special education directors cheri hendrick [email protected] 210/370-5451 dtc contact dolores...

Special Education Directors

Cheri [email protected]/370-5451DTC Contact

Dolores [email protected]/370-5475Bilingual/ELL Contact

Kelly Bevis [email protected]/370-5432Special Education Contact

Welcome and Introductions

Tuesday, January 31Morning Session

• Significant Changes to the Student Assessment Program

• 2012 Test Administration

• Test Security

• Assessment of Students Served by Special Education

• Morning Wrap-up / Questions & Answers

Tuesday, January 31Afternoon Session

• Accommodations for Students with Disabilities

• Assessment of English Language Learners

• Scoring and Reporting

• Assessment Management System

• Daily Wrap-up / Questions & Answers

Please Note:

This training does NOT take the place of

reading the appropriate manuals.

Question and Answers

Please use “parking lots” posted on walls.

Significant Changes to the Texas Student Assessment Program

7

Policy and Procedure Highlights

STAAR Standard-setting Activities and Report Dates

STAAR (3–8), STAAR Spanish (3–5), & STAAR L (3–8)

• Raw score reports April/May 2012

• Standard setting Fall 2012

• Results w/ standards applied January 2013

STAAR EOC & STAAR L EOC

• Standard-setting February 2012

• Results w/standards applied June 2012

8


STAAR Standard-setting Activities and Report Dates

STAAR Modified

• Raw score reports June 2012



STAAR Alternate

• Raw score reports May 2012



9

Policy and Procedure HighlightsStudent Success Initiative (SSI)

• No grades 5 and 8 SSI retesting in 2012

• Standards will not be set until fall 2012

• Districts should use other relevant academic information to make promotion/retention decisions

Assessments for Students Receiving Special Education Services

• Accommodated forms of STAAR are not available

• Format changes made to STAAR that are similar to TAKS (Accommodated)

• STAAR Modified and STAAR Alternate assessments available to students who meet participation requirements

10


STAAR Assessments for English Language Learners (ELLs)

• No exemptions for STAAR program

• STAAR L is a linguistically accommodated English version of STAAR for ELLs in grades 3 – 8 and on EOC who meet specific participation requirements

• STAAR Spanish is available for ELLs in grades 3 – 5 who meet specific participation requirements

• ELLs not eligible for STAAR L or STAAR Spanish may be provided allowable linguistic accommodations on STAAR

11


Scheduling Test Sessions

• Four-hour time limit policy and procedures

• Extra time or extra day accommodation available only to students who meet eligibility criteria

• Testing should end by the close of the regular school day (with exceptions for campuses testing more than one session)

Make-up Testing

• Available for all grades, all subjects, and courses

• Available for all administrations

12


Security Training for Testing Personnel

• Only one annual training in general test security and procedures required

• Oath requires signature and initials after training

Optional Test Administration Materials and Procedures

• More allowable materials and procedures available to all students

13


Testing Materials

• Grade 3 students record answers on separate answer document, not scoreable test booklet

• Separate test booklets and answer documents for each EOC subject area

Manuals

• STAAR District and Campus Coordinator Manual (DCCM)

• STAAR Test Administrator Manuals - Grades 3–5 - Grades 6–8 - EOC

14


STAAR Grades 4 and 7 writingEnglish I, English II, and English III

• Organization

• Test design

• Dictionary policy

• Time limits

• Duplication/photocopying

15


16

Organization of grade 4 STAAR writing assessment:

• Assessment split evenly over two days

• Day 1 – All the multiple-choice questions and first composition

• Day 2 – Second half of multiple-choice questions and second composition

• Field testing

• Both multiple choice questions embedded

• “Mini” stand-alone field test every three years to try out prompts


17

Organization of grade 7 STAAR writing assessment:

• Assessment split evenly over two days

• Day 1 – All the multiple-choice questions and first composition

• Day 2 – Second and third compositions

• Field testing

• Both multiple choice questions and prompt embedded


18

Organization of English I, English II, and English III STAAR assessments:

• Writing and reading assessed separately

• Writing component administered on Day 1

• Reading component administered on Day 2

• Scores reported separately for writing and reading

• Students retest only in the component they fail

• Both reading and writing field tests embedded in operational assessments


19

Two-day design: key test administration issues

• Grades 4 and 7 writing: one test booklet with each day sealed separately

• English I, II, and III: separate test booklets for writing and reading

• Answer documents

• Allowable space to write compositions and short-answer reading responses

• New dictionary policy

• 4-hour time limit (especially as it relates to compositions and short-answer reading responses)

• Duplication/photocopying of compositions and short-answer reading responses


Mathematics and Science

• Reference materials

• Work space

• Calculators

20


Reference Materials for Mathematics and Science

• Consists of formulas, constants, conversions, periodic table, etc.

• Are used for grades 3–8 mathematics, grade 8 science, Algebra I, geometry, Algebra II, chemistry, and physics

• Are not used for grade 5 science or biology • Will be embedded in the paper test booklets and perforated so students can tear them out

• Will be embedded in online tests as a pop-up window

• May be printed from the TEA website and distributed to students to use during paper and online testing

21


Work Space for Mathematics and Science

• Paper tests will have blank space around test questions for students to make notes and perform calculations.

• Online tests will have new tools for making notes and performing calculations.

• Math tests will have graph paper embedded in the paper test booklets and perforated so students can tear it out.

• Online math tests will have a new pop-up window of graph paper.

• Campuses may print copies of the graph paper from the TEA website and distribute to students to use during paper and online testing.

22


Calculators for Mathematics and Science

• A graphing calculator must be provided to each student taking the Algebra I, geometry, and Algebra II assessments.

• A scientific or graphing calculator must be provided to each student taking the chemistry and physics assessments.

• A calculator must be available for every five students taking the biology assessment.

• Will be embedded in online math tests as a pop-up window

• A calculator must not be provided to students taking the grades 3–8 assessments unless eligibility criteria for an accommodation is met.

23

Test Administration

• Calendar• Manuals• STAAR Resources

24

Texas Student AssessmentsNew STAAR Assessments

2012 STAAR tests

• grades 3–8 mathematics

• grades 3–8 reading

• grades 4 and 7 writing

• grades 5 and 8 science

• grade 8 social studies

• End-of-course (EOC) – twelve tests

25

Texas Student Assessments

26

Texas Student Assessments

TELPAS

• grades K – 12 - all English language learners classified as limited English proficient (LEP)

TAKS

• TAKS grades 10 & 11 exit - English language arts, mathematics, science, and social studies

• TAKS LAT - English language arts, - grade 10 eligible immigrant ELLs mathematics, and science

• TAKS exit level retest - English language arts,

mathematics, science, and social studies

27

28

http://www.tea.state.tx.us/index2.aspx?id=2147504081

2012 Calendar

29

Notice that 2012-2013 calendar is posted on website and is available for comment until January 13, 2012.

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

2012 Calendar

Pointing out 2012 dates

• STAAR Alternate Window January 9–April 20

• TAKS grades 10, 11, & exit level retest March 5, March 7-9

- Schedule affected by election

- Ship scorables Monday, March 12

• TELPAS March 19–April 11

30

2012 Calendar


• STAAR /STAAR Modified March 26-29

- English I and III writing Monday

- English I and III reading Tuesday

- English II writing Wednesday

- English II reading Thursday

- Grades 4 and 7 writing Tuesday & Wednesday

- Grades 5 and 8 math Tuesday

- Grades 5 and 8 reading Wednesday

- ship scorables grades 4, 5, 7, & 8 Friday, March 30

- ship scorables English I, II, & III Monday, April 2

31

2012 Calendar


• TAKS grades 10, 11, & exit level retestApril 23 – 27 - ship scorables Monday, April 30

• STAAR/STAAR Modified April 24 – 27 - ship scorables Wednesday, May 2

• STAAR/STAAR Modified EOC May 7-18 - ship scorables Tuesday, May 22

• STAAR July 9 –13 - ship scorables Monday, July 16

• TAKS exit level retest July 9 –12 - ship scorables Monday, July 16

32

2012 Manuals 2012 District and Campus Coordinator Manual

- STAAR - TELPAS

33

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

2012 Manuals

34

STAAR Test Administrator Manuals

• Three Test Administrator Manuals

- Grades 3-5

- Grades 6-8

- End-of-Course

• Include general information and test administration directions for STAAR, STARR Spanish, STAAR L, and STAAR Modified (STAAR Alternate, TELPAS, and TAKS manuals are separate)

• Will only be shipped once

• Due in districts by February 24, 2012

• Must be retained for later administrations

2012 Manuals

35

TAKS

- Grades 10 & 11 - Due in campuses by January 13

STAAR Alternate

-Available online

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

STAAR Resources

36

Test Administration

www.tea.state.tx.us/student.assessment/staar

• Optional Test Administration and Procedures - May be provided to any student based on his or her needs

- Student must have experience with the specific procedure or material

- Must have been determined effective in meeting student needs

- May not require students to use them

- Not intended for every student

STAAR Resources

37

Test Administration

www.tea.state.tx.us/student.assessment/staar

• STAAR Time Limits Policy and Procedures

- Start and stop times

- Test administrator “SAY” directions

- Breaks

- Lunch

- Announcement of time to test

- Late-arriving students

- Multiple test sessions

- Extended time and extended day accommodations

Test Security

• Resources• New to Test Security• Highlights

38

Test Security Resources

39

Test Security http://www.tea.state.tx.us/student.assessment/security/

• 2012 Test Security Supplement

• Launch of Web-based Texas Test Administrator Online Training Modules - www.TexasAssessment.com/TAonlinetraining

• PowerPoint from 2011 Assessment Conference

- Tips for Conducting Thorough Investigations - Test Security Update

New to Test Security

Security Training

• all district and campus personnel who participate in state- mandated testing and/or handle secure test materials

• any person who has more than one testing role must receive training and sign an oath for each role

• only one training on general test security and administration procedures required for 2012 testing year (administration specific training must be provided)

Oaths: Superintendent, DTC, and CTC

• located in DCCM & www.tea.state.tx.us/student.assessment/security/oaths/

• superintendent signs at end of testing year

• DTC and CTC sign after training and at end of testing year

• return to Pearson at end of year 40

New to Test Security

Oaths: Test Administrators, Materials Handlers, and Technology Support

• required to sign only one oath for 2012 testing year (exception STAAR Alternate and TELPAS)

• required to initial and sign oath only after training

• additional section to be signed for Viewing Secure Test Materials

• separate oaths for test administrators and technology staff

• located in Test Administrator Manuals (coming soon to online)

41

42

Break Time

Assessments for Students with Disabilities

STAAR Alternate

STAAR Alternate Who is it for?

• An alternate assessment based on alternate academic achievement standards – Different passing standard than STAAR– Not a paper/pencil test… observation-based

assessment and results entered in online system

• For students receiving special education services who meet participation requirements

Why is STAAR Alternate more rigorous?

• More rigor for the STAAR program, which includes STAAR Alternate, has been mandated by the Texas legislature.

• Our teachers and students are ready for more rigor, since they have met the challenges that have been asked of them over the years.

More Rigorous Tasks and Observation Guidelines

The assessment tasks have been made more rigorous by:

requiring the student to do more for one predetermined criterion

linking to a more challenging general education curriculum

targeting higher prerequisite skills for a grade level or course assessment task than was

focused on for TAKS–Alt

• The assessment is now limited to two completed observations, because teachers reported that they emphasized quality instruction before the observation and rarely needed more than two observations.

• Students must now demonstrate all actions listed in each predetermined criterion using the specific action planned by the teacher, so that the teacher is more objective and focused when observing student performance.


The student performs the predetermined criterion.

The teacher notes what was observed during the

observation.

The teacher evaluates the student’s performance recorded in the notes to

determine if the student performed the skill as planned and how much

additional assistance was needed.

The teacher answers the online evaluation questions using

the notes.

The Assessment Management System converts the recorded answers into the official score

reported on the CSR.

• The importance of the observation is stressed, because the performance of the student during the observation directly relates to the score the student will receive on the CSR.

• The importance of using the documentation form is stressed, because it is the official evidence for the evaluation in the Assessment Management system.

• Generalization can only be demonstrated with a change in materials, so that the focus is on skill acquisition and not situational factors.


Viewing the Documentation Form

• The documentation form must be used during the assessment as follows: before the observation to preplan the observation, during or immediately after the observation to record student performance, and after the observation to evaluate the student’s performance in the online system.

• The state-required documentation forms are the only secure document related to STAAR Alternate once student performance data has been recorded.

• Others can view the first page of the documentation form during and after the preplanning by the test administrator.

• No one can view pages two and three of the documentation form. These pages must be kept secure by the teacher until the form is given to the CTC or DTC for storage by the close of the assessment window.

• Documentation forms will no longer be available on the TEA website after the close of the window.

Important Difference Between….

Instruction Observation

Helping student to learn concept with

as much assistance as needed.

Allowing student to show what he or

she can do without assistance.

Must use!

Ensures Standardization

More Rigorous Scoring

• The selection of the complexity level affects scoring due to the weighting feature which allows more points for a higher complexity level.

• The complexity level selection should be based more on the developmental level of the student rather than the actual task.

• Test administrators should avoid selecting a task a student can already do, but rather select a task the student should be able to do with instruction and careful thought to access.

Scoring and evaluating the performance of students with significant cognitive disabilities is difficult due to the wide range of abilities; however, we want to make sure that the score fairly reflects each student’s actual

performance and skill level.

• Student assessments that are designated as No Response Observed require evidence that one essence statement per subject was planned on the first page of the documentation form and the observation attempted. The first page must be stored in the district as evidence of the attempted observation.

• No points are given for a prompted Demonstration of Skill performance, because the student was given the answer.

• Students are given two points for an independent generalized performance, so that the scoring mirrors the primary performance.

More Rigorous Scoring

More Rigorous Teacher Training

• There are no student test booklets and corresponding test directions for the test administrator to follow.

• The evaluation piece for both TELPAS and STAAR Alternate requires more extensive training.

Why do we have to take a test?

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 as a group 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 state-required documentation form.

• Develop IEP goals and objectives for the academic instruction that will be provided.

What resources are available to help with STAAR Alternate?

Available Resources

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

STAAR Modified

What is STAAR Modified and who is it for?

• An alternate assessment based on modified academic achievement standards • Different passing standard than STAAR• Different test questions… based on STAAR

• For students receiving special education services who meet participation requirements• For the 2011-2012 school year, applies to

students in grades 3-8 and entering grade 9• Students repeating grade 9 and in grades 10-12 are

still held to the requirements of the TAKS program

Field Test

Subjects assessed with STAAR, but not assessed with STAAR

Modified

TEA - 2011 Texas Assessment Conference 62

• STAAR Modified World History will be administered in 2013

• STAAR Modified English III and U.S. History will be administered in 2014

• Algebra II, chemistry, and physics will NEVER be assessed with STAAR Modified.

Begin with STAAR and simplify reading selections, test questions, and answer choices by:

Reducing the number of questions tested and deleting one answer choice

Simplifying sentence structure, vocabulary, digits, and grid for griddable questions (mathematics only)

Revising or adding context for clarification Examples: pre-reading text in reading and writing, definitions, formulas and/or conversions

Modification Guidelines

Deleting extraneous information Examples: reduce number of variables/steps/operations, delete one part of compound answer choices

Organizing information differently Examples: chunk (separate into parts) reading and editing selections, bulleting information, additional spacing

Or… delete certain things from STAAR so that they are not tested on STAAR Modified

Delete “not” or “except” questions

Delete griddable questions (science tests only)

Students will be assessed with only one type of writing prompt in each tested grade (writing tests only)

Student compositions are scored on a three-point rubric (writing tests only)

Results from the STAAR Modified Written Composition Study

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

Separate paired STAAR reading selections (test as single selections that are not thematically linked) and delete all thematically-linked crossover questions (reading tests only)

Student expectations in Reporting Category 1 associated with making connections across texts are not tested on STAAR Modified

Only vocabulary will be tested in Reporting Category 1 for STAAR Modified

Will test administrators be allowed to read any word in the selection that they already read in the pre-reading text like in TAKS-M? No. This is a difference between TAKS-M and STAAR

Modified reading tests.

Test administrators (TA) may read the pre-reading text to students but may not read anything in the reading selection.The TA must read aloud the pre-reading text and

may read the test questions and answer choices if the student is eligible for an oral administration.

Test administration directions will explain that the TA can read the pre-reading text as many times as necessary, as long as it is prior to the students reading the selections.

Chunking/Segmenting STAAR Modified Reading:

Poetry and Drama selections

• Poetry selections will NOT be separated into parts.

• Drama selections WILL be separate into parts, usually according to the number of scenes.

Readability Levels of STAAR Modified Reading Selections

• The decoding level of STAAR Modified reading selections is simplified (e.g., sentence structure, vocabulary).• This does not apply to published selections due to

copyrights.

• Readability programs have not been used to “level” reading selections because they are often inconsistent.

• TEA bases appropriateness of the selections readability on the expertise of• TEA staff (Student Assessment Division, Curriculum

Division) who are former teachers• Teachers across the state through item review meetings

Determining Appropriate Assessments:ARD committee Responsibilities

1.Review the student’s present level of academic achievement and functional performance (PLAAFP).2.Review the student’s instructional plan, which includes the goals, objectives, accommodations and/or modifications the student will need in order to access the grade-level/course Texas Essential Knowledge and Skills (TEKS).3.Determine the appropriate assessment for the student based on the instruction the student is receiving and whether the student meets the participation requirements.4.Document the assessment decision, including any accommodations.

Participation Requirements

“State-required Documentation Form”

Just like STAAR Alternate, TEA requires the STAAR Modified Participation Requirements Form be completed and retained by the district.

Which “district personnel” can complete this form?

A member of the ARD committee who participated in the meeting where the statewide assessment decision was determined

Example: special education teacher, ARD facilitator, administrator

Filed at the campus level • Local determination• Best practice = retain documentation as long

as helpful for decision-making purposes from year to year

Filed in the IEP (although it is not a required part of the IEP)• Best practice = complete form during the ARD

committee meeting when assessment decisions are made

• If form is filed in the IEP, the normal IEP retention policies apply

Retaining the FormWhere and How Long?

Yes. If the student was administered the wrong assessment, the district testing coordinator must contact TEA to receive instructions on how to• Fix the error• Give the correct test• Document the irregularity

There are no further ramifications once the error is reported and has been appropriately corrected.

Is it a testing irregularity to give STAAR Modified to a student who doesn’t meet the participation requirements?

Yes. Applies to English III, World History, U.S. History, Chemistry, Physics, Algebra II• If the student meets participation requirements,

then he/she does not test since an assessment is not available.

• If the participation requirements are not reviewed or the answer to any of the three questions is No, the student takes STAAR.

Does an ARD committee need to complete the participation requirements and retain the document if a student is receiving modified instruction in a course in which STAAR Modified is not available?

Using the new PEIMS codes

Use the new codes for all students receiving special education services and completing a modified or alternate version of the corresponding course, including those students who are in grades 10, 11, and 12 who are graduating under the TAKS requirements.

PEIMS Codes

PEIMS Data Standards 2011-2012 Addendum

http://www.tea.state.tx.us/index4.aspx?id=2147497193

Location of the New PEIMS Codes

When do the new PEIMS codes need to be in place?

Please begin using the new codes for all students as soon as possible.

No. FERPA regulations do not allow any information on the student’s transcript that would identify him/her as a student with a disability.

•The student’s transcript will show the state-adopted course name only (e.g., Algebra I).

•Schools are required to use the state-adopted name as referenced in PEIMS but can use local names in addition to the state-adopted name.

Will the Academic Achievement Record identify courses as “Modified” when the modified PEIMS codes are used?

“9” Course Codes for Non-EOC Courses

Districts may use either the standard course code or a locally assigned “9” code for a course that does not have Modified or Alternate codes.

OTHER MODIFIED QUESTIONS…

Federal and State Education Policy states …

The ARD committee will determine whether the course should be taught by a general education teacher with special education supports, or in a “self-contained” class taught by a certified special education teacher.

• The special education supports may be a co-teaching role (two teachers of record, or 1 teacher of record and one assistant) or a support teacher role. • If the course is taught by a general education teacher, there should be clear documentation showing the special education supports that are provided to students to ensure a free and appropriate public education (FAPE).

See PEIMS data standards related to the 305 Record for more information.

Determining the Teacher of Record for students receiving modified instruction in the general classroom

Once a student begins taking modified coursework and STAAR Modified, is that student able to opt back into the Recommended High School Program (RHSP)?

Students who take courses under the MHSP as provided by Subsection (b) may, upon request, resume taking courses under the RHSP (House Bill 3, §28.025(b-8) )•This applies to students receiving special education services as well.

– The ARD committee would need to determine how the student can achieve the necessary credits, as courses with modified content cannot be counted toward this program.

– The student would then have to meet all of the requirements of the general assessment, STAAR.

Students who take STAAR Modified in high school but is dismissed from special education before graduation, will the student now have to take STAAR?

Yes. The student is now held to the same requirements as all other general education students.

Does the 15% rule apply to students served by special education services?

Yes. For a student receiving special education services, the score he or she receives on a general STAAR EOC assessment must count as 15% of the final course grade. Nevertheless, the student's admission, review, and dismissal (ARD) committee determines whether the student has met the course requirements.

• The 15% requirement does not apply to students taking STAAR Modified or STAAR Alternate.

http://www.txetests.com/FAQS/index.asp

Will students taking STAAR Modified have four hours to test or will they get extra time?

•Students taking STAAR Modified will have four hours to test just like students taking STAAR

•The accommodations of extra time will be available to those students taking STAAR Modified who meet the eligibility criteria for the Extra Time (XT) Accommodation (Type 2 Accommodation).

What resources are available to help with STAAR Modified?

Available Resources

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

Testing Accommodations for

Students with Disabilities

Are changes to instructional materials, procedures, or techniques that are made on an individual basis and allow a student with a disability to participate in grade-level or course instruction and testing

Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

Are not changes to the content being assessed and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS

Should not be provided to an entire group of students, such as those in the same class or disability

Accommodations for Students with Disabilities

Applies to students taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS

For purposes of statewide assessments, a student needing accommodations due to a disability includes

• A student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodations

• A student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodations

• A student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for certain accommodations

Critical Information about Accommodations

for Students with Disabilities

• Special education services: the ARD committee; IEP

• Section 504 services: the 504 placement committee; IAP

• No special education or Section 504 services: the appropriate team of people at the campus level; documentation determined at local level

• Response to Intervention (RTI) team and student assistance team are just examples• This applies to a small group of students

Authority for Decision and Documentation

• Includes some things that have been called testing accommodations in previous years

• Related to best practices for instruction• Available to any student who needs them• Not intended for every student in a class or

disability category• Not recorded on answer document• Available on test administration materials

web pages as well as accommodation resources

Optional Test Administration Procedures & Materials

• Allowed for any student NOT every student; test administrators should not distribute these materials on test day; make them available in front of room or ask students if they need it

• No documentation required beyond what is necessary for planning on test day• However, a district could require

documentation for certain students or for certain procedures/materials

• Individual or small-group administration has moved back to a Type 1 accommodation

Optional Test Administration Procedures & Materials

List of Optional Test Administration Procedures and Materials

• Reading assistance on grade 3 mathematics

• Highlighters or colored pencils

• Procedures or materials to minimize distractions (e.g., stress ball, noise-reducing headphones)

• Reading test aloud to self (e.g., reading into a voice-feedback device or voice recorder)

• Signing or translating test administration directions

• Scratch paper or other workspace

• Colored overlays

• Magnifying devices

• Blank place markers

• Preferential seating

NOTE:If any of the Optional Test Administration Procedures and Materials become distracting to other students or compromise the security of the test, an individual administration is required.

The Accommodation Triangle

The Accommodation TriangleOrganizes accommodations for students

with disabilities in accordance with:

• The specificity of the eligibility criteria

• The need for TEA approval (Accommodation Request Form) before the accommodation can be used on a statewide assessment

No longer categorized by Presentation, Response, Setting, or Timing/Scheduling

Type 1 Accommodations

For students with a specific need:

One eligibility criterion:• Student must routinely, independently

(when applicable), and effectively use the accommodation during classroom instruction and testing

1

Routinely, Independently, and Effectively

Routinely• Used often enough that student is familiar and

comfortable using accommodation on a statewide assessment

• Not necessarily used every day

Independently• Only applicable to some accommodations (e.g., applies

to use of a calculator but not to an oral administration)

Effectively• Accommodation meets student needs as evidenced by

scores and observations with or without accommodation use


2

Two or more eligibility criteria, including:• Student must routinely, independently (when

applicable), and effectively use the accommodation during classroom instruction and testing

• Additional criteria based on specific student needs


3

For a very small number of students• Student must meet all eligibility criteria listed• Appropriate team of people at campus level

determines eligibility for listed accommodations or “other” accommodations not listed in the triangle

• AND submits an ARF to TEA


3

Requires an approved ARF because Type 3 accommodations involve a test administrator handling or manipulating secure test materials or student responses in ways that could compromise test security, confidentiality, and/or student results.

TEA provides specific guidelines with an approved ARF in order to ensurethat Type 3 accommodations arecarried out in a standardized manner.

This type of PDF document opens

when the link to an accommodation in

the triangle is clicked.

This section provides a general description of the accommodation and who may need it.

The statewide assessments that the accommodation may be used on are listed in this section.

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

The checkboxes are provided for possible documentation.

This section lists the campus personnel and the requireddocumentation necessary for making accommodation decisions.

This section also explains what to record on the student answer document.

This section states if an Accommodation Request Form is/is not required.

This section lists examples and types of the accommodation that may be used on a statewide assessment.

This section provides detailed information that is integral to the appropriate use of each accommodation. For instance, the section may include test administration instructions, security precautions, and training requirements.

The intent of this section is to assist districts in making accommodation decisions. It will be updated as needed based on educator feedback. This section will not be included on all accommodations.

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

accommodations/

1092011 Texas Assessment ConferenceTexas Education Agency

Click this link to see all resources for accommodations for students with disabilities

Available Resources

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

Recording Accommodations on the Answer Document

Documenting Accommodations

• “Guidelines for Recording Accommodation Use on the Student's Answer Document” will be posted to the Accommodations for Students with Disabilities webpage soon

• P, S, R, T not on STAAR answer documents

• Mark Type 1, Type 2, and/or Type 3 accommodations in the blank bubbles for each subject

Documenting Accommodations

• Specifically mark these accommodations under Type 2• Braille (BR)• Large Print (LP)• Oral Administration (OA)• Extra Time (XT)

• Specifically mark Extra Day (XD) under Type 3

• The LA column is for Linguistic Accommodations

Accommodation Request Process

• “Accommodation Request Process” document outlining the process for requesting Type 3 accommodations will be posted to the Accommodations for Students with Disabilities webpage in January 2012.

• Will include a link to the updated online ARF, which will open in mid-January.

• Districts must indicate that a student has met each of the listed eligibility criteria PLUS provide specific objective evidence of student need.

• “Other” accommodations cannot be entered into the online ARF. They must be requested through your ATF member by phone. Be prepared with the details prior to calling.

• Faxing paper request forms is allowed only in rare situations and at the discretion of TEA’s Accommodations Task Force.

Accommodation Request Process

TEA’s Accommodations Task Force

ATF Member… Districts that begin with… Lynn Franzen A, L, Q, R Charity Riley-Rose B, G, J, M, O, P Nicole Merkord C, F, I, U Sue Russell D, E, N, T, W Erin McNeely H, K S, V, X, Y, Z Keisha Gibson Asylee/Refugee Lilia Herrera Ramirez TELPAS

Assessment of English Language Learners

TELPASSTAAR

Texas English Language Proficiency Assessment System

K–12:ListeningSpeakingReadingWriting

Policy ChangeSecond Semester Immigrant

Non-English Readers

ELLs in grades 2–12 who first enter U.S. schools in second semester are no longer permitted to receive automatic score of beginning without taking TELPAS reading test

Now required to take test Will receive scores based on test performance

Policy ChangeNewly Enrolled ELLs

“20-day rule” gone

Not necessary with new shorter testing window

New policy: No holistically rating ELLs from other Texas districts, states, or countries who enroll on or after first day of testing window (March 19)

Unchanged: 2–12 reading test still required

Guiding Principle Students who Move

If new ELL enrolls before March 19 (start of testing window), receiving campus responsible for all assessments

If new ELL enrolls on or after March 19, receiving campus only responsible for grade 2–12 reading test (if not already administered)

Applies whether new student is from another school district, state, or country

Key Dates for Holistically Rated Components

Date Activity

1/16 Assembling and Verifying Grades 2–12 Writing Collections Course available

1/27 End date for district coordinator training—all TELPAS components

1/30 Online basic training courses for new K–1 and 2–12 raters available

1/30 Supplemental support provider recorded Web-based training available

2/10 End date for campus coordinator training—holistically assessed components

2/20 End date for training raters and verifiers on administration procedures

2/20 Earliest eligibility date for TELPAS writing samples

2/20 Calibration window opens for new and returning raters—first 2 sets

2/29 Third and final calibration set available

3/19–4/11 TELPAS assessment window

Online Reading Test Updates

Accommodation types (1–3) that are new for STAAR will be recorded for TELPAS too

New: Sample items no longer included with tests

TELPAS reading tests will remain untimed for spring 2012

TELPAS Student Tutorials

New: Browser-based to reflect TestNav changes No files to download, install

As in past, tutorials separate from tests

Recommended for students new to TELPAS Several different test item formats Since no sample items with test, practice with

item formats and online interface is useful

Updated tutorials available before February athttp://www.TexasAssessment.com/TELPAS-tutorials

ELLs and STAAR

Emphasize in Training Policies and procedures for grade 10 and exit level TAKS are

not changing to mirror STAAR

All ELLs participate in STAAR assessments; no exemptions from testing

Linguistic accommodations not just for STAAR L

Accommodation policies differ by program STAAR STAAR Spanish STAAR L STAAR Modified STAAR Alternate

Differing Degrees ofLinguistic Accommodation

STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable

STAAR (English) Limited degree of linguistic accommodation

STAAR L

Moderate to substantial degree of linguistic accommodation

STAAR Modified

Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test

STAAR Alternate

No specified linguistic accommodations; observational, classroom-based assessment design allows other languages and communication methods to be used as needed

Linguistic Accommodations STAAR

*Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy

Math, Science, Social Studies Reading, Writing

Bilingual dictionary Extra time (same day)

Grades 3–5: Dictionaries of various types* Extra time (same day) Clarification in English of meaning of

words in writing prompt words in short-answer reading

questions (English I–III)

Linguistic Accommodations STAAR L

Math, Science, Social Studies

Clarification in English of word meaning Reading aloud of text Bilingual dictionary Extra time (same day)

Linguistic Accommodations STAAR Modified

*Unique to STAAR Modified**Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy

Math, Science, Social Studies Reading, Writing

Clarification in English of word meaning

Oral translation* Reading aloud of text Bilingual dictionary Bilingual glossary* Extra time (same day)

Clarification in English of word meaning Oral translation* Reading aloud of eligible text Dictionaries of various types

(grades 3–5)** Extra time (same day)

Linguistic Accommodation Resources

Test administrator manuals no longer have detailed information about linguistic accommodations

Guide called Linguistic Accommodations for ELLs Participating in the STAAR Program available on Accommodation Resources webpage is principal source of information

19 TAC Chapter 101, Subchapter AARevised ELL Participation Rules

New rules in effect for STAAR

No rule changes for TAKS Same grade 10 exemption policies Same linguistic accommodation policies Same exit level LEP postponement policies

ELL Policy Resources for LPACs and ARD Committees

LPAC assessment decision resources tea.state.tx.us/student.assessment/ell/lpac/ STAAR TAKS TELPAS

Accommodation decision resourcestea.state.tx.us/student.assessment/accommodations/ Linguistic accommodations Accommodations related to disabilities

STAAR Spanish and STAAR L

STAAR SpanishFor ELLs for whom Spanish version of STAAR is most appropriate measure of academic progress

STAAR LELLs for whom all of these apply may take STAAR L:

STAAR Spanish not most appropriate measure of academic progress (or does not exist at student’s grade)

Student has not yet attained advanced high TELPAS reading rating

Student is within first 3 years in U.S. schools (unless unschooled asylee/refugee, then first 5)

Alignment of STAAR, STAAR Spanish,

and STAAR LSame: Assessed curriculum and item types STAAR blueprints for building tests Achievement standard alignment Focus on readiness for next grade level or course with goal of

postsecondary readiness

Differences have to do with language accessibility: STAAR Spanish uses native language to help students understand test STAAR L provides English-language accommodations

to help students understand test

ELL Participation in STAAR Modified and

STAAR Alternate ELLs receiving special education services who meet

requirements for STAAR Modified or STAAR Alternate may take these assessments

Small number of ELLs ELLs participate only on basis of disability, not second

language acquisition

Special English I and II EOC ProvisionsTAC §101.1007

For ELLs who ― have been enrolled in U.S. schools 3 school years or

less (5 or less if qualifying unschooled asylee/refugee) and have not yet attained TELPAS advanced high reading

rating

Why these provisions? In English I and II/ESOL I and II courses, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments.

Three Special Provisions

When enrolled in English I or II/ESOL I or II course, eligible ELL shall not be required to –

include assessment score in cumulative score for graduation retake assessment each time it is administered if student

passes course but does not achieve minimum score have score count for 15% of student’s final grade

Note: Students are not exempt from test while in course Provisions do not apply to English III New sample LPAC form for documentation

ELLs with Parental Denials TAC §101.1005 (f)

These students not eligible for special ELL assessment, accommodation, or accountability provisions

No testing in Spanish

No linguistic accommodations during testing

No English I/II EOC special provisions

No unschooled asylee/refugee provisions

December 2011Testing Conference PowerPoints

Good sources of additional information

Available at http://www.tea.state.tx.us/student.assessment/tac/

Texas AssessmentManagement System

ESC TrainingJanuary 2012

Texas Assessment Management SystemThere are also updates to the teacher portal for 2012-2013.

All topics are in presentations from the conference and are located on the resources page of the Assessment Management System. http://www.texasassessment.com/tx_conference

Changes in User Role Set-up:

The Alternate Assessment Teacher role cannot be paired with a District Testing Coordinator, Campus Testing Coordinator, District Testing Assistant and Alternate Assessment Assistant roles.

The Alternate Assessment Teacher role does not need to be associated with registration groups of students.

Once the teacher is set-up, linking to a student by subject is now completed in the new Manage Teacher Assignments section in the STAAR Alternate tab.

STAAR Alternate Manage Teacher Assignments

Changes to Adding and Registering Students:

When adding new students and registering them for the 2012 STAAR Alternate administration the user no longer has to create or add them to a registration group to link to an alternate assessment teacher.

Additionally, students in grades 3-8 will have the subject assignments made automatically. The subjects will have to be chosen for students in grades 9-12.


New process for linking teachers to students:

Alternate assessment teachers are linked to the students and subjects using the new Manage Teacher Assignments section of the new STAAR Alternate tab.

For all registered students the user can assign assessment subjects and link teachers to students by assessment subject from this new tab.



Additional information covered in the STAAR Alternate training presentation includes changing a registered students campus and/or grade. This can occur as a result of electing to have Pearson roll over the TAKS-Alt registered students for the STAAR Alternate administration.

It also includes how to handle students that move campuses or districts during the test window.

Teacher Portal

New Manage Teacher Directory:•Link Teachers to PEIMS classes•Export Teacher file

Teacher Home:•View Rostered Groups and PEIMS Classes

A training module for district coordinators showing how to use the new Manage Teacher Directory is at http://www.TexasAssessment.com/training

Available Resources• Assessment Management System Resources

– There are many sources of support for the Texas Assessment Management System. All support documentation and resources can be found on the Support page of the Texas Assessment website. There you will find:

• User's Guide for the Texas Assessment Management System located on the Resources page of the Texas Assessment website at http://www.TexasAssessment.com/guide

• Guide to the Student Portal of the Texas Assessment Management System• Frequently Asked Questions (FAQs)• Support Center Information

– If you have questions about the Assessment Management System, you can call Pearson’s Austin Operations Center at 800-627-0225 (Monday–Friday, 7:30 AM–5:30 PM, Central Time) to talk to a support specialist.

• E-mail Information– To contact system support personnel, email:

[email protected].

Wrap-upQuestions and Answers

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special education directors cheri hendrick [email protected] 210/370-5451 dtc contact dolores...

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