Umphrey Lee Investigations, DISD

7/21/2019 Umphrey Lee Investigations, DISD

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DallasIndependent

SchoolDistrict

OFFICE OF

PROFESSIONAL

RESPONSIBILITY2909 North Buckner Blvd., Dallas, TX 75228 Post Office Box 181509, Dallas, TX 75218

To:

From:

Mike Miles, Superintendent o f Schools

Donald R. Smith, Jr Chief Compliance Officer

REPORT OF INVESTIGATION

Case Number: 11394

RESTRICTED DISSEMINATION This entire report contains confidential work productinformation and should not be released without the approval of the Superintendent of Schoolsor the Chief Compliance Officer.

HIGHLY CONFIDENTIAL



Mike Miles

Superintendent of Schools

DallasIndependent

SchoolDistrict

OFFICE OF PROFESSIONAL RESPONSIBILITYZ909 North Buckner Blvd., Dallas, TX 75228

Post Office Box 181509, Dallas, TX 75218

d

To: Mike Miles, Superintendent of Schools

From: Donald R. Smith, Jr Chief Compliance Officer

A P P R O V E D ,

Date: October 7, 2013


RE: WILLIS, ARRKEENAH #61587Teacher

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 8042909 Buckner Blvd., Dallas, TX 75228

(972) 925-8864

RESTRICTED DISSEMINATION This entire report contains con fidentia l work product information and should not be released without the approval o f the Superintendent of Schools

or the Chief Compliance Officer. _______________________

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REPORT OF INVESTIGATIONOffice 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#61587Case Number: 11394

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Executive Summary

Based on evidence obtained during an Office of Professional Responsibility investigation, theallegation that Arrkeenah WILLIS, a teacher at Dallas ISD’s Umphrey Lee Elementary School,committed a serious testing irregularity is substantiated. Anomalous (high) scores were received

on the April 2013^fc gra de math STAAR by Umphrey Lee Elementary School students. Duringinterviews with Teacher WILLIS* j ^ ^ a ra de students it was learned WILLIS had provided herstudents 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 herstudents 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 ofa test administrator for a May 2013, administration of the Texas Assessment of AcademicReadiness (STARR) was not substantiated. In concurrent OPR investigations addressed inseparate 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 DallasIndependent 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 DallasISD 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 th e^J|g ra de math, andJ$M |grade reading STAAR, as well as on the^B|grade math and reading retests, Umphrey Lee ElementarySchool Teacher Arrkeenah WILLIS serveaas one of the test administrators for a<|Jfegrade math andreading 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 eretest scores were attributed at least in part to the conduct of the tested student’s classroom teachers.WILLIS also served in the capacity of a teacher for classroom d u r in g the 2012-2013 schoolyear. Classroom | | was identified by Evaluation and Assessment as a tested group of students that hadreceived anomaious^M^grade math STAAR scores. Ijwas WILLIS’ alleged conduct in the classroom asit related to the 2013 Umphrey Lee Elementary classjflfe£gggrade reading STAAR that is the focus ofthis report.

Al legation

It has been alleged that Arrkeenah WILLIS, 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 a May2013, 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 ElementarySchool third grade students, WILLIS was alleged by students to have committed a testing irregularitywhen she viewed secure test content prior to administration of the 2013 third grade math STAAR anddiscussed 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 inJune 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 theTexas Assessment of Knowledge and Skills (TAKS). The STAAR program at grades 3-8 assesses thesame subjects and grades assessed on the Texas Assessment of Knowledge and Skills (TAKS). TheSTAAR was a state assessment created to measure grade 3-12 students' knowledge of concepts in thecore subject areas. The grade 3-8 tests measure students’ mastery of grade-relevant core subject areas,while the end-of-course tests assess student’s 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 Administrator’s Manual, testing irregularities are defined as “incidentsresulting 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 inthe individual(s) responsible being referred to the TEA Educator Standards and Certification LegalDivision for consideration of disciplinary action (including suspension or termination of educatorcertification 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 contentwithout permission from TEA

Umphrey Lee Elementary STAAR Results

The District’s Evaluation and Assessment Department performed a statistical analysis of the Dallas ISD’sthird through eighth grade March and April 2013 STAAR scores. The analysis was performed to identifysufficiently 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. Aregression of 2011 Texas Assessment of Knowledge and Skills (TAKS) and 2012 STAAR scale scoreswas conducted on the 2013 STAAR scores for aiSstudents in the District at each grade level. For the thirdand fourth grades, Iowa Test of Basic Skills (iTBS) was used in lieu of STAAR testing for the previousyears. Reading and mathematics scores were analyzed separately, as were Spanish Reading STAARtesters. A separate, supplemental, analysis was conducted utilizing percentage correct instead of scalescores.

The resulting student test residua! scores were aggregated by class and converted into standardizedscores with an average of zero and standard deviation of one. Schools or classrooms that had anaverage standardized residual two standard deviations or more above the mean were selected for furtherinvestigation. 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 thatcould not be identified as testing by classroom, the school was examined as one body. Each student’sraw score, residual score, and previous testing history were examined. Student scores that showed ananomalous gain were identified. For cases where classroom data were not available, if a school had a

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Office of Professional Responsibility

large number of anomalous scores (over 25% of the school) administration seating charts were requestedfrom the school. Classrooms or testing rooms with 50% or more of the students having anomalousscores 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 School’s student mathematics classroom flfe received anomalous (high) scoreson the April 23, 2013, mathematics STAAR.

The following chart contains abbreviated data from the attached spreadsheet document prepared by theDistrict's Evaluation and Assessment Department. The chart depicts the amount above the District meanthat each of the selected Umphrey Lee Elementary School clas^Hfetudents received on their 2013reading STAAR in comparison to District students that received the same math score in 2012. (W3-2,Spreadsheet Analysis)


... j ? ..._

175 U. LEE

175 U. LEE

175 U. LEE

175 U.LEE

175 U. LEE

175 U. LEE

175 U.LEE

175 U. LEE

175 U.LEE

175 U.LEE

/V£ ^ *

& & .

<2 j

£ & £ V? ,<?

3 S? 5> ^

Initial Interviews and Test Documentation

Toni Crawford served as the Umphrey Lee Elementary Schooi test coordinator for the 2012-2013 schoolyear, in a sworn affidavit Crawford confirmed Umphrey Lee Elementary teachers did Hottest their ownstudents during the STAAR. Crawford stated she had been responsible for assigning the STAAR testadministrators. Students stayed in their home room and were tested at that location by the assigned testadministrators. There were no test irregularities reports received by Crawford with respect toadministration of the 2013 STAAR. Crawford provided OPR with copies of seating charts, oaths, materialcontrol forms, and training sign in logs associated with the Umphrey Lee Elementary School C la ss®

mathematics STAAR administration. (W4-1, Crawford Affidavit) (W4-2. Arrkeenah WiLLIS HomeroomStudents) (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 andsigned an Oath of Test Security and Confidentiality on April 17, 2013. WiLLIS’s signature affirmed that

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“ I am a^HHP dra de student at Umphrey Lee Elementary School. Last year in the l __

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 to ld us to look at our answers again, I though t 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 a ttention. 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.” {W e^lJ^

“ I am a ^M P * grade stude nt at Umphrey Lee Elementary School. Last year in the l 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 o f 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)

RE: WILLIS, ARRKEENAH#61587

Case Number: 11394

“ I am a a — ?grade student at Umphrey Lee Elementary School. Last year in th< grade I took the math STAAR, Ms. WILLIS was m y* ^£ 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 though t 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 wou ld 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 th is 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 : lx . lB B iyStatemerit ),

“ I am a ^ P fr g ra 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 problem s on the tes t 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 o f my math STAAR answers after Ms. Benjamin told me they were wrong.” III I M IM )} I ill nn nl |

“ I am aJHRfe grade student at Umphrey Lee Elementary School. Last year in the tfN te

snjamir grade I took the math STAAR. Ms. WILLIS was m y ^ p ig ra 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 tha t 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 tes t 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 jus t did what Ms. Benjamin told me to do.” (W11-1,

statement)

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Explanations And Defenses Offered




WILLIS provided OPR with two sworn affidavits concerning the 2013 STAAR administrations. WILLISstated she worked “hard” with her students in preparation for the STAAR. WILLIS denied providing anyinappropriate 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 form at o f 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 studen ts 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 student’s 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. Inappropria te 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 studen ts prior to giving them the test.

TESTING CONDITIONS

To ensure that students perform optima lly on a standardized test and are able to best

demonstrate what they know, the follow ing 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

Confiden tiality involves protecting the contents o f 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 conta ined in the tes t 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 testingirregularities and are viewed by TEA as falling in one of two categories—serious and procedural.



2. Serious irregularities constitute severe violations of test security and/or confidentiality and canresult in the individuai(s) responsible being referred to the TEA Educator Standards andCertification Legal Division for consideration of disciplinary action (including suspension ortermination of educator certification credentials). Exampies of serious violations involve, but arenot limited to, the following:

h directly or indirectly assisting students with responses to test questionsh tampering with student responses

■ viewing secure test content before, during, or after a test administration (unless specifically authorized


■ discussing secure test content, student responses, or student performance


h duplicating, recording, or capturing (electronicaliy or by any other means) confidential test contentwithout permission from TEA

Ensure Proper Testing Procedures (Selected Excerpt)

k For paper testing, students must be reminded periodically to record their responses on their answerdocuments. 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 docu me nt” However, test administrators may not view or discuss individual test questions orresponses.

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 unlessspecifically authorized to do so by the procedures outlined in the test administration materials.

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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 tobelieve Dallas ISD Umphrey Lee Elementary School Teacher Arrkeenah Willis, #61587, may have committeda 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 2 o f 3

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 Defini tions 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. EOCPerformance 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

As se ss ed C ur ric ul um Bluep r in t | Released Tes t Questions

| G ra d e ^Readino 1Mathematics :fi.eadina t Mathematics

j'ft ead lria -l Mathema tics

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Studies fSocial StudiesSu f f i ce ! iBfisufea f IM M M tic s. 1Science-!

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Grades 3-5 Spanish Assessments

Assessed Curriculum Bluep r in t

| G rade 3,|Ssadina Mathematics

l-Grade 4 | Reading i Mathematics. ! Wdtioa f findi ng j Mathematics-J Writing iR ea dm .j J^J iiem afe . I Writingf;

|g k le ^ [f ie a d in Q 7 ^ ^ e rn a fe T ^ ^ ^ g | EeMiag 1Mathematics 1Sciac gj Grading ,| Mathematics. 1.Sdencsj:

EOC Assessments

As se ss ed Curriculum { B lu e p rin t | Released Test Questions

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http: //www.tea. state. tx . us/ stud ent assessment/staar/ 8/1/2013

http://www.tea/

http://www.tea/



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 o f Course Performance (ACP)

The Texas Education Agency's (TEA) accountability system forevaluating Texas schools and districts. Schools and districtsare 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-yearlongitudinal completion rates, and (7) six coliege readinessindicators.

Third best out of four possible ratings for a school given by theTexas 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 studentwith a disability and for each student for whom a full andindividual evaluation to Referral for Fuli and individual initialEvaluation is conducted. This committee creates anindividualized education program (IEP) for each disabledstudent.'.

A series of courses administered by the College Board thathigh school students can take to earn college credit In order toearn college credit in an AP course, students mustdemonstrate their mastery of higher level of coursework andpass an accompanying course-relevant test.

National end-of-course examinations for students who havecompeted and associated Advanced Placement (AP) course.Results are used to determine if a student will receive collegecredit for the course.

See Academic Excellence Indicator System (AEIS).

College entrance exam completed by students in grades 11and 12. This exam assesses students' grasp of concepts in thecore subjects of English, Mathematics, Reading, Science, andWriting. The composite score ranges from 11 to 36.

Federally-mandated measure of school- and district-levelperformance on standardized tests. Each year, students ingrades K-12 are required to demonstrate adequate progress inthe areas of reading/language arts, mathematics, andattendance rates (elementary and middle schools) orgraduation rates (high schools). Campuses are assigned oneof 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.

Ase t of district-developed, 2 hour standardized, criterion-referenced tests aimed at providing uniform, districtwidemeasures of student progress toward mastery of the TexasEssential 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



Criterion-Referenced Test (CRT)

Cross-Sectionai Comparison

CRT

Curriculum

D

Diagnostic Sk ills Profile (DSP)

District Number

Drop-Out

DSP

EEconomically 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 thefirst instructional day of the term to the last instructional day ofthe 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 specificgrade to the current year's students in that same grade. Forexample, 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 Spanishversion 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 TexasEducation Agency (TEA), 057905.

Students who have left Dallas ISD as identified by the Texas

Education Agency (TEA). Drop-out information lags behind oneacademic year in order to enable the TEA to locate studentsWho left Dallas iSD and enrolled in another school district inTexas.

See Diagnostic Skills Profiles (DSP).

^ V -

Tex95 Education Agency (TEA) nomenclature for iow socio

economic status students used for the Academic ExcellenceIndicator System {AEIS}. Economically disadvantaged arecoded as 1 (Eligible for Free Meals), 2 (Eligible for ReducedMeals), and 9 (Other Reasons).

See English Language Arts (ELA) Test.

Programs pertaining to the teaching of limited Englishproficient (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 ofKnowledge and Skills (TAKS), grades 5 and 8 Reading and

Mathematics State of Texas Assessment of AcademicReadiness (STAAR) test, or STAAR end-of-course (STAAREOC) subject test for the first time.

:Back ;to-

;Back' to Top.' •

Bad: to Top

A document created for each student that receives specialeducation services that describes the student's current skills,

states the goals for targeted services, and outlines thestrategies that wiil be used to achieve those goals.

English-language national test that evaluates the developmentof grade K-2, 5, and 8 students’ skills in the core subject areasof 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

MMean

Median

Migrant Education

NNAEP

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 ::

B 3C k: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, andDismissal (ARD) committee member when appropriate forspecial education <'Sp, Ed.) students.

Student received either bilingual education (BE) or ■English as asecond language (ESI.) services and has met all Ih-nited Englishproficient (LEP) program exit criteria. A student whose parentsdenied BE and/or ESL services, and subsequently met LEPExit criteria are not considered an exited LEP student.

See Limited English Proficient (LrP).

Any student whose home language is not English and who areidentified by the Language Proficiency Assessment Committee:(Li "AC } based on the state criteria.

Spanish-ianguage national test that evaluates thedevelopment of grade K-2, 5, and 8 students' skilis in the coresubject 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 TopThe 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 inincreasing (or decreasing) order.

Education programs established mainly to meet the needs ofchildren of farm workers who often face such challenges aspoverty, poor health care, and the readjustments of movingoften from school to school.

vSee.lliatiibna ::: A national testing program administered by the NationalCenter for Education Statistics (NCES) of the U.S. Departmentof 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-statecomparisons 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 scalesimilar to a percentile rank, but preserving the valuable equal-intervai properties of a z-score. A NCE score of 50 representsthe national average of any grade level at the time of the yearthe test was normed, A score of 70 is always the samedistance above grade level, regardless of the level tested, andis twice as far above grade levefas a score of 60. NCEs havea standard deviation of 21.06.

A test that allows a student’s performance to be compared withthe 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 thefirst time.

Schools that are not included in Dallas ISD accountability

systems, such as School :EfFectiy^ess'Indf(^s:(SOs):v--V;v

Ba-i; to Top

The percentage of students who pass the assessment ofinterest. District-, school-, grade-, and class-level passing rates



From: Ware, Aaron PSent: Tuesday, July 16, 2013 9:34 AMTo: Lyie, Chris HCc: Oakeley, Cecilia ASubject: FW: edits for Lee report

Here is the report.

Aaron Ware

Director

Evaluation and Assessment

972-925-6402

[email protected]

From; Holland, JamesSent: Monday, July 15, 2013 5:43 PMTo: Ware, Aaron PSubject: edits for Lee report

Included on attached PDF,

James

James Holland

Dallas Independent School District

Evaluation Analyst

972.925.8807

[email protected]

CONFIDENTIALITY NOTICE: This email message, including all attachments, is for the sole use of theintended 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)). I f 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

mailto:[email protected]






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 STAAR mathematics test, and

of those, 55 students achieved an ADVANCED rating (1.32%). In general, i f 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.

U mphrey lee Classrooms that warrants further investigation:

.Test. School ClassfoomC?)Grade 3 Mathematics Umphery Lee 3AGrade 4 Reading Umphery Lee 4AGrade 5 Re-testing (both Umphery Lee Any classroom/teacherssubjects) 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. Alsoinduded is the analysis for the mathematics and reading 5thgrade retesting, showing Lee with high level

gains for both subjects.



DallasIndependent

Mike Miles School

Superintendent of Schools DistrictD

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 haside® 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 isconducting an administrative investigation. I have been directed to submit this AdministrativeStatement as stated by School Board Policy DH (LOCAL), describing my actions or any knowledgethat I have of the incident. I understand that failure to do so may subject me to disciplinary action upto and including possible termination from employment with the Dallas Independent School District. Ifurther understand that any information or evidence gained through this statement cannot be usedagainst me in any criminal proceeding, except that i may be subject to criminal prosecution for thecharge 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 andif it is determined that 1have been untruthful in my responses, 1could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination."

“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds 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, inresponse to this request, I submit the following to inspector Lyle.

3700 Ross Ave.Dallas, TX 75204(972) 925-3700www.dallasisd.org

http://www.dallasisd.org/




Mike Miles


MepidestSchoolDistrict

M ks

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 ofTexas, on this day at the Dallas Independent School Districts Umphrey Lee Elementary School, whoafter being duly sworn, on oath, affirm and says:

I reside and my telephone number

I am a librarian with the Dallas ISO’s Umphrey Lee Elementary School. I have been a librarian forfive years. I also serve as the school’s test coordinator. In April of this year our school administeredthe STAAR fourth grade writing, fifth grade math' and reading, third and fourth grade math andreading and fifth grade science. There is also fifth grade math and reading retest I received testtraining and I then trained our school staff. I did maintain a sign in sheet of the trainings i conductedand required everyone to sign a testing oath. As test coordinator I am responsible for the security ofthe STAAR tests; The tests are kept in the storage cabinet In my office. I -was the only one whodistributed the STAAR tests to our test administrators on testing days. I did utilize a material controlform to record the distributing and return of the STAAR- None of our test administrators were allowedto test their own students or CEIs. I was responsible for assigning the test administrators for thestudents and during the STAAR. Usually students stay in their home room during testing and the testadministrator will go to that room to administer the test. The test administrators were selected on thebasis of whether or not the students to be tested were their CEIs and if they could meet the languageand 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 tomake any reports. I have been told by Karen Byers that there were some anomalies in the third andfourth grade reading and math. I was not told what the specific anomaly was, but it is myunderstanding that our scores were lower this year than last During the STAAR each testadministrator gets a folder with a seating chart, answer document, a “do not disturb sign, a check listof testing reminders, logs for students that are absent and for people entering the testing rooms aswell as for recording students that need to leave the room to go to the restroom- Test administratorsare required to count their test booklets and answer sheets before they sign out the tests on thematerial control form. All of the test materials are then placed in a testing bin to take to the testingroom. Everything is counted at the conclusion of the STAAR when the testing materials are returnedto 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 signdisplayed. 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 the2012-2013 STAAR, It would surprise me if someone had provided inappropriate assistance on theSTAAR, or committed any testing irregularity because all of the test administrators were trained.

3700 Ross Aver.

Dallas, TX 75204

(972) 925-3700

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www.dsiiaarsd.OFg

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Dallaslaiependcnt

SchoolDistrictDMike 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 inmy possession that relate to the questions asked of me. There Is no other relevant information that fhave not revealed; There is no other Information that Inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove 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 firstduly sworn, declared that under penalties of perjury, that.the statements therein contained are trueand correct.

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.dailasisd.org

2 of 2

http://www.dailasisd.org/




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 adm inistrators) 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 $%™ 20i 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 ii !m i" « m n i

Dallas ISD. Test Administration Seating Chart - Spring 2012

CampJS: i l e f j E ltn i e d a r y . .. . .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 studen^on 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 materialsassigned to them and that they have signed the security oath. A test administrator should not initialthis form if the information on it is incorrect.

Missing secure materials must be located before the campus coordinator initials the "in" box. Ifmissing secure materials cannot be located, the campus coordinator should immediately contact the

district coordinator.

Campus Name Um phrey Lee Blem Campus Coordinator T o n i R. C ra w fo rd

Duplicate this form as necessary.



W4-5


STAAR Testing MeetingWednesday, April 17,2013



State o f

County of,Texas Education Agency

Student Assessment Program

2013Oath of Test Security and Confidentiality

for Test Administrator

This oath app lies 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 assessmentprogram and do hereby certify the following by initialing to the left of the statements below and including the datewhere applicable:

IniU

I have received training on test administration procedures; and I understand my responsibilitiesconcerning 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 mayresult from a departure from the documented test administration procedures;

I understand my obligations concerning the security and confidentiality of state assessments, and I amaware 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 thecampus testing coordinator.

I do hereby further certify, warrant, and affirm that I will faithfully and fully comply with all requirements concerning testsecurity 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 iI assessment program.

Signature of Test Administrator Date



!"##"$

IndependentSchoolDistrict

Mike MilesSuperintendent of Schools

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 administrativeinvestigation. I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that I have of the incident I understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas Independent School District. I .further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatements) I make.

I also understand that I am required to be truthful in my responses and/or statement(s) that I give andif 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 willbe grounds for disciplinary action up to and including termination.”

“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds for disciplinary action up to and including termination.”

I understand that this investigation is CONFIDENTIAL and should not be discussed with others on mycampus 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) 925-3700www.daliasisd.org

http://www.daliasisd.org/




Mike Miles


DallasIndependent

SchoolDistrict

Affidavit

Date: September 10* 2013

The Stale of Texas

County of Dallas

Before me, Chris Lyle, personally appeared Toni Crawford resident in the County of Dallas, State ofTexas, on this day at the Dallas Independent School District’s 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 coordinatorat-Umphrey Lee Elementary School since 2008,1received the 2013 grades 3-8 STAAR test bookletson 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 inthe office until I arrived at school. The test materials would not have been in the office for more thanan hour or an hour and a half before I arrived at the school. I most likely got a dolly and wheeled thetest booklets to my office where the materials were placed ip a storage cabinet and locked with a padlock. The tests were stored In boxes sealed with tape. It may have been possible that all of thegrades 3-8 test materials did not fit in the locked storage cabinet. Snthat case, I would have placedthe remaining sealed boxes of tests next to the storage cabinet The tests are usually sealed withplastic wrapping in sets of 10 or 5, On that day none of the test booklets were removed from theplastic wrapping. I did not remove the tests from the plastic wrapping until one or two days before theSTAAR. 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 keyto my office door.-1 never leave my office door open or unlocked. If I leave the library area where myoffice is located, i close my office door, which locks automatically.. To my knowledge, I am the onlyone who has a key to the pad lock on my storage cabinet. I am shocked and heartbroken that it isbeing alleged that students have reported seeing secure test material prior to the STAAR. I knowhow hard the teachers teach and that they are provided with various resources to help them preparethe students for the STAAR. i did what I was supposed to do as far as securing the test materials anddo not believe that if secure test material was accessed prior to the STAAR that it was obtained atUmphrey Lee Elementary School.

3700 Ross Ave*.

bktlas, TX 75204

(972) 925-3700www.daiiaslsd.org

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Balias

M5ke Miles


IndependentSchool

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 Ihave not revealed. There is no other information that Inspector Lyle has not asked me about, andwhich ! know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

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 firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct.

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.daflasisd.org

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http://www.daflasisd.org/

http://www.daflasisd.org/



Dallas

Mike Miles



Student Statement

Marne: Date:/ W i s f < 3 ^ 3 ^

itudent ID

I ammathSTAAR. Before last year’s math STAAR, we worked some problems in Ms. Willis’ classroom. Almostal! of the problems that we worked in Ms. Willis classroom were exactly the same as the ones on themath STAAR. Ms. Willis told us that some of the problems would be the same as the ones on theSTAAR. 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 ourmath STAAR test booklet She told us some of our answers were wrong. After Ms. Benjamin told mesome 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) 925-3700www.dallasisd.qrg

http://www.dallasisd.qrg/

http://www.dallasisd.qrg/



Mike Miles

Superintendent of SchoolsSchool

B M c i

Student Statement

Nam

• grade student at Umphrey Lee Elementary School. Last year in the<^0Pgrade I took themath STAAR. Ms. Willis was my*(iP$grade teacher, but Ms. Benjamin gave our class the mathSTAAR. During the Math STAAR I remember Ms. Benjamin did walk around the classroom. I doremember Ms. Benjamin told us to look at our answers again. When Ms. Benjamin told us to look atour answers again, I thought it meant 1may have had the wrong answer. After Ms. Benjamin told meto look at my answers again, I did change my answers. I remember Ms. Benjamin told me to look atmy answers maybe two or three times during the Math STAAR. I do remember seeing the sameproblems on the Math STAAR that our class worked in Ms. Willis’ classroom. Ms. Willis gave us theproblems and answers in our packet before the STAAR. We also worked the problems that 1latersaw on the Math STAAR on an overhead projector in Ms. Willis’ classroom. Ms. Willis told us toremember 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 theMath STAAR. When I saw the same problems on the test, I thought Ms. Willis had just prepared usfor the STAAR. Ali of the problems on the Math STAAR were the same as the ones we had workedin 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 AveDallas, TX 75204(972) 925-3700uuiAAf nr n

of pages

Witness: c



DallasIndependent

Mike Miles SchoolSuperintendent of Schools District

Date: ? _ $ Student ID#:

I am grade student at Umphrey Lee Elementary School. Last year in th eVPgra de ! took themath STAAR. Ms. Willis was grade teacher, but Ms. Benjamin gave our class the mathSTAAR. I remember working some problems in Ms. Wiliis classroom that were thae same as theproblems on the math STAAR. I remember thinking the math STAAR was going to be easy since wehad already worked some of the problems in Ms. Willis classroom. I do remember Ms. Willis tellingour 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 checkan 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 shewanted me to do.


Page

Student Signature

3700 Ross AveDallas, TX 75204(972) 925-3700www.daliasisd.org

Witness:

Chris H. LySe

Notaty Public, J.State o fTexas |

Comm, i& jj, J0-20-13 J





IndependentMike Miles SchoolSuperintendent o f Schools District

Name: Date: Q p ^ ^S tu d e n t ID#:

! am a^ Jf^ g ra de student at Umphrey Lee Elementary School. Last year in the ^H fc rade I took themath STAAR. Ms. Willis was my upgrade teacher, but Ms. Benjamin gave our class the mathSTAAR. Ms. Willis gave us some problems in the classroom before the STAAR that were exactly thesame 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 Isaw 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 inthe test booklet We did not bubble in our answer document until we finished the answers in our MathSTAAR booklet


Page

Student Signatu


Witness:





wy-i

DallasIndependent

Mike Miles StlioojSuperintendent of Schools District

Student Statement

Name: Date: Student ID#:

I am a g r a d e student at Umphrey Lee Elementary School. Last year in th e^f lP grade I took themath STAAR. Ms. Willis was my! jjp fc |rade teacher, but Ms. Benjamin gave our class the mathSTAAR. Last year Ms. Willis gave us problems in our classroom that were exactly the same as theones that were on the Math STAAR. We practiced the problems with Ms. Willis until we got them ailright. I thought some of the problems on the STAAR may have been the same and some may havebeen different as the ones we practiced in class, but they were all the same. When I saw theproblems on the Math STAAR were the same as the ones we practiced in Ms. Willis’ classroom, I wassurprised and glad because I thought I would get all of the right answers. We did not get to keep theproblems we worked in Ms. Willis’ classroom. Ms. Willis told us she was going to save the problemsfor 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 meanti 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 timeMs. Benjamin did not say anything.


Page

Student Signature

3700 RossAveDallas, TX 75204(972) 925-3700www.dallasisd.org

Witness:/ 3

Chrts H. iyle

\ ® t» t* ©f Y®m«$ |

Ljv"™' Exp. 10-20*131





Mike Miies


l i idsniei i f m L^gk School ■ J V

District

W10-1

Student Statement

Name; Date: j Q G ^h Student ID#:

math STAAR. Ms. Willis was m y ^ p i grade teacher, but Ms. Benjamin gave our class the mathSTAAR. When I took the Math STAAR last year, I saw about ten problems on the test that were thesame as the ones we had worked in Ms. Willis classroom. When I saw the same problems, I thoughtthe test was going to be easy because we had already worked the problems and were given theanswers in Ms. Willl is classroom. During the math STAAR Ms. Benjamin walked around theclassroom and looked at our answers in the test booklet, if we had a wrong answer she told us to doit again. \ did change some of my math STAAR answers after Ms. Benjamin told me they werewrong.


Page j

www.daliasisd.org

3700 Ross AveDallas, TX 75204(972) 925-3700

Student Signatur





!"##"$

IndependentMike Miles Sch'GO!Superintendent o f Schools District

Student Statement

Name:*1 Date: A Q StStudent ID#:

i am a g r a d e student at Umphrey Lee Elementary School. Last year in the 4W grade I took themath STAAR. Ms. Willis was m$(P %rade teacher, but Ms. Benjamin gave our class the mathSTAAR. I do remember having some of the same problems in class that were also on the mathSTAAR. I did not think ft was unusual that I saw some of the same problems on the test that weworked in Ms. Wiiiis' classroom. When Ms. Benjamin gave us the Math STAAR she did walk aroundand look at our test booklets and tell us to look at the problems again. When Ms. Benjamin told meto look at my answers in the test booklet I knew she wanted me to look at my answers and do theproblem 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 onthe 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 AveDallas, TX 75204(972) 925-3700www.dallasisd.org

pages

Witness:

f, $t&4*c€l«KSS IComm.





Lyle, Chris Hwn wrrrtrn ff •'■ m .................. i i i i ium mu i i i m T nm i w w i T i i t imim........ n ninnnmii' i niifinnn iiniiTiiinifirnmiitrihhtii .

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 SSent: Thursday, September 12, 2013 11:03 AMTo: Lyle, Chris HCc: Ware, Aaron PSubject: RE: STAAR Questions

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 HSent : Thursday, September 12, 2013 9:37 AMTo: Byers, Karen SSubject: STAAR Questions

Karen,

To your knowledge, would it have been possible to obtain any of the 2013 STAAR tests questions from any source suchas 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

Dallas klefofet! School District

DELIVERY TICKET

FROM: STATE AND LOCAL ASSESSMENT

SERVICE CENTER IBOX 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 AT®1

TRUCK DRIVER SIGNATURE

PRINTED NAME SIGNATURE DATE



Mike Miles

Superintendent o f Schools

DallasIndependent

School!"#$%"&$

'!()*)+,-',)./ +,',/( /* ,

DATE: June 12, 2013 CASE NO:

I, Arrkeenah Wil lis 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 anadministrative investigation. I have been directed to submit this Administrative Statement as stated bySchool 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 possibletermination from employment with the Dallas Independent School District. I further understand thatany Information or evidence gained through this statement cannot be used against me in any criminalproceeding, except that! may be subject to criminal prosecution for the charge of perjury for any falsestatement(s) { make.

I also understand that I am required to be truthful in my responses and/or statement(s) that I give andif 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 wilibe grounds for disciplinary action up to and including termination.”


I understand that this investigation is CONFIDENTIAL and should not be discussed with others on mycampus and/or administration. I may however, discuss this case with my legal representative. In

response to ’ ' ' ‘ 1 >— 3Ctor p wajn p Pndemore.

Witness:

Signature:

Time:

3700 Ross Ave.Dallas, TX 75204(972) 925-3700www.daitasisd.org

http://www.daitasisd.org/

http://www.daitasisd.org/



!"##"$

IndependentMike Miles SchoolSuperintendent of Schools District B

Affidavit

Date: 6/12/2013

The State of Texas County of Dallas

Arrkeenah Willis, is a resident in the County o M f fp l State of Texas, on this day at the UmphreyLee Elementary School, who after being duly sworn, on oath, affirm and says;

where I have been sinceFebruary of 2009.

I was shown a copy of my Oath of Test Security and Confidentiality for Test Administrator andidentified my signature on this form.

I received training prior to the STAAR (State of Texas Assessments of Academic Readiness) testswhich I helped administer in April and May of 2013. Although the STAAR is a relatively new test theprocedures are very similar to procedures for ACP or TAKS tests. I receive training every year onprocedures 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, Iread the test Instructions to the students verbatim from the Test Administrator Manual. I did not varyfrom this text. \ administered the 51hgrade Math test on April 2,2013 and the 5thgrade reading teston April 3, 2013. I administered the 3rd grade Math test on April 23, 2013. I administered the 3rdReading test on April 24, 2013. I administered a 4th grade makeup Math and Reading on April 25,2013. I administered the 5,h grade Math retest on May14p2013 and this was a retest. I administered

the 5,h grade 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 testconditions when taking the STAAR test I worked with my class and taught them to answer the testsquestions in the test booklet and then transfer those answers to the answer sheet. However, whenadministering the test I have never told a group of students to answer first in the test booklet and thentransfer those answers to the test sheet because that is not part of the instructions as outlined in theTest Administrator Manual.

I have never taken a student's test booklet to review answers they have written in the booklet Ihave never assisted a student with a test question or coached them with an answer. The onlyresponse I have ever given to a student when asked was to tell them I can only assist you withanswers regarding the testing directions themselves. This answer is part of the instructions from theTest Administrator Manual.

During the test I walked around, monitored the students and what they were doing, and made sure noone was sleeping. I did not sit at my desk. Once a student finished the test they would raise theirhand, I would collect their testing materials and their pencil. During these tests I don’t remember anystudent asking for help with test answers.

AFFIDAVIT of Arrkee nah W ill is 1 of 2 init.



!"##"$

IndependentMike Miles SchoolSuperintendent of Schools District!

inspector Prtdemore prepared/typed this affidavit, from information ! have provided, and reviewedthe affidavit with me to make sure it was true and correct]- ! have read every paragraph of thisaffidavit ! have made corrections where necessary ■jp0:(initials).

i hereby affirm that my statements above are true, accurate, and complete, to the best of myknowledge. j

Affiant

Before me a notary public, on th is12 th day of June, 2013, personally appeared Arrkeenah Willis,known to me to be the person whose name is subscribed to the foregoing affidavit and by me firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct.

State efTSnott |

Eitp.10-20* 13.1

AFFIDAVIT of Arrkeenah Wiiiis 2 o f 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 aninspector with the Dallas Independent School District and is conducting an administrativeinvestigation. I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that I have of the incident. 1understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas Independent School District. I further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s) 1make.

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 actionup 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 willbe grounds for disciplinary action up to and including termination."

"When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements” and can begrounds for disciplinary action up to and including termination.’1

I understand that this investigation is CONFIDENTIAL and should not be discussed with others on mycampus 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






Affidavit

Date: September 11, 2013

The State of Texas County o f Dallas

Mike Miles


Before me, Chris Lyle, personally appeared Arrkeenah Willis resident in the County of Stateof 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 ISD’s Umphrey Lee Elementary School. Last year I was a testadministrator for the fifth grade math and reading STAAR retest at Umphrey Lee Elementary School. Iused TAKS release questions to prepare my students for the math STAAR, ! have also used a fewSTAAR release questions to prepare my students for the math STAAR. i did use iXL.com, STAARMasters and KAMICO to obtain a bank of questions to use with my students. I did tell my studentsthat questions or problems we worked in class were very similar to the STAAR. I meant that theformat of the questions would be the same or similar. I did not mean that the problems woufd be thesame exact problems, but rather the same type of problems. I do not know why my students woufdhave said that they would have seen the same questions on the STAAR that we worked in theclassroom. I cannot say that I was surprised when I saw my student’s third grade math STAARresults. 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 thetesting manual. I walked around during the tests and monitored, I did not point at any of thestudent’s 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 studentsfor 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 jj jk ) (\n\t\a\s)

To the best of my knowledge and belief, I have furnished inspector Lyle with all documents or items inmy possession that relate to the questions asked of me. There is no other relevant information that Ihave not revealed. There is no other information that Inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter, I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

3700 Ross Ave.

Dallas, TX 75204

{972) 925-3700www.dallasisd.org

1 of 2 j t i i init.





DallasIndependent

Mike Miles SchoolSuperintendent of Schools District

Before me a notary public, on this 11th day of September, 2013, personally appeared, ArrkeenahWillis, 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 aretrue and correct.

Notary Publ

B S r O y i e!"#$%& ()*+,-. \

/#$#0 "1 234) \

3700 Ross Ave. t j

Dallas, TX 75204 2 of 2 init.(972)925-3700www.dailasisd.org





Lyle, Chris Hm

From: Byers, Karen S

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 PMTo: Lyle, Chris HCc: Byers, Karen S; Mount, Robert ESubject: 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 HSent: Wednesday, September 25, 2013 3:18 PMTo: Aguirre, Jorge ESubject: RE: Delivery Records

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

From: Aguirre, Jorge E

Sent: Monday, September 09, 2013 8:25 AMTo: Lyle, Chris HCc; Byers, Karen S; Mount, Robert ESubject: RE: Delivery Records

Jorge,

1



DallasIndependent

SchoolDistrict D

OFFICE OF PROFESSIONAL RESPONSIBILITY

2909 North Buckner Blvd., Dallas, TX 75228


To:

From:

Mike Miles, Superintendent of Schools



Case Number: 11393


HIGHLY CONFIDENTIAL

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Mike MilesSuperintendent o f Schools

DallasIndependent

SchoolDistrict

OFFICE OF PROFESSIONAL RESPONSIBILITY 2909 North Buckner Blvd., Dallas, TX 75228 Post Office Box 181509, Dallas, TX 75218

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From; Donald R. Smith, Jr Chief Compliance Officer

APPROVED,


REPORT OF INVESTIGATIONRE: TYLER, DA'SHONYA #41630

Teacher Umphrey Lee Elementary School

Case Number: 11393

Type o f Investigation: Administrative


Person to Contact: Chris Lyle, Inspector Office of Professional Responsibility,Suite 8042909 Buckner Blvd., Dallas, TX 75228 (972) 925-8864

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. ______________ _______ _____

HIGHLY CONFIDENTIAL




Table of Contents

Section Page

Executive Summary.............................................................................................................. 4

Background.......................................................................................................................... 5

Allegation............................................................................................................... 5Employee 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#41630Case Number: 11393

HIGHLY CONFIDENTIAL3 of 21



Executive Summary

The allegation that Da’Shonya TYLER viewed secure State of Texas Assessments of Academic

Readiness (STAAR) content and provided the content to her students was substantiated byevidence obtained in the Office of Professional Responsibility investigation. Student witnessesstated TYLER had shown them questions in the days prior to the 2013 math STAAR retest thatwere identical to the questions they observed on the 2013 math STAAR retest. The conductreported by students explained the anomalously high scores Umphrey Lee Elementary Schoolstudents received on the 2013 math STAAR retest as reported by the District’s Evaluation and

Assessment Department. It was not learned how TYLER obtained the secure material, but itwould 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, theinvestigation did show that the STAAR questions were stored on the Umphrey Lee ElementarySchool campus for one week prior to the administration of the STAAR. TYLER’s conduct was aserious test irregularity involving a breach of test security and confidentiality and was a violationof Dallas ISD Board Policy.

A separate allegation that TYLER committed a test irregularity while serving in the capacity of atest administrator for a reading STAAR retest was not substantiated when it was learned in aconcurrent investigation that another classroom teacher was responsible for the anomalousscores received on the exam. That allegation was addressed in a separate OPR Report ofInvestigation.

This Report of Investigation is the opinion of the Office of Professional Responsibility of the DallasIndependent School District and is based upon evidence from its investigation of this matter.






REPORT OF INVESTIGATIONOffice of Professional Respons ibility

RE: TYLER, DA’SHONYA#41630Case Number: 11393

Background

After conclusion of the 2013 State of Texas Assessments of Academic Readiness (STAAR), The DallasISD Evaluation and Assessment Department notified the Office of Professional Responsibility (OPR) ofwhat they characterized as “anomalous” Umphrey Lee Elementary School STAAR results.The anomalous scores were observed on identified administrations of the third grade math, and fourthgrade reading STAAR, as well as on the fifth grade math and reading retests. Umphrey Lee ElementarySchool Teacher Da’Shonya TYLER served as one of the test administrators for a^^^grade readingSTAAR 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 anomalousfifth grade reading retest scores were attributed, at least in part, to the conduct of the tested student’sclassroom teacher.

TYLER also served in the capacity of a upg rade math classroom teacher during the 2012-2013 schoolyear. During student interviews, students alleged TYLER had given them secure jfcgra de

math STAAR questions in the days prior to administration of the fifth grade math STAAR retest. It was inher role as grade math classroom teacher as it related to the Umphrey Lee Elementary ij^JPgrademath STAAR retest scores, rather than as a test administrator that was the primary focus of thisinvestigation.

Allegation

It has been alleged that Da’Shonya TYLER, 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 a May 2013administration 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 mathSTAAR questions prior to administration of the May 14, 2013 math STAAR retest.

Employee Status

TYLER is a contract employee with the Dallas ISD, TYLER’s contract with the District expires inJune 2014. (W2-1. TYLER Oracle Contract Record)

Employee is on Administrative Leave:

Extent And Results Of Investigation

The STAAR

Beginning in spring 2012, the State of Texas Assessments of Academic Readiness (STAAR) replaced theTexas Assessment of Knowledge and Skills (TAKS). The STAAR program at grades 3-8 assesses thesame subjects and grades assessed on the Texas Assessment of Knowledge and Skills (TAKS). TheSTAAR was a state assessment created to measure grade 3-12 students' knowledge of concepts in thecore 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 ofinterest. Reading, Writing, Mathematics, Science, and Social Studies are the core subject areas ofinterest. (W2-2. STAAR Resources,Texas Education Agency Website) (W2-3. STAAR, Callendar. Fifth

Grade Reading Retest) (W2-4. Glossary of Terms)



Testing Irregularities


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 inthe individual(s) responsible being referred to the TEA Educator Standards and Certification LegalDivision for consideration of disciplinary action (including suspension or termination of educatorcertification credentials). Examples of serious violations involve, but are not limited to, the following:

■ directly or indirectly assisting students with responses to test questions

■ tampering with student responses





■ duplicating, recording, or capturing (electronically or by any other means) confidential test contentwithout permission from TEA

Umphrey Lee Elementary

The District’s Evaluation and Assessment Department performed a statistical analysis of the Dallas ISD’sthird through eighth grade March and April 2013 STAAR scores. The analysis was performed to identifysufficiently anomalous results that warrant further investigation. (W3-1. STAAR. Anomalies AnalysesReport)

In May 2013, grade students who failed the first administration of the STAAR test inreading or mathematics could re-take the test in May. Evaluation and Assessment examined the passingrates of each Dallas ISD school, as well as the increase in the number of items students answeredcorrectly compared to the first time the students took the test. On average Dallas IS D^Pgra de retesters increased their percentage correct by an average of approximately 16% for math and 9% forreading. In contrast Umphrey Lee Elementary School re-testers increased their math percentage correctby 33% in math and 30% in reading.

An additional concern noted by Evaluation and Assessment was the number of Umphrey Lee ElementarySchool 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 “wellprepared" for the next grade or course. The number of students who achieved an Advanced rating on theretest 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 onehundred 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 Schoolhad twelve students (44% of their total re-testers) that received an advanced rating on the math retest or21% 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, or23% of the District total. It was the opinion of the District’s Evaluation and Assessments Department thatthe observed results of the Umphrey Lee Elementary School grade retests were “sufficiently high" towarrant additional investigation of the school’s testing procedures. (W2-7. “Advanced” Definition)


Toni Crawford served as the Umphrey Lee Elementary School test coordinator for the 2012-2013 schoolyear. In a June 12, 2013 affidavit, Crawford confirmed Umphrey Lee Elementary teachers did not testtheir own students during the STAAR. Crawford stated she had been responsible for assigning theSTAAR test administrators. Students stayed in their home room and were tested at that location by theassigned test administrators. There were no test irregularities reports received by Crawford with respectto administration of the 2013 STAAR. Crawford provided OPR with copies of seating charts, oaths,

training logs and material control forms associated with Teacher TYLER’s administration of the May 15,2013 STAAR reading retest. (W4-1. Crawford Affidavit) (W4-2. Seating Chart TYLER) (W4-3, Oath ofTest 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 TestSecurity and Confidentiality on March 26, 2013. TYLER’s signature affirmed that she was aware of theprocedures for state assessments and understood her obligations concerning the assessment’sconfidentiality and security. (W4-3)

A May 15, 2013, | | | | grade STAAR reading materials control form was initialed by TYLER. The formindicated TYLER was issued seven STAAR test booklets. The form was also initialed by TestCoordinator 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 TYLER’s name was reviewed by OPR. The chart, datedMay 15, 2013, displayed the names of seven students and was consistent with the number of testbooklets that the materials control form indicated had been issued to TYLER. The back portion of theform 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 investigationby the District’s Office of Professional Responsibility (OPR). While conducting concurrent STAAR relatedinvestigations at Umphrey Lee Elementary students reported their ciassroom teachers had shown themsecure STAAR questions prior to administration of the STAAR. As indicated in subsequent studentstatements in this report, none of the interviewed students stated they had received assistance fromTYLER in her role as test administrator for the May 15, 2013*l | p grade reading STAAR retest. An OPRconcurrent investigation found the student’sajljfe grade readingfeacher was at least, in part, responsiblefor 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 theinvestigation then turned to Tyier’s alleged conduct whiie serving as a^ pg ra d e math teacher. (W1-1)

The following data, in abbreviated form from the attached spreadsheet, was provided by the District’sEvaluation and Assessment Department. The chart depicts^pPtjrade Umphrey Lee Elementary studentsthat took both the April math STAAR and the subsequent May math STAAR retest. The student’spercentage increase of correct answers from the first administration to the second is shown as well as








whether or not the student achieved an "Advanced” score on the retest after having not been successfulon the first administration. According to the Texas Education Agency website, a student was required tohave received a minimum raw score of 43 out of 50 to have received an Advanced rating on the mathSTAAR retest. None of the listed students who received an Advanced rating on the 2013 jf pgrade mathSTAAR 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 resultsspreadsheet)

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






Student Statements

“ I am am M Pgrade student at Dallas Last year I was a jH fcgrade student and attended^jM WW p B B ^ s. TYLER wasm y|pp£ra de math teacher. Last year I took the^ fjp a ra de STAAR math retest. Ms. COLEMAN gave me the STAAR math retest. I remember about twelve o f the problems on the STAAR math retest were the exact same as the ones we worked in Ms. TYLER’s 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 ou r 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. TYLER’s 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 ISD’s j^ ^ H B jj H ^ ^ Last year t was a^HMgrade student and attendecMM M ^ W W tt ^|||ppp lf^Sc hoo l. Last year my math teacher was Ms. TYLER. I remember taking the STAAR math retest with Ms. COLEMAN. Most o f the problems we were given on the STAAR math retest were the same as the ones we worked in Ms. TYLER’s 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. 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 student’s 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 righ t 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 jg H lf ra d e student at Dallas ISD’! was a u p g ra d e student and attend e m ylf P fg ra de math teacher. I did take the

School, math retest.

Last year Ms. TYLER was I am not sure

HIGHLY CONFIDENTIAL9 Of 21




who gave me the retest. I do remember seeing about fifteen of the£RHbrade STAAR math questions that were the exact same as the ones we worked in Ms. TYLER’s 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 JMMfcSta tement)


am aiwpp ^ra de student at Dallas Last year I w a s a j j i grade s tudent and a t te n de d ^B lH R B B i^^H p l i^S ch o o l . Ms. TYLER was m yl ijP g ra de math teacher. Ms. COLEMAN gave us th e^ jjfjg ra de STAAR math retest.

About twenty of grade STAAR math retest questions were exactly the same as theones we worked before the test in Ms. TYLER’s 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. TYLER’s classroom. During the lfSH 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 im

“ I am a g t t r a d e student at Dallas ISD’s jM ^ M g t t ^ Last year I wag a f WFgrade s tudent and a t te n d e d ^ ^ lB H IH H H j^ ^ P ^ ^ ^ o o l . Ms. TYLER was m y()IH grad e math teacher. Ms. COLEMAN was rl^rea am g 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 tha t we covered in Ms. COLEMAN’S 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. 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 w ith their answers.” (W9-1 .JMMMte-Sta tement)

“ I am a |Hik@ rade student at Dallas IS D L a s t year I was a^MP’grade s tudent and attended | | | | 8 ^ P H B H ^ ^ ^ ^ c n o o l . Ms. TYLER was my math teacher last y ear. 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 fou r questions on the math and reading STAAR retests that were the same as the ones






we worked in Ms. TYLER and Ms. COLEMAN’s class before the STAAR. I also remember see about six prob lems on the Science STAAR tha t were the exact same as the problems we worked before the STAAR in Mr. Shepard’s 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 w ith the STAAR answers.” iM M jH B ^ S ta t e m e n t l

“ I am aJHpfcgrade student at Dallas ISD’sI 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. TYLER’s classroom. I remember seeing a lot of the

same problems on the STAAR science test that we worked in Mr. Shepard’s 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 aJ lM rgrade student at Dallas I SP’g a M f l p j L a s t year I was aH H Ig rade student and attended.||^MMH illS iM llB B H M IS ch oo l. Ms. COLEMAN was m y jB grade reading teacher at > |IH ^S iN H H H ^iP i iP 'Sc h oo I. Ms. TYLER gave me th e^m g ra de 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. I remember Ms. COLEMAN told our class before the STAAR that some of the questions we were working in class migh t be on the STAAR. We also worked the same problems in Ms. TYLER’s class that we worked in Ms. COLEMAN’s 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 jW P M jS ta t ^ e n t )

“ I am a I was a was my me the

t jt t p t grade student at Dallas ISD’s grade student and attended

t JHfe grade reading teacher at u p g ra d e STAAR reading rete

Last year School. Ms. COLEMAN

School. Ms. TYLER gave remember seeing about ten problems on the

j^ H pgrade STAAR reading retest tha t were the same problems that we practiced in Ms. COLEMAN’s 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. COLEMAN’s class. Ms. TYLER walked around the ciassroom dur ing 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.” (W13-1. Statement)

“ I am a <£MMP*grade student at Dallas I S D Last ear I was agppgrade student and a t t e n d e d i^ m |^ ^ jm 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 i f 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 ISD’s 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 lM grade reading teacher at V lB V B H B IH H S ^ ^ c h o o l . Ms. TYLER gave me th e^fS gra de 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. COLEMAN’s 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 aq jlW ferade student at Dallas ISD’s WBKMK H Last year I was a Ip pg ra de student and attended » lp H M W B B B B W W iiilSc h oo l. Ms. TYLER was m y ^ g ra d e math teacher a t^ p ^ H E a i^ M s . 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 don’t 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 lp 1 I111 nil

“ I am a jM ffg ra d e student at Dallas IS D *s JM M pn R lH flH |j(| lH Last year * wa® a f lp |g rade s tudent and attended t f M B fc 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 jB j r ° f - tement)






“ I am a^MMPgrade student at Dallas ISP’s Last year

I was a lift^g rade student and a t t e n d S c h o o l . MsTt YLER was m y fll tg ra d e math teacher. Mr. Shepard gave m e'^ ^|H P g ra de math retest. I remember some of the same problems on the STAAR math re test were the same as the ones we had worked all year in Ms. TYLER’s 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. TYLER’s 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 w ith 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 wasmy math teacher last year. Ms. Coleman was my!^{jpg rade Language Arts teacher. Mr. “ J” (Johnson) gave me th e || H grade STAAR math and reading tests. I don’t remember who gave me the retests. About a week before the math STAAR I was in Mr. Shepard’s science class. We were reviewing fo r the math STAAR I saw about three problems in Mr. Shepard’s class that I saw on the firs t math STAAR. I also saw one question in Ms. TYLER’s class before the math STAAR that was exact ly the same as one of the questions on the Math STAAR. I remember there was a pic ture of a slingsho t a ball and a can. I do not remember seeing any problems in Ms. Coleman’s class that were on the reading STAAR. I did not see any of the teachers help students w ith answers on the STAAR.”(W19-1 .iMMfcStatement) ■

Investigator’s Note: The alleged conduct attributed by students to additional Umphrey Lee Elementary School teachers were addressed in separate OPR Reports of Investigation.

Aaron Ware is the Director of the District’s Evaluation and Assessment Department. Ware confirmed withOPR that STAAR questions were secure material and would not have been available from any source forlegitimate test preparation prior to the STAAR. (W2Q-1. Ware. Email Correspondence)

District shipping records obtained by OPR indicated the secure |J p |r ade STAAR retest materials arrivedon 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. (W 2 1 J ^J j(P ^Grade STAAR Retest Delivery Tickets)

In response to student admissions that they had seen the same questions in Tyler’s classroom before theSTAAR 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 responsiblefor 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 book lets on May 7, 2013. Ms. Angelica Vazquez (Espinosa) signed fo r the test booklets. Ms. Vazquez kept the testing materials in the office u ntil l 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 off ice 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 p rior 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.” (W4-6. Crawford Affidavit, September 10. 2013)



Referral To Outside Agency

The Dallas ISD may wish to consider forwarding a copy of this Report of Investigation to the TEAEducator Standards and Certification Legal Division for any action they deem appropriate.


When interviewed with respect to the allegation, Teacher TYLER denied that she had provided anyinappropriate assistance to her students on the STAAR. In a sworn affidavit TYLER stated:

“ I am a fif th grade math teacher at Dallas ISD’s 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 work ing 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 g ra d e math students did as well as I expected on the STAAR4HW grade math test and re-tes t I used Eduphoria, KAMiCO, and release STAAR and some other books that I ordered to prepare my students for th e^ jp feqrade 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)






Relevant Policies, Procedures. And Statutes

Dallas ISD Board Policy (EK Reguiation)



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



Confidentiality involves protecting the contents of each test and each answer document, as

follows:



Ail tests must be adminis tered 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 testingirreguiarities and are viewed by TEA as falling in one of two categories—serious and procedural.

2. Serious irregularities constitute severe violations of test security and/or confidentiality and canresult in the individuai(s) responsible being referred to the TEA Educator Standards and





Certification Legal Division for consideration of disciplinary action (including suspension ortermination of educator certification credentials). Examples of serious violations involve, but arenot limited to, the following:


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 answerdocuments. Students’ responses must be recorded on the answer document within the four-hour timeperiod. Test administrators may.say, “ Remember that you must record your responses on theanswer document,” However, test administrators may not view or discuss individual test questions orresponses.





m 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.


Conclusions

The allegation that TYLER viewed secure STAAR content and supplied the content to her students wassubstantiated by evidence obtained in the investigation. Student witnesses stated TYLER had shownthem questions prior to the math STAAR retest that was identical to the questions they observed on theSTAAR. Student stated the questions she was shown by Tyler in the classroom appeared thatthey could have been copied from the STAAR test booklet. Student MMfestated the questions TeacherTyler 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 materialbut 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, theinvestigation did show that the STAAR questions were stored on the Umphrey Lee Elementary Schoolcampus for one week prior to the administration of the STAAR. TYLER’s conduct was at least in partresponsible for the anomalous high scores Umphrey Lee Elementary School students received on the2013jjpgra de math STAAR retest. Tyler’s conduct was a violation of Dallas ISD Board Policy.

Based on evidence obtained during the investigation, the initial allegation that Da’Shonya TYLER, ateacher at Dallas ISD’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 not substantiated.

OPR understands that it is not our function to recommend what personnel actions, if any, should betaken, and have not done so, leaving such latter determinations for the Human Capital Management andLegal Services Departments.


Chris Lyle, inspector Office of Professional ResponsibilityDallas independent School District

Forwarded:

Norman R. EpsteinDirector Office of Professional ResponsibilityDallas Independent School District






LIST OF WITNESSES AND EXHIBITS

WITNESS

NUMBER

WITNESS EXHIBIT

NUMBER

DESCRIPTION

W1 Norm Epstein, Director, Office of Professional Responsibility, Dallas ISD

1 Case Assignment #11393

W2 Chris Lyle, Inspector, Office of Professional Responsibility, Dallas ISD

1 TYLER, 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

6 Raw Score Conversion Table (May 2013 Math STAAR)

7 Definition “Advanced” Performance

W3 James Holland, Evaluation Analyst, Evaluation and

Assessment, Dallas ISD

1 STAAR Anomalies Analyses Report

2 Umphrey Lee Math Retest Spreadsheet

W4 Toni Crawford, Test Coordinator, Umphrey Lee Elementary School, Dallas ISD

1 Affidavit

2 TYLER Seating Chart3 TYLER, Oath of Test Security

and Confidentiality4 Training Log5 Material Control Form

6 Affidavit, September 10, 2013

W5 — M ^tu den t. umphrey Lee Elementary School

1 Notarized Statement

W6 -3 studentOlUUc! II, 1 Notarized Statement







WITNESS

NUMBER

WITNESS EXHIBIT

NUMBER

DESCRIPTION


W7 student,Umphrey Lee Elementary School


W8



W9 ! ■ ■ ■ » Student, Umphrey Lee Elementary School


W10 ijmJSSchool


W11Student, Umphrey Lee Elementary School












WITNESS

NUMBERWITNESS EXHIBIT

NUMBERDESCRIPTION

Elementary School, Dallas ISD




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 2 of


* STAAR st andard Settin g Technical Resort .(PDF; posted 03/25/13)

* STAAR Standard Setting Questions and Answers.(PDF updated 01 /29/1 3)

; (PDF passed 01/29/1 3)

I Selling Process'Overview (PDF posted 04/24/1 2)

STAAR Performance la bels and Policy Definitions. (PDF- updated 01 /29/13)

STAAR Performance le va ' Descriptors (PDF updated 01 /11/13 )

STAAR 3-8 Performance Standards Chart (PDF posted 01/29/13)

STAAR £OC Performance Standards Chart fPDP posted 0 4/24/ 12)

STAAR Assessment-Re la ted Graduation Requirements fPDF updated 0 4/28/ 12)

• TAKS Equivalent Info rmatio n.(Bridge Study) Tables

Test Administration

“ District and Campus Coordinator Manual

" STAAR Time Limits Pofeies and Procedures (PDF posted 12/22/11 )

° T est Administrato r Manta is

Presentations

» A STAAR Is Born (PPT pos tal 12/13 /1.0

‘ TEA-Update on th e STA M Pmaranrt November 20 11TPDF posted 11/07/1.11

„ ^ ^ ^ Qvewiew of:State Assessment Program (PPT updated 06/15/12)

* STAAR™ Tre k -fPFTi


. 1 . ’ . AssessedCurr iculum . .. Blueprint Released Test Questions

[ Gra d e |Resdin0 f Ktethemafc ftSSfibJlsQL i•Readincr'i MaBierfsatics

Grade j

1..* .....i ™ 3: v m t o s s * Writina i ResdtrsQ1-Mathematics' 1'WdamReadtai Mathematics j Writina

j Gr^ te | Reading 1Mathematics. SdeocE fk&dioa 1tmsMHte. Ssififi.esBsadtGa-f Zikibmatia sS isuse

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I - ; Assessed Cur ricu lum Blueprint | Released Test Questions

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EOC Assessments

I I Assessed Curriculum j Blueprint | Released Test Questions

| j| | Icnolish 1 ftssdina [ Enollsh 1Writing

| English Language :ignq JMiI j Endisfo.II I Engfefi ] &igii!h .I1M isf r II I Enoii:h iBead&st I lagiisU I| Arts I Ill HE nc ’- n _ r, tI T ~ r ~ ' -!i i n .Reading I Erahsh HI| _J ..|... .. . i ir

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Texas Education Agency - STAAR© Resources Page 3 of 3

Texas Education Agency

1701 N, Congress Avenue

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Assessed Curriculum Blueprint | Released Test Questions

Mathematics| Algebra 1 \ g&>ms.feY. j Aifle bra |AjQ fJra .I | fi.gemetry.

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It World Geograp hy

t e f i ld la s ia r y . Li :Wsfld...Hi.$tory !115 JjlSlOCi 'iisiOK i U-.Siiiis.teQ!;

Specific Resources for Students Receiving Sped si Education Services and English LanguageLearners

The STAAR program includes a number o f assessments that address needs of students receiving special education services and

English language learners ( E lls ) wh o meet particular participation requirements.

► Assessments for Students Receiv ing Special Education Services: STAAR Modified \ 5TAAR Altern ate

• Assessments'for EngiisH lang uag e Learne rs: STAAR Spanish | STAAR 1,

For additional Information, contact:

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Calendar of Events

2013 Grades 3-5 Administrations

2013 STAAR Test Administrator Manual—Grades 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).These terms may be found in the State Accountability System, the Dallas Accountability System, Norm-referenced, STAAR, TAKS,


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



Advanced Placement {AP) Examinations

AEIS

American College Test (ACT)

Adequate Yearly Progress (AYP)

AP Courses

AP Examinations

ARD Committee

Assessment of Course Performance (ACP)

0 P Q R S T U V W X Y Z

Explanation

The' . accountability system for evaluating Texas schools and districts. Schools and districtsare measured on seven main performance indicators: ( 6 )

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), (7) four- and five-yearlongitudinal completion rates, and (7) six college readinessindicators.

Third best out of four possible ratings for a school given by the

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; Li c :]V",I !o i"-Ti!J < !' J -! ; .

Required, campus-based committee for each eligible studentwith a disability and for each student for whom a full andindividual evaluation to Referral for Full and Individual InitialEvaluation is conducted. This committee creates an

ez-cxror- ^ o : r ^ p ; for each disabledstudent.

A series of courses administered by the ■ : thathigh school students can take to earn college credit. In order toearn college credit in an AP course, students mustdemonstrate their mastery of higher level of coursework andpass an accompanying course-relevant test.



Federally-mandated measure of school- and district-levelperformance on standardized tests. Each year, students ingrades K-12 are required to demonstrate adequate progress inthe areas of reading/language arts, mathematics, andattendance rates (elementary and middle schoots) orgraduation rates (high schools). Campuses are assigned oneof three AYP status labels: (1) Meets AYP; (2) Missed AYP(with associated reason); and (3) Not Evaluated AYP.

See • • • ; j ' v.

See - ri . V - . ; i - ' f:.’,6 v : / ‘ v.

See • •

A set of district-developed, 2 hour standardized, criterion-referenced tests aimed at providing uniform, districtwidemeasures of student progress toward mastery of the Texas

:v h .' V ) 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

fiBilingual 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

Continuously Enrolled

students in grades 7 through 12.

Student deemed to have a higher probability of dropping out ofschool based on certain socio-economic challenges andperformance criteria. These criteria include being retained forone or more years, failing one or more state assessments,being pregnant or currently a teen parent, being homeless,being a I;::!’::-:-'; ;v . u E ; student, being placedin an alternative education setting in the current or prior years,being on conditional release, being expelled, and previouslydropping out of school. Such students are deemed "At-risk" offailing the current grade at or dropping out of school.

Average number of students in attendance at the school onany given day, which is the total number of eligible daysattended by students divided by the number of school days inthat year.

Average number of students enrol led on any given day at theschool, which is the total number of days enrolled by all eligiblestudents divided by the number of school days in that year.

Percentage of the average number of students enrolled at theschool on any given day that transfer or withdraw from theschool. See ■V-.'Sr?:?;; ■AL-' I;..

See

Students served with Bilingual Education due to parental

request that are not ; - :- c ' ‘ ' .. . students.

An outline o f the instructional targets that campuses mustaddress for the purpose o f improving student performance forall student populations. Additionally, schools are required tomeet all federal, state, and local mandates.

A team o f campus administra tors and teachers who part icipatein the development of the . . . . ~ • for

improving student achievement.

See j -

Former name of t ie federal educational program, ~."

See .

A value-added measure of the amount of academic progressthat a teacher afforded his or her students after a year ofinstruction, CEls evaluate a student's performance on select,summative standardized test by comparing his or herperformance to that of similar students in the district.

A group of students who follow the same testing pattern fortwo consecutive years and were promoted from one grade tothe next. For example, a comparison of the performance of lastyear's grade 3 students on the state reading exam to theirgrade 4 results on this year’s state reading exam. Cohort dataenables one to compare the progress of a set of students overseveral years as each year they progress from one grade tothe next. See C ..

A nonprofit organization comprised of colleges, universities,and other agencies and associations that provide services tosecondary and post-secondary students, the main goal of this

organization is to assist students in moving from secondaryeducation to higher education. Programs administered by the

include the , andthe . ■'.■■■-; program, among others.

A student who has not missed more than a set number of daysin a course. Absences, iate enrollment, withdrawals, ortransfers to another campus result in days counted towardsthis maximum. A student who misses more than a set numberof days in a course prior to the main course-relevant and term-appropriate norm- or criterion-referenced test. This "set




Cross-Sectional Comparison

CRT

Curriculum

D

Diagnostic Skills Profile (DSP)

District Number

Drop-Out

DSP


ELA Test

English as a Second Language (ESL)


ESL

Exemplary

!


G

H

i

individualized Education Program (IEP)


ITBS

number of days" is 58 for year-long courses, prorated from thefirst instructional day of the term to the last instructional day ofthe course-relevant testing period. For semester-long courses,this "set number of days” is 68 .

A pass-faii test that measures students' understanding of

concepts on specific content area. For example, the S :.,. a C;' /A:--:; ---.v:: KC :A r.^; . is a criterion-

referenced test.

A comparison between the prior year's students in a specificgrade to the current year's students in that same grade. Forexample, 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 Co;

See Ac -p AAA;.

The subject matter taught in a course or set of courses.

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.This test is no longer administered in Dallas ISD.

The six-digit number for Dallas ISD assigned by the 'A.. :?::

[,.duc-rj:-n fe -n c. A 057905.

Students who have left Dallas ISD as identified by theLA iir ^i y Ag?* Drop-out information lags behind oneacademic year in order to enable the TEA to locate studentswho left Dallas ISD and enrolled in another school district inTexas.

See \ A : a:A;'

Tr--.; ;:iAv: ' - \ ^ r y A A -; nomenclature for low socio

economic status students used for th e. •. •:... : :: A' •IniAO'.iL■■■■ ,;-v.. -.A Economically disadvantaged arecoded as 6 (Eligible for Free Meals), 2 (Eligible for ReducedMeals), and 9 (Other Reasons).

See c'i f'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 andwriting.

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 9 Reading and

Mathematics ZJ n >j or ' ~,v.■ r-- ; A A ^ c ::' . .a A ; a,A-. test, or STAAR end-of-course (STAAREOC) subject test for the first time.

A document created for each student that receives specialeducation services that describes the student’s current skills,states the goals for targeted services/ and outlines the :strategies that will be used to achieve those goals.

English-language national test that evaluates the developmentof grade K-2, 5, and 9 students' skills in the core subject areasof Reading, Language Arts, and Mathematics.

See A A 'A . ‘ .



LLanguage Proficiency Assessment Committee (LPAC)

LEP Exited Student

LEP


Logramos

Low-SES Students

LPAC

MMean

Median

Migrant Education

NNAEP


NCE



NRTOOriginal DISD Entry Date

Other Schools

P

Passing Rate

A campus-based committee responsible for identifying,

placing, and exiting or reclassifyingu.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- [:. ' - services and has met all .

: : program exit criteria. A student whose parentsdenied BE and/or ESLservices, and subsequently met LEPExit criteria are not considered an exited LEP student.

See i Ei".o :r.,h

Any student whose home language is not English and who areidentified by the Cx j .-:---.'"..-*

based on the state criteria.

Spanish-language national test that evaluates thedevelopment of grade K-2, 5, and 9 students' skills in the coresubject areas of Reading and Language Arts.

Students who qualify for free or reduced-price lunch. See

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 inincreasing (or decreasing) order.

Education programs established mainiy to meet the needs ofchildren of farm workers who often face such challenges aspoverty, poor health care, and the readjustments of movingoften from school to school.

A national testing program administered by the NationatCenter for Education Statistics (NCES) of the U .S. Departmentof 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 NAEPmain assessment allows for regional and state-by-statecomparisons of the educational attainment of 4th, 9th, and65 th grade students.

A method of standardizing scores on a test into a 0-100 scalesimilar to a percentile rank, but preserving the valuable equa!-interval properties of a z-score. A NCE score of 50 representsthe national average of any grade level at the time of the yearthe test was normed. A score of 70 is always the samedistance above grade level, regardless of the level tested, andis twice as far above grade level as a score of 60. NCEs havea standard deviation of 21.06.

A test that allows a student's performance to be compared withthe performance with that of students across the nation.

See ■■■:;.;■!■■■■-■ ■ n : f


Schools that are not included in Dallas ISD accountabilitysystems, such as Ii'-. '"-v. ;s .. :

The percentage of students who pass the assessment ofinterest. District-, school-, grade-, and class-ievel passing rates



PDD

Percent Average Daily Attendance

Percent Meeting Minimum Expectation Percentiles

Perfil Diagnstico de Destrezas

Portfolio

Preliminary Scholastic Aptitude Test (PSAT)

PSAT

£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 St^e3 3 ■- - ' 3 7 - / P. passing rate issynonymous with ‘'Satisfactory" performance.

See ' .• C: 3e;;t rerci ;

- 7 divided by 7 H /:ic o. : T:: j ■ , expressed as a percentage.

See \J:c.The rank of a student’s score compared to all other students inthe population of interest, in a national comparison, if a studentscored at the 60th percentile, then 60% of the studentsnationally scored betow this student in this particular test inthat year.

The Spanish version of the 31;;;;; no;:::: 7' 3 ;i . Thistest is no longer administered in Dallas !SD.

A systematic and organized collection of a student's workthroughout a course or class year. It measures the student'sknowledge and skills and often includes some form of self-reflection by the student.

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;': :v::.f-i; ''.r™ .7377:.;. A33; '-assigned rating of schools based on 7: /.- A:....; . .. :• • •. •• c :

.7.'.“ :<:■sv7.vb£ £ 3 7 : . performance,attendance rates, dropout rates, graduation rates, and studentdropout rates. The four ratings from best to worst areExemplary, Recognized, Academically Acceptable, and

Academically Unacceptable.

Assessment created by the :3- .. thatmeasures English language learners' reading skills. Used todetermine if it is appropriate for students to take the stateassessment in English or Spanish in subsequent school years.

The ■ : : : ::: -e^vserves as the current RPTE.

Concepts that are to be taught in public schools that helpprepare students for success in workplace or in college or

university courses. A test created by the : i7:.; r ; to measure thedevelopment of reading, writing, and mathematics skills instudents in grades 7 and 9. As a precursor to the

77 7 , it provides an early estimate of students' preparednessfor college coursework.

Locally-created assessment that measures grade 3-10

students' mastery of the r . - ■ ■ ^ s :7.n taught during thecurrent year; Readiness standards in the core subject areas ofReading, Mathematics, Science, and Social Studies are ofparticular interest.

Locally-created assessment that evaluates grade 3-10students' grasp of the :7 :-..-' ■. 3:a ;n:: ' .. covered in the priorgrade. Readiness Standards in the core subject areas ofReading, Mathematics, Science, and Social Studies are of

particular interest.The second best x: -' - r -.:■■■■ 7 :'j 3:,T: 7 .rating for a school. See :-.'7 .

The schools or campuses at which a student attends classes.May differ from the school at which the student Is officiallyenrolled. For example, students enrolled at the TAG magnet,have a Reporting School SLN of 039, but their Official SchoolLocation is Townview, SLN 041.

Percentage of students who repeat a grade.



SAT

Scholastic Aptitude Test (SAT)

School Effectiveness index (SEI)

School Location Number {SLN)

SDAA

SEts

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 ■.

A standardized test taken by college-bound students that isdesigned to predict students' cotlege-preparedness. The SATis a test of verbal and mathematical reasoning ability. It is

designed to predict who will do well in college. The SATSubject Tests are tests of current ability and knowledge in highschool subject areas such as Literature, Biology, and U.S.History.

A fair, value added measure of how wel l a school performed,taking into account the known factors over which the teachersand schools have no control SEis factor out socio-economicstatus, language proficiency, gender, ethnicity, and previousachievement at the student level as well as a number of schoollevel factors. Al! SEts are centered around a District mean of50 and a standard deviation of 10. Indices of 50 or abovedenote areas in which the school met or exceeded the Districtaverage.

A unique number assigned by Dallas ISD to each school. Thethree-digit “ c.'.as v -■ ':y r r u '■number and the SLNare the same for most schools, except for vanguards, somemagnet schools, and academies).

See n c-,.-

For the purpose of computing School and ClassroomEffectiveness Indices ( : and CL: ■;:,), students who have thesame demographic characteristics (i.e. gender, ethnicity,

i : ■ status, special educationstatus, socio-economic status, and three neighborhoodcharacteristics) and the same level of achievement on thesame prior-year tests.

A unique number assigned by Dallas ISD to each school. Forexample, Maynard Jackson (251) and Maynard JacksonVanguard (830) will have different school location numbers.The three-digit ?'v . ■:■- . number and theSLN are the same for most schools (exceptions are for thevanguards, some magnet schools and academies).

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 Enja^x:: [:yj. --A).

Programs designed to serve children with special mental andphysical needs. Such children are entitled to individualizededucation plans that spell out the services needed to reachtheir educational goals, ranging from speech therapy to mathtutoring. Traditionally, special education has taken place inseparate classrooms Increasingly, the services may also beoffered in regular schools and classrooms.

See ■_■w- '.VT:

See a v ~ot '-c^riTK

Number of continuously enrolled students divided by - v

. :l : expressed as a percentage. A measure of the variations of scores about the mean. Formost test data, 79% of the scores are within one standarddeviation of the mean, and 95% of the scores are within 2standard deviations of the mean.

Subject-matter benchmarks used to measure students’academic achievement. Curriculum standards drive whatstudents learn in the classroom.

The ninth edition of the national norm-referenced test thatmeasures qrade K-9 students' understandinq 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 ' v . : ■■v<6K;n:; ! curriculum at an instruction levei below the grade

level.

An eight-dig it identification number beginning with the letter ”S"

assigned to students that do not have a Social SecurityNumber. This is a TEA requirement.

State assessment created to measure grade 3-12 students'knowledge of concepts in the core subject areas. The grade 3-9 tests measure students* mastery of grade-relevant coresubject areas, while flie end-of-course tests assess students'course-specific knowledge in the core subject areas of interest.Reading, Writing, Mathematics, Science, and Social Studiesare the core subject areas of interest.



W2-5

STAAR

NOTES Testing 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.

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). Examples of

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- (unlessspecifically 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

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..ss ineligible students were tested.

Individualized Education Program (IE?) Implementation issue

« A student receiving special education services was provided an unapproved orundocumented accommodation or was not provided a prescribedaccommodation.

* A student receiving special education services was administered the wrong test.

Improper Accounting for Secure Materials

* 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 document(s), test booklets), or other secure

materials.

2013 STAAR ;est Administrator Manual--Grades 3-5



Texas Education Agency - Performance standards for STAAR to be phased inW2-7

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Performance standards for STAAR tobe phased in

1701 NORTH CONGRE SS AVENUE AjUSTIN. TEX AS 7S701-1494

T e x a sE d u c a t i o n A g e iic 3 /

{512} 463-30fiO

TEA fiews.RfiliMifflffiP.Pnl.in*!

April 24, 2012

Performance standards fo r 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 nextgrade 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 II I, 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 II I, 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

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Texas Education Agency - Performance standards for STAAR to be phased in Page 2 o f4

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 I I 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 writ ing 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 beheid to the first set of Level IX phase-in performance standards for every

assessment in that content area.® Students who take their f irst STAAR EOC assessment in 2014 or 2015 will beheid to the second set-of level II phase-in performance standards.

* The final Level II performance standards will be in place for any students whotake their first STMR EOC assessment in 2016 or later.

• The final Level II I performance standards will be in place for any students whotake their first STAAR English III writing and reading and Algebra II EOC tests in2614 or later.

.0A0. -- B3,CD,+DB

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 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 writ ing assessments is 2000, The initial phase-in score is 1875,

E0A0. #- B3,CD,+DB

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 II I performance for the

Algebra II assessment with the fmai Level II I 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 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 I I 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

http://www.tea/

http://www.tea/



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 I I 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 II I 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

http://www.tea.state.tx.us/index4__wide.aspx7id~2147506337

http://www.tea.state.tx.us/index4__wide.aspx7id~2147506337




STAAR Standard-Setting ProcessNine steps for setting STAAR performance standards:

1. Conduct validity and linking studies2. Develop performance labels and policy definitions3. Develop grade/course specific performance level descriptors4. Policy committee5. Standard-setting committee

6. Reasonableness review7. Approval of performance standards8. Implementation of performance standards9. Review of performance standards

Page last modified on 4/27/2012 02:44:24 PM.

Texas Education Agency1.7G1 N, Congress Avenue

Austin, Texas, 78701

(512) 463-9734

Map | Site Policies. |TEA Jobs

Complaints

Fraud HotlineCompact with TexansOpen Records Requests.

Frequently Asked QuestionsEncrypted Email Instructions

ESCs

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TRAIL

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People with Disabilities

Copyright, i exas Education.Agency (TEA) 2007-20X2

http ://www.tea,state.tx.us/index4_wide.aspx?id=2147506337 8/7/2013



W3-1

Lyle, Chris H

From: Ware, Aaron P

Sent: Tuesday, July 16, 2013 2:01 PM

To: Lyie, Chris HSubject: FW: edits for Lee report

Attachments: Lee Report w Appendix.pdf

See attached with the fix.

Aaron Ware

Director


972-925-6402

[email protected]

From: Holland, James

Sent: Tuesday, July 16, 2013 2:00 PMTo; Ware, Aaron PSubject: RE: edits for Lee report

Fixed, see attached

From: Ware, Aaron PSent: Tuesday, Juiy 16, 2013 1:10 PMTo; Holland, JamesSubject: FW: edits for Lee report

James, can you check?

Aaron Ware

Director


972-925-6402

Awareffidallasisd.org

!"#$% Lyle, Chris HSent: Tuesday, July 16, 2013 11:41 AMTo: Ware, Aaron PSubject: RE: edits for Lee report

Aaron,

I think there may have been a typo on the attached. Thanks.

Chris Lyie, CFE

inspector

Compliance Division

Dallas ISD

972-925-8864

1





From: Ware, Aaron PSent: Tuesday, July 16, 2013 9:34 AMTo; Lyle, Chris HCc; Oakeiey, Cecilia ASubject; FW: edits for Lee report

Here is the report

Aaron Ware

Director


972-925-6402

[email protected]

From; Holland, JamesSent; Monday, July 15, 2013 5:43 PM

To: Ware, Aaron PSubject; edits for Lee report

Included on attached PDF.

James

James Holland


Evaluation Analyst

972.925.8807

jhoilandPdallasisd.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


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





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 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 o f 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

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 scoredexams (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

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 4th grade classrooms that were identified as having a sufficient number of

anomalous results to warrant an immediate investigation into the testing practices at the campus, Usingthe 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

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.

Statistics! Anomaly Analyses as Pertaining to Umphrey Lee April and May 2013 STAAR

6 For TAKS 2011 scale scores, th e s tate utilized a v ertical scale score system for ail elem entary and middle school

level tests.




grade STAAR re-test at Umphrey Lee. On average, DISD 5th grader 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 themean) 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.

What is also concerning is the number o f 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 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 4th grade 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

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.

F2GH+04 E00 I.,BB+//2B 3H,3 J,++,C3B KL+3H0+ -CA0B3(M,3(/C<

Test School Classroom (s)

Grade 3 Mathematics Umphery Lee 3AGrade 4 Reading Umphery Lee 4AGrade 5 Re-testing (both Umphery Lee Any classroom/teacherssubjects) associated with the re-testing

students.


as well as the corresponding seating charts that were provided by State and National Assessment. Also

included is the analysis for the mathematics and reading 5th grade retesting, showing Lee with high level




Umphrey Lee Elementary School 2013 iM te j rad e Math STAAR RetestW3-2



DallasMepeodeat

Mike Miles SchoolSuperintendent of Schools '()*"(+*D

ADMINISTRATIVE ,-.-/0/1-

'.-/% 2.,/ 03% NA

am giving this statement to Chris Lyle, who hasInspector with the Dallas Independent School District and is

I have been directed to submit this AdministrativeIdentified- himself/lmmell 'as anconducting an administrative investigation.Statement as stated by School Board Policy DH (LOCAL), describing my actions or any knowledgethat I have of the incident. I understand that failure to do so may subject me to disciplinary action upto and including possible termination from employment with the Dallas Independent School District. Ifurther understand that any information or evidence gained through this statement cannot be usedagainst me in any criminal proceeding, except that 1may be subject to criminal prosecution for thecharge 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 andif it is determined that I have been untruthful in my responses, I could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination.”

“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds 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. Inresponse to this request, I submit the following to Inspector Lyle.

3700 Ross Ave.Dallas, TX 75204(972) 925-3700

www.daliasisd.org






Date' June 12, 2013


Before me, Chris Lyle, personally appeared Toni Crawford resident in the County of DafSas, State ofTexas, on this day at the Dallas independent School District’s Umphrey Lee Elementary School, whoafter being duly sworn, on oath, affirm and says:

I reside a t iilllillM M H II

I am a librarian with the DafSas ISO’s Umphrey Lee Elementary School. I have been a librarian forfive years, i also serve as the school's test coordinator. In April of this year our school administeredthe STAAR fourth grade writing, fifth grade math and reading, third and fourth grade math andreading and fifth grade science.:' There is also fifth grade math and reading retest. I received testtraining and I then trained our school staff. I did maintain a sign in sheet of the trainings I conductedand required everyone to sign a testing oath. As test coordinator I am responsible for the security ofthe STAAR tests. The tests are kept in the storage cabinet in my office. I was the only one whodistributed the STAAR tests to our test administrators on testing days. I did utilize a material controlform to record the distributing and return of the STAAR. None of our test administrators were allowedto test their own students or CEis. I was responsible for assigning the test administrators for thestudents and during the STAAR. Usually students stay in their home room during testing and the testadministrator will go to that room to administer the test. The:test administrators were selected on thebasis of whether or not the students to fee tested were their CEis and if they could meet the languageand accommodations for the particular students. I thought the administration of the April 2013STAAR went pretty smoothly. I did not receive any reports of test irregularities and I did not have tomake any reports. I have been told by Karen Byers that there were some anomalies in the third andfourth grade reading and math. I was not told what the specific anomaly was, but it is myunderstanding that our scores were lower this year than last. During the STAAR each testadministrator gets a folder with a seating chart, answer document, a “do not disturb sign, a check listof testing reminders, logs for students that are absent and for people entering the testing rooms aswell as for recording students that need to leave the room to go to the restroom. Test administratorsare required to count their test booklets and answer sheets before they sign out the tests on thematerial control form. Ali of the test materials are then placed in a testing bin to take to the testingroom. Everything is counted at the conclusion of the STAAR when the testing materials are returnedto my office in the library. The principal, assistant principal, hall monitors, and myself monitor duringthe STAAR. All of the testing room doors are open with a seating chart and do not disturb signdisplayed. I have provided Inspector Lyle with copies of sign in sheets, rosters, seating charts,

checklists oaths and material control forms for all Umphrey Lee Elementary administrations of the2012-2013 STAAR. It would surprise me if someone had provided inappropriate assistance on theSTAAR, 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) 925-3700www.dailasisd.org





Mite MitesSuperintendent of Schools

DallasIndependent

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 inmy possession that relate to the questions asked of me. There is no other relevant information that Ihave not revealed. There is no other information that Inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove 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 firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct.

Notary Publigr

& / f X /A 6 i s

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700

2 Of 2

www.daiiasisd.org

http://www.daiiasisd.org/

http://www.daiiasisd.org/



W4-2


District; Dallas ISD Campus: Umphrey Lee Elementary Room # 206

Test Administered:__STAAR_ Subject: Reading Grade: g ^ G ra d e 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 correspond s to each student on the list o f exam ines,

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 ; ; 55 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 tim eU »3S 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.

f ; ;

n

z

5

.,

l

;

\

I

;!|

.... .......L.............. ... ...

l I

...................... .. ;i-------- —... ,

"

i



W4-3

State of TexasCounty of _ __

Texas Education AgencyStudent Assessment Program

Oath of Test Security and Confidentiality


This oath applies to all state assessments except STAAR Alternate and TELPAS, which have separate oaths.

For Al l 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 assessmentprogram and do hereby certify the following by initialing to the left of the statements below and including the datewhere applicable;

!ni&I have received training on test administration procedures, and 1understand my responsibilitiesconcerning 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 maydocumented test administration procedures;

i understand my obligations concerning the security and confidentiality of state assessments, and I amaware 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 thecampus testing coordinator.

1do hereby further certify warrant, and affirm that I will faithfully and fully comply with ail requirements concerning testsecurity and confidentiality.

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 confirmi 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 studentassessment program.






0 Name . ID# Grade Section/Department Date

I 4> T V ~l t - / %-

L t j l h e . P. H / N c h & h j to^nzH-

+-(*7- /3Do'SV\oojq \Z \\ i J L m u m ! jg/*’’1..n 5"D 4 4 1 ' 13

... zZj' .. ", I ./Jw.....f .......... “ ..

f \a mil®. rfni ip ~(o5®*z <fS. cz H - n - h



W4-5

5 th Grade Read ing Re tes t 5 /15 /13

4 3 1 6 0 -2013 STAAR MATERIALS CONTROL FORM

| Check Month: □ April CKMay □ June □ July □ December ______ ■

Test booklets are secure documents. Use this form to account for all secure materials. Campuscoordinators 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 materialsassigned to them and that they have signed the security oath. A test administrator should not initialthis form if the information on it is incorrect.

Missing secure materials must be located before the campus coordinator initials the "in" box. Ifmissing secure materials cannot be located, the campus coordinator should immediately contact the

district coordinator

Campus Name Um ph rey Lee Ele m Campus Coordinator T o n i Ray C ra w fo rd




W4-6

mike MilesSuperintendent of Schools

DallasIndependent

SchoolDistrict



I, Toni Crawford am giving this statement to Chris Lyle, who has identified himself/herself as anInspector with the Da lias Independent School District and is conducting an administrativeinvestigation, I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that I have of the incident. I understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas Independent School District, i further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s)! make.

I also understand that I am required to be truthful in my responses and/or statement(s) that I give andif it is determined that I have been untruthful in my responses, I could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination."

"When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds for disciplinary action up to and including termination.”

I understand that this investigation is CQNRDENTIAL and should not be discussed with others on my

campus and/or administration. I may however, discuss this case with my legal representative. Inresponse 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) 925-3700www.daliasisd.org






DallasIndependent

SchoolDistrict

To the best of my knowledge and belief, 1have furnished Inspector Lyle with all documents or items inmy 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, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

Before me a notary public, on this 6 8 th 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 firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct.

it f / to K c . 1 3

Notary Public

St*t® © IT«JC»S I

uo-2W3:*

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700

5 Of 5

/

f a .

www.dailasisd.org





W5-1

m mIndependent

Mike Miles SchoolSuperintendent o f Schools District D

Student Statement

Name:

I am afU ^g ra de Last year I was aUpgrade student and attended :|H |p g |g ^9 M j|M M W ^^h oo {; Ms. Tyfer was my^U ^rade mathteacher. Last year i took th e jll^ ra d e STAAR math retest. Ms. Coleman gave me the STAAR mathretest, i remember about twelve of the problems on the STAAR math retest were the exact same asthe ones we worked in Ms Tyler’s classroom. We worked on the same problems that were on theretest all school year, but about a week before the test Ms. Tyler told our class that we may see theproblems on the math STAAR retest. Ms. Tyler handed the questions out to us in class. We workedthe problems and got the answers. We then handed the questions back to Ms, Tyler. The questionsI remember seeing on the STAAR were in the same order as the ones we were given by Ms. Tyler inour 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 thatwe worked in Ms. Tyler’s classroom, I was kind of happy because I knew the answers. While wewere taking the math STAAR retest, Ms. Coleman walked around the testing room and told us to lookat our answer again. To me, Ms. Coleman meant that I had the wrong answer in my test booklet andI should change my answer. I do remember changing some of my answers after Ms. Coleman toldme to look at my STAAR math answer choices.

M - IO Student ID#:


Page

Student Signature;

3700 Ross AveDallas, TX 75204(972)925-3700www.dailasisd.org

Of pages

Witness: ao43

" Exp. 60-20-1 3 5





W6-1


independentSchoolDistrict

Dallas

DStudent Statement

Nam Date: 9 / 7 /(3 Student ID#:

I am a*a|pi§rade student at Da 40|grade student and attendedMs. 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. Tyler’s 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 student’s 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 AveDallas, TX 75204(972)925-3700

Student Signature





Balias

W8-1

Mike Miles SchoolSuperintendent of Schools DistrictD

Student Statement

Date: O ^ j / o i / i 3 Student

lam a;g|(S?grade student at Dallas ISP’sip M I IW B^^ Last year I was a'"^HP^rads student and attend ed ^|^^ 7 M | j 7 || || ^ P l^ c h o o t. Ms. Tyler was my nk gra de mathteacher. Ms. Coleman gave us tneflSR^raa^SrAAR math retest. About twenty of th e^pgra deSTAAR 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. Tyler's classroom about two weeks before theSTAAR math retest. Ms. Tyler told us to practice those questions because they were going to be onthe STAAR. I was happy when I saw the same problems on the math STAAR retest that we hadworked in Ms. Tyler’s classroom. During th^pTgrade STAAR math retest Ms. Coleman walkedaround the room and pointed at our answers in the math STAAR test booklet if we had the wronganswer. 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 weneed to know how to do math and she should not have given us the answers on the STAAR.




W9-1

456(5)7(6898((:8((*

Mike Miles SchoolSuperintendent o f Schools DistrictD

Student Statement

Name: Date: C| j ^ Student ID#:

la m ^iliMlgrade student at Dallas V'ear 6 was aU p g rade student and attended; p M p ^ H ^ B | j ^ ^ n ^ ^ M s r T y le r was my6fjj|g ra de mathteacher. Ms. Coieman was my reaSmglarigiiagei arts teacher. Mr. Shepard gave me the STAARmath and reading retests. I remember seeing two stories on the STAAR reading retest that wecovered in Ms. Coleman’s classroom. The answer choices wec;e also the same. Those questionswere easy for me because we had already covered them in class. I remember Ms. Coleman tellingour class about three weeks before the test that we may see some of the same problems on theSTAAR reading test that we worked in the classroom. We worked on the questions in class beforethe STAAR and exchanged papers to check our answers. I remember seeing about three STAARmath 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 rememberMr. Shepard walked around the classroom during the STAAR, but I did not see him help any of thestudents with their answers.


Page

Student Signature

3700 Ross AveDallas, TX 75204(972) 925-3700www.dallasfsd.org

Witness: ?/c l if /

Ownm.£*p . I8.5Q, 1; J

http://www.dallasfsd.org/




W6 8 O 6


DallasIndependent

SchoolDistrictD

Student Statement

Name:

[am a W l grade student at Dallas ISO's(P ig ra de 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 | gradeSTAAR math and reading retests, I remember seeing three or four questions on the math andreading STAAR retests that were the same as the ones we worked in Ms. Tyler and Ms. Coleman’sclass before the STAAR. I also remember see about six problems on the Science STAAR that werethe exact same as the problems we worked before the STAAR in Mr. Shepard’s classroom. MsColeman, Ms. Tyier and Mr. Shepard use a projector to practice the problems before the STAAR. Iremember 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 AveDallas, TX 75204(972) 925-3700www.dailasisd.org

Witness: ¥ I h / & , o i 3

115 C '& 'l £ f St»*» O*T««a» |





W6 6 O 6

M asIndependent

Mike Miles SchoolSuperintendent o f Schools D is t ric t D

Student Statement

Name:: Date: Student

I am a-iHNNHgrade student at Dallas Last year I was afp lg rade student and I e r was my math teacher last year. Ms. Coleman was m ^ p jf grade Language Arts teacher. } do not know who gave me theHMH^rade STAAR math and reading retests. I remember some of the same problems on the mathreading STAAR were the same as the ones we practiced on the board before the STAAR in Ms.Tyler’s ciassroom. I remember seeing a lot of the same problems on the STAAR science test that weworked in Mr. Shepard’s class before the STAAR. Mr. Shepard worked the questions on the boardso I was familiar with the questions when! saw them on the Science STAAR. The lady who gave usthe math and reading STAAR retests did not help any of the students with the STAAR answers.


Page

Student Signatun


Witness:

ChHs H. tyje jNo tary Public, |

Seated Tessas |f Vt®^Comm.ESp. 1 *2 *13 ?





W12-1

DallasIndependent

Mike Miles SchoolSuperintendent 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 te n d ^ # E M |E y p H ^ p ^ | | 7 ohool. Ms. Coleman was my^HHgrsdereading teacher Tyler gave me the grade STAARreading retest When i took the first STAAR reading test about six of the problems were the same asthe ones we worked in Ms. Coleman's classroom, Sremember Ms. Coleman told our class before theSTAAR that some of the questions we were working in class might be on the STAAR. We alsoworked the same problems in Ms. Tyler’s class that we worked in Ms. Coleman’s classroom. Six ofthose problems were the same as the ones I later saw on the reading STAAR. I remember Ms. Tylerwalked around the room during the test but 1did not see her help any of the students with the STAARanswers.


Page

Student Signature


Witness:

5** I®* Chris f i Lyle |Net&rjf Pssfelk,. f

6 SttttroT teas |Comm.Esp, l®*2(M3l

' f io & l& o \ ~ s





W12-1


Mike Miles


Balias

Student Statement

Name Date: Student ID#:

reading retest. I remember seeing about ten problems on th e ll ^ jf grade STAAR reading retest thatwere the same problems that we practiced in Ms. Coleman’s class before the STAAR. I rememberMs. Coleman told our class that we might see some of the same problems on the STAAR that wewere working in the classroom. When I took the STAAR reading test I was surprised to see somequestions on the test that we did not go over in Ms. Coleman’s class. Ms. Tyier walked around theclassroom 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 AveDallas, TX 75204{972) 925-3700

Student Signati





W14-1

Dallas

Mike Miles Scho olSuperintendent o f Schools D is tr ic t D

Student Statement

larrva ll li g ra d e student at DallasISP’s Last year! was a’• S r a d e student and a tte n d e d llM IP B H H IIH N l^3 ch o o l. Last year Mr. Shepard gave methe STAAR math retest. I also took the reading STAAR retest, but I do not remember who gave methat test. Ms. Tyler was myjjjfcgrade math teacher. Ms. Coleman was my reading language artsteacher last year. During the math retest Mr. Shepard walked around our testing rooms and lookedat our tests and told us to read the question again. I thought Mr. Shepard meant to look at ouranswers again, but I never changed my answers. I do not know if any of the students changed any oftheir STAAR answers because I was looking at my test. When I took the math STAAR retest I hadseen some of the problems before in Ms. Tylers' class. They were the exact same problems, but in a

different order.




W15-1

DallasIndependent

M ik e M i le s S c M

Superintendent of Schools DistrictDStudent Statement


i am a t f l i ig ra de student at Da lias ISD’s Last year i was agrade student and attended i- ~~ivts~rco ieman was my 'f§|$ rade

reading teacher atI. Ms. Tyier gave me the^flfgrade STAARreading retest I remember S o u t l^ W 'W Ie of the problems on the STAAR reading retest were thesame as the ones we worked before the test in Ms. Coleman’s classroom. I do remember Ms. Tylerwalked around the classroom during the STAAR reading retest I did not see her provide help withthe 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 AveDallas, TX 75204(972) 925-3700www.daHasisd.org

Witness:

Chris H. tyle §Notary PubHe, JState-of Tmow f

Comm. Exp, I 0-20* 13 ?

http://www.dahasisd.org/




W16-1

DallasIndependent

Mike MHes SchoolSuperintendent o f Schools DistrictD

Student Statement j

Name: Date: (jl J J j , Student

I am a «liiigrade student at Dallas iSDrs** (BWiWiWiWlPMMM ^ ^ year ! was aIHpgrade' student and a t t e n d e d 00^ ^ s- Tyier was myi|(p*grade mathteacher ^ s‘ Coieman Save our c*ass the STAAR math retest. [ don’t remember seeing any of the same problems on the math STAAR retest that we also covered in Ms, Tyler’sciass. I don’t 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 AveDallas, TX 75204(972) 925-3700www.dadasisd.org

of

Witness:

Chris K. lyte N©£*?y Putsis,ifcae# e# fkssss

S®mm. .EsxpitiQ»2fNi 3

http://www.dadasisd.org/

http://www.dadasisd.org/



W17-1

DallasIndeptndent

SchoolDistrict DMike Miles


Student Statement

teacher. I think Mr. Johnson gave m e lh e jp gra de STAAR math retest, but I am notfor sure. I donot remember seeing any of the same problems on the STAAR math retest that we worked in theclassroom. 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)925-3700www.dafiasisd.org

■.j

i i Notary Public,. I

Comm.Bsf. M M IM 3 f

http://www.dafiasisd.org/

http://www.dafiasisd.org/



W18-1

mirnIndependent

Mike Miles Schq&ISuperintendent of Schools PistoietD

Student Statement

Name: Date Student

, . ( . . .M +, D 0 student at Last year ! was a'grade student and aile nded^| |H HH . Ms. Tyier was mvlp j larade math

teacher. Mr. Shepard gave 20 tneg | | ^^emEnre tes t . { remember some of the same problemson the STAAR math retest were the same as the ones we had worked all year in Ms. Tyler’s 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 /C the test At least 30C of the problemson the retest were kind of the same as the ones (C Ms. Tyler’s class. On the test we used numbersand in the class we used words. When I saw the problems, I was happy because I already knew theanswers. I did not see Mr. Shepard help any of the students with their STAAR answers.




W19-1

Mike MitesSuperintendent of Schools

Student Statement

last year. Ms. Coleman was my<9 “ grade Language Artsteacher. Mr. “J” (Johnson) gave me theSTAAR math and reading tests, I don’t remember who gave me the retests. About a week

before the math STAAR I was in Mr. Shepard’s science class. We were reviewing for the mathSTAAR I saw about three problems in Mr. Shepard’s class that I saw on the first math STAAR. I alsosaw one question in Ms. Tyler’s class before the math STAAR that was exactly the same as one ofthe questions on the Math STAAR. 1remember there was a picture of a slingshot a ball and a can. ido not remember seeing any problems in Ms. Coleman’s class that were on the reading STAAR, idid not see any of the teachers help students with answers on the STAAR.


Page \ Of 6 pages

3700 R o s e AveDallas, TX 75204(972) 925-3700www.dallasisd.org

Student Signature Witness:





W20-1

lyle, Chris H

From:

Sent:

To:

Subject:

Ware, Aaron P

Thursday, September 12, 2013 11:10 AM

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

Evaluation and Assessment972-925-6402

Aware(5)dlllasisd.org

From: Byers, Karen SSent: Thursday, September 12, 2013 11:03 AMTo: Lyle, Chris HCc: Ware, Aaron PSubject: RE: STAAR Questions

I will answer that by saying "I surely hope that was not possible', 6 have no idea where they get their sources? I have

Aaron on here too, just in case he has insight

From: Lyle, Chris HSent: Thursday, September 12, 2013 9:37 AMTo: Byers, Karen SSubject: STAAR Questions


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

1630.14(b)(c)). If you are not the intended recipient, you may not use, disclose, copy or disseminate this



2



Dallas Ii & je il g s f School District

DELIVERY TICKET

FROM: STATE AND LOCAL ASSESSMENTSERVICE CENTER I

BOX 144

TO: LEE (175 )__________________________

ROUTE: G04 ____________________ __

RWT fySFTV STAAR 5/8 Re-Test Books

BOXES: 1 'ENVELOPES: • 0 > : SK ID :: 0

1DEI TV FR Y DATE: 5/7/2013

TRUCK DRIVER SIGNATURE 1

"PRINTED NAME SMWOT1E DATE I

ISCHOOL/DEPARTMENT SIGNATURE

[lifZ&O&Z

DATE

5 ' 7 ' 2 j 0 I 3 j PRINTED NAME ^ SIGNATURE



W22-1


DallasIndependent

Schoo!District



I, Da'Shonya Tyler am giving this statement to Chris Lyle, who has identified himself/herself as anInspector with the Dallas Independent School District and is conducting an administrativeinvestigation, I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that { have of the incident. ! understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas Independent School District. I further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s)! make.

I aiso understand that I am required to be truthful in my responses and/or statement(s) that I give andif it is determined that I have been untruthful in my responses, I could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination."

“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds 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. Inresponse to this request, I submit the following to Inspector Lyle.

Witness:

Signature;

3700 Ross Ave.Dallas, TX 75204(972) 925-3700svww.dallasisd.org




DallasIndependent

SchoolDistrict

Affidavit


The State of Texas

County of Dallas

Before me, Chris Lyle, -personalty-appeared Da’Shonya Tyler resident in the County of Da!las! Stateof 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

i am a iJfcgrade math teacher at Dallas ISD's Umphrey Lee Elementary School. Last year I didadminister a jjp g rade STAAR reading retest, When I arrived at the room I distributed pencils, andfollowed the directions in the STAAR testing manual. During the test I walked around and made surethe students were working on the test If the student had a question I was only able to answer if thequestions related to the directions. I did not provide any assistance to the students with any of theSTAAR answers. I did not point at any of the student's answers or make any comments during theSTAAR reading retest. M y *p grade math students did as well as I expected on the STAARij jJfegrade math test and re-test. ! used Eduphoria, KAMiCO, and release STAAR and some other booksthat ( ordered to prepare my students for the^p grade STAAR math test and re-test. To myknowledge I did not use any other material or secure STAAR test material to prepare my students forthegBfcrade 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 inmy possession that relate to the questions asked of me. There is no other relevant information that Ihave not reveaied. There ts no other information that inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

3700 Ross Ave.

Affiant

Dallas, TX 75204

(972) 925-3700www.daliasisd.org

6 o f 5






DallasIndependent

SchoolDistrict D

Before me a notary public, on this 12th day of September, 2013, personally appeared, Da’ShonyaTyler, 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 aretrue and correct

Notary Public

Ch'HsHlTyie^lN&ear?' Public, |

S tate o f T«xaa

3700 Ross Ave.

Dallas, TX 75204 2 o f 2 0'C P > in i t

(972) 925-3700www.daHasisd.org








DallasIndependent

SchoolDistrict B

To:

From:




Case Number: 11387

RESTRICTED DISSEMINATION This entire report contains confidential work productinformation and shouid not be released without the approval of the Superintendent of Schoolsor the Chief Compliance Officer.

HIGHLY CONFIDENTIAL



Dallas mm indentSchoolDistrict B l r

OFFICE OF PROFESSIONAL RESPONSIBILITY2909 North Buckner Blvd., Dallas, TX 75228Post Office Box 181509, Dallas, TX 75218

To: | Mike Miles, Superintendent of Schools

From: Donald R. Smith, Jr Chief Compliance Officer

APPROVED,


REPORT OF INVESTIGATIONRE: COLEMAN, Lenora 34340

Teacher Umphrey Lee Elementary School

Case Number: 11387



Person to Contact:Chris Lyle, inspector Office of Professional Responsibility,Suite 8042909 Buckner Blvd., Dallas, TX 75228 (972) 925-8864

RESTRICTED DISSEMINATION This entire report contains confidential work p roduct information and should not be released without the approval of the Superintendent of Schools or the Chief Compliance Officer. _________ _________________


HIGHLY CONFIDENTIAL



Executive Summary

Based on the evidence obtained during the Office of Professional Responsibility investigation, theallegation 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 aMay 2013 administration of the Texas Assessment of Academic Readiness (STARR), issubstantiated. Students interviewed by OPR stated COLEMAN assisted them with theirresponses to the May 14, 2013^p gra de math STAAR retest. COLEMAN was also found duringthe investigation to have viewed secure STAAR content and to have discussed the content withher students prior to administration of the fifth grade reading STAAR retest. COLEMAN’s act ofviewing secure test content, discussing it with her students and assisting students with responsesto test questions was a violation of District policy.



RE: COLEMAN, Lenora 34340Case Number: 11387





mviewing secure test content before, during, or after a test administration (unless specifically authorized


m discussing secure test content, student responses, or student performance

■ scoring student tests, either form ally or informallym duplicating, recording, or capturing (electronically or by any other means) confidential test content

without permission from TEA


The District’s Evaluation and Assessment Department performed a statistical analysis of the Dallas ISD'sthird through eighth grade March and April 2013 STAAR scores. The analysis was performed to identifysufficiently anomalous results that warrant further investigation. (W3-1. Statistical Anomaly AnalysesReport)

In May 2013, fifth and eighth grade students who failed the first administration of the STAAR test inreading 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 answeredcorrectly compared to the first time the students took the test. On average Dallas ISD fifth grade retesters increased their percentage correct by an average of approximately 16% for math and 9% forreading. In contrast Umphrey Lee Elementary School re-testers increased their math percentage correctby 33% in math and 30% in reading.

An additional concern noted by Evaluation and Assessment was the number of Umphrey Lee ElementarySchool 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 “wellprepared” for the next grade or course. The number of students who achieved an Advanced rating on theretest 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 onehundred 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 Schoolhad twelve students (44% of their total re-testers) that received an advanced rating on the math retest or21 % of the District total. Similarly, 13 of the District total of 3,224 students received an advanced ratingon the fifth grade STAAR reading retest. Umphrey Lee Elementary School had 3 of those 13 students, or23% of the District total, it was the opinion of the District’s Evaluation and Assessments Department thatthe observed results of the Umphrey Lee Elementary School fifth grade retests were “sufficiently high” towarrant additional investigation of the school’s testing procedures. (W2-6. “Advanced” Definition) (W3-2,Umphrey Lee Elementary Fifth Grade Reading STAAR Retest Results) (W3-3, Umphrey Lee ElementarySchool Fifth Grade Math STAAR Retest Results)




Toni Crawford served as the Umphrey Lee Elementary School test coordinator for the 2012-2013 schoolyear. In a June 12, 2013 affidavit, Crawford confirmed Umphrey Lee Elementary teachers did not testtheir own students during the STAAR. Crawford stated she had been responsible for assigning theSTAAR test administrators. Students stayed in their home room and were tested at that location by theassigned test administrators. There were no test irregularities reports received by Crawford with respectto 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 COLEMAN’s administration ofthe May 14, 2013 STAAR mathematics retest. (W4-1 Crawford Affidavit) (W4-2. COLEMAN, Oath of




Test Security and Confidentiality) ( W 4 - 3 . Material Control Form. April 2 3 . 2 0 1 3 ) (W4-4. COLEMANSTAAR 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. COLEMAN’s signature affirmed that she was aware ofthe procedures for state assessments and understood her obligations concerning the confidentiality andsecurity of state assessments. ( W 4 - 2 )

An undated “Mav”J 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 signedback in by Test Coordinator Crawford. fW4-3)

A test administration seating chart that displayed COLEMAN’s name was reviewed by OPR. The chart,dated May 14, 2013, listed the names of nine students and was consistent with the number of testbooklets that the materials control form indicated had been issued to COLEMAN. The back portion of theform 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. COLEMANacknowledged signing an Oath of Test Security and Confidentiality on March 26, 2013. COLEMANstated the oath required her to follow the test instructions and the script. COLEMAN stated she told thestudents to do the best they could on the STAAR and other than read the students the test directions; shedid 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 investigationby the District's Office of Professional Responsibility (OPR).

Testing documents indicated Teacher COLEMAN administered the | ) j j | grade STAAR mathematics retestto nine Umphrey Lee Elementary students on May 14, 2013. All of the students tested by COLEMANwere successful in passing the math STAAR on their second attempt. Analysis from Evaluation and Assessment indicated four of the nine studentsjested by COLEMAN went fro m jj fc th e test on theirfirst attempt on April 2, 2013 to receiving a n ^H M M P 's c o re on May 14, 2013nW y3 , 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 jH grade math STAARretest and the percentage increase in correct responses for each listed student from the firstadministration to the retest. The chart also depicts the number of students (4) that went from^J|beingsuccessful on the first math STAAR administration to receiving an m p p H I is c o re on the retest thatwas administered by Teacher COLEMAN. The student’s percentage increase of correct answers from thefirst administration to the second is shown as well as whether or not the student achieved anscore on the retest after h a v in g i^ p ^ | |^ ^ ^ ^ f | || p n the first administration. According to the TexasEducation Agency website, a student was required to have received a minimum raw score of 43 out of 50to have received an Advanced rating on the math STAAR retest. listed students who weretested by COLEMAN and who received an$ |pM MBfrating on the 2013 l l i e rade math STAAR retestachieved the same rating on either the first STAAR or the previous year exam. (W2-6. “Avanced” Rating

Chart) ( W 3 - 2 , Umphrey LeeiB |fcG rade STAAR Spreadsheet) (W3-3)








Student

ID Last Name First Name

2013 Math

Re-testPercent

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 mathSTAAR retest. As indicated by the following student statements, students did report receiving assistancefrom COLEMAN during the math STAAR retest and also advised that COLEMAN had, on a separateoccasion, shown them reading questions in the classroom that the students stated they later observed onthe reading STAAR retest.

Student Statements

“ I am syRHw grade student at Dallas ISD’s J W M ^M iliN lIN ^ ^ ^ Last year

t was a jB fcg rade student and attended Umphrey Lee Elementary School. Ms. Tyler was myfW fegrade math teacher. Ms. COLEMAN gave us the 4H ^g rade STAAR math retest.

About twenty of the^U fg rade 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. 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. Tyler’s ciassroom. During thd lHPgrad e 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 correc t 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.” iW 6 J J J p P ^ t^ m e rit |

‘1 am grade student at Dallas ISD’s 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 o f the problems on the STAAR math re test were the exact same as the ones we worked in Ms. Tyler’s

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 c lass 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. Tyler’s 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 to ld 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.”

REPORT OF INVESTIGATIONOffice of Professional R esponsibility


“ I am a f M lf grade student at Dallas Last year I was rade student and attended Umphrey Lee Elementary School. Last year mymath 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. Tyler ’s 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. 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 student’s 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 fo r 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 ISD’s ^ f lM M li iP B B N fH H H B Last year I was a jB f grade student and attended Umphrey Lee Elementary SchooTMs Tyler was m yj^p tg ra de math teacher. Ms. COLEMAN was my reading language arts teacher. Mr. Shepard gave me the STAAR math and reading retests. I remember seeing two s tories on the STAAR reading retest that we covered in Ms. COLEMAN’s 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. 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.”


“ I am a tf flp g ra d e student at Dallas *-ast Vear 1was a^UPgrade student and attended Umphrey Lee Elementary School. Ms. Tyler was my math teacher las^ ea r. Ms. COLEMAN was m y ^ fg r a d e Language Arts teacher. Ms. Willis gave me th e^J pgra de 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. COLEMAN’s 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, Shepard’s 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 aM HK grade studen t at Pallas Last year *was d H f t r a d e student and attended Umphrey Lee ^em en toiy ScnooL Ms. COLEMAN was m yjJHfegrade reading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me the^ Hllg rade STAAR reading retest. When I took the firs t STAAR reading test about six of the problems were the same as the ones we worked in Ms. COLEMAN’s classroom. I remember Ms. COLEMAN told our class before the STAAR that some of the questions we were working in class m ight be on the STAAR. We also worked the same problems in Ms. Tyler’s class that we worked in Ms. COLEMAN’s 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 . iM M W t t l 1

“ I am grade student at Dallas ISD’s ^ lp ( P || || ^ ^ Last year I was a fl fl p ra d e student and attended Umphrey Lee ElemeintaiYScnool. MsTcOLEMAN wa sm ™ J p jra d e 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. COLEMAN’s 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. COLEMAN’s 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)




I am shocked and heartbroken that it is being alleged that students have reported seeing secure test material prio r to the STAAR. ! 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.” (W4-6, Crawford Affidavit. September 10, 2013)




The Dallas ISD may wish to consider forwarding a copy of this Report of investigation to the TEAEducator Standards and Certification Legal Division for any action they deem appropriate.


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 th a t! would have used to prepare my students fo r 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 o f 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 work ing on the test. I did not poin t at any of the studen t’s 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 dur ing 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




includes using generic test preparation materials. Inappropriate practices include, but are not

limited to the following:

Re view inglh e secure form o f 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 CONFIDENTIAL6 5 of 18



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 handie



Confidentiality involves protecting the contents of each test and each answer document, as

follows:



All tests must be administered according to the instructions conta ined in the test manuals.





do so.


Testing irreguiarities (Selected Excerpt)

6 . Incidents resulting in a deviation from documented testing procedures are defined as testingirregularities and are viewed by TEA as falling in one of two categories—serious and procedural.



2. Serious irregularities constitute severe violations of test security and/or confidentiality and canresult in the individuai(s) responsible being referred to the TEA Educator Standards andCertification Legal Division for consideration of disciplinary action (including suspension ortermination of educator certification credentials). Examples of serious violations involve, but arenot limited to, the following:

m directly or indirectly assisting students with responses to test questions


m viewing secure test content before, during, or after a test administration (unless specifically authorizedto do so by the procedures outlined in the test administration materials)


■ scoring student tests, either formally or informally







■ For paper testing, students must be reminded periodically to record their responses on their answerdocuments. Students’ responses must be recorded on the answer document within the four-hour time #s

period. Test administrators may say, “Remember that you must record your responses on theanswer document” However, test administrators may not view or discuss individual test questions orresponses.



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 unlessspecifically authorized to do so by the procedures outlined in the test administration materials.


Based on the evidence obtained during the Office of Professional Responsibility investigation, theallegation that Lenora COLEMAN, a teacher at Dallas ISD’s Umphrey Lee Elementary School, committeda serious testing irregularity while serving in the capacity of a test administrator for a May 2013administration of the Texas Assessment of Academic Readiness (STARR), is substantiated. Studentsstated COLEMAN prompted or assisted them with their responses to the May 14, 2013 ^Upgrade mathSTAAR retest. COLEMAN was also found during the investigation to have viewed secure STAARcontent and discussed the content with her students prior to administration of th e jjpgra de readingSTAAR retest. Although it is not known how COLEMAN accessed the secure material, it could not havebeen obtained from any legitimate instructional source. Although there is no evidence to indicate the testmaterial 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 tothe test’s administration. COLEMAN’s conduct contributed to the anomalously high Umphrey LeeElementary School STAAR scores discovered by the District’s Evaluation and Assessment Department.COLEMAN’s acts of viewing secure content, discussing it with her students, and assisting students withresponses to test questions are classified as serious testing irregularities and were a violation of Districtpolicy.

OPR understands that it is not our function to recommend what personnel actions, if any, should betaken, and have not done so, leaving such latter determinations for the Human Capita! Management andLegal Services Departments.

Conclusions





Chris Lyle, inspector Office of Professional ResponsibilityDallas Independent School District


Forwarded:








WITNESSNUMBER

WITNESS EXHIBITNUMBER

DESCRIPTION

W1 Norm Epstein, Director, Office of Professional Responsibility, Dallas ISD

1 Case Assignment, 11387

W2 Chris Lyle, Inspector, Office of Professional Responsibility, Dallas ISD

1 COLEMAN, Contract Oracle Report

2 STAAR Resources, Texas

Education Website3 STAAR Calendar 4 Glossary of Terms, Dallas

ISD, My Data Portal5 STAAR, Test Administrator

Manual, Page 206 “Advanced” Definition

W3 James Holland, Evaluation Analyst, Evaluation and


1 Statistical Anomaly Analyses

2 Umphrey Le efJ^ G rad e Reading STAAR Retest Results

3 Umphrey Lee ^Pp Gra de Math STAAR Retest Results

4 COLEMAN Math STAAR Retest Results

W4 Toni Crawford, Test Coordinator, Umphrey Lee Elementary School, 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






5 Test Training Sign In Logs6 Crawford Affidavit, September

10, 2013

W5 Lenora COLEMAN, Teacher, Umphrey Lee Elementary School, Dallas ISD

1 Affidav it


. imianiir ,

W6 ^ ^ ■ ■ f c s t u d e n t , Umphrey Lee Elementary School


W7 Student,Umphrey Lee Elementary School


W8 oILIQ6ni>Umphrey Lee Elementary School


W9Umphrey Lee Elementary School


W10 1 Student,Umphrey Lee Elementary School


,W11 i

Student, Umphrey Lee Elementary School




W13 • P l l P P S t u d e n t ,Umphrey Lee Elementary School


W14 14 H N M M * Student,umphrey Lee Elementary School


W15Umphrey Lee Elementary School







W16 Aaron Ware, Director, Evaluation and


1 Electronic Mail Correspondence

W17 Jorge Aguirre, Specialist, Evaluation and


1 Shipping Records




Case Number: 11387


Case Summary

Status: in Process

Risk:

Priority: |

Due Date:

Summary: Assigned to Inspector Chris Lyle, P

Case Description

Based on statistical analysis by the District s Evaluation and Assessment Department and OPR preliminaryinterviews 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 aserious test irregularity during administration of the 2013 State of Texas Assessments of AcademicReadiness (STARR). Coleman was alleged to have directly or indirectly assisted students with responses totest questions.

Investigation Information

Internal Case Number 11387 COLEMAN, LENORA

Method Of Intake

Source Code OPR Developed

Reported Party Name LENORA COLEMAN

Reported Party Employee ID 34340


Discipline Recommendation

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

https://cm.netclaim.uet/CaseDetails/Index/l

https://cm.netclaim.uet/CaseDetails/Index/l



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



Age ncy Inf o D is tr ic t In fo rm at io n A - Z In de x He lp

Texas Education Agency - STA AR® Resources Page 1 of 3W2-2


Teache rs , *s:teacher resources

Fundingschool finance &. grasps



R e p o r t s

data, statistics & research

News Sl Eventscommunications & calendars

ARRA /Ed Jobsstimulus, stabilizator), & ed jobs

Assessment Home Page

Accom modation

Resources

Admin istrato r Resources

ARD Committee

Resources

Assessment A-Z

Directory

Contacts

ELL Assessments

Frequently Asked

Questions

Letters to Districts

LPAC Resources

Parent Resources

Pearson Texas

Assessment

Released Tests

Resuits

Scoring

Special Education

Assessments

STAAR

STAAR Alternate

STAAR L

STAAR ModifiedStudent Resources

TAKS

TAKS-M

Teacher Resources

TELPAS

Test Admin Manuals

Test Security

Testing Calendar

Search: Myancfidl£sar.cft

STAAR0 Resources

l Assessment A-Z Directory [ Contact Student Assessment

Beginning in spring 2012, the State of Texss Assessments of Academic Readiness

(STAAR®) will r eplace the Texas Assessment of Knowledge an d Skills (TAKS). Ttie STAAR

p ro gr am a t g ra de s 3 - 8 w il l assess t he sa me su bj ect s a nd g ra de s t ha t a re c ur re nt ly 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 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

tire design and form at of the STAAR assessments. The inform ation is Intended to heip educators understand how t he 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.

STAAR® Specific Resources

* Assessed Curriculum-

» Grades 3-8 English

" Grades 3- 5 Spanish

* EOC

*- Blueprints

* Grades 3--8 English

c Grades 3-5 Spanish

*■ EOC

♦ Mathematics

» Assessing Process Skills

“ 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° Assessing Process Skills

° Clarif ication on Social Studies TEKS

for State-mandated Assessment

» Performance Level Descriptors

Student Expectations Tested

WltM...aoiM9!i£hX..Il.iIt

« Dictionsry Policy

- Example of Lined Page

- Example of Response Box

- Rubrics

» Scoring Guides

- T est Design Schematics

* P erforma nce Level Descriptors

STAAR® General Resources

« STAAR Progress Measure

“ Questions and Answers (PDF posted 07/12/ 13)

* Questions and Answers (Coming Summ er 2013)

“ Printable Documen t

« Web-based

• Overview

° STAAR Graduation. flowch art (PDF posted 04/09/13 )

• STAAR.Wed.ia .To olki t

” STAAR Assessments Comparis on Chart.-(PDF posted tt/ 04/1.1.)

“ gM R As s£ ^m m tsigL 2fi l l r2Q 12 (PDF posted 11/04/11)

- Total Mand ator/ STAAR Testing Days (PDF posted 09/14/11)

“ STAAR Brochures

♦ A New. Assessment. Model (PDF posted 10/15/ 10)

” A Compariso n o f Assessm ent' Attri butes TAKS to STAAR'11” (PDF posted 10/1 5/10 }

" Hous£-BilL3..TtaQSit)DD-gisti

http://www.tea.state.tx.us/student.assessment/staar/ 8/1/2013

http://www.tea.state.tx.us/student.assessment/staar/




Texas Education Agency - STAAR® Resources Page 2 of 3


» 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 Standa rd Setting Process Overview (PDF posted 04/24/121

"• STAAR Performance labels and Policy Definitions (PDF updated 01/29/13 )

■> STAAR Performance Level Descriptors (PDF upda ted 01/1 1/13)

° STM R 3-8 Performance Standards Chart (PDF posted 0 1/29/ 13)

* STAAR EOC Performance Standards Chart fPDF pos ted 04 /24/12 )

♦ STAAR Phase-in Ti lustration (PDF posted 01/29 /13)

” STAAR Assessment-Related Graduation R equirements (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 Novem ber 2011 (PDF posted 11/0 7/11)

^t jB ^B S ^Qvervtew nf: State Assessment Program (PPT updated 06/19/12.)

:0ie...SIAM™IreL(PPT)

House Co m ;nitt€ e.m Aih lic.Educ3lm^ P3n eU .:.M SiSSsmeDt.aQdjkXQijO!abaiM


Asses sed Cur ricul um Blueprint f Released Test Questions

I'Grsde'

I 3iResdina 1Mathematics ;Readina 1 Mathem atics |?3>SMQfi S£MhSM !i£2L

| .

5Grade

4 IRe3dina t Mathematics LWrltlnq

: Rssdino |Mathematics 1Writina ;|SSJSSllQO. 1MM MES lit ?. 1 Writ ing.

i . . ..... .. .. fs

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*Grade Ifeadino f Mathematics. 1Science CSsdal

I 8 ll;Studies■Egadiaa 1 M at oa a& 3. 1: Seiz es |: lae M os . ! Mathsmatics 1Sci.en.ce 1

ISociai Studies |S.0£teJ.:.Sty.clia


i 1 Assessed Curr ic ulum Blueprint i Released Test Questions |

•Grade 3 i Reading 1N Mttsm siiCl ^Read ing Haher r t ics 1. \ MithjjnJjLia. 1

iGlttdu4 t - • . ... .• ' 7; i f Reading' i5M3£!Itafa££ W ri ti no ilf-.es n in; I Maherr. r ■•= 6 V- !--i t . i 6 -<

fG r a d e S lL t' T .? | Mathematics I Sciences EsM iOft 1 ai ics 1 Scien ccjjE^ ti i^ j 1i&sttati.:»fc j

EOC Assessments

|.... A ssess ed Curriculum

! Eng lish Language

!

lEogMtl 1English 11 f English

Arts 111!

1

Blueprint Released Test Questions

Etifljish I Writing E

fvMiOa |k :ngiigriin .&adjnfl I English il l |

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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

Ass essed Curriculum Blu eprint 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 | Chemist ry | Phvsics ij P.iol->"v '• ('-•emstrv j Eh xiis jiE do ax 1Chemistry i Physics j

I _ .. V 'd * Teooraohv I Iworkj Geography 1 Jworkj (jfictQtanto I I| Social S tudies y , , h j. ^ ^ j u ^.H is to ^ ] & 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 uageLearners

The STAAR program includes a number of assessments that address needs of students receiving special education services and

English language learners (E lls ) w ho meet particular participation requirements.

» Assess ments for Stud ents Receivin g Special Education Serv ices: STAAR. Mod ified .

* Assessments fo r English language Learners; STAAR Spanis h ] STAAR L

For additional information, contact:


51.2/463-9536

studsnt . as flas s mftn !@tea. Et ate. tx. u 5

Page fast modified on 7/31 /2013 02:29:04 PM.

Complaints ESCs


Compact with Texans Texas Legislatu re

Open Records Requests' Homeland Secu rity

Frequently Asked Questions TRAIL

Encrypted Email Instructions

Copyright Texas B a st io n Agency (TEA) 2007-2012

Military families

Where Our Money Goes

Equal Educational OpportunityGovernor's Committee on People with

Disabilities

http://www.tea.state.tx.us/student.assessment/staar/ 8/1/2013





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)

Mathematics 42(6 5) 423{G3.G4) m m 6/25 fG5)

Reading 4/3 (6a) 4/Z4{G3.64) 5/15 (GS) 6/26 {G5)

Science 4/24 {G5j




W2-4

Glossary or Terms



A B C D IE F G H X J K L K

Term

A


Acceptable

AC P

ACT

ADA

ADM

Admission, Review, and Dismissal {ARD) Committee



AEIS



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 evaluating Texas schools and districts. Schools and districtsare 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)annual dropout rates (grades 7-12), (6) four- and five-yearlongitudinal completion rates, and (7) six college readinessindicators.


To:=3 / .::crr;cy ('rE*; as a part of the A c n:;.

See . ' . • 07 Co-Ur'SS P A■'(f.- n " " ''j-'.P

See A - -...x;sn “ est {A C} .

See 3n-,.; -. h-.u Ane ^A ^:^

See : . ; . -j :/ '. ' [AAA'A).

Required, campus-based committee for each eligible studentwith a disability and for each student for whom a full andindividual evaluation to Referrai for Full and Individual InitialEvaluation is conducted. This committee creates an■'€!; i 6 u c - : A for each disabledstudent.

A series o f courses administered by the .'..d;-;; c :: thathigh school students can take to earn college credit. In order toearn college credit in an AP course, students mustdemonstrate their mastery of higher level of coursework andpass an accompanying course-relevant test.


College entrance exam completed by students in grades 11and 12. This exam assesses students* grasp of concepts in thecore subjects of English, Mathematics, Reading, Science, andWriting. The composite score ranges from 11 to 36.

Federally-mandated measure of school- and district-levelperformance on standardized tests. Each year, students ingrades K-12 are required to demonstrate adequate progress inthe areas of reading/language arts, mathematics, andattendance rates (elementary and middle schools) orgraduation rates (high schools). Campuses are assigned oneof three AYP status labels: (1) Meets AYP; (2) Missed AYP(with associated reason); and (3) Not Evaluated AYP.

See /'Cvor-C....:;: (p 7,;

See :' : r.nc. jAr-iA. ::-: >'AA.a Cjy

A set of district-developed, 2 hour standardized, criterion-referenced tests aimed at providing uniform, districtwidemeasures of student progress toward mastery of the 'A ..s

krY.,v/-v:'.‘i '.AAis Ar-;.AA) jn language arts,mathematics, social studies, foriegn languages and science.The ACPs are administered at the end of each semester to




Cross-Sectiona! Comparison

CRT

Curriculum

D


District Number

Drop-Out

DSP


ELA Test



ESL

Exemplary

number of days” is 20 for year-long courses, prorated from thefirst instructional day of the term to the fast instructional day ofthe course-relevant testing period. For semester-iong courses,this "set number of days” is 10.

A pass-fail test that measures students ' understanding ofconcepts on specific content area. For example, the State:

v:' . A A: A-A /A ' ,=is a crite rion -’

referenced test.

A comparison between the prior year's students in a specificgrade to the current year's students in that same grade. Forexample, a comparison of last year's grade 3 students'performance on the state reading to this year’s grade 3students'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).

This test is no longer administered in Dallas ISD.

The six-digit number for Dallas ISD assigned by the ; exasDrUMt.I'V- i ?rr-, .,057905.

Students who have left Dallas ISD as identified by the :■ ‘c- A i Drop-out information lags behind one

academic year in order to enable the TEA to locate studentswho left Dallas !SD and enrolled in another school district inTexas,

See:'-' vr-c a a a r;"A.:-:-- AAA;.

Ac/?s-c.: ;.T=aa nomencla ture for low socio

economic status students used for the \ -

r ■■-s■ ;r. >'A iS;. Economically disadvantaged arecoded as 1 (Eligibie for Free Meals), 2 (Eligible for ReducedMeals), and 9 (Other Reasons).

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 ExceHencsInd icstor:System-.iAEI3T. :


Individualized Education Program (IEP)


ITBS

J

Student attempting the exit le ve l" ■ : ,i

. ; ' . . '> i >■A g r a d e s 5 and 8 Reading andMathematics AvA ; A.:.-.;- . v- .A:Academic c

. . test, or STAAR end-of-course (STAAREOC) subject test for the first time.

A document created for each student that receives specialeducation services that describes the student's current skills,states the goals for targeted services, and outlines thestrategies that will be used to achieve those goals.


See A ■ A A'



PDD



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 ^adlness (' passing rate issynonymous with "Satisfactory*' performance.

See t-C:

sr y ye t- . divided by

. , expressed as a percentage.

See :-A .'-L:.The rank of a student's score compared to al! other students inthe population of interest. In a national comparison, if a studentscored at the 60th percentile, then 60% of the studentsnationally scored below this student in this particular test inthat year.

The Spanish version of the ' — .Thistest is no longer administered in Dallas ISD.

A systematic and organized collection of a student's workthroughout a course or class year. It measures the student1sknowledge and skills and often includes some form of selfreflection by the student.

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 7 c 6• Ab e- -.', -' !ti'n.■a-:- performance,attendance rates, dropout rates, graduation rates, and studentdropout rates. The four ratings from best to worst are

: Exemplary, Recognized, Academically Acceptable, and Academically Unacceptable.

: Assessment created by the A:tK. ;AA-r A ; A' thatmeasures English language learners' reading skills. Used todetermine if it is appropriate for students to take the state

: assessment in English or Spanish in subsequent school years.

serves as the current RPTE.


university courses. A test created by the to measure the A

A development of reading, writing, and mathematics skills instudents in grades 7 and 8. As a precursor to the A -ry

A "A;:y. AAt-" ■and 'AA :-y;;c 're:s

(SAT), it provides an early estimate of students' preparednessfor college coursework. •:

A Locally-created assessment that measures grade 3-10

. students’ mastery of the Readiness Standards taught during thecurrent year. Readiness standards in the core subject areas ofReading, Mathematics, Science, and Social Studies are ofparticular 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 ofReading, Mathematics, Science, and Social Studies are of

particular interest.The second best ■■■. A-e' ' =i ■

rating for a school. See

The schools or campuses at which a student attends classes.May differ from the school at which the student is officiallyenrolled. For example, students enrolled at the TAG magnet,have a Reporting School SLN of 039, but their Official SchoolLocation 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 isdesigned to predict students* coliege-preparedness. The SATis a test of verbai and mathematical reasoning ability, it is

designed to predict who will do well in college. The SATSubject Tests are tests of current ability and knowledge in highschool 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 teachersand schools have no control. SEls factor out socio-economicstatus, language proficiency, gender, ethnicity, and previousachievement at the student level as weil as a number of schoollevel factors, AH SEls are centered around a District mean of50 and a standard deviation of 10. indices of 50 or abovedenote areas in which the school met or exceeded the Districtaverage.

A unique number assigned by Dallas ISD to each school. The■three-digit Texas Education :Agenq/’|TEA) number and the SLNare the same for most schools, except for vanguards, somemagnet schools, and academies).

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 thesame demographic characteristics (i.e. gender, ethnicity,

:c oik. e■■ status, special educationstatus, socio-economic status, and three neighborhoodcharacteristics) and the same level of achievement on thesame prior-year tests.

A unique number assigned by Dallas ISD to each school. Forexample, Maynard Jackson (251) and Maynard JacksonVanguard (830) will have different school location numbers.The three-digitT A ;.y?. cv AA a ; number and theSLN are the same for most schools (exceptions are for thevanguards, some magnet schools and academies).

.See ■?:a a a .

An indicator that identifies whether a student is on Free orReduced Lunch. See ■Cas and

Sp. Ed.

Speciai Education (Sp. Ed.)

SST

STAAR

See S.xA ::: A: ,;c■y . y . r !y X : A.:.y '•

Programs designed to serve children with special mental andphysical needs. Such children are entitled to individualizededucation plans that spell out the services needed to reachtheir educational goals, ranging from speech therapy to mathtutoring. Traditionally, speciai education has taken place inseparate classrooms. Increasingly, the services may also beoffered in regular schools and classrooms.

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. A measure of the variations of scores about the mean. Formost test data, 68% of the scores are within one standarddeviation of the mean, and 95% of the scores are within 2standard deviations of the mean.

Subject-matter benchmarks used to measure students'academic achievement. Curriculum standards drive whatstudents learn in the classroom.

The ninth edition of the national norm-referenced test thatmeasures 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 gradelevel.

An eight-digit ident ification number beginning wi th the letter “S"assigned to students that do not have a Social SecurityNumber. 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 coresubject 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 Studiesare the core subject areas of interest.



W2-5

STAAR

NOTES Test ing Irregulari t ies <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 categories—serious

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 following:



* viewing secure-test content:before, during, or after a test administration (unlessspecifically 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)

confidential test content without permission from TEA


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

■ A student receiving special education services was provided an unapproved orundocumented accommodation or was not provided a prescribedaccommodation.

■ A student receiving special education services was administered the wrong test.


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 Manuai—Grades 3-5




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 III 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 finalpassing 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, theywill beheid to the first set of Level II phase-in performance standards for every

assessment;in that contentarea.• Students who take their fi rs t STAAR EOC assessment in 2014 or 2015 will beheld to the second set of Level II phase-in performance standards.

• The final Level II performance standards will be In place for any students whotake their first STAAR EOC assessment in 2016 or later.

• The final Level II I performance standards will be in place for any students whotake their first STAAR English III writing and reading and Aigebra II EOC tests in2014 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 II I 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 I II performance for the

Algebra I I assessment with the final Level I II score set at 4411,

The English III reading assessment will require an initial phase-in score of 2135, while

the English III writing assessment wilt require an initial score of 2155, The fully-

implemented standards will require a score of 2356 on the English III 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 III rating on

Aigebra I I and English I II 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

http://www.tea.state.tx.us/index4_wide.aspx?id:=2147506337

http://www.tea.state.tx.us/index4_wide.aspx?id:=2147506337




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 standardrecommendations. 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 fi rst 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 III 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

^English 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



Lyle, Chris H

From:

Sent:

To:

Subject:

&33,)H20C3B<

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

[email protected]


Sent: Tuesday, July 16, 2013 2:00 PMTo: Ware, Aaron PSubject: RE: edits for Lee report

Fixed, see attached

From: Ware, Aaron PSent: Tuesday, July 16, 2013 1:10 PMTo: Holland, JamesSubject: FW: edits for Lee report


Aaron Ware

Director


972-925-6402

Aware ffidaliastsd.org

From: Lyle, Chris HSent: Tuesday, July 16, 2013 11:41 AMTo: Ware, Aaron PSubject: RE: edits for Lee report

Aaron,


Chris Lyle, CFE

Inspector

Compliance Division

Dallas ISD

972-925-8864

l





From: Ware, Aaron PSent: Tuesday, July 16, 2013 9:34 AMTo: Lyle, Chris HCc: Oakeley, Cecilia ASubject: FW: edits for Lee report

Here is the report

Aaron Ware

Director


9 7 2 - 9 2 5 - 6 4 0 2

AwarePdaliasisd.orK

From: Holland, JamesSent: Monday, July 15, 2013 5:43 PMTo: Ware, Aaron P

Subject: edits for Lee report


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



2053 Urriphrev lee faeth STAARR etestW3-3



5 » r y

2 G 1 3

f l t ' s o i n g

J t

a

A A

S s t e s l



DalSisIndependent

SchoolDistrict


Affidavit

Date: June;12, 2013

The State of TexasCounty of:Dallas

Before me, Chris Lyle, personally appeared Toni Crawford resident in the County of Dallas, State ofTexas, on this day at the Dallas Independent School District’s Umphrey Lee Elementary School, whoafter being duly sworn, on oath, affirm and says:

I am a librarian with the Dallas ISD’s Umphrey Lee Elementary School. I have been a librarian forfive years. I also serve as the school's test coordinator. In April of this year our school administeredthe STAAR fourth grade writing, fifth grade math and reading, third and fourth grade math andreading and fifth grade science. There Is also fifth grade math and reading retest I received testtraining and I then trained our school staff. I did maintain a sign in sheet of the trainings ! conductedand required everyone to sign a testing oath. As test coordinator I am responsible for the security ofthe STAAR tests. The tests are kept in the storage cabinet in my office. I was the only one whodistributed the STAAR tests to our test administrators on testing days. I did utilize a materia! controlform to record the distributing and return of the STAAR. None of our test administrators were allowedto test their own students or CEis. I was responsible for assigning the test administrators for thestudents and during the STAAR. Usually students stay in their home room during testing and the testadministrator will go to that room to administer the test. The test administrators were selected on thebasis of whether or not the students to be tested were their CEis and if they could meet the languageand accommodations for the particular students. I thought the administration of the April 2013STAAR went pretty smoothly. I did not receive any reports of test irregularities and I did not have tomake any reports. I have been told by Karen Byers that there were some anomalies in the third andfourth grade reading and math. I was not told what the specific anomaly was, but it is myunderstanding that our scores were lower this year than last. During the STAAR each testadministrator gets a folder with a seating chart, answer document, a “do not disturb sign, a check listof testing reminders, logs for students that are absent and for people entering the testing rooms aswell as for recording students that need to leave the room to go to the restroom. Test administratorsare required to count their test booklets and answer sheets before they sign out the tests on thematerial control form. All of the test materials are then placed in a testing bin to take to the testingroom. Everything is counted at the conclusion of the STAAR when the testing materials are returnedto my office in the library. The principal, assistant principal, hall monitors, and myself monitor duringthe STAAR. All of the testing room doors are open with a seating chart and do not disturb signdisplayed. I have provided Inspector Lyle with copies of sign in sheets, rosters, seating charts,checklists oaths and material control forms for all Umphrey Lee Elementary administrations of the2012-2013 STAAR. It would surprise me if someone had provided inappropriate assistance on theSTAAR, or committed any testing irregularity because all of the test administrators were trained.

\ reside at and my telephone number

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700

1 of 2

www.daliasrsd.org

http://www.daliasrsd.org/

http://www.daliasrsd.org/



DallasMependenf

District DMike MilesSuperintendent of Schools

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 inmy possession that relate to the questions asked of me. There is no other relevant Information that Ihave not revealed. There is no other information that Inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.


------- —Notary Publi^r

A . I t i

3700 Ross Aye.

Dallas, TX 75204

(972) 925-3700

2 Of 2

www.daifasisd.org

http://www.daifasisd.org/

http://www.daifasisd.org/



State of TexasT'^V I f County of <r


2013Oath of Test Security and Confidentiality


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 assessmentprogram and do hereby certify the following by initialing to the left of the statements below and including the datewhere applicable:

have received training on test administration procedures, and I understand my responsibilitiesconcerning the administration of state assessments.

t amaware 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 mayresult from a departure from the documented test administration procedures;

i understand my obiigations eonc^mlng the security and confidentiality of stale assessments, and i amaware of the range of penalties that may result from a violation of test security and confidentiality; and

i;am; amm. :of myobiigafion fe ieport a rf -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 jI Individuals who are authorized to conduct test administration procedures chat involve viewing secure state fI assessments have an added responsibility of maintaining confidentiality. These procedures include but are not 1I limited to. oral administration, transcribing student responses from the test booklet, and particular linguistic Jf accommodation of this responsibility, these individuals are required to s^offioaiiy oonfirm "

| ' the left of each Siatement'fedow., I:i:; ; .............. . I

:j _____ _ I have not and wiii not divulge the contents of the test, generallyor 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. Campuscoordinators 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 materialsassigned to them and that they have signed the security oath. A test administrator should not initialthis form if the information on it is incorrect.

Missing secure materials must be located before the campus coordinator initials the "In” box. Ifmissing secure materials cannot be located, the campus coordinator should immediately contact the

district coordinator,

I,2GLB Y,20 H +0 4 E00 S .0 C I,2GLB I//+D(C,3/+ N/ C(V ,4 I +, J K/ +D




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 o f examines.


n

12

13

14

1516

17

1819

20

21

22

23

24

25

26

27

28

29

30

p r ™ “ 2 3 45 6 1

. 7 ,8 !!!

•• !

9:• 10 11 ,2

; 13 ^!14 15 16 17 18

1 19 20 ; 2i ,! 22 23 ^ r\ rifj 26 5: 28 : 29 30 !1

Student F irst 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 !

* t 3 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


STAAR Testing MeetingTuesday, March 26,2013



Umphrey Lee Elementary School STAAR Testing

May 9, 2013



W4-6

DallasIndependent

SchoolDistrict


ADMINISTRATIVE STATEMEN T


I, Toni Crawford am giving Unis statement to Chris Lyle, who has identified himself/herself as anInspector with the Dallas Independent School District and is conducting an administrativeinvestigation. I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that I have of the incident I understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas Independent School District. I further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s) I make.

I also understand that I am required to be truthful in my responses and/or statement(s) that I give andif it is determined that i have been untruthful in my responses, I could be subject to disciplinary actionup to and including termination from employment with the Dallas Independent School District.



j 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. Inresponse to this request, I submit the following to Inspector Chris Lyle.

Witness:

Signature

Time: B I S Q A * -

3700 ROSS Ave.Dallas, TX 75204(972) 925-3700www.dailasisd.org





D

Affidavit


The Slate of TexasCounty of Dallas

Mike Miles SchoolSuperintende nt of Schools District

DallasIndependent

Before me, Chris Lyle, personally appeared Toni Crawford resident in the County of Dallas, State ofTexas, on this day at the Dallas Independent School District’s Office of Professional Responsibility,who after being duly sworn, on oath, affirrii and says:


I am the test Coordinator at Umphrey Lee Elementary School. I have served as the test coordinatorat Umphrey Lee Elementary School since 2008. I received the 2013 grades 3-8 STAAR test bookletson 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 inthe office until I arrived at school The test materials would not have been in the office for more thanan hour or an hour and a half before I arrived at the school. I most likely got a dolly and wheeled thetest booklets to my office where the materials were placed in a storage cabinet and locked with a padlock. The tests were stored in boxes sealed with tape. It may have been possible that all of thegrades 3-8 test materials did not fit in the locked storage cabinet. In that case, I would have placedthe remaining sealed boxes of tests next to the storage cabinet!. The tests are usually sealed withplastic wrapping in sets of 10 or 5, On that day none of the test booklets were removed from theplastic wrapping. I did not remove the tests from the plastic wrapping until one or two days before theSTAAR. I never noticed any test booklets that may have been tampered with or removed from myoffice prior to the STAAR test dates. Only the head custodian, David Blakely, and myseif had a keyto my office door. I never leave my office door open or unlocked. If I leave the library area where myoffice is located, I close my office door, which locks automatically. To my knowledge, I am the onlyone who has a key to the pad lock on my storage cabinet. I am shocked and heartbroken that it isbeing alleged that students have reported seeing secure test material prior to the STAAR. I knowhow hard the teachers teach and that they are provided with various resources to help them preparethe students for the STAAR. i did what i was supposed to do as far as securing the test materials anddo not believe that if secure test material was accessed prior to the STAAR that it was obtained atUmphrey Lee Elementary School.

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.dallasf'sdorg

1 of 2



DallasIndependent

School District

Mike MiiesSuperintendent of Schools

To the best of my knowledge and belief, ! have furnished Inspector Lyle with all documents or items inmy 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, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

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 firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct.

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.daKasisd.org

2 of 2

http://www.dakasisd.org/

http://www.dakasisd.org/



W5-1

Dallas

independent

Mike Miles School

Superintendent o f Schools District D ADMINISTRATIVE STATEMENT

Date: / * - , z M i .i S

c q c g m & J .. , am giving this statement to Gilbert Chiquito, who hasidentified himself as an Administrative Investigator with the Dallas independent SchooiDistrict and is conducting an administrative investigation. I have been directed to submit this

Administrative Statement as stated by School Board Policy DH (LOCAL), describing myactions or any knowledge that I have of the incident. I understand that failure to do so maysubject me to disciplinary action up to and including possible termination from employmentwith the Dallas Independent School District. 1 further understand that any information orevidence gained through this statement cannot be used against me in any criminalproceedings, 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 Igive and if it is determined that I have been untruthful in my responses, I could be subject todisciplinary action up to and including termination from employment with the DallasIndependent School District.

"The employee’s failure to comply with the directive constitutes “insubordination,” a violationthat will be grounds for disciplinary action up to and including termination."

"When directed by an administrator or a District investigator, an employee shall submit anotarized affidavit. Intentional falsification, misstatement, or the concealment of a materialfact in connection with an administrative investigation shall be deemed as “providing

untruthful statements” and can be grounds for disciplinary action up to and includingtermination."

I understand that this investigation is CONFIDENTIAL and should not be discussed withothers on my campus and/or administration. I may, however, discuss this case with mylegal representative, in response to this request, I submit the following to Inspector GilbertChiquito:

• / ,

3700 Ross Ave,Dallas, TX 75204<972) 925-3700www.dailasisd.org





DallesIndependent

School District


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 alldocuments or items in my possession that relate to the questions asked of me. There is no otherrelevant information that I have not revealed. There is no other information that Investigator GilbertChiquito has not asked me about, and which I know I should provide regarding this matter, 1herebyswear and affirm that my statements above are true, accurate, and complete, to the best of myknowledge.

Before me a notary public, on this 12thday of June, 2013, personally appeared, Lenora Coleman, known to me to be the person whose name is subscribed to the foregoing affidavit and by me firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct,

3700 Ross Ave.

Dallas, TX 75204(972) 925-3700www.dallastsd.org

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DallasIndependent

School District




I, Lenora Coleman am giving this statement to Chris Lyle, who has identified himself/herself as anInspector with the Dallas Independent School District and is conducting an administrativeinvestigation, I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that I have of the incident. I understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas Independent School District, i further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s) I make.

I also understand that I am required to be truthful in my responses and/or statements)'that I give andif it is determined that i have been untruthful in my responses, I could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination.”




Time: *7’ H &

3700 Ross Ave.Dallas, TX 75204(972) 925-3700www.dalfasisd.org

http://www.dalfasisd.org/

http://www.dalfasisd.org/




7=:898=:8=* U)H//.District

Dallas

Affidavit



Before me, Chris Lyle, personally appeared Lenora Coleman resident in the County of Dallas, Stateof 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 readinglanguage arts. Last school year I administered the4M§ grade STAAR math retest I used Kamico toprepare my students for the reading STAAR. I also used STARR release tests to prepare mystudents for the reading STAAR. I am not aware of any other material that I would have used toprepare my students for the 2013 reading STAAR. I was pieased with my students reading STAARscores. The scores were what I was expecting my students to receive on the STAAR. I have no ideawhat the students would have meant if they said they had seen the same problems in my class thatwere on the STAAR. I would have never told my students that they may see some of the sameproblems or passages on the STAAR that we worked on in the classroom. On the day of the 2013STAAR math retest, I read from the test administration manual directions and distributed the testingmaterials 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 student’s STAARtest 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 questionsduring the 2013 math retest, if they did I would have toid them that I could only help them with thedirections and to do the best they can.

To the best of my knowledge and belief, I have furnished Inspector Lyle with all documents or items inmy 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 Lyie has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

I have read every paragraph of this affidavit. I have

3700 Ross Ave.

Daiias, TX 75204

(972) 925-3700

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DallasIndependent

Mike Miles SchoolSuperintendent of Schools District 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 byme first duly sworn, declared that under penalties of perjury, that the statements therein contained aretrue and correct.

Notary Pt

Chris l i Lyf© ]| Vc Notary Public, J..Stat® of Texas f

K 8O58Z[ ; K

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.dailastsd.org

2 of 2 mil

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W6-1

W,..,BIndependent

Mike Miles SchoolSuperintendent o f Schools W(B3+()3D

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 lf ^ a s t year! was a^Hj^grade student and attended Umphrey Leetiementary School. Ms. T yier was m y grade mathteacher. Ms. Coleman gave us the^j jfcrad e STAAR math retest. About twenty of thS^jjpgradeSTAAR 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. Tyler’s classroom about two weeks before theSTAAR math retest. Ms. Tyler told us to practice those questions because they were going to be onthe STAAR. I was happy when I saw the same p roblems on the math STAAR retest that we hadworked in Ms. Tyler's classroom. During th ljjp g ra d e STAAR math retest Ms. Coleman walkedaround the room and pointed at our answers in the math STAAR test booklet if we had the wronganswer. 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 weneed to know how to do math and she should not have given us the answers on the STAAR.


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IHK(M (( (4.\N«fc*sy ftatoSk,





W8-1

DallasIndependent

Mike Miles SchoolSuperintendent of Schools D i s t r i c t D

Student Statement

I am af f ip j f i rade student at Dallas Last year 1was adjprgrade student and attended Umphrey L^tS m ente ry School. Last year my math teacher wasTO Tyler. I remember taking the STAAR math retest with Ms. Coleman. Most of the problems wewere given on the STAAR math retest were the same as the ones we worked in Ms. Tyler’sclassroom before the test We worked the same problems in class about two days before the STAARthat were on the STAAR math retest When 1saw the same problems on the STAAR math retest thatwe had worked in the classroom Jwas happy because we had already worked out the answers in Ms.Tyler’s classroom. The srobtems we were given by Ms. Tyler looked like they could have beenphotocopied from tha|J(Pferade STAAR math test booklet, because the questions looked exactly thesame and were in tha lim e order as in the STAAR test booklet During the STAAR math retest, Ms.

Coleman walked around the ciassroom and pointed at student’s answer choices. If a student had thewrong answer, Ms. Tyler shook her head arid pointed to the correct answer During lunch after theSTAAR math retest, stu denfi^JM IM M Nfl^ me that. Ms. Coleman had been giving her theanswers on the STAAR. I thought it was not right for Ms. Coleman to give a student an answer onthe STAAR, because if Ms. Coleman was wrong she couid cause a student to fail the test


Page \

Student Signature

3700 Ross AveDallas, TX 75204(972) 925-3700www.dallastsd.org





W9-1

Mike Miles SchoolSuperintendent o f Schools District

DallasIndependent

Student Statement

Name: Date: H r r / / “S Student ID#:

I am aM |rgra de student at Dallas Last year j was a||§p|(rade student and attended Umphrey L^^tem enta ^^ ^o oLM ^T y lerw as m ^B jfcrad e mathteacher. Ms. Coleman was my reading language arts teacher. Mr. Shepard gave melie STAARmath and reading retests. I remember seeing two stories on the STAAR reading retest that wecovered in Ms. Coleman’s classroom. The answer choices we(e also the same. Those questionswere easy for me because we had already covered them in class. I remember Ms. Coleman tellingour class about three weeks before the test that we may see some of the same problems on theSTAAR reading test that we worked in the classroom. We worked on the questions in class beforethe STAAR and exchanged papers to check our answers. I remember seeing about three STAARmath 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 rememberMr. Shepard walked around the classroom during the STAAR, but I did not see him help any of thestudents with their answers.


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Student Signature

3700 Ross AveDallas, TX 75204(972) 925-3700www.daHasisd.org

| State eflfesa* |' Comm.Exp,I0-2SM3?





W10-1

Dallas7=:898=:8=*


Name: Date: Student!

I am ajj$fcgrade student at Dallas ^ ’slf n |H |M |H M Vear! W3S 3((P arade studentand attended Umphrey t^ e Ei¥meMafy'B'cR551"19f%! Tyle r was my math teacher

last year, Ms, Coleman was mpjp lg rade Language Arts teacher. Ms. VViiiis gave me th e j® gradeSTAAR math and reading retests. I remember seeing three or four questions on the math andreading STAAR retests that were the same as the ones we worked in Ms. Tyler and Ms. Coleman’sclass before the STAAR. I also remember see about six problems on the Science STAAR that werethe exact same as the problems we worked before the STAAR in Mr. Shepard’s classroom. Ms.Coleman, Ms. Tyler and Mr. Shepard use a projector to practice the problems before the STAAR. Iremember Ms. Willis walked around the class during the STAAR. She was just making sure no one





W12-1

Mike Miles

DallasMependeM

U)H//.W(B3+()3Superintende nt of Schools

Student Statement

Nan Date: Student J

frade student at Dallas ISO’s .ast year I was aStfPr grade student and attended Umphrey Lee E le m ln M ry S C T ^^n^^ ie man was myfppgradereading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me th^jfljRjrade STAARreading retest I remember seeing about ten problems on the|||jflgrade STAAR reading retest thatwere the same problems that we practiced in Ms. Coleman's class before the STAAR. ! rememberMs. Coleman told our class that we might see some of the same problems on the STAAR that wewere working in the classroom. When I took the STAAR reading test I was surprised to see somequestions on the test that we did not go over in Ms. Coleman’s class, Ms. Tyler walked around theclassroom 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.


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Student Signa ritness; 1*013





DallasMependent

Mike Miles SchoolSuperintendent o f Schools District B

Student Statement


j f lK ra d e student and attended Umphrey Lee Elementary School. Ms. Coleman was m y^p^ra dereading teacher at Umphrey Lee Elementary School. Ms. Tyler gave me the^j^pgrade STAARreading retest. I remember about two or three of the problems on the STAAR reading retest were thesame as the ones we worked before the test in Ms. Coleman’s ciassroom. I do remember Ms. Tyierwalked around the classroom during the STAAR reading retest, i did not see her provide help withthe answers to any of the students.




'5665)7=:898=:8=*

Mike Mi les S c M

Superintendent of Schools '()*"(+*DW14-1

astyeaUwasaMs. 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 rememberseeing any of the same problems on the math STAAR retest that we also covered in Ms. Tyler'sclass. I don’t 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!

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Student Signature


Witness: J l a y !

C h ili , lyi® N otary PubKc, |

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W15-1

Dallas

Mike Miles Sch oolSuperintendent of Schools D ist r i c t D

Student Statement

Na Date: j Student I

J am J jp § ra d e student at Dallas year I was aIjpji raGestudent and attended UmphreyX|g"Elementary S c ^ l ^ T v ^ rw a s mnBhfarade mathtocher . I think Mr. Johnson gave me th M fc ra d e STAAR math retest but 1am notWsure. I donot remember seeing any of the same problems on the STAAR math retest that we worked in theclassroom. I remember Mr. Johnson walked around the room during the retest, but he did not helpany of the students with the STAAR math answers.


T,M0

Student Signatu

3700 Ross AveDatias, TX 75204(972) 925-3700www.daflasisd.oig

of pages

Witness:

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W16-1

Lyle, Chris H

From: Ware, Aaron P

Sent: Thursday, September 12, 2013 11:10 AM

To: Byers, Karen S; Lyle, Chris H

Subject: 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 WareDirector


972-925-6402

AwarePdallasfs&OKi

From: Byers, Karen SSent: Thursday, September 12, 2013 11:03 AMTo; Lyle, Chris HCc: Ware, Aaron PSubject: RE: STAAR Questions

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 HSent: Thursday, September 12, 2013 9:37 AMTo: Byers, Karen SSubject: STAAR Questions

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



B ite Isdepeadest S cM District

DELIVERY TICKET


BOX 144

TO: LEE (175) ___________________

ROUTE: G04 __________________

RisjfT o s f t v STAAR 5/8 Re-Test Books 1

II

BOXES: 1 i lV E l L O P E l J l i I f

DFIIVE r ¥ DATE: ! 5/7/2013..........................,

[j

SKID: 0

j

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TRUCK DRIVER SIGNATURE ;|1

ilPRINTED NAME SIGNATURE

------------------ -------------------------------- ----- ---------- -------- ---- ---------------------------DATE if

SCHOOL.,DEPARTMENT SIGNATURE DATE

O-AoekdA \klaoeZ 5 - 7 ^ 2 0 / 3PRINT®! NAME * SIGNATURE'






SchoolDistrict

DallasIndependent

To:

From:




Case Number: 11347


HIGHLY CONFIDENTIAL



Table of Contents

Section Page

Executive Summary................................................................................................ .. .. ......... 4

Background........................................................................................................................... 5





Relevant Policy, Procedures and Statutes............................................................................. 11

Conclusions...................................................................................................... .................... 12

List of Witnesses and Exhibits................................................. ............................................. 14

REPORT OF INVESTIGATIONOffice o f Professional Responsibility

RE: BENJAMIN, Monica#19864Case Number: 11347




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), issubstantiated. BENJAMIN, in violation of state and District testing procedures, viewed secure testcontent and assisted students with their responses to questions on a 201 S^Jj^grademathematics STAAR. The initial discovery of anomalous (high) scores received by students thathad been tested by Benjamin was supported by student witness statements that BENJAMIN hasassisted them with responses to the STAAR test questions, and Benjamin’s admission that shehad looked at the students STAAR answers In their secure test booklets. Benjamin’s conduct wasa violation of District policy.



RE; BENJAMIN, Monica#19864Case Number: 11347




mviewing secure test content before, during, or after a test administration (unless specifically authorized





Umphrey Lee Elementary STAAR Results

The District’s Evaluation and Assessment Department performed a statistical analysis of the Dallas ISD’sthird through eighth grade March and April 2013 STAAR scores. The analysis was performed to identifysufficiently anomalous results that may warrant further investigation. The Evaluation and Assessmentreport is summarized below: (W3-1. Statistical Anomaly Analysis)

Mathematics and reading 2013 STAAR scores were examined at the schooi and classroom level. Aregression of 2011 Texas Assessment of Knowledge and Skills (TAKS) and 2012 STAAR scale scores

was conducted on the 2013 STAAR scores for ail students in the District at each grade level. For the thirdand fourth grades, Iowa Test of Basic Skills (ITBS) was used in lieu of STAAR testing for the previousyears. Reading and mathematics scores were analyzed separately, as were Spanish Reading STAARtesters. A separate, supplemental, analysis was conducted utilizing percentage correct instead of scalescores.

The resulting student test residual scores were aggregated by class and converted into standardizedscores with an average of zero and standard deviation of one. Schools or classrooms that had anaverage standardized residua! two standard deviations or more above the mean were selected for furtherinvestigation. Students were included in the analysis if they had three years of validly scored exams.

Student’s scores were then examined for each of the identified classrooms. In the case of schools thatcouid 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 ananomalous gain were identified. For cases where classroom data were not available, if a school had alarge number of anomalous scores (over 25% of the school) administration seating charts were requestedfrom the school. Classrooms or testing rooms with 50% or more of the students having anomalousscores were then recommended for on-site investigation.

Umphrey Lee Elementary School was identified by the Evaluation and Assessment Department as havinga sufficient number of anomalous STAAR scores to warrant additional investigation. Specifically,Umphrey Lee Elementary School’s student mathematics cl assro om lj jd is played a high number ofanomalous results on the April 23, 2013, mathematics STAAR.

The following chart contains abreviated data from the attached spreadsheet document prepared by theDistrict’s 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 mathematicsSTAAR in comparison to District students that received the same math score in 2012 as BENJAMIN’Stested students. (W3-2, Spreadsheet Analysis)






OPR conducted an initial interview with Teacher BENJAMIN on June 12, 2013. BENJAMIN provided OPRwith 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^pP gra de 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)

Toni Crawford served as the Umphrey Lee Elementary School test coordinator for the 2012-2013 schoolyear. In a June 12, 2013 affidavit, Crawford confirmed Umphrey Lee Elementary teachers did not testtheir own students during the STAAR. Crawford stated she had been responsible for assigning theSTAAR test administrators. Students stayed in their home room and were tested at that location by theassigned test administrators. Crawford stated she had been informed by the District’s State and National

Assessment that there were some anomalies with the Umphrey Lee Elementary School|J( i;grademathematics STAAR results. Other than the District advisement, Crawford stated there were no testirregularities reports received by Crawford with respect to administration of the 2013 STAAR. Crawfordprovided OPR with copies of sign in sheets, rosters, seating charts, oaths, and material control formsassociated with Teacher Monica BENJAMIN’Sadministration of the April 23, 2013,jppfgrademathematics STAAR. (W4-4, Crawford Affidavit) (W4-5. Training Sian In Log) (W4-6, BENJAMIN. Oathof 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 STAARtest training meeting on April 17, 2013. An Oath of Test Security and Confidentiality was initialed andsigned by BENJAMIN on the same date. BENJAMIN’Ssignature affirmed that she was aware of theprocedures for state assessments and understood her obligations concerning the confidentiality andsecurity of the tests. (W4-5) fW4-6)

A STAAR materials control form was initialed by BENJAMIN on April 23, 2013, the scheduled date for theDistrict’s administration of the^JJpgrade mathematics STAAR. The form indicated BENJAMIN wasissued and took possession of twenty state test booklets on that date and the booklets were returned andsigned back in by Test Coordinator Crawford on the same day. fW4-7)

A test administration seating chart displaying BENJAMIN’Sname was reviewed by OPR. The chart, dated

April 23, 2013, listed the names of twenty students and was consistent with the number of test bookletsthat the materials control form indicated had been issued to BENJAMIN. The back portion of the formdisplayed the classroom seating positions of the listed students. (W4-3)

Arrkeenah Willis is a jjJPgra de teacher at Umphrey Lee Elementary School. OPR reviewed the studentson Willis’ Class ^Jroster and compared them with the students listed on BENJAMIN’SApril 23, 2013,






r e p o r t o f in v e s t ig a t i o n Office of Professional Responsibility

l ( ( f e rade mathematics STAAR seating chart. The comparison confirmed that the students listed onBENJAMIN’SSTAAR seating chart were Willis’ class^J'students. (W4-2) (W4-3)

After the initial interviews and a review of the statistical analysis, the allegation was assigned forinvestigation by the District’s Office of Professional Responsibility. Upon resumption of the 2013-2014school year, OPR interviewed students identified by testing records as having been administered the April23, 2013,l4HVgrade mathematics STAAR by Teacher BENJAMIN. The interviews were conducted in anattempt to explain the anomalous Ciassjfenathematics STAAR scores. (W1-1)


The following students were identified from testing records as students that were enrolled in ArkeenahWillis’ 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 areexcerpts 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 to ld 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.” fW7»1. JMHHfcStatement)

Investigator’s Note: The allegation by students that Teacher Arrkeenah Willis provided them withinappropriate 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)






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 bo ok let I did change some of my answers after Ms. BENJAMIN told me to look at them again, because that is what I though t 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,

^ IW W fc S ta te 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 . ^ pB fc S tatement)

“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 lB H ^ - tement)


The Dallas !SD may wish to consider forwarding a copy of this Report of Investigation to the TEAEducator Standards and Certification Legal Division for any action they deem appropriate.






Testing irreguiarities (Selected Excerpt)

1. Incidents resulting in a deviation from documented testing procedures are defined as testingirregularities and are viewed by TEA as falling in one of two categories—serious and procedural.

2. Serious irregularities constitute severe violations of test security and/or confidentiality and canresult in the individual(s) responsible being referred to the TEA Educator Standards andCertification Legal Division for consideration of disciplinary action (including suspension ortermination of educator certification credentials). Examples of serious violations involve, but arenot limited to, the following:


m tampering with student responses

» viewing secure test content before, during, or after a test administration (unless specifically authorized




■ duplicating, recording, or capturing (electronically or by any other means) confidential test contentpermission from TEA


■ For paper testing, students must be reminded periodically to record their responses on their answerdocuments. Students’ responses must be recorded on the answer document within the four-hour timeperiod. Test administrators may say, “ Remember tha t you must record your responses on theanswer document.” However, test administrators may not view or discuss individual test questions orresponses.





b No person may review or discuss student responses during or after a test administration unlessspecifically authorized to do so by the procedures outlined in the test administration materials.

Conclusions

Based on evidence obtained during the Office of Professional Responsibility investigation, the allegationthat Monica BENJAMIN a teacher at Dallas ISD’s Umphrey Lee Elementary School, committed a serioustesting irregularity while serving in the capacity of a test administrator for an April 2013 administration ofthe Texas Assessment of Academic Readiness (STARR) is substantiated. The anomalous Umphrey LeeElementary School^JJ^rade math STAAR scores discovered by the District’s Evaluation and

Assessment Department were determined by the investigation to have been achieved, in part, as a result





of BENJAMIN’S inappropriate assistance to students during the test. BENJAMiN’s assertion that she hadlooked at the students test booklets, but had not assisted the students with their answers was notsupported 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 theyhad changed their STAAR answers. Both acts, providing assistance to students with responses to testquestions, and viewing secure test content during a test administration, are categorized as serious testirregularities. BENJAMIN’Sactions were violations of District policy and state testing procedures.

OPR understands that it is not our function to recommend what personnel actions, if any, should betaken, and have not done so, leaving such latter determinations for the Human Capital Management andLegal Services Departments.


Chris Lyle, Inspector Office of Professional ResponsibilityDallas Independent School District

Forwarded:








WITNESSNUMBER


DESCRIPTION

W1 Norm Epstein, Director, Office of Professional Responsibility

1 Netclaim, Case Assignment

W2 Chris Lyle, Inspector, Office of Professional 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 Administ rator Manual

W3 Aaron Ware, Director, Evaluation and


1 Anomaly Analysis Report

2 Class j|||M ath STAAR Results

Spreadsheet

W4 Toni Crawford, Test Coordinator, Umphrey Lee Elementary, Dallas ISD

1 BENJAMIN, STAAR f m * Grade Math Schedule

2 Arrkeenah- Will is, students

3 BENJAMIN STAAR Seating Chart

4 Affidavit5 Test Training Sign In Log

6 BENJAMIN Oath of Test

Security7 Material Control Form,

4/23/2013

W5Umphrey Lee Elementary School, Dallas ISD

1 Memorandum of Interview





Case Number: 11347

Case Summ ary

Status: | In ProcessRisk:....... ||

Priority:

Due Date:

Summary: Assigned to Inspector Chris Lyle. 6/26/13 j

Case Description

Based on statistical analysis by the District s Evaiuationang Assessment Department, and OPR preliminaryinterviews with Umphrey Lee Elementary students and||jjfgrade Teacher Monica Benjamin, there is reasonto beiieve that Benjamin whiie serving in the capacity of a test administrator committed a serious testirregularity during the April 2013 State of Texas Assessments of Academic Readiness (STARR). Benjaminhas been alleged to have directly or indirectly assisted students with responses to test questions. By herown admission, Benjamin has admitted to viewing secure test content an act that is also classified by TEA asa serious test irregularity.

Invest igat ion „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



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|A€GEPTED||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[



Texas Education Agency - STAAR® Resources Page I of 3

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Curriculumstandards, college prep &: programs

Student: Assessment-Home { Assessment A-Z Directory } Contac LSM d^Ld ssgs soi^t;

Beginning in spring 2012, th e 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 wi ll 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 II 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-. Th e information is intended to help educators understand how the n e^

STAAR-program measures the Texas Essential Knowledge and Skills (TEKS) curricu lum standards, th es e resources are intended

to support, not narrow or replace, the teaching o f die TEKS curricuium .


Assessed Curric ulum

» Grades.3-8 English

» Grades 3-5 Spanish

■ EOC

« Grades 3-8 English

» Grades 3-5 Spanish

» cOCMathematics

s Assessing Process Skills

■= Calcu lator Policy

" Graph-Paper

» Griddsble Item ■Format

» Reference Materials

° Performance Level

Descriptors

.Raw -Sc.c - &T#aslgs:

■r<Mia9JKaradS£3".ai.» Dictionary Policy

» Test'Design

Schematic

» Performance Level

Descr IptG-rs.

Grades 3- 8 English

Grat te 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 miitSyiiMfiaoLgecfinisStudent Expectations Tested

» Dictionary Policy

‘ Example of Lined Page

° Example of Response Box

» Rubrics

" Scoring Guides

» Test Design Schematics

“ Performance Level Descriptors

STAAR® General Resources

STAAR Progress Measure:

« O pt io ns .anri.Answers (PDF posted 07/12/13)

Questions and Answers (Com ing Summ er 2D 13)

* Printable docu men t

° Web-based

Overview

» SM8_5m diU9iba,E l£M£h2L t (PDF posted 04/05/13)

” STAAR Media To olk it

* STAAR Assessments Comparison Chart (PDf posted 11/04/1 1)

* STAAR Assessments for 201 1-201 2 (PDF posted 11/0 4/11)

» Total Mandatary STAAR Testing Days (PDF posted 09/14/11)

STAAR: Brochures

- A Mew Assessment Mod el! PDF posted 10/15/10)

« A Comparison of Assessment At tributes TAKS to STAAR1” (PDF posted 10/15/10)

W2-

http://www. tea. state .tx.us/student, assessment/staar/ 8/1/2013

http://www/

http://www/




» Sjst.ria.s- cfefemrsq 1.5percent grading policy fo r one year.


* 5 IM R..Staodard..Se tltogJ^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 Libe ls and Policy Definitions (PDF updated 0 1/29/13 )

11 STAAR. Performa nce Level Descriptors (PDF update d 01/11 /13)

' S i AAR EOC Performan ce Standards Chart fPDF posted 04/2 4/1 2)

STAAR Phase-in Illustration (PDF Posted 01/29/13)

» STAAR Assess men t-Related Graduation Requirements (PDF updsted 04/2 5/12 )

*. TAKS Equivalent Information . (Bridge Study) Tables

Test Administration


« STAAR Tim e Limits Policies and Pmrarj ures (PDF posted 12/22/11)

Presen ratio ns

« 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

Grades 3- 8 Assessments

■ " if ts sib is ed C t io ic u lu m i ...... Bluepr in t Released Te st Questions

j Gr ad e jj pc ^ io a 1M a it e ia & s 1 Reading 1 Mathema tics

I G ra de | R ^s din a:( M l m & i f i s t Writ;;.® I Resdina (M athem atics W r -h cReadinal Mathematics I Writirio

I^ ^ ^ If te id in Q [ Mathematics j Science’f ™ ”| Reading 1Mathematics [ Science

Reaifrto'l Mathematics ! Science

1 Grade ^L i a ■! M a& 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 : i k a di n a t M s t i m e t i a t B Mo a

; .... .......iG rad e j fteading I M athematics | Science TSq.cbI

8 ..|S£ufeIss ^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 sh A s s e s s m e n t s

r ~ T ' Assessed Curriculum Blueprint Released Test Questions

'Grade afRepins.1Mathematics R e& ii ag IB s f c M i s s Reading .j. Mathema tics j

iGrade 4.fReadino |1 < Z £ I

.VlOiino. : •Rodina. :j Mathe matics j. Writinci

(Grade j j Science] Reading 1 MtethemaliatiSCiSQffi Eeadjns. J Mattamat&s.. iiS da xe

E OC A s s e s s m e n t s

English Language

Arts

Assessed Curr iculum Blueprint

l a a f ^ U . ! eq o M l I I f £ o s l M j & e a & h i

is ;i!ai

Released Test Questions

l jghXfesadjoa! to

wjitioaEnglish HI Reading 1.

Ignite

http://www.tea.state.tx. us/student.assessment/staar/ 8/1/201

http://www.tea.state.tx/







Austin,.Texas, '78701(512) 463-9734

Map 1 Site -Policies 1TEA Jobs

- STAAR® Resources Page 3 of

h Ass essed Curri culum | Blu ep rint 1 Rele ased Te st Ques tion s

Mathematics1-AJgebrsJ | Geomet ry [ Algp^r j t| A'peara I \ Geome try [ 'aAtaebra I I Geome try [ Algebra II

JII - 'i Ct-roj l ftScience |Bioioov | cherristrv j physics A^ v. 1G?m iarv VPiim s.. jpfiiosK. Siiiemistey i Saaks,

s | A ^ ^ 7 ^ WorM ' | W orid Geography i f w ofirf Geograph y IWorld His.is a 1 U.S Histor y f Vfo.rS.d..History J U.S. History JWorld History i U iL.HiS.QK

Specific Resources for Students Receiving Special Education Services and English Lang uageLearners

The STAAR program-in'Cfades a numbe r 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 Modifie d [ STAAR Altern ate

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 reOpen Records Requests Homeland Security

Freque ntly Asked-Questions TRAIL


Copyright Texas Education Agency (TEA).2007-2012

H i f f i a r /F a mfe

Where-dor Money Goes

Equal Gduesttohsl OpportunityGovernor's- Committee on: People with

Dissbliife

http: //www.tea. state .tx. us/student assesstnent/staar/ 8/1/2013

http://www.tea/

http://www.tea/



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> " : -6Z26®35)>-?

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).These terms may be found in the State Accountability System, the Dallas Accountability System, Norm-referenced, STAAR, TAKS,


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 Excelle nce Ind ica tor System (AEIS) The " : • . i H r.,-./ accountability system forevaluating Texas schools and districts. Schools and districtsare measured on seven main performance indicators: (1)results of the •••..: -.rs r ^ v. iv"u. ■ : ? r :y:- ‘;y.

(2) exit level TAKS cumulative passing rates, (3)progress of prior-year TAKS failers, (4) attendance rates, (5)annual dropout rates (grades 7-12), (6) four- and five-yearlongitudinal completion rates, and (7) six college readinessindicators.

Accep tab le Third best out of four possible ratings for a school given by the

"~y .: ■ ri-v \ • (7 > _as a part of the Ars:,.:v tv •

ACP See v? Fs-r-r-:-.

ACT See ./-.' j ",.

AOA See - .•- >

ADM See '-.Vs-!c. H -r* Ii ; ; if! j". i ■>, 05'' .

Ad miss ion , Review, and Dis missal (ARD) C ommittee Required, campus-based committee for each eligible studentwith a disability and for each student for whom a full andindividual evaluation to Referral for Full and Individual InitialEvaluation is conducted. This committee creates an

/_■:-uz^r-. ■ ; for each disabledstudent.

Advance d Placement (AP) C ourses A series of courses administered by the - v : t h a thigh school students can take to earn college credit. In order toearn coliege credit in an AP course, students mustdemonstrate their mastery of higher level of coursework andpass an accompanying course-relevant test.

Advance d Placement (AP) E xam ina tions National end-of-course examinations for students who havecompeted and associated Advanced Placement (AP) course.Results are used to determine if a student will receive collegecredit for the course.

AEIS See;-:?::" r/v. f -.a /stem ^A H.; Sj.

Am erican C ollege Test (ACT) College entrance exam completed by students in grades 11and 12. This exam assesses students’ grasp of concepts in thecore subjects of English, Mathematics, Reading, Science, andWriting. The composite score ranges from 11 to 36.

Ade qua te Year ly Pro gress (AYP) Federally-mandated measure of school- and district-levelperformance on standardized tests. Each year, students ingrades K-12 are required to demonstrate adequate progress inthe areas of reading/language arts, mathematics, andattendance rates (elementary and middle schools) orgraduation rates (high schools). Campuses are assigned oneof three AYP status labels: (1) Meets AYP; (2) Missed AYP(with associated reason); and (3) Not Evaluated AYP.

AP Courses See -y-.o. i--y:er.-yy :> f;} ::oi

AP Examinat ions See ; •" ;-:,'."T:env (AP) l / h r ' y o u y y .

ARD Committee See --.c.m:,-,.:.-.. '<-y\e y: yy - D yr y- yy 'i.y .y :r: y -..

As sessme nt o f Co urse Perform ance (ACP) A set of distric t-developed, 2 hour standardized, criterion-referenced tests aimed at providing uniform, districtwide

measures of student progress toward mastery of the.. .-./e'lb'V r.y; i i n 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)



AYP

AYT

,Bilingual Education Not Limited English Proficient {BE Not LEP)

C

Campus Improvement Plan (CIP)

Campus Instructional Leadership Team (CILT)

CEI

Chapter 1

CILT

CIP

Classroom Effectless index (CEI)

Cohort

College Board

Continuously Enrolled


Student deemed to have a higher probability of dropping out ofschool based on certain socio-economic challenges andperformance criteria. These criteria include being retained forone or more years, failing one or more state assessments,being pregnant or currently a teen parent, being homeless, :being a h- . ■student, being placed

in an alternative education setting in the current or prior years,being on conditional release, being expelled, and previouslydropping out of school. Such students are deemed "At-risk" offailing the current grade at or dropping out of school.

Average number of students in attendance at the school onany given day, which is the total number of eligible daysattended by students divided by the number of school days inthat year.

Average number of students enrolled on any given day at theschool, which is the total number of days enrolled by all eligiblestudents divided by the number of school days in that year.

Percentage of the average number of students enrolled at theschool on any given day that transfer or withdraw from the

school. See A : i ^ ii; :\ T -h :f<■:/-L .I ,.

See v^rjy

See (■-’■T).


request that are not ^ Tued E: - j .::- ■ :y.L \ students.

An outline of the instructional targets that campuses mustaddress for the purpose of improving student performance forall student populations. Additionally, schools are required tomeet all federal, state, and iocai mandates.

A team of campus administrators and teachers who participatein the development of the . ,■r r t t O: ; for improving student achievement.

See

Former name of the federal educational program, T rj i ;

See

A value-added measure of the amount of academic progressthat a teacher afforded his or her students after a year ofinstruction. CEis evaluate a student's performance on select,summative standardized test by comparing his or herperformance to that of similar students in the district.

A group of students who follow the same testing pattern fortwo consecutive years and were promoted from one grade tothe next. For example, a comparison of the performance of lastyear's grade 3 students on the state reading exam to theirgrade 4 results on this year's state reading exam. Cohort dataenables one to compare the progress of a set of students overseveral years as each year they progress from one grade to

the next. See ■Zr.y s.

A nonprofit organization comprised of colleges, universities,and other agencies and associations that provide services tosecondary and post-secondary students, the main goal of thisorganization is to assist students in moving from secondary

education to higher education. Programs administered by the■-I'ih'-.-.'T- include the '.:.i: 'X j o c ... and

the - . program, among others.

A student who has not missed more than a set number o f daysin a course. Absences, late enrollment, withdrawals, ortransfers to another campus result in days counted towardsthis maximum. A student who misses more than a set numberof days in a course prior to the main course-relevant and term-aopropriate norm- or criterion-referenced test. This "set




Cross-Sectional Comparison

CRT

Curriculum

D


District Number

Drop-Out

DSP

IEconomically Disadvantaged

ELATest


English Language Aits (ELA} Test

ESL

Exemplary

number of days" is 20 for year-long courses, prorated from thefirst instructional day of the term to the last instructional day ofthe course-relevant testing period. For semester-long courses,this "set number of days” is 10.


concepts on specific content area. For example, the • -c; (7r;-,Av ! is a criterion-:

referenced test. A comparison between the prior year's students in a specificgrade to the current year's students in that same grade. Forexample, a comparison of iast year's grade 3 students'performance on the state reading to this year's grade 3

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 .-

■z q u j sVO; A ? ;■"> . 057905.

Students who have left Dallas iSD as identified by the ~ - -/--i7=:“cv H'E' . Drop-out information fags behind oneacademic year in order to enable the TEA to locate studentswho ieft Dallas ISD and enrolled in another school district inTexas.

See ' -0 ;^ ; .

t;cc- ---'.y-'V ;' r ' ■; nomenclature for low socioeconomic status students used for the - Z A : 1:a ■ ' : . ■- E: ■“ :. Economically disadvantaged arecoded as 1 (Eligible for Free Meals), 2 (Eligible for ReducedMeals), and 9 (Other Reasons).

Se e i f.- 1C- ,jji >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 andwriting.

The h i g h e s t •' > • " •<; rating for a school

for the AaX'avi': zyy^wv. / : i rc-^.o'r iv~icr: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 (STAAREOC) subject test for the first time.

A document created for each student that receives specialeducation services that describes the Student's current skills,states the goals for targeted services, and outlines thestrategies that will be used to achieve those goals.

English-language national test that evaluates the developmentof grade K-2,5, and 8 students' skills in the core subject areasof Reading, Language Arts, and Mathematics. ;

See ■‘'."-r *' " r 3-- .SX' ;



K

L


LEP Exited Student

LEP


Logramos

Low-SES Students

LPAC

MMean

Median

Migrant Education

NNAEP


NCE



NRT

OOriginal D1SD Entry Date

Other Schools

P ; ;: ;

A campus-based committee responsible for identifying,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 appropr iate for

Student received either bilingual education (BE) o r ! - :

;:vl ; services and has met all I-'’iv a :' . f ; program exit criteria. A student whose parents

denied BE and/or ESL services, and subsequently met LEPExit criteria are not considered an exited LEP student.

See

Any student whose home language is not English and who areidentified by the :v -cv; - sn : . : v.;*-:. men;

. .- -iC , based on the state criteria.

Spanish-ianguage national test that evaluates thedevelopment of grade K-2,5. and 8 students’ skills in the coresubject areas of Reading and Language Arts.

Students who qualify for free or reduced-price lunch. See




A national test ing program administered by the NationalCenter for Education Statistics (NCES) of the U.S. Departmentof 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 NAEPmain assessment allows for regional and state-by-statecomparisons of the educational attainment of 4th, 8th, and12th grade students.

See

A method of standardizing scores on a test into a 0-100 scalesimilar to a percentile rank, but preserving the valuable equat-interval properties of a z-score. A NCE score of 50 representsthe national average of any grade level at the time of the yearthe test was normed. A score of 70 is always the samedistance above grade level;regardless of the level tested, andis twee as far above grade level as a score of 60. NCEs havea standard deviation of 21.06.

A test that al lows a student’s performance to be compared withthe performance with that of students across the nation.


Schools that are not included in Dallas ISD accountability

systems, such as S..; -v:

Passing Rate The percentage of students who pass the assessment ofinterest. District-, school-, grade-, and class-level passing rates



PDD



Perfil Diagnstico de Destrezas

Portfolio


PSAT

Q

ERating (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 issynonymous with "Satisfactory” performance.

See •A A'-AA;.

A-.- .; ;\ v :A.A.-A divided by ■: ^ 0? v

.'.'.-■--■I'sr . >■' /, expressed as a percentage.

See H!IV;.The rank of a student's score compared to all other students inthe population of interest. In a national comparison, if a studentscored at the 60th percentile, then 60% of the studentsnationally scored below this student in this particular test inthat year.

The Spanish version of the A A ' A A y Thistest is no longer administered in Dallas ISD.

A systematic and organized col lection o f a student's workthroughout a course or class year. It measures the student'sknowledge and skills and often includes some form of selfreflection by the student.

An examination often used as preparation for the -r /

See I ', :; "! '. , ; i r ’TAit ; PSA").

i-SCK A. To

Hyy. t-; 7:xThe Texas SoAcr. i/-(:"A;

assigned rating o f schools based on Te>'s;: -v-v a

a; A S A I A ' P7; performance,attendance rates, dropout rates, graduation rates, and studentdropout rates. The four ratings from best to worst areExemplary, Recognized, Academically Acceptable, and


Assessment created by the c =■:. ."...•••••:• / 7 Ay thatmeasures English language learners’ reading skills. Used todetermine if it is appropriate for students to take the stateassessment in English or Spanish in subsequent school years.



university courses. A test created by the Pu i'-■: to measure thedevelopment of reading, writing, and mathematics skills in

students in grades 7 and 8. As a precursor to the •

(AA7;:, it provides an early estimate of students' preparednessfor college coursework.


students' mastery of the P taught during thecurrent year. Readiness standards in the core subject areas ofReading, Mathematics, Science, and Social Studies are ofparticular interest.

Locally-created assessment that evaluates grade 3-10students' grasp of the A.:::k ;,- :... covered in the prior grade. Readiness Standards in the core subject areas ofReading, Mathematics, Science, and Social Studies are of

particular interest.The second best ^ •• )/-tic- \ ;r A - j : t ' AP:P ;■

rating for a school. See Aa'iry

The schools or campuses at which a student attends classes.May differ from the school atwhich the student is officiallyenrolled. For example, students enrolled at the TAG magnet,have a Reporting School SLN of 039, but their Official SchoolLocation is Townview, SLN 041.




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 ■

A standard ized test taken by college-bound students that isdesigned to predict students' college-preparedness. The SATis a test of verbal and mathematical reasoning ability. It isdesigned to predict who will do well in college. The SATSubject Tests are tests of current ability and knowledge in highschool 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 teachersand schools have no control. SEIs factor out socio-economicstatus, language proficiency, igender, ethnicity, and previousachievement at the student level as well as a number of schoollevel factors. All SEis are centered around a District mean of50 and a standard deviation of 10. Indices of 50 or abovedenote areas in which the school met or exceeded the Districtaverage.

A unique number assigned by Dallas ISD to each school. Thethree-dig it 5. n"w number and the SLNare the same for most schools, except for vanguards, somemagnet schools, and academies).

For the purpose of computing School and Classroom

Effectiveness Indices (':! :■ a n d ■:), students who have Hiesame demographic characteristics (i.e. gender, ethnicity,

z^pi.sr- status, special educationstatus, socio-economic status, and three neighborhoodcharacteristics) and the same level of achievement on thesame prior-year tests.

A unique number assigned by Dallas ISD to each school. Forexample, Maynard Jackson (251) and Maynard JacksonVanguard (830) will have different school location numbers.The three-digit (".LA• number and theSLN are the same for most schools (exceptions are for thevanguards, some magnet schools and academies).

See Sc ■■.tju f :s k z z ..t;:a ~ SL:■>).

An indicator that identif ies whether a student is on Free orReduced Lunch. See . and Are

See Sot cA :AAcrA'";r. (Sp..

Programs designed to serve children with special mental andphysical needs. Such children are entitled to individualizededucation plans that spell out the services needed to react)their educational goals, ranging from speech therapy to mathtutoring. Traditionally, special education has taken place inseparate classrooms. Increasingly, the services may also beoffered in regular schools and classrooms.

See -Ai-ArA S- j r; '-lA1A

Number of continuously enrol led students divided by Av■:?

Av:: expressed as a percentage.

A measure of the variations of scores about the mean. Formost test data, 68% of the scores are within one standarddeviation of the mean, and 95% of the scores are within 2standard deviations of the mean.

Subject-matter benchmarks used to measure students'academic achievement. Curriculum standards drive whatstudents learn in the classroom.

The ninth edition of the national norm-referenced test thatmeasures orade K-9 students' undersiandinq of concepts in



W2-

STAAR

NOTES Testing Irreguiarities

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 categories—serious

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:

m direct ly or indirectly assisting students with responses to test questions


■ 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 orundocumented accommodation or was not provided a prescribed

accommodation.

• A student receiving special education services was administered the wrong test.

improper Accounting for Secure Materials

m Secure materials were not returned, checked in, and accounted for at the end ofeach testing day.



materials.




Lyle, Chris H

From:

Sent:

To:

UL*%0)3<

&33,)H20C3B<

Ware, Aaron P


Lyle, Chris H




Aaron Ware

Director


972-925-6402

AwarePdaliasisd.org

From: Holland, JamesSent: Tuesday, July 16, 2013 2:00 PMTo: Ware, Aaron PSubject: RE: edits for Lee report

Fixed, see attached

From: Ware, Aaron PSent: Tuesday, July 16, 2013 1:10 PMTo: Holland, JamesSubject: FW: edits for Lee report


Aaron Ware

Director


972-925-6402

Aware(5)dallasisd.org

Q+/2< Lyle, Chris HSent: Tuesday, Juiy 16, 2013 11:41 AMTo: Ware, Aaron PSubject: RE: edits for Lee report

Aaron,


Chris Lyle, CFE

Inspector

Compliance Division

Dallas ISD

972-925-8864

1



From: Ware, Aaron PSent: Tuesday, July 16, 2013 9:34 AMTot Lyle, Chris HCc: Oakeley, Cecilia ASubject: FW: edits for Lee report

Here is the report.

Aaron Ware

Director


972-925-6402

Aware(5)dallasisd.org

From: Holland, JamesSent: Monday, July 15, 2013 5:43 PMTo: Ware, Aaron P


Included on attached PDF,

James

James Holland

Dalias Independent School District

Evaluation Analyst

972.925.8807

iholland(5>dallasisd,org








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 sufficiently anomalous

results that warrant further investigation. Mathematics and reading 2013 STAAR scale scores wereexamined 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- 2nd and 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

standardized scores with an average of zero and standard deviation of one. Schools or classrooms that


for further investigation. Students were included in the analysis if they had three years of validly scoredexams (2013,12, and 11) and were on grade for each year (ue., 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 4th grade classrooms that were identified as having a sufficient number of

anomalous results to warrant an immediate investigation into the testing practices at the campus. Usingthe procedures outlined above, the students who tested in classrooms 3A (Mathematics) and 4A

(Reading) at Umphrey Lee displayed a high number o f anomalous results. An on-site investigation was


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

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,


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 fo r ali e lemen tary and middle school

level tests.




grade STAAR re-test at Umphrey Lee. On average, D!SD 5th grader 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.

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 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 3rt and 4th grade classrooms listed in the tafcie 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 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)

Grade 3 Mathematics Umphery Lee 3A

Grade 4 Reading Umphery Lee 4A

Grade 5 Re-testing (both Umphery Lee Any classroom/teacherssubjects) associated with the re-testing

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 5th grade 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 WILLISTeacher: 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

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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

Sm RT TE M E:_ ^A £) “ STOP TIME:.

..........

......,;.,STAR 3: TIME:,/:,...;....,,',', ..SXOE.riME ..:...................................

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Dallas ISD Test Administration Seating Chart - Spring 2012

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DallasIndependent

SchoolDistrict


am giving this statement to Chris Lyle, who has

CASE NO: HA

identified hiinself/herself as an Inspector with the Dallas Independent School District and isconducting an administrative investigation. I have been directed to submit this AdministrativeStatement as stated by School Board Policy DH (LOCAL), describing my actions or any knowledgethat! have of the incident. [ understand that failure to do so may subject me to disciplinary action upto and including possible termination from employment with the Dallas Independent School District. Ifurther understand that any information or evidence gained through this statement cannot be usedagainst me in any criminal proceeding, except that I may be subject to criminal prosecution for thecharge 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 andif it is determined that i have been untruthful in my responses, i could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination/'

"When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit Intentional falsification, misstatement, or the concealment of a materia! fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds 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. Inresponse to this request, I submit the following to Inspector Lyle.

Witness:

Signature:

Time: 3 o

3700 Ross Ave .

Dallas, TX 75204(972) 925-3700www.dallasisd.org





Mike MitesSuperintendent o f Schools

DallasIndependent

Sehno!

District

Affidavit

Date* June 12, 2013

The State of TexasCounty: of Dallas


1am: a librarian with the Da Has ISD's Umphrey Lee Elementary School. I have been a librarian forfive years, i also serve as the school's: test coordinator, tn April of this-year our school administeredthe STAAR fourth grade writing, fifth grade math and reading, third'and-fourth: grade math andreading and fifth grade science. There is also fifth grade math and reading retest, i received testtraining and I then trained our school staff. I did maintain a sign in sheet of the trainings I conductedand required everyone to sign a testing oath. As test coordinator I am responsible for the security ofthe STAAR tests. The tests are kept in the storage cabinet in my office. I was the only one whodistributed the STAAR tests to our test administrators on testing days. I did utilize a material controlform to record the distributing and return of the STAAR. None of our test administrators were allowedto test their own students or CEIs. ■I was responsible for assigning the test administrators for thestudents and during the STAAR. Usually students stay in their home room during testing and the testadministrator will go to that room to administer the test The test administrators were selected on thebasis of whether or not the students to be tested were their CEIs and if they could meet the languageand 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 tomake any reports. I have been told by Karen Byers that there were some anomalies in the third andfourth grade reading and math. I was not told what the specific anomaly was, but it is myunderstanding that our scores were Sower this year than last. During the STAAR each testadministrator gets a folder with a seating chart, answer document, a “do not disturb sign, a check listof testing reminders, logs for students that are absent and for people entering the testing rooms aswell as for recording students that need to leave the room to go to the restroom. Test administratorsare required to count their test booklets and answer sheets before they sign out the tests on thematerial control form. All of the test materials are then placed in a testing bin to take to the testingroom. Everything is counted at the conclusion of the STAAR when the testing materials are returnedto my office in the library. The principal, assistant principal, hall monitors, and myself monitor duringthe STAAR. All of the testing room doors are open with a seating chart and do not disturb signdisplayed, i have provided Inspector Lyle 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 theSTAAR, or committed any testing irregularity because all of the test administrators were trained.

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700

1o f 2

www.dailasisd.org






I have read every paragraph of this affidavit f have made corrections where necessa^^ ^^ ff it ia ls )

To the best of my knowledge and belief, I have furnished Inspector Lyle with all documents or items inmy possession that relate to the questions asked of me. There is no other relevant information that 1have not revealed, There is no other information that Inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove 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 firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct. *

Notary Publig^

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.dallasisd.org

2 of 2





W4-6

State of TexasCounty of _ _




This oath applies to all state a ssessments except STAAR Alternate and TELPAS, which have separate oaths.

For All Test Adm inist rato rs: 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 assessmentprogram and do hereby certify the following by initialing to the left of the statements below and including the datewhere applicable:

Initialsimiiais r\

_ M j i > ;l■ and ! understand my responsibilitiesconcerningthe administration of state assessments,

t an^aware1:haS-t£sM ^ actively monitor during test administrations;

i understand my responsibilities as a tesf admiriisttatsr, and I am aware of the range of penalties that mayresult from a departure from the documented testadministration procedures;

I understand my obligations concerHing ths sseanty and confidentiality of state assessments, and I amaware of the rangg-of penaities fe of test security and confidentiality; and

I am aware of my obligation to report any suspected violations of test security or confidentiality to thecampus testing coordinator

I do hereby further certify, warrant, and affirm that I wit! faithfully and fully comply with all requirements concerning testsecurity and confidentiality.

Signed on this the

District Name Campus Name A re a 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 noti 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 studentassessment program.




W4-7

Mi

2013 STAAR MATERIALS CONTROL FORMCheck Month: ^ April □ May □ June □ July Q December

Test booklets are secure documents. Use this form to account for all secure materials. Campuscoordinators 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 materialsassigned to them and that the/ have signed the security oath. A test administrator should not initialthis form if the information on it is incorrect.

Missing secure materials must be located before the campus coordinator initials the "In" box. Ifmissing secure materials cannot be located, the campus coordinator should immediately contact the


Campus Name Umphrey Lee Eiem Campus Coordinator T o n i R. C ra w fo rd

* HAME6FTESTADMINISTRATOR • W f f lFBOOKLETSRAHGgQf SECilRfTVKU iEftS-CODEDm SECUREMATBMALS

DA¥1 DAY2our " m oirt m

A rrke en ah W i l l i s 17 40749 5031-5048 ** \U

J es us He r re ro 22 40749 5049-5069

Mon ica Ben iamin 20 40745 5070-5089 ^f

Lenora Coleman 20 40749 5090-5109O d ,f

Mark Kn igh t 2 0 40749 5110-5129

01 40749 5130 t MA A nge la Humphrey 06 4,0734 8696-8702 /

RonaM Shepard 2 1 40,869. .5.231-5251 .. Efo,-* ft/

G u i l le rm o Carmona 18 40869 5252-5269 !L?CV' j

Da1Shonya T y le r 19 40869 5270-5288 m s

Jeremv Johnson ................ 01 , 4086 9 5289 J fThf''!-m /M u r i e l R o be rs on 02 40963 2381-2382 1 \QC^ / /

M u r i e l R o b e rs on 03 40855 0241-0243 «wfc~i j -

Andrea R obe rson NA STAAR L r 7

.

I A s !0/ , M /

WLG.(),30 3H(B K/+2 ,\ C0)0BB,+4b



DallasIndependent

Mike Miles SchoolS uperintendent of Schools District


MEMORANDUM OF INTERVIEW

Re: Monica Benjamin Employee ID : 19864

Case No:

Date: 6/11/13

Time: 9:40am

Place: Umphry Lee Elementary School

D

Persons Present: , IntervieweeLinda Prim era TInvestigator

The Office of Professional Responsibility (OPR) interviewed Umphry Lee Elementary third gradestudent, V t t H H H H P ^ T h e interview was in reference to alleged testing violations at theschool. d vise Rth a t Mr. Johnson was his “real" teacher and that the tester was Ms.Benjamin. (Monica Benjamin).

OPR asked P R rto 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 throughwhat he did during the Starr test.^ M ftstated : “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 investigator JLinda Primera from notes madeduring the interview.

Linda Primera, InvestigatorOffice of Professional Responsibility

Memorandum oFi n TGRVIEW Re: Monica Benjamin



DallasIndependent

W6-1


SchoolDistrict


DATE: June 13, 2013 CASE NO

I, Monica Benjamin am giving this statement to Linda-Primera, who has identified himself/herselfas an Investigator with the Dallas Independent School District and is conducting an administrativeinvestigation, 1have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that 1have of the incident, i understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas independent School District. 1 further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that 1may be subject to criminal prosecution for the charge of perjury for any falsestatement^) I make.

I also understand that I am required to be truthful in my responses and/or statement(s) that t give andif it is determined that 1have been untruthful in my responses, I could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination."

“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shafl be deemed as "providing untruthful statements" and can begrounds for disciplinary action up to and including termination.”


campus and/or administration. I may however, discuss this case with my legal representative. Inresponse to this equest, 1submit the following to Investigator Linda Primera.

3700 Ross Ave.Dallas, TX 75204(972) 925-3700WWW; da Kasisd.org



Mik* MilesSuperintendent o f Schools

Dallaslifepeiident

SchoolDistrict

Affidavit

Date: September 12* 2013

The State of TexasCounty of Dallas

Before me, Chris Lyle, personally appeared Monica Benjamin resident in the County of Dallas, Stateof 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 at 630 Seabeach Road, Dallas, TX 75232 and my telephone number is 972-749-3900.

I am a upg rad e teacher at Dallas ISD’s Umphrey Lee Elementary School. Last school year I administered th e^M grade 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 testbooklet. I told the students to complete the answers in the test booklet or their answers would bemarked 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 don’t :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 don’t recall looking at any of the student’s 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 AjK in it ia ls )

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700

1 of 2

www.dallasisd.org






Meoeii-deiit

SchoolDistrict

Dallas

To the best of my knowledge and belief, 1have furnished Inspector Lyle with all documents or items inmy 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 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 September, 2013, personally appeared, Monica Benjamin, 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 aretrue and correct,

3700 Ross Ave.

Dallas, TX 75204

(972) 825-3700

2 Of 2

www.daifa3tad.org

http://www.daifa3tad.org/

http://www.daifa3tad.org/




DallasIndependent

SchoolDistrict

Affidavit

Date: 6/12/2013

The State of Texas

County of Dallas

Before me, Linda Primera, personally appeared Monica Benjamin resident in theCounty of Dallas, State of Texas, on this day at the Dallas Independent SchoolDistrict’s 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^Jpgra de teacher at Umphrey Lee ES. I have workedfor DISD for fifteen years. On April 2, 2013(Math), April 3, 2013(Reading), I was thetesting administrator for six flKgra de students. Both test were the oraladministration. I passed out the answer documents first. I told the students todouble 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 theanswer 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 thetesting date. If that meant putting it under their desk, then they put it under theirdesk, 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 thesample questioning. For the math test, the students worked the problemsindependently. I read the question and pointed out any graphs or charts that relatedto the question and I read the answer choices. The students made their choice. Imonitored the students to make sure that all were finished with each problem beforewe proceeded to the next math question. After the last question I skimmed theirbooklets at their desk to make sure that no questions had been skipped. Studentsthen completed their answer documents. I checked the answer document to makesure that all questions had been answered and took up the test. After taking up thetest I noticed that some students did skip some questions. I then informed thestudent to go back to the question and make a choice otherwise it would be markedwrong. They then returned the test to me.

On April 23, 2013 I administered the^BpTgrade STARR Math Test. After passingout the answer document and test booklet, students were instructed to record thebooklet number on their answer document. I asked if there were any questions, ifnot, the students then proceeded with the rest of the test. After a student wasfinished, they raised their hand to inform me that they were finished. I told thestudents to go back to any problems that they might not be sure about before fillingin the answer document so that they did not have to erase on the answer document.

AFFIDAVIT of 1 of 3



Mike Miles


DallasIndependent

SchoolDistrict

if they were sure that they were finished, Sskimmed through their booklet to makesure that all of the questions had been answered. If they were not answered, Iinformed the student that they needed to make a choice, otherwise, it would bemarked wrong. After the student reviewed their booklet, the student then proceededto bubble their answer document. They would raise their hand to inform me thatthey had finished bubbling. I looked over the answer document for any missedquestions or stray marks, and I also checked the form number again and bookletnumber again. I took the booklet and answer document from them. After collectingthe test, I arranged the answer documents according to the check off sheet and tookthem back to the testing coordinator.

OPR has advised me that one student stated that I gave them the page number andproblem 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 tofill in. My rebuttal to this, is that after collecting the booklet and answer document Iwould again make sure that all questions on the answer document were filled in. Ifthey were not filled in I gave the answer document and booklet back to the studentso that they could fill in a choice. For example, if question 30 was not filled in on theanswer document, I would inform the student to go back to that page and choose ananswer for that question. I did not see this being a violation of testing procedures. Ifelt that as the testing administrator, it was my responsibility to make sure that eachevery question had an answer. My feeling is that not all^jjjpgrade students (eventhough they are shown prior to testing) understand how to correctly fill in an answersheet. I feel like it is my responsibility as the test administrator make sure that everystudent accurately fills in the student answer document according to their testbooklet 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 theiraccuracy and my signature. Jhave been asked by OPR whether I know of anytesting misconduct at Umphrey Lee Elementary. I informed them that there was aninvestigation into testing irreguiarities a few years ago, and that teachers werequestioned about cheating issues. At no time was I questioned or implicated in thatinvestigation. Regarding this investigation, I feel like my actions may have beenmisconstrued as assisting students with answers during the test. OPR has alsoasked me if I am aware of any testing irregularities this school year. My answer tothat is no.

jraph of this affidavit. ! have made corrections where

& QQ-W &X-N /K 2 of 3



DallasIndependent

Mike Miles SchoolSuperintendent of Schools District B

To the best of my knowledge and belief, I have furnished Investigator Linda Primerawith all documents or items in my possession that relate to the questions asked ofme. There is no other relevant information that { have not revealed. There is noother information that Investigator Linda Primera has not asked me about, and whichI know I should provide regarding this matter. I hereby swear and affirm that mystatements 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 theforegoing affidavit and by me first duly sworn, declared that under penalties ofperjury, that the statements therein contained are true and correct.

& QQ-W & X-N /K 3 o f 3 (C(3b




DallasIndependent

SchoolDistrict D



I, Monica Benjamin am giving this statement to Chris Lyle, who has identified himself/herself as anInspector with the Dallas independent School District and is conducting an administrativeinvestigation. ! have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge thatI have of the incident. Iunderstandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dalias Independent School District. I further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s) I make.



“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements” and can begrounds for disciplinary action up to and including termination."


campus and/or administration. I may However, discuss this case with my legal representative. Inresponse to this request, I submit the following to Inspector Chris Lyle.

Witness:

Signature:

Time: .







Balksisifefeiitet

SciiooiIMsteict

Affidavit

Date; September 12,2013


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, who after being duly sworn, on oath, affirm and says:

I reside at 630 Seabeach Road, Dallas, TX 75232 and my telephone number is 972-749-3900,

I am teacher at Dallas ISO’s Umphrey Lee Elementary School. Last school year Iadministered the^Mfc rade math STAAR atUmphrey Lee Elementary School. As I stated in aprevious 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 testbooklet 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 1noticed the student had not completed an answer on one row in the middle of the answer document.I don’t 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 don’t recall looking at any of the student’s 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 wereapplying 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 Sfl f t grade math STAAR.

I have read every paragraph of this affidavit I have made corrections where necessary M initiais)

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700

1 o f 2

vww.daiiasisd.org



Mike MilosSuperintendent o f Schools

feiiependeniScliooiDistrict

Dallas

To the best of my knowledge and belief, I have furnished Inspector Lyie with aft 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 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 me first duly sworn, declared that under penalties of perjury, that the statements therein contained aretrue and correct,

3700 Ross Ave.

Dallas, TX 75204

{972} 925-3700

2 of 2

[email protected]





W7-1

Dallasindependent

Mike Miles SchftslSuperintendent o f Schools D is t r i c t D

Student Statement

Date: •& / & l3 Studentp i B P

I-am a ^H fe ra d e student afojj j j B M M ll l^ ^ School. Last year in the^KWHgrade I took themath STAAR. Ms. Willis was nriyi|§§£'grade teacher, but Ms. Benjamin gave our class the mathSTAAR. During the M ath STAAR i remember Ms. Benjamin did walk around the classroom, i doremember Ms. Benjamin told us to look at our answers again. When Ms. Benjamin told us to look atour answers again, I thought it meant I may have had the wrong answer. After Ms. Benjamin told meto look at my answers again, I did change my answers. I remember Ms. Benjamin told me to iook atmy answers maybe two or three times during the Math STAAR. I do remember seeing the sameproblems on the Math STAAR that our class worked in Ms. Willis’ classroom. Ms. Willis gave us theproblems and answers in our packet before the STAAR. We also worked the problems that I latersaw 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 waspaying attention. I remember working the problems in Ms. Willis’ classroom about a week before theMath STAAR. When I saw the same problems on the test, I thought Ms. Willis had just prepared usfor the STAAR. AH of the problems on the Math STAAR were the same as the ones we had workedin Ms. Willis’ classroom, except for some on the last couple of pages in the test booklet.


Page of pages

Student Signatun


Witness:

Notes? PatUie, ?State ffiflsxas f





W8-1

BaliasIndependent

Mike Mites SchoolSuperintendent o f Schools D is t r i c t D

Date; ^ ^O^tudent ID#:

I am a^iW ii^ra de student School, Last year in the«M&*gratfe ! took themath STAAR. Ms. Willis was rny jpjpgrade teacher, but Ms. Benjamin gave our class the mathSTAAR. Before last year’s math STAAR, we worked some problems in Ms. Willis’ classroom. Almostail of the problems that we worked in Ms. Willis classroom were exactly the same as the ones on themath STAAR. Ms. Willis told us that some of the problems would be the same as the ones on theSTAAR. 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 ourmath STAAR test booklet. She told us some of our answers were wrong. After Ms. Benjamin told mesome of my STAAR answers were wrong, I changed my answers.


Page

Student Signal

3700 Ross AveDallas, TX 75204(972) 925-3700www.dailasisd.Qrg

Witness:

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http://www.dailasisd.qrg/

http://www.dailasisd.qrg/



W9-1

Balias

Itidepesiileisf Mike Mi les Scho ol

Superintendent o f Schools DistrictD

Student Statement

l am student ^ast year in th elj jp gra de ! took themath STAAR. Ms. Willis was mylfjjpiradeTeacner, but Ms. Benjamin gave our class the mathSTAAR. When I took the Math STAAR last year,! saw about ten problems on the test that were thesame as the ones we had worked in Ms, Willis classroom. When I saw the same problems, I thoughtthe test was going to be easy because we had already worked the problems and were given theanswers in Ms. Wiillis classroom. During the math STAAR Ms. Benjamin walked around theclassroom and looked at our answers in the test booklet. If we had a wrong answer she toid us to doit again. I did change some of my math STAAR answers after Ms. Benjamin told me they werewrong.


Page

Student Signature


pages

ritness:

Chrtsfi. Lyle j

State sTfesas |I Comm. Eap, 10-2CM31

& I * . * / ^ .





W11-1

Dallas

IndependentMike Miles ScllfM*!Supe rintendent o f Schools DistrictD

Student Statement

Name: Date: 'A*4VA3'f' ^CyOQ /^tiident I

! 3rn a^B l^ gra de student Last year in th^W IFgrade f took themath STAAR. Ms. Wilits was m^JBIfer^deteacher, but Ms. Benjamin gave our ciass the mathSTAAR. Ms. Willis gave us some problems in the ciassroom before the STAAR that were exactly thesame 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 Isaw 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 inthe test booklet We did not bubble in our answer document until we finished the answers in our MathSTAAR booklet


Page ..

Student Signature

370Q Ross AveDallas, TX 75204(972) 925-3700www.dallasisd.org

pages

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C h r n t i. im

S t*t* OfT*X«ft \Cw mb . ixp, f ©-20* 13'!





W12


Dallasindependent

SchoolDistrict D

Student Statement

13


I am a4f0|f%rade student a t^ ^P M M M M H N llp l^S choo l. Last year in theJM I grade 1took themath STAAR. Ms. Willis was m^Hftgrade teacher, but Ms. Benjamin gave our class the mathSTAAR. Last year Ms. Willis gave us problems in our classroom that were exactly the same as theones that Were on the Math STAAR. We practiced the problems with Ms. Willis until we got them allright I thought some of the problems on the STAAR may have been the same and some may havebeen different as the ones we practiced in class, but they were all the same. When I saw theproblems on the Math STAAR were the same as the ones we practiced in Ms. Willis' classroom, I wassurprised and glad because 1thought I would get all of the right answers. We did not get to keep theproblems we worked in Ms. Willis’ classroom. Ms. Willis told us she was going to save the problemsfor her students this year. During the Math STAAR Ms. Benjamin walked around the classroom andpointed at problems in our test booklets. Ms, Benjamin told us to “fix” the answer. To me, that meantI 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 timeMs. Benjamin did not say anything.


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Student Signatur


Witness:< f / a ? / 4 o / 3

2>"() ?Notary Pufefk, f

State o f Ywtas





W13-1

Mike Miles


DallasIndepeadeat

SchoolDistrict

Student Statement

Date:A,.a Student

I am a ^ B lg ra d e student Last year in the l|(Pgrade ! took themath STAAR. Ms. Willis was my^Jpgrade teacher, but Ms. Benjamin gave our class the mathSTAAR. I do remember having some of the same problems in class that were also on the mathSTAAR. I did not th ink it was unusual that i saw some of the same problems on the test that weworked in Ms. Willis’ ciassroom. When Ms. Benjamin gave us the Math STAAR she did walk aroundand look at our test booklets and tell us to look at the problems again. When Ms. Benjamin told meto look at my answers in the test booklet 1knew she wanted me to look at my answers and do theproblem 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 theproblems again. I just did what Ms Benjamin told me to do.


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Student Signatu

3700 Ross AveDaSias, TX 75204(972} 925,3700www.dailasisd.org

of pages

Witness:

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DallasIndependent

SchoolDistrict B


2909 North Buckner Blvd., Dallas. TX 75228


To:From:

Mike Miles, Superintendent of SchoolsDonald R. Smith, Jr

Chief Compliance Officer


Case Numbers: 11348 and 11538


HIGHLY CONFIDENTIAL



[Type text]

OFFICE OF PROFESSIONAL RESPONSIBILITY2909 North Buckner Blvd., Dallas, TX 75228Post Office Box 181509, Dallas, TX 75218


From: Donald R. Smith, JrChief Compliance Officer

A P P R O V E D ,


REPORT OF INVESTIGATIONRE: SHEPARD, Ronald 65082 SINGLETON, Belinda 4321

Teacher Teacher Umphrey Lee ElementarySchool

Umphrey Lee ElementarySchool

Case Number: 11348 11538



Person to Contact: Chris Lyle, Inspector Office of Professional Responsibility,Suite 8042909 Buckner Blvd., Dallas, TX 75228(972) 925-8864

RESTRICTED DISSEMINATION This entire report contains confidential work productinformation and should not be released without the approval of the Superintendent of Schoolsor the Chief Compliance Officer _______________ ___ ___________________________

HIGHLY CONFIDENTIAL



RE: SHEPARD, Ronald 65082 RE: SINGLETON, Belinda 4321Error! Reference source notfound. Error! Reference sourcenot found.Case Number: 11348 Case Number: 11538

Table of Contents


Section Page

Executive Summary............................................................................................................... 4

Background........................................................................................................................... 5





Relevant Policy, Procedures and Statutes............................................................................. 16

Conclusions........................................................................................................................... 18

List of Witnesses and Exhibits................... ................................................. ......................... 20





Executive Summary

Based on evidence obtained during an Office of Professional Responsibility investigation, theallegation that Ronald SHEPARD, 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 State of Texas Assessment of Academic Readiness (STARR), issubstantiated. While serving as a test administrator, SHEPARD assisted students withresponses to a 2013^J pJg rade reading STAAR. A separate allegation that Shepard viewedand provided secure sfate test material content to students prior to administration of th e jp jlgrade science STAAR was also substantiated. Both allegations were supported by signed studentwitness statements that were obtained during the OPR investigation. SHEPARD's conductcontributed to the anomalously high scores some Umphrey Lee Elementary School studentsreceived on the STAAR. Shepard’s actions were classified as severe violations of test securityand confidentiality and were a violation of District policy and procedures.

During the OPR investigation, it was alleged former Umphrey Lee Elementary SchoolJJB jj|grade teacher, Belinda SINGLETON, provided students with assistance on the 2013^ppgradereading STAAR when she supplied students with secure STAAR content prior to administration ofthe STAAR. The alleged conduct was supported by student witnesses interviewed by OPR.SINGLETON’Sconduct was a violation of District policy and testing procedures. SINGLETONseparated from the Dallas ISD subsequent to the allegation, but her actions are reportable toSBEC.








Background

Allegation

It was alleged that Ronald SHEPARD, 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 April2013 administration of the State of Texas Assessment of Academic Readiness (STARR). (W1-1.Netclaim. Case Assignment)

During the Office of Professional Responsibility investigation student’s alleged Shepard had providedthem 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 observedon the STAAR.

Employee Status

SHEPARD is a contract employee with the Dallas ISD. SHEPARD’s contract expires in June2014. (W2-1, SHEPARD. Oracle Contract Report) SINGLETON is separated from the District.

Employee is on Administrative Leave: 1 Yes ^ No

Extent And Results Of Investigation

The STAAR

Beginning in spring 2012, the State of Texas Assessments of Academic Readiness (STAAR) replaced theTexas Assessment of Knowledge and Skills (TAKS). The STAAR program at grades 3-8 assesses thesame subjects and grades assessed on the Texas Assessment of Knowledge and Skills (TAKS). TheSTAAR is a state assessment created to measure grade 3-12 students' knowledge of concepts in thecore 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 ofinterest. Reading, writing, mathematics, science, and social studies are the core subject areas of interest.(W2-2. STAAR Resources,Texas Education Agency Website) (W2-3. Fourth grade Reading STAAR

Calendar) (W2-4. Glossary of Terms)

Testing Irregularit ies






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 inthe individual(s) responsible being referred to the TEA Educator Standards and Certification LegalDivision for consideration of disciplinary action (including suspension or termination of educatorcertification credentials). Examples of serious violations involve, but are not limited to, the following:






k scoring student tests, either formally or informally


Umphrey Lee Elementary Anomalies

The District’s Evaluation and Assessment Department performed a statistical analysis of the Dallas ISD’sthird through eighth grade March and April 2013 STAAR scores. The analysis was performed to identifysufficiently anomalous resuits that warrant further investigation. The Evaluation and Assessment report issummarized below: (W3-1. STAAR Anomalies Analysis)

Mathematics and reading 2013 STAAR scores were examined at the school and classroom level. Aregression of 2011 Texas Assessment of Knowledge and Skills (TAKS) and 2012 STAAR scale scoreswas 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 previousyears. Reading and mathematics scores were analyzed separately, as were Spanish Reading STAARtesters. A separate, supplemental, analysis was conducted utilizing percentage correct instead of scalescores.

The resulting student test residual scores were aggregated by class and converted into standardizedscores with an average of zero and standard deviation of one. Schools or classrooms that had anaverage standardized residual two standard deviations or more above the mean were selected for furtherinvestigation. 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 thatcould not be identified as testing by ciassroom, the school was examined as one body. Each student’sraw score, residual score, and previous testing history were examined. Student scores that showed an

anomalous gain were identified. For cases where ciassroom data were not available, if a school had alarge number of anomalous scores (over 25% of the school) administration seating charts were requestedform the school. Classrooms or testing rooms with 50% or more of the students having anomalousscores were then recommended for on-site investigation.

Umphrey Lee Elementary School was identified by the Evaluation and Assessment Department as havinga sufficient number of anomalous scores to warrant additional investigation. Specifically, Umphrey LeeElementary School’s^ p jp g ra de reading classroom d is p layed a high number of anomalous STAAR

HIGHLY CONFIDENTIAL


6 of 23




RE: SHEPARD, Ronald 65082Error! Reference source notfound. Error! Reference sourcenot 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 theanomalous (high) scores received on the reading STAAR by Umphrey Lee Elementary C !a s ^ 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 retestresultsifld|(|:grade students that did not receive a satisfactory score during the April administration weregiven another chance to take the test in May 2013. Evaluation and Assessment examined the STAARmath and reading^H^grade retest passing rate of each District Elementary School as well as theincrease in items students answered correctly compared to the first time they took the test. The numberof students that received an “Advanced” rating on the retest was also examined. The findings weresufficiently high to warrant further investigation of Umphrey Lee Elementary School^JJgrade testingprocedures for the math and reading retests. (W3-3, Spreadsheetji ^ ^ y S rade Math H etest Results)(W3-4, Spreadsheet, jp lF G ra de Reading Retest Results)

On average Dallas ISD fifth grade re-testers increased their percentage correct by an average ofapproximately 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 Assessmentstated it was rare for a retesting student to receive an “Advanced" rating on the retest. Four thousandone hundred and fifty f i v e g r a d e District students retook the math STARR. Fifty five students or1.32% of the total received an Advanced rating. According to Evaluation and Assessment, generally onlyone student at each school will receive an Advanced rating on a retest, in contrast, Umphery LeeElementary School had twelve students (44% of their total re-testers) that received an advanced rating onthe math retest or 21% of the District. Similarly, 13 of the District total of 3,224 students received an





advanced rating on th efl jlg ra de 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 th e^ jj jl rg ra de reading STAAR, testing documentsobtained from Umphrey'Lee Elementary Schoolindicated Teacher SHEPARD also served as a testadministrator for a H fc ra d e math and gf lHgra de reading STAAR retest. A H flfeo f the students testedby SHEPARD for tn lj| |f c ra d e math retestwere successful on the STAAR. i f lH F o f theflMftjstudentstested by SHEPARD received an “Advanced” rating on the math retest. (W5-8. SHEPARDl^Bjjy3radeMath 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’ jJpgra de reading retest to^HHH^ Umphrey Lee Elementarystudents. All of the students were successful on the retest anc^N || |p o f th e ^ jB ^ tested studentsreceived an “Advanced” rating on the test. (W5-10, SHEPARDM W fe rade R&aalnq Retest MaterialControl Form) (W5-11, SHEPARD.% J|Grade Reading Retest SeaOTChart)

Ronald SHEPARD May 15, 201^j^ |G rade Reading Retest Administration







Case Number: 11538

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The Daiias ISD may wish to consider forwarding a copy of this Report of investigation to the TEAEducator Standards and Certification Legal Division for any action they deem appropriate.

Class 4A Initial Interviews

Additional investigation of Umphrey Lee Elementary School’s STAARjUB^jrade, Class^presuits wasrecommended and prior to dismissal of students for the 2012-2013 school year, the District’s Office ofProfessional 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 receivedtraining for the STAAR and similar tests for each of the previous four years. In a June 12, 2013, swornaffidavit, SHEPARD stated he had not assisted any student with answers to the STAAR. (W4-1,SHEPARD Affidavit)

Toni Crawford served as the Umphrey Lee Elementary School test coordinator for the 2012-2013 schoolyear. In a June 12, 2013 affidavit, Crawford confirmed Umphrey Lee Elementary School teachers did nottest their own students during the STAAR. Crawford stated she had been responsible for assigning theSTAAR test administrators. Crawford stated students stayed in their home room and were tested at thatlocation by their assigned test administrators. Crawford stated she had been informed by State andNational Assessment that there were some anomalies with the Umphrey Lee Elementary Sch o o |^ Jd igrade reading STAAR results. Other than the advisement by the District, Crawford stated there were notest 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 associatedwith Teacher Ronald SHEPARD’s 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 TestSecurity and Confidentiaiitv) (W5-4, April 24. 2013 Material Control Form) (W5-5, SHEPARD SeatingChart)

The documentation provided by Test Coordinator Crawford indicated SHEPARD had attended a STAARtest training meeting on June 17, 2013. An Oath of Test Security and Confidentiality was initialed and





signed by SHEPARD on March 26, 2013. SHEPARD’s signature affirmed that he was aware of the

procedures for state assessments and understood his obligations concerning the confidentiality andsecurity of state assessments. (W5-2) (W5-3)

A required STAAR materials control form was initialed by SHEPARD on April 24, 2013, the scheduleddate for the District’s administration of the*$(J|j|^grade reading STAAR. The form indicated SHEPARDwas issued and took possession of twenty one state test booklets on that date and the booklets werereturned and signed back in by Test Coordinator Crawford on the same day. (W5-4)

A test administration seating chart displaying SHEPARD’s 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 testbooklets the materials control form indicated had been issued to SHEPARD. The back portion of the formdisplayed 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 SINGLETON’SC la s^ j^ b s te r and compared themwith the students listed on SHEPARD^sAgnl 24, 20 13 jjpg rac je reading STAAR seating chart. With theexception of two students, roster of studentswas identical to SHEPARD^s ^B fira de reading chart. (W5-6. SINGLETONHomeroom Roster) (W5-5)

After the initial interviews and a review of the statistical analysis, the allegation was assigned forinvestigation by the District’s Office of Professional Responsibility. Upon resumption of the2013-2014 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 jH P*g raders during the2012-2013 school year and for whom testing records indicated had been administered the 2013grade reading STAAR by Teacher SHEPARD. The following are quotations from the interviewedstudents:

“ I am jfj ftt jrade student Las* year my|||^)|)|gradeteacher was Ms. SINGLETON, but Mr. SHERARTfgave our class the reading STAAR.

Before the reading STAAR Ms. SINGLETON gave our class some problems. About six ofthe problems Ms. SINGLETON gave us in class before the STAAR were the same as theones on the reading STAAR. When I saw the same questions on the STAAR that we hadworked in the classroom, I thought the questions were easy because we had alreadyworked out the answers in Ms. SINGLETON’Sclass. During the reading STAAR, Mr.SHEPARD walked around the classroom and looked at out test booklets. Mr. SHEPARDwould say we needed to look at our answers again. After he said that I would change my







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

Investigator’s Note: Teacher Belinda SINGLETON is no longer employed with the Dallas ISD. (W2-6.SINGLETON Oracle Report)

“ I am a^H ferade student at Umphrey Lee Elementary School. Last year my^(^£^gradeteacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. Iremember about four or five of the problems on the reading STAAR were the same as theones we had worked in Ms. SINGLETON’Sclassroom. We worked on the problems withMs. SINGLETON about two days before the test. When I saw the same problems on thetest, 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 seensome of the problems. After we took the test before the STAAR we exchanged test papersand Ms. SINGLETON gave us the right answers. I remember Ms. SINGLETON toid ourclass that some of the problems we worked before the STAAR may be on the readingSTAAR. During the reading STAAR Mr. SHEPARD walked around the classroom and toldus we may want to look at our answers again. After Mr. SHEPARD told me to look at myanswer again, I thought I may have had the wrong answer so I changed my answer in theSTAAR test booklet.” ~ ' r ' " n

“ I am a Upgra de student at Umphrey Lee Elementary School. Last year m y jp ip g rad eteacher 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 ofthe 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 weneeded to look at our answers again. When Mr. SHEPARD said I needed to look at myanswer again, I knew I had to correct my wrong answer, I remember Mr. SHEPARD madethat comment once or twice during the STAAR. Sometimes Mr. SHEPARD would just walkaround and look at our test booklet and not say anything. I remember Mr. SHEPARD saidto put our answers in the test booklet before we put our answer on the answer sheet so wewould not get anything wrong.’’

“ I am a^K grade 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 tellingus to look at the question again. To me that meant to keep working on the problem until Igot it right. I do not remember Mr. SHEPARD giving us any of the answers on the mathSTAAR and I did not change any of my answers after Mr. SHEPARD told us to keepworking on the problems. I did not recognize any of the prol ‘ he STAAR as onesthat we had worked in Ms. SINGLETON’S classroom.” (W9-1 Statement)

statement)







Case Number: 11538

“ I am a^ll fg rade student at Umphrey Lee Elementary School. Last year m y g r a d eteacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. I donot remember seeing any of the same problems on the reading STAAR that we worked inMs. SINGLETON’s classroom. Before the STAAR Mr. SHEPARD read the STAARdirections. He passed out the test booklets and then read the directions. I do notremember Mr. SHEPARD saying anything about looking at our answers again or givingany assistance to students during the reading STAAR. I did well on the STAAR and wasgiven a| ||^ ||||^ur ing ' |M [l

“ I am fH jlgra de student at Umphrey Lee Elementary School. Last year my^flB ftg radeteacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. Iremember seeing perhaps one problem on the reading STAAR that we had worked in Ms.SINGLETON’s classroom. I remember Mr. SHEPARD walked around our class during thereading STAAR. I do not remember Mr. SHEPARD saying anything during the STAAR. Ido not remember Mr. SHEPARD helping me or any of the students with answers on theSTAAR. I do not remember how well I did on the reading STAAR.” (W11-1Statement)

w a m m

“ l am ^HH^grade student at Umphrey Lee Elementary School. Last year my* i^ B Pgra<*eteacher was Ms. SINGLETON, but Mr. SHEPARD gave our class the reading STAAR. I did

not see any of the problems in Ms. SINGLETON’S ciassroom that were on the readingSTAAR. I remember Mr, SHEPARD told us the rules of the test and walked around thetesting room. He did not say anything about our answers and did not give anyone anyanswers.”( W 1 2 m m m r -

“ I am ctffl |g ra de student at Umphrey Lee Elementary School. Last year myJMNpgradeteach 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 butthey 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 usany 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

9 M fi^ra d e studensigned stateme

12 of 23





“ During the math retest Mr. SHEPARD walked around our testing rooms and looked at ourtests and told us to read the question again. I thought Mr. SHEPARD meant to look at ouranswers again, but I never changed my answers. I do not know if any of the studentschanged any of their STAAR answers because I was looking at my test.”U3,3020C3h

Additional interviewed students inciudin<|J(BMB&acknowledged they were administered th^jjpgrade math andTe^TngTeMsts by TeacherSHEPARD, but did not witness any inappropriate conduct on the part of SHEPARD. None of theinterviewed students indicated that they witnessed anything inappropriate on the part of TeacherSHEPARD during his administrations of the re-tests. S tu dentfM J(J and additional interviewedstudents did, however^ indicate that they had seen secure test content prior to the STAAR administrationin the classroom oljH fcgrade teachers Lenora Coleman and Da’Shonya Tyler. In addition, students

cftJ|0ij||PFstated Teacher SHEPARD had shown them the same science STAAR questions inthe 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)

Investigator’s 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 ISD’srade student and attended Ump reyXee Elementary School. Ms.

Last yearTyler was

“ I amI wasmy math teacher last year. Coleman was my^jjdgrade Language Arts teacher. Mr.“J” (Johnson) gave me the^|pgra de STAAR math and reading tests. I don’t rememberwho gave me the retests. About a week before the math STAAR I was in Mr. SHEPARD’sscience class. We were reviewing for the math STAAR. I saw about three problems in Mr.SHEPARD’s class that I saw on the first math STAAR. I also saw one question inMs. Tyler’s class before the math STAAR that was exactly the same as one of thequestions on the Math STAAR. I remember there was a picture of a slingshot a ball and acan. I do not remember seeing any problems in Ms. Coleman’s class that were on thereading STAAR. I did not see any of the teachers help students with answers on theSTAAR.” i I IWMMl hi .......

“ I am afH ftgra de student at Dallas lSD’s^0B||B|j|MNNMMMHMH^ Last year I was avHBgrade student and attended U m ff ireyLee 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^||[g ra de STAAR math and reading retests. I remember seeing threeor four questions on the math and reading STAAR retests that were the same as the oneswe worked in Ms. Tyler and Ms. Coleman’s class before the STAAR. I also remember seeabout six problems on the Science STAAR that were the exact same as the problems weworked before the STAAR in Mr. SHEPARD’s classroom. Ms. Coleman, Ms. Tyler and Mr.SHEPARD use (sic) a projector to practice the problems before the STAAR. I remember







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 iSD’s1 |H H H I^ H H H H H R lH Last year I was a^Pprade student and attended Umphrey Lee Elementary School. Ms. Tyier wasmy math teacher last year. Ms^Coleman was m ^B lg rade Language Arts teacher. ! donot know who gave me thefP fg ra de STAAR math and reading retests. I remember someof the same problems on the math reading STAAR were the same as the ones we practicedon the board before the STAAR in Ms. Tyler’s ciassroom. I remember seeing a lot of thesame problems on the STAAR science test that we worked in Mr. SHEPARD’s class beforethe 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 andreading 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 requestedthat theDistrict’s Evaluation and Assessments Department review the Umphrey Lee Elementary School2013 jj jjp ra d e science STAAR result^^ lthough it was not possible for their department to do the sametype of analysis as was,done with th e ^ M f grade results, they advised that some of the Umphrey LeeElementary S c h o o l® ^ rade science classes were at the “top” of the of the District’s anomalousscience STARR resulls. Evaluation and Assessment provided OPR with spreadsheets of the’ B jg radescience STAAR Results. fW3~5. Pistr ic I jM ^ Srade Science STAAR results) (W3-6, Umphrey L e e fl U lGrade Science STAAR Results) (W3-7Izmail Correspondence)

In response to the Evaluation and Assessment Department findings, OPR randomly interviewed thefollowing additional students that were identified as having taken the 2013^Mbrade science STAAR atUmphrey Lee Elementary School:

“ I am aJ|M | grade student at Dallas ISD’s tt jf lN p H H M |jf ^ ^ Last year I was a f lK ra d e student and attended U irW ^^ F ^^ n t^^ S to o T M T sH E P A R Dwas m JH lg rade science teacher at Umphrey Lee Elementary School. I remember takingthegMfgrade science STAAR. Ms. SINGLETON gave me the science STAAR. I rememberabouoour of the questions that we worked in Mr. SHEPARD’s science class were theexact same ones that were on the science STAAR. Mr. SHEPARD went over the questionsverbally 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 maysee some of the same questions on the STAAR that we discussed in the classroom. Ithink it was about five weeks before the STAAR that I saw those questions in Mr.SHEPARD’s class. I was surprised when I took the science STAAR because there weresome questions on the science STAAR that we did not discuss or cover in class. I did dowell on the science STAAR. I was^MMMMHV* 1 \







Case Number: 11538

“ I am a^Hftg rade student at Dallas ISD’sfB M B M M N M M H H H IH I^ Last year I was a lg H ra d e student and attended Umphrey Lee Elementary School. Mr. SHEPARDwas m Jp P b rade SCjence teacher at Umphrey Lee Elementary School. I remember takingthe 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 thescience STAAR that I had seen in Mr. SHEPARD’s 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 U m ph^^ Leet^m eH^y s5 iool. Mr. SHEPARDgrade science teacher at Umphrey Lee Elementary School. I remember takingrade science STAAR. I think Ms. Tyler or Ms. Coleman gave me the science

STAAR. The questions we worked on in Mr. SHEPARD’s class before the STAAR were notthe same questions that were on the science STAAR. I thought the questions and answerson the STAAR were similar to the ones we covered in Mr. SHEPARD’s class, but they weredifferent and not exactly the same. I thought the science was very easy because I canmemorize science and I do well in reading.” tement)

"i am1waswas

thS T M r .

same problem

grade student at Dallas ISD1sj|§@|||||MMMHM Last year rade student and attended U m p^y LeeBen^r^rySchomTMrSHEPARDrade science teacher at Umphrey Lee Elementary School. I remember taking

science STAAR. I think Ms. Tyler or Ms. Coleman gave me the sciencewasi H H M l on t*ie sc>ence STAAR. I do not remember seeing any of the

^mlwlr. SHEPA■PARD’s class that I later saw on the science STAAR. I doremember Mr. SHEPARD telling us that the material we covered in class would be on theScience STAAR so we should not forget what we covered. Every day before the scienceSTAAR we had bell ringer questions in Mr. SHEPARD’s classroom that we had to solve.”

~ f M M F ' ' i i "

“ I am ajH Bgra de 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 takingthe^|Pgrade science STAAR. Ms. Coleman, the reading teacher gave me the scienceSTAAR. I do not remember seeing any questions in Mr. SHEPARD’s class that were thesame as the questions on the science STAAR.” ii





RE: SHEPARD, Ronald 65082 RE: SINGLETON, Belinda 4321Error! Reference source notfound. Error! Reference sourcenot 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 SchooLMrSHEPARDwas my B P grade science teacher at Umphrey Lee Elementary School. I remember takingthe JRpgride science STAAR. I think a lady gave me the science STAAR, but I do notknow her name. I do not remember seeing any of the same problems on the scienceSTAAR that we covered in Mr. SHEPARD’s ciassroom. The lady who gave us the test wasstanding up during the test after she read the instructions. I remember she passed out #2pencils before the science STAAR. During the test she told us to close our test bookletsand stretch^Mter^we finished we sat back down and got back to work on the test”

Aaron Ware is the Director of the District’s Evaluation and Assessment Department. Ware confirmed withOPR that STAAR questions were secure materia! and would not have been available from any sourceprior to the test. (W27-1, Email Correspondence)

District shipping records obtained by OPR indicated the secure^jJB lgrade reading and gradescience 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 se cure l(pgrade STAAR retestmaterials arrived on the Umphrey Lee Elementary School campus on May 7, 2013, seven days prior tothe^Jjp9rac*e rc^th retest that was administered on May 14, 2013, and eight davs prior to theMay 15, 2013,S jp^rade reading retest. ' * ^eadino and^M f ScienceDelivery TicketsT(W28-2!lMpBrade RetesVbelivSTTfckets) (W28-3, Aauirre Electronic MailCorrespondence)

In response to student admissions that they had seen the same questions in SHEPARD’s and otherUmphrey Lee Elementary School classrooms before the STAAR administrations that they saw on thesecure STAAR, OPR re-interviewed Umphrey Lee Test Coordinator Toni Crawford. As the testcoordinator, 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 fifthand 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 Iarrived at school. The test materials would not have been in the office for more than anhour or an hour and a half before I arrived at the school. I most likely got a dolly andwheeled the test booklets to my office where the materials were placed in a storagecabinet and locked with a pad lock. The tests were stored in boxes sealed with tape. Itmay have been possible that all of the grades 3-8 test materials did not fit in the lockedstorage cabinet In that case, I would have placed the remaining sealed boxes of testsnext to the storage cabinet. The tests are usually sealed with plastic wrapping in sets of 10or 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. Inever noticed any test booklets that may have been tampered with or removed from myoffice prior to the STAAR test dates. Only the head custodian, David Blakely, and myselfhad a key to my office door. I never leave my office door open or unlocked, if I leave thelibrary 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 cabinetI 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. Idid what I was supposed to do as far as securing the test materials and do not believe thatif secure test material was accessed prior to the STAAR that it was obtained at UmphreyLee Elementary School.” (W5-7, Crawford A ff id avit 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 SHEPARDstated:

“ I am aIM fe rade 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^£P§rade math and reading STAAR retest I used the STEMS Scopes, Eduphoria, BrainPop, Star Masters and Study Jams to help my students prepare for last year’s j/m g radeScience STAAR. The students may have seen similar questions on the STEMS Scopesand STAAR Masters as some of the questions on the STAAR. To my knowledge I did notuse 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 makesure the students were not sleeping and were not using an answer key or anything theywere not supposed to use. I never said anything to any of the students during the STAARtests that I administered. I never told any student to look at their questions or answersagain. If the students said that I did that they may have confused the STAAR with aninterim non secure assessment” (W4-2. SHEPARD Aff idavit September 11, 2013)

Teacher Belinda SINGLETON was interviewed by OPR prior to the specific allegations by students thatSINGLETON had provided them with secure STAAR content prior to administration of the STAAR. Priorto resumption of the 2013-2014 school year, SINGLETON resigned from the District and was notavailable to be interviewed with respect to the allegations. In her initial affidavit, SINGLETON denied thatshe 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 preparationincludes using generic test preparation materials. Inappropriate practices include, but are notlimited to, the following:

Reviewing the secure form of any test when it arrives during the testing period, then teachingtest 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 bestdemonstrate what they know, the following will be addressed:

TEST SECURITY

No unauthorized person may have access to any secure test materials. Ail persons who handlesecure test materials are required to sign an oath of security and confidentiality.


Confidentiality involves protecting the contents of each test and each answer document, asfollows:



All tests must be administered according to the instructions contained in the test manuals.





do so.


Testing Irregularities (Selected Excerpt)

1. Incidents resulting in a deviation from documented testing procedures are defined as testingirregularities and are viewed by TEA as falling in one of two categories—serious and procedural.


2. Serious irregularities constitute severe violations of test security and/or confidentiality and canresult in the individual(s) responsible being referred to the TEA Educator Standards andCertification Legal Division for consideration of discipiinary action (including suspension ortermination of educator certification credentials). Examples of serious violations involve, but arenot limited to, the following:



m viewing secure test content before, during, or after a test administration (unless specifically authorized









mduplicating, recording, or capturing (electronically or by any other means) confidential test content

without permission from TEA


■ For paper testing, students must be reminded periodically to record their responses on their answerdocuments. Students’ responses must be recorded on the answer document within the four-hour timeperiod. Test administrators may say, “ Remember that you must record your responses on theanswer document” However, test administrators may not view or discuss individual test questions orresponses.



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 unlessspecifically authorized to do so by the procedures outlined in the test administration materials.

Conclusions

Based on evidence in the form of student witness statements obtained during an Office of ProfessionalResponsibility investigation, the allegation that Ronald SHEPARD, a teacher at Dallas ISD’s UmphreyLee Elementary School, committed a serious testing irregularity while serving in the capacity of a testadministrator 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, SHEPARDdirectly or indirectly assisted students with responses to a^m pgrade reading STAAR when, during theSTAAR administration, he made comments about the testing student’s responses to STAAR questions.

According to witnesses interviewed during the investigation, Shepard’s comments deviated from theauthorized communication in the testing procedures and prompted students to change their STAARanswers. A separate allegation that Shepard viewed and provided secure state test material content tostudents prior to administration of the ^JJpgrade science STAAR was also substantiated by studentwitness statements. Students stated they had seen the same questions in Shepard’s classroom that theysubsequently saw on the STAAR. The STAAR questions are secure material and could not have beenobtained from any legitimate source prior to the STAAR. SHEPARD’s conduct was a severe violation oftest procedures, contributed to the anomalous Umphrey Lee Elementary School STAAR results, and wasa violation of District policy and procedures.

During the OPR investigation, students reported their former Umphrey Lee Elementary School f f iB f cgrade teacher, Belinda SINGLETON, provided them with assistance on their 2013SB B ^ra de readingSTAAR. Students interviewed by OPR, stated SINGLETON, who is no longer em^Byea with the DallasISD, had supplied them with secure STAAR content prior to administration of the STAAR. The conductreported by students on the part of SINGLETON was a violation of District policy and testing procedures.




RE: SHEPARD, Ronald 65082 RE: SINGLETON, Belinda 4321Error! Reference source notfound. Error! Reference sourcenot found.Case Number. 11348 Case Number. 11538

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 iatter determinations for the Human Capital Management andLegal Services Departments.


H*Chris Lyle, Inspector Office of Professional ResponsibilityDallas Independent School District

Forwarded:

Norman R. EpsteinDirector

Office of Professional ResponsibilityDallas Independent School District







WITNESSNUMBER


DESCRIPTION

W1 Norm Epstein, Director,Office of ProfessionalResponsibility, DallasISD

1 Netclaim, Case Assignment

W2 Chris Lyle, Inspector,Office of ProfessionalResponsibility

1 SHEPARD, Oracle Report

2 STAAR Resources, TEAWebsite

3 STAARMHfeGrade ReadingCalendar

4 Dallas ISD, My Data Portal,Glossary of Terms

5 Test Irregularities, Page 20,STAAR Test AdministratorManual

6 Belinda SINGLETON Oracle

Report

W3 James Holland,Evaluation Specialist,Evaluation and

Assessment, DallasISD

1 STAAR Anomalies AnalysisReport

2 ^H flH Pra de Reading STAAROlfllBfepreadsheet

3 fM |S ra de Math RetestSpreadsheet

4 ilHffGrade Reading RetestSpreadsheet

5 District^MjHkGrade ScienceSTAAR6 Umphrey Lee Elementary,

||f^pGrade Science STAARResults

7 Electronic MailCorrespondence






W4 Ronald SHEPARD,Teacher, Umphrey LeeElementary School,Dallas ISD

1 Affidavit, June 12, 2013


W5 Toni Crawford, TestCoordinator, UmphreyLee Elementary School,Dallas ISD

1 Affidavit

2 SHEPARD Training Sign InLog

3 SHEPARD Oath of Test

Security and Confidentiality4 SHEPARDfHN^rade

Reading STAAR MaterialControl Form

5 SHEPARDf*®|gradeReading STAAR Seating Chart

6 S lNG LETO NlilHHH^Roster -srr—

7 Affidavit, September 10, 20138 SHEPARD*4HpGrade Math

Retest Material Control Form9 SHEPAROy^Krade Math

Retest Seating Chart

• 10 SHEPARD, m t& ra d e Reading RetesfMaterialControl Form

11 SHEPARDmUGradeReading Retest Seating Chart

W6Student Umphrey LeeElementary School

1 Signed, Notarized Statement

W7Umpnrey Lee ElementarySchool


W8 ^ M M P H P ^ tu d e n tUmphrey Lee ElementarySchool


W9 \ ■ ■ ■ ■ ■ ■ ■ ■ S t u d e n t------------ ------








School

W10 W m m nm m m Student Umphrey Lee ElementarySchool




W12Umphrey Lee ElementarySchool


W13 * t u d e n tUmphrey Lee ElementarySchool


W14 ■i



W15umphrey Lee ElementarySchool




W17 d e ntUmphrey Lee ElementarySchool


W18 i(^Pl|||||H|f^||^|^Stuc3entUmphrey Lee ElementarySchool


W19

^^deSu^^h reyLeeElementary School


W20 ■ia | f l B B P ! ! ? tijdentUmphrey Lee ElementarySchool







W21 < ■ H M H I Student


1 Signed, Notarized Statement,

September 9, 2013

2 Signed Notarized Statement,September 20, 2013





W24 4 M M M P S t u d e n tUmphrey Lee ElementarySchool


W25^J^nphre^^^^^ementa rySchool


W26StudenTUm^eyLelElementary School


W27 Aaron Ware, Director,Evaluation and



W28 Jorge Aguirre, Specialist,Evaluation and


1 STAAR Shipping Records,■ H M ^ ra d e Reading and^8ppSrade Science STAAR

2 STAAR Shipping Records, jp M & rade STAAR Retest


W29 Belinda SINGLETON,

Former Teacher,Umphrey Lee ElementarySchool, Dallas ISD

1 Affidavit




Case Number: 11348


Case Summary

Status: in Process

Risk: ]

Priority: j

Due Date:

Summary: Assigned to Inspector Chris Lyle. 6/26/13

Case Descr ip t ion

Based on statistical analysis by the District s Evaluation and Assessment Department, and OPR preliminaryinterviews 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 agrade Reading test administrator during the April 2013 administration, Shepard was alleged to have

directly or indirectly assisted students with responses to test questions.

Invest igat ion Information

Internal Case Number 11348 SHEPARD, RONALD

Method Of intake Hotline Phone

Source Code Hotline Phone

Reported Party Name RONALD SHEPARDReported Party Employee ID j


Discipline Recommendation

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

https://cm.neiclaim.net/CaseDetails/Index/

https://cm.neiclaim.net/CaseDetails/Index/




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

https://cm.netclaim.net/CaseDetails/Index/l

https://cm.netclaim.net/CaseDetails/Index/l



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 of B irth

R e g i o n a l E M f t

C o un t r y o f B ir th -

Age 33

Status :::

Nationality

Reqt s t e re 'd D i sab l ed

27-JAN-2009 25-AUG-20GS

Address Pi ctu re assign merit Special Info Others



U LEE ELEMENTARY

6160.TEACHER.5-6.TEAC

TEACHER. 001B.187.BA.E1B7

175-U LEE ES

SCI/HEALTH 5....

U LEE ELEMENTARY.TEACHER.5-6.199-11

MONTHLY

ACTIVE

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




A ge nc y I nfo D ist ric t I nf or ma ti on A - Z I nd ex Help

> Search


VTeachersteacher resources

Fundingschool finance & grants'



ARR A/EdJobsstimulus, stabilization, & ed jobs


Accommodation

Resources

Adminis tra tor Resources

ARD Committee

Resources

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Directory

Contacts

ELL Assessments

Frequently Asked

Questions

Letters to Districts

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Parent Resources

Pearson Texas

Assessment

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Results

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Assessments

STAAR

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STAARL


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ReportsData, statis tics research

Kews Eventscommunications & calendars

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 th e 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 , geomet rv; Algebra II, blology, chem istry, physics,

English I, English II, English 151, world geography, world history, and U.S. history.

The resources on this website provide inform ation and sample test questions to Famiiisrize Texas educato rs and thepublic with

tine design and form at o f the STAAR assessments. The in forma tion is intended to help educators und erstand how the new

STAAR program -measures the Texas Essential Knowled ge and Skills (TEKS) curriculu m standards. These resources are intended

te>su pport, n ot narrow o r replace, the teaching of the TEKS curriculum.


» Grades 3-8 English

■ Grades 3 -5 Spanish

• EOC

Blueprints

« Grades 3-8 English

° Grades 3 -5 Spanish

• EOC

Mathematics

■ Assessing Process Skills

« Calculator Policy

" G raph Paper

» Griddsble Item Format

« Reference Materials

• Performa n ce Level

Descrip tors

Ssbisir

Reading (Grades 3-8)

« Dictionary Policy

* Test Design

Schematic

° Perfo rmanc e 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

STAAR Progress Measure

(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 04 /0 9/0 )

‘ STAAR.Media Toolkit

=■ STAAR Assessments Compariso n Chart {PDF pasted 11 /04/1 1)

* STAAR Assessments for 2011 -201 2 (PDF posted 11/04/11)

“ Total Mand atory STAAR Testrn o Davs (PDF posted 09/14/11)

« STAAR Brochures

* A New Assessment Model (PDF posted 10/15 /10)

.Social .Studies

« Assessing Process Skills

= Clarification on Social Studies TEKS


* Performance Level Descriptors

Statewide Summary Reports

Student Expectations Tested

lMBm...sad.Fj).8Lish...l.ILJJI

- Dictionary Policy

‘ Example of Lined Page

- 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 Standa rd 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 labe l san d Po lity Definitions (PDF updated 01/23/13)

- STAAR Performance Levei Descripto rs (PDF upd ated 01/11 /13)

8 STAAR 3-8 Performance .Standards Chart (PDF posted 01/29/13)

• STAAR EDC Performanc e Standard: ; Chart fPDF posted 04/2 4/12 )

» STAAR Phase-in Illustration (PDF posted 01/29/13)

» STAAR Assessment-Re la ted Gra duation Requirements fPDF updated 04/26/1.2. V

• TAKS Equivalent Information fBridqe Study) Table s:

Test Administration


» STAAR Time lim its Policies- and Proceri urns fPDF posted 12/22/11)

Presen tstios is

' TEA Update on the STAAR Program No vember 2011 (PDF posted 11/07/11 )

• ^ ^ ^ ?Ovewiew of State Assessment Program (PPT updated 05/19/12}

• To.e...aAM™...It.:§k..(PPT)

;Pane l ! : .

Grades 3-S Assessments

■■ . Assessed Curriculum Blueprint Released Test Questions

j Grade

I . 3 jBssriios. 1Mathematics Readina I Mathematics

; Read (no 1 M a t e m a f e

Grade

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*Reading. 1Mathematics 1Wliting

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I 5I Reading IMattemaas I Science SRaadina | Mathematics Science

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i 6 jjgsasljna i Mafcmafca 1Reading .! ifsis.cs.dma t Ms&.era.afe.

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[ Grade

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j Mathematics. 1Science 1Social lEeadiiig. I jyatbemaiics 1Science. 1iSodaLStiiifies

iPssi^m 1.Fji.athem.2st.ics 1Saea.ce 1


Is | Assessed Curriculum 1 B lueprint I Released Test Questions |

|<3rade ilggadiofiu Eitnaii&iisi. __ jjkesiias } Hafteraatits ______ :E ^do^ j j^ ith^n.n;c^ _ |.

| G ra d e 4 | !L£ 2 1 ip I K - t . l e m s . to . | i M&h m a t fc - . i Wr i t o g j i fe s d s n ^ ’V r ih n^ ;

fGradeS i i - j r ; ) f i--nero.afes ISdeocef Bsading. ) 1f&encei;toi Ji% 1l&fea ir;;^

EOC Assessments

Assessed Curriculum | Blue print I Released Test Questions J

{ =: | £noSish I Reading j English I Writing

English Language r jl ,n I j Ep fljsb .II EEnglish i FnrJish I } English II [ Enoiish I Eo oIM lH |

A rt s I I ; i ll | 7 ™ m r ,. . |iM is h .m .ReMion 1English,Hi 1

y: i; I Writ ing

http;//www,tea., state. tx. us/stud ent .assessment/staar/ 8/1/2013

r n





1701 N. Congress Avenue

Austin, Texas, 78701(512) 463-9734

Map | Site Policies [ TEA Jobs

Specific Resources for Students Receiving Special Education Services and English LanguageLearners

The STAAR program includes a num ber of assessments that a ddress needs of stude nts receiving special education services srsd

English language learners (ELLs) who-meet particular participation requirements.

- Assessments for Stude nts Receiving Special Education Services: STAAR Modified

» Assessme nts for English language Learners; STAAR Spanis h j STAAR L

For additional information, contact:


512/463'9536-

Page last modified ewt 7/ 3J./ Z013 02:29:04 PM.

Complaints £SCs


Comp art with Texans Texas LegislatureOpen Records Requests Homeland Secur ity

Frequently Asked Questions TRAIL


- Copyright Texas Education Agency (TEA) 2007-2812

Military Families

Where Our Money Goes

Equal Educational OpportunityGovernor's Committee on People with

Disabilities

http: //www. tea. state .tx. us/student, assessment/staar/ 8/1/2013



W2-3

STAAR

N O T E SCalendar of Events


EVENTSTEST ADMINISTRATION

EARLY APRIL LATE APRIL

By £/22

MAY

By S/'Q

JUNE


■'By 3/29 ' By £2*


Writing 4.M3(G-1)

Mathematics A! Zi\ Q'^G A} yw(G5) 6.‘o (G:i)

Reading -'•/3(G5i ••■24;53. J!*) r./i:. .'Cf.-.vVl-J *JJ* 026 (G5)

Science W A {Of»J

8 2013 STAAR Test Adm inistrato r Manual— Grades 3-5



Glossary or Terms



A B C D E F G H I 3 EC L ft

Term

w I ¥


Acceptable

ACP

ACT

ADA

ADM




AEIS



AP Courses

AP Examinations

ARD Committee


O P Q II S T II ¥

Explanation

The ■’ j ' . i a c c o u n t a b i l i t y system for evaluating Texas schools and districts. Schools and districtsare measured on seven main performance indicators: (1)results of the ' ■;=■: ; V i ■. i

. . ( 2 ) exit level TAKS cumulative passing rates, (3)progress of prior-year TAKS failers, (4) attendance rates, (5)annual dropout rates (grades 7-12), (6) four- and five-yearlongitudinal completion rates, and (7) six college readinessindicators.


J as a part of the ■

See .. . .

See :.

See .

See _ . 1 .

Required, campus-based committee for each eligible studentwith a disability and for each student for whom a full andindividual evaluation to Referral for Full and individual InitialEvaluation is conducted. This committee creates an

' r"v : for each disabledstudent.

A series of courses administered by the . thathigh school students can take to earn college credit. In order toearn college credit in an AP course, students must :demonstrate their mastery of higher leve! of coursework andpass an accompanying course-relevant test.

National end-of-course examinations for students who havecompeted and associated Advanced Placement (AP) course.Results are used to determine if a student wili receive collegecredit for the course.

See Ac-:;or;v-: Lr.-.r L r ..


Federally-mandated measure of school- and district-levelperformance on standardized tests. Each year, students ingrades K-12 are required to demonstrate adequate progress inthe areas of reading/language arts, mathematics, andattendance rates (elementary and middle schools) orgraduation rates (high schools). Campuses are assigned oneof three AYP status labels: (1) Meets AYP; (2) Missed AYP(with associated reason); and (3) Not Evaluated AYP.

See

See

See

A set of district'deveioped, 2 hour standardized, criterion-referenced tests aimed at providing uniform, districtwide

measures of student progress toward mastery of the Texas. ' • ■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 (AOA)



a y p

i ' b Y:

Bilingual Education Not Limited English Proficient {BE Not LEP)

Campus Improvement Plan (CIP)

Campus Instructional Leadership Team {CILT)

CEI

Chapter 1

Y Y /Y :YN-y' ;' -C ILT/v'YV::':-,':

Y'V.; y ;;:''Y::'Y c i p '

Classroom Effectiness index {CEI)

Cohort

College Board

Conti nuously Enrolled


Student deemed to have a higher probability of dropping out ofschool based on certain socio-economic challenges andperformance criteria. These criteria include being retained forone or more years, failing one or more state assessments,being pregnant or currently a teen parent, being homeless,being a _ ; student, being placed

in an alternative education setting in the current or prior years,being on conditional release, being expelled, and previouslydropping out of school. Such students are deemed "At-risk" offailing the current grade at or dropping out of school.

Average number of students in attendance at the school onany given day, which is the total number of eligible daysattended by students divided by the number of school days inthat year. : ■.

Average number of students enrolled on any given day at theschool, which is the total number of days enrolled by all eligiblestudents divided by the number of school days in that year.

Percentage of the average number of students enrolled at theschool on any given day that transfer or withdraw from the

school. See

See .;■■■' =■ ■


request that are no t. - students.

An outline of the instructional targets that campuses mustaddress for the purpose of improving student performance forail student populations. Additionally, schools are required tomeet all federal, state, and local mandates.

A team of campus administrators and teachers who participatein the development of the for improving student achievement.

.See

Former name of the federal educational program,

See

See

A value-added measure o f the amount of academic progressthat a teacher afforded his or her students after a year ofinstruction. CEis evaluate a student's performance on select,summative standardized test by comparing his or herperformance to that of similar students in the district.

A group of students who follow the same testing pattern fortwo consecutive years and were promoted from one grade tothe next. For example, a comparison of the performance of lastyear's grade 3 students on the state reading exam to theirgrade 4 results on this year's state reading exam. Cohort dataenables one to compare the progress of a set of students overseveral years as each year they progress from one grade to

the next. See

A nonprofit organizat ion comprised o f colleges, universities,and other agencies and associations that provide services tosecondary and post-secondary students, the main goal of this

organization is to assist students in moving from secondaryeducation to higher education. Programs administered by the

include the and

the.' ^ program, among others.

A student who has not missed more than a set number of daysin a course. Absences, late enrollment, withdrawals, ortransfers to another campus result in days counted towardsthis maximum. A student who misses more than a set numberof days in a course prior to the main course-relevant and term-appropriate norm- or criterion-referenced test. This "set



Crit erion -Referenced Test (CRT)

Cross-Sectionai Comparison

CRT -. ' '

Curriculum

D


District Number

Drop-Out

DSP

Economically Disadvantaged

ELA Test

Engli sh as a Second Language (ESL)


ESL

Exemplary

number of days" is 20 for year-long courses, prorated from thefirst instructional day of the term to the last instructional day ofthe course-relevant testing period. For semester-long courses,this "set number of days" is 10.


concepts on specific content area. For example, the State:-.:n ,>'■ " jc r. r y 'y: ,y y is a criterion-.,

referenced test. A comparison between the prior year's students in a specificgrade to the current year's students in that same grade. Forexample, a comparison of iast year's grade 3 students'performance on the state reading to this year's grade 3students' 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 .This test is no longer administered in Dallas ISD.

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 in formation lags behind oneacademic year in order to enable the TEA to locate studentswho left Dallas iSD and enrolled in another school district inTexas.

See H y y-.y.-. ■,y ' y -. y y y

' y. i . nomenclature for low socioeconomic status students used for the

. Economically disadvantaged arecoded as 1 (Eligible for Free Meals), 2 (Eligible for ReducedMeals), and 9 (Other Reasons).

Programs pertaining to the teaching of

students

- The combined 1- -■i i m .b ; test at the high school level that tests both reading andwriting. :

See -

The highest rating for a schoolfor the


y ' / y ' y ' £

H ; ■

■ i

individualized Education Program (lEP)


ITBS

J

Student attempting the exit level :• y - grades 5 and 8 Reading and

Mathematics, test, or STAAR end-of-course (STAAR

EOC) subject test for the first time.

A document created for each student that receives specialeducation services that describes the student's current skills,states the goals for targeted services, and outlines thestrategies that will be used to achieve those goals.




: k :L


LEP Exited Student

LEP


Logramos

Low -SES Student s

LPAC / / .

: Y M

Mean

Median

Migrant Education

: NAEP :/ :


NCE



NRT

O

Original DISD Entry Date

Other Schools

: P

Passing Rate

A campus-based committee responsible for identifying,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 parentsdenied BE and/or ESL services, and subsequently met LEPExit criteria are not considered an exited LEP student.

See L ;"'n;

Any student whose home language is not English and who areidentified by the n.;; / ■■ - -■!;!.

(Ijv-... ■based on the state criteria.

Spanish-ianguage national test that evaluates thedevelopment of grade K-2, 5, and 8 students' skills in the coresubject areas of Reading and Language M s .

Students who qualify for free or reduced-price lunch. Seef'.x.': rjc

See v .^ o ^ v v . r :




See N VO;: ~: A- j : ;; o:‘ ' -ov. ! •:. - i i . }.

A national testing program administered by the NationalCenter for Education Statistics (NCES) of the U.S. Departmentof 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 NAEPmain assessment allows for regional and state-by-statecomparisons of the educational attainment of 4th, 8th, and1:2th grade students.

A method o f standardizing scores on a test into a 0-100 scalesimilar to a percentile rank, but preserving the valuable equal-interval properties of a z-score. A NCE score of 50 representsthe national average of any grade level at the time of the yearthe test was normed. A score of 70 is always the samedistance above grade level, regardless of the level tested, andis twice as far above grade level as a score of 60. NCEs havea standard deviation of 21.06.

A test that allows a student's performance to be compared withthe performance with that of students across the nation.

See -

The date that a student enrolls in a Dallas iSD school for thefirst time.

Schools that are not included in Dallas iSD accountability

systems, such as .'J

Back to Top.;,-...',/; '

The percentage of students who pass the assessment ofinterest. District-, school-, grade-, and class-level passing rates



PDD

Percent Average Daily Att endance


Perfii Diagnstico de Destrezas

Portfolio

Preliminary Scholastic Aptit ude Test (PSAT)

PSAT

Q

V 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 Sisfce/■■■:. \ passing rate issynonymous with "Satisfactory" performance.

See ' . 'V: ‘ KV,.-.

y ..v-;. divided by

expressed as a percentage.

See :The rank of a student’s score compared to atl other students inthe population of interest, in a national comparison, if a studentscored at the 60th percentile, then 60% of the studentsnationally scored below this student in this particular test inthat year.

The Spanish version of the TT :: Thistest is no longer administered in Dallas ISD.

A systematic and organized collection o f a student's workthroughout a course or class year. It measures the student’sknowledge and skills and often includes some form of self-reflection by the student.

An examinat ion often used as preparation for the V .

See

The Texas ■ ■'■■■■ !' ■■■' • V|\. : " 'assigned rating of schools based on

c :: ■ performance,attendance rates, dropout rates, graduation rates, and studentdropout rates. The four ratings from best to worst areExemplary, Recognized, Academically Acceptable, and


Assessment created by the • thatmeasures English language learners' reading skills. Used todetermine if it is appropriate for students to take the stateassessment in English or Spanish in subsequent school years.


Concepts that are to be taught in public schools that helpprepare students for success in wbrkpiace or in college or

university courses.

A test created by the College 98;rd to measure thedevelopment of reading, writing, and mathematics skills in

students in grades 7 and 9. As a precursor to the .

(S- ■ it provides an early estimate of students' preparednessfor college coursework.


students' mastery of the Readiness Standards taught during thecurrent year. Readiness standards in the core subject areas ofReading, Mathematics, Science, and Social Studies are ofparticular interest.

Locally-created assessment that evaluates grade 3*1-0students' grasp of the -\: v covered in the prior grade. Readiness Standards in the core subject areas ofReading, Mathematics, Science, and Social Studies are of

particular interest.The second best , n r

rating for a school. See

The schools or campuses at which a student attends classes.May differ from the school at which the student is officiallyenrolled. For example, students enrolfed at the TAG magnet,have a Reporting School SLN of 039, but their Official SchoolLocation is Townview, SLN 041.




RPTE

S

SAT


School Eff ectiveness Index (SEI)


SDAA SEls

Similar Students


SLN

Socio-Economi c Status

Sp. Ed.

Special Education (Sp. Ed.)

SST

STAAR

Stability Rate

Standard Deviation

Standards

Stanf ord 9 (SAT 9)

See =' rev "■ v if i E

See E " : -.,r •r '■

A standardized test taken by coliege-bound students that isdesigned to predict students' college-preparedness. The SATis a test of verba! and mathematical reasoning ability, it isdesigned to predict who will do wel! in coliege. The SATSubject Tests are tests of current ability and knowledge in highschool subject areas such as Literature, Biology, and U.S.

r:: History.:;: ::

A fair, value added measure of how well a school performed,taking into account the known factors over which the teachersand schools have no control SEls factor out socio-economicstatus, language proficiency, gender, ethnicity, and previousachievement at the student level as well as a number of schoollevel factors. All SEls are centered around a District mean of50 and a standard deviation of 10. indices of 50 or abovedenote areas in which the school met or exceeded the District

'■: ' average.;

A unique number assigned by Dallas ISD to each school. The

:. three-digit Texas Education .Agency (TEA) number and the SLNare the same for most schools, except for vanguards, somemagnet schools, and academies).

■; ■See >- '■ ■V Ef ' E■v See :■■■■; ■A . . : : ? C ■\

For the purpose of computing School and ClassroomEffectiveness Indices (SEls and CEIs), students who have thesame demographic characteristics {i.e. gender, ethnicity,

..E ,'i :EV'-status, special educationstatus, socio-economic status, and three neighborhoodcharacteristics) and the same level of achievement on the

■■same prior-year t est s. ■' . ■ ■

A unique number assigned by Dallas !SD to each school. Forexample, Maynard Jackson (251) and Maynard JacksonVanguard (830) will have different school location numbers.

'e The three-digit 'Texas -.Education-. Agerk number and theSLN are the same for most schools (exceptions are for thevanguards, some magnet schools and academies).

See Tv i. -,:E !" :

An indicator that identifies whether a student is on Free orReduced Lunch. See and .

See r-.E-;.

; Programs designed to serve children with special mental andE physical needs. Such children are entitled to individualized

: education plans that spell out the services needed to reachtheir educational goals, ranging from speech therapy to mathtutoring. Traditionally, speciai education has taken place inseparate classrooms. Increasingly, the services may also beoffered in regular schools and classrooms.

. See i ■: - E;

See ; ':■■■r.:.

Number of continuously enrolled students divided by Ave rage

■Daily Membership (ADM j expressed as a percentage.

A measure of the variations o f scores about the mean. Formost test data, 68% of the scores are within one standarddeviation of the mean, and 95% of the scores are within 2standard deviations of the mean.

Subject-matter benchmarks used to measure students’academic achievement. Curriculum standards drive whatstudents learn in the classroom.

The ninth edition of the national norm-referenced test thatmeasures qrade K-9 students' understanding of concepts in




State ID




plan that are taught the state n: /Skms (TEKS) curriculum at an instruction level beiow the gradelevel.

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 coresubject 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 Studiesare the core subject areas of interest.



W2-5

STAAR

NOTES Testing Irregularities

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 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 following:



■ 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)



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 student receiving special education services was provided an unapproved orundocumented accommodation or was not provided a prescribed

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.




W2-6c*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

______________________



Lyle, Chris H

From:

U0C3<

To:

UL*%0)3<

A t tac hm en ts :

Ware, Aaron P


Lyle, Chris H




Aaron Ware

Director


972-925-6402


Sent: Tuesday, July 16, 2013 2:00 PMTo: Ware, Aaron PSubject: RE: edits for Lee report

Fixed, see attached

From: Ware, Aaron PSent: Tuesday, July 16, 2013 1:10 PMTo: Holland, JaniesSubject: FW: edits for Lee report


Aaron Ware

Director


972-925-6402

Aware(5)dallasisd,org

From: Lyle, Chris HSent: Tuesday, July 16, 2013 11:41 AMTo: Ware, Aaron PSubject: RE: edits for Lee report

Aaron,


Chris Lyle, CFE

Inspector

Compliance Division

Dallas ISD

972-925-8864

l



From: Ware, Aaron P

Sent: Tuesday, July 16, 2013 9:34 AMTo: Lyie, Chris HCc: Oakeley, Cecilia ASubject: FW: edits for Lee report

Here is the report,

Aaron Ware

Director


9 7 2 - 9 2 5 - 6 4 0 2

[email protected]

From: Holland, JamesSent: Monday, July 15, 2013 5:43 PMTo; Ware, Aaron P



James

James Holland

Dallas independent School District

Evaluation Analyst

972.925.8807

[email protected]








2







A statistical analysis of t he grades 3 thro ugh 8t h grade March and April 2013 State of Texas

Assessment o f Academic Readiness (STAAR) scores was cond uct ed t o identif y suff icientl y anomalous

results that w arra nt f urt her investigat ion. Mathem ati cs and rea ding 2013 STAAR scale scores were

examined at t he school and classroom l evel. A regression of 2011 Texas Assessment of Knowledge and

Skills {TAKS}1 and 2012 STAAR scale scores was conduct ed on t he 2013 STAAR score f or all st udent s in

the dist rict at each grade le ve l For the 3rd and 4th grades, Iowa Tes t o f Basic Skills (ITBS) we re used in

lieu of STAAR test ing f or th e previ ous years (3,d * 2nd and 1st, and 4 th - 2nd). Reading and m athemat ics

scores wer e analyzed separat ely, as we re Spanish Reading STAAR test ers. A separat e, supplement al,

analysis was conduct ed util izing percentage co rrect instead scale scores.

The resulting st udent te st residual scores were aggregat ed by class and converted int o

standardized scores with an average of zero and standard devi ati on of one. Schools or classrooms th at


fo r f urther investigation. Students were included in the analysis if t hey had three years of validly scoredexams (2013,12, and 11) and w ere on gra de f or each year (i.ev no heid back student s).

Students' scores were then exa mined f or each of the i dentif ied classrooms. In the case of

schools th at could not be identif ied as te sti ng by classroom, the school was examined as one body- Each

student 's raw score, residual score, and previous testing hist ory were examined. Studen t scores th at

showed an anomalous gain were i dentif ied. For cases whe re classroom data were not available, if a

school had a large number o f anomal ous scores (over 25% of the school) administ rati on seating charts

were requested fr om the school. Classrooms or testing rooms wi th 50% or more of the st udents having

anomalous scores were then recommended for on-site investigation,

Umphr ey Lee had tw o 3rd and 4th grade classrooms that w ere identif ied as having a suff icient nu mbe r of

anomalous results to warr ant an immediate investigation into t he testing practices at the campus. Using

the procedures outlined above, the students w ho tested in classrooms 3A (Mathemat ics) and 4A

(Reading) at Umphre y Lee displayed a high num ber of an omalous results. An on-sit e investigati on was


Furthermore, anot her note wort hy anomaly was detected in the Umph rey Lee re-testing results of t heir

5th graders. In May 20 13 ,5th and 8th grade student s who fail ed the f irst administ rati on of th e STAAR test


wh o parti cipate in the re-test, the regression meth odol ogy used above is not appropri ate. Instead the

Evaluation and Assessment analyst t eam examined t he passing rates of each school, as well as the

increase in num ber of it ems students answered correctly compared to the fi rst time t hey took t he test,


Stat isti cal Anoma ly Analyses as Pertaini ng to Umph rey Lee April and May 2013 STAAR

1For TAKS 2011 scaie scores, the state utilized a vert ical scaie score system for all elementary and middle school

level tests.



The results were suffici ently high to warrant fur ther investi gation o f the testing procedures for t he 5th

grade STAAR re-test at Um ph re y Lee. On average, D!SD 5th gra der re -test ers increased th eir percent age

correct by approxim atel y 16% fo r mathematics and by 9% for reading. In contrast, the re-testers at

Umphrey Lee increased their percentage corr ect by 3 3% (3rd highest, 3.04 standard deviations above the

mea n) and by 30% in readi ng (2nd highest, 3.84 sta ndar d deviat ion s above th e mean ). It should be noted

that relative to the num ber o f re-tak ers at each campus, Umph rey Lee matches the district average.

Theref ore, it is unlikely tha t thi s just a random o ccurrence due t o a small numb er of students having

very high gains.

What is also concerning is the num ber of st udents w ho received an ADVANCED rating on t he re-test.

Re-testers are student s w ho f ailed the test t he first tim e and It is rare for th em to achieve an ADVANCED

rating on the re-take. The district had 4,155 5* grade student s re-take the STAAR mathematics test, and

of th ose, 55 student s achieved an ADVANCED rati ng (1.32 %). in general, if a school has a re-take r wh o

achieves an ADVANCED rating, tha t school only has one student.

In contrast, Umphre y Lee had 12 mathemat ics re-tak ers (44% of th eir total re-take rs) wh o achieved anADVANCED rating. In oth er word s, 21 % of ail the distri ct's mathemat ics re-takers w ho achieved an

advanced rating came from Umphr ey Lee. Similarly, of the 3,224 reading re-takers, 13 achieved an

ADVANCED rating (0.4 %). Umphr ey had 3 of those 13 students, 23 % of the district t otal.

It is recomme nded th at t he 3 * and 4th grade classrooms listed in t he tabfe below, as well as any

studen ts, teachers, staff , etc. wh o parti cipat ed in the 5th grade STAAR re-test ing be investigate d. It

should also be noted t ha t the testi ng 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

potentia l cheating. If during investigations concerns arise that ot her classrooms possible engaged in

cheating, those concerns should be explored. The analysis here displays which classrooms/ schools had

highly unlikely data (anomal ies), it does not out right prove nor absolve a classroom or school of

cheating.

F2GH+04 E00 I.,BB+//2B 3H,3 J,++,C3B KL+3H0+ -CA0B3(M,3(/C<

Test School Classroomfs)

GradeBMathematics Umphery lee

Grade Shead ing Umphery Lee f p l

Grade Bte -test ing (both Umpher y Lee Any classroom/ teachers

subjects) associated wi t h the re-test ing

students.

Attached are the results of the regression modeling for classrao ms^p(mathemat ics) andjf f^ read ing)

as well as the correspo nding seating charts tha t were provided by State and National Assessment Also

included is the analysis fo r th e mathemati cs and readfng j jf erad e retesting, showing Lee with high level




W3-7

!"#$% '()*+ ,


U0C3< 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 [email protected]>

Date: 09/19/2013 11:02 AM (GMT-06:QO)

To: "Holland, James" <[email protected]>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 ISD972-925-8864

From: Holland, JamesSent; Wednesday, September 11, 2013 2:28 PMTo: Ware, Aaron P; Lyle, Chris HCc: Byers, Karen SSubject: RE: Umphrey Lee Elementsry^jpiGrade Science STAAR

Mr. Lyle,

Attached are tw o 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 didn’t 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 diffe rent methodology that considered the ir 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 the ir Fall to Spring ACP science tests . Their are a varie ty o f 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

tha t 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 c ou ld m ee t any t im e th i s week , bu t am go ing on v ac a t i on th i s nex t week . A l s o fee l f r ee to em a i l o r c al l w i t h

any ques t i ons .

Jam es Ho l l and

James Holland

Evaluation Specialist

Evaluation and Accountability

972-925-8807

972-794-3544 (fax)

[email protected]

DALLAS iSD

From: Ware, Aaron P

Sent: Monday, September 09, 2013 8:17 AM

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

[email protected]

From; Lyle, Chris HSent: Monday, September 09, 2013 7:58 AMTo: Ware, Aaron P; Byers, Karen S _ Subject: 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


7=:898=:8=*School'()*"(+*


DATE: June 12, 2013 CASE NO:

I, Ronald Shepard am giv ing this statement to Dwain F. Pridemore, who has identifiedhimself/herseif as an Inspector with the Dallas independent School District and is conducting anadministrative investigation. I have been directed to submit this Administrative Statement as stated bySchool 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 possibletermination from employment with the Dallas Independent School District I further understand thatany information or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s) I make.



“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds for disciplinary action up to and including termination."


campus and/or administration. I may however, discuss this case with my legal representative. Inresponse to this request, I submit the following to inspector Dwain F. Pridemore.

Witness:

Signature:

Time: / / ■ ’ / ' 2 - / iy i






DallasIndependent

School'()*"(+*BMike Miles


Affidavit

Date: 6/12/2013


Ronald Shepard II, is a resident in the County of Dallas, State of Texas, on this day at theUmphrey Lee Elementary School, who after being duly sworn, on oath, affirm and says:

I reside a tl i^ B H H H H B H M H M lll ^ P H fa n d my telephone number is 214-859-7849. I startedteaching at Sidney Lanier Elementary Schooi in 2008. i am currently a 5thGrade Science and SocialStudies teacher at Umphrey Lee Elementary School.

I received training prior to the STAAR (State of Tdxas Assessments of Academic Readiness) testwhich I helped administer in April of 2013. Aithough the STAAR is a relatively new test theprocedures are very similar to procedures for ACP or TAKS tests. I receive training every year onprocedures 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" byInspector 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 testinstructions 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 notsure exactly of the dates and the forms presented® Inspector Pridemore are incomplete. Thoughbased on the forms ! reviewed I Administered the Upgrade writing test on April 2, 2013 and I h e f jf

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 ig rade Math test on Hay14, 2013 and this was a retest I administered th 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 testconditions when taking the STAAR test. I worked with my class and taught them to answer the testsquestions in the test booklet and then transfer those answers to the answer sheet. I did this to giveso they would not be making eraser marks or smudges on the test sheet itself. However, whenadministering the test Shave never told a group of students to answer first in the test booklet and thentransfer those answers to the test sheet because that is not part of the instructions as outlined in theTest Administrator Manual.

I have never taken a student’s test booklet to review answers they have written in the booklet. Theonly 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 isalso reflected on my seating chart. I have never assisted a student with a test question or coachedthem with an answer. The only response I have ever given to a student when asked was to tell themI can only assist you with answers regarding the testing directions themselves. This answer is part ofthe instructions from the Test Administrator Manual.

During the test I walked around, monitored the students and what they were doing, and made sure noone was sleeping, I did not sit at my desk. Once a student finished the test they would raise their

AFFIDAVITOf Ronald Shepard II 1of 2



Dallas


7=:898=:8=*School'()*"(+*

hand, i would collect their testing materials and their pencil, and I would normally remind the class tosit quietly because testing was continuing.

Inspector Pridemore prepared/typed this affidavit, from information I have provided, and reviewedthe affidavit with me to make sure it was true and cgr-re-o 1have read every paragraph of thisaffidavit. I have made corrections where necessary j^PWinitials).

I hereby affirm that my statements above are true, accurate, and complete, to the best of myknowledge.

Before me a notary public, on this 12 th day of June, 2013, personally appeared Ronald Shepard II,known to me to be the person whose name is subscribed to the foregoing affidavit and by me firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand correct.

Affiant

Notary Public

a f f id a v i t of Ronald Shepard II 2 o f 2



W4-2

Mike Miles


7=:898=:8=*,+>##6'()*"(+*

Dallas



I, Ronald Shepard am giving this statement to Chris Lyle, who has identified himself/herself as anInspector with the Dallas Independent School District and is conducting an administrativeinvestigation. I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that I have of the incident. I understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas independent School District. I further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatements) I make.


“The employee's failure to comply with the directive constitutes "insubordination," a violation that willbe grounds for disciplinary action up to and including termination/'




3700 Ross Ave.Dallas, TX 75204







7=:898=:8=*SchoolDistrict

Dallas

Affidavit


The State of TexasCounty of Pallas

Before me, Chris Lyle, personally appeared Ronald Shepard resident in the County of Collin, Stateof 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 am a fifth grade science and social studies teacher at Umphrey Lee Elementary School, Last schoolyear I served as a test administrator on 4 H fe r a d e reading STAAR and aiJjPgrade math andreading STAAR retest, I used the STEMS Scopes, Eduphoria, Brain Pop, Star Masters and StudyJams to help my students prepare for last year’sflMMsrcfe Science STAAR. The students may haveseen similar questions on the STEMS Scopes and STAAR Masters as some of the questions on theSTAAR. To my knowledge i did not use any secure STAAR test material to prepare my students forthe science STAAR.

During the STAAR tests that I administered I walked around the room monitoring to make sure thestudents were not sleeping and were not using an answer key or anything they were not supposed touse. ! never said anything to any of the students during the STAAR tests that! administered. I nevertold any student to look at their questions or answers again. If the students said that I did that theymay 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 inmy possession that relate to the questions asked of me. There is no other relevant information that Ihave not revealed. There is no other information that Inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

Affiant

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700

1 o f 2

www.dallasisd.org





'5665)7=:898=:8=*

Mike Miles ScliOOl

Superintendent of Schools '()*"(+*HBr

Before me a notary public, on this 11th day of September, 2013, personally appeared, RonaldShepard, known to me to be the person whose name is subscribed to the foregoing affidavit and byme first duly sworn, declared that under penalties of perjury, that the statements therein contained aretrue and correct.

Notary Public/ a o | ^

N o t w y r u W i c , |Sta te ©ff Texas |

3700 Ross Ave.

Dallas, TX 75204


2 o f 2 i n i t .





W5-1

Dallas7=:898=:8=*

Mike Miles SchoolSuperintendent o f Schools '()*"(+*


DATE: -tJu ne M, 2013. ,CASENO:NA

Q fk J L M ..( j3 Med himself/herself as an li

am giving this statement to Chris Lyle, who has

identified him&elf/he/selfvas an Inspector with the Dallas Independent School District and isconducting an administrative investigation. I have been directed to submit this AdministrativeStatement as stated by School Board Policy DH (LOCAL), describing my actions or any knowledgethat I have of the incident. I understand that failure to do so may subject me to disciplinary action upto and including possible termination from employment with the Dallas Independent School District Ifurther understand that any information or evidence gained through this statement cannot be usedagainst me in any criminal proceeding, except tha t! may be subject to criminal prosecution for thecharge of perjury for any false statements) I make.


“The employee’s failure to comply with the directive constitutes "insubordination," a violation that willbe grounds for disciplinary action up to and including termination.”



campus and/or administration. I may however, discuss this case with my legal representative. Inresponse to this request, I submit the following to inspector Lyle.

Signature:

Witness: Time: (<>:?> o

3700 Ross Ave.Dallas, TX 75204(972) 925-3700www.daHasisd.org





i('0 i(.0BSuperintendent of Schools

'5665)7=:898=:8=*

,+>##6'()*"(+*

Date: June 12, 2013

Affidavit



I reside a t 3n01my telephone number

I am a librarian with the Dallas ISD’s Umphrey Lee Elementary School. I have been a librarian forfive years. I also serve as the school's test coordinator. In April of this year our school administeredthe STAAR fourth grade writing, fifth grade math and reading, third and fourth grade math andreading and fifth grade science. There is also fifth grade math and reading retest. I received testtraining and I then trained our school staff. I did maintain a sign in sheet of the trainings I conductedand required everyone to sign a testing oath. As test coordinator I am responsible for the security ofthe STAAR tests. The tests are kept in the storage cabinet in my office. I was the only one whodistributed the STAAR tests to our test administrators on testing days. I did utilize a material controlform to record the distributing and return of the STAAR. None of our test administrators were allowedto test their own students or CEIs. I was responsible for assigning the test administrators for thestudents and during the STAAR. Usually students stay in their home room during testing and the testadministrator will go to that room to administer the test The test administrators were selected on thebasis 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 2013STAAR went pretty smoothly. I did not receive any reports of test irregularities and I did not have tomake any reports. I have been told by Karen Byers that there were some anomalies in the third andfourth grade reading and math. I was not told what the specific anomaly was, but it is myunderstanding that our scores were lower this year than last. During the STAAR each testadministrator gets a folder with a seating chart, answer document, a “do not disturb sign, a check listof 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 administratorsare required to count their test booklets and answer sheets before they sign out the tests on thematerial control form. All of the test materials are then placed in a testing bin to take to the testingroom. Everything is counted at the conclusion of the STAAR when the testing materials are returnedto my office in the library. The principal, assistant principal, hail monitors, and myself monitor duringthe STAAR. All of the testing room doors are open with a seating chart and do not disturb signdisplayed. I have provided Inspector Lyle with copies of sign in sheets, rosters, seating charts,

checklists oaths and material control forms for all Umphrey Lee Elementary administrations of the2012-2013 STAAR. It would surprise me if someone had provided inappropriate assistance on theSTAAR, or committed any testing irregularity because all of the test administrators were trained.

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.daliasisd.org

1o f 2





Dallas

sMike BilesSuperintendent of Schools

Independent

School

D&frki

I have read every paragraph of this affidavit.

To the best of my knowledge and belief, I have furnished Inspector Lyle with all documents or items inmy possession that relate to the questions asked of me. There is no other relevant information that Ihave not revealed. There is no other information that Inspector Lyle has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.


Notary Publig/^

A . £ i

3700 Ross As/e.

Dallas, TX 75204

(972) 925-3700

2 O f 2

www.danasisd.org

http://www.danasisd.org/

http://www.danasisd.org/



W5-2


STAAR Testing MeetingWednesday, 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 ,1County 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 assessmentprogram and do hereby certify the following by initialing to the left of the statements below and including the datewhere applicable:

Initials

I have receivsd :trat nfhg:.i>n test administration procedures, and I understand my responsibilitiesconcerning the administration of state assessments.

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 mayresult from-a departure-from the documented test administration procedures;

I understand my obligations concerning the security and confidentiality of state assessments, and I amaware of ‘he 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 thecampus testing coordinator;

I do hereby further certify, warrant, and affirm that I will faithfully and fully comply with all requirements concerning testsecurity and confidentiality.

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 fiassessments 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 j5 compliance with state confidentiality requirements by initialing to the left of each statement below, If ;

_____ 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

Test booklets are secure documents. Use this form to account for ail secure materials. Campuscoordinators 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 materialsassigned to them and that they have signed the security oath, A test administrator should not initialthis form if the information on it is incorrect.

Missing secure materials must be located before the campus coordinator initials the "in” box. Ifmissing secure materials cannot be located, the campus coordinator should immediately contact the


Campus Name Umphrey Lee Campus Coordinator T o n i Ray Craw fo rd




W5-5

STAARIk ci i M- ' l 'OtSitjH Mistr

-District:: Pallas ISD ' .Campus: Umphrev Lee Elementary R o ta # : 208■Test!Administered: STAAR. Subject: :R£AiDIN(} G rad c^ |p Date: 04/24/13 !: >;

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Homeroom: JflpPPiNGLETONTeacher: SINGLETON, BELINDA

Student Name Monday Tuesday Wednesday Thursday Friday

Report: SMS-HC-CLR-00004 Ver;00~1 Page 6 of 12 6/11/2013



DallasIndependent

SchoolDistrict

Mike Miles


ADMINISTRATIVE ST ATE MENT


I, Toni Crawford am giving this statement to Chris Lyie, who has identified himself/herself as anInspector with the Dallas Independent School District and is conducting an administrativeinvestigation. I have been directed to submit this Administrative Statement as stated by School BoardPolicy DH (LOCAL), describing my actions or any knowledge that I have of the incident. I understandthat failure to do so may subject me to disciplinary action up to and including possible terminationfrom employment with the Dallas Independent School District. I further understand that anyinformation or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatement(s) I make.

I also understand that I am required to be truthful in my responses and/or statements) that I give andif it is determined that I have been untruthful in. my responses, I could be subject to disciplinary actionup 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 willbe grounds for disciplinary action up to and including termination.”

“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit. Intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as “providing untruthful statements" and can begrounds for disciplinary action up to and including termination."


campus and/or administration. I may however, discuss this case with my legal representative. Inresponse to this request, I submit the following to Inspector Chris Lyle.

Witness:

Signature

Time: a , h \ .






Mike Mites ,+>##6Superintendent o f Schools '()*"(+*

DallasIndependent

Affidavit



Before me, Chris Lyle, personally appeared Toni Crawford resident in the County of Dallas, State ofTexas, 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 am the test Coordinator at Umphrey Lee Elementary School. I have served as the test coordinatorat Umphrey Lee Elementary School since 2008.1received the 2013 grades 3-8 STAAR test bookletson 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 inthe office until I arrived at school. The test materials would not have been in the office for more thanan hour or an hour and a half before I arrived at the school. I most likely got a dolly and wheeled thetest booklets to my office where the materials were placed in a storage cabinet and locked with a padlock. The tests were stored in boxes sealed with tape. It may have been possible that all of thegrades 3-8 test materials did not fit in the Socked storage cabinet. In that case, I would have placedthe remaining sealed boxes of tests next to the storage cabinet. The tests are usually sealed withplastic wrapping in sets of 10 or 5, On that day none of the test booklets were removed from theplastic 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 myoffice prior to the STAAR test dates. Only the head custodian, David Blakely, and myself had a keyto my office door. I never leave my office door open or unlocked. If I leave the library area where myoffice is located, I close my office door, which Jocks automatically. To my knowledge, I am the onlyone who has a key to the pad lock on my storage cabinet. I am shocked and heartbroken that it isbeing alleged that students have reported seeing secure test material prior to the STAAR. I knowhow hard the teachers teach and that they are provided with various resources to help them preparethe students for the STAAR. I did what I was supposed to do as far as securing the test materials anddo not believe that if secure test material was accessed prior to the STAAR that it was obtained atUmphrey Lee Elementary School.

3700 Ross Ave.

Dallas, TX 75204

(972) 925-3700www.daltasisd.org

1o f 2

http://www.daltasisd.org/




Dallas


7=:898=:8=*,+>##6

'()*"(+*

To the best of my knowledge and belief, I have furnished Inspector Lyle with all documents or items inmy 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 Lyie has not asked me about, andwhich I know I should provide regarding this matter. I hereby swear and affirm that my statementsabove are true, accurate, and complete, to the best of my knowledge.

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 firstduly sworn, declared that under penalties of perjury, that the statements therein contained are trueand 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. Campuscoordinators 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 materialsassigned to them and that they have signed the security oath. A test administrator should not initialthis form if the information on it is incorrect.

Missing secure materials must be located before the campus coordinator initials the "In" box. Ifmissing secure materials cannot be located, the campus coordinator should immediately contact the


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 G ra d e: _ |^G ra d e_ Date:5/14/2013

Test Admin istrato rs): 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 o f exa mines ,


11

12

. 1314

15

1617

__ !"

2122

23

24

27 j

28 )

29 ']

j 30 j

1 j 2 j' 3 : 4 5 6

7 8 j: 9 10 11 12

13 |. 14 j 15 . 16 17 i

19 j 20 21 22 23 24

2$ I 25 I I? ," M ; 2 r ' ■

•MATH- O H L i



W5-10

5th Grade Reading Retest 5/15/13

43160-2013 STAAR MATERIALS CONTROL FORM

|------ ------------- •- *' .... — ' ........ ---------- :---------- ---------- ---------- ------Check Month: □ April CKMay □ June □ July □ December J;

Test booklets are secure documents. Use this form to account for ail secure materials. Campuscoordinators 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 materialsassigned to them and that they have signed the security oath. A test administrator should not initialthis form if the information on it is incorrect.

Missing secure materials must be located before the campus coordinator initials the “in" box. Ifmissing secure materials cannot be located, the campus coordinator should immediately contact the


Campus Name Umphrey Lee Elem Campus Coordinator Toni Ray Crawford




W5-11


District: Dallas ISD Campus: Umphrey Lee Elementaj^R o o m # 206A

Test Administered: STAA R_ Subject: Reading Grad eTMBfarade^ Date:5/15/2013

Test Ad ministrato rs'): 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 . 30 j

F3

4

5

G7



'5665)7=:898=:8=*

Mike Wliles SchoolSuperintendent o f Schools District

1am aJlJt jrade student at Umphrey Lee Elementary School. Last year rM M p ^ ra d e teacher wasMs. 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 classbefore the STAAR were the same as the ones on the reading STAAR, When I saw the samequestions on the STAAR that we had worked in the classroom, I thought the questions were easybecause we had already worked out the answers in Ms. Singleton’s class. During the readingSTAAR, Mr. Shepard walked around the classroom and looked at out test booklets. Mr. Shepardwould say we needed to look at our answers again. After he said that I would change my answer inthe 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


M a sIndependent

SchoolDistrict

Student Statement

Name Date: Student I

I am ^p ^^ ra d e student at Umphrey Lee Elementary School. Last year m y || ^g | grade teacher wasMs. Singleton, but Mr. Shepard gave our class the reading STAAR. I remember about four or five ofthe problems on the reading STAAR were the same as the ones we had worked in Ms. Singleton'sclassroom. We worked on the problems with Ms. Singleton about two days before the test. When Isaw the same problems on the test, I knew I had the answers. The problems in class were on a testthat was kept by Ms. Singleton. I thought the reading STAAR was pretty easy because I had alreadyseen some of the problems. After we took the test before the STAAR we exchanged test papers andMs. Singleton gave us the right answers. I remember Ms. Singleton told our class that some of theproblems 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 soI changed my answer in the STAAR test booklet „


Dallas, TX 75204(972) 925-3700www.dallasisd.org





W8-1

Mike Miles ScllOttl

Superintendent of Schools District

DallasIndependcBt

Student Statement

N a m D a t e : - \7 Student

I am afU i^ ra de student at Umphrey Lee Elementary School. Last year my1JJJ||grade teacher wasMs. Singleton, but Mr, Shepard or Mr. Knight gave our class the reading STAAR. I think Mr. Shepardgave us the math STAAR, I do not remember seeing any of the questions on the STAAR that I hadseen in the classroom. I do remember Mr. Shepard walking around the testing room. Mr. Shepardtold the whole class we needed to look at our answers again. When Mr. Shepard said I needed tolook at my answer again, I knew 1had to correct my wrong answer. I remember Mr. Shepard madethat comment once or twice during the STAAR. Sometimes Mr. Shepard would just walk around andlook at our test booklet and not say anything. I remember Mr. Shepard said to put our answers in thetest booklet before we put our answer on the answer sheet so we would not get anything wrong.


Page______

Student Signature


of pages

Witness:

C h r i s a i ^ lNotary Puttfc, |St#l#ofl*w* I

<g/«*<r/aoM





W9-1

Dallas7=:898=:8=*

Mike Miles School

Sup erintendent o f Schools '()*"(+*DStudent Statement

M a n e - m m K m ^ Date: y f HI r£ ° l / f O 'H Student

I am aJdfegrade student at Umphrey Lee Elementary School. Last year m yjjgflfc grade teacher wasMs. Singleton, but Mir. Shepard gave our class the reading STAAR. During theST AAR Mr. Shepardwalked around the classroom. I remember him telling us to look at the question again. To me thatmeant to keep working on the problem until I got it right, t do not remember Mr. Shepard giving usany of the answers on the math STAAR and I did not change any of my answers after Mr. Shepardtold us to keep working on the problems. I did not recognize any of the problems on the STAAR asones that we had worked in Ms. Singleton's classroom.


Page I

Student Signature

3700 Ross AveDallas, TX 75204(972) 925-3700www.daltasisd.org

Of pages

Witness: 3® 13

l /S % & ' " c B S I W lPu&k, I

\ Sta te of T«e*s» \ Comm. Exp, i 0-20* 13\





W10-1


Dallaslaleeeiideiit

School

'()*"(+*BB r

Y,20< Date: Student ID#:

I am a^jjpgrade student at Umphrey Lee Elementary School. Last year my||Jp|g ra de teacher wasMs. Singleton, but Mr. Shepard gave our class the reading STAAR. I do not "remember seeing any ofthe same problems on the reading STAAR that we worked in Ms. Singleton’s classroom. Before theSTAAR Mr. Shepard read the STAAR directions. He passed out the test booklets and then read thedirections. I do not remember Mr. Shepard saying anything about looking at our answers again orgiving any assistance to students during the reading STAAR. I did well on the STAAR and was givena f iP N u r i n g a4


Page

Student Signature-

3700 Ross AveDallas, TX 75204(972) 925-3700www.daliasfsd.org

Witness: £■ A . t /v >

IH+(B jb .4(0 Notary Putrite, f Sta te of Texas \

Comm. gj*p. 10>20» 13 1

http://www.daliasfsd.org/

http://www.daliasfsd.org/



W12-1

0 5)7=:898=:8=*

Mike Miles School

Superintendent of Schools '()*"(+*DStudent Statement

, Date: Student ID#:

W fm m m & { 2 * \ / d ~o < 2 > M f c M

I am ^ B p ra d e student at Umphrey Lee Elementary School. Last year myj|J£ |j^rade teacher wasMs. Sit^Son, but Mr. Shepard gave our class the reading STAAR. I did not see any of the problemsin Ms. Singleton’s classroom that were on the reading STAAR. I remember Mr. Shepard told us therules of the test and walked around the testing room. He did not say anything about our answers anddid not give anyone any answers.


Page I of j pages

Student S ign a turiH H ^|| | |^^ H H H M ftf lH M iM fc Witness:


Chfls H. Lylehsotsry Pu&lic, >St&e® ofT e*as f

| ^E^C«nfR..&p.10-2D-!3l





W13-1


7=:898=:8=*SchoolDistrict

Dallas

Student Statement

Name: iate: A a ja 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 wasMs. Singleton, but Mr. Shepard gave our class the reading STAAR. Before the reading STAAR, wedid work some problems in Ms. Singletons class but they were not the same as the ones on theSTAAR. During the reading STAAR, Mr. Shepard did walk around the classroom, but he did not sayanything and did not give us any help with the STAAR answers.


Page I

Student Signatu W i t n e s s :






W14-1


Mike Miles

Student Statement

teacher. Ms. Coleman was my reading language arts teacher. Mr. Shepard gave me the STAARmath and reading retests. I remember seeing two stories on the STAAR reading retest that wecovered in Ms. Coleman’s classroom. The answer choices we(e also the same. Those questionswere easy for me because we had already covered them in class. I remember Ms. Coleman tellingour class about three weeks before the test that we may see some of the same problems on theSTAAR reading test that we worked in the ciassroom. We worked on the questions in class beforethe STAAR and exchanged papers to check our answers. ! remember seeing about three STAARmath 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 rememberMr. Shepard walked around the classroom during the STAARr but I did not see him help any of thestudents with their answers.

The information provided in this statement is true and correct to the best of my knowiedge and belief.

3700 Ross AveDallas, TX 75204(972) 925-3700www.dallasfsd.org





Dallas7=:898=:8=*

Mike Miles SchoolSuperintendent o f Schools '()*"(+*D

Student Statement

Name; Date: Student ID#:

I am a^Hf| j rade student at Dallas ISO’s ^gMI0|il pjiPI|iMM|PMVWI)PlVlH Last year l:was aJJferadestudent and attended Umphrey Lee Elementary School Ms. Tyler was my math teacherlast year. Ms. Coleman was my^jjjf|yrade Language Arts teacher. Mr. Shepard gave me the mathand reading STAAR retests. I remember Ms. Shepard told our class to look over our work so wewould not fail. I did not see or hear Mr. Shepard help anyone with the math or reading STAAR.

t




'5665)Independent

Mike Miles ,+>##6Superintendent o f Schools '()*"(+*D

W16-

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|jp§ rade mathteacher. Ms. Coleman was m ^ j| |y ra d e reading language arts teacher. I do not remember seeingany of the same problems on my rhath and reading STAAR retests that we were given in theclassroom. Mr. Shepard gave me the math and reading STAAR retests. I did not see Mr. Shepardhelp any of the students with any of the math or reading STAAR questions or answers. I doremember Mr. Shepard walking around the testing room, but I do not remember hearing him sayanything. I thought I did well on the retests because I had good teachers. I was absent for I think oneday before the retests.




Dallas7=:898=:8=*

0(J8K*LM8) ,+>##6Superintendent o f Schools '()*"(+*D

Name Date:w & ik

dHHgrade student at Dallas ISD’ ^ M H H H H H B M H H M H LastyearI was aHP^rade student and attended Umphrey Lee Eiementaiy Scnoof Ms. Tyler was my math teacherlast year. Ms. Coleman was my^M ^rade Language Arts teacher. Mr. “J” (Johnson) gave me the

^ j f j g r a d e STAAR math and reading teste, I don’t remember who gave me the retests. About a weekbefore the math STAAR ! was in Mr. Shepard’s science class. We were reviewing for the mathSTAAR I saw about three problems in Mr. Shepard’s class that I saw on the first math STAAR. I alsosaw one question in Ms. Tyler's class before the math STAAR that was exactly the same as one ofthe questions on the Math STAAR. I remember there was a picture of a slingshot a bail and a can. Ido pot remember seeing any problems in Ms. Coleman’s class that were on the reading STAAR. I

did not see any of the teachers help students with answers on the STAAR.




W18-1

DallasIndependent

Mike Miles ,+>##6Supe rintende nt of Schools W(B3+()3 D

Student Statement

Date: (j j 0 Student I

a|H|*(^rade student at Dallas IS D 'siM M H N H M H H H R M M M H H I^ year I was a^Bfcgrade student and attended Umphrey Lee Elementary School. Ms. Tyler was my math teacherlast year. Ms. Coleman was myljjpgrade Language Arts teacher. Ms. Willis gave me thejjBfcjradeSTAAR math and reading retests. I remember seeing three or four questions on the math anareading STAAR retests that were the same as the ones we worked in Ms; Tyler and Ms. Coleman’sclass before the STAAR. I also remember see about six problems on the Science STAAR that werethe exact same as the problems we worked before the STAAR in Mr. Shepard’s classroom. Ms.Coieman, Ms. Tyler and Mr. Shepard use a projector to practice the problems before the STAAR. Iremember Ms. Willis walked around the class during the STAAR. She was jusi making sure no one



Page

Student Signature


Witness: ? / m /<Sk q } 3





W19-1


456(5)7=:898=:8=*

,+>##6'()*"(+*

Student Statement

Name: Date: 9/ & / / Z Student I

I am a flB g ra d e student at Dallas ISD’s•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 my«J|pgrade Language Arts teacher. I do not know who gave me theH jtg ra d e 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 weworked in Mr. Shepard’s class before the STAAR. Mr. Shepard worked the questions on the boardso I was familiar with the questions when 1saw them on the Science STAAR. The lady who gave usthe math and reading STAAR retests did not help any of the students with the STAAR answers.


Student Signature:

3700 Ross AveDallas, TX 75204{972} 925-3700www.dallasisd.org € h M ly &

SutaofTuati %





W21-1

Dallas


7=:898=:8=*,+>##6

District

Student Statement

N an iel f lKf tH M K B H H Date: <-! d j , \ Student

HHgrade student and attended Umphrey Lee Elementary School. Last year Mr. Shepard gave methe STAAR math retest. I also took the reading STAAR retest, but i do not remember who gave methat test. Ms. Tyler was myf£H*grade math teacher. Ms. Coleman was my reading language artsteacher last year. During the math retest Mr. Shepard walked around our testing rooms and lookedat our tests and told us to read the question again. I thought Mr, Shepard meant to look at ouranswers again, but I never changed my answers. I do not know if any of the students changed any oftheir STAAR answers because I was looking at my test. When I took the math STAAR retest I hadseen some of the problems before in Ms. Tylers’ class. They were the exact same problems, but in a

different order.


I am a fg ^ ra d e student at Dallas ISD’ Last year I was a

Student Signature

www.datfasisd.org


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cf l o ' j j o 0 1 3

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W21-2


Mike Mites

'5665)Mcfeadeat

,+>##6District

Student Statement


rade student at Dallas ISD’ •Last year I was aUlPtrade student and attended Umphrey Lee Elementary School. Mr. Shepard was my® jp|rad escience teacher at Umphrey Lee Elementary School. I remember taking tlt§(pferade scienceSTAAR. I think a fourth grade teacher gave me the science STAAR. I do not remember her name, Iremember seeing one of the exact same problems on the science STAAR that I had seen in Mr.Shepard’s class about a week before the STAAR. Mr. Shepard showed us that question and othersprojected on a white board.


Page I of \ pages

www.dallasisd.org


Student Signature Witness:





'5665)7=:898=:8=*

Mike Miles School

Superintendent of Schools '()*"(+*DStudent Statement

Name: Student ID

Ijam a^Hlr-grade student at Dallas IS D 's ^ H M M iii n ill iiH ^ ^ year I was a■Parade student and attended Umphrey Lee Elementary School. Ur. Shepard was m y ^j ^ ra d escience teacher at Umphrey Lee Elementary School. I remember taking thqj^pgrade scienceSTAAR. I think Ms. Tyler or Ms. Coleman gave me the science STAAR. The questions we workedon in Mr. Shepard’s class before the STAAR were not the same questions that were on the scienceSTAAR. I thought the questions and answers on the STAAR were similar to the ones we covered inMr. Shepard’s class, but they were different and not exactly the same. I thought the science was veryeasy because I can memorize science and I do well in reading.


Page __ _

Student Signatun

3700 Ross AveDallas, TX 75204(972) 925-3700www.dallasisd.8f k

Of pages

Witness:

Chrit Hi

4 ® 3 I•\ tm S F **»*• of T«wu i

^ofrim^Exp. 10-2 0-E3 •



W23-1

DallasIndependent

,+>##6'()*"(+*


Student Statement

Date: 0 3 /- 9 A / / ? Student ID#;

I am ajJUgrade student at Dallas ISD’s Last year i was aS ^ ra d e student and attended UmphreyLee EleTnentary School. Mr. Shepgrd was m y ^ l gradescience teacher at Umphrey Lee Elementary School. I remember taking t h e jfc grade scienceSTAAR. i think Ms. Tyler or Ms. Coleman gave me the science STAAR. I thescience STAAR. I do not remember seeing any of the same problems in Mr. Shepard’s class that Ilater saw on the science STAAR. I do remember Mr Shepard telling us that the material we coveredin class would be on the Science STAAR so we should not forget what we covered. Every day beforethe science STAAR we had bell ringer questions in Mr. Shepard’s classroom that we had to solve.


Page__ __ \

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Student Signatur






W24-1


456(5)7=:898=:8=*

,+>##6'()*"(+*

Student Statement

15$8% Date: Student ID#

I am K lf t ra d e student at Dallas ISD’ Hast year I was a^H ^ra d e student and attended Umphrey Lee Elementary School Mr. Shepard was myjp§§radescience teacher at Umphrey Lee Elementary School. I remember taking thej^|p|rade scienceSTAAR. Ms. Coleman, the reading teache.r gave me the science STAAR. I do not rememberseeing any questions in Mr. Shepard's class that were the same as the questions on the scienceSTAAR.


Page I of \ _____ pages


Student Signatur Witness:

www.dallasisd.org





W25-1

Balias


I am a^HHpgrade student at Dallas Last year I was a^ P ra c ie student and attended Umphrey Lee Elementary School MrTl^epard was mv p jfcradescience teacher at Umphrey Lee Elementary School. I remember taking the*||pgrade scienceSTAAR. I think a lady gave me the science STAAR, but I do not know her name. I do not rememberseeing any of the same problems on the science STAAR that we covered in Mr. Shepard’sclassroom. The lady who gave us the test was standing up during the test after she read theinstructions. I remember she passed out #2 pencils before the science STAAR. During the test shetold us to close our test booklets and stretch. After we finished we sat back down and got back towork on the test


Page __ 1

Student Signatur

3700 Ross AveDallas, TX 75204(972) 925-3700www.dallasisd.org 2>"() NC (A(8 s

Notary Pubtfc, JState of Taxas





W26-1

Dallas7=:898=:8=*

Mike Miles ,+>##6Superintendent of Schools '()*"(+6

Student Statement

Namei Date: Student

I am a ■ (Ig ra d e student at Dallas Las* year i was a;^P pjrade student and attended Umphrey Lee Elernenta^ S ^oo t ms " Tyter was myflkgrade mathteacher. Ms. Coleman was my^U t 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 orreading STAAR retests that were the same as the ones we worked in class. Mr. Shepard walkedaround the classroom during the tests and I did not hear him say anything to any of the students. Idid not see Mr. Shepard help any of the students with answers on the STAAR. I did weil on theretests because I was wide awake. I was lazy on the first test and did not want to be in theflNligradeagain.







CFR Part 99, 19 TAC 247.2, Texas Government Code 552,023, Texas Education Code 21.355,29 CFR

1630.14{b)(c)). I f you are not the intended recipient, you may not use, disclose, copy or disseminate this



2



M as Independent SchoolDistrict

DELIVERY TICKET

FROM: STATE AND LO CA L ASSESSMENT

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 ig - jP 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


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

From: Aguirre, Jorge EMonday, 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 Jd g rade 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 HSent: Monday, September 09, 2013 7:27 AMTo: Aguirre, Jorge ESubject: RE: Delivery Records

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

From: Aguirre, Jorge ESent: Friday, September 06, 2013 9:51 AMTo: Lyle, Chris H; Byers, Karen SCc: Mount, Robert ESubject: 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.

From: Aguirre, Jorge ESent: Friday, September 06, 2013 8:57 AMTo: Lyle, Chris H; Byers, Karen SCc: Mount, Robert ESubject; 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 HSent: Thursday, September 05, 2013 3:42 PM To: Byers, Karen S; Aguirre, Jorge E

Cc: Mount, Robert ESubject: RE: Delivery Records

Thank you.

Chris Lyle, CFE

Inspector

Compliance Division

Dallas ISD

972-925-8864

From: Byers, Karen S

Sent: Thursday, September 05, 2013 3:09 PMTo: Lyle, Chris H; Aguirre, Jorge ECc: Mount, Robert ESubject: RE: Delivery Records

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 HSent: Thursday, September 05, 2013 3:06 PMTo: Byers, Karen SSubject: 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 a i fng testing 6oo le&

May 2013 grade STAAR math and reading retests booklets,

Thanks.

2



Chris Lyle, CFE

Inspector

Compliance Division

Dallas ISD

972-925-8864

CONFIDENTIALITY NOTICE: This email message, including all attachments, is for the sole use of theintended recipient(s) 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




3



W29-1


DallasIndependent

SchoolDistrict

ADMINISTRATIVE STA TEMENT

DATE: June 12, 2013 CASE NO

I, Belinda Singleton am giving this statement to Dwain F. Pridemore, who has identifiedhimseif/herself as an Inspector with the Dallas Independent School District and is conducting anadministrative investigation. I have been directed to submit this Administrative Statement as stated bySchool 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 possibletermination from employment with the Dallas Independent School District. I further understand thatany information or evidence gained through this statement cannot be used against me in any criminalproceeding, except that I may be subject to criminal prosecution for the charge of perjury for any falsestatements) i make.


"The employee's failure to comply with the directive constitutes "insubordination," a violation that willbe grounds for disciplinary action up to and including termination,”

“When directed by an administrator or a District investigator, an employee shall submit a notarizedaffidavit, intentional falsification, misstatement, or the concealment of a material fact in connectionwith an administrative investigation shall be deemed as "providing untruthful statements" and can begrounds for disciplinary action up to and including termination.”


campus and/or administration. I may however, discuss this case with my legal representative. Inresponse to this request, I submit the following to inspector Dwain F. Pridemore.

Witness:

Signature:

3700 Ross Ave.□alias, TX 75204(972) 925-3700www.dallasisd.org





'5665)7=:898=:8=*

Mike Miles ,+>##6Superintendenf of Schools Dis tr ic t

Affidavit

Date: 6/12/2013


Belinda Singleton, is a resident in the County of Dallas, State of Texas, on this day at the DallasIndependent School District’s Office of Professional Responsibility, who after being duly sworn, onoath, affirm and says:

I reside my telephone number is __ ______ have been empToyedloF27^aTf^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) testswhich I helped administer in April and May of 2013. Although the STAAR is a relatively new test theprocedures are very similar to procedures for ACP or TAKS tests. I receive training every year onprocedures 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 byInspector 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 thetest instructions to the students verbatim from the T ^ s tM s m is y or Manual. I did not vary from thistext. Though based on the forms I reviewed ! Administgred IhejMpgra&e Math test on April 2, 2013and 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 thesecond semester. I also used Star Master from ECS and Kamico to prep my students during the firstsemester. I worked with my class and taught them either to answer the tests questions in the testbooklet and then transfer those answers to the answer sheet or answer the questions directly on theanswer sheet whichever they preferred.! stressed to them to keep moving and be aware of theamount of time they had to take the test. However, when administering the test I have never told agroup of students to answer first in the test booklet and then transfer those answers to the test sheetbecause 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. Ihave never assisted a student with a test question or coached them with an answer. I have nevergiven 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 thetest has started,

Umphrey Lee Investigations, DISD

Documents

Transcript of Umphrey Lee Investigations, DISD