TESTING ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES WHO TAKE STAAR, STAAR

SPANISH, STAAR L, STAAR A, AND TELPAS

PRESENTED BY: DEPARTMENTS OF SPECIAL EDUCATION AND RESEARCH, ASSESSMENT, AND ACCOUNTABILITY

2015 Calendar Year

Meeting Reminders

• Welcome to our Training. As we work to improve our

safety culture, we want to take care of a few

housekeeping details before our session begins.

• Bathrooms and drinking fountains are located in the main

hallway to the left of the1200s and behind us in the back

corner of the ESC.

• In case of an emergency, please listen to the directions

being offered by district staff.

• Primary emergency exits are located behind us towards

KHS and back out the front exit towards the main parking

lots. Once in the hallway, follow the illuminated exit signs

out of the building.

• We will assemble in the parking lot of the credit union.

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Cell Phone Courtesy

• We respectfully request that you turn off the sound or

set electronic devices to vibrate as a courtesy to

everyone. All calls must be answered outside of meeting

rooms. Thank you!

• In an effort to provide you the very best training, we

ask that you comply with this request. We will utilize

technology during our trainings, but will prompt you

when it is acceptable to take those devices out.

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Goals• Changes to the Accommodation Policies and Procedures for

the 2015 Calendar Year

• Review of the Critical Information about Accommodations for

Students with Disabilities taking State Assessments (CIA)

Document

• Review of the Educator Guide for STAAR A and STAAR

Alternate 2

• General eligibility criteria and documentation

• How to access the Accommodation Triangle

• Best Practices for Basic Transcribing, Oral Administration,

and Supplemental Aids

• Accommodation Request Form (ARF) process

• Contact Information4

STAAR Accommodations Disclaimer

• Information presented in this PowerPoint has been adapted from TEA

resources and is subject to change because…

• TEA is continuously updating and refining the STAAR State Assessment

Programs.

• A STAAR Accommodation Manual does not exist. The TEA website serves

as the manual.

• Best Practice: Check the TEA website on a regular basis for updates

and changes

• Have access to the website during committee meetings (ie. ARD, 504, and

RTI)

• Tip: Save the link to your favorites

http://www.tea.state.tx.us/index4.aspx?id=25769816003&menu_id=793

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Accommodations Training Slides Disclaimer

• It is the intent of TEA’s Student Assessment Division that all

resources created to clarify testing and accommodation policies be

accessible to educators.

• The slides are intended to provide a general overview of STAAR

Accommodations.

• TEA requires campus and district staff to read all of the policies and

related resources.

• Educators will be responsible for accessing the TEA STAAR

Accommodations website for full details.

• Information on the TEA website is subject to change

• Updates are likely

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TAKS Accommodations Disclaimer

• Information presented in this PowerPoint is

applicable for STAAR Assessments ONLY

• For TAKS testing, information about available

accommodations are listed in the TAKS Coordinator and

Test Administrator Manual (Appendix B)

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Role of a Campus Testing Coordinator

• In August, campus principals were asked to designate one person as the

Campus Testing Coordinator (CTC) for all state assessments, and state

test related matters on a campus.

• The purpose of one contact is to eliminate confusion about state testing

information and provide consistency for communication.

• If you are the CTC designee, you are responsible for disseminating

state testing information and forwarding emails to appropriate

campus personnel (including this email).

• Each email will contain the following type verbiage:

• “Please review the following information in regards to state

testing. Each Campus Testing Coordinator is responsible for

the distribution of this email to appropriate personnel.”

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Major Changes to the State Assessment Program

• STAAR Modified assessments no longer exist

• New accommodated version of STAAR

• STAAR A - Online assessment

• STAAR Alternate 2

• Redesigned the assessment – standardized

• Addition of new eligibility criteria – Identified with dyslexia or a

related disorder per TEC § 38.003

• oral administration

• supplemental aids

• math manipulatives

• Calculation Devices Accommodation Policy

• Grade 8 Mathematics – deleted

• TEA website – new look and under construction

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Critical Information about

Accommodations for Students

with Disabilities taking

State Assessments

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Basic Principles of Accommodations• 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.

• Basic principles for use of accommodations include, but

are not limited to:

• Should be documented in the appropriate student paperwork

• Are not necessary for every student

• Should be effective in allowing a student access to the TEKS

• Should be evaluated regularly to determine effectiveness and

to help plan for accommodations the student will need each

year

• Encourage informed educational decisions that are based on

data

• Should not be provided for an entire group

• “One-size-fits-all” does not exist

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CIA p.1

Which students can use accommodations on state testing?

• A student with an identified disability who receives:

• Special education services and meets the established eligibility

criteria for certain accommodations.

• Section 504 services and meets the 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.

• Tip: Each accommodation has its own specific eligibility criteria.

Not all accommodations are available for the three categories

(SPED, 504, disabling condition).

• Example: Large Print

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CIA p. 1

Accommodations should be documented in the appropriate student paperwork

• The decision for a student to use accommodations during

the statewide assessments is made by:

• ARD committee (IEP) - For students who receive special

education services.

• Section 504 placement committee (IAP) - For students who

receive Section 504 services.

• In a rare instance where a student does not receive special

education or Section 504 services, but meets the eligibility

criteria because of a disabling condition – the appropriate

team of people at the campus level.

• Example: (RTI)

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CIA p. 1

Accommodations during Statewide Assessments

• Accommodations provided during classroom instruction and

testing may differ from accommodations allowed for use on

statewide assessments.

• When making accommodation decisions for students, campus

personnel need to examine the following:

• Routinely

• Should be routinely used during classroom instruction and testing

so that the student is comfortable with using the accommodation

on the day of the state assessment

• Independently

• The student should be able to use the accommodation

independently, when applicable, during the state assessments.

• Effectively

• Collect and analyze data (with and without the accommodation) 14

CIA, p. 2

What does TEA mean by “routinely”?

• A student who is unfamiliar with how to use an accommodation

may be hindered, rather than helped, by an accommodation not

routinely used.

• Routinely does not mean the accommodation must be used

daily during instruction.

• Routine accommodation use, as defined by TEA, results in two

important outcomes:

• The student has used the accommodation often enough during

classroom instruction and testing that he/she is able to use it

independently during the statewide assessment.

• The accommodation has proven to be effective in meeting the

student’s specific needs, as evidenced by student scores or

teacher observations with and without use of the accommodation.

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CIA, p. 2

Allowable/Optional Test Administration Procedures and Materials are not

Testing Accommodations

• Test administration procedures and materials that

any student may use on state assessments will be

described in the 2015 District and Campus

Coordinator Manual (DCCM).

• These are not considered testing

accommodations and are allowed for any student

who needs them.

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Allowable Test Administration Procedures and Materials (ATAs)

(per 2014 testing cycle)

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More details will be presented during 2015 CTC STAAR Trainings.

Talking Point

Turn to your table partners and discuss the

following:

How is Accommodation information (CIA) shared

with

staff members?

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Accommodations for

Students

with Disabilities

Taking State Assessments

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Navigating the Websitehttp://www.tea.state.tx.us/index4.aspx?id=25769816003&menu_id=793

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You are in the right place.

Just scroll down.

Navigating the Website

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The

Accommodation

Triangle

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Accommodation triangle

Type 1

Type 2

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 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.

TEA Resource

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2015

Accommodation

Policies24

This type of document

opens when the link to

an accommodation in

the triangle is clicked.

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How do I know if a student is eligible to use an accommodation on a statewide assessment?

• The Student Eligibility Criteria section lists the criteria that a

student must meet to use the accommodation.

• Mathematics Manipulatives example– the committee must check

each of the boxes in the circle below. All boxes must be checked, not

just one.

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Talking Point

Turn to your table partners and discuss the

following:

What is your experience with using the

Accommodation Triangle information during

committee meetings?

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Top 3 Accommodation Policies that prompted the most questions to

the Assessment Office:

• Basic Transcribing – incidents

• Oral Administration – incidents

• Manipulating Test Materials

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Accommodation Policies – with limited changes(at this time)

• Added STAAR A as an eligible assessment

• Individualized Structured Reminders

• Amplification devices

• Projection Devices

• Basic Transcribing

• Extra Time (same day)

• Dictionary

• Braille –

• Added Section 504 services to eligibility criteria

• No STAAR A

• Complex Transcribing (Type II)

• Mathematics Scribe

• Extra Day

• Other

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Changes to Accommodation Policies• STAAR A - eligible assessments for all listed on this page

• Mathematics Manipulatives

• Any student who receives special education services or

receives Section 504 services as a student identified

with dyslexia or a related disorder per TEC §38.003,

may use this accommodation if he/she meets the

eligibility criteria

• Calculation Devices

• Grade 8 Math Removed – calculators required for all 8th

graders

• Supplemental Aids

• Any student who receives special education services or

receives Section 504 services as a student identified

with dyslexia or a related disorder per TEC §38.003,

may use this accommodation if he/she meets the

eligibility criteria. 30

Supplemental Aids

• This accommodation allows a student with a disability

access to paper-based resources that assist with recalling

information. ONLY the following types of supplemental aids

may be used (specific guidance about each aid is in

accommodation document).

• Mnemonic devices

• Blank graphic organizers

• Certain types of mathematics charts

• Certain types of mathematics, science, and social

studies graphics

• Grammar and mechanics rules

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Supplemental AidsWhat if…

• a student requires a supplemental aid that is not on the

accommodation policy list?

• Only types of supplemental aids listed are allowed.

• No Accommodation Request Forms will be accepted.

• a student writes on the supplemental aid while taking the statewide

assessment?

• Destroy it

• a student uses a supplemental aid during state testing that is not

allowed, or not factual?

• Campus Incident - reported to principal and TEA

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Best Practices for Supplemental Aids

• Campus personnel are responsible for

ensuring that content of aid is grade

appropriate, factual, error-free, concise,

and well-organized

• Aid must serve only as a tool and not a

source of direct answers - meaning it

cannot provide direct answers to TEKS

being tested!33

• In order to assist campuses, all supplemental aids will

be submitted locally for review. • Submit all supplemental aids with the local

submission document to Dr. Christy Gregory. All

supplemental submission forms will require the

CTC’s signature

• Ensure campus communication

• The Departments of Research, Assessment, and

Accountability, Teaching and Learning, and Special

Education will review the submitted supplemental aids.

• You will be notified, in writing, if the aids are:• “Allowed”

• “Allowed with conditions”

• “Denied”

SUPPLEMENTAL AID LOCAL SUBMISSION PROCESS

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Submission of Supplemental Aids Timeline

Assessment Month/Dates Supplemental aids due to

Dr. Christy Gregory by:

March 2 - 5

(TAKS)

February 9, 2015

Late March - April Testing

(STAAR)

February 17, 2015

May EOC testing March 2, 2015

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Manipulating Testing Materials• Added STAAR A as an eligible assessment

• This accommodation allows for the test administrator to

physically manipulate materials and equipment for a student such

as (but not limited to):

• Turning test booklet pages

• Positioning the ruler

• Using the mouse to navigate the pages and operate tools for an

online administration.

• Special Considerations:

• The student must give specific directions about how the test

administrator should manipulate the materials or equipment.

• A trained test administrators must sign the “Oath of Test Security

…,” including the bottom section.

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What is the difference between Manipulating Testing Materials and

Basic Transcribing?

• Basic Transcribing is if a student needs his or her

responses to test questions (i.e., multiple choice, griddable,

short answer reading, writing prompt) transcribed onto an

answer document or into the online system.

• Manipulating testing materials is not the act of recording

responses onto the paper/online answer document.

Recording response fall under the Basic Transcribing

Accommodation Policy.

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Basic Transcribing

• This accommodation allows a test administrator to transfer student

responses to the answer document or in the online administrations

in these situations ONLY.

• Student writes or circles responses in the test booklet for

multiple-choice or griddable questions.

• Student points to responses in the test booklet or on the

computer screen for multiple-choice questions.

• Student dictates or signs responses for multiple-choice

questions, griddable questions, or short-answer reading

questions.

• Student writes responses on another workspace (e.g., scratch

paper, dry erase board) or types responses on a word

processor for multiple-choice questions, griddable questions,

short-answer reading questions, or the writing prompts.

• Student uses speech-to-text software to indicate responses for

multiple-choice questions, griddable questions, short-answer

reading questions, or the writing prompts.38

Basic Transcribing

• Special Considerations• The test administrator must indicate to the student the space

allowed for his or her written compositions or short-answer

reading responses so that they will fit into the spaces provided

when transcribed.

• Approximately 1,750 typed characters (including spaces)

equals 26 lines of handwritten text.

• Approximately 675 typed characters (including spaces)

equals 10 lines of handwritten text.

• Secure test materials and associated student responses

cannot be photocopied, scanned, or saved in order to use this

accommodation.

• Spell check, word predictor, and all other special features must

be disabled when a student types responses to the writing

prompts on a word processor, unless the student meets the

eligibility criteria outlined in the Spelling Assistance

accommodation policy. 39

Basic Transcribing

• STAAR A – added as an eligible assessment

• Special Considerations - Technology

• 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, word processor), students are NOT permitted

Internet access during testing. Also, electronic devices

with Internet or photographic capabilities are not

allowable.

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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

• STAAR A has been added as an eligible assessment, but

difficult to include because:

• No spell check embedded in STAAR A

• Student will need to use a separate list/device/computer to

have access to this accommodation while taking the STAAR

A

• Student is not allowed to access the spell function on a

word processor on the same computer that they are taking

the STAAR A

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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 selections

• Writing selections

• Writing multiple-choice test questions42

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.43

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 selections and

answer choices by a human reader problematic.

• For example, misspelled words and missing punctuation

make it difficult for a human reader 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.

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Oral Administration – Eligibility

• A student may use this accommodation if he or she

• routinely and effectively uses this accommodation

during classroom instruction and testing, and

• meets at least one of the following:

45

Oral Administration

• Oral administration can include different levels of reading

support for each eligible student. The test administrator

may

• read parts of the test questions and answer choices at

student request

• read all test questions and answer choices throughout

the test

• Document 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. 46

Text-to-Speech Function in STAAR A

• Text-to-Speech is an embedded accommodation within STAAR

A.

• It does not replace oral administration

• The text-to-speech provides computer-generated read aloud so

that students are able to select: none, continuous read, click to

hear, or words only.

• Allows a student to independently select various levels of reading

support during the test administration.

• STAAR A Oral Administration does not exist

• Committee must decide which is more important

• STAAR A vs. STAAR Oral Administration

• Students who need entire test read to them

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Fact or Fiction

Activity

48

Fact or Fiction

• This is an allowable supplemental aid.

• This is an allowable supplemental aid.

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Parentheses

Exponents

Multiplication

Division

Addition

Subtraction

FICTIO

N

FACT

Fact or Fiction

• For a student to use a supplemental aid on a state

assessment, the CTC must submit the supplemental

aid along with the local submission form to Dr.

Gregory.

• To make this supplemental aid allowable, remove the

numbers.

• Small Group Administration Accommodation Policy

exist.50

FICTION – it is an ATA

FACT

FACT

Fact or Fiction

• If a student circles his/her responses in the test

booklet this example falls under the Basic

Transcribing Accommodation Policy.

• Students can take an oral administration of the

STAAR Writing assessment.

• This is an allowable supplemental aid.

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FACT

FICTIO

N

FICTIO

N

Fact or Fiction

• Students cannot take an oral administration of the

STAAR A.

• If a campus was interested in a student using a

computer to type his/her written composition, the

campus would review the Manipulating Testing

Materials Accommodation Policy.

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FACT

FICTION – this is the Basic

Transcribing Accommodation Policy

Deadlines for Accommodation Request Forms (ARFs)

• Locally - In order to be processed by the district testing

coordinator, campuses must submit ARFs at least three

weeks prior to the Monday of a testing week window.

• Accommodation Request Forms must be received by TEA far

enough in advance to allow time for processing.

• The district testing coordinator is the primary contact person for

schools when questions arise.

• Requests sent to TEA after this deadline will NOT be processed

unless circumstances involving the student change after the

deadline (e.g., newly enrolled student, medical emergency,

updated ARD committee decision).

• Call Jennifer Tracy @ 281.396.763853

Accommodation Request Form Process

• Prior to submitting an ARF – read the Accommodation Request

Process for Type 2 Accommodations document

• Located on the TEA website

• Notify Jennifer Tracy prior to submitting an Accommodation

Request Form (ARF)

• Submitted online – not available until January, 2015

• http://www.txetests.com/acc/

• Campuses will need to indicate that a student has met each of the

listed eligibility criteria PLUS provide specific objective evidence of

student need.

• Do not include student’s confidential information, such as, but not

limited to: student’s name, PEIMS, date of birth, pages from an

IEP, or medical records.

• FERPA violation

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Accommodation Request Form Process continued…

• Accommodations are considered “pending TEA

approval” until actually reviewed and approved by TEA

• The TEA decision email should be read in its entirety

• Review special guidelines

• Special training to administer an assessment with an

approved accommodation may be required

• Expiration date for approved ARFs

• Expire on December 31st of the year the request was

approved

• Must resubmit each calendar year if student continues to

need the accommodation55

http://www.txetests.com/acc/

Best Practices for Implementing STAAR Accommodations

• Train staff on accommodations using the CIA document

• Prior to implementing accommodations, staff need to read the CIA

document

• Continually collect and analyze data pertaining to the use and

effectiveness of accommodations in order to make informed education

decisions

• Use the TEA website as a tool to stay informed

• Become an expert on the webpage by reading the contents

• Ask questions to clarify accommodation policies

• Prior to allowing an accommodation on a statewide assessment, verify

the accommodation is allowed

• Verify the student meets the eligibility criteria

• In order to assure reliability, validity, and security of state assessments,

only those accommodations that do not invalidate or compromise the

security and integrity of the assessment are allowed

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Special Education Contacts

• Paula Donnella – Secondary Program Specialist

237.5823

• Liz Moreland-Mason – Elementary Program Specialist

396.7036

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Research, Assessment, and Accountability

• Executive Director - Office of School Improvement and Student

Support

• Dr. Allison E. Matney 281-396-7640

• Dr. Matney’s Assistant – Rose Flores 281-396-2026

• Coordinator - State Assessment Programs

• Dr. Jennifer Tracy 281-396-7638

• Dr. Tracy’s Assistant - Bitsy Cobb 281-396-2198

• Assessment Specialists

• Jud Anderson - Area 1 281-396-2029

• Dr. Christy Gregory - Area 2 281-396-2128

• Gail Mikeska - Area 3 281-396-2233

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Poll Everywhere Activity – Questions

What questions do you have regarding

STAAR Accommodations?

• Questions will be collected over the 4 trainings

sessions

• November 11, 18, 19, and 24, 2014

• A “FAQ” will be provided to attendees (in December)

• The poll will stay open for 24 hours (i.e. tomorrow until noon)

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