STAAR-Alt Training and Resources

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1 STAAR-Alt Training and Resources BY: Region 17 Education Service Center Source: Texas Education Agency

2 STAAR ALTERNATE TEST ADMINISTRATOR (TEACHER) CHECKLIST STAAR Alternate resources, including the Standardized Assessment Tasks, Documentation Forms, and support and training documents are accessible from the STAAR Alternate Resources page at BEFORE administering STAAR Alternate in , all test administrators (teachers) must view the STAAR Alternate Modules 1, 2, 3 and 4; successfully pass the STAAR Alternate Qualification Activities at 80% or higher for Modules 1, 2, 3 and 4; AND must annually receive district training on general test administration, security, and confidentiality policies and procedures; review the STAAR Alternate Manual for Test Administrators (Teachers); and sign the Oath of Test Security and Confidentiality for STAAR Alternate Administrator. STEP 1: SELECT THE ASSESSMENT TASK View the Assessment Tasks on the STAAR Alternate Resources web page to determine the targeted skills for instruction INSTRUCT THE STUDENT on the targeted prerequisite skills Choose an assessment task for each required essence statement. Combinations of complexity levels can occur only between Level 3 and Level 2 tasks. In STAAR Alternate, Level 1 tasks cannot be used in combination with Level 3 or Level 2 tasks for a given subject. STEP 2: IMPLEMENT THE ASSESSMENT TASK Print out the appropriate pre-populated STAAR Alternate Documentation Form of Student Performance corresponding to the student s enrolled grade, subjects to be assessed, and chosen complexity levels Consult the Presentation Supports/Materials document to view suggested supports and materials Determine the appropriate supports and materials to provide the student access to the assessment task based on continued instruction Record supports and materials in the Preplanned Presentation Supports/Materials section on page 1 of the STAAR Alternate Documentation Form of Student Performance Consult the Ways to Demonstrate the Verbs document to understand how the verb in each predetermined criterion should be implemented and for suggested response modes Determine how the student will respond to demonstrate each of the predetermined criterion in the assessment task based on continued instruction Record one student response mode for each predetermined criterion in the Student Response Modes section on page 1 of the STAAR Alternate Documentation Form of Student Performance STEP 3: OBSERVE/DOCUMENT STUDENT PERFORMANCE Conduct the assessment observation with a focus on the predetermined criteria the student is to demonstrate. During the observation, determine if your student is demonstrating a fair and typical performance. If not, discontinue the observation and attempt it at another time. For STAAR Alternate, only two completed observations of a task is allowed. A completed observation occurs when a teacher considers the observation fair by documenting student performance on all three predetermined criteria and does not stop the observation due to adverse conditions for the student. Date the completed primary observation on the STAAR Alternate Documentation Form of Student Performance Record the student s performance for each predetermined criterion in the Demonstration of Skill section on pages 2 and 3 of the STAAR Alternate Documentation Form of Student Performance Record all cueing or prompting, or record Independent, for each predetermined criterion in the Level of Support section on pages 2 and 3 of the STAAR Alternate Documentation Form of Student Performance" STEP 4: EVALUATE STUDENT PERFORMANCE Evaluate the student s performance in the online system using your observation notes Check the online system to see if the student earned the opportunity for Generalization of Skill (N/A for Level 1) Record the new materials used for generalization on the same documentation form that was used to record the student s primary observation Conduct the generalization observation using the same task and all three predetermined criteria Record the generalization date and student performance on the last column of the documentation form Evaluate the student s performance for generalization in the online system Submit each subject area assessment in the online system as each subject area is completed Follow your district s policy for maintaining students STAAR Alternate Documentation Form of Student Performance. All documentation forms must be secured by the close of the assessment window. March 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

3 Differences between TAKS-Alt and STAAR Alternate TAKS-Alt STAAR Alternate Teachers must have viewed modules 1-4 and passed the qualifications for TAKS-Alt modules 1-3 before administering the assessment. Teachers were provided five opportunities to pass each of the TAKS-Alt qualifications at 80%. Assessment tasks within a subject could be selected at different complexity levels. No transition tasks were identified. Only one student action was demonstrated for each predetermined criterion. More than one response mode for each predetermined criterion could have been listed. The number of primary and generalization observations was determined by the teacher to capture a fair, typical student performance. Generalization could be demonstrated with a change in personnel, materials, or environment. No changes in materials for the primary observation were required from those used during instruction. Three points for a prompted Demonstration of Skill performance were given. For generalization, one point was given for each predetermined criterion that was performed without prompting. No documentation for a No Response Observed (NRO) designation was required. Teachers must view and pass the qualifications for the new STAAR Alternate modules 1-4 before administering the assessment. Teachers are provided only two opportunities to pass the new STARR Alternate qualifications at 80%. After additional training with a supervisor, the teacher may be given one more opportunity as determined by the supervisor. Only combinations of Level 3 and Level 2 tasks will be allowed within a subject. Students being assessed with Level 1 tasks must stay at all Level 1 tasks for that subject. Tasks are identified as transition if the task relates to how the skill would be used in the community once the student leaves public school. Students must demonstrate all actions listed in each predetermined criterion to receive credit for demonstrating the predetermined criterion. Only one response mode per verb in the predetermined criterion can be identified and the student must demonstrate that one response to get credit for the predetermined criterion. Only two completed observations are allowed for the primary observation and only two completed observations are allowed for the generalization observation. Generalization can only be demonstrated with a change in materials. The assessment observation must use new materials than were used during instruction to make sure that students are demonstrating skills and not just repeating the same response they gave during instruction. No points for a prompted Demonstration of Skill performance are given. For generalization, points will be given for each predetermined criterion if the skill is performed with cueing (one point) or is performed independently (two points). Page 1 of the documentation form for the one attempted observation per subject is required for all NRO designations. Copyright Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibitied without express written permission from the Texas Education Agency.

4 Effective School year State-required Form STAAR Alternate State of Texas Assessments of Academic Readiness Alternate STAAR AlTeRnATe PARTiciPATion RequiRemenTS Student Name Grade Date Name of District Personnel Completing Form Position Step i: Review the eligibility criteria for STAAR Alternate Prior to reviewing the eligibility criteria for STAAR Alternate, the admission, review, and dismissal (ARD) committee must understand all assessment options, including the characteristics of each assessment and the potential implications of each assessment choice. This information can be found on the ARD Committee Resources for the Texas Assessment Program webpage at state.tx.us/student.assessment/ard/. If STAAR Alternate is being considered, the ARD committee must review the five criteria below and circle Yes or No if applicable to the student. To be eligible to participate in STAAR Alternate, the answer to all five of the questions below must be Yes. If the answer to any of the questions is No, the student is not eligible to participate in STAAR Alternate and must participate in one of the other statewide assessments. Each Yes answer requires a justification that contains evidence that the student meets the criterion. eligibility criteria 1. Does the student have a significant cognitive disability? Yes no A significant cognitive disability is determined by the ARD committee and must be based on evaluation information performed by a qualified evaluation team. The significant cognitive disability must affect the student s intellectual potential and be documented as such in the student s Individualized Education Program (IEP). A student with a significant cognitive disability has limited potential to reach grade-level expectations; whereas, a student with a learning disability has the potential to reach grade-level expectations, but has difficulty doing so due to his or her disability. Justification: 2. Does the student require specialized supports to access the grade-level curriculum and environment? Yes no Federal regulations mandate that all students have access to and be assessed on grade-level curriculum. To access the statemandated grade-level or course curriculum, the Texas Essential Knowledge and Skills or TEKS, a student with a significant cognitive disability needs specialized academic instruction as well as support throughout the day in areas such as expressing his or her needs, getting from place to place, eating lunch, negotiating social situations, and/or taking care of personal needs. Justification: 3. Does the student require intensive, individualized instruction in a variety of instructional settings? Yes no The student needs specialized academic instruction and techniques over a period of time to ensure that he or she can learn, retain information, and transfer skills to other settings. Justification: 4. Does the student access and participate in the grade-level TeKS through prerequisite skills? Yes no Access to the grade-level curriculum is mandated by the federal government. A student with a significant cognitive disability requires access to the TEKS through prerequisite skills that are linked to the grade-level curriculum. Justification: 5. Does the student primarily demonstrate knowledge and skills through performance tasks? Yes no The student may be able to perform some literacy skills (e.g., tracing words, copying spelling words, completing simple worksheets, writing simple phrases or sentences). However, the student is typically evaluated by methods other than paper and pencil, such as observation of student performance while the student manipulates items, verbalizes responses, eye gazes, or activates an augmentative communication device. A one-day, multiple-choice test would not be an appropriate assessment format to effectively show what the student has learned. Justification: Copyright August 2011, Texas Education Agency. All rights reserved.

5 Student Name Grade Date Step ii: Discuss Assurances If Yes is indicated for all five eligibility criteria, the ARD committee must discuss the following assurances. All of these assurances must be initialed by district personnel in order for the student to participate in STAAR Alternate. 2 If the ARD committee determines that the student will take an alternate assessment (STAAR Modified or STAAR Alternate), the IEP must provide a statement of why the student cannot participate in the general assessment (STAAR) with or without allowable accommodations, and why an alternate assessment is appropriate for the student, including that all of the eligibility criteria are met. The decision to administer an alternate assessment (STAAR Modified or STAAR Alternate) is based on multiple sources of measurable, objective evidence, including (but not limited to) current IEP PLAAFP statements, goals and/or objectives, report cards, progress reports, work samples, teacher observations, Full and Individual Evaluation (FIE), standardized achievement test results, and classroom, district, and statewide assessment results. This decision is not based solely on the student s previous performance on a statewide assessment. The decision to administer an alternate assessment (STAAR Modified or STAAR Alternate) is made by the ARD committee, not administratively based on federal accountability requirements which limit the number of students taking an alternate assessment who can be counted as proficient in Adequate Yearly Progress (AYP) performance calculations. Although alternate assessments are intended for a small number of students, the proficiency caps do not limit the number of students receiving special education services who may take an alternate assessment. The decision to administer an alternate assessment (STAAR Modified or STAAR Alternate) is based on the student s educational need and the instruction the student is receiving. This decision is not based solely on the student s disability category and is not based on the student s racial or economic background, excessive or extended absences, or amount of time or location of service delivery. initial the one that applies: For a student in elementary or middle school, the ARD committee understands that instructional and assessment decisions made now may impact a student s graduation options when he or she is in high school. For a student taking end-of-course assessments, the student is enrolled in a course being considered for STAAR Alternate that has a Public Education Information Management System (PEIMS) course number indicating that the coursework is accessed through prerequisite skills. Coursework accessed through prerequisite skills results in the student graduating on the Minimum High School Program (MHSP). Students who graduate on the MHSP are not eligible for automatic admission into a Texas four-year university. indicate the alternate high school courses and PeimS course numbers the student will be enrolled in this school year. English I Alternate Algebra I Alternate Biology Alternate World Geography Alternate English II Alternate Geometry Alternate World History Studies Alternate English III Alternate U.S. History Alternate Step iii: Summarize Assessment Decisions The ARD committee should indicate the subject(s) or course(s) in which the student is enrolled and for which STAAR Alternate assessments will be given. The ARD committee must ensure the assessment decision and accommodations needed to measure the student s academic achievement have been documented in the student s IEP. These accommodations will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observation. Note: The student will take STAAR Alternate for all required subjects or enrolled high school courses on the MHSP. indicate the STAAR Alternate tests the student will take this school year. Reading Grade Mathematics Grade Science Grade Social Studies 8 Writing Grade Algebra I Biology World Geography English I Geometry World History English II U.S. History English III

6 Assessment Decision Process for the State of Texas Assessments of Academic Readiness Alternate (STAAR Alternate) STEP 1: The admission, review, and dismissal (ARD) committee reviews the STAAR Alternate participation requirements. Does the student have a significant cognitive disability? Note: A significant cognitive disability limits the student s potential to reach grade-level expectations; whereas, a student with a learning disability has the potential to reach grade-level expectations, but has difficulty doing so as a result of the disability. Does the student require specialized supports to access the grade-level curriculum and environment? Does the student require intensive, individualized instruction in a variety of settings? Does the student access and participate in the grade-level TEKS through prerequisite skills? Note: A student who accesses the grade-level TEKS through modified instruction should not be designated for STAAR Alternate. Does the student primarily demonstrate knowledge and skills through performance tasks? STEP 2: The admission, review, and dismissal (ARD) committee documents STAAR Alternate as the assessment decision in the student s Individualized Education Program (IEP) along with assurances considered for the decision. The ARD committee documents STAAR Alternate as the assessment that will be given. Note: The student must be assessed with STAAR Alternate for all required subjects for the student s enrolled grade level or End-of-Course selection. The ARD committee documents why the student cannot participate in STAAR. The ARD committee documents why STAAR Alternate is appropriate. The ARD committee documents the accommodations that are necessary to measure the student s academic achievement. Note: These accommodations will be the basis for the STAAR Alternate presentation supports, materials, and response modes provided during the assessment observations. Copyright July Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibitied without express written permission from the Texas Education Agency.

7 STEP 3: Appropriate school personnel notify the district and/or campus testing coordinator (DTC/CTC) that STAAR Alternate is the designated assessment for the student. STEP 4: The DTC/CTC ensures the student is enrolled at a campus in the online system and registered for STAAR Alternate. The DTC/CTC verifies the student s grade level and EOC selection for grades The DTC/CTC ensures that each test is linked to the appropriate alternate assessment teacher. The DTC/CTC monitors the student s data in the online system and the progress of the assessment administration until the window closes. STEP 4: After successful completion of the required STAAR Alternate training, the test administrator assesses the student. The test administrator provides instruction on the skills assessed under each essence statement that the state has chosen for a subject. The test administrator selects the task from the three assessment tasks provided by the state at varying complexity levels and continues instruction. The test administrator plans the assessment based on the student s performance during instruction and completes the Presentation Supports/ Materials and Response Modes sections on page 1 of the state-required documentation form. The test administrator conducts the observation(s) and records the student performance on pages 2 and 3 of the documentation form. The test administrator evaluates the student in the online system based on the observation notes. The test administrator gives the completed documentation form to the DTC/CTC for storage. Caution: If an assessment decision is changed within the assessment window, ensure that the student has adequate time to learn the content that is included on the specific assessment that will be administered. Every effort should be made to ensure that the student is assessed with the most appropriate assessment that allows the student to demonstrate what he or she has achieved.

8 ARD Guide for Determining High School STAAR Alternate Assessments After the admission, review, and dismissal (ARD) committee has determined that the student meets the participation requirements and can most appropriately be assessed with STAAR Alternate, the committee should determine appropriate accommodations and modifications to be used for both instruction and assessment. These accommodations and modifications will become the basis for the preplanned presentation supports, materials, and response modes that test administrators document on page one of the state-required documentation forms and provide during the assessment observation. For students in grades 3-8, the committee will verify the enrolled grade of the student and select the required state assessment subjects for that grade on the STAAR Alternate Participation Requirements document under Step III. For students in high school who are being assessed with STAAR Alternate for the administration, additional steps will be required. 1) The ARD committee must review the courses on the Minimum High School Program (MHSP) and determine which course requirements will be addressed for the school year. The actual name of the course can be determined by the campus; however, the official alternate course PEIMS code must be used for enrollment. During the year the student must receive instruction for the selected course that is based on prerequisite skills linked to the general education course TEKS. The prerequisite skills linked to each knowledge and skills statement can be found in the STAAR Alternate TEKS Curriculum Framework Documents. Teachers should focus on the content associated with the essence statements selected by the state for the administration. English I Alternate English II Alternate English III Alternate Algebra I Alternate Geometry Alternate Biology Alternate World Geography Alternate World History Studies Alternate U.S. History Alternate ) High school students are required to participate in all STAAR Alternate assessments some time during high school. The ARD committee can determine which courses and corresponding assessments will be taken in a given year. For the administration, previous TAKS-Alt high school assessments can count toward the STAAR Alternate testing requirements. English I (Met with TAKS-Alt Grade 9 Reading) English II (Met with TAKS-Alt Grade 10 Reading) English III (Met with TAKS-Alt Grade 11 Reading) Algebra I (Meet with TAKS-Alt Grade 9 Math) Geometry (Met with TAKS-Alt Grade 10 Math) Biology (Met with TAKS-Alt Grade 10 Science) World Geography or World History (Met with Grade 10 Social Studies) US History (Met with Grade 11 Social Studies) Students are required to take either World Geography or World History; however, if the student is enrolled in both courses during high school, he or she must take both assessments. Copyright August 2011 Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

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10 Ways to Demonstrate the Verbs Used in the STAAR Alternate Assessment Tasks Assessment tasks for STAAR Alternate have been written very broadly to allow access for a wide range of student abilities. The verbs used in each assessment task are important in distinguishing between the three complexity levels application, basic recall, and beginning awareness. The following color-coded chart offers a brief summary of each of the three complexity levels. In order to have a better understanding of the verbs used at each level, the information beginning on page three gives a definition of each verb and how it should be used for the standardized assessment task at that complexity level. In addition, this document offers examples of ways a student might respond to demonstrate performance at each level. Response modes among students may vary depending on the individual needs of each student and the nature of the disability; therefore, the example response modes are available as a resource but might not be appropriate for an individual student. Students assessed on STAAR Alternate assessment tasks should use the response modes that best reflect what is shown routinely during instruction and is a true demonstration of the skill. The information on page two of this document shows where and how to record student response modes. Complexity Levels at a Glance Level 3 Level 2 Level 1 Most complex Application Moderately complex Basic Recall Least complex Beginning Awareness Requires a Student to: internalize skills beyond basic recall use higher-level thinking skills arrive at answers on his or her own as choices cannot be provided gather information or demonstrate skills using a wide array of materials Verbs Used at Level 3: Requires a Student to: demonstrate only a basic understanding of information recall or reproduce information arrive at answers when at least three choices are provided Verbs Used at Level 2: Requires a Student to: be aware of the task as it is occurring be aware of a change in stimuli but not be required to act on the stimuli be aware of information but not make choices or decisions based on the information Verbs Used at Level 1: analyze answer* classify compare conclude conduct determine edit* estimate evaluate execute generate justify locate measure organize predict record revise* role play select solve answer* arrange assist choose complete construct count edit* examine identify match reproduce revise* share sort supply acknowledge anticipate experience explore participate respond * NOTE: This verb is used at more than one complexity level. Defining characteristics will be different at another complexity level. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 1

11 Student Response Modes Response modes must: Allow the student to demonstrate the skill Be a typical response demonstrated regularly during classroom instruction Allow the student to be as independent as possible Maintain the integrity of the verbs used in the predetermined criteria Be preplanned Be identified for each verb in the predetermined criteria Student Response Modes Refer to the Ways to Demonstrate the Verbs document to complete this section. Each verb in the predetermined criteria must describe the method the student will use to perform the predetermined criteria. Only one response mode for each verb can be identified. A student must perform the criteria as described below in order to receive credit for demonstration of skill. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 2

12 Level 3: most complex; involves applying knowledge beyond basic recall; requires a student to internalize skills, use higher-level thinking skills, arrive at answers on his or her own as choices cannot be provided, and gather information or demonstrate skills using a wide array of materials Verbs Level 3 Analyze Answer * Defining Characteristics Thinking critically; determining the characteristics of and/or relationships between ideas or items Replying to an open-ended question requiring the use of higher-level thinking skills (i.e., "Why," "How," What if..., or "Tell me about... ); must reply on his or her own Examples of Response Modes for Demonstrating the Predetermined Criteria The student will analyze by: Verbally stating thoughts about relationships or characteristics of presented materials signing comments about relationships or characteristics of presented information or items answering higher-level thinking questions about relationships or characteristics of presented materials Physically writing or typing ideas or thoughts about relationships or characteristics of presented materials manipulating items to gather information and answer questions grouping or classifying information to show relationships highlighting or placing sticky notes on sections of a text that may be used when formulating opinions or conclusions Visually observing or studying items or information and focusing on conclusions focusing intently on a specific place in a graphic organizer to answer questions about relationships between ideas or items The student will answer by: Verbally providing a response to a question explaining his or her thoughts on a topic forming responses with the assistance of a communication device programmed with all of the student s working vocabulary Physically writing a reply to the question recording responses on a word processor manipulating print to make a reply * NOTE: This verb is used at more than one complexity level. Defining characteristics will be different at another complexity level. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 3

13 Classify Compare Conclude Verbs Level 3 Defining Characteristics Grouping items together based on common characteristics or properties; must generate groupings on his or her own when given general parameters such as by attributes, habitats, or parts of speech Studying two or more ideas or items and finding similarities and differences on his or her own Reaching a logically necessary end or decision by reasoning Examples of Response Modes for Demonstrating the Predetermined Criteria using adaptive writing equipment to make responses using word prediction software to make responses Visually fixating on a specific answer after scanning reference or informational materials The student will classify by: Verbally explaining how to categorize items stating the common characteristics or properties of items Physically pointing to items and where items should be placed to create groupings placing items into categories using computer software that allows information to be moved around Visually focusing intently on where items should be placed in a student-labeled graphic organizer The student will compare by: Verbally naming characteristics that are the same and different Physically manipulating items to determine similarities and differences pointing to characteristics that are the same and different recording similarities and differences in list form creating a Venn diagram grouping items in a variety of ways to establish commonalities and point out differences Visually focusing on similarities and differences after observing items or information The student will conclude by: Verbally stating his or her decision or response answering higher-level thinking questions requiring a synthesis of information April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 4

14 Conduct Determine Verbs Level 3 Defining Characteristics Taking part in or following a series of steps to completion; typically requires the use of various materials Using prior knowledge, newly learned knowledge, or reference materials to make decisions or find answers on his or her own Examples of Response Modes for Demonstrating the Predetermined Criteria Physically writing or typing his or her decision or response eliminating erroneous information to arrive at a decision or response gesturing to a specific piece of information that indicates his or her final opinion Visually indicating where to place ideas on a graphic organizer by focusing intently on where items should be placed The student will conduct by: Verbally instructing someone else on how to complete the steps of a procedure or investigation explaining each step in a procedure or investigation asking other people questions in a survey or interview indicating what information he or she wants recorded from a variety of reference materials activating a voice output device to interview another person Physically manipulating items in a procedure or investigation following written or pictorial directions of a procedure or investigation in the order designated highlighting or marking text to gather information on a research topic Visually observing actions or manipulation of items that he or she has directed scanning a wide array of resources to determine what is needed to complete the investigation or research indicating steps in a procedure or investigation by eye-gaze monitoring the execution of the investigation by focusing on the steps and redirecting as needed The student will determine by: Verbally stating or signing decisions or answers describing observations explaining where to place items or manipulatives to form a response specifying sections in a text April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 5

15 Verbs Level 3 Defining Characteristics Examples of Response Modes for Demonstrating the Predetermined Criteria Physically pointing to or manipulating items to arrive at a response writing or typing responses illustrating or mapping responses highlighting sections in a text that provides the requested information marking sections of text using adhesive notes to indicate a response Visually scanning resource materials then stopping at the information that indicates his or her decision or answer fixating on a specific piece of data or information to indicate a response Edit * Estimate Altering, adapting, or refining to suit a particular purpose; involves generating corrections on his or her own Judging approximately the value, worth, size, extent, or nature; must be a viable or reasonable judgment The student will edit by: Verbally explaining how to correct the text using a voice output device with all the student s working vocabulary and a wide array of editing options to correct the text Physically manipulating words and punctuation marks presented in a wide array to make corrections rewriting text with corrections retyping text with corrections using a personal reference journal or other resource to determine ways to correct errors Visually scanning a wide array of proofreading rules and selecting the one needed to correct an error focusing intently on a definite edit from a wide array of editing options The student will estimate by: Verbally stating or signing a response that approximates mathematical computations Physically manipulating items to come to a decision that approximates mathematical computations using nonstandard tools to gather information that approximates mathematical computations * NOTE: This verb is used at more than one complexity level. Defining characteristics will be different at another complexity level. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 6

16 Evaluate Execute Verbs Level 3 Defining Characteristics Determining the significance, worth, or condition by careful consideration and study Carrying out fully or doing what is necessary to reach an end product Examples of Response Modes for Demonstrating the Predetermined Criteria pointing to the estimated number from a chart containing a wide possibility of numbers Visually scanning a wide array of nonstandard measurement tools and focusing on one or more to approximate mathematical computations looking at an item with a known value and comparing it to a new item, then indicating a response about the new item through eye-gaze The student will evaluate by: Verbally explaining or signing the effectiveness of a process Physically manipulating materials to find the best possible outcome using tools in a trial-and-error investigation to find the best possible outcome providing evidence of an outcome s success or failure carrying out two or more different methods or strategies to determine the more effective one Visually scanning to compare two or more resources to formulate a judgment observing or studying items or information and focusing on conclusions The student will execute by: Verbally describing the process used in a task from beginning to end Physically acting out the task manipulating needed items to carry out a task performing each step of a task to completion Visually observing actions or manipulation of items that he or she has directed scanning a wide array of resources and determining what is needed to complete the task or procedure gazing toward an item and where it should be placed to carry out a procedure April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 7

17 Verbs Level 3 Generate Justify Locate Defining Characteristics Producing or creating an end product or idea; must be able to create the end product or idea on his or her own Proving or showing that responses are correct or reasonable Seeking out or finding answers or information on his or her own Examples of Response Modes for Demonstrating the Predetermined Criteria The student will generate by: Verbally directing where to place letters, words, or numbers to form a product or presentation stating the requested information using voice-to-text software to produce original text Physically making a product or presentation (i.e., graph, poster, pattern, mural, slideshow) writing or typing words, sentences, or summaries Visually gazing toward items or information needed to make a product or presentation, then gazing to where the items or information should be placed The student will justify by: Verbally explaining his or her response describing the steps he or she went through to arrive at a conclusion answering higher-level thinking questions posed by the teacher Physically pointing to text evidence supporting responses removing erroneous information from a presentation highlighting text evidence to support reasoning Visually scanning resources and locating evidence that supports his or her conclusion or response gazing to isolate key information in a graphic organizer The student will locate by: Verbally telling or signing where to find information stating the requested information indicating a presentation should stop when requested information is read Physically pointing to or finding information from a wide array of resources April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 8

18 Measure Organize Verbs Level 3 Defining Characteristics Using standard or non-standard tools to determine length, perimeter, area, weight/mass, capacity/volume, time, temperature, angles, changes in weather, and physical properties of matter Ordering by systematic planning; forming information into a coherent or functioning whole; often requires that ordering be sequential or chronological Examples of Response Modes for Demonstrating the Predetermined Criteria pointing to specific information within a text, writing passage, map, or resource material to answer a question manipulating resources to determine which one would be best for a task using adhesive notes to mark answers or requested information using software with scanning capabilities to indicate requested information Visually focusing intently on the requested information focusing intently on a resource he or she needs for a task The student will measure by: Verbally answering comparative questions reporting on the markings on tools to determine amounts and distances explaining where to place measurement tools and how to use the tools Physically manipulating or using measurement tools correctly ordering items sequentially by measurement pointing to a specific marking on a measurement tool Visually observing someone else using measurement tools then gazing to a specific marking on the tool focusing on the correct measure as someone else points to various correct and incorrect markings on a measurement tool The student will organize by: Verbally explaining how information should be arranged using chronological or sequential vocabulary to indicate order Physically ordering manipulatives into groups based on his or her own preferences grouping thoughts or ideas displayed on sentence strips or in lists into categories or common features manipulating cards, pictures, or objects to create a timeline using computer software to create an organized presentation April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 9

19 Predict Record Verbs Level 3 Defining Characteristics Telling about a future event based on observation, experience, text evidence, prior knowledge, or scientific reason; prediction must be valid or reasonable for the situation Providing written evidence or responses Examples of Response Modes for Demonstrating the Predetermined Criteria Visually watching others organize items into categories and indicating whether the placement is correct or incorrect gazing toward items and focusing on where they should be placed into categories The student will predict by: Verbally describing what might happen next in a story or experiment answering higher-level thinking questions posed by the teacher Physically recording or grouping data from an experiment to use when determining trends manipulating information in a graphic organizer to show what might happen next acting out his or her prediction Visually studying information in a graphic organizer and deciding what might happen next focusing intently on an image that represents his or her prediction when presented a wide array of images The student will record by: Verbally dictating responses to be written down telling another where to place information or data in a graphic organizer Physically writing or typing information or responses using voice-to-text software to produce original text logging data into an organizer, chart, or graph placing dictated notes or information in an organizer, chart, or graph arranging words or letters to communicate ideas Visually focusing on information/data and where it should be placed on an organizer, chart, or graph eye-gazing to words or letters for another person to write down April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 10

20 Revise * Role-play Select Verbs Level 3 Defining Characteristics Making a new, amended, improved, or up-to-date version of a written text that was either self-created or created by someone else; must determine how to revise on his or her own Putting oneself in another person's position or role in order to demonstrate a skill or concept; involves using previously learned knowledge Making reasonable decisions on his or her own; must use information from personal knowledge of topics or from a wide array of materials when making decisions Examples of Response Modes for Demonstrating the Predetermined Criteria The student will revise by: Verbally explaining how to rearrange the text dictating revisions to be written down Physically writing/typing a new version of a sentence or summary producing new text or deleting text reorganizing text to make it more compelling or to improve upon the logic Visually focusing on words, sentences, or sections of text to delete and/or rearrange focusing on new pieces of text to add to a piece of writing to improve clarity The student will role play by: Verbally delivering dialogue or lines in a role-play situation directing another person to act out a scenario Physically acting out a problem-solving scenario with or without props acting out a scenario when given a specific purpose Visually observing, directing through eye-gaze, and reacting to others who are performing the role play focusing on steps (represented by photos or drawings) to indicate the actions of another person in a role-playing scenario The student will select by: Verbally explaining what is needed for a task such as tools, mathematical operations, or reference materials stating decisions on writing topics, types of genre, or ways to solve a problem Physically gathering needed materials or resources for a specific task when materials are not readily available or within view * NOTE: This verb is used at more than one complexity level. Defining characteristics will be different at another complexity level. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 11

21 Solve Verbs Level 3 Defining Characteristics Arriving at an explanation or answer to a whole problem on his or her own; may involve more than one step to be completed at one time Examples of Response Modes for Demonstrating the Predetermined Criteria highlighting selected information using computer software pointing to a desired or necessary item after reviewing a wide array of information or materials Visually maintaining focus on desired or necessary items or materials The student will solve by: Verbally stating the answer to a problem explaining the steps of a problem-solving process Physically writing or typing answers or explanations using the appropriate operations on a calculator using manipulatives to arrive at an answer Visually eye-gazing on numbers or objects to be included in an equation and where those numbers need to be placed focusing on the numbers, operations, or directions necessary to complete a problem-solving process Reference Dictionary and Thesaurus Merriam-Webster Online: April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 12

22 Level 2: moderately complex; involves recalling or reproducing information at a basic level; requires a student to demonstrate only a basic understanding of information and arrive at answers when at least three choices are provided Verbs Level 2 Answer * Arrange Defining Characteristics Replying to a question requiring the use of recall only such as Who, What, or Where questions; must be provided choices from which to choose Putting given items into a specified order or into a correct sequence Examples of Response Modes for Demonstrating the Predetermined Criteria The student will answer by: Verbally stating or signing a response to the question forming a response using a communication device or choice board communicating yes/no when presented with choices one at a time and being asked Is this the? Physically pointing to the correct item picking up the correct answer writing or typing a response to the question playing a game containing questions and answers Visually scanning materials or text and maintaining focus on a choice The student will arrange by: Verbally instructing someone else on where to place materials or items in the correct sequence stating information using sequential or chronological vocabulary Physically manipulating materials, text, or items into a specified order or sequence pointing to where materials should be placed placing information into a labeled graphic organizer appropriate for the task Visually focusing intently on an item then looking toward where it should be placed maintaining eye contact with an item to indicate a choice when asked the question, Which one goes (first/next)? * NOTE: This verb is used at more than one complexity level. Defining characteristics will be different at another complexity level. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 13

23 Verbs Level 2 Assist Choose Complete Defining Characteristics Performing some steps or part of an activity with a teacher or peer that directly relates to the skill being measured in the task; must be actively involved in the task for the entire process but is not required to perform all steps of the process Making decisions from choices provided; more than one correct choice may be provided as these tasks typically require the student to choose a preference such as in choose a topic to write about or choose a non-standard tool for measuring length Finishing or bringing a task to an end; typically requires the student to finish an activity that has already been partially completed Examples of Response Modes for Demonstrating the Predetermined Criteria The student will assist by: Verbally asking others questions as part of a survey instructing another person as to what to do to perform an activity Physically placing items or words in specified locations manipulating objects or tools at appropriate times in an experiment or procedure using sequenced flash cards of the steps to complete a task in a procedure manipulating pages of a text in order to find information placing specified information in a presentation Visually verifying the correctness of an observed step performed by another person focusing on the steps in a procedure represented by photos or drawings to indicate the sequential order of a process eye-gazing to the next step or needed material to continue a procedure The student will choose by: Verbally communicating yes/no when presented with options one at a time and being asked Is this the one you want? stating a preference through words or vocal approximations activating a communication device to express an opinion or choice Physically pointing to objects, pictures, or words picking up objects, pictures, or words smiling to indicate a choice when presented with options one at a time and being asked Is this the one you want? nodding head in the direction of the preferred option Visually scanning items or words and maintaining focus on the desired option The student will complete by: Verbally telling what needs to be done to finish a process or task dictating responses for the task April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 14

24 Construct Count Verbs Level 2 Defining Characteristics Making or forming by combining or arranging given parts together Reciting or communicating the numbers in order Examples of Response Modes for Demonstrating the Predetermined Criteria Physically pointing to where items should be placed in graphic organizers filling in templates with written responses or word cards placing items into groups or onto graphs using specialized computer software to insert text into templates or Cloze sentences Visually focusing intently on an item and then gazing to where it should be placed on graphs, story maps, or graphic organizers The student will construct by: Verbally stating how to assemble or arrange parts to make a whole stating how parts are to be arranged Physically manipulating letters or words to form words or sentences nodding head from one part to another to show what needs to be combined using specialized computer software to insert text into templates or to arrange text in a specified way Visually focusing intently on an item and then gazing to where it should be placed on graphs, story maps, or graphic organizers focusing on items, pieces of data, or information to be combined gazing from one item to the next to indicate parts that go together The student will count by: Verbally saying or signing numbers Physically touching numbers in sequence pairing manipulatives with numbers using a calculator to increase numbers by a specified amount (e.g., by ones, by twos, by fives) Visually tracking numbers on a number line as the teacher touches and names each number focusing on which number is next in a sequence April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 15

25 Edit * Verbs Level 2 Defining Characteristics Altering, adapting, or refining to suit a particular purpose; involves identifying corrections from choices Examples of Response Modes for Demonstrating the Predetermined Criteria The student will edit by: Verbally dictating corrections to text based on a model communicating where to place words or corrected information in text Physically pointing to a correction from a list of at least three editing choices writing or typing corrections to text using a list of editing rules placing corrected information in appropriate locations of text Visually scanning a list of proofreading rules and maintaining focus on the one needed to correct an error eye-gazing to the correction on a list of at least three editing choices Examine Identify Inspecting closely for a specific purpose; typically requires the student to do something with the information learned through the examination process Singling out the one that is named, described, or requested The student will examine by: Verbally telling about the features of an item commenting on aspects of an item after using the senses to investigate stating observations about an item, object, or graph Physically manipulating items or information to identify characteristics using the senses of touch, smell, and taste to gain information Visually inspecting items or information to identify their properties or characteristics watching a short video clip on an item or topic attending to a presentation on a topic looking at objects from different angles to gain information about the object The student will identify by: Verbally naming or signing responses communicating yes/no when presented with choices one at a time and being asked Is this the? making a positive vocalization to indicate his or her answer to a question or command * NOTE: This verb is used at more than one complexity level. Defining characteristics will be different at another complexity level. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 16

26 Match Reproduce Verbs Level 2 Defining Characteristics Putting objects or items together in a one-to-one pairing; should be evaluated as a total task rather than one object or item at a time Imitating an action/example or producing a duplicate of an action/example that has been previously observed or experienced Examples of Response Modes for Demonstrating the Predetermined Criteria Physically touching or picking up requested objects, pictures, or words placing written information or objects in the appropriate locations of a text or graph pointing to requested information on a model or graphic display placing adhesive notes on requested information highlighting requested information playing a game containing questions and answers Visually maintaining focus on one choice for his or her response The student will match by: Verbally communicating where to place words, objects, pictures, or representations making a positive vocalization to indicate matches when shown matched and unmatched items making a negative vocalization to unmatched items Physically cutting and pasting items or information that go together placing objects, words, pictures or representations with corresponding objects, words, pictures, or representations pointing to a letter or word and a corresponding letter or word placing amounts of items with corresponding units nodding from one object to another to indicate the objects belong together Visually gazing from one item to another to indicate the items belong together observing one image, then focusing on a matching image from three choices The student will reproduce by: Verbally communicating where to place manipulatives to copy an existing example Physically placing manipulatives to copy an existing example tracing letters, words, numbers, or sentences from an example copying letters, words, numbers, or sentences from an example Visually finding a duplicate example by eye-gaze April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 17

27 Revise * Share Sort Verbs Level 2 Defining Characteristics Making a new, amended, improved, or up-to-date version of a written text that was either self-created or created by someone else; student may choose ways to revise from options Using, experiencing, or enjoying interaction with others Putting items into groups when given the categories, characteristics, or attributes Examples of Response Modes for Demonstrating the Predetermined Criteria The student will revise by: Verbally dictating revisions to a text based on a model instructing someone else on where to place new words or text in an original text Physically writing/typing a new version of a sentence or summary based on a model replacing words in an original text with new text removing parts of text that do not apply to specified rules or guidelines rearranging parts of text for clarity or logical progression using word processing software to cut, paste, and move text Visually focusing intently on a choice of words or sentences that will improve a piece of writing focusing on extraneous parts of text to delete The student will share by: Verbally commenting on work using an appropriate communication mode (i.e., sign language, voice-output device) Physically showing or handing work to another person pointing to information in a display as it is read by an adult or peer smiling at the recipient of a presentation Visually focusing on a poster or presentation to encourage others to view it focusing on favorite parts of a shared item for another to notice The student will sort by: Verbally communicating where objects or items should be placed responding with yes/no when presented with choices one at a time and being asked Does this go here? * NOTE: This verb is used at more than one complexity level. Defining characteristics will be different at another complexity level. April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 18

28 Supply Verbs Level 2 Defining Characteristics Providing additional or missing information to a task; often becomes an extension to the original information Examples of Response Modes for Demonstrating the Predetermined Criteria Physically moving or placing objects or items into given categories pointing to where objects or items should be placed using computer software that allows information to be moved and organized in different ways Visually focusing on the groups in which objects or items should be placed The student will supply by: Verbally stating the needed information Physically placing prerecorded notes or information in designated areas pointing to information using computer software to insert information into text or graphs writing text or numbers Visually focusing on notes or information needed fixating on an object that can be used to replace a presented object scanning resources to locate a response Reference Dictionary and Thesaurus Merriam-Webster Online: April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 19

29 Level 1: least complex; involves responding to knowledge at the beginning awareness level; requires a student to be aware of the task as it is occurring, be aware of a change in stimuli but not required to act on the stimuli, and be aware of information but not make choices or decisions based on the information Verbs Level 1 Acknowledge Anticipate Experience Defining Characteristics Having an awareness of a single object, item, individual, or idea when presented to the student; requires limited knowledge or understanding of the object, item, individual, or idea; does not require the student to make a decision or choice Showing an awareness that an object, item, or event is about to be repeated; reacting in a way that signals that the student is aware of an upcoming change Receiving information through exposure to stimuli; typically involves the use of many of the senses Examples of Response Modes for Demonstrating the Predetermined Criteria The student will acknowledge by: Verbally making a positive or negative vocalization in response to a presentation or materials Physically holding an object when it is presented in isolation smiling or frowning in response to a presentation or materials manipulating objects presented in isolation Visually maintaining eye contact with a presentation or materials scanning between the teacher and the presentation or materials The student will anticipate by: Verbally vocalizing prior to the repeated action Physically moving toward a location or materials smiling prior to a repeated action showing excitement by facial expressions prior to a repeated action Visually eye-gazing toward a location or materials The student will experience by: Verbally making positive or negative vocalizations in response to an event or activity varying the tone or intensity of vocalizations in response to stimuli Physically smiling or frowning in response to an event or activity showing excitement with increased body movement activating a switch to start an activity April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 20

30 Explore Verbs Level 1 Participate Defining Characteristics Becoming familiar with by testing or experimenting; does not require the student to do anything with any information gained through the exploration process Having involvement in an activity with a teacher or peer; involves awareness of the activity throughout the process Examples of Response Modes for Demonstrating the Predetermined Criteria manipulating objects Visually observing an event or activity maintaining eye contact with a stimulus watching a video, video clip, or media presentation The student will explore by: Verbally vocalizing positively or negatively during an experience or when in contact with objects increasing or decreasing vocalizations when in contact with a stimulus Physically manipulating items smiling or frowning during an experience touching, smelling, or tasting to gain input Visually observing or maintaining focus on an item or experience tracking objects as they are manipulated by another person The student will participate by: Verbally vocalizing throughout the activity activating an augmentative communication device when presented by the teacher Physically manipulating items activating a switch to perform an action moving whole body or body parts to imitate an action touching, smelling, or tasting an object or item Visually observing an activity or action maintaining focus on an activity April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 21

31 Respond Verbs Defining Characteristics Examples of Response Modes for Demonstrating the Predetermined Criteria Reacting to stimuli; may be positive or negative but must be authentic or purposeful The student will respond by: Verbally making positive or negative vocalizations Physically smiling or frowning at stimuli touching items picking up or holding items holding head upright or turning head toward stimuli Visually looking at stimuli tracking items or stimuli Reference Dictionary and Thesaurus Merriam-Webster Online: April 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 22

32 INSERT A BLUE COLOR DIVIDER SHEET HERE

33 Comparison of Verbs Across Complexity Levels This document has been developed to emphasize the subtle differences between similar verbs across complexity levels. Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex General Student Expectations July 2011 General Student Expectations: A student is required to make decisions on his or her own which means he or she must do so independent of choices as choices cannot be provided at this complexity level. A student must use the knowledge that he or she acquired during instruction to come to a decision in the task. Coming to a decision or making an independent response without visuals or examples can be difficult, or even impossible, for some students because of their cognitive disability. Providing a framework or structure to help a student make a decision or respond on his or her own may be necessary. A wide array of materials can be provided. A wide array is an abundance of both relevant and irrelevant materials that the student may review or use to help him or her come to a decision or respond. These materials are not considered choices because the student must first determine what the task demands, what information is needed, what information is relevant for the task, and then use the information appropriately to come to a decision or respond. General Student Expectations General Student Expectations: A student is required to make decisions or choices based on information that has just recently been presented or is right in front of the student. Level 2 tasks are designed for students to be given at least three options from which to choose the correct response. For some tasks a student may be able to communicate a response without the three options. For example, a student may not need options for a task requiring him or her to choose someone to write a note or letter to; however, if the student is not able to make this choice, then at least three options for the student to choose from must be provided. Teachers must carefully plan tasks so that three choices are always available. A task requiring multiple responses should not be presented so that options are used throughout the task leaving only one or two options by the last opportunity. Options can be provided in any format depending on the student s preferred learning style for example, use of pictures, words, verbal information, or sensory input. Additionally, the teacher may decide to provide more than three options depending on the task and the needs of the student; however, only one of the options can be a correct choice. Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 1 General Student Expectations General Student Expectations: A student is required to indicate awareness of a task and show that he or she knows that an activity is occurring or that a stimulus is being presented. Because of multiple disabilities and the severity of the disabilities, students being assessed on Level 1 tasks are often less active and may require more supports to access the task than other students. A teacher or peer is often the one providing the direct physical access to the stimuli or commenting on the task, while the student observes or joins in the activity with supports. The student must demonstrate an authentic response to what is being shown or experienced. Level 1 tasks most often involve sensory input and exposure to stimuli through experiences, objects, or representations. Any materials or information used in a Level 1 task should be presented to the student one at a time. A student being assessed on a Level 1 task is not required to make choices or decisions based on information.

34 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex Definition of Conduct: Taking part in or following a series of steps to completion; typically requires the use of various materials Definition of Assist: Performing some steps or part of an activity with a teacher or peer that directly relates to the skill being measured in the task; must be actively involved in the task for the entire process but is not required to perform all steps of the process Definition of Participate: Having involvement in an activity with a teacher or peer; involves awareness of the activity throughout the process Conduct Specific Student Expectations: For the verb conduct, a student is required to take the lead in or follow the steps of an investigation in its entirety with the teacher always in close proximity for safety. For a Level 3 task in which the student is required to conduct an investigation to find out what happens when force is applied to an object, the student could be presented with written and pictorial steps of the process for this investigation. For example: Step 1: Select items from the classroom to be moved Step 2: Select type of force to be applied Step 3: Experiment with force and objects Step 4: Record data using a data collection form In this example, the student must decide how to specifically accomplish each of the above steps to complete the investigation. Assist Specific Student Expectations: A student can assist the teacher in many different ways with each step of the activity or process being addressed as it occurs. For a Level 2 task that involves moving objects with and without a simple machine, the student could assist the teacher by gathering one or more of the needed materials for the investigation as directed by the teacher or by choosing which object he or she wants to move (medicine ball, brick, or heavy box), by helping the teacher move the object, by choosing which of four simple machines to use (inclined plane, pulley, lever, or wheel and axle), and by using the simple machine to move the object with the teacher s or a peer s help. It is important to note that in this example the student is not being tested on choosing the object to be moved or the simple machine to be used. The task is to assist the teacher in the activity. It would not be appropriate for the student to complete only one of the above mentioned steps. The student must stay actively engaged in the task from the beginning of the activity or Participate Specific Student Expectations: A student can participate in an activity in a variety of different ways. For a Level 1 task requiring the student to participate in moving an object, the teacher might select an object of particular interest for a student (i.e., a cube that lights up when moved or a ball that has sound when moved). The student could participate in moving the object by holding the teacher s hand as both the teacher and student push the object together. The student could also focus attention on the teacher as an explanation of the effect of force on movement is given. As with all Level 1 tasks, the student must show an observable, authentic response directly related to what was seen or experienced. Although a student must remain alert and aware throughout the task, tasks at Level 1 are often much shorter than those at Level 2. 2

35 Level 3 -- Application Most Complex Level 2 - Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex process until the end. The student should be included in each step of the process; however, he or she does not need to complete all of each step, just assist in each step. The student must assist in the step or steps that relate specifically to the predetermined criteria. Conduct Students on a Level 3 task might be asked to conduct: an investigation to measure the effect of friction on moving objects an investigation observing changes in the states of matter when heat is applied conduct research about living organisms and their ability to survive in their environment an investigation using tools Assist Students on a Level 2 task might be asked to assist in: applying force to move objects graphing a weather condition for a number of days using a mathematical tool to measure the sides of an object finding a word in a reference material writing the first letter of a new word imitating the rhythm of a poem Participate Students on a Level 1 task might be asked to participate in: moving objects in different ways and/or with the use of an inclined plane grouping objects by physical properties or common characteristics adding objects to sets creating a mathematical pattern creating and using a list constructing a graph placing his or her name in a story as the character Determine Definition of Determine: Using prior knowledge, newly learned knowledge, or resource materials to make decisions or find answers on his or her own Specific Student Expectations: For a Level 3 task requiring a student to determine a conclusion from a graph, the student would need to have knowledge of a variety of graphs such as bar graphs, Identify Definition of Identify: Singling out the one that is named, described, or requested Specific Student Expectations: A student who is required to identify information during a task must always be provided at least three choices from which to choose. For a Level 2 task Acknowledge Definition of Acknowledge: Having an awareness of a single object, item, individual, or idea when presented to the student; requires limited knowledge or understanding of the object, item, individual, or idea; does not require the student to make a decision or choice Specific Student Expectations: Any type of graph may be used for a graphing task; however, for students being assessed on a Level 1 task, the use of an object or tactile bar graph may be 3

36 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex Determine line graphs, pie charts, and T-charts and how to interpret them. This means that the student would need to know such things as where to locate the graph s or chart s title, where to locate the axes or sectors, how to read the axes or sectors, and how to compare and interpret the data. For example, if given a circle graph divided into sectors representing the results of a survey on favorite sports activities, the student would need to use his or her knowledge of graphs to determine a conclusion when asked, What does the graph tell us about football and basketball? It would not be appropriate for the student on a Level 3 task to be asked a question such as Which sport activity is most popular? In order to arrive at a conclusion as in this example, the student must do more than just state information that is directly displayed in the graph. The student needs to compare more than one piece of data and then interpret the data to determine a conclusion. Identify requiring the student to identify the specific number represented by one of the bars in a bar graph, the student s choices lay within the confines of the graph. For example, after assisting in gathering and graphing data from a survey on favorite pizza toppings, the teacher may ask the student to identify from the graph how many people chose pepperoni as their favorite topping. The teacher could highlight information on three or four sections of the graph or point to these three or four sections on the graph indicating the options from which the student should choose. The graph and options clearly display the correct answer because it is directly in front of the student. The student does not need to interpret the data in any way just recall it. Acknowledge the most appropriate. For example, a graph could be displayed on the wall using brightly colored yarn to divide the wall into cells. For a graph representing the results of a survey on favorite movies, DVD cases with pictures of the movies could be placed in the cells by attaching them with fasteners. The student could acknowledge the graph or the column with the most DVD cases by actually experiencing the graph through touch or sight as the teacher commented on the graph and its results. Students on a Level 3 task might be asked to determine: conclusions using results from experiments or from data on graphs the lesson of a story an author s purpose for writing a text the range or mode of the data from a list of numbers in random order Students on a Level 2 task might be asked to identify: specified parts of graphs (i.e., x- and y- axes) or information in graphs (i.e., number represented in one of the bars of a bar graph) the character that learned a lesson an incorrectly written sentence Students on a Level 1 task might be asked to acknowledge: an object graph or data on a graph representations (i.e., of stages in a life cycle, of words, of Texas) the outcome of a story an exaggerated feature of an advertisement 4

37 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex Determine the relationship of graphics to the steps of a procedure how structures differ among different organisms Identify organisms that live in a specified habitat the body s reaction to exercise the fraction represented by a model the antonym for a word Acknowledge the sensory input for a weather condition a characteristic of an organism s environment Definition of Analyze: Thinking critically; determining the characteristics of and/or relationships between ideas or items Definition of Examine: Inspecting closely for a specific purpose; typically requires the student to do something with the information learned through the examination process Definition of Explore: Becoming familiar with by testing or experimenting; does not require the student to do anything with any information gained through the exploration process Analyze Specific Student Expectations: The verb analyze requires a student to thoroughly review and compare two or more attributes or aspects of information. For a Level 3 task requiring the student to analyze two media pieces to determine which more closely represents a poem, the student would first need to read or hear the poem and understand it. The student could then be presented with an audiotape of a song and a piece of artwork. One of the two media pieces would more appropriately reflect the poem than the other. The student could analyze each piece of media by dictating positive comments about each piece. The teacher could record the student s comments on cards that the student could then place in an appropriate unlabeled graphic organizer the student selected from a wide array. Examine Specific Student Expectations: For a Level 2 task that requires a student to examine texts for different purposes, the student could be presented with a comic strip from the daily newspaper, a cookbook containing recipes with pictures of each step, a menu from a local fast food restaurant, and a gradeappropriate informational text on a topic of interest to the student such as ocean animals. To examine the texts, the student could use a checklist of things that he or she might look for in each text. The checklist might include the following with corresponding pictures: 1. Look at each text 2. Look at the titles 3. Scan each text for pictures or interesting information 4. Ask the teacher to read sections of interest Explore Specific Student Expectations: To explore, a student needs to show that he or she is aware of a stimulus and the sensory experience that is generated from the exploration or contact with the stimulus provided. For a Level 1 task requiring a student to explore a group of books, the student should be presented with one book at a time. Each book could be modified to include a tactile symbol on the cover. For example, a book on plants might have leaves attached to the cover or a cookbook might have a fork attached to the cover. In order to explore the books, the student could move his or her fingers over the tactile symbols when placed within his or her reach. The teacher could read and/or comment on each text as the student explores it. 5

38 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex After examining the texts, the student should use the information he or she gained during the examination process to identify the text for a specified purpose. Analyze Students on a Level 3 task might be asked to analyze: two media pieces to determine which more closely represents a poem weather data the results of a probability experiment how the setting influences the character in a story the information presented in a print source versus the information in an electronic source how the illustration supports the text Examine Students on a Level 2 task might be asked to examine: texts for different purposes weather information representations (of animal functions, characteristics of the sun, the community) characteristics of solids and liquids characteristics of animals and their environments Explore Students on a Level 1 task might be asked to explore: a group of books objects in sets and patterns objects on a graph the length of different objects representations (of day and night, words, characters, emotions, activities) living things Classify Definition of Classify: Grouping items together based on common characteristics or properties; must generate groupings on his or her own when given general parameters such as by attributes, habitats, or parts of speech Specific Student Expectations: A student being assessed on a Level 3 task requiring classification must be able to group items by similarities that he or she determines or by grouping items when given only general parameters. A student cannot be told how to classify on a Level 3 task. The student would need Sort Definition of Sort: Putting items into groups when given the categories, characteristics, or attributes Specific Student Expectations: For a Level 2 task requiring the student to sort objects, the student can be given specific categories describing how the objects should be sorted. For example, if the task required the student to sort objects by whether they sink or Experience Definition of Experience: Receiving information through exposure to stimuli; typically involves the use of many of the senses Specific Student Expectations: For the verb experience, the student has to be engaged in the task and receive input that he or she is able to internally process and acknowledge in some way. A task requiring the student to experience a pushing and pulling motion should 6

39 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex Classify to have had instruction on a variety of ways to classify. For example, for a task requiring a student to classify objects by their physical properties, the student would need to understand what is meant by physical properties and be able to critically analyze objects for similarities. If a framework or structure is needed for the student to be successful, the teacher could make available a general poster listing numerous ways that objects can be classified by physical properties. Some of the ways listed on the poster should not be appropriate given the objects. The poster might include the following: color, shape, texture, size, buoyancy, weight, number, softness, hardness, and usefulness. The student will need to cull through the information on the poster to determine what might be relevant for the task and then use the information appropriately to classify the objects. Sort float, the student could be presented with two boxes one marked Sink and the other marked Float. After experimenting with the objects and water, the student could place the objects correctly in the appropriate box. Experience involve the student in the actual act of pushing or pulling if possible. The student may need to be securely positioned in front of an object so that his or her arms could be placed on either side of the object. The teacher could place his or her own hands on top of the student s hands to allow the student to feel the push and pull motions as force is applied. In order to get credit for experiencing the motion, the student would have to show an authentic response as each motion is experienced. The teacher should feel that the response is directly linked to the sensation of pushing or pulling. Students on a Level 3 task might be asked to classify: objects by their physical properties words by meaning, affixes, or parts of speech animals by their habitat Students on a Level 2 task might be asked to sort: objects by property (sink or float) objects or data for a graph animals by distinctive features Students on a Level 1 task might be asked to experience: pushing and pulling motions feeding living things action words sensory input related to weather, an experiment, text, or event 7

40 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex Definition of Predict: Telling about a future event based on observation, experience, text evidence, prior knowledge, or scientific reason; prediction must be valid or reasonable for the situation Definition of Supply: Providing additional or missing information to a task; often becomes an extension to the original information Definition of Anticipate: Showing an awareness that an object, item, or event is about to be repeated; reacting in a way that signals that the student is aware of an upcoming change Predict Specific Student Expectations: In order for a student to predict, he or she must pull together all the information he or she knows about the topic based on previous learning or personal experience. For a Level 3 task requiring a student to predict a character s reaction to an event, the student must understand the circumstances surrounding the event, note other feelings and reactions experienced in the story, and consider clues from the text that help the reader understand the character and how he or she might feel about the event. After reading several chapter summaries of a grade-appropriate text, the student could select a story map to track the events and reactions the character experiences so far in the story. A summary of the next chapter in the book could be read. The student should predict how he or she thinks the character will react in the new chapter based on the story map that was previously generated and a poster of a wide array of all possible emotions. Supply Specific Student Expectations: Level 2 tasks require a student to recall or reproduce information presented to him or her. For a math task, a student might be shown an addition number sentence with manipulatives for all parts of the sentence for example, + = To supply another addition number sentence, the student could be presented with different manipulatives. Using the manipulatives, the student would need to create another number sentence by correctly supplying the parts needed to make the number sentence. Anticipate Specific Student Expectations: In order for a student to anticipate an event, he or she must be very familiar with the event. This typically means that the event has been repeated numerous times and over numerous days so that it has become a routine. For a Level 1 task requiring a student to anticipate the next number in a series, the student and teacher would previously have had to establish a routine - for example, removing and counting items from the student s lunchbox each day. A large horizontal grid with sequential numbers could be attached to the table in front of the student. As the teacher removes an item from the student s lunchbox, he or she should place the item in the first grid with the numeral 1 and indicate to the student to look at the item or numeral. As the student responds, the teacher could activate a step-by-step voice-output device programmed with a short, funny musical tone and the numeral. The teacher should repeat the task with the next item from the student s lunchbox and pause in the middle of the task. The 8

41 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex student would need to show anticipation by authentically signaling in some way or another that he or she expects another item to be placed in the grid. Predict Students on a Level 3 task might be asked to predict: a character s reaction to an event the results of a probability exercise the outcome of a fable the content of a text using text features Supply Students on a Level 2 task might be asked to supply: the operation needed for a math problem another strand in a mathematical pattern a new bar of data on a bar graph the cost of a bus ride using a table the missing step in a how-to text Anticipate Students on a Level 1 task might be asked to anticipate: the next number in a series or the next step in a process exploring objects presented in a sequence a reading activity the continuation of a mathematical pattern an interaction with a familiar person based on past experience Definition of Generate: Producing or creating an end product or idea; must be able to create the end product on his or her own Definition of Complete: Finishing or bringing a task to an end; typically requires the student to finish an activity that has already been partially completed Definition of Respond: Reacting to stimuli; may be positive or negative but must show an authentic or purposeful response Generate Specific Student Expectations: A student assessed on a Level 3 task may be required to generate a presentation. A presentation can be a poster, brochure, slide presentation, report, model, advertisement or any other produced work that the student generates relative to the task. For example, to generate a presentation on Texas, a student could create an advertisement for Texas after researching the topic for facts. The student could be provided with a wide array of templates from which to select. The wide array should include templates Complete Specific Student Expectations: If a student is required to use a graphic organizer for a Level 2 task, the organizer can be labeled and partially completed. For example, a graphic organizer focusing on Texas could be presented with the title in the middle circle and one fact about Texas in one of the outer circles. Large state Texas Respond Specific Student Expectations: The verb respond requires a student to show an authentic response directly related to the stimulus or the task and be clearly different from behaviors shown prior to the presentation of the stimulus or task. Responding to a text is found frequently in Level 1 assessment tasks for reading. The teacher may need to plan ahead to provide sensory input appropriate to a text. For example, if reading a library book on Texas, the teacher might present the student with a heating pad when reading about warm 9

42 Level 3 -- Application Most Complex Level 2 -- Basic Recall Moderately Complex Level 1 -- Beginning Awareness Least Complex of many different kinds -- posters, travel brochures, advertisements, and graphic organizers. The student would need to determine which template would be best for his or her advertisement, and then produce the advertisement on his or her own. The student could complete the organizer by dictating facts to the teacher to record. The student could then place the facts on the graphic organizer to complete it. weather or with voice-output devices programmed with cattle or horse sounds when reading about the territory. The student s reactions to the text and sensory input would need to be authentic and purposeful and change as new text and input is provided. Generate Students on a Level 3 task might be asked to generate: a presentation about Texas using resources a list (i.e., observations from an investigation, pros/cons, attributes of objects/figures, media features) words (i.e., synonyms, adverbs, plurals) sentences, paragraphs, or summaries a problem-solving plan equations, graphs, fractions conclusions Complete Students on a Level 2 task might be asked to complete: a graphic organizer focusing on Texas a graph or table using data a story map an equation a mathematical pattern Respond Students on a Level 1 task might be asked to respond to: a word or text, rhythm of a poem, dramatic event, media presentation a topic of interest or favorite part of a text statements made by the teacher (i.e., safety procedures, the meaning of a sign) characteristics of an item (i.e., physical properties, temperature, weight, length) the results of an investigation sensory input for quantity 10

43 INSERT A BLUE COLOR DIVIDER SHEET HERE

44 Presentation Supports and Materials for STAAR Alternate Assessment tasks are written very broadly in order to allow access for a wide range of student abilities. Because of this broad access, it is critical that STAAR Alternate tasks be accessible for each student through the use of accommodations in the form of presentation supports and materials. Without access the student will not be able to demonstrate the skills he or she may have acquired. Since the teacher knows the student best, the teacher must select materials and determine how the materials will be presented to the student while considering the student s learning style preference. The teacher should plan the task in a manner that allows the student to perform the predetermined criteria without additional assistance from what was preplanned prior to the observation. Students do not receive lower scores because of these needed supports. Supports level the playing field so that the student s disability is not a factor in his or her performance. As long as the support does not change the complexity level of the task or give the student the answer, the student can have any routinely used accommodations/supports necessary to access the task. Starting on page 2, examples of possible supports and materials are provided for the verbs in each complexity level. These supports and materials can be used for students with cognitive disabilities as they perform the predetermined criteria for each assessment task. Supports must: Provide access to the task to compensate for the student s disability Be routinely and successfully used in instruction Address the skill and subject that is being measured Be age appropriate Allow the student to be as independent as possible Be clearly defined with a definitive end Not contain any terminology from the Hierarchy of Cueing and Prompting document Maintain the integrity of the assessment task complexity level Not give the student the answer Be preplanned and recorded on the first page of the documentation form before the observation begins SUPPORTS = ACCOMMODATIONS = ACCESS The Template for Planning Assessment Tasks for STAAR Alternate can be used as a resource to help plan the content for the Preplanned Presentation Supports/Materials section of the form. Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 1

45 EXAMPLES OF SUPPORTS AND MATERIALS Level 3 Assessment Tasks The examples listed below are designed for the initial, preplanned presentation for a task. The presentation supports can never give the student the answer or appear as choices for Level 3 tasks. For some tasks, the student may be provided a wide array of materials for the student to determine which is appropriate and how the materials will be used to accomplish the task. The wide array should include both related and unrelated items to the task. The examples presented here are specific to the verb for one predetermined criterion and will need to be taken into context for the entire task. When the student begins to struggle, any additional assistance beyond the preplanned supports must be recorded as cues and prompts. Although the format for the listed supports focuses on a signal mode of access, students may benefit from supports incorporating multiple modalities. Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access analyze ask probing questions when presenting the task to encourage high-level thinking provide tapes, talking calculators, talking dictionaries or other oral presentations of information for the student to consider before arriving at a decision or relationship provide opportunities for the student to talk about the issues involved and their reactions to the information to help focus on relevant details provide materials and tools for the student to use in trial-and-error investigations provide objects or pieces of information for the student to manipulate to determine the relationships between facts, data, or actions provide note-taking options for the student to record important facts that can be used to formulate the final opinion provide completed graphic organizers, charts, maps, outlines, timelines, concept maps to help the student consider important ideas before arriving at a decision or relationship provide multimedia presentations to help the student focus on relationships present objects or data in different configurations allowing the student to compare variations to form his or her own opinion of what was observed Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 2

46 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access answer classify provide a defined number of question repetitions or rephrasing to elicit a student response provide opportunities for the student to summarize or talk about what he or she heard or observed before answering the question provide extended wait time for the student to retrieve the words he or she chooses to use state the question first for the student before the auditory presentation is provided to allow student to know what to focus on state the name of each object provided to help the student focus on each individual item place items in a group or on graphic organizers as directed by the student to reflect the student s preferences for placement provide tapes or other oral presentations of information for the student to hear in small chunks before deciding on placement provide the student with a wide array of vocabulary options using his or her preferred communication device from which to formulate answers allow use of adaptive writing equipment or word prediction software for shortened or approximated written responses provide a wide array of words on cards that can be used to formulate a response provide objects or pieces of information for the student to manipulate to form defined groups provide computer software that allows sections of information to be moved around and placed according to student preference provide picture/word question cards to help the student understand what type of higherlevel question is being asked (Why, What if, How) provide a list of written or pictorial questions for the student to think about before the information is presented highlight several smaller sections of a large text to reduce the amount to review provide enlarged text in chunks to aid the student in locating his or her answers provide objects with various visual attributes for the student to observe similarities and differences provide information on cards and sentence strips for the student to use to organize ideas provide a wide array of unlabeled visuals such as webs, timelines, or graphs for the student to select and use in arranging the information present objects or data randomly allowing the student to form groups Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 3

47 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access compare conclude provide auditory information from various media for the student to hear reduce background or environmental noise to help the student focus on auditory information provide sound amplification or listening devices to assist the student during the investigation process record similarities and differences as dictated by the student to be read later for review ask probing questions when presenting the task to help the student focus on all the important details before reaching a conclusion provide tapes or other orally presented information for the student to use to make decisions provide opportunities for the student to summarize or discuss what he or she heard or observed before making decisions provide extended wait time for the student to retrieve the words he or she chooses to explain his or her response provide textured or tactilely interesting objects to be investigated provide a blank template for the student to record similarities and differences as each item is investigated stabilize or position the student to provide best physical access to materials provide markings or changes in texture to easily feel the differences between objects or concepts provide a wide array of possibilities, some that are relevant and some that are irrelevant, for a student to organize and narrow before pointing to the final decision provide highlighters for the student to mark important sections of the text to help guide the student to the final decision provide opportunity for the student to act out or demonstrate the information before reaching a conclusion provide interesting objects or visual information for the student to observe to find similarities and differences between items provide a general list of a wide array of attributes to consider when comparing items provide information presented in completed graphic organizers, charts, maps, outlines, timelines, concept maps to help the student visually compare provide information in short videos or slide presentations to allow the student to reach a determination highlight smaller sections of information, both important and extraneous, from lengthy reference materials to reduce the amount of text used to form a decision provide computer software with scanning capabilities provide printed information in clear contrasting colors in small amounts per page provide information in completed graphic organizers for the student to use to make Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 4

48 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access conduct determine read, reread, or restate information at the request of the student for a defined number of repetitions provide general taped or verbal instructions to complete a process involved in the task follow student directions for completing each step of an investigation and have the student verify each step provide interview questions on tape or programmed in a communication device allowing the student to ask the interview questions ask probing questions when presenting the task to help the student focus on all the important details before reaching a decision provide tapes or other orally presented information for the student to use to make decisions provide opportunities for the provide a checklist of general steps of a process and have the student cross off each step as it is accomplished provide a wide array of tools and items from which the student can select and manipulate according to directions follow student directions as the student points to items and then to action picture cards that indicate what he or she would like for the teacher to do stabilize materials or student s arm/hand so the student can successfully use the tools or items to complete investigations position the student to activate a switch to initiate an interview question provide a wide array of possibilities, some that are relevant and some that are irrelevant, for a student to organize, manipulate, and narrow before pointing to the final decision provide opportunity for the student to act out or demonstrate the information before reaching a decision provide tools to use in trial and error decisions on his or her own provide general written directions or pictures that show how to complete a process involved in the task provide measurement tools that have large, clear markings provide a wide array of materials to be viewed and selected by the student to achieve a specific purpose use a laser pointer to focus on the general steps in an experiment provide words or pictures to represent interview questions provide highlighters for the student to mark important sections of the text to help guide the student to the final decision provide information in completed graphic organizers for the student to use to make decisions on his or her own provide information in short videos or slide presentations to Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 5

49 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access edit estimate student to summarize or discuss what he or she heard or observed before making decisions provide extended wait time for the student to retrieve the words he or she chooses to explain his or her response read, reread, or restate information at the request of the student for a defined number of repetitions provide written text or sentences paired with a corresponding audio tape which can be stopped or replayed where edits need to be made follow student-directed edits/revisions as needed until the student verifies that all changes have been made and that he or she is satisfied with the end product follow dictated directions given by the student to manipulate items for the student to compare and make approximations provide a sound each time an object is placed allowing the student to hear the amount used investigations provide edit/revision symbols that the student can place into sections of the text provide each word, sentence, or paragraph in a text on a separate card so that the text can be arranged to show improved order provide adapted keyboards, touch screens, and software that allow the student to apply edits/revisions allow the student to manipulate objects and nonstandard units of measure to decide approximations provide a number line with a large array of removable numbers or a hundreds chart for the student to point to, manipulate the numbers, or highlight the estimated number lead the student to his or her determination highlight smaller sections of information, both important and extraneous, from lengthy reference materials to reduce the amount of text used to form a decision provide computer software with scanning capabilities provide printed information in clear contrasting colors in small amounts per page provide a visual representation for all possible types of edits/revisions previously learned for the student to use as a reference provide enlarged text for the student to scan and focus on the error, then indicate the correction needed from a visual representation of all possible solutions provide a wide array of materials from which the student can select and use a nonstandard unit of measure provide a wide array of standard measurement tools from which the student can select to use as a guide when observing and comparing size and capacity of Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 6

50 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access evaluate execute ask probing questions when presenting the task to encourage high-level thinking provide tapes, talking calculators, talking dictionaries or other oral presentations of information for the student to consider before arriving at a decision or relationship provide general taped or verbal instructions to complete a process involved in the task follow student directions for completing each step of an investigation and have the student verify each step provide materials and tools for the student to use in trial-and-error investigations provide objects or pieces of information for the student to manipulate to formulate opinions provide a checklist of general steps of a process and have the student cross off each step as it is accomplished provide a wide array of tools and items from which the student can select and manipulate according to directions follow student directions as the student points to items and then to action picture cards that indicate what he or she would like for the teacher to do objects provide a number line with a large array of numbers or a hundreds chart for the student to indicate a numerical estimation provide completed graphic organizers, charts, maps, outlines, timelines, or concept maps to help the student consider important ideas before arriving at a decision or relationship provide multimedia presentations to help the student focus on relationships present objects or data in different configurations allowing the student to compare variations to form his or her own opinion of what was observed provide general written directions or pictures that show how to complete a process involved in the task provide measurement tools that have large, clear markings provide a wide array of materials to be viewed and selected by the student to achieve a specific purpose use a laser pointer to focus on the general steps in an Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 7

51 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access generate justify provide tapes, talking calculators, talking dictionaries or other orally presented information for the student to gain information to produce original work provide an opportunity for the student to explain his or her vision for a presentation follow student directions to produce the student s vision for a presentation provide voice-to-text software to allow the student to produce original text repeat the verbal presentation from the text after the student has given a response; the student can stop the presentation at the specific information that led to his or her earlier decision provide extended wait time and encouragement for the student to verbally explain the reasons for a response ask probing questions to help stabilize materials or student s arm/hand so the student can successfully use tools or items to complete investigations provide computer software that creates visuals to display information provide the student with props to act out or demonstrate his or her ideas provide cards, sticky notes, flags, or highlighters for the student to mark sections of the texts that support his or her responses provide written or pictorial information both appropriate and inappropriate on individual cards that the student can select, remove, or arrange to justify his or her answer experiment provide a list of visual steps showing the process for creating a PowerPoint presentation provide the student with a wide array of ways to display visual information for the student to select the method to best fit his or her needs highlight researched information as directed by the student to use in designing original presentations provide a wide array of printed words such as verbs, nouns, adjectives, plurals, and synonyms to use to form responses provide enlarged text for the student to scan and indicate the section in the text that formed his or her answer provide graphic organizers for the student to focus on the reasons that led to the main idea provide videos or slide presentations for the student to stop at the sections that led to his or her answer Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 8

52 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access locate the student explain response provide a defined number of repetitions of oral information until the student is able to make selections present shortened sections of oral information in chunks for the student to use when deciding if the requested information was included accept verbal approximations of language to indicate a student s selection repeat the verbal presentation from the text; the student can stop the presentation when the requested information is stated provide a wide array of texts or materials for the student to manipulate provide computer software or highlighters that allow the student to highlight selected information accept written approximations or symbols to represent student selections provide a wide array of texts or materials for the student to scan before focusing on the final item provide shortened text or highlighted sections to reduce the amount of information to be scanned before the final selection is made provide index cards with all math formulas or problemsolving strategies presented previously to the student from which the student can select the best one for the current task provide numerous maps or other reference materials from which the student can select to find specific information measure follow student directions for placing items or measurement tools to accurately determine measurements provide the student the opportunity to state the correct procedures for measuring provide the student an opportunity to manipulate objects and standard units of measure to decide amounts provide a number line with a wide array of numbers or hundreds chart for the student to point to or highlight a number provide measurement tools that have raised or braille markings provide a wide array of measurement tools that have large, clear markings provide a number line with a wide array of numbers or a hundreds chart to allow the student to indicate a specific number Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 9

53 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access organize predict state the name of each object provided to help the student focus on each individual item place items in a group or on graphic organizers as directed by the student to reflect the student s preferences for placement provide tapes or other oral presentations of information for the student to hear in small chunks before deciding on placement ask probing questions when presenting the task to help the student focus on what is required provide tapes, talking calculators, talking dictionaries or other oral presentations of information for the student to hear before making predictions provide opportunities for the student to summarize or discuss what he or she heard or observed before making predictions provide extended wait time for the student to retrieve the words he or she chooses to use provide objects or pieces of information for the student to manipulate to form defined groups provide computer software that allows sections of information to be moved around and organized according to student preference write out student-dictated information for the student to assemble to arrive at the final prediction or extension provide highlighters for the student to mark sections of text to assist the student in making predictions provide the student with materials to conduct trial-and-error investigations to determine probability provide the student with props to act out or demonstrate his or her prediction provide objects with various visual attributes for the student to observe similarities and differences provide information on cards and sentence strips for the student to use to organize ideas provide a wide array of unlabeled visuals such as webs, timelines, or graphs for the student to select and use in arranging the information present objects or data in different configurations allowing the student to form groups provide information in graphic organizers such as timelines or graphs for the student to view before making predictions or extending the visual representation provide short video clips or slide presentations for the student to view before making predictions highlight smaller sections of information both important and extraneous from lengthy reference materials, reducing the amount of text to be used before making predictions provide a visual to help the student focus on the process Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 10

54 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access record revise role-play write dictated student responses follow directions given by the student for where to write specific information provide written text or sentences paired with a corresponding audio tape which can be stopped or replayed where revisions need to be made follow student-directed revisions as needed until the student verifies that all changes have been made and that he or she is satisfied with the end product follow directions given by the student to dramatize a scenario provide a defined number of repetitions of the verbal scenario for the student provide computer software that allows the student to click or drag information to produce what he or she wants to communicate provide word cards or sentence strips that allow the student to place text or numbers to record information provide edit/revision symbols that the student can place into sections of the text provide each word, sentence, or paragraph in a text on a separate card so that the text can be arranged to show preferred order provide adapted keyboards and touch screens, and software that allow the student to apply edits/revisions provide a screenplay template for the student to fill in the setting, characters, and dialogue for others to execute provide props and materials for the student to act out scenarios provide stabilization with standers or other equipment to allow student provide text for the student to scan then focus on specific words to indicate what he or she wants written in a specified place such as lists, graphic organizers, or other written formats provide a wide array of different graphic organizers from which the student can select the best format to record his or her reflections provide a visual representation for all possible types of edits/revisions previously learned for the student to use as a reference provide enlarged text for the student to scan and focus on the error, then indicate the correction needed from a visual representation of all possible solutions provide a wide array of pictures or videos of persons acting out scenarios so the student can determine which one he or she feels is the best representation of the targeted idea provide written or pictorial cards of a scenario for the student to Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 11

55 Level 3 Verbs Verbal/Auditory Access Physical Access Visual Access select solve provide a defined number of repetitions of oral information until the student is able to make selections present shortened sections of oral information in chunks for the student to use when deciding if the requested information was included accept verbal approximations of language to indicate a student s selection ask probing questions to help the student focus on important information provide tapes, talking calculators, talking dictionaries or other orally presented information for the student to gain needed information provide opportunities for the student to describe a problem and key pieces of information before solving a problem movement provide a wide array of texts or materials for the student to manipulate provide computer software or highlighters that allow the student to highlight selected information accept written approximations or symbols to represent student selections record student-dictated information for the student to assemble to arrive at the answer provide the student with materials to manipulate to arrive at a solution provide calculators, manipulatives, or other tools for the student to arrive at answers provide general steps for a studentselected strategy that can be crossed off by the student as each step is performed dramatize provide a wide array of texts or materials for the student to scan before focusing on the final item provide shortened text or highlighted sections to reduce the amount of information to be scanned before the final selection is made provide index cards with all math formulas or problemsolving strategies presented previously to the student from which the student can select the best one for the current task provide numerous maps or other reference materials from which the student can select to find specific information provide index cards with all previously presented math formulas or problem-solving strategies from which the student can select to arrive at an answer provide a wide array of graphic organizers from which the student can select to plan out steps to solve a problem Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 12

56 Level 2 Assessment Task The examples listed below are designed for the initial, preplanned presentation for a task. The presentation supports can never give the student the answer. To make sure that the student can demonstrate skills without guessing, at least three answer choices, including both correct and incorrect options, must be given for each predetermined criterion for a Level 2 task. Options should not be eliminated throughout the task so that only one choice remains. The answer cannot be presented more attractively than the distractors. The examples presented here are specific to the verb for one predetermined criterion and will need to be taken into context for the entire task. When the student begins to struggle, any additional assistance beyond the preplanned supports must be recorded as cues and prompts. Although the format for the listed supports focuses on a signal mode of access, students may benefit from supports incorporating multiple modalities. Level 2 Verbs Verbal/Auditory Access Physical Access Visual Access answer arrange provide at least three auditory options such as spoken or signed words or text, music or sounds, or tape recordings provide appropriate wait time and encouragement for responses state the name of each item provided to help student focus on each individual item allow verbal approximations provide tapes or other orally presented information for the student to hear in small chunks before placing items where desired read the information in context after the student places an item to help the student provide at least three options for the student to point or gesture toward the chosen option program at least three options into a communication device for the student to activate to provide the answer provide adaptive writing equipment or word prediction software for responses provide computer software, adaptive keyboards, and touch screens that allow the student to arrange pictures or words in a specific way provide pictures, objects, words, or sentences on cards or sentence strips that can be easily provide at least three visual options using objects, pictures, highlighted text, teacher demonstrations, or video clips pair text with pictures or objects point to each item provided to help student focus on each individual item before choosing provide examples of completed visuals or models with information different from the task for the student to use as a guide provide pictures to help explain what is to be done Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 13

57 Level 2 Verbs Verbal/Auditory Access Physical Access Visual Access assist choose complete determine the appropriateness of his or her choice provide oral directions for sections of the task that the student can perform provide opportunities for the student to state the steps as the teacher and student perform the task provide opportunities for the student to state what the teacher did after a step or what should be done next provide at least three auditory options such as spoken or signed words or text, music or sounds, or tape recordings provide appropriate wait time and encouragement for responses state the name of each item provided to help student focus on each individual item allow verbal approximations provide oral information, stopping at some point for the student to finish with a verbal response provide a defined number of oral repetitions of directions provide extended wait time for verbal responses manipulated provide tools or objects for a task that the student can give to the teacher during the activity provide stabilization using standers or other equipment so the student can perform some of the steps in a task provide switches that can be activated by the student to perform an action provide at least three options for the student to point or gesture toward the chosen option program at least three options into a communication device for the student to activate to provide the answer provide objects or other materials for the student to manipulate before deciding which is best to use provide objects, word cards, or pictures to be placed on templates to complete the task provide computer software and touch screens allowing the student to manipulate or arrange pictures or words provide visuals indicating the steps and objects that will be used during an activity for the student to reference provide opportunities for the student to focus on objects or locations to indicate what the next step should be for the teacher to perform provide at least three visual options using objects, pictures, highlighted text, teacher demonstrations, or video clips pair text with pictures or objects point to each item provided to help student focus on each individual item before choosing provide partially completed templates, outlining, or color coding to show the area in which items should be placed point to each visual choice before the student makes a selection Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 14

58 Level 2 Verbs Verbal/Auditory Access Physical Access Visual Access construct count edit follow the student s oral directions to finish the task provide tapes or other orally presented information for the student to hear in small chunks before placing items where desired read the information in context after the student places an item to help the student determine the appropriateness of his or her choice follow student directions for what item or number to pick up and place in a number sentence repeat previously studentstated number sequence and pause for the student to continue with the next number provide oral steps for the process of using a calculator follow student directions to use a calculator provide tapes, talking calculators or other oral presentations of information for the student to hear before counting state the edit in three different ways from which the student can choose his or her provide computer software adaptive keyboards, and touch screens that allow the student to arrange pictures or words in a specific way provide pictures, objects, words, or sentences on cards or sentence strips that can be easily manipulated provide objects for the student to manipulate in order to perform the task provide number cards for the student to match with items in sequential order provide highlighters for the student to mark text for editing provide edit symbols that the provide examples of completed visuals or models with information different from the task for the student to use as a guide provide pictures to help explain what is to be done provide partially completed templates, outlining, color coding or containers to show where items should be placed provide a number line or number sentence template for the student to reference provide picture steps showing the process of using a calculator provide number cards for the student to scan to a specific number when counting provide a visual representation of possible errors to use as a reference Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 15

59 Level 2 Verbs Verbal/Auditory Access Physical Access Visual Access examine identify preference follow student directions to make changes to text reduce background or environmental noise to allow the student to focus on auditory information presented provide sound amplification or listening devices to aid the student during the investigation process allow the student to describe the attributes of the item vary intonations or volume of orally presented information provide at least three auditory options such as spoken or signed words or text, music or sounds, or tape recordings provide appropriate wait time and encouragement for responses state the name of each item provided to help student focus on each individual item allow verbal approximations student can place into sections of the text that needed improvement provide adapted keyboards and touch screens, and software that allow the student to apply edits provide editing options on cards so the student can place them where they are needed vary the texture of materials to enhance discovery stabilize or position the student to provide best physical access to all sides of materials place objects in the student s lap or hand to feel attributes provide at least three options for the student to point or gesture toward the chosen option program at least three options into a communication device for the student to activate to provide the answer provide adaptive writing equipment or word prediction software for responses provide text for the student to scan and focus on a specific error, then focus on a corresponding correction from three choices provide objects or text that can be easily tracked by the student provide visually stimulating materials to encourage careful examination present materials using a light box to highlight details provide at least three visual options using objects, pictures, highlighted text, teacher demonstrations, or video clips pair text with pictures or objects point to each item provided to help student focus on each individual item before choosing Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 16

60 Level 2 Verbs Verbal/Auditory Access Physical Access Visual Access match replicate reproduce state the name of each object provided to help the student focus on each individual item place items in a named group, next to another item, or on labeled graphic organizers as directed by the student provide tapes or other orally presented information about items for the student to hear in small chunks before matching items describe the attributes of an original for the student to duplicate follow student directions to move objects or text allow the student to listen to elements of the task in small chunks reproducing that section before hearing the next part describe the attributes of the original for the student to duplicate follow student directions to move objects or text allow the student to listen to elements of the task in small chunks reproducing that section before hearing the next part provide objects or pieces of information for the student to place together provide computer software that allows sections of information to be moved and organized allow the student to explore items before deciding on matches provide information on cards so the student can place matching cards next to or on top of the original provide opportunities for the student to touch the original model before reproducing the same information provide information on cards so the student can place matching cards next to or on top of the original provide opportunities for the student to touch the original model before reproducing the same information provide objects with various visual attributes so the student can observe similarities and differences provide information on cards and sentence strips so the student can match with previously presented information provide visuals such as webs, timelines, or graphs so the student can match information provide pictures or models for the student to follow provide written or pictorial steps to complete parts of the replication provide pictures or models for the student to follow provide written or pictorial steps to complete parts of the replication Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 17

61 Level 2 Verbs Verbal/Auditory Access Physical Access Visual Access revise share sort state the revision choices in three different ways from which the student can choose his or her preference follow student directions to make changes to text provide a programmed communication device, student generated audio tapes, or recorded statements or words for the student to share interpret signs or approximations made by the student to listeners state the name of each object provided to help the student focus on each individual item place items in a named group or on labeled graphic organizers as directed by the student provide tapes or other orally presented information about items for the student to hear in small chunks before sorting items into predetermined groups provide highlighters for the student to mark text for revising provide revision symbols or text that the student can place into sections of the text that need improvement provide adapted keyboards and touch screens, and software that allow the student to apply revisions provide page turning equipment to allow the student to guide the viewer s focus to a specific page provide containers so the student can place objects or text to be given to another provide a script or text for the student to act out provide objects or pieces of information for the student to place in defined groups provide computer software that allows sections of information to be moved and organized according to common attributes allow the student to explore items before deciding on matches provide a visual representation of possible revision strategies to use as a reference provide text for the student to scan and focus on a specific section, then focus on a corresponding correction from three choices provide a laser pointer so the student can highlight key parts to direct the viewer s focus allow student to focus on the sections he or she would like to show another provide a script or picturesupported text for the student to read provide objects with various visual attributes so the student can observe similarities and differences to match groups provide information on cards and sentence strips so the student can manipulate items and verify they are in the correct group provide visuals such as webs, timelines, or graphs so the student can sort information Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 18

62 Level 2 Verbs Verbal/Auditory Access Physical Access Visual Access supply provide oral information, stopping at some point for the student to finish with a verbal response provide a defined number of oral repetitions of directions provide extended wait time for verbal responses follow the student s oral directions to finish the task provide objects, word cards, or pictures to be placed on templates to complete the task provide computer software, adaptive keyboards, and touch screens allowing the student to manipulate or arrange pictures or words provide partially completed templates, outlining, or color coding to show where items should be placed point to each visual choice before the student makes a selection Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 19

63 Level 1 Assessment Tasks The examples listed below are designed for the initial, preplanned presentation for a task. Providing access to the task is especially important for students being assessed with Level 1 tasks. For the student to show awareness, the stimulus has to be evident to the student and often includes sensory input. Presentations need to be stimulating and provided in a manner that matches the student s primary learning style. Physical assistance can only be provided to allow access to the stimulus. The teacher cannot perform the predetermined criteria for the student. Any teacher-facilitated movement needs to be paired with an authentic response from the student in relationship to the physical access to the task. The examples presented here are specific to the verb in the predetermined criterion and will need to be taken into context for the entire task. When the student begins to struggle, any additional assistance beyond the preplanned supports must be recorded as cues and prompts. Although the format for the listed supports focuses on a signal mode of access, students may benefit from supports incorporating multiple modalities. Level 1 Verbs Verbal/Auditory Access Physical Access Visual Access acknowledge provide recordings of familiar sounds, songs, or voices vary frequencies and use contrasting voice inflections to emphasize the auditory stimulus present sections of auditory information one at a time, pausing after each section provide a conducive testing environment free from background noise place the student s hand on an object allowing the student to receive sensory input rub the tactile representation on the student s arm or other body part to elicit a student reaction provide objects with distinctive textures to elicit a student reaction provide colorful, visually stimulating materials presented one at a time provide videos or demonstrations that capture the student s attention provide materials at a preferred angle for viewing or on the student s dominant side provide mirrors, light boards, or magnification devices to highlight key features of items seat the student in a study carrel to limit visual distractions Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 20

64 Level 1 Verbs Verbal/Auditory Access Physical Access Visual Access anticipate experience explore provide a defined number of numerous repetitions of an engaging auditory experience to establish a clear routine present a situation with an exaggerated auditory delivery to build suspense provide stimulating auditory input to peak interest provide music or unusual sounds allowing the student to have a novel interaction provide auditory input into amplified listening devices allowing maximum impact vary voice intonation to gain the student s interest provide switches or voiceoutput devices that the student can activate to listen to auditory stimuli provide auditory input into amplified listening devices for maximum effect provide objects that when moved will make a noise provide a defined number of numerous repetitions of an exciting movement to establish a clear routine present a situation in an animated physical manner to build suspense provide stimulating tactile materials to peak interest move the student through an activity to allow him or her to feel the experience position the student using adaptive equipment allowing the student to be part of the movement or experience provide switches that can be activated by the student to perform an action vary textures or temperature to aid in exploration of objects or representations stabilize the student using equipment thus allowing the student to be able to move body parts to explore objects or movements on his or her own place objects in a tub or box to contain objects as the student explores allow the student to safely use his or her senses to learn about an object provide a defined number of numerous repetitions of an engaging visual experience to establish a clear routine provide visually stimulating materials to peak interest present a situation in an animated physical manner to build suspense provide stimuli that can be easily tracked by the student provide visually stimulating materials such as blinking lights, bright colors, moving parts to draw the student in and encourage interaction ensure that materials are presented to maximize the student s field of vision provide enlarged visual displays allowing the student to see details place items in the student s optimal field of vision considering the student s field of vision, his or her dominant side, or how close the items need to be placed to be seen provide visually stimulating materials such as blinking lights, bright colors, moving parts to draw the student in Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 21

65 Level 1 Verbs Verbal/Auditory Access Physical Access Visual Access participate provide music or unusual sounds allowing the student to have a novel interaction provide auditory input into amplified listening devices allowing maximum impact vary voice intonation to gain the student s interest provide auditory input paired with other media to make connections move the student through an activity to allow him or her to feel the experience position the student using adaptive equipment allowing the student to be part of the movement or experience provide switches that can be activated by the student to perform an action provide movement to allow student to pair one object with another and encourage interaction present materials using a light box to highlight details provide stimuli that can be easily tracked by the student provide visually stimulating materials such as blinking lights, bright colors, moving parts to draw the student in and encourage interaction ensure that materials are presented to maximize the student s field of vision provide stimulating visuals that can be paired with another equally stimulating visual respond provide recordings of familiar sounds, songs, or voices vary frequencies and use contrasting voice inflections to emphasize the auditory stimulus present sections of auditory information one at a time, pausing after each section provide a conducive testing environment free from background noise place the student s hand on an object allowing the student to receive sensory input rub the tactile representation on the student s arm or other body part to elicit a student reaction provide objects with distinctive textures to elicit a student reaction provide colorful, visually stimulating materials presented one at a time provide videos or demonstrations that capture the student s attention provide materials at a preferred angle for viewing or on the student s dominant side provide mirrors, light boards, or magnification devices to highlight key features of items seat the student in a study carrel to limit visual distractions Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 22

66 EXAMPLES OF MATERIALS APPROPRIATE FOR STUDENTS WITH COGNITIVE DISABILITIES Verbal/Auditory Access Physical Access Visual Access Interactive software with voice activation Text readers Taped/audio books Talking calculators, dictionaries, or other reference materials Communication aids (e.g., boards, pictures/symbols, object representations, voice output devices, text-to-speech software or hardware, speech synthesizers) Objects that make noise when moved Chunking of oral information Adaptive listening devices (e.g., hearing aides, FM systems, amplifiers, whisper phone) Word prediction/completion software, voice recognition software, spell checkers Interactive software where text or pictures can be moved around or edited Modified keyboards, touch screens, joysticks, modified mouse, head mouse, head wands, light pointers, mouth sticks, signal systems Pencil grips, weighted pens, tactile paper with raised lines, highlighters, highlighting tape Specialized positioning equipment (e.g., special chairs, support cushions, wedges, rolls, slat or vertical boards, adaptive tables, lap trays) Weighted vests or cushions Arm or wrist weights Stamps, stickers, stencils to communicate Note taking devices Book holders, page turners Single, dual, or multi-surface switches Textured surfaces Tactile materials to explore Fasteners, clips, weights to stabilize materials Objects, tools, and manipulatives Vibrating objects Slant boards Picture symbols and icons Interactive software with interesting, animated visuals Objects and manipulatives Pictures-to-text software Graphic organizers, charts, maps, outlines, timelines, concept maps Highlighted text Heat-sensitive paper Picture dictionaries or hand-held spellers Visual timers Light box, laser lights and pens Color-coded materials, colored overlays, or visual markers Specialized calculators Large-print books or monitors, braille materials Magnification devices (e.g., free-standing or hand-held, computer screen magnifiers) Video clips or slide shows Cards or sentence strips with text or pictures Summaries, chunking, or shortened text Computer software with scanning capabilities Number lines, sample number sentences, or hundreds charts Models or examples of finished products Mirrors, blinking lights, or moving objects Copyright March 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 23

67 INSERT A RED COLOR DIVIDER SHEET HERE

68 1 Appropriate Change in Materials from Instruction to Assessment Observation In order to provide more rigor as required by Texas legislation, the materials used in STAAR Alternate assessment observations must be different than those used during instruction. The materials must vary enough from instruction so that the student is not just rotely repeating an answer or response from a previous instructional session without truly demonstrating the skill. The changes in materials, therefore, should be content related when appropriate. During the assessment observation a student must provide a different answer to the predetermined criterion or respond to a different experience in the predetermined criteria than during instruction. Because some tasks and predetermined criterion are written specifically for a certain skill, teachers need to plan instruction and assessment in advance in order to make appropriate material changes. For example, when specific skills are to be assessed, it may be necessary to introduce and teach similar skills during instruction so that the content of the assessment observation is not compromised. Reading and Writing Instruction A five-step recipe written and pictorially represented on individual cards was presented to the student with the steps in random order. The student was asked to arrange the steps in logical order. A scene from a gradeappropriate drama was read. The student was asked to generate a description of one character based on the dialogue in the scene. OK Not OK OK Not OK Assessment Observation A different recipe with at least five steps written in both words and pictures on individual cards was presented to the student with the steps in random order. The student was asked to arrange the steps in logical order. The same five-step recipe written and pictorially represented on individual cards was presented to the student with the steps in a different random order than when presented the first time. The student was asked to arrange the steps in logical order. Presenting the same five-step recipe in a different random order is not a change in content for the student. The student s end product would be exactly the same in instruction as in assessment, therefore, calling into question whether the skill was truly demonstrated. The same scene from a grade-appropriate drama was reread. The student was asked to generate a description of a different character based on the dialogue in the scene. The same scene from a grade-appropriate drama was reread. The student was asked to generate another description of the same character based on the dialogue in the scene. Creating a different description of the same character from information in the same scene may be difficult and may not result in a different answer from the student. This would not be an appropriate content change. Level 3 Level 2 Level 1

69 Instruction An expository text on the growth of a sunflower was presented to the student along with a sunflower (topic representation) to explore. As the text was read, the teacher took the sunflower apart allowing the student to explore the parts of the sunflower that the text was describing petals, leaves, seeds (detail representations). The student was presented the following sentence with 2 capitalization errors: joey will go to dairy king after school. The student was asked to edit the sentence for proper nouns. The teacher created a three paragraph summary of an expository text on the impact of pollution on the natural habitats of the world's wildlife. The student was asked to generate a subheading for each paragraph along with a title for the text. OK Not OK OK Not OK OK Not OK Assessment Observation An expository text about the health benefits of eating fruit was presented to the student along with an orange (topic representation) for the student to explore. As the teacher read the text, an orange was peeled so that its parts peel, pulp, and seeds were revealed. The student explored these parts (detail representations) as the teacher read the corresponding text. An expository text on the growth of a daisy was presented to the student with a daisy (topic representation) to explore. As the text was read, the teacher allowed the student to explore the part of the flower petals, leaves, seeds that the text was describing (detail representations). The text on the growth of a sunflower and the text on the growth of a daisy are too similar to be considered an appropriate content change. A different topic to experience should have been provided in the assessment observation so that the student s response would be authentic and based on new sensory information. The student was presented the following sentence with 2 capitalization errors: Mom and charlie will go to northloop mall on Friday. The student was asked to edit the sentence for proper nouns. The student was presented the following sentence with 2 capitalization errors: joey likes to go to dairy king. The student was asked to edit the sentence for proper nouns. Although a new sentence was presented in this assessment observation, the student s answers (edits) did not change. He or she would still be capitalizing the same words, so one might question whether the student really understood the concept of proper nouns or had simply memorized a previous response. The teacher created a three paragraph summary of an expository text on the benefits of maintaining healthy eating habits. The student was asked to generate a subheading for each paragraph along with a title for the text. The teacher presented the same three paragraph summary of an expository text on the impact of pollution on the natural habitats of the world's wildlife and asked the student to generate different subheadings for each paragraph. The student was also asked to generate a different title for the text from the one the student had previously generated. Creating different subheadings and a new title using the same information as presented in instruction may be difficult and may not result in a different answer from the student. This would not be an appropriate content change. 2 Level 3 Level 2 Level 1

70 Instruction The student was presented with the capital letter M made out of sandpaper to explore and participate in placing as the beginning letter of the following sentence: my cat drinks milk. OK Not OK Assessment Observation The student was presented with the capital letter C made out of felt material to explore and participate in placing as the beginning letter of the following sentence: can my cat drink soda? The student was presented with the capital letter M made out of cotton balls to explore and participate in placing as the beginning letter of the following sentence: my cat drinks milk. Although the student was required to respond to different sensory input in the assessment observation, the letter M had already been introduced. Therefore, the content was not appropriately changed and may reflect a continuation of the same experience provided initially. Additionally, the change in sensory input for the same letter might be confusing for the student. 3 Level 3 Level 2 Level 1

71 4 Instruction The student was presented a representation of a whole object (10 inch pizza) and eight individual equal-size pieces (slices of pizza). The student was asked to manipulate the slices to show what one-fourth of the pizza would look like. The student was presented with an inset puzzle containing a large circle (Since the actual task required a circle, the teacher provided the student with a piece of cardboard with a large square cut out of it to explore). The student was then presented 2 semicircles (rectangles) that when put together created the same size circle (square) as the one in the card board. The student then participated in placing the two semi-circles (rectangles) into the circle (square). Throughout the task, the teacher made statements about the attributes of the square and rectangles. OK Not OK OK Mathematics Assessment Observation The student was presented a representation of a whole object (rectangular cake) and eight individual equal-size pieces (square slices of cake). The student was asked to manipulate the slices to show what one-fourth of the cake would look like. The student was presented a representation of a whole object (12 inch pizza) and eight individual equal-size pieces (slices of pizza). The student was asked to manipulate the slices to show what one-fourth of the pizza would look like. Changing only the size of the object (pizza) would not be appropriate because the end product (2/8 = 1/4) would look the same in instruction as in assessment. This might cause one to question whether the student truly understood the concept of one-fourth or had simply memorized a previous response. Because the task asked for a specific fraction (1/4) and because the teacher had not planned ahead, the only appropriate change after instruction was to change the shape of the objects. The teacher should have planned ahead and taught the skill being addressed (fractions) rather than the task (1/4). Using different fractions during instruction would be the preferred material change. The student was presented with a piece of cardboard with a large circle cut out of it to explore as was written in the assessment task. The student was then presented two semi-circles that when put together created the same size circle as the one in the cardboard. The student then participated in placing the two semi-circles into the inset. Throughout the task, the teacher made statements about the attributes of the circle. Since this particular task is so specific to a circle and 2 semi-circles, the only appropriate option for the teacher was to plan ahead and present different figures other than circles and semi-circles in instruction. The use of rectangles and squares was a good choice. If the teacher had not planned ahead and had taught circles and semicircles during instruction, then the content of the assessment task would have been compromised. Level 3 Level 2 Level 1

72 Instruction The student was presented five dimes and five pennies and asked to match the number of dimes and pennies to the tens and ones place in the number 32. The student was presented a city map that has parallel and perpendicular streets. (Since this is a part of the actual task, the teacher presented the student with a map of the aisles of a grocery store.) The student was asked to locate a designated area on the map (aisle 3). The student was then asked to locate two parallel streets (aisles) adjacent to the designated area (aisle 4/5). During a recycling project, the student was presented an empty container, three identical objects (empty Coke cans), and one significantly different object (glass jar) to be sorted by similarities. After exploring the cans, the student participated in placing each one into the container. The student participated in discarding the different object (glass jar). OK Not OK OK OK Not OK Assessment Observation The student was presented five dimes and five pennies and asked to match the number of dimes and pennies to the tens and ones place in the number 43. During the assessment observation, the task was repeated using the same two digit number as was used in instruction (32); however, the teacher presented the student with tens dimes and ten pennies to use when matching. Changing the quantity of coins presented to the student does not change the end product. Since the student s answer was the same as that in instruction (three dimes and two pennies matched to the number 32), this is not an appropriate way to change materials. The student was presented an enlarged city map containing the school and surrounding neighborhood that had parallel and perpendicular streets as was written in the assessment task. The student was asked to locate the school. The student was then asked to locate two parallel streets adjacent to the school. Since the actual task addressed parallel streets on a city map, the teacher correctly planned ahead and taught the skill of parallel lines using other types of maps than the city map. Remember, students must have a different answer in the assessment task than in instruction. For this task, the teacher could also have used the same map but asked the student to locate a different area, such as a park or store rather than the school. The student s responses would then have been different making the teacher more confident that the student really demonstrated the skill. During a recycling project, the student was presented an empty container, three identical objects (pages of newspaper), and one significantly different object (plastic water bottle) to sort by similarities. After exploring the newspapers, the student participated in placing each page into the container. The student participated in discarding the water bottle. During a recycling project, the student was presented an empty container, three identical objects (empty Pepsi cans), and one significantly different object (ceramic mug). After exploring the cans, the student participated in placing each one into the container. The student participated in discarding the mug. Substituting Coke cans with Pepsi cans and a glass jar with a ceramic mug when sorting objects is not an appropriate change in materials. This is a continuation of a previous experience. Students need to receive different experiences so that authentic responses can be observed. 5 Level 3 Level 2 Level 1

73 6 Instruction The student was presented two sets of objects (one set of 7 apples and one set of 3 apples). The student was asked to count the objects (apples) in each set, identify the operation needed to combine the sets, and to identify the sum of the combined sets. During a task requiring the student to respond to an item that is cold, the student watched as the teacher removed ice cubes from a tray and placed them in a clear glass. As the teacher placed the cold glass in the student s hand and said, The glass is cold, the student responded by vocalizing. OK Not OK OK Not OK Assessment Observation The student was presented two sets of apples one set contained 5 apples and the other contained 8 apples. The student was asked to count the apples in each set, identify the operation needed to combine the sets, and to identify the sum of the combined sets. The student was presented two sets of bananas one set contained 7 bananas and the other contained 3 bananas. The student was asked to count the bananas in each set, identify the operation needed to combine the sets, and to identify the sum of the combined sets. Changing the materials from apples to bananas is not an appropriate change because it did not change the end product. The student solved the same addition problem presented in instruction as in assessment (7+3=10); therefore, it is inappropriate. During a task requiring the student to respond to an item that is cold, the student watched as the teacher removed a package of frozen vegetables from a freezer. As the teacher placed the package in the student s hand and said, These vegetables from the freezer are cold, the student responded by vocalizing. During a task requiring the student to respond to an item that is cold, the student watched as the teacher removed ice cubes from a bag and placed them in a blue, plastic glass. As the teacher placed the glass in the student s hand and said, The glass is cold, the student responded by vocalizing. Although a teacher might consider using different ice cubes and a different glass in the assessment observation as a change in materials, this is not appropriate. The student did not receive new information or content and did not receive different sensory input as required to be an appropriate change. Level 3 Level 2 Level 1

74 7 Instruction The student was presented a magnet and a collection of objects (metal items including small paper clips and small binder clips; plastic items including bottle caps and small discs). The student was asked to identify objects that can be moved with magnetic force and then to identify the common characteristic of the magnetic objects (metal not plastic). The student was presented a model of an organism (goldfish) to explore by touching its scales and fins. The student was then shown the habitat of the fish (classroom aquarium) to explore by wiggling his fingers in the water. The teacher presented a lesson on soil containing information on how it is used by grasses and plants as a provider of nutrients. The student was asked to identify one way soil is used from choices (provides grasses and plants with food). OK Not OK OK Not OK OK Not OK Science Assessment Observation The student was presented a magnet and a collection of objects (metal items including washers, screws, and nails; wooden items including small pencils and toothpicks). The student was asked to identify the objects that can be moved with magnetic force and then to identify the common characteristic of those objects (metal not wood). The student was presented a magnet and a collection of objects (metal items including large paper clips and large binder clips; plastic items including pen caps and small cubes). The student was asked to identify objects that can be moved with magnetic force and then to identify the common characteristic of the magnetic objects (metal not plastic). This is not an appropriate materials change because the items used are too much like those used in instruction. The student would arrive at the same ending conclusion that plastic does not attract a magnet. Since metal is a factor that cannot be changed in this task, using different metal items and items with a different make-up than those used in instruction would be appropriate. The student was presented an organism (live earthworm) to explore by holding it in his palm and watching it wiggle. The student was then shown the habitat of the earthworm (dirt outside classroom) to explore by sifting the dirt through his fingers. The student was presented a model of an organism (clownfish) to explore by touching its scales and fins. The student was then shown the habitat of the fish (saltwater aquarium in the library) to explore by wiggling his fingers in the water. Because the organism was basically the same (fish) between instruction and assessment as was the habitat (water), this would not be considered an appropriate change of materials. The teacher presented a lesson on soil containing information on how it is used by some animals and insects as a habitat. The student was asked to identify one way soil is used from choices (provides animals and insects with a home). The teacher presented a lesson on soil containing information on how it is used by trees as a provider of nutrients. The student was asked to identify one way soil is used from choices (provided trees with food). This is not an appropriate materials change because the student would arrive at the same basic answer in assessment as in instruction (food source for plants and trees). Level 3 Level 2 Level 1

75 8 Instruction Using reference materials, the student created a list of examples from each of the following categories: American music, television shows, and literature for a selected decade ( ). The student participated in performing a work-related task (shredding old documents) to earn money. The student then participated in pairing the money he earned with an item needed to meet a basic need (banana representing food). The student was read a text (poem) that reflects a culture different from his or her own. The student was asked to identify the culture (Hispanic) represented in the poem and one significant idea or fact about the culture (Families are close knit). OK Not OK OK Not OK OK Not OK Social Studies Assessment Observation Using reference materials, the student created a list of examples from each of the following categories: American music, television shows, and literature for a selected decade ( ). Using the same reference materials, the student was asked to add additional examples from each of the following categories: American music, television shows, and literature for the same decade ( ). Creating an expanded list of examples from the same reference materials for the same categories and decade may be difficult and may not result in a different answer from the student. This would not be an appropriate content change. The student participated in performing a work-related task (sorting cans from glassware) to earn money. The student then participated in pairing the money he earned with an item needed to meet a basic need (blanket representing shelter). The student participated in performing a work-related task (shredding construction paper for an art project) to earn money. The student then participated in pairing the money he earned with an item needed to meet a basic need (bread representing food). The student performed the same basic task as in instruction. Because the student did not receive new information or content and did not receive different sensory input as required, this would not be an appropriate change. The student was read a story that reflects a culture different from his or her own. The student was asked to identify the culture represented in the story (Hispanic) and one significant idea or fact about the culture (Unique celebrations such as El Dia de los Muertes or Day of the Dead are held). The student was read a story that reflects a culture different from his or her own. The student was asked to identify the culture represented in the story (Hispanic) and one significant idea or fact about the culture (Families are close knit). Changing only the type of text (poem to story) would not be an appropriate content change if both texts contained the same information. Remember, students must have a different answer in the assessment task than in instruction. In this example, using a story rather than a poem would have been appropriate if the student could have identified a different fact about the culture. Text on a different culture would also have been an appropriate change in content. Level 3 Level 2 Level 1

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77 Self-Monitoring Questions for the STAAR Alternate Assessment Before moving on Before moving on to Step 2, Implementing the Task, stop and ask these questions: Is the task I have chosen for my student a realistic expectation now that instruction has been provided? Is the task still the best choice for my student? Do I understand the task? Before moving on Before moving on to Step 3, Observing/ Documenting Student Performance, stop and ask these questions: Has the student received adequate instruction? Is the task still the best choice for my student? Do the supports provide access? Are the supports clearly defined? Is there one response mode identified for each verb? Has the complexity level been maintained? SUBMIT Before moving on Before moving on to Step 4, Evaluating Student Performance, stop and ask these questions: Was it a fair observation? Was it a typical performance? Did I provide the supports as preplanned? Did I cue and/or prompt appropriately? Did I record my notes according to the guidelines? Because my notes are subject to open-records requests and viewing by other interested parties, would I be okay with others seeing these notes? Before moving on Before submitting the assessment, stop and ask these questions: Have I completed all of the essence statements? Do my notes support the answers to the online evaluation questions? Was the evaluation based on the correct student documentation form? Am I sure I am ready to submit? (Because once it is submitted, it can t be changed.)

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79 Clarifying Components of the 3 STAAR Alternate Complexity Levels Components Level 3 Level 2 Level 1 Definition Application of knowledge Basic recall Beginning awareness Level of Cognition Most complex Moderately complex Least complex Student Expectation Requires student to make decisions on his or her own without the aid of choices Use of Knowledge Typical Materials Presentation of Materials Typical Verbs Use of Augmented Communication Devices Use of Tools Questions Investigations Extend knowledge acquired during instruction Blank templates, unlabeled graphs or organizers; stimulating materials to promote thought Provide a wide array of materials that include both related and unrelated items Determine Generate Compare Justify Student must use the device with all available vocabulary that the student has programmed on the device Student must select from all classroom options, connect to the correct step or task, then use the tool to arrive at the answer Must require higher-level thinking skills and explanation (Why? or How does one compare to another?) Must describe to another person or perform the investigation using materials and tools on his or her own Requires student to make decisions or choices based on information that has just been recently presented or is right in front of the student Differentiate between choices based on instruction and/or those available for review Partially completed templates, labeled graphs or organizers for which some content is to be filled in by student; materials with distinguishing characteristics Present at least three options or choices including both correct and incorrect options Identify Assist Match Examine Student can be provided choices preprogrammed into the device Student must choose from three options, two of which are incorrect, and use the tool needed for a specific task Must require basic recall of facts (Where, Who?, When?, What?) Can assist another person during the investigation by performing or describing at least part of the action Requires student to show an awareness of a task and show that he or she knows that an activity is occurring or that a stimulus is being presented Show awareness of the specific stimuli as it is presented; no prior knowledge is required Completed template, graph, or organizer presented for student to acknowledge or a partially completed graphic that the teacher and student build together; materials that provide sensory experiences Present item or sensory experience one at a time; no choices should be offered Acknowledge Participate Respond Experience Student can react to one stimuli that is activated by the device Student must participate in using the tool to accomplish a task No questions should be asked of student. Student acknowledges a statement made by the teacher Participation through the reaction to the results or process of the investigation Generalization Yes, if earned the opportunity Yes, if earned the opportunity Level 1 can never be given the opportunity to generalize Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

80 Student Characteristics for the STAAR Alternate Complexity Levels Combos Allowed No Combos Allowed No Combos Allowed Level 3 Complexity Level Student: Decides which materials are needed for a specific task on his or her own or from a wide array of appropriate and inappropriate options Develops or adjusts strategies to accomplish a specific task Interprets or analyzes information Formulates original responses to questions requiring higher-level thinking skills Level 2 Complexity Level Student: Correctly makes choices when at least three options are provided Distinguishes the varying characteristics of items Answers literal questions posed to him or her Recalls information previously learned Level 1 Complexity Level Student: Authentically responds to stimuli after experiencing them through the senses Is unable to make a choice when two options are offered Cannot answer questions posed to him or her Communicates in subtle changes in affect or body movement No Response Observed (NRO) Student: Is unable to make an authentic response to any stimuli Moves due to internal stimuli rather than stimuli presented to him or her Tracks or fixates on objects that are not part of the task Vocalizes intermittently before, during, and after the task Copyright July 2011 Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. STAAR Modified/ TAKS-Modified (TAKS-M) Student: Receives modified grade-level or course instruction Performs grade level student expectations with modifications and/or accommodations Can take a multiple choice test Indicators of Progress Student: Can perform prerequisite skills close to grade level Needs no supports to access tasks Can be routinely evaluated with multiple choice or written tests Indicators of Progress Student: Begins to see relationships between groups Can sometimes predict outcomes Provides responses without choices Needs less cueing and prompting for Level 2 tasks Performs tasks similar to Level 3 tasks in daily instruction Indicators of Progress Student: Begins to show interest and seeks out the same object or task Focuses on and more readily acknowledges objects or representations Performs tasks similar to Level 2 tasks in daily instruction Needs less cueing and prompting for Level 1 tasks Indicators of Progress Student: Begins to show response to a stimuli belatedly or inconsistently Becomes still or remains quiet when a specific noise or item is near Increases vocalizations or movements in the presence of a specific stimuli

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82 Template for Planning Assessment Tasks for STAAR Alternate (My student) will predetermined criteria if I provide him or her with materials and allow supports. Given the materials and supports, (my student) will be able to verb by response mode. March 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

83 Directions for Using the Template for Planning Assessment Tasks for STAAR Alternate (My student) will predetermined criteria if I provide him or her with materials and allow supports. Insert the predetermined criteria for the task that you are working on, starting with the verb. Insert the materials you plan to use. You may want to reference the Presentation Supports/ Materials for STAAR Alternate document for ideas. Insert the supports you plan to use. You may want to reference the Presentation Supports/ Materials for STAAR Alternate document for ideas. Given the materials and supports, (my student) will be able to verb by response mode. March 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Insert only the verbs from the predetermined criteria along with the word by. Insert how the student will respond to demonstrate the verb in the predetermined criteria. You may want to reference the Ways to Demonstrate the Verbs Used in the STAAR Alternate Assessment Tasks document for ideas.

84 Template for Planning Assessment Tasks for STAAR Alternate Katie will predetermined criteria if I provide her with materials and allow supports. 1. The student will participate in placing the object into a graphic organizer to represent the topic of the text. 2. The student will participate in removing parts of the second object as the text is read. 3. The student will participate in placing the parts on the graphic organizer to represent the details in the text. Materials: Teacher-created text with pictures showing how the parts (outer peel, seeds) of the orange are removed before eating the fruit part Graphic organizer consisting of a large white piece of paper laid out on the floor containing an orange circle in the middle and three boxes drawn with lines linking to the orange circle 3 containers large enough for the student to pick up and maneuver 2 oranges Supports: Teacher will read and point to each word and picture as the text is read. Teacher will place the orange under the student s nose before placing the orange in the student s hand. Student will be positioned on the floor with a support wedge to allow student to reach the containers and have easy access to the floor graphic. Teacher will stabilize student s hands as student moves each container to the appropriate section of the floor graphic and waits until the student drops each one. Given the materials and supports, Katie will be able to verb by response mode. participate by: dropping the orange on the orange circle March 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. participate by: participate by: dropping the peel, seeds, and fruit into the provided containers as the teacher disassembles the orange and hands the student the removed parts dropping each container onto the floor graphic

85 Template for Planning Assessment Tasks for STAAR Alternate Logan will predetermined criteria if I provide him with materials and allow supports. 1. identify the word that is unfamiliar in the sentence 2. assist in finding the unfamiliar word in the dictionary 3. identify the definition for the unfamiliar word using the context in the sentence white, unlined index card with unfamiliar word produce written in large, black print sentence using unfamiliar word from Ch. 1 of Because of Winn Dixie by Kate DiCamillo: Opal went to the grocery store to buy the produce. sentence written in large, black print on unlined strip of white paper Children s dictionary grocery store pictures: produce dept, meat dept, and pharmacy teacher will read all text, pointing to each word as it is read allow the text to be reread no more than two times if requested by the student dictionary opened to the page where the word produce is located to narrow the student s search on the dictionary page, the teacher will cover the column of text in the dictionary that does not have the word produce listed Given the materials and supports, Logan will be able to verb by response mode. March 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 1. identify by 2. assist by 3. identify by matching the word produce on the index card with the word produce in the sentence pointing to the entry word produce in the dictionary pointing to the picture of the produce department

86 Template for Planning Assessment Tasks for STAAR Alternate George will predetermined criteria if I provide him with materials and allow supports. 1. generate a list of three natural resources found in Texas 2. generate a list of three agricultural products found in Texas 3. determine a good made from each natural resource and a good made from each agricultural product a wide array of world geography reference materials including books and encyclopedias in the school library and lists of websites showing world maps a wide array of graphic organizers that can be used to display the information from which the student selects sticky notes to mark information in the reference materials to place on the graphic organizer and on which to record goods the teacher can read information from resources as requested by the student the teacher can record information on the graphic organizer and sticky notes as directed by the student the teacher can type in website addresses as directed by the student objects on lap tray and trunk support provided when reaching Given the materials and supports, George will be able to verb by response mode. March 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 1. generate by: 2. generate by: 3. determine by: pointing to three Texas natural resources from reference materials and to where the information should be recorded on the graphic organizer pointing to three Texas agricultural products from reference materials and to where the information should be recorded on the graphic organizer placing a good recorded on a sticky note during research with the corresponding resource or product on the graphic organizer

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88 STAAR Alternate Guidelines for Choosing Grade-Appropriate Texts for Assessment Purposes Reading texts for use on the STAAR Alternate reading assessments should begin with grade-appropriate text as defined below. Grade-appropriate text: any text that general education students at a particular grade level would be interested in, read, and/or be required to read by the state-mandated curriculum for that enrolled grade level The text should be representative of the types of reading content that students encounter in grade-level classrooms and should allow students to demonstrate their knowledge of the tested Texas Essential Knowledge and Skills (TEKS) curriculum. Texts should be chosen carefully with meaningful content that appeals to the student s interests and experiential level. Once a grade-level text has been chosen, the teacher may use the text as written or adapt the text to a challenging level accessible to the student. Summaries of an entire book, a single chapter, or key points may be appropriate ways to present gradeappropriate texts. Pictures, objects, or representations can accompany the written text to enhance the student s understanding but cannot replace the written text. Providing opportunities to interact with text by using dialog, dramatization, or special software may also be appropriate. Teachers of students designated to take STAAR Alternate are encouraged to consult with general education teachers to determine what texts are being used at a student s enrolled grade level. Appropriate text for the STAAR Alternate assessment may be found in: General education classrooms for the student s enrolled grade General education grade-level textbooks and ancillary materials Required reading lists at the student s enrolled grade (these are often prepared by campuses, districts, and publishing companies) Internet searches for grade-specific text School libraries Students designated to take STAAR Alternate should receive instruction using a wide variety of texts from different genres. Appropriate texts may include selections from the following genres: Literary Texts (Grade-Appropriate) Novels and short stories o Realistic fiction o Historical fiction o Fantasy Plays Poetry July 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without the express written permission from the Texas Education Agency.

89 Myths Folk tales Fables Literary Non-Fiction (Grade-Appropriate) Biographies Essays Autobiographies Memoirs Speeches Expository Texts (Informational) Nonfiction o Newspaper and magazine articles o Encyclopedia articles o Webpages o Textbooks (grade-appropriate) Procedural Text o Schedules o Recipes o Directions for making or doing something Persuasive o Advertisements Media Literacy Flyers Pamphlets Signs Captioned photographs/pictures/illustrations/cartoons Other Types of Text Summaries of grade-level texts Language-experience stories summarizing an activity or event in which the student has participated Student- or teacher-generated compositions and journals Menus Songs, including school songs Note: Texts such as signs, menus, recipes, flyers, advertisements, and pamphlets are not required to be grade-appropriate. Such texts exist as a part of our daily lives and are not grade specific. July 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without the express written permission from the Texas Education Agency.

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91 STAAR Alternate Scoring Rubric The STAAR Alternate Scoring Rubric provides an overview of how scores are applied by the automated scoring feature of the online system based on the alternate assessment teacher s evaluation of student performance. The teacher will evaluate the student s performance by recording if the student demonstrated the skill and noting the level of support needed to perform the skill. Although teachers do not need to use the rubric while evaluating student performance, the information in the rubric can be used to interpret the final score on the student s Confidential Student Report. Scoring the Primary Observation For each Essence Statement, the student s score on Demonstration of Skill and Level of Support is determined by teacher responses to a series of evaluation questions in the STAAR Alternate online system about student performance for the Primary Observation. Predetermined Criteria Total Points Possible Demonstration of Skill* Did the student demonstrate the skill? Yes 2 points No 0 points Yes but Needed Prompting 0 points + Yes 2 points No 0 points Yes but Needed Prompting 0 points + Yes 2 points No 0 points Yes but Needed Prompting 0 points + Level 3 task weighted by 1.5 Level 2 task weighted by 1.2 Level 1 task weighted by 1.0 Level of Support How did the student perform the skill? Independently 2 points Needed Cueing 1 point Needed Prompting 0 points N/A 0 points Independently 2 points Needed Cueing 1 point Needed Prompting 0 points N/A 0 points Independently 2 points Needed Cueing 1 point Needed Prompting 0 points N/A 0 points No weighting 9 points 6 points *Complexity Level (3 most complex, 2 moderately complex, or 1 least complex) is determined by the assessment task the teacher selected and observed the student complete. + If a student needs prompting, he or she will not receive any points for Demonstration of Skill (0 points). Prompting guides the student through each step to the end of the assessment task and leads directly to the answer. After weighting Demonstration of Skill, there are a total of 9 points possible. There are a total of 6 points possible for Level of Support, which is not weighted. A student who does not demonstrate the skill does not receive any points for Level of Support (see N/A 0 points under Level of Support column in the table above). Copyright July 2011 Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 1

92 Scoring the Generalization Observation The student is eligible for Generalization if: The student is assessed with a Complexity Level 2 or 3 assessment task. The skill was successfully demonstrated for all three predetermined criteria. There was no prompting on any of the three predetermined criteria. The student is assessed using different materials for the Generalization Observation. Students accessing Complexity Level 1 assessment tasks are not eligible for Generalization of Skill since their performance is being measured at a beginning awareness level. The student s score on Generalization of Skill is determined by teacher input in response to a series of evaluation questions in the STAAR Alternate online system about student performance for the Generalization Observation. There are a total of 6 points possible for Generalization of Skill. The student will receive 2 points for each predetermined criterion completed independently. The student will receive 1 point for each predetermined criterion completed with cueing. Any predetermined criteria completed with Prompting will receive 0 points. Any predetermined criteria not completed will receive 0 points. Calculating the Essence Score Each essence score will be calculated by adding together: Demonstration of Skill Level of Support + Generalization of Skill Essence Score (21 points possible) Calculating the Total Score The total score will be calculated by adding together each essence score. The total score is rounded to the nearest whole number. Essence A Score Essence B Score Essence C Score + Essence D Score Total Score (84 points possible) Copyright July 2011 Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 2

93 Wait Time Teachers should plan the observation expecting the student to perform independently given all the preplanned 1st Step supports written on page 1 of the state-required documentation form. Wait time should be given to give the student every opportunity to demonstrate the skill without additional assistance. Cueing Cueing (general assistance) is an action intended to encourage a student to initiate or continue a task that he or she 2 nd Step had previously executed. A cue is a hint or a nudge in the right direction that does not provide a direct answer. Least Invasive Verbal Indirect Cue Verbal Direct Cue Visual Cue The student is given oral information or a question that guides the student in the right direction but does not provide a direct answer. The student is given a hint or short verbal redirection that relates specifically to the task but does not provide a direct answer. The student is provided with a written direction, arrows, colorcoding, or other visual methods beyond the materials preplanned initially to help the student continue the task. Pointing An adult provides a single point toward an object or place indicating the beginning step of a task or continuation of the task More when the student hesitates. Invasive Physical An adult alerts the student by Gesture touch to begin or continue a task. HIERARCHY OF CUEING AND PROMPTING Use of Additional Assistance after the Observation Begins (Example: What do you think you need to do next? ) (Example: Always capitalize the first word in the sentence. ) Prompting 3rd Step Least Invasive Prompting (specific assistance) is an action intended to directly assist a student with the completion of a task. A prompt pulls the student through each step to the end of the task and directly leads to the answer. Verbal A step-by-step narration is given Look at the photos. Look at the first one. Now look at the next one. Direction to the student in order for the Think about the story. Touch the photo that goes with the story. task to be completed. Gesture An adult repeatedly points or Assist gestures to indicate a place or object that is the next step of the task. Visual Graphic Student Modeling Photographs, videotapes, or drawings of the task to be completed beyond the materials preplanned initially are shown to the student in a sequence of images. Another student demonstrates the task that is requested of the student. More Invasive Adult Modeling An adult demonstrates the task that is requested of the student. Physical Assist An adult offers a hand-to-hand manipulation of the student to actually control motor movements to complete the task and perform the predetermined criteria. Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

94 DESCRIPTION Assisting Students Performing STAAR Alternate Tasks TERM Preplanned Supports Task Directions Cues Prompts TIME FRAME Prior to the Observation Beginning of the Observation During the Task To Keep the Student Productive End of Each Predetermined Criterion and/or to Finish the Task Supports are effective The initial instructions to the Cues provide only a hint or a nudge in the Prompts take the student step-by-step strategies used during student of what is expected right direction. More than one cue can be and ultimately give the student the instruction that allow during the task as part of given, but the assistance can only keep answer. Any teacher assistance that gives student access to the task the task presentation. the student engaged in the task thus the student the answer or performs the and compensate for the allowing the student to perform the predetermined criteria for the student student s disability. predetermined criteria. must be considered as a prompt. APPLICATION Supports become the allowable accommodations during the observation and must be provided. Directions can be given to the student visually, verbally, or physically. If the teacher anticipates before the observation that more than one initial direction will be needed, the teacher should record the specific number of directions that will be allowed as part of the preplanned supports. After ample wait time, if the student begins to struggle, the teacher should first provide one or more of the following: Verbal Indirect Cue-verbal hint to help organize ideas Verbal Direct Cue-verbal hint directly related to the task Visual Cue-Visual representation not provided in the original materials Pointing-single point toward the next step Physical Gesture-single touch to get started Cues are designed to be a single action. Repeated cues can be provided; however, assistance can sometimes change from a cue to a prompt depending on how many times it was provided and if the student was given the answer. After cues have not been effective and the student is still struggling, the teacher could provide the following to complete the task for the student: Verbal Direction-step-by-step directives that ultimately give the student the answer Gesture Assist-step-by-step pointing including pointing to the answer Visual Graphic-step-by-step written directions that are not part of the original materials and ultimately show the answer Student/Adult Modeling-student or adult demonstrates the task right before the student is asked to perform the task Physical Assist-hand-to hand assistance that results in the teacher performing the task and not the student RECORDING ASSISSTANCE SCORING IMPLICATIONS Page 1 of the documentation form No penalty if they are recorded prior to the observation Not recorded In the Level of Support section on pages 2 and 3 of the documentation form No penalty since they are Counts toward the student s score part of the task presentation In the Level of Support section on pages 2 and 3 of the documentation form Counts toward the student s score Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency

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96 Clarification of Support vs. Cueing and Prompting Terms Guidelines During instruction, teachers are accustomed to providing accommodations/supports and giving cues and prompts to students as needed to help them through tasks. However, teachers need to consider the STAAR Alternate observation as an assessment observation requiring parameters on what is allowable for the student during the assessment task. Accommodations/supports as listed on the document, Presentation Supports/Materials for STAAR Alternate may be used during STAAR Alternate observations to allow student access to the task or stimuli if routinely and successfully used during regular instruction. These supports should be preplanned and recorded on the documentation form under the heading Preplanned Presentation Supports/Materials. These supports level the playing field by providing access to the task for students with disabilities and allow students to be as independent as possible. The use of these supports does not negatively affect the student s score. Teachers should not use terms from the Hierarchy of Cueing and Prompting document in the Preplanned Presentation Supports/Materials section of the documentation form. Preplanned supports cannot give the student the answer or change the complexity level of the task. Cueing and prompting cannot technically occur prior to the observation and cannot be preplanned. The terms listed in the Hierarchy of Cueing and Prompting document are used to describe the additional assistance that may be needed during a task when the student is unable to proceed as expected with the preplanned supports. Cueing and prompting should be recorded on the documentation form under the heading Level of Support for each predetermined criteria. Cueing and prompting terms should only be recorded in the observation notes and do affect the score that the student receives; therefore, it is critical that the teacher use this assistance only if necessary. However, if a student is unable to perform the task independently, appropriate wait time should be provided. If more assistance is needed, a cue should be given first and then a prompt if the cue is unsuccessful. Examples of Cueing and Prompting Here are some examples of the various types of cues and prompts. The difference between a cue and a prompt may be confusing and is really related to the degree to which the student is assisted. A cue is just a hint and does not lead the student to a direct answer. A prompt is much more invasive as it takes the student step-by-step through the task leading to a direct answer. Copyright July 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 1

97 Visual Cues and Prompts Visual representations are often important to students with significant cognitive disabilities. The difference between the use of a visual cue (cueing) and a visual graphic (prompting) may be especially confusing to teachers. A visual cue is just one visual that alerts the student on where to focus or where to respond. The visual graphic is a series of visual directions that pull the student through the task to completion and provides the answer. Remember that visual cues and prompts occur after the observation begins and cannot be part of the original materials the teacher has provided for a specific task. A visual graphic can never be used as a support, since it is the source of direct answers. Copyright July 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 2

98 Verbal Cues and Prompts The difference between the verbal cueing and prompting terms is determined by the amount of verbal information given and the specificity of the oral information. Task directions that the teacher provides at the beginning of the task to tell the student what is expected are part of the presentation and are not counted as cues or prompts. If repeated more than once, the teacher will need to specify the number of additional repetitions and list them as a support. Repetitions over the specified amount must be counted as cues. Remember that verbal cues and prompts occur after the observation has begun and are not part of the oral directions the teacher has planned to provide during the specific task. Verbal direction can never be used as a support, since it is the source of a direct answer. Copyright July 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 3

99 Physical Cues and Prompts The difference between physical cues and prompts is a matter of degree as evidenced in the following examples. Remember that due to limitations in mobility, some students may need assistance with physical access to a task as part of the supports. In these instances the physical assistance can only help the student access the stimuli. The assistance cannot result in the teacher performing the verb in the predetermined criteria for the student. Gesture and physical assists can never be used as supports since they are the source of direct answers and must always be counted as a prompt. If a student begins to struggle, sufficient wait time should be provided. If the student still cannot demonstrate the skill, a cue should be given. If cues prove ineffective, a prompt will need to be given. Withholding cues and prompts will result in an unfair observation since the student was not given every opportunity to perform the skill. Copyright July 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. 4

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101 PROCESS FOR GENERALIZATION OF SKILL Generalization allows a student with a cognitive disability to show that the skill has been truly mastered. Transfer of demonstrated skills to a new context by changing materials, but not the difficulty level of the primary observation. The generalization opportunity will occur if a student assessed with a Level 3 or Level 2 assessment task demonstrated all three predetermined criteria without prompting as identified by the online system. Level 3 or 2 Yes Needed cueing Independently Level 1 No Prompting Steps for Generalization: STEP 1: Teacher plans a generalization observation for another day and decides how to change the materials while: - maintaining the same level of difficulty as in the primary observation -using the same task and predetermined criteria as required in the primary observation -using the same supports and response modes as in the primary observation STEP 2: Teacher observes the student performing the same task and demonstrating the three predetermined criteria as in the primary observation with new materials. ONLY TWO COMPLETED OBSERVATIONS ARE ALLOWED. The student will earn the following points for each predetermined criteria that is demonstrated without prompting: With Cueing-1 point Independently-2 points STEP 4: Teacher goes back into the online system and evaluates the Generalization of Skill in the same manner as was done for the primary observation. STEP 3: Teacher records information in the Generalization of Skill column on the same documentation form used in the primary observation and records: - notes for Demonstration of Skill and Level of Support - the date of the generalization observation Copyright July 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

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103 Frequently Asked Questions and Answers about the STAAR Alternate September 2011 Copyright 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. STAAR Alternate Frequently Asked Questions and Answers i