Manual available online only on the Accommodations Resources page at http://www.tea.state.tx.us/student.assessment/res

1. Texas Assistive Technology Network (TATN) TETN: The IEP, Assistive Technology and Statewide Assessment AccommodationsTraining presented at Region 4 : November 1, 2010 Manual available online only on the Accommodations Resources page at http://www.tea.state.tx.us/student.assessment/resources/accommodations (Copy as needed for educational purposes) Presentation Content Adapted from Information Provided in the TEA 2010-2011 Accommodations Manual and the 8/18/2010 TETN #7928 Provided by the TEA Student Assessment Division

2. Agenda • Purpose of Training • Start with the Big Picture • Selecting Accommodations for Assessment • Accommodations Request Process • Accommodations During Instruction and Assessment • Supplemental Aids • Accommodation Manual Appendices • Final Points • TEA Panel Discussion

3. Purpose of Training To provide information regarding the IEP, Assistive Technology and the Process for Statewide Assessment Accommodations This training should not replace reading the 2010-2011 Texas Student Assessment Program Accommodations Manual

4. Objectives • To help educators understand the accommodations process and implications for making decisions during IEP development • To expand thinking regarding how assistive technology used within instruction might support students with disabilities on statewide assessments • To facilitate dialogue regarding how assistive technology accommodations might support an increase in the number of students with disabilities taking TAKS/TAKS-Accommodated instead of TAKS-M

5. Let’s Start with the Big Picture The IEP-Assistive Technology-Statewide Assessment Accommodation Process

6. Selecting Accommodations for Assessment

7. What are Accommodations? • Accommodations are changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing. • Accommodations • do not substantially alter the content or performance criteria of assignments and assessments. • should not replace the teaching of subject-specific knowledge and skills. • are intended to enable students with disabilities, to participate meaningfully in grade-level instruction. • are not intended to provide a student with an advantage over other students. • Allow students to demonstrate their abilities in a more valid and reliable manner Accomm. Manual p. 13

8. Remember… • Accommodation decisions should be based on the needs of individual 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.

9. Accommodations Can Include Changes In: • Presentation • Response • Setting • Timing and Scheduling Accomm. Manual p. 13

10. How Do We Select Appropriate Accommodations?

11. The goal of appropriate accommodation use is to provide access to the enrolled grade level curriculum (TEKS) during instruction and assessment, not merely provide a benefit (i.e. increasing a passing score to a higher score). Accomm. Manual p. 13

12. Consider these Guiding Questions • What are the student’s learning strengths, and in which areas are improvements needed? • How do the student’s learning needs affect the ability to master the grade-level TEKS? • What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need in order to master the grade-level TEKS? • What accommodations will increase the student’s access to appropriate instruction and assessment by addressing the student’s learning needs and reducing the effect of the student’s disability or limitation? These may be new accommodations or accommodations the student is currently using.

13. Guiding Questions Continued • Does the student have the opportunity to learn how to use the accommodation in the classroom setting? • What accommodations are routinely used by the student during instruction and testing? • Are the student’s accommodations effective? How is this determined? What data support the continued use of an accommodation, or should the accommodation be changed or discontinued? For example, compare and document the scores for assignments and tests when accommodations are used and not used.

14. Guiding Questions Continued • What difficulties does the student experience when using accommodations? • What are the perceptions of the student, parents, teachers, and specialists about how well the accommodation works? • Is the accommodation allowed for use on the state assessment?

15. Documentation: Required Paperwork • When documenting accommodation use, consider the services a student is receiving. • Special education: all accommodations must be documented in the student’s IEP • Information regarding accommodations should be seen throughout a student’s IEP document (i.e. evaluations, PLAAFPs, Annual Goals, Related and/or Instructional Services, etc…) • Accommodations that require submission of an Accommodation Request Form should be documented as “pending TEA approval.”

16. Accommodations by Category Chart

17. Reading the Accommodations by Category Chart • Describes accommodations for TAKS, TAKS (Accommodated), TAKS-M, and TELPAS. • Organized by category (Presentation, Response, Setting, Timing and Scheduling) • Conditions for use are listed below each accommodation. Accomm. Manual pgs. 18-29

18. Reading the Accommodations by Category Chart • Checkmarks indicate whether an accommodation may be considered for use on a specific assessment by a student who meets certain conditions. • An asterisk (*) indicates that accommodation is applicable only for paper administrations of TELPAS grades 2-12 reading tests, which are only available through a special request process.

19. Reading the Accommodations by Category Chart • Italicized text denotes that an Accommodation Request Form is required

20. Reading the Accommodations by Category Chart • Appendix A denotes that no Accommodation Request Form is required. Accommodation use is determined locally by eligibility criteria for oral/signed administrations and dyslexia bundled accommodations.

21. Reading the Accommodations by Category Chart • Accommodation use is determined locally based on conditions listed below some accommodations. No Accommodation Request Form is required in these cases.

22. Reading the Accommodations by Category Chart • When there are no conditions listed, accommodation use is determined locally based on student need and whether student routinely receives the accommodation. No Accommodation Request Form is required in these cases.

23. TAKS-ALTERNATE

24. TAKS-ALTERNATE (TAKS-ALT) • Presentation Supports and Materials for TAKS-ALT have been added to the manual on pp 30-49. • No accommodation form is necessary for TAKS-Alt accommodations. • Teachers record the preplanned supports, materials, and response modes used during the observation on the first page of the state-required documentation form.

25. Accommodation Request Process

26. Step 1 Step 2 Step 3 Step 4 Step 5

27. Step 1: Determine Whether Request is Necessary • 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

28. Step 2: Complete the Accommodation Request Form • 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

29. Step 2: Complete the Accommodation Request Form 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

30. Ineffective Rationale: Example: Calculator • The student is easily frustrated without the calculator. Scores without the calculator on classroom assignments and tests are approximately 30%–40%. Scores with a calculator are approximately 40%–50%. • This rationale is ineffective because, although scores are provided, they show that the student is unsuccessful with and without the use of a calculator. In addition, the use of vague language, such as “easily frustrated,” does not provide a clear picture of need. An explanation of what mistakes the student makes on assignments with and without a calculator would strengthen the rationale.

31. Example: Calculator Effective Rationale: • The student’s deficits are in basic math calculation and memory retrieval. There is no deficit in math reasoning. Before the use of the calculator, the student failed tests by making mistakes on all operations. The student would “draw out” calculation problems but would miscount the final answer. A multiplication chart would also help, but only with multiplication facts. The student made many mistakes on simple calculations, rarely showing mastery of higher level concepts taught in 6th grade math. The student has been using a calculator for the last two months and has passed all tests. On a standardized math test, the student scored a 594 without a calculator and 672 with a calculator. • This rationale is effective because the student’s disability in math calculation is clearly defined and relates to the requested accommodation. In addition, the description of how the student performs with and without the calculator indicates that the accommodation has been successful. It would be helpful, however, to explain the significance of the standardized math test scores.

32. Step 3: Submit Accommodation Request Form to TEA • Online Accommodation Request Form is the preferred method • Check with your District Testing Coordinator Regarding Specific Procedures • District testing coordinator must review each request to determine whether it is necessary and appropriate and, if so, submit to TEA with “signature”

33. Step 3: Submit Accommodation Request Form to TEA • Must be received by TEA at least one week prior to testing to ensure enough time to respond. • Do not assume approval just because a request was submitted. 8/18/2010 TETN #7928 TEA Student Assessment Division

34. Step 4: Review by TEA • Request can be: • Approved • Approved with conditions (e.g., conditions for photocopying secure test material, approved with edits) • Denied • Decisions are valid during an entire testing cycle, including all retests. • TEA will communicate the decision to the district testing coordinator by e-mail or fax. • This may take several weeks, although every attempt is made to address requests promptly.

35. Step 5: Receive TEA Decision • Accommodation Request Forms received by fax • District testing coordinator receives all accommodation decisions and associated information by fax and relays to campuses. • Accommodation Request Forms received via online system • District testing coordinator and the individual who originated the request will receive an e-mail communication from TEA. • Any accommodation information should then be shared with appropriate campus staff who are responsible for planning for test days.

36. Providing Accommodations During Instruction and Assessment

37. Allowable Accommodations: Points to Remember • Must be routinely used by student during instruction • Must be routinely used by student during assessment • Continuously evaluate and improve the use of accommodations • Collect and analyze data on the use and effectiveness of accommodations. • Must meet criteria in Accommodations Manual to be allowable on state assessment and/or approved by TEA through ARF process

38. 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.

39. Supplemental Aids

40. How specific does an ARD committee need to be when documenting supplemental aids? • The IEP documentation should connect the supplemental aids that a student uses to his/her present levels of academic achievement and functional performance (PLAAFP). • How do the supplemental aids ensure access to a free appropriate public education (FAPE)? • Why does the student need these supplemental aids? • It would be a good idea to specifically document (or attach copies of) what the student currently uses, but include a statement that allows for additional supplemental aids that a student may need as new skills are introduced.

41. The IEP documentation should be specific enough that a teacher knows what supplemental aids a student needs in order to be successful. • Think… • If the student left my school tomorrow and enrolled in a new school, would the IEP inform the new teacher about the types of supplemental aids the student needs in order to be successful? • If a new student entered my classroom tomorrow, what information would I want the IEP to include so I could provide the student with the appropriate supplemental aids?

42. If a supplemental aid is approved for TAKS (Accommodated), would the same supplemental aid be allowed for a TAKS-M student? • Yes (page 91), if there is objective evidence of student need. • TEA determinations about supplemental aids that have been requested for TAKS (Accommodated) can be used as a guide when determining whether an aid may be used for TAKS–M. • Example: If TEA determined that a supplemental aid was denied for TAKS (Accommodated) because it was a source of direct answers, the supplemental aid would not be allowed for TAKS–M. • Example: If TEA determined that a supplemental aid required revisions before it was allowed for TAKS (Accommodated), the same revisions would be required before the supplemental aid could be used for TAKS–M. • An Accommodation Request Form should not be submitted for supplemental aids used on TAKS–M.

43. Is there a limit to the number of pages for a supplemental aid? • All supplemental aids should: • be concise and well-organized • contain ONLY information a student needs to address specific areas of weakness… INDIVIDUALIZE • In most cases a supplemental aid should be about one page, but definitely not longer than a few pages.

44. What is the difference between a supplemental aid and a manipulative? • These two terms are defined in the Accommodations by Category Chart (page 25). • A supplemental aid is a resource that assists a student in recalling information. Supplemental aids are generally provided on paper. • Manipulatives are concrete objects that a student can move and touch in order to visualize abstract concepts.

45. Can other students use a supplemental aid that has been approved by TEA for one student? • No (page 92). • TEA approval of a supplemental aid for one student does not apply to all students who use that supplemental aid.

46. Can mnemonic devices be used in combination with pictures on TAKS (Accommodated) or TAKS-M? • It depends on the subject. • Mathematics: Mnemonic devices that are acronyms and/or phrases may be used (page 93). • Reading/ELA/Writing: Mnemonic devices that are acronyms, phrases, words, pictures, or a combination of these may be used (pages 95-96). • Social Studies: Mnemonic devices that are acronyms may be used (page 97). • Science: Mnemonic devices that are acronyms and/or phrases may be used (page 98).

47. Can a supplemental aid that has been approved by TEA in previous years be used on TAKS (Accommodated) in subsequent years without resubmitting an Accommodation Request Form? • No (page 68). • Accommodation requests that are approved are valid during an entire testing cycle, including all retest administrations. If a student needs the accommodation in subsequent years, a new Accommodation Request Form must be submitted. • Yearly evaluation of the accommodations a student needs should be a part of all educational programs. Information may support the continued use of some accommodations for a student or require the rethinking of others.

48. Region XIII Supplemental Aid Project http://www5.esc13.net/agc/accommodations.html

49. Appendices

50. Appendix A Dyslexia Bundled Accommodations: TAKS and TAKS (Accommodated) Reading Oral/Signed Administration: TAKS, TAKS (Accommodated), and TAKS–M Mathematics, Science, and Social Studies Appendix B General Instructions for Administering Braille and Large-Print Tests Appendix C General Instructions for Administering Tests to Students Who Are Deaf or Hard of Hearing Appendix D Guidelines for Using Supplemental Aids on State Assessments