1 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 It is the intent of TEA’s Student Assessment Division that all resources created to clarify testing and accommodation policies be accessible to educators at the ESC, district, and campus levels, including classroom teachers.  After this presentation and the associated resources are posted, please inform district and campus administrators and educators.  This may help answer some of the questions educators have about statewide testing. 2 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 These slides provide a general overview of accommodations and the changes to accommodation policies compared to last year.  These slides do not describe accommodation policies in detail.  Relevant campus and district staff will need to read all of the policies and related resources once they are posted on the Accommodations for Students with Disabilities webpage. These documents contain all the necessary details. 3 Provided by ESC Region XI (Source: TEA Student Assessment Division)

4 Slides 14-22Accommodations for Students with Disabilities Webpage Slides 23-29Critical Information about Accommodations for Students with Disabilities Slides 30-38Accommodations during Instruction vs. Statewide Assessment Slide 39Accommodations in Unexpected or Emergency Situations Slide 40-43The Accommodation Triangle Slides 44-49Eligibility Criteria Slides 51-53New Accommodation Policy: Mathematics Scribe Slides 54-73Accommodation Policies with Changes Slides 74-86Accommodation Policies with No Changes (Clarifications Only) Slides 87-102English Language Learners Provided by ESC Region XI

5 Slides103-108Optional Test Administration Procedures/Materials Slides 110-111Checklists and Charts Slide 112Guidelines for Recording Accommodations on the Answer Document Slides 113-114Accommodations for Students in the TAKS Program Slides 115-116Deadlines for Accommodation Request Forms Slides 117-118Advanced Planning for Use of Accommodations on Testing Day Slide 119Communicating Decisions to Testing Coordinators Provided by ESC Region XI

 To reflect on the first year of accommodations for STAAR  To provide information about the use of accommodations on STAAR, STAAR Modified, STAAR L, and Spanish STAAR.  To provide information applicable to 11 th grade students and 12 th grade retesters about the use of accommodations on TAKS, TAKS Accommodated, and TAKS M. 6 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Who needs accommodations information?  District-level superintendents, testing coordinators, curriculum directors, special education coordinators, bilingual/English as a second language (ESL) coordinators, and others  Campus-level administrators, testing coordinators, test administrators, counselors, teachers, special education staff, bilingual/ESL staff, parents, and others 7 Provided by ESC Region XI

Accommodations for students with disabilities are intended to provide effective and equitable access to grade-level or course curriculum and assessments. Students receiving accommodations include:  Students with an identified disability who receive special education services  Students with an identified disability who receive Section 504 services  Students with a specific need who meet established eligibility criteria for certain accommodations 8 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 In May TEA requested feedback from the field about accommodation policies.  TEA received feedback via email from over 70 educators at the district and ESC levels.  Thank you for taking the time to express how resources can better meet your needs.  Many of the great suggestions have been implemented. 10 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “Thank you for the good work you have done in trying to help us make this trying transition.”  “I know you are working hard and I appreciate all you do. This was a tough year for all of us. Change can be good, but it is also difficult.”  “Kudos for the detail and response to feedback from the field. I can tell you all are listening and giving a sincere, effective shot at doing this right.” 11 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “It would be better if the policies were not changed throughout the year.”  “Almost anything you do in the future will be better than this past year.”  “Any confusion might be due to newness and change rather than format of delivery.” 12 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “The PowerPoints and other resources were not helpful, in fact confusing. Please put it in a manual…I made notebooks for my staff so they had the information organized in one place.”  “I can’t print in color.”  “Reading all of that information on a computer screen is difficult. I realize we can print our own…but this is costly due to budget cuts.” 14 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “I’d like to see a page with all PDFs in one place for easy printing and searching.”  “Can you make the Accommodation Triangle easier to find?”  “Often people just looked at the triangle and never read the other resources.” 15 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Go to the Student Assessment homepage at http://www.tea.state.tx.us/student.assessment/  Click Accommodations Resources in the index on the left. 16 Provided by ESC Region XI (Source: TEA Student Assessment Division)

http://www.tea.state.tx.us/student.assessment/ accommodations/ 18 Provided by ESC Region XI (Source: TEA Student Assessment Division)

19 Provided by ESC Region XI (Source: TEA Student Assessment Division) Click here Or here

20 Provided by ESC Region XI (Source: TEA Student Assessment Division) You are in the right place. Just scroll down.

For students  Receiving special education – Admission, Review, and Dismissal (ARD) committee  Receiving Section 504 services – Section 504 committee  Who meet the eligibility criteria because of a disabling condition – appropriate team of people at the campus level (RTI, Student Assistance Team, etc.)  Who are ELLs - Language Proficiency Assessment Committee (LPAC)  Receiving special education and who are also ELLs – ARD and LPAC  receiving special education who are also ELLs – AR 23 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 The following information applies to students with disabilities in the STAAR program and TELPAS  For the purposes of using testing accommodations during the statewide assessments, a student with a disability can be  Special education with an identified disability  Section 504 with an identified disability  Neither special education nor Section 504 but with a disabling condition (with or without a diagnosis) 24 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Accommodations  Are changes to instructional materials, procedures, or techniques  Allow a student with a disability to participate meaningfully in grade-level or course instruction  Should be individualized 25 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Accommodations  Can change over the course of the school year based on student needs  May be appropriate for classroom use but not allowed on the statewide assessment  Should be evaluated regularly to determine effectiveness 26 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Accommodations  Are not necessary for every student  Are not changes to the performance criteria or content  Should not replace the teaching of the TEKS 27 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Accommodations  Are not intended to provide a student with an advantage  Should not be continued without evidence of effectiveness 28 Provided by ESC Region XI (Source: TEA Student Assessment Division)

“This statement makes me cringe… …some accommodations may be appropriate for classroom use but may not be appropriate or allowed for use on a statewide assessment.” 29 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Facts:  The use of accommodations occurs primarily during classroom instruction.  Classroom instruction allows for any techniques and tools to meet the educational needs of each student.  The statewide assessment is a standardized tool for measuring every student’s learning in a reliable, valid, and secure manner. 30 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Facts:  Accommodations that invalidate what is being assessed or compromise the security of the test cannot be allowed.  Routine use, student independence, and effectiveness are important considerations when determining accommodations. 31 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Facts:  It is acceptable to withhold an accommodation during instruction when determining whether it is effective and/or still necessary for the student.  Some students outgrow certain accommodations while other students continue to need them throughout the school year or over several years. 32 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Myths:  A teacher should only use accommodations during classroom instruction that are allowed on the statewide assessment.  Routine accommodation use means every day of the school year. 33 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Myths:  If a student has EVER used an accommodation in the classroom, he or she should use it during the statewide assessment.  A teacher should only use accommodations during classroom instruction and testing if it is also allowed on the statewide assessment 34 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Myths:  Routine accommodation use means every day of the school year  If a student has EVER used an accommodation in the classroom, use it during the statewide assessment 35 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Summary:  Policies for accommodation use on statewide assessments should not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning.  Instruction is when learning occurs. Instruction comes first, lasts longer, and can be customized to meet the needs of each student.  Unlike instruction, statewide assessments must be standardized so that student results can be compared and interpreted. 36 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Some accommodations may be appropriate and suitable for classroom use but may not be allowed for use on a statewide assessment. 37 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 First, look at the Optional Test Administration Procedures and Materials.  Second, look at the Accommodation Triangle.  Consider and encourage student independence when appropriate.  Contact TEA if the student requires a Type 3 accommodation; additional instructions are provided by TEA for some accommodations.  Record the accommodation on the answer document and consider it when interpreting test results. 38 Provided by ESC Region XI (Source: TEA Student Assessment Division)

“I liked the triangle idea of accommodations. The lay out was a good design.”  Type 1 – for students with a specific need who routinely, independently, and effectively use the accommodation during classroom instruction and testing  Type 2 – includes requirements of Type 1 plus additional specific eligibility criteria  Type 3– 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 39 Provided by ESC Region XI (Source: TEA Student Assessment Division)

41 Provided by ESC Region XI (Source: TEA Student Assessment Division) For STAAR program and TELPAS But…Not all accommodations are applicable to all assessments. Provided by ESC Region XI (Source: TEA Student Assessment Division)

Let’s take a look at sample Type 1, Type 2 and Type 3 accommodations. 42 Provided by ESC Region XI (Source: TEA Student Assessment Division)

This type of document opens when the link to an accommodation in the triangle is clicked. 44 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 This section lists the criteria that a student must meet to use the accommodation.  Checkboxes are provided for possible record-keeping. 45 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “ The eligibility criteria for each accommodation was very helpful. There are a few cases where the information is still too vague and left up to interpretation…”  “The multiple eligibility criteria are confusing. Is just one box necessary or must all boxes be checked?” 46 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Supplemental Aid example– the committee must check each of the boxes in the circle below. All boxes must be checked, not just one. 47 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Photocopy example– sometimes the criteria includes “meets at least one of the following.” The first 3 boxes must be checked; then there are choices for the 4 th box. You must pick at least one based on student need. 48 Provided by ESC Region XI (Source: TEA Student Assessment Division) TEA TETN #14294

Talk with a partner about how this information will be shared with others and any other reflections or questions that you have. 49 Provided by ESC Region XI

 Type 3 so requires ARF if the student meets all of the eligibility criteria listed  Last year was considered under the “Other” category  Allows a test administrator to record a student’s dictated scratch work and computations when a disabling condition prevents the student from accomplishing this task independently.  Applies to all math and science tests 51 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Summary of Eligibility  Routinely and effectively uses this accommodation  Unable to independently and effectively use scratch paper or a calculator  Temporary or permanent physically disabling condition or impairment in vision  The eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this are rare.  In 2012, only 33 ARFs were approved for Math Scribe.  Approved ARFs receive specific guidelines outlining the interaction between the student and test administrator that is and is not allowed 52 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Oral Administration  Spelling Assistance  Mathematics Manipulatives  Dictionary  Complex Transcribing  Extra Time (Same Day)  Extra Day 54 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Additions:  Required reference materials may be read aloud to an eligible student  Required dictionaries for reading and writing tests  Required math and science reference materials  Student Scenarios to clarify FAQs  Clarification:  Allowable accommodations may be read aloud to an eligible student (e.g., dictionary or supplemental aid) 55 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Still prohibited:  Reading selections may never be read aloud to a student.  Revising and editing passages, test questions, and answer choices may never be read aloud to a student. 56 Provided by ESC Region XI (Source: TEA Student Assessment Division)

“ Why can’t the test administrator read aloud the questions prior to the student reading the passage? This is a valid reading strategy for struggling readers.” 57 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 The student who does not receive an oral administration can approach the test questions any way he/she chooses.  However, the student receiving an oral administration of the entire test does not have this latitude since the test administrator must read the questions and answers in the order presented.  The oral administration must have a standardized format across the state. When a test administrator is interacting with a student to this degree during statewide testing, very specific guidelines must be laid out. 58 Provided by ESC Region XI (Source: TEA Student Assessment Division)

“What does ‘have evidence of a reading difficulty’ mean? One grade-level behind? Two or more? Qualifies for special education in reading?” 59 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “Evidence of reading difficulties” is not intended to mean that the student is identified as learning disabled in reading. Nor does it mean that a student is a certain number of years below grade level.  Some students may have a disability, either cognitive or emotional for instance, that directly impacts their ability to decode text.  The documentation must contain evidence that the student has reading difficulties and is receiving accommodations to support this need.  Example Evidence: diagnostic test results, observational reports, class grades with and without reading support, goals/objectives 60 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Remember:  Just because a student has reading difficulties doesn’t mean an oral administration is going to help. This accommodation should be used only for students who use it ROUTINELY and EFFECTIVELY in the class. “Evidence” = documentation “Reading Difficulties” = a problem reading Don’t focus on the student’s disability or label Focus on the accommodations the student is using in class to address his/her needs 61 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Deletion under Examples/Types:  The dictionary for grade 4 writing has been removed from Spelling Assistance and added to the Dictionary accommodation policy.  A dictionary is still allowed as a form of spelling assistance, just under a different policy.  This was done so that all dictionary accommodations were located under one policy.  New bullet under Special Instructions/ Considerations:  Internet access must be disabled when using technology- based methods (e.g., word processor, software) as spelling assistance. 62 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Additions:  Description now includes the dictionary as a form of spelling assistance for grade 4 writing tests (in addition to facilitating comprehension of unfamiliar words for reading tests)  Now applies to grade 4 writing test (as well as grades 3-5 reading tests)  Eligibility now addresses student needs for spelling assistance on writing tests (as well as memory retrieval/decoding on reading tests) 63 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Addition under Examples/Types:  Translucent (tracing) paper 64 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Changes to Eligibility Criteria:  Meets at least one of the following  Temporary or permanent impairment in vision…  Temporary or permanent physically disabling condition (e.g., muscular dystrophy, cerebral palsy, arthritis, physical abnormality of the hands) that prevents him or her from independently and effectively recording responses… 65 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 The following examples clarify how ARFs are approved or denied by TEA.  These are ONLY EXAMPLES. They do not represent every approval or denial. They are not intended to provide “key words” for an approval of an ARF. All ARF decisions are based on individual student needs and whether the school has exhausted all other options. 66 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Complex Transcribing is NOT for students who spell poorly or cannot organize and develop a written response. This is part of what is being scored on the assessment. 67 Provided by ESC Region XI (Source: TEA Student Assessment Division) Translation: When I went on the cruise they had lobster bisque with shrimp and butter, escargot, lobster. Big twisted slide…

Complex Transcribing IS for students who cannot produce a written response through handwriting, typing, speech-to-text, etc. This accommodation shouldn’t be provided so that the student can pass the assessment. It should be provided because it’s the only way the student can access the written composition portion of the assessment. 68 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Example: Student has severe cerebral palsy or muscular dystrophy in which he has no use/limited use of hands. Holding a writing utensil may be painful, impossible, or ineffective (e.g., would take a week to complete a response because of the rate student writes). Typing or speech-to-text may not be available, not appropriate, or not mastered yet. 69 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 The eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this accommodation are rare.  In 2012, 105 ARFs were approved out of 328 that were received.  That’s 105 students out of 1.5 million students who took one of the writing tests ( 0.000007% of the population who took writing tests.) 70 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 A few additions  Eligibility Criteria  Student Scenarios  Clarifications to better distinguish between medical breaks to the nurse and the Extra Time accommodation policy  Will be trained at the October 16 TETN 71 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 A few additions  Eligibility Criteria  Will be trained at the October 16 TETN 72 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Individual or Small-Group Administration  Reminders to Stay on Task  Amplification Devices  Projection Devices  Manipulating Test Materials  Calculation Devices  Basic Transcribing  Supplemental Aids  Large Print  Braille  Photocopying Test Materials  Other  Not all of the accommodations listed here have a slide summarizing the clarifications. 74 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 A student who uses this accommodation/procedure/ material may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. Testing in a separate setting for this purpose is not considered the Individual or Small-Group Administration accommodation.  This new statement appears with many accommodations as well as optional test administration procedures/materials  Intended to eliminate any confusion about when to mark Type 1 on the answer document to indicate an Individual or Small-Group Administration. 75 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Added to Examples/Types:  Highlighting per student directions  “…per student directions” to each example  Added to Special Instructions/Considerations:  Manipulating test materials must be done by a trained test administrator who has signed the “Oath of Test Security and Confidentiality for Test Administrator.” This includes the bottom section of the oath for test administrators who are authorized to view secure statewide assessments… 76 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 No changes to the eligibility criteria  Added a Student Scenario 77 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 No changes to eligibility criteria  Clarifications to Special Instructions/ Considerations:  The student must be given the full time allotted to complete the entire test. If necessary, the test administrator may transfer the student's final responses onto answer document after the testing period has ended. In this situation, the test administrator must ensure that he/she can read and understand the student's intended responses. Any interaction with the student regarding the intended responses is prohibited after the testing period ends. 78 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “Additional supplemental aids should not be added to the list. The issue is that teachers do not use them in class or analyze their effectiveness. That is the crux of all accommodation policy, in my opinion.”  “I love the limited number of supplemental aids. The descriptions were very specific and made the approval process much easier than in the past. Don’t change a thing.”  “What exactly is an acceptable supplemental aid? Why not have standardized supplemental aids that can be printed off and used for every district?” 79 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Teachers create supplemental aids to meet the needs of students during instruction.  TEA does not create supplemental aids.  In the TAKS program, teachers submitted ARFs with attached supplemental aids to TEA for review in consideration for use on the statewide assessments. This was how the list of allowable supplemental aids started. 80 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Any additions to the allowable list need to come from teachers as specific examples of what their students are using in the classroom to support the TEKS.  In the 2012 feedback, many educators suggested we add more high-school math or science supplemental aids. But these suggestions did not include any specific examples. 81 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Clarifications to Special Instructions/ Considerations:  Supplemental aids should be individualized for each student…it is not appropriate to provide all students the exact same set of supplemental aids. 82 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Clarifications to Special Instructions/ Considerations:  The following documents may be photocopied for use during testing without submitting an ARF:  Test administration directions given verbally before/after testing  Blank answer documents (not for training students how to use the answer document before testing)  The state-supplied mathematics graph paper  The state supplied reference materials for grade 8 science, chemistry, physics, Algebra I, geometry, and Algebra II 83 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Clarifications to Special Instructions/ Considerations:  The state-supplied mathematics reference materials for grades 3-8 contain rulers that could be distorted when photocopied or enlarged, thus resulting in inaccurate measurements.  Call TEA’s Accommodations Task Force for guidance. 84 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 This category is for accommodations for students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle  Type 3 = ARF  Added under Examples/Types: Examples that MAY fit the category of Other  Assistive technology that is not addressed under Examples/Types of accommodation policies 85 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 LPAC is responsible for obtaining teacher input and making assessment and linguistic accommodation decisions for ELLs  For ELLs served by special education, the ARD committee and LPAC work in conjunction to make these decisions  More information about procedures for LPACs and ARD committees to follow in making and documenting ELL assessment and accommodation decisions will be available from TEA ELL Assessments webpage Linguistic accommodation and assessment decisions are not “automatic;” they are made on an individual student basis in accordance with TEA administrative procedures 87 Provided by ESC Region XI (Source: TEA Student Assessment Division)

88 Provided by ESC Region XI (Source: TEA Student Assessment Division) STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable

Linguistic Accommodati ons STAAR *Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy 89 Linguistic Accommodations STAAR Provided by ESC Region XI (Source: TEA Student Assessment Division)

Linguistic Accommodations STAAR L *Provided in online interface beginning spring 2013 90 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Beginning in spring 2013, STAAR L will be administered as an online testing program in grades 3–8 and EOC Clarification in English and reading aloud will be provided in online interface No test administrator-provided accommodations Students will need headphones if testing in a group No change to mode of testing for STAAR and STAAR Modified 91 Provided by ESC Region XI (Source: TEA Student Assessment Division)

December 2012 EOC: last STAAR L test administration to use paper test booklets ▫ Clarification in English and reading aloud will be provided by test administrator ▫ English Clarification Guides (ECGs) will be available for test administrators providing clarification ▫ Use the Training on Linguistic Accommodations for the STAAR Program PowerPoint from the February 2012 TETN to train test administrators. PowerPoint is available at http://www.tea.state.tx.us/student.assessment/ell/staarl/ http://www.tea.state.tx.us/student.assessment/ell/staarl/ 92 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Linguistic Accommodations STAAR Modified *Unique to STAAR Modified **Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy 93 TEA Student Assessment Division

When implemented effectively in instruction, linguistic accommodations accelerate learning of academic content and English reduce length of time and degree to which substantial linguistic accommodations needed The ELPS, as measured by TELPAS, support better learning of the TEKS, as measured by TAKS and STAAR Remember 94 Provided by ESC Region XI (Source: TEA Student Assessment Division)

STAAR linguistic accommodation policies should support but NOT narrow instructional linguistic accommodations. Not all accommodations appropriate for instruction are allowable on assessments. Important… 96 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 For reading and writing only  For all Texas students in grade 6 and up, including ELLs (new immigrants too) and students with disabilities  Standard English dictionaries allowed, as well as bilingual and ESL dictionaries  Policy specifies minimums and recommended numbers of dictionaries per number of students 97 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Reminder: These students are not eligible for special ELL assessment, accommodation, or accountability provisions No testing in Spanish No linguistic accommodations during testing No English I/II EOC special provisions No unschooled asylee/refugee provisions ELLs with parental denials may, however, use bilingual, ESL, or other allowable dictionaries as part of dictionary policy for STAAR reading and writing tests in grade 6 and up; under this policy, use of dictionaries not considered linguistic accommodation 98 Provided by ESC Region XI (Source: TEA Student Assessment Division)

TELPAS reading 2-12 (online assessment)  Two possibilities for paper administrations:  Use of accommodation is not feasible or appropriate for an online TELPAS reading administration or  If the administration of an online test is inappropriate due to a student’s particular disability  Only in rare instances  No Accommodation Request Form 99 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Holistically rated components of TELPAS K-12  Most accommodations used during regular classroom instruction are appropriate and allowable  Exceptions: accommodations that would interfere with the ability of the assessment to provide a clear picture of the student’s English language proficiency 100 Provided by ESC Region XI (Source: TEA Student Assessment Division)

ELL Resources—STAAR Provided by ESC Region XI (Source: TEA Student Assessment Division) TopicResourceWhere to Find ELL participation rules 19 TAC Chapter 101, Subchapter AA Texas Administrative Code http://ritter.tea.state.tx.us/rules/t ac/chapter101/ch101aa.html LPAC assessment decision-making process 2012–2013 STAAR Decision-Making Guide for LPACs LPAC Resources webpage (Coming soon) Linguistic accommodations for ELLs Linguistic Accommodations for ELLs Participating in the STAAR Program Accommodation Resources webpage (Coming soon) LPAC documentation Sample documentation forms for STAAR LPAC Resources webpage (Coming soon) 101

 Not testing accommodations  Will be located in  2013 DCCM  Test Administration Manuals webpage  Related resource under Accommodations for Students with Disabilities webpage  May be provided to any student based on his/her needs but not intended for every student in a classroom or disability category 104 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Student must have sufficient experience using it and it must be effective in meeting student needs  Should be made available to students who need them but cannot require their use  Local documentation only for planning during test day 105 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Added “Special Lighting Conditions”  natural lighting or desk lamps are just 2 examples  Added examples of “Scratch Paper or Another Workspace”  blank paper, colored paper, lined paper, graph paper, butcher paper, adhesive notes, chalkboard, white board  Added example under “Blank Place Markers”  bubbling tool / bubbling template  Added Crayons to “Highlighters and Colored Pencils” 106 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Changed requirements for “Reading Aloud or Signing the Writing Prompt”  For any student who requests this assistance  New: If the IEP/IAP documentation includes this assistance, the student does not have to request it; the test administrator can just read it  Applies only to the personal narrative, expository, literary, or persuasive writing prompts  The English III analytical prompt may never be read aloud to any student. 107 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 “Create a checklist that could be used in ARDs and 504 meetings that lists every accommodation and test option available to that student. Accommodations could be checked off…”  “The webpage was horribly cumbersome to access and use…I highly suggest looking at other at-a-glance resources that were developed from your triangle. We opted to use those charts rather than directing folks to the TEA triangle.” 109 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Caution about using non-TEA checklists that summarize accommodation policies…  TEA would like to collect any charts or at-a-glance checklists that districts create based on the accommodation policies.  TEA can post on our webpage for all districts to use if they contain accurate information.  TEA will give your district credit for its creativity and innovation. 110 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 Added and clarified:  Mark the accommodation type for each accommodation that is documented and made available to the student, even if the student did not use the accommodation during testing.  A similar process for recording accommodations applies to the online test 111 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 No changes for students in grade 11 or 12 taking exit- level TAKS  Use the 2010-2011 Accommodations Manual  TAKS Accommodations Resources at http://www.tea.state.tx.us/student.assessment/taks/a ccommodations / http://www.tea.state.tx.us/student.assessment/taks/a ccommodations / 112 Provided by ESC Region XI (Source: TEA Student Assessment Division)

ELL Resources—TAKS Provided by ESC Region XI (Source: TEA Student Assessment Division) TopicResourceWhere to Find LPAC assessment decision-making process 2012–2013 TAKS Decision-Making Guide for LPACs LPAC Resources webpage (Coming soon) LPAC documentation Sample documentation forms for TAKS LPAC Resources webpage (Coming soon) 113

Accommodation Request Forms must be received by TEA far enough in advance to allow time for processing. This is usually at least one week prior to the Monday of a testing week or window. Requests sent after this deadline will NOT be processed unless circumstances involving the student change after the deadline (e.g., newly enrolled student, medical emergency, updated ARD committee decision). In these circumstances, the district testing coordinator should contact TEA’s Student Assessment Division at 512-463-9536 for further instructions. 114 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Test Administration  October 22-25, 2012 TAKS & TAKS (Accommodated) Exit-Level Retests  December 3-7, 2012 STAAR English I, II, & III Reading and Writing  December 3-14, 2012 STAAR End-of-Course Assessment Window Submission Deadline  October 15, 5:00 PM CST  November 26, 5:00 PM CST 115 Provided by ESC Region XI (Source: TEA Student Assessment Division)

Testing coordinators, test administrators, and other personnel involved in statewide testing must consider the following questions: 1.Which students will receive accommodations on test day? 2.What special arrangements need to be considered for students who will use accommodations on test day? Provided by ESC Region XI (Source: TEA Student Assessment Division) 116

Questions continued: 3. What staff training is needed to properly provide certain testing accommodations? 4. What district and campus procedures are in place to ensure test security? 5. What procedure is in place and who is responsible for recording accommodation use on a student’s answer document? Provided by ESC Region XI (Source: TEA Student Assessment Division)

Communicating Decisions to Testing Coordinators  Decisions regarding accommodations and Optional Test Administration Procedures and Materials must be made and communicated to testing coordinators in time for testing arrangements to be made.  Systems for communication are key! Provided by ESC Region XI (Source: TEA Student Assessment Division) 118

119 Provided by ESC Region XI (Source: TEA Student Assessment Division) Closing

Additional information about accommodations will be shared at the October 16, 2012 TETN. Dates for all TEA Student Assessment Division TETN sessions are posted at http://www.tea.state.tx.us/student.assessment/trai ning/tetn-schedule/ http://www.tea.state.tx.us/student.assessment/trai ning/tetn-schedule/ 120 Provided by ESC Region XI (Source: TEA Student Assessment Division)

 These slides provide a general overview of accommodations and the changes to accommodation policies compared to last year.  These slides do not describe accommodation policies in detail.  Relevant campus and district staff will need to read all of the policies and related resources once they are posted on the Accommodations for Students with Disabilities webpage. These documents contain all the necessary details. 121 Provided by ESC Region XI (Source: TEA Student Assessment Division)

http://www.symbaloo.co m/mix/mywebmix986 http://www.symbaloo.co m/mix/mywebmix986 Assessment Symbaloo Page http://www.symbaloo.com/mix/mywebmix986 http://www.symbaloo.com/mix/mywebmix986 Assessment Symbaloo Page 122 Provided by ESC Region XI

Talk with a partner about how this information will be shared with others and any other reflections or questions that you have. 123 Provided by ESC Region XI

124 Provided by ESC Region XI Education Service Center Region XI Laura Carson: lcarson@esc11.net (817) 740-7573lcarson@esc11.net Peggy DeMoss: pdemoss@esc11.net (817) 740-7529pdemoss@esc11.net Sharon Rutherford: srutherford@esc11.net (817) 740-7574srutherford@esc11.net TEA Student Assessment Division Phone: (512) 463-9536 FAX: (512) 463-9302 E-mail: Test.Accommodations@tea.state.tx.us ELL.tests@tea.state.tx.usTest.Accommodations@tea.state.tx.us ELL.tests@tea.state.tx.us TEA asks that people check the webpages for information before calling or emailing.

1 Provided by ESC Region XI (Source: TEA Student Assessment Division)

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1 Provided by ESC Region XI (Source: TEA Student Assessment Division)

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