Accommodations and Supplemental Aids

1. Accommodations and Supplemental Aids 2009-2010

2. Agenda • Introductions • It’s the LAW! • Accommodations Manual • Navigating TEA website • Supplemental Aids a. Appendix D • Navigating LISD website

3. 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”.

4. 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))

5. You Be The Judge! Accommodations Modifications You will have 8 minutes for this activity. Be ready to debrief. All questions are welcomed during debriefing. • As a team, read each descriptor. • Decide if it is a(n): • Accommodation • Modification

6. 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 6

7. 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

8. Selecting Accommodations For Assessment

9. ACCOMMODATIONS • Accommodations are practices and procedures that provide equitable access during instruction andassessment 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.

10. 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

11. 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.

12. Classroom instruction State & district assessments Classroom assessments CONTENT STANDARDS ACCOMMODATIONS APPLICATIONS The use of accommodations is linked through each of these areas:

13. “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.

14. Presentation Accommodations Allow students to access information in alternate formats to regular print. These alternate modes of access are auditory, multi-sensory, tactile, and visual. ACCOMMODATIONS CATEGORIES is there a visual impairment can student read or follow directions is there a hearing impairment is there a need for hearing device, etc…

15. Response Accommodations Allow students to complete activities, assignments, and assessments using methodsother than paper–and–pencil or machine–scorable responses. Response accommodations may also include allowing students to solve or organize problems usingsome 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

16. Setting Accommodations Change the location in which a test or assignment is given orthe conditions of the assessment setting. is student easily distracted need for special lighting or acoustics does student distract other students, etc… ACCOMMODATIONS CATEGORIES

17. Timing/Scheduling Accommodations Increase the standardlength of time to complete an assignment or assessment or possibly change the way the time isorganized (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 CATEGORIES

18. Accommodations at a Glance

20. 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.

21. 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.

22. 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).

23. Break Time

24. http://ritter.tea.state.tx.us/favicon.ico

25. Allowable Accommodations

26. 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

27. 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

28. 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 7-8math 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, TAKS-A, TAKS-M mathematics test at grades 9,10, and 11 /exit level

29. 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

30. 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

31. 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

32. 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

33. Appendix D (pg 70-75) • Examples of Supplemental Aids • Use of Supplemental Aids

34. Reading/ELA • Standard English dictionary • Small group • Graphic organizers • Place markers • Strategy checklists • Mnemonic devices

35. Mathematics • 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

36. 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

37. 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

38. 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

39. Accommodation Request Process • Requests may be submitted for • 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 • Requests may be submitted by • 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

40. 12 Powerful WordsThat Increase Test Scores and Help Close the Achievement Gap Larry Bell WORD 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

41. www.laredoisd.org

42. Review Handout Booklet

43. 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

44. Are you going to finish strong video?Do you have what it takes to make a difference in a child’s life?

45. 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.org795-3969 office number