Special Considerations? Accelerated Instruction? –Example – 3 rd grade student in a 4 th grade reading class. LUCHA –Are they are repeating 9 th grader? (TEA Response) A student who has been enrolled as a 9 th grader previously (including students from other countries) and is just entering your district as a 9 th grader this year will always be a TAKS student because he/she is considered a “returning” 9 th grader. These students are TAKS students whether or not any of their credits transfer. When these students enter your district, they are considered “returning 9 th graders”, so they remain under the TAKS program. Gr. 9 students are STAAR students only if they were first enrolled in Gr. 9 in the 2011-2012 school year. 4 th, 7 th, English I, II –1 page, 26 lines STAAR Modified –Grade 4 – Personal Narrative –Grade 7 – Expository –English I – Literary –English II - Expository
Accommodations 2012 Accommodations for the STAAR 2012 testing year are all on line. Accommodations will be updated thru out the year. –If you print out the accommodations make sure you verify that they have not been updated before going to ARD. –“Pending TEA approval” This statement should be incorporated into every ARD/504 this year. Does the campus testing coordinator have an updated Testing Summary Form after an ARD/504 meeting is held?
Optional Test Administration (Being Revised by TEA) STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS Any Student –Preferential seating –Signing test administration directions (student who is deaf or hard of hearing) –Translating test administration directions into native language –Scratch paper or other workspace –Reading assistance on the grade 3 math test If the entire test is to be read that is an oral administration and the student would have to qualify for the accommodation –Minimize distractions –Colored overlays –Magnifying device –Blank place markers –Highlighters or colored pencils Don’t distribute to every student on test day, make available in front of room or ask students if they need it. Authority for decision and documentation requirements – No documentation required beyond what is necessary for testing day. Although should be documented in IEP, IAP and on summary form. Some procedures / materials will be added to this list as details about the 4-hour time limit for testing are finalized.
Accommodations 2012 Accommodations Triangle Small Group and Individual Testing will be moved to this group.
Type 1, 2 and 3 Type 1 Accommodations: This type of accommodation is available for students who have a specific need and who routinely, independently, and effectively use the accommodation during classroom instruction and testing. It is not necessary to submit an Accommodation Request Form to TEA. Type 2 Accommodations: This type of accommodation includes the requirements of Type 1, along with additional specific eligibility criteria. It is not necessary to submit an Accommodation Request Form to TEA. Type 3 Accommodations: This type of accommodation requires the submission of an Accommodation Request Form to TEA. For accommodations listed in the Accommodation Triangle under Type 3, the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team) determines whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form. Type 3 also contains accommodations that are listed as “Other,” which includes any accommodation that does not appear in the Accommodation Triangle. For accommodations not listed in the Accommodation Triangle, an Accommodation Request Form must be submitted to TEA. The request must be approved by TEA before a student can use the accommodation on the statewide assessment.
Critical Information about Accommodations for Students with Disabilities Taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS This critical information outlines the purpose and appropriate use of accommodations for students with disabilities. For the purposes of the statewide assessments, students needing accommodations due to a disability include 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 For students who receive special education or Section 504 services, the decision for a student to use accommodations during the statewide assessments is made by the ARD committee or Section 504 placement committee. In those rare instances where a student does not receive services but meets the eligibility criteria because of a disabling condition, the decision about using accommodations on the assessments is made by the appropriate team of people at the campus level, such as the Response to Intervention (RTI) team or student assistance team.
Using Accommodations During Classroom Instruction and Testing The use of accommodations primarily occurs in the classroom on a daily basis. Understanding the basic principles of accommodations helps ensure their appropriate use in all educational settings. Accommodations are changes to instructional materials, procedures, or techniques that allow a student with disabilities to participate meaningfully in grade-level or course instruction should be effective in allowing a student access to the Texas Essential Knowledge and Skills (TEKS) must be individualized for each student are intended to reduce the effect of a student’s disability should be routinely used during classroom instruction and testing may be appropriate for classroom use but may not be appropriate or allowed for use on a statewide assessment should be documented in the appropriate student paperwork should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year
Using Accommodations During Classroom Instruction and Testing (cont.) Accommodations are not necessary for every student are not changes to the performance criteria of an assignment or assessment 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 category, as a “one-size-fits-all” accommodation are not intended to provide a student with a disability an advantage (e.g., increase a passing score to a higher score) should not be provided to a student without evidence of effectiveness from year to year.
Educators should continually collect and analyze data pertaining to the use and effectiveness of accommodations so that informed educational decisions can be made for each student. Such data could include observational reports or assignment/test scores with and without the use of the accommodation. Sometimes an accommodation becomes ineffective or inappropriate over time due to the student’s age or changing needs. By analyzing data, an educator may be able to see that the student has gained skills, overcome weaknesses, or progressed in the curriculum and no longer needs the accommodation. Or it may confirm for the educator that the student still struggles in certain areas and should continue to use the accommodation. Accommodations provided to students during classroom instruction and testing may differ from accommodations allowed for use on statewide assessments. This should not discourage the use of appropriate accommodations during instruction. Statewide assessments are intended to measure how well each student has mastered the state-mandated curriculum. In order to assure the reliability, validity, and security of all statewide assessments, only those accommodations that do not invalidate the content being measured or compromise the security and integrity of the assessments are allowed. Therefore, not all accommodations used routinely in the classroom are appropriate or allowed for use during the statewide assessments. Using Accommodations During Classroom Instruction and Testing (cont.)
Planning for Accommodation Use The decision to use an accommodation during a statewide assessment should be made on an individual basis and take into consideration the needs of the student and whether the student routinely receives the accommodation during classroom instruction and testing. A student who is unaccustomed to using a particular accommodation may be hindered rather than helped by an accommodation not routinely used. However, this does not mean that the accommodation must be used every day during instruction. Routine accommodation use, as defined by TEA, results in two important outcomes: The student has used the accommodation often enough during classroom instruction and testing that he or she is able to use it independently during the statewide assessment. Independent accommodation use is only applicable to some accommodations (e.g., calculator) and not to others (e.g., oral administration). The accommodation has proven to be effective in meeting the student’s specific needs, as evidenced by student scores or teacher observations with and without accommodation use. This means that it is acceptable and appropriate to occasionally withhold an accommodation in order to confirm (or deny) its effectiveness.
Individual / Small Group Eligibility Criteria Routinely and effectively uses this accommodation during classroom instruction and testing. Special Instructions / Considerations Small group – ten or fewer students – in all cases smaller than the number of students in a standard classroom.
Type 2 Spelling Assistance Assessments – - STAAR, STAAR Spanish, STAAR Modified -written composition on writing test -short answer questions on English I, II, III reading tests Eligibility Special Education / 504 Routinely, independently, and effectively uses during classroom instruction and testing The student is capable of organizing and developing ideas and understands the basic functions and use of written language conventions (e.g., sentence structures, parts of speech, irregular verbs, transitions) but has a disability that is so severe that he or she cannot apply spelling rules and /or word patterns (e.g., silent letters, base words with prefixes) to written responses. Examples will be given on TEA’s webpage Not intended for student who have bad handwriting.
Type 2 (Spelling Assistance) Examples / Types May include only Frequently misspelled word list Spellcheck function on a word processor Pocket spellchecker Dictionary (gr. 4 writing only; required for other writing assessments; only dictionaries that STAAR allows) Word prediction software Text-to-speech software Speech-to-text software Not a teacher made dictionary In most cases, students who use Spelling Assistance accommodations are able to independently record their written responses onto the answer document. Spelling assistance does not include the test administrator writing the student’s dictated response to the writing prompt.
Type 3 Photocopying Test Materials Description Allows for photocopying test materials for a student whose disability prevents him or her from effectively using test materials provided by the state. Assessments STAAR, STAAR Spanish, STAAR Modified, STAAR L, TELPAS grades 2-12 reading tests (TEA authorized paper administrations) Eligibility Criteria Submit an Accommodation Request Form to TEA if; Special Education Routinely receives this accommodations during classroom instruction and testing Cannot effectively use Optional Test Administration Procedures and Materials or Type 1 or Type 2 accommodations to address student needs.
Type 3 Photocopying Test Materials (cont.) Meets at least one of the following: The student has an impairment in vision and requires printed materials in a size larger than the state-supplied 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. 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. 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.
Accommodations not yet finalized. Type 2 Transcribing by Test Administrator Spelling Assistance Extra Time Braille Type 3 (Require ARF) ARF Process will be available in January Photocopy Extra Day Other
Assessment Conference Monday –2:45 – 4:00 Statewide Accommodations for Students with Disabilities (Repeated Wed. at 9:30 – 10:45) –4:15 – 5:30 Introducing STAAR Modified –4:55 – 5:30 STAAR Alternate and the Texas Assessment Management System (Repeated Wed at 9:30 – 10:05) Tuesday –9:10 – 9:45 From TAKS M to STAAR Modified: Changes to Modified Test Questions, Part 1 of 2 Grades 3-8 –10:15 – 10:50 From TAKS-M to STAAR Modified: Changes to Modified Test Questions, Part 2 of 2 EOC –4:15 – 5:30 STAAR Alternate Administration Process –4:55 – 5:30 Results from the STAAR Modified Written Composition Study at Grades 4 and 7, English 1, and English II
Assessment, Research and Evaluation Raul N. Vasquez, Administrator AR&E Ben Estrada, AYP Compliance Coordinator Beth Libby, Student Assessment Coordinator Pam Van Ravenswaay, Student Assessment Coordinator Joanna L. Villarreal, Evaluator I November 2011