Accommodations Manual

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2010-2011 Accommodations ManualGuidelines for Selecting,

Administering, and Evaluating the Use of

Accommodations for All Students

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AccommodationsManual

• 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


Key Changes to the Accommodations Manual

√ Numbers 4 and 6


• An icon directs readers to additional materials at http://www.tea.state.tx.us/student.assessment/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.

http://www.tea.state.tx.us/student.assessment/resources/accommodations

http://www.tea.state.tx.us/student.assessment/resources/accommodations

Updates

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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?

! ?

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

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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

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• Accommodations in the manual, other than LAT accommodations are categorized in four ways:– Presentation– Response– Setting– Timing and Scheduling



• 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

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• Documenting Accommodations on Required Student Paperwork

• Recording Accommodations on the Scorable Document for State Assessments


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Selecting Accommodations for Assessment of

Individual Students

Selecting Accommodations for Assessment of Individual Students

• Gather and review information about student’s 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

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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

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Documenting Accommodation Use

• ELLs receiving special education services, the ARD and the LPAC should work together to determine how best to address each student’s 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

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Accommodations by Category


Selecting Accommodations

• Presentation Accommodations• Response Accommodations• Setting Accommodations• Timing and Scheduling Accommodations

• Italicized text denotes that an Accommodation Request Form is required.

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AHA! HUH?

! ?

Additional Information on TELPAS Testing Accommodations


Accommodations for TAKS-ALT

Accommodations Manual p. 30-49

√

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Linguistic Accommodations for

English Language Learners


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Special Provisions for Unschooled ELL Asylees

and Refugees

Accommodations Manual p. 58-59

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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


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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 3–5 only)*

*Not available for LAT administrations of TAKS–M

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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)

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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 taking—LAT administration of TAKS, TAKS (Accommodated), or TAKS-M

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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.

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

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Providing Accommodations During

Instruction and Assessment

• Planning for Test Day• Ensuring Test Security• Evaluating and Improving the Use of

Accommodations

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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)

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Teacher Tools

http://www.tea.state.tx.us/index3.aspx?id=3696&menu_id=793#training

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A Brief Word on Appendix A

Supplemental Aids

A Tale of Two Schools

Teachers at the first school asked…

…What can we do to increase students remembering the academic content?

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?

The teachers worked with the students to create an interactive journal, an instructional legacy.

“What is a legacy?” the students asked.

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

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.

lw

h

X

X

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 weredrawn in the journal.

V = l x w x h

The teachers were careful to introduce the visuals while students learned the concept, process, or skill rigorously and with relevance…

Some of the visuals, the permanent products, looked like this…

Main Idea

SupportingDetails

SupportingDetails

SupportingDetails

Others looked like this…

+ – –

– + –

– – +

Multiply or Divide

Integers

Still others looked like this…

Operations on ExponentsPEMDAS

The students and teachers continued to create and share until the journals were full and they were still thinking of more…

and more…

rr

Since Circumference of a Circle = Π d

The Area of a Circle (when deconstructed) =½ of the circumference times the radius or

A = ½ (Π 2 r) (r) or Π r2

Teachers asked the students to explain why this is true…

-

+

-

Adding and Subtracting Integers

They used Spinning Proportions…

1 3

2 646

Copy and rotate.Which equivalencies are true?

2 4

3 6

Spinning Proportions

1 3

2 647

By removing the numbers, the permanent product becomes a supplemental aid.

$40

$8 $8 $8 $8 $8

2 items 2 items 2 items 2 items 2 items

10 items

$40

$4 $4 $4 $4 $4 $4 $4 $4 $4 $4

1 1 1 1 1 1 1 1 1 1

10 items

Strip Diagram Models

Adapted from MSTAR, 2010

Why might this visual help students remember this vocabulary/these concepts?

‘s s’

Apostrophes – Show Possession

Why might this visual help students remember this vocabulary/these concepts?

y mx b

slope y-intercept

b

m

Supporting memory deficits…

Songs used as mnemonic devices…

Everyone shared their creations.

SHARE WITH YOUR TABLE PARTNERS

Think of visuals/permanent products that you have used with your students.

All students were allowed to use the journals whenever they needed to remember the math concepts, processes, and skills…

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…

But over time even these students didn’t need all of the information. Instead of needing to see this…

+ – –

– + –

– – +

Information on the visual was faded to this…

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…

The second school…

…still believed the students aren’t trying hard enough.

A Tale of Two Schools

What should we take away from this story?

A Brief Word on Accountability…

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2010-2011

• Accountability ratings will be kept for two years:– 2010-2011– 2011-2012

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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.net713.462.7708

http://www.theansweris4.net/

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• Content-Specific Questions– Reading, Writing, ELA

• Felisha Branford– Mathematics

• Jane Georges– Science/Social Studies

• Debbie Behling

Region 4 ESC Contacts

www.theansweris4.net713.462.7708

http://www.theansweris4.net/

2008 Standards AEIS AYP

State Assessment Indicators

TestsTAKS

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 StandardsAcad

AcceptRecog Exemp Make 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%


Other Indicators

Acad

AcceptRecog Exemp

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 4th 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


State Assessment Indicators

TestsTAKSTAKS-Accommodated (Group 1)

TAKSTAKS-AccommodatedTAKS-MTAKS-AltTAKS 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 StandardsAcad

AcceptRecog Exemp Make 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%


Other Indicators

Acad

AcceptRecog Exemp

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 4th 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

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Administering Assessments with Accommodations

• During Instruction• During Assessment

– Planning for Test Day– Administering Assessments

with Accommodations


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