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

2. Testing Humor

3. More Testing Humor

4. OK. Last One.

5. Objectives Welcome Specific Accommodation Policies Accommodations for Students with Disabilities The Accommodation Triangle Policy Changes Summary

6. Specific Accommodation Policies

7. 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.

8. Who Determines Need? For students receiving special education services, the ARD 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.

9. 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; Use during the statewide assessment is not recorded on student’s answer document.

10. Examples of Allowable Procedures and Materials Reading the test aloud to self Colored overlays Blank place markers Preferential seating Scratch paper Magnifying devices Highlighters / colored pencils

12. Accommodations for Students with Disabilities

13. Utilizing Accommodations The use of accommodations primarily occurs in the classroom on a daily basis.

14. Defining Accommodations  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 with the same disability.

15. 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.

16. 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.

17. 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.

18. The Accommodation Triangle

19. 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.

20. The Accommodation Triangle Type 1 Type 2 Type 3

21. 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

22. 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

23. Defining “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

24. 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

25. The Accommodation Triangle

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

28. 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.

29. 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 January 25, 2012

30. 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 January 25, 2012

31. TEA 12/2011

33. 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.

34. 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.

35. All Subjects: Mnemonic Devices 35 TEA 12/2011 PEMDAS or Please Excuse My Dear Aunt Sally DMSB or Dad Mother Sister Brother KPCOFGS or King Philip Came Over For Good Spaghetti

36. Parentheses Exponents Multiplication Division Addition Subtraction Divide Multiply Subtract Bring down Kingdom Phylum Class Order Family Genus Species All Subjects: Mnemonic Devices 36 TEA 12/2011

37. 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.

38. All Subjects: Blank Graphic Organizers Group 1 Group 2 1&21&2 38 TEA 12/2011

39. All Subjects: Blank Graphic Organizers Tertiary Consumer Secondary Consumer Primary Consumer Primary Producer 39 TEA 12/2011

40. All Subjects: Blank Graphic Organizers G 40 TEA 12/2011

41. 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.

42. Mathematics: Addition Charts 42 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 10 + 10 = 20 TEA 12/2011

43. 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.

44. Mathematics: Multiplication Charts 1 x 0 = 0 2 x 0 = 0 1 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 4 1 x 3 = 3 2 x 3 = 6 1 x 4 = 4 2 x 4 = 8 1 x 5 = 5 2 x 5 = 10 1 x 6 = 6 2 x 6 = 12 1 x 7 = 7 2 x 7 = 14 1 x 8 = 8 2 x 8 = 16 1 x 9 = 9 2 x 9 = 18 TEA 12/2011 XX

45. 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.

46. Mathematics: 100 Chart 46 TEA 12/2011

47. 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.

48. Mathematics: Place Value Chart 48 7 1. 2 TEA 12/2011

49. 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.

50. Mathematics: Pictorial Models of Fractions 50 TEA 12/2011

51. 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.

52. Mathematics: Pictorial Models of Geometric Figures 52 TRIANGLE vertex TEA 12/2011

53. Mathematics: Pictorial Models of Geometric Figures 53 OR NOT 3-D and 2-D on the same aid TEA 12/2011

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

55. Written Composition: Grammar & Mechanics Rules 55 TEA 12/2011

56. Written Composition: Grammar & Mechanics Rules 56 TEA 12/2011

57. 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.

58. Science: Graphics of Scientific Concepts TEA 12/2011 58

59. Science: Graphics of Scientific Concepts 59 TEA 12/2011

60. 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.

61. 61 Science: Formula Triangles W Work dF distance force X ÷ m DV mass densityvolume Work = (force)(distance) Density = mass/volume TEA 12/2011

62. 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).

63. Social Studies: Blank Maps 63 TEA 12/2011

64. Social Studies: Blank Maps 64 TEA 12/2011

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

66. Social Studies: Timelines 66 TEA 12/2011

67. 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

68. 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

69. Policy Changes

70. 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

71. 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

72. 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

73. Policy Differences for STAAR T wo Levels of Reading Support  Read aloud parts of the test questions and/or answer choices at student request  Read aloud all test questions and answer choices throughout the test Math Manipulatives  Only the manipulatives on the posted list are allowable  Cannot request additional manipulatives Supplemental Aids  Only the supplemental aids on the posted list are allowable  Cannot request additional supplemental aids

74. Policy Differences for STAAR Calculation Devices  Added students who receive Section 504 services  Removed “a disability that affects math calculation” eligibility for grades 3 and 4  Any kind of calculator in the range of four-function through graphing  No ARF process Dictionary  No longer a supplemental aid  Separate accommodation only for reading tests at grades 3-5  Added students who receive Section 504 services  Commercially produced, not teacher/student-made

75. Summary

76. http://www.tea.state.tx.us/student.as sessment/accommodations/ Click this link to see all resources for accommodations for students with disabilities

77. What resources are available to help with Accommodations for Students with Disabilities? Available Resources http://www.tea.state.tx.us/student.assessment /accommodations/staar-telpas/#triangle

78. Thank You For Your Participation Today!