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These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency.If any slide is amended or revised for use in local or regional trainings, please remove the TEA footer at the bottom of the slide.. 2. Disclaimer. 8/18/2010 TETN
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1. 1 2010-2011 Accommodations Manual Training presented at Special Education Assessments TETN #7928August 18, 2010
2. 2
3. Purpose of Training
Key Changes
Federal and State Requirements
General Accommodation Information
Accommodations by Category Chart
TELPAS
TAKS-ALT
LAT
Accommodation Request Process
Providing Accommodations During Instruction and Assessment
Appendices
Frequently Asked Questions
Miscellaneous
3 Agenda
4. To provide information applicable to ALL students about the use of accommodations on TAKS, TAKS (Accommodated), TAKS-M, TAKS-ALT, TELPAS, and LAT
To provide information about how to request accommodations that are not listed in this manual or that require an Accommodation Request Form 4 Purpose of Training
5. 5
6. 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.
6
7. 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. 7
8. 8
9. Elementary and Secondary Education Act of 1965 (ESEA)-also known as No Child Left Behind (NCLB)
Individuals with Disabilities Education Improvement Act of 2004 (IDEA)
Section 504 of the Rehabilitation Act of 1973
Section 39.023 of the Texas Education Code (TEC) 9
10. 10
11. 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. 11 What are Accommodations?
12. General education students with special needs
Students receiving services through Section 504
Students receiving special education services
English language learners 12 Who are Accommodations For?
13. 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 students 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. 13 Remember
14. When documenting accommodation use, consider the services a student is receiving.
Special education: all accommodations must be documented in the students IEP
Section 504: all accommodations must be documented in the students IAP
Eligible ELLs: in addition to the above requirements, the LPAC must document assessment accommodations for ELLs and keep in the students 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. 14 Documentation: Required Paperwork
15. State assessment accommodations must be recorded on the scorable document.
Accommodations are categorized in four ways:
Presentation (P)
Response (R)
Setting (S)
Timing and scheduling (T)
Exceptions
Braille (BR)
Large-print (LP)
Oral administration (OA)
Dyslexia Bundled Accommodation (DB)
Linguistic accommodations
15 Documentation: Scorable Test Booklet or Answer Document
16. For details on recording accommodations on scorable documents, see the District and Campus Coordinator Manual or LAT Test Administrator Manual. 16 Documentation: Scorable Test Booklet or Answer Document
17. 17
18. This chart describes accommodations for TAKS, TAKS (Accommodated), TAKS-M, and TELPAS.
Except as specified in the chart, accommodations listed for TAKS, TAKS (Accommodated), and TAKSM are available for eligible students who participate in LAT administrations of these assessments.
Conditions for use are listed below each accommodation.
18 Reading the Accommodations by Category Chart
19. 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
20. Italicized text denotes that an Accommodation Request Form is required.
20 Reading the Accommodations by Category Chart
21. 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
22. 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
23. 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 Reading the Accommodations by Category Chart
24. 24 Changes to the Accommodations by Category Chart Procedural information for transcribing that was located under Other Methods of Response last year has been relocated to the District and Campus Coordinator Manual, test administrator manuals, and test administration directions manuals.
The accommodation of Blank Graphic Organizer that was located in the Accommodations by Category Chart last year has been moved to Appendix D as an allowable supplemental aid.
25. The appendices must be used in conjunction with this chart because they contain specific information about certain accommodations.
Information about accommodations for TELPAS not covered in this chart can be found on page 29.
TAKSALT presentation supports/materials are found on
pages 3049.
Information about linguistic accommodations are found on pages 50-59. 25 Reminders about the Accommodations by Category Chart
26. TELPAS 26 8/18/2010 TETN #7928 TEA Student Assessment Division
27. TELPAS reading tests in grades 2-12 are administered online.
Students should be familiar with reading on computers during instruction.
Now is a great time to be thinking about getting students accustomed to reading online and using accommodations online (if appropriate).
Tutorials are available to help students learn to use TELPAS reading test software and practice taking the test online. Released online tests are also available. 27 Additional Information on TELPAS Testing Accommodations Tutorials and online released TELPAS will be posted to TEA website by the end of August accessible from released test section. An email announcement will be sent when posted.Tutorials and online released TELPAS will be posted to TEA website by the end of August accessible from released test section. An email announcement will be sent when posted.
28. For extenuating circumstances only
Consider using an accommodation online before requesting a paper booklet.
In rare instances in which it is not feasible or appropriate to use an accommodation online, a paper test booklet (including large-print) can be requested by submitting an Accommodation Request Form (ARF).
ARF must include information explaining why a comparable accommodation in online test is not appropriate.
28 Special Requests for Paper Administration of TELPAS Reading Tests
29. Requests must be received at least two weeks before testing to allow time to process request and ship materials.
If request is approved, TEA will notify district testing coordinator and order the test booklet.
29 Paper Administrations of TELPAS Reading Tests
30. paper tests will be approved only in rare instances
paper tests will not be approved on the basis that a student
knows very little English
has limited exposure to computers (except for rare instances involving special needs, such as certain health conditions)
30 Keep in mind that
31. Assessments based on student classwork and observation during daily instruction
Most accommodations used during regular classroom instruction are appropriate
Exceptions: Any accommodation that would interfere with ability of assessment to give clear picture of students English language proficiency (Example: submitting writing samples for which a student relied heavily on a dictionary)
31 TELPAS Holistically Rated Assessments, Grades K-12 Linguistic accommodations are not available on reading TELPAS. To measure ELP, students must read independently in English.Linguistic accommodations are not available on reading TELPAS. To measure ELP, students must read independently in English.
32. TAKS-ALTERNATE 32 8/18/2010 TETN #7928 TEA Student Assessment Division
33. Presentation Supports and Materials for TAKS-ALT have been added to the manual on pp 30-49.
TAKS-Alt will be addressed in TETN #7929 scheduled for September 1, 2010.
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.
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34. LAT 34 8/18/2010 TETN #7928 TEA Student Assessment Division
35. LAT is used to meet federal testing requirements for math, science, and reading/ELA tests administered in grades 38 and 10.
The Texas English Language Proficiency Standards (ELPS) require all teachers to provide appropriate linguistic accommodations during the instruction of ELLs in all subjects.
LAT is administered only to students who meet the eligibility criteria. 35 Linguistically Accommodated Testing (LAT)
36. Allowable Accommodations for LAT Math and Science 36
37. Allowable Accommodations for LAT Reading/ELA 37
38. Remember that
in addition to linguistic accommodations, a student taking LAT may be eligible to receive accommodations related to other types of special needs
the ARD in conjunction with the LPAC must determine and document linguistic accommodations and other special needs accommodations for students taking LAT who receive special education services
38 LAT
39.
Consult the Accommodations by Category chart for information on accommodations for LAT participants who have other special needs.
Available special needs accommodations depend on which test the student is takingLAT administration of TAKS, TAKS (Accommodated), or TAKS-M
39 Other Accommodations for LAT Participants
40. 40 LAT & Accommodations By Category Chart
41. The following accommodations from the Accommodations by Category Chart are part of the LAT test administration procedures:
Translating test directions
Individual and small group administrations
Testing over 2 days for LAT administrations of reading and ELA
Frequent breaks
41 LAT Accommodations That Do Not Require Documentation
42. Accommodation Request Forms are NOT required for the linguistic accommodations used during LAT administrations.
42 Note that
43. House Bill (HB) 3 extended the time for making special assessment allowances for ELLs who are unschooled asylees and refugees
Details on the special allowances and available linguistic accommodations for these students may be found in the LPAC Decision-Making Process for the Texas Assessment Program
43 Unschooled Asylees and Refugees Page 58 of Accommodations Manual.Page 58 of Accommodations Manual.
44.
In LAT grades and subjects, eligible students may be provided allowable linguistic accommodations.
In non-LAT grades and subjects, eligible students may be provided allowable linguistic accommodations, but an Accommodation Request Form must be submitted.
44 Linguistic Accommodations for Eligible ELL Asylees and Refugees
45. Accommodation request should:
specify that the student qualifies for special provisions as an unschooled asylee/refugee
include information explaining why the accommodation is needed
Districts should follow accommodation request process outlined in the 2010-2011 Accommodations Manual
LPAC should document approved accommodations in students permanent record file 45 Requesting Linguistic Accommodations for Non-LAT Grades and Subjects Remember, ARF not reqd for linguistic accommodations used during LAT administrations.Remember, ARF not reqd for linguistic accommodations used during LAT administrations.
46. 46 8/18/2010 TETN #7928
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47. 47
48. 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
Additional information about accommodations for TELPAS on page 29
Contact campus or district testing coordinator when questions arise 48 Step 1: Determine Whether Request is Necessary
49. 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 49 Step 2: Complete the Accommodation Request Form
50. 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 50 Step 2: Complete the Accommodation Request Form
51. Online Accommodation Request Form is the preferred method
http://www.txetests.com/dev/accdev/ChooseDistrict.asp
Attach electronic copies of supplemental aids in a PDF file
Online system is not secure, so districts should never submit confidential student information
Only submit one request per student
District testing coordinator must review each request to determine whether it is necessary and appropriate and, if so, submit to TEA with signature
Print signature on paper forms
Reply to e-mails generated by online Accommodation Request Form 51 Step 3: Submit Accommodation Request Form to TEA
52. Accommodation Request Forms must be received by TEA at least one week prior to testing to ensure enough time to respond.
Accommodation Request Forms for a TELPAS reading paper test booklet must be received by TEA at least two weeks prior to testing to allow time for processing the request and shipping materials.
Do not assume approval just because a request was submitted.
52 Step 3: Submit Accommodation Request Form to TEA
53. We respectfully request that Internet Explorer 6 (IE6) users update their Internet Explorer. Please consider using IE v7.0 or greater or access the form using Macintoshs Safari, or Mozillas Firefox browsers.
Faxing should only be considered as a last resort as processing faxed requests takes considerably more time.
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54. 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. 54 Step 4: Review by TEA
55. 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. 55 Step 5: Receive TEA Decision
56. Providing Accommodations During Instruction and Assessment 56 8/18/2010 TETN #7928
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57. Planning for Test Day
Communication
Training
Ensuring Test Security
Information regarding test security is found in the District and Campus Coordinator Manual, the Test Security Supplements, and the Test Administrator Training modules.
Evaluating and Improving the Use of Accommodations
Collect and analyze data on the use and effectiveness of accommodations.
Evaluation of a students needs is the responsibility of all involved in the education of a particular student. 57 Administering State Assessments with Accommodations
58. 58
59. No significant changes from last year
Available for TAKS and TAKS (Accommodated) reading tests at grades 3-8
Not available for TAKS-M tests or LAT administrations
Eligibility determined locally but must be based on the criteria found on page 76 of this manual
No Accommodation Request Form required
Test directions and proper nouns list provided to test administrators for TAKS (Accommodated) are different from those provided for TAKS.
Test administration procedures can be found in the District and Campus Coordinator Manual and the test administration directions. 8/18/2010 TETN #7928
TEA Student Assessment Division 59
60. No significant changes from last year
Available for TAKS, TAKS (Accommodated), and TAKS-M mathematics, science, and social studies tests
Not available for reading, writing, or ELA tests
Eligibility determined locally but must be based on the criteria found on page 78 of this manual
No Accommodation Request Form required
Test administration procedures can be found in the District and Campus Coordinator Manual and test administration directions.
Test administrators should refer to the Oral Administration appendix of the appropriate test administration directions for instructions on reading aloud certain types of test items.
60 Appendix A: Oral/Signed Administration
61.
No significant changes from last year
Available for TAKS, TAKS (Accommodated), and TAKS-M tests in both contracted and
uncontracted braille
Not available for TELPAS reading tests
For information about braille versions of LAT, contact TEAs Student Assessment Division
No Accommodation Request Form required
61 Appendix B: Braille Tests
62.
Test materials
Must be ordered online and will arrive 1 week before testing in a separate shipment from other secure materials
One braille form per grade for both TAKS and TAKS (Accommodated), so order TAKS booklet for students designated to take TAKS (Accommodated)
Print test booklet included in all braille kits should be used for oral administration and administration of TAKS-M reading, ELA, and writing tests
Braille pages are single-sided and braille lines are single-spaced
62 Appendix B: Braille Tests
63. Specific Braille Instructions (SBI)
Are secure and arrive one week prior to testing with other braille materials;
Are posted online one week prior to testing (test administrators should be made aware)
Are a supplement to the test administrator directions and include replacement text for parts of those directions
Need to be viewed prior to test day to determine materials needed on test
Replacement items, if any, are included with SBI so test administrator can substitute them during an oral administration for the items replaced in the print test. 63 Appendix B: Braille Tests
64. Appendix B: Braille TestsAccommodations An Accommodation Request Form is not required for:
computers, low-vision devices, braille paper, pens, crayons, pencils, placeholders, manipulatives specified in specific braille instructions, slate and stylus, electronic note-takers, braille rulers, Cranmer modified abacus, speech-output calculators, periodic table routinely used in the classroom; electronic dictionaries/ thesauruses may be used as a supplemental aid for TAKS (Accommodated) and TAKS-M as allowed in Appendix D.
An Accommodation Request Form is required for:
any accommodation specified in the Accommodations by Category Chart that requires a request (e.g., extended time)
two types of test booklets (e.g., a large-print test booklet in addition to a braille test booklet)
64
65. 65 Appendix B: Braille Tests Required test materials
For tests that require the availability of a dictionary, students may use an electronic dictionary/thesaurus.
For tests that require the availability of a calculator, students may use an audio-graphing calculator (AGC).
Refer to the District and Campus Coordinator Manual for those assessments that require the availability of a calculator or dictionary/thesaurus.
66. Student Response Procedures
Responses to open-ended reading items and written composition must fit into space provided on the scorable document
Students who use a computer to generate a written response may save periodically during completion, but must be deleted when the student is finished testing.
66 Appendix B: Braille Tests
67.
Transcribing/recording information on scorable document
Student responses must be transferred to a scorable document or they will not be scored
No field-test items on braille tests, so test administrator will not use last column on TAKS answer document (does not apply to retests)
Test administrator marks in TAKS or TAKS ACCOMM section of TEST TAKEN INFO field on the TAKS scorable document depending on which test is designated in IEP
Test administrator does not need to record test booklet number or test form number
Test administrator must mark braille (BR) bubble and bubble(s) for other accommodations used (P, R, S, and/or T) in the ACCOMMODATIONS (FOR ALL PROGRAMS) field.
67 Appendix B: Braille Tests
68. No significant changes from last year
Available for all TAKS, TAKS (Accommodated), and TAKS-M tests, TELPAS reading tests, and LAT administrations
Eligibility determined locally, but student must have an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for Special Education with a Visual Impairment, etc.) AND use large-print materials in instruction and testing. No Accommodation Request Form required if the student meets both eligibility requirements.
An Accommodation Request Form is required:
For students who dont meet both eligibility requirements
To photocopy and further enlarge a large-print test
To use two types of test booklets (e.g., a regular print test in addition to large-print test)
For any accommodation in Accommodations by Category Chart that requires a request (e.g., extended time) 68 Appendix B: Large-Print Tests
69. Test Materials
The number of students who need large print should be identified during enrollment periods in the fall or in January (for April testing only)
Large-print tests should not be ordered for an entire class
District testing coordinators can update order up to two weeks prior to testing for students not included in enrollment periods (e.g., new students to the district)
Included with initial secure shipment (except for TELPAS reading) 69 Appendix B: Large-Print Tests
70. Student Response Procedures
Students should insert large colored sheet provided behind the page they are working on to reduce see-through effect and to keep any marks made on page from bleeding through
A separate sheet for griddable items is included with large-print tests so students are aware of the number of boxes available for the answer 70 Appendix B: Large-Print Tests
71. Transcribing and recording information on a scorable document
Student responses must be transferred to a scorable document or they will not be scored
Test administrator must mark the large-print (LP) bubble and bubble(s) for other accommodations used (P, R, S, and/or T) in the ACCOMMODATIONS (FOR ALL PROGRAMS) field
71 Appendix B: Large-Print Tests
72. Appendix C was new last year. No significant changes have been made since then; however, clarifying language was added.
TEA has not received much feedback about this appendix; however, your feedback is welcome.
Make sure educators who work with this population are aware of this appendix.
72 Appendix C: General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing
73. Who can be a test administrator?
Hold valid education credentials or be under supervision of professionals who hold credentials
Be trained and sign security oath
Deaf educators and certified sign language interpreters who are employees of the district
Certified sign language interpreters who are not employees of the district can only facilitate communication between test administrator and students
Cannot administer tests or be left unattended with secure test materials
Must be trained, sign oath, and be supervised by a certified professional who is an employee of the district
73 Appendix C: General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing
74. Specific Accommodations
Transcribing Written Composition and Open-Ended Reading Responses
Clarifications have been made to this section to better communicate when an Accommodation Request Form is required.
If student uses Contact Signs or a sign system that is a strict form of Manually Coded English, student responses should be transcribed word-for-word onto the scorable document.
If student uses American Sign Language (ASL) and needs their responses translated into correct English grammar, an Accommodation Request Form must be submitted to TEA for permission to translate a students response prior to transcribing it onto the scorable document. 74 Appendix C: General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing
75. Sign Language Dictionary
As a supplemental aid, a grade- or ability-appropriate sign language dictionary may be used (refer to Appendix D).
As a required part of standard test administration procedures, a grade-appropriate sign language dictionary may be used in conjunction with the standard English dictionary/thesaurus.
75 Appendix C: General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing
76. Signing or Amplifying Test Content
Only in these cases:
oral/signed administration
dyslexia bundled administration
reading aloud questions/answer choices for TAKS-M
reading selections
reading aloud portions of TAKS-M reading, ELA, and
writing tests
Goal = Provide the same level of access to printed information that would be provided to a hearing student who receives an oral presentation for the types of administrations listed above
76 Appendix C: General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing
77. Signing Test Content: What sign should the test administrator use?
A: Sign exists-use it when the word/phrase occurs in print on the test
B: Sign has been locally developed-use it when the
word/phrase occurs in print on the test
C: If A and B dont apply, determine whether the
word/phrase IS or IS NOT the concept being
assessed:
IS content being assessed-fingerspell word
IS NOT content being assessed-use a reasonable equivalent or expansion
77 Appendix C: General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing
78. Preparing for a Signed Administration
Previewing test content in order to properly prepare for a signed administration is allowed ONLY on the day the test is administered.
Follow all standard test security policies outlined in the District and Campus Coordinator Manual.
Responding to test items, recording information, or discussing test content is strictly prohibited.
78 Appendix C: General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing
79. 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
79 Appendix D: Supplemental Aids
80. 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 students 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
80 Appendix D: Supplemental Aids
81. Using Supplemental Aids on State Assessments
TAKS
Not allowed even if student receives Section 504 services or special education services.
TAKS (Accommodated)
Allowed if listed in Appendix D; an Accommodation Request Form is not required.
For supplemental aids not listed in Appendix D, an Accommodation Request Form is required.
81 Appendix D: Supplemental Aids
82. Using Supplemental Aids on State Assessments
TAKS-M
Allowed if listed in Appendix D; an Accommodation Request Form is not required.
Supplemental aids not listed in Appendix D should be reviewed by district/campus personnel using the guidelines on page 91.
Training slides outlining the review process for TAKS-M supplemental aids will be posted on the Accommodations Resources webpage at a later date.
TELPAS
All supplemental aids for grades 2-12 TELPAS reading tests require an Accommodation Request Form.
82 Appendix D: Supplemental Aids
83. 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.
83 Appendix D: Supplemental Aids
84. 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.
84 Appendix D: Supplemental Aids
85. 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
85 Appendix D: Supplemental Aids
86. 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 2010-2011 Accommodations Manual , and the word pictures has been removed from this language in science.
86 Appendix D: Supplemental Aids
87. 87
88. 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.
88 How specific does an ARD committee need to be when documenting supplemental aids?
89. 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?
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90. 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 TAKSM.
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 TAKSM.
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 TAKSM.
An Accommodation Request Form should not be submitted for supplemental aids used on TAKSM. 90 If a supplemental aid is approved for TAKS (Accommodated), would the same supplemental aid be allowed for a TAKS-M student? 8/18/2010 TETN #7928
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91. 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.
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92. 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. 92 What is the difference between a supplemental aid and a manipulative?
93.
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.
93 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?
94. No (page 92).
TEA approval of a supplemental aid for one student does not apply to all students who use that supplemental aid.
94 Can other students use a supplemental aid that has been approved by TEA for one student?
95. 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).
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96. 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. 96 What does routinely used mean?
97. Is there an index for the Accommodations Manual? No. But you can use the Find or Search feature on your computer and type in a key word. This will take you to every place in the manual where this key word is mentioned.
For instance, use CONTROL F and type in routine to find all references to the phrase routinely used.
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98. 98
99. Updates and training opportunities can be found on the Accommodations Resources page at: http://www.tea.state.tx.us/student.assessment/resources/accommodations
Information about accommodations for the STAAR program beginning in 2011-2012 will be posted as it becomes available.
Teacher Tools that are listed on the Accommodations Resources page will be updated soon and will replace the versions from last year.
99
100. 8/18/2010 (#7928) 2010-2011 Accommodations Manual
9/1/2010 (#7929) TAKS-ALT training and general updates
9/15/2010 (#7930) 2010-2011 ARD Manual
10/8/2010 (#8301) Accessing TAKS-ALT Online System
11/3/2010 (#7931) General Updates and a review of changes to online system
1/5/2010 (#7932) Accountability and updates to TAKS-ALT procedures
3/24/2010 (#7933) Questions concerning upcoming tests and the close of the TAKS-ALT submission window
5/12/2010 (#7960) Preview for 2011-2012
100100 2010-2011 Special Education Assessments TETN Schedule
101. Phone: (512) 463-9536
FAX: (512) 463-9302
E-mail: Test.Accommodations@tea.state.tx.us
101101 TEA Student Assessment Division Contact Information