This document provides an overview and guidelines for test accommodations for students with disabilities taking the STAAR, STAAR Spanish, STAAR L, STAAR A, and TELPAS assessments in Texas. It discusses the major changes to accommodations for the 2015 calendar year, including the addition of the STAAR A assessment and eligibility criteria for students with dyslexia. It also reviews the Critical Information about Accommodations document and the Educator Guide for STAAR A and STAAR Alternate 2 assessments. Campus testing coordinators are responsible for disseminating accommodations information to appropriate staff.

1. 2015 Calendar Year
TESTING ACCOMMODATIONS FOR STUDENTS
WITH DISABILITIES WHO TAKE STAAR, STAAR
SPANISH, STAAR L, STAAR A, AND TELPAS
PRESENTED BY: DEPARTMENTS OF SPECIAL EDUCATION AND RESEARCH, ASSESSMENT, AND ACCOUNTABILITY

2. Meeting Reminders
• Welcome to our Training. As we work to improve our
safety culture, we want to take care of a few
housekeeping details before our session begins.
• Bathrooms and drinking fountains are located in the main
hallway to the left of the1200s and behind us in the back
corner of the ESC.
• In case of an emergency, please listen to the directions
being offered by district staff.
• Primary emergency exits are located behind us towards
KHS and back out the front exit towards the main parking
lots. Once in the hallway, follow the illuminated exit signs
out of the building.
• We will assemble in the parking lot of the credit union.
2

3. Cell Phone Courtesy
• We respectfully request that you turn off the sound or
set electronic devices to vibrate as a courtesy to
everyone. All calls must be answered outside of meeting
rooms. Thank you!
• In an effort to provide you the very best training, we
ask that you comply with this request. We will utilize
technology during our trainings, but will prompt you
when it is acceptable to take those devices out.
3

4. Goals
• Changes to the Accommodation Policies and Procedures for
the 2015 Calendar Year
• Review of the Critical Information about Accommodations for
Students with Disabilities taking State Assessments (CIA)
Document
• Review of the Educator Guide for STAAR A and STAAR
Alternate 2
• General eligibility criteria and documentation
• How to access the Accommodation Triangle
• Best Practices for Basic Transcribing, Oral Administration,
and Supplemental Aids
• Accommodation Request Form (ARF) process
• Contact Information
4

5. STAAR Accommodations Disclaimer
• Information presented in this PowerPoint has been adapted from TEA
resources and is subject to change because…
• TEA is continuously updating and refining the STAAR State Assessment
Programs.
• A STAAR Accommodation Manual does not exist. The TEA website serves
as the manual.
• Best Practice: Check the TEA website on a regular basis for updates
and changes
• Have access to the website during committee meetings (ie. ARD, 504, and
RTI)
• Tip: Save the link to your favorites
http://www.tea.state.tx.us/index4.aspx?id=25769816003&menu_id=793
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6. Accommodations Training Slides
Disclaimer
• It is the intent of TEA’s Student Assessment Division that all
resources created to clarify testing and accommodation policies be
accessible to educators.
• The slides are intended to provide a general overview of STAAR
Accommodations.
• TEA requires campus and district staff to read all of the policies and
related resources.
• Educators will be responsible for accessing the TEA STAAR
Accommodations website for full details.
• Information on the TEA website is subject to change
• Updates are likely
6

7. TAKS Accommodations Disclaimer
• Information presented in this PowerPoint is
applicable for STAAR Assessments ONLY
• For TAKS testing, information about available
accommodations are listed in the TAKS Coordinator and
Test Administrator Manual (Appendix B)
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8. Role of a Campus Testing
Coordinator
• In August, campus principals were asked to designate one person as the
Campus Testing Coordinator (CTC) for all state assessments, and state
test related matters on a campus.
• The purpose of one contact is to eliminate confusion about state testing
information and provide consistency for communication.
• If you are the CTC designee, you are responsible for disseminating
state testing information and forwarding emails to appropriate
campus personnel (including this email).
• Each email will contain the following type verbiage:
• “Please review the following information in regards to state
testing. Each Campus Testing Coordinator is responsible for
the distribution of this email to appropriate personnel.”
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9. Major Changes to the
State Assessment Program
• STAAR Modified assessments no longer exist
• New accommodated version of STAAR
• STAAR A - Online assessment
• STAAR Alternate 2
• Redesigned the assessment – standardized
• Addition of new eligibility criteria – Identified with dyslexia or a
related disorder per TEC § 38.003
• oral administration
• supplemental aids
• math manipulatives
• Calculation Devices Accommodation Policy
• Grade 8 Mathematics – deleted
• TEA website – new look and under construction
9

10. Critical Information about
Accommodations for Students
with Disabilities taking
State Assessments
10

11. Basic Principles of Accommodations
• Accommodations are changes to instructional materials,
procedures, or techniques that allow a student with a
disability to participate meaningfully in grade-level or
course instruction.
• Basic principles for use of accommodations include, but
are not limited to:
• Should be documented in the appropriate student paperwork
• Are not necessary for every student
• Should be effective in allowing a student access to the TEKS
• Should be evaluated regularly to determine effectiveness and
to help plan for accommodations the student will need each
year
• Encourage informed educational decisions that are based on
data
• Should not be provided for an entire group
• “One-size-fits-all” does not exist
11
CIA p.1

12. Which students can use accommodations on state
testing?
• A student with an identified disability who receives:
• Special education services and meets the established eligibility
criteria for certain accommodations.
• Section 504 services and meets the established eligibility criteria
for certain accommodations.
• A student with a disabling condition who does not receive
special education or Section 504 services, but meets
established eligibility criteria for certain accommodations.
• Tip: Each accommodation has its own specific eligibility criteria.
Not all accommodations are available for the three categories
(SPED, 504, disabling condition).
• Example: Large Print
CIA p. 1
12

13. Accommodations should be documented in the
appropriate student paperwork
• The decision for a student to use accommodations during
the statewide assessments is made by:
• ARD committee (IEP) - For students who receive special
education services.
• Section 504 placement committee (IAP) - For students who
receive Section 504 services.
• In a rare instance where a student does not receive special
education or Section 504 services, but meets the eligibility
criteria because of a disabling condition – the appropriate
team of people at the campus level.
• Example: (RTI)
13
CIA p. 1

14. Accommodations during Statewide
Assessments
• Accommodations provided during classroom instruction and
testing may differ from accommodations allowed for use on
statewide assessments.
• When making accommodation decisions for students, campus
personnel need to examine the following:
• Routinely
• Should be routinely used during classroom instruction and testing
so that the student is comfortable with using the accommodation
on the day of the state assessment
• Independently
• The student should be able to use the accommodation
independently, when applicable, during the state assessments.
• Effectively
• Collect and analyze data (with and without the accommodation)
14
CIA, p. 2

15. What does TEA mean by “routinely”?
• A student who is unfamiliar with how to use an accommodation
may be hindered, rather than helped, by an accommodation not
routinely used.
• Routinely does not mean the accommodation must be used
daily during instruction.
• Routine accommodation use, as defined by TEA, results in two
important outcomes:
• The student has used the accommodation often enough during
classroom instruction and testing that he/she is able to use it
independently during the statewide assessment.
• The accommodation has proven to be effective in meeting the
student’s specific needs, as evidenced by student scores or
teacher observations with and without use of the accommodation.
15
CIA, p. 2

16. Allowable/Optional Test Administration
Procedures and Materials are not
Testing Accommodations
• Test administration procedures and materials that
any student may use on state assessments will be
described in the 2015 District and Campus
Coordinator Manual (DCCM).
• These are not considered testing
accommodations and are allowed for any student
who needs them.
16

17. Allowable Test Administration
Procedures and Materials (ATAs)
(per 2014 testing cycle)
More details will be presented during 2015 CTC STAAR Trainings.
17

18. Talking Point
Turn to your table partners and discuss the
following:
How is Accommodation information (CIA) shared
with
staff members?
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19. Accommodations for
Students
with Disabilities
Taking State Assessments
19

20. Navigating the Website
http://www.tea.state.tx.us/index4.aspx?id=25769816003&menu_id=793
20
You are in the right place.
Just scroll down.

21. Navigating the Website
21

22. The
Accommodation
Triangle
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23. Accommodation triangle
Type 1
Type 2
Type 1 accommodations are approved locally
based on specific eligibility criteria. The decision
to provide these accommodations is made by the
appropriate team of people at the campus level
(e.g., ARD committee, Section 504 placement
committee, RTI team, student assistance team).
Type 2 accommodations require TEA approval to use
during a state assessment. The appropriate team of
people at the campus level determine whether the
student meets all of the specific eligibility criteria and, if
so, submits an Accommodation Request Form to TEA.
TEA Resource
23

24. 2015
Accommodation
Policies
24

25. This type of document
opens when the link to
an accommodation in
the triangle is clicked.
25

26. How do I know if a student is eligible to use an
accommodation on a statewide assessment?
• The Student Eligibility Criteria section lists the criteria that a
student must meet to use the accommodation.
• Mathematics Manipulatives example– the committee must check
each of the boxes in the circle below. All boxes must be checked, not
just one.
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27. Talking Point
Turn to your table partners and discuss the
following:
What is your experience with using the
Accommodation Triangle information during
committee meetings?
27

28. Top 3 Accommodation Policies that
prompted the most questions to
the Assessment Office:
• Basic Transcribing – incidents
• Oral Administration – incidents
• Manipulating Test Materials
28

29. Accommodation Policies – with limited changes
(at this time)
• Added STAAR A as an eligible assessment
• Individualized Structured Reminders
• Amplification devices
• Projection Devices
• Basic Transcribing
• Extra Time (same day)
• Dictionary
• Braille –
• Added Section 504 services to eligibility criteria
• No STAAR A
• Complex Transcribing (Type II)
• Mathematics Scribe
• Extra Day
• Other
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30. Changes to Accommodation Policies
• STAAR A - eligible assessments for all listed on this page
• Mathematics Manipulatives
• Any student who receives special education services or
receives Section 504 services as a student identified
with dyslexia or a related disorder per TEC §38.003,
may use this accommodation if he/she meets the
eligibility criteria
• Calculation Devices
• Grade 8 Math Removed – calculators required for all 8th
graders
• Supplemental Aids
• Any student who receives special education services or
receives Section 504 services as a student identified
with dyslexia or a related disorder per TEC §38.003,
may use this accommodation if he/she meets the
eligibility criteria.
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31. Supplemental Aids
• This accommodation allows a student with a disability
access to paper-based resources that assist with recalling
information. ONLY the following types of supplemental aids
may be used (specific guidance about each aid is in
accommodation document).
• Mnemonic devices
• Blank graphic organizers
• Certain types of mathematics charts
• Certain types of mathematics, science, and social
studies graphics
• Grammar and mechanics rules
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32. Supplemental Aids
What if…
• a student requires a supplemental aid that is not on the
accommodation policy list?
• Only types of supplemental aids listed are allowed.
• No Accommodation Request Forms will be accepted.
• a student writes on the supplemental aid while taking the statewide
assessment?
• Destroy it
• a student uses a supplemental aid during state testing that is not
allowed, or not factual?
• Campus Incident - reported to principal and TEA
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33. Best Practices for Supplemental Aids
• Campus personnel are responsible for
ensuring that content of aid is grade
appropriate, factual, error-free, concise,
and well-organized
• Aid must serve only as a tool and not a
source of direct answers - meaning it
cannot provide direct answers to TEKS
being tested!
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34. SUPPLEMENTAL AID LOCAL
SUBMISSION PROCESS
• In order to assist campuses, all supplemental aids will
be submitted locally for review.
• Submit all supplemental aids with the local
submission document to Dr. Christy Gregory. All
supplemental submission forms will require the
CTC’s signature
• Ensure campus communication
• The Departments of Research, Assessment, and
Accountability, Teaching and Learning, and Special
Education will review the submitted supplemental aids.
• You will be notified, in writing, if the aids are:
• “Allowed”
• “Allowed with conditions”
• “Denied”
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35. Submission of Supplemental Aids
Timeline
Assessment Month/Dates Supplemental aids due to
Dr. Christy Gregory by:
March 2 - 5
(TAKS)
February 9, 2015
Late March - April Testing
(STAAR)
February 17, 2015
May EOC testing March 2, 2015
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36. Manipulating Testing Materials
• Added STAAR A as an eligible assessment
• This accommodation allows for the test administrator to
physically manipulate materials and equipment for a student such
as (but not limited to):
• Turning test booklet pages
• Positioning the ruler
• Using the mouse to navigate the pages and operate tools for an
online administration.
• Special Considerations:
• The student must give specific directions about how the test
administrator should manipulate the materials or equipment.
• A trained test administrators must sign the “Oath of Test Security
…,” including the bottom section.
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37. What is the difference between
Manipulating Testing Materials and
Basic Transcribing?
• Basic Transcribing is if a student needs his or her
responses to test questions (i.e., multiple choice, griddable,
short answer reading, writing prompt) transcribed onto an
answer document or into the online system.
• Manipulating testing materials is not the act of recording
responses onto the paper/online answer document.
Recording response fall under the Basic Transcribing
Accommodation Policy.
37

38. Basic Transcribing
• This accommodation allows a test administrator to transfer student
responses to the answer document or in the online administrations
in these situations ONLY.
• Student writes or circles responses in the test booklet for
multiple-choice or griddable questions.
• Student points to responses in the test booklet or on the
computer screen for multiple-choice questions.
• Student dictates or signs responses for multiple-choice
questions, griddable questions, or short-answer reading
questions.
• Student writes responses on another workspace (e.g., scratch
paper, dry erase board) or types responses on a word
processor for multiple-choice questions, griddable questions,
short-answer reading questions, or the writing prompts.
• Student uses speech-to-text software to indicate responses for
multiple-choice questions, griddable questions, short-answer
reading questions, or the writing prompts.
38

39. Basic Transcribing
• Special Considerations
• The test administrator must indicate to the student the space
allowed for his or her written compositions or short-answer
reading responses so that they will fit into the spaces provided
when transcribed.
• Approximately 1,750 typed characters (including spaces)
equals 26 lines of handwritten text.
• Approximately 675 typed characters (including spaces)
equals 10 lines of handwritten text.
• Secure test materials and associated student responses
cannot be photocopied, scanned, or saved in order to use this
accommodation.
• Spell check, word predictor, and all other special features must
be disabled when a student types responses to the writing
prompts on a word processor, unless the student meets the
eligibility criteria outlined in the Spelling Assistance
accommodation policy. 39

40. Basic Transcribing
• STAAR A – added as an eligible assessment
• Special Considerations - Technology
• Districts are required to have procedures in place to prevent
the use of cell phones and personal electronic devices during
test administrations.
• Electronic devices can disrupt the testing environment and
compromise the security and confidentiality of the test.
• When using technology-based accommodations (e.g., speech-to-
text, word processor), students are NOT permitted
Internet access during testing. Also, electronic devices
with Internet or photographic capabilities are not
allowable.
40

41. Spelling Assistance
• This accommodation provides a student with a disability
with various types of spelling assistance, including (but not
limited to):
• frequently misspelled word list
• spell check function on a word processor
• speech-to-text software
• STAAR A has been added as an eligible assessment, but
difficult to include because:
• No spell check embedded in STAAR A
• Student will need to use a separate list/device/computer to
have access to this accommodation while taking the STAAR
A
• Student is not allowed to access the spell function on a
word processor on the same computer that they are taking
the STAAR A
41

42. Oral Administration
• This accommodation applies to
• The entire mathematics, science, and social
studies tests
• The reading questions on all reading/English tests
• Any resource materials (e.g., dictionary) or
allowable accommodations (e.g., supplemental
aids)
• This accommodation NEVER applies to
• Reading selections
• Writing selections
• Writing multiple-choice test questions
42

43. Why can’t I read aloud the selections
on a reading test?
• Reading aloud the STAAR reading selections at any grade
makes the assessment an inappropriate and invalid
measure, since no determination about a student’s reading
comprehension can be made.
• The purpose of STAAR (based on the curriculum/TEKS) is
to assess the degree to which students understand what
they read; it is not intended to be a measure of listening
comprehension, which is distinctly different from reading
comprehension.
• For this reason, students are required to read the
selections independently on STAAR reading tests. 43

44. Why can’t I read aloud passages and
questions on a writing test?
• There are practical considerations unique to the writing
test that make reading aloud the writing selections and
answer choices by a human reader problematic.
• For example, misspelled words and missing punctuation
make it difficult for a human reader to read the test aloud
in a standardized way that ensures the TEKS content
standards are being validly assessed.
• In actuality, if the test administrator reads aloud a
misspelled word or an awkward sentence, the student is
cued to the correct answer.
44

45. Oral Administration – Eligibility
• A student may use this accommodation if he or she
• routinely and effectively uses this accommodation
during classroom instruction and testing, and
• meets at least one of the following:
45

46. Oral Administration
• Oral administration can include different levels of reading
support for each eligible student. The test administrator
may
• read parts of the test questions and answer choices at
student request
• read all test questions and answer choices throughout
the test
• Document the level of reading support the student needs in
the appropriate student paperwork.
• A student can request a change to the level of reading
support provided during testing only if this option is
documented.
46

47. Text-to-Speech Function in STAAR A
• Text-to-Speech is an embedded accommodation within STAAR
A.
• It does not replace oral administration
• The text-to-speech provides computer-generated read aloud so
that students are able to select: none, continuous read, click to
hear, or words only.
• Allows a student to independently select various levels of reading
support during the test administration.
• STAAR A Oral Administration does not exist
• Committee must decide which is more important
• STAAR A vs. STAAR Oral Administration
• Students who need entire test read to them
47

48. Fact or Fiction
Activity
48

49. Fact or Fiction
• This is an allowable supplemental aid.
• This is an allowable supplemental aid.
49
Parentheses
Exponents
Multiplication
Division
Addition
Subtraction
FICTIO
N
FACT

50. Fact or Fiction
• For a student to use a supplemental aid on a state
assessment, the CTC must submit the supplemental
aid along with the local submission form to Dr.
Gregory.
• To make this supplemental aid allowable, remove the
numbers.
• Small Group Administration Accommodation Policy
exist.
50
FICTION – it is an ATA
FACT
FACT

51. Fact or Fiction
• If a student circles his/her responses in the test
booklet this example falls under the Basic
Transcribing Accommodation Policy.
• Students can take an oral administration of the
STAAR Writing assessment.
• This is an allowable supplemental aid.
51
FACT
FICTIO
N
FICTIO
N

52. Fact or Fiction
• Students cannot take an oral administration of the
STAAR A.
• If a campus was interested in a student using a
computer to type his/her written composition, the
campus would review the Manipulating Testing
Materials Accommodation Policy.
52
FACT
FICTION – this is the Basic
Transcribing Accommodation Policy

53. Deadlines for Accommodation Request
Forms (ARFs)
• Locally - In order to be processed by the district testing
coordinator, campuses must submit ARFs at least three
weeks prior to the Monday of a testing week window.
• Accommodation Request Forms must be received by TEA far
enough in advance to allow time for processing.
• The district testing coordinator is the primary contact person for
schools when questions arise.
• Requests sent to TEA after this deadline will NOT be processed
unless circumstances involving the student change after the
deadline (e.g., newly enrolled student, medical emergency,
updated ARD committee decision).
• Call Jennifer Tracy @ 281.396.7638
53

54. Accommodation Request Form
Process
• Prior to submitting an ARF – read the Accommodation Request
Process for Type 2 Accommodations document
• Located on the TEA website
• Notify Jennifer Tracy prior to submitting an Accommodation
Request Form (ARF)
• Submitted online – not available until January, 2015
• http://www.txetests.com/acc/
• Campuses will need to indicate that a student has met each of the
listed eligibility criteria PLUS provide specific objective evidence of
student need.
• Do not include student’s confidential information, such as, but not
limited to: student’s name, PEIMS, date of birth, pages from an
IEP, or medical records.
• FERPA violation
54

55. Accommodation Request Form Process
continued…
• Accommodations are considered “pending TEA
approval” until actually reviewed and approved by TEA
• The TEA decision email should be read in its entirety
• Review special guidelines
• Special training to administer an assessment with an
approved accommodation may be required
• Expiration date for approved ARFs
• Expire on December 31st of the year the request was
approved
• Must resubmit each calendar year if student continues to
need the accommodation
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http://www.txetests.com/acc/

56. Best Practices for Implementing
STAAR Accommodations
• Train staff on accommodations using the CIA document
• Prior to implementing accommodations, staff need to read the CIA
document
• Continually collect and analyze data pertaining to the use and
effectiveness of accommodations in order to make informed education
decisions
• Use the TEA website as a tool to stay informed
• Become an expert on the webpage by reading the contents
• Ask questions to clarify accommodation policies
• Prior to allowing an accommodation on a statewide assessment, verify
the accommodation is allowed
• Verify the student meets the eligibility criteria
• In order to assure reliability, validity, and security of state assessments,
only those accommodations that do not invalidate or compromise the
security and integrity of the assessment are allowed
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57. Special Education Contacts
• Paula Donnella – Secondary Program Specialist
237.5823
• Liz Moreland-Mason – Elementary Program Specialist
396.7036
57

58. Research, Assessment, and
Accountability
• Executive Director - Office of School Improvement and Student
Support
• Dr. Allison E. Matney 281-396-7640
• Dr. Matney’s Assistant – Rose Flores 281-396-2026
• Coordinator - State Assessment Programs
• Dr. Jennifer Tracy 281-396-7638
• Dr. Tracy’s Assistant - Bitsy Cobb 281-396-2198
• Assessment Specialists
• Jud Anderson - Area 1 281-396-2029
• Dr. Christy Gregory - Area 2 281-396-2128
• Gail Mikeska - Area 3 281-396-2233
58

59. Poll Everywhere Activity – Questions
What questions do you have regarding
STAAR Accommodations?
• Questions will be collected over the 4 trainings
sessions
• November 11, 18, 19, and 24, 2014
• A “FAQ” will be provided to attendees (in December)
• The poll will stay open for 24 hours (i.e. tomorrow until noon)
59