ARD Decision-Making Process Including The Accommodation Triangle to Support Students - PowerPoint Presentation

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ARD Decision-Making Process Including The Accommodation Triangle to Support Students in the General Education Curriculum

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Housekeeping

Presenters

Debbie 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 computerIf 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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Agenda

Who takes what test?The 4 Steps to Making Assessment DecisionsParticipation RequirementsFactors to Consider When Making Assessment DecisionsAccommodations to the Texas Assessment ProgramContact Information

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ARD Committee Resources Web Page

The 2011-2012 ARD Committee Manual will NOT be posted at this timeThis training PowerPoint takes the place of the manual for now

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Who takes what test?

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Who takes TAKS, TAKS (Accommodated), and/or TAKS–M?

Students in grade 10, 11, or 12*All students in grades 10, 11, or 12 will continue with the TAKS Assessment Program as previously designed.* TAKS and TAKS (Accommodated) exit level tests and retests are available for students in grade 12. TAKS–M is not considered an exit level test and is not available for students in grade 12.

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Who takes TAKS, TAKS (Accommodated), and/or TAKS–M?

Students repeating grade 9Continue with the TAKS assessment programThe applicable exit level/grade 11 assessment for students repeating grade 9 is TAKS, TAKS (Accommodated), or TAKS–M. However, TAKS, TAKS (Accommodated), and TAKS–M grade 9 tests will not be available in 2011–2012. Students repeating grade 9 will not be assessed in 2011–2012 State Assessment Program.

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Who takes STAAR and/or STAAR Modified?

Studentsin grades 3–8entering grade 9It is important to note that there is no STAAR (Accommodated); however, eligible students will be allowed accommodations on STAAR.

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Who takes STAAR Alternate?

Students in grades 3 through High School who are eligible for an alternate assessment based on alternate academic achievement standards will take STAAR Alternate beginning in 2011–2012. TAKS–Alt will no longer be available.

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What Tests Do ELLs Receiving Special Education Services Take?

TAKS ProgramSame tests as on earlier TAKS slide, with addition of Grade 10 LAT for small number of LEP-exempt immigrant ELLs who receive special education servicesFor TAKS program, no changes toLEP exemptionsLEP postponements for exit levelParticipation requirements for unschooled asylees/refugeesMore information in 2010–2011 LPAC Decision-Making Process for the Texas Assessment Program manual: http://www.tea.state.tx.us/student.assessment/ell/lpac/

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What Tests Do ELLs Receiving Special Education Services Take?

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

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What Tests Do ELLs Receiving Special Education Services Take?

STAAR ProgramSTAAR L in EnglishSTAAR L – linguistically accommodated STAAR tests for eligible ELLs Available for math, science, and social studies, grade 3 and above, including EOC No STAAR L forms of STAAR Modified but linguistic accommodations available for eligible ELLs who take STAAR ModifiedSTAAR L participation criteria to be somewhat different from TAKS LATParticipation criteria to be in revised commissioner of education rules (proposed rules expected early fall)

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What Tests Do ELLs Receiving Special Education Services Take?

TELPAS ProgramFor ELLs grades K–12Listening, speaking, reading, writingMeasures annual growth in English language acquisitionIn 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 disabilityMore information in 2010–2011 LPAC Decision-Making Process for the Texas Assessment Program manual: http://www.tea.state.tx.us/student.assessment/ell/lpac/

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The 4 Steps to Making Assessment Decisions

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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.

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2. Review the student’s instructional plan.

The instructional plan includes the accommodations, modifications, or supports the student will need in order to access the grade-level/course TEKS. ARD committees should have a clear understanding of how the student will access the grade-level/course curriculum. This is the basis for making appropriate assessment decisions.

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3. Determine the appropriate assessment for the student.

The ARD committee must understandWhat statewide assessments are required and available (STAAR, STAAR Modified, STAAR Alternate, STAAR L, TAKS, TAKS (Accommodated), TAKS–M, LAT)The assessed TEKSThe design and format of each statewide assessmentThe state’s accommodation policiesThe implications of taking a particular statewide assessment

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3. Determine the appropriate assessment for the student.

Participation in the general assessment, STAAR, should be the first consideration when determining the appropriate assessment for a student. If STAAR, with or without accommodations, is not appropriate for a student, ARD committee must review participation requirements for one of the alternate assessments

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TEA 8/11/11 ARD Committee Training for the Texas Assessment Program

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If the assessment decision made at a previous meeting needs to be revised, it must be based on a change in instruction. There must be a difference in how the student accesses the grade-level or course curriculum.Simply passing or failing a state assessment is not sufficient reason to justify revising the assessment decision in the IEP.If the student is an ELL, additional ELL assessment provisions may apply. ARD committee and LPAC collaboration is required.

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4. Document the assessment decision.

According to IDEA and The Legal Framework for the Child-Centered Special Education Process, when an alternate assessment is selected, ARD committee must document in IEP:Statement of why student cannot participate in general assessment with or without allowable accommodationsStatement 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 or STAAR Alternate is Yes or that all criteria for TAKS-M has been metList of testing accommodations consistent with state accommodation policies posted on Accommodations Resources web pageFor accommodations that require TEA approval through submission of an Accommodation Request Form, document “pending TEA approval

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For STAAR Alternate, the teacher will plan the specific supports, materials, and response modes based on the routinely used accommodations documented in the student’s IEP. The individualized preplanning that is required to be documented on page one of the state-required documentation form will become the allowable accommodations that must be used during the observation.All assessment information must be communicated to campus testing coordinator in preparation for statewide testing

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Participation Requirements

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TAKS–M Participation Requirements

To be used only for students in grades 10 and 11 during the 2011-2012 school yearNew format but same eligibility criteria as previous yearsReferences to TAKS–Alt criteria replaced with actual textPosted on TAKS–M Resources web pageLook for document with “Updated Summer 2011” in footer

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STAAR Modified Participation Requirements

To be used for students in grades 3 through 8 and students entering grade 9 during the 2011-2012 school yearState-required documentation form Should be completed by district staff from ARD committeeMust be retained for each student who takes an alternate assessmentCan be filedat campus levelin IEP (although not a required part of IEP)Three steps to determine if a modified assessment is appropriate for a student

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STAAR Modified Participation Requirements

Step I: Eligibility CriteriaUnderstand all assessment options Circle the subjects/courses for which STAAR Modified is being consideredCircle NA, not applicable, for subjects/courses that do not apply to the studentSubjects/courses for which STAAR Modified is not being consideredSubjects 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 Participation Requirements

For each subject/course for which STAAR Modified is being considered, answer Yes or No to 3 questions:

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STAAR Modified Participation Requirements

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STAAR Modified Participation Requirements

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STAAR Modified Participation Requirements

Each Yes answer requires a justification. What page(s) of the IEP contains evidence that the student meets that criterion?If the answer to all 3 questions for each subject/course is Yes, the student is eligible to participate in STAAR Modified for that subject/course. Go on to Step II.If the answer to any question is No, the student is not eligible to participate in STAAR Modified for that subject/course and must participate in one of the other statewide assessments.

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STAAR Modified Participation Requirements

Step II: Discuss AssurancesIf an alternate assessment is selected, the ARD must discuss:Why general assessment is not appropriateDecision is based on multiple sources of evidence, not solely on previous statewide assessment scoresDecision is made by ARD, not administrativelyDecision is based on student’s educational need, not disability category, racial or economic background, absences, or time/location of service delivery

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STAAR Modified Participation Requirements

For elementary and middle school students, instructional and assessment decisions made now may impact a student’s graduation options in high schoolFor a student taking EOC assessments, the student is enrolled in a course with a PEIMS number that indicates coursework is modifiedModified coursework = MHSP = no automatic admission into a Texas 4–year university

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

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STAAR Modified Participation Requirements

Step III: Summarize Assessment DecisionsIndicate the subject/course for which the student has met the eligibility criteria for STAAR Modified. STAAR Modified tests for English III, World History, and U.S. History are not available for the 2011-2012 school year. If a student is eligible for these assessments, he/she will not test this school year.Algebra II, Chemistry, and Physics will not be assessed with STAAR Modified. If a student is eligible for these assessments, he/she will not test this school year.

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Some questions we know you will eventually ask:

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1. Why would an ARD committee determine that a student is eligible for STAAR Modified in Algebra II, chemistry, or physics if no modified assessment exists for these?

TEC §39.025 (a) Students on MHSP are required to take assessments for courses for which they are enrolled and for which an EOC assessment exists.EXAMPLEIf a student receiving special education services is enrolled in a general Algebra II, chemistry, or physics class, he/she would take STAAR because the education code says that a student must take an assessment if it exists for that course. If a student receiving special education services is enrolled in a modified Algebra II, chemistry, or physics class because he/she receives modified instruction, the ARD committee may determine that the student meets STAAR Modified participation requirements and he/she would not be assessed since STAAR Modified is not available for these courses.

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2. Does the ARD committee have to reconvene if they determined that a student will take STAAR Modified during the 2011-2012 school year prior to these new participation requirements being posted?

In all cases, the school must informally review (not an ARD meeting) the new participation requirements and determine if each student is eligible to take the modified assessment.

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If the student DOES meet the new participation requirements, an additional ARD meeting does not have to be scheduled. Simply update the IEP with the new requirements at the next regularly scheduled ARD meeting. The Participation form must be completed and placed on file regardless.If the student DOES NOT meet the new participation requirements, an additional ARD meeting will have to be scheduled to discuss a change in the assessment decision.

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STAAR Alternate Participation Requirements

Same eligibility criteria questions that were used for TAKS-Alt: Does the student have a significant cognitive disability?Note: A significant cognitive disability limits the student’s potential to reach grade-level expectations; whereas, a student with a learning disability has the potential to reach grade-level expectations, but has difficulty doing so as a result of the disability.

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STAAR Alternate Participation Requirements

Same eligibility criteria questions that were used for TAKS-Alt: Does the student require specialized supports to access the grade-level curriculum and environment?Does the student require intensive, individualized instruction in a variety of settings?

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STAAR Alternate Participation Requirements

Same eligibility criteria questions that were used for TAKS-Alt: Does the student access and participate in the grade–level TEKSNote: A student who accesses the grade-level TEKS through modified instruction should not be designated for STAAR Alternate.Does the student primarily demonstrate knowledge and skills through performance tasks?

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STAAR Alternate Participation Requirements

New STAAR Alternate Participation Requirements posted on STAAR Alternate Resources page 8/8/11Includes high school course selections with PEIMS codes

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Factors to Consider When Making Assessment Decisions

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Commissioner’s Rule Change on Substitute High School Courses

OLD POLICY – NO LONGER ALLOWEDSome students receiving special education services could take locally developed courses that counted for credit toward completion of the requirements for the MHSP if an ARD committee determined that the state-approved course was not appropriate. These locally developed courses were not required to be aligned to the TEKS for the state-required courses. To be in compliance with federal law, all students must participate in the assessment system; therefore, without a change in policy regarding locally developed courses, students at the high school level would likely not be assessed or be assessed on curriculum to which they may not have sufficient access.

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NEW POLICY = TAC §89.1070(b)(3) Districts will be allowed to continue providing locally developed substitute courses for some students receiving special education services for the courses listed on the MHSP. 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.

Commissioner’s Rule Change on Substitute High School Courses

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15% of Course Grade

Applies to students entering grade 9 taking STAAR end-of-course (EOC) assessmentsA student’s score on a STAAR EOC will account for 15 percent of the student’s final grade in the course. A student can retake any STAAR EOC assessment for any reason, but a school district is not required to use a student’s score on subsequent administrations to determine the student’s final grade for that course. In Texas, grading policies are determined and implemented at the district level, and TEA does not have the authority to mandate district grading policies that would govern how students’ final grades are determined.

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15% of Course Grade

Applies to students entering grade 9 taking STAAR–Modified end-of-course (EOC) assessmentsDistricts 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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Cumulative Score Requirements

For entering grade 9 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 Distinguished Achievement Program (DAP), Recommended High School Program (RHSP), or MHSP.

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Cumulative Score Requirements

For entering grade 9 students receiving special education services who take Alternate STAAR EOC assessmentsCurrent legislation does not include a cumulative score requirement for students taking STAAR Modified or STAAR Alternate EOC assessments

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Student Success Initiative (SSI)

Since performance (passing) standards for grades 3-8 will not be established until October 2012, pass/fail performance on the assessment will not be provided. So there will not be retest opportunities (May and June administrations) for grades 5 and 8 reading and mathematics in 2011-2012.

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Student Success Initiative (SSI)

Districts will use other relevant academic information to make promotion/retention decisions.Recommendation of the student’s teacherStudent’s grade in the subjectAny other necessary academic information, as determined by the district More information will be posted at a later date.

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Graduation

STAARGraduation flowchart for students receiving special education services who entered grade 9 in 2011-2012 (and thereafter) posted on the ARD Committee Resources web pageAdditional training will be provided throughout the year to address questions and comments that educators have e-mailed to Assessment.studentswithdisabilities@tea.state.tx.us TAKSGraduation flowcharts A and B for students repeating grade 9 and in grades 10-12 are updated and also posted on the ARD Committee Resources web page

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Questions

Answered

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Accommodations Resources

(webpages)

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

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

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

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

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

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Critical Information About Accommodations for Students With Disabilities

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Critical Information about Accommodations for Students with Disabilities

Applies to: STAARSTAAR ModifiedSTAAR LTELPASA disability limits a student’s activity or restricts a student’s participation during classroom instruction and testing

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Critical Information about Accommodations for Students with Disabilities

For the purposes of statewide testing, students needing accommodations due to a disability includeA student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodationsA student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodationsA student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for certain accommodations

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Critical Information about Accommodations for Students with Disabilities

Who makes decisions about accommodation use during statewide assessments for students with disabilities and where should the decisions be documented?Special education services: the ARD committee; IEPSection 504 services: the 504 placement committee; IAP

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Critical Information about Accommodations for Students with Disabilities

No special education or Section 504 services: the appropriate team of people at the campus level; documentation determined at local levelResponse to Intervention (RTI) team and student assistance team are just examplesThis applies to a small group of students

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Accommodation Definition

What it IS

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What it IS NOT

Are changes to the content being assessed and replaces the teaching of subject–specific knowledge and skills as outlined in the TEKS

Provided to an entire group of students such as those in the same class or disability

Are changes to the performance criteria of an assignment or assessmentProvided to a student year–to–year without evidence of effectiveness

Are changes to materials, procedures, or techniques that allow a student with disabilities to participate in grade-level or course instruction and testingMust be individualized for each studentRoutinely used during classroom instruction and testingEvaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

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Accommodation Definition

What it IS

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What it IS NOT

Are changes to the content being assessed and replaces the teaching of subject–specific knowledge and skills as outlined in the TEKS

Provided to an entire group of students such as those in the same class or disability

Are changes to the performance criteria of an assignment or assessmentProvided to a student year–to–year without evidence of effectiveness

Are changes to materials,

procedures, or

techniques

that allow a student with disabilities to participate in grade-level or course instruction and testing

Must be individualized for each student

Routinely used during classroom instruction and testing

Evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

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What are Accommodations?

The goal of appropriate accommodation use is to determine which accommodation(s) a student needs (for access to the general curriculum) as opposed to which accommodation(s) would merely provide a benefit (increasing a passing score to a higher score.)

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Routinely, Independently, and Effectively

RoutinelyUsed often enough that student is familiar and comfortable using accommodation on a statewide assessment Not necessarily used every dayIndependentlyOnly applicable to some accommodations (e.g., applies to use of a calculator but not to an oral administration)EffectivelyAccommodation meets student needs as evidenced by scores and observations with or without accommodation use

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Responsibilities of Educators

having knowledge of the TEKSunderstanding the relationship between a student’s performance and the TEKSproviding effective accommodations for a student who has a disabilitycollecting data to determine if an accommodation is effective for the student making adjustments and changes in accommodations based on student need from year to year

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Remember

Some accommodations may be appropriate for classroom use, but may not be appropriate or allowed on a statewide assessment This should not discourage the use of appropriate accommodations in the classroom

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Remember

Classroom instruction provides an opportunity to learn every dayuses a variety of instructional techniquesallows each student to maximize academic potential

Statewide assessmentmeasures mastery of state-mandated curriculummust be valid, reliable, and secure

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The Accommodation Triangle

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The Accommodation Triangle

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Related Testing Procedures

Optional

Testing Procedures

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Optional Test Administration Procedures and Materials

Referred to as Related Testing Procedures in TETN #10414Includes some procedures and materials that have been called testing accommodations in previous years Related to best practices for instructionAvailable to any student who needs themUse of these procedures or materials is not recorded on the student’s answer document

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Optional Test Administration Procedures and Materials

Authority for decision is the same as for accommodations; there must be a body of people in place to make decisionsThe campus testing coordinator will need to know in order to plan for test daysDescriptions and guidelines for use included in document on Accommodations for SWD webpage and in test administrator manuals

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Optional Test AdministrationProcedures and Materials

A student may use the following procedures and materials during the statewide assessments:Procedures or materials to minimize distraction (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 directionsReading assistance on grade 3 mathematics

If distracting to other students, an individual administration may be required.

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Individual or small-group testing

Colored overlays

Magnifying devices

Place markers

Highlighters or colored pencils

Preferential seating

Scratch paper /

other workspace

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The Accommodation Triangle

Type 1 accommodations are for a larger number of students. As the triangle narrows, the policies become more restrictive, addressing fewer students who have these specific needs. Type 3 accommodations are intended for a small number of students.

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Type 1 Accommodations

Available

for students who have a specific need and who meet this one eligibility criterion:Student must routinely, independently (when applicable), and effectively use the accommodation during classroom instruction and testing. No Accommodation Request Form should be submitted to TEA for Type 1 Accommodations

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Type 1 Accommodation Examples

Projection DevicesAmplification Devices(Potentially more to come…)

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Type 2 Accommodations

Available for students who have a specific need and who meet the specific eligibility criteria.No Accommodation Request Form should be submitted to TEA for Type 2 Accommodations

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Type 2 Accommodation Examples:

Large PrintBrailleCalculation DevicesDictionaryOral/Signed AdministrationSupplemental AidsManipulating Test Materials

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Type 3 Accommodations

Available for students who

meet all of the eligibility criteria andAn 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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Type 3 Accommodation Examples

PhotocopyExtra DayAlso includes accommodations that are listed as “Other” in the Accommodation Triangle

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Type 3 Accommodations

An Accommodation Request Form must be submitted to TEA. The request must be approved by TEA before a student can use the accommodation on the statewide assessment.

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

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Detailed Accommodation Documents

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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 criteria that a student must meet to use the accommodation.The checkboxes are provided for possible record-keeping

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This section lists the campus personnel and the required documentation 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.

Accommodation Request Form required.

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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.

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The next several slides only include the highlights of some accommodations.

Special instructions and considerations are not shown here today.These slides should not be used as the sole source of accommodation training. Educators must access the actual accommodation policy pages from the Accommodation Triangle.

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Type 2 Accommodations

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Large Print

Type 2 accommodationApplies only toSTAARSTAAR ModifiedSTAAR L

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Any student may use this accommodation if he or sheroutinely and effectively uses large-print materials, including text books, worksheets, etc., during classroom instruction and testingmeets at least one of the following:has an impairment in visionhas a disability that affects accuracy in tracking letter to letter, word to word, and/or line to linehas a physical disability which necessitates the use of large-print materials to accurately indicate responses

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Use caution when ordering large-print tests; new tracking system to alert TEA to over-ordering.Point Size and Font Matrix document on Accommodations Resources webpage will be updated to include STAAR.For students who need a larger print size than offered in the large-print test refer to the Photocopy accommodation policy (posted at a later date).For TELPAS reading tests, technology-based accommodations enable most students who need a large-print accommodation to test online. In rare cases in which technology-based accommodations are not appropriate, large-print TELPAS reading paper booklets can be ordered through a special request process (more information posted at a later date).

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Dictionary

Type 2 accommodationApplies only togrades 3–5 STAAR reading testsgrades 3–5 STAAR Spanishgrades 3–5 STAAR Modified reading tests

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A student may use this accommodation if he or shereceives Section 504 or special education servicesroutinely, independently, and effectively use this accommodation during classroom instruction and testinghas a disability that affects memory retrieval and/or decoding skillsRequired for STAAR and STAAR Modified gr. 6-8 reading, gr. 7 writing, English I & II; STAAR English III; not an accommodation

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This accommodation may ONLY include:Standard/General bound dictionary in English (Spanish) Electronic dictionary (no Internet access)ESL dictionaryPicture dictionarySign language dictionaryThis is an exhaustive listNo other dictionaries are allowed

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Calculation Devices

Type 2 accommodationApplies only to STAAR grades 3-8 mathematics tests and STAAR grades 5 and 8 science testsSTAAR Modified grades 3-8 mathematics tests STAAR Modified grades 5 and 8 science tests STAAR L grades 3-8 mathematics tests and STAAR L grades 5 and 8 science tests

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A student may use this accommodation if he or shereceives Section 504 or special education services,routinely, independently, and effectively uses this accommodation during classroom instruction and testing, and meets one of the following for the applicable grade.

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Grades 3 and 4

The student has a physical disability that prevents him or her from independently writing the numbers required for computations and cannot effectively use other allowable accommodations to address this need (e.g., whiteboards, graph paper).The student has an impairment in vision that prevents him or her from seeing the numbers they have written during computations and cannot effectively use other allowable accommodations to address this need (e.g., CCTV, magnifier).

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Grades 5 through 8

The student has a physical disability that prevents him or her from independently writing the numbers required for computations and cannot effectively use other allowable accommodations to address this need (e.g., whiteboard, graph paper).The student has an impairment in vision that prevents him or him or her from seeing the numbers they have written during computations and cannot effectively use other allowable accommodations to address this need (e.g. CCTV, magnifier.The student has a disability that affects mathematics calculations. Even after intensive instruction and remediation is consistently unable to memorize basic addition, subtraction, multiplication, or division facts or perform the steps in an algorithm correctly when solving problems.

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This accommodation may

ONLY include:Four–function calculatorScientific calculatorGraphing calculatorLarge-key calculatorAbacus or Cranmer modified abacusAudio–graphing calculatorSpeech-output calculatorThis is an exhaustive listNo other calculators are allowed

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Oral/Signed Administration

Applies only to STAAR, STAAR Spanish, STAAR Modified & STAAR LTest questions and answer choices for all math, science, and social studies tests, including EOCSTAAR, STAAR Spanish, STAAR ModifiedGr. 3-8 reading test questions and answer choices only; NEVER the reading selectionsEnglish I, II, III test questions and answer choices from the reading section; NEVER the reading selections; NEVER the revising & editing passages, questions, or answer choices; OK to read the writing prompt (more specific info to come)

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Oral/Signed Administration

routinely, independently, and effectively uses this accommodation during classroom instruction and testing, and Meets one of the following:The student receives special education services and is identified with dyslexia or has evidence of reading difficultiesThe student receives Section 504 services and is identified with dyslexia or has evidence of reading difficulties.The student does not receive special education or Section 504 services but is identified with dyslexia.

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TWO

levels of reading support:Reading parts of the test questions and/or answer choices at student requestReading all test questions and answer choices throughout the testRemoved the level of “reading the test in its entirety” because reading selections can never be read aloudFor other subjects, all words in the test questions and answer choices can be read aloud (includes tables, graphs, etc.)

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Former Dyslexia Accommodations

The Dyslexia Bundled Accommodations were part of the TAKS program for reading grades 3 through 8. The bundle of 3 accommodations does not exist for the STAAR program.

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Former Dyslexia Accommodations

However, there are several accommodations that could be useful for a student with dyslexia.Oral administration will now be expanded to include allowing the Test Administrator to read aloud the questions and answer choices from the reading tests to students who meet the eligibility criteria; The Test Administrator can never read aloud the reading selections.

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Former Dyslexia Accommodations

Extra time to complete the test (until the end of the published school day) may be allowed if the student meets the eligibility criteria. Students identified with dyslexia will most likely be included in the eligibility criteria. However, this policy has not yet been finalized or posted.

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Former Dyslexia Accommodations

Having an extra day to complete the test is reserved for students with serious medical conditions or other unique and severe situations. Students identified with dyslexia will most likely NOT be included in the eligibility criteria. However, this policy has not yet been finalized or posted.

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Mathematics Manipulatives

STAAR mathematics testSTAAR Spanish mathematics testSTAAR Modified mathematics testSTAAR L mathematics test

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Mathematics Manipulatives

Special Education onlyroutinely, independently, and effectively uses this accommodation during classroom instruction and testing, and has a disability that affects memory retrieval, focus, or organization such that he or she cannot learn and retain information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction.

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This accommodation may ONLY includeReal or play moneyClocks (instructional clocks, not a wall clock)Base-ten blocksCountersAlgebra tilesFraction piecesGeometric figuresThis is an exhaustive list. No other manipulatives are allowed.Be sure to read the complete accommodation policy for guidelines regarding labeling and other details.

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Supplemental Aids

STAARSTAAR SpanishSTAAR ModifiedSTAAR L

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Supplemental Aids

Special Education onlyroutinely, independently, and effectively uses this accommodation during classroom instruction and testing, and has a disability that affects memory retrieval, focus, or organization such that he or she cannot learn and retain information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction.

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This accommodation may ONLY includeAll subjects: mnemonic devices, blank graphic organizersMath: addition & multiplication charts,100 chart, place value chart, pictorial models of fraction bars/circles & geometric figuresWriting: grammar and mechanics rulesScience: graphics, formula trianglesSocial studies: blank maps, timelinesThis is an exhaustive list. No other supplemental aids are allowed.Be sure to read the complete accommodation policy for guidelines regarding labeling and other details.

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Want additional manipulatives and supplemental aids?

For the 2011-2012 school year, these lists represent what eligible students can use.TEA will not accept ARFs for additional manipulatives or supplemental aids.TEA encourages feedback from educators about additional manipulatives and supplemental aids that can be added to the lists for future years. This will be requested after spring testing.

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Be Sure to Carefully Read…

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.

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What’s Left to Finalize and Post?

Transcribing by Test AdministratorSpelling Assistance BrailleExtra TimeExtra Day(s)Photocopy“Other” Accommodations

Point Size and Font MatricesBraille / Large Print AppendixDeaf / Hard of Hearing AppendixAccommodation Request Form ProcessGuidelines for Recording Accommodation Use on the Answer Document

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TEA Student Assessment Division Contact Information

Check the webpages for latest postings before calling.http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/E-mailtest.accommodations@tea.state.tx.usCall if you need quick answers 512.463.9536

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Questions

Answered

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Standard–Based IEP Training

Part IWorkshop: #35541Dates: November 4 & 5, 2011Place: Zapata Room Region One ESCTime: 8:30 a.m.—3:30 p.m.Workshop: #35544 Dates: January 20 & 21, 2012Place: Zapata Room Region One ESCTime: 8:30 a.m.—3:30 p.m.

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Part II

Workshop: #

35543

Dates: November 11, 2011

Place: Zapata Room

Region One ESC

Time: 8:30 a.m.—3:30 p.m.

Workshop: #35544

Dates: February 10, 2012

Place: Zapata Room

Region One ESC

Time: 8:30 a.m.—3:30 p.m.

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REGION 1 ESC Contacts

Debbie Buchanan Education Specialist–Evaluation dbuchanan@esc1.net (956) 984–6202 Vicki Payne Rainwater Education Specialist–Inclusion vrainwater@esc1.net (956) 984–6129

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