Presented by Patti Wyatt and Mandy Hoelscher January 14, 2014

1. Presented by Patti Wyatt and Mandy Hoelscher January 14, 2014

2. Where to begin… • Start with needed conversations • Build on past preparation and address most pressing needs

3. Start Saying Goodbye to STAAR Modified

4. Avoid fanning the fires of fear… • Address the needs for Spring 2014 testing and not predictions for 2015, when conducting ARDS • Let parents know that this will be the last year STAAR Modified will be administered • Let them know that accommodations are being evaluated for 2015 and may expand and change, but that right now there are no specifics • Explain that Texas is moving to be more aligned with the rest of the nation • Reassure parents and staff

5. Working to prevent the… All You Can Eat Buffet approach to accommodation selection!

6. Key Points Reviewed Leveling the playing field, allowing access to grade-level or course TEKS- Accommodations… are changes to instructional materials, procedures, or techniques that allow a student with a disability to participate meaningfully in grade-level or course instruction

8. No “one-size-fits-all” approach!

9. 2014 Critical Information about Accommodations http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas

10. No Internet Access, Cell Phones, Photographic Capabilities

11. Suggested Training for Region, District, and Campus Professionals It is the intent of TEA’s Student Assessment Division that all resources created to clarify testing and accommodation policies be accessible to educators at the ESC, district, and campus levels, including classroom teachers. This is a comprehensive training but does not take the place of reading the associated documents. Relevant campus and district staff will need to read all of the policies and related resources once they are posted on the Accommodations for Students with Disabilities webpage. These documents contain all the details.

12. Overview of Major Changes for the 2014 Calendar Year • Type 1 and 2 only • Many procedures previously listed in the 2013 Optional Test Administration Procedures and Materials document are allowable for any student per the 2014 District and Campus Coordinator Manual • Reminders to Stay on Task • Preferential seating • Individual and Small-Group Administrations are no longer accommodations but allowable for any student • HB 5 EOC deletions • Standardized Oral Administration (SOA) • Allowable technology devices clarification • Answer document changes

13. Accommodation Resources Webpage

14. Go to TEA’s Student Assessment homepage at http://www.tea.state.tx.us/student.assessment/. Click on “Accommodation Resources” in the column on the left-hand side of the webpage.

15. You are then taken to the Accommodation Resources homepage (http://www.tea.state.tx.us/student.assessment/accommodations/) where you can choose to review STAAR or TELPAS accommodations… Accommodations for students with disabilities STAAR Alternate Presentation Supports and Materials Linguistic Accommodations

16. http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ Scroll down to find the triangle and associated documents.

17. Where to Find TAKS Accommodations Information on the TEA Website • http://www.tea.state.tx.us/student.assessment/taks/accommodations/ • The TAKS Accommodations webpage includes: • The 2010-2011 Accommodations Manual that should be used to determine allowable accommodations for students still taking TAKS • Examples of allowable supplemental aids for TAKS (Accommodated) presented in several training PowerPoints.

18. For the purposes of the state assessments, students needing accommodations due to a disability include • Students with an identified disability who receive special education services and meet established eligibility criteria for certain accommodations • Students with an identified disability who receive Section 504 services and meet established eligibility criteria for certain accommodations • Students with a disabling condition who do not receive special education or Section 504 services but meet established eligibility criteria for certain accommodations (i.e., general education)

19. Accommodations… Are changes that allow a student with a disability to participate meaningfully in grade-level or course instruction Should be individualized to address the specific needs of each student Can change over time Might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment Should be documented in the appropriate student paperwork Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

20. Accommodations… are not necessary for every student are not changes to the performance criteria are not changes to the content are not intended to provide an advantage to a student with a disability should not be provided to a student without evidence of effectiveness from year to year

21. Accommodations During State Assessments • Not all accommodations suitable for instruction are allowed during the state assessments. • WHY? • Classroom instruction can be customized to meet the needs of each student. • The state assessment is a standardized tool for measuring every student’s learning in a reliable, valid, and secure manner. • Certain accommodations used in the classroom would invalidate the content being assessed or compromise the security and integrity of the state assessment. • BUT… • State testing accommodation policies should not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning.

22. Routinely, Independently, and Effectively • The student should routinely receive the accommodation during classroom instruction and testing. • The student has used the accommodation often enough that he or she is comfortable using it on the day of the state assessment. • This does not necessarily mean that the accommodation must be used every day during instruction. • The student should be able to use the accommodation independently, when applicable, during the state assessment. • For accommodations where independence is applicable, there should be no need for teacher assistance when using the accommodation. • The accommodation has proven to be effective in meeting the student’s specific needs. • Educators should collect and analyze data pertaining to the use and effectiveness of accommodations (e.g., assignment/test scores with and without the accommodation, observational reports). • This data will show whether the student still needs the accommodation or whether it is now unnecessary.

23. The Accommodation Triangle Type 1 Type 2 Indicates accommodations that are allowed for eligible students on a state assessment. Organized by type, depending on who determines whether a student is eligible to receive an allowable accommodation on a state assessment.

24. Type 1 accommodations are approved locally based on specific eligibility criteria. The decision to provide these accommodations is made by the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team). Type 1 Type 2 Type 2 accommodations require TEA approval to use during a state assessment. The appropriate team of people at the campus level determine whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form to TEA.

25. Accommodations in Unexpected or Emergency Situations • Follow these steps when unexpected or emergency situations (e.g., broken arm, lost eyeglasses) occur just prior to or on the day of the state assessment. • Step 1: No need to contact TEA • Make available test administration procedures and materials allowed for any student (2014 District and Campus Coordinator Manual). • Step 2: No need to contact TEA • Make available Type 1 accommodations. Consideration should be given to accommodations that the student can independently use (e.g., for the student who does not have his/her prescribed eyeglasses, consider use of a projection device or a large-print test booklet prior to considering an oral administration by a test administrator). • Step 3: Contact TEA • If the student’s needs cannot be met with Step 1 or 2, consider Type 2 accommodations and contact TEA.

26. Accommodations in Unexpected or Emergency Situations There is no expectation that the student would have routinely received the procedure, material, or accommodation during previous classroom instruction and testing. It is recommended that the student (and the test administrator, if applicable) be given the opportunity to practice using the new accommodation prior to testing, if time permits. After testing, document any Type 1 or 2 accommodation use on the answer document. Consider the situation when interpreting test results.

27. Recording Accommodations on the Student’s Answer Document • Campus personnel must be trained in accurately recording accommodations on each student’s answer document or in the Assessment Management System (for online administrations). • Record the accommodation that is documented and made available to a student, even if the student did not use the accommodation during testing. • Information is available in the 2014 District and Campus Coordinator Manual. • Note: The document titled, “Guidelines for Recording Accommodations on the Answer Document for Students with Disabilities” will not be posted.

28. Recording Accommodations on the Student’s Answer Document • GA = general accommodation • BR = braille administration • LP = large print administration • OA = oral administration • XD = extra day • LA = linguistic accommodation

29. TELPAS Accommodations • The accommodation information in this document applies to the TELPAS reading tests for grades 2–12. • Note that some accommodations are not available or allowed on TELPAS reading tests. • For information about accommodations for the holistically rated assessments, refer to the 2014 TELPAS Rater Manual.

30. The STAAR L and TELPAS Paper Administrations • Online testing programs • A special request can be made to TEA for approval to administer a paper test IF… • the use of an accommodation is not feasible or appropriate for an online administration, or • the administration of an online test is inappropriate due to a student’s particular disability • An Accommodation Request Form should NOT be used for these requests. • Refer to the 2014 District and Campus Coordinator Manual

31. 2014 Accommodation Policy

32. Accommodation type This section provides a general description of the accomm. This section lists the assessments the accomm. may be used on by eligible students. This section lists the eligibility criteria that must be met in order for the student to use the accommodation on a state assessment. This section describes who can make accommodation decisions for students, where to document these decisions, and what to record on the answer document. This icon indicates whether or not an Accomm. Request Form is required. This section describes the specific examples/types of the accommodation that may be used on the state assessment. Pay careful attention to this list because it is sometimes exhaustive. This section outlines special instructions and considerations about the accomm. that educators must be aware of when making the decisions to use the accomm. and when administering the assessment with the accomm.

33. What happened to the Student Scenarios? Student scenarios have been deleted from the accommodation policies to streamline these documents. They are now part of a separate training PowerPoint that may be referred to when clarification of accommodation policy is needed.

34. Type 1 Individualized Structured Reminders • The accommodation formerly known as “Reminders to Stay on Task” • This accommodation is now for students needing more structured reminders and can include (but is not limited to) • paperclips to divide test into sections • structured reminders that are part of a behavior plan • personal timers • Any student (e.g., general ed., special ed., 504) can receive this accommodation if he/she meets the eligibility criteria. • … routinely and effectively uses this accommodation… • Special Consideration • General reminders to stay on task, like taps on the shoulder and reminders to keep working, are allowable for any student. (See 2014 District and Campus Coordinator Manual)

35. Type 1 Amplification Devices • This accommodation is for students whose disability affects hearing or focus and can include (but is not limited to) • speakers • frequency-modulated (FM) system • Any student (e.g., general ed., special ed., 504) can receive this accommodation if he/she meets the eligibility criteria. • …routinely and effectively uses this accommodation…

36. Type 1 Projection Devices • This accommodation allows for enlarging text and graphics and can include (but is not limited to) • closed-circuit television (CCTV) • LCD projector (for tests administered online) • Any student (e.g., general ed., special ed., 504) can receive this accommodation if he/she meets the eligibility criteria. • … routinely and effectively uses this accommodation… • Special considerations • Secure test materials cannot be saved in any way. • It is a local responsibility to ensure that devices with recording capabilities have that capability disabled. • If secure test materials must be photocopied in order to use this accommodation, refer to the Photocopy accommodation policy.

37. Type 1 Manipulating Test Materials • This accommodation allows for the test administrator to physically manipulate materials/equipment and can include (but is not limited to) • turning test booklet pages per student directions • positioning the ruler per student directions • using the mouse to navigate an online administration per student directions • Any student (e.g., general ed., special ed., 504) can receive this accommodation if he/she meets the eligibility criteria. • …routinely and effectively uses this accommodation… • …has a disabling condition that interferes with the physical manipulation of test materials • Special consideration • Test administrators must sign the “Oath of Test Security …,” including the bottom section.

38. Type 1 Oral/Signed Administration • This accommodation allows for reading support on certain state assessments via • Oral administration • Signing • Online standardized oral administration • This accommodation applies to • The entire mathematics, science, and social studies tests • The reading questions on all reading/English tests • Any resource materials (e.g., dictionary) or allowable accommodations (e.g., supplemental aids) • This accommodation NEVER applies to • Reading passages • Writing passages • Writing multiple-choice test questions

39. Why can’t I read aloud the selections on a reading test? Reading aloud the STAAR reading selections at any grade makes the assessment an inappropriate and invalid measure, since no determination about a student’s reading comprehension can be made. The purpose of STAAR (based on the curriculum/TEKS) is to assess the degree to which students understand what they read; it is not intended to be a measure of listening comprehension, which is distinctly different from reading comprehension. For this reason, students are required to read the selections independently on STAAR reading tests (as they were on TAKS).

40. Why can’t I read aloud passages and questions on a writing test? • There are practical considerations unique to the writing test that make reading aloud the writing passages and answer choices problematic. • For example, misspelled words and missing punctuation make it difficult to read the test aloud in a standardized way that ensures the TEKS content standards are being validly assessed. • In actuality, if the test administrator reads aloud a misspelled word or an awkward sentence, the student is cued to the correct answer.

41. Type 1 Oral/Signed Administration • Any student (e.g., general ed., special ed., 504) can receive this accommodation if he/she meets the eligibility criteria. • …routinely and effectively uses this accommodation… • Meets one of the following: • …receives special education services and is identified with dyslexia or has evidence of reading difficulties. • …receives Section 504 services and is identified with dyslexia or has evidence of reading difficulties. • …does not receive special education or Section 504 services (i.e., general education) but is identified with dyslexia.

42. For students receiving special education or Section 504 services, what does the eligibility criteria “evidence of reading difficulties” mean? • A problem with reading • The problem could be caused by a learning disability in reading. • The problem could be caused by other conditions, for example • ADHD • Emotional or behavioral disability • Processing or memory issue • The ARD or Section 504 committee decides if the student exhibits evidence of a reading difficulty.

43. Type 1 Oral/Signed Administration • Levels of reading support • Read parts of the test questions and/or answer choices at student request • Read all test questions and answer choices throughout the test • The appropriate committee (e.g., ARD, 504, RTI team) documents the level of reading support the student needs in the appropriate student paperwork. • A student can request a change to the level of reading support provided during testing only if this option is documented.

44. Type 1 Standardized Oral Administration (SOA) • For 2014, the following assessments are offered statewide as an online option for oral administration • grade 4 reading and mathematics • grade 7 reading and mathematics • grade 8 science and social studies • All guidelines for oral administration apply to SOA. • Allows a student to independently select and change his or her level of reading support during the test administration. • SOA should only be administered to an eligible student for whom the appropriateness of this type of oral administration has been discussed and documented. • Online tutorial: http://www.tea.state.tx.us/student.assessment/SOA/

45. Type 1 Oral/Signed Administration • Special considerations • Most of the information related to test administration procedures has been deleted from the accommodation document. • Ensure that test administrators are trained in the procedures specific to an oral administration. These can be found in the Oral/Signed Administration appendix of the appropriate test administrator manuals. • For signed administrations, test administrators should also read the specific guidelines for signing test content included in the document titled “General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing,” located on the Accommodation for Students with Disabilities webpage. • Test administrators must sign the “Oath of Test Security …,” including the bottom section.

46. Type 1 Oral/Signed Administration • Special considerations • It is the responsibility of the district/ campus to determine the most appropriate way to group students in order to provide a proper test administration. • Plan for mixtures of support level and pace • Consider students’ level of reading support, pace at which students work, and number of students one test administrator can handle • Move around room and read aloud to students individually or to small groups of students working at a similar pace • Grade 3 reading assistance on the mathematics test is an allowable test administration procedure and not considered an accommodation (2014 District and Campus Coordinator Manual) • If a student needs the entire mathematics test read aloud, this is an Oral Administration accommodation for eligible students.

47. Type 1 Spelling Assistance • This accommodation provides a student with a disability with various types of spelling assistance, including (but not limited to) • frequently misspelled word list • spell check function on a word processor • speech-to-text software • Any student receiving special education or Section 504 services can receive this accommodation for written compositions and short answer reading questions if he/she meets the eligibility criteria. • … routinely, independently, and effectively uses this accommodation… • ˆ…capable of organizing and developing ideas… understands the basic function and use of written language… but has a disability that is so severe that he or she cannot apply basic spelling rules and/or word patterns…

48. Type 1 Spelling Assistance • Special consideration • Districts are required to have procedures in place to prevent the use of cell phones and personal electronic devices during test administrations. Electronic devices can disrupt the testing environment and compromise the security and confidentiality of the test. When using technology-based accommodations (e.g., speech-to-text, text-to-speech), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable.

49. Type 1 Mathematics Manipulatives • This accommodation allows for the use of manipulatives (i.e., concrete objects or pictures of concrete objects) on mathematics assessments. ONLY the list of manipulatives below may be used.(specific guidance about each is in accommodation document) • money • clocks • base-ten blocks • counters • algebra tiles • fraction pieces • geometric figures • translucent (tracing) paper

50. Type 1 Mathematics Manipulatives • Any student receiving special education services can receive this accommodation if he/she meets the eligibility criteria. • … routinely, independently, and effectively uses this accommodation… • Meets one of the following: • …disability that affects memory retrieval, focus, or organization… • …Visual Impairment (VI)