2012 - 2013 Accommodation Resources for Students with

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  • 1.2012-2013 Accommodations Update Presented by TEA’s Student Assessment Division TETN #14294 September 18, 2012
  • 2.TEA Disclaimer These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency. If any slide is amended or revised for use in local or regional trainings, please remove this slide as well as the TEA footer at the bottom of each slide. 2 TEA TETN #14294
  • 3.Trickle-Down Effect It is the intent of TEA’s Student Assessment Division that all resources created to clarify testing and accommodation policies be accessible to educators at the ESC, district, and campus levels, including classroom teachers. After this presentation and the associated resources are posted, please inform district and campus administrators and educators. This may help answer some of the questions educators have about statewide testing. 3 TEA TETN #14294
  • 4.About these Training Slides These slides are intended to provide a general overview of the changes to accommodation policies compared to last year. These slides will not describe each accommodation policy in detail. Relevant campus and district staff will need to read all of the policies and related resources once they are posted on the Accommodations for Students with Disabilities webpage. These documents contain all the details. 4 TEA TETN #14294
  • 5.Table of Contents 5 TEA TETN #14294
  • 6.Table of Contents 6 TEA TETN #14294
  • 7.Table of Contents 7 TEA TETN #14294
  • 8.Feedback from the Field 8 TEA TETN #14294
  • 9.Feedback from the Field Regarding 2011-2012 Accommodation Policies In May TEA requested feedback from the field about accommodation policies. TEA received feedback via email from over 70 educators at the district and ESC levels. Thank you for taking the time to let us know how our resources can better meet your needs. We have implemented many of the great suggestions. 9 TEA TETN #14294
  • 10.Feedback: Positive “Thank you for the good work you have done in trying to help us make this trying transition.” “I know you are working hard and I appreciate all you do. This was a tough year for all of us. Change can be good, but it is also difficult.” “Kudos for the detail and response to feedback from the field. I can tell you all are listening and giving a sincere, effective shot at doing this right.” 10 TEA TETN #14294
  • 11.Feedback: Honest “It would be better if the policies were not changed throughout the year.” “Almost anything you do in the future will be better than this past year.” “Any confusion might be due to newness and change rather than format of delivery.” 11 TEA TETN #14294
  • 12.Accommodations for Students with Disabilities Webpage 12 TEA TETN #14294
  • 13.Feedback: Manual vs. Webpage “The PowerPoints and other resources were not helpful, in fact confusing. Please put it in a manual…I made notebooks for my staff so they had the information organized in one place.” “I can’t print in color.” “Reading all of that information on a computer screen is difficult. I realize we can print our own…but this is costly due to budget cuts.” 13 TEA TETN #14294
  • 14.Feedback: Manual vs. Webpage “I’d like to see a page with all PDFs in one place for easy printing and searching.” “Can you make the Accommodation Triangle easier to find?” “Often people just looked at the triangle and never read the other resources.” 14 TEA TETN #14294
  • 15.Navigating the Website Go to the Student Assessment homepage at http://www.tea.state.tx.us/student.assessment/ Click Accommodations Resources in the index on the left. 15 TEA TETN #14294
  • 16.Navigating the Website 16 TEA TETN #14294
  • 17.Navigating the Website http://www.tea.state.tx.us/student.assessment/ accommodations/ 17 TEA TETN #14294
  • 18.Navigating the Website 18 TEA TETN #14294 Click here Or here
  • 19.Navigating the Websitehttp://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ 19 TEA TETN #14294 You are in the right place. Just scroll down.
  • 20.Navigating the Website 20 TEA TETN #14294
  • 21.Critical Information about Accommodations for Students with Disabilities Taking STAAR, STAAR Spanish, STAAR L, STAAR Modified, and TELPAS 21 TEA TETN #14294
  • 22.Critical Information about Accommodations for Students with Disabilities The following information applies to students with disabilities in the STAAR program and TELPAS For the purposes of using testing accommodations during the statewide assessments, a student with a disability can be Special education with an identified disability Section 504 with an identified disability Neither special education nor Section 504 but with a disabling condition (with or without a diagnosis) 22 TEA TETN #14294
  • 23.Critical Information about Accommodations for Students with Disabilities Accommodations Are changes to instructional materials, procedures, or techniques Allow a student with a disability to participate meaningfully in grade-level or course instruction Should be individualized Can change over the course of the school year based on student needs May be appropriate for classroom use but not allowed on the statewide assessment Should be evaluated regularly to determine effectiveness 23 TEA TETN #14294
  • 24.Critical Information about Accommodations for Students with Disabilities Accommodations Are not necessary for every student Are not changes to the performance criteria or content Should not replace the teaching of the TEKS Are not intended to provide a student with an advantage Should not be continued without evidence of effectiveness 24 TEA TETN #14294
  • 25.“This statement makes me cringe… …some accommodations may be appropriate for classroom use but may not be appropriate or allowed for use on a statewide assessment.” 25 TEA TETN #14294
  • 26.Accommodations during Instruction versus Statewide Assessment Facts: The use of accommodations occurs primarily during classroom instruction. Classroom instruction allows for any techniques and tools to meet the educational needs of each student. The statewide assessment is a standardized tool for measuring every student’s learning in a reliable, valid, and secure manner. Accommodations that invalidate what is being assessed or compromise the security of the test cannot be allowed. 26 TEA TETN #14294
  • 27.Accommodations during Instruction versus Statewide Assessment Facts: Routine use, student independence, and effectiveness are important considerations when determining accommodations. It is acceptable to withhold an accommodation during instruction when determining whether it is effective and/or still necessary for the student. Some students outgrow certain accommodations while other students continue to need them throughout the school year or over several years. 27 TEA TETN #14294
  • 28.Accommodations during Instruction versus Statewide Assessment Myths: A teacher should only use accommodations during classroom instruction that are allowed on the statewide assessment. Routine accommodation use means every day of the school year. If a student has EVER used an accommodation in the classroom, he or she should use it during the statewide assessment. 28 TEA TETN #14294
  • 29.Accommodations during Instruction versus Statewide Assessment Myths: A teacher should only use accommodations during classroom instruction and testing if it is also allowed on the statewide assessment Routine accommodation use means every day of the school year If a student has EVER used an accommodation in the classroom, use it during the statewide assessment 29 TEA TETN #14294
  • 30.Accommodations during Instruction versus Statewide Assessment Summary: Policies for accommodation use on statewide assessments should not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning. Instruction is when learning occurs. Instruction comes first, lasts longer, and can be customized to meet the needs of each student. Unlike instruction, statewide assessments must be standardized so that student results can be compared and interpreted. 30 TEA TETN #14294
  • 31.Therefore… Some accommodations may be appropriate and suitable for classroom use but may not be allowed for use on a statewide assessment. 31 TEA TETN #14294
  • 32.Accommodations in Unexpected or Emergency Situations First, look at the Optional Test Administration Procedures and Materials. Second, look at the Accommodation Triangle. Consider and encourage student independence when appropriate. Contact TEA if the student requires a Type 3 accommodation; additional instructions are provided by TEA for some accommodations. Record the accommodation on the answer document and consider it when interpreting test results. 32 TEA TETN #14294
  • 33.The Accommodation Triangle Type 1 – for students with a specific need who routinely, independently, and effectively use the accommodation during classroom instruction and testing Type 2 – includes requirements of Type 1 plus additional specific eligibility criteria Type 3– for students who meet all the eligibility criteria listed; submit an Accommodation Request Form (ARF) to TEA; document as “pending TEA approval;” if denied by TEA, campus must be prepared to meet student’s needs with allowable accommodations 33 TEA TETN #14294 “I liked the triangle idea of accommodations. The lay out was a good design.”
  • 34.34 TEA TETN #14294
  • 35.35 TEA TETN #14294 For STAAR program and TELPAS But…Not all accommodations are applicable to all assessments.
  • 36.Eligibility Criteria 36 TEA TETN #14294
  • 37.This type of document opens when the link to an accommodation in the triangle is clicked. 37
  • 38.Eligibility Criteria 38 TEA TETN #14294 This section lists the criteria that a student must meet to use the accommodation. Checkboxes are provided for possible record-keeping.
  • 39.Feedback: Eligibility Criteria “The eligibility criteria for each accommodation was very helpful. There are a few cases where the information is still too vague and left up to interpretation…” “The multiple eligibility criteria are confusing. Is just one box necessary or must all boxes be checked?” 39 TEA TETN #14294
  • 40.Eligibility Criteria Supplemental Aid example– the committee must check each of the boxes in the circle below. All boxes must be checked, not just one. 40 TEA TETN #14294
  • 41.Eligibility Criteria 41 TEA TETN #14294 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.
  • 42.New Accommodation Policy 42 TEA TETN #14294
  • 43.Mathematics Scribe Type 3 Requires ARF if the student meets all of the eligibility criteria listed Last year it was considered under the “Other” category Allows a test administrator to record a student’s dictated scratch work and computations when a disabling condition prevents the student from accomplishing this task independently. Applies to all math and science tests 43 TEA TETN #14294
  • 44.Mathematics Scribe Summary of Eligibility Routinely and effectively uses this accommodation Unable to independently and effectively use scratch paper or a calculator Temporary or permanent physically disabling condition or impairment in vision The eligibility criteria describes a student with a significant physical disability. Therefore, approvals for this accommodation are rare. In 2012, only 33 ARFs were approved for Math Scribe. Approved ARFs receive specific guidelines outlining the interaction between the student and test administrator that is and is not allowed 44 TEA TETN #14294
  • 45.Accommodation Policies with Changes 45 TEA TETN #14294
  • 46.Accommodation Policies with Changes Oral Administration Spelling Assistance Mathematics Manipulatives Dictionary Complex Transcribing 46 TEA TETN #14294
  • 47.Oral Administration Additions: Required reference materials may be read aloud to an eligible student Required dictionaries for reading and writing tests Required math and science reference materials Student Scenarios to clarify FAQs Clarification: Allowable accommodations may be read aloud to an eligible student (e.g., dictionary or supplemental aid) 47 TEA TETN #14294
  • 48.Oral Administration Still prohibited: Reading selections may never be read aloud to a student. Revising and editing passages, test questions, and answer choices may never be read aloud to a student. 48 TEA TETN #14294
  • 49.Oral Administration “Why can’t the test administrator read aloud the questions prior to the student reading the passage? This is a valid reading strategy for struggling readers.” The student who does not receive an oral administration can approach the test questions any way he/she chooses. However, the student receiving an oral administration of the entire test does not have this latitude since the test administrator must read the questions and answers in the order presented. The oral administration must have a standardized format across the state. When a test administrator is interacting with a student to this degree during statewide testing, very specific guidelines must be laid out. 49 TEA's Student Assessment Division
  • 50.Oral Administration “What does ‘have evidence of a reading difficulty’ mean? One grade-level behind? Two or more? Qualifies for special education in reading?” “Evidence of reading difficulties” is not intended to mean that the student is identified as learning disabled in reading. Nor does it mean that a student is a certain number of years below grade level. Some students may have a disability, either cognitive or emotional for instance, that directly impacts their ability to decode text. The documentation must contain evidence that the student has reading difficulties and is receiving accommodations to support this need. Example Evidence: diagnostic test results, observational reports, class grades with and without reading support, goals/objectives 50 TEA's Student Assessment Division
  • 51.Oral Administration 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 51 TEA's Student Assessment Division
  • 52.Spelling Assistance 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. 52 TEA TETN #14294
  • 53.Dictionary 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) 53 TEA TETN #14294
  • 54.Mathematics Manipulatives Addition under Examples/Types: Translucent (tracing) paper 54 TEA TETN #14294
  • 55.Complex Transcribing Changes to Eligibility Criteria: Meets at least one of the following Temporary 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… 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. 55 TEA TETN #14294
  • 56.Complex Transcribing: Denied 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. 56 TEA TETN #14294 Translation: When I went on the cruise they had lobster bisque with shrimp and butter, escargot, lobster. Big twisted slide…
  • 57.Complex Transcribing: Approved 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. 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. 57 TEA TETN #14294
  • 58.Complex Transcribing 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. 58 TEA TETN #14294
  • 59.Accommodation Policies with No Changes (Clarifications Only) 59 TEA TETN #14294
  • 60.Accommodation Policies with No Changes (Clarifications Only) Individual or Small-Group Administration Reminders to Stay on Task Amplification Devices Projection Devices Manipulating Test Materials Calculation Devices Basic Transcribing Supplemental Aids Large Print Braille Photocopying Test Materials Other Not all of the accommodations listed here have a slide summarizing the clarifications. 60 TEA TETN #14294
  • 61.Accommodation Policies with No Changes (Clarifications Only) Individual or Small-Group Administration Reminders to Stay on Task Amplification Devices Projection Devices Manipulating Test Materials Calculation Devices Basic Transcribing Supplemental Aids Large Print Braille Photocopying Test Materials Other Not every clarification is summarized here. 61 TEA TETN #14294
  • 62.Clarifications to Many Policies 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. 62 TEA TETN #14294
  • 63.Manipulating Test Materials 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… 63 TEA TETN #14294
  • 64.Calculation Devices No changes to the eligibility criteria Added a Student Scenario 64 TEA TETN #14294
  • 65.Basic Transcribing No changes to eligibility criteria Clarifications 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 the answer document after the testing period has ended. In this situation, the test administrator must ensure that he or 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 has ended. 65 TEA TETN #14294
  • 66.Feedback: Supplemental Aids “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?” 66 TEA TETN #14294
  • 67.Supplemental Aids 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. 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. 67 TEA TETN #14294
  • 68.Supplemental Aids 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. 68 TEA TETN #14294
  • 69.Photocopying Test Materials 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 testing Blank answer documents (not for training students how to use the answer document before testing) The state-supplied mathematics graph paper The state supplied reference materials for grade 8 science, chemistry, physics, Algebra I, geometry, and Algebra II 69 TEA TETN #14294
  • 70.Photocopying Test Materials 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. 70 TEA TETN #14294
  • 71.Other This category is for accommodations for students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle Type 3 = ARF Added under Examples/Types: Examples that MAY fit the category of Other Assistive technology that is not addressed under Examples/Types of accommodation policies 71 TEA TETN #14294
  • 72.Accommodation Policies Under Construction TEA TETN #14294 72
  • 73.Extra Time (Same Day) Proposing a few additions Eligibility Criteria Student 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 73 TEA TETN #14294
  • 74.Extra Day Proposing a few additions Eligibility Criteria Will be trained at the October 16 TETN 74 TEA TETN #14294
  • 75.Additional Accommodation Resources 75 TEA TETN #14294
  • 76.Feedback: Checklists and Charts “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.” 76 TEA TETN #14294
  • 77.Feedback: Checklists and Charts 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. 77 TEA TETN #14294
  • 78.Optional Test Administration Procedures and Materials Not testing accommodations Located in 2013 DCCM Test Administration Manuals webpage Related resource under Accommodations for Students with Disabilities webpage May be provided to any student based on his or her needs but not intended for every student in a classroom or disability category 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 78 TEA TETN #14294
  • 79.Optional Test Administration Procedures and Materials 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 board Added example under “Blank Place Markers” bubbling tool / bubbling template Added Crayons to “Highlighters and Colored Pencils” 79 TEA TETN #14294
  • 80.Optional Test Administration Procedures and Materials Changed requirements for “Reading Aloud or Signing the Writing Prompt” For any student who requests this assistance New: 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. 80 TEA TETN #14294
  • 81.Guidelines for Recording Accommodations on the Answer Document 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 81 TEA TETN #14294
  • 82.Deadlines for Accommodation Request Forms 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. 82 TEA TETN #14294
  • 83.Deadlines for Accommodation Request Forms Test Administration Submission Deadline October 22-25, 2012 TAKS & TAKS (Accommodated) XL Retests December 3-7, 2012 STAAR English I, II, & III Reading and Writing December 3-14, 2012 STAAR End-of-Course Assessment Window October 15, 5:00 PM CST November 26, 5:00 PM CST November 26, 5:00 PM CST 83 TEA TETN #14294
  • 84.Accommodations for Students in the TAKS Program Students in grade 11 or taking exit-level TAKS Use the 2010-2011 Accommodations Manual TAKS Accommodations Resources at http://www.tea.state.tx.us/student.assessment/taks/accommodations/ 84 TEA TETN #14294
  • 85.Closing 85 TEA TETN #14294
  • 86.Contact Information Check the webpages for latest postings before calling or e-mailing. E-mail: Test.Accommodations@tea.state.tx.us Assessment.StudentsWithDisabilities@tea.state.tx.us Phone number: 512.463.9536 86 TEA TETN #14294
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