1. Special Education Directors Cheri Hendrick cheri.hendrick@esc20.net 210/370-5451 DTC Contact Dolores Sendejo dolores.sendejo@esc20.net 210/370-5475 Bilingual/ELL Contact Kelly Bevis Woodiel kelly.woodiel@esc20.net 210/370-5432 Special Education Contact

2. Welcome and Introductions

3. Tuesday, January 31 Morning Session Significant Changes to the Student Assessment Program 2012 Test Administration Test Security Assessment of Students Served by Special Education Morning Wrap-up / Questions & Answers

4. Tuesday, January 31 Afternoon Session Accommodations for Students with Disabilities Assessment of English Language Learners Scoring and Reporting Assessment Management System Daily Wrap-up / Questions & Answers

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

6. Question and Answers Please use “parking lots” posted on walls.

7. Significant Changes to the Texas Student Assessment Program 7

8. Policy and Procedure Highlights STAAR Standard-setting Activities and Report Dates STAAR (3–8), STAAR Spanish (3–5), & STAAR L (3–8) Raw score reports April/May 2012 Standard setting Fall 2012 Results w/ standards applied January 2013 STAAR EOC & STAAR L EOC Standard-setting February 2012 Results w/standards applied June 2012 8

9. Policy and Procedure Highlights STAAR Standard-setting Activities and Report Dates STAAR Modified Raw score reports June 2012 Standard setting Fall 2012 Results w/ standards applied January 2013 STAAR Alternate Raw score reports May 2012 Standard setting Fall 2012 Results w/ standards applied January 2013 9

10. Policy and Procedure Highlights Student Success Initiative (SSI) No grades 5 and 8 SSI retesting in 2012 Standards will not be set until fall 2012 Districts should use other relevant academic information to make promotion/retention decisions Assessments for Students Receiving Special Education Services Accommodated forms of STAAR are not available Format changes made to STAAR that are similar to TAKS (Accommodated) STAAR Modified and STAAR Alternate assessments available to students who meet participation requirements 10

11. Policy and Procedure Highlights STAAR Assessments for English Language Learners (ELLs) No exemptions for STAAR program STAAR L is a linguistically accommodated English version of STAAR for ELLs in grades 3 – 8 and on EOC who meet specific participation requirements STAAR Spanish is available for ELLs in grades 3 – 5 who meet specific participation requirements ELLs not eligible for STAAR L or STAAR Spanish may be provided allowable linguistic accommodations on STAAR 11

12. Policy and Procedure Highlights Scheduling Test Sessions Four-hour time limit policy and procedures Extra time or extra day accommodation available only to students who meet eligibility criteria Testing should end by the close of the regular school day (with exceptions for campuses testing more than one session) Make-up Testing Available for all grades, all subjects, and courses Available for all administrations 12

13. Policy and Procedure Highlights Security Training for Testing Personnel Only one annual training in general test security and procedures required Oath requires signature and initials after training Optional Test Administration Materials and Procedures More allowable materials and procedures available to all students 13

14. Policy and Procedure Highlights Testing Materials Grade 3 students record answers on separate answer document, not scoreable test booklet Separate test booklets and answer documents for each EOC subject area Manuals STAAR District and Campus Coordinator Manual (DCCM) STAAR Test Administrator Manuals - Grades 3–5 - Grades 6–8 - EOC 14

15. Policy and Procedure Highlights STAAR Grades 4 and 7 writing English I, English II, and English III Organization Test design Dictionary policy Time limits Duplication/photocopying 15

16. Policy and Procedure Highlights 16 Organization of grade 4 STAAR writing assessment: Assessment split evenly over two days Day 1 – All the multiple-choice questions and first composition Day 2 – Second half of multiple-choice questions and second composition Field testing Both multiple choice questions embedded “Mini” stand-alone field test every three years to try out prompts

17. Policy and Procedure Highlights 17 Organization of grade 7 STAAR writing assessment: Assessment split evenly over two days Day 1 – All the multiple-choice questions and first composition Day 2 – Second and third compositions Field testing Both multiple choice questions and prompt embedded

18. Policy and Procedure Highlights 18 Organization of English I, English II, and English III STAAR assessments: Writing and reading assessed separately Writing component administered on Day 1 Reading component administered on Day 2 Scores reported separately for writing and reading Students retest only in the component they fail Both reading and writing field tests embedded in operational assessments

19. Policy and Procedure Highlights 19 Two-day design: key test administration issues Grades 4 and 7 writing: one test booklet with each day sealed separately English I, II, and III: separate test booklets for writing and reading Answer documents Allowable space to write compositions and short-answer reading responses New dictionary policy 4-hour time limit (especially as it relates to compositions and short-answer reading responses) Duplication/photocopying of compositions and short-answer reading responses

20. Policy and Procedure Highlights Mathematics and Science Reference materials Work space Calculators 20

21. Policy and Procedure Highlights Reference Materials for Mathematics and Science Consists of formulas, constants, conversions, periodic table, etc. Are used for grades 3–8 mathematics, grade 8 science, Algebra I, geometry, Algebra II, chemistry, and physics Are not used for grade 5 science or biology Will be embedded in the paper test booklets and perforated so students can tear them out Will be embedded in online tests as a pop-up window May be printed from the TEA website and distributed to students to use during paper and online testing 21

22. Policy and Procedure Highlights Work Space for Mathematics and Science Paper tests will have blank space around test questions for students to make notes and perform calculations. Online tests will have new tools for making notes and performing calculations. Math tests will have graph paper embedded in the paper test booklets and perforated so students can tear it out. Online math tests will have a new pop-up window of graph paper. Campuses may print copies of the graph paper from the TEA website and distribute to students to use during paper and online testing. 22

23. Policy and Procedure Highlights Calculators for Mathematics and Science A graphing calculator must be provided to each student taking the Algebra I, geometry, and Algebra II assessments. A scientific or graphing calculator must be provided to each student taking the chemistry and physics assessments. A calculator must be available for every five students taking the biology assessment. Will be embedded in online math tests as a pop-up window A calculator must not be provided to students taking the grades 3–8 assessments unless eligibility criteria for an accommodation is met. 23

24. Test Administration Calendar Manuals STAAR Resources 24

25. Texas Student Assessments New STAAR Assessments 2012 STAAR tests grades 3–8 mathematics grades 3–8 reading grades 4 and 7 writing grades 5 and 8 science grade 8 social studies End-of-course (EOC) – twelve tests 25

26. Texas Student Assessments New STAAR Assessments 2012 STAAR includes: STAAR Spanish - grades 3–5 STAAR L - grades 3–8 - EOC STAAR Modified - grades 3–8 - EOC (English I, Algebra I, biology, world geography, English II field test, and geometry field test) STAAR Alternate - grades 3–8 - EOC—no phase in * NEVER assessed: Algebra II, physics, and chemistry 26

27. Texas Student Assessments TELPAS grades K – 12 - all English language learners classified as limited English proficient (LEP) TAKS TAKS grades 10 & 11 exit- English language arts, mathematics, science, and social studies TAKS LAT- English language arts, - grade 10 eligible immigrant ELLs mathematics, and science TAKS exit level retest - English language arts, mathematics, science, and social studies 27

28. 28 http://www.tea.state.tx.us/index2.aspx?id=2147504081

29. 2012 Calendar 29 Notice that 2012-2013 calendar is posted on website and is available for comment until January 13, 2012. http://www.tea.state.tx.us/student.assessment/calendars/

30. 2012 Calendar Pointing out 2012 dates STAAR Alternate WindowJanuary 9–April 20 TAKS grades 10, 11, & exit level retest March 5, March 7-9 - Schedule affected by election - Ship scorables Monday, March 12 TELPASMarch 19–April 11 30

31. 2012 Calendar Pointing out 2012 dates STAAR /STAAR Modified March 26-29 - English I and III writing Monday - English I and III reading Tuesday - English II writingWednesday - English II readingThursday - Grades 4 and 7 writing Tuesday & Wednesday - Grades 5 and 8 mathTuesday - Grades 5 and 8 reading Wednesday - ship scorables grades 4, 5, 7, & 8 Friday, March 30 - ship scorables English I, II, & III Monday, April 2 31

32. 2012 Calendar Pointing out 2012 dates TAKS grades 10, 11, & exit level retestApril 23 – 27 - ship scorables Monday, April 30 STAAR/STAAR Modified April 24 – 27 - ship scorables Wednesday, May 2 STAAR/STAAR Modified EOCMay 7-18 - ship scorables Tuesday, May 22 STAARJuly 9 –13 - ship scorables Monday, July 16 TAKS exit level retestJuly 9 –12 - ship scorables Monday, July 16 32

33. 2012 Manuals 2012 District and Campus Coordinator Manual - STAAR - TELPAS 33 http://www.tea.state.tx.us/student.assessment/manuals/dccm

34. 2012 Manuals 34 STAAR Test Administrator Manuals Three Test Administrator Manuals - Grades 3-5 - Grades 6-8 - End-of-Course Include general information and test administration directions for STAAR, STARR Spanish, STAAR L, and STAAR Modified (STAAR Alternate, TELPAS, and TAKS manuals are separate) Will only be shipped once Due in districts by February 24, 2012 Must be retained for later administrations

35. 2012 Manuals 35 TAKS - Grades 10 & 11 - Due in campuses by January 13 STAAR Alternate -Available online -http://www.tea.state.tx.us/student. assessment/special-ed/staaralt/manuals/http://www.tea.state.tx.us/student. assessment/special-ed/staaralt/manuals/

36. STAAR Resources 36 Test Administration www.tea.state.tx.us/student.assessment/staar Optional Test Administration and Procedures - May be provided to any student based on his or her needs - Student must have experience with the specific procedure or material - Must have been determined effective in meeting student needs - May not require students to use them - Not intended for every student

37. STAAR Resources 37 Test Administration www.tea.state.tx.us/student.assessment/staar STAAR Time Limits Policy and Procedures - Start and stop times - Test administrator “SAY” directions - Breaks - Lunch - Announcement of time to test - Late-arriving students - Multiple test sessions - Extended time and extended day accommodations

38. Test Security Resources New to Test Security Highlights 38

39. Test Security Resources 39 Test Security http://www.tea.state.tx.us/student.assessment/security/ 2012 Test Security Supplement Launch of Web-based Texas Test Administrator Online Training Modules - www.TexasAssessment.com/TAonlinetrainingwww.TexasAssessment.com/TAonlinetraining PowerPoint from 2011 Assessment Conference - Tips for Conducting Thorough Investigations - Test Security Update

40. New to Test Security Security Training all district and campus personnel who participate in state- mandated testing and/or handle secure test materials any person who has more than one testing role must receive training and sign an oath for each role only one training on general test security and administration procedures required for 2012 testing year (administration specific training must be provided) Oaths: Superintendent, DTC, and CTC located in DCCM & www. tea.state.tx.us/student.assessment/security/oaths/www. tea.state.tx.us/student.assessment/security/oaths/ superintendent signs at end of testing year DTC and CTC sign after training and at end of testing year return to Pearson at end of year 40

41. New to Test Security Oaths: Test Administrators, Materials Handlers, and Technology Support required to sign only one oath for 2012 testing year (exception STAAR Alternate and TELPAS) required to initial and sign oath only after training additional section to be signed for Viewing Secure Test Materials separate oaths for test administrators and technology staff located in Test Administrator Manuals (coming soon to online) 41

42. 42 Break Time

43. Assessments for Students with Disabilities

44. STAAR Alternate

45. STAAR Alternate Who is it for? An alternate assessment based on alternate academic achievement standards –Different passing standard than STAAR –Not a paper/pencil test… observation-based assessment and results entered in online system For students receiving special education services who meet participation requirements

46. Why is STAAR Alternate more rigorous? More rigor for the STAAR program, which includes STAAR Alternate, has been mandated by the Texas legislature. Our teachers and students are ready for more rigor, since they have met the challenges that have been asked of them over the years.

47. More Rigorous Tasks and Observation Guidelines The assessment tasks have been made more rigorous by: requiring the student to do more for one predetermined criterion linking to a more challenging general education curriculum targeting higher prerequisite skills for a grade level or course assessment task than was focused on for TAKS–Alt

48. The assessment is now limited to two completed observations, because teachers reported that they emphasized quality instruction before the observation and rarely needed more than two observations. Students must now demonstrate all actions listed in each predetermined criterion using the specific action planned by the teacher, so that the teacher is more objective and focused when observing student performance. More Rigorous Tasks and Observation Guidelines

49. The student performs the predetermined criterion. The teacher notes what was observed during the observation. The teacher evaluates the student’s performance recorded in the notes to determine if the student performed the skill as planned and how much additional assistance was needed. The teacher answers the online evaluation questions using the notes. The Assessment Management System converts the recorded answers into the official score reported on the CSR.

50. The importance of the observation is stressed, because the performance of the student during the observation directly relates to the score the student will receive on the CSR. The importance of using the documentation form is stressed, because it is the official evidence for the evaluation in the Assessment Management system. Generalization can only be demonstrated with a change in materials, so that the focus is on skill acquisition and not situational factors. More Rigorous Tasks and Observation Guidelines

51. Viewing the Documentation Form The documentation form must be used during the assessment as follows: before the observation to preplan the observation, during or immediately after the observation to record student performance, and after the observation to evaluate the student’s performance in the online system. The state-required documentation forms are the only secure document related to STAAR Alternate once student performance data has been recorded. Others can view the first page of the documentation form during and after the preplanning by the test administrator. No one can view pages two and three of the documentation form. These pages must be kept secure by the teacher until the form is given to the CTC or DTC for storage by the close of the assessment window. Documentation forms will no longer be available on the TEA website after the close of the window.

52. Important Difference Between…. InstructionObservation Helping student to learn concept with as much assistance as needed. Allowing student to show what he or she can do without assistance.

53. Must use! Ensures Standardization

54. More Rigorous Scoring The selection of the complexity level affects scoring due to the weighting feature which allows more points for a higher complexity level. The complexity level selection should be based more on the developmental level of the student rather than the actual task. Test administrators should avoid selecting a task a student can already do, but rather select a task the student should be able to do with instruction and careful thought to access. Scoring and evaluating the performance of students with significant cognitive disabilities is difficult due to the wide range of abilities; however, we want to make sure that the score fairly reflects each student’s actual performance and skill level.

55. Student assessments that are designated as No Response Observed require evidence that one essence statement per subject was planned on the first page of the documentation form and the observation attempted. The first page must be stored in the district as evidence of the attempted observation. No points are given for a prompted Demonstration of Skill performance, because the student was given the answer. Students are given two points for an independent generalized performance, so that the scoring mirrors the primary performance. More Rigorous Scoring

56. More Rigorous Teacher Training There are no student test booklets and corresponding test directions for the test administrator to follow. The evaluation piece for both TELPAS and STAAR Alternate requires more extensive training. Why do we have to take a test?

57. ARD Process for STAAR Alternate Review the participation requirements to determine eligibility, note the justification for the determination on the form, and select the assessment from the state options. Review the assurances as a group to make sure that all critical considerations were discussed before the decision was made. Select the subjects/courses that the student will take and what corresponding assessments are required. Summarize the decisions and determine the instructional accommodations that will serve as the basis for the supports and materials documented on the state-required documentation form. Develop IEP goals and objectives for the academic instruction that will be provided.

58. What resources are available to help with STAAR Alternate? Available Resources http://www.tea.state.tx.us/student. assessment/special-ed/staaralt/

59. STAAR Modified

60. What is STAAR Modified and who is it for? An alternate assessment based on modified academic achievement standards Different passing standard than STAAR Different test questions… based on STAAR For students receiving special education services who meet participation requirements For the 2011-2012 school year, applies to students in grades 3-8 and entering grade 9 Students repeating grade 9 and in grades 10-12 are still held to the requirements of the TAKS program

61. Field Test

62. Subjects assessed with STAAR, but not assessed with STAAR Modified TEA - 2011 Texas Assessment Conference62 STAAR Modified World History will be administered in 2013 STAAR Modified English III and U.S. History will be administered in 2014 Algebra II, chemistry, and physics will NEVER be assessed with STAAR Modified.

63. Begin with STAAR and simplify reading selections, test questions, and answer choices by: Reducing the number of questions tested and deleting one answer choice Simplifying sentence structure, vocabulary, digits, and grid for griddable questions (mathematics only) Revising or adding context for clarification Examples: pre-reading text in reading and writing, definitions, formulas and/or conversions Modification Guidelines

64. Deleting extraneous information Examples: reduce number of variables/steps/operations, delete one part of compound answer choices Organizing information differently Examples: chunk (separate into parts) reading and editing selections, bulleting information, additional spacing

65. Or… delete certain things from STAAR so that they are not tested on STAAR Modified Delete “not” or “except” questions Delete griddable questions (science tests only) Students will be assessed with only one type of writing prompt in each tested grade (writing tests only) Student compositions are scored on a three-point rubric (writing tests only)  Results from the STAAR Modified Written Composition Study http://www.tea.state.tx.us/student.assessment/tac/

66. Separate paired STAAR reading selections (test as single selections that are not thematically linked) and delete all thematically-linked crossover questions (reading tests only) Student expectations in Reporting Category 1 associated with making connections across texts are not tested on STAAR Modified Only vocabulary will be tested in Reporting Category 1 for STAAR Modified

67. Will test administrators be allowed to read any word in the selection that they already read in the pre-reading text like in TAKS-M? No. This is a difference between TAKS-M and STAAR Modified reading tests. Test administrators (TA) may read the pre-reading text to students but may not read anything in the reading selection. The TA must read aloud the pre-reading text and may read the test questions and answer choices if the student is eligible for an oral administration. Test administration directions will explain that the TA can read the pre-reading text as many times as necessary, as long as it is prior to the students reading the selections.

68. Chunking/Segmenting STAAR Modified Reading: Poetry and Drama selections Poetry selections will NOT be separated into parts. Drama selections WILL be separate into parts, usually according to the number of scenes.

69. Readability Levels of STAAR Modified Reading Selections The decoding level of STAAR Modified reading selections is simplified (e.g., sentence structure, vocabulary). This does not apply to published selections due to copyrights. Readability programs have not been used to “level” reading selections because they are often inconsistent. TEA bases appropriateness of the selections readability on the expertise of TEA staff (Student Assessment Division, Curriculum Division) who are former teachers Teachers across the state through item review meetings

70. Determining Appropriate Assessments: ARD committee Responsibilities 1.Review the student’s present level of academic achievement and functional performance (PLAAFP). 2.Review the student’s instructional plan, which includes the goals, objectives, accommodations and/or modifications the student will need in order to access the grade-level/course Texas Essential Knowledge and Skills (TEKS). 3.Determine the appropriate assessment for the student based on the instruction the student is receiving and whether the student meets the participation requirements. 4.Document the assessment decision, including any accommodations. Participation Requirements

71. 71

72. “State-required Documentation Form” Just like STAAR Alternate, TEA requires the STAAR Modified Participation Requirements Form be completed and retained by the district.

73. Which “district personnel” can complete this form? A member of the ARD committee who participated in the meeting where the statewide assessment decision was determined Example: special education teacher, ARD facilitator, administrator

74. Filed at the campus level Local determination Best practice = retain documentation as long as helpful for decision-making purposes from year to year Filed in the IEP (although it is not a required part of the IEP) Best practice = complete form during the ARD committee meeting when assessment decisions are made If form is filed in the IEP, the normal IEP retention policies apply Retaining the Form Where and How Long?

75. Yes. If the student was administered the wrong assessment, the district testing coordinator must contact TEA to receive instructions on how to Fix the error Give the correct test Document the irregularity There are no further ramifications once the error is reported and has been appropriately corrected. Is it a testing irregularity to give STAAR Modified to a student who doesn’t meet the participation requirements?

76. Yes. Applies to English III, World History, U.S. History, Chemistry, Physics, Algebra II If the student meets participation requirements, then he/she does not test since an assessment is not available. If the participation requirements are not reviewed or the answer to any of the three questions is No, the student takes STAAR. Does an ARD committee need to complete the participation requirements and retain the document if a student is receiving modified instruction in a course in which STAAR Modified is not available?

77. Using the new PEIMS codes Use the new codes for all students receiving special education services and completing a modified or alternate version of the corresponding course, including those students who are in grades 10, 11, and 12 who are graduating under the TAKS requirements. PEIMS Codes

78. PEIMS Data Standards 2011-2012 Addendum http://www.tea.state.tx.us/index4.aspx?id=2147497193 Location of the New PEIMS Codes

79. When do the new PEIMS codes need to be in place? Please begin using the new codes for all students as soon as possible.

80. No. FERPA regulations do not allow any information on the student’s transcript that would identify him/her as a student with a disability. The student’s transcript will show the state- adopted course name only (e.g., Algebra I). Schools are required to use the state-adopted name as referenced in PEIMS but can use local names in addition to the state-adopted name. Will the Academic Achievement Record identify courses as “Modified” when the modified PEIMS codes are used?

81. “9” Course Codes for Non-EOC Courses Districts may use either the standard course code or a locally assigned “9” code for a course that does not have Modified or Alternate codes.

82. OTHER MODIFIED QUESTIONS…

83. Federal and State Education Policy states … The ARD committee will determine whether the course should be taught by a general education teacher with special education supports, or in a “self-contained” class taught by a certified special education teacher. The special education supports may be a co-teaching role (two teachers of record, or 1 teacher of record and one assistant) or a support teacher role. If the course is taught by a general education teacher, there should be clear documentation showing the special education supports that are provided to students to ensure a free and appropriate public education (FAPE). See PEIMS data standards related to the 305 Record for more information. Determining the Teacher of Record for students receiving modified instruction in the general classroom

84. Once a student begins taking modified coursework and STAAR Modified, is that student able to opt back into the Recommended High School Program (RHSP)? Students who take courses under the MHSP as provided by Subsection (b) may, upon request, resume taking courses under the RHSP (House Bill 3, §28.025(b-8) ) This applies to students receiving special education services as well. –The ARD committee would need to determine how the student can achieve the necessary credits, as courses with modified content cannot be counted toward this program. –The student would then have to meet all of the requirements of the general assessment, STAAR.

85. Students who take STAAR Modified in high school but is dismissed from special education before graduation, will the student now have to take STAAR? Yes. The student is now held to the same requirements as all other general education students.

86. Does the 15% rule apply to students served by special education services? Yes. For a student receiving special education services, the score he or she receives on a general STAAR EOC assessment must count as 15% of the final course grade. Nevertheless, the student's admission, review, and dismissal (ARD) committee determines whether the student has met the course requirements. The 15% requirement does not apply to students taking STAAR Modified or STAAR Alternate. http://www.txetests.com/FAQS/index.asp

87. Will students taking STAAR Modified have four hours to test or will they get extra time? Students taking STAAR Modified will have four hours to test just like students taking STAAR The accommodations of extra time will be available to those students taking STAAR Modified who meet the eligibility criteria for the Extra Time (XT) Accommodation (Type 2 Accommodation).

88. What resources are available to help with STAAR Modified? Available Resources http://www.tea.state.tx.us/student.assessment/special-ed/staarm/

89. Testing Accommodations for Students with Disabilities

90.  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  Are not changes to the content being assessed and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS  Should not be provided to an entire group of students, such as those in the same class or disability Accommodations for Students with Disabilities

91. Applies to students taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS 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 Critical Information about Accommodations for Students with Disabilities

92. Special education services: the ARD committee; IEP Section 504 services: the 504 placement committee; IAP No special education or Section 504 services: the appropriate team of people at the campus level; documentation determined at local level Response to Intervention (RTI) team and student assistance team are just examples This applies to a small group of students Authority for Decision and Documentation

93. Includes some things that have been called testing accommodations in previous years Related to best practices for instruction Available to any student who needs them Not intended for every student in a class or disability category Not recorded on answer document Available on test administration materials web pages as well as accommodation resources Optional Test Administration Procedures & Materials

94. Allowed for any student NOT every student; test administrators should not distribute these materials on test day; make them available in front of room or ask students if they need it No documentation required beyond what is necessary for planning on test day However, a district could require documentation for certain students or for certain procedures/materials Individual or small-group administration has moved back to a Type 1 accommodation Optional Test Administration Procedures & Materials

95. List of Optional Test Administration Procedures and Materials Reading assistance on grade 3 mathematics Highlighters or colored pencils Procedures or materials to minimize distractions (e.g., stress ball, noise- reducing headphones) Reading test aloud to self (e.g., reading into a voice-feedback device or voice recorder) Signing or translating test administration directions Scratch paper or other workspace Colored overlays Magnifying devices Blank place markers Preferential seating

96. NOTE: If any of the Optional Test Administration Procedures and Materials become distracting to other students or compromise the security of the test, an individual administration is required.

97. The Accommodation Triangle Type 1 Type 2 Type 3

98. The Accommodation Triangle Organizes accommodations for students with disabilities in accordance with: The specificity of the eligibility criteria The need for TEA approval (Accommodation Request Form) before the accommodation can be used on a statewide assessment No longer categorized by Presentation, Response, Setting, or Timing/Scheduling

99. Type 1 Accommodations For students with a specific need: One eligibility criterion: Student must routinely, independently (when applicable), and effectively use the accommodation during classroom instruction and testing 1

100. Routinely, Independently, and Effectively 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

101. Type 2 Accommodations 2 Two or more eligibility criteria, including: Student must routinely, independently (when applicable), and effectively use the accommodation during classroom instruction and testing Additional criteria based on specific student needs

102. Type 3 Accommodations 3 For a very small number of students Student must meet all eligibility criteria listed Appropriate team of people at campus level determines eligibility for listed accommodations or “other” accommodations not listed in the triangle AND submits an ARF to TEA

103. Type 3 Accommodations 3  Requires an approved ARF because Type 3 accommodations involve a test administrator handling or manipulating secure test materials or student responses in ways that could compromise test security, confidentiality, and/or student results.  TEA provides specific guidelines with an approved ARF in order to ensure that Type 3 accommodations are carried out in a standardized manner.

104. This type of PDF document opens when the link to an accommodation in the triangle is clicked.

105. This section provides a general description of the accommodation and who may need it. The statewide assessments that the accommodation may be used on are listed in this section. This section lists the specific criteria that a student must meet in order to use the accommodation.  The checkboxes are provided for possible documentation.

106. This section lists the campus personnel and the required documentation necessary for making accommodation decisions. This section also explains what to record on the student answer document. This section states if an Accommodation Request Form is/is not required. This section lists examples and types of the accommodation that may be used on a statewide assessment.

107. This section provides detailed information that is integral to the appropriate use of each accommodation. For instance, the section may include test administration instructions, security precautions, and training requirements. The intent of this section is to assist districts in making accommodation decisions. It will be updated as needed based on educator feedback. This section will not be included on all accommodations.

109. http://www.tea.state.tx.us/student.as sessment/accommodations/ 109 2011 Texas Assessment Conference Texas Education Agency Click this link to see all resources for accommodations for students with disabilities

110. Available Resources http://www.tea.state.tx.us/student.assessment /accommodations/staar-telpas/#triangle

111. Recording Accommodations on the Answer Document

112. Documenting Accommodations “Guidelines for Recording Accommodation Use on the Student's Answer Document” will be posted to the Accommodations for Students with Disabilities webpage soon P, S, R, T not on STAAR answer documents Mark Type 1, Type 2, and/or Type 3 accommodations in the blank bubbles for each subject

113. Documenting Accommodations Specifically mark these accommodations under Type 2 Braille (BR) Large Print (LP) Oral Administration (OA) Extra Time (XT) Specifically mark Extra Day (XD) under Type 3 The LA column is for Linguistic Accommodations

114. Accommodation Request Process “Accommodation Request Process” document outlining the process for requesting Type 3 accommodations will be posted to the Accommodations for Students with Disabilities webpage in January 2012. Will include a link to the updated online ARF, which will open in mid-January. Districts must indicate that a student has met each of the listed eligibility criteria PLUS provide specific objective evidence of student need.

115. “Other” accommodations cannot be entered into the online ARF. They must be requested through your ATF member by phone. Be prepared with the details prior to calling. Faxing paper request forms is allowed only in rare situations and at the discretion of TEA’s Accommodations Task Force. Accommodation Request Process

116. TEA’s Accommodations Task Force ATF Member… Districts that begin with…  Lynn FranzenA, L, Q, R  Charity Riley-RoseB, G, J, M, O, P  Nicole MerkordC, F, I, U  Sue RussellD, E, N, T, W  Erin McNeelyH, K S, V, X, Y, Z  Keisha GibsonAsylee/Refugee  Lilia Herrera RamirezTELPAS

117. Assessment of English Language Learners TELPAS STAAR

118. Texas English Language Proficiency Assessment System K–12: Listening Speaking Reading Writing

119. Policy Change Second Semester Immigrant Non-English Readers ELLs in grades 2–12 who first enter U.S. schools in second semester are no longer permitted to receive automatic score of beginning without taking TELPAS reading test  Now required to take test  Will receive scores based on test performance

120. Policy Change Newly Enrolled ELLs  “20-day rule” gone  Not necessary with new shorter testing window  New policy: No holistically rating ELLs from other Texas districts, states, or countries who enroll on or after first day of testing window (March 19)  Unchanged: 2–12 reading test still required

121. Guiding Principle Students who Move  If new ELL enrolls before March 19 (start of testing window), receiving campus responsible for all assessments  If new ELL enrolls on or after March 19, receiving campus only responsible for grade 2–12 reading test (if not already administered)  Applies whether new student is from another school district, state, or country

122. Key Dates for Holistically Rated Components DateActivity 1/16Assembling and Verifying Grades 2–12 Writing Collections Course available 1/27End date for district coordinator training—all TELPAS components 1/30Online basic training courses for new K–1 and 2–12 raters available 1/30Supplemental support provider recorded Web-based training available 2/10End date for campus coordinator training—holistically assessed components 2/20End date for training raters and verifiers on administration procedures 2/20Earliest eligibility date for TELPAS writing samples 2/20Calibration window opens for new and returning raters—first 2 sets 2/29Third and final calibration set available 3/19–4/11TELPAS assessment window

123. Online Reading Test Updates  Accommodation types (1–3) that are new for STAAR will be recorded for TELPAS too  New: Sample items no longer included with tests  TELPAS reading tests will remain untimed for spring 2012

124. TELPAS Student Tutorials  New: Browser-based to reflect TestNav changes  No files to download, install  As in past, tutorials separate from tests  Recommended for students new to TELPAS  Several different test item formats  Since no sample items with test, practice with item formats and online interface is useful  Updated tutorials available before February at http://www.TexasAssessment.com/TELPAS-tutorials http://www.TexasAssessment.com/TELPAS-tutorials

125. ELLs and STAAR

126. Emphasize in Training  Policies and procedures for grade 10 and exit level TAKS are not changing to mirror STAAR  All ELLs participate in STAAR assessments; no exemptions from testing  Linguistic accommodations not just for STAAR L  Accommodation policies differ by program  STAAR  STAAR Spanish  STAAR L  STAAR Modified  STAAR Alternate

127. Differing Degrees of Linguistic Accommodation STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable STAAR (English) Limited degree of linguistic accommodation STAAR L Moderate to substantial degree of linguistic accommodation STAAR Modified Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test STAAR Alternate No specified linguistic accommodations; observational, classroom-based assessment design allows other languages and communication methods to be used as needed

128. Linguistic Accommodations STAAR *Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy Math, Science, Social Studies Reading, Writing  Bilingual dictionary  Extra time (same day)  Grades 3–5: Dictionaries of various types*  Extra time (same day)  Clarification in English of meaning of  words in writing prompt  words in short-answer reading questions (English I–III)

129. Linguistic Accommodations STAAR L Math, Science, Social Studies  Clarification in English of word meaning  Reading aloud of text  Bilingual dictionary  Extra time (same day)

130. Linguistic Accommodations STAAR Modified *Unique to STAAR Modified **Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy Math, Science, Social StudiesReading, Writing  Clarification in English of word meaning  Oral translation*  Reading aloud of text  Bilingual dictionary  Bilingual glossary*  Extra time (same day)  Clarification in English of word meaning  Oral translation*  Reading aloud of eligible text  Dictionaries of various types (grades 3–5)**  Extra time (same day)

131. Linguistic Accommodation Resources  Test administrator manuals no longer have detailed information about linguistic accommodations  Guide called Linguistic Accommodations for ELLs Participating in the STAAR Program available on Accommodation Resources webpage is principal source of information

132. 19 TAC Chapter 101, Subchapter AA Revised ELL Participation Rules  New rules in effect for STAAR  No rule changes for TAKS  Same grade 10 exemption policies  Same linguistic accommodation policies  Same exit level LEP postponement policies

133. ELL Policy Resources for LPACs and ARD Committees  LPAC assessment decision resources tea.state.tx.us/student.assessment/ell/lpac/ tea.state.tx.us/student.assessment/ell/lpac/  STAAR  TAKS  TELPAS  Accommodation decision resources tea.state.tx.us/student.assessment/accommodations/ tea.state.tx.us/student.assessment/accommodations/  Linguistic accommodations  Accommodations related to disabilities

134. STAAR Spanish and STAAR L STAAR Spanish For ELLs for whom Spanish version of STAAR is most appropriate measure of academic progress STAAR L ELLs for whom all of these apply may take STAAR L:  STAAR Spanish not most appropriate measure of academic progress (or does not exist at student’s grade)  Student has not yet attained advanced high TELPAS reading rating  Student is within first 3 years in U.S. schools (unless unschooled asylee/refugee, then first 5)

135. Alignment of STAAR, STAAR Spanish, and STAAR L Same:  Assessed curriculum and item types  STAAR blueprints for building tests  Achievement standard alignment  Focus on readiness for next grade level or course with goal of postsecondary readiness Differences have to do with language accessibility:  STAAR Spanish uses native language to help students understand test  STAAR L provides English-language accommodations to help students understand test

136. ELL Participation in STAAR Modified and STAAR Alternate  ELLs receiving special education services who meet requirements for STAAR Modified or STAAR Alternate may take these assessments  Small number of ELLs  ELLs participate only on basis of disability, not second language acquisition

137. Special English I and II EOC Provisions TAC §101.1007 For ELLs who ―  have been enrolled in U.S. schools 3 school years or less (5 or less if qualifying unschooled asylee/refugee) and  have not yet attained TELPAS advanced high reading rating Why these provisions? In English I and II/ESOL I and II courses, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments.

138. Three Special Provisions When enrolled in English I or II/ESOL I or II course, eligible ELL shall not be required to –  include assessment score in cumulative score for graduation  retake assessment each time it is administered if student passes course but does not achieve minimum score  have score count for 15% of student’s final grade Note:  Students are not exempt from test while in course  Provisions do not apply to English III  New sample LPAC form for documentation

139. ELLs with Parental Denials TAC §101.1005 (f) These students not eligible for special ELL assessment, accommodation, or accountability provisions  No testing in Spanish  No linguistic accommodations during testing  No English I/II EOC special provisions  No unschooled asylee/refugee provisions

140. December 2011 Testing Conference PowerPoints  Good sources of additional information  Available at http://www.tea.state.tx.us/student.assessment/tac/ http://www.tea.state.tx.us/student.assessment/tac/

141. Texas Assessment Management System ESC Training January 2012

142. Texas Assessment Management System There are also updates to the teacher portal for 2012-2013. All topics are in presentations from the conference and are located on the resources page of the Assessment Management System. http://www.texasassessment.com/tx_conference

143. Changes in User Role Set-up: The Alternate Assessment Teacher role cannot be paired with a District Testing Coordinator, Campus Testing Coordinator, District Testing Assistant and Alternate Assessment Assistant roles. The Alternate Assessment Teacher role does not need to be associated with registration groups of students. Once the teacher is set-up, linking to a student by subject is now completed in the new Manage Teacher Assignments section in the STAAR Alternate tab. STAAR Alternate Manage Teacher Assignments

144. Changes to Adding and Registering Students: When adding new students and registering them for the 2012 STAAR Alternate administration the user no longer has to create or add them to a registration group to link to an alternate assessment teacher. Additionally, students in grades 3-8 will have the subject assignments made automatically. The subjects will have to be chosen for students in grades 9-12. STAAR Alternate Manage Teacher Assignments

145. New process for linking teachers to students: Alternate assessment teachers are linked to the students and subjects using the new Manage Teacher Assignments section of the new STAAR Alternate tab. For all registered students the user can assign assessment subjects and link teachers to students by assessment subject from this new tab. STAAR Alternate Manage Teacher Assignments

146. Additional information covered in the STAAR Alternate training presentation includes changing a registered students campus and/or grade. This can occur as a result of electing to have Pearson roll over the TAKS-Alt registered students for the STAAR Alternate administration. It also includes how to handle students that move campuses or districts during the test window.

147. Teacher Portal New Manage Teacher Directory: Link Teachers to PEIMS classes Export Teacher file Teacher Home: View Rostered Groups and PEIMS Classes A training module for district coordinators showing how to use the new Manage Teacher Directory is at http://www.TexasAssessment.com/training http://www.TexasAssessment.com/training

148. Available Resources Assessment Management System Resources –There are many sources of support for the Texas Assessment Management System. All support documentation and resources can be found on the Support page of the Texas Assessment website. There you will find: User's Guide for the Texas Assessment Management System located on the Resources page of the Texas Assessment website at http://www.TexasAssessment.com/guidehttp://www.TexasAssessment.com/guide Guide to the Student Portal of the Texas Assessment Management System Frequently Asked Questions (FAQs) Support Center Information –If you have questions about the Assessment Management System, you can call Pearson’s Austin Operations Center at 800-627-0225 (Monday–Friday, 7:30 AM–5:30 PM, Central Time) to talk to a support specialist. E-mail Information –To contact system support personnel, email: TxPearsonAccess@support.pearson.com. TxPearsonAccess@support.pearson.com

149. Wrap-up Questions and Answers 149