PowerPoint of Webinar

Report
©2012, Region One Education Service Center
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Division of Instructional Support
Housekeeping
Presenters
Questions
Submit your questions in
writing via the “Chat
Box” located on the left
hand side of your screen.
Questions will be answered
at points during the
presentation.
Debbie Buchanan
Education Specialist –
Assessment
Vicki Payne Rainwater
Education Specialist –
AGC (Inclusion)
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Division of Instructional Support
Housekeeping
 Make sure your volume is turned on and you
have a headset or speakers attached to your
computer
 If you have multiple participants at your site
joining in this training on one computer we
would appreciate a copy of your completed sign–
in sheet faxed to (956) 984-7643 attention
Debbie Buchanan/Vicki Rainwater after the
session is completed.
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Division of Instructional Support
Agenda
 Who takes what test?
 Making the Statewide Assessment Decisions
 Participation Requirements
 Factors to Consider When Making Assessment Decisions
 Accommodations to the Texas Assessment Program
 Critical Information
 Eligibility Criteria
 New Accommodation Policy
 Additional Accommodation Resources
 Contact Information
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Division of Instructional Support
Training-Related Acronyms
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ARD - Admission, Review , and Dismissal
DAP - Distinguished Achievement Program
ELL - English Language Learner
EOC - End-of-Course
IDEA - Individuals with Disabilities Education
Act
IEP - Individualized Education Program
LAT – TAKS linguistically accommodated
testing
LEP - Limited English Proficiency
LPAC - Language Proficiency Assessment
Committee
MHSP - Minimum High School Program
STAAR - State of Texas Assessments of
Academic Readiness
©2012, Region One Education Service Center
 STAAR L - Linguistically accommodated
version of STAAR
 TAC - Texas Administrative Code
 TAKS - Texas Assessment of Knowledge and
Skills
 TAKS–Alt - Texas Assessment of Knowledge
and Skills Alternate
 TAKS–M - Texas Assessment of Knowledge
and Skills Modified
 TEA - Texas Education Agency
 TEKS - Texas Essential Knowledge and Skills
 TETN - Texas Education Telecommunication
Network
 PEIMS - Public Education Information
Management System
 RHSP - Recommended High School Program
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Division of Instructional Support
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Division of Instructional Support
Who Takes STAAR, STAAR Spanish,
STAAR L, or STAAR Modified?
STAAR, STAAR Spanish, STAAR L, and STAAR
Modified
 Students who were first enrolled in grade 9 or
below in the 2011–2012 school year
 For unique situations that don’t fit this
guideline, contact TEA’s Student Assessment
Division.
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Division of Instructional Support
Who Takes STAAR Alternate?
STAAR Alternate
 Students in grades 3 and above who have significant
cognitive disabilities and meet the
participation requirements for an alternate
assessment based on alternate academic
achievement standards will take STAAR
Alternate.
 TAKS–Alt is no longer available.
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Division of Instructional Support
What STAAR Assessments Do ELLs
Receiving Special Education Services Take?
 STAAR in English
 STAAR in Spanish (grades 3-5)
 STAAR Modified or STAAR Alternate
 STAAR L in English
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Division of Instructional Support
What STAAR Assessments Do ELLs
Receiving Special Education Services Take?
 STAAR L in English
 STAAR L – linguistically accommodated STAAR tests for eligible ELLs
 Available for math, science, and social studies, grade 3 and above,
including EOC
 STAAR L participation criteria somewhat different from old TAKS LAT
 No STAAR L forms of STAAR Modified but linguistic accommodations
available for eligible ELLs who take STAAR Modifies
 Participation criteria available on STAAR L Resources webpage at
http://www.tea.state.tx.us/student.assessment/ell/staarl/
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Division of Instructional Support
Who takes TAKS, TAKS
(Accommodated), and/or TAKS–M?
 Exit level TAKS and TAKS (Accommodated) primary tests and retests
ARE available.
 TAKS–M grade 11 tests ARE available.
 TAKS–M grade 11 assessments are not exit level tests. They are only
administered once a year during the primary administration to
students enrolled in grade 11 who meet participation requirements.
 TAKS–M retests are not available.
 TAKS–M grade 11 assessments are not administered to students in grade
12.
 TAKS, TAKS (Accommodated), and TAKS–M grade 10 tests are no longer
available.
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Division of Instructional Support
What Tests Do ELLs Receiving
Special Education Services Take?
 Same tests as on previous TAKS slide.
 For TAKS program, no changes to
 LEP postponements for exit level
 Participation requirements for unschooled
asylees/refugees
 More information on LPAC Resources
webpage at
http://www.tea.state.tx.us/student.assessment/ell/lpac/
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Division of Instructional Support
What Tests Do ELLs Receiving
Special Education Services Take?
TELPAS Program
 For ELLs grades K–12
 Listening, speaking, reading, writing
 Measures annual growth in English
language acquisition
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Division of Instructional Support
What Tests Do ELLs Receiving
Special Education Services Take?
TELPAS Program
 In very rare cases ARD committee and LPAC may
determine that student should not be assessed in
one or more domains due to student’s particular
disability
 More information to be posted in 2012-2013
TELPAS Decision-Making Guide for LPACS. Posting
in the fall at
http://www.tea.state.tx.us/student.assessment/ell/lpac/.
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Division of Instructional Support
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Division of Instructional Support
The ARD committee reviews the student's PLAAFP and instructional goals and
determines how the student accesses the grade-level/course curriculum (TEKS).
With or without
accommodations
Through modified
TEKS-based
instruction
Through
prerequisite skills
STAAR
TAKS
STAAR Modified
TAKS
(Accommodated)
TAKS–M
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STAAR Alternate
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Division of Instructional Support
What does “access” mean?
Access = a means of approach… how a
teacher exposes a student to the gradelevel/course TEKS. Access does not mean a
location.
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Division of Instructional Support
What does “access” mean?
Instructional Focus
Instruction covers all of
the required curriculum
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Instructional Approach
Accommodations
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Instructional Examples
Extra time, small group,
manipulatives, spelling
assistance, transcribing,
reading questions and
answer choices,
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Division of Instructional Support
What does “access” mean?
Instructional Focus
Instructional Approach
Although student is
exposed to all of the
curriculum, IEP goals may
focus on select student
expectations or address
all student expectations
but in a broad/simplified
manner.
Modifications
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Instructional Examples
Deleting extraneous
information, limiting
number of steps in
questions, simplifying
decoding level,
simplifying numbers,
defining difficult
vocabulary
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Division of Instructional Support
What does “access” mean?
Instructional Focus
Instructional Approach
Instructional Examples
Individual supports and
Prerequisite skills linked
materials compensate for to grade-level/course
the student’s disability
curriculum
and allow access to all of
the curriculum.
Performance tasks to
determine mastery at
three varying complexity
levels
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Division of Instructional Support
The First Consideration
 Participation in the general assessment should
be the first consideration when determining
the appropriate assessment for a student.
 General assessments in the Texas Assessment
Program
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STAAR
STAAR Spanish
TAKS
TAKS (Accommodated)
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Division of Instructional Support
1. Review the student’s present level of academic
achievement and functional performance (PLAAFP).
 ARD committees should have a clear
understanding of the student’s performance in
the grade-level/course TEKS, including the
student’s strengths, current areas of need, and
accommodations, modifications, or supports the
student has used.
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Division of Instructional Support
The First Consideration = the General
Assessment
 To determine whether the general assessment is the
most appropriate,
 ARD committees must review the student’s present
level of academic achievement and functional
performance (PLAAFP).
 Provides a clear understanding of student’s
performance in the grade-level/course TEKS, including
strengths, current areas of need, and accommodations,
modifications, or supports used.
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Division of Instructional Support
The First Consideration = the General
Assessment
 ARD committees must review the student’s
instructional plan.
 This is the basis for making appropriate assessment
decisions.
 Provides a clear understanding of how student will
access the grade-level/course curriculum, including
accommodations, modifications, or supports needed.
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Division of Instructional Support
The First Consideration = the General
Assessment
 ARD committees must understand
 What statewide assessments are required and available
(STAAR, STAAR Spanish, STAAR L, STAAR Modified,
STAAR Alternate, TAKS, TAKS (Accommodated), TAKS–
M, LAT)
 Assessed TEKS
 Design and format of each statewide assessment
 Accommodation policies
 Implications of taking a particular statewide assessment
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Division of Instructional Support
 If STAAR, with or without accommodations, is
appropriate for a student, the ARD committee
must document this decision and the testing
accommodations the student will receive.
 Documented testing accommodations must be
consistent with state accommodation policies posted
on Accommodations Resources web page.
 For accommodations that require TEA approval
through submission of an Accommodation Request
Form, document “pending TEA approval.”
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Division of Instructional Support
 If STAAR, with or without accommodations, is
not appropriate for a student, the ARD
committee must review participation
requirements for one of the alternate
assessments.
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Division of Instructional Support
STAAR Modified
STAAR Alternate
TAKS–M
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Division of Instructional Support
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TAKS–M
 Should be used only for
students in grade 11
during the 2012–2013
school year
 Grade 10 TAKS, TAKS
(Accommodated), and
TAKS–M tests will no
longer be administered.
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Division of Instructional Support
Updates to the Proposed 2013-2014
Testing Calendar include the following:
• TAKS and TAKS (Accommodated) exit level tests
will continue to be administered to students in
grade 11 or above whose testing requirement for
graduation is TAKS. However, TAKS–M will no longer
be available.
• Beginning in spring 2014, STAAR Modified will
include operational assessments in English III and
U.S. history.
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Division of Instructional Support
STAAR Modified and STAAR Alternate
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Division of Instructional Support
State-Required Documentation Forms
 The STAAR Modified and STAAR Alternate Participation
Requirements are state-required documentation forms that
must be completed and retained by the district when
eligibility for either assessment is confirmed. This document
may be filed at the campus level or in the IEP (although it is
not a required part of the IEP).
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Division of Instructional Support
State-Required Documentation Forms
 The district personnel who completes these forms
should be a member of the ARD committee (e.g., special
education teacher, ARD facilitator, administrator). These
forms should be completed during the ARD committee
meeting when assessment decisions are made.
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Division of Instructional Support
Step 1: Review the Eligibility Criteria
Step I: Eligibility Criteria
 Understand all assessment options
 Circle the subjects/courses for which STAAR Modified is being
considered
 Circle NA, not applicable, for subjects/courses that do not
apply to the student
 Subjects/courses for which STAAR Modified is not being
considered
 Subjects that are not tested at the student’s grade or courses
that the student is not enrolled in for the school year under
consideration
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Division of Instructional Support
Step I: Review the Eligibility Criteria
STAAR Alternate
Eligibility is being considered for all tested
subjects in the student’s enrolled grade or
all courses the student is enrolled in.
 If the student is eligible to take STAAR Alternate, then
he/she must take this assessment for all
subjects/courses.
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Division of Instructional Support
Step 1: Review the Eligibility Criteria
Step I: Eligibility Criteria
 Understand all assessment options
 Circle the subjects/courses for which STAAR Modified is being
considered
 Circle NA, not applicable, for subjects/courses that do not
apply to the student
 Subjects/courses for which STAAR Modified is not being
considered
 Subjects that are not tested at the student’s grade or courses
that the student is not enrolled in for the school year under
consideration
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Division of Instructional Support
Step I: Review the Eligibility Criteria
STAAR Modified
 The ARD committee must review each of the three questions for
every subject or course being considered and circle YES or NO.
1. Do the student’s present level of academic achievement and functional
performance (PLAAFP) statements in the IEP lead the ARD committee to
conclude that the student is multiple years behind grade-level or course
expectations and will not progress at the same rate and level of rigor as
their non-disabled peers?
2. Does the student’s IEP contain standards-based (TEKS-based) goals
indicating the modified content the student requires in order to access
the grade-level or course curriculum?
3. Does the student require direct and intensive instruction in order to
acquire, maintain, and transfer skills to other contexts?
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Division of Instructional Support
Step I: Review the Eligibility Criteria
STAAR Alternate
 The ARD committee must review each of the five questions if
STAAR Alternate is being considered, and circle YES or NO.
1.
2.
3.
4.
5.
Does the student have a significant cognitive disability?
Does the student require specialized supports to access the grade-level
curriculum and environment?
Does the student require intensive, individualized instruction in a variety
of instructional settings?
Does the student access and participate in the grade-level TEKS through
prerequisite skills?
Does the student primarily demonstrate knowledge and skills through
performance tasks?
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Division of Instructional Support
Step I: Review the Eligibility Criteria
To be eligible to participate in either STAAR
Modified or STAAR Alternate, the answer to
all of the applicable questions must be Yes.
 If the answer to any of the questions is No, the
student is not eligible to participate in STAAR
Modified/STAAR Alternate and must participate
in one of the other statewide assessments.
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Division of Instructional Support
 Each Yes answer requires a justification that references the page
number or section of the IEP that contains evidence that the
student meets the criterion.
PLAAFP section
PLAAFP section
PLAAFP section
Pg. 2
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Division of Instructional Support
Step II: Discuss Assurances
 If Yes is indicated for
all of the eligibility
criteria, the ARD
committee must
discuss the assurances
in Step II and the
district personnel
completing the form
must initial each one.
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Division of Instructional Support
Step II: Discuss Assurances
 When an alternate assessment is selected, IDEA and
The Legal Framework for the Child-Centered Special
Education Process require ARD committees to
document in the IEP:
 A statement of why student cannot participate in general
assessment with or without allowable accommodations,
AND…
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Division of Instructional Support
 A statement of why an alternate assessment is appropriate for
student, including evidence from IEP that confirms that answer
to each of the questions for STAAR Modified is Yes, AND…
 A list of testing accommodations consistent with state
accommodation policies posted on Accommodations Resources
webpage
 In order to make appropriate accommodation decisions from year
to year, their effectiveness should be assessed.
 Collect data on how the student performs with and without the
accommodation.
 Make available to the student a variety of instructional strategies to see
which is most effective.
 For accommodations that require TEA approval through submission
of an Accommodation Request Form, document “pending TEA
approval.”
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Division of Instructional Support
Step II: Discuss Assurances
 It is not appropriate to make an assessment decision
simply because a student passed or failed a previous
statewide assessment.
– Example: If a student achieved advanced academic
performance on STAAR Modified, this does not automatically
mean that the student should now take STAAR. Other factors
must be considered.
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Division of Instructional Support
Step II: Discuss Assurances
 ARD committee decisions should be based only on the
educational need of a student.
 If a student meets the participation requirements for
STAAR Modified or STAAR Alternate, then he/she
should be administered this assessment.
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Division of Instructional Support
Step II: Discuss Assurances
 Students receiving special education services for any qualifying
disability category are eligible to take STAAR Modified if the answer to
all three eligibility questions is YES.
 For STAAR Alternate, the ARD committee will focus on evidence of a
significant cognitive disability and how the student accesses the gradelevel or course curriculum. They will rule out students who have a
learning disability and receive modified instruction.
 Students taking STAAR Modified or STAAR Alternate may be receiving
instruction in any setting (e.g., inclusion, resource, self-contained).
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Division of Instructional Support
Step II: Discuss Assurances
 For elementary and middle school students, the ARD
committee must understand the future implications
that could result if a student is receiving modified
instruction or instruction through prerequisite skills
from year to year.
 Modified instruction and instruction through prerequisite skills
in high school = MHSP
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Division of Instructional Support
Step II: Discuss Assurances
 As cited in TAC §74.61(e), a high school student who takes
STAAR Alternate or at least one STAAR Modified EOC
assessment is receiving a different type of instruction (e.g.,
prerequisite skills, modified) than his/her peers. Therefore,
the student will graduate on the MHSP.
 To graduate on the Recommended or Distinguished Programs,
a student must have successful completion on STAAR.
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Division of Instructional Support
Step II: Discuss Assurances
For high school students, these
courses are denoted by a special
PEIMS code for each course
required on the MHSP.
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Division of Instructional Support
Step II: Discuss Assurances
 Students are only eligible to take STAAR Modified
if they are accessing the curriculum through
modified instruction.
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Division of Instructional Support
Step II: Discuss Assurances
 Students are only eligible to take STAAR Alternate
if they are accessing the curriculum through
prerequisite skills.
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Division of Instructional Support
Step III: Summarize Assessment Decisions
STAAR Modified
 Indicate the subjects in which the student will
take STAAR Modified if the eligibility criteria has
been met.
 This step was updated this year to include World
History, which will be administered for the first time
in spring 2013.
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Division of Instructional Support
Step III: Summarize Assessment Decisions
STAAR Modified continued
 This step will be updated next year to include English III and
U.S. History, which will be administered for the first time in
spring 2014. If a student is enrolled in these courses in 2012–
2013 and receives modified instruction, eligibility for STAAR
Modified should still be determined.
 If the student meets participation requirements for STAAR
Modified, the student will not be assessed since these tests are
not available.
 If the student does not meet participation requirements for STAAR
Modified OR if eligibility is not determined for these courses, then
the student will take STAAR.
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Division of Instructional Support
Step III: Summarize Assessment Decisions
STAAR Modified continued
 STAAR Modified assessments for Algebra II, chemistry, and
physics will never be available because the courses are not
required on the MHSP. However, eligibility for STAAR Modified
should still be determined if a student is enrolled in these
courses and receives modified instruction.
 If the student meets participation requirements for STAAR
Modified, the student will not be assessed since these tests are
not available.
 If the student does not meet participation requirements for STAAR
Modified OR if eligibility is not determined for these courses, then
the student will take STAAR.
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Division of Instructional Support
Step III: Summarize Assessment Decisions
STAAR Alternate
 The ARD committee should indicate the subject(s) or course(s) in
which the student is enrolled and for which STAAR Alternate
assessments will be given.
 The ARD committee must ensure the assessment decision and
accommodations needed to measure the student’s academic
achievement have been documented in the student’s IEP. These
accommodations will be the basis for the STAAR Alternate
presentation supports, materials, and response modes provided
during the assessment observation and recorded on page 1 of
the documentation form.
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Division of Instructional Support
Step III: Summarize Assessment Decisions
STAAR Alternate continued
 The student will take STAAR Alternate for all required subjects or
enrolled high school courses on the MHSP.
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Division of Instructional Support
The ARD committee is required to discuss the
participation requirements, complete the
State-Required Documentation Form.
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Division of Instructional Support
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Division of Instructional Support
State-Required Documentation Forms
 The STAAR Modified and STAAR Alternate Participation
Requirements are state-required documentation forms that
must be completed and retained by the district when
eligibility for either assessment is confirmed. This document
may be filed at the campus level or in the IEP (although it is
not a required part of the IEP).
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Division of Instructional Support
State-Required Documentation Forms
 The district personnel who completes these forms should be a
member of the ARD committee (e.g., special education
teacher, ARD facilitator, administrator). These forms should be
completed during the ARD committee meeting when
assessment decisions are made.
60
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Division of Instructional Support
ARD Process for STAAR Alternate
Copyright © 2012, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is
prohibited without express written permission from the Texas Education Agency
©2012, Region One Education Service Center
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Division of Instructional Support
ARD Process for STAAR Alternate
 Review the participation requirements to determine eligibility, note
the justification for the determination on the form, and select the
assessment from the state options.
 Review the assurances to make sure that all critical
considerations were discussed before the decision was made.
 Select the subjects/courses that the student will take and what
corresponding assessments are required.
 Summarize the decisions and determine the instructional
accommodations that will serve as the basis for the supports
and materials documented on the STAAR Alternate
Documentation Form of Student Performance.
 Develop IEP goals and objectives for the academic
instruction that will be provided.
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Division of Instructional Support
Determine who is
responsible for verifying the
information.
Participation Requirements
Step 1
 Review the five requirements to
make sure that the student meets all
five criteria.
 Focus on evidence of a significant
cognitive disability and how the
student accesses the grade-level or
course curriculum. The recorded
justification does not have to be
referenced by IEP page numbers, but
should be based on information
supplied by an assessment specialist.
Updated Form
©2012, Region One Education Service Center
 Rule out students who have a
learning disability and receive a
modified general education
curriculum.
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Division of Instructional Support
Participation Requirements
Step II
 Initial the assurances that verify
that the decision was based on
evidence and educational need and
not on AYP calculations, previous
assessment performance, placement
or service delivery, or demographic
information.
 Assure that the committee
discussed the impact of the decision
on graduation plans and determined
the courses (PEIMS number) or
subjects that will be taken that year.
Step III
 Summarize the assessment
decisions.
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Division of Instructional Support
 For grades 3-8, the enrolled grade determines the subjects that will
be tested.
 Students are required to participate in all STAAR Alternate
assessments sometime during high school with the exception of
the World History/World Geography option.
 The ARD committee determines what year each high school
course and assessment will be taken.
 For the 2011-2012 administration, previous TAKS–Alt high school
assessments counted toward the STAAR Alternate testing
requirements.
English I (Met with TAKS-Alt Grade 9 Reading)
English II (Met with TAKS-Alt Grade 10 ELA)
English III (Met with TAKS-Alt Grade 11 ELA)
Algebra I (Met with TAKS-Alt Grade 9 Math)
Geometry (Met with TAKS-Alt Grade 10 Math)
Biology (Met with TAKS-Alt Grade 10 Science)
World Geography or World History (Met with Grade 10 Social Studies)
US History (Met with Grade 11 Social Studies)
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 In 2011-2012, Students could have also received testing
credit for a high school course that was taken before
STAAR Alternate was developed. The ARD committee must
have given the student credit towards the student’s
Minimum High School Plan for the course before the course
credit can be applied to the testing requirement.
For 2012-2013, the currently enrolled course will
determine the assessment now that previously
taken courses or assessments have been factored
into the credits for graduation and assessment.
 Students from other states can still receive testing credit for
comparable state assessments or course credits.
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Division of Instructional Support
Audit Results
Auditors determined that the complexity level of the
assessment tasks was maintained in 94% of the
documentation forms evaluated.
Auditors concluded that one of the reasons the complexity level was not
maintained was because the wrong complexity level and assessment
task were selected causing the test administrator to implement the task
incorrectly.
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Division of Instructional Support
Task Selection Results
TAKS-Alt
TAKS-Alt
TAKS-Alt
STAAR
Alternate
2009
2010
2011
2012
Level 3
14 %
20%
23%
11%
Level 2
43%
49%
50%
55%
Level 1
43%
31%
27%
34%
Data shows that the task selection distribution is not
representative of the developmental skill level of the range of
students with cognitive disabilities.
Level 3 was not selected enough and Level 1 was
selected too often.
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Division of Instructional Support
As a result, the state will move toward the ARD committee determining the
complexity level or combinations of complexity levels that will guide the
test administrator to the appropriate selection of the task.
 For the 2013 STAAR Alternate administration, either the teacher or the ARD committee can
make the complexity level decision. It is recommended that the ARD committee make this
decision if an ARD is convened at a time that allows the assessment decisions to be
implemented.
For 2013 assessment decisions previously determined, districts
do not have to reconvene an ARD meeting to determine the
complexity level. The teacher can continue to select the
complexity level and tasks until the next regularly scheduled ARD
meeting.
 For the 2014 STAAR Alternate administration, the ARD committee must make the
complexity level decision and record the decision on the “STAAR Alternate Participation
Requirements” document.
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For 2013-2014 the complexity
level decision made by the ARD
committee must be recorded at
the bottom of the second page of
the form for each assessed
subject.
Reading Grade 6
Complexity Levels 3 and 2
For 2012-2013 the complexity level
decision if made by the ARD committee
can be written at the bottom of the
second page of the form for each
assessed subject.
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Level 3
Combinations of Level 3 and 2
Level 2
Combinations of Level 2 and 1
Level 1
NRO
Division of Instructional Support
Student Characteristics
fordoes
the STAAR
Complexity or
Levels
How
the Alternate
ARD committee
teacher decide the best complexity
level for a student?
After STAAR Alternate has
been determined as the most
appropriate assessment for a
student, the teacher or ARD
committee will use this chart
to find the best description of
the student’s performance
before determining the
complexity level or
combinations of levels to be
used for the assessment.
Characteristics Choice Boxes
Level 3
Indicators of Progress for Level 3
Level 2
Indicators of Progress for Level 2
Level 1
NRO
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The teacher or ARD committee will then determine that the
student should be assessed for that subject on:
 a specific complexity level (Level 3, Level 2, Level 1, or NRO)
for all tasks for all four essence statements per subject
or
 a range between two complexity levels (Levels 3 and 2, Levels 2
and 1) as determined by the indicators of progress box
Solid Complexity Level Description
3
Complexity Level
2
1
NRO
Indicators of Progress Box
Combinations of Complexity Levels
3 and 2
2 and 1
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Division of Instructional Support
Making the Complexity Level Decision
The first step in selecting the complexity level is to pinpoint from the
Student Characteristics for the STAAR Alternate Complexity Levels
chart which characteristics from a complexity level or indicators of
progress box best describes the student’s maximum performance for a
given subject.
This decision should be based on challenging expectations and be
indicative of how the student is expected to perform after instruction.
The teacher or the ARD committee will make the decision for which
complexity level or combinations of complexity levels are appropriate
for a student for each subject being assessed.
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Process for Selecting the Complexity Level
for STAAR Alternate
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For more details on
determining the complexity
levels, refer to these
resources available on the
STAAR Alternate Resources
page.
Division of Instructional Support
Finalizing the Assessment Task Selection
If the teacher or ARD committee recommended a combination of two
complexity levels, the teacher will make the final decision of which
task between the two complexity level options will be used for the
primary observation.
then
When a combination of
complexity levels are
being considered, at least
one task at the higher
complexity level must be
chosen!
The teacher becomes the test administrator and prepares for the primary
observation by:
 providing additional instruction according to TEA resource documents
 determining the presentation supports, materials, and response modes
appropriate for each task
documenting the preplanning decision on page one of the state-required
documentation form
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Division of Instructional Support
Keep in mind....
ARD Considerations
 If the ARD committee makes the decision regarding the complexity level or
levels to be used for the assessment, the decision will need to be recorded and
the teacher must abide by the decision.
 If the teacher determines at any time that the complexity level decision made
by the ARD committee needs to be reviewed either due to student progress or
regression, the ARD committee must reconvene and determine the new
complexity level decision following the same process as outlined in this
presentation.
Challenging Students
 If the student is clearly described by the characteristics in one of the
complexity level boxes, it is inappropriate to assess that student at a lower
complexity level.
 It is inappropriate to assess a student at a lower complexity level just to
improve his or her score on the assessment. Students who demonstrate skills
on tasks independently or with cueing should not be moved to a lower
complexity level.
 Supervisors may monitor the teacher selection of the assessment task to
ensure that the student is being challenged with the most appropriate task.
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Division of Instructional Support
All resources for STAAR Alternate can be accessed at
http://www.tea.state.tx.us/student.assessment/special-ed/staaralt.
To speak to a member of the STAAR
Alternate Team at TEA, call 512-4639536.
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Division of Instructional Support
All assessment information must be
communicated to campus testing
coordinator in preparation for
statewide testing.
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Division of Instructional Support
Student Success Initiative (SSI)
 Multiple SSI administrations are listed on the 20122013 testing calendar revised June 1, 2012.
http://www.tea.state.tx.us/student.assessment/calendars/
 Districts will be notified when updated SSI material
becomes available.
 Consideration for special populations will be included
in the new material districts will receive.
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Division of Instructional Support
Commissioner’s Rule on Substitute
High School Courses
Policy: TAC §89.1070(b)(3)
 Districts are allowed to provide locally developed
substitute courses for those required on the MHSP for
some students receiving special education services.
 The content of these locally developed substitute
courses must be fully aligned to the TEKS for the
courses they replace.
 Students will be required to participate in an EOC
assessment (general, modified, or alternate) for the
course that has been substituted.
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Division of Instructional Support
Cumulative Score Requirement
For students receiving special education
services who take STAAR EOC assessments
 ARD committee determines whether or not student
has to meet cumulative score requirement in order to
graduate.
 This decision has bearing on whether student can graduate
on the DAP, RHSP, or MHSP.
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Division of Instructional Support
Cumulative Score Requirement–
continued
Current legislation does not include a
cumulative score requirement for students
taking STAAR Modified or STAAR Alternate
EOC assessments
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Division of Instructional Support
15% Grading Requirement
For students taking STAAR
 The 2/22/12 To the Administrator Addressed letter
regarding the 15% Grade Deferral applied only to the
2011-2012 school year.
 Currently, the assumption is that the 15% grading
requirement is in effect for the 2012-2013 school year.
 Review the Frequently Asked Questions for more information.
 Under consideration is whether the 15% grading requirement
applies to the 2012 December test administrations.
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Division of Instructional Support
15% Grading Requirement–
continued
For students taking Alternate Assessments
 Districts are not required to count STAAR Modified or
STAAR Alternate EOC assessment results as 15% of
the student’s course grade since current legislation
does not include this requirement for students taking
a modified or alternate assessment.
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Division of Instructional Support
Graduation: STAAR
http://www.tea.state.tx.us/student.assessment/ard/
 You can access the external link to the Special Education
Graduation Flowcharts from the ARD Committee
Resources web page.
 Review the presentation link that walks you through the
flowchart.
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Division of Instructional Support
Graduation: TAKS
http://www.tea.state.tx.us/student.assessment/ard/
 Graduation flowcharts A and
B are posted on the ARD
Committee Resources web
page under “TAKS.”
 Flowchart A: For students
taking TAKS who entered
grade 9 in 2008–2009 and
thereafter.
 Flowchart B: For students
taking TAKS who entered
grade 9 prior to 2008–2009.
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Division of Instructional Support
(webpages)
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Division of Instructional Support
Navigating the Website
http://www.tea.state.tx.us/student.assessment/
Go to the Student
Assessment
homepage
Click
Accommodations
Resources in the
index on the left.
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Division of Instructional Support
Navigating the Website
http://www.tea.state.tx.us/student.assessment/accommodations/
TEA TETN #14294
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Division of Instructional Support
Navigating the Website
http://www.tea.state.tx.us/student.assessment/accommodations/
Click here
Or here
TEA TETN #14294
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Division of Instructional Support
Navigating the Website
http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/
You are in the right place. Just scroll down.
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Division of Instructional Support
Navigating the Website
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Division of Instructional Support
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Division of Instructional Support
Critical Information about Accommodations
for Students with Disabilities
• The following information applies to students with
disabilities in the STAAR program and TELPAS
• For the purposes of using testing accommodations
during the statewide assessments, a student with
a disability can be
 Special education with an identified disability
 Section 504 with an identified disability
 Neither special education nor Section 504 but with a
disabling condition (with or without a diagnosis)
TEA TETN #14294
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Division of Instructional Support
Accommodation Definition
What it IS
What it IS NOT
Are changes to materials, procedures,
or techniques
Changes to the performance criteria or
content
Allow a student with disabilities to
participate in grade-level or course
instruction
Necessary for every student
Should be individualized
Replace the teaching of the TEKS
Can change over the course of the
school year based on student needs
Intended to provide a student with an
advantage
May be appropriate for classroom use
but not allowed on the statewide
assessment
Be continued without evidence of
effectiveness
Should be evaluated regularly to
determine effectiveness
Provided to an entire group of students
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Division of Instructional Support
Accommodations during Instruction
versus Statewide Assessment
Facts:
 The use of accommodations occurs primarily during
classroom instruction.
 Classroom instruction allows for any techniques and tools to
meet the educational needs of each student.
 The statewide assessment is a standardized tool for
measuring every student’s learning in a reliable, valid, and
secure manner.
 Accommodations that invalidate what is being assessed or
compromise the security of the test cannot be allowed.
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Division of Instructional Support
Accommodations during Instruction
versus Statewide Assessment
Facts:
 Routine use, student independence, and effectiveness are
important considerations when determining
accommodations.
 It is acceptable to withhold an accommodation during
instruction when determining whether it is effective and/or
still necessary for the student.
 Some students outgrow certain accommodations while other
students continue to need them throughout the school year
or over several years.
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Division of Instructional Support
Accommodations during Instruction
versus Statewide Assessment
Myths:
 A teacher should only use accommodations during
classroom instruction and testing if it is also allowed on the
statewide assessment
 Routine accommodation use means every day of the school
year
 If a student has EVER used an accommodation in the
classroom, use it during the statewide assessment
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Division of Instructional Support
Accommodations during Instruction
versus Statewide Assessment
Summary:
 Policies for accommodation use on statewide assessments
should not limit an educator’s ability to develop
individualized materials and techniques to facilitate student
learning.
 Instruction is when learning occurs. Instruction comes first,
lasts longer, and can be customized to meet the needs of
each student.
 Unlike instruction, statewide assessments must be
standardized so that student results can be compared and
interpreted.
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Division of Instructional Support
Therefore…
Some accommodations may be
appropriate and suitable for classroom
use but may not be allowed for use on
a statewide assessment.
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Division of Instructional Support
Accommodations in Unexpected or
Emergency Situations
 First, look at the Optional Test Administration Procedures and
Materials.
 Second, look at the Accommodation Triangle.
 Consider and encourage student independence when
appropriate.
 Contact TEA if the student requires a Type 3 accommodation;
additional instructions are provided by TEA for some
accommodations.
 Record the accommodation on the answer document and
consider it when interpreting test results.
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Division of Instructional Support
The Accommodation Triangle
Type 1 – for students with a specific need
who routinely, independently, and
effectively use the accommodation
during classroom instruction and
testing
Type 2 – includes requirements of Type 1
plus additional specific eligibility
criteria
Type 3– for students who meet all the
eligibility criteria listed; submit an
Accommodation Request Form (ARF)
to TEA; document as “pending TEA
approval;” if denied by TEA, campus
must be prepared to meet student’s
needs with allowable accommodations
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Division of Instructional Support
For STAAR program
and TELPAS
But…Not all
accommodations are
applicable
to all assessments.
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Division of Instructional Support
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Division of Instructional Support
This type of document
opens when the link to
an accommodation in
the triangle is clicked.
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Division of Instructional Support
Eligibility Criteria
 This section lists the criteria that a student
must meet to use the accommodation.
 Checkboxes are provided for possible recordkeeping.
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Division of Instructional Support
Eligibility Criteria
Supplemental Aid example– the committee must
check each of the boxes in the circle below. All
boxes must be checked, not just one.
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Division of Instructional Support
Eligibility Criteria
Photocopy example– sometimes the criteria includes
“meets at least one of the following.” The first 3 boxes
must be checked; then there are choices for the 4th box.
You must pick at least one based on student need.
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Division of Instructional Support
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Division of Instructional Support
Math Scribe
3
Type 3 accommodation
This accommodation allows a test
administrator to record a student’s dictated
scratch work and computations when a
disabling condition prevents the student
from accomplishing this task independently.
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Division of Instructional Support
Type 3 accommodation
Applies only to students who meets the eligibility
criteria





STAAR Mathematics and Science (grades 3–8 and EOC)
STAAR L (grades 3–8 and EOC)
STAAR Modified (grades 3–8 and EOC)
STAAR L (grades 3–8 and EOC)
STAAR Spanish Mathematics and Science (grades 3–5)
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Division of Instructional Support
Submit an Accommodation Request Form to TEA
 routinely and effectively uses this accommodation during classroom
instruction and testing,
 is unable to effectively use Optional Test Administration Procedures
and Materials (e.g., various sizes or types of scratch paper/another
workspace) or other accommodations (e.g., calculator) to address
this need, and
 meets at least one of the following:
 The student has a temporary or permanent impairment in vision that
necessitates the use of braille or large-print test materials. has a disability that
affects accuracy in tracking letter to letter, word to word, and/or line to line
 The student has a temporary or permanent physically disabling condition (e.g.,
muscular dystrophy, cerebral palsy, arthritis, physical abnormality) that prevents
him or her from independently and effectively recording scratch work and
computations.
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Division of Instructional Support
Type 3 Accommodations
3
Available for students who
• meet all of the eligibility criteria and
• An Accommodation Request Form is
submitted to TEA.
Any accommodation that requires the submission
and approval of an Accommodation Request Form
must be documented in the student’s paperwork as
"pending TEA approval."
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Accommodation Policies with Changes
 Oral Administration
 Spelling Assistance
 Mathematics Manipulatives
 Dictionary
 Complex Transcribing
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Division of Instructional Support
Oral Administration
2
Additions:
• Required reference materials may be read aloud to an
eligible student
• Required dictionaries for reading and writing tests
• Required math and science reference materials
• Student Scenarios to clarify FAQs
Clarification:
• Allowable accommodations may be read aloud to an
eligible student (e.g., dictionary or supplemental aid)
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Division of Instructional Support
Oral Administration
2
Still prohibited:
• Reading selections may never be read aloud to a
student.
• Revising and editing passages, test questions, and
answer choices may never be read aloud to a
student.
TEA TETN #14294
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Division of Instructional Support
Oral Administration
2
Why can’t the test administrator read aloud the questions prior
to the student reading the passage? This is a valid reading
strategy for struggling readers.”
“
• The student who does not receive an oral administration can approach
the test questions any way he/she chooses.
• However, the student receiving an oral administration of the entire test
does not have this latitude since the test administrator must read the
questions and answers in the order presented.
• The oral administration must have a standardized format across the state.
When a test administrator is interacting with a student to this degree
during statewide testing, very specific guidelines must be laid out.
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Division of Instructional Support
Oral Administration
2
“What does ‘have evidence of a reading difficulty’ mean? One
grade-level behind? Two or more? Qualifies for special education
in reading?”
 “Evidence of reading difficulties” is not intended to mean that the student
is identified as learning disabled in reading. Nor does it mean that a
student is a certain number of years below grade level.
 Some students may have a disability, either cognitive or emotional for
instance, that directly impacts their ability to decode text.
 The documentation must contain evidence that the student has reading
difficulties and is receiving accommodations to support this need.
Example Evidence: diagnostic test results, observational reports, class grades with and
without reading support, goals/objectives
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Division of Instructional Support
Oral Administration
2
Remember:
Just because a student has reading difficulties doesn’t mean an oral
administration is going to help. This accommodation should be
used only for students who use it ROUTINELY and EFFECTIVELY in
the class.
 “Evidence” = documentation
 “Reading Difficulties” = a problem reading
 Don’t focus on the student’s disability or label
 Focus on the accommodations the student is using in class to address
his/her needs
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Division of Instructional Support
Spelling Assistance
2
Deletion under Examples/Types:
 The dictionary for grade 4 writing has been
removed from Spelling Assistance and added to the
Dictionary accommodation policy.
 A dictionary is still allowed as a form of spelling
assistance, just under a different policy.
 This was done so that all dictionary
accommodations were located under one policy.
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Division of Instructional Support
Spelling Assistance
2
New bullet under Special Instructions/
Considerations:
 Internet access must be disabled when using
technology-based methods (e.g., word processor,
software) as spelling assistance.
TEA TETN #14294
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Division of Instructional Support
Mathematics Manipulatives
2
Addition under Examples/Types:
 Translucent (tracing) paper
TEA TETN #14294
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Division of Instructional Support
Dictionary
2
Additions:
 Description now includes the dictionary as a form of
spelling assistance for grade 4 writing tests (in addition
to facilitating comprehension of unfamiliar words for
reading tests)
 Now applies to grade 4 writing test (as well as grades 35 reading tests)
 Eligibility now addresses student needs for spelling
assistance on writing tests (as well as memory
retrieval/decoding on reading tests)
TEA TETN #14294
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Division of Instructional Support
Complex Transcribing
3
Changes to Eligibility Criteria:
Meets at least one of the following
 Temporary or permanent impairment in vision…
 Temporary or permanent physically disabling condition
(e.g., muscular dystrophy, cerebral palsy, arthritis,
physical abnormality of the hands) that prevents him or
her from independently and effectively recording
responses…
TEA TETN #14294
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Division of Instructional Support
Complex Transcribing
3
The following examples clarify how ARFs are
approved or denied by TEA.
These are ONLY EXAMPLES. They do not represent
every approval or denial. They are not intended to
provide “key words” for an approval of an ARF. All ARF
decisions are based on individual student needs and
whether the school has exhausted all other options.
TEA TETN #14294
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Complex Transcribing: Denied
Complex Transcribing is NOT for students who spell
poorly or cannot organize and develop a written
response. This is part of what is being scored on the
assessment.
Translation: When I went on the cruise they had lobster bisque
with shrimp and butter, escargot, lobster. Big twisted slide…
TEA TETN #14294
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Division of Instructional Support
Complex Transcribing: Approved
Complex Transcribing IS for students who cannot produce a
written response through handwriting, typing, speech-totext, etc. This accommodation shouldn’t be provided so
that the student can pass the assessment. It should be
provided because it’s the only way the student can access
the written composition portion of the assessment.
Example: Student has severe cerebral palsy or muscular dystrophy in
which he has no use/limited use of hands. Holding a writing utensil
may be painful, impossible, or ineffective (e.g., would take a week to
complete a response because of the rate student writes). Typing or
speech-to-text may not be available, not appropriate, or not
mastered yet.
TEA TETN #14294
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Accommodation Policies with
No Changes (Clarifications Only)
• Individual or Small-Group
Administration
• Reminders to Stay on Task
• Amplification Devices
• Projection Devices
• Manipulating Test Materials
• Calculation Devices
•
•
•
•
•
•
•
2
Basic Transcribing
Supplemental Aids
Large Print
Braille
Photocopying Test Materials
Other
Not all of the
accommodations listed here
have a slide summarizing the
clarifications.
TEA TETN #14294
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Accommodation Policies with
No Changes (Clarifications Only)
2
• Individual or Small-Group
Administration
• Basic Transcribing
• Reminders to Stay on Task
• Large Print
• Amplification Devices
• Braille
• Projection Devices
• Photocopying Test Materials
• Manipulating Test Materials
• Other
• Calculation Devices
• Not every clarification is
summarized here.
• Supplemental Aids
TEA TETN #14294
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Clarifications to Many Policies
A student who uses this accommodation/procedure/ material
may need to complete the test in a separate setting to eliminate
distractions to other students and to ensure the confidentiality
of the test. Testing in a separate setting for this purpose is not
considered the Individual or Small-Group Administration
accommodation.
 This new statement appears with many accommodations as well as
optional test administration procedures/materials.
 Intended to eliminate any confusion about when to mark Type 1 on the
answer document to indicate an Individual or Small-Group
Administration.
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Manipulating Test Materials
2
Added to Examples/Types:
• Highlighting per student directions
• “…per student directions” to each example
Added to Special Instructions/Considerations:
• Manipulating test materials must be done by a trained test
administrator who has signed the “Oath of Test Security and
Confidentiality for Test Administrator.” This includes the
bottom section of the oath for test administrators who are
authorized to view secure statewide assessments…
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Calculation Devices
2
 No changes to the eligibility criteria
 Added a Student Scenario
TEA TETN #14294
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Basic Transcribing
2
 No changes to eligibility criteria
 Clarifications to Special Instructions/ Considerations:
 The student must be given the full time allotted to complete
the entire test. If necessary, the test administrator may
transfer the student's final responses onto the answer
document after the testing period has ended. In this
situation, the test administrator must ensure that he or she
can read and understand the student's intended responses.
Any interaction with the student regarding the intended
responses is prohibited after the testing period has ended.
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Supplemental Aids
2
• Teachers create supplemental aids to meet the needs
of students during instruction.
• TEA does not create supplemental aids.
• In the TAKS program, teachers submitted ARFs with
attached supplemental aids to TEA for review in
consideration for use on the statewide assessments.
This was how the list of allowable supplemental aids
started.
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Supplemental Aids
2
• Any additions to the allowable list need to come from
teachers as specific examples of what their students
are using in the classroom to support the TEKS.
• In the 2012 feedback, many educators suggested we
add more high-school math or science supplemental
aids. But these suggestions did not include any specific
examples.
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Supplemental Aids
2
Clarifications to Special Instructions/ Considerations:
• Supplemental aids should be individualized for each
student…it is not appropriate to provide all students
the exact same set of supplemental aids.
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Division of Instructional Support
Photocopying Test Materials
3
Clarifications to Special Instructions/ Considerations:
• The following documents may be photocopied for use
during testing without submitting an ARF:
• Test administration directions given verbally before/after
testing
• Blank answer documents (not for training students how to
use the answer document before testing)
• The state-supplied mathematics graph paper
• The state supplied reference materials for grade 8 science,
chemistry, physics, Algebra I, geometry, and Algebra II
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Photocopying Test Materials
3
Clarifications to Special Instructions/ Considerations:
• The state-supplied mathematics reference materials
for grades 3-8 contain rulers that could be distorted
when photocopied or enlarged, thus resulting in
inaccurate measurements.
• Call TEA’s Accommodations Task Force for guidance.
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Other
3
• This category is for accommodations for students with
disabilities who have unique needs that are not
specifically addressed in the Accommodation Triangle
• Type 3 = ARF
• Added under Examples/Types:
Examples that MAY fit the category of Other
Assistive technology that is not addressed under
Examples/Types of accommodation policies
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Extra Time (Same Day)
2
• Proposing a few additions
• Eligibility Criteria
• Student Scenarios
• Clarifications to better distinguish between
medical breaks to the nurse and the Extra Time
accommodation policy
• Will be trained at the October 16 TETN
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Extra Day
3
• Proposing a few additions
• Eligibility Criteria
• Will be trained at the October 16 TETN
TEA TETN #14294
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Optional Test Administration
Procedures and Materials
• Not testing accommodations
• Located in
• 2013 DCCM
• Test Administration Manuals webpage
• Related resource under Accommodations for Students with
Disabilities webpage
• May be provided to any student based on his or her
needs but not intended for every student in a
classroom or disability category
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Optional Test Administration
Procedures and Materials
• Student must have sufficient experience using it and it
must be effective in meeting student needs
• Should be made available to students who need them
but cannot require their use
• Local documentation only for planning during test day
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Optional Test Administration
Procedures and Materials
• Added “Special Lighting Conditions”
natural lighting or desk lamps are just 2 examples
• Added examples of “Scratch Paper or Another
Workspace”
blank paper, colored paper, lined paper, graph paper, butcher
paper, adhesive notes, chalkboard, white board
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Optional Test Administration
Procedures and Materials
• Added example under “Blank Place Markers”
bubbling tool / bubbling template
• Added Crayons to “Highlighters and Colored Pencils”
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Optional Test Administration
Procedures and Materials
Changed requirements for “Reading Aloud or Signing the
Writing Prompt”
• For any student who requests this assistance
• New: If the IEP/IAP documentation includes this
assistance, the student does not have to request it; the
test administrator can just read it
• Applies only to the personal narrative, expository,
literary, or persuasive writing prompts
• The English III analytical prompt may never be read
aloud to any student.
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Guidelines for Recording Accommodations
on the Answer Document
Added and clarified:
• Mark the accommodation type for each
accommodation that is documented and made
available to the student, even if the student did not
use the accommodation during testing.
A similar process for recording
accommodations applies to the online test
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Deadlines for Accommodation Request
Forms
Accommodation Request Forms must be received by TEA far
enough in advance to allow time for processing. This is usually
at least one week prior to the Monday of a testing week or
window. Requests sent after this deadline will NOT be
processed unless circumstances involving the student change
after the deadline (e.g., newly enrolled student, medical
emergency, updated ARD committee decision). In these
circumstances, the district testing coordinator should contact
TEA’s Student Assessment Division at 512-463-9536 for
further instructions.
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Deadlines for Accommodation Request Forms
Test Administration
Submission Deadline
October 22-25, 2012
TAKS & TAKS (Accommodated) XL
Retests
October 15, 5:00 PM CST
December 3-7, 2012
STAAR English I, II, & III Reading and
Writing
November 26, 5:00 PM CST
December 3-14, 2012
STAAR End-of-Course Assessment
Window
November 26, 5:00 PM CST
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Accommodations for Students in
the TAKS Program
• Students in grade 11 or taking exit-level
TAKS
• Use the 2010-2011 Accommodations
Manual
• TAKS Accommodations Resources at
http://www.tea.state.tx.us/student.assessment/taks/accommodations/
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TEA Student Assessment Division
Contact Information
 Check the webpages for latest postings before calling.
http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/
 E-mail
[email protected]
[email protected]
 Call if you need quick answers (512) 463–9536
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Standard–Based IEP Training
Part I
Part II
Workshop: #38048
Workshop: #35551
Dates:
Place:
Dates:
Place:
Time:
October 19 & 20, 2012
Starr Room
Region One ESC
8:30 a.m.—3:30 p.m.
Time:
February 12, 2013
Holiday Inn
Brownsville, TX
8:30 a.m.—3:30 p.m.
Workshop: #38050
Dates:
Place:
Time:
January 25 & 26, 2013
Holiday Inn
Brownsville, TX
8:30 a.m.—3:30 p.m.
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REGION 1 ESC Contacts
Debbie Buchanan
Education Specialist–Evaluation
[email protected]
(956) 984–6202
Vicki Payne Rainwater
Education Specialist–Inclusion
[email protected]
(956) 984–6129
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