ACCOMMODATIONS STAAR STAAR Spanish STAAR Modified STAAR L or TELPAS.

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<ul><li> Slide 1 </li> <li> ACCOMMODATIONS STAAR STAAR Spanish STAAR Modified STAAR L or TELPAS </li> <li> Slide 2 </li> <li> Critical Information about Accommodations for Students with Disabilities For the purposes of statewide testing, students needing accommodations due to a disability include A student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodations A student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodations A student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for ce rtain accommodations 2 </li> <li> Slide 3 </li> <li> 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; IEP Section 504 services: the 504 placement committee; IAP 3 </li> <li> Slide 4 </li> <li> 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 level Response to Intervention (RTI) team and student assistance team are just examples This applies to a small group of students 4 </li> <li> Slide 5 </li> <li> Optional Test Administration Procedures and Materials Referred to as Related Testing Procedures Includes some called testing accommodations in previous years Available to any student who needs them Use of these are not recorded on the students answer document Authority for decision is the same as for accommodations The CTC will need to know in order to plan for test days Descriptions and guidelines for use included in document on Accommodations for SWD (Students with Disabilities) webpage and in test administrator manuals 5 </li> <li> Slide 6 </li> <li> Optional Test Administration Procedures and Materials A student may use the following procedures and materials during the statewide assessments: 1.Procedures or materials to minimize distractions (e.g., stress ball, noise-reducing headphones) 2.Reading test aloud to self (e.g., reading into a voice- feedback device or voice recorder) 3.Signing or translating test administration directions 4.Reading assistance on grade 3 mathematics If distracting to other students, an individual administration may be required. 5.Individual or small-group testing 6.Colored overlays 7.Magnifying devices 8.Place markers 9.Highlighters or colored pencils 10.Preferential seating 11.Scratch paper / other workspace 6 </li> <li> Slide 7 </li> <li> 1 2 3 The Accommodation Triangle 7 </li> <li> Slide 8 </li> <li> 8 http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ </li> <li> Slide 9 </li> <li> Accommodations Any Student*SpEd or 504SpEd Only Preferential SeatingCalculatorsMath Manipulatives Individual or Small GroupDictionarySupplemental Aids Signing or translating test directions Oral Administration ** includes students who do not receive services but are identified with dyslexia Reading test aloud to self Scratch paper Gr. 3 Reading Assistance (Math only) Minimize Distractions Colored Overlays Magnifying Devices Blank Place Markers Highlighters/Colored pencils 9 *Available to any student who needs them. Authority for this decision is the same as for accommodations. More to come </li> <li> Slide 10 </li> <li> Calculation Devices Reminder Gr. 3-8 math &amp; science tests for STAAR, STAAR Spanish, STAAR Modified, STAAR L Eligibility Criteria Special education or Section 504 Routinely, independently, &amp; effectively uses this accommodation during classroom instruction and testing Gr. 3-4: physical disability that prevents student from writing or an impairment in vision that prevents student from seeing the numbers used in computations Gr. 5-8: meets one criteria from Gr. 3-4 or has a disability that affects math calculations (unable to memorize basic facts or perform steps in an algorithm) 10 </li> <li> Slide 11 </li> <li> Calculation Devices Reminder Required for STAAR, STAAR Modified, and STAAR L Algebra I geometry Biology STAAR and STAAR L Algebra II chemistry physics Not an accommodation for these tests 11 </li> <li> Slide 12 </li> <li> Calculation Devices Examples/Types This accommodation may ONLY include Four-function calculator Scientific calculator Graphing calculator Large-key calculator Abacus or Cranmer modified abacus Audio-graphing calculator Speech output calculator This is an exhaustive list. No other calculators are allowed. 12 </li> <li> Slide 13 </li> <li> Dictionary Reminder Gr. 3-5 reading tests for STAAR, STAAR Spanish, STAAR Modified Eligibility Criteria Special education or Section 504 Routinely, independently, &amp; effectively Disability that affects memory retrieval and/or decoding skills Required for STAAR and STAAR Modified gr. 6-8 reading, gr. 7 writing, English I &amp; II; STAAR English III; not an accommodation 13 </li> <li> Slide 14 </li> <li> Dictionary Examples/Types This accommodation may ONLY include Standard/general dictionary in English (or Spanish) Dictionary/thesaurus combo Electronic dictionary (no Internet access) Bilingual dictionary ESL dictionary Picture dictionary Sign language dictionary This is an exhaustive list. No other dictionaries are allowed. 14 </li> <li> Slide 15 </li> <li> Oral/Signed Administration STAAR, STAAR Spanish, STAAR Modified, &amp; STAAR L Test questions and answer choices for all math, science, and social studies tests, including EOC STAAR, STAAR Spanish, &amp; STAAR Modified Gr. 3-8 reading test questions and answer choices only; NEVER the reading selections English I, II, III test questions and answer choices from the reading section; NEVER the reading selections; NEVER the revising &amp; editing passages, questions, or answer choices; OK to read the writing prompt (more specific info to come) 15 </li> <li> Slide 16 </li> <li> Oral/Signed Administration Eligibility Criteria Routinely and effectively Meets one of the following: The student receives special education services and is identified with dyslexia or has evidence of reading difficulties The 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. 16 </li> <li> Slide 17 </li> <li> Oral Administration Examples/Types TWO levels of reading support: Reading parts of the test questions and/or answer choices at student request Reading all test questions and answer choices throughout the test Removed the level of reading the test in its entirety because reading selections can never be read aloud For other subjects, all words in the test questions and answer choices can be read aloud 17 </li> <li> Slide 18 </li> <li> Mathematics Manipulatives STAAR, STAAR Spanish, STAAR Modified, STAAR L mathematics tests Eligibility Criteria Special education only Routinely, independently, and effectively 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. 18 </li> <li> Slide 19 </li> <li> Math Manipulatives Examples/Types This accommodation may ONLY include Real or play money Clocks (instructional clocks, not a wall clock) Base-ten blocks Counters Algebra tiles Fraction pieces Geometric figures This is an exhaustive list. No other manipulatives are allowed. 19 </li> <li> Slide 20 </li> <li> Supplemental Aids STAAR, STAAR Spanish, STAAR Modified, STAAR L Eligibility Criteria Special education only Routinely, independently, &amp; effectively 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. 20 </li> <li> Slide 21 </li> <li> Supplemental Aids Examples/Types This accommodation may ONLY include All subjects: mnemonic devices, blank graphic organizers Math: addition &amp; multiplication charts,100 chart, place value chart, pictorial models of fraction bars/circles &amp; geometric figures Writing: grammar and mechanics rules Science: graphics, formula triangles Social studies: blank maps, timelines This is an exhaustive list. No other supplemental aids are allowed. 21 </li> <li> Slide 22 </li> <li> 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. 22 </li> <li> Slide 23 </li> <li> 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. 23 </li> <li> Slide 24 </li> <li> 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. However, there are several accommodations that could be useful for a student with dyslexia. Oral administration will now be expanded to include allowing the TA to read aloud the questions and answer choices from the reading tests to students who meet the eligibility criteria; the TA can never read aloud the reading selections. 24 </li> <li> Slide 25 </li> <li> 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. 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. (These policies have not yet been finalized.) 25 </li> <li> Slide 26 </li> <li> Contact Information Check inside pisd for latest updates and information E-mail Lori.perez@pisd.edu Call x28847 26 </li> </ul>

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