UPDATES TO ASSESSMENT ACCOMMODATIONS October 2015 This training does not replace the requirement to read all associated policies, documents and resources

Who is eligible for accommodations on state assessments? 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)

Who makes the decision? ARD Committee (Admission, Review and Dismissal) Section 504 Committee Appropriate team of people at the campus level that make educational decisions for students such as RTI Committees or Student Assistance Teams

Critical Information About Students with Disabilities 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

Critical Information About Students with Disabilities 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

Critical Information About Students with Disabilities Classroom Instruction VS State Assessment 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. BUT… State testing accommodation policies do not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning

Independent Use of Accommodations The student should be able to use the accommodation independently, when applicable, during the state assessment. For accommodations where independence is applicable, there should be no need for teacher assistance when using the accommodation.

Routine Use 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 using it on the day of the state assessment. This does not necessarily mean that the accommodation must be used every day during instruction.

Effectiveness 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.

Evidence of Effectiveness “…Educators should also collect and analyze data pertaining to the use and effectiveness of accommodations (e.g., assignment/test scores with and without the accommodation, observational reports) so that informed educational decisions can be made for each student.” “…The accommodation has proven to be effective in meeting the student’s specific needs, as evidenced by student scores or teacher observations with and without accommodation use.”

 CTC will build roster 4 weeks prior to each assessment window  CTC will conference with student’s teachers  Teachers will circle (yes or no), sign, and date that they have evidence of effectiveness for each student’s accommodation(s) assigned for state assessments  If a teacher circles “no” campus can re-address accommodation’s effectiveness prior to E11 date  If no evidence exists for an accommodation’s effectiveness, the committee involved must amend the student’s IEP/IAP to remove the accommodation for that assessment Evidence of Effectiveness

E11 Deadlines

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.

Accommodations in emergency or unexpected situations Follow these steps when unexpected or emergency situations (e.g., broken arm, lost eyeglasses) occur just prior to or on the day of the state assessment. Step 1: No need to contact TEA Make available test administration procedures and materials allowed for any student. Step 2: No need to contact TEA Make available Type 1 accommodations. Consideration should be given to accommodations that the student can independently use (e.g., for the student who does not have his/her prescribed eyeglasses, consider use of a projection device or a large-print test booklet prior to considering an oral administration by a test administrator). Step 3: Contact TEA If the student’s needs cannot be met with Step 1 or 2, consider Type 2 accommodations and contact TEA.

Accommodations in emergency or unexpected situations There is no expectation that the student would have routinely received the procedure, material, or accommodation during previous classroom instruction and testing. It is recommended that the student (and the test administrator, if applicable) be given the opportunity to practice using the new accommodation prior to testing, if time permits. After testing, document any Type 1 or 2 accommodation use on the answer document. Consider the situation when interpreting test results.

Overview of changes for the 2O15-2O16 school year No policy changes to allowable accommodations (just clarifications) Added Algebra II and English III where applicable Online Accommodations Request Form for Type 2 Accommodations can be submitted starting in January 2016

The Triangle Which committee makes the decision? ARDC, 504 or RTI ARDC or 504 ARDC

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. 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. Educators must be aware of this information when making decisions about using accommodations and when administering assessments with accommodations.

Type 1 Accommodations Individualized Structured Reminders Amplification Devices Projection Devices Manipulating Test Materials Oral/Signed Administration Spelling Assistance Mathematics Manipulatives Calculation Devices Basic Transcribing Supplemental Aids Extra Time (Same Day) Large Print Dictionary Braille Type 1

Oral/Signed Administration STAAR Algebra II and English III were added. In the “Assessments” section, edits were made to clarify what could and could not be read aloud during an oral administration. All mention of STAAR A was removed except for a note explaining that an oral administration was not applicable to STAAR A. Oral administration eligibility for STAAR A should NOT be determined or documented. In the “Authority for Decision and Required Documentation” section, a minor edit was made to account for the fact that the OA bubble is not on a writing answer document. Eligibility for an oral administration may be determined for these assessments; however, if a student is eligible, this accommodation will not be recorded on the answer document. Type 1

Mathematics Manipulatives STAAR Algebra II was added. The format of the “Student Eligibility Criteria” was changed for clarification; however, the policy is the same as the previous year. In the “Examples/Types” section, the use of clocks was restricted to the following: “clock with or without numbers shown on clock face; the clock should NOT have gears” (meaning the clock should have independently moving hour and minute hands) Type 1

Calculation Devices STAAR Algebra II was added. Calculators used by eligible students as a testing accommodation must adhere to the guidelines set forth in the STAAR Calculator Policy. Please note that the STAAR Calculator Policy was revised and posted on TEA’s STAAR Mathematics Resources webpage. The guidelines set forth in this updated policy also apply to calculator use as an accommodation. Type 1

Supplemental Aids The format of the “Student Eligibility Criteria” was changed for clarification; however, the policy is the same as the previous year. The following change was made to the #2 example of allowable math charts: Multiplication charts that are grade appropriate may be used. The multiplication chart must be a grid used to find the product, not a list of multiplication facts. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NOT allowed. Deleted from previous policy: Each axis may only be numbered 0 through 12. Type 1

Supplemental Aids (cont.) The following change was made to the #3 example of allowable math charts: A number chart (e.g., 100 chart) may be used. Indicating special numbers (e.g., highlighting or circling prime numbers within the body of the chart) is NOT allowed. Previous language restricted this type of supplemental aid to 100 charts. Type 1

STAAR A

December 2o15 STAAR A EOC Administrations Reference the August 20, 2015 Letter to Districts December 2015 administration will be offered only on paper No online assessments No special request process for paper administrations of online assessments

December 2o15 STAAR A EOC Administrations Students are required by Texas Education Code (TEC) §28.025(c) to meet all curriculum requirements and assessment graduation requirements in order to receive a Texas high school diploma. Graduation requirements for students receiving special education services can be found in Texas Administrative Code (TAC) § (b). It is not necessary to revisit the assessment decision simply because STAAR A will be administered only on paper in December. If a student meets the STAAR A Eligibility Requirements, he or she may take STAAR A regardless of the mode of administration.

December 2o15 STAAR A EOC Administrations The secure STAAR A Paper Administration Guide provides specific instructions for how embedded accommodations are to be provided. Accommodations may include definitions, synonyms, graphics, rewording of text, or indication by the test administrator of certain parts of the selection, test question, or reference materials. Supplemental materials, such as blank Punnett squares for biology and writing checklists for English I and English II, will be provided as separate handouts. The test administrator may read aloud text as needed by the student. The student’s test booklet will indicate text that cannot be read aloud (“do not read” icon). Specific information about what can be read aloud is located in the STAAR A Paper Administration Guide.

December 2o15 STAAR A EOC Administrations Allowable test administrator-provided accommodation support is specifically described in the accommodation tables. These tables allow the test administrator to SAY something to the student, to Show the student a visual, or to Indicate to the student specific information in the student’s test booklet. SAY: This text must be communicated to the student exactly as written. Show: The “Accommodation” column in the accommodation table may instruct the test administrator to show the student an image (e.g., political cartoon, chart, photo) on a specific page in the guide. Indicate: In some instances, the test administrator will need to indicate to the student (e.g., point to the information, cover the information not indicated, place the student’s hand on the information, etc.) specific information in the student’s test booklet.

Test Question in Student Booklet

Accommodation Table in Paper Administration Guide Blank, shaded rows in the STAAR A Paper Administration Guides indicate that there are no accommodations for this test question (therefore no dotted underlines in the student booklet).

Supporting Images in Paper Administration Guide

December 2o15 STAAR A EOC Administrations Test administrators who have not administered a paper version of STAAR A, must be trained according to the STAAR A Paper Administration Guide. Because test administrators respond to student requests for reading text aloud and presenting additional accommodations, individual or small group administrations are necessary. Students taking a paper administration of STAAR A cannot be grouped with students taking other assessments. Students record their responses to test questions on the answer document. Applies ONLY to Dec admin.

Spring 2o16 STAAR A Administrations ETS is the new vendor for STAAR, STAAR Spanish, STAAR L, and STAAR A. As a result, there will be some changes to the processes associated with the student assessment program as the contractor launches their test management and online testing platforms to meet the overall needs of the program. Updated resources for STAAR A, additional resources, and new training opportunities will be posted to the STAAR A Resources webpage as they become available, and another TETN training will be scheduled for later in the school year.

Spring 2o16 STAAR A Administrations Special Paper Request Process Only applies to STAAR L, STAAR A, and TELPAS reading assessments for grades 2-12 A special request can be made to TEA for approval to administer a paper test IF… The use of an accommodation is not feasible or appropriate for an online administration The administration of an online test is inappropriate due to a student’s particular disability The paper administration request document can be found on the coordinator manual resources webpage. An Accommodation Request Form should NOT be used for these requests, even if the student needs Type 2 accommodations as well. Type 2 requests should be included in the paper request.

*These tools are subject-specific and only appear in subject tests where they are relevant. ToolsEmbedded Accommodations Accessibility Features Answer EliminatorPop-upsText-to-Speech HighlighterRolloversZoom Eraser Blank Graphic Organizers Color and Contrast PencilWriting ChecklistsPlace Marker Notepad Dot Tool* Line Tool* Ruler* Calculator* Reference Materials* Overview of Tools, Accommodations and Features

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 Preview text before reading to activate prior knowledge, draw conclusions, and set a purpose for reading STAAR A Eligibility Criteria Embedded Accommodations

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

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

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

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

Embedded STAAR A 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. Direct student attention to specific information (e.g., parts of the selection, parts of a graphic, parts of an answer choice) Classroom Accommodation STAAR A Eligibility Criteria Embedded Accommodations

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. Scaffold understanding of open-ended questions about texts (i.e., short answer English I and II questions) Classroom Accommodation STAAR A Eligibility Criteria Embedded Accommodations

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

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

Embedded STAAR A 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. Use of generic and question-specific graphic organizers and checklists Classroom Accommodation STAAR A Eligibility Criteria Embedded Accommodations

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

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

STAAR ALTERNATE 2

Overview of STAAR Alternate 2 An assessment based on alternate academic achievement standards Designed for students with the most significant cognitive disabilities An assessment that meets federal and state requirements A non-traditional test that requires test administrators to observe students as they respond to standardized, state-developed assessment items that link to the grade-level Texas Essential Knowledge and Skills (TEKS) through prerequisite skills Each question type has a unique set of scoring instructions Student responses transcribed into online transcription form

STAAR Alternate 2 Participation Requirements Students must meet all state-mandated participation requirements for STAAR Alternate 2. Students who are eligible for STAAR Alternate 2 typically: May have an intellectual quotient below 70 resulting in limited potential May be unable to reach grade level standards regardless of the quality of instruction May require significant assistance in skills of daily living Differ from students with specific learning disabilities who have average intelligence, but have learning problems that make reaching their potential difficult  Additional guidance can be found in the Educator Guide for STAAR Alternate 2: ed/staaralt/ ed/staaralt/

2o16 STAAR Alternate 2 Same assessed subjects and grade levels as in 2015 Preview Window: March 21 – April 1 Assessment Window: April 4 – April /EOCSubjects Assessed Grade 3Mathematics and Reading Grade 4Mathematics, Reading, and Writing Grade 5Mathematics, Reading, and Science Grade 6Mathematics and Reading Grade 7Mathematics, Reading and Writing Grade 8Mathematics, Reading, Science, and Social Studies End of course (EOC) Algebra I, English I, English II, Biology, and U.S. History

Resources: Allowable Accommodations Reformatted allowable accommodations chart is in both The Educator Guide for STAAR Alternate 2 and the STAAR Alternate 2 Test Administrator Manual Addition of: Provide structured reminders Personal timers, token systems, color-coded or handwritten reminder, or visual schedules

Resources: Allowable Accommodations

STAAR Alternate 2 Accommodation Examples 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

Describe images in the stimulus- Verbal descriptions must be objective and can only provide information that the teacher sees on the page “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.” STAAR Alternate 2 Accommodation Examples

in movies at an animal shelter on the stage 1 st 3 rd 2 nd 1 st 2 nd 3 rd 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 STAAR Alternate 2 Accommodation Examples

Entering Accommodations Accommodations will be entered into the test management system for each student Accommodations can be entered before or after the test is completed

Linguistic Accommodations Eligibility criteria for linguistic accommodations LPAC decisions regarding linguistic accommodations to be provided during a state assessment should be based on the student’s particular need for second language acquisition support and whether the student uses the accommodation routinely in classroom instruction and assessment. Providing unfamiliar linguistic accommodations might hinder rather than help the student. Student’s whose parents denied services are note eligible for linguistic accommodations Student’s assigned to take STAAR Spanish are not eligible for linguistic accommodations Some linguistic accommodations are available for students assigned to take STAAR L Linguistic accommodations do not need to be listed on the Evidence of Effectiveness roster

Linguistic Accommodations *Dictionaries of various types include: Bilingual Dictionary English/ESL Dictionary Monolingual Dictionary in languages other than English Picture Dictionary

Linguistic Accommodations Students assigned linguistic accommodations can not be considered for program exit during that school year If an ELL student uses a dictionary as part of the STAAR Dictionary Policy, it is not considered a linguistic accommodation (6-8 Reading, 7 th Writing, English I, II & III EOC)

Questions? Call the Testing Office