1. October 27, 2014 MOC Arena 8:00 AM – 12:00 PM District Accommodation Training

2. Agenda Collaboration Research and Evaluation Department Counseling Department / 504 Response to Intervention Department Special Education Department Dyslexia Department Multilingual Department 77 66 55 4 4 3 3 2 2 1 1 Guidance and Counseling Department

3. Collaborative Meeting Process Communication is Key Each program coordinator will come to the meeting with his or her updated lists Lists will be cross referenced with one another to ensure all students are included where necessary Each program coordinator will be responsible for updating student information or program coding if necessary (i.e. additions, deletions, change in status, etc.) Assessment discussions will take place (i.e. type of assessment, accommodations, ARFs, etc.) Decisions will be documented on “Collaborative Meeting” form REMINDERS: An administrator will facilitate all meetings Every program coordinator is responsible for keeping a copy of “Collaborative Meeting” form and meeting minutes “Collaborative Meeting” form doesn’t replace program-required forms

4. Collaborative Meeting Dates Communication is Key  November 10-November 14, 2014  STAAR/STAAR EOC  January 19-January 23, 2015  STAAR/STAAR ALTERNATE 2/TELPAS  February 23-February 27, 2015  TELPAS/STAAR/STAAR EOC  March 23-March 27, 2015  STAAR/STAAR EOC  April 20-April 24, 2015  STAAR EOC (excluding 8 th Algebra I)  May18-May 22, 2015  ALL SUMMER TESTING PLEASE BE REMINDED THAT ADDITIONAL MEETINGS MAY BE NEEDED ON YOUR CAMPUS

5. STAAR majority of testers with or without accommodations STAAR A STAAR ALT 2 fewest number of testers Guidance and Counseling Department

6. Special Education Department ASSESSMENT NEEDS FOR STUDENTS Special Education Program Updates

7. Special Education Department ARD Meetings Responsibilities: An ARD Meeting determines which state assessment a student will take The ARD Meeting also determines what accommodations the student will be allowed to use during state assessments Any accommodation used during state assessments has to be documented in the student’s ARD meeting and routinely used.

8. should be individualized can change over the course of the school year based on student needs allow a student with a disability to participate meaningfully in grade-level or course instruction may be appropriate for classroom use but not allowed on the statewide assessment should be evaluated regularly to determine effectiveness Special Education Department Accommodations …… Accommodations 11 22 33 44 55 66 are changes to instructional materials, procedures, or techniques

9. should not replace the teaching of the TEKS intended to provide a student with an advantage not changes to the performance criteria or content should not be continued without evidence of effectiveness Special Education Department Accommodations are NOT…… Accommodations 11 22 33 44 55 necessary for every student

10. STAAR Special Education Department Students in Special Education State Assessments There are multiple state assessments for students who are receiving special education services: EOC STAAR A STAAR Alternate 2

11. Special Education Accommodations State Assessments Available accommodations are posted on the “Accommodations Triangle” located on the TEA website Where do I find them? Although the ARD Meeting determines which, if any, accommodations are to be used on state assessments, the accommodations agreed upon MUST be allowable from TEA. Which accommodation? Special Education Department 1 2 2

12. Different Types Accommodation Triangle Type 1 – for students with a specific need who routinely, independently, and effectively use the accommodation during classroom instruction and testing Type 1 Accommodations 22 Type 2– 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 Type 2 Accommodations 1

13. Special Education Department Accommodation Triangle Accommodation Request Form (ARF) All ARF’s are due to Dawn Ayers by 10:00 AM on Monday, February 23, 2015 You may address more than 1 test / more than 1 accommodation per ARF No student names – use the student’s student ID number The Accommodations Triangle is divided into 2 types of accommodations: - Type 1 Accommodations -Type 2 Accommodations (Requires an ARF) Students receiving special education services must meet specific criteria for an accommodation in order to receive the accommodation Each accommodation is determined based on data and student need

14. Your own footer Accommodation Triangle Learning to read the accommodation documents This type of document opens when the link to an accommodation in the triangle is clicked

15. Example of State Assessment Sheet from ARD:

16. Special Education Department STAAR A will be administered online and will include online tools, accessibility features, and embedded accommodations to test selections and questions. The table below specifies the features available to students taking STAAR A.

17. Special Education Department STAAR A - Accommodation Guidelines

18. Special Education Department STAAR A - Eligibility Requirements

19. STAAR Alternate 2 Participation Requirements

20. STAAR Alternate 2 Allowable Accommodations Special Education Department

21. STAAR Alternate 2 Testing Window – February 9 – 20, 2015

22. Special Education Department

23. Accommodations for qualified ‘504’ students GUIDANCE AND COUNSELING : Section 504

24. Section 504 Eligibility Criteria and Accommodations: Routinely, independently, and effectively provided in the instructional and testing setting Documented in the teacher’s lesson plan and/or grade book Accommodations must be: Based on a committee decision Based on the student’s specific needs Documented in the updated 504 plan Decisions must be made: Guidance and Counseling Department

25. Your Logo  Accommodations must be concise and based on the student’s physical or mental impairment!  Not all accommodations suitable for instruction are allowed during the state assessments.  The 504 Committee determines which accommodations the student will be using during state assessments based on TEA allowable accommodations.  Any accommodation used during state assessments has to be documented in the student’s accommodation plan in eSped.  Extensive accommodations need extensive documentation in order to be justified (must be in red folder and eStar/eSped).

26. Beware!!! Beware!!! Beware !!!!!

27. eSped – Access Admin-504 Reports

28. Your Logo Beware!!! Beware!!! Beware !!!!!

29. Your Logo

30. Testing Documentation for 504 Students

31. Best Practice Stay Informed (TEA website, administrator’s manual) Print accommodation triangle. Be aware of the accommodations that apply to 504 students Guidance and Counseling Department

32. Your Logo STAAR A, an accommodated version of STAAR©, is offered as an online assessment in the same grades and subjects as STAAR. The passing standards for STAAR A are the same as any STAAR test. STAAR A will provide embedded supports designed to help students with disabilities access the content being assessed. These embedded supports include visual aids, graphic organizers, clarifications of construct-irrelevant terms, and text-to-speech functionality. Guidance and Counseling Department

33. STAAR A will be the same as STAAR in the following ways:  Same passing standards  Same time limits  Same assessed curriculum  Same test blueprint  Same progress measures Guidance and Counseling Department

34. 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 Guidance and Counseling Department

37. Video Tutorials http://www.texasassessment.com/administ rations/STAAR- A/resources/District_Demo_v02/District_D emo_v02.htmlhttp://www.texasassessment.com/administ rations/STAAR- A/resources/District_Demo_v02/District_D emo_v02.html

38. Guidance and Counseling Department

39. STAAR - Paper and pencil - Read parts of the test questions and/or answer choices at student request - Read all test questions and answer choices throughout the test Standard Oral Administration (SOA) STAAR - A Guidance and Counseling Department

43. Dyslexia Department Accommodations that students with dyslexia may access Dyslexia Department

44. 504 Committee and Dyslexia Responsibilities: The 504 Committee determines what accommodations the student will be allowed to use during state assessments. Determined accommodation used during state assessments must be documented in the student’s accommodation plan in eStar.

45. The 504 Committee should follow and make accommodation recommendations using both the Critical Information about Accommodations for Students with Disabilities information sheet provided by TEA And The STAAR Accommodation Triangle 504 Committee and Dyslexia Dyslexia Department

46. Dyslexia and the Accommodation Triangle Stay Informed (TEA website, administrator’s manual) Print accommodation triangle 33 Be aware of the accommodations that apply to 504 students and students with dyslexia 2 1

47. Educators, parents and students must understand accommodations provided during classroom instruction and testing might differ from accommodations allowed for use on state assessments In the classroom a student may use an accommodation temporarily while they are learning a new skill, while in other cases, a student might require the accommodation through the school year or over several years. Dyslexia Department Critical Information highlights about Accommodations

48. The standardized oral administration (SOA) for STAAR is offered statewide as an online option for oral administration. Districts have the opportunity to test eligible students using SOA in the following grades and subjects: grade 4 reading and mathematics grade 5 science grade 6 reading and mathematics grade 7 reading and mathematics grade 8 science and social studies Dyslexia Department Standardized Oral Administration

49. SOA guidelines for oral administration Dyslexia Department The online tool through which SOA is delivered allows a student to independently select and change his or her level of reading support during the test administration SOA should only be administered to an eligible student for whom the appropriateness of this type of oral administration has been discussed and documented Tem plat es It is recommended that students complete the STAAR SOA online tutorial prior to test administration. This tutorial allows students to become familiar with the tools available to them during the online SOA test session. 1 2 33

50. Levels of reading support:  Read parts of the test questions and/or answer choices at student request  Read all test questions and answer choices throughout the test The appropriate committee (e.g., ARD, 504) documents the level of reading support the student needs in eStar. A student can request a change to the level of reading support provided during testing only if this option is documented. Dyslexia Department

51. 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. The accommodation has proven to be 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. 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.

52. Dyslexia Departent

53. RTI Department There is a process for placing students in RtI Early Intervention Team members come together Interventions are decided upon for: – TIER 1 classroom intervention –TIER 2 / TIER 3 pullout intervention –State and District Testing – testing accommodations Accommodation decisions are finalized Documentation is completed Parents are notified Response to Intervention “RtI”

54. Linguistic Accommodation Decisions for English Language Learners’ Assessments Multilingual Department

55. Language Proficiency Assessment Committees (LPACs) must: make and document assessment decisions on an individual student basis review student progress shortly before the assessment (in cases where an assessment decision may change because of progress made) ELL Assessment Decisions Multilingual Department

56. Chapter 101 of the TAC requires the LPAC to work in conjunction with the ARD committee to make assessment decisions for students identified as LEP and SPED The collaboration helps ensure that factors related to disabling conditions and second language acquisition are both carefully considered Assessment Decisions for ELLs Receiving Special Education Services Multilingual Department

57. An ELL whose parent or guardian has declined bilingual/ESL services required by state law is not eligible for special ELL assessment, accommodation, or accountability provisions No testing in Spanish No linguistic accommodations during testing No Unschooled Asylee/Refugee provisions ELLs with Parental Denials TAC §101.1005 (f) Multilingual Department

58. LPACs are required to make and document assessment decisions in accordance with outlined procedures Linguistic accommodations must be documented on the ELL Accommodations Checklists Linguistic accommodations and ELL assessment decisions must be documented on the Statewide Assessment LPAC and STAAR Linguistic Accommodations Form Documentation of LPAC Decisions Multilingual Department

59. Similarities: Assessed curriculum and item types STAAR blueprints for building tests Achievement standard alignment Differences have to do with language accessibility: STAAR Spanish uses native language to help students understand language of test STAAR L provides English language accommodations to help students understand language of test Understanding Alignment: STAAR, STAAR Spanish, STAAR L Multilingual Department

60. LPACs should be aware that — ELLs taking general STAAR assessments are permitted some linguistic accommodations STAAR Spanish is for grades 3–5 only STAAR L is for mathematics, science, and social studies, not reading and writing LPAC’s Multilingual Department

61. ELL Participation: STAAR Spanish and STAAR L *for STAAR L EOC tests, eligibility can be carried over from spring to the summer and winter administrations

62. Must be individual student decisions Grade-based or program-based decisions not authorized LPAC must use input from student’s teacher(s) in making STAAR Spanish decisions STAAR Spanish may be given in grades 3–5* as long as LPAC determines STAAR Spanish to be most appropriate measure of student’s academic progress STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not allowable (grades 3-5) * For the STAAR program, whether a student has been retained and would be taking STAAR in Spanish for more than 3 years is not a limiting factor. STAAR Spanish Decisions Multilingual Department

63. Remember: The first STAAR L eligibility requirement is that STAAR Spanish is not the most appropriate measure of student’s academic progress The LPAC must decide that STAAR Spanish is not the assessment that best allows the student to show his or her knowledge and skills For Spanish speakers in grades 3–5 otherwise eligible for STAAR L, this must specifically be discussed by the LPAC If STAAR Spanish would be more appropriate, the student is not eligible for STAAR L STAAR Spanish Considerations: STAAR L Eligibility Criteria Multilingual Department

64. STAAR L is for students who require moderate to substantial linguistic accommodation to understand the English used on STAAR mathematics, science, and social studies assessments STAAR L is for students for whom clarification of word meaning in English and/or reading words aloud (in addition to potentially using a bilingual dictionary and having extra time) is important to their ability to understand challenging material written in English STAAR L… STAAR L is not for ELLs for whom a bilingual dictionary and/or extra time suffice. STAAR allows these linguistic accommodations. Multilingual Department

65. STAAR L is administered as an online testing program in grades 3–8 and EOC Clarification in English and reading aloud is provided in online interface No test administrator-provided accommodations Students will need headphones STAAR L Online Tests Multilingual Department

66. Must be used to familiarize students with clarification and read aloud accommodations and standard TestNav tools. Test administration directions for STAAR L assessments will assume some familiarity with online interface. STAAR L Student Tutorials Multilingual Department

67. Online practice sets consist of approximately 25 items for each STAAR L assessment Strongly suggested that all students taking the STAAR L online complete the practice sets so that students may experience the items as they will be presented in the operational administration. STAAR L Practice Sets Multilingual Department

68. LPAC’s linguistic accommodation decisions must be made on an individual student basis Decisions must be based on — student’s particular needs for second language acquisition support whether the student is routinely provided the accommodation in instruction and testing Providing unfamiliar accommodations may hinder rather than help the student LPACs must coordinate with subject area teachers STAAR Linguistic Accommodations: Eligibility Criteria and Decisions Multilingual Department

69. Differing Degrees of Linguistic Accommodation for STAAR STAAR Spanish (Grades 3-5) No linguistic accommodations STAAR (General)Limited degree of linguistic accommodations STAAR LModerate to substantial degree of linguistic accommodations STAAR Alternate No specified linguistic accommodations; classroom-based observational assessment design allows for any other language or other communication method routinely used with the student STAAR Spanish (Grades 3-5) No linguistic accommodations STAAR (General)Limited degree of linguistic accommodations STAAR LModerate to substantial degree of linguistic accommodations STAAR Alternate No specified linguistic accommodations; classroom-based observational assessment design allows for any other language or other communication method routinely used with the student STAAR Spanish (Grades 3-5) No linguistic accommodations STAAR (General)Limited degree of linguistic accommodations STAAR LModerate to substantial degree of linguistic accommodations STAAR Alternate No specified linguistic accommodations; classroom-based observational assessment design allows for any other language or other communication method routinely used with the student Multilingual Department

70. Linguistic Accommodations: General STAAR Grades 3–5: Dictionaries of various types* Grades 3-12: Picture dictionaries and Non-English monolingual dictionaries Extra time (same day) Clarification in English of meaning of words in writing prompt (applies to all assessments listed above) words in short-answer reading questions (English I-II only) Reading, Writing, English I, English II Bilingual dictionary Extra time (same day) Math, Science, Social Studies Multilingual Department

71. Linguistic Accommodations: STAAR L Multilingual Department

72. All students taking STAAR L will have access to the accommodations of clarification in English and reading aloud of text As part of the decision-making process, LPACs should determine and document whether the student needs at least one (e.g., clarification and read aloud) of these accommodation STAAR L Online Accommodations and LPAC Decision-Making Multilingual Department

73. If a bilingual dictionary and/or extra time will suffice, the student must take general STAAR, not STAAR L STAAR L Multilingual Department

74. Special Education Department for The Multilingual Department

75. Student Scenarios Your turn… STAAR Spanish STAAR L STAAR Multilingual Department

76. Research and Evaluation Department Decision Making and State Testing Research and Evaluation Department

77. Not considered testing accommodations Allowed for any student who needs them Test Administrators must understand the proper implementation of these procedures and use of materials Does not require that they be recorded on student’s answer documents Allowable Test Administration Procedures and Materials (from 2014) Research and Evaluation Department

78. Signing directions Translating test administration directions Student to read the test aloud Reading aloud/signing personal narrative, expository, literary, or persuasive writing prompt to any student who requests Reading assistance on the grade 3 mathematics test for any student Allowable Test Administration Procedures and Materials (from 2014) Research and Evaluation Department

79. Making the following assistive tools available : –Scratch paper –Color overlays –Blank place markers –Magnifying devices –Highlighters, colored pencils or crayons Permission for student to use tools to minimize distractions or to help maintain focus (stress balls, noise-reducing headphones, or instrumental music [no lyrics], played through an individual student’s headphones or ear buds) Allowing individual and small-group administrations Allowable Test Administration Procedures and Materials (from 2014) Research and Evaluation Department

80. LEP exits Serious incidents Wrong tests Wrong accommodations Decisions Impact Campus Accountability

81. Are You Thinking Like TEA when It comes to Accommodations? Accommodation Student Scenarios

82. Nathan is a fourth grade student not receiving special education or Section 504 services. He struggles with decoding when reading grade-level texts, but he has not been identified with dyslexia. His teacher reports that Nathan’s comprehension improves when material is read aloud to him. Can Nathan have an oral administration on the STAAR grade 4 assessments? Why or Why not? Oral Administration

83. No. Students who do not receive special education or Section 504 services must be identified with dyslexia in order to meet the eligibility criteria for oral administration. Answer and Rationale

84. Tanesha is an eighth grade student who is eligible for special education services as speech impaired. She has difficulty comprehending what she reads independently; however, orally presenting written material to her is effective. Tanesha’s scores on reading comprehension assignments are dramatically higher when questions and answers are presented orally versus reading independently. Teacher observations also indicate that Tanesha answers comprehension questions more accurately during classroom discussions of grade-level texts. Can Tanesha have an oral administration on the STAAR grade 8 assessments? Why or Why not? Oral Administration

85. Yes. Tanesha routinely and effectively uses this accommodation in the classroom, receives special education services, and has evidence of reading difficulties. However, only the test questions and answer choices from each assessment may be read aloud. The reading selections from the reading assessment may not be read aloud to students. Answer and Rationale

86. Tomoko is eligible for special education services as Other Health Impaired, and attends occupational therapy weekly. She is also identified with dyslexia and receives services for this disability. She is unable to produce written work. Tomoko’s fine motor skills and pencil grip lead to poor letter formation. Tomoko’s spacing, poor line orientation, and spelling deficits make it very difficult for her to write. Even with a word list, she is not able to successfully choose the words she needs help to spell. When given a writing prompt along with a word list and asked to write independently (then teacher transcribes, Type 1 Basic Transcribing), Tomoko becomes frustrated. When asked to dictate a story to a writing prompt as the teacher writes (Type 2 Complex Transcribing), she can tell a story, although has a hard time making complex sentences and loses track of her thoughts. Based on this rationale and the writing sample below, is the Accommodation Request Form for Complex Transcribing approved or denied? Complex Transcribing

87. This request is denied. Tomoko is capable of producing a written response. Words and individual letters in the writing sample are recognizable for the most part. The student must respond in writing (e.g., handwritten, typed) if physically able to do so. A specific Reporting Category, Composition, in the assessed curriculum for grades 4 and 7 and in English I and English II states that a student will demonstrate an ability to compose a variety of written texts with a clear, central idea; coherent organization; sufficient development; and effective use of language and conventions (wording is similar but slightly different at each grade/course). So, for example, if a student has deficits in producing a developed, cohesive response with correct English conventions, the assessment results should reflect this and provide a valid indication of the student’s independent writing abilities. Answer and Rationale

88. Next week when you have a question, what will you do? Collaborate with your campus team Call someone ALWAYS call before you act! CALL someone from the district! Closing Comments We have learned a lot today.

89. Special Education Director: Katherine Seals - 6600 / 6615 Guidance and Counseling Director: Charlotte J. Davis – 6472 / 6403 Efrain Uribe – 6425 Dyslexia Program Director: Kimberly Sinclair – 7257 Response to Intervention Director: Deborah McNeely – 6169 Multilingual Director: Betsabe (Betsy) Haisler – 7370 Research and Evaluation Director: Dawn Ayers-Rodriguez – 6432 Who do I call when I have a question? Thank you for you’re attendance