Presentation on theme: "Districtwide Staff Development Conference"— Presentation transcript:
1Districtwide Staff Development Conference Goose Creek CISDSpecial EducationDistrictwide Staff Development ConferenceFebruary 15, 2013
2An Overview and Update of TEA’s Policies STAAR AccommodationsAn Overview and Update of TEA’s Policies
3presenters Goose Creek Memorial Feeder: Pauline Timmons- Brown, CoordinatorSterling Feeder:Carmen Figueroa, CoordinatorMandie Yasso, DiagnosticianLee Feeder:Kelley Watt, CoordinatorBelinda Williams, Diagnostician
4Today’s Five Norms Enjoy the Session! Make yourself comfortable – take a break if you need it.Set aside and silence all electronics.Take full advantage of being together today by being an active participant.Creating a safe environment is key to sharing concerns and challenges.Enjoy the Session!
5Please Note: This training does NOT take the place of reading the appropriate manuals.
12Who Might Need an Accommodation? 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.“In those rare instances where a student does not receive services but meets the eligibility criteria because of a disability 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.”TEA December 2011
13Who Determines Need?For students receiving special education services, the IEP committee;For students receiving Section 504 services, Section 504 placement committee;Where a student does not receive services but meets eligibility criteria because of a disabling condition, the decision is made by an appropriate team at the campus level.Applies to students taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS.The appropriate team is the Response to Intervention (RTI) Team or, in some cases, the student assistance team.
14Optional Test Administration Procedures and Materials Some procedures and materials that have been “testing accommodations” in previous years will now be considered “Optional Test Administration Procedures and Materials”Available to any student who needs themNot intended for every student in a class or disability categoryRelated to best practices for instructionUsed during the statewide assessment but is not recorded on student’s answer documentCan be used for any student. Don’t need supporting documentation.
15Examples of Optional Test Administration Procedures and Materials Reading the test aloud to selfColored overlaysBlank place markersPreferential seatingScratch paperMagnifying devicesSpecial lightingHighlighters / colored pencilsSigned directionsMinimize distractionsReading assistance for Grade 3 MathRefer to handout “Optional Test Administration Procedures and Materials”, Texas Education Agency, Student Assessment Division, December 2011
17Utilizing Accommodations The use of accommodations should be occurring in the classroom on a daily basis.
18What Accommodations Are 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.
19What Accommodations Are Not 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 with the same disability.
20Accommodations Are . . .Changes to instructional materials, procedures, or techniques that allow a student with a disability to participate meaningfully in grade-level or course instruction;Should be effective in allowing a student access to the TEKS;Must be individualized for each student;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.Emphasize that the selection of appropriate accommodations occurs in the appropriate meeting (IEP or 504) and prior to the statewide assessment testing decisions.
21Accommodations Are Not . . . Necessary for every student;Changes to the performance criteria of an assignment or assessment;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;Intended to provide a student with a disability an advantage;Should not be provided to a student without evidence of effectiveness from year to year.
22Using Accommodations on Statewide Assessments Accommodations provided to students during classroom instruction and testing may differ from those allowed for use on statewide assessments;Should not discourage the use of appropriate accommodations during instruction;Opportunity to learn verses measuring mastery of state-mandated curriculum.Educators often state “If it’s not an accommodation on the test, I can’t use it in the classroom.” Emphasize third bullet, opportunity to learn.
24Testing Accommodations After determining the instructional accommodations that are effective for a student, determine whether the accommodation(s) are allowed on a statewide assessment.The Accommodation Triangle organizes accommodations for students with disabilities by type in accordance with the specificity of the eligibility criteria and the need for TEA approval.The accommodation type is recorded on the student’s answer document.
25The Accommodation Triangle Type 1Type 2Type 3As the triangle narrows, the policies become more restrictive, addressing fewer students who have these specific needs. Type 3 accommodations are intended for a small number of students. Type 1 accommodations will address the needs of a larger group of students.
26Defining “Routinely, Independently and Effectively” -Used often enough that student is familiar and comfortable using accommodation on a statewide assessment-Not necessarily used every dayIndependently-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
27Type 1 AccommodationsAvailable to students who have a specific need;For students 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;Examples include:Individual or small-group administrationReminders to stay on taskAmplification devicesProjection devices1
28Type 2 AccommodationsIncludes the requirements of Type 1, along with specific eligibility criteria;It is not necessary to submit an Accommodation Request Form to TEA;Examples include:Spelling assistanceMath manipulativesCalculation devicesSupplemental aidsExtra timeLarge printDictionary2
29Type 3 AccommodationsRequires the submission of an Accommodation Request Form to TEA;Determined by the appropriate team at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team);Student must meet ALL eligibility criteria listed;Examples include:TranscribingPhotocopyExtra Day3
30The Accommodation Triangle Type 3 Accommodations: Other. TEA’s Accommodation Task Force must always be contacted to determine if the accommodation is an “other.” An example would be a student who is blind, with cerebral palsy, unable to learn Braille. Reading the reading test would be an example of an “other” accommodation. A third grade student with a learning disability in math who needs a calculator in math is a NON-EXAMPLE.
32Supplemental Aids Description of Accommodation Assessments Supplemental aids are paper-based resources that assist a student in recalling information.For a student who meets the eligibility criteria, this accommodation may be used onSTAARSTAAR SpanishSTAAR ModifiedSTAAR LAssessmentsStudent Assessment Division November 18, 2011
33Student Eligibility Criteria A student may use this accommodation if he or shereceives special education services,routinely, independently, and effectively uses this accommodation during classroom instruction and testing, andhas a disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction.
34Eligibility Criteria Clarification If the eligibility criteria looks similar to this……then the student must meet ALL of the criteria listed“and” means that ALL lines with a check box must be trueTexas Education Agency Fall 2012
35Eligibility Criteria Clarification If the eligibility criteria looks like thisThen the student must meet ALL of the first few bulletsANDONE of last few bullets.Texas Education Agency Fall 2012
38Examples of Supplemental Aids Only the following supplemental aids listed are allowed for eligible students:Mnemonic Devices (all subjects)Blank Graphic Organizers (all subjects)Math Charts (mathematics)Graphics & Pictorial Models (mathematics)Grammar & Mechanics Rules (written composition)Graphics (science / social studies)No accommodation request form is required;There is no special request process for additional supplemental aids.
39Mnemonic Devices Mnemonic devices may be used for ALL subjects. A mnemonic device is a learning technique that assists with memory. Only mnemonic devices that are acronyms or phrases based on an acronym should be used. The subject-specific words that the mnemonic represents are NEVER allowed.
42Blank Graphic Organizers Blank graphic organizers may be used for ALL subjects.Blank graphic organizers should NEVER contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.
43All Subjects: Blank Graphic Organizers Group 1Group 21&2TEA 12/2011
44All Subjects: Blank Graphic Organizers Tertiary ConsumerSecondary ConsumerPrimary ConsumerPrimary ProducerNumber line with #s is incorrect because it has the numbers.Triangle is incorrectTEA 12/2011
45All Subjects: Blank Graphic Organizers Mr. Gallon is incorrect because it defines the parts and has multiple colors.G is incorrect because it has the letters that identify the parts and has multiple colors.TEA 12/2011
46Mathematics Addition charts may be used. The addition chart must be a grid used to find the sum, not a list of addition facts. Each axis may be numbered up to 9, but no higher than 9. Indicating special numbers (e.g., highlighting or circling even numbers within the body of the chart) is NEVER allowed.
48Mathematics Multiplication charts may be used. The multiplication chart must be a grid used to find the product, not a list of multiplication facts. Each axis may be numbered up to 12, but no higher than 12. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NEVER allowed.
49Mathematics: Multiplication Charts 1 x 0 = x 0 = 01 x 1 = x 1 = 21 x 2 = x 2 = 41 x 3 = 3XXTEA 12/2011
50Mathematics A 100 chart may be used. Indicating special numbers (e.g., highlighting or circling prime numbers within the body of the chart) is NEVER allowed.
54MathematicsPictorial models of fraction bars or fraction circles may be used.The models may be labeled to show each individual fraction, but they should NEVER show equivalencies or a cumulative sequence.
55Mathematics: Pictorial Models of Fractions TEA 12/2011
56MathematicsPictorial models of one-, two-, and three-dimensional figures may be used.The figures may NEVER contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.A pictorial model of a geometric figure may be provided in either three-dimensional form or two-dimensional form (net), but NOT in both forms.
57Mathematics: Pictorial Models of Geometric Figures TRIANGLEvertexTEA 12/2011
58Mathematics: Pictorial Models of Geometric Figures NOT 3-D and 2-D on the same aidORTEA 12/2011
59Written CompositionA list of grade-appropriate grammar and mechanics rules may be used.This list may NEVER contain any specific examples.
62Science Graphics of scientific concepts may be used. The graphics should NEVER contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.
63Science: Graphics of Scientific Concepts TEA 12/2011
64Science: Graphics of Scientific Concepts TEA 12/2011
65ScienceFormula triangles representing relationships between variables may be used.Only formulas that appear on the appropriate state-supplied reference materials may be represented. The triangles may only include variables. Symbols for mathematical operations (e.g., x, ÷) are NEVER allowed.
66÷ Science: Formula Triangles Work = (force)(distance) Density = mass/volumeWmFdDVmassWork÷XdensityvolumeforcedistanceTEA 12/2011
67Social Studies Blank maps may be used. Blank maps should NEVER contain titles, words, labels, colors used a labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. A student could use both physical and political world or U.S. maps.In addition, unlabeled maps that represent historic events may be used (e.g., an unlabeled map that represents the stages of U.S. territorial expansion).
72Special Considerations If the use of an accommodation is distracting to other students or compromises the security of the test, an individual administration is required.Colors may be used in a supplemental aid to enhance readability or improve tracking, but may never be used as a label.Pictures may be used in pictorial models of geometric figures and graphics of scientific concepts, but not in other supplemental aids.Using a supplemental aid as an accommodation during classroom instruction and testing should not replace the teaching of subject-specific skills as outlined in the TEKS.TEA 12/2011
73Special Considerations The student must be able to understand the information that the supplemental aid provides and simply need assistance recalling the concepts.The test administrator may not remind the student to use the supplemental aid or explain to the student the information included on the supplemental aid.The supplemental aid must be factual and error-free.The supplemental aid must be concise and well organized so that a student can easily access the information.If a student writes on the supplemental aid while taking the statewide assessment, the supplemental aid must be destroyed after testing.TEA 12/2011
75A Brief Word about DBAThe 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.TEA 12/2011
76A Brief Word about DBAExtra 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.TEA 12/2011
77Policy Differences for STAAR Projection DevicesFormerly referred to as Low-vision DevicesNew name, still allowableLarge PrintAdded eligibility criteria to address disabilities in addition to impairments in visionNo ARF processOral/Signed AdministrationReading aloud the questions and answer choices for reading tests and the English I, II, & III reading tests is allowedNEVER read aloud reading selections, or revising & editing selections
79Mathematics Scribe Type 3 Requires ARF if the student meets all of the eligibility criteria listedLast year it was considered under the “Other” categoryAllows 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.Applies to all math and science testsTEA TETN #14294
80Mathematics Scribe Summary of Eligibility Routinely and effectively uses this accommodationUnable to independently and effectively use scratch paper or a calculatorTemporary or permanent physically disabling condition or impairment in visionThe eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this accommodation are rare.In 2012, only 33 ARFs were approved for Math Scribe.Approved ARFs receive specific guidelines outlining the interaction between the student and test administrator that is and is not allowedTEA TETN #14294
82Available ResourcesWhat resources are available to help with Accommodations for Students with Disabilities?
83Have a Fantastic Weekend! Thank YouFor YourParticipationToday!
84The mission of theGCCISD Special Education Department is to support the campuses in order to nurture inclusionary environments, enhance student achievement, and maintain compliant special education programs.