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STAAR Modified Assessment Overview 2013-2014 Education Service Center Region XI Fort Worth, Texas Provided by ESC Region XI (Source: TEA Student Assessment.

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Presentation on theme: "STAAR Modified Assessment Overview 2013-2014 Education Service Center Region XI Fort Worth, Texas Provided by ESC Region XI (Source: TEA Student Assessment."— Presentation transcript:

1 STAAR Modified Assessment Overview Education Service Center Region XI Fort Worth, Texas Provided by ESC Region XI (Source: TEA Student Assessment Division) 1

2 RETN Etiquette Please mute or turn OFF cell phones If you must take a call, please take it outside Provided by ESC Region XI (Source: TEA Student Assessment Division) 2 Be sure your microphones are muted. Remember… You may be seen or heard by other sites at any time, even if you are not speaking to the presenter.

3 Attendance and Handouts Credit for Attendance Your district site manager should provide you with a sign-in sheet Please be sure that all participants who want credit for attendance sign-in Coordinate with the site manager to return the sign- in sheet to ESC Region XI Access to Handouts Handouts are available online on the ESC Region XI website at Click on “STAAR Modified Training Resources” on the left side menu Provided by ESC Region XI (Source: TEA Student Assessment Division) 3

4 After today, this session will be available for viewing via the VBrick system at Provided by ESC Region XI (Source: TEA Student Assessment Division) 4

5 Questions??? Opportunities to ask questions will be provided throughout the training Provided by ESC Region XI (Source: TEA Student Assessment Division) 5

6 Objectives for this training Review state assessments including changes to the requirements for modified assessments Review ARD decision-making and participation requirements for STAAR Modified Review modifications vs. accommodations Review other considerations relative to modified assessments Provided by ESC Region XI (Source: TEA Student Assessment Division) 6

7 Student Assessment Division Assessment Resources Provided by ESC Region XI (Source: TEA Student Assessment Division) 7 Resource pages STAAR STAAR Modified STAAR Alternate STAAR L TELPAS TAKS TAKS Modified Student Assessment Resources A-Z Directory Subscribe to the Student Assessment Mailing List What’s New in Student Assessment

8 State assessments and changes to the requirements for modified assessments Provided by ESC Region XI (Source: TEA Student Assessment Division) 8

9 TAKS Assessments Available for Exit level TAKS and TAKS (Accommodated) Primary tests and retests Provided by ESC Region XI (Source: TEA Student Assessment Division) 9 TAKS-M is no longer available

10 TAKS Assessments for ELLs Receiving Special Education Services TAKS, TAKS (Accommodated) For TAKS program, no changes to LEP postponements for exit level Participation requirements for unschooled asylee/refugees Provided by ESC Region XI (Source: TEA Student Assessment Division) 10 More information on LPAC Resources webpage lpac/ lpac/

11 State assessments and changes to the requirements for modified assessments Provided by ESC Region XI (Source: TEA Student Assessment Division) 11

12 STAAR Grades 3 – 8 Based on GRADE enrollment Subjects/Grades Reading Mathematics Writing Science Social Studies Provided by ESC Region XI (Source: TEA Student Assessment Division) 12 Includes modified and alternate assessments

13 STAAR End-of-Course Assessments (EOC) Based on COURSE enrollment EnglishMathScienceSocial Studies English IAlgebra IBiology U.S. History English II GeometryChemistry World History English IIIAlgebra IIPhysics World Geography Provided by ESC Region XI (Source: TEA Student Assessment Division) 13 NEW Includes modified and alternate assessments

14 Which test do students take? Students in grades 3–8 and students who entered grade 9 in 2011–2012 and thereafter STAAR General assessment for all students receiving grade level instruction STAAR L STAAR Spanish (Gr. 3-5) ELL’s who meet participation requirements STAAR Modified Students with disabilities who meet participation requirements for an alternate assessment based on modified achievement standards Students in grades 3 and above with significant cognitive disabilities STAAR Alternate Must meet participation requirements for an alternate assessment based on alternate achievement standards Provided by ESC Region XI (Source: TEA Student Assessment Division) 14

15 STAAR Assessments for ELLs Receiving Special Education Services STAAR in English STAAR in Spanish (grades 3-5) STAAR Modified STAAR Alternate STAAR L in English The ARD-C and LPAC must collaborate on assessment and accommodations decisions Provided by ESC Region XI (Source: TEA Student Assessment Division) 15

16 STAAR Modified assessment/special-ed/staarm/ Provided by ESC Region XI (Source: TEA Student Assessment Division) 16 Note: Some documents have been updated. Be sure to check the date.

17 THE STAAR MODIFIED PROGRAM “The USDE has informed states that assessments based on modified standards for students served by special education cannot be used for accountability purposes after the 2013–2014 school year. Therefore, all STAAR Modified assessments will be administered for the final time during the 2013–2014 assessment cycle.” Provided by ESC Region XI (Source: TEA Student Assessment Division) 17 TAA Letter August 2,

18 THE STAAR MODIFIED PROGRAM “Further information regarding plans for the inclusion of this population of students in the general assessment program beginning with the 2014–2015 school year will be forthcoming.” Provided by ESC Region XI (Source: TEA Student Assessment Division) 18 TAA Letter August 2,

19 Other changes affecting STAAR Modified STAAR Modified No retakes for EOCs Retake opportunities for SSI grades 5 and 8 has not yet been determined (look for this information in the SSI Manual – not yet posted) No 4th grade writing prompt studies for STAAR Modified this year Provided by ESC Region XI (Source: TEA Student Assessment Division) 19

20 Other changes affecting STAAR Modified STAAR English I and II reading and writing will be administered as a one-day assessment Provided by ESC Region XI (Source: TEA Student Assessment Division) 20 STAAR Modified English I and II will also be a one-day assessment 20% item reduction across all reporting categories for each subject No short answer No field test items Different writing prompts 5 hour time limit NEW

21 Other changes affecting STAAR Modified STAAR English I and II reading and writing will be administered as a one-day assessment Provided by ESC Region XI (Source: TEA Student Assessment Division) 21 STAAR Modified English I and II will also be a one-day assessment 5 hour time limit 20% item reduction across all reporting categories for each subject No short answer No field test items Different writing prompts NEW

22 Questions??? Provided by ESC Region XI (Source: TEA Student Assessment Division) 22

23 STAAR Modified Major Components Provided by ESC Region XI (Source: TEA Student Assessment Division) 23

24 STAAR Modified Assessed Curriculum The Texas Essential Knowledge and Skills that are eligible to be assessed on the STAAR assessments All assessable TEKS for a grade/course have been identified as either Readiness Standards or Supporting Standards The assessed curriculum for STAAR-Modified is the same as the assessed curriculum for STAAR Provided by ESC Region XI (Source: TEA Student Assessment Division) 24

25 STAAR Modified STAAR Modified assessments cover the same content as the general assessments include test items that reflect the increased rigor and focus of the general assessments are modified in format and test design are developed for all tested content areas in grades 3-8 are available for each of the five EOC assessments (English I, English II, Algebra I, Biology, US History) Provided by ESC Region XI (Source: TEA Student Assessment Division) 25

26 STAAR Modification Guidelines Provided by ESC Region XI (Source: TEA Student Assessment Division) 26 Grades 3-8 End-of-Course

27 STAAR vs. STAAR Modified Griddable Items STAAR Griddable items for Math and Science Fixed decimal point for grades 4-8 No digits to right of decimal for grade 4-5 Two digits to right of decimal for grades 6-8 EOC correct answer can be positive or negative STAAR Modified Griddable items for Math only Fixed decimal point for grades 4-8 No digits to right of decimal for grade 4-8 Practice grids and directions provided for grades 3-8 Provided by ESC Region XI (Source: TEA Student Assessment Division) 27

28 STAAR vs. STAAR Modified Blueprints For each reporting category Number of readiness standards Number of supporting standards Number/type of questions Test Design Schematics Reading and Writing Types of items Types of selections/prompts/ composition type Genres assessed Total reading load (maximum words) Provided by ESC Region XI (Source: TEA Student Assessment Division) 28

29 STAAR vs. STAAR Modified Additional resources Calculator Policy Dictionary Policy Released test questions Writing Rubrics Provided by ESC Region XI (Source: TEA Student Assessment Division) 29

30 Curriculum, Instruction, & Assessment Review the STAAR Assessed Curriculum that you selected for today Compare the Blueprints for STAAR and STAAR Modified Compare the Test Design Schematics for STAAR and STAAR Modified Provided by ESC Region XI (Source: TEA Student Assessment Division) 30 What are the implications for instruction?

31 Accessing the General Curriculum Modifications vs. Accommodations Provided by ESC Region XI (Source: TEA Student Assessment Division) 31

32 Provided by ESC Region XI (Source: TEA Student Assessment Division) 32 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 STAAR TAKS TAKS (Accommodated) Through modified TEKS-based instruction STAAR Modified Through prerequisite skills STAAR Alternate

33 What does “access” mean? Access = a means of approach… how a teacher exposes a student to the grade-level/course TEKS Provided by ESC Region XI (Source: TEA Student Assessment Division) 33 Instructional FocusInstructional Approach Instructional Examples Instruction covers all of the required curriculum AccommodationsExtra time, formatting changes, small group, manipulatives, spelling assistance, transcribing

34 Instructional FocusInstructional Approach Instructional Examples 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. ModificationsDeleting extraneous information, limiting number of steps in questions, simplifying decoding level, simplifying numbers, defining difficult vocabulary Individual supports and materials compensate for the student’s disability and allow access to all of the curriculum. Prerequisite skills linked to grade- level/course curriculum Performance tasks to determine mastery at three varying complexity levels Provided by ESC Region XI (Source: TEA Student Assessment Division) 34

35 Modifications Change WHAT is taught Practices and procedures that change the nature of the task or target skill Instruction is based on grade level content with changes to student expectations The range of content to be mastered Depth or complexity of understanding Provided by ESC Region XI (Source: TEA Student Assessment Division) 35

36 Accommodations Change HOW content is taught, made accessible, and/or assessed Are intended to reduce or even eliminate the effects of student’s disability but do not reduce learning expectations Grade-level student expectations and course objectives remain intact Student mastery expectations are the same for all students Provided by ESC Region XI (Source: TEA Student Assessment Division) 36

37 Modification or Accommodation? TEKS § (Math G.3) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. Provided by ESC Region XI (Source: TEA Student Assessment Division) 37 Students go on a scavenger hunt around the school grounds to find 3 objects that have a given perimeter. Students use appropriate measurement tools to verify their choices. Students draw a representation of the chosen objects and label the length of the sides. After participating in the scavenger hunt, a student with an IEP is given 3 objects to measure using measurement tools provided by the teacher. The student labels the length of the sides for each object on a drawing provided by the teacher. Modification

38 Modification or Accommodation? TEKS § (English II) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Provided by ESC Region XI (Source: TEA Student Assessment Division) 38 Students in a English II classroom are composing a position statement on a self-selected topic from current events. Students form small groups and read their statement aloud. A student with an IEP uses a graphic organizer to complete the same assignment. The student reads their statement to the teacher. Accommodation

39 Modification or Accommodation? TEKS § (Math G.7) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. Provided by ESC Region XI (Source: TEA Student Assessment Division) 39 Given an advertisement that lists a variety of items on sale for a certain percent off the original price, students in a 7 th grade math class use calculators to determine the total price of five sale items from before and after the price reduction to determine the total amount of money saved. Using a calculator, a student with an IEP determines the total price for all five items, first using the price listed in the advertisement and then using reduced prices provided by the teacher. Modification

40 Modification or Accommodation? TEKS § (Science G.5) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. Provided by ESC Region XI (Source: TEA Student Assessment Division) 40 Students in a 5 th grade Science class create models of the Earth, Moon and Sun to compare the physical characteristics of the three objects. A student with an IEP matches cards with the names of the three objects (Earth, Moon, Sun) to the correct picture. Modification

41 Modification or Accommodation? TEKS § (b) (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. Provided by ESC Region XI (Source: TEA Student Assessment Division) 41 Working in small groups, students in a social studies class are creating graphs to depict the current populations of various world regions and countries. As a member of a small group, student with an IEP enters population data into a computer generated spreadsheet using a voice activation program. Accommodation

42 Assessment Accommodations for Students with Disabilities assessment/accommodations/ assessment/accommodations/ ARD committees must READ each accommodation document in it’s entirety Accommodations must be used during instruction routinely, effectively, and independently Provided by ESC Region XI (Source: TEA Student Assessment Division) 42

43 Assessment Accommodations 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 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 Provided by ESC Region XI (Source: TEA Student Assessment Division) 43

44 Routinely, Effectively, and Independently Routinely Used often enough that student is familiar and comfortable using accommodation on a statewide assessment Not necessarily used every day Effectively Accommodation meets student needs as evidenced by scores and observations with or without accommodation use Independently Only applicable to some accommodations (e.g., applies to use of a calculator but not to an oral administration) Provided by ESC Region XI (Source: TEA Student Assessment Division) 44

45 Provided by ESC Region XI (Source: TEA Student Assessment Division) 45 ARD Decision-making

46 ARD Decision-Making 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. Provided by ESC Region XI (Source: TEA Student Assessment Division) 46 Documented testing accommodations must be consistent with state accommodation policies posted on Accommodations Resources web page.

47 ARD Decision-Making 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. STAAR Modified STAAR Alternate Provided by ESC Region XI (Source: TEA Student Assessment Division) 47

48 Participation Requirements for STAAR Modified Provided by ESC Region XI (Source: TEA Student Assessment Division) 48

49 STAAR Modified Provided by ESC Region XI (Source: TEA Student Assessment Division) 49

50 State-Required Documentation Form STAAR Modified Participation Requirements State-required documentation form Must be completed and retained by the district when eligibility for an alternate assessment is confirmed MUST be included in the IEP Provided by ESC Region XI (Source: TEA Student Assessment Division) 50

51 State-Required Documentation Form The district personnel who completes these forms should be a member of the ARD committee who can verify the information on the form These forms should be completed during the ARD committee meeting when assessment decisions are made. Provided by ESC Region XI (Source: TEA Student Assessment Division) 51 Determine who is responsible for verifying the information.

52 Step I: Review the Eligibility Criteria To be eligible to participate in STAAR Modified, the answer to all of the applicable questions must be YES. Provided by ESC Region XI (Source: TEA Student Assessment Division) 52 If the answer to any of the questions is NO, the student is not eligible to participate in STAAR Modified and must participate in one of the other statewide assessments.

53 Step I: Review the Eligibility Criteria Circle the subjects/courses for which STAAR Modified is being considered Circle NA, not applicable, for… 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 Provided by ESC Region XI (Source: TEA Student Assessment Division) 53

54 Step I: Review the Eligibility Criteria The ARD committee must review each of the three questions for every subject or course being considered and circle YES or NO. 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. Provided by ESC Region XI (Source: TEA Student Assessment Division) 54 IEP PLAAFP

55 Step I: Review the Eligibility Criteria 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? 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? Does the student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts? Provided by ESC Region XI (Source: TEA Student Assessment Division) 55

56 STAAR Modified Provided by ESC Region XI (Source: TEA Student Assessment Division) 56

57 Step II: Discuss Assurances 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. Provided by ESC Region XI (Source: TEA Student Assessment Division) 57

58 Step II: Discuss Assurances Provided by ESC Region XI (Source: TEA Student Assessment Division) 58 Initials

59 Step II: Discuss Assurances Provided by ESC Region XI (Source: TEA Student Assessment Division) 59 Modified coursework and assessment = Minimum High School program (MHSP) = No automatic admission into a Texas 4-year university Elementary/MS High School

60 Step II: Discuss Assurances Students are only eligible to take STAAR Modified if they are accessing the curriculum through modified instruction. Provided by ESC Region XI (Source: TEA Student Assessment Division) 60 “Modified” course codes end in “5”

61 PEIMS Codes for EOC Courses Codes are provided for all 12 of the original EOC courses Be sure the student is enrolled in the modified course with the appropriate PEIMS code Districts should continue to use these PEIMS codes, even though the modified assessment will no longer be offered after this year Provided by ESC Region XI (Source: TEA Student Assessment Division) 61

62 Step III: Summarize Assessment Decisions Indicate the subjects in which the student will take STAAR Modified if the eligibility criteria has been met. Provided by ESC Region XI (Source: TEA Student Assessment Division) 62

63 How are ARD committee decisions shared with other appropriate individuals In your district or on your campus? Provided by ESC Region XI (Source: TEA Student Assessment Division) 63

64 Other Considerations for Modified Assessment Decisions Provided by ESC Region XI (Source: TEA Student Assessment Division) 64

65 Graduation Flowcharts Provided by ESC Region XI (Source: TEA Student Assessment Division) 65 ARD Committee Resources for the Texas Assessment Program sment/ard/ sment/ard/ STAAR Graduation Flowchart (students entering grade 9 in and thereafter) TAKS Graduation Flowcharts A and B

66 Reminders If the assessment decision made at a previous meeting needs to be revised, it must be based on a change in instruction. There must be a difference in how the student accesses the grade-level or course curriculum. Simply passing or failing a prior state assessment is not sufficient reason to justify revising the assessment decision in the IEP. The committee must consider if the student has received adequate instruction or has had the opportunity to learn the skills that will be assessed. Provided by ESC Region XI (Source: TEA Student Assessment Division) 66 IEP = Instruction = Assessment

67 Reminders A student’s IEP must contain standards-based (TEKS-based) goals indicating modified content for the content area being addressed. Provided by ESC Region XI (Source: TEA Student Assessment Division) 67 For example, the STAAR Modified Science assessment would not be appropriate if the student’s IEP only addresses reading skills with no goals specific to Science.

68 Reminders If a student takes STAAR Modified in high school but is dismissed from special education before graduation The student is now held to the same curriculum and assessment requirements as all other general education students for the remaining subjects and assessments. Assessments and course requirements met while the student was in special education do not need to be redone. The student will continue on the MHSP, as only students meeting curriculum requirements for the RHSP or DAP and performing successfully on all five STAAR EOC assessments can graduate on these programs. Provided by ESC Region XI (Source: TEA Student Assessment Division) 68

69 Reminders If a student takes TAKS–M in high school but is dismissed from special education before graduating, the student now have to take and pass TAKS exit level ELA, mathematics, science, and social studies in order to receive a Texas high school diploma. Provided by ESC Region XI (Source: TEA Student Assessment Division) 69

70 Since 2014 is the last year that STAAR Modified will be administered, what do ARD committees document in the IEP regarding assessment for next year? Decisions about 2015 testing should not be made at this time for this population of students. Further information regarding plans for the inclusion of this population of students in the general assessment program beginning with the 2014–2015 school year will be forthcoming. Provided by ESC Region XI (Source: TEA Student Assessment Division) 70

71 Anything else? Stay tuned! Keep checking the TEA website! Provided by ESC Region XI (Source: TEA Student Assessment Division) 71

72 TEA Contact Information and Resources Provided by ESC Region XI (Source: TEA Student Assessment Division) 72 Student Assessment Division assessment.studentswithdisabilitie Phone: (512) Student Assessment TETN Schedule ssessment/training/tetn-schedule/ Federal and State Education Policy (Special Education) aspx?id= Phone: (512) ARD Committee Resources for the Texas Assessment Program px?id=3314&menu_id=793

73 Education Service Center Region XI Student Assessment Contacts Laura Carson: Peggy DeMoss: Sharon Rutherford: Provided by ESC Region XI (Source: TEA Student Assessment Division) 73

74 Notes for local district training These slides may be used for training of local district personnel If any slide is amended or revised for use in local trainings, please change the footer at the bottom of the slide and indicate ESC Region XI as the source Provided by ESC Region XI (Source: TEA Student Assessment Division) 74 Provided by _______ ISD (Source: ESC Region XI)


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