Transcript STAAR Accommodations

STAAR
Accommodations
An Overview and Update of TEA’s Policies
Testing Humor
More Testing Humor
OK. Last One.
Objectives
 Welcome
 Specific Accommodation Policies
 Accommodations for Students with Disabilities
 The Accommodation Triangle
 Policy Changes
 Summary
Specific
Accommodation Policies
Who Might Need an
Accommodation?
For purposes of statewide assessments, a student needing
accommodations due to a disability includes:
• 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 certain
accommodations.
Who Determines Need?
 For students receiving special education services, the ARD
committee;
 For students receiving Section 504 services, Section 504
placement committee;
 Where a student does not receive services but meets
eligibility criteria because of a disabling condition, the
decision is made by an appropriate team at the campus
level.
 Applies to students taking STAAR, STAAR Spanish, STAAR
Modified, STAAR L, and TELPAS.
Optional Test Administration
Procedures and Materials
 Some procedures and materials that have been “testing
accommodations” in previous years will now be considered
“Optional Test Administration Procedures and Materials”;
 Available to any student who needs them;
 Not intended for every student in a class or disability
category;
 Related to best practices for instruction;
 Use during the statewide assessment is not recorded on
student’s answer document.
Examples of Allowable Procedures
and Materials
 Reading the test aloud to self
 Colored overlays
 Blank place markers
 Preferential seating
 Scratch paper
 Magnifying devices
 Highlighters / colored pencils
Accommodations for Students
with Disabilities
Utilizing
Accommodations
The use of
accommodations
primarily occurs in
the classroom on a
daily basis.
Defining Accommodations
 Are changes to instructional
 Are not changes to the
materials, procedures, or
techniques that are made on
an individual basis and allow
a student with a disability to
participate in grade-level or
course instruction and testing.
content being assessed
and should not replace
the teaching of subjectspecific knowledge and
skills as outlined in the
TEKS.
 Should be evaluated regularly
 Should not be provided
to determine effectiveness
and to help plan for
accommodations the student
will need each year.
to an entire group of
students, such as those
in the same class or with
the same disability.
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;
 Should be effective in allowing a student access to the TEKS;
 Must be individualized for each student;
 Intended to reduce the effect of a student’s disability;
 Should be routinely used during classroom instruction and testing;
 May be appropriate for classroom use but may not be appropriate
or allowed for use on a statewide assessment;
 Should be documented in the appropriate student paperwork;
 Should be evaluated regularly to determine effectiveness.
Accommodations Are Not . . .
 Necessary for every student;
 Changes to the performance criteria of an assignment or
assessment;
 Changes to the content being assessed and should not
replace the teaching of subject-specific knowledge and skills
as outlined in the TEKS;
 Should not be provided to an entire group of students;
 Intended to provide a student with a disability an advantage;
 Should not be provided to a student without evidence of
effectiveness from year to year.
Using Accommodations on
Statewide Assessments
 Accommodations provided to students during
classroom instruction and testing may differ from those
allowed for use on statewide assessments;
 Should not discourage the use of appropriate
accommodations during instruction;
 Opportunity to learn verses measuring mastery of
state-mandated curriculum.
The
Accommodation Triangle
Testing Accommodations
 After determining the instructional accommodations
that are effective for a student, determine whether the
accommodation(s) are allowed on a statewide
assessment.
 The Accommodation Triangle organizes
accommodations for students with disabilities by type in
accordance with the specificity of the eligibility criteria
and the need for TEA approval.
 The accommodation type is recorded on the student’s
answer document.
The Accommodation Triangle
Type 1
Type 2
Type 3
Type 1 Accommodations
 Available to students who have a specific need;
 For students who routinely, independently, and
effectively use the accommodation during classroom
instruction and testing;
 It is not necessary to submit an Accommodation
Request Form to TEA;
 Examples include:




Individual or small-group administration
Reminders to stay on task
Amplification devices
Projection devices
1
Type 2 Accommodations
 Includes the requirements of Type 1, along with specific
eligibility criteria;
 It is not necessary to submit an Accommodation
Request Form to TEA;
 Examples include:







Spelling assistance
Math manipulatives
Calculation devices
Supplemental aids
Extra time
Large print
Dictionary
2
Defining “Routinely, Independently
and Effectively”
 Routinely
-Used often enough that student is familiar and comfortable using
accommodation on a statewide assessment
-Not necessarily used every day
 Independently
-Only applicable to some accommodations (e.g., applies to use
of a calculator but not to an oral administration)
 Effectively
-Accommodation meets student needs as evidenced by scores
and observations with or without accommodation use
Type 3 Accommodations
 Requires the submission of an Accommodation
Request Form to TEA;
 Determined by the appropriate team at the campus
level (e.g., ARD committee, Section 504 placement
committee, RTI team, student assistance team);
 Student must meet ALL eligibility criteria listed;
 Examples include:
 Transcribing
 Photocopy
 Extra Day
3
The Accommodation Triangle
Supplemental Aids
Description of Accommodation
Supplemental aids are paper-based resources that assist a student in
recalling information.
Assessments
For a student who meets the eligibility criteria, this accommodation may
be used on
•STAAR
•STAAR Spanish
•STAAR Modified
•STAAR L
Student Eligibility Criteria
A student may use this accommodation if he or she
receives special education services,
routinely, independently, and effectively uses this
accommodation during classroom instruction and testing, and
has a disability that affects memory retrieval, focus, or
organization that is severe enough to prevent him or her from
learning and retaining information as effectively as non-disabled
peers despite multiple opportunities to learn, varied instructional
strategies, and high-quality instruction.
Eligibility Criteria Clarification
 If the eligibility criteria looks similar to this…
 …then the student must meet ALL of the criteria listed
 “and” means that ALL lines with a check box must be true
Texas Education Agency
January 25, 2012
Eligibility Criteria Clarification
 If the eligibility criteria looks like this
 Then the student must meet ALL of the first few bullets
AND
 ONE of last few bullets.
Texas Education Agency
January 25, 2012
TEA 12/2011
Examples of Supplemental Aids
 Only the following supplemental aids listed are allowed
for eligible students:
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




Mnemonic Devices (all subjects)
Blank Graphic Organizers (all subjects)
Math Charts (mathematics)
Graphics & Pictorial Models (mathematics)
Grammar & Mechanics Rules (written composition)
Graphics (science / social studies)
 No accommodation request form is required;
 There is no special request process for additional
supplemental aids.
Mnemonic Devices
 Mnemonic devices may be used for ALL
subjects.
 A mnemonic device is a learning technique
that assists with memory. Only mnemonic
devices that are acronyms or phrases based
on an acronym should be used. The subjectspecific words that the mnemonic
represents are NEVER allowed.
All Subjects: Mnemonic Devices
35
PEMDAS
or
Please
Excuse
My
Dear
Aunt
Sally
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DMSB
or
Dad
Mother
Sister
Brother
KPCOFGS
or
King
Philip
Came
Over
For
Good
Spaghetti
All Subjects: Mnemonic Devices
36
Parentheses
Exponents
Multiplication
Division
Addition
Subtraction
TEA 12/2011
Divide
Multiply
Subtract
Bring down
Kingdom
Phylum
Class
Order
Family
Genus
Species
Blank Graphic Organizers
 Blank graphic organizers may be used for
ALL subjects.
 Blank graphic organizers should NEVER
contain titles, words, labels, colors used
as labels, pictures, acronyms,
mnemonics, numbers, symbols, or
variables.
All Subjects: Blank Graphic Organizers
38
Group
1
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1
&
2
Group
2
All Subjects: Blank Graphic Organizers
39
Tertiary
Consumer
Secondary
Consumer
Primary Consumer
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Primary Producer
All Subjects: Blank Graphic Organizers
40
G
TEA 12/2011
Mathematics
 Addition charts may be used.
 The addition chart must be a grid used to
find the sum, not a list of addition facts.
Each axis may be numbered up to 9, but
no higher than 9. Indicating special
numbers (e.g., highlighting or circling
even numbers within the body of the
chart) is NEVER allowed.
Mathematics: Addition Charts
42
1+1=2
2+2=4
3+3=6
4+4=8
5 + 5 = 10
6 + 6 = 12
7 + 7 = 14
8 + 8 = 16
9 + 9 = 18
10 + 10 = 20
TEA 12/2011
Mathematics
 Multiplication charts may be used.
 The multiplication chart must be a grid
used to find the product, not a list of
multiplication facts. Each axis may be
numbered up to 12, but no higher
than 12. Indicating special numbers
(e.g., highlighting or circling perfect
squares within the body of the chart)
is NEVER allowed.
Mathematics: Multiplication Charts
X
TEA 12/2011
1x0=0
1x1=1
1x2=2
1x3=3
1x4=4
1x5=5
1x6=6
1x7=7
1x8=8
1x9=9
2x0=0
2x1=2
2x2=4
2x3=6
2x4=8
2 x 5 = 10
2 x 6 = 12
2 x 7 = 14
2 x 8 = 16
2 x 9 = 18
X
Mathematics
 A 100 chart may be used.
 Indicating special numbers (e.g.,
highlighting or circling prime numbers
within the body of the chart) is NEVER
allowed.
Mathematics: 100 Chart
46
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Mathematics
 A place value chart may be used.
 Words for place value labels and a
decimal point are allowed only if they are
grade-appropriate. Including numbers as
specific examples is NEVER allowed.
Mathematics: Place Value Chart
48
7 1
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.
2
Mathematics
 Pictorial models of fraction bars or
fraction circles may be used.
 The models may be labeled to show each
individual fraction, but they should
NEVER show equivalencies or a
cumulative sequence.
Mathematics: Pictorial Models of Fractions
50
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Mathematics
 Pictorial models of one-, two-, and threedimensional figures may be used.
 The figures may NEVER contain titles,
words, labels, colors used as labels,
acronyms, mnemonics, numbers, symbols,
or variables.
 A pictorial model of a geometric figure may
be provided in either three-dimensional form
or two-dimensional form (net), but NOT in
both forms.
Mathematics: Pictorial Models of Geometric Figures
52
TRIANGLE
vertex
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Mathematics: Pictorial Models of Geometric Figures
53
NOT 3-D and 2-D on the same
aid
OR
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Written Composition
 A list of grade-appropriate grammar and
mechanics rules may be used.
 This list may NEVER contain any
specific examples.
Written Composition: Grammar & Mechanics Rules
55
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Written Composition: Grammar & Mechanics Rules
56
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Science
 Graphics of scientific concepts may be
used.
 The graphics should NEVER contain
titles, words, labels, colors used as
labels, acronyms, mnemonics, numbers,
symbols, or variables.
Science: Graphics of Scientific Concepts
58
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Science: Graphics of Scientific Concepts
59
TEA 12/2011
Science
 Formula triangles representing
relationships between variables may be
used.
 Only formulas that appear on the
appropriate state-supplied reference
materials may be represented. The
triangles may only include variables.
Symbols for mathematical operations
(e.g., x, ÷) are NEVER allowed.
Science: Formula Triangles
61
Work =
(force)(distance)
W
F
Work
Density =
mass/volume
d
D
mass
÷
force X distance
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m
density
volume
V
Social Studies
 Blank maps may be used.
 Blank maps should NEVER contain titles, words,
labels, colors used a labels, pictures, acronyms,
mnemonics, numbers, symbols, or variables. A
student could use both physical and political
world or U.S. maps.
 In addition, unlabeled maps that represent
historic events may be used (e.g.,
an unlabeled map that represents the stages of
U.S. territorial expansion).
Social Studies: Blank Maps
63
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Social Studies: Blank Maps
64
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Social Studies
 Timelines may be used if they contain
only dates.
 Labeling the events connected with
those dates in any way is NEVER
allowed.
Social Studies: Timelines
66
TEA 12/2011
Special Considerations
•
If the use of an accommodation is distracting to other
students or compromises the security of the test, an
individual administration is required.
•
Colors may be used in a supplemental aid to enhance
readability or improve tracking, but may never be used as a
label.
•
Pictures may be used in pictorial models of geometric
figures and graphics of scientific concepts, but not in other
supplemental aids.
•
Using a supplemental aid as an accommodation during
classroom instruction and testing should not replace the
teaching of subject-specific skills as outlined in the TEKS.
TEA 12/2011
Special Considerations
 The student must be able to understand the information that
the supplemental aid provides and simply need assistance
recalling the concepts.
 The test administrator may not remind the student to use the
supplemental aid or explain to the student the information
included on the supplemental aid.
 The supplemental aid must be factual and error-free.
 The supplemental aid must be concise and well organized
so that a student can easily access the information.
 If a student writes on the supplemental aid while taking the
statewide assessment, the supplemental aid must be
destroyed after testing.
TEA 12/2011
Policy Changes
A Brief Word about DBA
 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 has been 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.
TEA 12/2011
A Brief Word about DBA
 Extra time to complete the test (during the same school
day) may be allowed if the student meets the eligibility
criteria for extra time.
 Having an extra day to complete the test is reserved for
students with serious medical conditions or other
unique and severe situations. Students only identified
with dyslexia will most likely NOT be included in the
eligibility criteria.
TEA 12/2011
Policy Differences for STAAR
 Projection Devices
 Formerly referred to as Low-vision Devices
 New name, still allowable
 Large Print
 Added eligibility criteria to address disabilities in addition to
impairments in vision
 No ARF process
 Oral/Signed Administration
 Reading aloud the questions and answer choices for reading
tests and the English I, II, & III reading tests is allowed
 NEVER read aloud reading selections, or revising & editing
selections
Policy Differences for STAAR
 Two Levels of Reading Support
 Read aloud parts of the test questions and/or answer choices at
student request
 Read aloud all test questions and answer choices throughout
the test
 Math Manipulatives
 Only the manipulatives on the posted list are allowable
 Cannot request additional manipulatives
 Supplemental Aids
 Only the supplemental aids on the posted list are allowable
 Cannot request additional supplemental aids
Policy Differences for STAAR
 Calculation Devices
 Added students who receive Section 504 services
 Removed “a disability that affects math calculation” eligibility for
grades 3 and 4
 Any kind of calculator in the range of four-function through
graphing
 No ARF process
 Dictionary
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No longer a supplemental aid
Separate accommodation only for reading tests at grades 3-5
Added students who receive Section 504 services
Commercially produced, not teacher/student-made
Summary
http://www.tea.state.tx.us/student.as
sessment/accommodations/
Click this link to see all
resources for accommodations
for students with disabilities
Available Resources
What resources are available to help with
Accommodations for Students with
Disabilities?
http://www.tea.state.tx.us/student.assessment
/accommodations/staar-telpas/#triangle
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