Strategies for Addressing the Needs of Students with Disabilities

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Strategies for Addressing the Needs of Students
with Disabilities

• Ervin Knezek
• ESC Region 13
• ervin.knezek_at_esc13.txed.net

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Objectives

• Discuss changes in assessment of students with
  disabilities
• Determine appropriate use of accommodations and
  modifications
• Discuss using the ARD process to increase the
  level of rigor

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How did we get here?
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• Instructional decisions should always inform and
  guide assessment decisions.

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Differences Between SDAA II and TAKS

• Larger font size
• More white space
• Slightly shorter reading and writing passages
• More illustrations accompanying passages and test
  items
• Slightly fewer items on some tests

• SDAA II assesses ALMOST all the same TEKS as TAKS
  (see SDAA II/TAKS/TEKS Correlation Guide)
• Differences between TAKS and SDAA II do not
  affect level of TEKS curriculum assessed

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Blueprints
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Blueprints
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• Accommodation
• a change in teaching or learning strategies based
  on the specific needs of a student with a
  disability (e.g., oral testing, highlighted
  textbooks, short answer tests)
• Does NOT change the content of instruction.
• Modification
• a change in the curriculum of a course (e.g.,
  eliminating one or more of the TEKS or changing
  the grade level of certain TEKS)
• Changes the content of instruction

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TEKS

• Key vocabulary
• Language of instruction
• Level of rigor

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SDAA II TAKS RPTE Correlation Guide

• Which Student Expectations (SEs)are assessed on
  each test?
• Which SEs are assessed on both TAKS and SDAA?
• What is the content?
• What is the context?
• What is the cognitive level?

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Organization of SDAA II

• Instructional Levels
• Objectives (Umbrella Statements)
• Presented across grade levels
• Information Booklets
• Information that clarifies how to read the TEKS
• An overview of the subject within the context of
  SDAA II
• A blueprint of the testthe number of items under
  each objective and the number of items on the
  test as a whole
• The reasons each objective and its TEKS student
  expectations are critical to student learning and
  success
• Additional information about each objective that
  will help educators understand how it might be
  assessed on SDAA II
• Sample items that show some of the ways
  objectives might be assessed
• FOR YOUR INFORMATION

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Where do we start?

• The Student
• The TEKS
• The IEP

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SDAA II - Reading

• Instructional Levels K-10
• Passage lengths somewhat shorter
• IL K-1 objectives represent learning to read
  tasks
• IL 2-8 objectives represent a direct correlation
  with TAKS on content, context, cognitive level

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SDAA II Reading

• Reading Selections
• Narrative
• Expository
• Mixed (starting at IL 2)
• Paired (starting at IL 4)
• Triplets (Starting at IL 9)

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SDAA II Reading IL K
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SDAA II Reading IL 1
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SDAA II Reading IL 2
TAKS!
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SDAA II IL 3 -8

• Beginning at Instructional Level 3, paragraphs
  are numbered
• When appropriate, each selection is preceded by a
  title.
• At Instructional Levels 6, 7, and 8, narratives
  are formatted so that students have the option of
  taking notes.

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SDAA II
TAKS
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SDAA II
TAKS
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SDAA II IL 9

• Triplet of three published pieces
• Narrative
• Expository
• Viewing and Representing
• Multiple Choice
• Open ended items
• Dictionary

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SDAA II IL 9
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Writing and ELA (IL 10)
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Writing

• Instructional Levels
• K/1
• 2
• 3/4
• 5
• 6/7
• 8/9

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SDAA II Writing IL K/1
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SDAA II Writing IL 2
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SDAA II IL 2 Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Convention

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SDAA II Writing IL 3/4 through 8/9
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SDAA II Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Voice
• Conventions

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SDAA II Revising and Editing
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SDAA II ELA IL 10

• Triplet
• Narrative
• Expository
• Viewing and Representing
• Writing prompt
• Student must be on level oin both reading and
  writing

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Mathematics
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SDAA II Mathematics

• IL K-10
• Increased rigor
• Very few differences from TAKS

Not tested at IL K or 1
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SDAA II Mathematics

• Some items may include application context and
  extraneous information.
• Each item will extend across the page rather than
  appear in a multicolumn format.
• Most items will be in a multiple-choice format
  with four answer choices.
• There may be a limited number of open-ended
  griddable items.
• Mathematics charts

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IL 3
IL 5
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IL 8
IL 7
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SDAA II Mathematics IL 9/10
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Reading Overview

• Longer passages at all grades
• More expository text
• Paired selections except at grade three
• Narrative, expository, mixed passages
• New objectives/Student Expectations tested
• True summary
• Context
• Dictionary usage
• Fact and Opinion
• Conclude!
• Graphic organizers
• Viewing and Representing

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Reading TAAS and SDAA v. TAKS and SDAA II
Instructional Strategies to Reconsider

• Short passages
• Over reliance on key words
• Single passage selections
• Any materials with TAAS summarization, fact and
  opinion, context clues
• Single meaning vocabulary lessons

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Reading

• Connected text
• Supported/supportive primary language materials
• Scaffolded materials
• Cognitive walkthrough
• Talkbacks
• Construct of text
• Paragraph stop points

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Writing TAAS and SDAA v. TAKS and SDAA II
Instructional Strategies to Reconsider

• Formula approaches
• Over reliance on key words
• Any TAAS practice materials

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Writing

• Multiple journal writing opportunities
• Connections with reading passages
• Multiple story telling opportunities
• Peer review
• Emphasis on voice
• Structuring revising and editing based on high
  success opportunities

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Mathematics

• More complex problems
• Twice the eligible student expectations
• Less predictable test
• Symbolic ALGEBRA!
• Applied measurement
• Logical reasoning
• Mathematical communication
• Graphing calculators
• Use the charts

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Math TAAS and SDAA v. TAKS and SDAA II
Instructional Strategies to Reconsider

• 1 or 2 step problem solving
• Single process/algorithm problem solving
• Over reliance on key words
• Any TAAS practice materials

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Math
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• Structure of math text
• Viewing and representing
• TEKS vocabulary particularly object naming/math
  vocabulary confusion
• Deconstruction of passage
• Number
• Process
• Using released tests
• Paired talk throughs
• Deconstructing distractors

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Tools and Resources

• TAKS Side by Sides
• Griddies
• Charts
• TAKS off level