STAAR Modified Participation Requirements How to use the state-required documentation form Presented at TETN #10416 on 10/13/11 TEA Student Assessment Division1

Disclaimer Slide These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency. If any slide is amended or revised for use in local or regional trainings, please remove the TEA footer at the bottom of the slide. 10/13/11 TEA Student Assessment Division2

This is a state-required documentation form that must be completed and retained by the district when eligibility for STAAR Modified is considered. This document may be filed at the campus level or in the IEP (although it is not a required part of the IEP). 3 10/13/11 TEA Student Assessment Division

The district personnel who completes this form should be a member of the ARD committee (e.g., special education folder teacher, ARD facilitator, administrator). Districts are strongly encouraged to complete this form during the ARD committee meeting when assessment decisions are made. This will ensure that the ARD committee has determined eligibility based on the 3 questions and has discussed the assurances related to choosing a modified assessment. 10/13/11 TEA Student Assessment Division4

It is important that all members of the ARD committee, especially parents, understand the differences between STAAR (STAAR Spanish or STAAR L if applicable), STAAR Modified, and STAAR Alternate and any implications (e.g., graduation) that go along with taking each assessment prior to making a determination. – A STAAR Comparison Chart will be posted to assist schools with informing ARD committee members about each STAAR assessment. 10/13/11 TEA Student Assessment Division 5

To begin the discussion on whether the student is eligible to take STAAR Modified, circle ONLY those subjects or courses that are available for the school year and are being considered for STAAR Modified. Circle NA for the remaining columns. Then discuss questions 1-3 for EACH subject. The answer to all three questions must be Yes in order for the student to take STAAR Modified. If the answer to a question is “No” for one of the subjects, the student would not be eligible to take STAAR Modified in that subject. 6 10/13/11 TEA Student Assessment Division

Example Student Scenario Nikko is a 9 th grade student enrolled in English I, Algebra I, biology, and U.S. history. He is receiving modified instruction in English I, Algebra I, and U.S. History, so these subjects are circled. NA is circled in the second column because it applies only to students in grades 4 and 7. NA is circled in the fourth column because Nikko does not receive modified instruction in biology and, therefore, will take STAAR, the general assessment. 10/13/11 TEA Student Assessment Division7

The PLAAFP statements in the IEP should contain information about the student’s current skills in relation to English I, Algebra I, and U.S. history to answer this eligibility question. The justification should be the page(s) in the IEP that contains evidence that the answer to the question is “Yes.” It is important to remember that “multiple years behind grade- level or course expectations” means something different for a 3 rd grader than it does for a 9 th grader. 10/13/11 TEA Student Assessment Division 8 P. 2 P. 3

EXAMPLE PLAAFP STATEMENTS Some of the following PLAAFP statements (slides 14-16) have been adapted from the Region XX Standards-based IEP online training. 10/13/11 TEA Student Assessment Division9

Clear evidence that the answer to question #1 is YES for English I: PLAAFP statement: Nikko is able to read and comprehend passages at a 4 th grade level. When he reads adapted texts that contain age-appropriate content and a low readability level, he can answer detail questions with 80% accuracy. Nikko can also answer simple inference questions based on evidence from the text with approximately 40% accuracy. – This PLAAFP statement clearly shows that Nikko, who is a 9 th grader, is performing multiple years below grade level in reading. His decoding level is well below grade level and his ability to make inferences from grade-level material is poor, even when the decoding level has been reduced. 10/13/11 TEA Student Assessment Division10

Clear evidence that the answer to question #1 is YES for Algebra I PLAAFP statement: Nikko has mastered the skill of matching a table of values for a linear function to the graph of the function. He can also match a simple algebraic representation of a linear function to the correct table of values for the function in 3 out of 5 trials. Nikko has difficulty making connections between a verbal description of a linear function and the other representations of the same functions. – Nikko is well below course expectations because PLAAFP statements show that he is able to identify simple algebraic relations but cannot apply this information independently in more complex situations. 10/13/11 TEA Student Assessment Division11

Clear evidence that the answer to question #1 is YES for U.S. History PLAAFP statement: When provided a list of up to 3 historical events, Nikko can put them in chronological order and name one fact about each event in 3 out of 5 trials. He struggles with identifying significant eras and explaining similarities and differences between them. – According to this PLAAFP statement, Nikko can memorize dates and facts, but he is well below expectations for the course because he struggles understanding how events relate within an era and between different eras. 10/13/11 TEA Student Assessment Division 12

Academic IEP goals and objectives (if applicable) should link to the PLAAFP and be standards-based. This means that the goals should contain information about how the student will access the curriculum for the enrolled grade or course the student is receiving services in. The justification should be the page(s) in the IEP that contains these goals/objectives. 10/13/11 TEA Student Assessment Division13 P. 5P.6P. 7

EXAMPLE IEP GOALS THAT LINK TO THE PLAAFP STATEMENT AND INDICATE THE MODIFIED CONTENT NIKKO MIGHT RECEIVE 10/13/11 TEA Student Assessment Division14

English I If the TEK is: – Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Then Nikko’s IEP goal that is linked to his PLAAFP statement and indicates the modified content he will receive might be: – By the end of the second semester, when given a grade- level literary text with the decoding level adapted, Nikko will list at least 3 significant events that advance the storyline and foreshadow future events and provide text evidence for his answer, with 70% accuracy. 10/13/11 TEA Student Assessment Division15

Algebra I If the TEK student expectation is: – Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. Then Nikko’s IEP goal that is linked to his PLAAFP statement and indicates the modified content he will receive might be: – By May 2012, when given a verbal description of a linear function, Nikko will identify a simple algebraic representation of the same function from a list with 70% accuracy. 10/13/11 TEA Student Assessment Division16

U.S. History If the TEK student expectation is: – Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. Then Nikko’s IEP goal that is linked to his PLAAFP statement and indicates the modified content he will receive might be: – By the end of the school year, when provided a timeline with up to three historical eras (from 1877 to the present) labeled, Nikko will match at least two events to the proper era in 3 out of 5 trials. 10/13/11 TEA Student Assessment Division17

This question does not take into consideration WHERE the student receives instruction, but rather HOW the student receives instruction. Even if the student is in a general education classroom, he/she needs additional small group or individual special education support over a period of time to facilitate learning and to apply to different contexts. The justification for this question might be found on the page in the IEP that contains : the location or time of service delivery, instructional accommodations and modifications, goals/objectives 10/13/11 TEA Student Assessment Division 18 P. 8

Discussing the assurances requires those involved in making educational decisions for students to be aware of: – What documentation is required in the IEP – The conditions under which assessment decisions should be made – Any implications that may result in a student taking a modified assessment 10/13/11 TEA Student Assessment Division19

 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:  Statement of why student cannot participate in general assessment with or without allowable accommodations  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 or STAAR Alternate is Yes or that all criteria for TAKS-M has been met  List of testing accommodations consistent with state accommodation policies posted on Accommodations Resources webpage 10/13/11 TEA Student Assessment Division20

It is not appropriate to make an assessment decision simply because a student passed or failed a previous statewide assessment. – Example: If a student got commended on TAKS-M, this does not automatically mean that the student should now take the general assessment. Other factors must be considered. – Example: If a student fails a STAAR end-of-course assessment, this does not automatically mean that the student should not test again to meet minimum/cumulative score requirements. Other factors must be considered. 10/13/11 TEA Student Assessment Division21

ARD committee decisions should be based only on the educational need of a student. If a student is eligible to take STAAR Modified, then he/she should be administered this alternate assessment. 10/13/11 TEA Student Assessment Division22

Students receiving special education services for any of the 13 disability categories are eligible to take STAAR Modified if the answer to all three eligibility questions is YES. Students may be receiving modified instruction in any setting (e.g., inclusion, resource, self- contained). 10/13/11 TEA Student Assessment Division23

STAAR (the general assessment) with or without accommodations should be the first consideration. It is the responsibility of educators to provide instruction, learning opportunities, and support to students in order to promote success on the general assessment. 10/13/11 TEA Student Assessment Division 24

As cited in TAC §74.61(e), a high school student who takes at least one STAAR Modified assessment is receiving modified instruction in that subject. Therefore, the student will graduate on the Minimum High School Program (MHSP). To graduate on the Recommended or Distinguished Programs, a student must have successful completion on STAAR. 10/13/11 TEA Student Assessment Division25

General Information: – This section will be updated each year as additional STAAR Modified assessments are implemented. – Students are only eligible to take STAAR Modified if they are receiving modified instruction. For students in high school, this is denoted by a special PEIMS code for each course required on the MHSP. Find all PEIMS codes in the “PEIMS Data Standards Addendum” at 10/13/11 TEA Student Assessment Division 26

If the eligibility criteria has been met, indicate the subjects in which the student will take STAAR Modified. Only 6 end-of-course assessments are listed because STAAR Modified is only available for these subjects in spring Although Nikko is eligible to take STAAR Modified U.S. History, it is not available in spring However, the ARD committee must determine eligibility for the courses in which Nikko is enrolled; otherwise, he would take STAAR. 10/13/11 TEA Student Assessment Division27

The STAAR Modified Participation Requirements will be updated each year to include the additional assessments available – English III, World History, and U.S. History. STAAR Modified assessments for Algebra II, chemistry, and physics will never be available, but eligibility should 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. 10/13/11 TEA Student Assessment Division28

What if the ARD committee has already met and determined that STAAR Modified is the appropriate assessment but the State-required Documentation Form was not completed at that time? 10/13/11 TEA Student Assessment Division29

If the ARD committee did not complete the State-required Documentation Form when the statewide assessment determination was made, district personnel who attended that ARD meeting will informally review the eligibility criteria and the assurances and then complete it. If it is determined through the informal review that any part of the State-required Documentation Form was not generally addressed in the previous ARD meeting, the school must contact the members of the ARD committee, including the parent(s), to review the parts that were not addressed so that the form can be completed. The ARD committee will need to reconvene only if the assessment decision was made in error and the student does not meet the eligibility criteria in Step I of the STAAR Modified Participation Requirements. 10/13/11 TEA Student Assessment Division30

Remember… The ARD committee IS required to discuss the STAAR Modified Participation Requirements, complete the State-Required Documentation Form, and file it in a designated place (not a required document in the IEP). If this was not done, then the State-required Documentation Form will need to be discussed and completed at the next regularly scheduled ARD committee meeting. 10/13/11 TEA Student Assessment Division31

Send us your student scenarios!!! If you have an example of an assessment decision that has been difficult to determine, send it to We hope to compile these scenarios into a helpful document for educators. 10/13/11 TEA Student Assessment Division32

Contact Information For questions about the STAAR program – Student Assessment Division: – For questions about instruction, PEIMS coding and curriculum: – Curriculum Division: – For questions about IDEA rules and regulations – Division of Federal and State Education Policy (formerly IDEA Coordination): – 10/13/11 TEA Student Assessment Division33