20082009 Accommodations Manual Training

1
2008-2009 Accommodations Manual Training
SIDE-BY-SIDE taks-m SAMPLE ITEMS BLUEPRINTS
DRAFT

• Presented by
• Brenda Booth, Director of Assessment

November 2008
2

• TAKS / TAKS-Accommodated and TAKS-M
  Comparison and Contrast of Item Types and
  Blueprints

3
Mathematics

• Grades 3, 6 10

4
Grade 3 Math - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

5
Grade 3 Math

• TAKS TAKS-Accommodated

• TAKS-M

6
Grade 3 Math

• TAKS TAKS-Accommodated

• TAKS-M

7
Grade 3 Math

• TAKS TAKS-Accommodated

• TAKS-M

8
Grade 3 Math

• TAKS TAKS-Accommodated

• TAKS-M

9
Grade 6 Math - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

10
Grade 6 Math

• TAKS TAKS-Accommodated

• TAKS-M

11
Grade 6 Math

• TAKS TAKS-Accommodated

• TAKS-M

12
Grade 10 Math - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

13
Grade 10 Math

• TAKS TAKS-Accommodated

• TAKS-M

14
Grade 10 Math

• TAKS TAKS-Accommodated

• TAKS-M

15
Grade 10 Math

• TAKS TAKS-Accommodated

• TAKS-M

16
Grade 10 Math

• TAKS TAKS-Accommodated

• TAKS-M

17
Science

• Grades 5, 8 10

18
Grade 5 Science - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

19
Grade 5 Science

• TAKS TAKS-Accommodated

• TAKS-M

20
Grade 5 Science

• TAKS TAKS-Accommodated

• TAKS-M

21
Grade 5 Science

• TAKS TAKS-Accommodated

• TAKS-M

22
Grade 5 Science

• TAKS TAKS-Accommodated

• TAKS-M

23
Grade 5 Science

• TAKS TAKS-Accommodated

• TAKS-M

24
Grade 8 Science - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

25
Grade 8 Science

• TAKS TAKS-Accommodated

• TAKS-M

26
Grade 8 Science

• TAKS TAKS-Accommodated

• TAKS-M

27
Grade 10 Science - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

28
Grade 10 Science

• TAKS TAKS-Accommodated

• TAKS-M

29
Grade 10 Science

• TAKS TAKS-Accommodated

• TAKS-M

30
Grade 10 Science

• TAKS TAKS-Accommodated

• TAKS-M

31
Grade 10 Science

• TAKS TAKS-Accommodated

• TAKS-M

32
Reading/ELA

• Grades 5, 7 10

33
Grade 5 Reading - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

34
Grade 5 Reading

• Pre-Reading Box for TAKS-M (read by test
  administrator)

35
Grade 5 Reading

• TAKS TAKS-Accommodated

• TAKS-M

36
Grade 5 Reading

• TAKS TAKS-Accommodated

• TAKS-M

37
Grade 5 Reading

• TAKS TAKS-Accommodated

• TAKS-M

38
Grade 7 Reading - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

39
Grade 7 Reading

• Pre-Reading Box

• Only reading assistance allowed for passage

40
Grade 7 Reading

• TAKS TAKS-Accommodated

• TAKS-M

41
Grade 7 Reading

• TAKS TAKS-Accommodated

• TAKS-M

42
Grade 7 Reading

• TAKS TAKS-Accommodated

• TAKS-M

43
Grade 7 Reading

• TAKS TAKS-Accommodated

• TAKS-M

44
Grade 10 ELA - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

45
Grade 10 ELA - Revising Editing

• Pre-Reading Box for TAKS-M

• Revising Editing Passage

46
Grade 10 ELA - Revising Editing

• TAKS-M Questions for Inspection Day Passage

47
Grade 10 ELA - Revising Editing

• Continuation of Passage

• Next Questions TAKS-M

48
Grade 10 ELA - Revising Editing

• Continuation of Questions for Sentences 7-13
  (previous page)

49
Grade 10 ELA - Revising Editing

• No sample writing prompts are available at this
  time.

• There is a rubric posted on the TAKS-M page of
  the TEA website.

• We will have more information regarding the
  scoring of the writing composition in late
  November, as TEA will be providing some training
  that month.

50
Writing

• Grades 4 7

51
Grade 4 Writing - Blueprint

• TAKS TAKS-Accommodated

• TAKS-M

52
Grade 4 Writing - Revising Editing

• Pre-Reading Box for TAKS-M

53
Grade 4 Writing - Revising Editing

• TAKS-M Questions for The Snow Fort Passage

54
Grade 4 Writing - Revising Editing

• Additional Questions for First Part of Passage
  (previous page)

55
Grade 4 Writing - Revising Editing

• Next Part of Passage Related Questions

56
Grade 4 Writing - Revising Editing

• No sample writing prompts are available at this
  time.

• There is a rubric posted on the TAKS-M page of
  the TEA website.

• We will have more information regarding the
  scoring of the writing composition in late
  November, as TEA will be providing some training
  that month.

http//www.tea.state.tx.us/student.assessment/reso
urces/taksm/index.html
57
SAMPLE TAKS-M ITEMS

• Clickable links that will take you directly to
  the grade/subject TAKS-M sample items

58

• Texas Education Agency
• TETNs were on Sept 22 Oct 10, 2008

59
Components of the 2008 Texas Assessment Program

• Information about accommodations available for
  End-of-Course (EOC) Assessments will be included
  in future manuals when operational EOC
  assessments become mandatory.

60
Available Tests

• Texas Assessment of Knowledge and Skills (TAKS)
• A general assessment based on grade-level
  academic achievement standards
• TAKS (Accommodated)
• A general assessment based on the same
  grade-level academic achievement standards as
  TAKS for students receiving special education
  services who meet the eligibility criteria for
  specific accommodations
• Includes format changes (larger font and fewer
  items per page) and contains no embedded
  field-test items

61
Available Tests

• TAKSModified (TAKSM)
• An alternate assessment based on modified
  academic achievement standards for students
  receiving special education services who meet
  participation requirements for TAKSM
• Includes changes in format (e.g., larger font,
  fewer items per page) and test design (e.g.,
  fewer answer choices, simpler vocabulary and
  sentence structure).
• TAKSAlternate (TAKSAlt)
• An alternate assessment based on alternate
  academic achievement standards for students with
  significant cognitive disabilities receiving
  special education services who meet the
  participation requirements.
• Not a traditional paper/pencil or multiple-choice
  test - teachers observe students as they complete
  assessment tasks that link to grade-level TEKS
  curriculum, then submit results and evidence
  through online instrument

62
Key Changes to Accom Manual

• Reorganization and Addition of New Appendices
• Participation requirements for certain state
  assessments
• Eligibility criteria for specific accommodations
• General instructions for administering braille
  and large-print tests (also found in District and
  Campus Coordinator Manual)
• Teacher tools that districts have the option of
  using if needed
• List of supplemental aids allowed for TAKS
  (Accommodated) without submission and approval of
  Accommodation Request Form
• New appendix regarding administering tests to
  students who are deaf or hard of hearing will be
  posted separately at a later date

63
Accommodations

• Practices and procedures that do not reduce
  learning expectations but provide equitable
  access to grade-level curriculum
• Provided on an individual basis, taking into
  consideration the needs of each student
• May be appropriate for instructional use, but may
  not be appropriate for use on a standardized
  assessment
• Should not be simply a matter of convenience but
  a tool that does not compromise the content being
  tested and is necessary for student success
• Should be routinely used in classroom instruction
  and testing

64
Documenting 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

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(No Transcript)
67
How to Use the Accommodations by CategoryChart

• Accommodations allowed on TAKSAlt are listed on
  the Presentation Supports/Materials document
  that is the Accommodations Manual and on the
  TAKS-Alt Resources website.

68

• 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.

69

• Checkmarks indicate whether an accommodation may
  be used by an eligible student during TAKS, TAKS
  (Accommodated), TAKSM, or TELPAS reading
  administrations.
• In most cases, the accommodations listed for
  TAKS, TAKS (Accommodated), and TAKSM are
  available for eligible students who participate
  in LAT administrations of these assessments.

70

• The asterisk means that this accommodation is
  applicable only for paper administrations of
  grades 2-12 TELPAS reading tests.

71
A student may use a large-print version of the
test if he or she has a visual impairment and
routinely uses large-print materials in the
classroom. An Accommodation Request Form is not
required if the student meets these conditions.

• Eligibility for use of accommodations is
  determined by the conditions listed below each
  accommodation.
• In some cases, it is the responsibility of the
  school to determine whether the student meets
  these conditions. If the conditions are met, no
  Accommodation Request Form is required.

Amplification devices help reduce the
interference of background noise, override poor
acoustics, and reduce the effect of distance
between the student and the test administrator. A
student may use an amplification device, such as
a frequency modulated (FM) system, if the student
is identified as having a hearing impairment
and/or has a disability that affects the
students ability to focus or concentrate in
large-group situations. An Accommodation Request
Form is not required.
72

• Some accommodations (DB, OA) have specific
  eligibility criteria found in the appendix that
  students must meet in order to use the
  accommodation. In these cases, eligibility is
  determined locally and no Accommodation Request
  Form is required.

See Appendix X for specific requirements
concerning eligibility and decision- making
authority for the dyslexia bundled
accommodations. Only students who meet the
eligibility criteria outlined in Appendix X may
use this accommodation. An Accommodation Request
Form is not required.
73

• 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).

If a student does not have a visual impairment
and 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.
74

• If a student does not meet the conditions of an
  accommodation, then the district may determine
  that the students situation is so unique that a
  request should be submitted to TEA.
• If a student needs an accommodation that is not
  listed in this manual, then an Accommodation
  Request Form may be submitted.

75
Key Changes to Accommodation Policy
76
Reading Questions Answers on TAKS-M Reading
Change

• OPTIONAL accommodation
• No longer a required part of test administration
• ARD committees have determined student need and
  routine use
• Not necessary to convene a special ARD committee
  meeting to address this accommodation, but at
  next scheduled meeting 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

CRITICAL TO DOCUMENT IN IEP
77
Accommodation Request Process

• The District Testing Coordinator is responsible
  for
• reviewing and submitting to TEA only those
  Accommodation Request Forms that are necessary
  and appropriate according to the information in
  the Accommodations Manual
• providing information about accommodations to
  campus testing coordinators and/or school
  personnel
• answering questions from schools

78
Accommodation Request Process

• Do not submit requests for accommodations listed
  in the manual as No Accommodation Request Form
  required
• Objective Evidence should
• be provided with every request
• clearly indicate why the student needs the
  accommodation
• be individualized, specific, and relevant
• Never include confidential student information
  (e.g., first and last name, social security
  number) with a request
• If an accommodation requires the submission of an
  Accommodation Request Form, the student may not
  use the accommodation unless approved by TEA

79
Accommodations

• By Category (chart pp. 25-37)

80
Presentation (P)
Accommodations Manual - Page 25

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

• Large Print (LP)
• Student has visual impairment
• Routinely uses large-print materials in the
  classroom.
• No ARF required
• Appendix E

81
Presentation (P) (cont.)
Accommodations Manual - Page 25

• Braille (BR)
• Student has visual impairment
• Routinely uses braille materials in the
  classroom.
• No ARF required
• Appendix E

• TAKS
• TAKS-Accom
• TAKS-M

82
Presentation (P) (cont.)
Accommodations Manual - Page 25

• Magnifying or Low-Vision Devices (P)
• Student has visual impairment
• Eye-glass mounted magnifier, or
  freestanding/handheld magnifier
• Closed Circuit Television (CCTV)
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

83
Presentation (P) (cont.)
Accommodations Manual - Page 26

• Colored Overlays (P)
• Student may use colored overlays
• Markers may be used to make notes on the colored
  overlay
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

84
Presentation (P) (cont.)
Accommodations Manual - Page 26

• Photocopies of Test (P)
• Must be approved by TEA
• Must document that other accommodations not
  requiring an ARF have been tried and were not
  successful
• ARF required
• Blank answer docs, which do not contain secure
  info, may be copied w/o submission of an ARF

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

85
Presentation (P) (cont.)
Accommodations Manual - Page 27

• Place Markers (P)
• Student may use a blank place marker on the test
  answer doc
• Place markers may include index cards, adhesive
  notes, etc.
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

86
Presentation (P) (cont.)
Accommodations Manual - Page 27

• Reading Test Aloud to Self (P)
• Student may read aloud while working or read into
  a recording device during testing
• Student may also use a voice feedback device
  (e.g., PVC phone)
• Individual admin. Is required if other students
  are distracted or test security is compromised
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

87
Presentation (P) (cont.)
Accommodations Manual - Page 27

• Oral Admin for Math, Science, Social Studies
  (OA)
• May include different levels of reading support
  for each student
• Only a few words or phrases
• Multiple sentences throughout the test
• The test in its entirety (questions answer
  choices
• Student must meet eligibility criteria (see
  Appendix B)
• No ARF required for those who meet elig. criteria

• TAKS
• TAKS-Accom
• TAKS-M

88
Oral Admin Eligibility Criteria
Accommodations Manual pp. 67-68

• TA may read aloud or sign the test questions
  answer options for a student who is
• identified as dyslexic
• Served by special ed. or Section 504 whose
  IEP/IAP documents evidence of reading
  difficulties
• Served by special ed. who is deaf or hard of
  hearing whose IEP requires the signing of daily
  instruction
• Note The student MUST regularly receive this
  accommodation in class

• Allowed ONLY for Math, Science Social Studies
• NOT allowed for Reading, Writing, or ELA
• Exception Does NOT apply to the dyslexia
  bundled accoms. or the accom. of reading
  questions on TAKS-M Reading test.
• Authority for decision should be made by ARD or
  504 committee
• Decision MUST be documented in the students IEP
  or IAP

89
Grade 3 Reading Assistance
Accommodations Manual Page 27

• For students in Grade 3, reading assistance is
  part of the optional test administration
  procedures for the math test
• Not considered an accommodation that must be
  documented

90
Presentation (P) (cont.)
Accommodations Manual - Page 27

• Reading Aloud Test Questions for TAKS-M Reading
  (P)
• Reading test questions answer choices aloud is
  now an optional procedure
• If student needs this accommodation it MUST be
  documented in the IEP
• MUST be used regularly in classroom instruction
• ARD committee must determine if student needs ALL
  test questions/answer options read aloud or if
  accom. will only be provided if student asks for
  assistance.
• No ARF required

NOTE Not necessary to convene the ARD
committee only to document this accom for
2008-2009, but ARD committees MUST address this
issue at the next annual meeting.
91
Presentation (P) (cont.)
Accommodations Manual - Page 28

• Dyslexia Bundled Accoms (DB)
• ONLY for Grades 3-8 Reading
• TAKS TAKS-Accom ONLY
• Reading all proper nouns associated with each
  passage before students begin individual reading
• Reading all test questions answer options to
  students
• Extending test to two-day admin.
• Must provide ALL THREE accommodations
• Student must meet eligibility criteria (see
  Appendix B)
• No ARF required for those who meet elig. criteria

92
Dyslexia Bundle Eligibility Criteria
Accommodations Manual pp. 65-66

• Note The student MUST regularly receive these
  accommodations in class
• Authority for decision should be made by ARD or
  504 committee, or the committee of knowledgeable
  persons as outlined in The Dyslexia Handbook
• Decision MUST be documented in the students IEP
  or IAP, or in accordance with district policies
  procedures (DRD program)

• TA may provide the dyslexia bundled
  accommodations to a student
• not receiving special ed. services who is
  identified with dyslexia
• receiving special ed. services who is identified
  with dyslexia
• receiving special ed. services and has
  documentation in the IEP that indicates that the
  student exhibits the characteristics of
  dyslexia (severe reading difficulty causing
  student to lack word-identification skills and/or
  to have difficulty reading words in isolation)

93
Presentation (P) (cont.)
Accommodations Manual - Page 28

• Sign/Translate Directions (P)
• Directions given orally before or after the test
  may be either signed to a student who is deaf or
  hard of hearing or translated into the native
  language of a student with limited English
  proficiency
• NOTE Translating directions into native lang.
  is NOT considered an accom. For an ELL taking
  TELPAS reading is allowable for any student
  taking TELPAS for whom directions are translated
  in classroom instruction testing (no
  documentation req.)
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

94
Presentation (P) (cont.)
Accommodations Manual - Page 28

• Amplification Devices (P)
• Help reduce the interference of background noise,
  override poor acoustics, and reduce the effect of
  distance between the student and the test
  administrator
• Student may use an amplification device, such as
  a frequency modulated (FM) system, if identified
  as having a hearing impairment and/or a
  disability that affects ability to focus or
  concentrate in large-group situations
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

95
Presentation (P) (cont.)
Accommodations Manual - Page 28

• Manipulating Test Materials for Student (P)
• Student may have temporary or permanent disabling
  condition that interferes with the ability to
  physically manipulate test materials (test
  booklet pages, rulers, etc.)
• Student must direct TA very specifically
  regarding all steps necessary when manipulating
  the materials
• Example when to turn the page or where to place
  the ruler
• TA may NOT provide feedback regarding the
  correctness of the students directions
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

96
Response (R)
Accommodations Manual - Page 29

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

• Other Methods of Response (R)
• Student may have a temporary or permanent
  disabling condition that interferes with or
  limits the ability to make notes, do
  computations, or record responses on a
  machine-scorable document.
• May include, but is not limited to
• injury (broken arm)
• physical condition (cerebral palsy)
• visual difficulties (extremely limited vision,
  broken eyeglasses, or tracking difficulties)
• Significant deficit in written expression
• Students who have poor handwriting or spelling
  skills will most likely NOT fall into this
  category since they usually have the ability to
  record their responses on the scorable document.

97
Response (R) (cont.)
Accommodations Manual - Page 29

• Other Methods of Response (R) (cont.)
• Any of the following methods or response are
  allowed for students who are unable to write
  responses on extended writing tasks or are unable
  to record answers to multiple-choice items.
  Students may
• Respond orally to or sign responses to test items
• Mark responses in the test booklet
• Point to their responses
• Use an augmentative communication device
• Record responses on a dry-erase board,
  chalkboard, or scratch paper
• Type responses on a typewriter, portable word
  processor, recording device, or computer
• features such as spell-check word
  predictability function must be disabled for all
  TAKS Writing/ELA tests Gr. 4 Writing
  (TAKS-Accom/TAKS-M)
• Student responses may NOT be saved to a disk or
  hard drive

98
Response (R) (cont.)
Accommodations Manual - Page 29

• Other Methods of Response (R) (cont.)
• A scribe is the trained test administrator who
  writes down what a student dictates through an
  assistive communication device, pointing, sign
  language, or speech.
• Being a scribe requires understanding the
  boundaries of the assistance to be provided.
• A scribe may NOT edit or alter student responses
  in any way and MUST record word for word exactly
  what the student has dictated.
• The scribe may NOT provide feedback regarding the
  correctness of the students response

99
Response (R) (cont.)
Accommodations Manual - Page 29

• Specific instructions regarding the role of the
  scribe in various situation are provided below
  for the
• Written Composition
• Scribe is to write EXACTLY what is dictated
• Scribe should ask for clarification from the
  student about the intended use of capitalization,
  punctuation, and spelling of key words that are
  unique to the students creativity and word
  choice (not basic grade-level sight words) since
  these conventions are part of the score the
  student receives
• Student MUST have the opportunity to review
  edit what the scribe has written
• Transcribed compositions must fit onto the two
  lined pages provided on the standard answer
  document

100
Response (R) (cont.)
Accommodations Manual - Page 29

• Specific instructions regarding the role of the
  scribe in various situation are provided below
  for the
• Open-Ended Responses
• Scribe is to write EXACTLY what is dictated
• Scribe is NOT required to ask for clarification
  from the student about the intended use of
  capitalization, punctuation, spelling of key
  words since these conventions are NOT part of the
  scoring rubric used to assess students
  short-answer responses
• Transcribed compositions must fit in the space
  provided on the standard answer document

101
Response (R) (cont.)
Accommodations Manual - Page 30

• Specific instructions regarding the role of the
  scribe in various situation are provided below
  for the
• Computation/Notes
• If student is physically unable to record
  mathematical computations, the student must
  direct the scribe very specifically regarding all
  steps necessary to complete the computation (for
  example, digit by digit, how to align numbers,
  etc.)
• For transcription of notes during the test, the
  scribe MUST follow the students exact
  instructions
• This may include making notes in the margins of
  the test booklet or underlining phrases or words
  in the passages
• Scribe may NOT provide feedback regarding the
  correctness of any computations or relevance of
  any notes.

102
Response (R) (cont.)
Accommodations Manual - Page 30

• Other Methods of Response (R) (cont.)
• In most cases, the students responses MUST be
  transcribed verbatim onto a standard answer
  document for scoring
• If the use of this accommodation is distracting
  to other students or compromises the security of
  the test, an individual administration may be
  required
• No ARF required

103
Response (R) (cont.)
Accommodations Manual - Page 30

• Spelling Assistance (R)
• Use of spelling assistance as an accom. does NOT
  replace the teaching of spelling skills as
  outlined in the state curriculum
• If student is capable of organizing thoughts
  ideas in written responses but has a disability
  that affects the physical reproduction of letters
  words or the ability to remember spelling
  rules, word structures, or letter patterns,
  spelling assistance may be used
• Example a list of frequently misspelled words
  would be appropriate only for a student who can
  select a word with an irregular spelling pattern
  for use on their written response but is unable
  to reproduce the letters or pattern needed to
  correctly consistently spell it w/out
  assistance
• TA may NOT provide feedback regarding the
  correctness of the students directions
• No ARF required

• TAKS-Accom
• TAKS-M

104
Response (R) (cont.)
Accommodations Manual - Page 30

• Spelling Assistance (R)
• Use of spelling assistance applies only to
  written responses
• Does NOT apply to revising editing sections of
  writing or ELA tests or to other subject-area
  tests
• Students taking Grade 4 Writing test may use word
  lists (e.g., list of frequently misspelled words)
  if the conditions previously listed are met No
  ARF required
• Gr. 7 Writing, Gr. 9 Reading, or Gr. 10/11 ELA
  may use spelling assistance (e.g., spell-check,
  pocket spell-checkers, word lists) if conditions
  previously listed are met No ARF required

• TAKS-Accom
• TAKS-M

105
Response (R) (cont.)
Accommodations Manual - Page 31

• Calculation Devices (R)
• Use of calculation device as an accom. does NOT
  replace the teaching of basic computation skills
  as outlined in the state curriculum.
• If student possesses the knowledge to reason
  mathematically, but has a disability that affects
  mathematics calculation or the physical
  reproduction of numbers, a calculation device may
  be used.
• Important to determine whether the use of a
  calculation device is a matter of convenience or
  a necessary accommodation.
• Example calculator would be appropriate only
  when a student knows what mathematical operations
  to use but needs assistance with calculation

• TAKS-Accom
• TAKS-M

106
Response (R) (cont.)
Accommodations Manual - Page 31

• Calculation Devices (R)
• Calculators may be adapted with large keys or
  voice output (talking calculators).
• In some cases, an abacus may be useful as it
  serves as a paper pencil for some students with
  visual impairments.
• If the use of the accommodation is distracting to
  other students, an individual admin is required.
• TAKS-Accom Calculators allowed for Grade 7 8
  math test and Grade 8 Science test
• TAKS-M ALL math science tests
• No ARF required

• TAKS-Accom
• TAKS-M

107
Response (R) (cont.)
Accommodations Manual - Page 32

• Supplemental Aids (R)
• A resource that includes information to assist a
  student in recalling content.
• Use of supplemental aid as an accom does NOT
  replace the teaching of subject-specific skills
  as outlined in the state curriculum.
• If students disability affects long-term memory
  retrieval but not reasoning, a supp aid may be
  used.
• Student must be able to understand material being
  assessed but may need assistance recalling info
• Supp aid must serve only as a TOOL and not a
  source of direct answers it cannot provide
  direct answers to the TEKS being tested.
• Important to determine if supp aid is matter of
  convenience or necessary accommodation.

• TAKS-Accom
• TAKS-M
• TELPAS Reading

108
Response (R) (cont.)
Accommodations Manual - Page 32

• Supplemental Aids (R)
• See Appendix F for examples of supplemental aids
  that do NOT require the submission of an ARF.
• For supplemental aids not described in Appendix
  F, ARF required for TAKS-Accommodated - copy of
  aid must be included with ARF TEA must approve
  aid before it can be used on test
• TAKS-M Supp aids that serve as a tool not a
  source of direct answers are allowed without
  submission of an ARF
• TELPAS Reading decisions regarding supp aids
  should be made based on whether student is also
  being assessed with TAKS-Accom or TAKS-M

109
Response (R) (cont.)
Accommodations Manual - Page 32

• Manipulatives (R)
• Concrete objects that students can move touch
  in order to help them visualize abstract
  concepts.
• Must serve only as a TOOL and not a source of
  direct answers cannot provide direct answers to
  the TEKS being tested.
• Manipulatives approved for use on TAKS-Accom
  without submission of an ARF
• Non-labeled geometric figures
• Coins, clocks with gears, base-ten blocks
• Non-labeled fraction pieces
• Various types of counters (e.g., beans, blocks,
  etc.)

• TAKS-Accom
• TAKS-M

110
Response (R) (cont.)
Accommodations Manual - Page 32

• Manipulatives (R)
• Must submit an ARF for manipulatives not listed
  on previous slide (TAKS-Accom)
• description of manipulative must be included with
  ARF
• can only use it for test if approved by TEA
• TAKS-M can use manipulatives that serve as a
  tool and not a source of direct answers without
  submission of an ARF

• TAKS-Accom
• TAKS-M

111
Response (R) (cont.)
Accommodations Manual - Page 33

• Blank Graphic Organizers (R)
• Students who have processing problems may benefit
  from the use of blank graphic organizers.
• Examples of common graphic organizers
• Webs, charts, and boxes
• Do NOT contain any wording, numbering, or symbols
• Note Graphic organizers that contain any words,
  numbers or symbols are considered supplemental
  aids.
• No ARF required for use of blank graphic
  organizers
• TELPAS Reading decisions regarding use of blank
  graphic organizers should be made based on
  whether student is also being assessed with
  TAKS-Accom or TAKS-M

• TAKS-Accom
• TAKS-M
• TELPAS Reading

112
Setting (S)
Accommodations Manual - Page 34

• Minimizing Distractions to Student (S)
• Student may need an accommodation that minimizes
  external and/or internal distractions.
• Some examples may be students who concentrate
  best while working in a study carrel or wearing
  noise buffers, such as earplugs or headphones.
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

113
Setting (S) (cont.)
Accommodations Manual - Page 34

• Individual Administration (S)
• A student may receive an individual
  administration.
• A trained test administrator MUST be present in
  the testing room at all times
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

114
Setting (S) (cont.)
Accommodations Manual - Page 34

• Small-Group Administration (S)
• A student may be tested in a small group.
• A trained test administrator MUST be present in
  the testing room at all times.
• The state does not define how many students
  constitute a small-group administration.
• Groupings for this accom should be based on
  student need and, in all cases, should be smaller
  than the number of students in a traditional
  testing room
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

115
Timing Scheduling (T)
Accommodations Manual - Page 35

• Extended Time Testing Over Two Days (T)
• Will be approved only for a small number of
  students who are in unique situations.
• Students who may need extended time include (but
  are not limited to) those who
• Take a braille version of the test
• Have a serious medical condition
• Have a severe physical impairment
• Have a severe emotional disturbance
• Not intended for all students in a specific
  disability category only for those with unique
  situations and a proven need.

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

116
Timing Scheduling (T)
Accommodations Manual - Page 35

• Extended Time Testing Over Two Days (T)
• Examples
• Not appropriate for all students who have autism
  but ony for those who have documented success
  with the use of extended time on assignments
  similar in length rigor to the state
  assessments.
• Not appropriate for students with test anxiety,
  attention deficit disorder (ADD), limited English
  proficiency (LEP), or for students needing extra
  time to complete specific testing strategies
  unless there are other extenuating factors that
  make a students situation unique.
• MUST submit an ARF that specifically states why
  the student needs this accom must be approved
  by TEA before student can use it for testing.

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

117
Timing Scheduling (T)
Accommodations Manual - Page 35

• Extended Time Testing Over Two Days (T)
• Prior to submitting an ARF, schools should
  consider whether other, less restrictive
  accommodations may allow the student to complete
  the assessment in one day
• Individual or small-group administration
• Frequent breaks
• Dividing test into short sections
• Use of a scribe
• Oral administration if eligible
• Also important to consider the assessment that
  the student will be taking, including any
  built-in accoms such as format changes fewer
  items that are inherent in some tests.

118
Timing Scheduling (T)
Accommodations Manual - Page 35

• Extended Time Testing Over Two Days (T)
• Specific conditions for approved two-day
  administration in order to maintain test security
  and confidentiality
• Assessments MUST be administered in the same
  order as they are for all other students
• Use of two days to complete a subject-area test
  may require an individual administration
• Student may NOT return to any previously viewed
  passages, items, or written responses on the
  second day of testing
• More specific conditions specific testing dates
  will be provided with the approved ARF
• In all cases, the schedule for the return of
  testing materials MUST be maintained.

119
Timing Scheduling (T) (cont.)
Accommodations Manual - Page 36

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

• Multiple or Frequent Breaks (T)
• May benefit students who cannot concentrate
  continuously for an extended period or who become
  frustrated or stressed easily (e.g., students
  with autism or severe behavioral disabilities).
• May also be helpful for students taking
  medications that affect their ability to stay
  alert or who fatigue easily.
• Test booklet may be divided into short sections,
  by using paper clips or adhesive notes, so that
  students can take a break between each section.
• A timer may be used so that students can take
  breaks at planned intervals.

120
Timing Scheduling (T) (cont.)
Accommodations Manual - Page 36

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

• Multiple or Frequent Breaks (T)
• Students may be allowed to take brief breaks in
  the testing room during a test session.
• When student are taking a break, testing
  personnel should ensure that they do NOT
  participate in any activity that may potentially
  give them access to information related to any
  subject-area test content.
• For example, reading books or magazines is NOT
  permitted.
• During breaks, test booklets MUST be closed with
  answer documents inside students must be
  closely monitored to ensure they do NOT discuss
  the content of the test.
• Use of this accommodation may require individual
  or small-group administration.
• No ARF required

121
Timing Scheduling (T) (cont.)
Accommodations Manual - Page 36

• Visual/Verbal/Tactile Reminders to Stay on Task
  (T)
• May benefit students who lose focus easily.
• Reminders to stay on task are general in
  nature.
• For example, a TA may say You need to continue
  working or You are on page X.
• TA may gently tap a students shoulder or desk to
  redirect his/her attention to the test.
• Use of this accommodation may require an
  individual or small-group administration.
• No ARF required

• TAKS
• TAKS-Accom
• TAKS-M
• TELPAS Reading

122
Contact Information

• Brenda Booth 881-2427
• bkbooth_at_episd.org
• Testing Center Phone Number
• 881-2420