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Are Your STAARs Aligned?

Are Your STAARs Aligned?. i2 Institute June 15, 2012 Laura Abbott. PRE-TEST. What do these things have in common?. They are all ways not to make State Assessment Decisions. What happens if we don’t have a process in place?. ONLY ON. REGION XIII. Accommodations. Curriculum.

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Are Your STAARs Aligned?

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  1. Are Your STAARs Aligned? i2 Institute June 15, 2012 Laura Abbott

  2. PRE-TEST

  3. What do these things have in common?

  4. They are all ways not to make State Assessment Decisions.

  5. What happens if we don’thave a process in place?

  6. ONLY ON REGION XIII

  7. Accommodations Curriculum Services Test Graduation

  8. Accommodations STAAR Curriculum Services Test Graduation

  9. Accommodations “Mod”ified Curriculum Services Test Graduation

  10. Accommodations Alternate Curriculum Services Test Graduation

  11. 3

  12. 5

  13. OLD NEWS

  14. Based on educational need and instruction • Not solely based on: • disability category/race/SES/attendance service time/service location • Why STAAR is not appropriate • Why Modified/Alternate is appropriate • All eligibility criteria are met • Based on multiple sources of data • Not based solely on previous state assessment • ARD Committee decision • Not cap-driven administrative decision

  15. Participation Requirements: Are you sureabout your district?

  16. Participation Requirements: Raise your hand! Raise your hand! If you…

  17. So what can we do?

  18. Present Levels of Academic Achievementand Functional Performance

  19. How is the student performing on academic tasks that are affected by his or her disability?

  20. A “well-rounded picture of the whole student” Parents Student Teachers Service Providers

  21. PLAAFP should • Provide a focus or a spotlight on the child’s needs • Serve as a preview as to which skills will need some instructional support and focus • Provide specific baseline data supporting their area of need

  22. You do not want…. Plaafp-lac Noun: The absence of a well-written PLAAFP based on data

  23. GOBs: academic Goals Objectives Benchmarks functional modify prerequisite

  24. General Curriculum Disability Involvement Progress

  25. TEKS Expectations Can the student tackle the grade level TEKS as written? or Does the student’s disability affect his/her ability to master the grade level TEKS?  Enrolled Gr. Level Modified TEKS Prerequisite Skills

  26. The Gen. Ed. / Spec. Ed. Team

  27. Accommodations

  28. Accommodations Changes to instructional materials, procedures, or techniques that allow a student with disabilities to participate in grade-level instruction and testing Individualized for each student Used routinely in instruction and testing Evaluated regularly for effectiveness

  29. SERVICES

  30. General Education Setting Special Education Setting Co-teach Indirect Support Support Fac.

  31. Additional Information

  32. "Faster, Higher, Stronger"

  33. STAAR Modified STAAR Alternate STAAR L

  34. Assessment Decision Process Does the student receive instruction in the grade-level TEKS for this subject with or without accommodations? If yes, then the student takes STAAR for this subject.

  35. Assessment Decision Process Does the student access the grade-level TEKS for this subject through modifications (modified content)?

  36. Modified Question #1: Multiple Years Behind Grade-level Rate of Progress

  37. Modified Question #2: Modified Enrolled Grade Level Content

  38. Modified Question #3: Direct, Intensive Instruction Acquire, Maintain, Transfer Skills

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