STAAR Accommodations 2016ESC Region 15

Suggested Training for Region, District, and Campus Professionals

• This is a comprehensive training but does not take the place of reading the associated documents.

• Relevant district and campus staff will need to read all of the policies and related resources that are posted on the Accommodations for Students with Disabilities webpage. These documents contain all the details.

Overview of Changes for the 2016 Calendar Year

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• STAAR A is the same as STAAR in the following ways: – passing standards– time limits– assessed curriculum – test blueprint– progress measures

• STAAR A is different than STAAR in the following ways: – no field test questions on EOC assessments (no grade 3-8 assessment

will have embedded field test questions in 2016)– online administration– embedded accommodations– test questions may differ, resulting in different raw score conversion

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STAAR versus STAAR A

• STAAR, with or without allowable or approved accommodations from the accommodation triangle, should be the first consideration. If a student cannot access STAAR, the STAAR A eligibility requirements may be reviewed.

Specific information regarding STAAR A eligibility may be found on the STAAR A Resources page of the TEA website: http://tea.texas.gov/student.assessment/STAARA/

STAAR A Eligibility Requirements

• STAAR A is administered online and will include embedded accommodations to selections and test questions.

• Accommodations– Zoom– Color Settings– Popups– Rollovers– Text-to-speech– Supplemental aids: Punnett squares (biology), writing

checklists

STAAR A Online Test Features

Grade 4 Writing: Written Composition• Last year’s policy regarding transcribing student’s responses to the writing

prompt for STAAR A grade 4 writing has not changed for the 2016 administration. It is not necessary for students taking 4th grade STAAR A writing to meet the eligibility criteria for Basic Transcribing.

• This specific group of students may have their responses to the writing prompt transcribed into the online test in accordance with guidelines listed in the accommodations triangle document for Basic Transcribing.– Note: This is not a requirement of the administration and decisions

regarding this provision must be based on individual student need. TEA will continue to review this policy for subsequent administration years.

• Students in all other grades and subjects must meet the eligibility requirements for Basic Transcribing as described in the corresponding document found in the accommodations triangle.

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Technology-based Spelling Assistance• Spell check is NOT an embedded accommodation for the written

composition. Students eligible for Spelling Assistance will use what they use in class. See below for special instructions if using spell check, speech-to-text, text-to-speech, or word predictor.

• The student may use a separate laptop/computer while STAAR A is open. He or she will need to transfer the response to the composition typing box (unless receiving Basic Transcribing).

OR• The student can exit the test session, respond to the prompt using spelling

assistance (and Form 1 STAAR booklet to see prompt), print out the response, log back in to STAAR A, and then transfer his or her responses in the composition typing box (unless receiving Basic Transcribing).

Caution: The student can be provided a STAAR form 1 test booklet to access the writing prompt; however, once STAAR A is exited, the student will not be able to see the pop-ups or rollovers or the writing checklists.

Tutorials and Practice Questions

Teachers and students should become familiar with STAAR A prior to testing. A tools tutorial and practice questions will be posted for this purpose. Test administrator directions have been written with the assumption that all students taking STAAR A have accessed the tutorials and practice questions and are familiar with the online system.

Select among the following links to locate and download the appropriate STAAR Online Testing Platform secure browser for your device(s). Windows (PC) Mac Chromebook iPad Android (coming soon) Linux (coming soon)

The STAAR tutorials and practice tests are open to the public. Once you have downloaded the secure browser, follow the steps on the next page to access the tutorials or practice tests.

Critical Information About Accommodations for Students With Disabilities

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Educators should review this document on TEA’s Accommodations for Students with Disabilities webpage

• General information about accommodations

• Accommodations during classroom instruction and testing

• Accommodations during state assessments• Not all accommodations suitable for instruction are allowed during the state assessments• Routinely, independently, and effectively

• The Accommodation Triangle

• Planning for testing accommodations

http://tea.texas.gov/Student_Testing_and_Accountability/Testing/Student_Assessment_Overview/Accommodation_Resources/2016_Accommodations_for_Students_with_Disabilities_Taking_State_Assessments/

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Students with Disabilities Who are Eligible for Accommodations on State Assessments

• 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

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Authority for Decisions

• Admission, Review, and Dismissal (ARD) committee

• Section 504 placement committee

• Appropriate team of people at the campus level (e.g., Response to Intervention (RTI) team, student assistance team)

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Accommodations Should be individualized to address the specific needs of each student

Might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment

Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

Should be documented in the appropriate student paperwork

Accommodations

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Accommodations Are not necessary for every student

Are not changes to the performance criteria or the content

AccommodationsAre 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

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Classroom Instruction Versus State Assessment

• 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 do not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning.

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Routinely Used Accommodations• What does “routinely used” mean?

• 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.

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Independent use of Accommodations

• 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.

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Accommodation is Effective • How do I know the accommodation has proven

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.

http://tea.texas.gov/Student_Testing_and_Accountability/Testing/Student_Assessment_Overview/Accommodation_Resources/2016_Accommodations_for_Students_with_Disabilities_Taking_State_Assessments/

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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.

Accommodations in emergency or unexpected 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.

This information is now in a separate document on the Accommodations

webpage.

• 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.

Accommodations in emergency or unexpected situations

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Accommodations in Emergency or Unexpected 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.

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Recording Accommodations on the Student’s Answer Document

• 2016 District and Campus Coordinator Manual

• 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.

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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

2016 Accommodation Policy

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Accommodation typeThis section provides a general description of the accommodation.

This section lists the assessments the accommodation 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 Accommodation 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 accommodation. Educators must be aware of this information when making decisions about using accommodations and when administering assessments with accommodations.

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Type 1 Accommodations

• Individualized Structured Reminders

• Amplification Devices

• Projection Devices

• Manipulating Test Materials

• Oral/Signed Administration

• Spelling Assistance

• Mathematics Manipulatives

• Calculation Devices

• Basic Transcribing

• Supplemental Aids

• Extra Time (Same Day)

• Large Print

• Dictionary

• Braille

Type 1

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Oral/Signed Administration• STAAR Algebra II and English III were added.

• In the “Assessments” section, edits were made to clarify what could and could not be read aloud during an oral administration.

• All mention of STAAR A was removed except for a note explaining that an oral administration was not applicable to STAAR A. Oral administration eligibility for STAAR A should NOT be determined or documented.

• In the “Authority for Decision and Required Documentation” section, a minor edit was made to account for the fact that the OA bubble is not on a writing answer document. Eligibility for an oral administration may be determined for these assessments; however, if a student is eligible, this accommodation will not be recorded on the answer document.

Type 1

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Mathematics Manipulatives• STAAR Algebra II was added.

• The format of the “Student Eligibility Criteria” was changed for clarification; however, the policy is the same as the previous year.

• In the “Examples/Types” section, the use of clocks was restricted to the following: “clock with or without numbers shown on clock face; the clock should NOT have gears” (meaning the clock should have independently moving hour and minute hands)

Type 1

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Calculation Devices

• STAAR Algebra II was added.

• Calculators used by eligible students as a testing accommodation must adhere to the guidelines set forth in the STAAR Calculator Policy. • Please note that the STAAR Calculator Policy was revised and posted on

TEA’s STAAR Mathematics Resources webpage. The guidelines set forth in this updated policy also apply to calculator use as an accommodation.

Type 1

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Supplemental Aids

• The format of the “Student Eligibility Criteria” was changed for clarification; however, the policy is the same as the previous year.

• The following change was made to the #2 example of allowable math charts: Multiplication charts that are grade appropriate may be used. The multiplication chart must be a grid used to find the product, not a list of multiplication facts. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NOT allowed.• Deleted from previous policy: Each axis may only be numbered 0 through 12.

Type 1

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Supplemental Aids (cont.)

• The following change was made to the #3 example of allowable math charts: A number chart (e.g., 100 chart) may be used. Indicating special numbers (e.g., highlighting or circling prime numbers within the body of the chart) is NOT allowed.• Previous language restricted this type of supplemental aid to 100 charts.

Type 1

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Type 2 Accommodations

• Complex Transcribing

• Mathematics Scribe

• Photocopying Test Materials

• Extra Day

• Other

Type 2

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Accommodations for STAAR Alternate 2, TELPAS, and TAKS

• Information about accommodations for students taking the following assessments can be found in the applicable manuals. • STAAR Alternate 2: Educator Guide for STAAR Alternate 2 and the test

administration manual • Texas English Language Proficiency Assessment System (TELPAS): test

administration manual• Texas Assessments of Knowledge and Skills (TAKS): Directions for District

Coordinators, Campus Coordinators and Test Administrators on the TAKS Resources webpage

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Questions about State Assessment Accommodations?

2016 Accommodations for Students with Disabilities Taking State Assessments Webpage: http://tea.texas.gov/Student_Testing_and_Accountability/Testing/Student_Assessment_Overview/Accommodation_Resources/2016_Accommodations_for_Students_with_Disabilities_Taking_State_Assessments/

You can also contact me!

• Patti Wyatt• Patti.wyatt@esc15.net• (325) 481-4075