Transcription
STAAR Alternate 2 UpdateTexas Assessment ConferenceNovember 7, 2017Ange Wilkins, Manager, STAAR Alternate 2
STAARAlternate 2STAAR Alternate 2 is an assessment for students withthe most significant cognitive disability/disabilitieswho: exhibit significant intellectual and adaptive behaviordeficits in their ability to plan, comprehend, andreason, and ALSO indicate adaptive behavior deficitsthat limit their ability to apply social and practicalskills such as personal care, social problem-solvingskills, dressing, eating, using money, and otherfunctional skills across life domains. are NOT identified based on English learnerdesignation or solely on the basis of previous lowacademic achievement or the need foraccommodations. require extensive, direct individualized instruction aswell as a need for substantial supports that areneither temporary nor specific to a particularcontent area.TEA Update 2017 STAAR ALT 22
KEY DATES NEW Enrollment Collection: Oct. 23 – Nov.10, 2017 Last Date for Test Administrator Training: March 16,2018 Preview Window: March 19-30, 20182017-2018STAARALTERNATE 2 Assessment Window: April 2-20, 2018 Verification Window: April 23 & 24, 2018All key STAAR Alternate 2 dates are referenced in theTest Administrator Manual (TAM) & District andCampus Coordinator Manual (DCCM).TEA Update 2017 STAAR ALT 23
2017-2018STAARALTERNATE 2STAAR Alternate 2 Verification Window The verification window for STAARAlternate 2 is April 23 - April 24,2018. The window closes at 5 p.m. (CST)on April 24. The verification window isintended to ensure the accuracy andcompleteness of all data submitted inthe Assessment Management Systemand the collection of secure documents. If during the verification process it isrealized that a student has not beentested, then the student must be testedduring the verification window. If during the verification process it isrealized that a student’s data has beenomitted, the data should be enteredduring the verification window.TEA Update 2017 STAAR ALT 24
2017-2018STAARALTERNATE 2Students Who Enroll AFTERApril 2, 2017Students who transfer/move to anew district after the first day ofthe STAAR Alternate 2 testingwindow do not have to be tested.Students who transfer within thesame district after the first day ofthe STAAR Alternate 2 testingwindow still must be tested by thedistrict where the student isenrolled.TEA Update 2017 STAAR ALT 25
NEW TESTFEATURESTEA Update 2017 STAAR ALT 26
Spring 2018: Introduced for thefirst timeCOLORSTUDENTBOOKLETS 2018 administration will havelimited color images Exit survey will be utilized togauge test administratorsatisfaction with color format TEA will analyze the impact of thenew format on studentperformance.TEA Update 2017 STAAR ALT 27
LARGE PRINT STUDENT BOOKLETS Spring 2018: Introduced for the first time Ordered through the enrollment collection process Districts must enter a number to receive large print tests.The count in the Assessment Management System willdefault to zero. The number of large print booklets ordered should bebased on students who require an accommodation ofenlarged text or images.TEA Update 2017 STAAR ALT 28
FONT AND POINT SIZE MATRICESLARGEPRINTSTUDENTBOOKLET UPDATED to include STAAR Alternate 2Large-Print Student Booklet Coming Soon Accommodation Resources 2018Accessibility Resources Related ResourcesTEA Update 2017 STAAR ALT 29
STAARAlternate 2Image CardSets Spring 2018: Introduced for the firsttime One card set per standard sizestudent booklet Perforated cards: four cards on a8 ½ X 11 page Cards contain the same images andanswer choices that appear in thestudent test booklet Reduces burden on teacher forphotocopying and preparation ofimages Photocopying policy has not changedTEA Update 2017 STAAR ALT 210
Test administrators are NOT required to useimage card sets.STAARAlternate 2Image CardSets Test administrators should utilize image cardsin the same way they previouslyaccommodated the student booklet pages:(EXAMPLES) photocopying and then cutting apartanswer choices in order to presentanswer choices one at a time, OR photocopying and then cutting out animage to pair with text, OR photocopying as required by otheraccommodations and then making a“card” to assist with test administration. Image cards will have number stamp on theback to correspond with test items.TEA Update 2017 STAAR ALT 211
STAARAlternate 2Image CardSetsTEA Update 2017 STAAR ALT 212
STAARAlternate 2Image CardSetsTEA Update 2017 STAAR ALT 213
STAARAlternate 2Image CardSetsTEA Update 2017 STAAR ALT 214
Found in the Assessment ManagementSystemSTAARAlternate2 ExitSurveyCompleted upon submission of allstudent responsesFINAL SUBMIT button will prompt thesurvey linkSurvey results will guide the testfeatures of future STAAR Alternate 2developmentTEA Update 2017 STAAR ALT 215
Materials to be provided to STAARAlternate 2 test administrators perstudent include:STAARAlternate 2SecureMaterials one student booklet one image card set one scoring document* one secure STAAR Alternate 2 TestAdministrator manual for eachgrade, subject, or course testedTEA Update 2017 STAAR ALT 216
Return used and unused:STAARAlternate 2SecureMaterials secure STAAR Alternate 2 TestAdministrator manuals (TAM) student booklets scoring documents complete image card sets photocopies of secure test materials*scoring document may be found in back of TAM oronline through “Resources” tab in AssessmentManagement SystemTEA Update 2017 STAAR ALT 217
STAAR Alternate 2 Online TranscriptionData collection for student booklets that have been translatedinto a language other than English. New field in the online transcription form Test Details screen in the Assessment Management System(above the score code and accommodation fields) Online feature collects data on the number of STAARAlternate 2 assessments being translated into a languageother than English The default is “NO” New field has also been added to STAAR Alternate 2 ScoringDocument so that it matches new field in online form.TEA Update 2017 STAAR ALT 218
STAARAlternate 2 –EnterStudentResponsesCreating test sessions no longer required!From Testing Student Tests, select student(s)and check “Update Student Test Details” and“Enter Student Tests”25
STAARAlternate 2 –EnterStudentResponses26
STAARALTERNATE 2RESOURCESREVISEDTEA Update 2017 STAAR ALT 221
Revised form: No longer“chronicillness” Revisedversion:“terminal ordegenerativeillness”MEDICALEXCEPTIONFORMTEA Update 2017 STAAR ALT 222
No longer nonacademichomeboundservices due tomedical issuesand does notreceiveacademicinstruction Revised form:“unable toreceive sufficientor consistenthomeboundservices due tomedical issues.”MEDICALEXCEPTIONFORMTEA Update 2017 STAAR ALT 223
Revisions to Vertical Alignment andCurriculum ALIGNMENTDOCUMENTSMath grade 4, RC3, 4.7, page 22:Added PK skill V.E.1Classification and patterns skills sort objects that are the same and different intogroups and use language to describe how thegroups are similar and differentTEA Update 2017 STAAR ALT 224
DOCUMENTSMath grade 8, RC3, 8.8, page 25-26:Added K.7.A and K.7.BMeasuring Length, Area, Volume, andWeight/Mass compare two objects with a commonmeasurable attribute to see which object hasmore of/less of the attribute and describe thedifference give an example of a measurable attribute of agiven object, including length, capacity, andweightAdded PK skill V.E.1Classification and patterns skills sort objects that are the same and different intogroups and use language to describe how thegroups are similar and differentTEA Update 2017 STAAR ALT 225
Algebra RC4, A.6, page 26; RC4 A.7, page29; RC4, A.8, page 34; and RC5, A.9, IGNMENTDOCUMENTSAdded 6.7ADetermining and Simplifying Numeric andAlgebraic Expressions generate equivalent numericalexpressions using order of operations,including whole number exponents andprime factorizationTEA Update 2017 STAAR ALT 226
STAAR Alternate 2Student Report Card Formerly known as “Confidential StudentReport”REPORTING The individual student report card will showperformance data for each student on the subjectarea tests. Resources will be included for parents ofstudents with significant cognitive disabilities. More specific details will be sent out throughemail communication in spring 2018.TEA Update 2017 STAAR ALT 227
STAAR Alternate 2 assessments areadministered in the subject/course inwhich the student is enrolled.ABOVEGRADETESTINGGRADE 3MATHEMATICS AND READINGGRADE 4MATHEMATICS, READING, AND WRITINGGRADE 5MATHEMATICS, READING, AND SCIENCEGRADE 6MATHEMATICS AND READINGGRADE 7MATHEMATICS, READING, AND WRITINGGRADE 8MATHEMATICS, READING, SCIENCE, ANDSOCIAL STUDIESEOCALGEBRA I, ENGLISH I, ENGLISH II, BIOLOGY,AND US HISTORYTEA Update 2017 STAAR ALT 228
Above-grade testing is not allowed onSTAAR Alternate 2 (for example, studentswho are enrolled in grade 8 taking STAARAlternate 2 may not be assessed inAlgebra I)ABOVEGRADETESTING Students who meet eligibility for STAARAlternate 2 would not have aninstructional level that would allow forabove-grade instruction.(Change in language will be reflected in2018-19 Participation Requirements.)TEA Update 2017 STAAR ALT 229
STAAR Alternate 2 Educator Guide Revised Medical Exception EligibilityRequirements (English & Spanish)RecentSTAARAlternate 2WebpagePostings Instructional Terms Lists Essence Statements: Oct. 20 STAAR Alternate 2 Test AdministratorManual Non-Secure Front cial-ed/staaralt/TEA Update 2017 STAAR ALT 230
EVERY STUDENTSUCCEEDS ACTTEA Update 2017 STAAR ALT 231
Previous 1% RuleESSAIMPLICATIONSFORELIGIBILITY No Child Left Behind (NCLB) stated thatall students in public schools must beincluded in the statewideaccountability system and definedalternate assessments as appropriatefor the most significantly cognitivelydisabled (MSCD) students. NCLB put parameters around thedefinition and on the number of MSCDstudents who can be counted asproficient in a state’s adequate yearlyprogress (AYP) calculations.TEA Update 2017 STAAR ALT 232
Reauthorization of ESEAESSAIMPLICATIONSFORELIGIBILITY enacted December 2015 Elementary and Secondary Education Actof 1965 (ESEA) amended Every Student Succeeds Act (ESSA):In an effort to make assessments inclusive ofall students, the ESSA imposed a cap to limit,to 1.0 percent of the total number of studentswho are assessed in a State in each assessedsubject, the number of students with the mostsignificant cognitive disabilities whoseperformance may be assessed with analternate assessment aligned with alternateacademic achievement standards (AA-AAAS).TEA Update 2017 STAAR ALT 233
STATEWIDE PARTICIPATION RATES IN TEXASFor 2016-2017:The number of students assessedstatewide using STAAR Alternate 2 out ofthe total number of students who wereassessed was 1.4% in mathematics 1.2% in reading 1.2% in scienceTEA Update 2017 STAAR ALT 234
As a result of the new 1.0 threshold set byESSA, Texas is seeking a waiver from thisrequirement.WaiverRequestSpecifically, Texas is requesting a limitedwaiver, so that the state's assessmentsystem may have slightly more than 1.0%of students taking STAAR Alternate 2 foreach subject during the 2017–2018 schoolyear.TEA Update 2017 STAAR ALT 235
School districts/charter schools will receive a letter ofnotification and district-specific data.Letter to the Superintendent or Chief AdministrativeOfficial of the charter school and copied to the DTCcontact.WaiverRequestThe information provided by districts/charter schoolswill assist the state in submitting the waiver to theUnited States Department of Education (USDE).There are many reasons for a district/charter schoolto assess more than 1.0% of their total students withan alternate assessment. Districts/charter schools willbe asked to submit information regarding specialprogramming that may give reasons for being overthe 1.0% threshold.ESSA calculates the 1.0% threshold at the STATElevel by subject, not at the district level bygrade/subject.TEA Update 2017 STAAR ALT 236
WaiverRequestTEA Update 2017 STAAR ALT 237
Updated special-ed/staaralt/WaiverRequestTEA Update 2017 STAAR ALT 238
Recommended Strategiesfor Meeting the 1%Threshold forSTAAR Alternate 2TEA Update 2017 STAAR ALT 239
1. Gatherdistrict andschool dataon currentparticipationrates forSTAARAlternate 2. Although ESSA specifies participationrates by subject, knowing localparticipation rates by grade level may beuseful in analyzing data. Are there campuses in which the numbersare higher than expected? Are there certain grades in whichparticipation data in the alternateassessment “spikes”, or is higher thanmight be expected? For example, SSI orEOC grade levELs? Is our participation higher than expectedwhen compared to other districts withsimilar demographics?TEA Update 2017 STAAR ALT 240
2. Gather dataon thecharacteristicsof studentsparticipating inSTAARAlternate 2. Upon review of local data, is it possible thatstudents are participating in STAARAlternate 2 who do not have significantcognitive disabilities? Although ESSA specifically prohibitsrestriction of student participation in analternate assessment with specificdisabilities, a review of locally developeddata regarding disability may providehelpful analysis. Although students with a primary disabilityof LD, SI, and OHI are not typically studentswith the most significant cognitivedisabilities, review the other (if any)defining characteristics for individualstudents that make them eligible forSTAAR Alternate 2?TEA Update 2017 STAAR ALT 241
3. Examinethe statedefinitionforstudentswith themostsignificantcognitivedisabilities.STAAR Alternate 2 is an assessment for students withthe most significant cognitive disability/disabilitieswho: exhibit significant intellectual and adaptive behaviordeficits in their ability to plan, comprehend, andreason, and ALSO indicate adaptive behavior deficitsthat limit their ability to apply social and practicalskills such as personal care, social problem-solvingskills, dressing, eating, using money, and otherfunctional skills across life domains. are NOT identified based on English learnerdesignation or solely on the basis of previous lowacademic achievement or the need foraccommodations. require extensive, direct individualized instruction aswell as a need for substantial supports that areneither temporary nor specific to a particularcontent area.TEA Update 2017 STAAR ALT 242
4. Provideprofessionaldevelopmentto educatorswho serve onARDcommittees. Does local assessment training includeinformation on the characteristics ofstudents who most appropriatelyparticipate in the alternate assessment? Does local assessment training includeinformation on the accessibility featuresand accommodations available for theSTAAR assessment that could enable moststudents to participate in the generalassessment? Does local assessment training includeinformation to assist with understandingeach individual STAAR Alternate 2participation requirement?TEA Update 2017 STAAR ALT 243
What systematic procedures does the schooldistrict/charter have for distributing information toparents/legal guardians regarding STAAR Alternate2 participation requirements?5. Provideinformationto parents ofstudentswithsignificantdisabilities. Does the school district/charter have a system inplace for explaining the characteristics of STAARAlternate 2 to parents/legal guardians? Does the school district/charter have a system inplace explaining features of the STAAR Alternate 2assessment? What are the school district/charter’s systematicprocedures for informing the parent/legal guardianof possible accessibility features and designatedsupports which may enable the student toparticipate in the general assessment?TEA Update 2017 STAAR ALT 244
The number of students participating inalternate assessments has been increasingsince 2003.ReversingtheTrend The 1% threshold means that districts shouldidentify strategies to meet ESSA imposedtarget. As district administrators and ARDcommittees apply strategies addressing thetarget of 1%, states can assure that allstudents, including those with significantcognitive disabilities, are assigned to theappropriate assessment.TEA Update 2017 STAAR ALT 245
2018-2019 on Requirements As part of the waiver process, TEA will beupdating its participation guidelines for STAARAlternate 2. Based on input from STAAR Alternate 2Advisory Committee, TEA Special Populationsdivision, Special Education experts in the field Effective upon release (December 2017) to beused for spring 2019 ARD assessment decisions Training for the revised participationrequirements will be provided to LEAs latesummer 2018TEA Update 2017 STAAR ALT 246
018-2019 Flowchart to AccompanyParticipation Requirements Developed based on input from STAARAlternate 2 Advisory Committee, TEA SpecialPopulations division, Special Educationexperts in the field Effective upon release (December, 2017) touse as a resource (supplement for STAARAlternate 2 Participation Requirements) Flowchart is a simple graphic to helpunderstand the new participationrequirements Flowchart intended to help parentsunderstand eligibility for STAAR Alternate 2TEA Update 2017 STAAR ALT 247
Alternate EnglishLanguageProficiency (ELP)AssessmentTEA Update 2017 STAAR ALT 248
AlternateELPAssessmentFederalRequirements 34 CFR §200.6(h)(5) requires that aState administers an alternate ELPassessment for English learners (ELs)with the most significant cognitivedisabilities who cannot participate inthe ELP assessment even withappropriate accommodations. USDE has said that a state maydevelop alternate ELP achievementstandards for the alternate ELPassessment. (Letter on June 12,2017)TEA Update 2017 STAAR ALT 249
AlternateELPAssessmentTexas is creating a holistic inventory toassess English language proficiency to satisfy the Alternate ELPassessment requirement forstudents with the most significantcognitive disabilities (SWMSCD) reduce exemptions from specificlanguage domains on the generalTELPASTEA Update 2017 STAAR ALT 250
Holistic inventory formatWhy aHolisticInventory?Sensitive to the needs of SWMSCD. More accessible to students who havedifficulty interacting with test itemseven with appropriate modificationsand accommodations applied.Limits additional burden on the field HB 5, 83rd Legislative Session, 2013Common form of evaluation used by specialeducators Speech language inventories, adaptivebehavior inventories, etc.TEA Update 2017 STAAR ALT 251
HolisticInventoryThe inventory requires testadministrators based on their knowledge of astudent’s English language skillsover a period of time to make holistic judgments across all four domains ofEnglish language proficiency(listening, speaking, reading,writing) using alternate ELP-aligneditems.TEA Update 2017 STAAR ALT 252
Who will beassessedwith thealternateELPassessment?2016 data:Approximately 4,590students identified aslimited EnglishProficient (LEP) tookSTAAR Alternate 2 ingrades 3-EOC.GradesK-1Grades2-12 Since all ELs will take the same K-1holistically-rated assessment for all 4language domains, no eligibilitydetermination is needed. Grade 2: Participation requirements willbe created (similar to STAAR Alternate2) and ARD committees will be requiredto make an assessment determinationfor TELPAS. Grades 3-12: Participation requirementswill be ELs who are eligible to takeSTAAR Alternate 2 will take TELPASAlternate.TEA Update 2017 STAAR ALT 253
t Alternate PLDs Due to a significant cognitive disability, thecurrent advanced or advanced high levELsof general TELPAS would be unattainablefor SWMSCD. PLDs are aligned with grade-levelexpectations. In order to provide meaningful data forteachers, the alternate PLDs will be a moremeaningful measurement of Englishlanguage proficiency for SWMSCD. Fall 2017 advisory committee, educatorswill provide feedback on alternate PLDs.TEA Update 2017 STAAR ALT 254
TEA Update 2017 STAAR ALT 255
April 23 - May 4, 2018COGNITIVELAB FORALTERNATEELPASSESSMENTPurpose: Means of measuring TESTADMINISTRATORS’ mental processesthrough the use of a think aloudprotocol Flexible procedure that can be catered tothe specific situation and activity forunique student populations Gather data to inform development ofobservation criteriaTEA Update 2017 STAAR ALT 256
Procedure:COGNITIVELAB FORALTERNATEELPASSESSMENT Robust participation by LEAs willhelp to combat small sample size ofstudents LEAs volunteer test administratorswho are familiar with ELs who arealso assessed with STAAR Alternate 2 Test administrators conduct a sampleholistic inventory TEA/Pearson staff conduct interviewsessions with test administratorsTEA Update 2017 STAAR ALT 257
Intended OutcomesCOGNITIVELAB FORALTERNATEELPASSESSMENT Real-time observation of student interactionswith item types and the accommodationsthat are required Collection of valuable educator knowledge ofunique needs of student population toinform the test content and procedures A cadre of test administrators who will helpguide the alternate language proficiencyassessment development process requiredfor ELs with significant cognitive disabilities. Results that inform implications for futuretesting of ELs with significant cognitivedisabilities Protocol that will inform assessment andinstruction of ELs with significant cognitivedisabilitiesTEA Update 2017 STAAR ALT 258
2017- Spring 2018 Convene advisory committee – collectfeedback from the field (August 2017)Developmentof AlternateELPAssessment Develop alternate PLDs and items for eachlanguage domain Convene advisory committee – reviewPLDs, test items, and participationrequirements Districts volunteer to participate incognitive lab Conduct alternate ELP assessmentcognitive lab – after STAAR Alternate 2 andTELPAS administration windowTEA Update 2017 STAAR ALT 259
Summer 2018-Summer 2019 Collect and analyze cognitive lab surveyand resultsDevelopmentof AlternateELPAssessment Conduct training and administeroperational alternate ELP assessment(Spring 2019) Conduct standard setting (Summer 2019)TEA Update 2017 STAAR ALT 260
How to Apply?COGNITIVELAB FORALTERNATEELPASSESSMENTLEAs will receive a letter from TEA solicitingdistricts to participate in the cognitive lab: including the proposed calendar forcompleting cognitive lab activities and describing the procedures for districts whowill volunteer to participate.Thank you for your participation in thisexciting opportunity to inform Texas’ firstlanguage proficiency assessment createdspecifically for ELs with significant cognitivedisabilities!TEA Update 2017 STAAR ALT 261
We need you to nominate qualified educatorsfrom your school or district, to serve onstatewide committees who will review testEducatorCommitteesquestions or participate in other testdevelopment activities related to the stateassessments.A great way to inform test development forstudents with significant cognitive disabilities!TEA Update 2017 STAAR ALT 262
TEAWeNEED RECRUITMENTyou! CAMPAIGN INFEBRUARY!TEA Update 2017 STAAR ALT 263
QUESTIONS?
Texas Education Agency (TEA)Phone: (512) 463-9536Email: INFORMATIONPearson’s Austin Operations CenterPhone: (800) 627-0225Email: TxPearsonAccess@support.pearson.comTEA Update 2017 STAAR ALT 265
These slides have been prepared by the StudentAssessment Division of the Texas Education Agency.STAAR If a slide is changed for local use, please remove the TEAfooter at the bottom of the slide.Alternate2 This training in no way takes the place of reviewingrequired manuals and additional information on the TEAwebsite.TEA Update 2017 STAAR ALT 266
The mission of the Texas Education Agency is toimprove outcomes for all public school students inthe state by providing leadership, guidance, andsupport to school systems. The Office ofAcademics is responsible for facilitating theprocess that determines what students should belearning, measuring and reporting on how muchthey have learned, and providing resources andsupports to effectively improve quality, access andopportunity for PK-12th grade students in Texas.TEA Update 2017 STAAR ALT 267
For 2016-2017: The number of students assessed statewide using STAAR Alternate 2 out of the total number of students who were assessed was 1.4% in mathematics 1.2%
