Austin ISD Instructional Planning Guide
Social Studies
Grade Seven
First Six Weeks
Teachers will find the following components provided in this document useful in their professional planning:
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Student Expectations
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Additional resources are made available on the district’s Social Studies website at www.austinschools.org/curriciulum
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
First Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
General Information on Texas
807
503
502
504
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines, and maps. (21C) B
Citizenship-Customs, Symbols, and Celebrations
Explain the meaning of selected patriotic symbols and landmarks of Texas,
including the six flags over Texas, San Jose Mission, and the San Jacinto
Monument. (L)
Citizenship-Customs, Symbols, and Celebrations
Recite and explain the meaning of the Pledge to the Texas Flag. (L)
Citizenship-Customs, Symbols, and Celebrations
Sing or recite Texas, Our Texas. (L)
505
Citizenship-Customs, Symbols, and Celebrations
Describe the origins and significance of state celebrations such as Texas
Independence Day and Juneteenth. (L)
605
Culture-How people learn about themselves
Explain how the diversity of Texas is reflected in a variety of cultural
activities, celebrations, and performances. (19A)
801
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
803
Social Studies-Create visual and written materials
Create written, oral, and visual presentations of social studies information.
(22D)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written or visual
and statistical to written or visual, using computer software as appropriate.
(22C)
811
Social Studies-Create visual and written materials
Create written, oral, and visual presentations of social studies information.
(22D)
T5
5 days
Students can create a booklet or
PowerPoint presentation about Texas. This
should include the following: symbols
associated with Texas, the six flags, state
monuments and landmarks, the lyrics to
Texas songs, an explanation of the Texas
Pledge, Texas holidays or anything else that
makes Texas unique.
Define criteria for
presentations or booklets.
Create a rubric or checklist to
assess these products.
Quiz
Oral recitation of the Texas
Pledge
Students can contribute to a class bulletin
board about Texas and its symbols.
Have students pick Texas emblems and
draw them on squares of paper. Mount
those squares on larger squares and
combine them into a Texas symbol quilt.
Items will appear on the six
weeks test.
Discuss the possible meanings of the state
Song “Texas Our Texas.” Include the fact
that many people think “The Eyes of Texas”
is the state song and bring out that it is
written to the tune of “I’ve Been Working on
the Railroad”. Have the students choose
another well-known tune such as “Oh
Susannah” or “Happy Birthday” and have
the students work in groups to write lyrics to
the song that describe and tell about the
physical features of Texas or another topic
such as the symbols of Texas.
Rubric for student products
and/or presentations.
Students can make trading cards illustrated
on one side with information on the backside on various topics related to Texas such
as; symbols, landforms, plants, animals, and
significant individuals. The cards can be
used as review material for tests.
Rubric for student products
and/or class participation.
1
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
First Six Weeks
TAKS
Obj.
Time/Pace
Celebrate Freedom Week: House Bill 1776 requires that students in the state of Texas
recite and study the following text from the Declaration of Independence during Celebrate
Freedom Week, the week of September 17:
“We hold these Truths to be self-evident, that all Men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among these are Life, Liberty and the
Pursuit of Happiness. That to secure these Rights, Governments are instituted among Men,
deriving their just Powers from the Consent of the governed…”
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Have students research/locate the date
each Texas symbol became a state symbol.
Then students create a timeline with the
name, date, and picture/symbol.
Extension Interdisciplinary Connection:
Students can write 5 mathematical word
questions using the timeline.
Analyze lyrics to: 1) “Texas Our Texas: 2)
“The Eyes of Texas” 3)” Beautiful, Beautiful
Texas” and then compose lyrics about
Texas Today.
Sample lessons may be found on the following web sites:
http://www.tea.state.tx.us/ssc/whatsnew/freedom/hb1776.tex.htm
http://www.texaslre.org/
Resources
Teacher Notes
Texas and Texans, pages xvi-xvii, TEKS0-TEKS14, 72-73, 701
These pages contain information on studying history, the TEKS, the lyrics to “Texas Our
Texas”, and photos of the symbols of Texas.
Vocabulary: symbol, landmark, pledge, allegiance, indivisible, culture
50 states.com: www.50states.com
State symbols and emblems: www.netstate.com/states/symb/tx_symb.htm - 27k
Texas Senate Kids: http://www.senate.state.tx.us/kids/matching.htm
The Handbook of Texas Online: www.tshaonline.org/ - 14k
Texas Almanac: The Almanac features a great section on symbols of Texas and would
be a valuable resource for students.
Social Studies Best Practices
Principals of Learning Tip: Now would be a good time to set clear
expectations for student notebooks or binders. Create a criteria chart of
what would constitute a “good” notebook. You may also want to spend
some time introducing students to rubrics and assessment criteria.
This timeline assumes that teachers have used the first week of the six weeks to teach students rules and
procedures.
Teachers may want to take some time to expose students to the TEKS strands (History, Geography,
Economics, Government, Culture, Citizenship, Science, Technology & Society and Social Studies Skills). You
may want to set up a bulletin board or class chart to organize learning throughout the year into these strands.
Another technique is to create a Word Wall. You can set up sections for each strand and throughout the year,
group vocabulary words under the appropriate heading.
Enrichment: Have students gather people’s impressions of Texas and Texans. They can interview parents or
search the Internet for impressions or perceptions of Texas. During the year students can compare the reality
of Texas to commonly held perceptions.
Give students practice in identifying characteristics that define place. Have them draw a large outline map of
Texas on poster board. Then have them research the state’s plants animal, economic products, and historic
places. Students will list these items on the back of their poster board. Have them cut pictures from
magazines that illustrate their research findings and place them on the outline map in the appropriate places.
Have them draw conclusions about what “place” might mean.
2
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
First Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Texas Geography
Geography – Concept of Location
Locate places and regions of importance in the United States during the 18 th and
19th centuries such as Austin, Brownsville, Dallas, El Paso, Fort Worth, Galveston,
Goliad, Gonzales, the Great Plains, Houston, Laredo, San Antonio, San Felipe de
Austin, San Jacinto, and Washington on the Brazos as well as the four natural
regions and their major cities. (9A) B
T2
219
Geography – Comparing and contrasting areas
Compare places and regions of Texas in terms of physical and human
characteristics. (9B) B
T2
332
Economics – Geographic and historic factors that influence a society’s economy.
Explain how geographic factors, such as land, minerals, and water have
influenced the location of economic activities, such as farming and ranching,
petroleum production, other industries, and trading in Texas. (L) B
T2
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps. (21C) B
T5
205
Geography - Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, and databases representing various
aspects of Texas during the 19th and 20th centuries. (8A)
207
Geography - Physical characteristics of the environment
Describe a variety of regions in Texas and the Western Hemisphere such as landform,
climate, and vegetation regions that result from physical characteristics. (L)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
811
Social Studies-Create visual and written materials
Create written, oral, and visual presentations of social studies information. (22D)
201
10 days
Students create maps illustrating major
cities, rivers and landforms of Texas.
Trip Around Texas—Using Texas road
maps and travel guides students plan a trip
around Texas. They can create maps
showing their routes, and create a photo
album (or drawings) of what they would see
on their trip.
Organize the class into teams. Have each
team record the absolute location (in
degrees of latitude and longitude) of 20
places in Texas. Have the teams compete
against each other taking turns calling out
latitude and longitude locations in Texas.
Time the answers. Whichever team gets the
most locations correct in the shortest
amount of time wins.
Students will organize into teams to make a
population density map. Provide each team
with an outline map of Texas showing the
individual counties. Ask each team to
research the population of each county.
Direct them to create a color key for the
map where each color indicates a range of
population (ex. red might represent 025,000 people) After creating a key, have
them color the counties on the map to
illustrate population density in Texas. Have
the class compare their maps to see if all
appear to be similar. Discuss why there
might be differences among maps and
discuss patterns in population location.
Students create a travel brochure “selling”
travelers on the 4 regions of Texas.
Mastery quizzes on cities,
rivers and landforms.
Create a criteria checklist for
the trip around Texas activities.
Rubric for class participation.
Rubric for group participation
and/or student product.
Items will appear on the six
weeks test.
Rubric to assess student
products
3
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
First Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Texas Geography
825
Fold paper in thirds. Section #1 – Title
Page Section #2-5 – Detail each region
Section #6 – Decorate with Texas Symbols
Social Studies Skills- Apply critical thinking skills to identify a social studies
problem
Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution. (23A)
Rubric to assess student
products
Resources
Teaching Notes
Texas and Texans Reference Atlas, Geography Handbook 1-17, Chapter 1”Land of
Contrasts” and Chapter 2 “Regions of Texas”
These chapters contain information about Texas geography.
Vocabulary geography, region, plain, basin, escarpment, aquifer, climate, barrier island, fault, plateau,
savannah, grassland, drought, erosion
The Texas Travel Guide is available from www.traveltex.com or by calling 1-800-8888-TEX. This has
information about tourist attractions in Texas.
Texas Almanac The Almanac can be used to identify county seats.
Travel Texas www.traveltex.com
This website is a great reference for planning trips to Texas. Students can also order the
free Texas Travel Guide which can be used throughout the year as a reference.
The Handbook of Texas Online: http://www.tshaonline.org/
Bob Bullock Museum Historic Maps:
http://www.thestoryoftexas.com/the_museum/exhibits.html
Video Connection: Download clips of videos
associated with this content. Go to
http://streaming.discoveryeducation.com to locate videos.
The suggested titles listed here are among those you
will find associated with this content. Please
contact your department chair for your campus
login password information.
Six Weeks Available Resources on Discovery Education:
Maps and Globes: Maps and Their Use (12:16)
Finding Your Way: Using Maps and Globes (22:36)
Geography Basics: Globes, Maps, and Graphs (20:00)
Physical Geography (29:21)
Geography for Everyone (19:00)
US Geography: From Sea to Shining Sea: South Central Region (20:59)
Enrichment:
Have students write letters to the Chamber of Commerce of county seats requesting information about that
town. Students can then create brochures about those cities. Students should indicate which region their
county seat is in. Develop a criteria chart for the brochures. Create a rubric or checklist to assess these
products.
If you are having students send letters to Chambers of Commerce, you may want to have them do this during
the first week of school so that there is time for them to get a response. If they do not hear back from their
particular chamber, they can use the Internet of an almanac to complete the project.
Organize the class into pairs and assign each pair a weather station from another region in Texas. Tell the
pairs to look up the average monthly precipitation in their assigned city and in El Paso, a weather station in the
Mountains and Basins region. Refer them to the Texas Almanac for information or research it online. Then
have each pair prepare a bar graph for El Paso and the assigned city, paste the graphs on a poster board, and
display the results in the classroom. Discuss what patterns you see and how they could impact the population
density, vegetation, climate and businesses in Texas.
Social Studies Best Practices
Principles of Learning Tip: Create criteria charts that show the features of
Texas Regions. Students can add to them as they learn more about each
region.
4
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
First Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Native Texans
108
10 – 12
days
History-Sequencing Events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1B) B
T1
History-Historical groups from selected societies and their
contributions
Compare the cultures of Native Americans in Texas prior to European
colonization. (2A) B
T3
167
History–Causes and effects of exploration.
Identify important events and issues related to European exploration
and colonization of Texas including the establishment of Catholic
missions (2B) B
T1
223
Geography-Human adaptation of the environment
Identify ways in which Texans have adapted to an modified the
environment
(10A) B
T3
325
Economics-Economic patterns of different societies
Explain the economic patterns of various early Native-American groups
in Texas and the Western Hemisphere.
(L)
B
T3
Create a Native Texans map showing where
tribes lived. It would be interesting to
superimpose this on a regions map to show
the correlation between where tribes lived
and how they lived.
T1
TEKS Chart on Native Americans.* Refer to Notes Section on next page
126
701
Science, Technology & Society-Technology affects lives
Compare types and uses of technology, past and present.
(20A)
B
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines, and maps. (21C) B
T5
818
Social Studies Skills-Identify and support different historic points of
view
Identify points of view from the historical context surrounding an event
and the frame of reference that influenced the participants. (21D) B
T5
304
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated with
different places in Texas. (L)
601
Economics - How people earn their living
Explain how people in different regions of Texas earn their living, past and
present. (L)
Have students create a graphic organizer
that compares and contrasts the various
tribes of Texas. Students should be able to
show how the environment a tribe lived in
affected its particular way of life.
Unit Test on Native Texans
Murals: Divide the class into groups. Assign
each group a tribe. The job of the group is to
create a mural that shows off aspects of the
culture. Brainstorm as a class to come up
with a list of what should be included such
as food sources, homes and clothing.
Display the murals on the wall.
Define criteria for murals.
Create a rubric or checklist to
assess these products.
Have students create artifacts that are
representative of the Native American tribes
in Texas. Organize the students into pairs
and have them examine the photographs
and narratives in Ch. 3 to identify artifacts
that belong to the Native American culture.
Students will select their artifacts and make
them using natural resources much like the
Native Americans would have done. Divide
the classroom into regions representing
each Native American culture. Have the
pairs display their artifact in the appropriate
territory. Have students discuss differences
and similarities in the artifacts and the
challenges of making them today.
Create a criteria checklist for
the graphic organizer
Rubric for student products.
Items will appear on the six
weeks test.
5
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
First Six Weeks
TAKS
Obj.
Time/Pace
Seventh Grade
Suggested Student Work Products
Suggested Assessment
Activity: Plains Culture Symbolism
1) Students research 4 tribes of the plains
2) Based on readings create a symbolic
collage for each tribe
(Hint: you can use HEB brown bags and cut
them open to symbolize the hide used for
tipis).
*TEKS CHART:
A TEKS chart is a good
way to organize
information. Take each
of the Social Studies
strands and have
students apply their
knowledge of a topic by
filling in each strand.
For example: What did
we learn about
Geography while
studying Native Texans?
What is the culture of
Native Texans like?
Native Texans (continued)
602
Culture – Concept of culture.
Describe some traits that define cultures. (L)
10 – 12
Days
(continued)
603
Culture - Comparing and contrasting cultures.
Identify the similarities and difference within and among selected racial,
ethnic, and religious groups in Texas. (L)
801
Social Studies Skills-Use social studies terminology.
Use social studies terminology correctly. (22A)
803
Social Studies Skills-Use standard grammar.
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
809
Social Studies Skills-Obtain information using a variety of oral
resources.
Obtain information, including historical and geographic data about using a
variety of print, oral, visual and computer sources. (L)
811
Social Studies Skills-Create visual and written materials.
Create written, oral, and visual presentations of social studies information.
(22D)
814
Social Studies Skills-Use appropriate mathematical skills.
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. ( 21H)
Activity: Tribes of the Southwest Photo
Shoot Poster
1) Research 4 tribes of the Southwest
2) Based on the research/readings, draw a
typical day in the life of that tribe. Refer
students to artwork on page 86 as an
example.
Social Studies Best Practices
Principles of Learning Tip: Create
clear expectations criteria charts
showing key features of each tribe
and display them around the room.
You can also practice accountable
talk by modeling key phrases during
a discussion in which students either
agree or disagree with the following
statement: “Where you live affects
how you live.”
6
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Texas and Texans, Chapter 3 “Native Texans”
Provides information on Native Texans.
Austin ISD Instructional Planning Guide – Social Studies
First Six Weeks
TAKS
Obj.
Suggested Student Work Products
Suggested Assessment
Teaching Notes
Vocabulary: archaeologist, artifact, anthropologist, nomad, forage, adobe, culture, matriarchal, patriarchal,
shaman, and confederacy.
Texas Indians: A great source of information on Texan Tribes at
http://www.texasindians.com
Texas Indians: The Virtual Museum of Texas Cultural Heritage at
www.texasbeyondhistory.net
Tejas Indians website at www.tejasindians.info provides extensive background on the
history, culture, and language of the Tejas Indians.
The Handbook of Texas Online: http://www.tsha.utexas.edu/handbook/online
Bob Bullock Museum:: www.thehistoryoftexas.com/exhibit/maps.shtm
Plains Indians – kid friendly readings/maps/timelines/quizzes at
www.bbc.co.uk/schools/gcsebitesize/history/shp/americanwest/
Video Connection: Download clips of videos associated
with this content. Go to
http://streaming.discoveryeducation.com to locate videos.
The suggested titles listed here are among those you
will find associated with this content. Please contact
your department chair for your campus login
password information.
Six Weeks Available Resources on Discovery Education:
Understanding Economics (25:00)
Native America: Removal (14:30)
Native America: Expansion (14:31)
Time/Pace
Seventh Grade
Enrichment:
Have students collect wild nuts and berries in their area and bring their collections to class. Then have them
consult encyclopedias and other sources to identify the names of the items and whether they are toxic or
edible. Have them mount the samples on poster board with their identification and whether it is edible.
Students should try to identify which nuts and berries were available to the Native Americans in Texas,
discuss how these resources might have been used by Native Americans, and hypothesize how native
peoples knew which nuts and berries were edible.
Constitution Day Activities: REQUIRED BY FEDERAL LAW
Public Law 108-447, Section 111(b) states ‘‘[e]ach educational institution that receives Federal
funds for a fiscal year shall hold an educational program on the United States Constitution on
September 17 of such year for the students served by the educational institution.’’ Section 111
requires that Constitution Day be held on September 17 of each year, commemorating the
September 17, 1787 signing of the Constitution. However, when September 17 falls on a
Saturday, Sunday, or holiday, Constitution Day shall be held during the preceding or following
week.
While the Department does not endorse any particular program or Web site, this information is
provided because it may be of use to educational institutions developing their Constitution Day
programs.
Library of Congress: http://memory.loc.gov/ammem/bdsds/bdsdhome.html.
National Archives:
http://www.archives.gov/national_archives_experience/charters/constitution.html
National Archives has a nationwide network of research facilities, including presidential
libraries that welcome students as young as 14 years of age. Information about the facilities (by
region and state): http://www.archives.gov/facilities/index.html.
Documentation of campus activities will be required.
7
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Possible Accommodations for Students with Special Needs
Reading
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Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to help
focus reading on important
points
Have students list important
people, facts, after reading
Provide a reading guide
(leading questions to answer)
Writing
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Allow student to select
method of writing (cursive,
manuscript, assistive
technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling
or grammatical errors
Provide graphic organizer
(i.e. Inspiration® software,
chart, map, graph, picture)
Provide outline
Accentuate positive aspects
of student writing
Assignment Completion
Student Assessment
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Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down the
steps and teach one at a time,
gradually adding additional
steps
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Alternate form of exam
(multiple choice vs. short
answer, oral vs. written
essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an
exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete
example of how students
are to respond
Provide an alternative test
site
Give practice test prior to
actual test
Avoid unnecessary words
that do not help student
select the correct answer
Avoid choices such as “ A
and B”, “all of the above”,
or “none of the above” on
multiple choice tests
Provide a word bank for fill
in the blank items
NOTE: Each campus should consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
Teachers should also refer to each student’s IEP/Accommodation and Modification page.