ard decision-making for the staar alternate provided by esc region xi (source: tea student...
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
ARD Decision-Making for the
STAAR Alternate
1
Provided by ESC Region XI (Source: TEA Student Assessment Division)
RETN Etiquette
Please turn OFF cell phonesIf you must take a call, please take it outside
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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
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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 Alternate
Training Resources” on the left side menu
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
After today, this session will be available for viewing via the VBrick system at http://vbrick.esc11.net
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Questions???
Opportunities to ask questions will be
provided throughout the training.
srutherford@esc11.net817-740-7574 5
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Objectives for this training
• Review current STAAR Assessments• Understand requirements for participation
in STAAR Alternate assessments for 2012-2013• Understand ARD committee
responsibilities regarding the STAAR Alternate
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Let’s Review
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Student Assessment Division
• Assessment Resources http://www.tea.state.tx.us/student.assessment/
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• 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
Provided by ESC Region XI (Source: TEA Student Assessment Division)
STAAR Grades 3 – 8Based on GRADE enrollment
Subjects/Grades 3 4 5 6 7 8Reading
Mathematics
Writing
Science
Social Studies
9Includes modified and alternate assessments
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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
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NEW
Includes modified and alternate assessments
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Which test do students take?Students in grades 3–8 and
students who entered grade 9 in 2011–2012 and thereafter
STAAR For unique situations, contact TEA’s Student Assessment Division
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
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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
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Questions?
13
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Who takes STAAR Alternate?
• Students receiving special education services who:• Have a significant cognitive disability• Access TEKS through prerequisite skills• Require supports throughout the day for nonacademic
tasks• Need specialized instruction in the natural environment• Are routinely assessed through performance tasks
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• There are no limits on the number of students who can take a STAAR Alternate assessment, however…• Up to 1% of the tested population can be counted as
proficient for AYP when tested with STAAR Alternate.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
How does STAAR Alternate measure the grade-level TEKS?
TEKS
STAAR Reporting Category
Assessed Curriculum
TEKS Vertical Alignment
Curriculum Frameworks
Essence Statement
Prerequisite Skills
Assessment Tasks 15
Provided by ESC Region XI (Source: TEA Student Assessment Division)
TEKS Vertical Alignment Documents• Complete listing of the TEKS academic content
standards from prekindergarten through all high school courses on the minimum high school program.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
TEKS Curriculum Frameworks
• Organized by STAAR Reporting Categories• Summarizes the
grade-level TEKS into an “essence statement” • Lists prerequisite
skills for a specific essence statement
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Essence Statements
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Three of the four essence statements are
NEW this year.
STAAR Reporting Category
Assessed TEKS
Essence Statement
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Essence Statements
• Prerequisite skill targets have been added to the Essence Statement documents to inform teachers as to the grade-level link for the tasks
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Assessed essence statements are lettered ‘A’, ‘B’, ‘C’, ‘D’
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Standardized Assessment Tasks
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Complexity
Level 3 Complexity
Level 1
Complexity
Level 2
STAAR Reporting Category
Assessed TEKS
Essence Statement
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Assessment TasksDefinitions and Examples
• The Definitions and Examples pages for the assessment tasks have been expanded.• These pages proceed
each essence statement and provide valuable information and ideas for the tasks.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
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.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
ARD Decision-Making for STAAR Alternate
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Changes to the ARD Process
• Only ARD committees can select the complexity level or levels for each subject.• The teacher can no longer select the
complexity level and must abide by the ARD committee decision.• If the teacher feels that the selected
complexity level no longer reflects the student’s performance, the ARD committee must reconvene to evaluate the previous decision.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
STAAR Alternate
Participation Requirements
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Page 1
The 2013-2014 Participation Requirements have been posted in both
Spanish and English.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Participation Requirements
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• STAAR Alternate 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
Note the date on the form
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Participation Requirements
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• The district personnel named in the form is responsible for making sure the ARD committee discusses each section
• 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• Eligibility is considered for all tested subjects in the
student’s enrolled grade or enrolled EOC courses • The answer to all 5 eligibility questions must be YES. • If the answer to any of the questions is NO, the
student is not eligible to participate in STAAR Alternate and must participate in one of the other statewide assessments.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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If the student is eligible to take STAAR Alternate, then he/she must take this assessment for all
subjects/courses.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Step I: Review the Eligibility Criteria• The ARD committee must review each of the five questions and
circle YES or NO.• Each “Yes” answer requires a justification that contains evidence
that the student meets the criteria. The recorded justification does not have to be referenced by IEP page numbers, but should be based on quantifiable evidence.
29Based on PLAAFP; narrative/anecdotal; not just IEP page/section number
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Eligibility Criteria – Question 1
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• A significant cognitive disability is determined by the ARD committee and must be based on evaluation information performed by a qualified evaluation team.
• The disability must affect the student’s intellectual potential and be documented in the student’s IEP.
• A student with a significant cognitive disability has limited potential to reach grade-level expectations.
• While a student with a learning disability may have academic challenges, he or she has the intellectual potential to reach grade-level expectations and, therefore, is not eligible to take STAAR Alternate.
Justification (Example): Based on Amy’s most current FIE, her full scale IQ falls well below 70 indicating a limitation in intellectual functioning. Adaptive behavior scales indicate significant deficits in the following domains: self-care, socialization, and communication skills. The team agrees that she meets the eligibility criteria for STAAR Alternate as a student with an intellectual disability.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Eligibility Criteria – Question 2
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• Federal regulations mandate that all students have access to and be assessed on grade-level curriculum.
• To access the grade-level curriculum, a student with a significant cognitive disability needs specialized academic instruction.
• Additionally, a student eligible for STAAR Alternate requires support throughout the day in areas such as communicating needs, navigating the classroom or school building, eating lunch, negotiating social situations, and/or taking care of personal needs.
Justification (Example): Amy has difficulty attending to tasks and requires numerous redirections to stay focused. When in a large group for instruction, Amy is easily distracted and does not process language well. Her expressive language delays make it difficult for Amy to express her needs in a large group. Because of this, Amy requires specialized instruction in a small group setting for academic skills. Amy’s weak language skills also make it difficult for her to respond appropriately in social situations; therefore, she requires assistance during nonacademic school activities. Amy requires assistance to perform all self-care skills.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Eligibility Criteria – Question 3
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• The student needs specialized academic instruction and techniques over a period of time to learn and retain information.
• Instruction in a variety of settings is required in order for the student to transfer skills (generalize).
Justification (Example): Amy’s short attention span and distractibility require her to need numerous repetitions and drill in order to retain knowledge. Additionally, she acquires and retains knowledge best when skills are taught in the setting or situation in which the skill naturally occurs. For example, to address a social studies prerequisite skill involving economics, Amy was more successful in purchasing an item in the school store rather than in a classroom simulation.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Eligibility Criteria – Question 4
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• Access to the grade-level curriculum is mandated by the federal government.• A student with a significant cognitive disability requires access to the TEKS
through prerequisite skills.• Prerequisite skills are student expectations from previous grades that are linked
to the grade-level curriculum.
Justification (Example): Although Amy shows relative strengths in the areas of math calculation and math reasoning, she is performing skills that are several grade levels behind her grade 8 peers in all academic areas. Her access to the grade-level TEKS is through prerequisite skills.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Eligibility Criteria – Question 5
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• Although a student may be able to perform some academic tasks such as writing simple phrases or sentences, reading short sentences, or calculating mathematics problems, he or she is typically evaluated by methods other than paper and pencil.
• A one-day, multiple-choice test would not be an appropriate format to effectively measure what a student has learned.
• Observation of student performance while the student manipulates items, verbalizes responses, eye gazes, or activates an augmentative communication device provides more accurate measurement of skills.
Justification (Example): Amy has limited writing skills, is easily frustrated with writing tasks, and produces written work only through the use of assistive technology. If allowed to demonstrate skills through manipulation or technology, Amy is much more successful. A one-day multiple choice test is not appropriate to show mastery of skills. Amy’s teachers routinely take data on IEP goals after observing performance tasks.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
STAAR Alternate
Participation Requirements
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Page 2
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Step II: Discuss Assurances• If “Yes” is indicated for all of the eligibility questions for STAAR
Alternate, the ARD committee must discuss the assurances in Step II, and the district personnel completing the form must initial each one after it is discussed.
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Initials
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Step II: Discuss Assurances
• the district personnel completing the form must assure that the committee discussed the impact of the decision on graduation plans.
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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 Alternate if they are accessing the curriculum through prerequisite skills. For high school students, EOC courses are denoted by a special PEIMS code for each course required on the MHSP.
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“Alternate” course codes end in “7”
Provided by ESC Region XI (Source: TEA Student Assessment Division)
PEIMS Codes for EOC Courses
• Codes are provided for all 12 of the original EOC courses• Be sure the student is enrolled in the
alternate course with the appropriate PEIMS code• Districts should continue to use these
PEIMS codes, even though the alternate assessment will be revised for next year
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
“ARD Guide for Determining High School STAAR Alternate Assessments” • For grades 3-8, the enrolled
grade determines the subjects that will be tested.
• Students are required to participate in all STAAR Alternate EOC assessments sometime during high school
• The ARD committee determines what year each high school course and assessment will be taken.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Step III: Summarize Assessment Decisions
• Indicate the subjects in which the student will take STAAR Alternate based on meeting the eligibility criteria.
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The subject/course Enter the complexity level
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Questions?
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Making the Complexity Level Decision
• The ARD committee will make the decision for which complexity level or combinations of complexity levels are appropriate for a student for each subject being assessed. • The teacher must
abide by the decision.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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ARD Process for Selecting the
Complexity Level for STAAR
Alternate
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Making the Complexity Level Decision
• The first step in selecting the complexity level is to pinpoint which characteristics from the complexity level or indicators of progress box best describe the student’s maximum performance for a given subject.• This decision should be based on challenging
expectations and be indicative of how the student is expected to perform after instruction.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Making the Complexity Level Decision• The ARD committee will determine that the student will
be assessed for each subject/course on:• A specific complexity level for all tasks for all four
essence statements per subject/course, OR • A range between two complexity levels as determined
by the indicators of progress
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Solid Complexity Level Description
L3 L2 L1 NRO
Indicators of Progress BoxCombinations of
Complexity Levels
L3 and L2 L2 and L1
Provided by ESC Region XI (Source: TEA Student Assessment Division)
“Student Characteristics for the STAAR Alternate Complexity Levels”
• The ARD committee must use this chart to find the best description of the student’s performance before determining the complexity level or combinations of levels to be used for the assessment.
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Level 3
Level 1
Level 2
NRO
Indicators of
Progress
Provided by ESC Region XI (Source: TEA Student Assessment Division)
What is the difference between the complexity levels?
Complexity Level 3• Most complex• Application
Complexity Level 2• Moderately complex• Basic Recall
Complexity Level 1• Least complex• Beginning Awareness
NRO• No Response Observed 47
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Complexity Level 3 Application of Knowledge
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Level 3 Complexity Level Student:Decides which materials are needed for a specific task
on his or her own or from a wide array of appropriate and inappropriate options
Develops or adjusts strategies to accomplish a specific task
Interprets or analyzes informationFormulates original responses to questions requiring
higher-level thinking skills
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Complexity Level 3• Complexity Level 3 assessment tasks are the most complex and
involve applying knowledge beyond basic recall. • Some of the skills students at this level are expected to demonstrate
may include:• determining distinguishing features, organizing information,
comparing components, generating ideas, making inferences, and justifying answers.
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• Level 3 requires a student to:• internalize skills beyond basic recall• use higher–level thinking skills• arrive at answers “on his or her own” as choices cannot be provided• gather information or demonstrate skills using a wide array of materials
No choices can be given. The student must demonstrate the skill “on his or her own.”
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Complexity Level 2 Basic understanding
Level 2 Complexity Level Student:Correctly makes choices when at least three options are
providedDistinguishes the varying characteristics of itemsAnswers literal questions posed to him or herRecalls information previously learned
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Complexity Level 2
• Complexity Level 2 assessment tasks are moderately complex and involve recalling information.
• Some of the skills students at this level are expected to demonstrate may include: • identifying or sorting elements, assisting in procedures, choosing
options, matching components, replicating information, and examining features.
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• Level 2 requires a student to:• demonstrate only a basic understanding of information• recall or reproduce information• arrive at answers when at least three choices are provided
Choices are always provided.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Level 1 Complexity Level Student:Authentically responds to stimuli after experiencing
them through the sensesIs unable to make a choice when two options are
offeredCannot answer questions posed to him or herCommunicates in subtle changes in affect or body
movement
Complexity Level I Beginning Awareness
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Complexity Level 1• Complexity Level 1 assessment tasks are the least complex and
involve responding to knowledge at the beginning awareness level. • Some of the skills students at this level are expected to demonstrate
may include:• acknowledging features, responding to stimuli, participating in
processes, exploring materials, and anticipating outcomes.
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• Level 1 tasks often measure skills building up to the essence statement. • Level 1 requires a student to :• be aware of the task as it is occurring• be aware of a change in stimuli but not be required to act on the stimuli• be aware of information but not make choices or decisions based on the
information
No choices are allowed since the student is not required to make decisions based on the information.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
NRO – No Response Observed
• For students who are not displaying characteristics for the Level 1 complexity level, the characteristics for No Response Observed may be applicable.
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No Response Observed (NRO) Student: Is unable to make an authentic response to any stimuliMoves due to internal stimuli rather than stimuli presented to him
or herTracks or fixates on objects that are not part of the taskVocalizes intermittently before, during, and after the task
Provided by ESC Region XI (Source: TEA Student Assessment Division)
NRO – No Response Observed
• If the ARD committee feels that the student meets the characteristics defining NRO, the committee can select NRO as the complexity level for all the tasks.• The test administrator will then plan one Level 1 task
per subject and attempt the observation to verify that the student cannot authentically respond to the academic stimuli.• If the student is able to respond during the assessment
observation, the test administrator must request an ARD meeting to review the student’s IEP and assessment decisions so Level 1 can be considered.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
NRO – No Response Observed
• The No Response Observed (NRO) designation can be used if the student is unable to display any observable change in affect or movement due to an ongoing medical condition or the severity of the student’s disability. • Students in the NRO category typically do not
respond to any academic stimuli throughout the day. • This designation is not for the student who refuses to
respond. • An NRO assessment is not considered a failure and is
not part of AYP ratings. 56
Provided by ESC Region XI (Source: TEA Student Assessment Division)
NRO – No Response Observed
• No combinations of levels for students between NRO and Level 1 are possible. • If a student can provide an authentic
response to any of the predetermined criterion in an assessment task• the NRO designation is not appropriate. • the student must be assessed at Level 1 for all
tasks for that subject57
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Indicators of Progress
• For students who have developed beyond a complexity level, but have not consistently been able to display characteristics at the next higher complexity level, indicators of progress characteristics have been developed to help identify those students.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Indicators of Progress
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Indicators of Progress for Level 1Student: Begins to show response to a stimuli
belatedly or inconsistently Becomes still or remains quiet when a
specific noise or item is near Increases vocalizations or movements in the
presence of a specific stimuli
Level 1 will be the decision.
No Response Observed (NRO) Student: Is unable to make an authentic
response to any academic stimuli Moves due to internal stimuli rather
than stimuli presented to him or her Tracks or fixates on objects that are
not part of the task Vocalizes intermittently before,
during, and after the task
Level 1 Complexity LevelStudent: Authentically responds to stimuli
after experiencing them through the senses
Is unable to make a choice when two options are offered
Cannot answer questions posed to him or her
Communicates in subtle changes in affect or body movement
Combinations of NRO and
Level 1 are NOT allowed.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Indicators of Progress
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Level 1 Complexity Level Student: Authentically responds to stimuli after
experiencing them through the senses Is unable to make a choice when two
options are offered Cannot answer questions posed to him
or her Communicates in subtle changes in
affect or body movement
Level 2 Complexity Level Student: Correctly makes choices when at least
three options are provided Distinguishes the varying
characteristics of items Answers literal questions posed to him
or her Recalls information previously learned
Indicators of Progress for Level 2Student: Begins to show interest and seeks out the
same object or task Focuses on and more readily acknowledges
objects or representations
Performs tasks similar to Level 2 tasks in daily instruction
Needs less cueing and prompting for Level 1 tasks
Combinations of Level 1 and
Level 2 are allowed.
Texas Education Agency's Student Assessment Division
Level 2 Complexity Level Student: Correctly makes choices when at least
three options are provided Distinguishes the varying characteristics
of items Answers literal questions posed to him
or her Recalls information previously learned
Level 3 Complexity Level Student: Decides which materials are needed for
a specific task on his or her own or from a wide array of appropriate and inappropriate options
Develops or adjusts strategies to accomplish a specific task
Interprets or analyzes information Formulates original responses to
questions requiring higher-level thinking skills
Indicators of Progress for Level 3Student: Begins to see relationships between groups Can sometimes predict outcomes Provides responses without choices Needs less cueing and prompting for Level 2
tasks Performs tasks similar to Level 3 tasks in daily
instruction
Combinations of Level 2 and
Level 3 are allowed.
Indicators of Progress
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Questions?
62
Provided by ESC Region XI (Source: TEA Student Assessment Division)
ARD Considerations for STAAR Alternate Decision-Making• If the student is clearly described by the characteristics in
one of the complexity level boxes, it is inappropriate to assess that student at a lower complexity level. • It is also inappropriate to assess a student at a lower
complexity level just to improve his or her score on the assessment. • Students who demonstrate skills on tasks with cueing should not
be automatically moved to a lower complexity level.• Students who cannot successfully demonstrate all three
predetermined criteria should not be automatically moved to a lower complexity level.
63
Provided by ESC Region XI (Source: TEA Student Assessment Division)
ARD Considerations for STAAR Alternate Decision-Making• The ARD committee decision regarding the complexity
level or levels to be used for the assessment must be noted on page 2 of the STAAR Alternate Participation Requirements and the teacher must abide by the decision• If the ARD Committee recommended a combination of
two complexity levels, the teacher will make the final decision of which task between the two complexity level options will be used for the primary observation.
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At least one task at the higher level must be observed when combinations of
complexity levels are chosen.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
ARD Considerations for STAAR Alternate Decision-Making• The teacher becomes the test
administrator and prepares for the primary observation by:• providing additional instruction according to
TEA resource documents• determining the presentation supports,
materials, and response modes appropriate for each task• documenting the preplanning decision on page
one of the state-required documentation form65
Texas Education Agency's Student Assessment Division
ARD Considerations for STAAR Alternate Decision-Making• If the teacher determines at any time that the
complexity level decision made by the ARD committee needs to be reviewed either due to student progress or regression, the ARD committee must reconvene and determine the new complexity level decision following the same process as outlined in this presentation.
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Texas Education Agency's Student Assessment Division
ARD Considerations for STAAR Alternate Decision-Making• The ARD committee must ensure the assessment decision and
accommodations needed to measure the student’s academic achievement have been documented in the student’s IEP.
• These accommodations will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observation and recorded on page 1 of the documentation form.
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Texas Education Agency's Student Assessment Division
STAAR Alternate and SSI• Students taking STAAR Alternate are not subject to SSI requirements. • Due to the design of STAAR Alternate, teachers make observations
throughout the academic year using preplanned instructional supports and are expected to provide any necessary remediation during the course of the academic year. There is no need for retests as observations can be repeated if needed due to special circumstances.
• Typically, students taking STAAR Alternate are already receiving intensive, individualized instructional support on a daily basis that takes into account the pace and amount of material appropriate for the student.
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Additional information regarding SSI requirements can be located at the following website:
http://www.tea.state.tx.us/student.assessment/ssi.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
How are ARD committee decisions
shared with other appropriate
individuals In your district or on your
campus?69
Additional Considerations
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Performance Data for 2014
• The adjusted cut score of 48 will be applied to the 2014 results to comply with House Bill 906 of the 83rd Legislative Session.
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
Performance Data for 2014
• The student’s Confidential Student Report will also report growth between 2013 and 2014.
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• Growth results will be calculated using a stage change table and reported as Did Not Meet, Met, or Exceeded Growth.
Provided by ESC Region XI (Source: TEA Student Assessment Division)
STAAR Alternate Timelines
• The STAAR Alternate Timeline has been posted and will be updated periodically as specific dates for events have been determined.
73
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Important Dates
• October 7, 2013• Access to the final attempt for qualification activities will
become available from the Training Center to district and campus staff
• Testing coordinators are responsible for providing the access code for the final to teachers.
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The Training Center access code for new personnel is
STAARALT1314
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Important Dates
• November 15, 2013• Documentation forms posted • January 6, 2014 – April 18, 2014• STAAR Alternate Assessment Window•March 28, 2014• Transfer cut-off date
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
ARD Committee Decisions for Next Year
• The new assessment will be an item based test; there will no complexity levels• Participation requirements may change
but the test will not be expanded to include the “modified” assessment• ARD Committees can only decide if the
student requires an alternate assessment due to instruction based on alternate achievement standards 76
Provided by ESC Region XI (Source: TEA Student Assessment Division)
Anything else?
Stay tuned! Keep checking
the TEA website!
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Education Service Center Region XI Assessment Contacts
• Laura Carson – Coordinator for Curriculum, Instruction and Assessment
(817) 740-7573 or lcarson@esc11.net• Peggy DeMoss – Federal and State Assessment
(817) 740-7529 or pdemoss@esc11.net • Sharon Rutherford – Special Education
Assessment
(817) 740-7574 or srutherford@esc11.net
Provided by ESC Region XI (Source: TEA Student Assessment Division)
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Provided by ESC Region XI (Source: TEA Student Assessment Division)
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
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Provided by _______ ISD (Source: ESC Region 11 and TEA Student Assessment Division)
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