1 Provided by ESC Region XI (Source: TEA Student Assessment Division)

1

2012-2013 Accommodations Update

ESC Region XIOctober 8, 2012

Provided by ESC Region XI (Source: TEA Student Assessment Division)

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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.

Dissemination of Information

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These slides provide a general overview of accommodations and the changes to accommodation policies compared to last year.

These slides do not describe accommodation policies 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 necessary details.

About these Training Slides

Table of Contents

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Slides 14-22 Accommodations for Students with Disabilities Webpage

Slides 23-29 Critical Information about Accommodations for Students with Disabilities

Slides 30-38 Accommodations during Instruction vs. Statewide Assessment

Slide 39 Accommodations in Unexpected or Emergency Situations

Slide 40-43 The Accommodation Triangle

Slides 44-49 Eligibility Criteria

Slides 51-53 New Accommodation Policy: Mathematics Scribe

Slides 54-73 Accommodation Policies with Changes

Slides 74-86 Accommodation Policies with No Changes (Clarifications Only)

Slides 87-102 English Language Learners

Provided by ESC Region XI

Table of Contents

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Slides103-108 Optional Test Administration Procedures/Materials

Slides 110-111 Checklists and Charts

Slide 112 Guidelines for Recording Accommodations on the Answer Document

Slides 113-114 Accommodations for Students in the TAKS Program

Slides 115-116 Deadlines for Accommodation Request Forms

Slides 117-118 Advanced Planning for Use of Accommodations on Testing Day

Slide 119 Communicating Decisions to Testing Coordinators


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To reflect on the first year of accommodations for STAAR

To provide information about the use of accommodations on STAAR, STAAR Modified, STAAR L, and Spanish STAAR.

To provide information applicable to 11th grade students and 12th grade retesters about the use of accommodations on TAKS, TAKS Accommodated, and TAKS M.

Session Goals

Accommodations Training

Who needs accommodations information?District-level superintendents, testing coordinators,

curriculum directors, special education coordinators, bilingual/English as a second language (ESL) coordinators, and others

Campus-level administrators, testing coordinators, test administrators, counselors, teachers, special education staff, bilingual/ESL staff, parents, and others

7



Accommodations for students with disabilities are intended to provide effective and equitable access to grade-level or course curriculum and assessments. Students receiving accommodations include:

Students with an identified disability who receive special education services

Students with an identified disability who receive Section 504 services

Students with a specific need who meet established eligibility criteria for certain accommodations

Accommodations

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9Provided by ESC Region XI (Source: TEA Student Assessment Division)

Feedback from the Field

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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 express how resources can better meet your needs.

Many of the great suggestions have been implemented.

Feedback from the Field Regarding 2011-2012 Accommodation Policies

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“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.”

Feedback: Positive

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“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.”

Feedback: Honest


Accommodations for Students with Disabilities

Webpage

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“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.”

Feedback: Manual vs. Webpage

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“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.”

Feedback: Manual vs. Webpage

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Go to the Student Assessment homepage at

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

Click Accommodations Resources in the index on the left.

Navigating the Website


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http://www.tea.state.tx.us/student.assessment/ accommodations/


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Navigating the WebsiteClick here

Or here

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

You are in the right place. Just scroll down.

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Critical Information about Accommodations for Students with Disabilities Taking STAAR, STAAR Spanish, STAAR L, STAAR Modified, and TELPAS

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For studentsReceiving special education – Admission, Review, and Dismissal (ARD)

committee

Receiving Section 504 services – Section 504 committee

Who meet the eligibility criteria because of a disabling condition – appropriate team of people at the campus level (RTI, Student Assistance Team, etc.)

Who are ELLs - Language Proficiency Assessment Committee (LPAC)

Receiving special education and who are also ELLs – ARD and LPAC receiving special education who are also ELLs – AR

Who Makes Accommodation Decisions?

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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 beSpecial education with an identified disabilitySection 504 with an identified disabilityNeither special education nor Section 504 but with a

disabling condition (with or without a diagnosis)

Critical Information about Accommodations for Students with Disabilities

25


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


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Accommodations 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


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Accommodations Are not necessary for every student

Are not changes to the performance criteria or content

Should not replace the teaching of the TEKS


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Accommodations Are not intended to provide a student with an

advantage

Should not be continued without evidence of effectiveness


29


“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.”

30


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 during Instruction versus Statewide Assessment

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Facts:Accommodations that invalidate what is being

assessed or compromise the security of the test cannot be allowed.

Routine use, student independence, and effectiveness are important considerations when determining accommodations.


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Facts: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.


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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.


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Myths:If a student has EVER used an accommodation in the

classroom, he or she should use it during the statewide assessment.

A teacher should only use accommodations during classroom instruction and testing if it is also allowed on the statewide assessment


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Myths: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


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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.


37


Some accommodations may be appropriate and suitable for classroom use but may not be allowed for use on a statewide assessment.

Therefore…

38


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.

Accommodations in Unexpected or Emergency Situations

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“I liked the triangle idea of accommodations. The lay out was a good design.”

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

The Accommodation Triangle




For STAAR program and TELPAS

But…Not all accommodations are applicable to all assessments.


42


Let’s take a look at sample Type 1, Type 2 and Type 3 accommodations.

Sample Accommodations


Eligibility Criteria


This type of document opens when the link to an

accommodation in the triangle is clicked.

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45


This section lists the criteria that a student must meet to use the accommodation.

Checkboxes are provided for possible record-keeping.


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“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?”

Feedback: Eligibility Criteria

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Supplemental Aid example– the committee must check each of the boxes in the circle below. All boxes must be checked, not just one.


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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

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Talk with a partner about how this information will be shared with others and any other reflections or questions that you have.

Reflections and Questions



New Accommodation Policy

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Type 3 so requires ARF if the student meets all of the eligibility criteria listed

Last year was considered under the “Other” categoryAllows 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

Mathematics Scribe

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Summary of EligibilityRoutinely and effectively uses this accommodationUnable to independently and effectively use scratch paper or a

calculatorTemporary or permanent physically disabling condition or

impairment in visionThe eligibility criteria describes a student with a significant

physical disability. Therefore, approvals for this 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

Mathematics Scribe


Accommodation Policies with Changes

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Oral AdministrationSpelling AssistanceMathematics ManipulativesDictionaryComplex TranscribingExtra Time (Same Day)Extra Day

Accommodation Policies with Changes

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Additions:Required reference materials may be read aloud to an

eligible studentRequired dictionaries for reading and writing testsRequired 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)

Oral Administration

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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.

Oral Administration

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“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.”

Oral Administration

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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.

Oral Administration

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“What does ‘have evidence of a reading difficulty’ mean? One grade-level behind? Two or more? Qualifies for special education in reading?”

Oral Administration

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“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

Oral Administration

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Remember: Just because a student has reading difficulties doesn’t mean an oral

administration is going to help. This accommodation should be used only for students who use it ROUTINELY and EFFECTIVELY in the class.

• “Evidence” = documentation

• “Reading Difficulties” = a problem reading

• Don’t focus on the student’s disability or label

• Focus on the accommodations the student is using in class to address his/her needs

Oral Administration

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Deletion under Examples/Types:The dictionary for grade 4 writing has been removed from

Spelling Assistance and added to the Dictionary accommodation policy.

A dictionary is still allowed as a form of spelling assistance, just under a different policy.

This was done so that all dictionary accommodations were located under one policy.

New bullet under Special Instructions/ Considerations: Internet access must be disabled when using technology-

based methods (e.g., word processor, software) as spelling assistance.

Spelling Assistance

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Additions:Description now includes the dictionary as a form of spelling

assistance for grade 4 writing tests (in addition to facilitating comprehension of unfamiliar words for reading tests)

Now applies to grade 4 writing test (as well as grades 3-5

reading tests)

Eligibility now addresses student needs for spelling assistance on writing tests (as well as memory retrieval/decoding on reading tests)

Dictionary

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Addition under Examples/Types:Translucent (tracing) paper

Mathematics Manipulatives

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Changes to Eligibility Criteria:Meets at least one of the followingTemporary or permanent impairment in vision…Temporary or permanent physically disabling

condition (e.g., muscular dystrophy, cerebral palsy, arthritis, physical abnormality of the hands) that prevents him or her from independently and effectively recording responses…

Complex Transcribing

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The following examples clarify how ARFs are approved or denied by TEA. These are ONLY EXAMPLES. They do not represent

every approval or denial. They are not intended to provide “key words” for an approval of an ARF. All ARF decisions are based on individual student needs and whether the school has exhausted all other options.


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Complex Transcribing is NOT for students who spell poorly or cannot organize and develop a written response. This is part of what is being scored on the assessment.

Complex Transcribing: Denied

Translation: When I went on the cruise they had lobster bisque with shrimp and butter, escargot, lobster. Big

twisted slide…

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Complex Transcribing IS for students who cannot produce a written response through handwriting, typing, speech-to-text, etc.

This accommodation shouldn’t be provided so that the student can pass the assessment. It should be provided because it’s the only way the student can access the written composition portion of the assessment.

Complex Transcribing: Approved

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Example: Student has severe cerebral palsy or muscular dystrophy in which he has no use/limited use of hands. Holding a writing utensil may be painful, impossible, or ineffective (e.g., would take a week to complete a response because of the rate student writes). Typing or speech-to-text may not be available, not appropriate, or not mastered yet.

Complex Transcribing: Approved

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The eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this accommodation are rare.

In 2012, 105 ARFs were approved out of 328 that were received.

That’s 105 students out of 1.5 million students who took one of the writing tests (0.000007% of the population who took writing tests.)


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A few additions Eligibility CriteriaStudent Scenarios

Clarifications to better distinguish between medical breaks to the nurse and the Extra Time accommodation policy

Will be trained at the October 16 TETN

Extra Time (Same Day)

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A few additions Eligibility Criteria

Will be trained at the October 16 TETN

Extra Day


Accommodation Policies with No Changes

(Clarifications Only)

Individual or Small-Group Administration

Reminders to Stay on TaskAmplification DevicesProjection DevicesManipulating Test MaterialsCalculation DevicesBasic Transcribing

Supplemental Aids Large PrintBraillePhotocopying Test MaterialsOtherNot all of the

accommodations listed here have a slide summarizing the clarifications.

Accommodation Policies with No Changes (Clarifications Only)


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A student who uses this accommodation/procedure/ material may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. Testing in a separate setting for this purpose is not considered the Individual or Small-Group Administration accommodation.This new statement appears with many accommodations as well

as optional test administration procedures/materials Intended to eliminate any confusion about when to mark Type 1

on the answer document to indicate an Individual or Small-Group Administration.

Clarifications to Many Policies

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Added to Examples/Types:Highlighting per student directions“…per student directions” to each example

Added to Special Instructions/Considerations:Manipulating test materials must be done by a

trained test administrator who has signed the “Oath of Test Security and Confidentiality for Test Administrator.” This includes the bottom section of the oath for test administrators who are authorized to view secure statewide assessments…

Manipulating Test Materials

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No changes to the eligibility criteria

Added a Student Scenario

Calculation Devices

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No changes to eligibility criteriaClarifications to Special Instructions/ Considerations:

The student must be given the full time allotted to complete the entire test. If necessary, the test administrator may transfer the student's final responses onto answer document after the testing period has ended. In this situation, the test administrator must ensure that he/she can read and understand the student's intended responses. Any interaction with the student regarding the intended responses is prohibited after the testing period ends.

Basic Transcribing

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“Additional supplemental aids should not be added to the list. The issue is that teachers do not use them in class or analyze their effectiveness. That is the crux of all accommodation policy, in my opinion.”

“I love the limited number of supplemental aids. The descriptions were very specific and made the approval process much easier than in the past. Don’t change a thing.”

“What exactly is an acceptable supplemental aid? Why not have standardized supplemental aids that can be printed off and used for every district?”

Feedback: Supplemental Aids

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Teachers create supplemental aids to meet the needs of students during instruction.

TEA does not create supplemental aids.

In the TAKS program, teachers submitted ARFs with attached supplemental aids to TEA for review in consideration for use on the statewide assessments. This was how the list of allowable supplemental aids started.

Supplemental Aids

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Any additions to the allowable list need to come from teachers as specific examples of what their students are using in the classroom to support the TEKS.

In the 2012 feedback, many educators suggested we add more high-school math or science supplemental aids. But these suggestions did not include any specific examples.

Supplemental Aids

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Clarifications to Special Instructions/ Considerations:Supplemental aids should be individualized for each

student…it is not appropriate to provide all students the exact same set of supplemental aids.

Supplemental Aids

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Clarifications to Special Instructions/ Considerations:The following documents may be photocopied for use during

testing without submitting an ARF:Test administration directions given verbally before/after

testingBlank answer documents (not for training students how to use

the answer document before testing)The state-supplied mathematics graph paperThe state supplied reference materials for grade 8 science,

chemistry, physics, Algebra I, geometry, and Algebra II

Photocopying Test Materials

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Clarifications to Special Instructions/ Considerations:The state-supplied mathematics reference materials

for grades 3-8 contain rulers that could be distorted when photocopied or enlarged, thus resulting in inaccurate measurements.

Call TEA’s Accommodations Task Force for guidance.

Photocopying Test Materials

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This category is for accommodations for students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle

Type 3 = ARFAdded under Examples/Types:

Examples that MAY fit the category of OtherAssistive technology that is not addressed under

Examples/Types of accommodation policies

Other

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English Language Learners


LPAC is responsible for obtaining teacher input and making assessment and linguistic accommodation decisions for ELLs

For ELLs served by special education, the ARD committee and LPAC work in conjunction to make these decisions

More information about procedures for LPACs and ARD committees to follow in making and documenting ELL assessment and accommodation decisions will be available from TEA ELL Assessments webpage

Linguistic accommodation and assessment decisions are not “automatic;” they are made on an individual student basis in

accordance with TEA administrative procedures

Decision-Making Body



Differing Degrees of Linguistic Accommodation for STAAR

STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable

Linguistic Accommodati

ons STAAR

*Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy

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Linguistic Accommodations STAAR


Linguistic Accommodations STAAR L

*Provided in online interface beginning spring 2013


•Beginning in spring 2013, STAAR L will be administered as an online testing program in grades 3–8 and EOC

•Clarification in English and reading aloud will be provided in online interface

•No test administrator-provided accommodations•Students will need headphones if testing in a group•No change to mode of testing for STAAR and STAAR

Modified

STAAR L Online Tests


• December 2012 EOC: last STAAR L test administration to use paper test booklets

▫ Clarification in English and reading aloud will be provided by test administrator

▫ English Clarification Guides (ECGs) will be available for test administrators providing clarification

▫ Use the Training on Linguistic Accommodations for the STAAR Program PowerPoint from the February 2012 TETN to train test administrators. PowerPoint is available at http://www.tea.state.tx.us/student.assessment/ell/staarl/

December STAAR L EOC Administrations


http://www.tea.state.tx.us/student.assessment/ell/staarl/

Linguistic Accommodations STAAR Modified

*Unique to STAAR Modified**Dictionary access to be provided for all students in grade 6 and up as part of STAAR

dictionary policy

93TEA Student Assessment Division

When implemented effectively in instruction, linguistic accommodations

•accelerate learning of academic content and English

• reduce length of time and degree to which substantial linguistic accommodations needed

The ELPS, as measured by TELPAS, support better learning of the TEKS, as measured by

TAKS and STAAR

Remember



STAAR linguistic accommodation policies should support but NOT narrow instructional linguistic

accommodations.

Not all accommodations appropriate for instruction are allowable on assessments.

Important…


For reading and writing onlyFor all Texas students in grade 6 and up, including ELLs

(new immigrants too) and students with disabilitiesStandard English dictionaries allowed, as well as

bilingual and ESL dictionariesPolicy specifies minimums and recommended

numbers of dictionaries per number of students

STAAR Reading and Writing Dictionary Policy Grade 6 and Up


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/II EOC special provisions• No unschooled asylee/refugee provisions

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 dictionaries not considered linguistic accommodation

ELLs with Parental DenialsTAC §101.1005 (f)


99


TELPAS reading 2-12 (online assessment)Two possibilities for paper administrations:Use of accommodation is not feasible or

appropriate for an online TELPAS reading administration or

If the administration of an online test is inappropriate due to a student’s particular disability

Only in rare instancesNo Accommodation Request Form

TELPAS Accommodations

100

Holistically rated components of TELPAS K-12

Most accommodations used during regular classroom instruction are appropriate and allowable

Exceptions: accommodations that would interfere with the ability of the assessment to provide a clear picture of the student’s English language proficiency

TELPAS Accommodations


ELL Resources—STAAR


Topic Resource Where to Find

ELL participation rules 19 TAC Chapter 101, Subchapter AA

Texas Administrative Codehttp://ritter.tea.state.tx.us/rules/tac/chapter101/ch101aa.html

LPAC assessment decision-making process

2012–2013 STAAR Decision-Making Guide for LPACs

LPAC Resources webpage(Coming soon)

Linguistic accommodations for ELLs

Linguistic Accommodations for ELLs Participating in the STAAR Program

Accommodation Resources webpage (Coming soon)

LPAC documentation Sample documentation forms for STAAR


101

http://ritter.tea.state.tx.us/rules/tac/chapter101/ch101aa.html

http://ritter.tea.state.tx.us/rules/tac/chapter101/ch101aa.html

102

Optional Test Administration Procedures and Materials



104


Not testing accommodations Will be located in 2013 DCCMTest Administration Manuals webpageRelated resource under Accommodations for

Students with Disabilities webpageMay be provided to any student based on his/her

needs but not intended for every student in a classroom or disability category


105


Student must have sufficient experience using it and it must be effective in meeting student needs

Should be made available to students who need them but cannot require their use

Local documentation only for planning during test day


106


Added “Special Lighting Conditions”natural lighting or desk lamps are just 2 examples

Added examples of “Scratch Paper or Another Workspace”blank paper, colored paper, lined paper, graph paper, butcher

paper, adhesive notes, chalkboard, white boardAdded example under “Blank Place Markers”

bubbling tool / bubbling templateAdded Crayons to “Highlighters and Colored Pencils”


107


Changed requirements for “Reading Aloud or Signing the Writing Prompt”For any student who requests this assistanceNew: If the IEP/IAP documentation includes this

assistance, the student does not have to request it; the test administrator can just read it

Applies only to the personal narrative, expository, literary, or persuasive writing prompts

The English III analytical prompt may never be read aloud to any student.



Additional Accommodation

Resources

109


“Create a checklist that could be used in ARDs and 504 meetings that lists every accommodation and test option available to that student. Accommodations could be checked off…”

“The webpage was horribly cumbersome to access and use…I highly suggest looking at other at-a-glance resources that were developed from your triangle. We opted to use those charts rather than directing folks to the TEA triangle.”

Feedback: Checklists and Charts

110


Caution about using non-TEA checklists that summarize accommodation policies…

TEA would like to collect any charts or at-a-glance checklists that districts create based on the accommodation policies.

TEA can post on our webpage for all districts to use if they contain accurate information.

TEA will give your district credit for its creativity and innovation.

Feedback: Checklists and Charts

111


Added and clarified:Mark the accommodation type for each

accommodation that is documented and made available to the student, even if the student did not use the accommodation during testing.

A similar process for recording accommodations applies to the online test

Guidelines for Recording Accommodations on the Answer Document

112

No changes for students in grade 11 or 12 taking exit-level TAKS

Use the 2010-2011 Accommodations ManualTAKS Accommodations Resources at

http://www.tea.state.tx.us/student.assessment/taks/accommodations/

Accommodations for Students in the TAKS Program





ELL Resources—TAKS


Topic Resource Where to Find

LPAC assessment decision-making process

2012–2013 TAKS Decision-Making Guide for LPACs


LPAC documentation Sample documentation forms for TAKS


113

114


Accommodation Request Forms must be received by TEA far enough in advance to allow time for processing. This is usually at least one week prior to the Monday of a testing week or window. Requests sent after this deadline will NOT be processed unless circumstances involving the student change after the deadline (e.g., newly enrolled student, medical emergency, updated ARD committee decision). In these circumstances, the district testing coordinator should contact TEA’s Student Assessment Division at 512-463-9536 for further instructions.

Deadlines for Accommodation Request Forms

115

Test Administration

October 22-25, 2012 TAKS & TAKS (Accommodated) Exit-Level

Retests

December 3-7, 2012STAAR English I, II, & III Reading and Writing

December 3-14, 2012 STAAR End-of-Course Assessment Window

Submission Deadline

October 15, 5:00 PM CST

November 26, 5:00 PM CST

November 26, 5:00 PM CST

Deadlines for Accommodation Request Forms


116


Testing coordinators, test administrators, and other personnel involved in statewide testing must consider the following questions:

1. Which students will receive accommodations on test day?

2. What special arrangements need to be considered for students who will use accommodations on test day?

Advanced Planning for Use of Accommodations on Testing Day


Questions continued:

3. What staff training is needed to properly provide certain testing accommodations?

4. What district and campus procedures are in place to ensure test security?

5. What procedure is in place and who is responsible for recording accommodation use on a student’s answer document?

Advanced Planning for Use of Accommodations on Testing Day

118

Communicating Decisions to Testing Coordinators

Decisions regarding accommodations and Optional Test Administration Procedures and Materials must be made and communicated to testing coordinators in time for testing arrangements to be made.

Systems for communication are key!



Closing

120


Additional information about accommodations will be shared at the October 16, 2012 TETN.

Dates for all TEA Student Assessment Division TETN sessions are posted at http://www.tea.state.tx.us/student.assessment/training/tetn-schedule/

Stay tuned for further updates

http://www.tea.state.tx.us/student.assessment/training/tetn-schedule/



121


These slides provide a general overview of accommodations and the changes to accommodation policies compared to last year.

These slides do not describe accommodation policies 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 necessary details.

About these Training Slides

122

http://www.symbaloo.com/mix/mywebmix986

Assessment Symbaloo Page

http://www.symbaloo.com/mix/mywebmix986Assessment Symbaloo Page







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Talk with a partner about how this information will be shared with others and any other reflections or questions that you have.

Reflections and Questions


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Education Service Center Region XILaura Carson: [email protected] (817) 740-7573Peggy DeMoss: [email protected] (817) 740-7529Sharon Rutherford: [email protected] (817) 740-7574

TEA Student Assessment DivisionPhone: (512) 463-9536FAX: (512) 463-9302E-mail: [email protected] [email protected] asks that people check the webpages for information before calling or emailing.

Contact Information

mailto:[email protected]





Date post:	25-Dec-2015
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1 Provided by ESC Region XI (Source: TEA Student Assessment Division)

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