tudents With Disabilities 2016 Texas Assessment Conference Texas - - PowerPoint PPT Presentation
Assessments for S tudents With Disabilities 2016 Texas Assessment Conference Texas Education Agency S tudent Assessment Division Justin Porter Disclaimer These slides have been prepared by the S tudent Assessment Division of
TEA Spring 2016 STAAR ALT 2 Update
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S TAAR A is the same as S TAAR in the following ways:
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ame passing standards
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ame time limits
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ame assessed curriculum
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ame test blueprint
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ame progress measures
S TAAR A is different than S TAAR in the following ways:
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TAAR A contains accommodated S TAAR test questions and selections; however, not necessarily the same ones as S TAAR on the day of the test.
No field test questions (this applies to EOC only since S
TAAR 3-8 have no field test items in 2016)
Online administration Embedded accommodations Braille and S
panish versions of the assessment are not available.
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If an ARD or 504 commit t ee det ermines t he st udent requires
S t udent s wit h ident ified disabilit ies who are receiving special educat ion services.
S t udent s ident ified wit h dyslexia or a relat ed disorder (as defined in Texas Educat ion Code §38.003) and are receiving S ect ion 504 services.
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Texas Administrative Code (TAC) §74.28 requires that:
a) The board of trustees of a school district must ensure that procedures for identifying a student with dyslexia or a related disorder and for providing appropriate instructional services to the student are implemented in the district.
Texas Education Code (TEC) §38.003 defines dyslexia in the
(1) “ Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. (2) “ Related disorders” include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
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Dyslexia (and its related disorders) is a neurological, language-based disability.
If a district has not already specified “ related disorders” and finds it necessary, the district may consider reviewing board-approved policy to ensure alignment with TAC §74.28 and TEC §38.003. TEA does not set policy guidelines for districts.
The Dyslexia Handbook includes information about co-occurring disorders (i.e., ADHD, anxiety, anger, etc.). Co-occurring disorders should be addressed through appropriate referral processes (Dyslexia Handbook, page 11).
TEC §42.006(a-1) also requires that students who are identified as having dyslexia be reported through PEIMS .
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According t o t he Oral/ S
Text -t o-speech does not work on pop-ups or rollovers. A t est
Test administrators may NOT read aloud pop-ups or rollovers in
Test administrators should be trained using the “ Oral/ S
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S igning or oral interpreting are allowable access methods. S eparate eligibility for the accommodation is not needed and documenting the level of reading/ signing support is not a requirement. Test administrators should provide the same reading support to students as they need in class, keeping in mind what sections
TAAR A are not eligible for reading support.
Training –
Oral/ S igned Administration Guidelines and the General Instructions for Administering S tatewide Assessments to S tudents who are Deaf or Hard of Hearing
Group administration –
Depending on the needs of the students, the test administrator can move around the room reading/ signing as needed or can read aloud/ sign the test to the entire group of students. (Remember, the test administrator cannot read aloud/ sign any text with a DO NOT READ icon).
A proctor form of S
TAAR A for proj ection purposes is not an option at this time.
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S tudents who don’ t sign and depend on lip-reading – The test administrator can read aloud the test as the student watches the face/ lips – “ oral interpreting” . For students who don’ t need help with the whole test or can understand some of the text to speech, the staff member can repeat j ust the parts as the student needs.
S tudents who don’ t have hearing aids or FM systems and who don’ t sign – Consider how the student accesses material in the classroom. If the student depends primarily on vision to access information, use of a test administrator to read the test to the student, acting as an “ oral interpreter,” is an
speech but needs some words repeated, the test administrator can repeat j ust the parts as the student needs. If a student primarily uses hearing but cannot understand the text to speech, the test administrator can read the question out loud to the student. Use of an FM system for testing purposes may be helpful. This should be determined before the day of the test.
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Last year’s policy regarding transcribing student’s responses to the writing prompt for
This specific group of students may have their responses to the writing prompt
Note: This is not a requirement of the administration and decisions regarding this provision
must be based on individual student need. TEA will continue to review this policy for subsequent administration years.
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For students who need to access spelling assistance software, plan for how the student will view the writing prompt simultaneously. Consideration should be given to the needs of the student as well as the number of students needing this specific type of accommodation. In all cases, the student’s final response needs to be typed into the online system.
If the student uses spell check, speech-to-text, text-to-speech, or word predictor, they will not be able to access this feature when logged in to an online test. Consider the following ways for the student to respond to a writing prompt while using technology-based spelling assistance.
Option 1: The st udent may use a second lapt op/ comput er t o t ype a response using t he spelling assist ance while logged in t o S TAAR A. The st udent will need t o t ransfer t he response t o t he composit ion t yping box.
Option 2: The st udent can exit t he t est session, respond t o t he prompt using spelling assist ance, print out t he response, log back in t o S TAAR A, and t hen t ransfer his or her responses in t he composit ion t yping box. The st udent will need access t o a S TAAR t est booklet (form 1 for English I and English II) in order t o see t he prompt while out of t he online t est . Not e t hat once S TAAR A is exit ed, t he st udent will not be able t o see t he pop-ups or rollovers or t he writ ing checklist s unt il t he st udent logs back in t o t he t est session.
Option 3: The st udent can draft a response on a piece of scrat ch paper while referring t o t he prompt screen. When t he response is complet e, t he st udent can exit t he t est and use his or her spelling assist ance t o creat e an edit ed response.
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Districts are provided the latitude to adj ust test dates within the
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Test administrator directions are much shorter than last year and have
Directions regarding moving through the test and accessing the tools
An online tools appendix that explains the function of each tool has
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Mathematics and science reference materials are available in the
Punnett squares are available to students taking Biology. Writing checklists are available to students taking grade 4 writing,
Paper versions of these materials that are specifically appropriate for
Punnett squares and writing checklists should be destroyed or
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At any point during the test session, the test administrator may use
A student may be provided with a “ reminder card” that indicates the
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When rare unavoidable circumstances exist where students cannot
Accommodations cannot be applied
Technology access is precluded
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Inst ruct ions for Request ing Permission t o Administ er a Paper Test
The district testing coordinator must submit a request to TEA for approval to
If a student also needs a Type 2 accommodation (i.e., Complex Transcribing, Math
Once TEA has approved t he request for a paper administ rat ion, a mat erials
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For students receiving Section 504 services S
For students receiving special education services The admission, review, and dismissal (ARD) committee makes
Although the student will need to participate in the assessment,
For special education-related questions, contact 1-855-S
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Oral/Signed Administration Guidelines will be posted by the end of
Test administrators providing an oral/ signed administration. Test administrators reading aloud pop-ups and rollovers in an
Test administrators providing a signed administration of S
Test administrators administering a paper version of S
Released tests will be posted to the TEA website in summer 2016.
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