Texas State Assessments

(In Compliance with ESSA Section 1112(e)(2)(B))

The purpose of this document is to provide information regarding required state and local assessments to ensure transparency and support families.

Purpose: Measure mastery of the state standards

Subjects: Reading Language Arts, Math, Science, and Social Studies

Grades: 3rd-8th Grades and End-of-Course (English I, English II, and Algebra I)

Testing Window: April-May

Results: Shared via Texas Assessment Portal

Click HERE for more information about STAAR.

Purpose: Determine a student's level of English proficiency

Domains: Listening, Speaking, Reading, and Writing

Grades: K-12--students who are identified as emergent bilingual who have not met reclassification criteria

Testing Window: Mid-February - March

Results: Shared via Texas Assessment Portal

Click HERE for more information about TELPAS.

Purpose: Monitor progress of 4-year-olds at the beginning (BOY), middle (MOY), and end of year (EOY), using a commisioner-approved tool

Domains: Emergent Literacy (Reading/Writing), Language/Communication, Math, and Health/Wellness

Grades: PreKindergarten

Testing Window: BOY--within the first 60 days of instruction; MOY--January; EOY--May

Results: Shared with caregivers by each child's teacher

Purpose: Diagnose reading development and comprehension at the beginning (BOY), middle (MOY), and end of year (EOY), using a commisioner-approved tool; the EOY assessment serves as a universal dyslexia screener

Key Skills: Evaluation focuses on vocabulary, letter names, and spelling (or letter naming, phonemic segmentation, and word reading fluency depending on the tool used).

Grades: Kindergarten

Testing Window: BOY--within the first 60 days of instruction; MOY--January; EOY--May

Results: Shared with caregivers by each child's teacher

Purpose: To identify students who may be at risk for dyslexia or other reading difficulties so that appropriate intervention, additional assessment, or evaluation can be provided as early as possible.

Key Skills: Letter-sound knowledge or letter-naming fluency + phonological awareness

Grades: Kindergarten

Testing Window: Must be completed by the end of each school year

Results: The screener is included in the End-of-Year Circle Kindergarten Progress Monitoring assessment. Results are shared with caregivers by each child's teacher. If a child is identified as at risk, the parents will be notified and informed of next steps.

Purpose: Determine reading development and comprehension at the beginning (BOY), middle (MOY), and end of year (EOY), using a commisioner-approved tool; the MOY assessment serves as a universal dyslexia screener

Key Skills Tested: Phonemic Awareness (identifying sounds in words), Graphophonemic Knowledge (linking sounds to letters), and Word Reading Fluency and Accuracy

Grades: 1st and 2nd Grades

Testing Window: BOY--within the first 60 days of instruction; MOY--January; EOY--May

Results: Shared with caregivers by each child's teacher

Purpose: To identify students who may be at risk for dyslexia or other reading difficulties so that appropriate intervention, additional assessment, or evaluation can be provided as early as possible.

Key Skills: Word-reading accuracy or fluency + phonological awareness

Grades: 1st Grade

Testing Window: Must be completed by January 31

Results: The screener is included in the End-of-Year TPRI assessment. Results are shared with caregivers by each child's teacher. If a child is identified as at risk, the parents will be notified and informed of next steps.