Reaching th STAAR PPT Template - Region One ESC · Listening, speaking, ... answer choices, Reaching for STAAR 10/3/2012 ... through submission of an Accommodation Request Form, ...
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Make sure your volume is turned on and you have a headset or speakers attached to your computer
If you have multiple participants at your site joining in this training on one computer we would appreciate a copy of your completed sign–in sheet faxed to (956) 984-7643 attention Debbie Buchanan/Vicki Rainwater after the session is completed.
STAAR Alternate Students in grades 3 and above who have significant
cognitive disabilities and meet the participation requirements for an alternate assessment based on alternate academic achievement standards will take STAAR Alternate.
Who takes TAKS, TAKS (Accommodated), and/or TAKS–M? Exit level TAKS and TAKS (Accommodated) primary tests and retests
ARE available.
TAKS–M grade 11 tests ARE available.
TAKS–M grade 11 assessments are not exit level tests. They are only administered once a year during the primary administration to students enrolled in grade 11 who meet participation requirements.
TAKS–M retests are not available.
TAKS–M grade 11 assessments are not administered to students in grade 12.
TAKS, TAKS (Accommodated), and TAKS–M grade 10 tests are no longer available.
What Tests Do ELLs Receiving Special Education Services Take?
TELPAS Program In very rare cases ARD committee and LPAC may
determine that student should not be assessed in one or more domains due to student’s particular disability
More information to be posted in 2012-2013 TELPAS Decision-Making Guide for LPACS. Posting in the fall at http://www.tea.state.tx.us/student.assessment/ell/lpac/.
The ARD committee reviews the student's PLAAFP and instructional goals and determines how the student accesses the grade-level/course curriculum (TEKS).
Although student is exposed to all of the curriculum, IEP goals may focus on select student expectations or address all student expectations but in a broad/simplified manner.
Modifications Deleting extraneous information, limiting number of steps in questions, simplifyingdecoding level, simplifying numbers, defining difficult vocabulary
1. Review the student’s present level of academic achievement and functional performance (PLAAFP).
ARD committees should have a clear understanding of the student’s performance in the grade-level/course TEKS, including the student’s strengths, current areas of need, and accommodations, modifications, or supports the student has used.
To determine whether the general assessment is the most appropriate,
ARD committees must review the student’s present level of academic achievement and functional performance (PLAAFP).
Provides a clear understanding of student’s performance in the grade-level/course TEKS, including strengths, current areas of need, and accommodations, modifications, or supports used.
ARD committees must review the student’s instructional plan.
This is the basis for making appropriate assessment decisions.
Provides a clear understanding of how student will access the grade-level/course curriculum, including accommodations, modifications, or supports needed.
If STAAR, with or without accommodations, is appropriate for a student, the ARD committee must document this decision and the testing accommodations the student will receive.
Documented testing accommodations must be consistent with state accommodation policies posted on Accommodations Resources web page.
For accommodations that require TEA approval through submission of an Accommodation Request Form, document “pending TEA approval.”
If STAAR, with or without accommodations, is not appropriate for a student, the ARD committee must review participation requirements for one of the alternate assessments.
Updates to the Proposed 2013-2014 Testing Calendar
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• TAKS and TAKS (Accommodated) exit level tests will continue to be administered to students in grade 11 or above whose testing requirement for graduation is TAKS. However, TAKS–M will no longer be available.
• Beginning in spring 2014, STAAR Modified will include operational assessments in English III and U.S. history.
The STAAR Modified and STAAR Alternate Participation Requirements are state-required documentation forms that must be completed and retained by the district when eligibility for either assessment is confirmed. This document may be filed at the campus level or in the IEP (although it is not a required part of the IEP).
The district personnel who completes these forms should be a member of the ARD committee (e.g., special education teacher, ARD facilitator, administrator). These forms should be completed during the ARD committee meeting when assessment decisions are made.
STAAR Modified The ARD committee must review each of the three questions for
every subject or course being considered and circle YES or NO.
1. Do the student’s present level of academic achievement and functional performance (PLAAFP) statements in the IEP lead the ARD committee to conclude that the student is multiple years behind grade-level or course expectations and will not progress at the same rate and level of rigor as their non-disabled peers?
2. Does the student’s IEP contain standards-based (TEKS-based) goals indicating the modified content the student requires in order to access the grade-level or course curriculum?
3. Does the student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts?
Each Yes answer requires a justification that references the page number or section of the IEP that contains evidence that the student meets the criterion.
If Yes is indicated for all of the eligibility criteria, the ARD committee must discuss the assurances in Step II and the district personnel completing the form must initial each one.
When an alternate assessment is selected, IDEA and The Legal Framework for the Child-Centered Special Education Process require ARD committees to document in the IEP:
A statement of why student cannot participate in general assessment with or without allowable accommodations, AND…
A statement of why an alternate assessment is appropriate for student, including evidence from IEP that confirms that answer to each of the questions for STAAR Modified is Yes, AND…
A list of testing accommodations consistent with state accommodation policies posted on Accommodations Resources webpage
In order to make appropriate accommodation decisions from year to year, their effectiveness should be assessed.
Collect data on how the student performs with and without the accommodation.
Make available to the student a variety of instructional strategies to see which is most effective.
For accommodations that require TEA approval through submission of an Accommodation Request Form, document “pending TEA approval.”
It is not appropriate to make an assessment decision simply because a student passed or failed a previous statewide assessment.
– Example: If a student achieved advanced academic performance on STAAR Modified, this does not automatically mean that the student should now take STAAR. Other factors must be considered.
Students receiving special education services for any qualifying disability category are eligible to take STAAR Modified if the answer to all three eligibility questions is YES.
For STAAR Alternate, the ARD committee will focus on evidence of a significant cognitive disability and how the student accesses the grade-level or course curriculum. They will rule out students who have a learning disability and receive modified instruction.
Students taking STAAR Modified or STAAR Alternate may be receiving instruction in any setting (e.g., inclusion, resource, self-contained).
For elementary and middle school students, the ARD committee must understand the future implications that could result if a student is receiving modified instruction or instruction through prerequisite skills from year to year.
Modified instruction and instruction through prerequisite skills in high school = MHSP
As cited in TAC §74.61(e), a high school student who takes STAAR Alternate or at least one STAAR Modified EOC assessment is receiving a different type of instruction (e.g., prerequisite skills, modified) than his/her peers. Therefore, the student will graduate on the MHSP.
To graduate on the Recommended or Distinguished Programs, a student must have successful completion on STAAR.
STAAR Modified continued This step will be updated next year to include English III and
U.S. History, which will be administered for the first time in spring 2014. If a student is enrolled in these courses in 2012–2013 and receives modified instruction, eligibility for STAAR Modified should still be determined.
If the student meets participation requirements for STAAR Modified, the student will not be assessed since these tests are not available.
If the student does not meet participation requirements for STAAR Modified OR if eligibility is not determined for these courses, then the student will take STAAR.
STAAR Modified continued STAAR Modified assessments for Algebra II, chemistry, and
physics will never be available because the courses are not required on the MHSP. However, eligibility for STAAR Modified should still be determined if a student is enrolled in these courses and receives modified instruction.
If the student meets participation requirements for STAAR Modified, the student will not be assessed since these tests are not available.
If the student does not meet participation requirements for STAAR Modified OR if eligibility is not determined for these courses, then the student will take STAAR.
STAAR Alternate The ARD committee should indicate the subject(s) or course(s) in
which the student is enrolled and for which STAAR Alternate assessments will be given.
The ARD committee must ensure the assessment decision and accommodations needed to measure the student’s academic achievement have been documented in the student’s IEP. These accommodations will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observation and recorded on page 1 of the documentation form.
The STAAR Modified and STAAR Alternate Participation Requirements are state-required documentation forms that must be completed and retained by the district when eligibility for either assessment is confirmed. This document may be filed at the campus level or in the IEP (although it is not a required part of the IEP).
The district personnel who completes these forms should be a member of the ARD committee (e.g., special education teacher, ARD facilitator, administrator). These forms should be completed during the ARD committee meeting when assessment decisions are made.
For students taking Alternate Assessments Districts are not required to count STAAR Modified or
STAAR Alternate EOC assessment results as 15% of the student’s course grade since current legislation does not include this requirement for students taking a modified or alternate assessment.
Critical Information about Accommodations for Students with Disabilities
• The following information applies to students with disabilities in the STAAR program and TELPAS
• For the purposes of using testing accommodations during the statewide assessments, a student with a disability can be Special education with an identified disability
Section 504 with an identified disability
Neither special education nor Section 504 but with a disabling condition (with or without a diagnosis)
Type 1 – for students with a specific need who routinely, independently, and effectively use the accommodation during classroom instruction and testing
Type 2 – includes requirements of Type 1 plus additional specific eligibility criteria
Type 3– for students who meet all the eligibility criteria listed; submit an Accommodation Request Form (ARF) to TEA; document as “pending TEA approval;” if denied by TEA, campus must be prepared to meet student’s needs with allowable accommodations
Photocopy example– sometimes the criteria includes “meets at least one of the following.” The first 3 boxes must be checked; then there are choices for the 4th box. You must pick at least one based on student need.
This accommodation 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.
Submit an Accommodation Request Form to TEA routinely and effectively uses this accommodation during classroom
instruction and testing,
is unable to effectively use Optional Test Administration Procedures and Materials (e.g., various sizes or types of scratch paper/another workspace) or other accommodations (e.g., calculator) to address this need, and
meets at least one of the following: The student has a temporary or permanent impairment in vision that
necessitates the use of braille or large-print test materials. has a disability that affects accuracy in tracking letter to letter, word to word, and/or line to line
The student has a temporary or permanent physically disabling condition (e.g., muscular dystrophy, cerebral palsy, arthritis, physical abnormality) that prevents him or her from independently and effectively recording scratch work and computations.
• An Accommodation Request Form is submitted to TEA.
Any accommodation that requires the submission and approval of an Accommodation Request Form must be documented in the student’s paperwork as "pending TEA approval."
“Why can’t the test administrator read aloud the questions prior to the student reading the passage? This is a valid reading strategy for struggling readers.”
• The student who does not receive an oral administration can approach the test questions any way he/she chooses.
• However, the student receiving an oral administration of the entire test does not have this latitude since the test administrator must read the questions and answers in the order presented.
• The oral administration must have a standardized format across the state. When a test administrator is interacting with a student to this degree during statewide testing, very specific guidelines must be laid out.
“What does ‘have evidence of a reading difficulty’ mean? One grade-level behind? Two or more? Qualifies for special education in reading?”
“Evidence of reading difficulties” is not intended to mean that the student is identified as learning disabled in reading. Nor does it mean that a student is a certain number of years below grade level.
Some students may have a disability, either cognitive or emotional for instance, that directly impacts their ability to decode text.
The documentation must contain evidence that the student has reading difficulties and is receiving accommodations to support this need.
Example Evidence: diagnostic test results, observational reports, class grades with and without reading support, goals/objectives
Just because a student has reading difficulties doesn’t mean an oral administration is going to help. This accommodation should be used only for students who use it ROUTINELY and EFFECTIVELY in the class.
“Evidence” = documentation
“Reading Difficulties” = a problem reading
Don’t focus on the student’s disability or label
Focus on the accommodations the student is using in class to address his/her needs
Changes to Eligibility Criteria:Meets at least one of the following
Temporary or permanent impairment in vision…
Temporary or permanent physically disabling condition (e.g., muscular dystrophy, cerebral palsy, arthritis, physical abnormality of the hands) that prevents him or her from independently and effectively recording responses…
The following examples clarify how ARFs are approved or denied by TEA.
These are ONLY EXAMPLES. They do not represent every approval or denial. They are not intended to provide “key words” for an approval of an ARF. All ARF decisions are based on individual student needs and whether the school has exhausted all other options.
Complex Transcribing is NOT for students who spell poorly or cannot organize and develop a written response. This is part of what is being scored on the assessment.
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TEA TETN #14294
Translation: When I went on the cruise they had lobster bisque with shrimp and butter, escargot, lobster. Big twisted slide…
Complex Transcribing IS for students who cannot produce a written response through handwriting, typing, speech-to-text, etc. This accommodation shouldn’t be provided so that the student can pass the assessment. It should be provided because it’s the only way the student can accessthe written composition portion of the assessment.
Example: Student has severe cerebral palsy or muscular dystrophy in which he has no use/limited use of hands. Holding a writing utensil may be painful, impossible, or ineffective (e.g., would take a week to complete a response because of the rate student writes). Typing or speech-to-text may not be available, not appropriate, or not mastered yet.
A student who uses this accommodation/procedure/ material may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. Testing in a separate setting for this purpose is not considered the Individual or Small-Group Administration accommodation.
This new statement appears with many accommodations as well as optional test administration procedures/materials.
Intended to eliminate any confusion about when to mark Type 1 on the answer document to indicate an Individual or Small-Group Administration.
Clarifications to Special Instructions/ Considerations:
The student must be given the full time allotted to complete the entire test. If necessary, the test administrator may transfer the student's final responses onto the answer document after the testing period has ended. In this situation, the test administrator must ensure that he or she can read and understand the student's intended responses. Any interaction with the student regarding the intended responses is prohibited after the testing period has ended.
• Teachers create supplemental aids to meet the needs of students during instruction.
• TEA does not create supplemental aids.
• In the TAKS program, teachers submitted ARFs with attached supplemental aids to TEA for review in consideration for use on the statewide assessments. This was how the list of allowable supplemental aids started.
• Any additions to the allowable list need to come from teachers as specific examples of what their students are using in the classroom to support the TEKS.
• In the 2012 feedback, many educators suggested we add more high-school math or science supplemental aids. But these suggestions did not include any specific examples.
Clarifications to Special Instructions/ Considerations:
• The state-supplied mathematics reference materials for grades 3-8 contain rulers that could be distorted when photocopied or enlarged, thus resulting in inaccurate measurements.
• Call TEA’s Accommodations Task Force for guidance.
• This category is for accommodations for students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle
• Type 3 = ARF
• Added under Examples/Types:
Examples that MAY fit the category of Other
Assistive technology that is not addressed under Examples/Types of accommodation policies
Accommodation Request Forms must be received by TEA far enough in advance to allow time for processing. This is usually at least one week prior to the Monday of a testing week or window. Requests sent after this deadline will NOT be processed unless circumstances involving the student change after the deadline (e.g., newly enrolled student, medical emergency, updated ARD committee decision). In these circumstances, the district testing coordinator should contact TEA’s Student Assessment Division at 512-463-9536 for further instructions.