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2010-2011 Accommodations Manual Guidelines for Selecting, Administering, and Evaluating the Use of Accommodations for All Students. Accommodations Manual. Purpose: provide guidance Ensure students are given access to needed accommodations

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slide1
2010-2011 Accommodations ManualGuidelines for Selecting, Administering, and Evaluating the Use of Accommodations for All Students
accommodations manual
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

slide4
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.
slide6
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
the law and specific student populations
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
accommodations for assessments
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

accommodations for assessments1
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

accommodations for assessments2
Accommodations Manual p. 14Accommodations 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
accommodations for assessments3
Accommodations for Assessments
  • Documenting Accommodations on Required Student Paperwork
  • Recording Accommodations on the Scorable Document for State Assessments

Accommodations Manual pp. 16-17

selecting accommodations for assessment of individual students1
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
documenting accommodation use
Accommodations Manual pp. 16-17Documenting 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
documenting accommodation use1
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
accommodations by category

Accommodations by Category

Accommodations Manual pp. 18-28

selecting accommodations
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

accommodations for taks alt

Accommodations for TAKS-ALT

Accommodations Manual p. 30-49

linguistically accommodated testing lat
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

allowable lat accommodations for math and science
Allowable LAT Accommodations for Math and Science

*Not available for LAT administrations of TAKS–M

allowable lat accommodations for reading ela
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)

slide25
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
slide26
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.
accommodation request process
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

providing accommodations during instruction and assessment
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

appendices
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)
teacher tools
Teacher Tools

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

slide33

Teachers at the first school asked…

…What can we do to increase students remembering the academic content?

slide34

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?

slide35

The teachers worked with the students to create an interactive journal, an instructional legacy.

“What is a legacy?” the students asked.

slide36

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

slide37

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

slide38

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

slide39

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

slide40

Some of the visuals, the permanent products, looked like this…

Main Idea

Supporting

Details

Supporting

Details

Supporting

Details

slide41

Others looked like this…

Multiply or Divide Integers

slide42

Operations on Exponents

PEMDAS

Still others looked like this…

slide43

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

slide44

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

they used spinning proportions
They used Spinning Proportions…

Copy and rotate.

Which equivalencies are true?

spinning proportions
Spinning Proportions

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

slide48

Strip Diagram Models

Adapted from MSTAR, 2010

slide50

Apostrophes – Show Possession

‘s

s’

Why might this visual help students remember this vocabulary/these concepts?

slide51

R

A

N

G

E

DOMAIN

Why might this visual help students remember this vocabulary/these concepts?

slide52

b

m

slope

y-intercept

slide53

Supporting memory deficits…

Songs used as mnemonic devices…

slide56

All students were allowed to use the journals whenever they needed to remember the math concepts, processes, and skills…

slide57

As time went on, some students no longer needed to refer to the journal to remember the concepts, processes, and skills. Others still needed to check back though…

slide58

But over time even these students didn’t need all of the information. Instead of needing to see this…

slide60

That year, the first school moved from Academically Acceptable to within 6 students of Exemplary.

Lives were changed. Teachers and students held their heads high…

slide61

The second school…

…still believed the students aren’t trying hard enough.

slide62

A Tale of Two Schools

What should we take away from this story?

2010 2011
2010-2011
  • Accountability ratings will be kept for two years:
    • 2010-2011
    • 2011-2012
region 4 esc contacts
Region 4 ESC Contacts
  • TAKS, TAKS (Accommodated)
    • Sherri McCord
    • Helen Griffin
  • TAKS-M
    • Angela Standridge
  • TAKS-Alt
    • Susan Parker
  • LEP
    • Ana Llamo
    • Sonja Hollan

www.theansweris4.net713.462.7708

region 4 esc contacts1
Region 4 ESC Contacts
  • Content-Specific Questions
    • Reading, Writing, ELA
      • Felisha Branford
    • Mathematics
      • Jane Georges
    • Science/Social Studies
      • Debbie Behling

www.theansweris4.net713.462.7708

administering assessments with accommodations
Administering Assessments with Accommodations
  • During Instruction
  • During Assessment
    • Planning for Test Day
    • Administering Assessments with Accommodations

Accommodations Manual pp. 40-41