Accommodations Manual

1. 2010-2011 Accommodations ManualGuidelines for Selecting, Administering, and Evaluating the Use of Accommodations for All Students

2. 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

3. Accommodations Manual p. 3 Key Changes to the Accommodations Manual √ Numbers 4 and 6

4. Accommodations Manual p. 3 • 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.

5. Updates

6. Accommodations Manual pp. 5-11 • 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

7. The Law and Specific Student Populations • Students Receiving Special Education Services • General Education Students including those Served through Section 504 • English Language Learners • English Language Learners Served by Special Education

8. Accommodations for Assessments • Changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing. • Although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment Accommodations Manual pp. 13-14

9. Accommodations for Assessments • Accommodations in the manual, other than LAT accommodations are categorized in four ways: • Presentation • Response • Setting • Timing and Scheduling Accommodations Manual p. 13

10. Accommodations Manual p. 14 Accommodations for Assessments • Provided on an individual basis, taking into consideration the individual needs of each student • Questions are included to guide in the selection of appropriate accommodations for students who need them. • Should be routinely used in classroom instruction and testing

11. Accommodations for Assessments • Documenting Accommodations on Required Student Paperwork • Recording Accommodations on the Scorable Document for State Assessments Accommodations Manual pp. 16-17

12. Selecting Accommodations for Assessment of Individual Students

13. 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

14. Accommodations Manual pp. 16-17 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

15. Accommodations Manual pp. 68-69 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

16. Accommodations by Category Accommodations Manual pp. 18-28

17. Selecting Accommodations • Presentation Accommodations • Response Accommodations • Setting Accommodations • Timing and Scheduling Accommodations • Italicized text denotes that an Accommodation Request Form is required. Accommodations Manual pp. 18-28

18. Additional Information on TELPAS Testing Accommodations Accommodations Manual p. 29

19. √ Accommodations for TAKS-ALT Accommodations Manual p. 30-49

20. Linguistic Accommodations for English Language Learners Accommodations Manual pp. 50-59

21. Special Provisions for Unschooled ELL Asylees and Refugees Accommodations Manual p. 58-59

22. Linguistically Accommodated Testing (LAT) • LAT procedures have been implemented in response to federal assessment and accountability requirements for eligible immigrant ELLs granted a LEP exemption from testing under Texas policy. • Spanish-version assessments are available in grades 3-5 for LAT administrations of TAKS, and TAKS(Accommodated). • At the time of assessment, only LEP-exempt ELLs are eligible for the linguistically accommodated testing (LAT) process Accommodations Manual pp. 50-59

23. Allowable LAT Accommodations for Math and Science *Not available for LAT administrations of TAKS–M

24. Allowable LAT Accommodations for Reading/ELA There are exceptions for LAT administrations of the WRITING sections of grade 10 ELA, as explained in the manual. (p.57)

25. LAT • In addition to linguistic accommodations, a student taking LAT may be eligible to receive accommodations related to special needs • Available special needs accommodations depend on which test the student is taking—LAT administration of TAKS, TAKS (Accommodated), or TAKS-M

26. LAT • The format accommodations provided on the TAKS(Accommodated) form are also used on the LAT versions of TAKS. However, TAKS(Accommodated) and the LAT version of TAKS must not be interchanged. • The regular TAKS-M test booklets are used for LAT administrations of TAKS-M with the exception of grade 10 ELA.

27. Accommodation Request Process • Accommodation Request Process Flowchart • Determine Whether the Request is Necessary • Complete the Accommodation Request Form • What is Objective Evidence • Ineffective and Effective Objective Evidence • Using the Online Accommodation Request Form Accommodations Manual pp. 60-69

28. Providing Accommodations During Instruction and Assessment • Planning for Test Day • Ensuring Test Security • Evaluating and Improving the Use of Accommodations Accommodations Manual pp. 70-73

29. Appendices • Appendix Dyslexia Bundled Accommodations/Oral/Signed Administrations (pp.74-77) • Appendix B: General Instructions for Administering Braille and Lange-Print Tests (pp.79-84) • Appendix C: General Instructions for Students Who are Deaf or Hard of Hearing(pp.85-89) • Appendix D: Guidelines for Using Supplemental Aids on State Assessments (pp. 90-98)

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

31. A Brief Word on Appendix ASupplemental Aids

32. A Tale of Two Schools

33. Teachers at the first school asked… …What can we do to increase students remembering the academic content?

34. The teachers looked at an accommodation described as a permanent product/supplemental aid. The teachers asked… …How can we use these to increase students’ remembering?

35. The teachers worked with the students to create an interactive journal, an instructional legacy. “What is a legacy?” the students asked.

36. As the teachers taught for understanding, they used a visual, a permanent product which helped students remember the concept, process, or skill that they were teaching. Concepts such as proportionality: Processes such as the water cycle. Skills such as finding volume. V = l x w x h

37. The students drew the parts of the visual, the permanent product as they engaged in the lesson which was based on how we naturally learn. h X w l X

38. The teachers started talking about the upcoming mathematics in the curriculum and working together to create visuals/permanent products which would help students understand and remember the mathematics concepts, processes, and skills. The visuals were drawn in the journal. V = l x w x h

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

40. Some of the visuals, the permanent products, looked like this… Main Idea Supporting Details Supporting Details Supporting Details

41. Others looked like this… Multiply or Divide Integers

42. Operations on Exponents PEMDAS Still others looked like this…

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

44. 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 and more… r r

45. Teachers asked the students to explain why this is true… Adding and Subtracting Integers + - -

46. They used Spinning Proportions… Copy and rotate. Which equivalencies are true?

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

48. Strip Diagram Models Adapted from MSTAR, 2010

50. Apostrophes – Show Possession ‘s s’ Why might this visual help students remember this vocabulary/these concepts?