are your staars aligned?
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What do these things have in common?
Are Your STAARs Aligned?i2 InstituteJune 15, 2012
Laura Abbott
PRE-TESTWhat do these things have in common?
They are all ways not to make State Assessment Decisions.
What happens if we dont have a process in place?
ONLY ONREGION XIII
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TestServicesCurriculumAccommodationsGraduation
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TestServicesCurriculumAccommodationsGraduation
STAAR10
TestServicesCurriculumAccommodationsGraduation
Modified
11
TestServicesCurriculumAccommodationsGraduation
Alternate
12
3
5
OLD NEWS
Why STAAR is not appropriate Why Modified/Alternate is appropriate All eligibility criteria are met Based on multiple sources of data Not based solely on previous state assessment ARD Committee decision Not cap-driven administrative decision Based on educational need and instruction Not solely based on: disability category/race/SES/attendance service time/service location16Participation Requirements:Are you sure about your district?
Participation Requirements:Raise your hand!
Raise your hand! If you
So what can we do?
Present Levels of Academic Achievement and Functional Performance How is the student performing on academic tasks that are affected by his or her disability?
23Awell-roundedpictureofthe wholestudent
ParentsStudentTeachersService ProvidersPLAAFP shouldProvide a focus or a spotlight on the childs needs
Serve as a preview as to which skills will need some instructional support and focus Provide specific baseline data supporting their area of needYou do not want.
Plaafp-lacNoun: The absence of a well-written PLAAFP based on data
GOBs:Goals Objectives Benchmarksfunctionalacademicmodifyprerequisite
General CurriculumInvolvementProgressDisability28How does the students disability affect involvement and progress in the general education curriculum?
Does the students disability affect his/her ability to master the grade level TEKS?
TEKS Expectations
Can the student tackle the grade level TEKS as written?
or
Modified TEKS
PrerequisiteSkills
Enrolled Gr. Level
29The Gen. Ed. / Spec. Ed. Team
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Accommodations32Accommodations
Changes to instructional materials, procedures, or techniques that allow a student with disabilities to participate in grade-level instruction and testingIndividualized for each student Used routinely in instruction and testing Evaluated regularly for effectiveness
SERVICES35General EducationSettingSupport Fac.Co-teachIndirect SupportSpecial EducationSetting
Additional Information38
"Faster, Higher, Stronger"
STAAR ModifiedSTAAR AlternateSTAAR LAssessment Decision ProcessDoes the student receive instruction in the grade-level TEKS for this subject with or without accommodations?
If yes, then the student takes STAAR for this subject.Assessment Decision ProcessDoes the student access the grade-level TEKS for this subject through modifications (modified content)?
Modified Question #1:
Multiple Years Behind Grade-levelRate of Progress
Modified Question #2:
Modified Enrolled Grade Level Content
Modified Question #3:
Direct, Intensive InstructionAcquire, Maintain, Transfer Skills
Assessment Decision ProcessDoes the student have a significant cognitive disability that requires the student to access the grade-level TEKS through prerequisite skills?
Alternate Question #1:As determined by his FIE (8-28-09) and ARD Committee meeting (5-2-11), Aaron meets the criteria as having the disability condition of an intellectual disability.
Significant Cognitive Disability
Alternate Question #2:
Specialized supports to access grade-level curriculum
Alternate Question #3:
Intensive, Individualized Instruction Variety of Settings
Alternate Question #4:
Prerequisite Skills
Framework
Vertical Alignment
GOBs
Alternate Question #5:
Primarily Demonstrates Knowledgethrough Performance Tasks
How a student graduates is affected by:Curriculum modificationHigh School creditsState Assessment selection/completion
DAPRHSPMHSP
The path we establish in elementary affects students postsecondary options
Participation Requirements Graduation Assurance
Doesitalign?
Does it align?
Why not?
STAAR Modified Slots
$500 per 2% slot OBO.
Resources
Additional documents for this presentation along with resources for extended learning are available in an e-binder at:
http://bit.ly/alignstaars
ESC Region XIII Special EducationCompliance, Inclusion, and Access
Worksheets/Alignment/Additional Information: Laura Abbott laura.abbott@esc13.txed.net 512-919-5207
Graduation: Elizabeth Dannerelizabeth.danner@esc13.txed.net512-919-5182Disability: Joy Hunsuckerjoy.hunsucker@esc13.txed.net512-919-5177
STAAR Alternate: Ann Jacobsonann.jacobson@esc13.txed.net512-919-5167
GOBs/Accommodations/Services/STAAR Modified: Cathy Miller cathy.miller@esc13.txed.net512-919-5160
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