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Table 2 . Columns in the Rosters Upload File
Element | Description | Valid Values |
Enrolled District ID | District associated with the roster. | District ID that exists in TIDE. 6 numeric characters, zero-padded. |
Enrolled Campus ID | Campus associated with the roster. | Campus ID that exists in TIDE. 9 numeric characters, zero-padded. Must be associated with the district ID. Can be blank when adding district-level rosters. |
User Email ID | Email address of the teacher associated with the roster. | Email address of a teacher existing in TIDE. |
Roster Name | Name of the roster. | Between 1 and 120 characters, except commas. |
TSDS ID | Student’s unique identifier within the district. | Exactly 10 numeric characters, or TXT- followed by exactly 6 numeric characters. |
ACTION | Action to be taken on the student, either adding them to or deleting them from the roster. If blank, the student will be added. |
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Condition Codes
Table 3 provides an overview of the various condition codes that may be entered for a machine- or hand-scored item when a traditional score cannot be entered for the student’s response.
Table 3. Condition Codes
Source of Code | Condition Code | Description |
Human | B = Blank | · The student did not enter a response. |
Human | D = Insufficient Response | · The student has not provided a meaningful response. Some examples: Random keystrokes Undecipherable text “I hate this test” “I don’t know”, “IDK” “I don’t care” “I like pizza!” (in response to a reading passage about helicopters) Response consisting entirely of profanity · For ELA Full Writes, use the “Insufficient Text” code for responses described above and also if The student’s original work is insufficient to make a determination whether the student is able to organize, cite evidence/elaborate, and use conventions as defined in the rubrics. The response is too brief to make a determination regarding whether it is on purpose or on topic. |
Human | F = Written in a language other than the tested language | · ELA/literacy: Language other than English. · Mathematics: Language other than English or Spanish. |
Human | I = Indecipherable | The student’s response is such that it cannot be understood. |
Human | T = Off Topic | · For ELA Full Writes only: A writing sample will be judged off topic when the response is unrelated to the task or the sources or shows no evidence that the student has read the task or the sources (especially for informational/explanatory and opinion/argumentative). Off-topic responses are generally substantial responses. |
Human | R = Refuses to Write | · The student refuses to produce a written response. |
Human | C = Lacks Any Original Writing | · The student produces a response that was copied from another source. |
Human | P = Prose | · The student does not write in prose. |
Human | B = Blank | · The student did not enter a response. |
Machine | Insufficient Text (Duplicated Text) | · The response contains a significant amount of text repeated over and over. |
Machine | Insufficient Text (Too Few Words) | · The response contains too few words to be considered a valid attempt. |
Machine | Insufficient Text (Copied Text from the Prompt) | · The response is largely composed of text copied from the prompt. |
Machine | Insufficient Text (Refused to Answer) | · The response is a refusal to respond, in a form such as “idk” or “I don’t know.” |
Machine | Non-Specific | · This condition code is assigned to machine-scored responses when TDS identifies that the response requires a condition code but cannot determine which specific condition code it requires. |
Machine | Non-Scorable Language (Spanish Response) | · The response is in Spanish. |
Machine | Non-Scorable Language (Uninterpretable Language) | · The response is in a language other than English or Spanish. |
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Help
The CRS includes an online user guide.
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In the banner, click Help. This will take you to the User Support landing page. Here you will see contact information for Texas Testing Support. You can also select the CRS User Guide hyperlink. The link will direct you to the DCCR section which contains the CRS User Guide.
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Icons
Icon Name | Icon Image |
More Information Button |  |
CRS View Button |  |
Longitudinal Report Button |  |
Filters Menu Button |  |
Breakdown By Button |  |
View Button |  |
Submit Search Button |  |
Programs |  |
Filters Expand Button |  |
Reporting Period Button |  |
Download Student Results Button |  |
Number Indicating An Older Opportunity Icon |  |
Compare With Aggregates Button |  |
Compare With Aggregates Close Button |  |
Standards Keys Toggle Button |  |
Expand Button |  |
Collapse Button |  |
Previous Item Button |  |
Next Item Button |  |
Student Field Button |  |
Rosters Button |  |
Campuses Button |  |
Standards Button |  |
Print Button |  |
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Login Process
This section describes how to log in to the CRS.
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Additional help: If you are unable to log in, contact Texas Testing Support for assistance.
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Multiple Interim Test Opportunities
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Score data:
Scale scores
Raw scores, which may be in the form of percentages or fractions
Standard error: After an individual student’s score, you may see a number with “±” before it. This is the standard error of measurement (SEM). A student’s score is best interpreted when recognizing that the student’s knowledge and skills fall within a score range and not just a precise number. As an example, if a student receives a test score of 75 with an SEM of 4, that tells us that the student’s knowledge and skills fall between 71 and 79. For average scores at aggregate levels, the number following “±” is the standard error of the mean.
Performance-level data, which are used for tests with performance levels (also known as proficiency levels). Performance levels provide qualitative measurements of students’ proficiency in relation to a particular standard or set of standards. Some aggregate reports include Performance Distribution )/ bars, as in Figure 94 , showing the percentage and number of students who achieved each performance level. These bars are color-coded, with three performance levels being coded red-yellow-green, four being coded red-yellow-green-blue, and five being coded red-yellow-green-blue-purple.
In a report, click the more information button in the score or Predicted STAAR Performance (Interim) columns (Figure 94).
A legend appears (see Figure and Figure 94 ), explaining what the scores or performance levels indicate.
You will find similar buttons in reports throughout the CRS.
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Table 4. Campus-Level User View: Campus Performance on Test Report Elements | |
# | Element |
1 | Buttons to learn more information on average score |
2 | Buttons to learn more information on Predicted STAAR Performance (Interim) |
In a report, click the more information button 
in the score or Performance Distribution columns.
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Texas Testing Support is open 7:00 a.m. to 7:00 p.m. (Central Time) (except holidays or as otherwise indicated on the Texas Assessment Program portal).
Texas Testing Support Toll-Free Phone Support: (833)601-8821 Email Support: TexasTestingSupport@cambiumassessment.com |
Please provide Texas Testing Support with a detailed description of your problem, as well as the following:
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