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Goose Creek CISD Special Education 2012 - 2013 Districtwide Staff Development Conference February 15, 2013.

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Presentation on theme: "Goose Creek CISD Special Education 2012 - 2013 Districtwide Staff Development Conference February 15, 2013."— Presentation transcript:

1 Goose Creek CISD Special Education Districtwide Staff Development Conference February 15, 2013

2 An Overview and Update of TEA’s Policies

3 Goose Creek Memorial Feeder: Pauline Timmons- Brown, Coordinator Sterling Feeder: Carmen Figueroa, Coordinator Mandie Yasso, Diagnostician Lee Feeder: Kelley Watt, Coordinator Belinda Williams, Diagnostician

4 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! 4

5 Please Note: This training does NOT take the place of reading the appropriate manuals. 5

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9 1.Specific Accommodations Policies 2.Accommodations for Students with Disabilities 3.The Accommodations Triangle 4.Policy Changes

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12 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.

13  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.

14  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 them  Not intended for every student in a class or disability category  Related to best practices for instruction  Used during the statewide assessment but is not recorded on student’s answer document

15  Reading the test aloud to self  Colored overlays  Blank place markers  Preferential seating  Scratch paper  Magnifying devices  Special lighting  Highlighters / colored pencils  Signed directions  Minimize distractions  Reading assistance for Grade 3 Math

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17 The use of accommodations should be occurring in the classroom on a daily basis.

18  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.

19  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.

20  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.

21  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.

22  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.

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24  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.

25 The Accommodation Triangle Type 1 Type 2 Type 3

26  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

27  Available 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 administration  Reminders to stay on task  Amplification devices  Projection devices 1

28  Includes 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 assistance  Math manipulatives  Calculation devices  Supplemental aids  Extra time  Large print  Dictionary 2

29  Requires 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:  Transcribing  Photocopy  Extra Day 3

30 The Accommodation Triangle

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32 Description of Accommodation Assessments Supplemental Aids 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 on STAAR STAAR Spanish STAAR Modified STAAR L

33 Student Eligibility Criteria A student may use this accommodation if he or she  receives special education services,  routinely, independently, and effectively uses this accommodation during classroom instruction and testing, and  has 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.

34  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 true Texas Education Agency Fall 2012

35  If the eligibility criteria looks like this  Then the student must meet ALL of the first few bullets AND  ONE of last few bullets. Texas Education Agency Fall 2012

36 TEA 12/2011

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38  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.

39  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.

40 40 TEA 12/2011 PEMDAS or Please Excuse My Dear Aunt Sally DMSB or Dad Mother Sister Brother KPCOFGS or King Philip Came Over For Good Spaghetti

41 Parentheses Exponents Multiplication Division Addition Subtraction Divide Multiply Subtract Bring down K ingdom P hylum C lass O rder F amily G enus S pecies 41 TEA 12/2011

42  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.

43 Group 1 Group 2 1&21&2 43 TEA 12/2011

44 Tertiary Consumer Secondary Consumer Primary Consumer Primary Producer 44 TEA 12/2011

45 G 45 TEA 12/2011

46  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.

47 = = = = = = = = = = 20 TEA 12/2011

48  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.

49 Mathematics: Multiplication Charts 1 x 0 = 0 2 x 0 = 0 1 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 4 1 x 3 = 3 TEA 12/2011 XX

50  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.

51 51 TEA 12/2011

52  A place value chart may be used.  Words for place value labels and a decimal point are allowed only if they are grade-appropriate. Including numbers as specific examples is NEVER allowed.

53 TEA 12/2011

54  Pictorial 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.

55 55 TEA 12/2011

56  Pictorial 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.

57 57 TRIANGLE vertex TEA 12/2011

58 58 OR NOT 3-D and 2-D on the same aid TEA 12/2011

59  A list of grade-appropriate grammar and mechanics rules may be used.  This list may NEVER contain any specific examples.

60 60 TEA 12/2011

61 61 TEA 12/2011

62  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.

63 TEA 12/

64 64 TEA 12/2011

65  Formula 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 66 Science: Formula Triangles W Work dF distance force X ÷ m DV mass densityvolume Work = (force)(distance) Density = mass/volume TEA 12/2011

67  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).

68 68 TEA 12/2011

69 69 TEA 12/2011

70  Timelines may be used if they contain only dates.  Labeling the events connected with those dates in any way is NEVER allowed.

71 71 TEA 12/2011

72 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

73  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

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75  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. TEA 12/2011

76  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. TEA 12/2011

77  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  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

78 78 TEA TETN #14294

79  Type 3  Requires ARF if the student meets all of the eligibility criteria listed  Last year it was considered under the “Other” category  Allows 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 tests 79 TEA TETN #14294

80  Summary of Eligibility  Routinely and effectively uses this accommodation  Unable to independently and effectively use scratch paper or a calculator  Temporary or permanent physically disabling condition or impairment in vision  The 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 allowed 80 TEA TETN #14294

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82 What resources are available to help with Accommodations for Students with Disabilities? Available Resources /accommodations/staar-telpas/#triangle

83 Thank You For Your Participation Today!

84 The mission of the GCCISD Special Education Department is to support the campuses in order to nurture inclusionary environments, enhance student achievement, and maintain compliant special education programs.

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