Updates for Spring
Accommodations & Assessments
SAISD Testing Department
Fall 2014
Students with Disabilities
A student may be eligible for accommodations on a state
assessment if he or she
– receives special education services and meets
established eligibility criteria for certain
accommodations
– receives Section 504 services and meets established
eligibility criteria for certain accommodations
– does not receive special education or Section 504
services but has a disabling condition and meets
established eligibility criteria for certain
accommodations (i.e., general education)
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
 Are not necessary for every student
 Are not changes to the performance criteria or the
content
 Are 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
Classroom Instruction
vs 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.
Routinely Used
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 and can
independently use it on the day of the state
assessment.
– This does not necessarily mean that the
accommodation must be used every day during
instruction.
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.
The State Assessment
Reference Guide
The 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.
The Accommodations Triangle
Type 1
Type 2
ARF needed
Individualized Structured Reminders
Amplification Devices
Projection Devices
Manipulating Test Materials
Oral/Signed Administration
Spelling Assistance
Math Manipulatives
Calculation Devices
Basic Transcribing
Supplemental Aids
Extra Time
Large Print
Dictionary
Braille
Complex Transcribing
Photocopy Test
Materials
Math Scribe
Extra Day
Other
All students
SPED only
SPED or 504
Accommodation type
This section provides a general description of the accommodation
This section lists the assessments the accommodation
may be used on by eligible students.
A
This icon indicates
whether or not an
Accommodation Request
Form is required.
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 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 that educators must be aware of when
making the decisions to use the accommodation and when
administering the assessment with the accommodation.
Updates in Eligibility
Mathematics Manipulatives
• Any student who receives special education services
or receives Section 504 services as a student
identified with dyslexia or a related disorder per TEC
§38.003, may use this accommodation if he/she meets
the eligibility criteria.
 … routinely, independently, and effectively uses
this accommodation…
 Meets one of the following:
• …disability that affects memory retrieval, focus, or
organization…
• …Visual Impairment (VI)
Type
1
Updates in Eligibility
Calculation Devices
• Any student who receives special education or Section
504 services may use this accommodation if he/she
meets the eligibility criteria.
Grade 8 is listed
 … routinely, independently, and effectively uses this
accommodation…
 Meets one of the following for the applicable grade:
Grades 3 and 4
Grades 5 through 8
…physical disability…and
cannot effectively use other allowable
materials
…physical disability…and
cannot effectively use other allowable
materials
…impairment in vision…and
cannot effectively use other allowable
materials
…impairment in vision…and
cannot effectively use other allowable
materials
because of grade 8
science. Grade 8
mathematics does
not apply since a
calculator is
required.
…disability that affects mathematics
calculations… even after intensive instruction and
remediation…
Type
1
Updates in Eligibility
Supplemental Aids
• Any student who receives special education services
or receives Section 504 services as a student
identified with dyslexia or a related disorder per TEC
§38.003, may use this accommodation if he/she meets
the eligibility criteria.
 … routinely, independently, and effectively uses this
accommodation…
 …disability that affects memory retrieval, focus, or
organization that is severe enough to prevent him or
her from learning and retaining information …despite
multiple opportunities to learn...
Type
1
STAAR
Prioritizing Student Need
When Assigning an Assessment
STAAR, with or without
allowable or approved
accommodations, should
be the first
consideration per TEA.
STAAR A
Prioritizing Student Need
When Assigning an Assessment
If STAAR with or without accommodations
does not meet the student’s needs, consider
assigning STAAR A.
STAAR A Eligibility:
– Students with identified disabilities who are receiving
special education services
– Students identified with dyslexia or a related disorder (as
defined in Texas Education Code §38.003) and are receiving
Section 504 services
STAAR A
The committee must agree on the
assurances about the student and
the person completing the form
must initial the assurance
statements prior to moving on to
Step I.
STAAR A
Eligibility Requirements
Step I: Indicate Eligible Services
– In this step, the services the student receives should be
indicated.
– If a service cannot be indicated, the student is not
eligible to participate in STAAR A.
STAAR A
Eligibility Requirements
Step II: Review the
Eligibility Criteria
– The committee must
circle the subject(s)
for which STAAR A
is being considered
and check the
accommodation(s) the
student routinely
receives in the
classroom for that
subject.
• If a particular subject
is not applicable, circle
NA.
STAAR A
Eligibility Requirements
Step II continued
– To be eligible to participate in STAAR A in a particular
subject, TWO OR MORE accommodation must be
checked in that subject.
Eligible
Not
Eligible
STAAR A
Eligibility Requirements
Step III: Summarize Assessment Decision
– The committee should indicate the STAAR A tests the
student will take for the school year under consideration.
– This form must be included in the student’s IEP or IAP to
serve as the required documentation of the state academic
achievement decision.
– Additional testing accommodations may be allowed and
must be documented in the student’s paperwork as well.
5
Overview of Tools, Accommodations & Features
Tools
Embedded
Accommodations
Accessibility
Features
Answer Eliminator
Pop-ups
Text-to-Speech
Highlighter
Rollovers
Zoom
Eraser
Blank Graphic
Organizers
Color and Contrast
Pencil
Writing Checklists
Place Marker
Notepad
Dot Tool*
Line Tool*
Ruler*
Calculator*
Reference Materials*
*These tools are subject-specific and only appear in subject tests where they are relevant.
Accessibility Features:
Text-to-Speech (TTS)
Audio provided through a computer-generated
read aloud functionality which highlights words
as they are read
– Prereading text
– Revising selections
– Mathematics, reading, science, social studies,
and revising test questions
Reads aloud individual words, lines of text, or entire pages at student
choice.
– 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.
Accessibility Features:
Zoom
• Enlarges or reduces the size of the screen
• When the screen is increased in size, the student
can use the Drag Screen button to move and
view any portion of the screen.
Accessibility Features:
Color and Contrast
The student can select from six different
presentation formats.
– Negative, Blue Background, Yellow
Background, Purple Background, Green
Overlay, Peach Overlay
– That format will apply to the screen for the entire
test. The student may change the selection or turn
it off at any time.
Reset changes the presentation back to the
original white background with black text.
Accessibility Features:
Place Marker
Helps a student focus attention on specific
lines of text.
The student can move a yellow line up and
down the screen.
STAAR A
Embedded Accommodations
• Pop-ups: Provide support for non-tested words
and concepts
– Definitions, synonyms, examples, formulas, plain
language, pictures, animations, graphic organizers, etc.
• 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
Accommodation
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.
STAAR A Eligibility
Criteria
Preview text before reading
to activate prior knowledge,
draw conclusions, and set a
purpose for reading
Embedded STAAR A
Accommodation
Embedded Accommodations
Classroom Accommodation
Using a dictionary or
thesaurus, the teacher
points out the meaning or
synonym of a word.
STAAR A Eligibility
Criteria
Clarification or rewording of
vocabulary, complex
sentences, and concepts using
definitions, similes, literal
language, graphics,
animations, etc.
Embedded STAAR A
Accommodation
Embedded Accommodations
Embedded STAAR A
Accommodation
Classroom Accommodation
The teacher provides visual
aids to define vocabulary,
identify people and places,
or illustrates concepts.
STAAR A Eligibility
Criteria
Clarification or rewording of
vocabulary, complex sentences,
and concepts using definitions,
similes, literal language,
graphics, animations, etc.
30
Embedded Accommodations
Embedded STAAR A
Accommodation
Classroom Accommodation
During classroom
discussions, the teacher
clarifies or rewords
complex text or questions.
STAAR A Eligibility
Criteria
Clarification or rewording
of vocabulary, complex
sentences, and concepts
using definitions, similes,
literal language, graphics,
animations, etc.
Embedded Accommodations
Classroom Accommodation
The teacher isolates
specific information to
focus the student on the
core concept being taught.
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)
Embedded STAAR A
Accommodation
Embedded Accommodations
Classroom Accommodation
The teacher directs the student
(e.g., highlight, bold, point to,
flag the information) to the
specific part(s) of the selection,
diagram, map, or figure that is
being discussed.
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)
Embedded STAAR A
Accommodation
Embedded Accommodations
Classroom
Accommodation
The teacher asks guiding
questions, prompting the
student to go back to the
text to justify his or her
understanding of plot,
conflict resolution,
character development, etc.
STAAR A Eligibility
Criteria
Scaffold understanding of
open-ended questions
about texts (i.e., short
answer English I and II
questions)
Embedded STAAR A
Accommodation
Embedded Accommodations
Embedded STAAR A
Accommodation
Classroom
Accommodation
The teacher reformats
complex word problems
by bulleting or spacing
out each step required to
solve the problem.
STAAR A Eligibility
Criteria
Scaffold steps in a
process (i.e., bullet each
step, space out each step)
Embedded Accommodations
Embedded STAAR A
Accommodation
Classroom
Accommodation
The teacher presents
parts of a complex
concept one at a time.
STAAR A Eligibility
Criteria
Scaffold steps in a
process (i.e., bullet
each step, space out
each step)
Embedded Accommodations
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
Use of generic and
question-specific graphic
organizers and checklists
Embedded STAAR A
Accommodation
Embedded Accommodations
Classroom
Accommodation
The teacher provides the
formula(s) that is
needed to solve a
problem.
STAAR A Eligibility
Criteria
Identification of
formula(s) to use with
specific questions
Embedded STAAR A
Accommodation
STAAR A
Students assigned to STAAR A that use
allowable test procedures & materials or
qualify for other accommodations that are not
embedded may also use those on the test.
STAAR A
Access STAAR A Resources
texasassessment.com/administrations/STAAR-A/resources
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Educator Guide for STAAR A and STAAR Alternate
Demonstration video for teachers and test administrators
Sample selections and test questions
Student tutorials with practice selections and test questions
(coming soon)
Student tutorial administration directions (coming soon)
STAAR A Accommodation Guidelines
STAAR A Eligibility Requirements (Spanish version coming soon)
Introduction to STAAR A: A Guide for Parents
A Parent’s Guide to State Assessments for Students with
Disabilities
STAAR Alternate 2
Prioritizing Student Need
When Assigning an Assessment
After reviewing the student’s PLAAFP
(present level of academic achievement & functional performance),
if STAAR with or without accommodations or
STAAR A does not meet the student’s needs,
consider assigning STAAR Alternate 2.
STAAR Alternate 2
Eligibility Requirements
Students receiving special education services that
meet ALL of the following participation
requirements:
• Have a significant cognitive disability (intellectual disability)
• Requires specialized supports to access the grade-level
curriculum and environment
• Requires intensive individualized instruction in a variety of
instructional settings
• Access and participate in the grade level TEKS through
prerequisite skills
STAAR Alternate 2
Test Design
• There are 6 clusters based on essence statements
with 4 items presented together (24 items per test)
• The 4 items range in difficulty (easiest to hardest)
• Each student is expected to attempt ALL questions
• Each test is individually administered
• Students are not expected to read, write or
manipulate the test booklet
STAAR Alternate 2
Preparing the Test
• Test Administrators are expected to read the
manual prior to administering the test
• Test Administrators may have to prepare
accommodations and supports based on individual
student need
• Test administrators will have 10 days prior to the
test to preview the student booklets and
instructions to become familiar with instructions,
practice manipulating test materials, planning
teacher assists and preparing accommodations
• Materials must be checked out and in each day
STAAR Alternate 2
The way a teacher presents a test item to a
student is individually based on the needs of
the student. Accommodations must be
included in the student’s IEP and should
only be made if the student is unable to
access the test item without them.
Accommodations are optional and should be
applied only when needed.
STAAR Alternate 2
Accommodations
STAAR Alternate 2
Accommodations
Attach a tactile representation for
the image to the student bookletRepresentation must be pertinent to the task.
A piece of fur is an appropriate tactile
representation for this question.
Pair the images in the booklet
with objects of the imagesobjects must resemble the images as much
as possible and be oriented the same way
as in the images
STAAR Alternate 2
Accommodations
“A girl is sitting on a big log
outside. It is night time. She has
made a campfire by putting rocks
in a circle. Inside the circle are
some sticks that are on fire. She
is rubbing her hands together.”
Describe images in the stimulusVerbal descriptions must be objective and can
only provide information that the teacher sees
on the page
STAAR Alternate 2
Accommodations
• Enlarge answer choices
• Copy & cut out the answer choices- ensure
answer choices are presented in the same order
as in the student booklet (2 part boxed answer
choices must be presented together)
• Pair answer choices with pictures
• Rearrange the answer choices- must be presented
in the same order as in student booklet
in movies
1st
at an animal shelter
2nd
on the stage
3rd
1st
2nd
3rd
in movies
in movies
at an animal shelter
on the stage
STAAR Alternate 2
Accommodations
STAAR Alternate 2
Resources & Training
All Campus Test Coordinators and STAAR Alternate 2
Test Administrators will receive training from the
Testing Department.
Visit TEA to view resources (Participation
Requirements, Educator Guide, Sample Questions,
etc.) for STAAR Alternate 2:
http://www.tea.state.tx.us/student.assessment/specialed/staaralt/
Testing Department 228-0055