Accommodations Manual Training

December 2010Presented by: Ms. Santos, Ms. Gomez &

Mr. Hubbard

Created with slides by TEA

As Presented by:David Costello

& Milsimer Perez

Purpose of TrainingTo provide information applicable to ALL students

about the use of accommodations on TAKS, TAKS (Accommodated), and TAKS-M

To provide information about how to request accommodations that are not listed in this manual or that require an Accommodation Request Form

This training should not replace reading the manual.

Key Changes

Key Changes

An icon has been used throughout the manual to direct the reader to additional materials that may assist educators when making accommodation decisions.

“Selecting Accommodations for Assessment” has been revised to clarify the purpose of accommodation use on state assessments.

Procedural information for transcribing that was located under “Other Methods of Response” has been relocated to the District and Campus Coordinator Manual, test administrator manuals, and test administration directions.

Key Changes A new section titled “Accommodations for TAKS-ALT” has been

included in the manual.

The section titled “Linguistic Accommodations for English Language Learners” now includes information about special provisions for unschooled ELL asylees and refugees.

The list of supplemental aids allowed for TAKS (Accommodated) and TAKS-M in Appendix D has been revised.

The accommodation of “Blank Graphic Organizer” that was located in the Accommodations by Category Chart has been moved to Appendix D as an allowable supplemental aid.

Accommodations

What Are Accommodations

Accommodations are changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing.

Accommodationso do not substantially alter the content or performance criteria of

assignments and assessments.o should not replace the teaching of subject-specific knowledge and

skills.o are intended to enable students with special needs, disabilities, or

who are learning English to participate meaningfully in grade-level instruction.

o are not intended to provide a student with an advantage over other students.

What Are Accommodations

Accommodation decisions should be based on the needs of individual students, not an entire group of students.

The use of accommodations should be a routine part of a student’s classroom instruction and testing.

Some accommodations may be appropriate for instructional use, but not appropriate or allowed for use on a state assessment.

Students should be involved in selecting accommodations when appropriate.

Documentation: Required Paperwork

When documenting accommodation use, consider the services a student is receiving.o Special education: all accommodations must be documented in the

student’s IEPo Section 504: all accommodations must be documented in the student’s IAPo Eligible ELLs: in addition to the above requirements, the LPAC must

document assessment accommodations for ELLs and keep in the student’s permanent record file

o Other: districts should document use of accommodations according to local policies (questions regarding local policies should be answered at the district level)

Accommodations that require submission of an Accommodation Request Form should be documented as “pending TEA approval.”

What Does “Routinely Used” Mean?

Accommodations should be routinely used in classroom instruction and testing (pages 13-14).

“Routinely used” does not necessarily mean that the accommodation must be used during every lesson on every day.

A student must be familiar enough with an accommodation that he/she is able to use it effectively on the day of the test. – Do not provide a new or unfamiliar accommodation to a student during a

state assessment.– A student unaccustomed to using a particular accommodation may be

hindered rather than helped by accommodations not routinely used.

Accommodations Request Forms

(ARF)Process

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Step 1

Step 2

Step 3

Step 4

Step 5

MUST consult Accommodations by Category Chart to determine if Accommodation Request Form is necessary

Requests should not be submitted for accommodations that are locally determined

Contact campus or district testing coordinator when questions arise

Follow district policy regarding which staff members may complete Accommodation Request Forms

NEVER include confidential student information (first and last name, social security number, IEP)

One request form for each student needing an accommodation, even if it lists multiple testing programs, multiple accommodations, and/or multiple administrations

Name and/or description of accommodation must be provided

What is effective objective evidence? Explanation of disability and how it relates to accommodation Observational narrative describing how student performs with and

without accommodation Test scores with and without use of accommodation

What is ineffective objective evidence? Vague descriptions that do not clearly indicate student need Information that shows the student is not successful even with an

accommodation Evidence of student success when not using the accommodation

Writing Objective Evidence

• The rationale in the request form

• Effective objective evidence might include, but is not limited to:– explanation of disability and how it relates to accommodation

– observational narrative describing how student performs with and without use of accommodation

– test scores with and without use of accommodation

What is objective evidence?

• Blanket requests• Data that doesn’t support student need

– Student is successful with and without use of accommodation– Student is unsuccessful with and without use of accommodation

• Lack of any specific information regarding student performance with and without use of accommodation– Scores on assignments, tests, etc.– Description of student behavior, performance, etc.

• Vague descriptions or language– “easily frustrated”, “prefers large print”, “struggles with reading”,

“calculator helps tremendously”, etc. • Lack of connection between student’s disability and requested

accommodation

Examples of INEFFECTIVE objective evidence…

Examples of EFFECTIVE objective evidence…

• Data that supports student need– Scores with and without use of accommodation showing that the student is

successful only when using the accommodation

• Specific information regarding student performance with and without use of accommodation– Explanation of what mistakes the student makes on assignments with and

without use of accommodation– Description of the student’s specific “behaviors” with and without use of

accommodation, providing a clear picture of how the student’s disability manifests itself and warrants this accommodation

– Evidence that evaluation of the effectiveness of the accommodation is ongoing and the accommodation should be continued for student success

Examples of EFFECTIVE objective evidence…

• Descriptions of how the accommodation is used in classroom instruction to access grade-level material

• Specialized information depending on requested accommodation– TELPAS reading paper test booklet– Extended Time– Photocopies of test– Large print

• Clear explanation of how the student’s area of need/disability relates to the requested accommodation

Samples of Ineffective & Effective Objective Evidence Supplemental Aids

Ineffective Rationale Effective RationaleThe students are learning disabled in basic reading skills and require the use of the attached science aid to help them guide through the test and stay on task. Students have a history of doing poorly on tests and becomes stressed during science testing without this accommodation

Student qualifies for special education services with an auditory impairment. Hearing loss is mild in her right ear and severe in her left ear. A major component of her instructional is visual emphasis, which is how she learns best. Current full & individual evaluation states that although this student uses a hearing aid to correct her hearing, it should not be assumed that she hears all instruction. Her teachers have found that the use of visual supplemental aids helps the student to be successful. As a result, the student uses the attached supplemental aids during instruction and on assessments.

W/supplement WO/Supplement

Daily 75% & 100% 40%/52%

Benchmark 80% 50%

This rationale is ineffective because accommodation requests should be based on individual student needs and should not be submitted for entire groups of students. There is no connection between the disability and the requested accommodation. The rationale doesn’t provide scores or specific description regarding testing performance of the students with and without the use of supplemental aids.

This rationale is effective because it relates the student’s disability (auditory impairment) to her need for visual supplemental aids. In addition the scores provided show that the student is successful when using the accommodation.

Responsibilities and Duties

Campus Testing CoordinatorSpecial Education

Case ManagerGeneral Education Classroom

Teacher

•Provide timeline for ARF submissions •Monitor and evaluate accommodations during instruction and assessment

•Monitor and evaluate accommodations during instruction and assessment

•Facilitate ARF process with teachers •Fill out REQUEST portion of ARF •Collaborate with Special Education teachers to review data on accommodations

•Collect ARF forms with Objective Evidence (in Microsoft Word format)

•Collaborate with General Education teachers to review data on accommodations

•In collaboration with Special Education teacher, write objective evidence for ARF (Use Microsoft Word to type objective evidence)

•Fill out DISTRICT INFORMATION portion of ARF and REVIEW Objective Evidence.•Sign the REQUEST portion of the ARF

•In collaboration with General Education teacher, write objective evidence for ARF (Use Microsoft Word to type objective evidence)

•Complete ARF forms online and submit to TEA within district timelines

•Submit ARF forms to Campus Testing Coordinator with Objective Evidence and copies of accommodations

Edgewood ISD

Campus Roles and Responsibilities Towards Effective ARFs

Appendix D:Supplemental Aids

This appendix has been revised to more clearly communicate how districts can make determinations locally about supplemental aids.

Supplemental Aids:o Are only for students receiving special education services who take

TAKS (Accommodated) or TAKS-M o Must be documented in the IEP (and permanent record file if student is

also ELL)o Are for students who have a disability that affects memory retrievalo Should be individualized for each student

Supplemental Aids:o Should not replace the teaching of skills designated in the curriculumo Must serve as a tool and not a source of direct answerso Should include content relevant only to the student’s grade level o Should be factual and error-freeo Should be concise and well-organizedo Should be routinely used in classroom instruction and testing if they are

to be used on a state assessmento May be appropriate for instructional use, but may not be appropriate or

allowed for use on a state assessment

Each supplemental aid listed in this appendix has been determined to be a tool and not a source of direct answers and is allowed for TAKS (Accommodated) and TAKS-M. Therefore, an Accommodation Request Form is not required.

Changes in the allowed supplemental aids for: o Mathematics

• Addition charts may be used.• A list of words for the numbers 0-9 and the multiples of 10 up to 100 may be

used.• Pictorial models of real or play money, clocks, base-ten blocks, various types of

counters, and algebra tiles may be used.

o Mathematics, continued• Pictorial models of two and three-dimensional figures may be used and may

be labeled with only words and/or variables that appear on the grade-appropriate mathematics chart (except for the name of a figure and its attributes) provided by TEA. For example, if a pictorial model of a triangle is used, labeling the base and height with the words and the variables b and h would be allowed because they appear on the mathematics chart, but identifying a vertex or a side would not be allowed.

• Blank graphic organizers may be used.• A description of the process needed to solve a problem was removed from

Appendix D and now requires the submission and approval of an Accommodation Request Form.

o Reading/ELA (reading selections)• Definitions of literary terms may no longer be used

• Blank graphic organizers may be used

o Writing/ELA (open-ended reading items, written composition, and revising and editing section)• Blank graphic organizers may be used

o Social Studies• New language regarding blank timelines has been inserted: “labeling cannot be

text or pictures”• Blank graphic organizers may be used

o Science• New language regarding graphics has been inserted: “Graphics may not

contain titles, words, labels, acronyms, numbers, or symbols.” *• Addition charts may be used• Multiplication charts may be used• Blank graphic organizers may be used

*A correction has been made to the 2010-2011 Accommodations Manual , and the word “pictures” has been removed from this language in science.

Samples of Supplemental Aids

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•The following examples of supplemental aids that are marked with the symbol are allowed for use by eligible students on TAKS (Accommodated) and TAKS–M. These supplemental aids do not require TEA review because they are considered a tool and not a source of direct answers.

•However, it is the responsibility of district/campus personnel to ensure that the supplemental aids are:

grade-appropriate, factual, error-free, concise, and well-organized.

•Examples of supplemental aids marked with the symbol are not allowed on state assessments without review, or must be edited to follow the guidelines listed in Appendix D.

Mathematics Supplemental Aids Allowed on TAKS (Accommodated)

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Dictionary (p. 93 #1)A standard English dictionary (or Spanish dictionary if a Spanish test is administered) that is grade- or ability-appropriate may be used. An Accommodation Request Form is not required.

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If the dictionary does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Dictionary (p. 93 #1)Glossaries, including those made by teachers or students, that contain definitions of subject-specific vocabulary are not allowed.

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*An individual definition of a vocabulary word requires an ARF for use on TAKS (Accommodated), or local review for use on TAKS–M.

Glossary

Coefficient – the numerical factor in a termConstants – monomials that are real numbersDependent – a system of equations that has an infinite number of solutionsDomain – the set of all first coordinates from the ordered pairs in a relationOrigin – the point of intersection of the two axes in the coordinate planeMonomial – a number, a variable, or a product of a number and a variableParabola – the general shape of the graph of a quadratic functionPolynomial – a monomial or a sum of monomialsRatio – a comparison of two numbers by divisionReciprocal – the multiplicative inverse of a number

Mnemonic Devices (p. 93 #2)A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms and/or phrases may be used to help a student recall information. An Accommodation Request Form is not required.

PEMDAS

and/or

PPlease EExcuse MMy DDear AAunt SSally

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DMSB

and/or

DDad MMother SSister BBrother

If the mnemonic device does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Mnemonic Devices (p. 93 #2)The subject-specific words that the mnemonic represents are not allowed.

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PParentheses EExponents MMultiplication DDivisionAAddition SSubtraction

DDivideMMultiplySSubtract BBring down

If the mnemonic device contains the subject-specific words that the mnemonic represents , please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

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TRIANGLEvertex

side

Pictorial Models (p. 94 #12)A figure may not be labeled with its name or attributes (e.g., cube, vertex, face).

If the pictorial model is labeled with its name or attributes, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

edge

face

vertex

edges=12vertices=8faces=6

RECTANGULAR PRISM

Pictorial Models (p. 94 #13)Pictorial models and graphics may be used if they do not contain titles, words, labels, acronyms, numbers, or symbols. An Accommodation Request Form is not required.

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If the pictorial model contains any of the restrictions indicated above, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Blank Graphic Organizers (p.94 #14)Blank graphic organizers may be used. This means that the graphic organizer may not contain titles, words, labels, pictures, acronyms, numbers, or symbols. An Accommodation Request Form is not required.

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If the graphic organizer is not blank, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Group 1 Group 21 & 2

Reading/ ELASupplemental Aids Allowed on TAKS (Accommodated)

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Dictionaries (p. 95 #1)A standard English dictionary (or Spanish dictionary if a Spanish test is administered) that is grade- or ability-appropriate may be used.

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If the dictionary does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Dictionaries (p. 95 #1)Glossaries, including those made by teachers or students, that contain subject-specific vocabulary are not allowed.

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*An individual definition of a vocabulary word requires an ARF for use on TAKS (Accommodated), or local review for use on TAKS–M.

Exposition- the introductory material which gives the setting, creates the tone, presents the characters, and presents other facts necessary to understanding the story

Foreshadowing- the use of hints or clues to suggest what will happen later in the story Inciting Force- the event or character that triggers the conflict

Conflict- the essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self)

Rising Action- a series of events that builds from the conflict. It begins with the inciting force and ends with the climax.

Crisis- the conflict reaches a turning point. At this point the opposing forces in the story meet and the conflict becomes most intense. The crisis occurs before or at the same time as the climax.

Climax- the climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted.

Falling Action- the events after the climax which close the story.

Resolution (Denouement)- rounds out and concludes the action.

R-ReadU-Underline & highlightB-Break down questionI-Identify conceptsE-EliminateS-Select

Mnemonic Devices (p. 95 #2)A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms, phrases, words, pictures, or a combination of these may be used to help a student recall information.

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If the mnemonic device does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Five Strategies for Effective Reading

 Predict—Make a guess about what

will happen next.Clarify—Make sure you understand

the text. This text was about…Connect—This text makes me think

of…Visualize—As I read I can see…Question—What does the author

mean by__________?

Checklists (p. 95 #3) Checklists that contain general information may be used to remind a student of how a careful reader interacts with text. An Accommodation Request Form is not required. Checklists that are too detailed are not appropriate for use on a state assessment.

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If the checklist is detailed, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Summary questions (Only do the following if the passage contains a summary question)

Step one: Divide the total number of paragraphs by 3

Example: 22 paragraphs divided by three is 7 – you have one left over so put it in the middle

Step two: Since your number is 7, you’ll bracket paragraphs 1-7 as B (for beginning), paragraphs 8-15 as M (for middle – remember the extra is going in the middle), and bracket 16-22 as E (for end).

Step three: …etc.

47Graphic Organizers (p. 95 #4) Blank graphic organizers and graphic organizers that include labels related to literary elements may be used to help students analyze selections.

DRAFTTexas Education Agency Student Assessment Division 2010

If the blank graphic organizer does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Writing/ELASupplemental Aids Allowed on TAKS (Accommodated)

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Mnemonic Devices (p. 96 #1)A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms, phrases, words, pictures, or a combination of these may be used to help a student recall information.

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D—Decide on goals and themeE—Estimate main ideas and detailsF—Figure best order of main ideas and detailsE—Express the themeN—Note each main idea and supporting pointD—Drive home the messageS—Search for errors and correct

If the mnemonic device does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Checklists (p. 96 #2)Checklists that contain general information may be used to help a student stay focused and to remind him or her of the necessary steps for completing a task. An Accommodation Request Form is not required. Checklists that are too specific or time consuming are not allowed. Checklists should not provide a formula for writing a composition.

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Revising checklist

Focus/Coherence*Is my main point clear?*Do all my ideas support my main point?

Organization*Did I repeat any ideas?*Is each idea/paragraph related?*Are my thoughts linked from paragraph to paragraph?*Did I include ideas that don’t belong?

Development*Did I explain my ideas with supporting details?* Did I present my ideas thoughtfully?

If the checklist is specific or time consuming, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

51Grammar Rules (p. 96 #3)A list of grade-appropriate grammar rules may be used. An Accommodation Request Form is not required. This list may not contain any specific examples.

If the list contains any specific examples, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Vocabulary Lists (p. 96 #4) A list of grade-appropriate vocabulary may be used to help students with word choice when composing a written response. An Accommodation Request Form is not Required. A list may not contain any specific examples of a word’s use.

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If the list contains any specific examples of a word’s use, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

HomophonesThere – The box is over there.Their – That is their car. They’re - They’re my cousins.

Its – The dog hurt its paw. It’s – It’s my favorite food.

Through – He went through the door. Threw – She threw the ball.

Peace – I need peace and quiet. Piece – I would like a piece of pizza.

53Blank Graphic Organizers (p. 96 #5) Blank graphic organizers may be used. This means that the graphic organizer may not contain titles, words, labels, pictures, acronyms, numbers, or symbols.

If the graphic organizer is not blank, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Social Studies Supplemental Aids Allowed on TAKS (Accommodated)

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Dictionary (p. 97 #1)55

A standard English dictionary that is grade- or ability-appropriate may be used. An Accommodation Request Form is not required.

If the dictionary does not follow the above guideline, submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Dictionary (p. 97 #1)56

Glossaries, including those made by teachers or students, that contain subject-specific definitions are not allowed.

Amend- to change the wording or meaning of a motion, bill, or constitution by a formal process.

Census- a periodic, official count of the number of persons living in a country.

Checks and balances- limits imposed on a all branches of government.

Delegate- a person who acts for or represents another or others

Federalism- the sharing of power between the states and the national government.

Manifest destiny- the belief that the United States should own all land between the Atlantic and Pacific oceans.

Tariff- a tax placed on goods from another country to protect the home industry.

Veto- to cancel or postpone a decision or a bill.

Glossary

*An individual definition of a vocabulary word requires an ARF for use on TAKS (Accommodated), or local review for use on TAKS–M.

Mnemonics (p. 97 #2)A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms may be used to help a student recall information. An Accommodation Request Form is not required.

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If the mnemonic device does is not an acronym, submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

MyFatherDrivesACar

Mnemonics (p. 97 #2)The subject-specific words that the mnemonic represents are not allowed. For example, the acronym “HOMES” may be used to help a student recall the names of the Great Lakes, but the names of the lakes cannot be included.

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If the mnemonic device contains the subject-specific words that the mnemonic represents , submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Magna CartaFederalist PapersDeclaration of IndependenceAConstitution

Blank maps may be used if there is no labeling or numbering of any features on the map. A student could use both physical and political world or U.S. maps. An Accommodation Request Form is not required.

Maps (p. 97 #3) 59

If the map contains labeling or numbering, submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

In addition, maps that represent historic events but contain no text or numbering may be used (e.g., an unlabeled map that represents the stages of U.S. territorial expansion). An Accommodation Request Form is not required.

Maps (p. 97 #3)60

If the map contains text or numbering, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Blank timelines may be used if they contain only dates and have no labeling (text or pictures) of events connected to those dates. An Accommodation Request Form is not required.

Timelines (p. 97 #4)61

If the timeline contains any of the restrictions indicated above, submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Skills Checklists (p. 97 #5) 62

Skills checklists without specific examples may be used to help students read maps and graphs or to answer cause-and-effect questions. For example, students may be directed to read the title of a map and analyze the map key. An Accommodation Request Form is not required.

If the checklist does not follow the above guideline, submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Blank graphic organizers may be used. This means that the graphic organizer may not contain titles, words, labels, pictures, acronyms, numbers, or symbols. An Accommodation Request Form is not required.

Graphic Organizers (p. 97 #6) 63

If the graphic organizer is not blank, submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Thomas Jefferson Alexander Hamilton

Science Supplemental Aids Allowed on TAKS (Accommodated)

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Dictionary (p. 98 #1)A standard English dictionary (or Spanish dictionary if a Spanish test is administered) that is grade- or ability-appropriate may be used. An Accommodation Request Form is not required.

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If the dictionary does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

Dictionary (p. 98 #1)Glossaries, including those made by teachers or students, that contain definitions of subject-specific vocabulary are not allowed.

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Glossaryacid- a substance that has a pH of less than 7, which is neutral

osmosis- the movement of water molecules through a semi-permeable membrane

evaporation- the process of liquid water becoming water vapor

pathogen- a disease-producing agent; usually applied to a living organism

organelle – one of the small bodies that are found in the cytoplasm of a cell and are specialized to perform a specific function

symbiosis – a relationship in which two different organisms live in close association with each other

neuron- a nerve cell that is specialized to receive and conduct electrical impulses

*An individual definition of a vocabulary word requires an ARF for use on TAKS (Accommodated), or local review for use on TAKS–M.

APE MAN

ROYGBIV

King Phillip ComeOut For GoodnessSake!

Mnemonic Devices (p. 98 #2) A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms or phrases may be used to help a student recall information. An Accommodation Request Form is not required.

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If the mnemonic device is not an acronym or phrase, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

A-atomic number =P-protons +E-electronsM-mass number -A-atomic number =N- neutrons

RedOrangeYellowGreenBlueIndigoViolet

Kingdom, Phylum, Class, Order, Family, Genus, Species

Mnemonic Devices (p. 98 #2)The subject-specific words that the mnemonic represents are not allowed.

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If the mnemonic device contains the subject-specific words that the mnemonic represents , please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Graphics (p. 98 #3)Graphics may be used if they do not contain titles, words, labels, acronyms, numbers, or symbols. An Accommodation Request Form is not required.

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If the graphic contains any of the restrictions indicated above, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Graphics (p. 98 #3)Graphics of the following are not allowed as they are a source of direct answers: moon phases, eclipses, changes in seasons, tilt of the earth, reflection, refraction, equinox information, states of matter, and the atom.

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Addition Charts (p. 98 #4) Addition charts may be used. An Accommodation Request Form is not required. The addition chart must be a grid used to find answers, not a list of addition facts. Each axis may be numbered up to 9, but no higher than 9. Highlighting or any other indication of special numbers (e.g., even numbers) in the body of the chart is not allowed.

10

+ 0 1 … 9

0 0 1 … 9

1 1 2 … 10

… … … … …

9 9 10 … 18

1 + 1 = 22 + 2 = 43 + 3 = 64 + 4 = 85 + 5 = 106 + 6 = 127 + 7 = 148 + 8 = 169 + 9 = 1810 + 10 = 20

+ 0 1 … 9

0 0 1 … 9

1 1 2 … 10

… … … … …

9 10 11 … 18

If the chart contains any of the restrictions indicated above, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Multiplication Charts (p. 98 #5) Multiplication charts may be used. An Accommodation Request Form is not required. The multiplication chart must be a grid used to find answers, not a list of multiplication facts. Each axis may be numbered up to 12, but no higher than 12. Highlighting or any other indication of special numbers (e.g., perfect squares) in the body of the chart is not allowed.

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X 0 1 2 … 12

0 0 0 0 0 0

1 0 1 2 … 12

2 0 2 4 … 24

… 0 … … … …

12 0 12 24 … 144

1 x 0 = 0 2 x 0 = 01 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 41 x 3 = 3 2 x 3 = 6 1 x 4 = 4 2 x 4 = 81 x 5 = 5 2 x 5 = 101 x 6 = 6 2 x 6 = 121 x 7 = 7 2 x 7 = 141 x 8 = 8 2 x 8 = 161 x 9 = 9 2 x 9 = 18

X 0 1 2 … 20

0 0 0 0 0 0

1 0 1 2 … 20

2 0 2 4 … 40

… 0 … … … …

20 0 20 40 … 400

If the chart contains any of the restrictions indicated above, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Blank Graphic Organizers (p.98 #6)Blank graphic organizers may be used. This means that the graphic organizer may not contain titles, words, labels, pictures, acronyms, numbers, or symbols. An Accommodation Request Form is not required.

73

If the graphic organizer is not blank, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

Group 1

Group 21

&2

http://www5.esc13.net/agc/accommodations.html

From: Sherry Marsh [mailto:Sherry.Marsh@esc20.net] Subject: FW: Supplemental Aids Project Site is LIVE!

 I wanted to make all of you aware of a great resource that is currently available on ESC-13 website related to supplemental aids for State Assessment.  Lisa

Kirby and Kimberly Baumgardner worked closely with the AGC Team at ESC-13, so if you need additional information, please feel free to contact them.

 The email from ESC-13 is below:

 Howdy Folks,

The supplemental aids project site is up and running.  We currently have over 180 unique examples of supplemental aids that have been reviewed and

analyzed.  Please share this with everyone in your districts.   

Let us know if you have any questions.  Thanks again to ESC 20 for sharing with us your examples to share and post. 

Resources for Supplemental Aids

Questions and Comments

• Please contact student’s case manager – Mr. Powell 3242– Ms. Gomez 3224– Mr. Perez 3192– Mr. Garza 3209– Mr. Carrola 3142– Mr. Bourne 3130– Mr. Chesnut 3201– Ms. Cevallos 3214

• or Ms. Santos, Academic Dean, at 4807