1. Updates for Spring Accommodations & Assessments
SAISD Testing Department
Fall 2014

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. The State Assessment Reference Guide
Have participants review each tab

9. 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.

10. 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

11. 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.

12. 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

13. 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

14. 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

15. 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.

16. 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

17. 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.

18. 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.

19. 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.

20. 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

21. 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

22. 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*

23. 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

24. 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.

25. 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.

26. 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.

27. 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

28. 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

29. 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.

30. 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.

31. 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.

32. 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)

33. 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)

34. 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)

35. 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)

36. 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)

37. 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

38. 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

39. 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.

40. 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

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

42. 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

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

45. 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.

46. 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

47. 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

48. 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

49. 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.

50. STAAR Alternate 2
Accommodations

51. 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

52. 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

53. 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

54. STAAR Alternate 2
Accommodations

55. 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:

56. Testing Department