TEA STAAR Accommodations 2024: Parent/Educator Guide

The Texas Education Agency (TEA) provides Student Assessment Division resources that detail the approved accommodations for the State of Texas Assessments of Academic Readiness (STAAR). These TEA STAAR accommodations are crucial for ensuring equitable testing conditions for students with disabilities, as outlined in their Individualized Education Programs (IEPs). Educators and parents can utilize resources, such as the Accommodation Resources webpage and the STAAR Accessibility Manual, to understand the available supports and appropriate implementation, thereby promoting accurate and fair assessment outcomes in 2024.

Understanding STAAR Accommodations: A Foundation for Equitable Assessment

The State of Texas Assessments of Academic Readiness (STAAR) program serves as a cornerstone of the Texas education system.

It measures student learning and ensures accountability across the state’s diverse school districts.

STAAR’s significance extends beyond mere testing; it shapes curriculum, informs instruction, and ultimately, impacts students’ educational trajectories.

The Significance of STAAR in Texas Education

The STAAR program is designed to assess the extent to which students have learned and are able to apply the knowledge and skills defined in the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS).

These assessments are administered annually in various subjects and grade levels, providing a snapshot of student achievement.

The data gleaned from STAAR plays a crucial role in informing educational policy, identifying areas for improvement, and ensuring that schools are meeting the needs of their students.

Moreover, it gives insight into the efficacy of teaching strategies across various student demographics.

Accommodations are essential to ensuring that STAAR accurately reflects the abilities of all students, including those with disabilities and English learners.

These students often require specific supports to access the test content and demonstrate their knowledge effectively.

Accommodations create a fairer testing environment.

They allow diverse learners to showcase their capabilities without being hindered by factors unrelated to the subject matter being assessed.

Defining Accommodations within the STAAR Context

In the context of STAAR, accommodations refer to changes or supports that enable students to access the test content and demonstrate their knowledge and skills without altering the construct being measured.

These supports are intended to level the playing field for students with disabilities, English learners, and other eligible populations, ensuring that the assessment accurately reflects their abilities.

Accommodations are not intended to provide an unfair advantage or lower the expectations for student performance.

Instead, they are carefully selected and implemented to address specific barriers that may impede a student’s ability to participate fully in the assessment.

For example, a student with a visual impairment may require a large-print version of the test, while an English learner may benefit from linguistic accommodations that clarify the language used in the test questions.

The key principle is to provide supports that allow students to demonstrate what they know and can do, without compromising the integrity of the assessment.

Guiding Principles: Validity and Test Security

The implementation of STAAR accommodations is guided by several key principles.

Paramount among these is the need to maintain the validity of the test results.

Validity, in this context, refers to the extent to which the test measures what it is intended to measure.

Accommodations should not alter the construct being assessed.

They should not provide an unfair advantage or compromise the accuracy of the test scores.

In addition to validity, strict test security protocols must be followed at all times.

This includes ensuring that accommodations are administered in a standardized manner, that students do not have access to unauthorized materials, and that the confidentiality of test content is maintained.

Test security is essential to ensure the integrity of the STAAR program and to prevent any potential for cheating or other forms of test irregularities.

These principles ensure that accommodations support equitable assessment practices while maintaining high standards.

Key Stakeholders in STAAR Accommodation Implementation

Successfully implementing STAAR accommodations requires a collaborative effort from various stakeholders within the educational ecosystem. Each plays a crucial role in ensuring that students receive the appropriate support to demonstrate their knowledge and skills accurately. Understanding these roles and responsibilities is paramount for effective accommodation implementation.

Students with Disabilities: The Primary Beneficiaries

Students with disabilities are, ultimately, the primary beneficiaries of STAAR accommodations. These accommodations are designed to level the playing field, enabling them to access and demonstrate their understanding of the curriculum without being hindered by their disability.

It’s vital to remember that accommodations are not intended to provide an unfair advantage. Instead, they remove barriers and allow students to participate meaningfully in the assessment process.

Special Education Teachers & ARD Committees: Guiding the Process

Special education teachers and ARD (Admission, Review, and Dismissal) committees are central to the STAAR accommodation process. Case managers, often special education teachers, play a crucial role in IEP (Individualized Education Program) development.

The ARD committee, composed of educators, parents, and sometimes the student, collaborates to determine appropriate accommodations based on the student’s individual needs.

This committee ensures that the selected accommodations are aligned with the student’s learning goals and documented in the IEP.
ARD committees ensure IEP accommodations are relevant and manageable for the student.

General Education Teachers: Implementation and Documentation

General education teachers play a vital role in the successful implementation of STAAR accommodations. They must understand the specific accommodations outlined in a student’s IEP or 504 plan and implement them consistently in the classroom.

This includes providing the necessary tools, resources, and support to enable the student to utilize the accommodations effectively.

Furthermore, general education teachers are responsible for documenting the use and effectiveness of accommodations in the classroom setting. This documentation provides valuable insights for the ARD committee’s ongoing review and refinement of the student’s accommodation plan.

Administrators: Ensuring Compliance and Support

School administrators play a critical role in ensuring compliance with STAAR accommodation policies. They are responsible for providing the necessary resources, training, and support to teachers and staff to implement accommodations effectively.

Administrators also ensure that the testing environment is conducive to the proper administration of accommodations, maintaining test security and validity.

Parents/Guardians: Active Partners in the Process

Parents and guardians are integral members of the ARD committee and play a vital role in the accommodation process. Their insights into their child’s strengths, needs, and learning preferences are invaluable in determining appropriate accommodations.

Open communication between parents, teachers, and the ARD committee is essential to ensure that accommodations are aligned with the student’s overall educational needs.

Parents must understand the purpose and implementation of accommodations to support their child effectively.

Accommodation Specialists/Consultants: Providing Expertise

Districts or regional experts in accommodations offer specialized training and support to educators. Their expertise is crucial for understanding the nuances of various accommodations and ensuring their proper implementation.

They serve as a valuable resource for teachers and administrators seeking guidance on specific accommodation needs or best practices.

Assessment Personnel: Ensuring Accurate Administration

Assessment personnel are responsible for ensuring the accurate and standardized administration of STAAR, including the proper application of accommodations.

They play a critical role in maintaining test security and validity while providing students with the accommodations they need to demonstrate their knowledge.

TEA Staff (Texas Education Agency): Providing Guidance and Oversight

The Texas Education Agency (TEA) staff plays a critical role in providing guidance and oversight for the STAAR program, including accommodations. They develop policies, guidelines, and resources to support educators in implementing accommodations effectively.

Local Education Agencies (LEAs) and Texas School Districts: Implementing Policies

Local Education Agencies (LEAs) and Texas School Districts are responsible for implementing STAAR and accommodation policies within their respective jurisdictions. They ensure that schools have the necessary resources, training, and support to comply with state regulations.

Texas Education Agency (TEA): The Governing Body

The Texas Education Agency (TEA) is the governing body overseeing STAAR and accommodation policies. They set the standards and guidelines for testing and accommodations, ensuring equitable assessment for all students in Texas.

TEA is the source for all formal policy.

Exploring the Different Types of STAAR Accommodations

Successfully implementing STAAR accommodations requires a collaborative effort from various stakeholders within the educational ecosystem. Each plays a crucial role in ensuring that students receive the appropriate support to demonstrate their knowledge and skills accurately. Understanding these accommodations is paramount to creating an equitable testing environment.

This section provides a detailed overview of the various categories and specific examples of STAAR accommodations available to students, outlining their purpose and appropriate usage.

Accessibility Features

Accessibility features are tools available to all students during STAAR testing, regardless of whether they have an identified need or IEP. These features are designed to remove barriers and enhance the overall testing experience.

Examples include:

• Magnification: Allows students to enlarge text and images on the screen.

• Text-to-Speech: Reads aloud the text on the screen, benefiting students with reading difficulties or visual impairments.

• Answer Masking: Enables students to cover answer choices to focus on one option at a time.

• Highlighters: Permits students to highlight important information within the test questions.

• Line Readers: Helps students focus on one line of text at a time.

These features are universally available to promote a comfortable and accessible testing environment for every student.

Designated Supports

Designated supports are accommodations available to students who meet specific eligibility criteria, as determined by the ARD committee or other appropriate team. These supports are intended to address specific needs that hinder a student’s ability to demonstrate their knowledge on the STAAR test.

The decision to provide a designated support should be based on individual student needs and documented in their IEP or 504 plan.

Examples of designated supports include:

• Oral Administration: Reading test questions and answer choices aloud to the student.

• Calculation Aids: Providing tools such as calculators or multiplication charts for students who struggle with mathematical calculations.

• Extra Time: Allowing students additional time to complete the test.

• Preferential Seating: Positioning the student in a location that minimizes distractions.

• Small Group Testing: Administering the test in a smaller, less overwhelming setting.

The appropriate use of designated supports is crucial for ensuring valid and reliable test results.

Linguistic Accommodations

Linguistic accommodations are specifically designed to support English learners (ELs) in accessing the STAAR test. These accommodations aim to reduce the language demands of the test without altering the content being assessed.

These supports are selected based on the student’s level of English language proficiency and their individual needs.

Examples of linguistic accommodations include:

• Bilingual Dictionary: Providing access to a dictionary that translates words between English and the student’s native language.

• Oral Translation: Translating specific words or phrases into the student’s native language. This is not allowed in all subjects.

• Simplified Language: Rewording test questions or answer choices using simpler vocabulary and sentence structure This is no longer an allowable accommodation.

It’s important to note that not all linguistic accommodations are appropriate for all ELs.

The ARD committee, in collaboration with language specialists, must carefully consider the student’s needs and select accommodations that will provide the most effective support.

Assistive Technology

Assistive technology (AT) plays a vital role in supporting students with disabilities by providing tools and devices that enhance their ability to access the curriculum and participate in assessments.

AT can range from low-tech solutions to high-tech devices.

The ARD committee must consider assistive technology needs for each student with a disability.

Examples of assistive technology accommodations include:

• Screen Readers: Software that reads aloud the text on the screen, benefiting students with visual impairments.

• Speech-to-Text Software: Allows students to dictate their responses instead of writing them.

• Alternative Input Devices: Providing alternative keyboards or pointing devices for students with motor impairments.

• Augmentative and Alternative Communication (AAC) Devices: Tools that help students with communication difficulties express themselves.

• Headphones Allows student to block out audio distractions and increase focus.

The selection and implementation of assistive technology should be carefully tailored to meet the individual needs of each student.

Reference Materials

Reference materials can be valuable accommodations for students who benefit from having access to specific information during the STAAR test. These materials can include charts, graphs, formulas, and other relevant resources.

The appropriate use of reference materials can help students recall information and solve problems more effectively.

However, it is crucial to ensure that the reference materials do not provide an unfair advantage or compromise the integrity of the test.

Permitted reference materials may include:

• Mathematics Charts: Providing a chart of mathematical formulas and conversions.

• Science Charts: Providing a chart of scientific formulas, constants, and periodic table.

• Spelling Lists Providing access to a personal spelling list to support writing tasks.

The ARD committee must determine which reference materials are appropriate for each student based on their individual needs and the specific content being assessed.

Braille and Large Print Materials

Students with visual impairments require accommodations that enable them to access the STAAR test in a format that is accessible to them. Braille and large print materials are essential accommodations for these students.

• Braille Materials: Providing the test in braille format, allowing students who are blind or visually impaired to read and respond to the questions.

• Large Print Materials: Enlarging the font size of the test, making it easier for students with low vision to read.

These accommodations ensure that students with visual impairments have equal access to the STAAR test and can demonstrate their knowledge and skills effectively.

Calculators

Calculators are permitted as an accommodation on specific STAAR mathematics tests for students who meet certain criteria. The use of calculators can help students with calculation difficulties focus on problem-solving strategies.

The ARD committee must carefully consider whether a calculator is an appropriate accommodation for each student.

The decision should be based on the student’s individual needs and the specific skills being assessed.

Dictionaries/Thesauruses

Dictionaries and thesauruses may be provided as accommodations to eligible students to support writing tasks on the STAAR test.

These resources can assist students in selecting appropriate vocabulary and improving the clarity of their writing.

The ARD committee should determine whether a dictionary or thesaurus is an appropriate accommodation based on the student’s individual needs and writing skills.

The IEP and 504 Plan Connection: Legal Framework for Accommodations

Exploring the different types of STAAR accommodations reveals the breadth of support available to students. However, understanding how these accommodations are determined and legally mandated is equally critical. This section clarifies the connection between Individualized Education Programs (IEPs), Section 504 Plans, and the provision of STAAR accommodations, emphasizing the legal framework underpinning these essential supports.

Understanding the Individualized Education Program (IEP)

An Individualized Education Program (IEP) is a legally binding document created for students with disabilities who require specialized instruction and related services. It is the cornerstone of special education, ensuring that each eligible student receives a free and appropriate public education (FAPE), tailored to their unique needs.

Purpose and Core Components of an IEP

The primary purpose of an IEP is to outline a student’s educational goals, specify the services and supports they will receive, and detail how their progress will be measured. Key components of an IEP include:

• A description of the student’s present levels of academic achievement and functional performance.

• Measurable annual goals.

• A statement of the special education and related services to be provided to the student.

• A clear explanation of any accommodations necessary for the student to participate in state and district-wide assessments, including STAAR.

IEPs and STAAR Accommodations: A Direct Link

The IEP plays a direct and vital role in determining STAAR accommodations. The IEP team, composed of parents, educators, and other relevant professionals, collaborates to identify the accommodations that will enable the student to access the STAAR test meaningfully and demonstrate their knowledge and skills accurately. These accommodations are explicitly documented within the IEP, forming a legal mandate for their implementation.

Section 504 Plans: Ensuring Equity for Students with Disabilities

Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination based on disability in programs and activities receiving federal financial assistance. This includes public schools. Section 504 plans provide accommodations and support for students with disabilities who do not require specialized instruction under an IEP.

The Scope and Purpose of Section 504 Plans

A 504 plan is designed to level the playing field for students with disabilities that substantially limit one or more major life activities. These activities can include learning, reading, concentrating, or communicating. The plan outlines specific accommodations and modifications necessary to ensure the student has equal access to education.

504 Plans and STAAR Accommodations: Addressing Diverse Needs

Similar to IEPs, 504 plans can specify STAAR accommodations for eligible students. The 504 team determines the necessary supports based on the student’s individual needs and the impact of their disability on their ability to participate in standardized assessments. It is important to remember that the ultimate goal is to provide the student with the means to demonstrate what they know, not to change the content being tested.

In conclusion, both IEPs and 504 plans serve as critical legal frameworks for ensuring that students with disabilities receive the accommodations they need to participate in STAAR assessments equitably. Understanding the distinct roles and purposes of these plans is essential for educators, parents, and administrators alike.

The ARD Process: Determining and Requesting Accommodations

Exploring the different types of STAAR accommodations reveals the breadth of support available to students. However, understanding how these accommodations are determined and legally mandated is equally critical. This section details the ARD (Admission, Review, and Dismissal) process and its central role in determining appropriate STAAR accommodations for eligible students.

The Critical Role of the ARD Committee

The Admission, Review, and Dismissal (ARD) committee serves as the cornerstone for determining special education eligibility and crafting Individualized Education Programs (IEPs). This multidisciplinary team, including parents, educators, and relevant specialists, collaborates to assess a student’s unique needs and develop a tailored plan to support their academic success.

The ARD committee’s decisions directly impact the accommodations a student receives during STAAR testing, making it essential for all stakeholders to understand their roles and responsibilities within this process.

Determining Eligibility and Developing IEPs

The ARD committee convenes to meticulously evaluate a student’s educational needs. This evaluation involves reviewing comprehensive data, including academic performance, standardized assessments, and input from parents and teachers.

If the committee determines that a student meets the criteria for special education services under the Individuals with Disabilities Education Act (IDEA), they proceed to develop an IEP.

The IEP outlines specific goals, objectives, and the necessary accommodations and modifications to ensure the student can access and progress in the general curriculum.

Accommodation Selection Criteria: A Data-Driven Approach

The selection of appropriate STAAR accommodations is not arbitrary; it is a data-driven process rooted in the student’s individual needs and learning goals as outlined in their IEP.

The ARD committee must carefully consider several factors when determining which accommodations are appropriate.

Aligning Accommodations with Individual Needs

The selected accommodations must directly address the student’s identified learning challenges. For example, a student with dyslexia might benefit from accommodations such as oral administration or extended time.

These accommodations should enable the student to demonstrate their knowledge and skills accurately without altering the construct being measured by the STAAR test.

Supporting Learning Goals and Objectives

Accommodations should support the student’s progress toward their IEP goals and objectives. The ARD committee must ensure that the accommodations are consistently used in the classroom and during assessments to provide a true reflection of the student’s abilities.

This alignment ensures that the accommodations are not merely a "quick fix" for testing situations, but rather an integral part of the student’s overall educational program.

Navigating the Accommodation Request Form (ARF)

While many accommodations can be implemented at the campus level, some require approval from the Texas Education Agency (TEA) through the Accommodation Request Form (ARF).

The ARF is a critical document used to request accommodations that are not explicitly listed in the state’s accommodation guidelines.

When is an ARF Required?

An ARF is typically required when the ARD committee determines that a student needs an accommodation that deviates from the standard allowable accommodations.

This might include unique or highly individualized accommodations that are not commonly used. It’s important to consult the TEA’s accommodation resources to determine whether an ARF is necessary.

The ARF Process: A Step-by-Step Guide

The ARF process typically involves the following steps:

1. The ARD committee identifies the need for a non-standard accommodation.
2. The committee completes the ARF, providing detailed justification for the requested accommodation and supporting documentation.
3. The ARF is submitted to the TEA for review and approval.
4. The TEA reviews the request and makes a determination based on the provided information.
5. The school is notified of the TEA’s decision, and the accommodation is implemented accordingly.

Submitting a well-documented and justified ARF is essential for ensuring that students receive the accommodations they need to demonstrate their knowledge and skills on the STAAR test.

Implementing STAAR Accommodations Effectively

The careful selection of STAAR accommodations is only the first step in ensuring equitable assessment. The true impact of these supports hinges on their effective implementation within the classroom and during testing. This requires a multi-faceted approach encompassing comprehensive training, meticulous documentation, proficient utilization of the online testing platform, and unwavering adherence to confidentiality and security protocols.

The Cornerstone of Success: Training and Professional Development

Ongoing training and professional development are paramount for equipping educators with the knowledge and skills necessary to implement STAAR accommodations effectively. These sessions should not only cover the what and why of each accommodation, but also the how, providing practical strategies and best practices for integrating them into instruction and testing.

Furthermore, training should extend beyond special education teachers to include general education teachers, administrators, and other relevant staff members. This collaborative approach fosters a shared understanding of accommodations and ensures consistent implementation across all settings.

Consider the inclusion of case studies and real-world scenarios to enhance engagement and facilitate deeper understanding. Regularly scheduled refreshers can help maintain proficiency and address emerging challenges.

The Imperative of Meticulous Documentation

Accurate and comprehensive documentation serves as a vital record of the accommodations provided to each student. This documentation should include the specific accommodations implemented, the rationale for their selection, and any observations regarding their effectiveness.

Moreover, the documentation process should be streamlined and integrated into existing systems to minimize administrative burden. Electronic documentation systems can facilitate data collection, analysis, and reporting, thereby enhancing accountability and informing future accommodation decisions.

Accurate documentation is not merely a compliance requirement; it is an essential tool for monitoring student progress, refining instructional strategies, and ensuring the integrity of the assessment process.

Navigating the STAAR Online Testing Platform

The STAAR online testing platform offers a range of built-in accessibility features and designated supports that can be readily implemented during online testing. Familiarizing educators and students with these features is crucial for maximizing their effectiveness.

Professional development should include hands-on training on how to navigate the platform, access accommodations, and troubleshoot common issues. Students should also be given ample opportunities to practice using the platform with accommodations enabled to build confidence and familiarity.

Clear, step-by-step instructions and readily available technical support can further enhance the user experience and minimize disruptions during testing.

Safeguarding Confidentiality and Security

The administration of STAAR accommodations requires strict adherence to confidentiality and security protocols to protect student privacy and maintain the integrity of the assessment.

All personnel involved in the accommodation process must be thoroughly trained on the importance of maintaining confidentiality and the consequences of violating security protocols. Secure storage and handling of student data are also essential.

Upholding confidentiality and security is not only a legal and ethical obligation, but also a critical component of fostering trust and ensuring the validity of test results. This is particularly important in our current climate.

Resources and Support for STAAR Accommodations

The careful selection of STAAR accommodations is only the first step in ensuring equitable assessment. The true impact of these supports hinges on their effective implementation within the classroom and during testing. This requires a multi-faceted approach encompassing comprehensive training, meticulous documentation, and, crucially, readily available resources for educators, parents, and students. Fortunately, a wealth of information and support systems exist to navigate the complexities of STAAR accommodations. Understanding and utilizing these resources is paramount to ensuring every student has a fair opportunity to demonstrate their knowledge and skills.

TEA Accommodation Resources

The Texas Education Agency (TEA) serves as the primary source of information regarding STAAR policies and procedures, including accommodations. Published annually, TEA provides comprehensive guides and documents that outline the specific requirements, eligibility criteria, and appropriate implementation strategies for various accommodations.

These resources are essential for staying up-to-date with any changes to STAAR policies and ensuring compliance with state regulations. TEA materials are available through the TEA website. Educators should regularly consult these resources to inform their practices.

Navigating Accommodation Manuals and Guides

TEA also publishes a variety of accommodation manuals and guides to provide more detailed information on specific accommodation types. These resources may include practical tips for implementation, examples of appropriate usage, and answers to frequently asked questions.

Reviewing these guides can help teachers to select and implement accommodations effectively, ensuring that the supports provided are both appropriate and beneficial for the student. The guides also provide clarity on the documentation requirements for each accommodation.

Leveraging IEP Documents and 504 Plans

Individualized Education Programs (IEPs) and Section 504 Plans are foundational documents in determining and implementing STAAR accommodations for eligible students. These plans, developed by ARD committees or 504 committees, outline the specific accommodations required to address a student’s individual needs.

It is imperative that educators regularly consult and adhere to the accommodation outlined in a student’s IEP or 504 Plan. These documents provide a legally binding framework for ensuring that students receive the necessary supports to access the curriculum and demonstrate their learning on STAAR assessments.

Utilizing STAAR Released Tests for Practice

One of the most effective strategies for preparing students for STAAR is to familiarize them with the test format and content through the use of released tests. TEA releases previous STAAR administrations, providing valuable practice opportunities for students.

These tests can be used to simulate the testing environment, allowing students to become comfortable with the types of questions they will encounter and the pacing required to complete the test. For students utilizing accommodations, practice with released tests is critical to ensuring they understand how to effectively use their accommodations during the actual assessment.

Understanding STAAR Blueprints

STAAR blueprints provide a detailed overview of the assessment’s design and content. These blueprints outline the specific knowledge and skills assessed on each STAAR test, as well as the weighting of different content areas.

By studying the blueprints, educators can gain a deeper understanding of the test’s structure and focus their instruction accordingly. Sharing and reviewing these blueprints with students can also help them to understand the expectations of the assessment and to identify areas where they may need additional support.

Regional Education Service Centers

In addition to TEA resources, regional Education Service Centers (ESCs) offer valuable support and training related to STAAR accommodations. These centers provide professional development opportunities for educators, as well as technical assistance and guidance on implementing effective accommodation practices.

For example, Region XIII Education Service Center may offer workshops, webinars, and on-site consultations to support schools and districts in their efforts to provide equitable assessment opportunities for all students. Contacting your regional ESC is an excellent way to access specialized expertise and support.

Special Considerations: STAAR Alternate 2

Resources and Support for STAAR Accommodations

The careful selection of STAAR accommodations is only the first step in ensuring equitable assessment. The true impact of these supports hinges on their effective implementation within the classroom and during testing. This requires a multi-faceted approach encompassing comprehensive training, meticulous documentation, and a deep understanding of the individual needs of each student. However, for a specific subset of students with significant cognitive disabilities, the standard STAAR assessment, even with accommodations, may not accurately reflect their knowledge and skills.

In these unique cases, STAAR Alternate 2 offers an alternative pathway to assessment, aligning evaluation methods with the students’ distinct learning profiles and abilities. This section provides a concise overview of STAAR Alternate 2, emphasizing its purpose, eligibility requirements, and the critical role it plays in ensuring a fair and meaningful evaluation for all Texas students.

Understanding STAAR Alternate 2

STAAR Alternate 2 serves as an alternative assessment option for students with significant cognitive disabilities. It is designed to evaluate their performance based on modified academic standards that are aligned with their individual abilities and instructional levels.

This assessment is not a less rigorous or easier version of the STAAR; rather, it is a distinct assessment specifically tailored to the needs of students who require substantial modifications to the general education curriculum. It acknowledges that these students may demonstrate their knowledge and skills in ways that differ significantly from their peers.

Eligibility Criteria and ARD Committee Decisions

The decision to administer STAAR Alternate 2 is not made lightly. It is a carefully considered determination made by the ARD (Admission, Review, and Dismissal) committee, which includes parents, educators, and other relevant professionals.

The ARD committee must meticulously evaluate the student’s cognitive abilities, adaptive behavior, and academic performance to determine if the student meets the strict eligibility criteria established by the Texas Education Agency (TEA).

Key considerations in determining eligibility include:

• The student has a significant cognitive disability that affects their ability to participate in the general education curriculum.

• The student requires extensive and pervasive supports to access and demonstrate learning.

• The student’s instruction is aligned with the Texas Essential Knowledge and Skills (TEKS), but at a significantly reduced depth and complexity.

It is important to note that a student’s disability label alone does not automatically qualify them for STAAR Alternate 2. The ARD committee must provide clear and compelling evidence that the student meets all of the eligibility criteria.

Assessment Components and Design

STAAR Alternate 2 assesses students’ knowledge and skills through a collection of evidence (COE). The COE is comprised of multiple performance tasks that are administered throughout the school year.

These performance tasks are designed to be authentic and meaningful, reflecting the student’s daily instruction and activities. The tasks are scored based on a rubric that evaluates the student’s level of independence, accuracy, and generalization of skills.

TEA provides specific guidelines and resources for developing and scoring STAAR Alternate 2 performance tasks. These resources are essential for ensuring that the assessment is administered fairly and consistently across the state.

The Importance of Appropriate Assessment

STAAR Alternate 2 is a critical component of the Texas assessment system. It provides a meaningful way to measure the academic progress of students with significant cognitive disabilities and to ensure that they are held to high expectations.

By providing an alternative assessment option, STAAR Alternate 2 promotes equity and inclusion in education and empowers these students to demonstrate their full potential. It is a testament to Texas’ commitment to serving all learners, regardless of their abilities or challenges.

It’s crucial that ARD committees engage in a diligent and comprehensive evaluation process when considering STAAR Alternate 2. This ensures that eligible students have the opportunity to showcase their abilities in a way that aligns with their unique learning styles and needs.

Okay, that’s a wrap on TEA STAAR accommodations for 2024! Hopefully, this guide has helped clear up any confusion and given you a solid understanding of the supports available to help your students shine on test day. Remember to work closely with your child’s school to ensure they receive the appropriate TEA STAAR accommodations, and here’s wishing everyone a successful STAAR season!