5. Same:
• Assessed curriculum and item types
• STAAR blueprints for building tests
• Achievement standard alignment
• Focus on readiness for next grade level or course with goal of
postsecondary readiness
Differences have to do with language accessibility:
• STAAR Spanish uses native language to help students
understand test
• STAAR L provides English-language accommodations to help
students understand test
6. STAAR SPANISH – GRADES 3 – 5 ONLY
STAAR Spanish, in addition to being appropriate for ELLs in bilingual
programs who are receiving most of their academic instruction in
Spanish, may sometimes be appropriate for a student in an ESL
program.
Examples:
• a Spanish speaker who has recently moved to the U.S. (= this school
year)
• an ELL who recently moved from a campus with a Spanish bilingual
education program to a campus with only an ESL program (= within a
month or so, transferring at the beginning of the year does not count if
the student receives everything in English in the current class).
• a student in an ESL program who receives substantial academic
support in Spanish (= teacher uses Spanish to explain every
thing, not just translation).
7. STAAR – L
•
STAAR L is for students who require moderate to substantial linguistic
accommodation to understand the English used on STAAR
mathematics, science, and social studies assessments
•
STAAR L is for students for whom clarification of word meaning in English
and/or reading words aloud (in addition to potentially using a bilingual
dictionary and having extra time) is important to their ability to understand
challenging material written in English
•
STAAR L is not for ELLs for whom a bilingual dictionary and/or extra time
suffice. STAAR allows these linguistic accommodations.
•
For EOC, eligibility for STAAR L can be carried over from spring to the July
and December administrations
8. STAAR MODIFIED AND STAAR - ALT
• ELLs receiving special education services may be
administered these assessments if they meet the specific
participation requirements for these assessment programs
• Few students receiving special education are eligible for these
assessments; the number of eligible ELLs will be very small
• ARD committee and LPAC determines whether students meet
the participation requirements based on students
disability, not second language acquisition.
10. LINGUISTIC ACCOMMODATIONS IN
INSTRUCTION
• Are required by ELPS
• Support learning of both subject
matter and English
• Are to be made by all teachers of
ELLs
• Are monitored and adjusted by
teachers as students learn more
English
11. Important: Not all linguistic accommodations are allowed in state
assessments
12. • LPAC is responsible for obtaining teacher input and making
assessment and linguistic accommodation decisions for ELLs
• For ELLs served by special education, the ARD committee
and LPAC work in conjunction to make these decisions
Linguistic accommodation and assessment decisions are not
“automatic;” they are made on an individual student basis
considering
student’s particular needs for second language
acquisition support
whether student is routinely provided the
accommodation in instruction and testing as providing
unfamiliar accommodations may hinder rather than
help student
16. Allowable for STAAR
Reading grade 6-8
Writing grade 7
English I, II, and III reading and writing assessments (not a
linguistic accommodation)
Allowable for STAAR L as Linguistic accommodation
math, science, social studies (all grades)
grades 3–5 reading
grade 4 writing
Used to translate words (and sometimes common phrases) from
one language to another.
Bilingual dictionaries that include pictures are fine as long as
they do not illustrate content terminology or concepts
17. Allowable for STAAR
- reading and writing only; not other STAAR subjects; not STAAR L
Linguistic accommodation for STAAR
- Reading and writing below grade 6
Reminder: Allowed for grade 6 and up reading and writing as part of
STAAR dictionary policy (and not considered a linguistic
accommodation)
Unlike bilingual dictionaries, English dictionaries contain definitions of
English words.
ESL dictionaries define words using simpler English
Some dictionaries (e.g., children’s dictionaries, ESL dictionaries) include
some pictures
18. Non-English Monolingual Dictionary
• Allowable for STAAR reading and writing only
• Linguistic accommodation in grade 3 and up
• Single-language standard (definition) dictionary in a language
other than English
(e.g., dictionary of Spanish language; dictionary of Vietnamese
language)
• Would likely need to be used in combination with other
dictionaries;
this requires skill and experience
19. PICTURE DICTIONARY
Picture Dictionary
• Allowable for STAAR reading and writing only
• Linguistic accommodation in grade 3 and up
• Conveys word meaning through drawings or photos; includes
only words that can be pictured
• May be monolingual, bilingual, or multilingual (may show
picture plus word in one language or more than one
language)
• Contains small body of words; has limited usefulness as
stand-alone linguistic accommodation
20. Within four categories of allowable dictionaries, keep in mind the following
guidelines:
• Paper and electronic dictionary formats (including hand-held electronic
devices) are permitted
• Electronic devices that translate beyond the level of words and set
phrases are not considered bilingual dictionaries and are not permitted
• Stand-alone thesauruses and any allowable dictionary that contains a
thesaurus section are permitted
• Only dictionaries by reputable dictionary publishing companies should
be used (no dictionaries produced by school districts, service
centers, etc.)
• A state list of approved dictionaries will not be issued
21. ALLOWABLE AND NONALLOWABLE FORMATS
Subject-specific/topic-specific dictionaries (e.g., science
dictionaries, academic language dictionaries, etc.) are
not permitted
Bilingual dictionaries must be word/phrase translation
dictionaries only; must not define words or illustrate
or explain content terminology or concepts
Bilingual, ESL, and standard monolingual dictionaries
that contain occasional pictures are acceptable as
long as the pictures do not illustrate content
terminology or concepts
22. • Allowable for STAAR (any subject or course) and
STAAR L
• Enables ELL to have extra time within regularly
scheduled school day to complete assessment
• Does not mean ELL must take all day; means student
may have additional time needed within school day
• Not automatically allowed for all ELLs
• See eligibility criteria next slide
23. Routine use in specified contexts: ELL must need and routinely be
provided extra time when completing assignments and
assessments that require substantial comprehension or use a
substantial amount of English
Second language acquisition needs: Needs must relate to second
language acquisition factors, that is, the time the ELL needs to
read meaningfully in English (or write a response, as applicable
to subject assessed) as a function of learning the English
language
Nonfactors: Factors that are not ELL-specific must not be
considered, such as test anxiety, use of test strategies, or other
reasons not related to second language acquisition
24. CLARIFICATION IN ENGLISH OF WORDS
MEANING IN WRITING PROMPTS
•
Allowable for STAAR writing (grades 4 and 7 , English I, and
English II)
•
Enables students ask the test administrator to clarify word meaning
on the writing prompts.
•
Clarification may be provided on a per request basis only.
•
Clarification may be in the form of simpler English, pictures, and/or
gestures.
•
Test administrator may provide clarification of words and phrases,
with the exception of the English II analytical writing prompt.
•
Before providing clarification, test administrator should ask whether
the student has attempted to look up the words in the dictionary
25. CLARIFICATION IN ENGLISH OF WORD MEANING IN SHORT
ANSWER READING QUESTIONS
•
Allowed for STAAR English I, English II and English III reading
•
Clarification is not permitted for :
• language arts terms,
• Words/phrases that are part of the selection title,
• Words/phrases that are quoted from the selection.
•
The test administrator may provide clarification on a per request basis only.
•
To clarify meaning, the test administrator may use simpler
English, pictures, and/or gestures. The test administrator must not reinforce
or emphasize any part of the information or assist in any way with the
planning, organizing, or writing of the response.
•
Before providing clarification, the test administrator should ask whether the
student has attempted to look up the words in the dictionary.
26. STAAR L – MATH, SCIENCE, SOCIAL STUDIES
ACCOMMODATIONS
•
Clarification in English of word meaning
•
Enables students to receive computer-provided
clarification assistance by clicking on eligible
words and phrases in the test questions.
•
Reading aloud of texts
•
Enables students to click on the words to hear
them read aloud by the computer. Students will
need headphones for this.
27. SPECIAL ENGLISH I EOC PROVISIONS TAC §101.1007
For ELLs who ―
• have been enrolled in U.S. schools 3 school years or less (5 or less if
qualifying unschooled asylee/refugee) and
• have not yet attained TELPAS advanced high reading rating
Why these provisions? In English I /ESOL I courses, these students may
require substantial instructional scaffolding and linguistic adaptation not feasible
on standardized language arts assessments
When enrolled in English I /ESOL I course, eligible ELL shall not be
required to —
• retake assessment each time it is administered if student passes
course but does not achieve minimum score; or
Note:
•Students are not exempt from test while in the course
•Provisions do not apply to English II
28. ELLS WITH PARENTAL DENIALS
TAC §101.1005 (F)
• An ELL whose parent or guardian has declined
bilingual/ESL services required by state law is not
eligible for special ELL
assessment, accommodation, or accountability
provisions
• No testing in Spanish
• No linguistic accommodations during testing
• No English I special provision
• No unschooled asylee/refugee provisions
