Clarification
LPAC
LPAC
Q: Are the three supports listed under Authority for Decision and Required Documentation (Extra Time, Content and Language Supports and Oral/Signed Administration) the only allowable accommodations for EL students?
Q: Are the three supports listed under Authority for Decision and Required Documentation (Extra Time, Content and Language Supports and Oral/Signed Administration) the only allowable accommodations for EL students?
A: This question stems from a TEA slide from the October 2019 Testing Coordinator training. This slide has caused some confusion to be that only these three are allowed to EL students, however that is not the case. The LPAC can decide to approve the use of these three designated supports if the student meets eligibility requirements and are not part of any other appropriate team.
A: This question stems from a TEA slide from the October 2019 Testing Coordinator training. This slide has caused some confusion to be that only these three are allowed to EL students, however that is not the case. The LPAC can decide to approve the use of these three designated supports if the student meets eligibility requirements and are not part of any other appropriate team.
EL students may meet eligibility for other designated supports, however it is required that LPAC must work in conjunction with the appropriate team for example, LPAC/ARD or LPAC/504 Committee.
EL students may meet eligibility for other designated supports, however it is required that LPAC must work in conjunction with the appropriate team for example, LPAC/ARD or LPAC/504 Committee.
To clarify even further, the wording "WITHOUT an ARD or Section 504 Committee" means that the student is an EL only and not receiving any other services.
To clarify even further, the wording "WITHOUT an ARD or Section 504 Committee" means that the student is an EL only and not receiving any other services.
Q: Do I need TEA approval on getting STAAR testing supplemental aids approved? I have several graphic organizers that we use in our math classrooms.
Q: Do I need TEA approval on getting STAAR testing supplemental aids approved? I have several graphic organizers that we use in our math classrooms.
A: The use of these Supplemental Aids does not require TEA approval, however, the students need to meet eligibility requirements and the appropriate team has to make the decision. Find additional information in the hyper linked Supplement Aids document from TEA to help guide decision making.
A: The use of these Supplemental Aids does not require TEA approval, however, the students need to meet eligibility requirements and the appropriate team has to make the decision. Find additional information in the hyper linked Supplement Aids document from TEA to help guide decision making.
I am also linking TEA's presentation, Supplemental Aids for STAAR: What’s Allowed and What’s Not? The PPT has examples of what is allowable per subject area.
I am also linking TEA's presentation, Supplemental Aids for STAAR: What’s Allowed and What’s Not? The PPT has examples of what is allowable per subject area.
For more information, Contact:
Tammie Sinclair
Educational Specialist, Special Education Curriculum and Instruction
(210) 370-5638
Q: I was informed that a student must have an alternative TEKS curriculum, not just modified TEKS to take the ALT 2. Is this accurate?
Q: I was informed that a student must have an alternative TEKS curriculum, not just modified TEKS to take the ALT 2. Is this accurate?
A: Student participation in the STAAR-Alternate 2 assessment is determined by the ARD Committee after reviewing and completing the STAAR Alternate 2 Participation Requirements document.
A: Student participation in the STAAR-Alternate 2 assessment is determined by the ARD Committee after reviewing and completing the STAAR Alternate 2 Participation Requirements document.
If you review #4 from the STAAR Alternate 2 Participation Requirements, it states, "A student with a significant cognitive disability requires a highly specialized educational program with intensive supports and modifications to the curriculum to access the Texas Essential Knowledge and Skills (TEKS) through prerequisite skills that are significantly below grade-level instruction.
If you review #4 from the STAAR Alternate 2 Participation Requirements, it states, "A student with a significant cognitive disability requires a highly specialized educational program with intensive supports and modifications to the curriculum to access the Texas Essential Knowledge and Skills (TEKS) through prerequisite skills that are significantly below grade-level instruction.
For instance, an elementary student may be 3–4 levels below grade-level instruction while a student in high school may be 7–9 levels below.”
For instance, an elementary student may be 3–4 levels below grade-level instruction while a student in high school may be 7–9 levels below.”
Q: If a student passed STAAR ALT2 is the next test to take the "regular" STAAR test because it is a continuum?
Q: If a student passed STAAR ALT2 is the next test to take the "regular" STAAR test because it is a continuum?
A: The decision for a student to take the STAAR test instead of the STAAR Alternate 2 is solely based on whether or not they meet the criteria listed in the STAAR Alternate Participation Requirements.
A: The decision for a student to take the STAAR test instead of the STAAR Alternate 2 is solely based on whether or not they meet the criteria listed in the STAAR Alternate Participation Requirements.
See participation requirement number 5. “The decision to administer STAAR Alternate 2 is NOT based on a student’s racial or economic background, English learner status, excessive or extended absences, location of service delivery, anticipated disruptive behavior or emotional distress, or any other such factors.” In other words, the decision for appropriate assessments should be made every year based on the participation requirements. If the student meets all five of the participation requirements then they would still qualify for the STAAR Alternate 2. If they did not qualify then the ARD committee would begin to look at STAAR and appropriate accommodations. See the Companion Document for assisting in making decisions on whether or not a student qualifies for the STAAR Alternate Assessment. TEA stated in the STAAR Alternate 2 2018-2019 Participation training that “ARD Responsibilities are that the committee should make assessment decisions based on current data for each individual.” So each year the student will need to re-qualify based on the participation requirements and nothing else.
See participation requirement number 5. “The decision to administer STAAR Alternate 2 is NOT based on a student’s racial or economic background, English learner status, excessive or extended absences, location of service delivery, anticipated disruptive behavior or emotional distress, or any other such factors.” In other words, the decision for appropriate assessments should be made every year based on the participation requirements. If the student meets all five of the participation requirements then they would still qualify for the STAAR Alternate 2. If they did not qualify then the ARD committee would begin to look at STAAR and appropriate accommodations. See the Companion Document for assisting in making decisions on whether or not a student qualifies for the STAAR Alternate Assessment. TEA stated in the STAAR Alternate 2 2018-2019 Participation training that “ARD Responsibilities are that the committee should make assessment decisions based on current data for each individual.” So each year the student will need to re-qualify based on the participation requirements and nothing else.
STAAR
STAAR
Q: Do I need to complete an ARD amendment to remove the online modality of STAAR from a student’s IEP since it no longer has to be documented?
Q: Do I need to complete an ARD amendment to remove the online modality of STAAR from a student’s IEP since it no longer has to be documented?
A: This depends on why the modality was documented in the first place. When making decisions based upon individual needs, due consideration should be given to the mode in which an allowed or approved designated support is offered. Designated supports may require a student to take STAAR in a certain mode. For example, a student eligible for content and language supports must take STAAR online, as these supports are embedded in the online testing system. In contrast, decisions about supplemental aids can be based solely on individual need since this support is provided locally and is not part of the assessment mode.
A: This depends on why the modality was documented in the first place. When making decisions based upon individual needs, due consideration should be given to the mode in which an allowed or approved designated support is offered. Designated supports may require a student to take STAAR in a certain mode. For example, a student eligible for content and language supports must take STAAR online, as these supports are embedded in the online testing system. In contrast, decisions about supplemental aids can be based solely on individual need since this support is provided locally and is not part of the assessment mode.
If a student does not require online support and taking the test online is just a preference, the option can be removed via ARD Amendment.
If a student does not require online support and taking the test online is just a preference, the option can be removed via ARD Amendment.
*Referenced information starting on page 23 of the Student Success Initiative Manual Grade-Advancement Requirements Update for the 2019–2020 School Year.
Q: What are the SSI (Student Success Initiative) requirements for a student receiving special education services?
Q: What are the SSI (Student Success Initiative) requirements for a student receiving special education services?
A: Students participating in STAAR Alternate 2 are not subject to SSI grade-advancement requirements.
A: Students participating in STAAR Alternate 2 are not subject to SSI grade-advancement requirements.
Students receiving special education services who take STAAR are subject to SSI grade-advancement requirements. However, if a student who receives special education services was not successful on a state assessment, the ARD committee will make all decisions involving accelerated instruction, retesting, and promotion. No GPC is convened.
Students receiving special education services who take STAAR are subject to SSI grade-advancement requirements. However, if a student who receives special education services was not successful on a state assessment, the ARD committee will make all decisions involving accelerated instruction, retesting, and promotion. No GPC is convened.
The role of the ARD committee in making decisions about students subject to SSI grade-advancement requirements is described in TEC §28.0211(i) and (i-1) and in 19 TAC §101.2003(d). Thus, a student receiving special education services enrolled in grade 5 or 8 who does not perform satisfactorily on the mathematics and reading assessment instruments is subject to SSI grade-advancement requirements.
The role of the ARD committee in making decisions about students subject to SSI grade-advancement requirements is described in TEC §28.0211(i) and (i-1) and in 19 TAC §101.2003(d). Thus, a student receiving special education services enrolled in grade 5 or 8 who does not perform satisfactorily on the mathematics and reading assessment instruments is subject to SSI grade-advancement requirements.
According to TEC §28.0211(i-2), no later than September 1 of each school year, a school district must notify the parent or person standing in parental relation to a student enrolled in the district’s special education program of the options of the ARD committee for students who fail to perform satisfactorily on the grades 5 and 8 mathematics and reading assessments.
According to TEC §28.0211(i-2), no later than September 1 of each school year, a school district must notify the parent or person standing in parental relation to a student enrolled in the district’s special education program of the options of the ARD committee for students who fail to perform satisfactorily on the grades 5 and 8 mathematics and reading assessments.
Districts are encouraged to carefully weigh the individual needs of students with disabilities as they consider decisions pertaining to the procedures outlined in this manual. For the students described above, an ARD committee must make decisions regarding appropriate assessment, accelerated instruction, and grade placement based on a student’s individual educational needs.
Districts are encouraged to carefully weigh the individual needs of students with disabilities as they consider decisions pertaining to the procedures outlined in this manual. For the students described above, an ARD committee must make decisions regarding appropriate assessment, accelerated instruction, and grade placement based on a student’s individual educational needs.
The information in the following chart provides a general description of how the SSI grade-advancement requirements affect students receiving special education services who take the STAAR grade 5 or 8 assessments.
The information in the following chart provides a general description of how the SSI grade-advancement requirements affect students receiving special education services who take the STAAR grade 5 or 8 assessments.
Q: Is a student who receives special education services required to pass the state assessment?
Q: Is a student who receives special education services required to pass the state assessment?
A: The graduation requirement for students who receive special education services in Texas is that students must participate in the state assessment. If the student does not meet state standard, the student's ARD committee can determine that satisfactory performance on the required state assessments is not necessary for graduation. Please see, TAC §89.1070(b)(1)&(2).
A: The graduation requirement for students who receive special education services in Texas is that students must participate in the state assessment. If the student does not meet state standard, the student's ARD committee can determine that satisfactory performance on the required state assessments is not necessary for graduation. Please see, TAC §89.1070(b)(1)&(2).
Accessibility
Accessibility
How many students can be in a small group during STAAR Administrations?
How many students can be in a small group during STAAR Administrations?
Allowing small-group administrations information can be found in the 2019-2020 Accessibility Features document.
Allowing small-group administrations information can be found in the 2019-2020 Accessibility Features document.
*The number of students in a small group is determined at the local level based on individual student needs.
*The number of students in a group should mirror, to the extent possible, classroom testing situations.
For example, If a student's normal classroom size consists of 20 students and they are normally pulled in a small group of 5 students for classroom accommodations and/or local testing accommodations then during STAAR administration, their small group should mirror the 5 student small group as close as possible. Their STAAR administration small group should not be bigger than their normal class size.
For example, If a student's normal classroom size consists of 20 students and they are normally pulled in a small group of 5 students for classroom accommodations and/or local testing accommodations then during STAAR administration, their small group should mirror the 5 student small group as close as possible. Their STAAR administration small group should not be bigger than their normal class size.