieved, in part, as a result
HIGHLY CONFIDENTIAL
12 of 15
of BENJAMINSinappropriate assistance to students during the test. BENJAMiNs assertion that she had
looked at the students test booklets, but had not assisted the students with their answers was not
supported by the evidence obtained during the investigation. Students tested by BENJAMIN advised
OPR that BENJAMIN had told them during the test that their answers were wrong, and in response they
had changed their STAAR answers. Both acts, providing assistance to students with responses to test
questions, and viewing secure test content during a test administration, are categorized as serious test
irregularities. BENJAMINSactions were violations of District policy and state testing procedures.
#19864
Case Number: 11347
Forwarded:
Norman R. Epstein
Director
HIGHLY CONFIDENTIAL
13 of 15
#19864
Case Number: 11347
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
Responsibility
1 Netclaim, Case
Assignment
Responsibility
1 BENJAMIN, Oracle Report
2 STAAR Resources TEA Web
Page
3 STAAR Calendar
4 Dallas ISD My Data Portal,
Glossary of Terms
5 Page 20, STAAR Test
Administrator Manual
Evaluation and
Assessment, Dallas
ISD
1 Anomaly Analysis
Report
2 Class j|||Math STAAR Results
Spreadsheet
Lee Elementary, Dallas
ISD
1
BENJAMIN, STAAR f m *
Grade Math Schedule
2 Arrkeenah- Willis,
students
3 BENJAMIN STAAR Seating
Chart
4 Affidavit
5 Test Training Sign In Log
6 BENJAMIN Oath of Test
Security
7 Material Control Form,
4/23/2013
W5
School, Dallas ISD
1 Memorandum of Interview
HIGHLY CONFIDENTIAL
14 of 15
#19864
Case Number: 11347
W6 Monica BENJAMIN,
Teacher and Test
Dallas ISD
1 Initial Affidavit, 6/13/2013
2 Affidavit, September 12,
2013
W7
Umphey Lee Elementary
School
1 Signed, Notarized Statement
W8
School
W9
School
W10
Elementary School
W11
Elementary School
W12
School
W13 1
School
HIGHLY CONFIDENTIAL
15 of 15
Case Number: 11347
Case Summary
Status: | In Process
Risk:....... ||
Priority:
Due Date:
Summary: Assigned to Inspector Chris Lyle. 6/26/13 j
Case Descri pt i on
Based on statistical analysis by the District s Evaiuationang Assessment Department, and OPR preliminary
interviews with Umphrey Lee Elementary students and||jjfgrade Teacher Monica Benjamin, there is reason
to beiieve that Benjamin whiie serving in the capacity of a test administrator committed a serious test
irregularity during the April 2013 State of Texas Assessments of Academic Readiness (STARR). Benjamin
has been alleged to have directly or indirectly assisted students with responses to test questions. By her
own admission, Benjamin has admitted to viewing secure test content an act that is also classified by TEA as
a serious test irregularity.
Invest i gat i on information
Interna! Case Number 11347 BENJAMIN, MONICA
Method Of Intake /Hotline Phone
Source Code Hotline Phone
Reported Party Name MONICA BENJAMIN
Reported Party Employee ID j
Reported Party Position ;Teacher :|
Discipline Recommendation |
i'egarfevtew . ... ' ............ / ................ |..................................
Case Types..
Case Type Case Class ( Description ;| Date Applied j
Cheating on Standardized Tests Fraud/Theft 1 [ 6/26/2013 4:34:25 AM |
. 1. ................. .......................... --I ........ .. ... . . .
Events
No Results
W1-1
https: //cm. netclaim.net/CaseD etails/Index/11347 6/26/2013
Involved Parties
Type First Name Middle Name j Last Name [Title | Description
Reported MONICA JBENJAMIN ( t e a c h e r I
Locations
Status Name Company Address City j State Country
Active UMPHREY LEE ); 7502 FAIR OAKS AVENUE DALLAS j| TEXAS: UNITED STATES
Peopl e on this case
First Name Last Name | Role |
Chris JLyle Computer Forensic investigator
Rel at ed finks____________________________.
No Results
Resol ut i on Inf o
No Results
Associ at ed cases ___________ .
[ Case Number __________
11348
https://cm. netclaim. net/CaseDetails/Index/11347 6/26/2013
IFemale
BENJAMIN
MONICA
EMPLOYEE. APPLICANT
-----
Employee 19864
Personal . Employment. Office Details. Applicant Background Further Name, Other Benefits
Birth Date
: Town, of Birth
Region of Birth
Country of Birth
Age S3
: * : Status .
Nationality
Registered Disabled
11-MAY-2009 09-QCT-1997 .N,
Address Picture Assignment Special Info Others.
U LEE ELEMENTARY
6000.TEACHER. CTU.TEAC
TEACHER.001 M. 187. MA. E187
175-U LEE ES
GRADE 3.Y.04-SEP-2002..
U LEE ELEMENTARY.TEACHER. CTU. 199-1
MONTHLY
ACTIVE
13864-2
PROFESSIONAL
Salary information . Supervisor Probation & Notice Period Standard Conditions Statutory information
Review Salary
Salary Basis jDSSD MONTHLY
Review Performance
Every 1 Year
30-AUG-2012
..2
Others
BN_HB STATE STIPEND INFORMATIO
DISD_LANGUAGE_PROFICiENCY ^
| HR_CONTRACT_STATUS >>
HR_HlRING_CHECKLtST
01-SEP-2013 Q4-JUN-2014 EDUCATOR|1{2014|ACCEPTED[|20-JUN-2
01-SEP-2012 04-JUN-2013 EDUCATOR|1 |2013||l|j
01-SEP-2011 04-JUN-2012 EDUCATORj1|2G12jACCEPTED||1S-APR-2
01-SEP-2010 04-JUN-2011 EDUCATOR|2{2012jACCEPTEDjj29-JUL-2f
01-SEP-2009 04-JUN-2010 EDUCATCR|2|2011|ACCEPTED||14-JUN-2
01-SEP-2008 04^JUN-2009 EDUCATOR|2}2010|AGEPTED||O2-APR-2
01-SEP-2007 31-MAY-2008 EDUCATQR|2|2QQ9[ACCEPTED||Q3-APR-2
01-SEP-2006 31-MAY-2007 EDUCATOR|2f20Q8|ACCEPTED[|04-APR-2
01-SEP-2005 31 -MAY-2006 EDUCATOR|2J2007J|H[
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Student: Assessment-Home { Assessment A-Z Directory } ContacLSMd^Ldssgssoi^t;
Beginning in spring 2012, t he State of Texas Assessments of Academic Readines s y;1
(STAAR) will replace the Texas Assessment of Knowledge and Skills (TAKS). The STAAR "
program-at grades 3- 8 will assess the same subjects and grades that are currently assessed p"-
on TAKS. At high school, however, grade-specific assessments will be replaced with 12 end- V .
of- cou rse (EO C) a ssessmen ts: A Igeb ra X, geo m etry, Algeb ra II, b lology, chem is try, physic s, k ".i 1' \ ^ r :
English 1, English ] I , English I I I , world geography, world history, and U.S. history. 1 ' ' '
The resources-on this website provide information and sample test questions^ familiarize Texas educators and the public with
the design and format, of-the STAAR assessments-. The information is intended to help educators understand how the ne^
STAAR-program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards, these resources are intended
to support, not narrow or replace, the teaching o f die TEKS curricuium.
Assessed Curriculum
Grades.3 - 8 English
Grades 3- 5 Spanish
EOC
Grades 3-8 English
Grades 3- 5 Spanish
cOC
Mathematics
s Assessing Process Skills
= Calculator Policy
" Graph-Paper
Griddsble Item Format
Reference Materials
Performance Level
Descriptors
.Raw -Sc.c^-^&T#aslgs:
r<^Mia9JKaradS3".ai.
Dictionary Policy
Test'Design
Schematic
Performance Level
Descr IptG-rs.
Grades 3-8 English
Gratte 3-5 'Spanish
EOC
Sdeaca
Assessing Process
Skills'
Calculator Policy
Griddable. Bgm
Format
Reference Materials
Performance: Level
Descriptors
- Assessing Process Skills
- ' Clarification on Social Studies TEKS
Perfetttia ncs Leve I:Des crlptors
S^miitSyiiMfiaoLgecfinis
Dictionary Policy
Rubrics
" Scoring Guides
Test Design Schematics
STAAR Progress Measure:
O p t i o n s .anri.Answers (PDF posted 07/12/13)
Questions and Answers (Coming Summer 2D13)
* Printable document
Web-based
Overview
SM8_5mdiU9iba,ElMh2Lt (PDF posted 04/05/13)
STAAR Media Toolkit
* STAAR Assessments Comparison Chart (PDf posted 11/04/11)
* STAAR Assessments for 2011-2012 (PDF posted 11/04/11)
Total Mandatary STAAR Testing Days (PDF posted 09/14/11)
STAAR: Brochures
- A Mew Assessment Model! PDF posted 10/15/10)
A Comparison of Assessment Attributes TAKS to STAAR1 (PDF posted 10/15/10)
W2-2
http://www. tea. state .tx.us/student, assessment/staar/ 8/1/2013
Sjst.ria.s- cfefemrsq 1.5percent grading policy for one year.
* 5 I M R..Staodard..SetltogJ^ta(MRgiK^(PDF posted 03/25/13)
STAAR Standard Setting Questions and Answers (PDF updated 01/29/13)
STAAR EOC Standard Setting Process: Overview fPDF posted 04/24/12}
=> STAAS Performance Libels and Policy Definitions (PDF updated 01/29/13)
11 STAAR. Performance Level Descriptors (PDF updated 01/11/13)
' Si AAR EOC Performance Standards Chart fPDF posted 04/24/12)
STAAR Phase-in Illustration (PDF Posted 01/29/13)
STAAR Assess men t-Related Graduation Requirements (PDF updsted 04/25/12)
*. TAKS Equivalent Information. (Bridge Study) Tables
Test Administration
STAAR Time Limits Policies and Pmrarj ures (PDF posted 12/22/11)
Presen rations
A STAAR Is Barn <WT.posted 12/13/11)
TEAiUodgte on the STAAR Program November SOU (PDF posted 11./07/11.)
' TTifi STAAR Tj-ek (PCT):
=SSUSSJ
" iftssibised Ct io icul um i ...... Bl uepr in t Released Test Questions
j Grade jj p c ^ i o a 1M a i t e i a & s 1Reading 1Mathematics
I Grade | R^sdina:( M l m & i f i s t Writ;;. I Resdina (Mathematics Wr-hc
Readinal Mathematics I Writirio
I ^ ^ ^ I f t e i d i n Q [ Mathematics j Science
f
| Reading 1Mathematics [ Science
Reaifrto'l Mathematics ! Science
1 Grade ^
L i a ! Ma&saa fet
E s d i a i i M i e a M f e
Mathsmsfe l'Writisg.
p.eadirta f Mathematics ! Wfiti'na :
ikadina t M s t i m e t i a t B M o a
; .... .......
i G r a d e jfteading I Mathematics | Science TSq.cbI
8 ..|Sufe
Is s ^ a !
jSoctal Studies:
Science -1 i t&Sidaa.' i Mathematics; 1Scisass i
G r a d e s 3 - 5 S p a n i s h A s s e s s m e n t s
r ~ T ' Assessed Curriculum Blueprint Released Test Questions
'Grade afRepins.1Mathematics Re&iiag I B s f c M i s s Reading . j. Mathematics j
i Grade 4.fReadino |
1
<
Z
I
.VlOiino. : Rodina. :j Mathematics j. Writinci
(Grade j j Science] Reading 1MtethemaliatiSCiSQffi Eeadjns. J Mattamat&s.. i i S d a x e
EOC A s s e s s m e n t s
English Language
Arts
Assessed Curriculum Blueprint
l a a f ^ U . ! eq o M l I I f o s l M j & e a & h i
i s ;i!ai
Released Test Questions
l^jghXfesadjoa
! to
wjitioa
English HI Reading 1.
Ignite
http://www.tea.state.tx. us/student.assessment/staar/ 8/1/201
Austin,.Texas, '78701
(512) 463-9734
Map 1 Site -Policies 1TEA Jobs
- STAAR Resources Page 3 of
h
Assessed Curriculum | Blueprint 1 Released Test Questions
Mathematics
1-AJgebrsJ | Geometry [ Algp^r j t| A'peara I \ Geometry [ 'aAtaebra I I Geometry [ Algebra II
JII - 'i^Ct-roj l ft
Science |Bioioov | cherristrv j physics A ^ v . 1G?mi arv VPi im s .. jpfiiosK. Siiiemistey i Saaks,
s | A ^ ^ 7 ^ WorM ' | Worid Geography i f wofirf Geography I
World His.isa 1 U.S History f Vfo.rS.d..History J U.S. History J World History i UiL.HiS.QK
Specific Resources for Students Receiving Special Education Services and English Lang uage
Learners
The STAAR program-in'Cfades a number of assessments that address needs of students receiving speciai education-services and
English tengusge '[earners (ELLs) who meet particular participation requirements.
Assessments for Students Receiving Speciai Education Services; STAAR Modified [ STAAR Alternate
o Assessments:for English language Learners: STAAR Spanish j STAAR L
For addition a! information, contact:
512/463-9536
Page iast modified on 7/31/2013 02:29:04 PtA.
Complaints ESCs
Compact with Texans Texas -Legislatu re
Frequently Asked-Questions TRAIL
Copyright Texas Education Agency (TEA).2007-2012
H i f f i a r / F a m f e
Where-dor Money Goes
Equal Gduesttohsl Opportunity
Governor's- Committee on: People with
Dissbliife
http: //www.tea. state .tx. us/student assesstnent/staar/ 8/1/2013
W2-3
STAAR
NOTES
Calendar of Events
EVENTS
ADMINISTRATION
^LATE APRIL ' MAY
' \ i .v" : *
^ y !''yvv.'. t ; ~ :
M't.i
Writing
*&?* H ' V
.y
Mathematics : -'4^|S3;G4^: ^ #1%GS3 '
Reading 4/3(65) '4/24(G3.:G4), 5> " : -6Z2635)>- ?
Science ; 4fi4(G5)' - r
'
8 2013 STAAR Test Administrator Manua!Grades 3-5
Glossary or Terms
This is a list of terms used in reports generated by the Dallas independent School District and the Texas Education Agency (TEA).
B C D E F G K I 3 K L ^ 1H 0 P Q R S T U v W X Y 2
Term Explanation
M .....
Academic Excellence Indicator System (AEIS) The " : . i H r.,-./ accountability system for
results of the ..: -.rs r ^ v. iv"u. : ? r :y:- ;y.
(2) exit level TAKS cumulative passing rates, (3)
indicators.
Acceptable Third best out of four possible ratings for a school given by the
"~y.: ri-v \ (7 > _as a part of the Ars:,.:vtv
ACP See v? Fs-r-r-:-.
ACT See ./-.'j ",.
AOA See - .- >
ADM See '-.Vs-!c. H -r* Ii ; ;if! j". i >, 05'' .
Admission, Review, and Dismissal (ARD) Committee Required, campus-based committee for each eligible student
individual evaluation to Referral for Full and Individual Initial
/_: -uz^r-. ; for each disabled
student.
Advanced Placement (AP) Courses A series of courses administered by the - v : t h a t
earn coliege credit in an AP course, students must
Advanced Placement (AP) Examinations National end-of-course examinations for students who have
AEIS See;-:?::" r/v. f -.a /stem ÂH.; Sj.
American College Test (ACT) College entrance exam completed by students in grades 11
and 12. This exam assesses students grasp of concepts in the
Adequate Yearly Progress (AYP) Federally-mandated measure of school- and district-level
AP Courses See -y-.o. i--y:er.-yy :> f;} ::oi
AP Examinations See ; " ;-:,'."T:env (AP) l / h r ' y o u y y .
ARD Committee See --.c.m:,-,.:.-.. '<-y\ey: yy- Dy r y -y y 'i . y . y : r: y - . .
Assessment of Course Performance (ACP) A set of district-developed, 2 hour standardized, criterion-
measures of student progress toward mastery of the
.. .-./e'lb'V r.y; i i n language arts,
At-Risk Student
AYP
AYT
S
C
Campus Improvement Plan (CIP)
Campus Instructional Leadership Team (CILT)
CEI
Chapter 1
CILT
CIP
Classroom Effectless index (CEI)
Cohort
College Board
being pregnant or currently a teen parent, being homeless, :
being a h- . student, being placed
that year.
school. See A : i ^ i i ; : \ T - h :f<:/-L. I ,.
See v^ r j y
See (-T).
request that are not ^ Tued E: -j .::- :y.L \ students.
meet all federal, state, and iocai mandates.
in the development of the . ,r r t t O: ; for
See
Former name of the federal educational program, T rj i ;
See
grade 4 results on this year's state reading exam. Cohort data
the next. See Zr.y^s.
-I'ih'-.-.'T- include the '.:.i: 'Xj o c ... and
the - . program, among others.
aopropriate norm- or criterion-referenced test. This "set
Cross-Sectional Comparison
CRT
Curriculum
D
District Number
Drop-Out
DSP
I
ELATest
English Language Aits (ELA} Test
ESL
Exemplary
concepts on specific content area. For example, the -
c; (7r;-,Av ! is a criterion-:
referenced test.
example, a comparison of iast year's grade 3 students'
students performance on the state reading exam. See .
See T
District-created test that covered every l~..
ir':!!1? &'?.} student expectation. The Spanish
version of this testis ' .
This test is no longer administered in Dallas iSD.
The six-digit number for Dailas ISD assigned by the 7. j .-
zq uj sVO; A ? ; "> . 057905.
Students who have left Dallas iSD as identified by the ~ - -
/--i7=:cv H'E' . Drop-out information fags behind one
who ieft Dallas ISD and enrolled in another school district in
Texas.
See ' - 0 ; ^ ; .
t;cc- ---'.y-'V ;'r ' ; nomenclature for low socio
economic status students used for the - Z
A : 1:a ' : . - E: :. Economically disadvantaged are
coded as 1 (Eligible for Free Meals), 2 (Eligible for Reduced
Se e i f.- 1C- ,j ji >r... i
Programs pertaining to the teaching of r- - -=:
s"'. ; students.
The combined "<,-> o\ Sl-iils
1/' -'S; test at the high school level that tests both reading and
writing.
The h i g h e s t ' > " <; rating for a school
for the AaX'avi': zyy^wv./: i r c - ^ . o ' r i v ~ i c r:s' i v.
G
H
i
Individualized Education Program (IEP)
ITBS
J
Student attempting the exit level T-rszj . .-.r
w S-y-: - kr-V; , grades 5 and 8 Reading and
Mathematics -V ' :?f t,c\6:-rX;
- test, or STAAR end-of-course (STAAR
education services that describes the Student's current skills,
of grade K-2,5, and 8 students' skills in the core subject areas
of Reading, Language Arts, and Mathematics. ;
See ' . " - r *' " r 3- - .SX' ;
K
L
LEP Exited Student
LEP
Logramos
Low-SES Students
LPAC
M
Mean
Median
Migrant Education
N
NAEP
NCE
NRT
O
Original D1SD Entry Date
Other Schools
P ; ;: ;
placing, and exiting or reclassifying - i
; i. LP; students. The committee is comprised of teachers,
administrators, parents, and an v. ?:r'
v -A--; ... committee member when appropriate for
Student received either bilingual education (BE) o r ! - :
;:vl ; services and has met all I-'i v a :
' . f ; program exit criteria. A student whose parents
See
identified by the :v-cv; - s n: . : v.;*-:. men;
. .- -iC , based on the state criteria.
development of grade K-2,5. and 8 students skills in the core
of Education. Known as "the nation's report card." Since 1969,
math, science/writing, history, and geography. The NAEP
See
similar to a percentile rank, but preserving the valuable equat-
distance above grade level;regardless of the level tested, and
is twee as far above grade level as a score of 60. NCEs have
first time.
systems, such as S..; -v:
Passing Rate The percentage of students who pass the assessment of
PDD
Percentiles
Portfolio
PSAT
Q
E
Rating (AEIS)
Readiness Standards
ReadiStep
Ready to STAAR
Ready to STAAR(t)
Recognized (AEIS)
Reporting School
Retention Rate
are calculated for various student subgroups. The :: r. :
r ~b . ='.'.1 passing rate is
synonymous with "Satisfactory performance.
See A A' -AA;.
A-.-.;;\v :A.A.-A divided by : ^ 0? v
.'.'.---I'sr . >' /, expressed as a percentage.
See HIV;.
The rank of a student's score compared to all other students in
the population of interest. In a national comparison, if a student
that year.
The Spanish version of the AA ' A A y This
An examination often used as preparation for the -r /
See I ' , : ; " ! ' . , ; i r TAit ; PSA").
i-SCK A. To
Hyy. t-; 7:x
The Texas SoAcr. i/-(:"A;
assigned rating of schools based on Te>'s;: -v-v a
a; A S A I A ' P7; performance,
Assessment created by the c =:. ."...: / 7 Ay that
measures English language learners reading skills. Used to
university courses.
A test created by the Pui'-: to measure the
students in grades 7 and 8. As a precursor to the
(AA7;:, it provides an early estimate of students' preparedness
students' mastery of the P taught during the
students' grasp of the A.:::k;,-:... covered in the prior
The second best ^ )/-tic- \ ;r A - j : t ' AP:P ;
rating for a school. See Aa' i ry
May differ from the school atwhich the student is officially
RPTE
S
SAT
School Effectiveness Index (SE!)
SDAA
SEis
Similar Students
SLN
Sp. Ed,
Special Education (Sp. Ed.)
SST
STAAR
Stability Rate
Standard Deviation
Standards
Stanford 9 (SAT 9)
See
See Vv:o ov. - , " v e
designed to predict students' college-preparedness. The SAT
History.
and schools have no control. SEIs factor out socio-economic
status, language proficiency, igender, ethnicity, and previous
level factors. All SEis are centered around a District mean of
average.
three-digit 5. n"w number and the SLN
Effectiveness Indices (':! : a n d :), students who have Hie
z^pi.sr- status, special education
The three-digit (". LAnumber and the
See Sc .tju f :s k z z ..t;:a ~ SL:>).
Reduced Lunch. See . and Are
See Sot cA :AAcrA'";r. (Sp..
education plans that spell out the services needed to react)
See -Ai -ArA S-j r; ' -l A1A
Number of continuously enrolled students divided by Av:?
Av:: expressed as a percentage.
measures orade K-9 students' undersiandinq of concepts in
State ]D
plan that are taught the state o.v- :x
: k . curriculum at an instruction level below the grade
level.
An eight-digit identification number beginning with the letter "S"
knowledge of concepts in the core subject areas, The grade 3-
subject areas, white the end-of-course tests assess students'
course-specific knowledge in the core subject areas of Interest-
W2-5
STAAR
NOTES
Test i ng Irregui ari t i es
Incidents resulting in a deviation from documented testing procedures are defined as
testing irreguiarities and are'viewed by TEA as falling in one of two categoriesserious
and procedural.
and can result- in the individual(s) responsible being referred to the TEA Educator
Standards and- Certification: Legal Division for consideration of disciplinary action
serious violations involve, but are not limited to, the:foltowing:
viewing secure test, content before, during, or after- a test administration- {unless
specificafly authorized to do so by the procedures outlined in the test administration
materials.)
a discussing-secure test content, student responses, or student performance
duplicating, recording, or capturing- {electronically or by any other means)
Procedural irreguiarities are less, severe, more common,, and are typically the result of
minor deviations in testing procedures. Below- are some examples of procedural
irregularities that have been .grouped by category.
Eligibility Error
Eligible students were hot tested.
ineligible students were, tested.
Individualized Education Program (lEP) Implementation Issue
* A student receiving special education services was provided an unapproved or
accommodation.
improper Accounting for Secure Materials
m Secure materials were not returned, checked in, and accounted for at the end of
each testing day.
materials.
Lyle, Chris H
From:
Sent:
To:
Subjeci:
Aiiaclmenis:
Ware, Aaron P
Lyle, Chris H
Aaron Ware
Director
972-925-6402
AwarePdaliasisd.org
To: Ware, Aaron P
Fixed, see attached
From: Ware, Aaron P
To: Holland, James
Aaron Ware
Director
972-925-6402
Aware(5)dallasisd.org
Fiom: Lyle, Chris H
Sent: Tuesday, Juiy 16, 2013 11:41 AM
To: Ware, Aaron P
Aaron,
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
1
From: Ware, Aaron P
Tot Lyle, Chris H
Here is the report.
Aaron Ware
Director
972-925-6402
Aware(5)dallasisd.org
To: Ware, Aaron P
Included on attached PDF,
James
James Holland
Dalias Independent School District
Evaluation Analyst
972.925.8807
iholland(5>dallasisd,org
2
Skills (TAKS)1 and 2012 STAAR scale scores was conducted on the 2013 STAAR score for all students in
the district at each grade level For the 3rdand 4th grades, Iowa Test of Basic Skills (ITBS) were used in
lieu of STAAR testing for the previous years (3rd- 2ndand 1st, and 4**-2nd). Reading and mathematics
analysis was conducted utilizing percentage correct instead scale scores.
exams (2013,12, and 11) and were on grade for each year (ue., no held back students).
student's raw score, residual score, and previous testing history were examined. Student scores that
Umphrey Lee had two 3rdand 4th grade classrooms that were identified as having a sufficient number of
5th graders. In May 2013,5thand 8th grade students who failed the first administration of the STAAR test
who participate in the re-test, the regression methodology used above is not appropriate. Instead the
Statistical Anomaly Analyses as Pertaining to Umphrey lee April and May 2013 STAAR
1For TAKS 2011 scale scores, the state utilized a vertical scale score system for ali elementary and middle school
level tests.
grade STAAR re-test at Umphrey Lee. On average, D!SD 5thgrader re-testers increased their percentage
Umphrey Lee increased their percentage correct by 33% (3rdhighest, 3.04 standard deviations above the
mean) and by 30% in reading (2ndhighest 3.84 standard deviations above the mean). It should be noted
Therefore, It is unlikely that this just a random occurrence due to a small number of students having
very high gains.
of those, 55 students achieved an ADVANCED rating (1.32%). In general, if a school has a re-taker who
In contrast, Umphrey Lee had 12 mathematics re-takers (44% of their total re-takers) who achieved an
ADVANCED rating. In other words, 21% of all the district's mathematics re-takers who achieved an
ADVANCED rating (0.4%), Umphrey had 3 of those 13 students, 23% of the district total.
It is recommended that the 3rt and 4th grade classrooms listed in the tafcie below, as well as any
should also be noted that the testing irregularities analyses conducted by E&A Is quite conservative with
a high threshold needed to be included. Failure to appear on this fist does not exonerate a school from
potentlaI cheating. If during investigations concerns arise that other classrooms possible engaged in
chesting, those concerns should be explored. The analysis here displays which classrooms/schools had
highly unlikely data {anomalies}, it does not outright prove nor absolve a ciassroom or school of
cheating.
Umphrey Lee Classrooms that warrants further Investigation:
Test Schooi Ciassroom(s)
students.
as weil as the corresponding seating charts that were provided by State and National Assessment. Also
included :is the analysis for the mathematics and reading 5thgrade retesting, showing Lee with high level
W3~2
Org #: 175
Roster of Classes
HOMEROOM
TEACHER
ARRKEENAH WILLIS
ANDREA ROBERSON
MONICA BENJAMIN
JEREMY JOHNSON
MURIEL ROBERSON
BELINDA SINGLETON
JESUS HERREO
SUBSTITUTE TEACHERS ALL
YEAR
3A, 3B, 3C, 3D, 3E
4A, 4C
JESUS HERREO
MURIEL ROBERSON
JEREMY JOHNSON
BELINDA SINGLETON
TEST
ADMINISTRATOR
MATH
MONICA BENJAMIN
JESUS HERRERO
ARRKEENAH WILLIS
LENORA COLEMAN
MARK KNIGHT
RONALD SHEPARD
GUILLERMO
CARMONA
DA'SHONYA TYLER
ANGELA HUMPHREY
MURIEL ROBERSON
TEST
ADM1NSTRATOR
READING
WILLIE HINCHEN
JESUS HERREO
ARRKENAH WILLIS
LENORA COLEMAN
CLASS DISSOLVED
INTO OTHER 3r d
GRADE SECTIONS
RONALD SHEPARD
GUILLERMO
CARMONA
MARK KNIGHT
ANGELA HUMPREY
MURIEL ROBERSON
ANDREA ROBERSON
ALEXANDER VELA
MELISSA PACE
JEREMY JOHNSON
N/A
N/A
MELISSA PACE
ANDREA ROBERSON
W4-2
Homeroom: '<4Nh A WILLIS
Teacher: WILLIS, ARRKEENAH
Student Name _
Monday Tuesday Wednesday Thursday Friday
Report: SMS-HC-CLR-00004 Ver:0Q-1
Page 1of 12 6/11/2013 8:52:36AM
W4-3
JTKn- tv*t,S
......
Test AdldlttMratioii' Seaiiag Chart
District: Balias ISD CampHs; 0mphiw tceElementarf B^qtoW: 203 s ;
; Test Administered: STAAR Subject: MATH Grader I B WK.:z:,tDate; 4/23/13/ ~
Test Admji)tstrator{$): M. BENJAMIN
SmRTTEME:_Â) STOP TIME:
.......... ......., ;.,STAR3: TIME:,/:,...;....,,',', ..SXOE.riME^..:.................................. .:...
>er( i t'.i i s i > t M v . r t * k >.i u it < < tn f * <ti a< it,i i n 11*tt a * ' h * * * * > " * * i.*J >>j j 4Y*?** f ?I f* * t *r <'* 4 M.> f * #? *i >i
Bisfeetions for completing the seating chart on the back of this form:
: 2 . Mark -tfe in csti &'; of say jj*t& ins'
-x
* *........ >.>.**
i t: b: t':ijiii iiiH*:,n:: 5S'i j*f !;ir **: j:?rit - *:* i:r
vMil [ !! i; , i I* SIN rr i sI.S:t Ji IU S* i * 1' i* ( i t i i u ; str 51 i n t n t t * r*>".* - . ' . I ' . t M i d t kH.t,- .T(,,,. ,, t . kl
Dallas ISD Test Administration Seating Chart - Spring 2012
4=1-<*m
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j j i | t i ! \ ' l *4 ^ ' ]\ j'jjjf *}J*\) J \ \ \ ! S ^ I i f ^ 1 ***j-**?*} )\ ***! ^ n 1 1 j t '* ^ ^ '*** 11*X1' ***11* 1f**%*ff 1" * * f
Mike Miles
Dallas
Independent
School
District
CASE NO: HA
identified hiinself/herself as an Inspector with the Dallas Independent School District and is
that! have of the incident. [ understand that failure to do so may subject me to disciplinary action up
against me in any criminal proceeding, except that I may be subject to criminal prosecution for the
charge of perjury for any false statement(s) I make.
1also understand that i am required to be truthful in my responses and/or statements) that I give and
if it is determined that i have been untruthful in my responses, i could be subject to disciplinary action
be grounds for disciplinary action up to and including termination/'
affidavit Intentional falsification, misstatement, or the concealment of a materia! fact in connection
grounds for disciplinary action up to and including termination,
{ understand that this investigation is CQftjFSPEfilTSAL and should not be discussed with others on my
campus and/or administration, t may however, discuss this case with my legal representative. In
Witness:
Signature:
Time: 3 o
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Mike Mites
Dallas
Independent
Sehno!
District
Af f idavit
Date* June 12, 2013
The State of Texas
County: of Dallas
1am: a librarian with the Da Has ISD's Umphrey Lee Elementary School. I have been a librarian for
five years, i also serve as the school's: test coordinator, tn April of this-year our school administered
the STAAR fourth grade writing, fifth grade math and reading, third'and-fourth: grade math and
reading and fifth grade science. There is also fifth grade math and reading retest, i received test
administrator will go to that room to administer the test The test administrators were selected on the
STAAR went pretty smoothly, i did not receive any reports of test irregularities and I did not have to
understanding that our scores were Sower this year than last. During the STAAR each test
displayed, i have provided Inspector Lyle with copies of sign in sheets, rosters, seating charts,
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
1 of 2
www.dailasisd.org
Mike Mites
I have read every paragraph of this affidavit f have made corrections where necessa^^^^ffitials)
my possession that relate to the questions asked of me. There is no other relevant information that 1
have not revealed, There is no other information that Inspector Lyle has not asked me about, and
and correct. *
Notary Publig^
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
2 of 2
W4-6
State of Texas
County of__
This oath applies to all state assessments except STAAR Alternate and TELPAS, which have separate oaths.
For All Test Administrators: Complete: this section before handling any secure test materials
I do hereby certify, warrant, and affirm that 1-will fully comply with ail requirements governing the student assessment
where applicable:
Initials imiiais r\
_ M j i > ;l and ! understand my responsibilities
concerningthe administration of state assessments,
t anâware1:haS-tsM^^^ actively monitor during test administrations;
i understand my responsibilities as a tesf admiriisttatsr, and I am aware of the range of penalties that may
result from a departure from the documented testadministration procedures;
I understand my obligations concerHing ths sseanty and confidentiality of state assessments, and I am
aware of the rangg-of penaities f e of test security and confidentiality; and
campus testing coordinator
I do hereby further certify, warrant, and affirm that I wit! faithfully and fully comply with all requirements concerning test
Signed on this the
District Name Campus Name Area Code/Telephone #
; For Test Administrators Authorized to View Secure State Assessments
| Individuals who are authorized to conduct test administration procedures that involve viewing secure alafe
) assessments have an added responsibility of maintaining confidentiality These procedures include but are not
i iimited to: oral administration, transcribing student responses from the test booklet, and particular linguistic
j accommodations. As a reminder of this responsibility, these individuals are required to specifically confirm
: compliance with state confidentiality requirements by initialing to the left of each statement below.
_____ I have not and will not divulge the contents of the test, generally or specifically.
, ...... I have not and will not copy any part of the test,
! do hereby certify, warrant, and affirm that I wili fuiiy comply with afi the requirements governing the student
assessment program.
W4-7
Mi
Check Month: ^ April May June July Q December
Test booklets are secure documents. Use this form to account for all secure materials. Campus
assigned to them and that the/ have signed the security oath. A test administrator should not initial
Missing secure materials must be located before the campus coordinator initials the "In" box. If
Campus Name Umphrey Lee Eiem Campus Coordinator Toni R. Crawford
* HAME6FTESTADMINISTRATOR
W f f l F
BOOKLETS
RAHGgQf SECilRfTVKUîEftS-
CODEDm SECUREMATBMALS
DA1 DAY2
our " m oirt m
Arrkeenah W i l l i s 17
40749 5031- 5048 *
* \U
Jesus H e r r e r o 22 40749 5049- 5069
Monica Beniamin 20 40745 5070- 5089 ^
f
Lenora Coleman 20 40749 5090- 5109
O d ,f
Mark K n i g h t 2 0 40749 5110-5129
01 40749 5130 t
MA
Angela Humphrey
06
4,0734 8696- 8702 /
RonaM Shepard 21 40,869. .5.231-5251 ..
Efo,-* ft
/
G u i l l e r m o Carmona 18
40869 5252- 5269 !
L?CV
' j
Da1Shonya T y l e r 19
40869 5270- 5288 m
s
Jeremv Johnson................
01 , 40869 5289 J
fThf''!-
m
/
M u r i e l Roberson 02 40963 2381- 2382 1
\QC^
/ /
M u r i e l Roberson 03 40855 0241- 0243 wfc~i
j -
Andrea Roberson
NA STAAR L
r
7
.
I A s !0/ , M
/
Duplicaie ilis foim a' necessaiy.
Dallas
Independent
Mike Miles School
S uperintendent of Schools District
MEMORANDUM OF INTERVIEW
Re: Monica Benjamin Employee I D : 19864
Case No:
Date: 6/11/13
Time: 9:40am
Place: Umphry Lee Elementary School
D
Persons Present: , Interviewee
Linda Prim era TInvestigator
The Office of Professional Responsibility (OPR) interviewed Umphry Lee Elementary third grade
student, V t t H H H H P ^ T h e interview was in reference to alleged testing violations at the
school. d vise Rth a t Mr. Johnson was his real" teacher and that the tester was Ms.
Benjamin. (Monica Benjamin).
OPR asked PRrto direct me through a testing scenario on what happens when they take important
tests such as the Starr test and how the testing is handled by the teacher. I asked him to go through
what he did during the Starr test.^Mftstated: The teacher gives you the test booklet and you
answer the questions. Then you turn in your book and then she goes through the booklet.
Then she calls you up to her desk and shows you the page and problem numbers that you
need to change because they are wrong. I only had 3 or 4 wrong. Then you take the booklet
back to Ms. Benjamin and she rechecks It. If it is correct, she gives you the booklet back and
also the answer page that you have to bubble in.
A/ote;^flHH(KN|P name did not appear in the testing rosters that showed Ms. Benjamin as the
tester. ^ /K v a s lis te d under L. Coleman as the tester. However, Anita Connaliy, UIL Director of
Compliance, advised that it is not uncommon for students to be moved at the last minute and not be
reflected on the rosters.
This memorandum was prepared by investigatorJLinda Primera from notes made
during the interview.
Linda Primera, Investigator
Memorandum oFi n TGRVIEW Re: Monica Benjamin
Dallas
Independent
W6-1
Mike Miles
School
District
DATE: June 13, 2013 CASE NO
I, Monica Benjamin am giving this statement to Linda-Primera, who has identified himself/herself
as an Investigator with the Dallas Independent School District and is conducting an administrative
investigation, 1have been directed to submit this Administrative Statement as stated by School Board
Policy DH (LOCAL), describing my actions or any knowledge that 1have of the incident, i understand
from employment with the Dallas independent School District. 1 further understand that any
proceeding, except that 1may be subject to criminal prosecution for the charge of perjury for any false
statement^) I make.
I also understand that I am required to be truthful in my responses and/or statement(s) that t give and
if it is determined that 1have been untruthful in my responses, I could be subject to disciplinary action
"The employees failure to comply with the directive constitutes "insubordination," a violation that will
with an administrative investigation shafl be deemed as "providing untruthful statements" and can be
response to this equest, 1submit the following to Investigator Linda Primera.
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
WWW; da Kasisd.org
Mik* Miles
Dallas
lifepeiident
School
District
Affidavit
Date: September 12* 2013
The State of Texas
County of Dallas
Before me, Chris Lyle, personally appeared Monica Benjamin resident in the County of Dallas, State
of Texas, on this day at the Dallas Independent School Districts Office of Professional Responsibility,
I reside at 630 Seabeach Road, Dallas, TX 75232 and my telephone number is 972-749-3900.
I am a upgrade teacher at Dallas ISDs Umphrey Lee Elementary School. Last school year I
administered the^Mgrade math STAAR at Umphrey Lee Elementary School. As I stated in a
previous affidavit I did skim through the student'sHHferade STAAR math test booklet at the end of
the STAAR. I did that for the purpose of learning If the students had answered all of the questions in
the test booklet. There were a couple of students that did not complete all of the answers in the test
booklet. I told the students to complete the answers in the test booklet or their answers would be
marked as wrong. I walked around during the STAAR to make sure the students were working on the
test I did tell students to double check their answers and make sure the answer they had was the
one they wanted to choose. After a student finished the test and before the student left the room I
noticed the student had not completed an answer on one row in the middle of the answer document
I dont :know the name of the student i told the student to make sure that the student selected an
answer for that question and that the other answers were the ones the student intended to select and
were not out of order. I dont recall looking at any of the students answers and telling them that the
answer was wrong or that they needed to fix or do their answer again. I do not think it was wrong that
I looked at the students answers in their test booklet It has never been an issue before and i have
done the same thing on benchmarks and other tests. When I looked at the students STAAR test
booklets, I was just making sure that the students had answered every question and finished the test.
None of the students or anyone told me that the students may have seen the same questions that
were on the^M^grade math STAAR before the test it would surprise me if that happened because i
know the tesfsare locked in the media center. The students take a lot of tests during the year and are
probably confused about the test. On the other rlon-secure tests I made sure the students were
applying all of their strategies to get the right answers. On those particular tests I may have told the
students to look at their answers again or that a particular answer was wrong. I did not do that on the
^Hfcgrade math STAAR.
I have read every paragraph of this affidavit. I have made corrections where necessary AjKinitials)
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
1 of 2
www.dallasisd.org
Mike Miles
Meoeii-deiit
School
District
Dallas
To the best of my knowledge and belief, 1have furnished Inspector Lyle with all documents or items in
my possession that relate to the questions asked of me. There is no other relevant information that i
Before me a notary public, on this 12th day of September, 2013, personally appeared, Monica
Benjamin, known to me to be the person whose name is subscribed to the foregoing affidavit and by
true and correct,
3700 Ross Ave.
Dallas, TX 75204
(972) 825-3700
2 Of 2
www.daifa3tad.org
Mike Miles
Dallas
Independent
School
District
Affidavit
Date: 6/12/2013
The State of Texas
County of Dallas
Before me, Linda Primera, personally appeared Monica Benjamin resident in the
County of Dallas, State of Texas, on this day at the Dallas Independent School
Districts Office of Professional Responsibility, who after being duly sworn, on oath,
affirm and says:
I reside at 630 Seabeach Rd, Dallas, Tx 75232 and my telephone number is 214-
244-7108. I am currently a^Jpgrade teacher at Umphrey Lee ES. I have worked
for DISD for fifteen years. On April 2, 2013(Math), April 3, 2013(Reading), I was the
testing administrator for sixflKgrade students. Both test were the oral
administration. I passed out the answer documents first. I told the students to
double check and make sure that I had handed them the correct answer document.
I passed out the booklets and had each student record their book number on the
answer document. When asked what to do with the answer document during testing,
I instructed the student to do what their teacher had instructed them to do prior to the
testing date. If that meant putting it under their desk, then they put it under their
desk, if that meant putting it under their test booklet then they could do that.
Students then broke the seal for the appropriate test. We then went through the
sample questioning. For the math test, the students worked the problems
independently. I read the question and pointed out any graphs or charts that related
to the question and I read the answer choices. The students made their choice. I
monitored the students to make sure that all were finished with each problem before
we proceeded to the next math question. After the last question I skimmed their
booklets at their desk to make sure that no questions had been skipped. Students
then completed their answer documents. I checked the answer document to make
sure that all questions had been answered and took up the test. After taking up the
test I noticed that some students did skip some questions. I then informed the
student to go back to the question and make a choice otherwise it would be marked
wrong. They then returned the test to me.
On April 23, 2013 I administered the^BpTgrade STARR Math Test. After passing
out the answer document and test booklet, students were instructed to record the
booklet number on their answer document. I asked if there were any questions, if
not, the students then proceeded with the rest of the test. After a student was
finished, they raised their hand to inform me that they were finished. I told the
students to go back to any problems that they might not be sure about before filling
in the answer document so that they did not have to erase on the answer document.
AFFIDAVIT of 1 of 3
Mike Miles
Dallas
Independent
School
District
if they were sure that they were finished, Sskimmed through their booklet to make
sure that all of the questions had been answered. If they were not answered, I
informed the student that they needed to make a choice, otherwise, it would be
marked wrong. After the student reviewed their booklet, the student then proceeded
to bubble their answer document. They would raise their hand to inform me that
they had finished bubbling. I looked over the answer document for any missed
questions or stray marks, and I also checked the form number again and booklet
number again. I took the booklet and answer document from them. After collecting
the test, I arranged the answer documents according to the check off sheet and took
them back to the testing coordinator.
OPR has advised me that one student stated that I gave them the page number and
problem number that they needed to change to the correct answer. The student
said that I would recheck it, and if correct! would give them the answer document to
fill in. My rebuttal to this, is that after collecting the booklet and answer document I
would again make sure that all questions on the answer document were filled in. If
they were not filled in I gave the answer document and booklet back to the student
so that they could fill in a choice. For example, if question 30 was not filled in on the
answer document, I would inform the student to go back to that page and choose an
answer for that question. I did not see this being a violation of testing procedures. I
felt that as the testing administrator, it was my responsibility to make sure that each
every question had an answer. My feeling is that not all^jjjpgrade students (even
though they are shown prior to testing) understand how to correctly fill in an answer
sheet. I feel like it is my responsibility as the test administrator make sure that every
student accurately fills in the student answer document according to their test
booklet prior to returning the testing materials to the testing coordinator.
I have initialed my seating charts that I filled out the test dates for OPR to verify their
accuracy and my signature. Jhave been asked by OPR whether I know of any
testing misconduct at Umphrey Lee Elementary. I informed them that there was an
investigation into testing irreguiarities a few years ago, and that teachers were
questioned about cheating issues. At no time was I questioned or implicated in that
investigation. Regarding this investigation, I feel like my actions may have been
misconstrued as assisting students with answers during the test. OPR has also
asked me if I am aware of any testing irregularities this school year. My answer to
that is no.
jraph of this affidavit. ! have made corrections where
AFFIDAVIT of 2 o f 3
Dallas
Independent
Mike Miles School
Superintendent of Schools District B
To the best of my knowledge and belief, I have furnished Investigator Linda Primera
with all documents or items in my possession that relate to the questions asked of
me. There is no other relevant information that { have not revealed. There is no
other information that Investigator Linda Primera has not asked me about, and which
I know I should provide regarding this matter. I hereby swear and affirm that my
statements above are true, accurate, and complete, to the best of my knowledge.
Before me a notary public, on this #fth day of June, 2013, personally appeared,
Investigator, known to me to be the person whose name is subscribed to the
foregoing affidavit and by me first duly sworn, declared that under penalties of
perjury, that the statements therein contained are true and correct.
AFFI DAVI T of 3 of 3 i nii.
Mike Miles
Dallas
Independent
School
District D
I, Monica Benjamin am giving this statement to Chris Lyle, who has identified himself/herself as an
Inspector with the Dallas independent School District and is conducting an administrative
investigation. ! have been directed to submit this Administrative Statement as stated by School Board
Policy DH (LOCAL), describing my actions or any knowledge thatI have of the incident. Iunderstand
from employment with the Dalias Independent School District. I further understand that any
with an administrative investigation shall be deemed as "providing untruthful statements and can be
campus and/or administration. I may However, discuss this case with my legal representative. In
Witness:
Signature:
Time: .
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Mike Miles
Balks
isifefeiitet
Sciiooi
IMsteict
Af f idavit
Date; September 12,2013
The State of Texas
County of Dallas
Before me, Chris Lyle, personally appeared Monica Benjamin resident in the County of Dallas, State
of Texas, on this day at the Dallas Independent School District's Office of Professional Responsibility,
I reside at 630 Seabeach Road, Dallas, TX 75232 and my telephone number is 972-749-3900,
I am teacher at Dallas ISOs Umphrey Lee Elementary School. Last school year I
administered the^Mfcrade math STAAR atUmphrey Lee Elementary School. As I stated in a
previous affidavit I aid skim through the studenfsfjjpiftade STAAR math test booklet at the end of
the STAAR. I did that for the purpose of learning if the students had answered all of the questions in
the test booklet. There were a couple of students that did not complete ali of the answers in the test
booklet I told the students to complete the answers in the test booklet or their answers would be
marked as wrong. I walked around during the STAAR to make sure the students were working on the
test I did tell students to double check their answers and make sure the answer they had was the
one they wanted to choose. After a student finished the test and before the student left the room 1
noticed the student had not completed an answer on one row in the middle of the answer document.
I dont know the name of the student I told the student to make sure that the student selected an
answer for that question and that the other answers were the ones the student intended to select and
were not out of order. I dont recall looking at any of the students answers and telling them that the
answer was wrong or that they needed to fix or do their answer again. I do not think it was wrong that
I looked at the students answers in their test booklet It has never been an issue before and I have
done the same thing on benchmarks and other tests. When I looked at the students STAAR test
booklets,! was just making sure that the students had answered every question and finished the test.
None of the students or anyone told me that the students may have seen the same questions that
were on the third grade math STAAR before the test it would surprise me if that happened because I
know the tests are locked fn the media center. The students take a lot of tests during the year and are
probably confused about the test. On the other non-secure tests I made sure the students were
applying ail of their strategies to get the right answers. On those particular tests I may have told the
students to look at their answers again or that a particular answer was wrong. I did not do that on the
S f lf t grade math STAAR.
I have read every paragraph of this affidavit I have made corrections where necessary Minitiais)
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
1 o f 2
vww.daiiasisd.org
Mike Milos
feiiependeni
Scliooi
District
Dallas
To the best of my knowledge and belief, I have furnished Inspector Lyie with aft documents or Items in
have not revealed, There is no other information that Inspector Lyie has not asked me about, and
which I know ! should provide regarding this matter. I hereby swear and affirm that my statements
above are true, accurate,:and complete, to the best of my knowledge.
Before me a notary public, on this 12ft day of September, 2013, personally appeared, Monica
Benjamin, known to me to be the person whose name is subscribed to the foregoing affidavit and by
true and correct,
3700 Ross Ave.
Dallas, TX 75204
{972} 925-3700
2 o f 2
www.ct@ifastecS.org
W7-1
Dallas
independent
Mike Miles Schftsl
Student Statement
Date: & / & l 3 Student
p i B P
I-am a^Hfer ade student afojj j j B M M lll ^ ^ School. Last year in the^KWHgrade I took the
math STAAR. Ms. Willis was nriyi|'grade teacher, but Ms. Benjamin gave our class the math
STAAR. During the Math STAAR i remember Ms. Benjamin did walk around the classroom, i do
remember Ms. Benjamin told us to look at our answers again. When Ms. Benjamin told us to look at
our answers again, I thought it meant I may have had the wrong answer. After Ms. Benjamin told me
to look at my answers again, I did change my answers. I remember Ms. Benjamin told me to iook at
my answers maybe two or three times during the Math STAAR. I do remember seeing the same
problems on the Math STAAR that our class worked in Ms. Willis classroom. Ms. Willis gave us the
problems and answers in our packet before the STAAR. We also worked the problems that I later
saw on the Math STAAR on an overhead projector in Ms. Wiliis classroom. Ms. Willis told us to
remember the answers to the problems, so when we worked them again she could tell who was
paying attention. I remember working the problems in Ms. Willis classroom about a week before the
Math STAAR. When I saw the same problems on the test, I thought Ms. Willis had just prepared us
for the STAAR. AH of the problems on the Math STAAR were the same as the ones we had worked
in Ms. Willis classroom, except for some on the last couple of pages in the test booklet.
Page of pages
Student Signatun
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Witness:
Notes? PatUie, ?
State ffiflsxas f
W8-1
Balias
Independent
Mike Mites School
Date; ^ Ô^tudent ID#:
I am aîWii^rade student School, Last year in theM&*gratfe ! took the
math STAAR. Ms. Willis was rny^jpjpgrade teacher, but Ms. Benjamin gave our class the math
STAAR. Before last years math STAAR, we worked some problems in Ms. Willis classroom. Almost
ail of the problems that we worked in Ms. Willis classroom were exactly the same as the ones on the
math STAAR. Ms. Willis told us that some of the problems would be the same as the ones on the
STAAR. When I got my math STAAR bookletI already knew the answers to some of the problems.
During the math STAAR, Ms. Benjamin walked around the classroom and pointed to answers in our
math STAAR test booklet. She told us some of our answers were wrong. After Ms. Benjamin told me
some of my STAAR answers were wrong, I changed my answers.
Page
Student Signal
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dailasisd.Qrg
Witness:
it*A y? ) -I &****?'>&& |
W9-1
Balias
Itidepesiileisf
Mike Miles Sc hool
D
Student Statement
l am student âst year in theljjpgrade ! took the
math STAAR. Ms. Willis was mylfjjpiradeTeacner, but Ms. Benjamin gave our class the math
STAAR. When I took the Math STAAR last year,! saw about ten problems on the test that were the
same as the ones we had worked in Ms, Willis classroom. When I saw the same problems, I thought
the test was going to be easy because we had already worked the problems and were given the
answers in Ms. Wiillis classroom. During the math STAAR Ms. Benjamin walked around the
classroom and looked at our answers in the test booklet. If we had a wrong answer she toid us to do
it again. I did change some of my math STAAR answers after Ms. Benjamin told me they were
wrong.
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
pages
ritness:
Chrtsfi. Lyle j
State sTfesas |
I Comm. Eap, 10-2CM31
& I * . * / ^ . 0 i 3
W10-1
Balias
independent
Mike Mites School
Student Statement
lam a ^ B f c r a d e student School. Last year in the^Jp*grade I took the
math STAAR, Ms. Willis was n^5J|jjfcrade teacher, but Ms. Benjamin gave our class the math
STAAR. I remember working some problems in Ms. Willis classroom that were thae same as the
problems on the math STAAR, I remember thinking the math STAAR was going to be easy since we
had already worked some of the problems in Ms. Willis classroom. I do remember Ms. Willis telling
our class that some of the problems we were working in class were going to be on the math STAAR.
I remember working the problems in Ms. Wiliis classroom about five or six days before the STAAR.
We worked on the problems for about four days and Ms. Willis told us to remember the answers. Ms.
Benjamin walked around the classroom when we were taking the math STAAR and told us to check
an answer again as she pointed to an answer in our math STAAR test booklet. I did change some of
my answers after Ms. Benjamin told me to look at them again, because that is what I thought she
wanted me to do.
W11-1
Dallas
Independent
Mike Miles ScllfM*!
D
Student Statement
Name: Date: 'A*4VA3'f' ^CyOQ/^tiident I
! 3rn a^Bl^grade student Last year in th^WIFgrade f took the
math STAAR. Ms. Wilits was m^JBIfer^deteacher, but Ms. Benjamin gave our ciass the math
STAAR. Ms. Willis gave us some problems in the ciassroom before the STAAR that were exactly the
same as the ones we were given on the Math STAAR. The pages of problems we worked in Ms.
Wiilis classroom were exactly the same as the ones on the Math STAAR. I was surprised when I
saw the same problems, but 1was happy because I wanted to pass the test i do remember Ms.
Benjamin walking around the classroom during the Math STAAR and telling us that we had the
wrong answer. After Ms. Benjamin told me one of my answers was wrong,! changed the answer in
the test booklet We did not bubble in our answer document until we finished the answers in our Math
STAAR booklet
Page ..
Student Signature
370Q Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
pages
i t ne ss :
^ / x c i
C h r n t i . i m
S t* t* OfT*Xft \
Cw mb . ixp, f -20* 13'!
W12-1
Mi ke Mi les
Dallas
independent
School
District
D
Student Statement
13
I am a4f0|f%rade student at^^PMMMMHNllpl^School. Last year in theJMI grade 1took the
math STAAR. Ms. Willis was m^Hftgrade teacher, but Ms. Benjamin gave our class the math
STAAR. Last year Ms. Willis gave us problems in our classroom that were exactly the same as the
ones that Were on the Math STAAR. We practiced the problems with Ms. Willis until we got them all
right I thought some of the problems on the STAAR may have been the same and some may have
been different as the ones we practiced in class, but they were all the same. When I saw the
problems on the Math STAAR were the same as the ones we practiced in Ms. Willis' classroom, I was
surprised and glad because 1thought I would get all of the right answers. We did not get to keep the
problems we worked in Ms. Willis classroom. Ms. Willis told us she was going to save the problems
for her students this year. During the Math STAAR Ms. Benjamin walked around the classroom and
pointed at problems in our test booklets. Ms, Benjamin told us to fix the answer. To me, that meant
I was supposed to change the answer 1had put on my test booklet and that is what I did. Ms.
Benjamin only told each of us twice to look at an answer and fix it. If we got it wrong the third time
Ms. Benjamin did not say anything.
Page
Student Signatur
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
Witness:
< f / a ? / 4 o / 3
Chvis I
Notary Pufefk, f
State of Ywtas
W13-1
Mi ke Mi les
Dallas
Indepeadeat
School
District
Student Statement
Date:A,.a Student
I am a ^ B l g r a d e student Last year in thel|(Pgrade ! took the
math STAAR. Ms. Willis was my^Jpgrade teacher, but Ms. Benjamin gave our class the math
STAAR. I do remember having some of the same problems in class that were also on the math
STAAR. I did not th ink it was unusual that i saw some of the same problems on the test that we
worked in Ms. Willis ciassroom. When Ms. Benjamin gave us the Math STAAR she did walk around
and look at our test booklets and tell us to look at the problems again. When Ms. Benjamin told me
to look at my answers in the test booklet 1knew she wanted me to look at my answers and do the
problem over again. I saw Ms. Benjamin do the same thing with all of the students in the classroom.
I remember Ms. Benjamin coming to my desk two or three times to see if 1had the right answers on
the Math STAAR. i did change some of my answers after Ms. Benjamin told me to look at the
problems again. I just did what Ms Benjamin told me to do.
Page
Student Signatu
3700 Ross Ave
DaSias, TX 75204
(972} 925,3700
www.dailasisd.org
of pages
Witness:
Chvis i tytc
Nc*ary |
$ t ^ c T a i s i I
Dallas
Independent
School
District
B
OFFICE OF
PROFESSIONAL
RESPONSIBILITY
2909 North Buckner Blvd., Dallas. TX 75228
'
To:
From:
Donald R. Smith, Jr
Case Numbers: 11348 and 11538
HIGHLY CONFIDENTIAL
[Type text]
A P P R O V E D ,
RE: SHEPARD, Ronald 65082 SINGLETON, Belinda 4321
Teacher Teacher
School
School
Case Number: 11348 11538
Suite 804
(972) 925-8864
or the Chief Compliance Officer __________________ ___________________________
HIGHLY CONFIDENTIAL
RE: SHEPARD, Ronald 65082 RE: SINGLETON, Belinda 4321
Error! Reference source not
found. Error! Reference source
not found.
Case Number: 11348 Case Number: 11538
Table of Contents
Section Page
Executive Summary............................................................................................................... 4
Background........................................................................................................................... 5
Allegation............................................................................................................... 5
Employee Status.................................................................................................... 5
Conclusions........................................................................................................................... 18
List of Witnesses and Exhibits................... ................................................. ......................... 20
HIGHLY CONFIDENTIAL
3 of 23
not found.
Executive Summary
Based on evidence obtained during an Office of Professional Responsibility investigation, the
allegation that Ronald SHEPARD, a teacher at Dallas ISDs Umphrey Lee Elementary School,
committed a serious testing irregularity while serving in the capacity of a test administrator for an
April 2013 administration of the State of Texas Assessment of Academic Readiness (STARR), is
substantiated. While serving as a test administrator, SHEPARD assisted students with
responses to a 2013^JpJgrade reading STAAR. A separate allegation that Shepard viewed
and provided secure sfate test material content to students prior to administration of th e j pjl
grade science STAAR was also substantiated. Both allegations were supported by signed student
witness statements that were obtained during the OPR investigation. SHEPARD's conduct
contributed to the anomalously high scores some Umphrey Lee Elementary School students
received on the STAAR. Shepards actions were classified as severe violations of test security
and confidentiality and were a violation of District policy and procedures.
During the OPR investigation, it was alleged former Umphrey Lee Elementary SchoolJJBjj|
grade teacher, Belinda SINGLETON, provided students with assistance on the 2013^ppgrade
reading STAAR when she supplied students with secure STAAR content prior to administration of
the STAAR. The alleged conduct was supported by student witnesses interviewed by OPR.
SINGLETONSconduct was a violation of District policy and testing procedures. SINGLETON
separated from the Dallas ISD subsequent to the allegation, but her actions are reportable to
SBEC.
HIGHLY CONFIDENTIAL
4 of 23
not found.
Background
Allegation
It was alleged that Ronald SHEPARD, a teacher at Dallas ISDs Umphrey Lee Elementary School,
committed a serious testing irregularity while serving in the capacity of a test administrator for an April
2013 administration of the State of Texas Assessment of Academic Readiness (STARR). (W1-1.
Netclaim. Case Assignment)
During the Office of Professional Responsibility investigation students alleged Shepard had provided
them with secure STAAR questions prior to administration of the STAAR.
During interviews with students they alleged that their former^JJfcgrade teacher, Belinda SINGLETON,
had provided them with the same questions in the classroom Derore the STAAR that they later observed
on the STAAR.
Employee Status
SHEPARD is a contract employee with the Dallas ISD. SHEPARDs contract expires in June
2014. (W2-1, SHEPARD. Oracle Contract Report) SINGLETON is separated from the District.
Employee is on Administrative Leave: 1 Yes ^ No
The STAAR
STAAR is a state assessment created to measure grade 3-12 students' knowledge of concepts in the
while the end-of-course tests assess students' course-specific knowledge in the core subject areas of
(W2-2. STAAR Resources,Texas Education Agency Website) (W2-3. Fourth grade Reading STAAR
Calendar) (W2-4. Glossary of Terms)
Test i ng Irregul ari t i es
HIGHLY CONFIDENTIAL
5 of 23
not found.
Agency as falling in one of two categories-serious and procedural. (W2-5, Test Irregularities. Page 20.
STAAR Test Administrator Manual)
Serious irregularities constitute severe violations of test security and/or confidentiality and can resuit in
k scoring student tests, either formally or informally
Umphrey Lee Elementary Anomalies
sufficiently anomalous resuits that warrant further investigation. The Evaluation and Assessment report is
summarized below: (W3-1. STAAR Anomalies Analysis)
Mathematics and reading 2013 STAAR scores were examined at the school and classroom level. A
was conducted on the 2013 STAAR score for all students in the District at each grade level For the third
and fourth grades, iowa Test of Basic Skills (ITBS) were used in lieu of STAAR testing for the previous
scores.
The resulting student test residual scores were aggregated by class and converted into standardized
average standardized residual two standard deviations or more above the mean were selected for further
Students scores were then examined for each of the identified classrooms. In the case of schools that
could not be identified as testing by ciassroom, the school was examined as one body. Each students
anomalous gain were identified. For cases where ciassroom data were not available, if a school had a
form the school. Classrooms or testing rooms with 50% or more of the students having anomalous
a sufficient number of anomalous scores to warrant additional investigation. Specifically, Umphrey Lee
Elementary Schools^pjpgrade reading classroom ^displayed a high number of anomalous STAAR
HIGHLY CONFIDENTIAL
6 of 23
RE: SHEPARD, Ronald 65082
not found.
Case Number: 11348
RE: SINGLETON, Belinda 4321
Case Number: 11538
results. (W3-2, Class - srade Reading STAAR Administration Spreadsheet Analysis)
The following chart is an abbreviated version of the attached spreadsheet. The chart depicts the
anomalous (high) scores received on the reading STAAR by Umphrey Lee Elementary C!as^f|^
students.
Ronald SHEPARD April 24, 2013 Class 4A Reading STAAR Administration
Additional anomalies were detected in Umphrey Lee Elementary Sc h o o l s g r a d e STAAR retest
resultsifld|(|:grade students that did not receive a satisfactory score during the April administration were
given another chance to take the test in May 2013. Evaluation and Assessment examined the STAAR
math and reading^H^grade retest passing rate of each District Elementary School as well as the
increase in items students answered correctly compared to the first time they took the test. The number
of students that received an Advanced rating on the retest was also examined. The findings were
sufficiently high to warrant further investigation of Umphrey Lee Elementary School^JJgrade testing
procedures for the math and reading retests. (W3-3, Spreadsheet j i ^ ^ y S r ade Math Hêtest Results)
(W3-4, Spreadsheet, jplFGrade Reading Retest Results)
On average Dallas ISD fifth grade re-testers increased their percentage correct by an average of
approximately 16% for math and 9% for reading. In contrast Umphrey Lee Elementary School re-testers
increased their math percentage correct by 33% in math and 30% in reading. Evaluation and Assessment
stated it was rare for a retesting student to receive an Advanced" rating on the retest. Four thousand
one hundred and fifty f i v e g r a d e District students retook the math STARR. Fifty five students or
1.32% of the total received an Advanced rating. According to Evaluation and Assessment, generally only
one student at each school will receive an Advanced rating on a retest, in contrast, Umphery Lee
Elementary School had twelve students (44% of their total re-testers) that received an advanced rating on
the math retest or 21% of the District. Similarly, 13 of the District total of 3,224 students received an
HIGHLY CONFIDENTIAL
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not found.
advanced rating on thefljlgrade STAAR reading retest. Umphrey Lee Elementary School had 3 of
those 13 students, or 23% of the District total.
In addition to serving as a test administrator for the^jjjlrgrade reading STAAR, testing documents
obtained from Umphrey'Lee Elementary Schoolindicated Teacher SHEPARD also served as a test
administrator for aHfcrade math and gflHgrade reading STAAR retest. AHflfeof the students tested
by SHEPARD for t n l j | | fc r a d e math retestwere successful on the STAAR. i f l H F o f theflMftjstudents
tested by SHEPARD received an Advanced rating on the math retest. (W5-8. SHEPARDl^Bjjy3rade
Math Retest Material Control Form) (W5-9, S HEP ARD Grade Math Retest Seating Chart)
Ronald SHEPARD May 14, 201^|p3rade Math STAAR Retest Administration
SHEPARD administered the STAAR^jJpgrade reading retest to^HHH^ Umphrey Lee Elementary
students. All of the students were successful on the retest anc^N| | | po f t h e ^ j B ^ tested students
received an Advanced rating on the test. (W5-10, SHEPARDM W f e rade R&aalnq Retest Material
Control Form) (W5-11, SHEPARD.%J|Grade Reading Retest SeaOTChart)
Ronald SHEPARD May 15, 201^j^|Grade Reading Retest Administration
HIGHLY CONFIDENTIAL
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not found.
Case Number: 11348
Case Number: 11538
<3* J? A?
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S' o* A
^ a ? 'T) XT (O o ''V
n * $ f c $ ? < $ ? >
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V ' V 'C' V <*r t-T <lr
The Daiias ISD may wish to consider forwarding a copy of this Report of investigation to the TEA
Class 4A Initial Interviews
Additional investigation of Umphrey Lee Elementary Schools STAARjUB^jrade, Class^presuits was
recommended and prior to dismissal of students for the 2012-2013 school year, the Districts Office of
Professional Responsibility (OPR) conducted an initial interview with Teadier Ronald SHEPARD.
SHEPARD acknowledged he had on April 24, 2013, administered a | ( J ^ r a d e reading STAAR at
Umphrey Lee Elementary School. SHEPARD stated he had served as a test administrator and received
training for the STAAR and similar tests for each of the previous four years. In a June 12, 2013, sworn
affidavit, SHEPARD stated he had not assisted any student with answers to the STAAR. (W4-1,
SHEPARD Affidavit)
year. In a June 12, 2013 affidavit, Crawford confirmed Umphrey Lee Elementary School teachers did not
test their own students during the STAAR. Crawford stated she had been responsible for assigning the
STAAR test administrators. Crawford stated students stayed in their home room and were tested at that
location by their assigned test administrators. Crawford stated she had been informed by State and
National Assessment that there were some anomalies with the Umphrey Lee Elementary Schoo|^Jdi
grade reading STAAR results. Other than the advisement by the District, Crawford stated there were no
test irregularity reports received by Crawford with respect to administration of the 2013 STAAR. Crawford
provided OPR with copies of sign in sheets, seating charts, oaths, and materia! control forms associated
with Teacher Ronald SHEPARDs administration of the April 24, 2013j^BBSgrade mathematics STAAR.
(W5-1. Crawford Affidavit) (VV5-2, SHEPARD. Test Training Sign in Log) (W5-3. SHEPARD Oath of Test
Security and Confidentiaiitv) (W5-4, April 24. 2013 Material Control Form) (W5-5, SHEPARD Seating
Chart)
The documentation provided by Test Coordinator Crawford indicated SHEPARD had attended a STAAR
test training meeting on June 17, 2013. An Oath of Test Security and Confidentiality was initialed and
HIGHLY CONFIDENTIAL
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signed by SHEPARD on March 26, 2013. SHEPARDs signature affirmed that he was aware of the
procedures for state assessments and understood his obligations concerning the confidentiality and
security of state assessments. (W5-2) (W5-3)
A required STAAR materials control form was initialed by SHEPARD on April 24, 2013, the scheduled
date for the Districts administration of the*$(J|j|^grade reading STAAR. The form indicated SHEPARD
was issued and took possession of twenty one state test booklets on that date and the booklets were
returned and signed back in by Test Coordinator Crawford on the same day. (W5-4)
A test administration seating chart displaying SHEPARDs name was reviewed by OPR. The chart, dated
April 24, 2013, listed the names of twenty one students and was consistent with the number of test
booklets the materials control form indicated had been issued to SHEPARD. The back portion of the form
displayed the ciassroom seating positions of the listed students. ON5-4) (W5-5)
Belinda SINGLETON was teacher at Umphrey Lee Elementary School during the 2012-
2013 school year. OPR reviewed the students on SINGLETONSClas^j^bster and compared them
with the students listed on SHEPARD^sAgnl 24, 2013jjpgracje reading STAAR seating chart. With the
exception of two students, roster of students
was identical to SHEPARD^s^Bfirade reading chart. (W5-6. SINGLETON
Homeroom Roster) (W5-5)
investigation by the Districts Office of Professional Responsibility. Upon resumption of the
2013-2014 school year, OPR continued interviews on the Umphrey Lee Elementary School campus.
(W1-1)
STUDENT INTERVIEWS
Fourth Grade Reading STAAR
OPR interviewed, and obtained signed statements from, students who were jHP*graders during the
2012-2013 school year and for whom testing records indicated had been administered the 2013
grade reading STAAR by Teacher SHEPARD. The following are quotations from the interviewed
students:
I am ^jfjfttjrade student Las* year my|||^)|)|grade
teacher was Ms. SINGLETON, but Mr. SHERARTfgave our class the reading STAAR.
Before the reading STAAR Ms. SINGLETON gave our class some problems. About six of
the problems Ms. SINGLETON gave us in class before the STAAR were the same as the
ones on the reading STAAR. When I saw the same questions on the STAAR that we had
worked in the classroom, I thought the questions were easy because we had already
worked out the answers in Ms. SINGLETONSclass. During the reading STAAR, Mr.
SHEPARD walked around the classroom and looked at out test booklets. Mr. SHEPARD
would say we needed to look at our answers again. After he said that I would change my
HIGHLY CONFIDENTIAL
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not found.
Case Number: 11348
Case Number: 11538
answer in the test booklet. When Mr. SHEPARD walked around again he would say Good,
good. >ARD meant I had the right answer and was doing good on the
Investigators Note: Teacher Belinda SINGLETON is no longer employed with the Dallas ISD. (W2-6.
SINGLETON Oracle Report)
I am a^Hferade student at Umphrey Lee Elementary School. Last year my^(^^grade
teacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. I
remember about four or five of the problems on the reading STAAR were the same as the
ones we had worked in Ms. SINGLETONSclassroom. We worked on the problems with
Ms. SINGLETON about two days before the test. When I saw the same problems on the
test, I knew I had the answers. The problems in class were on a test that was kept by Ms.
SINGLETON. I thought the reading STAAR was pretty easy because I had already seen
some of the problems. After we took the test before the STAAR we exchanged test papers
and Ms. SINGLETON gave us the right answers. I remember Ms. SINGLETON toid our
class that some of the problems we worked before the STAAR may be on the reading
STAAR. During the reading STAAR Mr. SHEPARD walked around the classroom and told
us we may want to look at our answers again. After Mr. SHEPARD told me to look at my
answer again, I thought I may have had the wrong answer so I changed my answer in the
STAAR test booklet. ~ ' r ' " n
I am a Upgrade student at Umphrey Lee Elementary School. Last year myjpipgrade
teacher was Ms. SINGLETON, but Mr. SHEPARD or Mr. Knight gave our class the reading
STAAR. I think Mr. SHEPARD gave us the math STAAR. I do not remember seeing any of
the questions on the STAAR that I had seen in the classroom. I do remember Mr.
SHEPARD walking around the testing room, Mr. SHEPARD told the whole class we
needed to look at our answers again. When Mr. SHEPARD said I needed to look at my
answer again, I knew I had to correct my wrong answer, I remember Mr. SHEPARD made
that comment once or twice during the STAAR. Sometimes Mr. SHEPARD would just walk
around and look at our test booklet and not say anything. I remember Mr. SHEPARD said
to put our answers in the test booklet before we put our answer on the answer sheet so we
would not get anything wrong.
I am a^Kgrade student at Umphrey Lee Elementary School. Last year my*(MMPSrac*e
teacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR.
During the STAAR Mr. SHEPARD walked around the classroom. I remember him telling
us to look at the question again. To me that meant to keep working on the problem until I
got it right. I do not remember Mr. SHEPARD giving us any of the answers on the math
STAAR and I did not change any of my answers after Mr. SHEPARD told us to keep
working on the problems. I did not recognize any of the prol he STAAR as ones
that we had worked in Ms. SINGLETONSclassroom. (W9-1 Statement)
statement)
HIGHLY CONFIDENTIAL
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not found.
Case Number: 11348
Case Number: 11538
I am a^llfgrade student at Umphrey Lee Elementary School. Last year m y g r a d e
teacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. I do
not remember seeing any of the same problems on the reading STAAR that we worked in
Ms. SINGLETONs classroom. Before the STAAR Mr. SHEPARD read the STAAR
directions. He passed out the test booklets and then read the directions. I do not
remember Mr. SHEPARD saying anything about looking at our answers again or giving
any assistance to students during the reading STAAR. I did well on the STAAR and was
given a|||^||||ûring ' |M [l
I am ^fHjlgrade student at Umphrey Lee Elementary School. Last year my^flBftgrade
teacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. I
remember seeing perhaps one problem on the reading STAAR that we had worked in Ms.
SINGLETONs classroom. I remember Mr. SHEPARD walked around our class during the
reading STAAR. I do not remember Mr. SHEPARD saying anything during the STAAR. I
do not remember Mr. SHEPARD helping me or any of the students with answers on the
STAAR. I do not remember how well I did on the reading STAAR. (W11-1
Statement)
w a m m
l am ^HH^grade student at Umphrey Lee Elementary School. Last year my*i^BPgra<*e
teacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. I did
not see any of the problems in Ms. SINGLETONSciassroom that were on the reading
STAAR. I remember Mr, SHEPARD told us the rules of the test and walked around the
testing room. He did not say anything about our answers and did not give anyone any
answers.
(W12 m m m r -
I am ctffl|grade student at Umphrey Lee Elementary School. Last year myJMNpgrade
teach erwas Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR.
Before the reading STAAR, we did work some problems in Ms. SINGLETONs class but
they were not the same as the ones on the STAAR. During the reading STAAR, Mr.
SHEPARD did walk around the ciassroom, but he did not say anything and did not give us
any help with the STAAR answers. J p M i f I
j^p|K3rade Math and Reading STAAR Retests
tated Teacher SHEPARD gave him the math STAAR retest. In a
HIGHLY CONFIDENTIAL
9Mfi ^rade studen
signed stateme
12 of 23
not found.
During the math retest Mr. SHEPARD walked around our testing rooms and looked at our
tests and told us to read the question again. I thought Mr. SHEPARD meant to look at our
answers again, but I never changed my answers. I do not know if any of the students
changed any of their STAAR answers because I was looking at my test.
Siaiemeni)
Additional interviewed students inciudin<
|J(BMB&acknowledged they were administered th^jjpgrade math andTe^TngTeMsts by Teacher
SHEPARD, but did not witness any inappropriate conduct on the part of SHEPARD. None of the
interviewed students indicated that they witnessed anything inappropriate on the part of Teacher
SHEPARD during his administrations of the re-tests. StudentfMJ(Jand additional interviewed
students did, however^ indicate that they had seen secure test content prior to the STAAR administration
in the classroom o l j H fcgrade teachers Lenora Coleman and DaShonya Tyler. In addition, students
cftJ|0ij||PFstated Teacher SHEPARD had shown them the same science STAAR questions in
the classroom,Mior to the^JPgrade science STAAR that they subsequently observed on the STAAR.
i I ! ' i W H p r .............. f P I ..................................... ( W 2 6 - 1 ,
tatement)
Investigators Note: The test irregularity allegations involving Teachers Lenora Coleman and
Da'Shonya Tyler are addressed in separate OPR Reports of Investigation.
a I
rade student at Dallas ISDs
rade student and attended Ump reyXee Elementary School. Ms.
Last year
Tyler was
I am
I was
my math teacher last year. Coleman was my^jjdgrade Language Arts teacher. Mr.
J (Johnson) gave me the^|pgrade STAAR math and reading tests. I dont remember
who gave me the retests. About a week before the math STAAR I was in Mr. SHEPARDs
science class. We were reviewing for the math STAAR. I saw about three problems in Mr.
SHEPARDs class that I saw on the first math STAAR. I also saw one question in
Ms. Tylers class before the math STAAR that was exactly the same as one of the
questions on the Math STAAR. I remember there was a picture of a slingshot a ball and a
can. I do not remember seeing any problems in Ms. Colemans class that were on the
reading STAAR. I did not see any of the teachers help students with answers on the
STAAR. i I IWMMl hi .......
I am afHftgrade student at Dallas lSDs^0B||B|j|MNNMMMHMH^ Last year
I was avHBgrade student and attended U m ffireyLee E lemenfa ry Sc h boTTTSsT Ty I e r was
my mathleacher last year. Ms. Coleman was myflHkjrade Language Arts teacher. Ms.
Willis gave me the^||[grade STAAR math and reading retests. I remember seeing three
we worked in Ms. Tyler and Ms. Colemans class before the STAAR. I also remember see
about six problems on the Science STAAR that were the exact same as the problems we
worked before the STAAR in Mr. SHEPARDs classroom. Ms. Coleman, Ms. Tyler and Mr.
SHEPARD use (sic) a projector to practice the problems before the STAAR. I remember
HIGHLY CONFIDENTIAL
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Case Number: 11348
Case Number: 11538
Ms, Willis walked around the class during the STAAR. She was just making sure no one
was cheating and I did not see her help any students with the STAAR answers. (W18-1.
m m ' 11 11
u| am aHHKgrade student at Dallas iSDs1|HHHI^HHHHHRlH Last year
I was a^Pprade student and attended Umphrey Lee Elementary School. Ms. Tyier was
my math teacher last year. Ms^Coleman was m^Blgrade Language Arts teacher. ! do
not know who gave me thefPfgrade STAAR math and reading retests. I remember some
of the same problems on the math reading STAAR were the same as the ones we practiced
on the board before the STAAR in Ms. Tylers ciassroom. I remember seeing a lot of the
same problems on the STAAR science test that we worked in Mr. SHEPARDs class before
the STAAR. Mr. SHEPARD worked the questions on the board so I was familiar with the
questions when I saw them on the Science STAAR. The lady who gave us the math and
reading STAAR retests did not help any of the students with the STAAR answers.
Upon learning of the additional allegation with respect to thefJKprade science STAAR, OPR requested
that theDistricts Evaluation and Assessments Department review the Umphrey Lee Elementary School
2013 jj jj p r a d e science STAAR result^^lthough it was not possible for their department to do the same
type of analysis as was,done with t h e ^ M f grade results, they advised that some of the Umphrey Lee
Elementary S c h o o l ^ rade science classes were at the top of the of the Districts anomalous
science STARR resulls. Evaluation and Assessment provided OPR with spreadsheets of the^ B j g rade
science STAAR Results. fW3~5. Pist r i c I j M ^ Srade Science STAAR results) (W3-6, Umphrey Leefl Ul
Grade Science STAAR Results) (W3-7Izmail Correspondence)
In response to the Evaluation and Assessment Department findings, OPR randomly interviewed the
following additional students that were identified as having taken the 2013^Mbrade science STAAR at
Umphrey Lee Elementary School:
I am aJ|M| grade student at Dallas ISDs t t j f l N p H H M | j f ^ ^ Last year
I was a f l K r a d e student and attended U i r W ^ ^ F ^ ^ n t ^ ^ S t o o T M T s H E P A R D
was mJHlgrade science teacher at Umphrey Lee Elementary School. I remember taking
thegMfgrade science STAAR. Ms. SINGLETON gave me the science STAAR. I remember
abouoour of the questions that we worked in Mr. SHEPARDs science class were the
exact same ones that were on the science STAAR. Mr. SHEPARD went over the questions
verbally in our class before the STAAR. We discussed the questions and answers verbally
that Mr. SHEPARD had projected on a white board. 1remember Mr. SHEPARD said we may
see some of the same questions on the STAAR that we discussed in the classroom. I
think it was about five weeks before the STAAR that I saw those questions in Mr.
SHEPARDs class. I was surprised when I took the science STAAR because there were
some questions on the science STAAR that we did not discuss or cover in class. I did do
well on the science STAAR. I was^MMMMHV* 1\
HIGHLY CONFIDENTIAL
14 of 23
not found.
Case Number: 11348
Case Number: 11538
I am a^Hftgrade student at Dallas ISDsfBMBMMNMMHHHIHI^ Last year
I was algHrade student and attended Umphrey Lee Elementary School. Mr. SHEPARD
was mJpPb rade SCjence teacher at Umphrey Lee Elementary School. I remember taking
the jjtyjigrade science STAAR. I think a fourth grade teacher gave me the science STAAR.
1do not remember her name. I remember seeing one of the exact same problems on the
science STAAR that I had seen in Mr. SHEPARDs class about a week before the STAAR.
Mr. SHEPARD showed us that question and others projected on a white board. (W21-2,
Peters Statement)
grade student at Dallas Last year
rade student and attended Umph^^Leet^meH^ys5iool. Mr. SHEPARD
grade science teacher at Umphrey Lee Elementary School. I remember taking
rade science STAAR. I think Ms. Tyler or Ms. Coleman gave me the science
STAAR. The questions we worked on in Mr. SHEPARDs class before the STAAR were not
the same questions that were on the science STAAR. I thought the questions and answers
on the STAAR were similar to the ones we covered in Mr. SHEPARDs class, but they were
different and not exactly the same. I thought the science was very easy because I can
memorize science and I do well in reading. tement)
"i am
1was
was
th
S T M r .
same problem
grade student at Dallas ISD1sj|@|||||MMMHM Last year
rade student and attended Ump^y LeeBen^r^rySchomTMrSHEPARD
rade science teacher at Umphrey Lee Elementary School. I remember taking
science STAAR. I think Ms. Tyler or Ms. Coleman gave me the science
wasi H H M l on t*ie sc>ence STAAR. I do not remember seeing any of the
^mlwlr. SHEPA PARDs class that I later saw on the science STAAR. I do
remember Mr. SHEPARD telling us that the material we covered in class would be on the
Science STAAR so we should not forget what we covered. Every day before the science
STAAR we had bell ringer questions in Mr. SHEPARDs classroom that we had to solve.
~ f M M F ' ' i i "
I am ajHBgrade student at Dallas year
I was a rade student and attended Umphrey Tee ElementaiyScnSol^nrfSHEPARD
was mraHjTarade science teacher at Umphrey Lee Elementary School. I remember taking
the^|Pgrade science STAAR. Ms. Coleman, the reading teacher gave me the science
STAAR. I do not remember seeing any questions in Mr. SHEPARDs class that were the
same as the questions on the science STAAR. ii
HIGHLY CONFIDENTIAL
15 of 23
not found.
Case Number. 11348 Case Number: 11538
I am a ^ H f grade student at Dallas Last year
I was a HHgrade student and attended U m'frnreyLee hiementa ry SchooLMrSHEPARD
was my B P grade science teacher at Umphrey Lee Elementary School. I remember taking
the JRpgride science STAAR. I think a lady gave me the science STAAR, but I do not
know her name. I do not remember seeing any of the same problems on the science
STAAR that we covered in Mr. SHEPARDs ciassroom. The lady who gave us the test was
standing up during the test after she read the instructions. I remember she passed out #2
pencils before the science STAAR. During the test she told us to close our test booklets
and stretch^Mter^we finished we sat back down and got back to work on the test
OPR that STAAR questions were secure materia! and would not have been available from any source
prior to the test. (W27-1, Email Correspondence)
District shipping records obtained by OPR indicated the secure^jJBlgrade reading and grade
science STAAR materials arrived on the Umphrey Lee Elementary School campus on April 12, 2013,
twelve days prior to the tests administration date of April 24, 2013. The securel(pgrade STAAR retest
materials arrived on the Umphrey Lee Elementary School campus on May 7, 2013, seven days prior to
the^Jjp9rac*e rc^th retest that was administered on May 14, 2013, and eight davs prior to the
May 15, 2013,Sjp^rade reading retest. ' * ^ eadino and^M f Science
Delivery TicketsT(W28-2!lMpBrade RetesVbelivSTTfckets) (W28-3, Aauirre Electronic Mail
Correspondence)
In response to student admissions that they had seen the same questions in SHEPARDs and other
Umphrey Lee Elementary School classrooms before the STAAR administrations that they saw on the
secure STAAR, OPR re-interviewed Umphrey Lee Test Coordinator Toni Crawford. As the test
coordinator, Crawford was responsible for receiving, storing, and returning the secure STARR materials.
In her sworn affidavit Crawford stated:
and eighth grade re-test booklets on May 7, 2013. Ms. Angelica Vazquez (Espinosa)
storage cabinet In that case, I would have placed the remaining sealed boxes of tests
had a key to my office door. I never leave my office door open or unlocked, if I leave the
To my knowledge, I am the only one who has a key to the pad lock on my storage cabinet
HIGHLY CONFIDENTIAL
16 of 23
not found.
Lee Elementary School. (W5-7, Crawford Affidavit September 10. 2013)
After conclusion of the student interviews, OPR re-interviewed SHEPARD with respect to the allegation.
SHEPARD again denied that he had participated in any test irregularities. In a sworn affidavit SHEPARD
stated:
I am a IMferade science and social studies teacher at Umphrey Lee Elementary School.
Ljst school year I served as a test administrator on attMftigrade reading STAAR and a
^Prade math and reading STAAR retest I used the STEMS Scopes, Eduphoria, Brain
Pop, Star Masters and Study Jams to help my students prepare for last years j/m g rade
Science STAAR. The students may have seen similar questions on the STEMS Scopes
and STAAR Masters as some of the questions on the STAAR. To my knowledge I did not
use any secure STAAR test material to prepare my students for the science STAAR.
During the STAAR tests that I administered I walked around the room monitoring to make
sure the students were not sleeping and were not using an answer key or anything they
were not supposed to use. I never said anything to any of the students during the STAAR
tests that I administered. I never told any student to look at their questions or answers
again. If the students said that I did that they may have confused the STAAR with an
interim non secure assessment (W4-2. SHEPARD Affidavit September 11, 2013)
Teacher Belinda SINGLETON was interviewed by OPR prior to the specific allegations by students that
SINGLETON had provided them with secure STAAR content prior to administration of the STAAR. Prior
to resumption of the 2013-2014 school year, SINGLETON resigned from the District and was not
available to be interviewed with respect to the allegations. In her initial affidavit, SINGLETON denied that
she had provided any inappropriate assistance to students on the STAAR. (W29-1. SINGLETON
Affidavit)
Relevant Policies, Procedures, And Statutes
The best preparation for state and iocal testing is good instruction. Appropriate test preparation
HIGHLY CONFIDENTIAL
17 of 23
not found.
TESTING CONDITIONS
TEST SECURITY
No unauthorized person may have access to any secure test materials. Ail persons who handle
follows:
do so.
Testing Irregularities (Selected Excerpt)
1. Incidents resulting in a deviation from documented testing procedures are defined as testing
result in the individual(s) responsible being referred to the TEA Educator Standards and
Certification Legal Division for consideration of discipiinary action (including suspension or
m tampering with student responses
m viewing secure test content before, during, or after a test administration (unless specifically authorized
m discussing secure test content, student responses, or student performance
HIGHLY CONFIDENTIAL
18 of 23
not found.
mduplicating, recording, or capturing (electronically or by any other means) confidential test content
responses.
contents of ali test booklets, online assessments, and completed answer documents. This requires
No person may review or discuss student responses during or after a test administration unless
Conclusions
Based on evidence in the form of student witness statements obtained during an Office of Professional
Responsibility investigation, the allegation that Ronald SHEPARD, a teacher at Dallas ISDs Umphrey
Lee Elementary School, committed a serious testing irregularity while serving in the capacity of a test
administrator for an April 2013 administration of the State of Texas Assessment of Academic Readiness
(STARR), is substantiated. While serving as af^BBBflrade reading STAAR test administrator, SHEPARD
directly or indirectly assisted students with responses to a^mpgrade reading STAAR when, during the
STAAR administration, he made comments about the testing students responses to STAAR questions.
According to witnesses interviewed during the investigation, Shepards comments deviated from the
authorized communication in the testing procedures and prompted students to change their STAAR
answers. A separate allegation that Shepard viewed and provided secure state test material content to
students prior to administration of the ^JJpgrade science STAAR was also substantiated by student
witness statements. Students stated they had seen the same questions in Shepards classroom that they
subsequently saw on the STAAR. The STAAR questions are secure material and could not have been
obtained from any legitimate source prior to the STAAR. SHEPARDs conduct was a severe violation of
test procedures, contributed to the anomalous Umphrey Lee Elementary School STAAR results, and was
a violation of District policy and procedures.
During the OPR investigation, students reported their former Umphrey Lee Elementary School f f i B f c
grade teacher, Belinda SINGLETON, provided them with assistance on their 2013SBB^rade reading
STAAR. Students interviewed by OPR, stated SINGLETON, who is no longer em^Byea with the Dallas
ISD, had supplied them with secure STAAR content prior to administration of the STAAR. The conduct
reported by students on the part of SINGLETON was a violation of District policy and testing procedures.
HIGHLY CONFIDENTIAL
19 of 23
not found.
Case Number. 11348 Case Number. 11538
taken, and have not done so, leaving such iatter determinations for the Human Capital Management and
H*
Forwarded:
Norman R. Epstein
Director
HIGHLY CONFIDENTIAL
20 of 23
not found.
Case Number: 11348
WITNESS
NUMBER
WITNESS EXHIBIT
NUMBER
DESCRIPTION
Responsibility, Dallas
ISD
1 Netclaim, Case Assignment
Responsibility
1 SHEPARD, Oracle Report
2 STAAR Resources, TEA
Website
3 STAARMHfeGrade Reading
Calendar
4 Dallas ISD, My Data Portal,
Glossary of Terms
5 Test Irregularities, Page 20,
STAAR Test Administrator
Manual
6 Belinda SINGLETON Oracle
Report
W3 James Holland,
Evaluation Specialist,
Evaluation and
Assessment, Dallas
ISD
1 STAAR Anomalies Analysis
Report
2 ^HflHPrade Reading STAAR
OlfllBfepreadsheet
3 fM|Srade Math Retest
Spreadsheet
4
ilHffGrade Reading Retest
Spreadsheet
5 District^MjHkGrade Science
STAAR
6 Umphrey Lee Elementary,
||f^pGrade Science STAAR
Results
7 Electronic Mail
Correspondence
HIGHLY CONFIDENTIAL
21 of 23
not found.
Case Number: 11348
W4 Ronald SHEPARD,
Elementary School,
Dallas ISD
1 Affidavit, June 12, 2013
Dallas ISD
1 Affidavit
2 SHEPARD Training Sign In
Log
3 SHEPARD Oath of Test
Security and Confidentiality
4
SHEPARDfHN^rade
Reading STAAR Material
Control Form
5 SHEPARDf*|grade
Reading STAAR Seating Chart
6 SlNGLETONlilHHH^
Roster -srr
8 SHEPARD*4HpGrade Math
Retest Material Control Form
9 SHEPAROy^Krade Math
Retest Seating Chart
10 SHEPARD, m t& r a d e
Reading RetesfMaterial
Control Form
11 SHEPARDmUGrade
Reading Retest Seating Chart
W6
Student Umphrey Lee
Elementary School
W7
Umpnrey Lee Elementary
School
W8 ^ M M P H P ^ t u d e n t
School
W9
\
S t u d e n t
------------------
HIGHLY CONFIDENTIAL
22 of 23
not found.
Case Number: 11348
School
W10 W m m nm m m Student
School
W11
Student Umphrey Lee
Elementary School
W12
School
W13
*
t u d e n t
School
W14
i
School
W15
School
W16
School
W17 d e nt
School
W18 i(^Pl|||||H|f^||^|^Stuc3ent
School
W19
^^deSu^^hreyLee
Elementary School
W20
i
a | f l B B P ! ! ? tijdent
School
HIGHLY CONFIDENTIAL
23 of 23
not found.
Case Number: 11348
W21
<
H M H I Student
School
1 Signed, Notarized Statement,
September 9, 2013
2 Signed Notarized Statement,
September 20, 2013
W22
School
W23
Student Umphrey Lee
Elementary School
W24
4 M M M P S t u d e n t
School
W25
^J^nphre^^^^êmenta ry
School
W26
StudenTUmêyLel
Elementary School
Evaluation and
1 Electronic Mail
Correspondence
Evaluation and
1 STAAR Shipping Records,
H M ^ r a d e Reading and
^8ppSrade Science STAAR
2 STAAR Shipping Records,
jpM&rade STAAR Retest
3 Electronic Mail
Correspondence
W29 Belinda SINGLETON,
Former Teacher,
School, Dallas ISD
1 Affidavit
HIGHLY CONFIDENTIAL
24 of 24
Case Number: 11348
Case Summary
Status: in Process
Risk: ]
Priority: j
Due Date:
Summary: Assigned to Inspector Chris Lyle. 6/26/13
Case Descri pt i on
Based on statistical analysis by the District s Evaluation and Assessment Department, and OPR preliminary
interviews with Umphrey Lee Elementary students, there is reason to believe that Lee Elementary Teacher,
Ronald Shepard, may have committed a serious STAAR test irregularity. While serving in the capacity of a
grade Reading test administrator during the April 2013 administration, Shepard was alleged to have
directly or indirectly assisted students with responses to test questions.
Invest i gat i on Inf ormat i on
Internal Case Number 11348 SHEPARD, RONALD
Method Of intake Hotline Phone
Source Code Hotline Phone
Reported Party Name RONALD SHEPARD
Reported Party Employee ID j
Legal Review
Case Types
Case Type Case Class | Description | Date Applied j
Cheating on Standardized Tests Fraud/Theft
I
[
(6/26/2013 9:30:16 AM
Events
No Results
https://cm.neiclaim.net/CaseDetails/Index/! 1348 6/26/2013
Involved Parties
Type First Name I Middle Name Last Name Title [Description |
Reported RONALD | SHEPARD TEACHER J
Locations
Status Name Company | Address 1City State Country
Active UMPHREY LEE 7502 FAIR OAKS AVENUE | DALLAS TEXAS UNITED STATES
People on this case
First Name Last Name Role
Chris ! Lyle Computer Forensic Investigator
Related links________________
No Results
Resolution, Info
No Results
Associated cases _____ .
Case Number
11347
https://cm.netclaim.net/CaseDetails/Index/l 1348 6/26/2013
SHEPARD
RONALD
EMPLOYEE
: i Employee 65082
BRUCE
l i i l l
Personal Employment Office Details Applicant BackgroundFurther Marne. Other Benefits
.i:l Birth Date
:Tovvn o f B i r t h
R e g i o n a l EMft
C o u n t r y of Birth-
Age 33
Status :::
Nationality
Reqt st e re 'd D i s a b l e d
27-JAN-2009 25-AUG-20GS
Address Pi ctu re assign merit Special Info Others
U LEE ELEMENTARY
6160.TEACHER.5-6.TEAC
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175-U LEE ES
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U LEE ELEMENTARY.TEACHER.5-6.199-11
MONTHLY
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65082
PROFESSIONAL
Salary information Supop/isor Probation & Nolsce Penod . Standard Conditions Statutory Information
Review Salary ~
Salary Besis iDISD MONTHLY
Review Performance
BN_HB STATE STIPEND INFORMATIO
DiSD_LANGUAGE_PROFICIENCY
I HR_CONTRACT_STATUS
HR HIRING CHECKLIST
01-SEP-2013 04-JUN-2014 EDUCATORj1i2O14jACCEPTEDlj30-MAY-2
01-SEP-2012 04-JUN-2013 EDUCATORjl |2013JACCEPTED||31 -MAY-2
01 -SEP-2011 04 ^JUN-2012 EDUCATOR PROBATIONARY, 3RD YEAR
01 -SEP-2010 04-JUN-2011 EDUCATOR PROBATIONARY, 2ND YEAR
01 -SEP-2009 G4-JUN-2010 EDUCATOR PROBATIONARY, 1ST YEAR
| 25-AUG-2008 AC AGREEMENT IN LIEU OF PROBATlOf
Agency Info District I nformat i on A - Z Index Help
> Search
Admi ni st rat ors
school resources
V
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teacher resources
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school finance & grants'
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Student Assessment' Home f Assessment A-Z Director/ | Contact Student Assessment
Beginning in spring 2012, the State or Texas Assessments of Academic Keadiness : .
{STAAR} wfli replace t he Texas Assessment of Know ledge and Skif!s(TAKS). The STAAR ; ' ' \ r ,
program at grades 3-8 will assess the same subjects and grades that are currently assessed' . - . i ^ .
on TAKS. At high school, however, grade-specific assessments will be replaced with 12 end- n
of-course ( EOC) assessirtents: Algebra I , geometrv; Algebra II, blology, chemistry, physics,
English I, English I I , English 151, world geography, world history, and U.S. history.
The resources on this website provide information and sample test questions to Famiiisrize Texas educators and the public with
tine design and format of the STAAR assessments. The information is intended to help educators understand how the new
STAAR program -measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. These resources are intended
te>support, not narrow or replace, the teaching o f the TEKS curriculum.
Grades 3- 8 English
Grades 3- 5 Spanish
EOC
Blueprints
Grades 3-8 English
Grades 3 - 5 Spanish
EOC
Mathematics
Calculator Policy
" Graph Paper
Griddsble Item Format
Reference Materials
Performan ce Level
Descrip tors
Ssbisir
Reading (Grades 3-8)
Dictionary Policy
* Test Design
Schematic
Performance Level
Descriptors
Grades 3- 8 English
Grad 3 5 Spanish
EOC
Assessing Process
Skills
Calculator Policy
-Grkidable Item
Format
Reference Materials
Performance Level
Descriptors
Science
STAAR Genera! Resources
(PDF posted 07/12/13)
{PDF posted 07/12/13)
Questions and Answers (Coming Summer 2013)
Printable Document
Web-based
Overview
* STAAR Graduation flowchart {PDF posted 0 4 / 09/ 0)
STAAR.Media Toolkit
= STAAR Assessments Comparison Chart {PDF pasted 11/04/11)
* STAAR Assessments for 2011-2012 (PDF posted 11/04/11)
Total Mandatory STAAR Testrno Davs (PDF posted 09/14/11)
STAAR Brochures
* A New Assessment Model (PDF posted 10/15/10)
.Social .Studies
= Clarification on Social Studies TEKS
* Performance Level Descriptors
Statewide Summary Reports
lMBm...sad.Fj).8Lish...l.ILJJI
- Dictionary Policy
- Example of Response Box
* Rubrics
* Scoring Guides
-= Test Design Schematics
- Performance Level Descriptors
)F posted 10/15/10)
http://www.tea.state.tx. us/student, as se ssment/ staar/ 8/1/2013
Texas Education Agency - STAAR Resources Page 2 of
" STAAR Standard Scrttino Technical Report (PDF posted 03/25/13)
STAAR Standard Setting Questions and Answers fPDF updated 01/29/131
STAAR EOC Standard Setting Process Overview fPDF posted 04/24/121
0 STAAR Performance label sand Polity Definitions (PDF updated 01/23/13)
- STAAR Performance Levei Descriptors (PDF updated 01/11/13)
8 STAAR 3-8 Performance .Standards Chart (PDF posted 01/29/13)
STAAR EDC Performance Standard:; Chart fPDF posted 04/24/12)
STAAR Phase-in Illustration (PDF posted 01/29/13)
STAAR Assessment-Re la ted Graduation Requirements fPDF updated 04/26/1.2. V
TAKS Equivalent Information fBridqe Study) Tables:
Test Administration
STAAR Time limits Policies- and Proceri urns fPDF posted 12/22/11)
Presen tstiosis
' TEA Update on the STAAR Program November 2011 (PDF posted 11/07/11)
^ ^ ^ ?Ovewiew of State Assessment Program (PPT updated 05/19/12}
To.e...aAM...It.:k..(PPT)
; Panel!:.
Grades 3-S Assessments
.
Assessed Curriculum Blueprint Released Test Questions
j Grade
I . 3
jBssriios.
1Mathematics Readina I Mathematics
;Read (no 1M a t e m a f e
Grade
I 4
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Is | Assessed Curriculum 1 Blueprint I Released Test Questions |
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| G r a d e 4 |!L 2 1 i p I K-t. l e m s . t o . | i M& h m a t f c - . i Writ og ji fe s ds n ^ Vrihn^ ;
fGradeS i i - j r ; ) f i--nero.afes I Sdeocef Bsading. ) 1f&encei;toiJi% 1l&feair;;^
EOC Assessments
Assessed Curriculum | Blueprint I Released Test Questions J
{ =: | noSish I Reading j English I Writing
English Language r j l ,n I j Epfljsb.II EEnglish i FnrJish I } English I I [ Enoiish I EooIMlH |
Arts I I ; i l l | 7 m r ,. . |
i M i s h . m .ReMion 1English,Hi 1
y: i; I Writing
http;//www,tea., state. tx. us/stud ent .assessment/staar/ 8/1/2013
r
n
(512) 463-9734
Map | Site Policies [ TEA Jobs
Specific Resources for Students Receiving Special Education Services and English Language
Learners
The STAAR program includes a number of assessments that address needs of students receiving special education services srsd
English language learners (ELLs) who-meet particular participation requirements.
- Assessments for Students Receiving Special Education Services: STAAR Modified
Assessments for English language Learners; STAAR Spanish j STAAR L
512/463'9536-
Page l ast modi f i ed ewt 7/ 3J./ Z013 02:29:04 PM.
Complaints SCs
Compart with Texans Texas Legislature
Frequently Asked Questions TRAIL
- Copyright Texas Education Agency (TEA) 2007-2812
Military Families
Disabilities
http://www. tea. state .tx. us/student, assessment/staar/ 8/1/2013
W2-3
STAAR
N OTES
Calendar of Events
EVENTS TEST ADMINISTRATION
EARLYAPRIL LATE APRIL
By /22
MAY
By S/'Q
JUNE
'By 3/29 '
By 2*
Writing 4.M3(G-1)
Mathematics A!Zi\Q'^GA} yw(G5) 6.o (G:i)
Reading -'/3(G5i 24;53. J!*)
r./i:. .'Cf.-.
vVl-J *JJ* 026 (G5)
Science WA {OfJ
8 2013 STAAR Test Administrator ManualGrades 3-5
Gl ossary or Terms
A B C D E F G H I 3 EC L f t
Term
w I
Academi c Excel l ence i ndi cat or Syst em (AEIS)
Accept abl e
ACP
ACT
ADA
ADM
Admi ssi on, Revi ew, and Di smi ssal (ARD) Commi t t ee
Advanced Pl acement (AP) Courses
Advanced Pl acement (AP) Exami nat i ons
AEIS
Ameri can Col l ege Test (ACT)
Adequat e Yearl y Progress (AYP)
AP Courses
AP Exami nat i ons
ARD Commi t t ee
Assessment of Course Perf ormance (ACP)
O P Q II S T II
Expl anat i on
The j ' . i a c c o u n t a b i l i t y system for
results of the ' ;=: ; V i . i
. . ( 2 ) exit level TAKS cumulative passing rates, (3)
indicators.
J as a part of the
See .. . .
See :.
See .
See _ . 1 .
individual evaluation to Referral for Full and individual Initial
' r"v : for each disabled
student.
A series of courses administered by the . that
earn college credit in an AP course, students must :
demonstrate their mastery of higher leve! of coursework and
Results are used to determine if a student wili receive college
See Ac-:;or;v-: Lr.-.r L r ..
See
See
See
A set of district'deveioped, 2 hour standardized, criterion-
. ' in language arts,
At -Ri sk St udent
Average Dai l y At t endance (AOA)
Average Dai l y Membershi p (ADM)
Average Yearl y Transact i ons (AYT)
a y p
i ' b Y:
Bi l i ngual Educat i on Not Li mi t ed Engl i sh Prof i ci ent {BE Not LEP)
Campus Improvement Pl an (CIP)
Campus Inst ruct i onal Leadershi p Team {CI LT)
CEI
Chapt er 1
YY/ Y:YN- y' ; ' - C ILT/v' YV::' :-,' :
Y'V.; y;;:''Y:: 'Yc i p '
Cl assroom Ef f ect i ness i ndex {CEI)
Cohort
Col l ege Board
Cont i nuousl y Enrol l ed
being a _ ; student, being placed
that year. :.
school. See
See .;' =
request that are not. - students.
ail student populations. Additionally, schools are required to
meet all federal, state, and local mandates.
in the development of the for
.See
Former name of the federal educational program,
See
See
grade 4 results on this year's state reading exam. Cohort data
the next. See
include the and
the.' ^ program, among others.
Cri t eri on-Ref erenced Test (CRT)
Cross-Sect i onai Compari son
CRT - . ' '
Curri cul um
D
Di agnost i c Ski l l s Prof i le (DSP)
Di st ri ct Number
Drop-Out
DSP
Economi cal l y Di sadvant aged
ELA Test
Engl i sh as a Second Language (ESL)
Engl i sh Language Art s (ELA) Test
ESL
Exempl ary
this "set number of days" is 10.
concepts on specific content area. For example, the State
:-.:n ,>' "jc r. r y 'y: ,yy is a criterion-.,
referenced test.
example, a comparison of iast year's grade 3 students'
students' performance on the state reading exam. See Cohort.
See ;" : ..
District-created test that covered every
: . ' : y\ , f y y ! student expectation. The Spanish
version of this test is 'Sagnesttco-cte !>'/ .";' ( y y y .
The six-digit number for Dallas ISD assigned by the .:
VK-w.f ,057905.
Students who have left Dallas ISD as identified by the
: Education -Agency .{TEA}. Drop-out information lags behind one
who left Dallas iSD and enrolled in another school district in
Texas.
See H y y-.y.-. ,y ' y -. y y y
' y. i . nomenclature for low socio
economic status students used for the
. Economically disadvantaged are
coded as 1 (Eligible for Free Meals), 2 (Eligible for Reduced
Programs pertaining to the teaching of
students
- The combined 1- -
i i m.b; test at the high school level that tests both reading and
writing. :
See -
The highest rating for a school
for the
Fi rst Ti me Test Taker
y ' / y ' y '
H ;
i
i ndi vi dual i zed Educat i on Program (l EP)
Iowa Test of Basi c Ski l l s (ITBS)
ITBS
J
Student attempting the exit level :
y - grades 5 and 8 Reading and
Mathematics
, test, or STAAR end-of-course (STAAR
: k :
L
Language Prof i ci ency Assessment Commi t t ee (LPAC)
LEP Exi t ed St udent
LEP
Li mi t ed Engl i sh Prof i ci ent (LEP)
Logramos
Low-SES St udent s
LPAC / / .
: Y M
Mean
Medi an
Mi grant Educat i on
: NAEP :/ :
Nat ional Assessment of Educat i onal Progress (NAEP)
NCE
Normal Curve Equi val ent (NCE)
Norm-Ref erenced Test (NRT)
NRT
O
Ori gi nal DISD Ent ry Date
Ot her School s
: P
Passi ng Rat e
placing, and exiting or reciassifying
i . l ' r : students. The committee is comprised of teachers,
administrators, parents, and an Admission, Rsvfew, snd /.
committee member when appropriate for
Student received either bilingual education (BE) o r v ;
; services and has met all
; . program exit criteria. A student whose parents
See L ;"'n;
identified by the n.;; / - -!;!.
(Ijv-... based on the state criteria.
development of grade K-2, 5, and 8 students' skills in the core
subject areas of Reading and Language Ms.
f'.x.': rjc
See v . ^ o ^ v v . r :
See N VO;: ~: A - j : ;; o: ' -ov. !:. - i i . }.
of Education. Known as "the nation's report card." Since 1969,
1:2th grade students.
A test that allows a student's performance to be compared with
See -
The date that a student enrolls in a Dallas iSD school for the
first time.
Schools that are not included in Dallas iSD accountability
systems, such as .'J
Back to Top.;,-...',/; '
PDD
Percent Average Dai l y At t endance
Percent Meeti ng Mi ni mum Expect at i on
Percent il es
Perf i i Di agnst i co de Dest rezas
Port f ol i o
Prel i mi nary Schol ast i c Apt i t ude Test (PSAT)
PSAT
Q
V E .
Rat i ng (AEIS)
Readi ng Prof i ci ency Test i n Engl i sh (RPTE)
Readi ness St andards
Readi St ep
Ready t o STAAR
Ready t o STAAR(t )
Recogni zed (AEIS)
Report i ng School
Retent i on Rat e
are calculated for various student subgroups. The Sisfce
/:. \ passing rate is
synonymous with "Satisfactory" performance.
See' . 'V: KV,.-.
y ..v-;. divided by
expressed as a percentage.
See :
The rank of a students score compared to atl other students in
the population of interest, in a national comparison, if a student
that year.
The Spanish version of the TT :: This
throughout a course or class year. It measures the students
knowledge and skills and often includes some form of self-
An examination often used as preparation for the V.
See
The Texas ' !' ' V|\ . : " '
assigned rating of schools based on
c :: performance,
Assessment created by the that
prepare students for success in wbrkpiace or in college or
university courses.
A test created by the College Sord to measure the
students in grades 7 and S. As a precursor to the .
(S- it provides an early estimate of students' preparedness
students' mastery of the Readiness Standards taught during the
Locally-created assessment that evaluates grade 3*1-0
students' grasp of the -\:v covered in the prior
The second best , n r
rating for a school. See
enrolled. For example, students enrolfed at the TAG magnet,
RPTE
S
SAT
Schol ast i c Apt i t ude Test (SAT)
School Ef f ect i veness Index (SEI)
School Locat i on Number (SLN)
SDAA
SEl s
Si mi l ar St udent s
School Locat i on Number (SLN)
SLN
Soci o-Economi c St at us
Sp. Ed.
Speci al Educat i on (Sp. Ed.)
SST
STAAR
St abi l i t y Rat e
St andard Devi at i on
St andards
St anf ord 9 (SAT 9)
See =' rev " v if i E
See E " : -.,r r '
A standardized test taken by coliege-bound students that is
designed to predict students' college-preparedness. The SAT
is a test of verba! and mathematical reasoning ability, it is
designed to predict who will do wel! in coliege. The SAT
r:: History.:;: ::
and schools have no control SEls factor out socio-economic
level factors. All SEls are centered around a District mean of
50 and a standard deviation of 10. indices of 50 or above
': ' average.;
:. three-digit Texas Education .Agency (TEA) number and the SLN
; See >- ' V Ef ' E
v See :; A . . : : ? C \
Effectiveness Indices (SEls and CEIs), students who have the
same demographic characteristics {i.e. gender, ethnicity,
..E ,'i :EV'- status, special education
same prior-year t est s. ' .
A unique number assigned by Dallas !SD to each school. For
'e The three-digit 'Texas -.Education-. Agerk number and the
See Tv i. -,:E !" :
Reduced Lunch. See and .
See r - . E- ; .
; Programs designed to serve children with special mental and
E physical needs. Such children are entitled to individualized
: education plans that spell out the services needed to reach
tutoring. Traditionally, speciai education has taken place in
. See i : - E;
See ; ':r.:.
Number of continuously enrolled students divided by Average
Daily Membership (ADM j expressed as a percentage.
Subject-matter benchmarks used to measure students
measures qrade K-9 students' understanding of concepts in
St at e Devel oped Al t ernat i ve Assessment (SDAA)
St at e ID
St at e of Texas Assessment of Academi c Readi ness (STAAR)
plan that are taught the state n: /
Skms (TEKS) curriculum at an instruction level beiow the grade
level.
An eight-digit identification number beginning with the letter "S"
State assessment created to measure grade 3-12 students*
W2-5
STAAR
NOTES
Test i ng Irregul ari t i es
Incidents resulting in a deviation from documented testing procedures are defined as
testing irregularities and are viewed by TEA as falling in one of two categoriesserious
and procedural.
Standards and- Certification Legal Division for consideration of disciplinary action
serious violations involve, but are not limited to, the following:
m tampering with student responses
viewing secure test content before,.during., or after a test administration- (unless
specifically authorized to do so by the procedures outlined in the test administration
materials)'
* scoring-student tests, either formally or informally
duplicating, recording, or capturing (electronically or by any other means)
Eligibility Error
Eligible students were not tested...
Ineligible students were tested.
Individualized Education Program (IEP) Implementation Issue
accommodation.
si A student receiving special education services was administered the wrong test.
a Secure materials were not returned, checked in, and accounted for at the end of
each testing day.
materials.
W2-6
c*People yyyyy-y.'y-yyy
Personal Employment JOffice Deiaiis
: Birth Date
Town-of Birth
Region of Birth
: Country of Birth;
Applicant ; Background - Further Name ? Other ?: --UU
Age 55
StatUS- l O:..:
; Nationality
.Registered Disabled j :-
Spec-d Into
.N:
others
______________________
Lyl e, Chri s H
Fr om:
Seni:
To:
Subjeci:
At t achment s:
Ware, Aaron P
Lyle, Chris H
Aaron Ware
Director
972-925-6402
To: Ware, Aaron P
Fixed, see attached
From: Ware, Aaron P
To: Holland, Janies
Aaron Ware
Director
972-925-6402
Aware(5)dallasisd,org
From: Lyle, Chris H
To: Ware, Aaron P
Aaron,
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
l
From: Ware, Aaron P
To: Lyie, Chris H
Here is the report,
Aaron Ware
Director
9 7 2 - 9 2 5 - 6 4 0 2
Aware@d9llasisd.org
To; Ware, Aaron P
James
James Holland
Dallas independent School District
Evaluation Analyst
972.925.8807
ihoiland@dallasisd.orR
2
A stat isti cal anal ysis of t he grades 3 t hrough 8t h grade March and Apri l 2013 St at e of Texas
Assessment of Academi c Readi ness (STAAR) scores was conduct ed t o i dent i f y suf f i ci ent l y anomal ous
resul t s t hat warrant f urt her i nvest i gat i on. Mat hemat i cs and readi ng 2013 STAAR scale scores were
exami ned at t he school and cl assroom l evel . A regressi on of 2011 Texas Assessment of Knowl edge and
Skills {TAKS}1 and 2012 STAAR scal e scores was conduct ed on t he 2013 STAAR score f or al l st udent s i n
t he di st ri ct at each grade l evel For t he 3rd and 4th grades, Iowa Test of Basi c Skills (ITBS) were used i n
l i eu of STAAR t est i ng f or t he previ ous years (3,d * 2nd and 1st, and 4th - 2nd). Readi ng and mat hemat i cs
scores were anal yzed separat el y, as were Spani sh Readi ng STAAR t est ers. A separat e, suppl ement al ,
anal ysi s was conduct ed ut i l i zi ng percent age correct i nst ead scal e scores.
The resul t i ng st udent t est resi dual scores were aggregat ed by class and convert ed i nt o
st andardi zed scores wi t h an average of zero and st andard devi at i on of one. School s or cl assrooms t hat
had an average st andardi zed resi dual t wo st andard devi at i ons or more above t he mean were sel ect ed
f or f urt her i nvest i gat i on. St udent s were i ncl uded i n t he anal ysi s i f t hey had t hree years of val i dl y scored
exams (2013,12, and 11) and were on grade f or each year (i .ev no hei d back st udent s).
St udent s' scores were t hen exami ned f or each of t he i dent i f i ed cl assrooms. In t he case of
school s t hat coul d not be i dent i f i ed as t est i ng by cl assroom, t he school was exami ned as one body- Each
st udent 's raw score, resi dual score, and previ ous t est i ng hi st ory were exami ned. St udent scores t hat
showed an anomal ous gai n were i dent i f i ed. For cases where cl assroom dat a were not avai l abl e, if a
school had a l arge number of anomal ous scores (over 25% of t he school ) admi ni st rat i on seat i ng chart s
were request ed f rom t he school . Cl assrooms or t est i ng rooms wi t h 50% or more of t he st udent s havi ng
anomal ous scores were t hen recommended f or on-si t e i nvest i gat i on,
Umphrey Lee had t wo 3rdand 4th grade cl assrooms t hat were i dent i f i ed as havi ng a suf f i ci ent number of
anomal ous resul t s t o warrant an i mmedi at e i nvest i gat i on i nt o t he t est i ng pract i ces at t he campus. Usi ng
t he procedures out l i ned above, t he st udent s who t est ed i n cl assrooms 3A (Mat hemat i cs) and 4A
(Readi ng) at Umphrey Lee di spl ayed a hi gh number of anomal ous resul t s. An on-si t e i nvest i gat i on was
recommended t o t he Dall as ISD St at e and Nat i onal Assessment depart ment .
Furt hermore, anot her not ewort hy anomal y was det ect ed in t he Umphrey Lee re-t est i ng resul t s of t hei r
5th graders. In May 2013,5th and 8th grade st udent s who f ai l ed t he f i rst admi ni st rat i on of t he STAAR t est
in readi ng or mat hemat i cs coul d re-t ake t he t est in May. Due t o t he rel at i vel y l ower number of st udent s
who part i ci pat e in t he re-t est , t he regressi on met hodol ogy used above is not appropri at e. Inst ead t he
Eval uat i on and Assessment anal yst t eam exami ned t he passi ng rat es of each school , as wel l as t he
i ncrease i n number of i t ems st udent s answered correct l y compared t o t he f i rst t i me t hey t ook t he t est ,
and t he number of st udent s who achi eved an ADVANCED rat i ng on t he re-t ake.
Stat i st i cal Anomal y Anal yses as Pert ai ni ng t o Umphrey Lee Apri l and May 2013 STAAR
1For TAKS 2011 scaie scores, the state utilized a vertical scaie score system f or all elementary and middle school
level tests.
The resul t s were suf f i ci ent l y hi gh t o warrant f urt her i nvest i gat i on of t he t est i ng procedures f or t he 5th
grade STAAR re-t est at Umphrey Lee. On average, D!SD 5th grader re-t est ers i ncreased t hei r percent age
correct by approxi mat el y 16% f or mat hemat i cs and by 9% f or readi ng. In cont rast , t he re-t est ers at
Umphrey Lee i ncreased t hei r percent age correct by 33% (3rd hi ghest , 3.04 st andard devi at i ons above t he
mean) and by 30% i n readi ng (2nd hi ghest , 3.84 st andard devi at i ons above t he mean). It shoul d be not ed
t hat rel at i ve t o t he number of re-t akers at each campus, Umphrey Lee mat ches t he di st ri ct average.
Theref ore, i t is unl i kel y t hat t hi s j ust a random occurrence due t o a smal l number of st udent s havi ng
very hi gh gai ns.
What is also concerni ng is t he number of st udent s who recei ved an ADVANCED rat i ng on t he re-t est .
Re-t est ers are st udent s who f ai l ed t he t est t he f i rst t i me and It is rare f or t hem t o achi eve an ADVANCED
rat i ng on t he re-t ake. The di st ri ct had 4,155 5* grade st udent s re-t ake t he STAAR mat hemat i cs t est , and
of t hose, 55 st udent s achi eved an ADVANCED rat i ng (1.32%). i n general , i f a school has a re-t aker who
achi eves an ADVANCED rat i ng, t hat school onl y has one st udent .
In cont rast , Umphrey Lee had 12 mat hemat i cs re-t akers (44% of t hei r t ot al re-t akers) who achi eved an
ADVANCED rat i ng. In ot her words, 21% of ail t he di st ri ct 's mat hemat i cs re-t akers who achi eved an
advanced rat i ng came f rom Umphrey Lee. Si mi l arl y, of t he 3,224 readi ng re-t akers, 13 achi eved an
ADVANCED rat i ng (0.4%). Umphrey had 3 of t hose 13 st udent s, 23% of t he di st ri ct t ot al .
It is recommended t hat t he 3* and 4th grade cl assrooms l i st ed in t he t abf e bel ow, as wel l as any
st udent s, t eachers, st af f , et c. who part i ci pat ed in t he 5th grade STAAR re-t est i ng be i nvest i gat ed. It
shoul d al so be not ed t hat t he t est i ng i rregul ari t i es anal yses conduct ed by E&A Is qui t e conservat i ve wi t h
a hi gh t hreshol d needed t o be i ncl uded. Fai l ure t o appear on t hi s f ist does not exonerat e a school f rom
pot ent i al cheat i ng. If duri ng i nvest i gat i ons concerns ari se t hat ot her cl assrooms possi bl e engaged in
cheat i ng, t hose concerns shoul d be expl ored. The anal ysi s here di spl ays whi ch cl assrooms/ school s had
hi ghl y unl i kel y dat a (anomal i es), i t does not out ri ght prove nor absol ve a cl assroom or school of
cheat i ng.
Test School Cl assroomf s)
GradeBMat hemat i cs Umphery l ee
Grade Sheadi ng Umphery Lee f p l
Grade Bt e-t est i ng (bot h Umphery Lee Any cl assroom/ t eachers
subj ect s) associ at ed wi t h t he re-t est i ng
st udent s.
At t ached are t he resul t s of t he regressi on model i ng f or cl assraoms^p(mat hemat i cs) andj f f ^readi ng)
as wel l as t he correspondi ng seat i ng chart s t hat were provi ded by St at e and Nat i onal Assessment Al so
i ncl uded is t he anal ysi s f or t he mat hemat i cs and readf ng j j f erade ret est i ng, showi ng Lee wi t h hi gh l evel
gai ns f or bot h subj ect s.
W3-7
!"#$% '()*+ ,
Seni: Thursday, September 19, 2013 3:06 PM
To: Lyle, Chris H
Subject: RE: Umphrey Lee Elementaryjp||Grade Science STAAR
Yes, we only use students who are on grade level, have two years of test data, non SPED, and English version
of the test.
Sent from my Verizon Wireless 4G LTE smartphone
--------Original message---------
From: "Lyle, Chris H" <C Lvle@dallasisd.org>
Date: 09/19/2013 11:02 AM (GMT-06:QO)
To: "Holland, James" <JHQLLAND@dallasisd.org>
Subject: RE: Umphrey Lee EIementary4(BfcGrade Science STAAR
James,
Were some students excluded from the science spreadsheet analysis for a lack of data? I noticed there are additional
students on seating charts and in MyData Portal that are not reflected on the spreadsheet.
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
Sent; Wednesday, September 11, 2013 2:28 PM
To: Ware, Aaron P; Lyle, Chris H
Cc: Byers, Karen S
Subject: RE: Umphrey Lee Elementsry^jpiGrade Science STAAR
Mr. Lyle,
Attached are two spreadsheets.
The first one looks at the campus advisers and which had the highest collection of student's who STAAR
science scores were much higher than predicted. I didnt have the seating charts for the Science
administration, so this is under the assumption the students were grouped by their listed adviser (which they
usually are). Using the previous two year history, many U Lee advisers were at the top of anomalous
advisers. I also did a different methodology that considered their Fall ACP science scores. The students under
the U Lee '^ 0 adviser were especially suspect.
t
The 2nd spreadsheet only lists the U Lee students for those advisers. I highlighted students I thought might be
the "most anomalous", based of the conventional analysis of residuals, the ACP analysis, or a couple students
who had major drops between their Fall to Spring ACP science tests. Their are a variety of valid reasons why
students might have anomalous data.
If we have a chance, it would probably be a good idea to sit and having a meeting with Aaron, but I will leave
that up to you. We don't normally do this type of analysis and there are a fair amount of caveats. Mainly, we
have to use last year's reading scores as predictors since STAAR science is only taken in 5th and 8th grade
(though this how CEIs are calculated and is still a valid method). That is why we did another analysis
considering the Fall ACP science.
I coul d me e t anyt i me t hi s week , b u t am go i ng on vacat i on t hi s n e x t week . Al so f eel f r ee t o emai l o r cal l wi t h
any quest i ons.
James Hol l and
James Holland
Evaluation Specialist
Evaluation and Accountability
972-925-8807
972-794-3544 (fax)
iholland@daliasisd.org
DALLAS iSD
From: Ware, Aaron P
To: Lyle, Chris H; Byers, Karen S
Cc: Holland, James
Subject: RE: Umphrey Lee Elementary4((^Grade Science STAAR
We can look, but we run into a problem. We do not have the same pre-test scores as we do with Reading and Math. We
can use the math ones as the predictor, but these are really just proxies and are not ideal.
Cheers,
Aaron
Aaron Ware
Director
972-925-6402
Aware@dallasisd.org
From; Lyle, Chris H
To: Ware, Aaron P; Byers, Karen S _
Subj ect : Umphrey Lee ElementarylJJ^Grade Science STAAR
Aaron,
2
I have been informed that the 2013 Umphrey Lee Elementary SchooilJjJpGrade Science STAAR may have been
compromised. Would It be possible to take a iook as we did with the other administrations?
Chris Lyle, CFE
Inspector
Compliance Division
Dallas iSD
972-925-8864
CFR Part 99, 19 TAG 247.2, Texas Government Code 552.023, Texas Education Code 21.355, 29 CFR
3
Dallas
Mike Miles
Indcpcndcnt
School
Distvict
DATE: June 12, 2013 CASE NO:
I, Ronald Shepard am giving this statement to Dwain F. Pridemore, who has identified
himself/herseif as an Inspector with the Dallas independent School District and is conducting an
School Board Policy DH (LOCAL), describing my actions or any knowledge that I have of the incident,
i understand that failure to do so may subject me to disciplinary action up to and including possible
termination from employment with the Dallas Independent School District I further understand that
any information or evidence gained through this statement cannot be used against me in any criminal
response to this request, I submit the following to inspector Dwain F. Pridemore.
Witness:
Signature:
Time:
/ / / ' 2 - / i y i
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Dallas
Independent
School
Distvict B
Mike Miles
Affidavit
Date: 6/12/2013
The State of Texas
County of Dallas
Ronald Shepard II, is a resident in the County of Dallas, State of Texas, on this day at the
Umphrey Lee Elementary School, who after being duly sworn, on oath, affirm and says:
I reside a t li ^ B H H H H B H M H M l ll^ P H f a n d my telephone number is 214-859-7849. I started
teaching at Sidney Lanier Elementary Schooi in 2008. i am currently a 5thGrade Science and Social
Studies teacher at Umphrey Lee Elementary School.
I received training prior to the STAAR (State of Tdxas Assessments of Academic Readiness) test
which I helped administer in April of 2013. Aithough the STAAR is a relatively new test the
procedures for these tests. I have been a test administrator every year over the last four years.
I have been shown a copy of the Oath of Test Security and Confidentiality for Test Administrator" by
Inspector Pridemore. i have identified my signature on this copy.
In April when I administered the STAAR test at Umphrey Lee Elementary School, I read the test
instructions to the students verbatim from the Test Administrator Manual. I did not vary from this text.
In April I administered the^parade STAAR writing test and also the|p grade reading test. I am not
sure exactly of the dates and the forms presented Inspector Pridemore are incomplete. Though
based on the forms ! reviewed I Administered the Upgrade writing test on April 2, 2013 and I h e f j f
grade reading teston April 3, 2013. I administered the^Fgrade Math test on April 23, 2013. !
administered the 0 Reading test on April 24, 2013. | administered the p i g rade Math test on Hay
14, 2013 and this was a retest I administered t h e ^ grade Reading refesi on May 15, 2013.
I did the Ready to STAAR test with my class during the first semester to acclimate them to real test
conditions when taking the STAAR test. I worked with my class and taught them to answer the tests
questions in the test booklet and then transfer those answers to the answer sheet. I did this to give
so they would not be making eraser marks or smudges on the test sheet itself. However, when
administering the test Shave never told a group of students to answer first in the test booklet and then
transfer those answers to the test sheet because that is not part of the instructions as outlined in the
I have never taken a students test booklet to review answers they have written in the booklet. The
only time I have ever taken a test booklet from a student was to make sure the 9 digit number on the
back of the booklet matches the number that the student writes on their test sheet. This number is
also reflected on my seating chart. I have never assisted a student with a test question or coached
them with an answer. The only response I have ever given to a student when asked was to tell them
I can only assist you with answers regarding the testing directions themselves. This answer is part of
the instructions from the Test Administrator Manual.
one was sleeping, I did not sit at my desk. Once a student finished the test they would raise their
AFFIDAVIT Of Ronald Shepard II 1of 2
Dallas
Mike Miles
Indcpcndcnt
School
Distvict
hand, i would collect their testing materials and their pencil, and I would normally remind the class to
sit quietly because testing was continuing.
Inspector Pridemore prepared/typed this affidavit, from information I have provided, and reviewed
the affidavit with me to make sure it was true and cgr-re-o^ 1have read every paragraph of this
affidavit. I have made corrections where necessary j^PWinitials).
I hereby affirm that my statements above are true, accurate, and complete, to the best of my
knowledge.
Before me a notary public, on this 12 th day of June, 2013, personally appeared Ronald Shepard II,
and correct.
Affiant
Notary Public
a f f i d a v i t of Ronald Shepard II 2 of 2
W4-2
Mike Miles
Indcpcndcnt
Schoo!
Distvict
Dallas
I, Ronald Shepard am giving this statement to Chris Lyle, who has identified himself/herself as an
from employment with the Dallas independent School District. I further understand that any
statements) I make.
be grounds for disciplinary action up to and including termination/'
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Mike Miles
Indcpcndcnt
School
District
Dallas
Affidavit
The State of Texas
County of Pallas
Before me, Chris Lyle, personally appeared Ronald Shepard resident in the County of Collin, State
of Texas, on this day at the Dallas independent School Districts Office of Professional Responsibility,
I am a fifth grade science and social studies teacher at Umphrey Lee Elementary School, Last school
year I served as a test administrator on 4 H f e r a d e reading STAAR and aiJjPgrade math and
reading STAAR retest, I used the STEMS Scopes, Eduphoria, Brain Pop, Star Masters and Study
Jams to help my students prepare for last yearsflMMsrcfe Science STAAR. The students may have
seen similar questions on the STEMS Scopes and STAAR Masters as some of the questions on the
STAAR. To my knowledge i did not use any secure STAAR test material to prepare my students for
the science STAAR.
During the STAAR tests that I administered I walked around the room monitoring to make sure the
students were not sleeping and were not using an answer key or anything they were not supposed to
use. ! never said anything to any of the students during the STAAR tests that! administered. I never
told any student to look at their questions or answers again. If the students said that I did that they
may have confused the STAAR with an interim non secure assessment
I have read every paragraph of this affidavit. ! have made corrections where necessaryp y (initials)
To the best of my knowledge and belief, I have furnished Inspector Lyle with ali documents or items in
Affiant
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
1 o f 2
www.dallasisd.org
Da!!as
Indcpcndcnt
Mike Miles ScliOOl
H
Br
Before me a notary public, on this 11th day of September, 2013, personally appeared, Ronald
Shepard, known to me to be the person whose name is subscribed to the foregoing affidavit and by
true and correct.
Notary Public
/ a o | ^
N o t w y r u W i c , |
State ff Texas |
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
2 o f 2 i n i t .
W5-1
Dallas
Indcpcndcnt
Mike Miles School
Superintendent o f Schools Distvict
DATE: ^-tJune M, 2013. , CASE NO: NA
Q fk J L M ..( j3 M
ed himself/herself as an li
identified him&elf/he/selfvas an Inspector with the Dallas Independent School District and is
to and including possible termination from employment with the Dallas Independent School District I
against me in any criminal proceeding, except that! may be subject to criminal prosecution for the
charge of perjury for any false statements) I make.
The employees failure to comply with the directive constitutes "insubordination," a violation that will
response to this request, I submit the following to inspector Lyle.
Signature:
Witness: Time:
(<>:?> o
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daHasisd.org
Mile Miles
Da!!as
Indcpcndcnt
Schoo!
Distvict
Date: June 12, 2013
Affidavit
The State of Texas
County of Dallas
I reside a t 3n01my telephone number
I am a librarian with the Dallas ISDs Umphrey Lee Elementary School . I have been a librarian for
five years. I also serve as the school's test coordinator. In April of this year our school administered
reading and fifth grade science. There is al so fifth grade math and reading retest. I received test
the STAAR tests. The tests are kept in the storage cabinet in my office. I was the onl y one who
administrator will go to that room to administer the t est The test administrators were selected on the
to my office in the library. The principal, assistant principal, hail monitors, and myself monitor during
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
1 of 2
Dallas
s
Mike Biles
Independent
School
D&frki
I have read every paragraph of this affidavit.
and correct.
Notary Publig/^
A . i
3700 Ross As/e.
Dallas, TX 75204
(972) 925-3700
2 O f 2
www.danasisd.org
W5-2
Wednesday, April 17, 2013
Name
f j J J l l i e . t = . H / n c h a t s ]
D & l S h o f y i
ID# Grade Section/Depa r tin eut Date
h - n
State of TexasNv ,1
County of
This oath applies to sit state assessments except STAAR Alternate anti TELPAS, which have separate oaths.
For AH Test Administrators: Complete this section before handling any secure test materials
I do hereby certify, warrant, and affirm that! will fully comply with ali requirements governing the student assessment
where applicable:
Initials
I have receivsd :trat nfhg:.i>ntest administration procedures, and I understand my responsibilities
I am aWare that testlng prasedures require me to actively monitor during test administrations;
1 understand my responsibilities as a test administrator, and I am aware of the range of penalties that may
result from-a departure-from the documented test administration procedures;
I understand my obligations concerning the security and confidentiality of state assessments, and I am
aware of he range: of penalties that may result from a violation of test security and confidentiality; and
campus testing coordinator;
I do hereby further certify, warrant, and affirm that I will faithfully and fully comply with all requirements concerning test
Signature of Test Administrator Printed Namcrof Test Administrator County-District Number
Area ;Cdde/Telephone # District Name Carrufcs.':W'ame
r
For Test Administrators Authorized to View Secure State Assessments
f Individuals who are authorized to conduct test administration procedures that involve viewing secure state fi
assessments have an added responsibility of maintaining confidentiality. These procedures include but are not I
l limited to: ora! administration, transcribing student responses from the test booklet, and particular linguistic ?
f accommodations. As a reminder of this responsibility, these individuals are required to specifically confirm j
5 compliance with state confidentiality requirements by initialing to the left of each statement below, I
f ;
_____ I have not and will not divulge the contents of the test, generally or specifically
_____ I have not and will not copy any part of the test. ?
1do hereby certify, warrant, and affirm that I will fully comply with ali the requirements governing the student |
assessment program. ^
W5-4
04/24/13- 3rd and 4th Grade Reading
5th Grade Science
Check Month: April May- June July December
assigned to them and that they have signed the security oath, A test administrator should not initial
Missing secure materials must be located before the campus coordinator initials the "in box. If
Campus
Name Umphrey Lee
Campus Coordinator Toni Ray Crawford
W5-5
STAAR
Ik cii M-'l 'OtSitjH Mistr
-District:: Pallas ISD ' .Campus: Umphrev Lee Elementary R o t a # : 208
Test!Administered: STAAR. Subject: :RAiDIN(} Gradc^|p Date: 04/24/13 !: >;
/lag: Adrmmstralbifs^ FLSHEPARD r
' s t a r t t m e - ^ 0 A / : " sTOPiiMEr K Q ^ : ' " " / T
START TIME:..:................. STOP TIME: .... . ........ ........... . . '
' * MHt H t *li **J;* j j }< <t m k*
i J( j H j i j j i i (i >| j ( 1 > ) | | | j ( h l i i t H H Ji tf i H t U i M *1 S?il i î i h
I*Mm*M> <U Ii < l*t | !r<<>>U* .HMi H*(n Hmi N\*<
DallasISDTest ^ m ln is tra t^
TestAd.fr
c t m # \ A r r < ^ e i A ' G c c .
Start-time
Start*.
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Siop.trmV
;Sfoptime_
Boom Descriptfon:
Subject-
^Reason.
Reason
1
'&Faie:li
Stan time.,
Start time
,'Stop time_
. Stdp time.,
Room
Date .... ^
R&gson
/Regsorv.
rmrrf
<<*>!) **> > iVW-
1.
2. Mark the seat number on the grid'-that corresponds to each student on the list of examinees.
: 3. I
******
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lUmi
."i.iihliliiltiiiliiiuiilHiitiiiiSiiiislu'iitiiltfHiHiii&iw
Homeroom: JflpPPiNGLETON
Teacher: SINGLETON, BELINDA
Student Name Monday Tuesday Wednesday Thursday Friday
Report: SMS-HC-CLR-00004 Ver;00~1 Page 6 of 12 6/11/2013
Dallas
Independent
School
District
Mike Miles
I, Toni Crawford am giving this statement to Chris Lyie, who has identified himself/herself as an
if it is determined that I have been untruthful in. my responses, I could be subject to disciplinary action
with an administrative investigation shall be deemed as providing untruthful statements" and can be
Witness:
Signature
Time: a , h \ .
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Mike Mites Schoo!
Dallas
Independent
Affidavit
The State of Texas
County of Dallas
Texas, on this day at the Dallas Independent School District's Office of Professional Responsibility,
at Umphrey Lee Elementary School since 2008.1received the 2013 grades 3-8 STAAR test booklets
on April 12,-2013 and the STAAR fifth and eighth grade re-test booklets on May 7, 2013. Ms,
Angelica Vazquez (Espinosa) signed for the test booklets. Ms. Vazquez kept the testing materials in
the office until I arrived at school. The test materials would not have been in the office for more than
grades 3-8 test materials did not fit in the Socked storage cabinet. In that case, I would have placed
the remaining sealed boxes of tests next to the storage cabinet. The tests are usually sealed with
office prior to the STAAR test dates. Only the head custodian, David Blakely, and myself had a key
to my office door. I never leave my office door open or unlocked. If I leave the library area where my
office is located, I close my office door, which Jocks automatically. To my knowledge, I am the only
the students for the STAAR. I did what I was supposed to do as far as securing the test materials and
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
www.daltasisd.org
1 of 2
Dallas
Mike Miles
Indcpcndcnt
Schoo!
Distvict
have not revealed. There is no other information that Inspector Lyie has not asked me about, and
Before me a notary public, on this 10th day of September, 2013, personally appeared, Toni Crawford,
and correct.
/ S ' i x Cftds H. tote
3700 Ross Ave.
Dallas, TX 75204
(972) 925-3700
2 Of 2
www.dallasisd.org
W5-8
5th Grade Math & Reading
43160- Retest
2013 STMR MATERIALS CONTROL FORM
[~~ ~CheckMonth: April CffMay June July December j
Test booklets .are secure documents. Use this form to account for alf .secure materials. Campus
coordinators should fill out the first four columns below prior to distributing any booklets,
The test administrators' initials in the Out" boxes signify that they have received the secure materials
Missing secure materials must be located before the campus coordinator initials the "In" box. If
Campus Name Umphrey Lee Elem Campus Coordinator ToniRav Crawford
W5-9
District: Dallas ISD Campus: Umphrey Lee Elementary Room fl 206A__
Test Administered:__STAAR_ Subject: Math Grade:_|^Grade_ Date:5/14/2013
Test Administrators): R. Shepard_______
1. Mark the location of the test administrator(s) by placing an X in the margin surrounding the numbered grid.
2. Mark the seat number that corresponds to each student on the list o f examines,
11
12
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28 )
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1 j 2 j' 3 : 4 5 6
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13 |. 14 j 15 . 16 17 i
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2$ I 25 I I ? ,
" M
; 2 r '
MATH- O H L i
W5-10
5th Grade Reading Retest 5/15/13
43160-
|------ ------------- - *' .... ' ........ ---------- :---------- ---------- ---------- ---------- ---------- ---------- ---------- T:
Check Month: April CKMay June July December J;
The test administrators' initials in the Out" boxes signify that they have received the secure materials
Missing secure materials must be located before the campus coordinator initials the in" box. If
Campus Name Umphrey Lee Elem Campus Coordinator Toni Ray Crawford
W5-11
District: Dallas ISD Campus: Umphrey Lee Elementaj^ R oom # 206A
Test Administered: STAAR_ Subject: Reading GradeTMBfarade^ Date:5/15/2013
Test Administrators'): R, Shepard_______ * ~~~
1. Mark the location o f the test administrator(s) by placing an X in the margin surrounding the numbered grid,
2. Mark the seat number that corresponds to each student on the list of examines.
3. Mark the location o f any entrances into the area. !*
r 1
2 3 4 5
......
6 j;
[
7 8 9 10 11 12 |
13 14 15 16 | 17 r u r }
19 20 21 22 23 24' j :
1-
25 26 27 28 29
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Da!!as
Indcpcndcnt
Mike Wliles School
1am aJlJtjrade student at Umphrey Lee Elementary School. Last year r M M p ^ r a d e teacher was
Ms. Singleton, but Mr, Shepard gave our class the reading STAAR. BeforeTfie reading STAAR Ms.
Singleton gave our class some problems. About six of the problems Ms. Singleton gave us in class
before the STAAR were the same as the ones on the reading STAAR, When I saw the same
questions on the STAAR that we had worked in the classroom, I thought the questions were easy
because we had already worked out the answers in Ms. Singletons class. During the reading
STAAR, Mr. Shepard walked around the classroom and looked at out test booklets. Mr. Shepard
would say we needed to look at our answers again. After he said that I would change my answer in
the test booklet. When Mr. Shepard walked around again he would say Good, good. To me Mr.
Shepard meant I had the right answer and was doing good on the test.
W7-1
Mike Miles
M a s
Independent
School
District
Student Statement
Name Date: Student I
I am ^p^^rade student at Umphrey Lee Elementary School. Last year my||^g| grade teacher was
Ms. Singleton, but Mr. Shepard gave our class the reading STAAR. I remember about four or five of
the problems on the reading STAAR were the same as the ones we had worked in Ms. Singleton's
classroom. We worked on the problems with Ms. Singleton about two days before the test. When I
saw the same problems on the test, I knew I had the answers. The problems in class were on a test
that was kept by Ms. Singleton. I thought the reading STAAR was pretty easy because I had already
seen some of the problems. After we took the test before the STAAR we exchanged test papers and
Ms. Singleton gave us the right answers. I remember Ms. Singleton told our class that some of the
problems we worked before the STAAR may be on the reading STAAR. During the reading STAAR
Mr. Shepard walked around the classroom and told us we may want to look at our answers again.
After Mr. Shepard told me to look at my answer again, I thought I may have had the wrong answer so
I changed my answer in the STAAR test booklet
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
W8-1
Mike Miles ScllOttl
Dallas
IndependcBt
Student Statement
N a m D a t e : - \7 Student
I am afUi^rade student at Umphrey Lee Elementary School. Last year my1JJJ||grade teacher was
Ms. Singleton, but Mr, Shepard or Mr. Knight gave our class the reading STAAR. I think Mr. Shepard
gave us the math STAAR, I do not remember seeing any of the questions on the STAAR that I had
seen in the classroom. I do remember Mr. Shepard walking around the testing room. Mr. Shepard
told the whole class we needed to look at our answers again. When Mr. Shepard said I needed to
look at my answer again, I knew 1had to correct my wrong answer. I remember Mr. Shepard made
that comment once or twice during the STAAR. Sometimes Mr. Shepard would just walk around and
look at our test booklet and not say anything. I remember Mr. Shepard said to put our answers in the
test booklet before we put our answer on the answer sheet so we would not get anything wrong.
Page______
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
of pages
Witness:
C h r i s a i ^ l
Notary Puttfc, |
St#l#ofl*w* I
<g/*<r/aoM
W9-1
Dallas
Indcpcndcnt
Mike Miles School
D
Student Statement
M ane-m m Km ^ Date: y f ^ r l / f O ' H Student
I am aJdfegrade student at Umphrey Lee Elementary School. Last year myjjgflfc grade teacher was
Ms. Singleton, but Mir. Shepard gave our class the reading STAAR. During theST AAR Mr. Shepard
walked around the classroom. I remember him telling us to look at the question again. To me that
meant to keep working on the problem until I got it right, t do not remember Mr. Shepard giving us
any of the answers on the math STAAR and I did not change any of my answers after Mr. Shepard
told us to keep working on the problems. I did not recognize any of the problems on the STAAR as
ones that we had worked in Ms. Singleton's classroom.
Page I
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daltasisd.org
Of pages
Witness:
3 13
l / S % & ' " c B S I W l
Pu&k, I
\ State of Te*s \
Comm. Exp, i 0-20* 13 \
W10-1
Mike Mites
Dallas
laleeeiideiit
School
Distvict
B
B r
I am a^jjpgrade student at Umphrey Lee Elementary School. Last year my||Jp|grade teacher was
Ms. Singleton, but Mr. Shepard gave our class the reading STAAR. I do not "remember seeing any of
the same problems on the reading STAAR that we worked in Ms. Singletons classroom. Before the
STAAR Mr. Shepard read the STAAR directions. He passed out the test booklets and then read the
directions. I do not remember Mr. Shepard saying anything about looking at our answers again or
giving any assistance to students during the reading STAAR. I did well on the STAAR and was given
a f i P N u r i n g a4
Page
Student Signature-
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasfsd.org
Witness: A . t / v > o
Cliis K. lyie
Notary Putrite, f
State of Texas \
Comm. gj*p. 10>20 131
W11-1
Dallas
Mepndeiit
Mike Miles Schoo!
Student Statement
Name: Date: 3 * 1 V 3 Student ID#:
I am a * grade student at Umphrey Lee Elementary School. Last year m^Mflfc.grade teacher was
Ms. Singleton, but Mr. Shepard gave our class the reading STAAR. I remember seeing perhaps one
problem on the reading STAAR that we had worked in Ms. Singletons classroom. I remember Mr.
Shepard walked around our class during the reading STAAR. I do not remember Mr. Shepard saying
anything during the STAAR. I do not remember Mr. Shepard helping me or any of the students with
answers on the STAAR. \ do not remember how well i did on the reading STAAR.
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Witness:
/ i 0 ( 3
Chrts H. Lyle |
Notary Public, %
St*t* ofTtxas |
1 Camra. *p. I0-2S- 13 *
W12-1
Mas
Indcpcndcnt
Mike Miles School
D
Student Statement
, Date: Student ID#:
W fm m m & { 2 * \ / d ~o <2> M f c M
I am ^ B p r a d e student at Umphrey Lee Elementary School. Last year myj|J|j^rade teacher was
Ms. Sit^Son, but Mr. Shepard gave our class the reading STAAR. I did not see any of the problems
in Ms. Singletons classroom that were on the reading STAAR. I remember Mr. Shepard told us the
rules of the test and walked around the testing room. He did not say anything about our answers and
did not give anyone any answers.
Page I of j pages
Student Si gn a tu r iH H ^ | | | | ^ ^ H H H Mf t fl H M iM fc Witness:
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Chfls H. Lyle
hsotsry Pu&lic, >
St&e ofTe*as f
| Ê^CnfR..&p.10-2D-!3l
W13-1
Mike Miles
Indcpcndcnt
School
District
Dallas
Student Statement
Name:
iate: A a j a y / - Z % 2 P lh tu 6 e m i
I am aM p g rade student at Umphrey Lee Elementary School. Last year my4(p|grade teacher was
Ms. Singleton, but Mr. Shepard gave our class the reading STAAR. Before the reading STAAR, we
did work some problems in Ms. Singletons class but they were not the same as the ones on the
STAAR. During the reading STAAR, Mr. Shepard did walk around the classroom, but he did not say
anything and did not give us any help with the STAAR answers.
V
Page I
Student Signatu W i t n e s s :
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daliasisd.org
W14-1
Mike Miles
Student Statement
teacher. Ms. Coleman was my reading language arts teacher. Mr. Shepard gave me the STAAR
covered in Ms. Colemans classroom. The answer choices we(e also the same. Those questions
STAAR reading test that we worked in the ciassroom. We worked on the questions in class before
the STAAR and exchanged papers to check our answers. ! remember seeing about three STAAR
math questions that were the exact same as the ones we worked in Ms. Tyler's classroom. I do not
remember Ms. Tyier telling our class that we may see those problems on the STAAR. I do remember
Mr. Shepard walked around the classroom during the STAARr but I did not see him help any of the
The information provided in this statement is true and correct to the best of my knowiedge and belief.
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasfsd.org
Dallas
Indcpcndcnt
Mike Miles School
Student Statement
Name; Date: Student ID#:
I am a^Hf|j^rade student at Dallas ISOs ^^gMI0|il^pjiPI|iMM|PMVWI)PlVlH^ Last year l:was a
JJferadestudent and attended Umphrey Lee Elementary School Ms. Tyler was my math teacher
last year. Ms. Coleman was my^jjjf|yrade Language Arts teacher. Mr. Shepard gave me the math
and reading STAAR retests. I remember Ms. Shepard told our class to look over our work so we
would not fail. I did not see or hear Mr. Shepard help anyone with the math or reading STAAR.
t
Da!!as
Independent
Mike Miles Schoo!
W16-1
Student Statement
Date; s,udent id#:
I am a^Mfcgrade student at Daiias !S Last year I was a
#jj||grade student and attended Umphrey Lee Elementary School. Ms. Tyler was myl|jprade math
teacher. Ms. Coleman was m^j||yrade reading language arts teacher. I do not remember seeing
any of the same problems on my rhath and reading STAAR retests that we were given in the
classroom. Mr. Shepard gave me the math and reading STAAR retests. I did not see Mr. Shepard
help any of the students with any of the math or reading STAAR questions or answers. I do
remember Mr. Shepard walking around the testing room, but I do not remember hearing him say
anything. I thought I did well on the retests because I had good teachers. I was absent for I think one
day before the retests.
Dallas
Indcpcndcnt
MikcgtIcs Schoo!
Superintendent o f Schools Distvict D
Name Date:
w & ik
dHHgrade student at Dallas ISD^ ^ M H H H H H B M H H M H Last yearI was a
HP^rade student and attended Umphrey Lee Eiementaiy^ Scnoof Ms. Tyler was my math teacher
last year. Ms. Coleman was my^M^rade Language Arts teacher. Mr. J (Johnson) gave me the
^ jfjg r a d e STAAR math and reading teste, I dont remember who gave me the retests. About a week
before the math STAAR ! was in Mr. Shepards science class. We were reviewing for the math
STAAR I saw about three problems in Mr. Shepards class that I saw on the first math STAAR. I also
saw one question in Ms. Tyler's class before the math STAAR that was exactly the same as one of
the questions on the Math STAAR. I remember there was a picture of a slingshot a bail and a can. I
do pot remember seeing any problems in Ms. Colemans class that were on the reading STAAR. I
did not see any of the teachers help students with answers on the STAAR.
W18-1
Dallas
Independent
Mike Miles Schoo!
Superintendent o f Schools Disiiici D
Student Statement
Date: (j^ j 0 Student I
a|H|*(^rade student at Dallas ISD' siMMHNHMHHHRMMMHHI^ year I was a
^Bfcgrade student and attended Umphrey Lee Elementary School. Ms. Tyler was my math teacher
last year. Ms. Coleman was myljjpgrade Language Arts teacher. Ms. Willis gave me thejjBfcjrade
STAAR math and reading retests. I remember seeing three or four questions on the math ana
reading STAAR retests that were the same as the ones we worked in Ms; Tyler and Ms. Colemans
the exact same as the problems we worked before the STAAR in Mr. Shepards classroom. Ms.
Coieman, Ms. Tyler and Mr. Shepard use a projector to practice the problems before the STAAR. I
remember Ms. Willis walked around the class during the STAAR. She was jusi making sure no one
Page
Student Signature
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Witness:
? / m /<Sk q } 3
W19-1
Mike Miles
Ba!ias
Indcpcndcnt
Schoo!
Distvict
Student Statement
Name: Date
: 9/ & / / Z
Student I
I am aflBgrade student at Dallas ISDs
a<3esti
... - DimMAimjuimJ1.UMUH. *~aSt Year I Was a
<Plgrad i student and attended Umphrey Lee Elementary School. Ms Tyler was my math teacher
last year. Ms. Coleman was myJ|pgrade Language Arts teacher. I do not know who gave me the
Hjtgrade STAAR math and reading retests. I remember some of the same problems on the math
reading STAAR were the same as the ones we practiced on the board before the STAAR in Ms.
Tyler's classroom. I remember seeing a lot of the same problems on the STAAR science test that we
worked in Mr. Shepards class before the STAAR. Mr. Shepard worked the questions on the board
so I was familiar with the questions when 1saw them on the Science STAAR. The lady who gave us
the math and reading STAAR retests did not help any of the students with the STAAR answers.
Student Signature:
3700 Ross Ave
Dallas, TX 75204
{972} 925-3700
www.dallasisd.org
h M l y &
SutaofTuati %
W20-1
Da!!as
Iiilejetideot
Mike Miles ScItoo!
Student Statement
Name:
Date:C^ * ~ 2 Q Stuclent
tarn s^Mferade student at Dallas Last Vear Jwas a
J||pgrade student and attended Umphrey Lee Elementary ScnoS^FSh^Sr^was myjj|grade
science teacher at Umphrey Lee Elementary School. I remember taking the|Mftrade science
STAAR. Ms. Singleton gave me the science STAAR. I remember about fourof the questions that we
worked in Mr. Shepard's science class were the exact same ones that were on the science STAAR.
Mr. Shepard went over the questions verbally in our class before the STAAR. We discussed the
questions and answers verbally that Mr. Shepard had projected on a white board. I remember Mr.
Shepard said we may see some of the same questions on the STAAR that we discussed in the
classroom. I think it was about five weeks before the STAAR that I saw those questions in Mr.
Shepards class. I was surprised when I took the science STAAR because there were some
questions on the science STAAR that we did not discuss or cover in class. I did do well on the
science STAAR. I wa?
Page__\
Student Signatu
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.daHasisd.org
Witness:
Hc&ary Pubtte,
Stat* ofTw 5
CorRfR. Exp, I 20* 13 !
W21-1
Dallas
Mike Miles
Indcpcndcnt
Schoo!
District
Student Statement
Na nie lflKftHMKBHH Date: <-! d j , \ Student
HHgrade student and attended Umphrey Lee Elementary School. Last year Mr. Shepard gave me
the STAAR math retest. I also took the reading STAAR retest, but i do not remember who gave me
that test. Ms. Tyler was myfH*grade math teacher. Ms. Coleman was my reading language arts
teacher last year. During the math retest Mr. Shepard walked around our testing rooms and looked
at our tests and told us to read the question again. I thought Mr, Shepard meant to look at our
answers again, but I never changed my answers. I do not know if any of the students changed any of
their STAAR answers because I was looking at my test. When I took the math STAAR retest I had
seen some of the problems before in Ms. Tylers class. They were the exact same problems, but in a
different order.
I am a f g ^ r a d e student at Dallas ISD Last year I was a
Student Signature
www.datfasisd.org
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
Page / of / pages
cf l o ' j j o 0 1 3
W21-2
Mike Mites
Da!!as
Mcfeadeat
Schoo!
District
Student Statement
rade student at Dallas ISD Last year I was a
UlPtrade student and attended Umphrey Lee Elementary School. Mr. Shepard was myjp|rade
science teacher at Umphrey Lee Elementary School. I remember taking tlt(pferade science
STAAR. I think a fourth grade teacher gave me the science STAAR. I do not remember her name, I
remember seeing one of the exact same problems on the science STAAR that I had seen in Mr.
Shepards class about a week before the STAAR. Mr. Shepard showed us that question and others
projected on a white board.
Page I of \ pages
www.dallasisd.org
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
Student Signature Witness:
Da!!as
Indcpcndcnt
Mike Miles School
Student Statement
Name: Student ID
Ijam a^Hlr-grade student at Dallas I S D ' s ^ H M M i i i n i l l i i H ^ ^ year I was a
Parade student and attended Umphrey Lee Elementary School. Ur. Shepard was my^j ^rade
science teacher at Umphrey Lee Elementary School. I remember taking thqj^pgrade science
STAAR. I think Ms. Tyler or Ms. Coleman gave me the science STAAR. The questions we worked
on in Mr. Shepards class before the STAAR were not the same questions that were on the science
STAAR. I thought the questions and answers on the STAAR were similar to the ones we covered in
Mr. Shepards class, but they were different and not exactly the same. I thought the science was very
easy because I can memorize science and I do well in reading.
Page__ _
Student Signatun
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.ofq
Of pages
Witness:
Chrit Hi
4 3 I
\ t m S F *** of Twu i
ôfrimÊxp. 10-20-E3
W23-1
Dallas
Independent
Schoo!
Distvict
Mike Mites
Student Statement
Date: 0 3 / - 9 A / / ? Student ID#;
I am ajJUgrade student at Dallas ISDs Last year i was a
S ^ r a d e student and attended UmphreyLee EleTnentary School. Mr. Shepgrd was m y ^ l grade
science teacher at Umphrey Lee Elementary School. I remember taking t h e j f c grade science
STAAR. i think Ms. Tyler or Ms. Coleman gave me the science STAAR. I the
science STAAR. I do not remember seeing any of the same problems in Mr. Shepards class that I
later saw on the science STAAR. I do remember Mr Shepard telling us that the material we covered
in class would be on the Science STAAR so we should not forget what we covered. Every day before
the science STAAR we had bell ringer questions in Mr. Shepards classroom that we had to solve.
Page____\
www.dailasisd.org
Student Signatur
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
W24-1
Mike Miles
Ba!ias
Indcpcndcnt
Schoo!
Distvict
Student Statement
Namc: Date: Student ID#
I am ^ K l f t r a d e student at Dallas ISD Hast year I was a
^H^rade student and attended Umphrey Lee Elementary School Mr. Shepard was myjprade
science teacher at Umphrey Lee Elementary School. I remember taking thej^|p|rade science
STAAR. Ms. Coleman, the reading teache.r gave me the science STAAR. I do not remember
seeing any questions in Mr. Shepard's class that were the same as the questions on the science
STAAR.
Page I of \ _____ pages
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
Student Signatur Witness:
www.dallasisd.org
W25-1
Balias
Mike Miles School
Superintendent of Schools D istrict
D
I am a^HHpgrade student at Dallas Last year I was a
^ P r a c i e student and attended Umphrey Lee Elementary School MrTlêpard was mv^ p jfcrade
science teacher at Umphrey Lee Elementary School. I remember taking the*||pgrade science
STAAR. I think a lady gave me the science STAAR, but I do not know her name. I do not remember
seeing any of the same problems on the science STAAR that we covered in Mr. Shepards
classroom. The lady who gave us the test was standing up during the test after she read the
instructions. I remember she passed out #2 pencils before the science STAAR. During the test she
told us to close our test booklets and stretch. After we finished we sat back down and got back to
work on the test
Page__1
Student Signatur
3700 Ross Ave
Dallas, TX 75204
(972) 925-3700
www.dallasisd.org
Chvis H. iyic s
Notary Pubtfc, J
State of Taxas
W26-1
Dallas
Indcpcndcnt
Mike Miles Schoo!
Superintendent of Schools Distvic!
Student Statement
Namei Date: Student
I am a (Igrade student at Dallas Las* year i was a;
^Ppjrade student and attended Umphrey Lee Elernenta^ Sôot ms " Tyter was myflkgrade math
teacher. Ms. Coleman was myÛt grade reading language arts teacher. Mr. Shepard gave me the
(Upgrade STAAR math and reading retests. I do not remember seeing any problems on the math or
reading STAAR retests that were the same as the ones we worked in class. Mr. Shepard walked
around the classroom during the tests and I did not hear him say anything to any of the students. I
did not see Mr. Shepard help any of the students with answers on the STAAR. I did weil on the
retests because I was wide awake. I was lazy on the first test and did not want to be in theflNligrade
again.
W27-1
Lyle, Chris H
BBSHS8aHB8#B*B6*te6iW)688S6B8B sm
From:
Sent:
To:
Subject:
Ware, Aaron P
Byers, Karen S; Lyle, Chris H
RE: STAAR Questions
Chris,
incorporated items - which would be illegal as they are still copyrighted,} However prior to testing these items are
Cheers,
Aaron
Aaron Ware
Director
972-925-6402
.Aware@.la I lasisd .org
To: Lyle, Chris H
Cc: Ware, Aaron P
i wiil answer that by saying "1 surely hope that was not possible'. I have no idea where they get their sources? I have
From: Lyle, Chris H
To: Byers, Karen S
Chris Lyle, CFE
Inspector
Compliance Division
Dallas SSD
972-925-8864
Karen,
2
CFR Part 99, 19 TAC 247.2, Texas Government Code 552,023, Texas Education Code 21.355,29 CFR
1630.14{b)(c)). If you are not the intended recipient, you may not use, disclose, copy or disseminate this
2
M as Independent School District
DELIVERY TICKET
SERVICE CENTER I
BOX 144
TO: LEE (175)_____________________
ROUTE: G04 ______________
ENCLOSED: STAAR Grades 3-8 Tests
Blank Answer Sheets Included
BOXES: 7 ENVELOPES: 0 SKID: 0
DELIVERY DATE: 4/12/2013______________________
SCHOOL/DEPARTMENT SIGNATURE DATE
, -tA.t i g - j P P w K i& J q o e r ________________________________ i ~ 1 2 _ *2 j C>(
P R l N T E g j f r M E __________ I SIGNATURE ____________ ______ DATE
fMfs Iifejieadeat School District
DELIVERY TICKET
SERVICE CENTER I
BOX 144
TO: LEE (175)_________________________
ROUTE: G04____________________________
F.NCT.OSF.n- STAAR 5/8 Re-Test Books
IBOXES: 1 ENVELOPES: 0 SKID:
IDELIVERY DATE: 5/7/2013_______________________
W28-3
Lyte, Chris H
Monday, September 09, 2013 8:25 AM
Lyle, Chris H
Byers, Karen S; Mount, Robert E
RE: Delivery Records
staar 3-5 april 2013 delivery ticket pdf
Sent:
To:
Cc:
Subject:
Attachments:
Good morning,
The Jdgrade Science was sent in the same shipment on April 12, 2013.
The s' ' ' ' ciuded:
G r a d h e a d i n g and Math
Grad
From: Lyle, Chris H
To: Aguirre, Jorge E
Thanks Jorge. Can you tell me when the^JJPgrade science STAAR (April 24, 2013 administration) was delivered to the
Umphrey Lee Elementary School campus?
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
Sent: Friday, September 06, 2013 9:51 AM
Cc: Mount, Robert E
Subject: FW: Delivery Records
One correction to the boxes received from TEA 175 for STAAR May 2013 Re-tests: it was only 2 boxes instead of 3.
Sent: Friday, September 06, 2013 8:57 AM
Cc: Mount, Robert E
Subject; RE: Delivery Records
Good morning,
Attached are pdf files for U. Lee TEA 175 for the two different testing windows: STAAR April 2013 and May 2013 Re
tests, You will find a packing list and a delivery ticket for each testing window. Also, our records indicates we received
the following number of boxes for each testing period:
STAAR April 2013 7 boxes
STAAR May 2013 Re-test 3 boxes
If you need any other information, please let me know.
Thanks.
From: Lyle, Chris H
Sent: Thursday, September 05, 2013 3:42 PM
To: Byers, Karen S; Aguirre, Jorge E
Cc: Mount, Robert E
Thank you.
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
To: Lyle, Chris H; Aguirre, Jorge E
Cc: Mount, Robert E
Jorge Aguirre is over our Service Center part of testing, he will have Delivery Tickets/documentation of delivery/receipt
of test materials to U, Lee, I have Jorge cc'd here.
Jorge, if you can help Chris Lyie in OPR, it would be appreciated.
From: Lyle, Chris H
To: Byers, Karen S
Subject: Delivery Records
Can you tell me where I could possibly obtain shipping records, delivery tickets or other documentation that would show
when the following were delivered to and returned from, Umphrey Lee Elementary School?
April 2013^WPgrade STAAR math testing booklets
Karen,
re ai fng testing 6oole&
May 2013 grade STAAR math and reading retests booklets,
Thanks.
2
Chris Lyle, CFE
Inspector
Compliance Division
Dallas ISD
972-925-8864
CFR Part 99,19 TAC 247.2, Texas Government Code 552.023, Texas Education Code 21.355, 29 CFR
3
W29-1
Mike Miles
Dallas
Independent
School
District
DATE: June 12, 2013 CASE NO
I, Belinda Singleton am giving this statement to Dwain F. Pridemore, who has identified
himseif/herself as an Inspector with the Dallas Independent School District and is conducting an
School Board Policy DH (LOCAL), describing my actions or any knowledge that I have of the incident,
f understand that failure to do so may subject me to disciplinary action up to and including possible
termination from employment with the Dallas Independent School District. I further understand that
any information or evidence gained through this statement cannot be used against me in any criminal
statements) i make.
be grounds for disciplinary action up to and including termination,
affidavit, intentional falsification, misstatement, or the concealment of a material fact in connection
response to this request, I submit the following to inspector Dwain F. Pridemore.
Witness:
Signature:
3700 Ross Ave.
alias, TX 75204
(972) 925-3700
www.dallasisd.org
Da!!as
Indcpcndcnt
Mike Miles Schoo!
Superintendenf of Schools Di stri ct
Affidavit
Date: 6/12/2013
The State of Texas
County of Dallas
Belinda Singleton, is a resident in the County of Dallas, State of Texas, on this day at the Dallas
Independent School Districts Office of Professional Responsibility, who after being duly sworn, on
oath, affirm and says:
I reside my telephone number is ________
have been empToyedloF27âTf^y the Dallas independent School District all at Umprhey Lee
Elementary School.
I received training prior to the STAAR (State of Texas Assessments of Academic Readiness) tests
which I helped administer in April and May of 2013. Although the STAAR is a relatively new test the
procedures for these tests. I have been a test administrator every year over the last 27 years.
I was shown a copy of the Oath of Test Security and Confidentiality for Test Administrator by
Inspector Pridemore and identified my signature on this form.
In April and May when I administered the STAAR test at Umphrey Lee Elementary School, I read the
test instructions to the students verbatim from the T ^ s t M s m i s y or Manual. I did not vary from this
text. Though based on the forms I reviewed ! Administgred IhejMpgra&e Math test on April 2, 2013
and th grade Reading test on April 3, 2013. I sd^mister^ i h e ^ grade Science test on April
24,2013.
I did the STAAR Ready test, which I ordered from Curriculum Associates, with my class during the
second semester. I also used Star Master from ECS and Kamico to prep my students during the first
semester. I worked with my class and taught them either to answer the tests questions in the test
booklet and then transfer those answers to the answer sheet or answer the questions directly on the
answer sheet whichever they preferred.! stressed to them to keep moving and be aware of the
amount of time they had to take the test. However, when administering the test I have never told a
group of students to answer first in the test booklet and then transfer those answers to the test sheet
because that is not part of the instructions as outlined in the Test Administrator Manual.
I have never taken a students test booklet to review answers they have written in the booklet. I
have never assisted a student with a test question or coached them with an answer. I have never
given a student an answer to test questions. I tell the students at the beginning that I can only
answer questions about test directions and I have never had any questions from students after the
test has started,
one was sleeping. I did not sit at my desk. Once a student finished the test they put their answer
sheet in the booklet, folded it over, and close it up. I would collect their testing materials and their
pencil.
a f f i d a v i t of Belinda Singleton 1 o f 2
Dallas
Independent
Mike Miles School
D
Inspector Pridemore prepared/typed this affidavit, from information I have provided, and reviewed
the affidavit with me to make sure it was true and direst, 1have read every paragraph of this
affidavit. I have made corrections where necessary M in itials).
I hereby affirm that my statements above are true, accurate, and complete, to the best of my
knowledge.
Before me a notary public, on this 12 th day of June, 2013, personally appeared Belinda Singleton,
and correct.
a f f i d a v i t of Belinda Singleton
2 o f 2

Umphrey Lee Investigations, DISD

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