STAAR Assessment Accommodations for AI and VI Students ESC Region 11 (Source: TEA Student Assessment) 1

ESC Region 11 (Source: TEA Student Assessment) 1

STAAR Assessment Accommodations for AI and VI Students


RETN Etiquette

Please turn OFF cell phonesIf you must take a call, please take it outside

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


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 11

Access to Handouts

• Handouts are available online on the ESC Region 11 website at http://www.esc11.net/Page/4830

• Click on “STAAR Assessment Accommodations AI and VI Students” on the left side menu

http://www.esc11.net/Page/4830

http://www.esc11.net/Page/4830


After today, this session will be available for viewing via the VBrick system at http://vbrick.esc11.net

http://vbrick.esc11.net/


Questions During or after today’s session

Post questions and comments on Today’s Meethttps://todaysmeet.com/ai-vi

Or, email questions to one of the presenters

https://todaysmeet.com/ai-vi


ESC Region 11 Today’s Presenters

Sharon RutherfordSpecial Education Assessments

[email protected] 817-740-7574

Susie Tiggs Auditory Impairments

[email protected]

Stephanie Isbell Visual [email protected]

817-740-7594

mailto:[email protected]




Objectives for this training

• Review responsibilities of ARD Committees and district/campus testing coordinators regarding assessment accommodations

• Review allowable assessment accommodations and accommodations resources for • Students with auditory impairments • Students with visual impairments


Student Assessment DivisionAssessment Resources http://www.tea.state.tx.us/student.assessment/ • 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

http://www.tea.state.tx.us/student.assessment/


Accommodations Resourceshttp://www.tea.state.tx.us/student.assessment/accommodations/ • STAAR and TELPAS Accommodations• Accommodations for Students with Disabilities taking

STAAR, STAAR Spanish, STAAR L, STAAR Modified, and TELPAS http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/

• TAKS Accommodations• Related Resources

http://www.tea.state.tx.us/student.assessment/accommodations/

http://www.tea.state.tx.us/student.assessment/accommodations/

http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/





State Assessment OptionsSTAAR General assessment for grades 3-8 and EOC

STAAR LSTAAR Spanish (Gr.3-5)

ELL’s who meet participation requirementsLPAC and ARD must collaborate for ELL students who are also receiving special education services.

STAAR ModifiedWill not be available

after 2013-2014

Students with disabilities who meet participation requirements for assessment based on modified academic achievement standards

STAAR AlternateStudents with significant cognitive disabilities who meet participation requirements for assessment based on alternate achievement standards

TAKS Exit Level General assessments for students entering grade 9 prior to 2011-2012TAKS (Accommodated)


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

NEW

Includes modified and alternate assessments


Accommodations for Students with Disabilities

• Students with an identified disability who meet established eligibility criteria for certain accommodations• Students who receive special education services • Students who receive Section 504 services • Students with a disabling condition who do not

receive special education or Section 504 services


Routinely, Independently, and Effectively

Type 1Local decision

Type 2TEA Approval

Requires “ARF”


Description of accommodation

Assessments

Student Eligibility Criteria

Authority for Decision and Required Documentation

Examples/Types

Special Instructions/ Considerations

READ every page of each document


Policies vs. AccommodationsPolicies for

ALL StudentsAccommodations for Students

with DisabilitiesCalculators • STAAR Math

• STAAR ScienceCalculation Devices

Accommodations Triangle

Dictionary • STAAR Reading Grades 3-8• STAAR Writing • STAAR English I, II,

and III

Dictionary Accommodations Triangle

“Allowable Test Administration Procedures and Materials” in the 2014 District and Campus Coordinator Manual

Critical Information about Accommodations for Students with Disabilities


Recording Accommodations on the Student’s Answer Document

• GA = general accommodation• BR = Braille administration• LP = large print

administration• OA = oral administration• XD = extra day• LA = linguistic

accommodation


Use of Electronic Devices

• 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, students are NOT permitted Internet access during testing.

Electronic devices with Internet or photographic capabilities are not allowable.

Type 1 Accommodations

Local Decision


Type 1


Amplification Devices

• This accommodation is for students whose disability affects hearing or focus and can include (but is not limited to)• speakers• frequency-modulated (FM) system

• Any student can receive this accommodation if he/she meets the eligibility criteria. • Routinely and effectively uses this accommodation

during classroom instruction and testing.

Type 1


Oral/Signed Administration• This accommodation allows for reading support on certain

state assessments via • Oral administration• Signing• Online standardized oral administration

Applies to • The entire mathematics, science,

and social studies tests

• The reading questions on all reading/English tests

• Any resource materials or allowable accommodations

NEVER applies to • Reading passages• Writing passages• Writing multiple-choice test

questions

Type 1


Oral/Signed Administration

• Any student can receive this accommodation if he/she meets the eligibility criteria. • Routinely and effectively uses this accommodation during

classroom instruction and testing, and • Meets one of the following:• Receives special education services and is identified with

dyslexia or has evidence of reading difficulties.• Receives Section 504 services and is identified with dyslexia or

has evidence of reading difficulties.• Does not receive special education or Section 504 services

(i.e., general education) but is identified with dyslexia.

Type 1



• Levels of reading support• Read parts of the test questions and/or answer choices at

student request• Read all test questions and answer choices throughout the test

• The appropriate committee (ARD, 504, RTI team) documents 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.

Type 1


Standardized Oral Administration (SOA)• For 2014, the following assessments are offered statewide as an online

option for oral administration• grade 4 reading and mathematics• grade 7 reading and mathematics• grade 8 science and social studies

• All guidelines for oral administration apply to SOA. • Allows a student to independently select and change his or her level of

reading support during the test administration. • SOA should only be administered to an eligible student for whom the

appropriateness of this type of oral administration has been discussed and documented.

Online tutorial http://www.tea.state.tx.us/student.assessment/SOA/

Type 1

http://www.tea.state.tx.us/student.assessment/SOA/

http://www.tea.state.tx.us/student.assessment/SOA/



• Special considerations • It is the responsibility of the district/ campus to determine

the most appropriate way to group students in order to provide a proper test administration.• Plan for mixtures of support level and pace• Consider students’ level of reading support, pace at which

students work, and number of students one test administrator can handle• Move around room and read aloud to students individually

or to small groups of students working at a similar pace

Type 1



• Grade 3 reading assistance on the mathematics test is an allowable test administration procedure and not considered an accommodation (2014 District and Campus Coordinator Manual)

• If a student needs the entire mathematics test read aloud, this is an Oral Administration accommodation for eligible students.

Type 1


Oral/Signed Administration• Special considerations • Most of the information related to test administration procedures has

been deleted from the accommodation document. • Ensure that test administrators are trained in the procedures specific

to an oral administration. These can be found in the Oral/Signed Administration appendix of the appropriate test administrator manuals.

• For signed administrations, test administrators should also read the specific guidelines for signing test content included in the document titled “General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing,” located on the Accommodation for Students with Disabilities webpage.

• Test administrators must sign the “Oath of Test Security,” including the bottom section.

Type 1


General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing • Districts should plan accordingly to ensure that those who are

administering a test to a student who is deaf or hard of hearing receive training to prepare for this type of test administration.

• Test Administrators• Professionals who hold valid education credentials• Professionals who are under the supervision of professionals who hold such

credentials• Certified sign language interpreters who are employees of the school district

and hold valid education credentials or who are under the supervision professionals who hold such credentials

• Certified sign language interpreters who are not employees of the district may NOT administer tests, but may only facilitate communication between the test administrator and student.





General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing

• Test Administration Directions: Signing, Projecting, Photocopying, or Amplifying• Signing test administration directions is allowed (2014 District and

Campus Coordinator Manual). These may be further clarified or interpreted as long as the substance of the directions is not changed.

• Test administration directions do not contain secure information, and therefore may be projected or photocopied for students who want to read the print directions as the test administrator signs them. This is not an accommodation and an Accommodation Request Form is not required.

• A student who is identified as having a hearing impairment may use an amplification device, such as a frequency modulated (FM) system, as a Type 1 accommodation.



• Test Content : Signing, Projecting, Photocopying, or Amplifying• For students who are eligible for an oral/signed administration, the

test administrator should employ the sign language that the student routinely uses as part of daily instruction. Refer to the section of this document titled “Procedures Specific to Signing Test Content.”

• If the test content is to be projected onto a screen so that the student can access the test in both print and sign, projection devices that do not involve the photocopying of secure test content are allowed as a Type 1 accommodation. It is a local responsibility to ensure that devices with recording capabilities have that capability disabled.



• Test Content : Signing, Projecting, Photocopying, or Amplifying• If test content needs to be photocopied in order to use the

projection device, an Accommodation Request Form will need to be submitted. Refer to the Photocopying Test Materials accommodation policy for STAAR.

• A student who is identified as having a hearing impairment may use an amplification device, such as an FM system, as a Type 1 accommodation. The student may need to test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test.


Basic Transcribing• This accommodation allows a test administrator to transfer student

responses to the answer document. ONLY the following types of student responses may be used.• Student writes, circles, or points to responses in the test booklet for

multiple-choice and/or griddable questions• Student dictates or signs responses for multiple-choice questions,

griddable questions, and/or short-answer reading questions• Student writes responses on scratch paper or another workspace or types

responses on a word processor for multiple-choice questions, griddable questions, short-answer reading questions, and/or the writing prompts

• Student uses speech-to-text software to indicate responses for multiple-choice questions, griddable questions, short-answer reading questions, and/or the writing prompts

Type 1


Basic Transcribing


during classroom instruction and testing, and • Meets one of the following:• Has an impairment in vision that necessitates the use

of Braille or large print test materials• Has a disabling condition that prevents him or her from

independently and effectively recording responses on the answer document

Type 1


Basic Transcribing

• Special Considerations• Test administrators should be trained in all transcription

procedures located in this accommodation policy document and understand the boundaries of the assistance being provided.


• Secure test materials and associated student responses cannot be photocopied, scanned, or saved in order to use this accommodation.

Type 1

Electronic devices with internet or

photographic capabilities are not

allowable.


Basic Transcribing• Special Considerations• Refer to the Other accommodation policy if a student needs the test

administrator to write for other reasons (e.g., make notes in the test booklet).

• Refer to the Complex Transcribing accommodation policy for information about the test administrator transcribing a student’s dictated or signed responses to the writing prompts (grades 4 and 7, English I and II only).

• Refer to the Mathematics Scribe accommodation policy for information about the test administrator recording a student’s dictated math scratch work.

• Refer to the Spelling Assistance accommodation policy if a student needs access to spell check, word predictor, or other special features.

Type 1


Extra Time (Same Day)

• This accommodation allows for extra time to test within the same school day (beyond the established time limit). • 4 hour tests• 5 hour tests

• Extra time testing sessions for grades 3–8 and EOC should start at the beginning of the school day and may go until the end of the regularly scheduled school day.

• Extra time testing sessions must never extend beyond a typical 7-hour school day for any one student. Schools that do not have typical 7-hour schedules should contact TEA for guidance.

Type 1



• Any student can receive this accommodation if he/she meets the eligibility criteria.• Routinely and effectively uses this accommodation

during classroom instruction and testing, and • Is unable to effectively use other accommodations

or any allowable test administration procedures or materials (2014 District and Campus Coordinator Manual) to address this need, and…

Type 1



• Meets one of the following: • Has an impairment in vision (e.g., uncorrected vision, nystagmus,

qualifies for special education services with a Visual Impairment [VI]).identified with dyslexia

• Is receiving special education services and has evidence of reading difficulties…

• Has a behavioral or emotional disabling condition that affects attention and/or focus

• Has a physical disability or medical condition that requires a significant amount of time for treatment and/or recovery

• Is identified with an autism spectrum disorder and requires the entire school day to complete testing in order to maintain as much of his or her typical structure and routine as possible

Type 1


Projection Devices

• This accommodation allows for enlarging text and graphics and can include (but is not limited to)• closed-circuit television (CCTV)• LCD projector (for tests administered online)


during classroom instruction and testing.

Type 1


Projection Devices

• Special considerations• Secure test materials cannot be saved in any way. • It is a local responsibility to ensure that devices

with recording capabilities have that capability disabled.

• If secure test materials must be photocopied in order to use this accommodation, refer to the Photocopy accommodation policy.

Type 1


Large Print• This accommodation allows for state-provided large-print test

materials. • Any student can receive this accommodation if he/she meets the

eligibility criteria.• Routinely and effectively uses this accommodation during classroom

instruction and testing, and • Meets one of the following: • Has an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies

for special education services with a Visual Impairment [VI]).• Has a disability that affects his or her accuracy in tracking letter to letter,

word to word, and/or line to line.• Has a physical disability which necessitates the use of large-print

materials.

Type 1


Large Print

• Special Considerations • The ordering process of large-print materials will be

closely monitored to ensure districts are ordering only for those students who meet the eligibility criteria.

• Student responses must be transcribed onto an answer document according to the procedures outlined in the Basic Transcribing and/or Complex Transcribing accommodation policies. If this is not done, the student’s test cannot be scored.

Type 1


Large Print

• Special Considerations • Helpful resources to refer to:• General Instructions for Administering Large-Print State

Assessments• Font and Point Sizes Matrices • 2014 District and Campus Coordinator Manual for more

information about the special request process for a paper administration of TELPAS.

• If a student needs a test booklet in a larger print size than offered in the large-print test materials provided by the state, refer to the Photocopying Test Materials accommodation policy.

Type 1


General Instructions for Administering Large-Print State Assessments • This training document has been updated and is located on

the Accommodations for Students with Disabilities website. • Formerly known as “General Instructions for Administering Braille

and Large-Print Assessments”• Training • Test administrators MUST receive training in the procedures and

special instruction in this document prior to testing. • It is important that test administrators be given their test

administration materials in time to prepare for testing, especially if additional accommodations are needed.





General Instructions for Administering Large-Print State Assessments • Transcribing• Student responses must be transferred to the student’s answer

document. If this is not done, the student’s test cannot be scored. • Transcribing Griddable Questions (mathematics and science

assessments)• The “Transcribing Griddable Questions” student document MUST

be provided to each student who does not use his or her answer document so that the student is aware of the maximum number of boxes available for an answer to a griddable question.

• Refer to the accommodation policies that address Basic Transcribing and/or Complex Transcribing (for STAAR and TELPAS) or Other Methods of Response/Transcribing (for TAKS).


General Instructions for Administering Large-Print State Assessments

• If a student has a visual impairment and needs printed materials in a size larger than the state-supplied large-print materials, refer to the Photocopying Test Materials accommodation policy.• Font and Point Size Matrices for all testing

programs located on Accommodations Resources webpage


Braille

• This accommodation allows for state-provided Brailled test materials (STAAR and STAAR Modified only) for a student receiving special education services as a student with a Visual Impairment and who routinely uses Braille materials in the classroom.• Contracted Braille test materials• Uncontracted Braille test materials

Type 1


Braille

• Special Considerations• Student responses on Braille tests must be

transcribed onto an answer document according to the procedures outlined in the Basic Transcribing and/or Complex Transcribing accommodation policies. If this is not done, the student’s test cannot be scored.

Type 1


Braille

• Helpful resource: General Instructions for Administering Braille State Assessments• Specific Braille Instructions (SBI) supplement the test

administrator manuals. They are shipped with the individual Braille kits and posted online at http://www.TexasAssessment.com.

• Test administrators must review the SBIs prior to test day to ensure that the test is administered properly. Testing irregularities could result if the SBIs are not used.

Type 1

http://www.texasassessment.com/


General Instructions for Administering Braille State Assessments

• This training document has been updated and is located on the Accommodations for Students with Disabilities website. • Formerly known as “General Instructions for Administering

Braille and Large-Print Assessments”• Training• Test administrators MUST receive training prior to testing. • It is important that test administrators be given their test

administration materials, including the Specific Braille Instructions (SBIs), in time to prepare for testing.


Type 1





• Specific Braille Instructions (SBIs): • Braille tests are shipped with this special set of

SECURE instructions. • Also available two weeks prior to testing on Pearson

website: http://www.texasassessment.com/Braille/sbi/

• After the Braille shipment arrives, but prior to the day of testing, test administrators MUST read the SBIs to determine which materials or procedures a student may need for testing.

Type 1

http://www.texasassessment.com/braille/sbi/



• SBIs provide test administrators with the following type of information• Which test questions have been altered, replaced, or omitted • Copies of replacement questions to be read aloud if student is receiving

an Oral Administration• Picture descriptions of graphics that can be read aloud if student requests• Directions on which information to read aloud to students• Example: Whether special symbols or Braille codes are used on test

• List of manipulatives student will need during test• Examples: Braille ruler, three-dimensional geometric figures

• Instructions on how to transcribe the student’s responses onto the answer document

Type 1



• Transcribing (Braille)• Student responses must be transferred to the student’s answer

document. If this is not done, the student’s test cannot be scored. • The tests administrator must indicate to the student the space allotted

for his/her written composition (26 lines) and/or short answer reading responses (10 lines). • 26 lines of handwritten text = ~ 1,750 typed characters (including

spaces) = ~ 3 or 4 Braille pages (depending on the size of Braille paper)

• 10 lines of handwritten text = ~675 typed characters (including spaces) = ~2-3 Braille pages (depending on the size of Braille paper)

• Refer to Basic Transcribing and/or Complex Transcribing (for STAAR) or Other Methods of Response/Transcribing (for TAKS).

Type 1

Type 2 Accommodations

TEA Approval (ARF)


Type 2


Complex Transcribing

• Applies ONLY to • Grade 4 written composition • Grade 7 written composition • English I written composition • English II written composition

• This accommodation allows a test administrator to record onto an answer document a student’s dictated or signed responses to the writing prompts when a student with a disability is unable to accomplish this task independently.

Any other type of transcribing is

BasicTranscribing!

Type 2


Complex Transcribing

• An Accommodation Request Form may be submitted to TEA (with an attached student writing sample if appropriate) if the student meets the following eligibility criteria. • Routinely and effectively uses this accommodation during

classroom instruction and testing, and • Is unable to effectively use Basic Transcribing to address this need,

and • Meets one of the following: • Has an impairment in vision that necessitates the use of Braille or

large-print test materials• Has a physically disabling condition that prevents him or her from

independently and effectively recording responses…

Type 2


Complex Transcribing• Special Considerations• Complex Transcribing is intended for students who are physically

unable to produce a written response. This accommodation is not intended for students who have spelling deficits or poor handwriting.

• Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to transcribe the student’s responses to the writing prompts, including how to indicate the student’s spelling, punctuation, and capitalization. A test administrator who transcribes for a student must be trained in these guidelines so that he or she understands the boundaries of the assistance being provided.


Type 2


Math Scribe

• Applies ONLY to mathematics and science tests• This accommodation allows a test administrator to record a

student’s dictated scratch work and computations when a disabling condition prevents the student from accomplishing this task independently.

• The test administrator may write the student’s dictated scratch work and computations onto• scratch paper • chalkboard• white board• student’s test booklet

Type 2


Math Scribe• An Accommodation Request Form may be submitted to TEA (with an

attached student writing sample if appropriate) if the student meets the following eligibility criteria. • Routinely and effectively uses this accommodation during classroom

instruction and testing, and • Is unable to effectively use test administration procedures or materials

allowed for any student (e.g., various sizes or types of scratch paper/another workspace) or other accommodations (e.g., calculator) to address this need, and

• Meets one of the following: • Has an impairment in vision that necessitates the use of Braille or large-print

test materials• Has a physically disabling condition that prevents him or her from

independently and effectively recording scratch work/computations…

Type 2


Math Scribe

• Special Considerations• Allowable test administration procedures and materials referred

to in the "Student Eligibility Criteria" section of this document can be found in the 2014 District and Campus Coordinator Manual.

• Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to carry out this accommodation. A test administrator who serves as a Math Scribe must be trained in these guidelines so that he or she understands the boundaries of the assistance being provided.


Type 2


Photocopy

• This accommodation allows for test materials to be photocopied for eligible students by a trained test administrator who has signed the “Oath of Test Security,” including the bottom section.

• Photocopying may be done in the following ways ONLY. • enlarging the printed test materials to a size larger

than the state-supplied, large-print test materials• photocopying the double-sided test material into

single-sided sheets

Type 2


Photocopy• An Accommodation Request Form may be submitted to TEA if the

student receives special education services and meets the following eligibility criteria. • Routinely and effectively uses this accommodation during classroom

instruction and testing, and • Is unable to effectively use other accommodations or any allowable test

administration procedures or materials (2014 District and Campus Coordinator Manual) to address this need, and

• Meets one of the following: • Has an impairment in vision and requires test materials in a size larger than

the state-supplied large-print test materials• Has a physical disability that prevents him or her from effectively

manipulating test materials printed on both sides of the paper and/or turning the pages in a test booklet

Type 2


Photocopy

• Special Considerations• The test booklet may not be taken apart for

photocopying and the memory on the copier must be deleted or cleared afterwards.

• Refer to the 2014 District and Campus Coordinator Manual for more information about the special request process for a paper administration of TELPAS.

Type 2


Documents that can be Photocopied without an Accommodation Request

• If needed by the student…• test administration directions • blank answer documents• state-supplied mathematics graph paper• state-supplied reference materials for grade 8

science and Algebra I


Extra Day

• This accommodation allows for one extra day to test. • Each day of testing must not extend beyond 7

hours.• TEA will provide additional procedures specific

to the requested accommodation with any approved Accommodation Request Form.

Type 2


Extra Day

• An Accommodation Request Form may be submitted to TEA if the student meets the following eligibility criteria. • Routinely and effectively uses this accommodation

during classroom instruction and testing, and • Is unable to effectively use other accommodations

or any allowable test administration procedures or materials (2014 District and Campus Coordinator Manual) to address this need, and

Type 2


Extra Day • Meets one of the following • Has a severe impairment in vision…including students who take the

Braille test and require an extra day• Has a severe behavioral or emotional disabling condition… unable to

continue working for a prolonged period of time or during certain times of the day

• Has a severe physical disability or medical condition that limits the amount of time the student is able to continue working due to severe fatigue or decreased energy and stamina

• Is identified with an autism spectrum disorder… unable to complete the assessment in one day due to severe behavioral and/or emotional reactions that cannot be appropriately managed without an additional day of testing

Type 2


Other • Accommodations that fall into this category are only for

students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle. • Not intended • to provide additional supplemental aids not listed as allowable• for students who fail to meet established eligibility criteria

Standard accommodations

Do not invalidate test results

Nonstandard accommodations

Invalidate what is being assessed

Type 2


Other

• An Accommodation Request Form may be submitted to TEA if the student meets the following eligibility criteria. • Routinely, independently, and effectively (if applicable) receives

this accommodation during classroom instruction and testing, and

• Is unable to effectively use other accommodations or any allowable test administration procedures or materials (2014 District and Campus Coordinator Manual) to address this need, and

• The district testing coordinator has been advised by a member of TEA’s Accommodations Task Force that the accommodation fits into the category of Other

Type 2


Remember…

• It is the responsibility of the campus to determine whether or not the student using an accommodation on a state assessment needs to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test.


Accommodation Request ProcessType 2 Accommodations

• This training document is located on the Accommodations for Students with Disabilities webpage.

• Only Type 2 accommodations require the submission of an Accommodation Request Form to TEA.

Step 1Determination of student eligibility

for Type 2 Accommodation

Step 2 Completion

and submission of the online ARF

Step 3 TEA review and decision

Step 4 Required

communication within district

Type 2


Accommodation Request ProcessType 2 Accommodations• When completing the online Accommodation Request

Form remember…• Be prepared to provide specific, detailed information about

the reason the student needs the accommodation• Work samples• Other accommodations or allowable procedures and

materials that have been tried unsuccessfully• Evidence indicating requested accommodation is successful

meeting student’s needs• Specific characteristics/symptoms of student’s condition

and level of severity

Type 2


Accommodation Request ProcessType 2 Accommodations

• DO NOT include confidential student information• student’s first and last name• Social Security number• pages from an IEP• medical documents

Type 2


Accommodation Request ProcessType 2 Accommodations• The District Testing Coordinator is the primary

contact person for schools when questions arise. • Any educator may fill out the necessary information

(depending on district policy); however, the district testing coordinator must “sign” the Accommodation Request Form in order for the request to be reviewed by TEA.

• The district/campus testing coordinator MUST ensure that the test administrator receives special training to administer an assessment with an approved accommodation if special guidelines accompany the approved request.

Type 2


Accommodation Request ProcessType 2 Accommodations• Do not submit an Accommodation Request Form if

the student does not meet the specific eligibility criteria.

• Accommodation requests must be approved by TEA before a student can use the accommodation on a state assessment. Documentation in the appropriate paperwork should be “pending TEA approval.”

Type 2


Accommodation Request ProcessType 2 Accommodations• Accommodation Request Forms must be received by

TEA at least one week prior to testing. Late requests will NOT be processed unless circumstances involving the student change after the deadline. • See the 2013–2014 Online Accommodation Request

Submission Deadlines document also located on the Accommodations for Students with Disabilities website

• As stated in the TEA decision email, the expiration date for all approved Type 2 accommodations is December 31st of the year the request was approved.

Type 2


Please note that…

The online Accommodation Request Form opens in January 2014.

You may begin submitting 2014 requests at this time.


TEA Contact Information and Resources

Student Assessment [email protected]

Phone: (512) 463-9536

2013-2014 Student Assessment

TETN Schedulehttp://www.tea.state.tx.us/student.assessment/training/tetn-schedule/

Federal and State Education Policy (Special Education)

http://www.tea.state.tx.us/index2.aspx?id=2147491399

Phone: (512) 463-9414

ARD Committee Resources for the Texas Assessment Programhttp://www.tea.state.tx.us/index3.aspx?id=3314&menu_id=793



http://www.tea.state.tx.us/student.assessment/training/tetn-schedule/

http://www.tea.state.tx.us/student.assessment/training/tetn-schedule/



http://www.tea.state.tx.us/index3.aspx?id=3314&menu_id=793

http://www.tea.state.tx.us/index3.aspx?id=3314&menu_id=793

ESC Region 11 Fort Worth, Texas (Source: TEA Student Assessment) 78

Education Service Center Region 11 Assessment Contacts

Renee Agent

Coordinator Accountability, Assessment & Federal Programs

[email protected]

817-740-3658

Laura Carson Coordinator Teaching and Learning

[email protected](817) 740-7573

Peggy DeMoss

Assessment/School Improvement

(STAAR, STAAR L, TELPAS, Assessment Accommodations)

[email protected]

(817) 740-7529

Sharon Rutherford

Special Education Assessments (STAAR Modified and STAAR Alternate)

[email protected]

(817) 740-7574






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 11 as the source

Provided by _______ ISD (Source: ESC Region 11)