This online training is based on information from the STAAR Alternate 2 Test Administrator Manual and the STAAR Alternate 2 Educator Guide. The focus of this training is on administration of the test, creating accommodations during the preview window, and student responses. This is intended to be a supplemental training in addition to district provided security and confidentiality training. All manuals should be read thoroughly prior to the preview window.
STAAR Alternate 2 Instructional GuidesThe following link will provide direct access to the Instructional Guides for STAAR Alternate 2. These guides were developed to assist teachers in planning for instruction that is aligned with TEKS through Essence Statements and prerequisite skills. Currently, the Math Instructional Guides are available and the remaining guides are in the final approval process before publishing.
Academic Instruction in the Self-Contained Classroom for Students with Low-Incidence Disabilities PPCD-12+
Looking for video examples of *academic instruction in the following content areas at all grade levels:
*Academic instruction includes the use of lessons designed using content from grade-level TEKs and differentiated per student by pre-requisite skills. Materials used are age/grade respectful. Instructional practices include embedded functional skills that are linked to IEP’s and follow the gradual release teaching model adapted to student needs. Large group, small group and individual instruction settings are needed. Any additional settings such as peer-tutoring or inclusive settings are encouraged. Examples of data collection or grading are welcome.
- Reading and Writing
- Social Studies
NOTICE: LOW INCIDENCE DISABILITIES COLLABORATIVEWho:The Low Incidence Collaborative is a group comprised of innovative, forward-thinking special education directors, campus administrators, teachers, paraprofessionals and related service professionals who work with Students with Low Incidence Disabilities, and Medically Fragile ages 3-22 in Region 11.
The Low Incidence Disability Collaborative will meet at least three times per year in the Fall, Winter and Spring to share current practices and knowledge and to brainstorm regional training needs for teachers of students with significant cognitive disabilities that are being instructed in grade level TEKs through alternate pre-requisite skills in self-contained, partial inclusion and full-inclusion settings.NOTICE: SHOWCASE CLASSROOMS
Currently a list of showcase self-contained classrooms for students with Low Incidence Disabilities is being compiled as a resource for Directors, Campus Administrators and teachers who are looking for examples of innovative, instructional practices being used to teach grade-level TEKS through pre-requisite skills in grades PPCD – 12+. These classrooms have an academic focus at the enrolled grade-levels of students with embedded functional life skills within the lessons. Gradual Release instructional cycle occurs routinely within group lessons and independent practice and involve pre-testing, checking for understanding and post-testing to provide grades as evidence of academic progress in all content area lessons. Progress monitoring data collection for IEP goals and objectives is also practiced throughout the day.
Contact Caroll Brant, LID Consultant at firstname.lastname@example.org if you have classrooms that are exemplary examples of this description and the campus administrator approves of teachers visiting and observing in these classrooms, or if you would like to have showcase classrooms in your district, but need some support in building teacher skills in gap areas to meet the description.
Assessment and Instructional Materials Matrix
Updated in 2016, this matrix provides information about assessments for all ages of students with Low Incidence
Disabilities that can provide data for developing PLAAFP statements and IEP Goals and Objectives. These can be shared with diagnosticians and teachers.
Texas Essential Knowledge and Skills (TEKS) is the curriculum for all students, including students with Low Incidence Disabilities (LID). Students with LID access grade-level TEKS through alternate standards called Essence Statements and developmental pre-requisite skills. Due to the extensive supports students require to access, participate and show progress in TEKS, typical curriculum tools such as textbooks and worksheets do not provide meaningful and authentic learning opportunities for these students. There are curriculum tools that are designed and tested for students with LID that are aligned to grade level TEKS.