Accommodations Manual Training December 2010 Presented by: Ms. Santos, Ms. Gomez & Mr. Hubbard

1. Accommodations Manual TrainingDecember 2010Presented by: Ms. Santos, Ms. Gomez & Mr. Hubbard Created with slides by TEA As Presented by: David Costello & Milsimer Perez

2. Purpose of Training • To provide information applicable to ALL students about the use of accommodations on TAKS, TAKS (Accommodated), and TAKS-M • To provide information about how to request accommodations that are not listed in this manual or that require an Accommodation Request Form This training should not replace reading the manual.

3. Key Changes

4. Key Changes • An icon has been used throughout the manual to direct the reader to additional materials that may assist educators when making accommodation decisions. • “Selecting Accommodations for Assessment” has been revised to clarify the purpose of accommodation use on state assessments. • Procedural information for transcribing that was located under “Other Methods of Response” has been relocated to the District and Campus Coordinator Manual, test administrator manuals, and test administration directions.

5. Key Changes • A new section titled “Accommodations for TAKS-ALT” has been included in the manual. • The section titled “Linguistic Accommodations for English Language Learners” now includes information about special provisions for unschooled ELL asylees and refugees. • The list of supplemental aids allowed for TAKS (Accommodated) and TAKS-M in Appendix D has been revised. • The accommodation of “Blank Graphic Organizer” that was located in the Accommodations by Category Chart has been moved to Appendix D as an allowable supplemental aid.

6. Accommodations

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 special needs, disabilities, or who are learning English to participate meaningfully in grade-level instruction. • are not intended to provide a student with an advantage over other students.

8. What Are Accommodations • Accommodation decisions should be based on the needs of individual students, not an entire group of 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. 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 • Section 504: all accommodations must be documented in the student’s IAP • Eligible ELLs: in addition to the above requirements, the LPAC must document assessment accommodations for ELLs and keep in the student’s permanent record file • Other: districts should document use of accommodations according to local policies (questions regarding local policies should be answered at the district level) • Accommodations that require submission of an Accommodation Request Form should be documented as “pending TEA approval.”

10. 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.

11. Accommodations Request Forms(ARF)Process

12. Step 1 Step 2 Step 3 Step 4 Step 5 12

13. 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

14. 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

15. 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

17. Writing Objective Evidence

18. What is objective evidence? • The rationale in the request form • Effective objective evidence might include, but is not limited to: • explanation of disability and how it relates to accommodation • observational narrative describing how student performs with and without use of accommodation • test scores with and without use of accommodation

19. Examples of INEFFECTIVE objective evidence… • Blanket requests • Data that doesn’t support student need • Student is successful with and without use of accommodation • Student is unsuccessful with and without use of accommodation • Lack of any specific information regarding student performance with and without use of accommodation • Scores on assignments, tests, etc. • Description of student behavior, performance, etc. • Vague descriptions or language • “easily frustrated”, “prefers large print”, “struggles with reading”, “calculator helps tremendously”, etc. • Lack of connection between student’s disability and requested accommodation

20. Examples of EFFECTIVE objective evidence… • Data that supports student need • Scores with and without use of accommodation showing that the student is successful only when using the accommodation • Specific information regarding student performance with and without use of accommodation • Explanation of what mistakes the student makes on assignments with and without use of accommodation • Description of the student’s specific “behaviors” with and without use of accommodation, providing a clear picture of how the student’s disability manifests itself and warrants this accommodation • Evidence that evaluation of the effectiveness of the accommodation is ongoing and the accommodation should be continued for student success

21. Examples of EFFECTIVE objective evidence… • Descriptions of how the accommodation is used in classroom instruction to access grade-level material • Specialized information depending on requested accommodation • TELPAS reading paper test booklet • Extended Time • Photocopies of test • Large print • Clear explanation of how the student’s area of need/disability relates to the requested accommodation

22. Samples of Ineffective & Effective Objective Evidence Supplemental Aids

23. Responsibilities and Duties

24. Edgewood ISD Campus Roles and Responsibilities Towards Effective ARFs

25. Appendix D:Supplemental Aids

26. This appendix has been revised to more clearly communicate how districts can make determinations locally about supplemental aids. • Supplemental Aids: • Are only for students receiving special education services who take TAKS (Accommodated) or TAKS-M • Must be documented in the IEP (and permanent record file if student is also ELL) • Are for students who have a disability that affects memory retrieval • Should be individualized for each student

27. Supplemental Aids: • Should not replace the teaching of skills designated in the curriculum • Must serve as a tool and not a source of direct answers • Should include content relevant only to the student’s grade level • Should be factual and error-free • Should be concise and well-organized • Should be routinely used in classroom instruction and testing if they are to be used on a state assessment • May be appropriate for instructional use, but may not be appropriate or allowed for use on a state assessment

28. Each supplemental aid listed in this appendix has been determined to be a tool and not a source of direct answers and is allowed for TAKS (Accommodated) and TAKS-M. Therefore, an Accommodation Request Form is not required. • Changes in the allowed supplemental aids for: • Mathematics • Addition charts may be used. • A list of words for the numbers 0-9 and the multiples of 10 up to 100 may be used. • Pictorial models of real or play money, clocks, base-ten blocks, various types of counters, and algebra tiles may be used.

29. Mathematics, continued • Pictorial models of two and three-dimensional figures may be used and may be labeled with only words and/or variables that appear on the grade-appropriate mathematics chart (except for the name of a figure and its attributes) provided by TEA. For example, if a pictorial model of a triangle is used, labeling the base and height with the words and the variables b and h would be allowed because they appear on the mathematics chart, but identifying a vertex or a side would not be allowed. • Blank graphic organizers may be used. • A description of the process needed to solve a problem was removed from Appendix D and now requires the submission and approval of an Accommodation Request Form.

30. Reading/ELA (reading selections) • Definitions of literary terms may no longer be used • Blank graphic organizers may be used • Writing/ELA (open-ended reading items, written composition, and revising and editing section) • Blank graphic organizers may be used

31. Social Studies • New language regarding blank timelines has been inserted: “labeling cannot be text or pictures” • Blank graphic organizers may be used • Science • New language regarding graphics has been inserted: “Graphics may not contain titles, words, labels, acronyms, numbers, or symbols.” * • Addition charts may be used • Multiplication charts may be used • Blank graphic organizers may be used • *A correction has been made to the 2010-2011Accommodations Manual , and the word “pictures” has been removed from this language in science.

32. Samples of Supplemental Aids

33. 33 • The following examples of supplemental aids that are • marked with the symbol are allowed for use by eligible • students on TAKS (Accommodated) and TAKS–M. These • supplemental aids do not require TEA review because they • are considered a tool and not a source of direct answers. • However, it is the responsibility of district/campus • personnel to ensure that the supplemental aids are: • grade-appropriate, • factual, • error-free, • concise, and • well-organized. • Examples of supplemental aids marked with the symbol • are not allowed on state assessments without review, or must • be edited to follow the guidelines listed in Appendix D.

34. Mathematics Supplemental Aids Allowed on TAKS (Accommodated) 34

35. Dictionary (p. 93 #1) A standard English dictionary (or Spanish dictionary if a Spanish test is administered) that is grade- or ability-appropriate may be used. An Accommodation Request Form is not required. 35 If the dictionary does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

36. Dictionary (p. 93 #1)Glossaries, including those made by teachers or students, that contain definitions of subject-specific vocabulary are not allowed. 36 Glossary Coefficient – the numerical factor in a term Constants – monomials that are real numbers Dependent – a system of equations that has an infinite number of solutions Domain – the set of all first coordinates from the ordered pairs in a relation Origin – the point of intersection of the two axes in the coordinate plane Monomial – a number, a variable, or a product of a number and a variable Parabola – the general shape of the graph of a quadratic function Polynomial – a monomial or a sum of monomials Ratio – a comparison of two numbers by division Reciprocal – the multiplicative inverse of a number *An individual definition of a vocabulary word requires an ARF for use on TAKS (Accommodated), or local review for use on TAKS–M.

37. Mnemonic Devices (p. 93 #2) A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms and/or phrases may be used to help a student recall information. An Accommodation Request Form is not required. 37 PEMDAS and/or Please Excuse My Dear Aunt Sally DMSB and/or Dad Mother Sister Brother If the mnemonic device does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

38. Mnemonic Devices (p. 93 #2)The subject-specific words that the mnemonic represents are not allowed. 38 Divide Multiply Subtract Bring down Parentheses Exponents Multiplication Division Addition Subtraction If the mnemonic device contains the subject-specific words that the mnemonic represents , please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

39. Pictorial Models (p. 94 #12) A figure may not be labeled with its name or attributes (e.g., cube, vertex, face). 39 edge vertex vertex TRIANGLE edges=12 vertices=8 faces=6 face RECTANGULAR PRISM side If the pictorial model is labeled with its name or attributes, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

40. Pictorial Models (p. 94 #13) Pictorial models and graphics may be used if they do not contain titles, words, labels, acronyms, numbers, or symbols. An Accommodation Request Form is not required. 40 If the pictorial model contains any of the restrictions indicated above, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

41. Blank Graphic Organizers (p.94 #14) Blank graphic organizers may be used. This means that the graphic organizer may not contain titles, words, labels, pictures, acronyms, numbers, or symbols. An Accommodation Request Form is not required. 41 Group 1 Group 2 1 & 2 If the graphic organizer is not blank, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

42. Reading/ ELASupplemental Aids Allowed on TAKS (Accommodated) 42

43. Dictionaries (p. 95 #1)A standard English dictionary (or Spanish dictionary if a Spanish test is administered) that is grade- or ability-appropriate may be used. 43 If the dictionary does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

44. Dictionaries (p. 95 #1)Glossaries, including those made by teachers or students, that contain subject-specific vocabulary are not allowed. 44 Exposition- the introductory material which gives the setting, creates the tone, presents the characters, and presents other facts necessary to understanding the story Foreshadowing- the use of hints or clues to suggest what will happen later in the story Inciting Force- the event or character that triggers the conflict Conflict- the essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self) Rising Action- a series of events that builds from the conflict. It begins with the inciting force and ends with the climax. Crisis- the conflict reaches a turning point. At this point the opposing forces in the story meet and the conflict becomes most intense. The crisis occurs before or at the same time as the climax. Climax- the climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted. Falling Action- the events after the climax which close the story. Resolution (Denouement)- rounds out and concludes the action. *An individual definition of a vocabulary word requires an ARF for use on TAKS (Accommodated), or local review for use on TAKS–M.

45. Mnemonic Devices (p. 95 #2) A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms, phrases, words, pictures, or a combination of these may be used to help a student recall information. 45 R-Read U-Underline & highlight B-Break down question I-Identify concepts E-Eliminate S-Select If the mnemonic device does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

46. Checklists (p. 95 #3) Checklists that contain general information may be used to remind a student of how a careful reader interacts with text. An Accommodation Request Form is not required. Checklists that are too detailed are not appropriate for use on a state assessment. 46 Five Strategies for Effective Reading Predict—Make a guess about what will happen next. Clarify—Make sure you understand the text. This text was about… Connect—This text makes me think of… Visualize—As I read I can see… Question—What does the author mean by__________? • Summary questions (Only do the following if the passage • contains a summary question) • Step one: Divide the total number of • paragraphs by 3 • Example: 22 paragraphs divided by three is 7 – you have one left over so put it in the middle • Step two: Since your number is 7, you’ll • bracket paragraphs 1-7 as B (for beginning), paragraphs 8-15 as M (for middle – remember the extra is going in the middle), and bracket 16-22 as E (for end). • Step three: …etc. If the checklist is detailed, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.

47. Graphic Organizers (p. 95 #4) Blank graphic organizers and graphic organizers that include labels related to literary elements may be used to help students analyze selections. 47 If the blank graphic organizer does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M. DRAFT Texas Education Agency Student Assessment Division 2010

48. Writing/ELASupplemental Aids Allowed on TAKS (Accommodated) 48

49. Mnemonic Devices (p. 96 #1)A mnemonic device is a technique that assists with memory. Mnemonic devices that are acronyms, phrases, words, pictures, or a combination of these may be used to help a student recall information. 49 D—Decide on goals and theme E—Estimate main ideas and details F—Figure best order of main ideas and details E—Express the theme N—Note each main idea and supporting point D—Drive home the message S—Search for errors and correct If the mnemonic device does not follow the above guideline, please submit an ARF for use on TAKS (Accommodated), or review it locally for use on TAKS–M.

50. Checklists (p. 96 #2) Checklists that contain general information may be used to help a student stay focused and to remind him or her of the necessary steps for completing a task. An Accommodation Request Form is not required. Checklists that are too specific or time consuming are not allowed. Checklists should not provide a formula for writing a composition. 50 Revising checklist Focus/Coherence *Is my main point clear? *Do all my ideas support my main point? Organization *Did I repeat any ideas? *Is each idea/paragraph related? *Are my thoughts linked from paragraph to paragraph? *Did I include ideas that don’t belong? Development *Did I explain my ideas with supporting details? * Did I present my ideas thoughtfully? If the checklist is specific or time consuming, please submit an ARF for use on TAKS (Accommodated), review it locally for use on TAKS–M, or you may consider editing the supplemental aid to meet Appendix D guidelines.