1. STAAR Modified Participation Requirements
How to use the state-required documentation form
Training PowerPoint updated for the school year

2. Fall 2012 TEA Student Assessment Division
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.
Fall TEA Student Assessment Division

3. Fall 2012 TEA Student Assessment Division
According to 19 Texas Administrative Code (TAC) §101.27(b), school districts are required to follow the procedures specified in the applicable test administration materials. As a result, the ARD committee must use the STAAR Modified or STAAR Alternate state-required documentation form to document assessment decisions. This form must be completed and retained by the district when eligibility for either assessment is confirmed. It may be filed at the campus level or in the IEP.
This form is not a required part of the IEP in the school year; however, it will be a required part of the IEP for all assessment decisions.
Fall TEA Student Assessment Division

4. Fall 2012 TEA Student Assessment Division
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.
Fall TEA Student Assessment Division

5. Fall 2012 TEA Student Assessment Division
All members of the ARD committee, especially parents, should understand the following prior to making an assessment determination.
Differences between STAAR, STAAR Spanish, STAAR Modified, STAAR Alternate, and STAAR L
Implications (e.g., graduation, SSI) of taking a particular assessment
Helpful Resource: STAAR Assessments Comparison Chart
Fall TEA Student Assessment Division

6. Fall 2012 TEA Student Assessment Division
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.
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7. Example Student Scenario
Nikko is a 9th 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.
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8. Fall 2012 TEA Student Assessment Division
P. 2
P. 2
P. 3
To answer this eligibility question, 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. 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 3rd grader than it does for a 9th grader.
Fall TEA Student Assessment Division

9. Example PLAAFP statements
Some of the following PLAAFP statements were adapted from the
Region XX Standards-based IEP online training.
Fall TEA Student Assessment Division

10. 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 4th 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 9th 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.
Fall TEA Student Assessment Division

11. 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.
Fall TEA Student Assessment Division

12. 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 has difficulty understanding how events relate within an era and between different eras.
Remember… it is not appropriate to determine eligibility for a STAAR Modified social studies test (or a math or science test) simply because a student’s decoding level is below grade level. This can be addressed with accommodations such as an Oral Administration. In this scenario, IEP evidence shows that Nikko is struggling with the U.S. History content.
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13. Fall 2012 TEA Student Assessment Division
P. 5
P.6
P. 7
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.
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14. Fall 2012 TEA Student Assessment Division
Example IEP Goals that link to the PLAAFP statement and indicate the modified content Nikko might receive
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15. Fall 2012 TEA Student Assessment Division
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.
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16. Fall 2012 TEA Student Assessment Division
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.
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17. Fall 2012 TEA Student Assessment Division
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.
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18. Fall 2012 TEA Student Assessment Division
P. 8
P. 8
P. 8
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
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19. Fall 2012 TEA Student Assessment Division
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
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20. Fall 2012 TEA Student Assessment Division
When an alternate assessment is selected, federal and state regulations 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 is Yes
List of testing accommodations consistent with state accommodation policies posted on Accommodations Resources webpage
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21. Fall 2012 TEA Student Assessment Division
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.
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22. Fall 2012 TEA Student Assessment Division
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.
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23. Fall 2012 TEA Student Assessment Division
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).
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24. Fall 2012 TEA Student Assessment Division
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.
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25. Fall 2012 TEA Student Assessment Division
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.
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26. General Information:
These courses have been updated in the form to include English III and U.S. History, which will be administered for the first time in spring 2014.
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”, code table C022 at
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27. Fall 2012 TEA Student Assessment Division
If the eligibility criteria has been met, indicate the subjects in which the student will take STAAR Modified.
Only 7 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 until spring 2014 (noted on the participation requirements). However, the ARD committee must determine eligibility for the courses in which Nikko is enrolled; otherwise, he would take STAAR.
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28. Fall 2012 TEA Student Assessment Division
The STAAR Modified Participation Requirements (English and Spanish) are available for the school year and the school year.
Includes the additional assessment available – World History
Includes the additional assessments available – English III and U.S. History
If a student is enrolled in one of these courses when the STAAR Modified assessment is not yet available and the student receives modified instruction, eligibility should be determined.
If the student meets participation requirements for STAAR Modified, the student will not be assessed since the test(s) is not available that school year.
If the student does not meet participation requirements for STAAR Modified, the student will take STAAR.
If eligibility is not determined for these courses, then the student will take STAAR.
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29. Fall 2012 TEA Student Assessment Division
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.
If the student does not meet participation requirements for STAAR Modified, the student will take STAAR.
If eligibility is not determined for these courses, then the student will take STAAR.
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30. Fall 2012 TEA Student Assessment Division
What if the ARD committee did not use the most current version of the State-required Documentation Form during the ARD meeting when statewide assessment decisions were made?
The only differences between the STAAR Modified Participation Requirements and the STAAR Modified Participation Requirements is
Addition of the STAAR Modified World History assessment
Inclusion of specific statutory references
As long as the ARD committee documented decisions about World History when applicable, no additional action need to be taken.
The ARD committee will need to reconvene only if, in applicable cases only, World History was not addressed.
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31. Fall 2012 TEA Student Assessment Division
Is the STAAR Modified Participation Requirements form a required part of the IEP?
This state-required documentation form IS NOT a required document in the IEP for the school year. This form must be retained, but not necessarily in the IEP.
This state-required documentation form IS a required document in the IEP for the school year.
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32. Fall 2012 TEA Student Assessment Division
Can an ARD committee determine that a student will take STAAR for English I reading and STAAR Modified for English I writing?
No. Eligibility for STAAR Modified EOC assessments is determined by the course.
A student may be enrolled in the general English I course with the associated PEIMS number and take STAAR English I reading and writing. OR
A student may be enrolled in the modified English I course with the associated PEIMS number and take STAAR Modified English I reading and writing.
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33. Fall 2012 TEA Student Assessment Division
The ARD committee is required to discuss the participation requirements, complete the State- Required Documentation Form, and and file it in a designated place.
This form is not a required document in the IEP for the school year; however, it will be a required part of the IEP for all assessment decisions.
All assessment information must be communicated to the campus testing coordinator in preparation for statewide testing.
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34. Fall 2012 TEA Student Assessment Division
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):
Fall TEA Student Assessment Division