Updates for Spring Accommodations & Assessments SAISD Testing Department Fall 2014

Students with Disabilities A student may be eligible for accommodations on a state assessment if he or she receives special education services and meets established eligibility criteria for certain accommodations receives Section 504 services and meets established eligibility criteria for certain accommodations does not receive special education or Section 504 services but has a disabling condition and meets established eligibility criteria for certain accommodations (i.e., general education) Reference Critical Information about Accommodations for Students with Disabilities

Accommodations Should be individualized to address the specific needs of each student Might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year Should be documented in the appropriate student paperwork Reference Critical Information about Accommodations for Students with Disabilities

Accommodations Are not necessary for every student Are not changes to the performance criteria or the content Are not intended to provide an advantage to a student with a disability Should not be provided to a student without evidence of effectiveness from year to year Reference Critical Information about Accommodations for Students with Disabilities

Classroom Instruction vs State Assessment Not all accommodations suitable for instruction are allowed during the state assessments. WHY? Classroom instruction can be customized to meet the needs of each student. The state assessment is a standardized tool for measuring every student’s learning in a reliable, valid, and secure manner. Certain accommodations used in the classroom would invalidate the content being assessed or compromise the security and integrity of the state assessment. Reference Critical Information about Accommodations for Students with Disabilities

Routinely Used What does “routinely used” mean? The student should routinely receive the accommodation during classroom instruction and testing. The student has used the accommodation often enough that he or she is comfortable and can independently use it on the day of the state assessment. This does not necessarily mean that the accommodation must be used every day during instruction. Discuss Evidence of Effectiveness Roster E11 Deadlines

Accommodation is Effective How do I know the accommodation has proven effective in meeting the student’s specific needs? Educators should collect and analyze data pertaining to the use and effectiveness of accommodations (e.g., assignment/test scores with and without the accommodation, observational reports). This data will show whether the student still needs the accommodation or whether it is now unnecessary. Discuss Evidence of Effectiveness Roster E11 Deadlines

The State Assessment Reference Guide Have participants review each tab

The Accommodation Triangle Type 1 Type 2 Type 1 accommodations are approved locally based on specific eligibility criteria. The decision to provide these accommodations is made by the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team). Type 2 accommodations require TEA approval to use during a state assessment. The appropriate team of people at the campus level determine whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form to TEA.

The Accommodations Triangle Individualized Structured Reminders Amplification Devices Projection Devices Manipulating Test Materials Oral/Signed Administration Spelling Assistance Math Manipulatives Calculation Devices Basic Transcribing Supplemental Aids Extra Time Large Print Dictionary Braille Complex Transcribing Photocopy Test Materials Math Scribe Extra Day Other Type 1 Type 2 ARF needed All students SPED only SPED or 504

Accommodation type This section provides a general description of the accommodation This section lists the assessments the accommodation may be used on by eligible students. A This section lists the eligibility criteria that must be met in order for the student to use the accommodation on a state assessment. This section describes who can make accommodation decisions for students, where to document these decisions, and what to record on the answer document. This icon indicates whether or not an Accommodation Request Form is required. This section describes the specific examples/types of the accommodation that may be used on the state assessment. Pay careful attention to this list because it is sometimes exhaustive. This section outlines special instructions and considerations about the accommodation that educators must be aware of when making the decisions to use the accommodation and when administering the assessment with the accommodation.

Mathematics Manipulatives Updates in Eligibility Mathematics Manipulatives Any student who receives special education services or receives Section 504 services as a student identified with dyslexia or a related disorder per TEC §38.003, may use this accommodation if he/she meets the eligibility criteria. … routinely, independently, and effectively uses this accommodation… Meets one of the following: …disability that affects memory retrieval, focus, or organization… …Visual Impairment (VI) Type 1

Updates in Eligibility Calculation Devices Any student who receives special education or Section 504 services may use this accommodation if he/she meets the eligibility criteria. … routinely, independently, and effectively uses this accommodation… Meets one of the following for the applicable grade: Grade 8 is listed because of grade 8 science. Grade 8 mathematics does not apply since a calculator is required. Grades 3 and 4 Grades 5 through 8 …physical disability…and cannot effectively use other allowable materials …impairment in vision…and …disability that affects mathematics calculations… even after intensive instruction and remediation… Focus on the fact that 8th grade students require a calculator (1:1) as per the Calculator Policy. 8th grade students may use a calculator for science if they meet the eligibility criteria Type 1

Updates in Eligibility Supplemental Aids Any student who receives special education services or receives Section 504 services as a student identified with dyslexia or a related disorder per TEC §38.003, may use this accommodation if he/she meets the eligibility criteria. … routinely, independently, and effectively uses this accommodation… …disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information …despite multiple opportunities to learn... Type 1

Prioritizing Student Need When Assigning an Assessment STAAR Prioritizing Student Need When Assigning an Assessment STAAR, with or without allowable or approved accommodations, should be the first consideration per TEA.

Prioritizing Student Need When Assigning an Assessment STAAR A Prioritizing Student Need When Assigning an Assessment If STAAR with or without accommodations does not meet the student’s needs, consider assigning STAAR A. STAAR A Eligibility: Students with identified disabilities who are receiving special education services Students identified with dyslexia or a related disorder (as defined in Texas Education Code §38.003) and are receiving Section 504 services

STAAR A The committee must agree on the assurances about the student and the person completing the form must initial the assurance statements prior to moving on to Step I.

Eligibility Requirements STAAR A Eligibility Requirements Step I: Indicate Eligible Services In this step, the services the student receives should be indicated. If a service cannot be indicated, the student is not eligible to participate in STAAR A.

Eligibility Requirements STAAR A Eligibility Requirements Step II: Review the Eligibility Criteria The committee must circle the subject(s) for which STAAR A is being considered and check the accommodation(s) the student routinely receives in the classroom for that subject. If a particular subject is not applicable, circle NA.

Eligibility Requirements STAAR A Eligibility Requirements Step II continued To be eligible to participate in STAAR A in a particular subject, TWO OR MORE accommodation must be checked in that subject. Eligible Not Eligible

Eligibility Requirements STAAR A Eligibility Requirements Step III: Summarize Assessment Decision The committee should indicate the STAAR A tests the student will take for the school year under consideration. This form must be included in the student’s IEP or IAP to serve as the required documentation of the state academic achievement decision. Additional testing accommodations may be allowed and must be documented in the student’s paperwork as well. 5

Embedded Accommodations Accessibility Features Overview of Tools, Accommodations & Features *These tools are subject-specific and only appear in subject tests where they are relevant. Tools Embedded Accommodations Accessibility Features Answer Eliminator Pop-ups Text-to-Speech Highlighter Rollovers Zoom Eraser Blank Graphic Organizers Color and Contrast Pencil Writing Checklists Place Marker Notepad Dot Tool* Line Tool* Ruler* Calculator* Reference Materials*

Accessibility Features: Text-to-Speech (TTS) Audio provided through a computer-generated read aloud functionality which highlights words as they are read Prereading text Revising selections Mathematics, reading, science, social studies, and revising test questions Reads aloud individual words, lines of text, or entire pages at student choice. Pop-ups and rollovers are not read aloud. A test administrator will need to read these aloud if a student asks. A “do not read” icon has been placed on reading selections, editing selections, and editing test questions to indicate that these may NOT be read aloud by TTS or a test administrator. Pop-ups and rollovers associated with these pages may NOT be read aloud either. Students do not need to qualify for an oral administration; if they do qualify, they do not receive BOTH text to speech and Q&A read by an actual TA Level of support is controlled by the student Discuss the danger of assigning STAAR A if a student has been assigned to a FULL oral with no ability of change

Accessibility Features: Zoom Enlarges or reduces the size of the screen When the screen is increased in size, the student can use the Drag Screen button to move and view any portion of the screen.

Accessibility Features: Color and Contrast The student can select from six different presentation formats. Negative, Blue Background, Yellow Background, Purple Background, Green Overlay, Peach Overlay That format will apply to the screen for the entire test. The student may change the selection or turn it off at any time. Reset changes the presentation back to the original white background with black text.

Accessibility Features: Place Marker Helps a student focus attention on specific lines of text. The student can move a yellow line up and down the screen.

Embedded Accommodations STAAR A Embedded Accommodations Pop-ups: Provide support for non-tested words and concepts Definitions, synonyms, examples, formulas, plain language, pictures, animations, graphic organizers, etc. Rollovers: Reword or clarify larger portions of text or provide bulleted steps in a process Exhibit Window: Subject-specific graphic organizers and checklists that may be accessed if needed

Embedded Accommodations Classroom Accommodation The teacher introduces a new book to a struggling reader prior to reading it aloud or independent reading. The topics discussed might include major concepts, difficult words, setting, characters, or prior knowledge of the subject. Embedded STAAR A Accommodation This pop up is not automatically read by the computer through the text to speech tool. TAs must read the section only if indicated by the icon IF the student requests it STAAR A Eligibility Criteria Preview text before reading to activate prior knowledge, draw conclusions, and set a purpose for reading

Embedded Accommodations Classroom Accommodation Embedded STAAR A Accommodation Using a dictionary or thesaurus, the teacher points out the meaning or synonym of a word. STAAR A Eligibility Criteria Clarification or rewording of vocabulary, complex sentences, and concepts using definitions, similes, literal language, graphics, animations, etc.

Embedded Accommodations Embedded STAAR A Accommodation Classroom Accommodation The teacher provides visual aids to define vocabulary, identify people and places, or illustrates concepts. STAAR A Eligibility Criteria Clarification or rewording of vocabulary, complex sentences, and concepts using definitions, similes, literal language, graphics, animations, etc.

Embedded Accommodations Embedded STAAR A Accommodation Classroom Accommodation During classroom discussions, the teacher clarifies or rewords complex text or questions. STAAR A Eligibility Criteria Clarification or rewording of vocabulary, complex sentences, and concepts using definitions, similes, literal language, graphics, animations, etc.

Embedded Accommodations Classroom Accommodation Embedded STAAR A Accommodation The teacher isolates specific information to focus the student on the core concept being taught. STAAR A Eligibility Criteria Direct student attention to specific information (e.g., parts of the selection, parts of a graphic, parts of an answer choice)

Embedded Accommodations Classroom Accommodation The teacher directs the student (e.g., highlight, bold, point to, flag the information) to the specific part(s) of the selection, diagram, map, or figure that is being discussed. Embedded STAAR A Accommodation STAAR A Eligibility Criteria Direct student attention to specific information (e.g., parts of the selection, parts of a graphic, parts of an answer choice)

Embedded Accommodations Classroom Accommodation Embedded STAAR A Accommodation The teacher asks guiding questions, prompting the student to go back to the text to justify his or her understanding of plot, conflict resolution, character development, etc. STAAR A Eligibility Criteria Scaffold understanding of open-ended questions about texts (i.e., short answer English I and II questions)

Embedded Accommodations Embedded STAAR A Accommodation Classroom Accommodation The teacher reformats complex word problems by bulleting or spacing out each step required to solve the problem. STAAR A Eligibility Criteria Scaffold steps in a process (i.e., bullet each step, space out each step)

Embedded Accommodations Embedded STAAR A Accommodation Classroom Accommodation The teacher presents parts of a complex concept one at a time. STAAR A Eligibility Criteria Scaffold steps in a process (i.e., bullet each step, space out each step)

Embedded Accommodations Embedded STAAR A Accommodation Classroom Accommodation The teacher provides the student with a specific supplemental aid (e.g., chart, table, graph, checklist, map, timeline) applicable to the question being posed, the assignment, or the task. STAAR A Eligibility Criteria Use of generic and question-specific graphic organizers and checklists

Embedded Accommodations Classroom Accommodation Embedded STAAR A Accommodation The teacher provides the formula(s) that is needed to solve a problem. STAAR A Eligibility Criteria Identification of formula(s) to use with specific questions

STAAR A Students assigned to STAAR A that use allowable test procedures & materials or qualify for other accommodations that are not embedded may also use those on the test.

Access STAAR A Resources texasassessment.com/administrations/STAAR-A/resources Educator Guide for STAAR A and STAAR Alternate Demonstration video for teachers and test administrators Sample selections and test questions Student tutorials with practice selections and test questions (coming soon) Student tutorial administration directions (coming soon) STAAR A Accommodation Guidelines STAAR A Eligibility Requirements (Spanish version coming soon) Introduction to STAAR A: A Guide for Parents A Parent’s Guide to State Assessments for Students with Disabilities

Form needs to be filled out during ARDs and given to the CTC

If a SPED student is also ESL/Bil this needs to be filled out to assign linguistic accommodations during the ARD and given to the CTC

Form needs to be filled out during 504/RTI meetings and given to the CTC

Prioritizing Student Need When Assigning an Assessment STAAR Alternate 2 Prioritizing Student Need When Assigning an Assessment After reviewing the student’s PLAAFP (present level of academic achievement & functional performance), if STAAR with or without accommodations or STAAR A does not meet the student’s needs, consider assigning STAAR Alternate 2.

Eligibility Requirements STAAR Alternate 2 Eligibility Requirements Students receiving special education services that meet ALL of the following participation requirements: Have a significant cognitive disability (intellectual disability) Requires specialized supports to access the grade-level curriculum and environment Requires intensive individualized instruction in a variety of instructional settings Access and participate in the grade level TEKS through prerequisite skills

Test Design STAAR Alternate 2 There are 6 clusters based on essence statements with 4 items presented together (24 items per test) The 4 items range in difficulty (easiest to hardest) Each student is expected to attempt ALL questions Each test is individually administered Students are not expected to read, write or manipulate the test booklet

Preparing the Test STAAR Alternate 2 Test Administrators are expected to read the manual prior to administering the test Test Administrators may have to prepare accommodations and supports based on individual student need Test administrators will have 10 days prior to the test to preview the student booklets and instructions to become familiar with instructions, practice manipulating test materials, planning teacher assists and preparing accommodations Materials must be checked out and in each day

Accommodations are optional and should be applied only when needed. STAAR Alternate 2 The way a teacher presents a test item to a student is individually based on the needs of the student. Accommodations must be included in the student’s IEP and should only be made if the student is unable to access the test item without them. Accommodations are optional and should be applied only when needed.

STAAR Alternate 2 Accommodations

Accommodations STAAR Alternate 2 Attach a tactile representation for the image to the student booklet- Representation must be pertinent to the task. A piece of fur is an appropriate tactile representation for this question. Pair the images in the booklet with objects of the images- objects must resemble the images as much as possible and be oriented the same way as in the images

Accommodations STAAR Alternate 2 Describe images in the stimulus- “A girl is sitting on a big log outside. It is night time. She has made a campfire by putting rocks in a circle. Inside the circle are some sticks that are on fire. She is rubbing her hands together.” Describe images in the stimulus- Verbal descriptions must be objective and can only provide information that the teacher sees on the page

Accommodations STAAR Alternate 2 Enlarge answer choices Copy & cut out the answer choices- ensure answer choices are presented in the same order as in the student booklet (2 part boxed answer choices must be presented together) Pair answer choices with pictures Rearrange the answer choices- must be presented in the same order as in student booklet in movies in movies 1st in movies at an animal shelter 2nd at an animal shelter 3rd on the stage 1st 2nd 3rd on the stage

STAAR Alternate 2 Accommodations

Resources & Training STAAR Alternate 2 All Campus Test Coordinators and STAAR Alternate 2 Test Administrators will receive training from the Testing Department. Visit TEA to view resources (Participation Requirements, Educator Guide, Sample Questions, etc.) for STAAR Alternate 2: http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/

Testing Department 228-0055