2012-2013 Accommodations Update

1. 2012-2013 Accommodations Update Presented by TEA’s Student Assessment Division TETN #14294 September 18, 2012

2. TEA TETN #14294 TEA Disclaimer • These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency. • If any slide is amended or revised for use in local or regional trainings, please remove this slide as well as the TEA footer at the bottom of each slide.

3. Trickle-Down Effect • It is the intent of TEA’s Student Assessment Division that all resources created to clarify testing and accommodation policies be accessible to educators at the ESC, district, and campus levels, including classroom teachers. • After this presentation and the associated resources are posted, please inform district and campus administrators and educators. • This may help answer some of the questions educators have about statewide testing. TEA TETN #14294

4. About these Training Slides • These slides are intended to provide a general overview of the changes to accommodation policies compared to last year. • These slides will not describe each accommodation policy in detail. • Relevant campus and district staff will need to read all of the policies and related resources once they are posted on the Accommodations for Students with Disabilities webpage. These documents contain all the details. TEA TETN #14294

5. Table of Contents TEA TETN #14294

6. Table of Contents TEA TETN #14294

7. Table of Contents TEA TETN #14294

8. Feedback from the Field TEA TETN #14294

9. Feedback from the Field Regarding 2011-2012 Accommodation Policies • In May TEA requested feedback from the field about accommodation policies. • TEA received feedback via email from over 70 educators at the district and ESC levels. • Thank you for taking the time to let us know how our resources can better meet your needs. • We have implemented many of the great suggestions. TEA TETN #14294

10. Feedback: Positive • “Thank you for the good work you have done in trying to help us make this trying transition.” • “I know you are working hard and I appreciate all you do. This was a tough year for all of us. Change can be good, but it is also difficult.” • “Kudos for the detail and response to feedback from the field. I can tell you all are listening and giving a sincere, effective shot at doing this right.” TEA TETN #14294

11. Feedback: Honest • “It would be better if the policies were not changed throughout the year.” • “Almost anything you do in the future will be better than this past year.” • “Any confusion might be due to newness and change rather than format of delivery.” TEA TETN #14294

12. Accommodations for Students with Disabilities Webpage TEA TETN #14294

13. Feedback: Manual vs. Webpage • “The PowerPoints and other resources were not helpful, in fact confusing. Please put it in a manual…I made notebooks for my staff so they had the information organized in one place.” • “I can’t print in color.” • “Reading all of that information on a computer screen is difficult. I realize we can print our own…but this is costly due to budget cuts.” TEA TETN #14294

14. Feedback: Manual vs. Webpage • “I’d like to see a page with all PDFs in one place for easy printing and searching.” • “Can you make the Accommodation Triangle easier to find?” • “Often people just looked at the triangle and never read the other resources.” TEA TETN #14294

15. Navigating the Website • Go to the Student Assessment homepage at http://www.tea.state.tx.us/student.assessment/ • Click Accommodations Resources in the index on the left. TEA TETN #14294

16. Navigating the Website TEA TETN #14294

17. Navigating the Website http://www.tea.state.tx.us/student.assessment/ accommodations/ TEA TETN #14294

18. Click here Navigating the Website Or here TEA TETN #14294

19. Navigating the Websitehttp://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ You are in the right place. Just scroll down. TEA TETN #14294

20. Navigating the Website TEA TETN #14294

21. Critical Information about Accommodations for Students with Disabilities Taking STAAR, STAAR Spanish, STAAR L, STAAR Modified, and TELPAS TEA TETN #14294

22. Critical Information about Accommodations for Students with Disabilities • The following information applies to students with disabilities in the STAAR program and TELPAS • For the purposes of using testing accommodations during the statewide assessments, a student with a disability can be • Special education with an identified disability • Section 504 with an identified disability • Neither special education nor Section 504 but with a disabling condition (with or without a diagnosis) TEA TETN #14294

23. Critical Information about Accommodations for Students with Disabilities • Accommodations • Are changes to instructional materials, procedures, or techniques • Allow a student with a disability to participate meaningfully in grade-level or course instruction • Should be individualized • Can change over the course of the school year based on student needs • May be appropriate for classroom use but not allowed on the statewide assessment • Should be evaluated regularly to determine effectiveness TEA TETN #14294

24. Critical Information about Accommodations for Students with Disabilities • Accommodations • Are not necessary for every student • Are not changes to the performance criteria or content • Should not replace the teaching of the TEKS • Are not intended to provide a student with an advantage • Should not be continued without evidence of effectiveness TEA TETN #14294

25. “This statement makes me cringe… …some accommodations may be appropriate for classroom use but may not be appropriate or allowed for use on a statewide assessment.” TEA TETN #14294

26. Accommodations during Instruction versus Statewide Assessment • Facts: • The use of accommodations occurs primarily during classroom instruction. • Classroom instruction allows for any techniques and tools to meet the educational needs of each student. • The statewide assessment is a standardized tool for measuring every student’s learning in a reliable, valid, and secure manner. • Accommodations that invalidate what is being assessed or compromise the security of the test cannot be allowed. TEA TETN #14294

27. Accommodations during Instruction versus Statewide Assessment • Facts: • Routine use, student independence, and effectiveness are important considerations when determining accommodations. • It is acceptable to withhold an accommodation during instruction when determining whether it is effective and/or still necessary for the student. • Some students outgrow certain accommodations while other students continue to need them throughout the school year or over several years. TEA TETN #14294

28. Accommodations during Instruction versus Statewide Assessment • Myths: • A teacher should only use accommodations during classroom instruction that are allowed on the statewide assessment. • Routine accommodation use means every day of the school year. • If a student has EVER used an accommodation in the classroom, he or she should use it during the statewide assessment. TEA TETN #14294

29. Accommodations during Instruction versus Statewide Assessment • Myths: • A teacher should only use accommodations during classroom instruction and testing if it is also allowed on the statewide assessment • Routine accommodation use means every day of the school year • If a student has EVER used an accommodation in the classroom, use it during the statewide assessment TEA TETN #14294

30. Accommodations during Instruction versus Statewide Assessment • Summary: • Policies for accommodation use on statewide assessments should not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning. • Instruction is when learning occurs. Instruction comes first, lasts longer, and can be customized to meet the needs of each student. • Unlike instruction, statewide assessments must be standardized so that student results can be compared and interpreted. TEA TETN #14294

31. Therefore… Some accommodations may be appropriate and suitable for classroom use but may not be allowed for use on a statewide assessment. TEA TETN #14294

32. Accommodations in Unexpected or Emergency Situations • First, look at the Optional Test Administration Procedures and Materials. • Second, look at the Accommodation Triangle. • Consider and encourage student independence when appropriate. • Contact TEA if the student requires a Type 3 accommodation; additional instructions are provided by TEA for some accommodations. • Record the accommodation on the answer document and consider it when interpreting test results. TEA TETN #14294

33. The Accommodation Triangle • Type 1 – for students with a specific need who routinely, independently, and effectively use the accommodation during classroom instruction and testing • Type 2 – includes requirements of Type 1 plus additional specific eligibility criteria • Type 3– for students who meet all the eligibility criteria listed; submit an Accommodation Request Form (ARF) to TEA; document as “pending TEA approval;” if denied by TEA, campus must be prepared to meet student’s needs with allowable accommodations “I liked the triangle idea of accommodations. The lay out was a good design.” TEA TETN #14294

34. TEA TETN #14294

35. For STAAR program and TELPAS But…Not all accommodations are applicable to all assessments. TEA TETN #14294

36. Eligibility Criteria TEA TETN #14294

37. This type of document opens when the link to an accommodation in the triangle is clicked.

38. Eligibility Criteria • This section lists the criteria that a student must meet to use the accommodation. • Checkboxes are provided for possible record-keeping. TEA TETN #14294

39. Feedback: Eligibility Criteria • “The eligibility criteria for each accommodation was very helpful. There are a few cases where the information is still too vague and left up to interpretation…” • “The multiple eligibility criteria are confusing. Is just one box necessary or must all boxes be checked?” TEA TETN #14294

40. Eligibility Criteria • Supplemental Aid example– the committee must check each of the boxes in the circle below. All boxes must be checked, not just one. TEA TETN #14294

41. Eligibility Criteria • Photocopy example– sometimes the criteria includes “meets at least one of the following.” The first 3 boxes must be checked; then there are choices for the 4th box. You must pick at least one based on student need. TEA TETN #14294

42. New Accommodation Policy TEA TETN #14294

43. Mathematics Scribe • Type 3 • Requires ARF if the student meets all of the eligibility criteria listed • Last year it was considered under the “Other” category • Allows a test administrator to record a student’s dictated scratch work and computations when a disabling condition prevents the student from accomplishing this task independently. • Applies to all math and science tests TEA TETN #14294

44. Mathematics Scribe • Summary of Eligibility • Routinely and effectively uses this accommodation • Unable to independently and effectively use scratch paper or a calculator • Temporary or permanent physically disabling condition or impairment in vision • The eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this accommodation are rare. • In 2012, only 33 ARFs were approved for Math Scribe. • Approved ARFs receive specific guidelines outlining the interaction between the student and test administrator that is and is not allowed TEA TETN #14294

45. Accommodation Policies with Changes TEA TETN #14294

46. Accommodation Policies with Changes • Oral Administration • Spelling Assistance • Mathematics Manipulatives • Dictionary • Complex Transcribing TEA TETN #14294

47. Oral Administration • Additions: • Required reference materials may be read aloud to an eligible student • Required dictionaries for reading and writing tests • Required math and science reference materials • Student Scenarios to clarify FAQs • Clarification: • Allowable accommodations may be read aloud to an eligible student (e.g., dictionary or supplemental aid) TEA TETN #14294

48. Oral Administration • Still prohibited: • Reading selections may never be read aloud to a student. • Revising and editing passages, test questions, and answer choices may never be read aloud to a student. TEA TETN #14294

49. Oral Administration “Why can’t the test administrator read aloud the questions prior to the student reading the passage? This is a valid reading strategy for struggling readers.” • The student who does not receive an oral administration can approach the test questions any way he/she chooses. • However, the student receiving an oral administration of the entire test does not have this latitude since the test administrator must read the questions and answers in the order presented. • The oral administration must have a standardized format across the state. When a test administrator is interacting with a student to this degree during statewide testing, very specific guidelines must be laid out. TEA's Student Assessment Division

50. Oral Administration “What does ‘have evidence of a reading difficulty’ mean? One grade-level behind? Two or more? Qualifies for special education in reading?” • “Evidence of reading difficulties” is not intended to mean that the student is identified as learning disabled in reading. Nor does it mean that a student is a certain number of years below grade level. • Some students may have a disability, either cognitive or emotional for instance, that directly impacts their ability to decode text. • The documentation must contain evidence that the student has reading difficulties and is receiving accommodations to support this need. • Example Evidence: diagnostic test results, observational reports, class grades with and without reading support, goals/objectives TEA's Student Assessment Division