If so, it’s important that they familiarize themselves with the online testing environment and embedded tools. One great way to do this is to use the STAAR Online Features & Supports Checklist while completing the STAAR online tutorials and practice tests.
STAAR Online Features & Supports Checklist
It’s important to explicitly teach students how to use the features and supports available as part of the STAAR online assessment. This checklist breaks down the general navigation tools, accessibility features, and designated supports so you can target your students’ practice time and track their progress toward proficiency. The checklist can also be used to keep track of student preferences, such as the speed of the text-to-speech and color background. In addition to helping students, the checklist is a great tool for parents to learn about the STAAR online assessment. Parents can download the STAAR Online Testing Platform to their home computer and practice with their child.
STAAR Online Tutorials
The tutorials are the first step for students to learn about the online testing environment. The tutorials show students how to navigate through the test, respond to the different question types, and access the available tools. In addition, short videos illustrate how to use the various features and tools. Tutorials are available for various grades/subjects and courses.
STAAR Online Practice Tests
The practice tests are the second step for students to learn about the online testing environment. The practice tests are released STAAR test forms that have been previously administered. These tests provide students with an opportunity to interact with the test interface, respond to questions, and locate and use available tools. Practice tests are available for various grades/subjects and courses.
The STAAR Online Testing Platform operates through a secure browser that must be installed on a desktop or tablet in order to access the tutorials and practice tests. Links to the secure browsers are available at https://www.texasassessment.com/technology/.
The Educator Guide to Accessibility within the STAAR Program provides information about the features and supports that make the STAAR accessible to all students. The guide also includes specific examples of the online features and supports offered on STAAR online.
For more information contact Gretchen Kehrberg, firstname.lastname@example.org.
Take your learning to the next level with these full-day sessions for Beat the Heat Day 1, June 21st!
Setting Up Classrooms for Students with Autism Like a Ninja – Christine Reeve, Ph.D., BCBA-D
Teaching Grade Level Standards Across the Curriculum – Cindy R. Miller, MS
Building Sustainable Adult Schedules: The Life Plan with a Focus on Diversity – Dr. Vickie Mitchell
Strategy to See: Strategies for Students with Cerebral/Cortical Visual Impairment – Diane Sheline, TVI
Managing Challenging Behaviors – Joanna Ryan, MEd, BCBA
Incorporating Core Vocabulary to Promote Academic Progress: Getting to the Core of Core Vocabulary – Shannon Paige, MA, CCC-SLP
PE and Motor Activities for Students with Severe Disabilities – Randy Foederer, CAPE & Vicki Mason-Foederer, CAPE
Read about their informative sessions.
Summer is coming! Temperatures are rising! Registration is filling up!
Join us for cool, summer learning!
Beat the Heat 2017—Register now!
Beat the Heat 2017
Workshop #SU1734208 – June 21 & 22, 2018
ESC Region 13
Register now for this exceptional learning opportunity designed for educators, parents, and others who work with children ages 3-21 with significant disabilities.
Wednesday ♦ June 21, 2017 ♦ 9 am – 4 pm
Full day, in-depth workshops on topics including: challenging behavior, communication/AAC, individualized instruction, transition and more!
Thursday ♦ June 22, 2017 ♦ 9 am – 4 pm
Here’s why you should attend!
- Attend one of the largest conferences in the state focusing on students with significant disabilities
- Learn first-hand from experts in the field
- Improve outcomes for your students by learning new strategies and tools from other classroom professionals
- Network with your colleagues
- Lunch provided each day
Beat the heat! Spend these summer days with cool people and sizzling hot ideas!
Bonus for ESC Region 13 Parents and Paraeducators!
Receive a discount code to attend Beat the Heat for $10 by contacting Maria Daniel (email@example.com).
We are delighted to announce our keynote speakers for Beat the Heat 2016.
Thursday, June 30
Dr. Kristin Neff – The Science of Self-Compassion
Be good to yourself! Dr. Kristin Neff will discuss self-compassion. Learn practical strategies for maintaining emotional well-being in a stressful work environment. Find out more about Dr. Neff on her Self-Compassion website.
Friday, July 1
Jesse Trocino – My Life on the Range
Jesse will describe the path he took to achieve his dream of becoming a cowboy. He comes to us from Project SPEAK, a training program for people with developmental disabilities who want to become public speakers.
Sarah Barnes – Meredith & Me
Sarah will speak on the joys, frustrations and sorrows of raising a daughter with intellectual disabilities. For the Austin American Statesman, she writes a column titled “A Different Road” about raising Meredith. Read more about Sarah and Meredith on her website.
Bet you can’t wait to register! Stay tuned, we’re almost there.
Have you discovered the website understood.org yet? This website is designed for parents of a child with learning and attention issues. The website has great resources for anyone wanting to know more about learning disabilities and attention deficit and hyperactivity disorder. For example, it can take you through simulations of these different disabilities, helping parents and other adults understand more about the child’s disability. It offers information to help with school work and tips for how to have a great IEP meeting. It offers suggestions for assistive technology and how to empower children to better understand their own disability. We really enjoyed the personal video interviews of students with disabilities and the families who support these children.
We think you will find this website useful and we hope you will share it with the families in your school.
In Mathematics Instruction For Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers (2008) put out by the Center on Instruction, recommendation #4 states, “Teach students to visually represent the information in the math problem.” Research shows that students with learning disabilities benefit from using visuals that correlate to specific problem types.
This recommendation is the reason we’re suggesting a free website and app for just such visuals. Thinking Blocks provides students with a virtual tool to create strip or tape diagrams to represent a word problem. This is great modeling of the math to help students visually understand what the problem is asking.
If you are looking to learn more about helping students with math word problems and the use of visuals in math word problems, attend our Explicit Instruction for Math Word Problems workshop. For more details on the workshop go to ecampus.esc13.net and search for the workshop by name or by #SU1532437. Hurry, spaces are limited.
Accessibility Options for High Stakes Testing
AbleNet University FREE Professional Development
Wednesday, December 3
School districts across the country use a computer-based platform, such as Pearson’s TestNav, to deliver high stakes tests to students, including those with disabilities. Find out which technologies (keyboards, mice, switch interface devices, etc.) have been tested and found to be compatible to successfully interact with the latest version of this test, as well as discuss the latest built-in technology available to students with these accommodations.
• Time: 1:00 PM to 1:45 PM CST
• Presenter: Cindy Richardson, M. Ed.
Limited space available. Register Today!
Should you miss the live webinar, AbleNet will post the recorded version on their website within several days.
Region 13 is fortunate to have Caroline Musselwhite, Ed.D, CCC/SLP with us for 2 days of professional development! Dr. Caroline Musselwhite is a specialist with more than 30 years of experience working with children and adolescents with severe disabilities, in a variety of settings, including Head Start, developmental day programs, and the public schools. Additionally, she has taught courses at several universities, including West Virginia University, and Western Carolina University, and has authored a number of textbooks on the topic of literacy and communication for children with significant cognitive disabilities. If you are a special educator or therapist who:
- works with students at an emergent or early conventional developmental literacy level
- has access to an ipad
- needs ideas for best practices in literacy instruction for students with significant disabilities
…you will not want to miss this opportunity on November 12 & 13, 2014
! See flyer
for additonal details. Seating is limited.
Need current information on Assistive Technology? Here are resources to get your year off to a great start!
Learning Ally is sponsoring a free webinar entitled on Wednesday, September 24 @ 11:30 am entitled “Assistive Technology for Reading Accommodations:From Low Tech to High–Tech”
Check out details and register at:
Additional FREE AT training opportunities for 2014-15
What’s happening out there? I’ve recently received a lot of questions from all over about how to document AT in the IEP. I wondered about why I was getting this question so frequently this year but hadn’t in previous years? Well, after a little digging, it looks like some of the ARD/IEP software programs districts are using have updated their pages regarding AT consideration and need. What’s nice is that they’re using IDEA language related to AT thereby increasing our chances for compliance and clarity. What’s confusing is that this is different than we’ve been used to. Fortunately, the gurus at QIAT have developed a guidance document on this issue of documenting AT in the IEP to meet IDEA mandates.
Do I think we need to document exactly as the QIAT examples indicate? No. But, I do think that this does a nice job of differentiating the types and purposes of AT available. How is your district documenting AT? As we move towards the discontinuation of STAAR M in 2014-15 the appropriate selection and implementation of accommodations/AT will be ever the more important as more students will need supports. Having good documentation about what, when and how supports will be provided will be critical.