STAAR Modified Assessment Overview 2013-2014 Education Service Center Region XI Fort Worth, Texas...

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

STAAR Modified Assessment Overview

2013-2014

Education Service Center Region XI

Fort Worth, Texas


RETN Etiquette

Please mute or turn OFF cell phonesIf you must take a call, please take it outside

Be sure your microphones are muted. Remember… You may be seen or heard by other sites at any time, even if you are not speaking to the presenter.

CandidCamera


Attendance and Handouts

Credit for Attendance

• Your district site manager should provide you with a sign-in sheet

• Please be sure that all participants who want credit for attendance sign-in

• Coordinate with the site manager to return the sign-in sheet to ESC Region XI

Access to Handouts

• Handouts are available online on the ESC Region XI website at http://www.esc11.net/Page/3791

• Click on “STAAR Modified Training Resources” on the left side menu

http://www.esc11.net/Page/3791

http://www.esc11.net/Page/3791


After today, this session will be available for viewing via the VBrick system at http://vbrick.esc11.net

http://vbrick.esc11.net/


Questions???

Opportunities to ask questions will be provided throughout the training.

[email protected]

mailto:[email protected]


Objectives for this training

• Review state assessments including changes to the requirements for modified assessments• Review ARD decision-making and participation

requirements for STAAR Modified• Review modifications vs. accommodations• Review other considerations relative to

modified assessments


Student Assessment DivisionAssessment Resources http://www.tea.state.tx.us/student.assessment/ • Resource pages• STAAR • STAAR Modified • STAAR Alternate• STAAR L• TELPAS• TAKS• TAKS Modified

• Student Assessment Resources • A-Z Directory• Subscribe to the Student

Assessment Mailing List

• What’s New in Student Assessment

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


State assessments and changes to the

requirements for modified assessments


TAKS Assessments Available for 2012-2013

• Exit level TAKS and TAKS (Accommodated) • Primary tests and retests

TAKS-M is no longer available


TAKS Assessments for ELLs Receiving Special Education Services

• TAKS, TAKS (Accommodated)• For TAKS program, no changes to• LEP postponements for exit level• Participation requirements for unschooled

asylee/refugees

More information on LPAC Resources webpage http://www.tea.state.tx.us/student.assessment/ell/lpac/

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


State assessments and changes to the

requirements for modified assessments


STAAR Grades 3 – 8Based on GRADE enrollment

Subjects/Grades 3 4 5 6 7 8Reading

Mathematics

Writing

Science

Social Studies

Includes modified and alternate assessments


STAAR End-of-Course Assessments (EOC)Based on COURSE enrollment

English Math Science Social Studies

English I Algebra I Biology U.S. History

English II Geometry Chemistry World History

English III Algebra II Physics World Geography

NEW

Includes modified and alternate assessments


Which test do students take?

Students in grades 3–8 and students who entered grade 9 in 2011–2012 and thereafter

STAAR General assessment for all students receiving grade level instruction

STAAR LSTAAR Spanish (Gr. 3-5) ELL’s who meet participation requirements

STAAR ModifiedStudents with disabilities who meet participation requirements for an alternate assessment based on modified achievement standards

Students in grades 3 and above with significant cognitive disabilities

STAAR AlternateMust meet participation requirements for an alternate assessment based on alternate achievement standards

STAAR Assessments for ELLs Receiving Special Education Services

• STAAR in English • STAAR in Spanish

(grades 3-5)• STAAR Modified • STAAR Alternate• STAAR L in English

The ARD-C and LPAC must collaborate on

assessment and accommodations

decisions


STAAR Modified

http://www.tea.state.tx.us/student.assessment/special-ed/staarm/


Note: Some documents have been updated. Be sure to check the date.




THE STAAR MODIFIED PROGRAM

“The USDE has informed states that assessments based on modified standards for students served by special education cannot be used for accountability purposes after the 2013–2014 school year. Therefore, all STAAR Modified assessments will be administered for the final time during the 2013–2014 assessment cycle.”

TAA Letter August 2, 2013 http://www.tea.state.tx.us/index4.aspx?id=25769806228

http://www.tea.state.tx.us/index4.aspx?id=25769806228



THE STAAR MODIFIED PROGRAM

“Further information regarding plans for the inclusion of this population of students in the general assessment program beginning with the 2014–2015 school year will be forthcoming.”

TAA Letter August 2, 2013 http://www.tea.state.tx.us/index4.aspx?id=25769806228




Other changes affecting STAAR Modified

• STAAR Modified • No retakes for EOCs• Retake opportunities for SSI grades 5 and 8 has not

yet been determined (look for this information in the 2013-2014 SSI Manual – not yet posted)

• No 4th grade writing prompt studies for STAAR Modified this year


Other changes affecting STAAR Modified• STAAR English I and II reading and writing will be administered

as a one-day assessment http://www.tea.state.tx.us/student.assessment/

• STAAR Modified English I and II will also be a one-day assessment• 20% item reduction across all reporting categories for each subject• No short answer • No field test items• Different writing prompts • 5 hour time limit

NEW



Other changes affecting STAAR Modified• STAAR English I and II reading and writing will be administered

as a one-day assessment http://www.tea.state.tx.us/student.assessment/

• STAAR Modified English I and II will also be a one-day assessment• 5 hour time limit• 20% item reduction across all reporting categories for each subject• No short answer • No field test items• Different writing prompts

NEW



Questions???


STAAR Modified

Major Components


STAAR Modified

• Assessed Curriculum• The Texas Essential Knowledge and Skills that are

eligible to be assessed on the STAAR assessments• All assessable TEKS for a grade/course have

been identified as either Readiness Standards or Supporting Standards• The assessed curriculum for STAAR-Modified is

the same as the assessed curriculum for STAAR


STAAR Modified

• STAAR Modified assessments • cover the same content as the general assessments• include test items that reflect the increased rigor

and focus of the general assessments• are modified in format and test design• are developed for all tested content areas in grades

3-8 • are available for each of the five EOC assessments

(English I, English II, Algebra I, Biology, US History)


STAAR Modification Guidelines

Grades 3-8 End-of-Course


STAAR vs. STAAR Modified Griddable Items

STAAR

• Griddable items for Math and Science

• Fixed decimal point for grades 4-8

• No digits to right of decimal for grade 4-5

• Two digits to right of decimal for grades 6-8

• EOC correct answer can be positive or negative

STAAR Modified

• Griddable items for Math only

• Fixed decimal point for grades 4-8

• No digits to right of decimal for grade 4-8

• Practice grids and directions provided for grades 3-8


STAAR vs. STAAR Modified

Blueprints

• For each reporting category• Number of readiness

standards • Number of supporting

standards• Number/type of

questions

Test Design Schematics

• Reading and Writing• Types of items • Types of

selections/prompts/ composition type

• Genres assessed• Total reading load

(maximum words)


STAAR vs. STAAR Modified

• Additional resources• Calculator Policy• Dictionary Policy• Released test questions• Writing Rubrics


Curriculum, Instruction, & Assessment• Review the STAAR Assessed Curriculum that

you selected for today• Compare the Blueprints for STAAR and STAAR

Modified • Compare the Test Design Schematics for STAAR and

STAAR Modified

What are the implications for instruction?


Accessing the General Curriculum

Modifications vs. Accommodations


The ARD committee reviews the student's PLAAFP and instructional goals and determines how the student accesses the grade-level/course curriculum (TEKS).

With or without

accommodations

STAAR TAKSTAKS

(Accommodated)

Through modified TEKS-

based instruction

STAAR Modified

Through prerequisite

skills

STAAR Alternate


What does “access” mean?

Access = a means of approach… how a teacher exposes a student to the grade-level/course TEKS

Instructional Focus Instructional Approach

Instructional Examples

Instruction covers all of the required curriculum

Accommodations Extra time, formatting changes, small group, manipulatives, spelling assistance, transcribing


Instructional Focus Instructional Approach

Instructional Examples

Although student is exposed to all of the curriculum, IEP goals may focus on select student expectations or address all student expectations but in a broad/simplified manner.

Modifications Deleting extraneous information, limiting number of steps in questions, simplifying decoding level, simplifying numbers, defining difficult vocabulary

Individual supports and materials compensate for the student’s disability and allow access to all of the curriculum.

Prerequisite skills linked to grade-level/course curriculum

Performance tasks to determine mastery at three varying complexity levels


ModificationsChange WHAT is taught• Practices and procedures that change the

nature of the task or target skill• Instruction is based on grade level content

with changes to student expectations• The range of content to be mastered• Depth or complexity of understanding


AccommodationsChange HOW content is taught, made

accessible, and/or assessed • Are intended to reduce or even eliminate the

effects of student’s disability but do not reduce learning expectations• Grade-level student expectations and course

objectives remain intact • Student mastery expectations are the same for all

students


Modification or Accommodation?TEKS §111.15 (Math G.3) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions.

• Students go on a scavenger hunt around the school grounds to find 3 objects that have a given perimeter. Students use appropriate measurement tools to verify their choices. Students draw a representation of the chosen objects and label the length of the sides.

• After participating in the scavenger hunt, a student with an IEP is given 3 objects to measure using measurement tools provided by the teacher. The student labels the length of the sides for each object on a drawing provided by the teacher.

Modification


Modification or Accommodation?TEKS §110.43 (English II) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

• Students in a English II classroom are composing a position statement on a self-selected topic from current events. Students form small groups and read their statement aloud.

• A student with an IEP uses a graphic organizer to complete the same assignment. The student reads their statement to the teacher.

Accommodation


Modification or Accommodation?TEKS §111.23 (Math G.7) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. • Given an advertisement that lists a variety of items on sale for

a certain percent off the original price, students in a 7th grade math class use calculators to determine the total price of five sale items from before and after the price reduction to determine the total amount of money saved.

• Using a calculator, a student with an IEP determines the total price for all five items, first using the price listed in the advertisement and then using reduced prices provided by the teacher.

Modification


Modification or Accommodation?TEKS §112.16 (Science G.5) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

• Students in a 5th grade Science class create models of the Earth, Moon and Sun to compare the physical characteristics of the three objects.

• A student with an IEP matches cards with the names of the three objects (Earth, Moon, Sun) to the correct picture.

Modification


Modification or Accommodation?TEKS §113.34. (b) (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population.

• Working in small groups, students in a social studies class are creating graphs to depict the current populations of various world regions and countries.

• As a member of a small group, student with an IEP enters population data into a computer generated spreadsheet using a voice activation program.

Accommodation


Assessment Accommodations for Students with Disabilities

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

• ARD committees must READ each

accommodation document in it’s entirety• Accommodations must be used during

instruction routinely, effectively, and independently




Assessment Accommodations

• 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 not be provided to an entire group of

students, such as those in the same class or disability category, as a “one-size-fits-all” accommodation


Routinely, Effectively, and Independently• Routinely• Used often enough that student is familiar and comfortable

using accommodation on a statewide assessment • Not necessarily used every day

• Effectively• Accommodation meets student needs as evidenced by scores

and observations with or without accommodation use

• Independently• Only applicable to some accommodations (e.g., applies to use

of a calculator but not to an oral administration)


ARD Decision-making


ARD Decision-Making

• If STAAR, with or without accommodations, is appropriate for a student, the ARD committee must document this decision and the testing accommodations the student will receive.

• Documented testing accommodations must be consistent with state accommodation policies posted on Accommodations Resources web page.


ARD Decision-Making

• If STAAR, with or without accommodations, is NOT appropriate for a student, the ARD committee must review participation requirements for one of the alternate assessments. • STAAR Modified• STAAR Alternate

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/


Participation Requirements

for STAAR Modified


STAAR Modified

Page 1

Eligibility


State-Required Documentation Form

• STAAR Modified Participation Requirements • State-required documentation form • Must be completed and retained by the district when

eligibility for an alternate assessment is confirmed• MUST be included in the IEP

State-Required Documentation Form

• The district personnel who completes these forms should be a member of the ARD committee who can verify the information on the form

• These forms should be completed during the ARD committee meeting when assessment decisions are made.


Determine who is responsible for verifying the information.

Step I: Review the Eligibility Criteria

• To be eligible to participate in STAAR Modified, the answer to all of the applicable questions must be YES.


• If the answer to any of the questions is NO, the student is not eligible to participate in STAAR Modified and must participate in one of the other statewide assessments.



• Circle the subjects/courses for which STAAR Modified is being considered

• Circle NA, not applicable, for… • Subjects/courses for which STAAR Modified is NOT being

considered• Subjects that are not tested at the student’s grade or

courses that the student is not enrolled in for the school year under consideration


• The ARD committee must review each of the three questions for every subject or course being considered and circle YES or NO.

• Each YES answer requires a justification that references the page number or section of the IEP that contains evidence that the student meets the criterion.


IEP PLAAFP IEP PLAAFP IEP PLAAFP

Step I: Review the Eligibility Criteria• Do the student’s present level of academic achievement and

functional performance (PLAAFP) statements in the IEP lead the ARD committee to conclude that the student is multiple years behind grade-level or course expectations and will not progress at the same rate and level of rigor as their non-disabled peers?

• Does the student’s IEP contain standards-based (TEKS-based) goals indicating the modified content the student requires in order to access the grade-level or course curriculum?

• Does the student require direct and intensive instruction in order to acquire, maintain, and transfer skills to other contexts?



STAAR Modified

Page 2

Assurances


Step II: Discuss Assurances

• Initial the assurances that verify that the decision was based on evidence and educational need and not on AYP calculations, previous assessment performance, placement or service delivery, or demographic information.• Assure that the committee discussed the impact of

the decision on graduation plans and determined the courses (PEIMS number) or subjects that will be taken that year.



Initials



Modified coursework and assessment = Minimum High School program (MHSP) =

No automatic admission into a Texas 4-year university

Elementary/MS

High School

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

Step II: Discuss Assurances• Students are only eligible to take STAAR Modified if

they are accessing the curriculum through modified instruction.

60

“Modified” course codes end in “5”


PEIMS Codes for EOC Courses

• Codes are provided for all 12 of the original EOC courses• Be sure the student is enrolled in the modified

course with the appropriate PEIMS code• Districts should continue to use these PEIMS

codes, even though the modified assessment will no longer be offered after this year


Step III: Summarize Assessment Decisions

• Indicate the subjects in which the student will take STAAR Modified if the eligibility criteria has been met.


How are ARD committee decisions shared with

other appropriate individuals In your district

or on your campus?


Other Considerations for Modified

Assessment Decisions


Graduation Flowcharts

• ARD Committee Resources for the Texas Assessment Program http://www.tea.state.tx.us/student.assessment/ard/• STAAR Graduation Flowchart (students

entering grade 9 in 2011-2012 and thereafter) • TAKS Graduation Flowcharts A and B

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





Reminders• If the assessment decision made at a previous meeting

needs to be revised, it must be based on a change in instruction. • There must be a difference in how the student accesses the

grade-level or course curriculum.• Simply passing or failing a prior state assessment is not sufficient

reason to justify revising the assessment decision in the IEP.• The committee must consider if the student has received

adequate instruction or has had the opportunity to learn the skills that will be assessed.

IEP = Instruction = Assessment


Reminders

• A student’s IEP must contain standards-based (TEKS-based) goals indicating modified content for the content area being addressed.

• For example, the STAAR Modified Science assessment would not be appropriate if the student’s IEP only addresses reading skills with no goals specific to Science.


Reminders

• If a student takes STAAR Modified in high school but is dismissed from special education before graduation• The student is now held to the same curriculum and

assessment requirements as all other general education students for the remaining subjects and assessments.

• Assessments and course requirements met while the student was in special education do not need to be redone.

• The student will continue on the MHSP, as only students meeting curriculum requirements for the RHSP or DAP and performing successfully on all five STAAR EOC assessments can graduate on these programs.


Reminders

• If a student takes TAKS–M in high school but is dismissed from special education before graduating, the student now have to take and pass TAKS exit level ELA, mathematics, science, and social studies in order to receive a Texas high school diploma.


Since 2014 is the last year that STAAR Modified will be administered, what do ARD committees document in the IEP regarding assessment for next year? • Decisions about 2015 testing should not be

made at this time for this population of students.• Further information regarding plans for the

inclusion of this population of students in the general assessment program beginning with the 2014–2015 school year will be forthcoming.


Anything else?

• Stay tuned! • Keep checking

the TEA website!


TEA Contact Information and Resources

Student Assessment [email protected]

Phone: (512) 463-9536

2013-2014 Student Assessment

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

Federal and State Education Policy (Special Education)


Phone: (512) 463-9414

ARD Committee Resources for the Texas Assessment Programhttp://www.tea.state.tx.us/index3.aspx?id=3314&menu_id=793



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

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



http://www.tea.state.tx.us/index3.aspx?id=3314&menu_id=793

http://www.tea.state.tx.us/index3.aspx?id=3314&menu_id=793


Education Service Center Region XIStudent Assessment Contacts

• Laura Carson: [email protected] 817.740.7573• Peggy DeMoss: [email protected]

817.740.7529• Sharon Rutherford: [email protected]

817.740.7574





Notes for local district training

• These slides may be used for training of local district personnel• If any slide is amended or revised for use in

local trainings, please change the footer at the bottom of the slide and indicate ESC Region XI as the source

Provided by _______ ISD (Source: ESC Region XI)

STAAR Modified Assessment Overview 2013-2014 Education Service Center Region XI Fort Worth, Texas...

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