Presentation on theme: "Are Your STAARs Aligned? i2 Institute June 15, 2012 Laura Abbott."— Presentation transcript:
Are Your STAARs Aligned? i2 Institute June 15, 2012 Laura Abbott
What do these things have in common?
They are all ways not to make State Assessment Decisions.
What happens if we don’t have a process in place?
ONLY ON REGION XIII
Test Services Curriculum Accommodations Graduation
Test Services Curriculum Accommodations Graduation STAAR
Test Services Curriculum Accommodations Graduation “ Mod ” ified
Test Services Curriculum Accommodations Graduation Alternate
Why STAAR is not appropriate Why Modified/Alternate is appropriate All eligibility criteria are met Based on multiple sources of data Not based solely on previous state assessment ARD Committee decision Not cap-driven administrative decision Based on educational need and instruction Not solely based on: disability category/race/SES/attendance service time/service location
Participation Requirements: Are you sure about your district?
Participation Requirements: Raise your hand! If you…
So what can we do?
Present Levels of Academic Achievement and Functional Performance
How is the student performing on academic tasks that are affected by his or her disability?
A “well-rounded picture of the whole student” Parents Student Teachers Service Providers
PLAAFP should Provide a focus or a spotlight on the child’s needs Serve as a preview as to which skills will need some instructional support and focus Provide specific baseline data supporting their area of need
You do not want…. Plaafp-lac Noun: The absence of a well-written PLAAFP based on data
General Curriculum Involvement Progress Disability
Does the student’s disability affect his/her ability to master the grade level TEKS? TEKS Expectations Can the student tackle the grade level TEKS as written? or Modified TEKS Prerequisite Skills Enrolled Gr. Level
The Gen. Ed. / Spec. Ed. Team
Changes to instructional materials, procedures, or techniques that allow a student with disabilities to participate in grade-level instruction and testing Individualized for each student Used routinely in instruction and testing Evaluated regularly for effectiveness
General Education Setting Support Fac. Co-teach Indirect Support Special Education Setting
"Faster, Higher, Stronger"
STAAR Modified STAAR Alternate STAAR L
Assessment Decision Process Does the student receive instruction in the grade-level TEKS for this subject with or without accommodations? If yes, then the student takes STAAR for this subject.
Assessment Decision Process Does the student access the grade-level TEKS for this subject through modifications (modified content)?
Modified Question #1: Multiple Years Behind Grade-level Rate of Progress
Assessment Decision Process Does the student have a significant cognitive disability that requires the student to access the grade-level TEKS through prerequisite skills?
Alternate Question #1: As determined by his FIE ( ) and ARD Committee meeting (5-2-11), Aaron meets the criteria as having the disability condition of an intellectual disability. Significant Cognitive Disability
Alternate Question #2: Specialized supports to access grade-level curriculum
Alternate Question #3: Intensive, Individualized Instruction Variety of Settings
Alternate Question #4: Prerequisite Skills
Framework Vertical Alignment
Alternate Question #5: Primarily Demonstrates Knowledge through Performance Tasks
How a student graduates is affected by: Curriculum modification High School credits State Assessment selection/completion DAP RHSP MHSP
The path we establish in elementary affects students’ postsecondary options…
Resources Additional documents for this presentation along with resources for extended learning are available in an e-binder at:
ESC Region XIII Special Education Compliance, Inclusion, and Access Worksheets/Alignment/Additional Information: Laura Abbott Graduation: Elizabeth Danner Disability: Joy Hunsucker STAAR Alternate: Ann Jacobson GOBs/Accommodations/Services/STAAR Modified: Cathy Miller