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

2. An Overview and Update of TEA’s Policies
STAAR Accommodations
An Overview and Update of TEA’s Policies

3. presenters 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. Today’s Five Norms Enjoy the Session!
Make yourself comfortable – take a break if you need it.
Set aside and silence all electronics.
Take full advantage of being together today by being an active participant.
Creating a safe environment is key to sharing concerns and challenges.
Enjoy the Session!

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

6. Testing Humor

7. More Testing Humor

8. OK, Last One…

9. Learning Objectives Specific Accommodations Policies
Accommodations for Students with Disabilities
The Accommodations Triangle
Policy Changes

10. Resource

11. Specific Accommodation Policies

12. Who Might Need an Accommodation?
For purposes of statewide assessments, a student needing accommodations due to a disability includes:
A student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodations;
A student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodations;
A student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for certain accommodations.
“In those rare instances where a student does not receive services but meets the eligibility criteria because of a disability condition, the decision about using accommodations on the assessments is made by the appropriate team of people at the campus level, such as the Response to Intervention (RTI) team or student assistance team.”
TEA December 2011

13. Who Determines Need?
For students receiving special education services, the IEP committee;
For students receiving Section 504 services, Section 504 placement committee;
Where a student does not receive services but meets eligibility criteria because of a disabling condition, the decision is made by an appropriate team at the campus level.
Applies to students taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS.
The appropriate team is the Response to Intervention (RTI) Team or, in some cases, the student assistance team.

14. Optional Test Administration Procedures and Materials
Some procedures and materials that have been “testing accommodations” in previous years will now be considered “Optional Test Administration Procedures and Materials”
Available to any student who needs 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
Can be used for any student. Don’t need supporting documentation.

15. Examples of Optional Test Administration Procedures and Materials
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
Refer to handout “Optional Test Administration Procedures and Materials”, Texas Education Agency, Student Assessment Division, December 2011

16. Accommodations for Students with Disabilities

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

18. What Accommodations Are
Are changes to instructional materials, procedures, or techniques that are made on an individual basis and allow a student with a disability to participate in grade-level or course instruction and testing.
Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year.

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

20. Accommodations Are . . .
Changes to instructional materials, procedures, or techniques that allow a student with a disability to participate meaningfully in grade-level or course instruction;
Should be effective in allowing a student access to the TEKS;
Must be individualized for each student;
Intended to reduce the effect of a student’s disability;
Should be routinely used during classroom instruction and testing;
May be appropriate for classroom use but may not be appropriate or allowed for use on a statewide assessment;
Should be documented in the appropriate student paperwork;
Should be evaluated regularly to determine effectiveness.
Emphasize that the selection of appropriate accommodations occurs in the appropriate meeting (IEP or 504) and prior to the statewide assessment testing decisions.

21. Accommodations Are Not . . .
Necessary for every student;
Changes to the performance criteria of an assignment or assessment;
Changes to the content being assessed and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS;
Should not be provided to an entire group of students;
Intended to provide a student with a disability an advantage;
Should not be provided to a student without evidence of effectiveness from year to year.

22. Using Accommodations on Statewide Assessments
Accommodations provided to students during classroom instruction and testing may differ from those allowed for use on statewide assessments;
Should not discourage the use of appropriate accommodations during instruction;
Opportunity to learn verses measuring mastery of state-mandated curriculum.
Educators often state “If it’s not an accommodation on the test, I can’t use it in the classroom.” Emphasize third bullet, opportunity to learn.

23. The Accommodation Triangle

24. Testing Accommodations
After determining the instructional accommodations that are effective for a student, determine whether the accommodation(s) are allowed on a statewide assessment.
The Accommodation Triangle organizes accommodations for students with disabilities by type in accordance with the specificity of the eligibility criteria and the need for TEA approval.
The accommodation type is recorded on the student’s answer document.

25. The Accommodation Triangle
Type 1
Type 2
Type 3
As the triangle narrows, the policies become more restrictive, addressing fewer students who have these specific needs. Type 3 accommodations are intended for a small number of students. Type 1 accommodations will address the needs of a larger group of students.

26. Defining “Routinely, Independently and Effectively”
-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. Type 1 Accommodations
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. Type 2 Accommodations
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. Type 3 Accommodations
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
Type 3 Accommodations: Other. TEA’s Accommodation Task Force must always be contacted to determine if the accommodation is an “other.” An example would be a student who is blind, with cerebral palsy, unable to learn Braille. Reading the reading test would be an example of an “other” accommodation. A third grade student with a learning disability in math who needs a calculator in math is a NON-EXAMPLE.

32. Supplemental Aids Description of Accommodation Assessments
Supplemental aids are paper-based resources that assist a student in recalling information.
For a student who meets the eligibility criteria, this accommodation may be used on
STAAR
STAAR Spanish
STAAR Modified
STAAR L
Assessments
Student Assessment Division November 18, 2011

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. Eligibility Criteria Clarification
If the eligibility criteria looks similar to this…
…then the student must meet ALL of the criteria listed
“and” means that ALL lines with a check box must be true
Texas Education Agency Fall 2012

35. Eligibility Criteria Clarification
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

38. Examples of Supplemental Aids
Only the following supplemental aids listed are allowed for eligible students:
Mnemonic Devices (all subjects)
Blank Graphic Organizers (all subjects)
Math Charts (mathematics)
Graphics & Pictorial Models (mathematics)
Grammar & Mechanics Rules (written composition)
Graphics (science / social studies)
No accommodation request form is required;
There is no special request process for additional supplemental aids.

39. Mnemonic Devices Mnemonic devices may be used for ALL subjects.
A mnemonic device is a learning technique that assists with memory. Only mnemonic devices that are acronyms or phrases based on an acronym should be used. The subject-specific words that the mnemonic represents are NEVER allowed.

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

41. All Subjects: Mnemonic Devices
Kingdom
Phylum
Class
Order
Family
Genus
Species
Parentheses Exponents Multiplication Division
Addition Subtraction
Divide
Multiply
Subtract
Bring down
TEA 12/2011

42. Blank Graphic Organizers
Blank graphic organizers may be used for ALL subjects.
Blank graphic organizers should NEVER contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.

43. All Subjects: Blank Graphic Organizers
Group 1
Group 2
1&2
TEA 12/2011

44. All Subjects: Blank Graphic Organizers
Tertiary Consumer
Secondary Consumer
Primary Consumer
Primary Producer
Number line with #s is incorrect because it has the numbers.
Triangle is incorrect
TEA 12/2011

45. All Subjects: Blank Graphic Organizers
Mr. Gallon is incorrect because it defines the parts and has multiple colors.
G is incorrect because it has the letters that identify the parts and has multiple colors.
TEA 12/2011

46. Mathematics 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. Mathematics: Addition Charts
1 + 1 = 2
2 + 2 = 4
3 + 3 = 6
4 + 4 = 8
5 + 5 = 10
6 + 6 = 12
7 + 7 = 14
8 + 8 = 16
9 + 9 = 18
= 20
TEA 12/2011

48. Mathematics 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 = x 0 = 0
1 x 1 = x 1 = 2
1 x 2 = x 2 = 4
1 x 3 = 3 X X
TEA 12/2011

50. Mathematics 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. Mathematics: 100 Chart
TEA 12/2011

52. Mathematics 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. Mathematics: Place Value Chart
TEA 12/2011

54. Mathematics
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. Mathematics: Pictorial Models of Fractions
TEA 12/2011

56. Mathematics
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. Mathematics: Pictorial Models of Geometric Figures
TRIANGLE
vertex
TEA 12/2011

58. Mathematics: Pictorial Models of Geometric Figures
NOT 3-D and 2-D on the same aid OR
TEA 12/2011

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

60. Written Composition: Grammar & Mechanics Rules
TEA 12/2011

61. Written Composition: Grammar & Mechanics Rules
TEA 12/2011

62. Science 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. Science: Graphics of Scientific Concepts
TEA 12/2011

64. Science: Graphics of Scientific Concepts
TEA 12/2011

65. Science
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. ÷ Science: Formula Triangles Work = (force)(distance)
Density = mass/volume W m F d D V
mass
Work ÷ X
density
volume
force
distance
TEA 12/2011

67. Social Studies Blank maps may be used.
Blank maps should NEVER contain titles, words, labels, colors used a labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. A student could use both physical and political world or U.S. maps.
In addition, unlabeled maps that represent historic events may be used (e.g., an unlabeled map that represents the stages of U.S. territorial expansion).

68. Social Studies: Blank Maps
TEA 12/2011

69. Social Studies: Blank Maps
TEA 12/2011

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

71. Social Studies: Timelines
TEA 12/2011

72. Special Considerations
If the use of an accommodation is distracting to other students or compromises the security of the test, an individual administration is required.
Colors may be used in a supplemental aid to enhance readability or improve tracking, but may never be used as a label.
Pictures may be used in pictorial models of geometric figures and graphics of scientific concepts, but not in other supplemental aids.
Using a supplemental aid as an accommodation during classroom instruction and testing should not replace the teaching of subject-specific skills as outlined in the TEKS.
TEA 12/2011

73. Special Considerations
The student must be able to understand the information that the supplemental aid provides and simply need assistance recalling the concepts.
The test administrator may not remind the student to use the supplemental aid or explain to the student the information included on the supplemental aid.
The supplemental aid must be factual and error-free.
The supplemental aid must be concise and well organized so that a student can easily access the information.
If a student writes on the supplemental aid while taking the statewide assessment, the supplemental aid must be destroyed after testing.
TEA 12/2011

74. Policy Changes

75. A Brief Word about DBA
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. A Brief Word about DBA
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. Policy Differences for STAAR
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. New Accommodation Policy
TEA TETN #14294

79. Mathematics Scribe 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
TEA TETN #14294

80. Mathematics Scribe 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
TEA TETN #14294

81. Summary

82. Available Resources
What resources are available to help with Accommodations for Students with Disabilities?

83. Have a Fantastic Weekend!
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.