Assessments for Students with Disabilities

1. Assessments for Students with Disabilities

2. STAAR Alternate

3. What is STAAR Alternate and who is it for? • An alternate assessment based on alternate academic achievement standards • Different passing standard than STAAR • Not a paper/pencil test… observation-based assessment and results entered in online system • For students receiving special education services who meet participation requirements

4. Why is STAAR Alternate more rigorous? STANDARDIZATION 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.

5. 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

6. 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.

7. 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.

8. 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, becauseit 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.

9. 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.

10. Important Difference Between…. Instruction Observation Helping student to learn concept with as much assistance as needed. Allowing student to show what he or she can do without assistance.

11. Must use! Ensures Standardization

12. 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.

13. 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.

14. 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.

15. 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.

16. Available Resources What resources are available to help with STAAR Alternate? http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/

17. STAAR Modified

18. What is STAAR Modified and who is it for? • An alternate assessment based on modified academic achievement standards • Different passing standard than STAAR • Different test questions… based on STAAR • For students receiving special education services who meet participation requirements • For the 2011-2012 school year, applies to students in grades 3-8 and entering grade 9 • Students repeating grade 9 and in grades 10-12 are still held to the requirements of the TAKS program

20. What subjects are assessed with STAAR, but are not assessed with STAAR Modified? TEA - 2011 Texas Assessment Conference 20 STAAR Modified World History will be administered in 2013 STAAR Modified English III and U.S. History will be administered in 2014 Algebra II, chemistry, and physics will NEVER be assessed with STAAR Modified.

21. Modification Quidelines • Begin with STAAR and simplify reading selections, test questions, and answer choices by: • Reducing the number of questions tested and deleting one answer choice • Simplifying sentence structure, vocabulary, digits, and grid for griddable questions (mathematics only) • Revising or adding context for clarification • Examples: pre-reading text in reading and writing, definitions, formulas and/or conversions

22. Deleting extraneous information • Examples: reduce number of variables/steps/operations, delete one part of compound answer choices • Organizing information differently • Examples: chunk (separate into parts) reading and editing selections, bulleting information, additional spacing

23. Or… delete certain things from STAAR so that they are not tested on STAAR Modified • Delete “not” or “except” questions • Delete griddable questions (science tests only) • Students will be assessed with only one type of writing prompt in each tested grade (writing tests only) • Student compositions are scored on a three-point rubric (writing tests only)

24. Separate paired STAAR reading selections (test as single selections that are not thematically linked) and delete all thematically-linked crossover questions (reading tests only) • Student expectations in Reporting Category 1 associated with making connections across texts are not tested on STAAR Modified • Only vocabulary will be tested in Reporting Category 1 for STAAR Modified

25. Will test administrators be allowed to read any word in the selection that they already read in the pre-reading text like in TAKS-M? No. This is a difference between TAKS-M and STAAR Modified reading tests. • Test administrators (TA) may read the pre-reading text to students but may not read anything in the reading selection. • The TA must read aloud the pre-reading text and may read the test questions and answer choices if the student is eligible for an oral administration. • Test administration directions will explain that the TA can read the pre-reading text as many times as necessary, as long as it is prior to the students reading the selections.

26. Will poetry and drama selections be chunked on STAAR Modified reading tests? Poetry selections will NOT be separated into parts. Drama selections WILL be separated into parts, usually according to the number of scenes.

27. What is the reading level of STAAR Modified reading selections? • The decoding level of STAAR Modified reading selections is simplified (e.g., sentence structure, vocabulary). • This does not apply to published selections. • Readability programs have not been used to “level” reading selections because they are often inconsistent. • TEA bases appropriateness of the selections readability on the expertise of • TEA staff (Student Assessment Division, Curriculum Division) who are former teachers • Teachers across the state through item review meetings

28. Participation Requirements How does an ARD committee determine whether STAAR Modified is the appropriate assessment? Review the student’s present level of academic achievement and functional performance (PLAAFP). Review the student’s instructional plan, which includes the goals, objectives, accommodations and/or modifications the student will need in order to access the grade-level/ course Texas Essential Knowledge and Skills (TEKS). Determine the appropriate assessment for the student based on the instruction the student is receiving and whether the student meets the participation requirements. Document the assessment decision, including any accommodations.

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30. What does “State-required Documentation Form” mean? Just like STAAR Alternate, TEA requires the STAAR Modified Participation Requirements Form be completed and retained by the district.

31. Which “district personnel” can complete this form? • A member of the ARD committee who participated in the meeting where the statewide assessment decision was determined • Example: special education teacher, ARD facilitator, administrator

32. Where can this form be retained and for how long? • Can be filed at the campus level • Local determination • Best practice = retain documentation as long as helpful for decision-making purposes from year to year • Can be filed in the IEP (although it is not a required part of the IEP) • Best practice = complete form during the ARD committee meeting when assessment decisions are made • If form is filed in the IEP, the normal IEP retention policies apply

33. Is it a testing irregularity to give STAAR Modified to a student who doesn’t meet the participation requirements? • Yes. If the student was administered the wrong assessment, the district testing coordinator must contact TEA to receive instructions on how to • Fix the error • Give the correct test • Document the irregularity • There are no further ramifications once the error is reported and has been appropriately corrected.

34. Does an ARD committee need to complete the participation requirements and retain the document if a student is receiving modified instruction in a course in which STAAR Modified is not available? • Yes. Applies to English III, World History, U.S. History, Chemistry, Physics, Algebra II • If the student meets participation requirements, then he/she does not test since an assessment is not available. • If the participation requirements are not reviewed or the answer to any of the three questions is No, the student takes STAAR.

35. PEIMS Codes • How do I use the new PEIMS codes? • Use the new codes for all students receiving special education services and completing a modified or alternate version of the corresponding course, including those students who are in grades 10, 11, and 12 who are graduating under the TAKS requirements.

36. Where do I find the new PEIMS codes? • PEIMS Data Standards 2011-2012 Addendum http://www.tea.state.tx.us/index4.aspx?id=2147497193

37. When do the new PEIMS codes need to be in place? • Please begin using the new codes for all students as soon as possible.

38. Should the Academic Achievement Record identify courses as “Modified” when the modified PEIMS codes are used? • No. FERPA regulations do not allow any information on the student’s transcript that would identify him/her as a student with a disability. • The student’s transcript will show the state-adopted course name only (e.g., Algebra I).

39. Are districts still able to use local names for courses (i.e., Basic English)? • Schools are required to use the state-adopted name as referenced in PEIMS but can use local names in addition to the state-adopted name.

40. Do we continue using the “9” codes for non-EOC courses? • Districts may use either the standard course code or a locally assigned “9” code for a course that does not have Modified or Alternate codes.

41. If a student is receiving modified instruction in the general classroom, who should be the teacher of record? • Answer per Federal and State Education Policy • The ARD committee will determine whether the course should be taught by a general education teacher with special education supports, or in a “self-contained” class taught by a certified special education teacher. • The special education supports may be a co-teaching role (two teachers of record, or 1 teacher of record and one assistant) or a support teacher role. • If the course is taught by a general education teacher, there should be clear documentation showing the special education supports that are provided to students to ensure a free and appropriate public education (FAPE). • See PEIMS data standards related to the 305 Record for more information.

42. Other Modified Questions… Once a student begins taking modified coursework and STAAR Modified, is that student able to opt back into the Recommended High School Program (RHSP)? Yes, a student can opt back into the recommended plan but will have to meet all the requirements for the RHSP.

43. If a student takes STAAR Modified in high school but is dismissed from special education before graduation, will the student now have to take STAAR? Yes. The student is now held to the same requirements as all other general education students.

44. Does the 15% rule apply to students served by special education services? • Yes. For a student receiving special education services, the score he or she receives on a general STAAR EOC assessment must count as 15% of the final course grade. • The 15% requirement does not apply to students taking STAAR Modified or STAAR Alternate.

45. Will students taking STAAR Modified have four hours to test or will they get extra time? • Students taking STAAR Modified will have four hours to test just like students taking STAAR • The accommodations of extra time will be available to those students taking STAAR Modified who meet the eligibility criteria for the Extra Time (XT) Accommodation.

46. Available Resources What resources are available to help with STAAR Modified? http://www.tea.state.tx.us/student.assessment/special-ed/staarm/

47. Testing Accommodations for Students with Disabilities

48. Critical Information What critical information is there about Accommodations for Students with Disabilities?

49. What are Accommodations for Students with Disabilities? • Are changes to instructional materials, procedures, or techniques that are made on an individual basis and allow a student with a disability to participate in grade-level or course instruction and testing • Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year • Are not changes to the content being assessed and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS • Should not be provided to an entire group of students, such as those in the same class or disability

50. Who are students with disabilities making them potentially eligible for accommodations? • Applies to students taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS • For purposes of statewide assessments, a student needing accommodations due to a disability includes • A student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodations • A student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodations • A student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for certain accommodations