1. S ECONDARY M ATHEMATICS D EPARTMENT C HAIRPERSONS AND L EADERSHIP M EETING

2. A GENDA Ice Breaker Updates STAAR Accommodations STAAR Released Items Writing Assessment Items

3. I CE BREAKER – V EHICLES OF C HANGE Stand by the car that best represents your feelings concerning your department’s level of instruction. Discuss with group members why you chose that particular vehicle. Be prepared to share with the whole group.

4. U PDATES Teacher Curriculum Writing Initiative TMSDS: Texas Mathematics and Science Diagnostic System District Assessments MMA, Algebra II, AQR TAKS-TEKS correlations STAAR: 6 Pre-AP & 7 Pre-AP

5. STAAR A CCOMMODATIONS The following slides have been extracted out of the PowerPoint presentation from TETN Event #10416 presented Thursday, October 13, 2011, titled “Accommodations for Students with Disabilities…,” has been posted under Training and Presentations at http://www.tea.state.tx.us/student.assessment/acco mmodations/staar-telpas/http://www.tea.state.tx.us/student.assessment/acco mmodations/staar-telpas/.

6. C RITICAL I NFORMATION ABOUT A CCOMMODATIONS FOR S TUDENTS WITH D ISABILITIES For the purposes of statewide testing, students needing accommodations due to a disability include 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 6

7. C RITICAL I NFORMATION ABOUT A CCOMMODATIONS FOR S TUDENTS WITH D ISABILITIES Who makes decisions about accommodation use during statewide assessments for students with disabilities and where should the decisions be documented? Special education services: the ARD committee; IEP Section 504 services: the 504 placement committee; IAP 7

8. C RITICAL I NFORMATION ABOUT A CCOMMODATIONS FOR S TUDENTS WITH D ISABILITIES 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 8

9. O PTIONAL T EST A DMINISTRATION P ROCEDURES AND M ATERIALS Referred to as Related Testing Procedures in TETN #10414 Includes some procedures and materials that have been called testing accommodations in previous years Related to best practices for instruction Available to any student who needs them Use of these procedures or materials is not recorded on the student’s answer document Authority for decision is the same as for accommodations; there must be a body of people in place to make decisions The campus testing coordinator will need to know in order to plan for test days Descriptions and guidelines for use included in document on Accommodations for SWD webpage and in test administrator manuals 9

10. O PTIONAL T EST A DMINISTRATION P ROCEDURES AND M ATERIALS A student may use the following procedures and materials during the statewide assessments: 1. Procedures or materials to minimize distractions (e.g., stress ball, noise- reducing headphones) 2. Reading test aloud to self (e.g., reading into a voice-feedback device or voice recorder) 3. Signing or translating test administration directions 4. Reading assistance on grade 3 mathematics If distracting to other students, an individual administration may be required. 5. Individual or small- group testing 6. Colored overlays 7. Magnifying devices 8. Place markers 9. Highlighters or colored pencils 10. Preferential seating 11. Scratch paper / other workspace 10

11. 1 2 3 T HE A CCOMMODATION T RIANGLE 10/13/2011 TETN #10416 TEA Student Assessment Division 11

12. T HE A CCOMMODATION T RIANGLE Type 1 accommodations are for a larger number of students. 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 Accommodation: for students with a specific need who routinely, independently, and effectively use it during classroom instruction and testing; no ARF Type 2 Accommodation: Type 1 requirements plus additional specific eligibility criteria; no ARF Type 3 Accommodation: 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 12

13. 10/13/2011 TETN #10416 TEA Student Assessment Division 13

14. Type 1 Accommodations ◦ Projection Devices ◦ Amplification Devices Type 2 Accommodations ◦ Large Print ◦ Calculation Devices ◦ Dictionary ◦ Manipulating Test Materials ◦ Oral / Signed Administration ◦ Math Manipulatives ◦ Supplemental Aids 10/13/2011 TETN #10416 TEA Student Assessment Division 14 Here’s What’s Ready to Post

15. The next several slides only include the highlights of some accommodations. Special instructions and considerations are not shown here today. These slides should not be used as the sole source of accommodation training. Educators must access the actual accommodation policy pages from the Accommodation Triangle. 15

16. C ALCULATION D EVICES R EMINDER Gr. 3-8 math & science tests for STAAR, STAAR Spanish, STAAR Modified, STAAR L Eligibility Criteria ◦ Special education or Section 504 ◦ Routinely, independently, & effectively uses this accommodation during classroom instruction and testing ◦ Gr. 3-4: physical disability that prevents student from writing or an impairment in vision that prevents student from seeing the numbers used in computations ◦ Gr. 5-8: meets one criteria from Gr. 3-4 or has a disability that affects math calculations (unable to memorize basic facts or perform steps in an algorithm) 16

17. C ALCULATION D EVICES R EMINDER Required for STAAR, STAAR Modified, and STAAR L Algebra I, geometry, biology; STAAR and STAAR L Algebra II, chemistry, physics Not an accommodation for these tests 17

18. C ALCULATION D EVICES E XAMPLES /T YPES This accommodation may ONLY include ◦ Four-function calculator ◦ Scientific calculator ◦ Graphing calculator ◦ Large-key calculator ◦ Abacus or Cranmer modified abacus ◦ Audio-graphing calculator ◦ Speech output calculator This is an exhaustive list. No other calculators are allowed. 18

19. O RAL /S IGNED A DMINISTRATION STAAR, STAAR Spanish, STAAR Modified, and STAAR L ◦ Test questions and answer choices for all math, science, and social studies tests, including EOC STAAR, STAAR Spanish, & STAAR Modified ◦ Gr. 3-8 reading test questions and answer choices only; NEVER the reading selections ◦ English I, II, III test questions and answer choices from the reading section; NEVER the reading selections; NEVER the revising & editing passages, questions, or answer choices; OK to read the writing prompt (more specific info to come) 19

20. M ATHEMATICS M ANIPULATIVES STAAR, STAAR Spanish, STAAR Modified, STAAR L mathematics tests Eligibility Criteria ◦ Special education only ◦ Routinely, independently, and effectively… ◦ Has a disability that affects memory retrieval, focus, or organization such that he or she cannot learn and retain information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction. 20

21. M ATH M ANIPULATIVES E XAMPLES /T YPES This accommodation may ONLY include ◦ Real or play money ◦ Clocks (instructional clocks, not a wall clock) ◦ Base-ten blocks ◦ Counters ◦ Algebra tiles ◦ Fraction pieces ◦ Geometric figures This is an exhaustive list. No other manipulatives are allowed. Be sure to read the complete accommodation policy for guidelines regarding labeling and other details. 21

22. S UPPLEMENTAL A IDS STAAR, STAAR Spanish, STAAR Modified, STAAR L Eligibility Criteria ◦ Special education only ◦ Routinely, independently, & effectively… ◦ Has a disability that affects memory retrieval, focus, or organization such that he or she cannot learn and retain information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction. 22

23. S UPPLEMENTAL A IDS E XAMPLES /T YPES This accommodation may ONLY include ◦ All subjects: mnemonic devices, blank graphic organizers ◦ Math: addition & multiplication charts,100 chart, place value chart, pictorial models of fraction bars/circles & geometric figures ◦ Writing: grammar and mechanics rules ◦ Science: graphics, formula triangles ◦ Social studies: blank maps, timelines This is an exhaustive list. No other supplemental aids are allowed. Be sure to read the complete accommodation policy for guidelines regarding labeling and other details. 23

24. W ANT ADDITIONAL MANIPULATIVES AND SUPPLEMENTAL AIDS ? For the 2011-2012 school year, these lists represent what eligible students can use. TEA will not accept ARFs for additional manipulatives or supplemental aids. TEA encourages feedback from educators about additional manipulatives and supplemental aids that can be added to the lists for future years. This will be requested after spring testing. 24

25. STAAR VS. TAKS Look at the SE for your grade. Compare TAKS items to STAAR items. Any similarities? Any differences? Look at grade before and after. How does knowing what comes before or after inform your practice?

26. H ELPFUL H INTS TO A SSESSMENT W RITING

27. W RITING A SSESSMENT 1. Create an assessment blueprint 2. Unpack the standards 3. Research 4. Select, revise, or rewrite items 5. Create the assessment document 6. Ask a colleague to review

28. T HE A SSESSMENT B LUEPRINT Generate the list of standards to be tested Readiness/ Supporting/ Process Standards to be taught during the instructional period Three items per standard

29. U NPACK THE STANDARDS What ‘s the Academic vocabulary? What must the students do? (actions) What must the students know? (concepts)

30. R ESEARCH Key concepts Processes Common Misconceptions

31. S ELECT, REVISE, OR W RITE I TEMS F OUR B ASICS 1. I TEM ASSESS ONLY ONE CONCEPT 2. C ONCEPT ACCURATELY REFLECTED IN THE ITEM 3. O NLY ONE BEST OR CORRECT ANSWER 4. D ISTRACTORS ARE COMMON STUDENT MISTAKES

32. ON YOUR OWN

33. P ARKING L OT

34. E VALUATIONS & C LOSURE