Fall into
Testing
2014-2015
Sheldon ISD
Updates
• Accommodations
• STAAR A (Accommodated)
• STAAR ALT 2
Dyslexia students that
meet eligibility criteria
may now have
supplemental aids and
math manipulatives
8th Grade Math:
Graphing calculators now
required for all students
Updates
Allowable Test
Procedures and
Materials
In general, these are available to any
student who regularly benefits from the
use of these procedures or materials
during instruction, although a student
cannot be required to use them during
testing.
These are not considered
accommodations, so using
them during a state
assessment does not require
that they be recorded on a
student’s answer document.
Reminding students to stay on task
The following assistive tools are
available:
Translating test administration directions (ONLY)
into the native language of an ELL
Highlighters, colored pencils, or crayons
Allowing individual and small-group
administrations
Blank place markers
Allowing a student to read the test aloud to
facilitate comprehension
Color overlays
Reading aloud or signing the writing prompt to
any student who requests this assistance
Magnifying devices
Giving permission for a student to use tools to
minimize distractions or help maintain focus
Scratch paper
Signing test administration directions for a student
4
who is deaf or hard of hearing
Eligible Criteria
•
•
•
•
Special education
504
504/dyslexia
General with a disabling condition
Accommodations should be
•
•
•
Independently used
Routinely used
Effectively used
Type I
Type II
•
•
•
Approved locally by
appropriate team
Approved locally TEA
District will submit an ARF
Accommodation Information
TYPE I
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Individual Structured Reminders
Amplification Devices
Projection Devices
Manipulating Test Materials
Oral/Signed Administration
Spelling Assistance
Math Manipulatives (NEW Dys/504)
Calculation Devices
Basic Transcribing
Supplemental Aids (New Dys/504)
Extra Time
Large Print
Dictionary
Braille
TYPE II (TEA approved)
•
•
•
•
•
Complex Transcribing
Mathematics Scribe
Photocopying Materials
Extra Day
Other
Sheldon ISD TYPE II Approval Process:
Campus will submit SISD ARF form to
DTC for approval. DTC will submit TEA
ARF form to TEA for approval.
Type
Description
Assessments
ARF?
Criteria
Examples
Who makes
decision?
Considerations
7
Differing Degrees of
Linguistic Accommodation
STAAR
(3-8 and EOC)
• Limited degree of linguistic accommodation
STAAR Spanish (3-5) • No linguistic accommodations are provided because the assessment is in
the student’s native language
STAAR L
STAAR A
STAAR ALT 2
• Moderate to substantial degree of linguistic accommodation
• Must meet requirements
• Some linguistic accommodations are permitted
• Assessment for student with disabilities, including ELLs, who meet eligibility
requirements
• No specific list of allowable linguistic accommodations; assessment design
allows for any language or other communication method routinely used
with the student
• Assessment for students receiving special education services, including
8
ELLs, who meet the requirement for an alternate based assessment
No Linguistic
Accommodations
allowed on
Spanish tests
Linguistic Accommodations
STAAR (English)
Mathematics
•
•
Bilingual dictionary
Extra time (same day)
Science
STAAR L
•
•
•
Bilingual dictionary
Extra time (same day)
Clarification in English of word
meaning and reading aloud of text
are provided in the online interface)**
STAAR A
•
•
•
Bilingual dictionary
Extra time (same day)
Clarification in English of word
meaning
Dictionaries of various types*
Extra time (same day)
Clarification in English of word
meaning
Social Studies
Reading (3-8)
Writing (4, 7)
Reading & Writing
• Dictionary of various types*
• Extra Time (same day)
Writing
• Clarification in English of
word meaning in writing
prompts
Not Applicable
•
•
•
Dictionaries of various
types*
Extra time (same day)
Clarification in English of
word meaning in short
answer questions and
writing prompts
Not Applicable
Extra time (same day)
Clarification in English of word
meaning
•
English I EOC
English II EOC
•
•
9
*The STAAR Dictionary Policy for reading and writing in grade 6 and above
includes use of standard English, ESL (simplified English), and bilingual
dictionaries for all students.
If a student in grade 6 and above needs a dictionary as a
linguistic accommodation that is not listed in the STAAR
Dictionary Policy, the use of other dictionaries (monolingual
dictionary in lang. other than English; picture dictionary) listed on
page 5 of the “Linguistic Accommodations for ELLs Participating
in the STAAR Program” document are permitted as a linguistic
accommodation in grades 3 and above.
For grades 3-5 reading and grade 4 writing (all sections), use of
dictionaries (various types) is permitted as a linguistic accommodation
for eligible ELLS
Use of Dictionary as a Linguistic Accommodation
The test administrator is not allowed to translate test questions,
answer choices, words in the writing prompt, reading selections or
short answer questions.
Only test administrator directions may be translated into
another language.
When receiving linguistic accommodation, students may
not be provided any direct or indirect assistance or
reinforcement that identifies or aids in identifying a correct
response to the test question.
Clarification in English means the test administrator will
clarify in English.
Linguistic Accommodation Reminders
STAAR A
(Accommodated)
STAAR, with or without
allowable or
approved
accommodations,
should be the first
consideration.
STAAR A same
as STAAR
•
•
•
•
•
Passing standards
Time limits
Assessed curriculum
Test blueprint
Progress measures
STAAR A Different
from STAAR
• No field questions
• Online administration
• Embedded
accommodations and
accessibility features
Paper request must be
approved by TEA
Only offered in English
SSI still apply in 5th and 8th grade
STAAR A
Graduation Requirements and
Retesting (EOCs):
• 504 = General education and
must pass all five EOCs to
graduate
• Sped = ARD committee makes
educational decisions
Additional Information
Grades
Subjects
3
Mathematics and reading
4
Mathematics, reading, and
writing
5
Mathematics, reading, and
science
6
Mathematics and reading
7
Mathematics, reading, and
writing
8
Mathematics, reading,
science, and social studies
EOC
Algebra I, English I, English II,
biology, US History
Embedded
Accommodations:
Tools:
Answer Eliminator
Highlighter
Eraser
Pencil
Notepad
Dot Tool*
Line Tool*
Ruler*
Calculator*
Reference materials*
STAAR A: Online assessment
Pop-ups
Rollovers
Blank Graphic Organizers
Writing Checklists
Accessibility
Features:
Text-to-speech
Zoom
Color and Contrast
Place Marker
2.
Indicate Eligible Services:
• Student has an
identified disability and
is receiving special
education services
• OR students identified
with dyslexia or related
disorder AND are
receiving 504 services
1.
ARDS or 504
Committees must
complete the
required STAAR A
Eligibility Form
STAAR A : Eligibility Requirements
3.
Review the Eligible Criteria:
• Committee must circle
the subjects and check
the accommodations
the student routinely
receives for that subject
4.
Review the
Eligible Criteria:
• Two or more
accommodati
ons MUST be
checked in
that subject
5.
Summarize Assessment
Decision:
• Indicate the STAAR A
tests the student will
take
• Include the form in the
IEP or IAP
• Additional
accommodations may
be allowed and must
be documented in the
student’s paperwork
Text-to-Speech: Reads aloud individual words, lines of text, or entire
pages at student choice. (pre-reading text, revising selections, math,
science, social studies, and revising and editing questions)
• Pop-ups and rollovers are not read aloud. A test administrator will
need to read these aloud if a student asks.
• A “do not read” icon has been placed on reading selections, editing
selections, and editing test questions to indicate that these may NOT
be read aloud by TTS or a test administrator. Pop-ups and rollovers
associated with these pages may NOT be read aloud either.
Zoom: Enlarge
or reduces size
of the screen
Color and contrast:
Student can select
a colored
background or
overlay
Place marker: the student can move the yellow line up and down the screen
Accessibility Features
Pop-ups
Provide support for non-tested words and concepts
• Definitions, synonyms, examples, formulas, plain language,
pictures, animations, graphic organizers
Rollovers
Reword or clarify larger portions of text or provide bulleted steps in
a process
Exhibit Window
Subject-specific graphic organizers and checklists that may be
accessed if needed
Embedded Accommodations
Classroom Accommodations
The teacher introduces a new book to a struggling reader prior to reading it aloud or
independent reading. The topics discussed might include major concepts, difficult
words, setting, characters, or prior knowledge of the subject.
Using a dictionary or thesaurus, the teacher points out the meaning or synonym of a
word.
The teacher provides visual aids (e.g. demonstrations, photographs, art) to define
vocabulary, identify people and places, and/or illustrate concepts.
Embedded STAAR A Accommodation
Pre-reading text: Preview text before reading to
activate prior knowledge, draw conclusions, and set
a purpose for reading.
Pop-ups and Rollovers: Clarification of rewording of
vocabulary, complex sentences, and concepts using
definitions, similes, literal language, graphics,
animation, etc.
During classroom discussions, the teacher clarifies or rewords complex text or questions.
The teacher isolates specific information to focus the student on the core concept
being taught.
Pop-ups: Direct student attention to specific
information (e.g. parts of the selection, parts of a
The teacher directs the student (e.g. highlight, bold, point to, flag the information) to
graphic, parts of an answer choice)
the specific part(s) of the selection, diagram, map, or figure that is being discussed.
The teacher reformats complex word problems by bulleting or spacing out each step
required to solve the problem.
Pop-ups: Scaffold understanding of open-ended
questions about texts (i.e. short answer questions)
The teacher presents parts of a complex concept one at a time.
The teacher provides the student with a specific supplemental aid (e.g. chart, table,
Rollovers: Scaffold steps in a process (i.e. bullet each
graph, checklist, map, timeline) applicable to the question being posed, the
step, space out each step)
assignment, or the task.
Text-to-Speech: Reading support (i.e. revising
The student receives reading support.
passages and questions)
The teacher provides the formula(s) that needed to solve a problem.
Pop-ups: Identification of formula(s) to use with
specific questions
STAAR A Eligibility Criteria: Clarification or rewording of vocabulary, complex sentences, and concepts using definitions,
similes, literal language, graphics, animations, etc
Classroom Accommodation: The teacher provides visual aids to
define vocabulary, identify people and places, or illustrates
concepts.
Classroom Accommodation: During
classroom discussions, the teacher clarifies
ore rewords complex text or questions.
STAAR A Eligibility Criteria: Direct student attention to specific information (e.g., parts of the selection, parts of a graphic,
parts of an answer choice)
Classroom Accommodation: The teacher
isolates specific information to focus the
student on the core concept being
taught
Classroom
Accommodation: The
teacher directs the
student (e.g., highlight,
bold, point to, flag the
information) to the
specific parts of the
selection, diagram,
map or figure that is
being discussed
STAAR A Eligibility Criteria: Scaffold steps in a process (i.e. bullet each step, space out each step
Classroom Accommodation: The teacher
reformats complex word problems by
bulleting or spacing out each step required
to solve the problem
Classroom Accommodation: The teacher presents
parts of a complex concept one at a time
STAAR A Eligibility Criteria: Use of generic and question-specific graphic organizers and checklists
Classroom Accommodation: The teacher provides the student with a specific supplemental aid (e.g., chart,
table, graph, checklist, map, timeline) applicable to the question being posed, the assignment, or the task.
STAAR A Eligibility Criteria: Identification of
formula(s) to use with specific questions
Classroom Accommodation: The teacher provides the
formula(s) that is needed to solve a problem
STAAR ALT 2
HB 5 and HB 906 required the redesign of STAAR ALT
• Be appropriate for the wide range of students with significant cognitive disabilities
• Cover state curriculum through prerequisite skills from curriculum presented in
earlier grades
• Consist of one assessment for each subject/grade or course
• Eliminate the need for a teacher to prepare tasks or materials for a student
• Be operational in spring 2015
ARD should consider STAAR first
All questions must be answered with a YES
before ARD committee may recommend
STAAR ALT 2
Discuss Assurances
STAAR ALT
2
Summarize Assessment Decisions
The document needs to be part of the IEP
ARD will also determine and document the needed
accommodations for both instruction and
assessment.
Eligibility Criteria
Medical Exception
Medically fragile and can’t attend to or
tolerate any academic interaction can
qualify for a medical exception for the
following circumstances:
• Final stages of a terminal or
degenerative illness
• Receiving extensive short-term medical
treatment due to a medical emergency
or serious injury
• Unable to interact with peers or staff
without risk of infection or contamination
to himself/herself or others
• Receiving non-academic homebound
services due to medical issues and does
not receive academic instruction
No Authentic Academic
Response
Students who are not able to respond authentically to any
verbal, visual, or tactile stimuli during academic instruction
due to level of cognition rather than a medical condition can
qualify for a NAAR exception if one of the following is
evident:
1. Because of multiple impairments, the student is unable to
receive information during instruction and assessment
2. The student is consistently unable to provide an authentic
academic response during instruction. His/her behavior
may be described as one or more of the following:
Does not show any observable reaction to stimuli
Exhibits only startle responses
Tracks or fixates on objects at random & not for a
purpose
Moves or response only to internal stimuli
Vocalizes intermittently regardless of changes in
environment
Test Design
• 10 Essence statements (5 base items and 5 field test items)
• Each of the 6 essence statements is measure with 4 items
presented in a cluster
• 6 clusters are tested: 24 test items per test (20 base and 4 field
test)
• The cluster design requires the student to make 6 concept
transitions throughout the test
• The four items per cluster range in difficulty, starting with the
easiest and moving toward the hardest item
• The difficulty of the item is based on the skill being tested, the
selected prerequisite skill, and what the student is being asked to
do
• Each item is measures a specific prerequisite skill
• Each student regardless of ability is expected to attempt all
questions
Please visit the Testing and Assessment website
for additional information.
TEA also has links for STAAR, STAAR L, STAAR A,
STAAR ALT 2 and accommodations