Accommodations
and
Supplemental Aids
2009-2010
Agenda
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Introductions
It’s the LAW!
Accommodations Manual
Navigating TEA website
Supplemental Aids
a. Appendix D
• Navigating LISD website
NCLB
Federal regulations require all students, including
those receiving special education services, to be
assessed on grade-level curriculum (34CFR, Part 200
and 300). NCLB explicitly calls for ”reasonable
adaptations and accommodations for students with
disabilities (as defined under Section 602 (3) of the
IDEA ) necessary to measure of such students
relative to State academic content and State student
academic achievement standards”.
IDEA
. . . to ensure access to the general education
curriculum in the regular classroom, to the
maximum extent possible, so he or she can
meet the educational standards within the
jurisdiction of the public agency that apply to
all children
(20 U.S.C. §
1400(c)(5)(A))
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You Be The Judge!
Accommodations
• As a team, read each
descriptor.
• Decide if it is a(n):
– Accommodation
– Modification
Modifications
• You will have 8 minutes for
this activity.
• Be ready to debrief.
• All questions are
welcomed during
debriefing.
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Accommodations Manual
• Provides guidance in selecting,
administering, and evaluating the use of
accommodations in instruction and
assessment for ALL students
• Helps districts understand importance
of
– Achieving academic content standards
– Learning about accommodations for
assessment
– Selecting accommodations for
assessment for individual students
– Administering assessments using
appropriate accommodations
– Evaluating and improving accommodation
use
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Key Changes to the 2009-2010
Accommodation Manual
Policy Changes
• Glossaries not longer allowed as
supplemental aids for TAKS-A
• Accommodation Request forms : one week
prior to testing
Additions to Allowable Accommodations
• Manipulatives allowable for TAKS-A
Selecting Accommodations
For Assessment
ACCOMMODATIONS
• Accommodations are practices and procedures
that provide equitable access during instruction
and assessment access for students with special
needs.
• Accommodations are intended to reduce or even
eliminate the effects of a student’s disability or
limitation.
• Accommodations do not reduce learning
expectations.
Although some accommodations may be appropriate for
instructional use , they may not be appropriate or
allowed on a standardized assessment.
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Accommodation Process
• “How are Accommodations Selected”
Selecting accommodations for assessment of
individual students
– Gather and review information about student’s
needs and present level of performance in relation
to :
• Grade-level TEKS, or
• Linguistic needs
– Be familiar with accommodation policy for each
state-required assessment.
• Involve students in accommodation selection
Accommodation Process
• Involving Students in Decision About Accommodations
• Documenting Accommodations for State Assessment
Accommodations must be documented in the
ARD/IEP:
– Present Level of Academic Achievement
– Measureable Annual Goal/Short–Term Objectives
– Accommodations Page
• Linguistic accommodations used on state assessments of
eligible ELLs must be documented by the LPAC.
ACCOMMODATIONS
APPLICATIONS
The use of accommodations is linked through
each of these areas:
Classroom
instruction
Classroom
assessments
State &
district
assessments
CONTENT STANDARDS
“Accommodations by Category Chart”
Accommodations allowed on TAKS–Alt are listed on the
“Presentation Supports/Materials” document that is the
Accommodations Manual and on the TAKS-Alt Resources
website.
ACCOMMODATIONS CATEGORIES
Presentation
Accommodations
– Allow students to access
information in alternate formats
to regular print. These alternate
modes of access are auditory, multisensory, tactile, and visual.
is there a visual impairment
can student read or follow directions
is there a hearing impairment
is there a need for hearing device, etc…
ACCOMMODATIONS CATEGORIES
Response
Accommodations
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Allow students to complete
activities, assignments, and
assessments using methods
other than paper–and–
pencil or machine–scorable
responses. Response
accommodations may also
include allowing students to
solve or organize problems
using some type of
supplemental aid (e.g.,
mathematics chart, blank
graphic organizer).
• does the student have trouble
tracking from one page to
another
• can student record responses on
score sheet
• does the student need an
assistance of a scribe, etc…
ACCOMMODATIONS CATEGORIES
Setting
Accommodations
– Change the
location in which a
test or assignment is
given or the
conditions of the
assessment setting.
• is student easily distracted
• need for special lighting or
acoustics
• does student distract other
students, etc…
ACCOMMODATIONS CATEGORIES
Timing/Scheduling
Accommodations
– Increase the standard
length of time to
complete an assignment
or assessment or possibly
change the way the
time is organized
(taking several short
breaks, testing during the
evening at residential
centers, etc.).
• can student work continuously
for a given length of time,
• does student need frequent
breaks
• does disability affect time to
process information
• is there a need for shorter
working periods/or frequent
breaks, etc
Accommodations at a Glance
These abbreviations represent the
accommodation category that should be
bubbled on the scorable document.
In most cases, the abbreviation will correspond to
the four accommodation categories of
presentation, response, setting, and timing and
scheduling (P, R, S, or T).
For large print, Braille, the Dyslexia Bundle, and
oral administration, though, the test administrator
will bubble LP, BR, DB, and/or OA, respectively. It
is not necessary to bubble any other category
unless the student received additional
accommodations.
For online administrations, the test administrator
would record the accommodation category after
testing is completed.
Checkmarks indicate whether an
accommodation may be used by
an eligible student during TAKS,
TAKS (Accommodated), TAKS–M,
or 2-12 TELPAS reading
administrations.
In most cases, the
accommodations listed for TAKS,
TAKS (Accommodated), and
TAKS–M are available for eligible
students who participate in LAT
administrations of these
assessments.
If a student does not have a visual impairment and/or does not routinely use
large-print materials in the classroom, an Accommodation Request Form that
specifically states why the student needs this accommodation must be
submitted to TEA for approval.
Italicized text appears when an
accommodation requires the
submission and approval of an
Accommodation Request Form prior to
student use. Read this text carefully
since the submission of a request
applies to specific groups of students
(e.g., certain grades only).
Break Time
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http://ritter.tea.state.tx.us/favicon.ico
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Allowable Accommodations
Reading Aloud Questions and Answers on
TAKS-M Reading
• An accommodation
– ARD committees have determined student need and
routine use
• ARD committees must determine
– whether this accommodation is necessary
– if student needs all test questions and answer choices
read or if the accommodation will be provided as
needed per student request
• An Accommodation Request Form is not required
Spelling Assistance
• This accommodation not allowed on revising and editing
• This accommodation applies only to written composition
(4 & 7 writing, 10 & 11 ELA) and open-ended reading
responses (9 reading)
• TAKS (Accommodated) and TAKS-M
– Grade 4: word lists allowed per ARD committee decision and no
Accommodation Request Form required
– Grades 7, 9, 10, 11: various types of spelling assistance allowed
per ARD committee decision and no Accommodation Request
Form required
Required dictionaries/thesaurus for certain grades and subjects are not considered an
accommodation but a required part of test administration procedures
Calculation Devices
• Specific conditions must be met
– Disability affecting math calculation, not reasoning
– Disability affecting physical reproduction of numbers
• TAKS (Accommodated)
– Accommodation Request Form required for grades 3-6
mathematics and grade 5 science
– ARD committee decision and no Accommodation Request Form
required for grades 7-8 math and grade 8 science
• TAKS-M
– ARD committee decision and no Accommodation Request Form
required for 3-8 (math and science)
Graphing calculators MUST be provided to ALL students taking TAKS, TAKSA, TAKS-M mathematics test at grades 9,10, and 11 /exit level
Manipulatives
• Assists students with visualizing abstract concepts
• A tool, manipulative cannot provide direct answers
• Allowable manipulatives (real or play money, clock, base-ten
blocks, various types of counter, algebra tiles, fraction pieces, and
non-labeled geometric figures)
• TAKS (Accommodated)
– Accommodation Request Form required for all grades if the
aid is not listed
• TAKS-M
– ARD committee decision and no Accommodation Request
Form required for all grades
Supplemental Aids
• Memory recall
• A tool, meaning aid cannot provide direct answers
• Separate appendix lists aids that are allowable for
eligible students for TAKS (Accommodated) without an
Accommodation Request Form
• TAKS (Accommodated)
– Accommodation Request Form required for all grades if the
aid is not listed in appendix
• TAKS-M
– ARD committee decision and no Accommodation Request
Form required for all grades
Providing Accommodations During Instruction
and Assessment
Administering State Assessments with
Accommodations
– Accommodations used by students on state assessments
must be the same as those routinely used in instruction
and testing
– Exceptions are rare and usually involve emergency
situations that occur the day of the test
– All educators must know and understand the
requirements related to administering state assessments,
including the use of accommodations
– Test security and the standardized and ethical
administration of assessments must be ensured
Evaluating and Improving the Use of
Accommodations
• Ongoing assessment of student need should
be part of every student’s instructional
program
– Collecting and analyzing data on the use and
effectiveness of accommodations helps ensure
meaningful participation of students in state
assessments
Appendix D (pg 70-75)
• Examples of Supplemental Aids
• Use of Supplemental Aids
Reading/ELA
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Standard English dictionary
Small group
Graphic organizers
Place markers
Strategy checklists
Mnemonic devices
Mathematics
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Multiplication charts (up to 12 no higher)
Number lines
100 charts
Place value chart
Pictorial models of fraction bars or fraction circles
Two or three dimensional figures, including angles
List of words for mathematical operations
Manipulatives
Mnemonic devices
Description of process needed to solve a problem
Standard dictionary
Writing/ELA ( open-ended reading items, written
composition, and the revising and editing section)
• List of grammar rules
• Strategy checklists
• List of vocabulary (ex. Synonyms for
commonly used words)
• Mnemonics devices
Science
• Standard English Dictionary
• Non-label Graphics that illustrate cycles
(water cycle, life cycle, nitrogen cycle) food
chain or webs may have arrows showing series
of events. May not include mnemonics
• Mnemonic devices
• Oral Administration
Social Studies
• Standard English Dictionary (Spanish dictionary if
Spanish test)
• Mnemonic device
• Blank maps ; physical and political world or US maps
(unlabeled maps that represents the stages of US
territorial expansion)
• Blank timelines (only dates and no labeling of events
connected to dates)
• Skills checklists ( no specific examples) may be used
to read maps and graphs or to answer cause and
effect questions
Accommodation Request Process
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Requests may be submitted for
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Requests may be submitted by
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accommodations not covered in this manual
students who do not meet the listed conditions but have such a unique situation that
the use of the accommodation may be needed
online Accommodation Request Form
Fax
E-mail: test.accomodations@tea.state.tx.us
by mail in rare situations
Request must be received by TEA at least two weeks prior to testing to ensure enough
time to respond
 Student Assessment Division
Phone: 512-463-9536
New Accommodations Website:
http://www.tea.state.tx.us/student.assessment/resources/accommodations/index.html
E-mail: test.accommodations@tea.state.tx.us
12 Powerful Words
That Increase Test Scores and Help Close the
Achievement Gap
Larry Bell
WORD
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Short “at-promise” student friendly phrases
Trace------------------ List in Steps
Analyze-----------------Break apart
Infer--------------------Read between the lines
Evaluate---------------Judge
Formulate-------------Create
Describe---------------Tell all about
Support----------------Back up the details
Explain-----------------Tell how
Summarize------------Back up with detail
Compare---------------All the ways they are alike
Contrast----------------All the ways they are different
Predict------------------What will happen next
www.laredoisd.org
Review Handout Booklet
Resources
 Student Assessment Division
Phone: 512-463-9536
New Accommodations Website:
http://www.tea.state.tx.us/student.assessment/resources/accommodations/index.html
E-mail: test.accommodations@tea.state.tx.us
 Division of IDEA Coordination
Phone: 512-463-9414
Website: http://www.tea.state.tx.us/special.ed/
 Texas Legislature Online
Website: http://www.legis.state.tx.us/
 No Child Left Behind
Website: http://www.ed.gov/nclb/landing.jhtml
Are you going to finish
strong video?
Do you have what it takes to
make a difference in a child’s
life?
Thank you for your collaboration in
meeting the needs of all our
students!!!!
Feel free to contact me if you have
any questions
mmendoza2@laredoisd.org
795-3969 office number