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1 2010-2011 Accommodations Manual Guidelines for Selecting, Administering, and Evaluating the Use of Accommodations for All Students Slide 2 2 Accommodations Manual Purpose: provide guidance Ensure students are given access to needed accommodations Expecting student to achieve grade-level academic content standards through access to the general curriculum Applicable to all students All teachers are provided accommodation training Accommodations Manual p. 2 Slide 3 Accommodations Manual p. 3 Key Changes to the Accommodations Manual Numbers 4 and 6 Slide 4 Accommodations Manual p. 3 4 An icon directs readers to additional materials at http://www.tea.state.tx.us/student.assessm ent/resources/accommodations http://www.tea.state.tx.us/student.assessm ent/resources/accommodations Information about transcribing certain types of student responses has been moved to the District and Campus Coordinator Manual Included is a new section titled Accommodations for TAKS-Alt Included is information about unschooled ELL asylees and refugees The list of supplemental aids has been clarified Blank Graphic Organizers is clarified. Slide 5 Updates 5 Slide 6 Accommodations Manual pp. 5-11 6 Federal (NCLB, IDEA, 504) and State (TEC, TAC) legislative requirements Students to be assessed in designated grades and subjects Students to be provided reasonable accommodations on assessments AHA!HUH? !? Slide 7 The Law and Specific Student Populations Students Receiving Special Education Services General Education Students including those Served through Section 504 English Language Learners English Language Learners Served by Special Education 7 Slide 8 8 Accommodations for Assessments Changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing. Although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment Accommodations Manual pp. 13-14 Slide 9 9 Accommodations for Assessments Accommodations in the manual, other than LAT accommodations are categorized in four ways: Presentation Response Setting Timing and Scheduling Accommodations Manual p. 13 Slide 10 Accommodations for Assessments Provided on an individual basis, taking into consideration the individual needs of each student Questions are included to guide in the selection of appropriate accommodations for students who need them. Should be routinely used in classroom instruction and testing 10 Accommodations Manual p. 14 Slide 11 11 Accommodations for Assessments Documenting Accommodations on Required Student Paperwork Recording Accommodations on the Scorable Document for State Assessments Accommodations Manual pp. 16-17 Slide 12 12 Selecting Accommodations for Assessment of Individual Students Slide 13 Gather and review information about students needs and present level of achievement in relation to Grade-level TEKS, or Linguistic needs Be familiar with accommodation policy for each state-required assessment Involve students in accommodation selection 13 Slide 14 Documenting Accommodation Use Testing Accommodations IEP for students receiving special education services IAP for students receiving services through section 504 Local policies for general education students Permanent record file for ELLs Linguistic Accommodations for LAT Permanent record file for ELLs not receiving special education services documented by the LPAC IEP and permanent record file for ELLs receiving special education services 14 Accommodations Manual pp. 16-17 Slide 15 Documenting Accommodation Use ELLs receiving special education services, the ARD and the LPAC should work together to determine how best to address each students linguistic and special education needs during instruction and assessment When an accommodation requires the submission and approval of an Accommodation Request Form, documentation should specify that the accommodation may only be used on state assessment pending approval from TEA 15 Accommodations Manual pp. 68-69 Slide 16 Accommodations by Category Accommodations Manual pp. 18-28 Slide 17 Selecting Accommodations Presentation Accommodations Response Accommodations Setting Accommodations Timing and Scheduling Accommodations Italicized text denotes that an Accommodation Request Form is required. 17 Accommodations Manual pp. 18-28 AHA!HUH? !? Slide 18 Additional Information on TELPAS Testing Accommodations Accommodations Manual p. 29 Slide 19 Accommodations for TAKS-ALT Accommodations Manual p. 30-49 Slide 20 20 Linguistic Accommodations for English Language Learners Accommodations Manual pp. 50-59 Slide 21 21 Special Provisions for Unschooled ELL Asylees and Refugees Accommodations Manual p. 58-59 Slide 22 22 Linguistically Accommodated Testing (LAT) LAT procedures have been implemented in response to federal assessment and accountability requirements for eligible immigrant ELLs granted a LEP exemption from testing under Texas policy. Spanish-version assessments are available in grades 3-5 for LAT administrations of TAKS, and TAKS(Accommodated). At the time of assessment, only LEP-exempt ELLs are eligible for the linguistically accommodated testing (LAT) process Accommodations Manual pp. 50-59 Slide 23 23 Allowable LAT Accommodations for Math and Science Indirect Linguistic Support Direct Linguistic Support Clarification / Translation of Test Directions Breaks at Request of Student Linguistic Simplification Oral Translation Reading (Decoding)Assistance Bilingual Dictionary Bilingual Glossary English and Spanish Test Side by Side (grades 35 only)* *Not available for LAT administrations of TAKSM Slide 24 24 Allowable LAT Accommodations for Reading/ELA Indirect Linguistic Support Direct Linguistic Support Clarification / Translation of Test Directions Breaks at Request of Student Testing Over 2 Days Bilingual Dictionary English Dictionary Reading Aloud Word or Phrase Reading Aloud Entire Test Item Oral Translation Word or Phrase Clarification Word or Phrase There are exceptions for LAT administrations of the WRITING sections of grade 10 ELA, as explained in the manual. (p.57) Slide 25 25 LAT In addition to linguistic accommodations, a student taking LAT may be eligible to receive accommodations related to special needs Available special needs accommodations depend on which test the student is takingLAT administration of TAKS, TAKS (Accommodated), or TAKS-M Slide 26 26 LAT The format accommodations provided on the TAKS(Accommodated) form are also used on the LAT versions of TAKS. However, TAKS(Accommodated) and the LAT version of TAKS must not be interchanged. The regular TAKS-M test booklets are used for LAT administrations of TAKS-M with the exception of grade 10 ELA. Slide 27 Accommodation Request Process Accommodation Request Process Flowchart Determine Whether the Request is Necessary Complete the Accommodation Request Form What is Objective Evidence Ineffective and Effective Objective Evidence Using the Online Accommodation Request Form 27 Accommodations Manual pp. 60-69 Slide 28 Providing Accommodations During Instruction and Assessment Planning for Test Day Ensuring Test Security Evaluating and Improving the Use of Accommodations 28 Accommodations Manual pp. 70-73 Slide 29 Appendices Appendix Dyslexia Bundled Accommodations/Oral/Signed Administrations (pp.74-77) Appendix B: General Instructions for Administering Braille and Lange-Print Tests (pp.79-84) Appendix C: General Instructions for Students Who are Deaf or Hard of Hearing(pp.85-89) Appendix D: Guidelines for Using Supplemental Aids on State Assessments (pp. 90-98) 29 Slide 30 Teacher Tools http://www.tea.state.tx.us/index3.aspx? id=3696&menu_id=793#training 30 Slide 31 A Brief Word on Appendix A Supplemental Aids Slide 32 A Tale of Two Schools Slide 33 Teachers at the first school asked What can we do to increase students remembering the academic content? Slide 34 The teachers looked at an accommodation described as a permanent product/supplemental aid. The teachers asked How can we use these to increase students remembering? Slide 35 The teachers worked with the students to create an interactive journal, an instructional legacy. What is a legacy? the students asked. Slide 36 As the teachers taught for understanding, they used a visual, a permanent product which helped students remember the concept, process, or skill that they were teaching. Concepts such as proportionality: Processes such as the water cycle. Skills such as finding volume. V = l x w x h Slide 37 The students drew the parts of the visual, the permanent product as they engaged in the lesson which was based on how we naturally learn. l w h X X Slide 38 The teachers started talking about the upcoming mathematics in the curriculum and working together to create visuals/permanent products which would help students understand and remember the mathematics concepts, processes, and skills. The visuals were drawn in the journal. V = l x w x h Slide 39 The teachers were careful to introduce the visuals while students learned the concept, process, or skill rigorously and with relevance Slide 40 Some of the visuals, the permanent products, looked like this Main Idea Supporting Details Supporting Details Supporting Details Slide 41 Others looked like this + + + Multiply or Divide Integers Slide 42 Still others looked like this Operations on Exponents PEMDAS Slide 43 The students and teachers continued to create and share until the journals were full and they were still thinking of more Slide 44 and more r r Since Circumference of a Circle = d The Area of a Circle (when deconstructed) = of the circumference times the radius or A = ( 2 r) (r) or r 2 Slide 45 Teachers asked the students to explain why this is true - + - Adding and Subtracting Integers Slide 46 They used Spinning Proportions 13 26 46 Copy and rotate. Which equivalencies are true? 24 36 Slide 47 Spinning Proportions 13 26 47 By removing the numbers, the permanent product becomes a supplemental aid. Slide 48 $40 $8 2 items 10 items $40 $4 1111111111 10 items Strip Diagram Models Adapted from MSTAR, 2010 Slide 49 Slide 50 Why might this visual help students remember this vocabulary/these concepts? ss Apostrophes Show Possession Slide 51 Why might this visual help students remember this vocabulary/these concepts? Slide 52 slope y-intercept b m Slide 53 Supporting memory deficits Songs used as mnemonic devices Slide 54 Everyone shared their creations. Slide 55 SHARE WITH YOUR TABLE PARTNERS Think of visuals/permanent products that you have used with your students. Slide 56 All students were allowed to use the journals whenever they needed to remember the math concepts, processes, and skills Slide 57 As time went on, some students no longer needed to refer to the journal to remember the concepts, processes, and skills. Others still needed to check back though Slide 58 But over time even these students didnt need all of the information. Instead of needing to see this + + + Slide 59 Information on the visual was faded to this Slide 60 That year, the first school moved from Academically Acceptable to within 6 students of Exemplary. Lives were changed. Teachers and students held their heads high Slide 61 The second school still believed the students arent trying hard enough. Slide 62 A Tale of Two Schools What should we take away from this story? Slide 63 A Brief Word on Accountability Slide 64 64 Slide 65 2010-2011 Accountability ratings will be kept for two years: 2010-2011 2011-2012 65 Slide 66 66 Region 4 ESC Contacts TAKS, TAKS (Accommodated) Sherri McCord Helen Griffin TAKS-M Angela Standridge TAKS-Alt Susan Parker LEP Ana Llamo Sonja Hollan www.theansweris4.net www.theansweris4.net 713.462.7708 Slide 67 67 Content-Specific Questions Reading, Writing, ELA Felisha Branford Mathematics Jane Georges Science/Social Studies Debbie Behling Region 4 ESC Contacts www.theansweris4.net www.theansweris4.net 713.462.7708 Slide 68 2008 Standards AEISAYP State Assessment Indicators Tests TAKS TAKS-Accommodated TAKS TAKS-Accommodated TAKS-M TAKS-Alt TAKS LAT Subjects (Grade Levels) Reading/ELA (3-11) Math (3-11) Writing (4 and 7) Social Studies (8, 10 and 11) Science (5, 8, 10 and 11) Reading/ELA (3-8 and 10) Math (3-8 and 10) Performance Standards Acad Accept RecogExempMake AYP Reading/ELA 70%75%90% Performance = 60% Participation = 95% Math 50%75%90% Performance = 50% Participation = 95% Writing 65%75%90% Science 45%75%90% Social Studies 65%75%90% Slide 69 2008 Standards AEISAYP Other Indicators Acad Accept RecogExemp Annual Dropout Rate (Gr. 7-8) 2.0% Completion Rate (4-year cohort) Students who graduate in 4 years or are enrolled in fall after 4 th year 75.0%85.0%95.0% Graduation Rate (4-year cohort) Students who graduate in 4 years 70.0% or any improvement Attendance Rate 90.0% or any improvement Slide 70 2009 Standards AEISAYP State Assessment Indicators Tests TAKS TAKS-Accommodated (Group 1) TAKS TAKS-Accommodated TAKS-M TAKS-Alt TAKS LAT Subjects (Grade Levels) Reading/ELA (3-11) Math (3-11) Writing (4 and 7) Social Studies (8, 10 and 11) Science (5, 8, 10 and 11) Reading/ELA (3-8 and 10) Math (3-8 and 10) Performance Standards Acad Accept RecogExempMake AYP Reading/ELA 70%75%90% Performance = 67% Participation = 95% Math 55%75%90% Performance = 58% Participation = 95% Writing 79%75%90% Science 50%75%90% Social Studies 70%75%90% Slide 71 2009 Standards AEISAYP Other Indicators Acad Accept RecogExemp Annual Dropout Rate (Gr. 7-8) 2.0% Completion Rate (4-year cohort) Students who graduate in 4 years or are enrolled in fall after 4 th year 75.0%85.0%95.0% Graduation Rate (4-year cohort) Students who graduate in 4 years 70.0% or any improvement Attendance Rate 90.0% or any improvement Slide 72 72 Administering Assessments with Accommodations During Instruction During Assessment Planning for Test Day Administering Assessments with Accommodations Accommodations Manual pp. 40-41