are your staars aligned? i2 institute june 15, 2012 laura abbott
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Slide 2 Are Your STAARs Aligned? i2 Institute June 15, 2012 Laura Abbott Slide 3 Slide 4 PRE-TEST Slide 5 What do these things have in common? Slide 6 They are all ways not to make State Assessment Decisions. Slide 7 Slide 8 What happens if we dont have a process in place? Slide 9 ONLY ON REGION XIII Slide 10 Test Services Curriculum Accommodations Graduation Slide 11 Test Services Curriculum Accommodations Graduation STAAR Slide 12 Test Services Curriculum Accommodations Graduation Mod ified Slide 13 Test Services Curriculum Accommodations Graduation Alternate Slide 14 3 Slide 15 5 Slide 16 OLD NEWS Slide 17 Why STAAR is not appropriate Why Modified/Alternate is appropriate All eligibility criteria are met Based on multiple sources of data Not based solely on previous state assessment ARD Committee decision Not cap-driven administrative decision Based on educational need and instruction Not solely based on: disability category/race/SES/attendance service time/service location Slide 18 Participation Requirements: Are you sure about your district? Slide 19 Participation Requirements: Raise your hand! If you Slide 20 Slide 21 So what can we do? Slide 22 Slide 23 Present Levels of Academic Achievement and Functional Performance Slide 24 How is the student performing on academic tasks that are affected by his or her disability? Slide 25 A well-rounded picture of the whole student Parents Student Teachers Service Providers Slide 26 PLAAFP should Provide a focus or a spotlight on the childs needs Serve as a preview as to which skills will need some instructional support and focus Provide specific baseline data supporting their area of need Slide 27 You do not want. Plaafp-lac Noun: The absence of a well-written PLAAFP based on data Slide 28 GOBs: Goals Objectives Benchmarks functional academic modify prerequisite Slide 29 General Curriculum Involvement Progress Disability Slide 30 Does the students disability affect his/her ability to master the grade level TEKS? TEKS Expectations Can the student tackle the grade level TEKS as written? or Modified TEKS Prerequisite Skills Enrolled Gr. Level Slide 31 The Gen. Ed. / Spec. Ed. Team Slide 32 Slide 33 Accommodations Slide 34 Changes to instructional materials, procedures, or techniques that allow a student with disabilities to participate in grade-level instruction and testing Individualized for each student Used routinely in instruction and testing Evaluated regularly for effectiveness Slide 35 Slide 36 SERVICES Slide 37 General Education Setting Support Fac. Co-teach Indirect Support Special Education Setting Slide 38 Slide 39 Additional Information Slide 40 Slide 41 Slide 42 "Faster, Higher, Stronger" Slide 43 STAAR Modified STAAR Alternate STAAR L Slide 44 Assessment Decision Process Does the student receive instruction in the grade-level TEKS for this subject with or without accommodations? If yes, then the student takes STAAR for this subject. Slide 45 Assessment Decision Process Does the student access the grade-level TEKS for this subject through modifications (modified content)? Slide 46 Slide 47 Modified Question #1: Multiple Years Behind Grade-level Rate of Progress Slide 48 Slide 49 Modified Question #2: Modified Enrolled Grade Level Content Slide 50 Slide 51 Modified Question #3: Direct, Intensive Instruction Acquire, Maintain, Transfer Skills Slide 52 Slide 53 Assessment Decision Process Does the student have a significant cognitive disability that requires the student to access the grade-level TEKS through prerequisite skills? Slide 54 Slide 55 Alternate Question #1: As determined by his FIE (8-28-09) and ARD Committee meeting (5-2-11), Aaron meets the criteria as having the disability condition of an intellectual disability. Significant Cognitive Disability Slide 56 Slide 57 Alternate Question #2: Specialized supports to access grade-level curriculum Slide 58 Slide 59 Alternate Question #3: Intensive, Individualized Instruction Variety of Settings Slide 60 Slide 61 Alternate Question #4: Prerequisite Skills Slide 62 Framework Vertical Alignment Slide 63 GOBs Slide 64 Slide 65 Alternate Question #5: Primarily Demonstrates Knowledge through Performance Tasks Slide 66 Slide 67 Slide 68 How a student graduates is affected by: Curriculum modification High School credits State Assessment selection/completion DAP RHSP MHSP Slide 69 The path we establish in elementary affects students postsecondary options Slide 70 Participation Requirements Graduation Assurance Slide 71 Slide 72 Doesitalign? Slide 73 Slide 74 Slide 75 Slide 76 Does it align? Slide 77 Why not? Slide 78 STAAR Modified Slots $500 per 2% slot OBO. Slide 79 Resources Additional documents for this presentation along with resources for extended learning are available in an e-binder at: http://bit.ly/alignstaars Slide 80 Slide 81 ESC Region XIII Special Education Compliance, Inclusion, and Access Worksheets/Alignment/Additional Information: Laura Abbott [email protected] [email protected] Graduation: Elizabeth Danner [email protected]@esc13.txed.net 512-919-5182 Disability: Joy Hunsucker [email protected]@esc13.txed.net 512-919-5177 STAAR Alternate: Ann Jacobson [email protected]@esc13.txed.net 512-919-5167 GOBs/Accommodations/Services/STAAR Modified: Cathy Miller [email protected] 512-919-5160 [email protected]