Goose Creek CISD Special Education 2012 - 2013

transcript

Goose Creek CISD

Special Education2012 - 2013

Districtwide Staff Development ConferenceFebruary 15, 2013

STAAR ACCOMMODATIONSAn Overview and Update of TEA’s

Policies

PRESENTERSGoose Creek Memorial Feeder:

Pauline Timmons- Brown, Coordinator

Sterling Feeder: Carmen Figueroa, Coordinator Mandie Yasso, Diagnostician

Lee Feeder:Kelley Watt, Coordinator

Belinda Williams, Diagnostician

Today’s Five Norms• Make yourself comfortable – take a break if

you need it.

• Set aside and silence all electronics.

• Take full advantage of being together today by being an active participant.

• Creating a safe environment is key to sharing concerns and challenges.

• Enjoy the Session!

Please Note:

This training does NOT take the place of

reading the appropriate manuals.

Testing Humor

More Testing Humor

OK, Last One…

LEARNING OBJECTIVES

1. Specific Accommodations Policies

2. Accommodations for Students with Disabilities

3. The Accommodations Triangle4. Policy Changes

Resourcehttp://www.tea.state.tx.us/student.assessment/

staar/

SPECIFIC ACCOMMODATION

POLICIES

Who Might Need an Accommodation?

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.

Who Determines Need? For students receiving special education

services, the IEP committee; For students receiving Section 504 services,

Section 504 placement committee; Where a student does not receive services but

meets eligibility criteria because of a disabling condition, the decision is made by an appropriate team at the campus level.

Applies to students taking STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS.

Optional Test Administration Procedures and Materials

Some procedures and materials that have been “testing accommodations” in previous years will now be considered “Optional Test Administration Procedures and Materials”

Available to any student who needs them Not intended for every student in a class or

disability category Related to best practices for instruction Used during the statewide assessment but is

not recorded on student’s answer document

Examples of Optional Test Administration Procedures and

Materials Reading the test aloud to self Colored overlays Blank place markers Preferential seating Scratch paper Magnifying devices Special lighting Highlighters / colored pencils Signed directions Minimize distractions Reading assistance for Grade 3 Math

ACCOMMODATIONS FOR STUDENTS WITH

DISABILITIES

Utilizing Accommodations

The use of accommodations

should be occurring in the classroom on a

daily basis.

What Accommodations Are 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.

What Accommodations Are Not 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 with the same disability.

Accommodations Are . . . Changes to instructional materials, procedures, or

techniques that allow a student with a disability to participate meaningfully in grade-level or course instruction;

Should be effective in allowing a student access to the TEKS;

Must be individualized for each student; Intended to reduce the effect of a student’s disability; Should be routinely used during classroom instruction and

testing; May be appropriate for classroom use but may not be

appropriate or allowed for use on a statewide assessment; Should be documented in the appropriate student

paperwork; Should be evaluated regularly to determine effectiveness.

Accommodations Are Not . . .

Necessary for every student; Changes to the performance criteria of an

assignment or assessment; 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;

Intended to provide a student with a disability an advantage;

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

Using Accommodations on Statewide Assessments

Accommodations provided to students during classroom instruction and testing may differ from those allowed for use on statewide assessments;

Should not discourage the use of appropriate accommodations during instruction;

Opportunity to learn verses measuring mastery of state-mandated curriculum.

THE ACCOMMODATION

TRIANGLE

Testing Accommodations After determining the instructional

accommodations that are effective for a student, determine whether the accommodation(s) are allowed on a statewide assessment.

The Accommodation Triangle organizes accommodations for students with disabilities by type in accordance with the specificity of the eligibility criteria and the need for TEA approval.

The accommodation type is recorded on the student’s answer document.

The Accommodation Triangle

Type 1

Type 2

Type 3

Defining “Routinely, Independently and

Effectively” Routinely-Used often enough that student is familiar and comfortable using accommodation on a statewide assessment -Not necessarily used every day

Independently-Only applicable to some accommodations (e.g., applies to use of a calculator but not to an oral administration)

Effectively-Accommodation meets student needs as evidenced by scores and observations with or without accommodation use

Type 1 Accommodations Available to students who have a specific

need; For students who routinely, independently,

and effectively use the accommodation during classroom instruction and testing;

It is not necessary to submit an Accommodation Request Form to TEA;

Examples include: Individual or small-group administration Reminders to stay on task Amplification devices Projection devices

Type 2 Accommodations Includes the requirements of Type 1,

along with specific eligibility criteria; It is not necessary to submit an

Accommodation Request Form to TEA; Examples include:

Spelling assistance Math manipulatives Calculation devices Supplemental aids Extra time Large print Dictionary

Type 3 Accommodations Requires the submission of an

Accommodation Request Form to TEA; Determined by the appropriate team at the

campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team);

Student must meet ALL eligibility criteria listed;

Examples include: Transcribing Photocopy Extra Day

The Accommodation Triangle

Description of Accommodation

Assessments

Supplemental Aids

Supplemental aids are paper-based resources that assist a student in recalling information.

For a student who meets the eligibility criteria, this accommodation may be used on •STAAR•STAAR Spanish•STAAR Modified•STAAR L

Student Eligibility Criteria

A student may use this accommodation if he or shereceives special education services,

routinely, independently, and effectively uses this accommodation during classroom instruction and testing, and

has a disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction.

Eligibility Criteria Clarification If the eligibility criteria looks similar to

this…

…then the student must meet ALL of the criteria listed

“and” means that ALL lines with a check box must be true

Texas Education Agency Fall 2012

Eligibility Criteria Clarification If the eligibility criteria looks like this

Then the student must meet ALL of the first few bullets AND

ONE of last few bullets.

Texas Education Agency Fall 2012

TEA 12/2011

Examples of Supplemental Aids

Only the following supplemental aids listed are allowed for eligible students: Mnemonic Devices (all subjects) Blank Graphic Organizers (all subjects) Math Charts (mathematics) Graphics & Pictorial Models (mathematics) Grammar & Mechanics Rules (written

composition) Graphics (science / social studies)

No accommodation request form is required;

There is no special request process for additional supplemental aids.

Mnemonic Devices Mnemonic devices may be used for

ALL subjects. A mnemonic device is a learning

technique that assists with memory. Only mnemonic devices that are acronyms or phrases based on an acronym should be used. The subject-specific words that the mnemonic represents are NEVER allowed.

All Subjects: Mnemonic Devices

40TEA 12/2011

PEMDAS or

PleaseExcuse

MyDear AuntSally

DMSB orDadMotherSisterBrother

KPCOFGS orKingPhilipCameOver ForGoodSpaghetti

Parentheses Exponents Multiplication DivisionAddition Subtraction

DivideMultiplySubtract Bring down

KingdomPhylumClassOrder FamilyGenusSpecies

All Subjects: Mnemonic Devices

41TEA 12/2011

Blank Graphic Organizers Blank graphic organizers may be used

for ALL subjects. Blank graphic organizers should

NEVER contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.

All Subjects: Blank Graphic Organizers

Group 1

Group 2

43TEA 12/2011

Tertiary Consumer

Secondary Consumer

mary Consumer

mary Producer

44TEA 12/2011

TEA 12/2011

Mathematics Addition charts may be used. The addition chart must be a grid

used to find the sum, not a list of addition facts. Each axis may be numbered up to 9, but no higher than 9. Indicating special numbers (e.g., highlighting or circling even numbers within the body of the chart) is NEVER allowed.

Mathematics: Addition Charts

1 + 1 = 22 + 2 = 43 + 3 = 64 + 4 = 85 + 5 = 106 + 6 = 127 + 7 = 148 + 8 = 169 + 9 = 1810 + 10 = 20TEA 12/2011

Mathematics Multiplication charts may be used. The multiplication chart must be a

grid used to find the product, not a list of multiplication facts. Each axis may be numbered up to 12, but no higher than 12. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NEVER allowed.

Mathematics: Multiplication Charts

1 x 0 = 0 2 x 0 = 01 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 41 x 3 = 3

TEA 12/2011

Mathematics A 100 chart may be used. Indicating special numbers (e.g.,

highlighting or circling prime numbers within the body of the chart) is NEVER allowed.

Mathematics: 100 Chart

51TEA 12/2011

Mathematics A place value chart may be used. Words for place value labels and a

decimal point are allowed only if they are grade-appropriate. Including numbers as specific examples is NEVER allowed.

Mathematics: Place Value Chart

7 1 . 2

TEA 12/2011

Mathematics Pictorial models of fraction bars or

fraction circles may be used. The models may be labeled to

show each individual fraction, but they should NEVER show equivalencies or a cumulative sequence.

Mathematics: Pictorial Models of Fractions

55TEA 12/2011

Mathematics Pictorial models of one-, two-, and

three-dimensional figures may be used. The figures may NEVER contain titles,

words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

A pictorial model of a geometric figure may be provided in either three-dimensional form or two-dimensional form (net), but NOT in both forms.

Mathematics: Pictorial Models of Geometric Figures

TRIANGLE

vertex

TEA 12/2011

Mathematics: Pictorial Models of Geometric Figures

NOT 3-D and 2-D on the same aid

TEA 12/2011

Written Composition A list of grade-appropriate

grammar and mechanics rules may be used.

This list may NEVER contain any specific examples.

Written Composition: Grammar & Mechanics Rules

60TEA 12/2011

Written Composition: Grammar & Mechanics Rules

61TEA 12/2011

Science Graphics of scientific concepts may

be used. The graphics should NEVER

contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

Science: Graphics of Scientific Concepts

TEA 12/201163

Science: Graphics of Scientific Concepts

64TEA 12/2011

Science Formula triangles representing

relationships between variables may be used.

Only formulas that appear on the appropriate state-supplied reference materials may be represented. The triangles may only include variables. Symbols for mathematical operations (e.g., x, ÷) are NEVER allowed.

Science: Formula Triangles

distance force X÷

density volume

Work = (force)(distance)

Density = mass/volume

TEA 12/2011

Social Studies Blank maps may be used. Blank maps should NEVER contain titles,

words, labels, colors used a labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. A student could use both physical and political world or U.S. maps.

In addition, unlabeled maps that represent historic events may be used (e.g., an unlabeled map that represents the stages of U.S. territorial expansion).

Social Studies: Blank Maps

68TEA 12/2011

Social Studies: Blank Maps

69TEA 12/2011

Social Studies Timelines may be used if they

contain only dates. Labeling the events connected

with those dates in any way is NEVER allowed.

Social Studies: Timelines

71TEA 12/2011

Special Considerations• If the use of an accommodation is distracting to

other students or compromises the security of the test, an individual administration is required.

• Colors may be used in a supplemental aid to enhance readability or improve tracking, but may never be used as a label.

• Pictures may be used in pictorial models of geometric figures and graphics of scientific concepts, but not in other supplemental aids.

• Using a supplemental aid as an accommodation during classroom instruction and testing should not replace the teaching of subject-specific skills as outlined in the TEKS.

TEA 12/2011

Special Considerations The student must be able to understand the

information that the supplemental aid provides and simply need assistance recalling the concepts.

The test administrator may not remind the student to use the supplemental aid or explain to the student the information included on the supplemental aid.

The supplemental aid must be factual and error-free. The supplemental aid must be concise and well

organized so that a student can easily access the information.

If a student writes on the supplemental aid while taking the statewide assessment, the supplemental aid must be destroyed after testing.

New Accommodation

Policy

TEA TETN #14294

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 testsTEA TETN #14294

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

SUMMARY

What resources are available to help with Accommodations for

Students with Disabilities?

Available Resources

http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/#triangle

Have a FantasticWeekend!

Thank You For Your

Participation Today!

The mission of the GCCISD Special Education Department is to support the campuses in order to

nurture inclusionary environments, enhance

student achievement, and maintain compliant special

education programs.

Goose Creek CISD Special Education 2012 - 2013

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