ard decision-making for the staar alternate provided by esc region xi (source: tea student...

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

ARD Decision-Making for the

STAAR Alternate

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RETN Etiquette

Please turn OFF cell phonesIf you must take a call, please take it outside

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Be sure your microphones are muted. Remember… You may be seen or heard by other sites at any time, even if you are not speaking to the presenter.

CandidCamera


Attendance and Handouts

Credit for Attendance

• Your district site manager should provide you with a sign-in sheet

• Please be sure that all participants who want credit for attendance sign-in

• Coordinate with the site manager to return the sign-in sheet to ESC Region XI

Access to Handouts

• Handouts are available online on the ESC Region XI website at http://www.esc11.net/ Page/3791• Click on “STAAR Alternate

Training Resources” on the left side menu

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http://www.esc11.net/Page/3791




After today, this session will be available for viewing via the VBrick system at http://vbrick.esc11.net

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http://vbrick.esc11.net/


Questions???

Opportunities to ask questions will be

provided throughout the training.

[email protected] 5

mailto:[email protected]


Objectives for this training

• Review current STAAR Assessments• Understand requirements for participation

in STAAR Alternate assessments for 2012-2013• Understand ARD committee

responsibilities regarding the STAAR Alternate

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Let’s Review

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Student Assessment Division

• Assessment Resources http://www.tea.state.tx.us/student.assessment/

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• Resource pages• STAAR • STAAR Modified • STAAR Alternate• STAAR L• TELPAS• TAKS• TAKS Modified

• Student Assessment Resources • A-Z Directory• Subscribe to the

Student Assessment Mailing List

• What’s New in Student Assessment

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


STAAR Grades 3 – 8Based on GRADE enrollment

Subjects/Grades 3 4 5 6 7 8Reading

Mathematics

Writing

Science

Social Studies

9Includes modified and alternate assessments


STAAR End-of-Course Assessments (EOC)Based on COURSE enrollment

English Math Science Social Studies

English I Algebra I Biology U.S. History

English II Geometry Chemistry World History

English III Algebra II Physics World Geography

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NEW

Includes modified and alternate assessments


Which test do students take?Students in grades 3–8 and

students who entered grade 9 in 2011–2012 and thereafter

STAAR For unique situations, contact TEA’s Student Assessment Division

STAAR LSTAAR Spanish (Gr. 3-5) ELL’s who meet participation requirements

STAAR ModifiedStudents with disabilities who meet participation requirements for an alternate assessment based on modified achievement standards

Students in grades 3 and above with significant cognitive disabilities

STAAR AlternateMust meet participation requirements for an alternate assessment based on alternate achievement standards

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STAAR Assessments for ELLs Receiving Special Education Services

• STAAR in English • STAAR in Spanish

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

The ARD-C and LPAC must

collaborate on assessment and

accommodations decisions


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Questions?

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Who takes STAAR Alternate?

• Students receiving special education services who:• Have a significant cognitive disability• Access TEKS through prerequisite skills• Require supports throughout the day for nonacademic

tasks• Need specialized instruction in the natural environment• Are routinely assessed through performance tasks

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• There are no limits on the number of students who can take a STAAR Alternate assessment, however…• Up to 1% of the tested population can be counted as

proficient for AYP when tested with STAAR Alternate.


How does STAAR Alternate measure the grade-level TEKS?

TEKS

STAAR Reporting Category

Assessed Curriculum

TEKS Vertical Alignment

Curriculum Frameworks

Essence Statement

Prerequisite Skills

Assessment Tasks 15


TEKS Vertical Alignment Documents• Complete listing of the TEKS academic content

standards from prekindergarten through all high school courses on the minimum high school program.

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TEKS Curriculum Frameworks

• Organized by STAAR Reporting Categories• Summarizes the

grade-level TEKS into an “essence statement” • Lists prerequisite

skills for a specific essence statement

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Essence Statements

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Three of the four essence statements are

NEW this year.


Assessed TEKS

Essence Statement


Essence Statements

• Prerequisite skill targets have been added to the Essence Statement documents to inform teachers as to the grade-level link for the tasks

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Assessed essence statements are lettered ‘A’, ‘B’, ‘C’, ‘D’


Standardized Assessment Tasks

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Complexity

Level 3 Complexity

Level 1

Complexity

Level 2


Assessed TEKS

Essence Statement


Assessment TasksDefinitions and Examples

• The Definitions and Examples pages for the assessment tasks have been expanded.• These pages proceed

each essence statement and provide valuable information and ideas for the tasks.

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ARD Decision-Making

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


ARD Decision-Making for STAAR Alternate

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Changes to the ARD Process

• Only ARD committees can select the complexity level or levels for each subject.• The teacher can no longer select the

complexity level and must abide by the ARD committee decision.• If the teacher feels that the selected

complexity level no longer reflects the student’s performance, the ARD committee must reconvene to evaluate the previous decision.

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


STAAR Alternate

Participation Requirements

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Page 1

The 2013-2014 Participation Requirements have been posted in both

Spanish and English.



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• STAAR Alternate Participation Requirements • State-required documentation form • Must be completed and retained by the district when

eligibility for an alternate assessment is confirmed• MUST be included in the IEP

Note the date on the form



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• The district personnel named in the form is responsible for making sure the ARD committee discusses each section

• The district personnel who completes these forms should be a member of the ARD committee who can verify the information on the form

• These forms should be completed during the ARD committee meeting when assessment decisions are made.

Determine who is responsible for verifying the information.

Step I: Review the Eligibility Criteria• Eligibility is considered for all tested subjects in the

student’s enrolled grade or enrolled EOC courses • The answer to all 5 eligibility questions must be YES. • If the answer to any of the questions is NO, the

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


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If the student is eligible to take STAAR Alternate, then he/she must take this assessment for all

subjects/courses.


Step I: Review the Eligibility Criteria• The ARD committee must review each of the five questions and

circle YES or NO.• Each “Yes” answer requires a justification that contains evidence

that the student meets the criteria. The recorded justification does not have to be referenced by IEP page numbers, but should be based on quantifiable evidence.

29Based on PLAAFP; narrative/anecdotal; not just IEP page/section number


Eligibility Criteria – Question 1

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• A significant cognitive disability is determined by the ARD committee and must be based on evaluation information performed by a qualified evaluation team.

• The disability must affect the student’s intellectual potential and be documented in the student’s IEP.

• A student with a significant cognitive disability has limited potential to reach grade-level expectations.

• While a student with a learning disability may have academic challenges, he or she has the intellectual potential to reach grade-level expectations and, therefore, is not eligible to take STAAR Alternate.

Justification (Example): Based on Amy’s most current FIE, her full scale IQ falls well below 70 indicating a limitation in intellectual functioning. Adaptive behavior scales indicate significant deficits in the following domains: self-care, socialization, and communication skills. The team agrees that she meets the eligibility criteria for STAAR Alternate as a student with an intellectual disability.



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• Federal regulations mandate that all students have access to and be assessed on grade-level curriculum.

• To access the grade-level curriculum, a student with a significant cognitive disability needs specialized academic instruction.

• Additionally, a student eligible for STAAR Alternate requires support throughout the day in areas such as communicating needs, navigating the classroom or school building, eating lunch, negotiating social situations, and/or taking care of personal needs.

Justification (Example): Amy has difficulty attending to tasks and requires numerous redirections to stay focused. When in a large group for instruction, Amy is easily distracted and does not process language well. Her expressive language delays make it difficult for Amy to express her needs in a large group. Because of this, Amy requires specialized instruction in a small group setting for academic skills. Amy’s weak language skills also make it difficult for her to respond appropriately in social situations; therefore, she requires assistance during nonacademic school activities. Amy requires assistance to perform all self-care skills.



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• The student needs specialized academic instruction and techniques over a period of time to learn and retain information.

• Instruction in a variety of settings is required in order for the student to transfer skills (generalize).

Justification (Example): Amy’s short attention span and distractibility require her to need numerous repetitions and drill in order to retain knowledge. Additionally, she acquires and retains knowledge best when skills are taught in the setting or situation in which the skill naturally occurs. For example, to address a social studies prerequisite skill involving economics, Amy was more successful in purchasing an item in the school store rather than in a classroom simulation.



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• Access to the grade-level curriculum is mandated by the federal government.• A student with a significant cognitive disability requires access to the TEKS

through prerequisite skills.• Prerequisite skills are student expectations from previous grades that are linked

to the grade-level curriculum.

Justification (Example): Although Amy shows relative strengths in the areas of math calculation and math reasoning, she is performing skills that are several grade levels behind her grade 8 peers in all academic areas. Her access to the grade-level TEKS is through prerequisite skills.



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• Although a student may be able to perform some academic tasks such as writing simple phrases or sentences, reading short sentences, or calculating mathematics problems, he or she is typically evaluated by methods other than paper and pencil.

• A one-day, multiple-choice test would not be an appropriate format to effectively measure what a student has learned.

• Observation of student performance while the student manipulates items, verbalizes responses, eye gazes, or activates an augmentative communication device provides more accurate measurement of skills.

Justification (Example): Amy has limited writing skills, is easily frustrated with writing tasks, and produces written work only through the use of assistive technology. If allowed to demonstrate skills through manipulation or technology, Amy is much more successful. A one-day multiple choice test is not appropriate to show mastery of skills. Amy’s teachers routinely take data on IEP goals after observing performance tasks.


STAAR Alternate


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Page 2


Step II: Discuss Assurances• If “Yes” is indicated for all of the eligibility questions for STAAR

Alternate, the ARD committee must discuss the assurances in Step II, and the district personnel completing the form must initial each one after it is discussed.

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Initials


Step II: Discuss Assurances

• the district personnel completing the form must assure that the committee discussed the impact of the decision on graduation plans.

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Elementary/MS

High School


Step II: Discuss Assurances

• Students are only eligible to take STAAR Alternate if they are accessing the curriculum through prerequisite skills. For high school students, EOC courses are denoted by a special PEIMS code for each course required on the MHSP.

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“Alternate” course codes end in “7”


PEIMS Codes for EOC Courses

• Codes are provided for all 12 of the original EOC courses• Be sure the student is enrolled in the

alternate course with the appropriate PEIMS code• Districts should continue to use these

PEIMS codes, even though the alternate assessment will be revised for next year

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“ARD Guide for Determining High School STAAR Alternate Assessments” • For grades 3-8, the enrolled

grade determines the subjects that will be tested.

• Students are required to participate in all STAAR Alternate EOC assessments sometime during high school

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

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Step III: Summarize Assessment Decisions

• Indicate the subjects in which the student will take STAAR Alternate based on meeting the eligibility criteria.

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The subject/course Enter the complexity level


Questions?

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Making the Complexity Level Decision

• 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. • The teacher must

abide by the decision.


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ARD Process for Selecting the

Complexity Level for STAAR

Alternate


Making the Complexity Level Decision

• The first step in selecting the complexity level is to pinpoint which characteristics from the complexity level or indicators of progress box best describe 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.

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Making the Complexity Level Decision• The ARD committee will determine that the student will

be assessed for each subject/course on:• A specific complexity level for all tasks for all four

essence statements per subject/course, OR • A range between two complexity levels as determined

by the indicators of progress

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Solid Complexity Level Description

L3 L2 L1 NRO

Indicators of Progress BoxCombinations of

Complexity Levels

L3 and L2 L2 and L1


“Student Characteristics for the STAAR Alternate Complexity Levels”

• The ARD committee must 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.

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Level 3

Level 1

Level 2

NRO

Indicators of

Progress


What is the difference between the complexity levels?

Complexity Level 3• Most complex• Application

Complexity Level 2• Moderately complex• Basic Recall

Complexity Level 1• Least complex• Beginning Awareness

NRO• No Response Observed 47


Complexity Level 3 Application of Knowledge

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Level 3 Complexity Level Student:Decides which materials are needed for a specific task

on his or her own or from a wide array of appropriate and inappropriate options

Develops or adjusts strategies to accomplish a specific task

Interprets or analyzes informationFormulates original responses to questions requiring

higher-level thinking skills


Complexity Level 3• Complexity Level 3 assessment tasks are the most complex and

involve applying knowledge beyond basic recall. • Some of the skills students at this level are expected to demonstrate

may include:• determining distinguishing features, organizing information,

comparing components, generating ideas, making inferences, and justifying answers.

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• Level 3 requires a student to:• internalize skills beyond basic recall• use higher–level thinking skills• arrive at answers “on his or her own” as choices cannot be provided• gather information or demonstrate skills using a wide array of materials

No choices can be given. The student must demonstrate the skill “on his or her own.”


Complexity Level 2 Basic understanding

Level 2 Complexity Level Student:Correctly makes choices when at least three options are

providedDistinguishes the varying characteristics of itemsAnswers literal questions posed to him or herRecalls information previously learned

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Complexity Level 2

• Complexity Level 2 assessment tasks are moderately complex and involve recalling information.

• Some of the skills students at this level are expected to demonstrate may include: • identifying or sorting elements, assisting in procedures, choosing

options, matching components, replicating information, and examining features.

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• Level 2 requires a student to:• demonstrate only a basic understanding of information• recall or reproduce information• arrive at answers when at least three choices are provided

Choices are always provided.


Level 1 Complexity Level Student:Authentically responds to stimuli after experiencing

them through the sensesIs unable to make a choice when two options are

offeredCannot answer questions posed to him or herCommunicates in subtle changes in affect or body

movement

Complexity Level I Beginning Awareness

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Complexity Level 1• Complexity Level 1 assessment tasks are the least complex and

involve responding to knowledge at the beginning awareness level. • Some of the skills students at this level are expected to demonstrate

may include:• acknowledging features, responding to stimuli, participating in

processes, exploring materials, and anticipating outcomes.

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• Level 1 tasks often measure skills building up to the essence statement. • Level 1 requires a student to :• be aware of the task as it is occurring• be aware of a change in stimuli but not be required to act on the stimuli• be aware of information but not make choices or decisions based on the

information

No choices are allowed since the student is not required to make decisions based on the information.


NRO – No Response Observed

• For students who are not displaying characteristics for the Level 1 complexity level, the characteristics for No Response Observed may be applicable.

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No Response Observed (NRO) Student: Is unable to make an authentic response to any stimuliMoves due to internal stimuli rather than stimuli presented to him

or herTracks or fixates on objects that are not part of the taskVocalizes intermittently before, during, and after the task



• If the ARD committee feels that the student meets the characteristics defining NRO, the committee can select NRO as the complexity level for all the tasks.• The test administrator will then plan one Level 1 task

per subject and attempt the observation to verify that the student cannot authentically respond to the academic stimuli.• If the student is able to respond during the assessment

observation, the test administrator must request an ARD meeting to review the student’s IEP and assessment decisions so Level 1 can be considered.

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• The No Response Observed (NRO) designation can be used if the student is unable to display any observable change in affect or movement due to an ongoing medical condition or the severity of the student’s disability. • Students in the NRO category typically do not

respond to any academic stimuli throughout the day. • This designation is not for the student who refuses to

respond. • An NRO assessment is not considered a failure and is

not part of AYP ratings. 56



• No combinations of levels for students between NRO and Level 1 are possible. • If a student can provide an authentic

response to any of the predetermined criterion in an assessment task• the NRO designation is not appropriate. • the student must be assessed at Level 1 for all

tasks for that subject57


Indicators of Progress

• For students who have developed beyond a complexity level, but have not consistently been able to display characteristics at the next higher complexity level, indicators of progress characteristics have been developed to help identify those students.

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Indicators of Progress for Level 1Student: Begins to show response to a stimuli

belatedly or inconsistently Becomes still or remains quiet when a

specific noise or item is near Increases vocalizations or movements in the

presence of a specific stimuli

Level 1 will be the decision.

No Response Observed (NRO) Student: Is unable to make an authentic

response to any academic stimuli Moves due to internal stimuli rather

than stimuli presented to him or her Tracks or fixates on objects that are

not part of the task Vocalizes intermittently before,

during, and after the task

Level 1 Complexity LevelStudent: Authentically responds to stimuli

after experiencing them through the senses

Is unable to make a choice when two options are offered

Cannot answer questions posed to him or her

Communicates in subtle changes in affect or body movement

Combinations of NRO and

Level 1 are NOT allowed.



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Level 1 Complexity Level Student: Authentically responds to stimuli after

experiencing them through the senses Is unable to make a choice when two

options are offered Cannot answer questions posed to him

or her Communicates in subtle changes in

affect or body movement

Level 2 Complexity Level Student: Correctly makes choices when at least

three options are provided Distinguishes the varying

characteristics of items Answers literal questions posed to him

or her Recalls information previously learned

Indicators of Progress for Level 2Student: Begins to show interest and seeks out the

same object or task Focuses on and more readily acknowledges

objects or representations

Performs tasks similar to Level 2 tasks in daily instruction

Needs less cueing and prompting for Level 1 tasks

Combinations of Level 1 and

Level 2 are allowed.

Texas Education Agency's Student Assessment Division

Level 2 Complexity Level Student: Correctly makes choices when at least

three options are provided Distinguishes the varying characteristics

of items Answers literal questions posed to him

or her Recalls information previously learned

Level 3 Complexity Level Student: Decides which materials are needed for

a specific task on his or her own or from a wide array of appropriate and inappropriate options

Develops or adjusts strategies to accomplish a specific task

Interprets or analyzes information Formulates original responses to

questions requiring higher-level thinking skills

Indicators of Progress for Level 3Student: Begins to see relationships between groups Can sometimes predict outcomes Provides responses without choices Needs less cueing and prompting for Level 2

tasks Performs tasks similar to Level 3 tasks in daily

instruction

Combinations of Level 2 and

Level 3 are allowed.


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Questions?

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ARD Considerations for STAAR Alternate Decision-Making• 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 also 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 with cueing should not

be automatically moved to a lower complexity level.• Students who cannot successfully demonstrate all three

predetermined criteria should not be automatically moved to a lower complexity level.

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ARD Considerations for STAAR Alternate Decision-Making• The ARD committee decision regarding the complexity

level or levels to be used for the assessment must be noted on page 2 of the STAAR Alternate Participation Requirements and the teacher must abide by the decision• If the 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.

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At least one task at the higher level must be observed when combinations of

complexity levels are chosen.


ARD Considerations for STAAR Alternate Decision-Making• 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 task• documenting the preplanning decision on page

one of the state-required documentation form65


ARD Considerations for STAAR Alternate Decision-Making• 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.

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ARD Considerations for STAAR Alternate Decision-Making• 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 and SSI• Students taking STAAR Alternate are not subject to SSI requirements. • Due to the design of STAAR Alternate, teachers make observations

throughout the academic year using preplanned instructional supports and are expected to provide any necessary remediation during the course of the academic year. There is no need for retests as observations can be repeated if needed due to special circumstances.

• Typically, students taking STAAR Alternate are already receiving intensive, individualized instructional support on a daily basis that takes into account the pace and amount of material appropriate for the student.

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Additional information regarding SSI requirements can be located at the following website:

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

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


How are ARD committee decisions

shared with other appropriate

individuals In your district or on your

campus?69

Additional Considerations


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Performance Data for 2014

• The adjusted cut score of 48 will be applied to the 2014 results to comply with House Bill 906 of the 83rd Legislative Session.

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Performance Data for 2014

• The student’s Confidential Student Report will also report growth between 2013 and 2014.

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• Growth results will be calculated using a stage change table and reported as Did Not Meet, Met, or Exceeded Growth.


STAAR Alternate Timelines

• The STAAR Alternate Timeline has been posted and will be updated periodically as specific dates for events have been determined.

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Important Dates

• October 7, 2013• Access to the final attempt for qualification activities will

become available from the Training Center to district and campus staff

• Testing coordinators are responsible for providing the access code for the final to teachers.

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The Training Center access code for new personnel is

STAARALT1314


Important Dates

• November 15, 2013• Documentation forms posted • January 6, 2014 – April 18, 2014• STAAR Alternate Assessment Window•March 28, 2014• Transfer cut-off date

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ARD Committee Decisions for Next Year

• The new assessment will be an item based test; there will no complexity levels• Participation requirements may change

but the test will not be expanded to include the “modified” assessment• ARD Committees can only decide if the

student requires an alternate assessment due to instruction based on alternate achievement standards 76


Anything else?

Stay tuned! Keep checking

the TEA website!

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Education Service Center Region XI Assessment Contacts

• Laura Carson – Coordinator for Curriculum, Instruction and Assessment

(817) 740-7573 or [email protected]• Peggy DeMoss – Federal and State Assessment

(817) 740-7529 or [email protected] • Sharon Rutherford – Special Education

Assessment

(817) 740-7574 or [email protected]


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Notes for local district training

• These slides may be used for training of local district personnel• If any slide is amended or revised for use

in local trainings, please change the footer at the bottom of the slide and indicate ESC Region XI as the source

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Provided by _______ ISD (Source: ESC Region 11 and TEA Student Assessment Division)

ard decision-making for the staar alternate provided by esc region xi (source: tea student...

Documents

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