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STAAR Alternate Basic Training for Teachers. Education Service Center Region XI Fort worth, Texas. RETN Etiquette. Please turn OFF or mute cell phones If you must take a call, please take it outside. Be sure your microphones are muted. Remember…

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Staar alternate basic training for teachers

STAAR Alternate Basic Training for Teachers

Education Service Center

Region XI

Fort worth, Texas


Retn etiquette

RETN Etiquette

Please turn OFF or mute cell phones

If you must take a call,

please take it outside

Be sure your microphones are muted.

Remember…

You may be seen or heard by other sites at any time, even if you are not speaking to the presenter.

Candid

Camera

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Attendance and handouts

Attendance and Handouts

Credit for Attendance

Access to Handouts

Handouts are available online on the ESC Region XI website at http://www.esc11.net/Page/3706

Click on “STAAR Alternate Training Resources” on the left side menu

  • Your district site manager should provide you with a sign-in sheet

  • Please be sure that all participants who want credit for attendance sign-in

  • Coordinate with the site manager to return the sign-in sheet to ESC Region XI

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate basic training for teachers

After today, this session will be available for viewing via the VBrick system at http://vbrick.esc11.net

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Notes for local district training

Notes for local district training

  • These slides may be used for training of local district personnel

  • If any slide is amended or revised for use in local trainings, please change the footer at the bottom of the slide

Example Footer: Provided by _______ ISD (Source: ESC Region 11 and TEA Student Assessment Division)

Provided by ESC Region 11 (Source: TEA Student Assessment Division)


Staar alternate basic training for teachers

Questions???Opportunities to ask questions will be provided throughout the training. [email protected]

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Objectives for this training

Objectives for this training

  • Understand the major components of the STAAR Alternate assessment

  • Understand Test Administrator (Teacher) responsibilities relative to STAAR Alternate

  • Understand the requirements for participation in STAAR Alternate

  • Review future plans for STAAR Alternate

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


How did we get here

How did we get here?

  • House Bill 5

  • (83rd Texas Legislature 2013)

  • Requires re-design of the STAAR Alternate for 2013-2014

  • STAAR-Alt

  • Replaced TAKS-Alt

  • 2011-2012

  • House Bill 3

  • (81st Texas Legislature, 2009)

  • Required new grade 3-8 assessments

  • State of Texas Assessments of Academic Readiness

  • Senate Bill 1031

  • (80th Texas Legislature, 2007)

  • Required EOC’s for secondary courses

  • TAKS-Alt

  • Replaced LDAA

  • Field test 2006-2007 Operational 2007-2008

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Student assessment division

Student Assessment Division

Assessment Resources http://www.tea.state.tx.us/student.assessment/

  • Resource pages

    • STAAR

    • STAAR Modified

    • STAAR Alternate

    • STAAR L

    • TELPAS

    • TAKS

    • TAKS Modified

  • Student Assessment Resources

    • A-Z Directory

    • Subscribe to the Student Assessment Mailing List

  • What’s New in Student Assessment

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar grades 3 8 based on grade enrollment

STAAR Grades 3 – 8Based on GRADE enrollment

Includes modified and alternate assessments

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar end of course assessments eoc based on course enrollment

STAAR End-of-Course Assessments (EOC)Based on COURSE enrollment

NEW

Includes modified and alternate assessments

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Which test do students take

Which test do students take?

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


What is staar alternate

What is STAAR Alternate?

  • STAAR Alternate is an alternate assessment developed by the state to assess students with significant cognitive disabilities.

  • After instruction, the teacher observes the student performing assessment tasks developed by the state that are linked to grade-level TEKS.

  • The teacher provides access to the assessment tasks by developing supports and determining ways that the student can demonstrate the task.

  • The teacher documents the student’s performance on state-required documentation forms, then evaluates the performance in the online system.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate basic training for teachers

STAAR Reporting Category

<>

Texas Essential Knowledge and Skills (TEKS)

Essence Statement

(A, B, C, D)

STAAR Alt Assessment Tasks

Complexity

Level 3

Complexity

Level 2

Complexity

Level 1

Predetermined Criteria

Predetermined Criteria

Predetermined Criteria

Predetermined Criteria

Predetermined Criteria

Predetermined Criteria

Predetermined Criteria

Predetermined Criteria

Predetermined Criteria

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Who takes staar alternate

Who takes STAAR Alternate?

  • Students receiving special education services who:

    • Have a significant cognitive disability

    • Access TEKS through prerequisite skills

    • Require supports throughout the day for nonacademic tasks

    • Need specialized instruction in the natural environment

    • Are routinely assessed through performance tasks

  • There are no limits on the number of students who can take a STAAR Alternate assessment, however…

    • Up to 1% of the tested population can be counted as proficient for AYP when tested with STAAR Alternate.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Ard decision making

ARD Decision-Making

  • If STAAR, with or without accommodations, is NOT appropriate for a student, the ARD committee must review participation requirements for one of the alternate assessments.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Staar alternate participation requirements

STAAR Alternate Participation Requirements

Step I

Review the Eligibility Criteria

Page 1

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Step i review the eligibility criteria for staar alternate

Step I: Review the Eligibility Criteria for STAAR Alternate

  • The ARD committee must answer “Yes” to these five eligibility questions in order for the assessment to be considered appropriate for a student.

    • Does the student have a significant cognitive disability?

    • Does the student require specialized supports to access the grade-level curriculum and environment?

    • Does the student require intensive, individualized instruction in a variety of instructional settings?

    • Does the student access and participate in the grade-level TEKS through prerequisite skills?

    • Does the student primarily demonstrate knowledge and skills through performance tasks?

Provided by ESC Region 11 (Source: TEA Student Assessment Division)


Staar alternate participation requirements1

STAAR Alternate Participation Requirements

Step II

Discuss Assurances

Step III

Summarize the Assessment Decision

Page 2

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Ard decision making for staar alternate

ARD Decision-Making for STAAR Alternate

  • The ARD committee will make the decision for which complexity level or combinations of complexity levels are appropriate for a student for each subject being assessed.

  • The teacher must abide by the ARD committee decision.

  • If, during instruction, the teacher feels that the selected complexity level no longer reflects the student’s performance level, the ARD committee must reconvene to evaluate the previous decision.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Making the complexity level decision

Making the Complexity Level Decision

  • The ARD committee will determine that the student will be assessed for each subject/course on:

    • A specific complexity level for all tasks for all four essence statements per subject/course, OR

    • A range between two complexity levels as determined by the indicators of progress

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Student characteristics for the staar alternate complexity levels

“Student Characteristics for the STAAR Alternate Complexity Levels”

  • The ARD committee must use this chart to find the best description of the student’s performance before determining the complexity level or combinations of levels to be used for the assessment.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Ard decision making for staar alternate1

ARD Decision Making for STAAR Alternate

  • Additional information about the ARD decision-making process for STAAR Alternate has been presented in the trainings listed below. 

  • Each of these trainings have been recorded and are available for viewing via the VBrick system at http://www.esc11.net/Page/1086.  

  • Handouts for these trainings are available on the ESC Region 11 Federal and State Assessment webpage at http://www.esc11.net/domain/423. 

‘STAAR Alternate ARD Decision Making – RETN’

Presented on October 1, 2013

‘ARD Committee Decision-Making Process Training for 2013-2014 Texas Assessment Program (RETN)’

Presented on October 7, 2013

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate test administrator checklist

STAAR Alternate Test Administrator Checklist

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate test administrator checklist1

STAAR Alternate Test Administrator Checklist

Training Requirements

Step 1: Select the Assessment Task

Step 2: Implement the Assessment Task

Step 3: Observe/Document Student Performance

Step 4: Evaluate Student Performance

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Training requirements

Training Requirements

  • ALL test administrators must

    • View Training Modules 1, 2, 3, and 4

    • Successfully pass the STAAR Alternate Qualification Activities with 80%

    • Receive district training on general test administration

    • Review STAAR Alternate Manual

    • Sign “Oath of Test Security and Confidentiality for STAAR Alternate Administrator”

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Training modules

Training Modules

  • Test administrators have two opportunities to pass the Qualification Activities at 80%

  • After a 2nd unsuccessful attempt

    • Teacher informs the DTC or CTC

    • District administration determines if the teacher will be allowed a final attempt

    • Supplemental training and supervision may be required

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Training modules1

Training Modules

  • Only NEW test administrators are required to view the modules and pass the qualifications this year.

  • Any modules that have not been passed previously must be taken again before the test administrator can be given access to the Assessment Management System.

  • No changes were made to the modules or the transcripts.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Changes to the modules

Changes to the Modules

“Updates to the Information Presented in the STAAR Alternate Modules/ Transcripts”

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Changes to the modules1

Changes to the Modules

  • Many of the screenshots in the modules show old resources.

  • Teachers should use the STAAR Alternate Resources webpage to ensure that the most current document is being used.

  • The screenshots for the Assessment Management system in Module 4 have last year’s date; however, the information provided is still accurate.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Changes to the modules2

Changes to the Modules

  • The “List of Resources” provided at the end of each module is incorrect.

  • An updated resources list is available on the STAAR Alternate Resources webpage.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Training requirements1

Training Requirements

Oath of Test Security and Confidentiality for STAAR Alternate Test Administrator

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate timelines

STAAR Alternate Timelines

  • The STAAR Alternate Timeline has been posted and will be updated periodically as specific dates for events have been determined.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Step 1 select the assessment task

Step 1: Select the assessment task

  • View the Assessment Tasks for the subjects/courses to be assessed

  • Determine the targeted prerequisite skills for instruction

  • INSTRUCT THE STUDENT on the targeted prerequisite skills

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


How does staar alternate measure the grade level teks

How does STAAR Alternate measure the grade-level TEKS?

  • STAAR Reporting Category

  • TEKS Vertical Alignment

  • Assessed Curriculum

  • TEKS

  • Curriculum Frameworks

  • Prerequisite Skills

  • Essence Statement

  • Assessment Tasks

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Teks vertical alignment documents

TEKS Vertical Alignment Documents

  • Complete listing of the TEKS academic content standards from prekindergarten through all high school courses on the minimum high school program.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Teks vertical alignment example

TEKS Vertical Alignment – Example

  • Texas Essential Knowledge and Skills

  • §113.20. Social Studies, Grade 8

  • (b) Knowledge and skills.

    • (28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

      • (A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; and

      • (B) identify examples of how industrialization changed life in the United States.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Teks vertical alignment example1

TEKS Vertical Alignment – Example

Science, technology, and society. The student understands ways technology is used in the home and school and how technology affects people’s lives (K.13). The student understands how technology affects daily life, past and present (1.6). The student understands how science and technology have affected life, past and present (2.17). The student understands how individuals have created or invented new technology and affected life in various communities, past and present (3.16). The student understands the impact of science and technology on life in Texas (4.20). The student understands the impact of science and technology on society in the United States (5.23).The student understands the influences of science and technology on contemporary societies (6.20). The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas (7.20). The student understands the impact of science and technology on the economic development of the United States (8.27). The student understands the impact of scientific discoveries and technological innovations on daily life in the United States (8.28). The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750 (WH27). The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present (WH28). The student understands the impact of technology and human modifications on the physical environment (WG19). The student understands how current technology affects human interaction (WG20). The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States (US27). The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the Unites States (US28).

Knowledge and Skills

The student understands the impact of scientific discoveries and technological innovations on daily life in the United States (8.28).

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Teks vertical alignment example2

TEKS Vertical Alignment – Example

  • make predictions about future social, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations (6)

  • compare types and uses of technology, past and present (7)

  • analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, and aerospace industries (7)

  • evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land (7)

  • analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world (7)

  • explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts (8)

  • analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States (8)

  • analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally (8)

  • explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west (8)

  • compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history (8)

  • identify examples of how industrialization changed life in the United States (8)

  • identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties (WH)

  • summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations (WH)

  • explain the impact of the printing press on the Renaissance and the Reformation in Europe (WH)

Student Expectations

  • compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history (8)

  • identify examples of how industrialization changed life in the United States (8)

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Teks curriculum frameworks

TEKS Curriculum Frameworks

STAAR Reporting Categoy

Assessed TEKS

Essence Statement

Prerequisite Skills

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Essence statements

Essence Statements

Three of the four essence statements are NEW this year.

STAAR Reporting Category

Assessed TEKS

Essence Statement

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Essence statements1

Essence Statements

  • Prerequisite skill targets have been added to the Essence Statement documents to inform teachers as to the grade-level link for the tasks

Assessed essence statements are lettered ‘A’, ‘B’, ‘C’, ‘D’

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Standardized assessment tasks

Standardized Assessment Tasks

STAAR Reporting Category

Complexity Level 2

Assessed TEKS

Essence Statement

Complexity Level 3

Complexity Level 1

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Standardized assessment tasks1

Standardized Assessment Tasks

  • Some tasks measure only part of the prerequisite skill.

  • Three predetermined criteria are identified and must be observed.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Assessment tasks definitions and examples

Assessment TasksDefinitions and Examples

  • The Definitions and Examples pages for the assessment tasks have been expanded.

  • These pages proceed each essence statement and provide valuable information and ideas for the tasks.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Assessment tasks and essence statements are posted

Assessment tasks and Essence statements are posted

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


What is the difference between the complexity levels

What is the difference between the complexity levels?

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Complexity level 3 application of knowledge

Complexity Level 3 Application of Knowledge

Level 3 Complexity Level

Student:

  • Decides which materials are needed for a specific task on his or her own or from a wide array of appropriate and inappropriate options

  • Develops or adjusts strategies to accomplish a specific task

  • Interprets or analyzes information

  • Formulates original responses to questions requiring higher-level thinking skills

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Complexity level 3

Complexity Level 3

  • Complexity Level 3 assessment tasks are the most complex and involve applying knowledge beyond basic recall.

  • Some of the skills students at this level are expected to demonstrate may include:

    • determining distinguishing features, organizing information, comparing components, generating ideas, making inferences, and justifying answers.

No choices can be given.

The student must demonstrate the skill “on his or her own.”

  • Level 3 requires a student to:

    • internalize skills beyond basic recall

    • use higher–level thinking skills

    • arrive at answers “on his or her own” as choices cannot be provided

    • gather information or demonstrate skills using a wide array of materials

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Assessment task example complexity level 3

Assessment Task Example Complexity Level 3

STAAR Reporting Category 4 (8.28)

Essence Statement D

Level 3

Prerequisite skill: describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas

The student will generate a list of energy sources in Texas. From the list, the student will select an energy source that he or she would like to research. Using reference materials, the student will generate a presentation about the energy source. The student will determine ways the energy source impacts his or her daily life.

Predetermined Criteria

  • The student will generate a list of energy sources in Texas.

  • The student will generate a presentation about the energy source.

  • The student will determine ways the energy source impacts his/her daily life.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Complexity level 2 basic understanding

Complexity Level 2 Basic understanding

Level 2 Complexity Level

Student:

  • Correctly makes choices when at least three options are provided

  • Distinguishes the varying characteristics of items

  • Answers literal questions posed to him or her

  • Recalls information previously learned

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Complexity level 2

Complexity Level 2

  • Complexity Level 2 assessment tasks are moderately complex and involve recalling information.

  • Some of the skills students at this level are expected to demonstrate may include:

    • identifying or sorting elements, assisting in procedures, choosing options, matching components, replicating information, and examining features.

Choices are always provided.

  • Level 2 requires a student to:

    • demonstrate only a basic understanding of information

    • recall or reproduce information

    • arrive at answers when at least three choices are provided

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Assessment task example complexity level 2

Assessment Task Example Complexity Level 2

STAAR Reporting Category 4 (8.28)

Essence Statement D

Level 2

Prerequisite skill: explain how science and technology change the ways in which people meet basic needs

The student will identify an example of technology. The student will assist in using the technology. The student will identify one way in which the technology helps people in daily life.

Predetermined Criteria

  • The student will identify an example of technology.

  • The student will assist in using the technology.

  • The student will identify one way in which the technology helps people in daily life.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Complexity level i beginning awareness

Complexity Level I Beginning Awareness

Level 1 Complexity Level

Student:

  • Authentically responds to stimuli after experiencing them through the senses

  • Is unable to make a choice when two options are offered

  • Cannot answer questions posed to him or her

  • Communicates in subtle changes in affect or body movement

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Complexity level 1

Complexity Level 1

  • Complexity Level 1 assessment tasks are the least complex and involve responding to knowledge at the beginning awareness level.

  • Some of the skills students at this level are expected to demonstrate may include:

    • acknowledging features, responding to stimuli, participating in processes, exploring materials, and anticipating outcomes.

No choices are allowed since the student is not required to make decisions based on the information.

  • Level 1 tasks often measure skills building up to the essence statement.

  • Level 1 requires a student to :

    • be aware of the task as it is occurring

    • be aware of a change in stimuli but not be required to act on the stimuli

    • be aware of information but not make choices or decisions based on the information

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Assessment task example complexity level 1

Assessment Task Example Complexity Level 1

STAAR Reporting Category 4 (8.28)

Essence Statement D

Level 2

Prerequisite skill: identify examples of technology used in the home and school

The student will be presented an example of technology. The student will acknowledge the technology. As the technology is demonstrated, the student will respond to the demonstration. The student will participate in using the technology.

Predetermined Criteria

  • The student will acknowledge the technology.

  • The student will respond to the demonstration.

  • The student will participate in using the technology.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Nro no response observed

NRO – No Response Observed

No Response Observed (NRO)

Student:

  • Is unable to make an authentic response to any stimuli

  • Moves due to internal stimuli rather than stimuli presented to him or her

  • Tracks or fixates on objects that are not part of the task

  • Vocalizes intermittently before, during, and after the task

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Nro no response observed1

NRO – No Response Observed

  • The No Response Observed (NRO) designation can be used if the student is unable to display any observable change in affect or movement due to an ongoing medical condition or the severity of the student’s disability.

  • If a student can provide an authentic response to any of the predetermined criterion in an assessment task the NRO designation is not appropriate.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Nro no response observed2

NRO – No Response Observed

  • Students in the NRO category typically do not respond to any academic stimuli throughout the day.

  • This designation is not for the student who refuses to respond.

  • An NRO assessment is not considered a failure and is not part of AYP ratings.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Nro no response observed3

NRO – No Response Observed

  • If the ARD committee selects NRO as the complexity level for all the tasks

    • The test administrator must plan one Level 1 task per subject and attempt the observation to verify that the student cannot authentically respond to the academic stimuli.

    • If the student is able to respond during the assessment observation, the test administrator must request an ARD meeting to review the student’s IEP and assessment decisions so Level 1 can be considered.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Student characteristics for the staar alternate complexity levels1

“Student Characteristics for the STAAR Alternate Complexity Levels”

  • The ARD committee must use this chart to find the best description of the student’s performance before determining the complexity level or combinations of levels to be used for the assessment.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Indicators of progress

Indicators of Progress

  • Level 1 Complexity Level

  • Student:

  • Authentically responds to stimuli after experiencing them through the senses

  • Is unable to make a choice when two options are offered

  • Cannot answer questions posed to him or her

  • Communicates in subtle changes in affect or body movement

  • No Response Observed (NRO)

  • Student:

  • Is unable to make an authentic response to any academic stimuli

  • Moves due to internal stimuli rather than stimuli presented to him or her

  • Tracks or fixates on objects that are not part of the task

  • Vocalizes intermittently before, during, and after the task

Indicators of Progress for Level 1

Student:

  • Begins to show response to a stimuli belatedly or inconsistently

  • Becomes still or remains quiet when a specific noise or item is near

  • Increases vocalizations or movements in the presence of a specific stimuli

Combinations of NRO and Level 1 are NOT allowed.

Level 1 will be the decision.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Indicators of progress1

Indicators of Progress

Level 1 Complexity Level

Student:

  • Authentically responds to stimuli after experiencing them through the senses

  • Is unable to make a choice when two options are offered

  • Cannot answer questions posed to him or her

  • Communicates in subtle changes in affect or body movement

Level 2 Complexity Level

Student:

  • Correctly makes choices when at least three options are provided

  • Distinguishes the varying characteristics of items

  • Answers literal questions posed to him or her

  • Recalls information previously learned

Indicators of Progress for Level 2

Student:

  • Begins to show interest and seeks out the same object or task

  • Focuses on and more readily acknowledges objects or representations

  • Performs tasks similar to Level 2 tasks in daily instruction

  • Needs less cueing and prompting for Level 1 tasks

Combinations of Level 1 and Level 2 are allowed.

Provided by ESC Region XI (Source: TEA Student Assessment Division)


Indicators of progress2

Indicators of Progress

Level 3 Complexity Level

Student:

  • Decides which materials are needed for a specific task on his or her own or from a wide array of appropriate and inappropriate options

  • Develops or adjusts strategies to accomplish a specific task

  • Interprets or analyzes information

  • Formulates original responses to questions requiring higher-level thinking skills

Level 2 Complexity Level

Student:

  • Correctly makes choices when at least three options are provided

  • Distinguishes the varying characteristics of items

  • Answers literal questions posed to him or her

  • Recalls information previously learned

Indicators of Progress for Level 3

Student:

  • Begins to see relationships between groups

  • Can sometimes predict outcomes

  • Provides responses without choices

  • Needs less cueing and prompting for Level 2 tasks

  • Performs tasks similar to Level 3 tasks in daily instruction

Combinations of Level 2 and Level 3 are allowed.

Texas Education Agency's Student Assessment Division


Step 2 implement the assessment task

Step 2: Implement the Assessment Task

  • Print out the appropriate pre-populated “STAAR Alternate Documentation Form of Student Performance”

  • Consult the “Presentation Supports/Materials” document to determine the appropriate supports and materials

  • Consult the “Ways to Demonstrate the Verbs” document to determine how the student will respond for each of the predetermined criterion

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Assessment tasks vs documentation forms

Assessment Tasks vs. Documentation Forms

  • Assessment task documents should be used as the main source for viewing the assessment tasks.

  • The documentation forms have the tasks listed on them, but do not provide the rich information for teachers that will assist them in planning the administration of the state-provided task.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate documentation forms

STAAR Alternate Documentation Forms

The link to the documentation forms will not be posted until November 15th.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate documentation form of student performance

“STAAR Alternate Documentation Form of Student Performance”

Planning the Assessment

Page 1 may be kept by the teacher

Page 1

Preplanned Presentation Supports/Materials

Allow access to the assessment task

Student Response Modes

Allow the student to demonstrate the skill as independently as possible

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Required documentation forms

Required Documentation Forms

Page 1

Information provided by the state that cannot be altered.

Presentation Supports and Materials

Student

Response Modes

Accommodations that provide access for an individual student

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Presentation supports and materials for staar alternate

“Presentation Supports and Materials for STAAR Alternate”

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Ways to demonstrate the verbs

“Ways to Demonstrate the Verbs”

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Template for planning assessment tasks

Template for Planning Assessment Tasks

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Required documentation forms1

Required Documentation Forms

Page 3

Record a description of materials provided during instruction – different than those used for the observation

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Task specific change in materials

Task Specific Change in Materials

Content Specific –

Reading, Writing, Math, Science, Social Studies

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Step 3 observe and document student performance

Step 3: Observe and Document Student Performance

  • After the observation has been planned and recorded on the first page of the documentation form, the test administrator is ready to conduct the observation.

  • Conduct the assessment observation with a focus on the predetermined criteria

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Conducting the observation

Conducting the Observation

  • The test administrator can only conduct three observations, if necessary, and will determine which one of the three will be used for the evaluation.

  • Any started observation will count as one of the three total number of observations regardless of whether the observation was completed or not.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Hierarchy of cueing and prompting

“Hierarchy of Cueing and Prompting”

  • Test administrators must use the terminology provided in this document when evaluating student performance and recording Level of Support.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate basic training for teachers

Least Invasive – Most Invasive

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Powerpoint refresher courses

PowerPoint Refresher Courses

Assessment Tasks

Cueing and Prompting

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Step 3 observe and document student performance1

Step 3: Observe and Document Student Performance

  • Record the date of the completed Primary Observation

  • Record the student’s performance for each predetermined criterion under

    • Demonstration of Skill

    • Level of Support (Independent, Cueing, Prompting)

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate documentation form of student performance1

STAAR Alternate Documentation Form of Student Performance

Confidential Assessment Information

Pages 2-3 may NOT be shared

Pages 2-3

  • Primary observation

    • Date (only three attempts allowed)

    • Demonstration of skill

    • Level of Support

  • Generalization of skill

    • Date

    • Demonstration of skill

    • Level of Support

  • Change of Materials

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Required documentation forms2

Required Documentation Forms

Pages 2-3

Generalization Observation

Primary Observation

Demonstration of Skill

Did the student demonstrate the skill as the teacher expected in the response modes?

Predetermined Criteria

Level of Support

How much additional assistance did the student need beyond the preplanned supports?

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate documentation form of student performance2

STAAR Alternate Documentation Form of Student Performance

Confidential Assessment Information

Page 3 may NOT be shared

Page 3

  • Description of materials/approach provided during instruction.

  • Description of the change in materials for generalization.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Required documentation forms3

Required Documentation Forms

Pages 2-3

CONFIDENTIAL

Change of Materials

Materials provided during instruction

How materials were changed for generalization.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Change in materials from primary to generalization

Change in Materials from Primary to Generalization

Content Specific –

Reading, Writing, Math, Science, Social Studies

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Step 4 evaluate student performance

Step 4: Evaluate Student Performance

  • Evaluate the student’s performance in the online system using your observation notes

  • Check the online system to see if the student earned the opportunity for Generalization of Skill (N/A for Level 1)

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Scoring rubric

Scoring Rubric

  • The evaluation submitted by the test administrator is scored in the Assessment Management System according to the rubric and a total score is determined for the subject.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Online evaluation

Online Evaluation

Did the student demonstrate the skill?

Yes or No

Independently

Needed Cueing

Needed Prompting

How did the student perform the skill?

Needed Prompting = 0 points

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Step 4 evaluate student performance1

Step 4: Evaluate Student Performance

  • Conduct the generalization observation using the same task and all three predetermined criteria

  • Record the date of the completed Generalization Observation

  • Record the student’s performance for each predetermined criterion

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


What is generalization

What is Generalization?

  • Generalization allows the student to demonstrate that he or she has internalized the skills by applying them in a new context. For a student with a cognitive disability, this demonstrates true mastery.

L3 or L2 w/out Prompting = Generalization

L1 = NO Generalization

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Generalization online evaluation

Generalization Online Evaluation

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Staar alternate documentation form of student performance3

STAAR Alternate Documentation Form of Student Performance

Confidential Assessment Information

  • All documentation forms used to evaluate student performance must be securely stored according to district policy by the close of the assessment window 7:00 PM (CT), April 19

Don’t forget to SUBMIT!

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Questions

Questions???

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Changes to resources

Changes to Resources

  • All resources, including the manuals, have been updated with the most up-to-date information.

  • The new security oath has been posted.

  • Documents have been updated to reflect the EOC courses to be assessed this year:

    • Algebra I

    • English I and English II

    • Biology

    • US History

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Changes to resources archives

Changes to Resources – Archives

  • Assessment resources from last year have been added to a new Archive section at the bottom of the Resources webpage.

    • Assessment tasks

    • Curriculum Framework documents

    • Performance Level Descriptors for English III, Geometry, World History, and World Geography

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Results from 2012 2013

Results from 2012-2013

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Results for the 2012 2013 administration of staar alternate

Results for the 2012-2013 Administration of STAAR Alternate

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Performance data for 2014

Performance Data for 2014

  • The adjusted cut score of 48 will be applied to the 2014 results to comply with House Bill 906 of the 83rd Legislative Session.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Performance data for 20141

Performance Data for 2014

  • The student’s Confidential Student Report will also report growth between 2013 and 2014.

  • Growth results will be calculated using a stage change table and reported as Did Not Meet, Met, or Exceeded Growth.

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Future development

Future Development

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Impact of recent legislation

Impact of Recent Legislation

  • House Bill 5 of the 83rd Legislative Session called for a redesign of the State of Texas Assessments of Academic Readiness (STAAR®) Alternate assessment.

“ The agency, in conjunction with appropriate interested persons, shall redevelop assessment instruments adopted or developed under Subsection (b) for administration to significantly cognitively disabled students in a manner consistent with federal law. An assessment instrument under this subsection may not require a teacher to prepare tasks or materials for a student who will be administered such an assessment instrument.”

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Ard committee decisions for next year

ARD Committee Decisions for Next Year

  • The new assessment will be an item based test; There will no complexity levels

  • Participation requirements may change but the test will not be expanded to include the “modified” assessment

  • ARD Committees can only decide if the student requires an alternate assessment due to instruction based on alternate achievement standards

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Development plans

Development Plans

Pilot Study

Volunteers needed!

  • To volunteer your district, contact a STAAR Alternate team member at 512-463-9536 or [email protected]

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Anything else

Anything else?

  • Check the STAAR Alternate Resources page http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/

Contact Student Assessment

512-463-9536

[email protected]

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


Education service center region xi assessment contacts

Education Service Center Region XI Assessment Contacts

  • Laura Carson – Coordinator for Curriculum, Instruction and Assessment

    (817) 740-7573 or [email protected]

  • Peggy DeMoss – Federal and State Assessment

    (817) 740-7529 or [email protected]

  • Sharon Rutherford – Special Education Assessment

    (817) 740-7574 or [email protected]

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment)


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