State Assessment Overview: Spring 2015 Accommodations, STAAR-A and STAAR-Alt, ELL Assessment Updates November 6, 2014 1

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State Assessment Overview:Spring 2015 Accommodations, STAAR-A and STAAR-Alt, ELL Assessment Updates

November 6, 2014

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Today’s Agenda Welcome Plan of Action/ Testing Incidents/Testing Procedures Assessment Participation Requirements for

Students Receiving Special Education Services State Assessment Updates Spring 2015 Accommodations for Students with

Disabilities

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Today’s Agenda

Break STAAR-A & STAAR-Alternate 2 ELL Assessment Updates Linguistic Accommodations for the STAAR Program Questions/Concerns and Closure

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Plan of Action/Testing Incidents

Audit for plan of action of incident reporting will be in phases.

TEA will question if plan is sufficient to resolve the problem and prevent it from re-occurring. TEA will take a sampling from Spring 2014 administration.

Phase I: TEA will contact Districts and ask Districts to assist TEA in adding more substance to the plan of action.

Phase in I: Begins Fall of 2014

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New Assessments & Changes All state testing for the Fall 2014 will use the

rules and procedures that were used by the state last school year.

Updates to triangle and the new assessments will occur for the first time in the spring of 2015.

Use the information in this training to prepare for spring testing.

6State Assessment Update

Beginning in the 2014–2015 school year, students should be administered the STAAR assessments that align to the level of Texas Essential Knowledge and Skills (TEKS) instruction that they are receiving regardless of their enrolled grade level.

TEA has now received written notification from the United States Department of Education denying the agency’s waiver request submitted January 27, 2014. The purpose in requesting an amendment to the approved Elementary and Secondary Education Act flexibility waiver was to avoid double-testing accelerated middle school students taking Algebra I. TEA is considering options regarding the testing requirements for these accelerated mathematics students, state and federal accountability, and performance-based monitoring for the 2014-2015 school year.

7State Assessment Update

Standardized oral administration (SOA) for the STAAR program, an online option for oral administration, will be expanded in the 2014–2015 school year to include grade 5 science and grade 6 reading and mathematics assessments. Districts will be able to test students using SOA for STAAR in the following grades and subjects:

• grade 4 reading and mathematics • grade 5 science• grade 6 reading and mathematics• grade 7 reading and mathematics• grade 8 science and social studies

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State Assessment Update Cont.

Revised TEKS in mathematics were adopted by the State Board of Education (SBOE) in April 2012. In the 2014–2015 school year, the revised TEKS for K–8 will be implemented in classroom instruction and therefore in the STAAR mathematics assessments at grades 3–8. Based on the revisions to the TEKS and, subsequently, to the STAAR assessments, new performance standards for STAAR grades 3–8 mathematics will be set in summer 2015.

Students who participate in the spring 2015 STAAR grades 3–8 mathematics administrations will receive a raw score prior to the end of the school year.

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State Assessment Update Cont.

Once new performance standards are approved, they will be retroactively applied to students’ test results from the spring 2015 administrations. New reports and data files will be sent to school districts in August 2015.

The state plans to establish a link between the spring 2015 STAAR grades 3-8 mathematics tests and the previous mathematics tests to determine equivalent performance standards for federal and state accountability purposes.

Beginning in the 2014–2015 school year, districts must ensure that each student has a handheld graphing calculator to use when taking the STAAR grade 8 mathematics assessment.

Students with Disabilities A student may be eligible for accommodations on a state assessment if he or she

receives special education services and meets established eligibility criteria for certain accommodations

receives Section 504 services and meets established eligibility criteria for certain accommodations

does not receive special education or Section 504 services but has a disabling condition and meets established eligibility criteria for certain accommodations (i.e., general education)

Accommodations

Should be individualized to address the specific needs of each student

Might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment

Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

Should be documented in the appropriate student paperwork

Accommodations Are not necessary for every student

Are not changes to the performance criteria or the content

Are not intended to provide an advantage to a student with a disability

Should not be provided to a student without evidence of effectiveness from year to year

Accommodation is Effective

How do I know the accommodation has proven effective in meeting the student’s specific needs?

Educators should collect and analyze data pertaining to the use and effectiveness of accommodations (e.g., assignment/test scores with and without the accommodation, observational reports).

This data will show whether the student still needs the accommodation or whether it is now unnecessary.

The Accommodations TriangleIndividualized Structured Reminders

Amplification DevicesProjection Devices

Manipulating Test MaterialsOral/Signed Administration

Spelling AssistanceMath ManipulativesCalculation DevicesBasic TranscribingSupplemental Aids

Extra TimeLarge PrintDictionary

Braille

Complex Transcribing

Photocopy Test Materials

Math ScribeExtra Day

Other

Type 1

Type 2

ARF needed

All studentsSPED only

SPED or 504

Updates Spring 2015

Accommodation type

This section provides a general description of the accommodation

This section lists the assessments the accommodation may be used on by eligible students.

This section lists the eligibility criteria that must be met in order for the student to use the accommodation on a state assessment.

This section describes who can make accommodation decisions for students, where to document these decisions, and what to record on the answer document.

This icon indicates whether or not an Accommodation Request Form is required.

This section describes the specific examples/types of the accommodation that may be used on the state assessment. Pay careful attention to this list because it is sometimes exhaustive. This section outlines special instructions and

considerations about the accommodation that educators must be aware of when making the decisions to use the accommodation and when administering the assessment with the accommodation.

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Mathematics ManipulativesAny student who receives special education services or receives Section 504 services as a student identified with dyslexia or a related disorder per TEC §38.003, may use this accommodation if he/she meets the eligibility criteria.

Routinely, Independently, and Effectively uses this accommodation…

Meets one of the following: Disability that affects memory retrieval, focus, or

organization… Visual Impairment (VI)

Type 1 Updates in Eligibility

Calculation DevicesAny student who receives special education or Section 504 services may use this accommodation if he/she meets the eligibility criteria.

Routinely, Independently, and Effectively uses this accommodation… Meets one of the following for the applicable grade:

Type 1

Grades 3 and 4 Grades 5 through 8…physical disability…andcannot effectively use other allowablematerials

…physical disability…andcannot effectively use other allowablematerials

…impairment in vision…andcannot effectively use other allowablematerials

…impairment in vision…andcannot effectively use other allowablematerials

…disability that affects mathematics calculations… even after intensive instruction and remediation…

Updates in Eligibility

Grade 8 is listed because of grade 8 science. Grade 8 mathematics does not apply since a

calculator is required.

Supplemental Aids Any student who receives special education services or

receives Section 504 services as a student identified with dyslexia or a related disorder per TEC §38.003, may use this accommodation if he/she meets the eligibility criteria.

… routinely, independently, and effectively uses this accommodation…

…disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information …despite multiple opportunities to learn...

Type 1

Updates in EligibilityType

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Students assigned to STAAR A that use allowable test procedures &

materials or qualify for other accommodations that are not

embedded may also use those on the test.

STAAR A

Access STAAR A Resourcestexasassessment.com/administrations/STAAR-A/resources

Educator Guide for STAAR A and STAAR Alternate Demonstration video for teachers and test administrators Sample selections and test questions Student tutorials with practice selections and test questions Student tutorial administration directions STAAR A Accommodation Guidelines STAAR A Eligibility Requirements (Spanish version coming soon) Introduction to STAAR A: A Guide for Parents A Parent’s Guide to State Assessments for Students with

Disabilities

STAAR A

STAAR L Administrations

Online interface provided certain linguistic accommodations for qualifying LEP students:

Clarification in English at the word or phrase level for pre-determined words or phrases

Words read aloud at the word-by-word levelAvailable for mathematics, science, and social studies

in all applicable grades

STAAR L Practice Sets

Minor updates Griddable items removed in grades 3-8 math

Practice sets will consist of approximately 20-25 items for each STAAR L assessment

Updated sets will be available in late fallAvailable in online format so that students may

experience item accommodations as they will be presented in the operational administration

STAAR L Online Student Tutorial

Will be available late fall Minor updates

Griddable items Some items updated to reflect new math TEKS Grade 8 math—no ruler; online calculator added EOCs—online calculator added

Should be used to familiarize students with clarification and read aloud accommodations and standard TestNav tools

Test administration directions for operational STAAR L assessments will assume some familiarity with online interface

Should be done before students access practice sets

ELLs with Parental Denials TAC §101.1005 (f)

Reminder: These students are not eligible for special ELL assessment, accommodation, or accountability provisions

No testing in Spanish No linguistic accommodations during testing No English I EOC special provision No unschooled asylee/refugee provision

ELLs with parental denials may, however, use bilingual, ESL, or other allowable dictionaries as part of dictionary policy for STAAR reading and writing tests in grade 6 and up; under this policy, use of certain dictionaries not considered linguistic accommodation

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ARFs & Additional Updates… The Accommodation Request Forms will be available in

January 2015 for Spring testing ARFs or type 2 accommodations on the triangle

STAAR Modified has been discontinued as a state assessment option

STAAR Accommodated & STAAR Alt2 are new assessments for this school year

The rest of this training will cover STAAR A and STAAR Alt2

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What Administrators Need to Know About STAAR A

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We are Excited about STAAR A!

STAAR A is a new assessment and is not like TAKS A The assessment is online so hardware is required. Start

now planning how to best use your district resources Go to the tutorials and practice tests and take them

before you make up your mind about this assessment. We think you will see what a great thing it is for our students!

STAAR A will be treated like STAAR for accountability, so there is no downside for students taking this assessment.

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STAAR A is an accommodated online version of STAAR for students who meet eligibility

requirements. STAAR A will be administered for the first time in spring 2015.

Grade Subject 3 mathematics and reading

4 mathematics, reading, and writing

5 mathematics, reading, and science

6 mathematics and reading

7 mathematics, reading, and writing

8 mathematics, reading, science, and social studies

EOC algebra I, English I, English II, biology, and U.S. history

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STAAR A Tools & Features

STAAR A will be administered online and will include online tools, embedded accommodations to selections and test questions, and accessibility features.

*These tools are subject-specific and only appear in subject tests where they are relevant.

Tools Embedded Accommodations

Accessibility Features

Answer Eliminator Pop-ups Text-to-Speech

Highlighter Rollovers Zoom

Eraser Blank Graphic Organizers

Color and Contrast

Pencil Writing Checklists Place Marker

Notepad

Dot Tool*

Line Tool*

Ruler*

Calculator*

Reference Materials*

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STAAR & STAAR A Comparison STAAR A will be the same as STAAR in the following ways:

Same passing standards Same time limits Same assessed curriculum Same test blueprint Same progress measures

STAAR A will be different than STAAR in the following ways: No field test questions Online administration Embedded accommodations and accessibility features

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STAAR, with or without allowable or approved

accommodations*, should be the first consideration.

*Refer to the 2015 Accommodation Triangle

32STAAR A Eligibility Requirements

If a student cannot access STAAR with or without allowable accommodations, he or she must be receiving the following services in order to consider STAAR A:

Students with identified disabilities who are receiving special education services

Students identified with dyslexia or a related disorder (as defined in Texas Education Code §38.003) and are receiving Section 504 services

If a student falls into one of these categories and receives accommodations in instruction similar to those found in STAAR A, the STAAR A Eligibility Requirements should be reviewed. Additional eligibility criteria found in this document must be met in order for a student to take STAAR A.

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STAAR A Eligibility Requirements

Required documentation form According to 19 TAC §101.27(b), school districts are

required to follow the procedures specified in the applicable test administration materials. As a result, the ARD or Section 504 committee (in conjunction with the LPAC if the student is an ELL) must use this form to document eligibility for STAAR A.

A student may take STAAR in some subjects and STAAR A in other subjects, depending on eligibility.

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StateForm

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Student Identification and Assurances The committee must complete the information

about the student and the person completing the form and then read and agree to certain assurances prior to moving on to Step I. STAAR does not best meet the student’s needs. Classroom accommodations are documented. Student meets eligibility criteria in Step I and

Step II. Assessment decision is documented.

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Step I: Indicate Eligible Services In this step, the services the student receives should be

indicated. If a service cannot be indicated, the student is not eligible to

participate in STAAR A.

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Step II: Review the Eligibility Criteria

The committee must circle the subject(s) for which STAAR A is being considered and check the accommodation(s) the student routinely receives in the classroom for that subject. If a particular subject is

not applicable, circle NA.

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Step II continued To be eligible to participate in STAAR A in a particular subject,

TWO OR MORE accommodation must be checked in that subject. If fewer than two accommodations are checked, the student is

not eligible to participate in STAAR A in that subject.

Eligible

Not Eligible

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Accessibility Features:Text-to-Speech (TTS)

Audio provided through a computer-generated read aloud functionality which highlights words as they are read Prereading text Revising selections Mathematics, reading, science, social studies, and revising test questions

Reads aloud individual words, lines of text, or entire pages at student choice. Pop-ups and rollovers are not read aloud. A test administrator will need to

read these aloud if a student asks. A “do not read” icon has been placed on reading selections, editing

selections, and editing test questions to indicate that these may NOT be read aloud by TTS or a test administrator. Pop-ups and rollovers associated with these pages may NOT be read aloud either.

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Accessibility features: Zoom

Enlarges or reduces the size of the screen When the screen is increased in size, the student

can use the Drag Screen button to move and view any portion of the screen.

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Accessibility features: Color and contrast

The student can select from six different presentation formats. Negative, Blue Background, Yellow Background,

Purple Background, Green Overlay, Peach Overlay That format will apply to the screen for the entire

test. The student may change the selection or turn it off at any time.

Reset changes the presentation back to the original white background with black text.

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Accessibility features: place marker

Helps a student focus attention on specific lines of text.

The student can move a yellow line up and down the screen.

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Embedded Accommodations

Pop-ups: Provide support for non-tested words and concepts Definitions, synonyms, examples, formulas, plain language,

pictures, animations, graphic organizers, etc.

Rollovers: Reword or clarify larger portions of text or provide bulleted steps in a process

Exhibit Window: Subject-specific graphic organizers and checklists that may be accessed if needed

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Accommodation GuidelinesPop-ups

Define or clarify construct-irrelevant words, phrases, and sentences using plain language, synonyms, definitions, examples, and consistent language

Provide a visual representation in the selection, question, answer choices, or in the writing prompt by adding graphics, photographs, or animations

Isolate specific information in a question that corresponds to each answer choice

Isolate specific text in a selection or information in a graphic or list that is referenced in the question or answer choices

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Accommodation Guidelines

Pop-ups continued Apply an allowable supplemental aid (e.g., graphic organizer, place-

value chart, t-chart, graphic of scientific concept, timeline, map) to specific questions or answer choices

Include the formula from the grade-specific Reference Materials when the question specifies the measure or conversion to be performed

Direct student attention to parts of the grade-specific Reference Materials

Provide clarifying information for a graphic organizer, political cartoon, or map

Provide scaffolded instructions for responding to short answer questions (English I & II)

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Accommodation Guidelines Rollovers

Reword complex questions, answer choices, or boxed text in a selection to condense text

Bullet or separate steps in a process (e.g., multi-step problem, sequence of events)

Exhibit Window Commonly used blank graphic organizers

Writing checklists for the writing prompts

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STAAR A Spelling Assistance The STAAR A assessment does not have a spell

check feature Students who require spelling assistance will

need to have access to two (2) computers. One computer will be used for the test and the other may be used for spelling assistance

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Classroom Accommodations and the Link to STAAR A

Accommodations used on STAAR A offer new opportunities for students with disabilities to meaningfully access the required state assessment.

TEA accommodation policies and STAAR A Eligibility Requirements indicate that accommodations documented for use during a statewide assessment should be made on an individual basis, consider the needs of the student, and be routinely used during classroom instruction and testing.

Although students will not routinely use the computer-based STAAR A accommodations during classroom instruction, they may use variations of the accommodations.

Classroom Accommodation

The teacher introduces a new book to a struggling reader prior to reading it aloud or independent reading. The topics discussed might include major concepts, difficult words, setting, characters, or prior knowledge of the subject.

Embedded STAAR A Accommodation

Preview text before reading to activate prior knowledge, draw conclusions, and set a purpose for reading

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Using a dictionary or thesaurus, the teacher points out the meaning or synonym of a word.

Clarification or rewording of vocabulary, complex sentences, and concepts using definitions, similes, literal language, graphics, animations, etc.

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STAAR A Eligibility Criteria


The teacher provides visual aids to define vocabulary, identify people and places, or illustrates concepts.


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During classroom discussions, the teacher clarifies or rewords complex text or questions.



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The teacher isolates specific information to focus the student on the core concept being taught.

Direct student attention to specific information (e.g., parts of the selection, parts of a graphic, parts of an answer choice)

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The teacher directs the student (e.g., highlight, bold, point to, flag the information) to the specific part(s) of the selection, diagram, map, or figure that is being discussed.

Direct student attention to specific information (e.g., parts of the selection, parts of a graphic, parts of an answer choice)

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The teacher asks guiding questions, prompting the student to go back to the text to justify his or her understanding of plot, conflict resolution, character development, etc.

Scaffold understanding of open-ended questions about texts (i.e., short answer English I and II questions)

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The teacher reformats complex word problems by bulleting or spacing out each step required to solve the problem.

Scaffold steps in a process (i.e., bullet each step, space out each step)

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The teacher presents parts of a complex concept one at a time.

Scaffold steps in a process (i.e., bullet each step, space out each step)

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The teacher provides the student with a specific supplemental aid (e.g.,

chart, table, graph, checklist, map, timeline) applicable to the question being posed,

the assignment, or the task.

Use of generic and question-specific graphic organizers and checklists

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The teacher provides the formula(s) that is needed to solve a problem.

Identification of formula(s) to use with specific questions

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Special Situations Because STAAR A contains embedded accommodations and

accessibility features presented in an online format, replicating these features in a paper or braille version is not always possible.

Technology-based accommodations enable most students to test online.

When the use of an accommodation is not feasible or appropriate, or if the administration of an online test is inappropriate due to a student's particular disability, a special request may be made to TEA for approval to administer a paper test booklet. The paper administration request document can be found on the Coordinator Manual Resources web page.

Braille versions of STAAR A will not be made available.

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Special Situations STAAR A will only be offered in English.

For students who are eligible for STAAR A but who are deaf or hard-of-hearing and cannot access the text-to-speech function, a signed administration is allowed for those parts of the test that can be read aloud. A student does not have to be eligible for an Oral

Administration to receive a signed administration of STAAR A. The test administrator should also read the specific guidelines

for signing test content included in the document titled “General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing,” located on the Accommodation for Students With Disabilities webpage.

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Test ResultsSTAAR A score reports will include the

individual performance level of students, scale scores, and number of questions answered correctly within each reporting

category for each of the assessed grades and content areas.Grades 3–8

English and Spanish brochures, called Understanding the Confidential Student Report, explain STAAR A results to parents and are sent to districts with students’ test results and can be accessed online.

EOC The explanation of results is included in the student’s Confidential

Student Report (CSR)..

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Resources TEA recommends that teachers become familiar with STAAR A and help

guide students through practice selections and test questions until they are comfortable with the STAAR A online testing interface and accommodations. Educator Guide for STAAR A and STAAR Alternate Demonstration video for teachers and test administrators Sample selections and test questions Student tutorials with practice selections and test questions Student tutorial administration directions STAAR A Accommodation Guidelines STAAR A Eligibility Requirements (English and Spanish) Introduction to STAAR A: A Guide for Parents A Parent’s Guide to State Assessments for Students with Disabilities

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Frequently asked questions

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How does SSI apply to students taking STAAR A?

For the 2014-2015 school year, SSI retest and promotion requirements apply only to students in grades 5 and 8 taking STAAR, STAAR Spanish, and STAAR A READING Do not apply to mathematics at grades 5 or 8 in the 2014–

2015 school year

Information about retest requirements for students receiving special education services who do not meet the standard on the first administration… to be determined

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What are the graduation requirements for students taking STAAR A?

For students receiving Section 504 services Students are required by TEC §28.025(c) to meet all curriculum

requirements and pass all five EOC assessments in order to receive a Texas high school diploma.

For students receiving special education services The admission, review, and dismissal (ARD) committee makes

educational decisions for a student, including whether satisfactory performance on an EOC assessment shall also be required for graduation per Texas Administrative Code (TAC) §89.1070(b). The proposed revisions to this rule (graduation requirements for

students receiving special education services graduating on the Foundation High School Program) have not been finalized as of September 2014.

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Student must meet all curriculum requirements and pass all 5 EOC general assessments (STAAR or STAAR A) in order to graduate on the RHSP or DAP

The MHSP is the only option if The student did not meet the standard on at least one EOC

general assessment, and the ARD committee determined no retesting is necessary

The student took at least one STAAR Modified EOC assessment

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For students receiving special education services graduating on the Minimum High School Program (MHSP), Recommended High School Program (RHSP), or Distinguished Achievement Program (DAP)

Are the modified high school PEIMS codes still applicable?

PEIMS coding questions should be directed to TEA’s Curriculum Division.

The modified PEIMS codes will apply to the 2014-2015 school year. If changes are made to the codes, they will not be effective till next school year.

The modified PEIMS codes are NO LONGER associated with a state assessment.

A student receiving special education services may be taking a course that has a modified PEIMS code; however, this is not a requirement to take STAAR A.

In fact, modified PEIMS codes do not apply to students served only under Section 504.

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If a student fails a STAAR A EOC, is he/she required to continue testing until he/she passes?

For students receiving Section 504 services Students are required to pass all five EOC assessments in

order to receive a Texas high school diploma.

For students receiving special education services The ARD committee makes educational decisions for a

student, including whether satisfactory performance on an EOC assessment shall also be required for graduation.

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What if my campus does not have enough computers to administer STAAR A? what if my students are not proficient using a computer?

Campuses should plan for STAAR A online administrations prior to the test dates.

TEA recommends that teachers become familiar with STAAR A and help guide students through practice selections and test questions until they are comfortable with the STAAR A online testing interface and accommodations.

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Topics for Administrative Planning

Online testing with accommodations like STAAR A, SOA, STAAR L is the future of state testing!

Please approach the new online tests with an open mind. The STAAR A test is not the online test from 5 years ago; this is a new generation of online testing that is good for students.

STAAR A puts the student in the driver’s seat for state testing and allows the student to be an independent tester which is what all educators want students to be able to do.

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When the decision is made by the appropriate group that a student is eligible to take the STAAR A test online the students gets access to all of the accommodations that are available online such as oral administration.

There is not a way to block the student access to any accommodation offered in STAAR A. That is a good thing as students will use what they need during the state assessment!

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Your campus will have flexibility to plan for STAAR A testing like you do TELPAS, i.e. campuses can assign students testing within the state window.

It would be helpful for planning purposes to ask campuses to provide district office with online testing information about numbers on students, how many headphones are on your campus as well as how you would like to test students on your campus during the testing window.

Administrators need to plan to use all available campus computers for state testing. Remember, that during STAAR A

testing online campuses will also have STAAR L testing online.

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Campuses may test more than one test session a day, but remember that there are concerns about students with extended time and transportation issues.

Districts need to determine how many students will test online, how many computers are available and then schedule students into session during the testing window. If it becomes apparent after working with all available resources and testing days available that the district cannot physically test all of the students online then the district needs to contact TEA and request alternate test dates.

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Remember the following: There is no Spanish STAAR A There is not a Braille version of STAAR A iPads can’t be used with online testing, but

Chromebooks can be used Think outside the box when planning online

testing this year

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STAAR ALTERNATE 2

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STAAR ALTERNATE REDESIGN 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.”

Portfolios and performance‐based assessments would not be allowed under this legislation, because these types of assessments require the individualization of materials and task administration.

Therefore, the Texas Education Agency (TEA) designed a standardized item-based assessment

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Students with Intellectual Disabilities

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Characteristics of Students with Intellectual Disabilities

Intellectual quotient below 70 resulting in limited potential

Student unable to academically reach grade level, regardless of the quality of instruction

Poor social adaptability resulting in dependence on others for daily living and employment

Differs from students with learning disabilities who have average intelligence, but have learning problems that make reaching their potential difficult

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Test Design Components

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ARD Committee Responsibilities

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The General Assessment (STAAR) is the First Consideration

ARD committees must determine whether the general assessment is the most appropriate for the student by reviewing the student’s present level of academic achievement and functional performance (PLAAFP).

The PLAAFP should provide the committee members with a clear understanding of the student’s strengths, current areas of need, accommodations, needed supports, and how the student will access the grade‐level/course curriculum.

ARD Committees should review the student’s instructional plan and use this as the basis for making appropriate assessment decisions.

If STAAR, with or without accommodations, is not appropriate for a student, the ARD committee must review the participation requirements for STAAR Alternate.

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Participation Requirements

The district personnel completing the form needs to be identified by name on the form, along with his or her position.

The district personnel named in the form is responsible for making sure the ARD committee discusses each section.

The district personnel completing the form should be a member of the ARD committee (e.g., special education teacher, ARD facilitator, administrator). These forms should be completed during the ARD committee meeting when assessment decisions are made.

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STEP I: Reviewing the Eligibility Criteria for STAAR Alternate 2

Students receiving special education services and who meet all of the participation requirements: Have a significant cognitive disability

(intellectual disability) Require specialized supports to

access the grade‐level curriculum and environment

Require intensive individualized instruction in a variety of instructional settings

Access and participate in the grade‐level TEKs through prerequisite skills (student expectations from earlier grades)

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All questions must be answered with “Yes” before the ARD committee can recommend STAAR Alternate 2 and complete the rest of the form.

The justification section does not need to have page numbers from the IEP, but evidence must be provided for all “Yes” entries.

Evidence of an intellectual disability must be verified by an assessment specialist and be based on valid assessment data.

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Step II: Assurances for STAAR Alt 2

If “Yes” is indicated for all of the eligibility questions for STAAR Alternate 2, the ARD committee must discuss the assurances in Step II, and the district personnel completing the form must initial each one after it is discussed.

Assurances that the decision for testing is: Documented in IEP Based on educational records and not

on previous state‐wide test performance or AYP considerations

Not based on racial or economic background, excessive absences, amount of time or location of service delivery

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NEW: Medical Exception

Students that are medically fragile and cannot attend to or tolerate any academic interaction can qualify for a medical exception for the following circumstances: The student is in the final stages of a terminal or degenerative

illness. The student is receiving extensive short‐term medical treatment

due to a medical emergency or serious injury in an accident. The student is unable to interact with peers or staff without risk

of infection or contamination to himself/herself or others. The student is receiving non‐academic homebound services due

to medical issues and does not receive academic instruction.

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At least one of the specific medical conditions listed should describe the medical condition of the student.

The ARD committee must discuss the three assurances and initial them after they are discussed.

The medical exception should be documented in the student’s IEP and this form included in the IEP.

Students are not required to participate in the administration of STAAR Alternate 2 for any courses or subjects for which they are enrolled in for the current year.

A score code of “M” must be recorded for all tests the student would have taken.

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NEW: No Authentic Academic Response (NAAR)

Students who are not able to respond authentically to any verbal, visual, or tactile stimuli during academic instruction due to level of cognition rather than a medical condition can qualify for a NAAR exception if one of the two following student descriptions is evident:

1. Because of multiple impairments, the student is unable to receive information during instruction and assessment. For example, the student may have a combination of visual, auditory, and/or tactile impairments.

2. The student is consistently unable to provide an authentic academic response during instruction. His or her behavior may be described by one or more of the following characterizations:

does not show any observable reaction to a specific stimuli

exhibits only startle responses

tracks or fixates on objects at random and not for a purpose

moves or responds only to internal stimuli

vocalizes intermittently regardless of changes in the environment

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One “Yes” will need to be circled on the form.

The ARD committee must discuss the two assurances and initial them after they are discussed.

The NAAR designation should be documented in the student’s IEP and this form included in the IEP.

Students are not required to participate in the administration of STAAR Alternate 2 for any courses or subjects for which they are enrolled in for the current year.

A score code of “N” must be recorded for all tests the student would have taken.

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Instructional Terms List

There are also universal terms that students will need exposure to that are common to the presentation instructions across subjects.

completes probably activitybest stem benefitmainly symbol valuecorrect beginning relationshippair conclusion truedescribe statement graphicrepresents missing find

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Test Design

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Test Design 10 essence statements are available for testing, 5 for the base test

items and 5 for the field test items.

Each of the 6 essence statement is measured with 4 items presented together in a cluster.

6 clusters are tested: 24 items per test, 20 for the base test and 4 for the field test.

The cluster design requires the student to make 6 concept transitions throughout the test.

The four items per cluster range in difficulty, starting with the easiest item and moving toward the hardest item.

The difficulty of the items is based on the skill being tested, the selected prerequisite skill, and what the student is being asked to do.

Each item measures a specific prerequisite skill.

Each student regardless of ability is expected to attempt all questions.

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Item 1 in a Cluster

The test administrator will be instructed to present the images and concept to the student. Options for how to “present,” “direct,” and “communicate” will be provided in the test administrator manual.

The student is required to find what is requested in a manner of response that is appropriate for the student. the test administrator.

For Item 1, the answer is provided to the student during the presentation and modeled by the test administrator.

The student’s correct response shows that he or she has followed the explanation and can “find” by responding to what the test administrator has just presented.

This first item establishes the context for number patterns that will continue throughout the other items in the cluster.

In this example the concept is presented by stressing the number of the cars and which comes next in the pattern.

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Scoring Instructions for Item 1

Specific instructions are given for what the student must “find” and how to score the action. If an incorrect response is given, the test administrator is directed to remove the stimulus,

wait 5 seconds, then repeat the presentation instructions for reduced credit. No extra assistance is allowed, because the answer is provided in the presentation.

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Item 2 in a Cluster An exact or similar image or concept is brought over from Item 1. Important components of the images are identified for the student

during the presentation instructions. The test administrator presents Stimulus “a” and “b” before

asking the student to “find” what is requested. For most item 2 questions, the student must “find” what is

requested by matching something in the second stimulus to something in the first stimulus

For this example, the number pattern concept has been expanded to increase focus on the prerequisite skill, “use patterns to predict what comes next, including cause‐and‐ effect relationships.”

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If the student is not able to “find” the correct answer, the test administrator models the desired student action and repeats the presentation instructions.

Full credit is only given if the student is able to supply the correct answer without modeling assistance.

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Item 3 in a Cluster Three answer choices are presented before asking the

student to “find” what is requested. The student must understand what is presented in

Stimulus “a” and use the information to determine the answer from three answer choices in Stimulus “b.”

The student may be asked to integrate multiple pieces of information.

For this example, the tested concept still focuses on number patterns but has been expanded to focus on the new prerequisite skill, “use patterns to develop strategies to solve basic addition and subtraction problems.”

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If the student is not able to “find” the correct answer, the teacher is to pick one of two or three provided allowable teacher assists before repeating the presentation instructions. Only the teacher assists listed can be used.

Sometimes the teacher performs the action in the teacher assist and sometimes the student performs the action. In either case the student receives the correct information before moving on.

The allowable teacher assists vary from item to item and target different modalities without providing a direct answer.

Full credit is only given if the student is able to supply the correct answer without assistance.

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Item 4 in a Cluster The test administrator presents the images and answer choices

before asking the student to “find” what is requested. For item 4 questions, students are required to apply knowledge at

varying levels of difficulty bycomparing similarities and differences,

evaluating a detailed stimulus, or

inferring an idea or drawing a conclusion The student must compare several parts of the stimuli to determine

the correct answer. For this example, the tested concept still focuses on, “use patterns

to develop strategies to solve basic addition and subtraction problems.”

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If the student is not able to provide the correct answer, the initial presentation instructions are repeated.

No other assistance can be provided, because the student must apply the information that has been provided.

Full credit is only given if the student is able to supply the correct answer without having the instructions repeated.

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Recording Responses After the student responds to each question, the

test administrator will evaluate the response according to the scoring instructions.

The test administrator will record the score on this document and use the information to complete the online transcription form in TestNav.

The A, B, C determinations for each question, along with the accommodations used during the assessment, must be entered into TestNav.

The form shown here is provided in the test materials and is required to ensure that the student performance is accurately transcribed into TestNav.

Once the information has been transcribed, the test administrator will turn in the form to the testing coordinator.

The form must be returned in the nonscorable shipment.

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Testing Policy

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Testing Window Guidelines

The testing window will be from February 9, 2015 until February 20, 2015. A 10 day preview period prior to February 9th is allowed for the test

administrators only once the testing materials have arrived in the district. Test administrators can preview the student booklets and test administrator

instructions for specific questions during this period to become familiar with the instructions, practice manipulating the test materials, planning teacher assists, and preparing accommodations to the student booklet.

All accommodations should be in place prior to February 9, 2015. Testing materials must be checked out from the testing coordinator each day of

the preview period and the testing window and returned at the close of each day. This includes all photocopies of the images and text in the student booklet. A form to record daily checkout of materials is provided in the DCCM. Inputting performance data into TestNav can be done from February 9, 2015 until

February 27, 2015.

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Student Absences and Incomplete Assessments

Every attempt must be made to complete the assessment during the window.

If the assessment cannot be completed within the window, enter the score for the portion of the testing the student was able to complete into the online transcription form in TestNav.

If a student cannot complete testing within the window due to his or her disability, contact TEA for guidance.

If the district has an extended student holiday during the window, the district may request an alternate testing date from the security team at TEA.

If the student is absent for the entire assessment window, his or her assessment should be marked with a score code of “A” for absent.

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Who Can Administer the Test The test administrator should be the student’s teacher for the subject tested. The test administrator must have a high level of familiarity with the student, so that testing

accommodations can be prepared appropriately and the student’s typical response modes can be understood.

Certified and non‐certified paraprofessionals who are currently employed in the district and routinely work with the student can serve as test administrators or test administrator assistants.

The test administrator assistant can provide assistance:

preparing allowable accommodations

manipulating materials during the testing session

translating or signing information to the student

managing behavior All test administrators and test administrator assistants must be trained in test security and

administration procedures prior to the assessment. All test administrators and test administrator assistants must have signed the test

administrator's oath of test security and confidentiality. Paraprofessionals must be supervised by a certified professional on the same campus

throughout the test administration

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TrainingAll STAAR Alternate 2 test administrators are required to attend district training sessions regarding: Understanding test administrator roles and responsibilities Maintaining security of test materials until returned to the coordinator each day after

previewing or testing Implementing the test administration processes and procedures stated in the manuals Applying allowable accommodations appropriately Reporting any suspected violation of test security to the campus coordinator Accessing to and entering data into the online transcription form in TestNav Preparing testing materials for return to the testing coordinator at the end of the

window including all photocopies of the images and text in the student booklet and the scoring document used to record student performance

Bring only the front matter of the test administrator manual to the training. The remainder of the test administrator manual provides specific test question instructions and student booklet images which can only be viewed by the test administrator and must remain secure at all times.

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Oath of Test Security & Confidentiality

After training has been completed, each test administrator must sign the Oath of Test Security and Confidentiality.

The box titled “For Test Administrators Authorized to View Secure State Assessments” must also be signed, because all test administrators will be viewing the actual test questions in order to prepare allowable accommodations.

A signed oath is required for all test administrators and test administrator assistants.

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Testing Coordinator InformationStudents will need to be registered in TAMS for the 2015 administration of STAAR Alternate 2 through a registration file and set up into test sessions. District Testing Coordinators need to

investigate whether or not there is a database in the district that would enable the district to submit a file with STAAR Alt2 students

Test coordinators will set up test sessions in TAMS and train STAAR Alt 2 Test Administrators how to enter student answers in the system

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Testing Coordinator Information

Districts will need to order STAAR Alt2 test booklets for the first time this year!

Each test administrator will receive a test administrator manual, a student test booklet, and a scoring document for each assessment that will be given for each student.

Each campus will administer the same form; therefore, materials cannot be shared between campuses or districts.

STAAR Alternate 2 materials should not be shipped with test materials for other state assessments.

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Testing Coordinator Information

All photocopies of the images and text in the student booklet must be returned in the nonscorable shipment.

Any accompanying pictures, objects, textured materials, or instructional tools do not need to be returned and should be shredded by the CTC.

Scoring documents need to be returned in the nonscorable shipment.

Make sure that all assessments scored as Medical Exception “M” and No Authentic Academic Response “N” are based on ARD decisions

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Previewing STAAR Alt 2 Tests CTCs will be trained how to handle the checkout of STAAR Alt 2 tests

during the preview period Campuses are encouraged to purchase big baggies for Test

Administrators to put in materials created and collected for individual test administrations

CTCs must use the Material Control Form for STAAR Alt 2 during the preview period

Teachers will only be able to check out materials during the school day

All tests and materials must be returned to the CTC and checked in by the end of the school day each day in the window. Teachers will not be allowed to keep secure test materials over night.

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Planning STAAR Alt2 Administrations

TEA is providing a 10 day window for the STAAR Alt 2 assessment of students

Within that 10 day window is President’s Day which is a student holiday for many districts

When planning for the test administrations districts and campuses need to calculate the number of students that will be assessed, the number of Test Administrators and the number of tests per teacher that must be assessed within the 10 (really 9 day) period

Also, there is the fact that probably many students will not be able to have all 24 test items assessed at one time, so teachers will need to plan multiple opportunities to assess this population of students

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Planning STAAR Alt2 Administrations

Districts and campuses are going to need to discuss the need for substitutes to cover for STAAR Alt 2 teachers when they need time to preview the tests in order to get ready to present the tests to the students, assess the students and then input the information into TAMS

It is possible to teacher assistants who are trained and work with the students and the STAAR Alt 2 Test Administrator to input the test answers from the answer sheet into TAMS

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Resources

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Secure Manuals There will be no more training modules for test

administrators to view or qualifications that need to be passed prior to administering the assessment.

All test administration information will be provided in the manuals.

The STAAR Alt 2 Manuals will include secure test information and must be locked up in secure storage when not in use by Test Administrator

STAAR Alt 2 Manuals must be returned to the CTC after the test administration has ended

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Upcoming Postings on the STAAR Alternate 2 Resources Page

Front section of the STAAR Alternate 2 Test Administrator Manual Educator Guide Updated TEKS Vertical Alignment documents TEKS Curriculum Framework documents including instructional terms list for all

grades and subjects Updated Essence Statement documents Sample test questions Allowable Accommodations Chart Participation Requirements Form Medically Fragile Exception Form No Authentic Academic Response Form Copy of this TETN presentation

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Upcoming Postings on the STAAR Alternate 2 Resources Page

The Texas Education Agency website is undergoing major changes. There will be a short time when resources will not be able to be posted as the website changes from one format to the other.

The current link to the STAAR Alternate 2 website will still be in place for awhile, but may be changed at a later date.

All of the STAAR Alternate 2 resources will be updated with the new name and reposted.

Reading and Writing Vertical Alignments and Curriculum Frameworks have had some minor changes to the organization of the prerequisite skills. Science and Social Studies have had no changes. All of the frameworks will be reposted with the new name and the instructional terms list.

New math documents will be posted to reflect the new curriculum.

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Standard Setting After the 2015 February administration of STAAR Alternate 2,

student scores will be used to set standards for the new assessment.

A team of administrators, educators, parents, and other stakeholders will be assembled in April to review the scoring results and set a passing standard.

Districts will receive Confidential Student Reports for STAAR Alternate 2 at the same time as results are received for STAAR test takers.

STAAR Alternate 2 score reports will include the individual performance level ratings of students, scaled scores, and number of questions answered correctly within each reporting category for each of the assessed grades and content areas.

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For more information aboutSTAAR Alternate 2

Contact District Test Coordinator or Special Ed. Department

Reference the website for STAAR Alternate 2 at http://www.tea.state.tx.us/student.assessment/special-ed/staaralt

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Documents

State Assessment Overview: Spring 2015 Accommodations, STAAR-A and STAAR-Alt, ELL Assessment Updates November 6, 2014 1