Goose Creek CISD Special Education 2012 - 2013

1. Goose Creek CISD Special Education 2012 - 2013 Districtwide Staff Development Conference February 15, 2013

2. STAAR Accommodations An Overview and Update of TEA’s Policies

3. presenters Goose Creek Memorial Feeder: Pauline Timmons- Brown, Coordinator Sterling Feeder: Carmen Figueroa, Coordinator Mandie Yasso, Diagnostician Lee Feeder: Kelley Watt, Coordinator Belinda Williams, Diagnostician

4. 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!

5. Please Note:This training does NOT take the place of reading the appropriate manuals.

6. Testing Humor

7. More Testing Humor

8. OK, Last One…

9. Learning Objectives • Specific Accommodations Policies • Accommodations for Students with Disabilities • The Accommodations Triangle • Policy Changes

10. Resource http://www.tea.state.tx.us/student.assessment/staar/

11. Specific Accommodation Policies

12. 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.

13. 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.

14. 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

15. 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

16. Accommodations for Students with Disabilities

17. Utilizing Accommodations The use of accommodations should be occurring in the classroom on a daily basis.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. The Accommodation Triangle

24. 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.

25. The Accommodation Triangle

26. 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

27. Type 1 Accommodations 1 • 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

28. Type 2 Accommodations 2 • 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

29. Type 3 Accommodations 3 • 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

30. The Accommodation Triangle

32. 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 Description of Accommodation Assessments

33. A student may use this accommodation if he or she receives 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. Student Eligibility Criteria

34. 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

35. 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

36. TEA 12/2011

38. 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.

39. 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.

40. All Subjects: Mnemonic Devices KPCOFGS or King Philip Came Over For Good Spaghetti PEMDAS or Please Excuse My Dear Aunt Sally DMSB or Dad Mother Sister Brother TEA 12/2011

41. All Subjects: Mnemonic Devices Kingdom Phylum Class Order Family Genus Species Parentheses Exponents Multiplication Division Addition Subtraction Divide Multiply Subtract Bring down TEA 12/2011

42. 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.

43. All Subjects: Blank Graphic Organizers 1&2 Group 2 Group 1 TEA 12/2011

44. All Subjects: Blank Graphic Organizers TEA 12/2011

45. All Subjects: Blank Graphic Organizers G TEA 12/2011

46. 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.

47. Mathematics: Addition Charts 1 + 1 = 2 2 + 2 = 4 3 + 3 = 6 4 + 4 = 8 5 + 5 = 10 6 + 6 = 12 7 + 7 = 14 8 + 8 = 16 9 + 9 = 18 10 + 10 = 20 TEA 12/2011

48. 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.

49. Mathematics: Multiplication Charts 1 x 0 = 0 2 x 0 = 0 1 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 4 1 x 3 = 3 X X TEA 12/2011

50. 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.