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STAAR


ACKNOWLEDGEMENTS Laura Abbott Project Coordinator, ESC Region 13 Jim Gonzales Associate Director, ESC Region 13 Matt Holloway Education Specialist, ESC Region 13 Laura Judd Professor, Texas State University Haley Keith Communications and Production Specialist, ESC Region 13 Cathy Miller Program Mananger, ESC Region 13 JC Sanders Education Specialist, ESC Region 13 Melinda Williams District Instructional Coach for Special Education in RRISD

REFERENCES Accommodations Triangle:

http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/#policies Region 13 STAAR Resources: http://www4.esc13.net/staar/resources/special-education-staar-resources Region 13 TV: http://www5.esc13.net/tv/special-education/ Region 13 The Scoop: http://www5.esc13.net/thescoop/ Region 13 Store: http://store.esc13.net/ Modification Guidelines: http://www.tea.state.tx.us/student.assessment/special-ed/staarm/guidelines/ Additional Information on Alignment Documents: http://bit.ly/alignstaars


TABLE OF CONTENTS Introduction....................................................................................................................................................................5 Accommodations Triangle.............................................................................................................................................6 STAAR Accommodation Icon Key..................................................................................................................................7

STAAR ACCOMMODATIONS

TYPE 1 Individual or Small Group Administration....................................................................................................................8 Reminders to Stay on Task.........................................................................................................................................9 Amplification Devices................................................................................................................................................10 Projection Devices....................................................................................................................................................11 TYPE 2 Manipulating Test Materials......................................................................................................................................12 Oral/Signed Administration........................................................................................................................................13 Spelling Assistance...................................................................................................................................................14 Math Manipulatives...................................................................................................................................................15 Calculation Devices...................................................................................................................................................16 Basic Transcribing.....................................................................................................................................................17 Supplemental Aids: All Subjects - Mnemonic Devices............................................................................................................................18 All Subjects - Blank Graphic Organizers..................................................................................................................19 Mathematics - Math Charts.....................................................................................................................................20 Mathematics - Math Graphics and Pictorial Models................................................................................................21 Written Composition - Grammar and Mechanics Rules..........................................................................................22 Science - Graphics..................................................................................................................................................23 Social Studies - Graphics........................................................................................................................................24 Extra Time.................................................................................................................................................................25 Large Print.................................................................................................................................................................26 Dictionary..................................................................................................................................................................27 Braille........................................................................................................................................................................28 TYPE 3 Complex Transcribing...............................................................................................................................................29 Math Scribe...............................................................................................................................................................30 Photocopying Test Materials.....................................................................................................................................31 Extra Day..................................................................................................................................................................32

ADDITIONAL ACCOMMODATIONS ALTER ASSIGNMENTS: Reduced Assignments...............................................................................................................................................34 Extra Time for Completing Assignments....................................................................................................................35 Opportunity to Respond Orally..................................................................................................................................36 Emphasis on Major Points.........................................................................................................................................37 Special Projects in Lieu of Assignments or Alternate Assignments...........................................................................38 Exemption from Final/Semester Tests.......................................................................................................................39

ADAPT INSTRUCTION: Opportunity to Leave Class for Specialized Assistance.............................................................................................41 Math Problem-Solving (Read Orally to Student)........................................................................................................42 Short Instructions (1 or 2 steps).................................................................................................................................43 Extra Time for Oral Responses..................................................................................................................................44 No/Reduced Penalty for Spelling/Grammatical Errors...............................................................................................45 Assignment Notebooks/Trackers...............................................................................................................................46 Visual Aids (Pictures, Flash Cards, Etc.)...................................................................................................................47 Study Sheets/Preview/Summaries............................................................................................................................48 Oral Exams (Questions Given Orally/Student Responds Orally)...............................................................................49 Open Book Exams/Exam Taken with Study Sheet....................................................................................................50 Use Multiple Choice Tests, Reduced Answer Choices..............................................................................................51

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Peer Tutoring/Paired Working Arrangement..............................................................................................................52 Teacher Check for Understanding.............................................................................................................................53 Directions Given in a Variety of Ways/Simplified Vocabulary....................................................................................54

ADAPT MATERIALS: Peer to Read Materials..............................................................................................................................................56 Recording of Required Readings...............................................................................................................................57 Highlighted Materials for Emphasis...........................................................................................................................58 Altered Format of Materials.......................................................................................................................................59 Study Aids/Manipulatives...........................................................................................................................................60 Copy of Class Notes..................................................................................................................................................61 MANAGE BEHAVIOR: Frequent Reminders of the Rules..............................................................................................................................63 Frequent Breaks........................................................................................................................................................64 Private Discussions about Behavior..........................................................................................................................65 In Class Time-out.......................................................................................................................................................66

ASSISTIVE TECHNOLOGY DEVICES: No/Reduced Penalty for Spelling/Grammatical Errors...............................................................................................45 Assignment Notebooks/Trackers...............................................................................................................................46 Visual Aids (Pictures, Flash Cards, Etc.)...................................................................................................................47 Study Sheets/Preview/Summaries............................................................................................................................48 Oral Exams (Questions Given Orally/Student Responds Orally)...............................................................................49 Open Book Exams/Exam Taken with Study Sheet....................................................................................................50 Calculators.................................................................................................................................................................68 Word Processor.........................................................................................................................................................69 Speech Recognition Software...................................................................................................................................70 Timers - Visual, Talking, Vibrating.............................................................................................................................71 Visual Schedules.......................................................................................................................................................72 Computer Software...................................................................................................................................................73

STATE ASSESSMENT STAAR and STAAR Modified Blueprints with TEKS Correlations........................................................................ 74-99 STAAR and STAAR Modified Test Design Comparisons................................................................................. 100-103 STAAR Alignment Documents...........................................................................................................................104-112

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INTRODUCTION This book is designed to provide classroom teachers with specific, concrete suggestions for scaffolding accommodations that will enable students to function more independently in their work. Teachers use accommodations on a regular basis. Accommodations are educationally appropriate and can be very effective in enabling students to access the general curriculum. There is a wide array of accommodations being used in classrooms today. Some of these accommodations are allowable on the State of Texas Assessment of Academic Readiness (STAAR) and some are not. This book will distinguish between allowable and non-allowable accommodations for STAAR, STAAR Spanish, STAAR Modified, STAAR L and TELPAS. TAKS, TAKS Accommodated and TAKS Modified are not addressed in this resource. As stated by the Texas Education Agency (TEA) in the document Critical Information about Accommodations for Students with Disabilities, “It is important to keep in mind that the 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.” This book has been divided into three main sections: 1. STAAR Accommodations 2. Additional Accommodations 3. State Assessment

All of the information in sections 1 and 2 are designed using the following format: • A description of the accommodation. • Possible justifications for using the accommodation. • Recommendations for scaffolding the accommodation. • Other accommodations to consider.

Section 1:

STAAR Accommodations is organized in the same order as the Accommodations Triangle found on page 6 and on TEA’s website at http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/. These pages will identify the STAAR assessments for which each accommodation is allowable.

Section 3:

State Assessment contains important information regarding the STAAR assessments. Included in this section are: • STAAR and STAAR Modified Blueprints with TEKS correlations • STAAR and STAAR Modified Test Design comparisons • STAAR Alignment Documents

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Accommodations for Students with Disabilities

STAAR, STAAR Spanish, STAAR Modified, STAAR L, and TELPAS The Texas Education Agency (TEA) has categorized possible accommodations into three types.

TYPE 1

ACCOMMODATIONS: • are available for students who have a specific need and • who routinely, independently, and effectively use the accomodation during classroom instruction and testing. • do not require an Accommodation Request Form (ARF) to TEA.

TYPE 2

Individual or Small-Group Administration Reminders to Stay on Task Amplification Devices Projection Devices

ACCOMMODATIONS:

Manipulating Test Materials Oral/Signed Administration Spelling Assistance Math Manipulatives Calculation Devices Basic Transcribing Supplemental Aids Extra Time Large Print Dictionary Braille

• include the requirements of Type 1 and ��� additional specific eligibility criteria. • do not require an ARF to TEA.

TYPE 3

ACCOMMODATIONS: • require the submission of an ARF to TEA. Complex Transcribing • require the appropriate team of people at the campus level Math Scribe (e.g., ARD committee, Section 504 placement committee, RTI Photocopy team, student assistance team) determine whether the student Extra Day meets all of the specific eligibility criteria. Other • require an ARF to be received by TEA according to posted deadlines • requests sent after this deadline will NOT be processed. • requests must be approved by TEA before a student can use the accommodation on the statewide assessment. • that require the submission and approval of an ARF must be documented in the student’s paperwork as “pending TEA approval.”

Note: Type 1 accommodations are for a larger number of students. As the triangle narrows, the policies become more restrictive, addressing fewer students who have these specific needs. Type 3 accommodations are intended for a small number of students.

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STAAR Accommodation Icon Key

TYPE 1

TYPE 2

Individual or Small Group Administration

Manipulating Test Materials

Reminders to Stay on Task

Oral/Signed Administration

Amplification Devices

appl

Projection Devices

TYPE 3 Complex Transcribing 12 3 15

Math Scribe

Spelling Assistance

Photocopying Test Materials

Math Manipulatives

Extra Day

Calculation Devices

Other

Basic Transcribing Supplemental Aids Extra Time

Hh

Large Print Dictionary Braille

These icons correlate to The Scaffolding Accommodations Decision Guides which can be purchased as a supplement to this book. To purchase printed booklets, go to: http://store.esc13.net.

In addition, they are available as a free resource by clicking on STAAR Resources from the ESC Region 13 Website’s home page located at: http://www.esc13.net.

The Decison Guides are organized by grade and content rather than by the individual accommodation. 7

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INDIVIDUAL OR SMALL GROUP ADMINISTRATION

Describe the accommodation • Teacher places a small number of students in an individual or small group setting to allow for pre-teaching, re-teaching, explicit strategy instruction, or any other method of necessary focused instruction.

Recommendations for scaffolding this accommodation • Begin using cooperative learning groups during whole-class instructional time. • Transition the student from individual instruction to a smaller group. • Decrease how often the student is placed into a smaller group. • Begin to alternate whole-class instruction with individual or small group instruction. • Begin to hold mini-conferences with the student during independent work time. • Pull the student on an as needed basis. Other accommodations to consider • Allow peer tutoring/supports during independent work time. • Provide information and instructions in shorter sequences and chunks. • Provide the student with recorded lessons to review on their own time. • Emphasis on Major Points (37). • Copy of Class Notes (61).

Possible justifications for using this accommodation • Student has difficulty learning or understanding a new concept. • Student needs the opportunity for more active and intensive instruction. • Student needs the opportunity to receive more immediate feedback on their progress and learning. • Student processes information more efficiently when working in smaller groups. • Student benefits from focused and uninterrupted learning time. • Student needs repeated rehearsal to allow for the acquisition of new skills. • Student needs extraneous distractions to be minimized whenever possible.

ALLOWABLE ON: STAAR

STAAR Spanish

STAAR Modified

Notes:

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TELPAS Grades 2-12 Reading tests


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REMINDERS TO STAY ON TASK

Describe the accommodation • Teacher monitors student on-task behavior and provides verbal/non-verbal reminders during testing and learning situations. Examples of reminders: • verbal example: “Please continue working.” • visual example: color-coded cards. • tactile example: teacher taps student on the shoulder; using paperclips to divide test/ assignments into sections. • auditory example: personal timer or clock to remind the student to move on to the next question, page, or section.

Recommendations for scaffolding this accommodation • Implement the method for reminders on a consistent basis. • Teach goal setting and self-monitoring techniques. • Provide steps to assist in determining when it is time to move on to the next task. • Provide an amount of time a task should take to be completed. • Begin to transition from teacher initiated reminders to student initiated. • Reward the steps of completion regularly then begin to decrease frequency. Other accommodations to consider • Chunking assignments into smaller segments. • Allow peer tutoring/supports during independent work time. • Have student keep a graph of completed work.

Possible justifications for using this accommodation • Student has difficulty staying on task due to lack of focus. • Student is easily distracted by surrounding environment . • Student loses track of time. • Student perseverates on a problem and is unable to move on.

ALLOWABLE ON: STAAR

STAAR Spanish

STAAR Modified

STAAR L

TELPAS Grades 2-12 Reading tests

Notes:

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AMPLIFICATION DEVICES

Describe the accommodation • This accommodation is used to reduce background noise. It also used to reduce the distance between the student and the speaker. The devices include but are not limited to speakers and frequency-modulated (FM) systems.

Recommendations for scaffolding this accommodation • Give instructions in small increments (43). • Give simple, specific directions as to what the student is to do. • Check for understanding often. • Ask student to repeat directions.

Possible justifications for using this accommodation • Student has difficulty hearing. • Student has difficulty maintaining focus in large group settings. 

Other accommodations to consider • Sit student close to instructional area. • Always face the student when talking. • Use physical signals to gain the student’s attention before providing directions. • Use headphones/FM system. • Implement a “buddy” system (52). • Directions given in a variety of ways (54).

ALLOWABLE ON: STAAR

STAAR Spanish

STAAR Modified

Notes:

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STAAR L

TELPAS Grades 2-12 Reading tests


Scaffolding Acommodations