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ARD Decision-Making for the STAAR Alternate Provided by ESC Region XI (Source: TEA Student Assessment Division) 1.

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Presentation on theme: "ARD Decision-Making for the STAAR Alternate Provided by ESC Region XI (Source: TEA Student Assessment Division) 1."— Presentation transcript:

1 ARD Decision-Making for the STAAR Alternate Provided by ESC Region XI (Source: TEA Student Assessment Division) 1

2 RETN Etiquette Please 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 Page/3791 Page/3791 Click on “STAAR Alternate 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 current STAAR Assessments Understand requirements for participation in STAAR Alternate assessments for Understand ARD committee responsibilities regarding the STAAR Alternate Provided by ESC Region XI (Source: TEA Student Assessment Division) 6

7 Let’s Review Provided by ESC Region XI (Source: TEA Student Assessment Division) 7

8 Student Assessment Division Assessment Resources Provided by ESC Region XI (Source: TEA Student Assessment Division) 8 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

9 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) 9 Includes modified and alternate assessments

10 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) 10 NEW Includes modified and alternate assessments

11 Which test do students take? Students in grades 3–8 and students who entered grade 9 in 2011–2012 and thereafter STAAR For unique situations, contact TEA’s Student Assessment Division 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) 11

12 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) 12

13 Questions? Provided by ESC Region XI (Source: TEA Student Assessment Division) 13

14 Who takes STAAR Alternate? Students receiving special education services who: Have a significant cognitive disability Access TEKS through prerequisite skills Require supports throughout the day for nonacademic tasks Need specialized instruction in the natural environment Are routinely assessed through performance tasks Provided by ESC Region XI (Source: TEA Student Assessment Division) 14 There are no limits on the number of students who can take a STAAR Alternate assessment, however… Up to 1% of the tested population can be counted as proficient for AYP when tested with STAAR Alternate.

15 How does STAAR Alternate measure the grade-level TEKS? TEKSTEKS STAAR Reporting Category Assessed Curriculum TEKS Vertical Alignment Curriculum Frameworks Essence Statement Prerequisite Skills Assessment Tasks Provided by ESC Region XI (Source: TEA Student Assessment Division) 15

16 TEKS Vertical Alignment Documents Complete listing of the TEKS academic content standards from prekindergarten through all high school courses on the minimum high school program. Provided by ESC Region XI (Source: TEA Student Assessment Division) 16

17 TEKS Curriculum Frameworks Organized by STAAR Reporting Categories Summarizes the grade-level TEKS into an “essence statement” Lists prerequisite skills for a specific essence statement Provided by ESC Region XI (Source: TEA Student Assessment Division) 17

18 Essence Statements Provided by ESC Region XI (Source: TEA Student Assessment Division) 18 Three of the four essence statements are NEW this year. STAAR Reporting Category Assessed TEKS Essence Statement

19 Essence Statements Prerequisite skill targets have been added to the Essence Statement documents to inform teachers as to the grade-level link for the tasks Provided by ESC Region XI (Source: TEA Student Assessment Division) 19 Assessed essence statements are lettered ‘A’, ‘B’, ‘C’, ‘D’

20 Standardized Assessment Tasks Provided by ESC Region XI (Source: TEA Student Assessment Division) 20 Complexity Level 3 Complexity Level 1 Complexity Level 2 STAAR Reporting Category Assessed TEKS Essence Statement

21 Assessment Tasks Definitions and Examples The Definitions and Examples pages for the assessment tasks have been expanded. These pages proceed each essence statement and provide valuable information and ideas for the tasks. Provided by ESC Region XI (Source: TEA Student Assessment Division) 21

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

23 ARD Decision-Making for STAAR Alternate Provided by ESC Region XI (Source: TEA Student Assessment Division) 23

24 Changes to the ARD Process Only ARD committees can select the complexity level or levels for each subject. The teacher can no longer select the complexity level and must abide by the ARD committee decision. If the teacher feels that the selected complexity level no longer reflects the student’s performance, the ARD committee must reconvene to evaluate the previous decision. Provided by ESC Region XI (Source: TEA Student Assessment Division) 24

25 STAAR Alternate Participation Requirements Provided by ESC Region XI (Source: TEA Student Assessment Division) 25 The Participation Requirements have been posted in both Spanish and English.

26 Participation Requirements Provided by ESC Region XI (Source: TEA Student Assessment Division) 26 STAAR Alternate 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 Note the date on the form

27 Participation Requirements Provided by ESC Region XI (Source: TEA Student Assessment Division) 27 The district personnel named in the form is responsible for making sure the ARD committee discusses each section 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. Determine who is responsible for verifying the information.

28 Step I: Review the Eligibility Criteria Eligibility is considered for all tested subjects in the student’s enrolled grade or enrolled EOC courses The answer to all 5 eligibility questions must be YES. If the answer to any of the questions is NO, the student is not eligible to participate in STAAR Alternate and must participate in one of the other statewide assessments. Provided by ESC Region XI (Source: TEA Student Assessment Division) 28 If the student is eligible to take STAAR Alternate, then he/she must take this assessment for all subjects/courses.

29 Step I: Review the Eligibility Criteria The ARD committee must review each of the five questions and circle YES or NO. Each “Yes” answer requires a justification that contains evidence that the student meets the criteria. The recorded justification does not have to be referenced by IEP page numbers, but should be based on quantifiable evidence. Provided by ESC Region XI (Source: TEA Student Assessment Division) 29 Based on PLAAFP; narrative/anecdotal; not just IEP page/section number

30 Eligibility Criteria – Question 1 Provided by ESC Region XI (Source: TEA Student Assessment Division) 30 A significant cognitive disability is determined by the ARD committee and must be based on evaluation information performed by a qualified evaluation team. The disability must affect the student’s intellectual potential and be documented in the student’s IEP. A student with a significant cognitive disability has limited potential to reach grade-level expectations. While a student with a learning disability may have academic challenges, he or she has the intellectual potential to reach grade-level expectations and, therefore, is not eligible to take STAAR Alternate. Justification (Example): Based on Amy’s most current FIE, her full scale IQ falls well below 70 indicating a limitation in intellectual functioning. Adaptive behavior scales indicate significant deficits in the following domains: self-care, socialization, and communication skills. The team agrees that she meets the eligibility criteria for STAAR Alternate as a student with an intellectual disability.

31 Eligibility Criteria – Question 2 Provided by ESC Region XI (Source: TEA Student Assessment Division) 31 Federal regulations mandate that all students have access to and be assessed on grade-level curriculum. To access the grade-level curriculum, a student with a significant cognitive disability needs specialized academic instruction. Additionally, a student eligible for STAAR Alternate requires support throughout the day in areas such as communicating needs, navigating the classroom or school building, eating lunch, negotiating social situations, and/or taking care of personal needs. Justification (Example): Amy has difficulty attending to tasks and requires numerous redirections to stay focused. When in a large group for instruction, Amy is easily distracted and does not process language well. Her expressive language delays make it difficult for Amy to express her needs in a large group. Because of this, Amy requires specialized instruction in a small group setting for academic skills. Amy’s weak language skills also make it difficult for her to respond appropriately in social situations; therefore, she requires assistance during nonacademic school activities. Amy requires assistance to perform all self-care skills.

32 Eligibility Criteria – Question 3 Provided by ESC Region XI (Source: TEA Student Assessment Division) 32 The student needs specialized academic instruction and techniques over a period of time to learn and retain information. Instruction in a variety of settings is required in order for the student to transfer skills (generalize). Justification (Example): Amy’s short attention span and distractibility require her to need numerous repetitions and drill in order to retain knowledge. Additionally, she acquires and retains knowledge best when skills are taught in the setting or situation in which the skill naturally occurs. For example, to address a social studies prerequisite skill involving economics, Amy was more successful in purchasing an item in the school store rather than in a classroom simulation.

33 Eligibility Criteria – Question 4 Provided by ESC Region XI (Source: TEA Student Assessment Division) 33 Access to the grade-level curriculum is mandated by the federal government. A student with a significant cognitive disability requires access to the TEKS through prerequisite skills. Prerequisite skills are student expectations from previous grades that are linked to the grade-level curriculum. Justification (Example): Although Amy shows relative strengths in the areas of math calculation and math reasoning, she is performing skills that are several grade levels behind her grade 8 peers in all academic areas. Her access to the grade-level TEKS is through prerequisite skills.

34 Eligibility Criteria – Question 5 Provided by ESC Region XI (Source: TEA Student Assessment Division) 34 Although a student may be able to perform some academic tasks such as writing simple phrases or sentences, reading short sentences, or calculating mathematics problems, he or she is typically evaluated by methods other than paper and pencil. A one-day, multiple-choice test would not be an appropriate format to effectively measure what a student has learned. Observation of student performance while the student manipulates items, verbalizes responses, eye gazes, or activates an augmentative communication device provides more accurate measurement of skills. Justification (Example): Amy has limited writing skills, is easily frustrated with writing tasks, and produces written work only through the use of assistive technology. If allowed to demonstrate skills through manipulation or technology, Amy is much more successful. A one-day multiple choice test is not appropriate to show mastery of skills. Amy’s teachers routinely take data on IEP goals after observing performance tasks.

35 STAAR Alternate Participation Requirements Provided by ESC Region XI (Source: TEA Student Assessment Division) 35

36 Step II: Discuss Assurances If “Yes” is indicated for all of the eligibility questions for STAAR Alternate, the ARD committee must discuss the assurances in Step II, and the district personnel completing the form must initial each one after it is discussed. Provided by ESC Region XI (Source: TEA Student Assessment Division) 36 Initials

37 Step II: Discuss Assurances the district personnel completing the form must assure that the committee discussed the impact of the decision on graduation plans. Provided by ESC Region XI (Source: TEA Student Assessment Division) 37 Elementary/MS High School

38 Step II: Discuss Assurances Students are only eligible to take STAAR Alternate if they are accessing the curriculum through prerequisite skills. For high school students, EOC courses are denoted by a special PEIMS code for each course required on the MHSP. Provided by ESC Region XI (Source: TEA Student Assessment Division) 38 “Alternate” course codes end in “7”

39 PEIMS Codes for EOC Courses Codes are provided for all 12 of the original EOC courses Be sure the student is enrolled in the alternate course with the appropriate PEIMS code Districts should continue to use these PEIMS codes, even though the alternate assessment will be revised for next year Provided by ESC Region XI (Source: TEA Student Assessment Division) 39

40 “ARD Guide for Determining High School STAAR Alternate Assessments” For grades 3-8, the enrolled grade determines the subjects that will be tested. Students are required to participate in all STAAR Alternate EOC assessments sometime during high school The ARD committee determines what year each high school course and assessment will be taken. Provided by ESC Region XI (Source: TEA Student Assessment Division) 40

41 Step III: Summarize Assessment Decisions Indicate the subjects in which the student will take STAAR Alternate based on meeting the eligibility criteria. Provided by ESC Region XI (Source: TEA Student Assessment Division) 41

42 Questions? Provided by ESC Region XI (Source: TEA Student Assessment Division) 42

43 Making the Complexity Level Decision The ARD committee will make the decision for which complexity level or combinations of complexity levels are appropriate for a student for each subject being assessed. The teacher must abide by the decision. Provided by ESC Region XI (Source: TEA Student Assessment Division) 43 ARD Process for Selecting the Complexity Level for STAAR Alternate

44 Making the Complexity Level Decision The first step in selecting the complexity level is to pinpoint which characteristics from the complexity level or indicators of progress box best describe the student’s maximum performance for a given subject. This decision should be based on challenging expectations and be indicative of how the student is expected to perform after instruction. Provided by ESC Region XI (Source: TEA Student Assessment Division) 44

45 Making the Complexity Level Decision The ARD committee will determine that the student will be assessed for each subject/course on: A specific complexity level for all tasks for all four essence statements per subject/course, OR A range between two complexity levels as determined by the indicators of progress Provided by ESC Region XI (Source: TEA Student Assessment Division) 45 Solid Complexity Level Description L3L2L1NRO Indicators of Progress Box Combinations of Complexity Levels L3 and L2L2 and L1

46 “Student Characteristics for the STAAR Alternate Complexity Levels” The ARD committee must use this chart to find the best description of the student’s performance before determining the complexity level or combinations of levels to be used for the assessment. Provided by ESC Region XI (Source: TEA Student Assessment Division) 46 Level 3 Level 1 Level 2 NRO Indicators of Progress

47 What is the difference between the complexity levels? Complexity Level 3 Most complex Application Complexity Level 2 Moderately complex Basic Recall Complexity Level 1 Least complex Beginning Awareness NRO No Response Observed Provided by ESC Region XI (Source: TEA Student Assessment Division) 47

48 Complexity Level 3 Application of Knowledge Provided by ESC Region XI (Source: TEA Student Assessment Division) 48 Level 3 Complexity Level Student:  Decides which materials are needed for a specific task on his or her own or from a wide array of appropriate and inappropriate options  Develops or adjusts strategies to accomplish a specific task  Interprets or analyzes information  Formulates original responses to questions requiring higher-level thinking skills

49 Complexity Level 3 Complexity Level 3 assessment tasks are the most complex and involve applying knowledge beyond basic recall. Some of the skills students at this level are expected to demonstrate may include: determining distinguishing features, organizing information, comparing components, generating ideas, making inferences, and justifying answers. Provided by ESC Region XI (Source: TEA Student Assessment Division) 49 Level 3 requires a student to: internalize skills beyond basic recall use higher–level thinking skills arrive at answers “on his or her own” as choices cannot be provided gather information or demonstrate skills using a wide array of materials No choices can be given. The student must demonstrate the skill “on his or her own.”

50 Complexity Level 2 Basic understanding Level 2 Complexity Level Student:  Correctly makes choices when at least three options are provided  Distinguishes the varying characteristics of items  Answers literal questions posed to him or her  Recalls information previously learned Provided by ESC Region XI (Source: TEA Student Assessment Division) 50

51 Complexity Level 2 Complexity Level 2 assessment tasks are moderately complex and involve recalling information. Some of the skills students at this level are expected to demonstrate may include: identifying or sorting elements, assisting in procedures, choosing options, matching components, replicating information, and examining features. Provided by ESC Region XI (Source: TEA Student Assessment Division) 51 Level 2 requires a student to: demonstrate only a basic understanding of information recall or reproduce information arrive at answers when at least three choices are provided Choices are always provided.

52 Level 1 Complexity Level Student:  Authentically responds to stimuli after experiencing them through the senses  Is unable to make a choice when two options are offered  Cannot answer questions posed to him or her  Communicates in subtle changes in affect or body movement Complexity Level I Beginning Awareness Provided by ESC Region XI (Source: TEA Student Assessment Division) 52

53 Complexity Level 1 Complexity Level 1 assessment tasks are the least complex and involve responding to knowledge at the beginning awareness level. Some of the skills students at this level are expected to demonstrate may include: acknowledging features, responding to stimuli, participating in processes, exploring materials, and anticipating outcomes. Provided by ESC Region XI (Source: TEA Student Assessment Division) 53 Level 1 tasks often measure skills building up to the essence statement. Level 1 requires a student to : be aware of the task as it is occurring be aware of a change in stimuli but not be required to act on the stimuli be aware of information but not make choices or decisions based on the information No choices are allowed since the student is not required to make decisions based on the information.

54 NRO – No Response Observed For students who are not displaying characteristics for the Level 1 complexity level, the characteristics for No Response Observed may be applicable. Provided by ESC Region XI (Source: TEA Student Assessment Division) 54 No Response Observed (NRO) Student:  Is unable to make an authentic response to any stimuli  Moves due to internal stimuli rather than stimuli presented to him or her  Tracks or fixates on objects that are not part of the task  Vocalizes intermittently before, during, and after the task

55 NRO – No Response Observed If the ARD committee feels that the student meets the characteristics defining NRO, the committee can select NRO as the complexity level for all the tasks. The test administrator will then plan one Level 1 task per subject and attempt the observation to verify that the student cannot authentically respond to the academic stimuli. If the student is able to respond during the assessment observation, the test administrator must request an ARD meeting to review the student’s IEP and assessment decisions so Level 1 can be considered. Provided by ESC Region XI (Source: TEA Student Assessment Division) 55

56 NRO – No Response Observed The No Response Observed (NRO) designation can be used if the student is unable to display any observable change in affect or movement due to an ongoing medical condition or the severity of the student’s disability. Students in the NRO category typically do not respond to any academic stimuli throughout the day. This designation is not for the student who refuses to respond. An NRO assessment is not considered a failure and is not part of AYP ratings. Provided by ESC Region XI (Source: TEA Student Assessment Division) 56

57 NRO – No Response Observed No combinations of levels for students between NRO and Level 1 are possible. If a student can provide an authentic response to any of the predetermined criterion in an assessment task the NRO designation is not appropriate. the student must be assessed at Level 1 for all tasks for that subject Provided by ESC Region XI (Source: TEA Student Assessment Division) 57

58 Indicators of Progress For students who have developed beyond a complexity level, but have not consistently been able to display characteristics at the next higher complexity level, indicators of progress characteristics have been developed to help identify those students. Provided by ESC Region XI (Source: TEA Student Assessment Division) 58

59 Indicators of Progress Provided by ESC Region XI (Source: TEA Student Assessment Division) 59 Indicators of Progress for Level 1 Student:  Begins to show response to a stimuli belatedly or inconsistently  Becomes still or remains quiet when a specific noise or item is near  Increases vocalizations or movements in the presence of a specific stimuli Level 1 will be the decision. No Response Observed (NRO) Student:  Is unable to make an authentic response to any academic stimuli  Moves due to internal stimuli rather than stimuli presented to him or her  Tracks or fixates on objects that are not part of the task  Vocalizes intermittently before, during, and after the task Level 1 Complexity Level Student:  Authentically responds to stimuli after experiencing them through the senses  Is unable to make a choice when two options are offered  Cannot answer questions posed to him or her  Communicates in subtle changes in affect or body movement Combinations of NRO and Level 1 are NOT allowed.

60 Indicators of Progress Provided by ESC Region XI (Source: TEA Student Assessment Division) 60 Level 1 Complexity Level Student:  Authentically responds to stimuli after experiencing them through the senses  Is unable to make a choice when two options are offered  Cannot answer questions posed to him or her  Communicates in subtle changes in affect or body movement Level 2 Complexity Level Student:  Correctly makes choices when at least three options are provided  Distinguishes the varying characteristics of items  Answers literal questions posed to him or her  Recalls information previously learned Indicators of Progress for Level 2 Student:  Begins to show interest and seeks out the same object or task  Focuses on and more readily acknowledges objects or representations  Performs tasks similar to Level 2 tasks in daily instruction  Needs less cueing and prompting for Level 1 tasks Combinations of Level 1 and Level 2 are allowed.

61 Level 2 Complexity Level Student:  Correctly makes choices when at least three options are provided  Distinguishes the varying characteristics of items  Answers literal questions posed to him or her  Recalls information previously learned Level 3 Complexity Level Student:  Decides which materials are needed for a specific task on his or her own or from a wide array of appropriate and inappropriate options  Develops or adjusts strategies to accomplish a specific task  Interprets or analyzes information  Formulates original responses to questions requiring higher-level thinking skills Indicators of Progress for Level 3 Student:  Begins to see relationships between groups  Can sometimes predict outcomes  Provides responses without choices  Needs less cueing and prompting for Level 2 tasks  Performs tasks similar to Level 3 tasks in daily instruction Combinations of Level 2 and Level 3 are allowed. Indicators of Progress Texas Education Agency's Student Assessment Division 61

62 Questions? Provided by ESC Region XI (Source: TEA Student Assessment Division) 62

63 ARD Considerations for STAAR Alternate Decision-Making If the student is clearly described by the characteristics in one of the complexity level boxes, it is inappropriate to assess that student at a lower complexity level. It is also inappropriate to assess a student at a lower complexity level just to improve his or her score on the assessment. Students who demonstrate skills on tasks with cueing should not be automatically moved to a lower complexity level. Students who cannot successfully demonstrate all three predetermined criteria should not be automatically moved to a lower complexity level. Provided by ESC Region XI (Source: TEA Student Assessment Division) 63

64 ARD Considerations for STAAR Alternate Decision-Making The ARD committee decision regarding the complexity level or levels to be used for the assessment must be noted on page 2 of the STAAR Alternate Participation Requirements and the teacher must abide by the decision If the ARD Committee recommended a combination of two complexity levels, the teacher will make the final decision of which task between the two complexity level options will be used for the primary observation. Provided by ESC Region XI (Source: TEA Student Assessment Division) 64 At least one task at the higher level must be observed when combinations of complexity levels are chosen.

65 ARD Considerations for STAAR Alternate Decision-Making The teacher becomes the test administrator and prepares for the primary observation by: providing additional instruction according to TEA resource documents determining the presentation supports, materials, and response modes appropriate for each task documenting the preplanning decision on page one of the state-required documentation form Provided by ESC Region XI (Source: TEA Student Assessment Division) 65

66 ARD Considerations for STAAR Alternate Decision-Making If the teacher determines at any time that the complexity level decision made by the ARD committee needs to be reviewed either due to student progress or regression, the ARD committee must reconvene and determine the new complexity level decision following the same process as outlined in this presentation. Texas Education Agency's Student Assessment Division 66

67 ARD Considerations for STAAR Alternate Decision-Making The ARD committee must ensure the assessment decision and accommodations needed to measure the student’s academic achievement have been documented in the student’s IEP. These accommodations will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observation and recorded on page 1 of the documentation form. Texas Education Agency's Student Assessment Division 67

68 STAAR Alternate and SSI Students taking STAAR Alternate are not subject to SSI requirements. Due to the design of STAAR Alternate, teachers make observations throughout the academic year using preplanned instructional supports and are expected to provide any necessary remediation during the course of the academic year. There is no need for retests as observations can be repeated if needed due to special circumstances. Typically, students taking STAAR Alternate are already receiving intensive, individualized instructional support on a daily basis that takes into account the pace and amount of material appropriate for the student. Texas Education Agency's Student Assessment Division 68 Additional information regarding SSI requirements can be located at the following website:

69 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) 69

70 Additional Considerations Provided by ESC Region XI (Source: TEA Student Assessment Division) 70

71 Performance Data for 2014 The adjusted cut score of 48 will be applied to the 2014 results to comply with House Bill 906 of the 83rd Legislative Session. Provided by ESC Region XI (Source: TEA Student Assessment Division) 71

72 Performance Data for 2014 The student’s Confidential Student Report will also report growth between 2013 and Provided by ESC Region XI (Source: TEA Student Assessment Division) 72 Growth results will be calculated using a stage change table and reported as Did Not Meet, Met, or Exceeded Growth.

73 STAAR Alternate Timelines The STAAR Alternate Timeline has been posted and will be updated periodically as specific dates for events have been determined. Provided by ESC Region XI (Source: TEA Student Assessment Division) 73

74 Important Dates October 7, 2013 Access to the final attempt for qualification activities will become available from the Training Center to district and campus staff Testing coordinators are responsible for providing the access code for the final to teachers. Provided by ESC Region XI (Source: TEA Student Assessment Division) 74 The Training Center access code for new personnel is STAARALT1314

75 Important Dates November 15, 2013 Documentation forms posted January 6, 2014 – April 18, 2014 STAAR Alternate Assessment Window March 28, 2014 Transfer cut-off date Provided by ESC Region XI (Source: TEA Student Assessment Division) 75

76 ARD Committee Decisions for Next Year The new assessment will be an item based test; there will no complexity levels Participation requirements may change but the test will not be expanded to include the “modified” assessment ARD Committees can only decide if the student requires an alternate assessment due to instruction based on alternate achievement standards Provided by ESC Region XI (Source: TEA Student Assessment Division) 76

77 Anything else? Stay tuned! Keep checking the TEA website! Provided by ESC Region XI (Source: TEA Student Assessment Division) 77

78 Education Service Center Region XI Assessment Contacts Laura Carson – Coordinator for Curriculum, Instruction and Assessment (817) or Peggy DeMoss – Federal and State Assessment (817) or Sharon Rutherford – Special Education Assessment (817) or Provided by ESC Region XI (Source: TEA Student Assessment Division) 78

79 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) 79 Provided by _______ ISD (Source: ESC Region 11 and TEA Student Assessment Division)


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