Document

Report
Assessments for Students
with Disabilities
STAAR Alternate
What is STAAR Alternate and
who is it for?
• An alternate assessment based on
alternate academic achievement
standards
– Different passing standard than STAAR
– Not a paper/pencil test… observation-based
assessment and results entered in online
system
• For students receiving special education
services who meet participation
requirements
Why is STAAR Alternate
more rigorous?
S
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• More rigor for the STAAR
program, which includes STAAR
Alternate, has been mandated by
the Texas legislature.
• Our teachers and students are
ready for more rigor, since they
have met the challenges that
have been asked of them over
the years.
More Rigorous Tasks and
Observation Guidelines
The assessment tasks have been made more
rigorous by:
 requiring the student to do more for one
predetermined criterion
 linking to a more challenging general
education curriculum
 targeting higher prerequisite skills for a grade
level or course assessment task than was
focused on for TAKS–Alt
More Rigorous Tasks and
Observation Guidelines
• The assessment is now limited to two
completed observations, because teachers
reported that they emphasized quality
instruction before the observation and rarely
needed more than two observations.
• Students must now demonstrate all actions
listed in each predetermined criterion using
the specific action planned by the teacher, so
that the teacher is more objective and
focused when observing student
performance.
The student performs the
predetermined criterion.
The teacher notes what
was observed during the
observation.
The teacher evaluates the student’s
performance recorded in the notes to
determine if the student performed the
skill as planned and how much
additional assistance was needed.
The teacher answers the online
evaluation questions using
the notes.
The Assessment Management
System converts the recorded
answers into the official score
reported on the CSR.
More Rigorous Tasks and
Observation Guidelines
• The importance of the observation is stressed,
because the performance of the student during the
observation directly relates to the score the student
will receive on the CSR.
• The importance of using the documentation form is
stressed, because it is the official evidence for the
evaluation in the Assessment Management system.
• Generalization can only be demonstrated with a change
in materials, so that the focus is on skill acquisition
and not situational factors.
Viewing the
Documentation Form
• The documentation form must be used during the assessment as
follows: before the observation to preplan the observation, during or
immediately after the observation to record student performance, and
after the observation to evaluate the student’s performance in the online
system.
• The state-required documentation forms are the only secure document
related to STAAR Alternate once student performance data has been
recorded.
• Others can view the first page of the documentation form during and
after the preplanning by the test administrator.
• No one can view pages two and three of the documentation form.
These pages must be kept secure by the teacher until the form is given to
the CTC or DTC for storage by the close of the assessment window.
• Documentation forms will no longer be available on the TEA website
after the close of the window.
Important Difference Between….
Instruction
Observation
Helping student to
learn concept with
as much assistance
as needed.
Allowing student to
show what he or
she can do without
assistance.
Must use!
Ensures Standardization
More Rigorous Scoring
Scoring and evaluating the performance of students
with significant cognitive disabilities is difficult due to
the wide range of abilities; however, we want to make
sure that the score fairly reflects each student’s actual
performance and skill level.
• The selection of the complexity level affects scoring due to the
weighting feature which allows more points for a higher complexity
level.
• The complexity level selection should be based more on the
developmental level of the student rather than the actual task.
• Test administrators should avoid selecting a task a student can
already do, but rather select a task the student should be able to do
with instruction and careful thought to access.
More Rigorous Scoring
• Student assessments that are designated as No
Response Observed require evidence that one essence
statement per subject was planned on the first page of
the documentation form and the observation attempted.
The first page must be stored in the district as evidence
of the attempted observation.
• No points are given for a prompted Demonstration of
Skill performance, because the student was given the
answer.
• Students are given two points for an independent
generalized performance, so that the scoring mirrors
the primary performance.
More Rigorous Teacher Training
Why do we have
to take a test?
• There are no student test booklets and
corresponding test directions for the test
administrator to follow.
• The evaluation piece for both TELPAS
and STAAR Alternate requires more
extensive training.
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 as a group 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 state-required documentation form.
•
Develop IEP goals and objectives for the
academic instruction that will be provided.
Available Resources
What resources are available to help with
STAAR Alternate?
http://www.tea.state.tx.us/student.
assessment/special-ed/staaralt/
STAAR
Modified
What is STAAR Modified and
who is it for?
• An alternate assessment based on
modified academic achievement standards
• Different passing standard than STAAR
• Different test questions… based on STAAR
• For students receiving special education
services who meet participation
requirements
• For the 2011-2012 school year, applies to
students in grades 3-8 and entering grade 9
• Students repeating grade 9 and in grades 10-12 are
still held to the requirements of the TAKS program
What subjects are assessed with
STAAR, but are not assessed with
STAAR Modified?
• STAAR Modified World History will be
administered in 2013
• STAAR Modified English III and U.S. History
will be administered in 2014
• Algebra II, chemistry, and physics will NEVER
be assessed with STAAR Modified.
TEA - 2011 Texas Assessment Conference
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Modification Quidelines
Begin with STAAR and simplify reading selections,
test questions, and answer choices by:
 Reducing the number of questions tested and
deleting one answer choice
 Simplifying sentence structure, vocabulary,
digits, and grid for griddable questions
(mathematics only)
 Revising or adding context for clarification
Examples: pre-reading text in reading and writing,
definitions, formulas and/or conversions
 Deleting extraneous information
Examples: reduce number of variables/steps/operations,
delete one part of compound answer choices
 Organizing information differently
Examples: chunk (separate into parts) reading and
editing selections, bulleting information, additional
spacing
Or… delete certain things from STAAR so that they
are not tested on STAAR Modified
 Delete “not” or “except” questions
 Delete griddable questions (science tests only)
 Students will be assessed with only one type of writing
prompt in each tested grade (writing tests only)
 Student compositions are scored on a three-point
rubric (writing tests only)
Separate paired STAAR reading selections (test as single
selections that are not thematically linked) and delete all
thematically-linked crossover questions (reading tests only)
 Student expectations in Reporting Category 1
associated with making connections across texts
are not tested on STAAR Modified
 Only vocabulary will be tested in Reporting
Category 1 for STAAR Modified
Will test administrators be allowed
to read any word in the selection
that they already read in the
pre-reading text like in TAKS-M?
No. This is a difference between TAKS-M and STAAR
Modified reading tests.
 Test administrators (TA) may read the pre-reading text
to students but may not read anything in the
reading selection.
 The TA must read aloud the pre-reading text and
may read the test questions and answer choices if
the student is eligible for an oral administration.
 Test administration directions will explain that the TA
can read the pre-reading text as many times as
necessary, as long as it is prior to the students reading
the selections.
Will poetry and drama selections
be chunked on STAAR Modified
reading tests?
• Poetry selections will NOT be separated into
parts.
• Drama selections WILL be separated into parts,
usually according to the number of scenes.
What is the reading level of STAAR Modified
reading selections?
• The decoding level of STAAR Modified reading
selections is simplified (e.g., sentence structure,
vocabulary).
• This does not apply to published selections.
• Readability programs have not been used to
“level” reading selections because they are often
inconsistent.
• TEA bases appropriateness of the selections
readability on the expertise of
• TEA staff (Student Assessment Division, Curriculum
Division) who are former teachers
• Teachers across the state through item review meetings
Participation Requirements
How does an ARD committee determine
whether STAAR Modified is the
appropriate assessment?
1) Review the student’s present level of academic
achievement and functional performance (PLAAFP).
2) Review the student’s instructional plan, which includes
the goals, objectives, accommodations and/or modifications
the student will need in order to access the grade-level/
course Texas Essential Knowledge and Skills (TEKS).
3) Determine the appropriate assessment for the student
based on the instruction the student is receiving and
whether the student meets the participation requirements.
4) Document the assessment decision, including any
accommodations.
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What does “State-required
Documentation Form” mean?
Just like STAAR Alternate, TEA requires the STAAR
Modified Participation Requirements Form be
completed and retained by the district.
Which “district personnel” can complete
this form?
A member of the ARD committee who participated
in the meeting where the statewide assessment
decision was determined
•
Example: special education teacher, ARD
facilitator, administrator
Where can this form be retained and for
how long?
Can be filed at the campus level
•
Local determination
•
Best practice = retain documentation as long as helpful
for decision-making purposes from year to year
Can be filed in the IEP (although it is not a required part of the
IEP)
•
Best practice = complete form during the ARD
committee meeting when assessment decisions are
made
•
If form is filed in the IEP, the normal IEP retention
policies apply
Is it a testing irregularity to give STAAR
Modified to a student who doesn’t meet
the participation requirements?
Yes. If the student was administered the wrong assessment,
the district testing coordinator must contact TEA to receive
instructions on how to
•
Fix the error
•
Give the correct test
•
Document the irregularity
There are no further ramifications once the error is reported and
has been appropriately corrected.
Does an ARD committee need to complete the
participation requirements and retain the
document if a student is receiving modified
instruction in a course in which STAAR Modified
is not available?
Yes. Applies to English III, World History, U.S. History,
Chemistry, Physics, Algebra II
• If the student meets participation requirements, then
he/she does not test since an assessment is not
available.
• If the participation requirements are not reviewed or
the answer to any of the three questions is No, the
student takes STAAR.
PEIMS Codes
How do I use the new PEIMS codes?
Use the new codes for all students receiving
special education services and completing a
modified or alternate version of the corresponding
course, including those students who are in grades
10, 11, and 12 who are graduating under the TAKS
requirements.
Where do I find the new PEIMS codes?
PEIMS Data Standards
2011-2012 Addendum
http://www.tea.state.tx.us/index4.aspx?id=2147497193
When do the new PEIMS codes
need to be in place?
Please begin using the new codes for all
students as soon as possible.
Should the Academic Achievement Record
identify courses as “Modified” when the
modified PEIMS codes are used?
No. FERPA regulations do not allow any
information on the student’s transcript that would
identify him/her as a student with a disability.
The student’s transcript will show the state-adopted
course name only (e.g., Algebra I).
Are districts still able to use local names
for courses (i.e., Basic English)?
Schools are required to use the stateadopted name as referenced in PEIMS but
can use local names in addition to the
state-adopted name.
Do we continue using the “9” codes for
non-EOC courses?
Districts may use either the standard
course code or a locally assigned “9” code
for a course that does not have Modified or
Alternate codes.
If a student is receiving modified instruction in the
general classroom, who should be the teacher of
record?
Answer per Federal and State Education Policy
• The ARD committee will determine whether the course
should be taught by a general education teacher with
special education supports, or in a “self-contained” class
taught by a certified special education teacher.
• The special education supports may be a co-teaching role
(two teachers of record, or 1 teacher of record and one
assistant) or a support teacher role.
• If the course is taught by a general education teacher, there
should be clear documentation showing the special education
supports that are provided to students to ensure a free and
appropriate public education (FAPE).
See PEIMS data standards related to the 305 Record for more
information.
Other Modified Questions…
Once a student begins taking modified coursework and
STAAR Modified, is that student able to opt back into the
Recommended High School Program (RHSP)?
Yes, a student can opt back into the recommended plan but will
have to meet all the requirements for the RHSP.
If a student takes STAAR Modified in high school
but is dismissed from special education before
graduation, will the student now have to take
STAAR?
Yes. The student is now held to the same
requirements as all other general education
students.
Does the 15% rule apply to students served
by special education services?
Yes. For a student receiving special education
services, the score he or she receives on a general
STAAR EOC assessment must count as 15% of the
final course grade.
• The 15% requirement does not apply to students
taking STAAR Modified or STAAR Alternate.
Will students taking STAAR Modified
have four hours to test or will they get
extra time?
• Students taking STAAR Modified will have four
hours to test just like students taking STAAR
• The accommodations of extra time will be available
to those students taking STAAR Modified who meet
the eligibility criteria for the Extra Time (XT)
Accommodation.
Available Resources
What resources are available to help with
STAAR Modified?
http://www.tea.state.tx.us/student
.assessment/special-ed/staarm/
Testing
Accommodations
for Students with
Disabilities
Critical Information
What critical information is there about
Accommodations for Students with
Disabilities?
What are Accommodations for Students
with Disabilities?
 Are changes to instructional
materials, procedures, or
techniques that are made on an
individual basis and allow a
student with a disability to
participate in grade-level or
course instruction and testing
 Should be evaluated regularly to
determine effectiveness and to
help plan for accommodations
the student will need each year
 Are not changes to the
content being assessed and
should not replace the
teaching of subject-specific
knowledge and skills as
outlined in the TEKS
 Should not be provided to an
entire group of students,
such as those in the same
class or disability
Who are students with disabilities making
them potentially eligible for
accommodations?
Applies to students taking STAAR, STAAR Spanish, STAAR
Modified, STAAR L, and TELPAS
For purposes of statewide assessments, a student needing
accommodations due to a disability includes
• A student with an identified disability who receives special
education services and meets established eligibility criteria
for certain accommodations
• A student with an identified disability who receives Section
504 services and meets established eligibility criteria for
certain accommodations
• A student with a disabling condition who does not receive
special education or Section 504 services but meets
established eligibility criteria for certain accommodations
Who has the authority for decision
and documentation?
Special education services: the ARD committee; IEP
Section 504 services: the 504 placement committee;
IAP
No special education or Section 504 services: the
appropriate team of people at the campus level;
documentation determined at local level
• Response to Intervention (RTI) team and
student assistance team are just examples
• This applies to a small group of students
Optional Test Administration
Procedures & Materials
What procedures and materials are
available to ALL students?
• Includes some things that have been called
testing accommodations in previous years
• Related to best practices for instruction
• Available to any student who needs them
• Not intended for every student in a class or
disability category
• Not recorded on answer document
• Available on test administration materials web
pages as well as accommodation resources
What procedures and materials are
available to ALL students?
• Allowed for any student NOT every student; test
administrators should not distribute these
materials on test day; make them available in
front of room or ask students if they need it
• No documentation required beyond what is
necessary for planning on test day
• However, a district could require
documentation for certain students or for
certain procedures/materials
• Individual or small-group administration has
moved back to a Type 1 accommodation
What procedures and materials are
available to ALL students?
• Reading assistance on
grade 3 mathematics
• Highlighters or colored
pencils
• Procedures or
materials to minimize
distractions (e.g.,
stress ball, noisereducing headphones)
• Reading test aloud to
self (e.g., reading into a
voice-feedback device
or voice recorder)
• Signing or translating
test administration
directions
• Scratch paper or
other workspace
• Colored overlays
• Magnifying devices
• Blank place markers
• Preferential seating
The Accommodation Triangle
Type 1
Type 2
Type 3
What is the purpose of the
Accommodation Triangle?
• Organizes accommodations for
students with disabilities in
accordance with
• The specificity of the eligibility criteria
• The need for TEA approval (Accommodation
Request Form) before the accommodation can
be used on a statewide assessment
• No longer categorized by Presentation,
Response, Setting, or Timing/Scheduling
What are Type 1 Accommodations?
For students with a specific need
• One eligibility criterion:
• Student must routinely, independently
(when applicable), and effectively use
the accommodation during classroom
instruction and testing
1
What does Routinely, Independently,
and
Effectively mean?
Routinely
• Used often enough that student is familiar and comfortable
using accommodation on a statewide assessment
• Not necessarily used every day
Independently
• Only applicable to some accommodations (e.g., applies to
use of a calculator but not to an oral administration)
Effectively
• Accommodation meets student needs as evidenced by
scores and observations with or without accommodation use
What are Type 2 Accommodations?
Two or more eligibility criteria, including:
• Student must routinely, independently (when
applicable), and effectively use the
accommodation during classroom instruction
and testing
• Additional criteria based on specific student
needs
2
What are Type 3 Accommodations?
For a very small number of students
• Student must meet all eligibility criteria listed
• Appropriate team of people at campus level
determines eligibility for listed accommodations
or “other” accommodations not listed in the
triangle
• AND submits an ARF to TEA
3
What are Type 3 Accommodations?
 Requires an approved ARF because Type 3
accommodations involve a test administrator
handling or manipulating secure test
materials or student responses in ways that
could compromise test security,
confidentiality, and/or student results.
 TEA provides specific guidelines with an
approved ARF in order to ensure
that Type 3 accommodations are
carried out in a standardized
manner.
3
This type of PDF
document opens
when the link to an
accommodation in
the triangle is
clicked.
This section provides a general description of the
accommodation and who may need it.
The statewide assessments that the accommodation may
be used on are listed in this section.
This section lists the specific criteria that a student must
meet in order to use the accommodation.
 The checkboxes are provided for possible documentation.
This section lists the campus personnel and the required
documentation necessary for making accommodation
decisions.
This section also explains what to record on the student
answer document.
This section states if an Accommodation Request Form is/is
not required.
This section lists examples and types of the
accommodation that may be used on a statewide
assessment.
This section provides detailed information that is integral to
the appropriate use of each accommodation. For instance,
the section may include test administration instructions,
security precautions, and training requirements.
The intent of this section is to assist districts in making
accommodation decisions. It will be updated as needed
based on educator feedback. This section will not be
included on all accommodations.
What Accommodations are Available?
http://www.tea.state.tx.us/student.as
sessment/accommodations/
Click this link to see all
resources for accommodations
for students with disabilities
2011 Texas Assessment Conference67
Texas Education Agency
Available Resources
What resources are available to help with
Accommodations for Students with
Disabilities?
http://www.tea.state.tx.us/student.assessment
/accommodations/staar-telpas/#triangle
A few words on
some Finalized
STAAR
Accommodation
Policies
69
A Brief Word about DBA
 The Dyslexia Bundled Accommodations were
part of the TAKS program for reading grades 3
through 8.
 The bundle of 3 accommodations does not
exist for the STAAR program.
 However, there are several accommodations
that could be useful for a student with
dyslexia.
 Oral administration has been expanded to
include allowing the TA to read aloud the
questions and answer choices from the
reading tests to students who meet the
eligibility criteria; the TA can never read aloud
the reading selections.
70
A Brief Word about DBA
 Extra time to complete the test (during the
same school day) may be allowed if the
student meets the eligibility criteria for
extra time.
 Having an extra day to complete the test
is reserved for students with serious
medical conditions or other unique and
severe situations. Students only
identified with dyslexia will most likely
NOT be included in the eligibility criteria.
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Policy Differences for STAAR Program
Projection Devices
• Formerly referred to as Low-vision
Devices
• New name, still allowable
Large Print
• Added eligibility criteria to address
disabilities in addition to impairments
in vision
• No ARF process
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Policy Differences for STAAR Program
Oral/Signed Administration
• Reading aloud the questions and answer choices for
reading tests and the English I, II, & III reading tests is
allowed
• NEVER read aloud reading selections, or revising &
editing selections
• Two levels of reading support
• Read aloud parts of the test questions and/or answer
choices at student request
• Read aloud all test questions and answer choices
throughout the test
• Form 1 – to use or not (DCCM currently says yes)
• STAAR – probably yes but no longer required
• STAAR Modified – definitely not – campus-assigned
forms
73
Policy Differences for STAAR Program
• Math Manipulatives
• Only the manipulatives on the posted list are
allowable
• Cannot request additional manipulatives
• Supplemental Aids
• Only the supplemental aids on the posted list
are allowable
• Cannot request additional supplemental aids
74
Policy Differences for STAAR Program
Calculation Devices
• Added students who receive Section
504 services
• Removed “a disability that affects math
calculation” eligibility for grades 3
and 4
• Any kind of calculator in the range of
four-function through graphing
• No ARF process
75
Policy Differences for STAAR Program
Dictionary
• No longer a supplemental aid
• Separate accommodation only for reading tests at
grades 3-5
• Added students who receive Section 504 services
• Commercially produced, not teacher/studentmade
Spelling Assistance
• Added students who receive Section 504 services
• No longer includes the test administrator writing
the student’s dictated response to the writing
prompt
76
Policy Differences for STAAR Program
3
Photocopying Test Materials
• Eligibility Criteria
• Submit an Accommodation Request Form to TEA if
student
• Receives special education services
• Routinely receives this accommodation
during classroom instruction and testing
• Cannot effectively use Optional Test
Administration Procedures and Materials
or Type 1 or Type 2 accommodations to
address needs
77
Policy Differences for STAAR Program
Photocopying Test Materials (continued)
3
• Submit an Accommodation Request Form to TEA if student
•
Meets at least one of the following:
•
•
•
The student has an impairment in vision and requires
printed materials in a size larger than the statesupplied large-print test materials.
The student has a physical disability that prevents him
or her from effectively manipulating test materials
printed on both sides of the paper and/or turning the
pages in a test booklet.
The student has a disability that necessitates test
materials be presented in a printed format other than a
test booklet in order to prevent severe behavioral
outbursts or other behaviors that could interfere with
the student completing the test.
78
Policy Differences for STAAR Program
Photocopying Test Materials (continued)
3
• Authority for Decision
• For a student receiving special education services,
the decision is recommended by the ARD
committee based on the eligibility criteria and is
documented as “pending TEA approval” in the
student’s IEP.
Accommodation Request Form IS required.
79
Policy Differences for STAAR Program
3
Photocopying Test Materials (continued)
Examples/Types
• This accommodation may include ONLY
• Enlarging the printed test materials to a
size larger than the state-supplied,
large-print test materials
• Photocopying the double-sided test
materials onto single-sided paper
• Photocopying the test materials onto
single sheets that can be presented in
smaller portions
80
A few words on some
STAAR
Accommodation
Policies that are soon
to post
Basic Transcribing
2
DRAFT
• This accommodation allows a test administrator to
transfer student responses onto an answer
document when the student is unable to accomplish
this task independently.
• Eligibility criteria still under development, but
considering…
• Uses braille or large print materials
• Fine motor deficits
• Physical disabilities
• Visual tracking difficulties
• Emergency situations
82
Basic Transcribing
2
DRAFT
• Examples/Types
•
•
•
Student circles or points to responses in the test
booklet for multiple-choice questions for the test
administrator to transfer onto the answer document
Student types or writes responses for multiple-choice
questions, griddable questions, short answer reading
questions, or the writing prompt for the test
administrator to transfer onto the answer document;
includes using speech-to-text software
Student dictates or signs responses for multiple-choice,
griddable, or short-answer reading questions for the
test administrator to transfer onto the answer
document
83
Complex Transcribing 3
DRAFT
• This accommodation allows a test administrator
to record on an answer document a student’s
dictated or signed responses to the writing
prompts and/or write mathematical
computations when the student is unable to
accomplish this task independently.
• Eligibility criteria still under development
• Allowed in rare instances when the student is
unable to effectively use Basic Transcribing
procedures
84
Complex Transcribing 3
DRAFT
• Examples/Types
• Student dictates, signs, or speaks into
a voice recorder his or her responses to
the writing prompts for the test
administrator to record onto the answer
document
• Student dictates or signs the step-bystep procedures regarding the
necessary mathematical computations
for the test administrator to write onto
scratch paper or another workspace
85
Complex Transcribing 3
DRAFT
• An approved ARF will include specific
guidelines about how to transcribe the
student’s responses to the writing prompts
and the student’s instructions for writing
mathematical computations because these
things involve
• Spelling, capitalization, and punctuation
that can affect student scores
• Place value and alignment that can
affect student scores
86
Extra Time (Same Day)
2
DRAFT
 This accommodation allows a test
administrator to provide extra time
until the end of the regular school
day for a student with a disability to
complete testing.
 Extra time is a local decision, so the
eligibility criteria will be written very
specifically.
87
Extra Time (Same Day)
2
DRAFT
• Eligibility criteria still under development, but we
know…
• Student routinely and effectively uses this
accommodation in classroom instruction and testing
• Meets at least one of the following (list not yet
complete)
• Student has an impairment in vision
• Student is identified with dyslexia
• Student has a disability that affects his/her
ability to pay attention or focus
• Student has a physical disability or medical
condition that necessitates multiple or lengthy
breaks
88
Extra Time (Same Day)
2
DRAFT
• Things to consider
• Extra time is intended for students with disabilities. It is
not for students who experience general test anxiety or
who need to use specific test-taking strategies.
• Students should start testing at the beginning of the
school day and be allowed to test up to the end of the
regularly scheduled school day if needed. This does
not mean they are required to stay to the end of the
school day. Students should be allowed to leave the
testing room whenever they have completed testing.
• For campuses that provide multiple testing sessions
(especially for EOC), sessions can start before the
regularly scheduled school day and can extend beyond
the regularly scheduled school day. However, testing
for students who are eligible for extra time must not
extend past a typical 7-hour school day.
89
Extra Day
3
DRAFT
• This accommodation allows a test
administrator to provide an extra day
for a student with a disability to
complete testing.
• Eligibility criteria still being finalized, but
we know…
• Student routinely and effectively uses
this accommodation in classroom
instruction and testing
90
Extra Day
3
DRAFT
Meets at least one of the following
• Student has a severe impairment in vision, including
those students who test in braille and require an extra
day
• Student has an emotional or behavioral disability and
the manifestation of that disability affects his/her ability
to sustain working for a prolonged period of time and
he/she receives little or no benefit from extending
testing to the end of the same day
• Student has a physical disability or medical condition
that limits the amount of time the student is able to
complete a task due to severe fatigue or decreased
energy/stamina
91
Extra Day
3
DRAFT
•
Things to consider
• Extra day is intended for an extremely small group
of students with disabilities with a TEA-approved
Accommodation Request Form.
• Students will be permitted to test over two full,
regularly scheduled, consecutive school days.
• Students taking a two-day test (grades 4 and 7
writing and English I, II, and III) will be permitted to
test over three full, regularly scheduled,
consecutive school days.
• TEA will provide guidance on extra day policies and
procedures will accompany any approved
Accommodation Request Form.
92
“Other” Accommodations
3
DRAFT
• Submit an Accommodation Request
Form to TEA for Accommodations that
are not listed in the Accommodations
Triangle
•
Oral administration of reading selections for
newly-blinded student who does not yet read
braille
93
“Other” Accommodations
3
DRAFT
•
Do not submit an Accommodation Request Form to
TEA for things like
• Calculator for a 3rd grader who is LD in math
calculations
• Supplemental aids that aren’t on the allowable list
• Oral administration for a student who does not receive
special education or Section 504 services, is not
identified with dyslexia, but has reading difficulties
• Call your Accommodations Task Force member if
you have a rare or unusual situation that we did not
address in an accommodation’s eligibility criteria
94
Recording Accommodations on the
Answer Document
What do we need to do to
document Accommodations?
What do we need to do to
document Accommodations?
•
“Guidelines for Recording
Accommodation Use on
the Student's Answer
Document” will be posted
to the Accommodations for
Students with Disabilities
webpage soon
•
P, S, R, T not on STAAR
answer documents
•
Mark Type 1, Type 2, and/or
Type 3 accommodations in
the blank bubbles for each
subject
What do we need to do to
document Accommodations?
• Specifically mark these
accommodations under
Type 2
•
•
•
•
Braille (BR)
Large Print (LP)
Oral Administration (OA)
Extra Time (XT)
• Specifically mark Extra
Day (XD) under Type 3
• The LA column is
for Linguistic
Accommodations
Accommodation Request Process
What do we need to do to request Type 3
Accommodations?
• “Accommodation Request Process” document
outlining the process for requesting Type 3
accommodations will be posted to the
Accommodations for Students with Disabilities
webpage in January 2012.
• Will include a link to the updated online ARF,
which will open in mid-January.
• Districts must indicate that a student has met each
of the listed eligibility criteria PLUS provide
specific objective evidence of student need.
What do we need to do to request Type 3
Accommodations?
• “Other” accommodations cannot be entered into
the online ARF. They must be requested through
your ATF member by phone. Be prepared with the
details prior to calling.
• Faxing paper request forms is allowed only in rare
situations and at the discretion of TEA’s
Accommodations Task Force.
TEA’s Accommodations Task Force
Who do I need to contact to request Type
3 Accommodations?
ATF Member…
 Lynn Franzen
 Charity Riley-Rose
 Nicole Merkord
 Sue Russell
 Erin McNeely
 Keisha Gibson
 Lilia Herrera Ramirez
Districts that begin with…
A, L, Q, R
B, G, J, M, O, P
C, F, I, U
D, E, N, T, W
H, K S, V, X, Y, Z
Asylee/Refugee
TELPAS
Afternoon Wrap-up
Questions and Answers
101

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