©2012, Region One Education Service Center . NETDivision of Instructional Support 1

©2012, Region One Education Service Center WWW.ESC1. NET Division of Instructional Support

ARD Decision-Making Process Including The Accommodation

Triangle to Support Students in the General Education Curriculum

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Housekeeping

PresentersDebbie Buchanan

Education Specialist – Assessment

Vicki Payne Rainwater Education Specialist – AGC (Inclusion)

QuestionsSubmit your questions in

writing via the “Chat Box” located on the left hand side of your screen.

Questions will be answered at points during the presentation.

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Housekeeping Make sure your volume is turned on and you

have a headset or speakers attached to your computer

If you have multiple participants at your site joining in this training on one computer we would appreciate a copy of your completed sign–in sheet faxed to (956) 984-7643 attention Debbie Buchanan/Vicki Rainwater after the session is completed.

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©2012, Region One Education Service Center WWW.ESC1. NET Division of Instructional Support 4

Agenda Who takes what test? Making the Statewide Assessment Decisions Participation Requirements Factors to Consider When Making Assessment Decisions Accommodations to the Texas Assessment Program Critical Information Eligibility Criteria New Accommodation Policy Additional Accommodation Resources Contact Information


Training-Related Acronyms ARD - Admission, Review , and Dismissal DAP - Distinguished Achievement Program ELL - English Language Learner EOC - End-of-Course IDEA - Individuals with Disabilities Education

Act IEP - Individualized Education Program LAT – TAKS linguistically accommodated

testing LEP - Limited English Proficiency LPAC - Language Proficiency Assessment

Committee MHSP - Minimum High School Program STAAR - State of Texas Assessments of

Academic Readiness

STAAR L - Linguistically accommodated version of STAAR

TAC - Texas Administrative Code TAKS - Texas Assessment of Knowledge and

Skills TAKS–Alt - Texas Assessment of Knowledge

and Skills Alternate TAKS–M - Texas Assessment of Knowledge

and Skills Modified TEA - Texas Education Agency TEKS - Texas Essential Knowledge and Skills TETN - Texas Education Telecommunication

Network PEIMS - Public Education Information

Management System RHSP - Recommended High School Program

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Who takes what test?

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Who Takes STAAR, STAAR Spanish, STAAR L, or STAAR Modified?

STAAR, STAAR Spanish, STAAR L, and STAAR ModifiedStudents who were first enrolled in grade 9 or

below in the 2011–2012 school yearFor unique situations that don’t fit this

guideline, contact TEA’s Student Assessment Division.

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Who Takes STAAR Alternate?

STAAR AlternateStudents in grades 3 and above who have significant

cognitive disabilities and meet the participation requirements for an alternate assessment based on alternate academic achievement standards will take STAAR Alternate.

TAKS–Alt is no longer available.

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What STAAR Assessments Do ELLs Receiving Special Education Services Take?

STAAR in English STAAR in Spanish (grades 3-5) STAAR Modified or STAAR Alternate STAAR L in English

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What STAAR Assessments Do ELLs Receiving Special Education Services Take?

STAAR L in English STAAR L – linguistically accommodated STAAR tests for eligible ELLs

Available for math, science, and social studies, grade 3 and above, including EOC

STAAR L participation criteria somewhat different from old TAKS LAT

No STAAR L forms of STAAR Modified but linguistic accommodations available for eligible ELLs who take STAAR Modifies

Participation criteria available on STAAR L Resources webpage at http://www.tea.state.tx.us/student.assessment/ell/staarl/

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http://www.tea.state.tx.us/student.assessment/ell/staarl/


Who takes TAKS, TAKS (Accommodated), and/or TAKS–M? Exit level TAKS and TAKS (Accommodated) primary tests and retests ARE

available.

TAKS–M grade 11 tests ARE available. TAKS–M grade 11 assessments are not exit level tests. They are only

administered once a year during the primary administration to students enrolled in grade 11 who meet participation requirements. TAKS–M retests are not available. TAKS–M grade 11 assessments are not administered to students in grade 12.

TAKS, TAKS (Accommodated), and TAKS–M grade 10 tests are no longer available.

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What Tests Do ELLs Receiving Special Education Services Take? Same tests as on previous TAKS slide. For TAKS program, no changes to

LEP postponements for exit level Participation requirements for unschooled

asylees/refugees More information on LPAC Resources webpage

at http://www.tea.state.tx.us/student.assessment/ell/lpac/

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mailto:[email protected]


What Tests Do ELLs Receiving Special Education Services Take?

TELPAS ProgramFor ELLs grades K–12

Listening, speaking, reading, writing

Measures annual growth in English language acquisition

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What Tests Do ELLs Receiving Special Education Services Take?

TELPAS Program In very rare cases ARD committee and LPAC may

determine that student should not be assessed in one or more domains due to student’s particular disability

More information to be posted in 2012-2013 TELPAS Decision-Making Guide for LPACS. Posting in the fall at http://www.tea.state.tx.us/student.assessment/ell/lpac/.

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Making the Statewide Assessment Decisions

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The ARD committee reviews the student's PLAAFP and instructional goals and determines how the student accesses the grade-level/course curriculum (TEKS).

With or without accommodations

STAAR TAKS

TAKS (Accommodated)

Through modified TEKS-based instruction

STAAR ModifiedTAKS–M

Through prerequisite skills

STAAR Alternate

©2012, Region One Education Service Center WWW.ESC1.NET 16 Division of Instructional Support


What does “access” mean?

Access = a means of approach… how a teacher exposes a student to the grade-level/course TEKS. Access does not mean a location.

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Instructional Focus Instructional Approach Instructional Examples

Instruction covers all of the required curriculum

Accommodations Extra time, small group, manipulatives, spelling assistance, transcribing, reading questions and answer choices,



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Although student is exposed to all of the curriculum, IEP goals may focus on select student expectations or address all student expectations but in a broad/simplified manner.

Modifications Deleting extraneous information, limiting number of steps in questions, simplifying decoding level, simplifying numbers, defining difficult vocabulary



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Individual supports and materials compensate for the student’s disability and allow access to all of the curriculum.

Prerequisite skills linked to grade-level/course curriculum

Performance tasks to determine mastery at three varying complexity levels


The First Consideration

Participation in the general assessment should be the first consideration when determining the appropriate assessment for a student.

General assessments in the Texas Assessment Program STAAR STAAR Spanish TAKS TAKS (Accommodated)

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1. Review the student’s present level of academic achievement and functional performance (PLAAFP).

ARD committees should have a clear understanding of the student’s performance in the grade-level/course TEKS, including the student’s strengths, current areas of need, and accommodations, modifications, or supports the student has used.


The First Consideration = the General Assessment To determine whether the general assessment is

the most appropriate, ARD committees must review the student’s present

level of academic achievement and functional performance (PLAAFP). Provides a clear understanding of student’s

performance in the grade-level/course TEKS, including strengths, current areas of need, and accommodations, modifications, or supports used.

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The First Consideration = the General Assessment

ARD committees must review the student’s instructional plan. This is the basis for making appropriate assessment

decisions. Provides a clear understanding of how student will

access the grade-level/course curriculum, including accommodations, modifications, or supports needed.

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The First Consideration = the General Assessment

ARD committees must understand What statewide assessments are required and available

(STAAR, STAAR Spanish, STAAR L, STAAR Modified, STAAR Alternate, TAKS, TAKS (Accommodated), TAKS–M, LAT)

Assessed TEKS Design and format of each statewide assessment Accommodation policies Implications of taking a particular statewide assessment

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If STAAR, with or without accommodations, is appropriate for a student, the ARD committee must document this decision and the testing accommodations the student will receive. Documented testing accommodations must be

consistent with state accommodation policies posted on Accommodations Resources web page.

For accommodations that require TEA approval through submission of an Accommodation Request Form, document “pending TEA approval.”

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If STAAR, with or without accommodations, is not appropriate for a student, the ARD committee must review participation requirements for one of the alternate assessments.

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Participation RequirementsSTAAR ModifiedSTAAR Alternate

TAKS–M

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TAKS–MShould be used only for

students in grade 11 during the 2012–2013 school year Grade 10 TAKS, TAKS

(Accommodated), and TAKS–M tests will no longer be administered.

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Updates to the Proposed 2013-2014 Testing Calendar include the following:

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• TAKS and TAKS (Accommodated) exit level tests will continue to be administered to students in grade 11 or above whose testing requirement for graduation is TAKS. However, TAKS–M will no longer be available.

• Beginning in spring 2014, STAAR Modified will include operational assessments in English III and U.S. history.

STAAR Modified and STAAR Alternate


State-Required Documentation Forms

The STAAR Modified and STAAR Alternate Participation Requirements are state-required documentation forms that must be completed and retained by the district when eligibility for either assessment is confirmed. This document may be filed at the campus level or in the IEP (although it is not a required part of the IEP).



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.



Step 1: Review the Eligibility Criteria

Step I: Eligibility Criteria Understand all assessment options Circle the subjects/courses for which STAAR Modified is being

considered

Circle NA, not applicable, for subjects/courses that do not apply to the student

Subjects/courses for which STAAR Modified is not being considered

Subjects that are not tested at the student’s grade or courses that the student is not enrolled in for the school year under consideration

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Step I: Review the Eligibility Criteria

STAAR Alternate Eligibility is being considered for all tested

subjects in the student’s enrolled grade or all courses the student is enrolled in. If the student is eligible to take STAAR Alternate, then

he/she must take this assessment for all subjects/courses.

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http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/


Step 1: Review the Eligibility Criteria

Step I: Eligibility Criteria Understand all assessment options Circle the subjects/courses for which STAAR Modified is being

considered

Circle NA, not applicable, for subjects/courses that do not apply to the student

Subjects/courses for which STAAR Modified is not being considered

Subjects that are not tested at the student’s grade or courses that the student is not enrolled in for the school year under consideration

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STAAR Modified The ARD committee must review each of the three questions for every

subject or course being considered and circle YES or NO. 1. Do the student’s present level of academic achievement and functional

performance (PLAAFP) statements in the IEP lead the ARD committee to conclude that the student is multiple years behind grade-level or course expectations and will not progress at the same rate and level of rigor as their non-disabled peers?

2. Does the student’s IEP contain standards-based (TEKS-based) goals indicating the modified content the student requires in order to access the grade-level or course curriculum?

3. Does the student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts?

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STAAR Alternate The ARD committee must review each of the five questions if STAAR

Alternate is being considered, and circle YES or NO.1. Does the student have a significant cognitive disability?

2. Does the student require specialized supports to access the grade-level curriculum and environment?

3. Does the student require intensive, individualized instruction in a variety of instructional settings?

4. Does the student access and participate in the grade-level TEKS through prerequisite skills?

5. Does the student primarily demonstrate knowledge and skills through

performance tasks?

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To be eligible to participate in either STAAR Modified or STAAR Alternate, the answer to all of the applicable questions must be Yes. If the answer to any of the questions is No, the

student is not eligible to participate in STAAR Modified/STAAR Alternate and must participate in one of the other statewide assessments.

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Each Yes answer requires a justification that references the page number or section of the IEP that contains evidence that the student meets the criterion.

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STAAR Alternate

Pg. 2

STAAR Modified

PLAAFP section PLAAFP section PLAAFP section


Step II: Discuss Assurances

If Yes is indicated for all of the eligibility criteria, the ARD committee must discuss the assurances in Step II and the district personnel completing the form must initial each one.

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When an alternate assessment is selected, IDEA and The Legal Framework for the Child-Centered Special Education Process require ARD committees to document in the IEP: A statement of why student cannot participate in general

assessment with or without allowable accommodations, AND…

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A 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, AND…

A list of testing accommodations consistent with state accommodation policies posted on Accommodations Resources webpage In order to make appropriate accommodation decisions from year to

year, their effectiveness should be assessed. Collect data on how the student performs with and without the

accommodation. Make available to the student a variety of instructional strategies to see

which is most effective. For accommodations that require TEA approval through submission of

an Accommodation Request Form, document “pending TEA approval.”

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It is not appropriate to make an assessment decision simply because a student passed or failed a previous statewide assessment. – Example: If a student achieved advanced academic

performance on STAAR Modified, this does not automatically mean that the student should now take STAAR. Other factors must be considered.

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ARD committee decisions should be based only on the educational need of a student.

If a student meets the participation requirements for STAAR Modified or STAAR Alternate, then he/she should be administered this assessment.

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Students receiving special education services for any qualifying disability category are eligible to take STAAR Modified if the answer to all three eligibility questions is YES.

For STAAR Alternate, the ARD committee will focus on evidence of a significant cognitive disability and how the student accesses the grade-level or course curriculum. They will rule out students who have a learning disability and receive modified instruction.

Students taking STAAR Modified or STAAR Alternate may be receiving instruction in any setting (e.g., inclusion, resource, self-contained).

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For elementary and middle school students, the ARD committee must understand the future implications that could result if a student is receiving modified instruction or instruction through prerequisite skills from year to year. Modified instruction and instruction through prerequisite skills

in high school = MHSP

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As cited in TAC §74.61(e), a high school student who takes STAAR Alternate or at least one STAAR Modified EOC assessment is receiving a different type of instruction (e.g., prerequisite skills, modified) than his/her peers. Therefore, the student will graduate on the MHSP.

To graduate on the Recommended or Distinguished Programs, a student must have successful completion on STAAR.

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For high school students, these courses are denoted by a special

PEIMS code for each course required on the MHSP.



Students are only eligible to take STAAR Modified if they are accessing the curriculum through modified instruction.

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Students are only eligible to take STAAR Alternate if they are accessing the curriculum through prerequisite skills.

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Step III: Summarize Assessment Decisions

STAAR Modified Indicate the subjects in which the student will

take STAAR Modified if the eligibility criteria has been met.This step was updated this year to include World

History, which will be administered for the first time in spring 2013.

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STAAR Modified continued This step will be updated next year to include English III and U.S.

History, which will be administered for the first time in spring 2014. If a student is enrolled in these courses in 2012–2013 and receives modified instruction, eligibility for STAAR Modified should still be determined. 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 OR if eligibility is not determined for these courses, then the student will take STAAR.

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STAAR Modified continued STAAR Modified assessments for Algebra II, chemistry, and

physics will never be available because the courses are not required on the MHSP. However, eligibility for STAAR Modified should still 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 OR if eligibility is not determined for these courses, then the student will take STAAR.

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STAAR Alternate The ARD committee should indicate the subject(s) or course(s) in

which the student is enrolled and for which STAAR Alternate assessments will be given.

The ARD committee must ensure the assessment decision and accommodations needed to measure the student’s academic achievement have been documented in the student’s IEP. These accommodations will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observation and recorded on page 1 of the documentation form.

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STAAR Alternate continued The student will take STAAR Alternate for all required subjects or

enrolled high school courses on the MHSP.

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The ARD committee is required to discuss the participation requirements, complete the

State-Required Documentation Form.

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The STAAR Modified and STAAR Alternate Participation Requirements are state-required documentation forms that must be completed and retained by the district when eligibility for either assessment is confirmed. This document may be filed at the campus level or in the IEP (although it is not a required part of the IEP).

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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.



ARD Process for STAAR Alternate

Copyright © 2012, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency


ARD Process for STAAR Alternate

Review the participation requirements to determine eligibility, note the justification for the determination on the form, and select the assessment from the state options.

Review the assurances to make sure that all critical considerations were discussed before the decision was made.

Select the subjects/courses that the student will take and what corresponding assessments are required.

Summarize the decisions and determine the instructional accommodations that will serve as the basis for the supports and materials documented on the STAAR Alternate Documentation Form of Student Performance.

Develop IEP goals and objectives for the academic

instruction that will be provided.


Participation Requirements

Step 1 Review the five requirements to make sure that the student meets all five criteria.

Focus on evidence of a significant cognitive disability and how the student accesses the grade-level or course curriculum. The recorded justification does not have to be referenced by IEP page numbers, but should be based on information supplied by an assessment specialist.

Rule out students who have a learning disability and receive a modified general education curriculum.

Determine who is responsible for verifying the

information.

Updated Form


Step II Initial the assurances that verify that the decision was based on evidence and educational need and not on AYP calculations, previous assessment performance, placement or service delivery, or demographic information.

Assure that the committee discussed the impact of the decision on graduation plans and determined the courses (PEIMS number) or subjects that will be taken that year.

Step III Summarize the assessment decisions.

Participation Requirements


For grades 3-8, the enrolled grade determines the subjects that will be tested.

Students are required to participate in all STAAR Alternate assessments sometime during high school with the exception of the World History/World Geography option.

The ARD committee determines what year each high school course and assessment will be taken.

For the 2011-2012 administration, previous TAKS–Alt high school assessments counted toward the STAAR Alternate testing requirements.

English I (Met with TAKS-Alt Grade 9 Reading)English II (Met with TAKS-Alt Grade 10 ELA)

English III (Met with TAKS-Alt Grade 11 ELA) Algebra I (Met with TAKS-Alt Grade 9 Math)

Geometry (Met with TAKS-Alt Grade 10 Math) Biology (Met with TAKS-Alt Grade 10 Science)

World Geography or World History (Met with Grade 10 Social Studies)US History (Met with Grade 11 Social Studies)


In 2011-2012, Students could have also received testing credit for a high school course that was taken before STAAR Alternate was developed. The ARD committee must have given the student credit towards the student’s Minimum High School Plan for the course before the course credit can be applied to the testing requirement.

Students from other states can still receive testing credit for comparable state assessments or course credits.

For 2012-2013, the currently enrolled course will determine the assessment now that previously

taken courses or assessments have been factored into the credits for graduation and assessment.


Audit Results

Auditors determined that the complexity level of the assessment tasks was maintained in 94% of the

documentation forms evaluated.

Auditors concluded that one of the reasons the complexity level was not maintained was because the wrong complexity level and assessment

task were selected causing the test administrator to implement the task incorrectly.


TAKS-Alt TAKS-Alt TAKS-Alt STAARAlternate

2009 2010 2011 2012

Level 3 14 % 20% 23% 11%

Level 2 43% 49% 50% 55%

Level 1 43% 31% 27% 34%

Task Selection Results

Data shows that the task selection distribution is not representative of the developmental skill level of the range of

students with cognitive disabilities.

Level 3 was not selected enough and Level 1 was selected too often.


For the 2013 STAAR Alternate administration, either the teacher or the ARD committee can make the complexity level decision. It is recommended that the ARD committee make this

decision if an ARD is convened at a time that allows the assessment decisions to be implemented.

For the 2014 STAAR Alternate administration, the ARD committee must make the

complexity level decision and record the decision on the “STAAR Alternate Participation Requirements” document.

As a result, the state will move toward the ARD committee determining the complexity level or combinations of complexity levels that will guide the

test administrator to the appropriate selection of the task.

For 2013 assessment decisions previously determined, districts do not have to reconvene an ARD meeting to determine the

complexity level. The teacher can continue to select the complexity level and tasks until the next regularly scheduled ARD

meeting.


For 2012-2013 the complexity level decision if made by the ARD committee

can be written at the bottom of the second page of the form for each

assessed subject.

For 2013-2014 the complexity level decision made by the ARD committee must be recorded at

the bottom of the second page of the form for each assessed

subject.

Reading Grade 6Complexity Levels 3 and 2

Level 3 Combinations of Level 3 and 2

Level 2Combinations of Level 2 and 1

Level 1NRO

Options

STARTING NOW !


After STAAR Alternate has been determined as the most appropriate assessment for a student, the teacher or ARD committee will use this chart to find the best description of

the student’s performance before determining the

complexity level or combinations of levels to be

used for the assessment.

Level 3 Indicators of Progress for Level 3

Level 2Indicators of Progress for Level 2

Level 1NRO

Characteristics Choice Boxes

Student Characteristics for the STAAR Alternate Complexity LevelsHow does the ARD committee or teacher decide the best complexity level for a student?


The teacher or ARD committee will then determine that the student should be assessed for that subject on:

a specific complexity level (Level 3, Level 2, Level 1, or NRO) for all tasks for all four essence statements per subject

or

a range between two complexity levels (Levels 3 and 2, Levels 2 and 1) as determined by the indicators of progress box

Complexity Level 3 2 1 NRO

Combinations of Complexity Levels 3 and 2 2 and 1

Solid Complexity Level Description

Indicators of Progress Box


Making the Complexity Level Decision

The first step in selecting the complexity level is to pinpoint from the Student Characteristics for the STAAR Alternate Complexity Levels chart which characteristics from a complexity level or indicators of

progress box best describes the student’s maximum performance for a given subject.

This decision should be based on challenging expectations and be indicative of how the student is expected to perform after instruction.

The teacher or the ARD committee will make the decision for which complexity level or combinations of complexity levels are appropriate

for a student for each subject being assessed.


For more details on determining the complexity

levels, refer to these resources available on the STAAR Alternate Resources

page.

Process for Selecting the Complexity Level for STAAR Alternate


Finalizing the Assessment Task Selection

If the teacher or ARD committee recommended a combination of two complexity levels, the teacher will make the final decision of which task between the two complexity level options will be used for the

primary observation.

then

When a combination of complexity levels are

being considered, at least one task at the higher

complexity level must be chosen!

The teacher becomes the test administrator and prepares for the primary observation by:

providing additional instruction according to TEA resource documents determining the presentation supports, materials, and response modes

appropriate for each taskdocumenting the preplanning decision on page one of the state-required

documentation form


If the ARD committee makes the decision regarding the complexity level or levels to be used for the assessment, the decision will need to be recorded and

the teacher must abide by the decision.

If the teacher determines at any time that the complexity level decision made by the ARD committee needs to be reviewed either due to student progress or

regression, the ARD committee must reconvene and determine the new complexity level decision following the same process as outlined in this

presentation.

Keep in mind....

If the student is clearly described by the characteristics in one of the complexity level boxes, it is inappropriate to assess that student at a lower

complexity level.

It is inappropriate to assess a student at a lower complexity level just to improve his or her score on the assessment. Students who demonstrate skills

on tasks independently or with cueing should not be moved to a lower complexity level.

Supervisors may monitor the teacher selection of the assessment task to ensure that the student is being challenged with the most appropriate task.

ARD Considerations

Challenging Students


All resources for STAAR Alternate can be accessed at http://www.tea.state.tx.us/student.assessment/special-ed/staaralt.

To speak to a member of the STAAR Alternate Team at TEA, call 512-463-

9536.

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt


All assessment information must be communicated to campus testing

coordinator in preparation for statewide testing.

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QUESTIONSANSWERED

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Factors to Consider When Making Assessment

Decisions

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Student Success Initiative (SSI)

Multiple SSI administrations are listed on the 2012-2013 testing calendar revised June 1, 2012.

http://www.tea.state.tx.us/student.assessment/calendars/

Districts will be notified when updated SSI material becomes available.Consideration for special populations will be included

in the new material districts will receive.

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http://www.tea.state.tx.us/student.assessment/calendars/


Commissioner’s Rule on Substitute High School Courses

Policy: TAC §89.1070(b)(3) Districts are allowed to provide locally developed

substitute courses for those required on the MHSP for some students receiving special education services.

The content of these locally developed substitute courses must be fully aligned to the TEKS for the courses they replace.

Students will be required to participate in an EOC assessment (general, modified, or alternate) for the course that has been substituted.

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Cumulative Score Requirement

For students receiving special education services who take STAAR EOC assessmentsARD committee determines whether or not student

has to meet cumulative score requirement in order to graduate. This decision has bearing on whether student can graduate

on the DAP, RHSP, or MHSP.

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Cumulative Score Requirement–continuedCurrent legislation does not include a

cumulative score requirement for students taking STAAR Modified or STAAR Alternate EOC assessments

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15% Grading Requirement

For students taking STAAR The 2/22/12 To the Administrator Addressed letter

regarding the 15% Grade Deferral applied only to the 2011-2012 school year.

Currently, the assumption is that the 15% grading requirement is in effect for the 2012-2013 school year. Review the Frequently Asked Questions for more information. Under consideration is whether the 15% grading requirement

applies to the 2012 December test administrations.

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15% Grading Requirement– continued For students taking Alternate Assessments

Districts are not required to count STAAR Modified or STAAR Alternate EOC assessment results as 15% of the student’s course grade since current legislation does not include this requirement for students taking a modified or alternate assessment.

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Graduation: STAAR

You can access the external link to the Special Education Graduation Flowcharts from the ARD Committee Resources web page.

Review the presentation link that walks you through the flowchart.

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http://www.tea.state.tx.us/student.assessment/ard/



Graduation: TAKS

Graduation flowcharts A and B are posted on the ARD Committee Resources web page under “TAKS.” Flowchart A: For students

taking TAKS who entered grade 9 in 2008–2009 and thereafter.

Flowchart B: For students taking TAKS who entered grade 9 prior to 2008–2009.

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Accommodations Resources(webpages)

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Navigating the Website http://www.tea.state.tx.us/student.assessment/

Go to the Student Assessment homepage

Click Accommodations Resources in the index on the left.

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Navigating the Website http://www.tea.state.tx.us/student.assessment/accommodations/

TEA TETN #14294

http://www.tea.state.tx.us/student.assessment/accommodations/


Navigating the Website http://www.tea.state.tx.us/student.assessment/accommodations/

TEA TETN #14294

Click here

Or here

http://www.tea.state.tx.us/student.assessment/accommodations/


Navigating the Websitehttp://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/

You are in the right place. Just scroll down.

http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/



Navigating the Website


Critical Information About Accommodations for

Students With DisabilitiesTaking STAAR, STAAR Spanish, STAAR

L, STAAR Modified, and TELPAS

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Critical Information about Accommodations for Students with Disabilities

• 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)TEA TETN #14294


Accommodation DefinitionWhat it IS

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What it IS NOTChanges to the performance criteria or content

Necessary for every student

Replace the teaching of the TEKS

Intended to provide a student with an advantage

Be continued without evidence of effectiveness

Provided to an entire group of students

Are changes to materials, procedures, or techniquesAllow a student with disabilities to participate in grade-level or course instructionShould be individualized

Can change over the course of the school year based on student needsMay be appropriate for classroom use but not allowed on the statewide assessmentShould be evaluated regularly to determine effectiveness


Accommodations during Instruction versus Statewide AssessmentFacts:

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.

Accommodations that invalidate what is being assessed or compromise the security of the test cannot be allowed.


Accommodations during Instruction versus Statewide AssessmentFacts:

Routine use, student independence, and effectiveness are important considerations when determining accommodations.

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.


Accommodations during Instruction versus Statewide AssessmentMyths:

A teacher should only use accommodations during classroom instruction and testing if it is also allowed on the statewide assessment

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


Accommodations during Instruction versus Statewide AssessmentSummary:

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.


Therefore…

Some accommodations may be appropriate and suitable for classroom use but may not be allowed for use on a statewide assessment.


Accommodations in Unexpected or Emergency Situations 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.


The Accommodation Triangle

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

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For STAAR program and TELPAS

But…Not all accommodations are applicable to all assessments.


Eligibility Criteria

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This type of document opens when the link to an accommodation in the triangle is clicked.

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This section lists the criteria that a student must meet to use the accommodation.

Checkboxes are provided for possible record-keeping.



Supplemental Aid example– the committee must check each of the boxes in the circle below. All boxes must be checked, not just one.


Eligibility CriteriaPhotocopy 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 4th box. You must pick at least one based on student need.


New Accommodation Policy

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Math ScribeType 3 accommodation

This accommodation 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.

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3


Type 3 accommodation

Applies only to students who meets the eligibility criteria

STAAR Mathematics and Science (grades 3–8 and EOC)STAAR L (grades 3–8 and EOC)STAAR Modified (grades 3–8 and EOC)STAAR L (grades 3–8 and EOC)STAAR Spanish Mathematics and Science (grades 3–5)

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Submit an Accommodation Request Form to TEA routinely and effectively uses this accommodation during classroom

instruction and testing, is unable to effectively use Optional Test Administration Procedures

and Materials (e.g., various sizes or types of scratch paper/another workspace) or other accommodations (e.g., calculator) to address this need, and

meets at least one of the following: The student has a temporary or permanent impairment in vision that

necessitates the use of braille or large-print test materials. has a disability that affects accuracy in tracking letter to letter, word to word, and/or line to line

The student has a temporary or permanent physically disabling condition (e.g., muscular dystrophy, cerebral palsy, arthritis, physical abnormality) that prevents him or her from independently and effectively recording scratch work and computations.


Type 3 AccommodationsAvailable for students who• meet all of the eligibility criteria and• An Accommodation Request Form is

submitted to TEA.Any accommodation that requires the submission and approval of an Accommodation Request Form must be documented in the student’s paperwork as "pending TEA approval."

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QUESTIONSANSWERED


Accommodation Policies with Changes

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Accommodation Policies with Changes Oral Administration Spelling Assistance Mathematics Manipulatives Dictionary Complex Transcribing


Oral Administration

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)

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Oral Administration

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.

TEA TETN #14294

2


Oral Administration

“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.”

• 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.

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Oral Administration

“What does ‘have evidence of a reading difficulty’ mean? One grade-level behind? Two or more? Qualifies for special education in reading?”

“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

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Oral Administration

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

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Spelling Assistance

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.

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Spelling Assistance

New bullet under Special Instructions/ Considerations:

Internet access must be disabled when using technology-based methods (e.g., word processor, software) as spelling assistance.

TEA TETN #14294

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Mathematics Manipulatives

Addition under Examples/Types: Translucent (tracing) paper

TEA TETN #14294

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Dictionary

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)

TEA TETN #14294

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Complex Transcribing

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…

TEA TETN #14294

3


Complex Transcribing

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.

TEA TETN #14294

3


Complex Transcribing: Denied

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.

TEA TETN #14294

Translation: When I went on the cruise they had lobster bisque with shrimp and butter, escargot, lobster. Big twisted slide…


Complex Transcribing: Approved

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.

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.

TEA TETN #14294


Accommodation Policies with NO Changes

(Clarifications Only)

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Accommodation Policies with No Changes (Clarifications Only)

• 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.

TEA TETN #14294

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2


Accommodation Policies with No Changes (Clarifications Only)

• 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 every clarification is summarized here.

TEA TETN #14294

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2


Clarifications to Many Policies

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.


Manipulating Test Materials

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…

2


Calculation Devices

No changes to the eligibility criteria

Added a Student Scenario

TEA TETN #14294

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Basic Transcribing

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 the answer document after the testing period has ended. In this situation, the test administrator must ensure that he or 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 has ended.

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Supplemental Aids

• 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.

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Supplemental Aids

• 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.

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Supplemental Aids

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.

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Photocopying Test Materials

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

3


Photocopying Test Materials

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.

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Other

• 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 OtherAssistive technology that is not addressed under

Examples/Types of accommodation policies

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Accommodation Policies Under Construction

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Extra Time (Same Day)

• Proposing 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

2


Extra Day

• Proposing a few additions • Eligibility Criteria

• Will be trained at the October 16 TETN

TEA TETN #14294

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Additional Accommodation

Resources

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Optional Test Administration Procedures and Materials• Not testing accommodations

• 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 or her needs but not intended for every student in a classroom or disability category


Optional Test Administration Procedures and Materials• 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


Optional Test Administration Procedures and Materials• 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


Optional Test Administration Procedures and Materials• Added example under “Blank Place Markers”

bubbling tool / bubbling template

• Added Crayons to “Highlighters and Colored Pencils”


Optional Test Administration Procedures and MaterialsChanged 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.


Guidelines for Recording Accommodations on the Answer Document

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


Deadlines for Accommodation Request FormsAccommodation 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.


Deadlines for Accommodation Request Forms

Test Administration Submission Deadline

October 22-25, 2012 TAKS & TAKS (Accommodated) XL

Retests

December 3-7, 2012STAAR English I, II, & III Reading and

Writing

December 3-14, 2012 STAAR End-of-Course Assessment

Window

October 15, 5:00 PM CST

November 26, 5:00 PM CST

November 26, 5:00 PM CST

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Accommodations for Students in the TAKS Program• Students in grade 11 or taking exit-level

TAKS

• Use the 2010-2011 Accommodations Manual

• TAKS Accommodations Resources at http://www.tea.state.tx.us/student.assessment/taks/accommodations/

http://www.tea.state.tx.us/student.assessment/taks/accommodations/


TEA Student Assessment Division Contact Information Check the webpages for latest postings before calling.


[email protected]

[email protected]

Call if you need quick answers (512) 463–9536

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QUESTIONSANSWERED

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Standard–Based IEP TrainingPart IWorkshop: #38048Dates: October 19 & 20, 2012Place: Starr Room

Region One ESCTime: 8:30 a.m.—3:30 p.m.

Workshop: #38050Dates: January 25 & 26, 2013Place: Holiday Inn

Brownsville, TXTime: 8:30 a.m.—3:30 p.m.

Part IIWorkshop: #35551Dates: February 12, 2013Place: Holiday Inn

Brownsville, TXTime: 8:30 a.m.—3:30 p.m.

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REGION 1 ESC Contacts

Debbie Buchanan Education Specialist–Evaluation [email protected] (956) 984–6202

Vicki Payne Rainwater Education Specialist–Inclusion [email protected] (956) 984–6129

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Documents

©2012, Region One Education Service Center . NETDivision of Instructional Support 1