1. STAAR 2018 Office of Special Education Services November 14, 2017 November 15, 2017
Date: 00/00/2014
Presenter: First and last name
Title

2. What the Principal Needs to Know:
Understand that Accessibility Features can be used by any student who can benefit from them
Understand which Designated Supports are driven by the ARD/IEP Committee
Understand which Designated Supports require TEA Approval
Understand which students are eligible to participate in the STAAR Alternate 2

3. DATA FOR STUDENTS WITH DISABILITIES
# tested
% passing
Instructional setting
Which assessment?

4. Accessibility Features & Designated Supports*
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*
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
Should not be provided to a student without evidence of effectiveness from year to year

5. ACCOMMODATIONS Designated Supports Accessibility Features
Designated Supports TEA Approved

6. 2018 ACCESSIBILITY FEATURES
Eliminate barriers to taking tests
May be provided to students based upon their needs
Now include sticky notes tool (online)
Use of amplification devices (speakers, FM systems) added
Use of projection devices ( closed-circuit TV or LCD projectors for online tests) added
Does not require documentation

7. POLICY CHANGES
Dictionaries for reading and writing no longer a Designated Support; included in Dictionary Policy
Projection and amplification devices are now Accessibility Features
Authority for decision for math manipulatives and supplemental aids has expended to include campus level teams, i.e., IAT, 504, ARD/IEP

8. STAAR ELIGIBLITY CRITERIA
Consistently
The student should consistently 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.

9. STAAR ELIGIBILITY CRITERIA (continued)
Effectively
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.

10. STAAR ELIGIBILITY CRITERIA (continued)
Independently
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.

11. LET’S CHECK

12. Locally approved supports for students who meet eligibility criteria
DESIGNATED SUPPORTS
Locally approved supports for students who meet eligibility criteria
Decisions made by appropriate committee:
(ARD/IEP, LPAC, Section 504, IAT)
See TEA 2018 Accessibility for explanations.
Give example of 3rd grader

13. Content and Language Supports Guidelines
STAAR online tests only
Pop-ups
Rollovers
Prereads
Supplementary Materials

14. DESIGNATED SUPPORTS REQUIRING TEA APPROVAL
Must be approved by TEA
Requests must be submitted on appropriate form
Decisions made by appropriate committee:
(ARD/IEP, LPAC, Section 504, IAT)

15. IMPLICATIONS FOR ARD/IEP MEETINGS: STAAR SUPPORT TIMELINES
Fall ARD/ IEP and Winter ARDIEP
Use performance data and PLAAFP to make designated supports/supplemental aids/ accommodations decisions
Every 6 or 9 weeks
Use routinely and progress monitored for effectiveness and independence
Scaffold supplemental aids every 6 weeks; scaling down support to meet TEA requirements

16. PLANNING TIPS
Be intentional in personalizing STAAR support for SWD. Avoid making decisions based upon disability category or placement.
Know how many SWD will be testing and who they are.
Determine who will monitor use of instructional accommodations for SWD and how independence and effectiveness of the accommodations will be documented.
Plan in advance for SWD who will need Designated Supports such as small group testing and oral administration.

17. PLANNING TIPS (continued)
Plan in advance for SWD who will need Designated Supports that require TEA approval including when to submit approval request.
Practice tutorials (available via TEA)
Kurzweil

18. Accommodation Resources
TEA RESOURCES
Accommodation Resources

19. TEA RESOURCES: COMING SOON
Policy Documents - Contain the information needed to make accommodation decisions for all students taking STAAR, STAAR Spanish, and TELPAS
Description of Accommodation
Assessments
Student Eligibility Criteria
Authority for Decision and Required Documentation
Examples/Types
Special Instructions/Considerations

20. STAAR ALTERNATE 2
STAAR Alternate 2 is an assessment based on alternate academic achievement standards and is designed for students with significant cognitive disabilities receiving special education services.
STAAR Alternate 2 is administered in the same grades/subjects and courses as the STAAR assessment.

21. STAAR ALTERNATE 2 – KEY DATES
NEW Enrollment Collection:
Oct. 23 – Nov.10, 2017
Last Date for Test Administrator Training:
March 16, 2018
Preview Window: March 19-30, 2018
Assessment Window: April 2-20, 2018 (HISD)
Verification Window: April 23 & 24, 2018 (TEA)
All key STAAR Alternate 2 dates are referenced in the Test Administrator Manual (TAM) & District and Campus Coordinator Manual (DCCM)

22. STAAR ALTERNATE 2 – KEY DATES (continued)
STAAR Alternate 2 Verification Window
April 23 – April 24, 2018
Window closes at 5 p.m. (CST) on April 24
The verification window is intended to ensure the accuracy and completeness of all data submitted in the Assessment Management System and the collection of secure documents.
If during the verification process it is realized that a student has not been tested, then the student must be tested during the verification window.
If during the verification process it is realized that a student’s data has been omitted, the data should be entered during the verification window.

23. STAAR ALTERNATE 2 – KEY DATES (continued)
Students Who Enroll AFTER April 2, 2018
Students who transfer/move to a new district after the first day of the STAAR Alternate 2 testing window do not have to be tested.
Students who transfer within the same district after the first day of the STAAR Alternate 2 testing window still must be tested by the district where the student is enrolled.

24. New Test Feature – Color Student Booklets
Spring Introduced for the first time
Will have limited color images
Exit Survey will be utilized to gauge test administration
TEA will analyze the impact of new format on student performance

25. New Test Feature – Large Print Booklets
Spring Introduced for the first time
Ordered through the enrollment collection process
Districts must enter a number to receive large print tests. The count in the Assessment Management System will default to zero
Number ordered should be based on students who require a Designated Support of enlarged text* or images
*to be determined and documented by the appropriate Team

26. New Test Feature – 2 Image Card Sets
Spring Introduced for the first time
One card set per standard size student booklet
Perforated cards: 4 cards on a 8 ½ X 11 page
Cards contain the same images that appear in the student test booklet
Reduces burden on teacher for photocopying and preparation of images
Photocopying policy has not changed
Test administrators are NOT required to use Image Card sets
Test administrators should utilize image cards in the same way they previously accommodated the student booklet page
(EXAMPLES)
by photocopying and then cutting apart answer choices in order to present answer choices one at a time, OR
by photocopying and then cutting out an image to pair with text, OR
other accommodations that required photocopying and then making a “card” to assist with test administration.
Image cards will have number stamp on the back to correspond with test items

27. New Test Feature – Exit Survey
Found in the Assessment Management System
Completed upon submission of all student responses
Final submit button will prompt the survey link
Survey results will guide the test features of future STAAR Alternate 2 development

28. Designated Supports
The test administrator (teacher) will determine Designated Supports based on:
formerly called “Allowable Accommodations”
documented accommodations in the student’s IEP
TEA guidelines for Designated Supports for STAAR Alternate 2

29. Revised Manual – NO AUTHENTIC ACADEMIC RESPONSE (NAAR)
Previous Form - “chronic illness”
Revised Version - “terminal or degenerative illness”
Students must meet the eligibility criteria listed on the form.
Districts should only have a very few (if any) students who have been identified as eligible for the NAAR and (Medical Exemption) waiver from STAAR Alternate 2.
The ARD/IEP Committee must ensure the two assurances listed on the form.
A score code of “N” must be recorded for all tests the student would have taken.
Students who are not able to respond authentically to any verbal, visual, or tactile stimuli during academic instruction due to level of cognition rather than a medical condition can qualify for a NAAR exception if one of the two following student descriptions is evident:
Because of multiple impairments, the student is unable to receive information during instruction and assessment. For example, the student may have a combination of visual, auditory, and/or tactile impairments.
The student is consistently unable to provide an authentic academic response during instruction. His or her behavior may be described by one or more of the following characterizations listed on the NAAR form.
The NAAR designation is based on educational records and describes the student in all settings.
However, if the data from Every Move Counts has documented an authentic response has been found, the student will not qualify for this exemption.
One “Yes” will need to be circled on the form.
•The ARD committee must discuss the two assurances and initial them after they are discussed.
•The NAAR designation should be documented in the student’s IEP and this form included in the IEP.

30. STAAR ALT 2 Participation Requirements 2018 - 2019
As part of the waiver process, TEA will be updating its participation guidelines for STAAR Alternate 2.
Developed based on input from STAAR Alternate 2 Advisory Council, TEA Special Populations division, Special Education experts in the field
Effective upon release (December, 2017) to be used for Spring, 2019 ARD assessment decisions
Training for the revised participation requirements will be provided to LEAs

31. STAAR ALT 2 Reporting Formerly known as “Confidential Student Report”
The individual Student Report Card will show performance data for each student on the subject-area tests
Resources will be included for parents of students with significant cognitive disabilities
More specific details will be sent out through communication in the Spring 2018.

32. CONFIDENTIALITY
“No person may reveal or discuss the contents of a test booklet or secure portion of a test administrator manual before, during, or after a test administration unless specifically authorized to do so by the procedures outlined in the test administration materials. If circumstances necessitate that a test booklet or secure portion of the test administrator manual be examined, permission must first be obtained from TEA.”
(TAM, 2017)

33. REMEMBER:
STAAR ALT 2 Teacher Review Window March 19, 2018 – March 30, 2018 Testing and Scoring Window April 2, 2018 – April 20, 2018 Verification Window April 23, 2018 – April 24, 2018

34. STAAR ALTERNATE 2 TRAINING
STAAR ALT 2 New Users/Teachers Course#96003
STAAR ALT 2 Refresher
Prior Users/Veterans
Course#93005
Be sure to have at least two teaches designated to receive STAAR Alt 2 training.

35. Office of Special Education Services 713-556-7025
Joan H. Anderson, Ed.D. Assistant Superintendent Sharon Cole-Braxton, Ed.D. Special Education Director Donnetta Buggs Special Education Program Specialist STAAR Alternate 2

36. Thank You
Date: 00/00/2014
Presenter: First and last name
Title