STAAR ALTERNATE
Texas Assessment Conference December 2011
Why is STAAR more rigorous?
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
More rigor for the STAAR
program, which includes STAAR
Alternate, has been mandated by
the Texas legislature.

Our teachers and students are
ready for more rigor, since they
have met the challenges that have
been asked of them over the
years.
More Rigorous Tasks and
Observation Guidelines
The assessment tasks have been made more rigorous
by:
 requiring the student to do more for one
predetermined criterion
 linking to a more challenging general education
curriculum
 targeting higher prerequisite skills for a grade level
or course assessment task than was focused on for
TAKS–Alt
More Rigorous Tasks and
Observation Guidelines

The assessment is now limited to two completed
observations, because teachers reported that they
emphasized quality instruction before the observation
and rarely needed more than two observations.

Students must now demonstrate all actions listed in
each predetermined criterion using the specific action
planned by the teacher, so that the teacher is more
objective and focused when observing student
performance.
The student performs the
predetermined criterion.
The teacher notes what
was observed during the
observation.
The teacher evaluates the student’s
performance recorded in the notes to
determine if the student performed the
skill as planned and how much
additional assistance was needed.
The teacher answers the online
evaluation questions using
the notes.
The Assessment Management
System converts the recorded
answers into the official score
reported on the CSR.
More Rigorous Tasks and
Observation Guidelines

The importance of the observation is stressed,
because the performance of the student during the
observation directly relates to the score the student
will receive on the CSR.

The importance of using the documentation form is
stressed, because it is the official evidence for the
evaluation in the Assessment Management system.

Generalization can only be demonstrated with a
change in materials, so that the focus is on skill
acquisition and not situational factors.
Viewing the Documentation Form
 The documentation form must be used during the assessment as follows:
before the observation to preplan the observation, during or immediately
after the observation to record student performance, and after the
observation to evaluate the student’s performance in the online system.
 The state-required documentation forms are the only secure document
related to STAAR Alternate once student performance data has been
recorded.
 Others can view the first page of the documentation form during and after
the preplanning by the test administrator.
 No one can view pages two and three of the documentation form. These
pages must be kept secure by the teacher until the form is given to the CTC
or DTC for storage by the close of the assessment window.
 Documentation forms will no longer be available on the TEA website after
the close of the window.
Important Difference Between….
Instruction
Helping student to
learn concept with
as much assistance
as needed.
Observation
Allowing student to
show what he or
she can do without
assistance.
More Rigor by Providing a Change
in Materials
 Materials used in instruction should vary enough from those used
during the observation, so that the student is not just rotely
repeating an answer or response from a previous instructional
session without truly demonstrating the skill.
 The student must provide a different answer to each predetermined
criterion or respond to a different experience in the predetermined
criterion than was observed during instruction.
 Replicating the exact task prior to the observation will compromise
the validity of the student’s performance and should not occur.
 The change in materials must be content related and focused on
the skill being assessed.
Focus should be on skill acquisition and not on a consistent,
repeated performance.
Change in Materials
 Teachers must review the task before instruction begins to ensure
that the task is not duplicated in instruction exactly as it is written.
 Teachers are required to provide instruction differently than the
method planned for use during the assessment task observation.
 The method for the instructional approach may vary from
assessment task to assessment task.
Natural Occurrences
Separate Lessons
New Items
Different Presentations
Task Specific Change in Materials from
Instruction to Assessment
Must use!
Ensures Standardization
More Rigorous Scoring
Scoring and evaluating the performance of students with
significant cognitive disabilities is difficult due to the wide
range of abilities; however, we want to make sure that the
score fairly reflects each student’s actual performance and
skill level.
 The selection of the complexity level affects scoring due to the
weighting feature which allows more points for a higher complexity
level.
 The complexity level selection should be based more on the
developmental level of the student rather than the actual task.
 Test administrators should avoid selecting a task a student can
already do, but rather select a task the student should be able to do
with instruction and careful thought to access.
Student Characteristics for the STAAR Alternate Complexity Levels
Instruction
More Rigorous Scoring
 Student assessments that are designated as No
Response Observed require evidence that one essence
statement per subject was planned on the first page of
the documentation form and the observation
attempted. The first page must be stored in the district
as evidence of the attempted observation.
 No points are given for a prompted Demonstration of
Skill performance, because the student was given the
answer.
 Students are given two points for an independent
generalized performance, so that the scoring mirrors
the primary performance.
The possible points for generalization are now 6 points per task which
raises the total possible points per subject for STAAR Alternate from 72
(TAKS–Alt) to 84 which will require new standard setting in fall of 2012.
Satisfactory
New Performance Categories
Unsatisfactory
Accomplished
More Rigorous Teacher Training
Why do we have
to take a test?
 There are no student test booklets and
corresponding test directions for the test
administrator to follow.
 The evaluation piece for both TELPAS and
STAAR Alternate requires more extensive
training.
During peer review, the US
Department of Education told
us we had to evaluate test
administrator understanding.
Training Requirements
All potential test administrators must:
 View all four modules and pass qualifications for each
module when given two attempts, so that all
procedures are fully understood.
It is time for a refresher after four years.
 Receive supplemental training support before a third
and final attempt is provided if the district decides to
offer the third attempt.
 Review the STAAR Alternate test administrator manual
and resources.
 Participate in local general test administration policy
training and sign the STAAR Alternate oath.
Only two attempts are allowed to pass each
module at 80%, because statistics showed that
95% of the TAKS–Alt test administrators qualified
after only two attempts.
Teachers should be taking the training seriously,
since the student’s score is a result of the test
administrator’s understanding of all test
administration procedures.
Current Statistics for
STAAR Alternate
www.tea.state.tx.us/student.assessment/special-ed/staaralt
Teachers can use resources while
they are taking the qualifications:
manuals, transcripts, and documents.
Cannot get help from
other people!
Monitor if teachers are
taking the qualification in
the same room.
Supplemental
Training
Support
Flowchart
What happens
if the teacher
does not pass
after two
attempts?
Who can be a supplemental support provider ?
 The person providing the supplemental training support must
function in a supervisory capacity for the campus or district and
not be a peer of the test administrator.
 This can be a region or co-op representative if they provide
routine support for teachers and can logically provide the face-toface supplemental training.
 A STAAR Alternate test administrator cannot be a supplemental
support provider for another test administrator unless that
person directly supervises the individual needing the support.
 The supplemental support provider must have viewed all four of
the training modules and passed all four of the qualification
activities.
What should the supplemental training
support include?
The district will need to develop local guidelines
specifically detailing what must be covered in the
training support. The training should thoroughly
review all the content in the modules and require the
teacher to demonstrate to the supplemental support
provider that the content has been understood.
Suggestions
 one-on-one review of each page of the module
 checks for understanding through questions or by the teacher rephrasing
the content
 assignments of sections of the STAAR Alternate manuals or other STAAR
Alternate resources to study with follow-up session for discussion
 performance tasks allowing the teacher to demonstrate how to execute
one of the four steps of the administration process
Resources that Support Each Module
The district has to be confident that each test
administrator is well trained and ready to
administer the assessment.
The district decides who receives the training or
supervision, who will provide the training or
supervision, and what the training and supervision
will entail.
Region staff can help if they are trained, but the
district must make the decision and give the
password for the third and final attempt..
Supervision for the Test Administration Process
ARD Process for STAAR Alternate
 Review the participation requirements to determine eligibility, note
the justification for the determination on the form, and select the
assessment from the state options.
 Review the assurances as a group to make sure that all critical
considerations were discussed before the decision was made.
 Select the subjects/courses that the student will take and what
corresponding assessments are required.
 Summarize the decisions and determine the instructional
accommodations that will serve as the basis for the supports
and materials documented on the state-required
documentation form.
 Develop IEP goals and objectives for the academic
instruction that will be provided.
Determine who is
responsible for verifying
the information.
Participation Requirements
Step 1
 Review the five
requirements to make sure that
the student meets all five
criteria.
 Focus on evidence of a
significant cognitive disability
and how the student accesses
the grade-level or course
curriculum.
 Rule out students who have
a learning disability and
receive a modified general
education curriculum.
Participation Requirements
Step II
 Initial the assurances that verify
that the decision was based on
evidence and educational need and
not on AYP calculations, previous
assessment performance, placement
or service delivery, or demographic
information.
 Assure that the committee
discussed the impact of the decision
on graduation plans and determined
the courses (PEIMS number) or
subjects that will be taken that year.
Step III
 Summarize the assessment
decisions.
 For grades 3-8, the enrolled grade determines the subjects
that will be tested.
 Students are required to participate in all STAAR Alternate
assessments sometime during high school with the
exception of the World History/World Geography option.
 The ARD committee determines what year each high school
course and assessment will be taken. This determination is
no longer grade-level related.
 For the 2011-2012 administration, previous TAKS–Alt high
school assessments count toward the STAAR Alternate
testing requirements.
English I (Met with TAKS-Alt Grade 9 Reading)
English II (Met with TAKS-Alt Grade 10 ELA)
English III (Met with TAKS-Alt Grade 11 ELA)
Algebra I (Met with TAKS-Alt Grade 9 Math)
Geometry (Met with TAKS-Alt Grade 10 Math)
Biology (Met with TAKS-Alt Grade 10 Science)
World Geography or World History (Met with Grade 10 Social Studies)
US History (Met with Grade 11 Social Studies)
District Monitoring is Crucial
How can TEA help you?
STAAR
Alternate
Testing
Coordinator
Checklist
Lock/Unlock teacher accounts in the Assessment Management
System to provide or deny access to the system as teachers qualify
or fail to qualify.
Cannot be an administrator and
an alternate assessment
teacher on the same campus.
Texas Assessment Management System mini-sessions specifically for
STAAR Alternate are occurring during this conference. For further
assistance, call Pearson at 800-627-0225.
No Interrater Reliability Study this year!
More information about the audit will be provided at the
January 4, 2012, TETN # 10043.
How can teachers help you monitor the
test administration?
Let you know when:

He or she has not passed a module after two attempts.

ARD committees have changed the assessment decision.

A student has extended absences and the completion of the
assessment is in jeopardy.

A student transfers in or out of the district and needs to be
registered or unregistered for STAAR Alternate.

Problems are occurring with the documentation forms.

He or she is not seeing the correct student information or tested
subjects/courses when the test administrator first accesses the
assessment management system in January.
Remind test
administrators to be
careful!
Match the information on
the documentation form
with the information in the
Assessment Management
System!
Reporting Performance
TEA will be monitoring district test administration progress
through summary reports to alert districts of concerns.
Testing Irregularities
If a student is enrolled in an alternate high school course
that has a corresponding STAAR Alternate assessment,
the student must take the assessment .
Students who transfer into the district on or before
March 30, 2012 must be assessed by
the receiving district.
Testing Irregularities
Testing Irregularities
Teachers must check all the evaluation data carefully before
submitting the assessment. Remember that all the assessment
data that is in the system will be submitted on
April 20, 2012.
Testing Irregularities
As it has been from the beginning of the alternate
assessment, it takes all of us to provide the best
assessment we can for students.
Have a great year!