2012-2013 Accommodations Update

TEA TETN #14294 2012-2013Accommodations Update Presented by Denise Lohmiller and Sonya Carpenter November 8, 2012 Modified for RISD

AGENDA • Introductions • STAAR Changes • IAP • Classroom Accommodations • Assessment Accommodations • Q & A

Navigating the Website • Go to the Student Assessment homepage at http://www.tea.state.tx.us/student.assessment/ • Click Accommodations Resources in the index on the left. TEA TETN #14294

Navigating the Websitehttp://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ You are in the right place. Just scroll down. TEA TETN #14294

Navigating the Website TEA TETN #14294

Critical Information about Accommodations for Students with Disabilities For the purposes of using testing accommodations during the statewide assessments, a student with a disability can be • Special education with an identified disability • Section 504 with an identified disability • Neither special education nor Section 504 but with a disabling condition (with or without a diagnosis)

Critical Information about Accommodations for Students with Disabilities Accommodations • Are changes to instructional materials, procedures, or techniques • Allow a student with a disability to participate meaningfully in grade-level or course instruction • Should be individualized • Can change over the course of the school year based on student needs • May be appropriate for classroom use but not allowed on the statewide assessment • Should be evaluated regularly to determine effectiveness TEA TETN #14294

Critical Information about Accommodations for Students with Disabilities Accommodations • Are not necessary for every student • Are not changes to the performance criteria or content • Should not replace the teaching of the TEKS • Are not intended to provide a student with an advantage • Should not be continued without evidence of effectiveness TEA TETN #14294

Accommodations during Instruction vs. Statewide Assessment Facts: • The use of accommodations occurs primarily during classroom instruction. • Classroom instruction allows for any techniques and tools to meet the educational needs of each student.

Accommodations during Instruction vs. Statewide Assessment Facts: • Routine use, student independence, and effectiveness are important considerations when determining accommodations. • It is acceptable to withhold an accommodation during instruction when determining whether it is effective and/or still necessary for the student.

Accommodations during Instruction versus Statewide Assessment Myths: • A teacher should only use accommodations during classroom instruction that are allowed on the statewide assessment. • Routine accommodation use means every day of the school year. • If a student has EVER used an accommodation in the classroom, he or she should use it during the statewide assessment. TEA TETN #14294

Accommodations during Instruction versus Statewide Assessment • Myths: • A teacher should only use accommodations during classroom instruction and testing if it is also allowed on the statewide assessment • Routine accommodation use means every day of the school year • If a student has EVER used an accommodation in the classroom, use it during the statewide assessment TEA TETN #14294

Accommodations during Instruction vs. Statewide Assessment • Summary: • Instruction is when learning occurs. Instruction comes first, lasts longer, and can be customized to meet the needs of each student. • Unlike instruction, statewide assessments must be standardized so that student results can be compared and interpreted.

Therefore… Some accommodations may be appropriate and suitable for classroom use but may not be allowed for use on a statewide assessment. TEA TETN #14294

TEA TETN #14294

Eligibility Criteria • Supplemental Aid example– the committee must check each of the boxes in the circle below. All boxes must be checked, not just one. TEA TETN #14294

Eligibility Criteria • Photocopy example– sometimes the criteria includes “meets at least one of the following.” The first 3 boxes must be checked; then there are choices for the 4th box. You must pick at least one based on student need. TEA TETN #14294

New Accommodation Policy TEA TETN #14294

Mathematics Scribe • Type 3 • Requires ARF if the student meets all of the eligibility criteria listed • Last year it was considered under the “Other” category • Allows a test administrator to record a student’s dictated scratch work and computations when a disabling condition prevents the student from accomplishing this task independently. • Applies to all math and science tests TEA TETN #14294

Mathematics Scribe • Summary of Eligibility • Routinely and effectively uses this accommodation • Unable to independently and effectively use scratch paper or a calculator • Temporary or permanent physically disabling condition or impairment in vision • The eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this accommodation are rare. • In 2012, only 33 ARFs were approved for Math Scribe. • Approved ARFs receive specific guidelines outlining the interaction between the student and test administrator that is and is not allowed TEA TETN #14294

Accommodation Policies with Changes • Oral Administration • Spelling Assistance • Mathematics Manipulatives • Dictionary • Complex Transcribing • Extra Time (Same Day) • Extra Day TEA TETN #14294

Oral Administration • Additions: • Required reference materials may be read aloud to an eligible student • Required dictionaries for reading and writing tests • Required math and science reference materials • Student Scenarios to clarify FAQs • Clarification: • Allowable accommodations may be read aloud to an eligible student (e.g., dictionary or supplemental aid) TEA TETN #14294

Oral Administration • Still prohibited: • Reading selections may never be read aloud to a student. • Revising and editing passages, test questions, and answer choices may never be read aloud to a student. TEA TETN #14294

Oral Administration “Why can’t the test administrator read aloud the questions prior to the student reading the passage? This is a valid reading strategy for struggling readers.” • The student who does not receive an oral administration can approach the test questions any way he/she chooses. • However, the student receiving an oral administration of the entire test does not have this latitude since the test administrator must read the questions and answers in the order presented. • The oral administration must have a standardized format across the state. When a test administrator is interacting with a student to this degree during statewide testing, very specific guidelines must be laid out. TEA's Student Assessment Division

Oral Administration “What does ‘have evidence of a reading difficulty’ mean? One grade-level behind? Two or more? Qualifies for special education in reading?” • “Evidence of reading difficulties” is not intended to mean that the student is identified as learning disabled in reading. Nor does it mean that a student is a certain number of years below grade level. • Some students may have a disability, either cognitive or emotional for instance, that directly impacts their ability to decode text. • The documentation must contain evidence that the student has reading difficulties and is receiving accommodations to support this need. • Example Evidence: diagnostic test results, observational reports, class grades with and without reading support, goals/objectives TEA's Student Assessment Division

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

Spelling Assistance • Deletion under Examples/Types: • The dictionary for grade 4 writing has been removed from Spelling Assistance and added to the Dictionary accommodation policy. • A dictionary is still allowed as a form of spelling assistance, just under a different policy. • This was done so that all dictionary accommodations were located under one policy. • New bullet under Special Instructions/ Considerations: • Internet access must be disabled when using technology-based methods (e.g., word processor, software) as spelling assistance. TEA TETN #14294

Dictionary • Additions: • Description now includes the dictionary as a form of spelling assistance for grade 4 writing tests (in addition to facilitating comprehension of unfamiliar words for reading tests) • Now applies to grade 4 writing test (as well as grades 3-5 reading tests) • Eligibility now addresses student needs for spelling assistance on writing tests (as well as memory retrieval/decoding on reading tests) TEA TETN #14294

Mathematics Manipulatives • Addition under Examples/Types: • Translucent (tracing) paper TEA TETN #14294

Complex Transcribing • Changes to Eligibility Criteria: • Meets at least one of the following • Temporary or permanent impairment in vision… • Temporary or permanent physically disabling condition (e.g., muscular dystrophy, cerebral palsy, arthritis, physical abnormality of the hands) that prevents him or her from independently and effectively recording responses… • The following examples clarify how ARFs are approved or denied by TEA. • These are ONLY EXAMPLES. They do not represent every approval or denial. They are not intended to provide “key words” for an approval of an ARF. All ARF decisions are based on individual student needs and whether the school has exhausted all other options. TEA TETN #14294

Complex Transcribing: Denied • Complex Transcribing is NOT for students who spell poorly or cannot organize and develop a written response. This is part of what is being scored on the assessment. • Translation: When I went on the cruise they had lobster bisque with shrimp and butter, escargot, lobster. Big twisted slide… TEA TETN #14294

Complex Transcribing: Approved • Complex Transcribing IS for students who cannot produce a written response through handwriting, typing, speech-to-text, etc. This accommodation shouldn’t be provided so that the student can pass the assessment. It should be provided because it’s the only way the student can access the written composition portion of the assessment. • Example: Student has severe cerebral palsy or muscular dystrophy in which he has no use/limited use of hands. Holding a writing utensil may be painful, impossible, or ineffective (e.g., would take a week to complete a response because of the rate student writes). Typing or speech-to-text may not be available, not appropriate, or not mastered yet. TEA TETN #14294

Complex Transcribing • The eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this accommodation are rare. • In 2012, 105 ARFs were approved out of 328 that were received. • That’s 105 students out of 1.5 million students who took one of the writing tests. • 0.000007% of the population who took writing tests. TEA TETN #14294

TEA TETN #14280 10/16/2012 Extra Time (Same Day) • This accommodation is still a local decision (e.g., ARD committee, Section 504 committee, campus committee) • Student Eligibility Criteria • Revision of previous year’s criteria • The student requires frequent or lengthy breaks (more frequent or longer than those allowed for all students) because he or she has a behavioral or emotional disabling condition that affects attention and/or focus. • Criteria revised to clarify that a student who receives special education services under the eligibility of emotional disturbance could receive this accommodation, as well as any student (e.g., special education, Section 504, general education) with a behavioral or emotional condition that affects attention and/or focus

TEA TETN #14280 10/16/2012 Extra Time (Same Day) • The student requires frequent or lengthy breaks (more frequent or longer than those allowed for all students) because he or she has a physical disability or medical condition that requires a significant amount of time for treatment and/or recovery. • Student Scenario added to clarify this revised criteria by describing how it differs from medical breaks in the STAAR Time Limits Policies and Procedures document • The student is receiving special education services and has evidence of reading difficulties documented in the IEP. • Student Scenario added to clarify this revised criteria

TEA TETN #14280 10/16/2012 Extra Time (Same Day) • Student Eligibility Criteria • Addition of a new criteria • The student is identified with an autism spectrum disorder and requires the entire school day to complete testing in order to maintain as much of his or her typical structure and routine as possible. • Student Scenario added to clarify this new criteria

TEA TETN #14280 10/16/2012 Extra Day • This accommodation still requires the submission of an Accommodation Request Form (ARF). • Student Eligibility Criteria • Revision of previous year’s criteria • The student has a severe behavioral or emotional disabling condition, the manifestation of which makes him or her unable to continue working for a prolonged period of time or during certain times of the day. • Addition of a new criteria • Thestudent is identified with an autism spectrum disorder, the characteristics of which are so severe that he or she is unable to continue working for a prolonged period of time or during certain times of the day.

Accommodation Policies with No Changes (Clarifications Only) TEA TETN #14294

Clarifications to Many Policies • A student who uses this accommodation/procedure/ material may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. Testing in a separate setting for this purpose is not considered the Individual or Small-Group Administration accommodation. • This new statement appears with many accommodations as well as optional test administration procedures/materials. • Intended to eliminate any confusion about when to mark Type 1 on the answer document to indicate an Individual or Small-Group Administration. TEA TETN #14294

TEA TETN #14280 10/16/2012 UPDATE: Individual/Small Group Administration • This policy contained an error. The document was corrected and reposted. • The corrected version now includes STAAR L in the list of assessments. • Because STAAR L will be administered online beginning in 2013, an individual or small group administration is no longer part of the standard test administration procedures. For this reason, STAAR L should be included in the list of assessments for this accommodation.

Manipulating Test Materials • Added to Examples/Types: • Highlighting per student directions • “…per student directions” to each example • Added to Special Instructions/Considerations: • Manipulating test materials must be done by a trained test administrator who has signed the “Oath of Test Security and Confidentiality for Test Administrator.” This includes the bottom section of the oath for test administrators who are authorized to view secure statewide assessments… TEA TETN #14294

Calculation Devices • No changes to the eligibility criteria • Added a Student Scenario TEA TETN #14294

Basic Transcribing • No changes to eligibility criteria • Clarifications to Special Instructions/ Considerations: • The student must be given the full time allotted to complete the entire test. If necessary, the test administrator may transfer the student's final responses onto the answer document after the testing period has ended. In this situation, the test administrator must ensure that he or she can read and understand the student's intended responses. Any interaction with the student regarding the intended responses is prohibited after the testing period has ended. TEA TETN #14294

TEA TETN #14294 Supplemental Aids • Teachers create supplemental aids to meet the needs of students during instruction. • TEA does not create supplemental aids. • In the TAKS program, teachers submitted ARFs with attached supplemental aids to TEA for review in consideration for use on the statewide assessments. This was how the list of allowable supplemental aids started. • Any additions to the allowable list need to come from teachers as specific examples of what their students are using in the classroom to support the TEKS. • In the 2012 feedback, many educators suggested we add more high-school math or science supplemental aids. But these suggestions did not include any specific examples.

TEA TETN #14294 Supplemental Aids • Clarifications to Special Instructions/ Considerations: • Supplemental aids should be individualized for each student…it is not appropriate to provide all students the exact same set of supplemental aids.

TEA TETN #14280 10/16/2012 UPDATE: Supplemental Aids This policy contained an error. The document was corrected and reposted. • The corrected version contains only 10 Special Instructions/Considerations. • The incorrect version contained #11, which was deleted: “For supplemental aids in a digital format, contact TEA’s Accommodations Task Force. An Accommodation Request Form in the Other category may be required.” • TEA is researching various types of assistive technology; however, more information is needed before digital supplemental aids are routinely allowed on statewide assessments. • If you have a student who is physically unable to access paper-based supplemental aids and uses digital ones, contact TEA’s Accommodations Task Force.

TEA TETN #14294 Photocopying Test Materials • Clarifications to Special Instructions/ Considerations: • The following documents may be photocopied for use during testing without submitting an ARF: • Test administration directions given verbally before/after testing • Blank answer documents (not for training students how to use the answer document before testing) • The state-supplied mathematics graph paper • The state supplied reference materials for grade 8 science, chemistry, physics, Algebra I, geometry, and Algebra II

TEA TETN #14294 Photocopying Test Materials • Clarifications to Special Instructions/ Considerations: • The state-supplied mathematics reference materials for grades 3-8 contain rulers that could be distorted when photocopied or enlarged, thus resulting in inaccurate measurements. • Call TEA’s Accommodations Task Force for guidance.

TEA TETN #14294 Other • This category is for accommodations for students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle • Type 3 = ARF • Added under Examples/Types: Examples that MAY fit the category of Other • Assistive technology that is not addressed under Examples/Types of accommodation policies

Additional Accommodation Resources TEA TETN #14294

2012-2013 Accommodations Update