accommodations manual

Accommodations Manual

S T U D E N T A S S E S S M E N T D I V I S I O N T E X A S E D U C A T I O N A G E N C Y

December

2007


December

2007


Accommodations Manual• Contains information about accommodations for TAKS, TAKS

(Accommodated), and TAKS-M• Beginning in 2008, information about accommodations will be collected on

the answer documents• Accommodations will be categorized in four ways:

• Presentation (P)• Response (R)• Setting (S)• Timing and Scheduling (T)

• An Accommodations Request Form (ARF) should be used to request specific accommodations that are not listed in this manual or for those that require submission and approval of a request

• An ARF should contain objective evidence about why the student needs the accommodation

• All accommodations must be routinely used in the classroom and documented in the IEP/IAP for students served by special education/504 services

Highlights of 2008 Changes



December

2007

Calculators

TAKS

• No changes to policies

TAKS (Accommodated)

• Not allowed at grades 3-6• May be allowed at grades 7 and up with submission and approval of ARF

TAKS-M

• May be allowed at grades 3-6 with submission and approval of ARF• Allowed at grades 7 and up

Graphing calculators must be provided at grades 9, 10, and exit level/Grade 11 mathematics for TAKS, TAKS (Accommodated), and TAKS-M. A student may also use a four-function calculator in addition to the graphing calculator on TAKS (Accommodated) and TAKS-M.



December

2007

Spelling Assistance

(tests with written responses only)

TAKS

• No changes to policies

TAKS (Accommodated)

• Not allowed at grade 4• May be allowed at grades 7 and up with submission and approval of

ARF

TAKS-M• May be allowed at grade 4 with submission and approval of ARF• Allowed at grades 7 writing, 10 and 11 ELA



December

2007

Supplemental Aids

Must be a tool and not a source of direct answers, meaning that the student must use the aid to figure out the answer, NOT just look at the aid to find the answer

TAKS• No changes to policies

TAKS (Accommodated)• May be allowed for any grade or subject with the submission and

approval of an ARF

TAKS-M• Allowed for any grade and any subject

Examples of NON-ALLOWABLE supplemental aids: Soc. Stud.

At grade 8 this labeled map provides direct answers for items assessing westward expansion and/or significant dates.

This map does not contain material tested at grades 10 and 11 so it would be allowed but would not be helpful to a student. It may even confuse the student.

Examples of ALLOWABLE supplemental aids: Soc. Stud.

Now that the labels have been removed from the map, this would be allowable for a student in grade 8. This map could be blank, labeled with a general title (“Area 3”), or shaded. The student is still required to know the information, but is given a visual aid to help him/her recall prior information.

Examples of NON-ALLOWABLE supplemental aids

This is a portion of a supplemental aid that lists the presidents in order and their significant contributions. It would not be allowed because 1) relative and absolute chronology are assessed and 2) accomplishments of some presidents, such as Abraham Lincoln, are assessed.


This list of strategies to complete the reading test would not be allowed on any assessment. The strategies are too specific and are not applicable to all types of questions or passages. In addition, this process would greatly increase the amount of time it would take for the student to complete each passage and associated questions.


This graphic organizer for written composition is not allowed because it forces the student to respond to the prompt only in one way. This could be a disadvantage for a student when responding to a prompt that does not lend itself to this format.


This graphic would not be allowed at grades 4-6 because the TEKS specifies that the student will identify and describe right, acute, and obtuse angles. So the student only has to find if the angle given on the test question looks like one of these pictures to answer the question.

This skill is not tested at grade 3 so would not be helpful to a student. It may even confuse a student.

This would be considered a tool and not a source of direct answers at grades 7-Exit/11.


This multiplication chart is a source of direct answers. The student only has to copy the answer from the chart.


This is an example of a timeline that would not be allowed for students in grade 8 or Exit level/grade 11 because students are required to answer questions about the significance of 1861-1865 .

This list would not be helpful and might be confusing at grade 10.


Now that the significant events have been deleted from the timeline, it serves only as a tool to help the student recall important information and would be allowed.


At grade 10 and Exit level/grade 11 students are required to identify and compare the characteristics of different economic systems. Using an aid such as this would be a source of direct answers


1. Traditional EconomyIf a student needs assistance with remembering definitions, there are many ways to accomplish this. A student may be able to use a standard English language dictionary or create a picture dictionary such as this one. The formal definition and characteristics of a traditional economy have been removed, but the student has chosen to insert a picture of a family who makes a living herding livestock. This picture would give the student a visual reminder of the assessed term.

Examples of NON-ALLOWABLE supplemental aids: Science

• Melting point: The melting point of a substance is the temperature at which the substance changes from a solid to a liquid. Ice changes to a liquid at its melting point of 0°C.

• Boiling point: The boiling point of a substance is the temperature at which the substance changes from a liquid to a gas. Water changes to steam at its boiling point of 100°C.

• Magnetism: Magnetic substances are attracted to strong magnets. Iron nails are magnetic, but wooden toothpicks are not.

This might be a portion of a student’s journal that contains the definitions and specific examples of important science terms. These particular definitions includes examples of the properties of matter which are assessed in all grades and would not be allowed for any science assessment. These may be exact questions on the test and would constitute a source of direct answers.

Examples of ALLOWABLE supplemental aids: Science

This portion of a students science journal also contains information about the properties of matter and would be allowed at all grade levels in science. The student is now required to apply the pictorial representation of the term to questions to determine the correct answer.


This food web would not be allowed at grade 5, 8, 10 and Exit level/grade 11 since the information in it may be an actual question on the test.

All grades need to understand and demonstrate knowledge of interactions within ecosystems.

Examples of ALLOWABLE supplemental aids: Science

By removing the arrows and reducing the visual complexity, this graphic would now be allowed on grade 5, 8, 10, and Exit Level/grade 11 science. It would serve only as a reminder about food chains. The student would still be responsible for understanding the interactions in an ecosystem including food chains, food webs, and food pyramids which is specifically assessed.


This is a portion of a student’s science journal. Parts of the journal are allowable and parts are not. Teachers must review journals carefully to determine if information would be a tool or a source of direct answers for the assessed grade level curriculum.

At grade 8, 10 and Exit level/grade 11, the “physical v. chemical change” chart would be a direct source of answers. The information about melting and boiling points would be allowable however.

This information is not tested at grade 5 so would not be useful.

Examples of NON-ALLOWABLE supplemental aids: Math

This graphic would not be allowed for grades 8 and up because the TEKS at these grade levels require students to create scatterplots, and to draw conclusions and make predictions by analyzing scatterplots. This could be a source of direct answers.

This skill is not tested at grades 3-7, so it would not be helpful to a student. It may even confuse a student.

Examples of ALLOWABLE supplemental aids: Math

By removing the graphics this chart becomes a tool for students. It is really only useful for grades 8 and up.


This example of a translation would not be allowed for grades 4 through 8 since the TEKS at these grades require students to identify and graph translations. This could be a source of direct answers.Translations are not specifically tested at grades 9 and up, so this would be allowed if requested, but might be confusing.

Translations are not tested at gr. 3 so this would not be useful and could be confusing for a student.


This is a portion of a student’s mathematics journal. The student has shown a person “sliding” down a hill as his definition of a translation.

This is not a source of direct answers and would be allowed at any grade.


This example of a place value chart would not be allowed for grades 3 -5 since the TEKS require students to use place value to read and write numbers. By including numerals, this is a source of direct answers.

Place value is not specifically tested at grades 6 and up, so this chart would be allowed although it might be confusing to students.


By removing the numerals, this place value chart becomes a tooland would be allowed at any grade.


This example demonstrates the division process. Because it gives examples and could be a source of direct answers, it would not be allowed at any grade.


• Divide

• Multiply

• Subtract

• Bring down

• Dad

• Mom

• Sister

• Brother

By using a mnemonic device for the steps of division, the student is required to understand the process but is given a tool to remember it.

This would be allowed at any grade.

Examples of ALLOWABLE supplemental aids: Other

• Blank graphic organizers

• List of general strategies (e.g. read the story, answer the questions using information from the story, take a break)

• Definitions without specific examples

• Punctuation and grammar rules without specific examples



December

2007

Extended Time (multiple days to test)

• An ARF must be submitted and approved for this accommodation for TAKS, TAKS (Accommodated), and TAKS-M

• This requirement does not apply to the Dyslexia Bundled Accommodations at grades 3-8 TAKS and TAKS (Accommodated) reading

• The ARF must include objective evidence showing that the student can be successful on the assessment only with multiple days to test

• The school is responsible for maintaining test security if this accommodation is approved

December

2007The Accommodation Request

Process

• An Accommodation Request Form (ARF) should be used– to request specific accommodations that are not listed in this

manual– for accommodations that require submission and approval of a

request– to request accommodations for students in unique situations

• When in doubt, send in a request or call the Student Assessment Division and speak with someone on the Accommodations Task Force

• All ARFs must be submitted to TEA through the district’s testing coordinator

December

2007 How to complete an ARF

• Hints and Tips:

– Please submit one request per student even if the student requires multiple accommodations for multiple tests

– Do not send requests for things that are listed as allowable in the Accommodations Manual

– The name and phone number listed in the “District Information” section is the contact information for TEA if we have any questions about the request

– The fax number listed in the “District Information” section is the number that the approved or denied request will be sent to

December

2007 How to complete an ARF

• Hints and Tips:

– Do not send confidential student information or information with the student’s name. Some districts may choose to put identification numbers or codes at the top or bottom of the request so that each request can be identified locally

– If you have multiple requests for students who need the same supplemental aid, please submit a request for each student, but TEA only needs to see one copy of the supplemental aid itself

– Objective evidence proving that the student requires the accommodation to access grade-level curriculum is critical in making a determination on approval

December

2007

Poor Examples of Objective Evidence: Why does the student need this

accommodation?

• Copy of wording in the Accommodations Manual– “Student needs a calculator because he has a disability that affects

mathematics calculation but not reasoning”

• List student’s qualifying disability with little or no other information or information that appears to be incorrect– “Student needs two days because she is ADHD”– “Student needs tests copied onto colored paper because she is

diagnosed with Irlen’s Disease and colored overlays will not work for this condition”

• Achievement or IQ test results

December

2007

Poor Examples of Objective Evidence: Why does the student need this

accommodation?

• Assurance that accommodation is documented correctly– “per ARD”– “504 accommodation”

• Assurance that accommodation is used routinely in instruction– “She needs a multiplication chart because she uses it each time she

works multiplication problems in general ed and special ed classes”– “Student has spelling IEP and routinely uses a pocket dictionary and

word processor for assignments”

• Vague information– “does best with use of accommodation”

– “Use of accommodation reduces test anxiety”

December

2007

Good Examples of Objective Evidence: Why does the student need this

accommodation?

General Examples:• Assessment and/or assignment results both

before

and after an accommodation was used• Narrative showing that student is able to do

activity (e.g. spell, compute, etc) but takes an excessive amount of time to complete

• Description of physical disability necessitating use of accommodation

December

2007


accommodation?

Specific Examples:• Student needs extended time on the reading test

because he is ADHD with anxiety. He is inattentive, easily distracted, and has difficulty concentrating. He requires extra time to complete assignments that require a lot of reading. When in stressful situations such as benchmark testing, he requires an individual administration and frequent reminders to stay on task and has anxiety attacks (e.g. shortness of breath, fainting, etc). He has been unable to successfully complete a benchmark test in one day. Scores: 2005-did not pass; 2006-did not pass; 2007-passed

December

2007


accommodation?

Specific Examples:• The student needs the test copied so that the she can

hold one page at a time. She has osteogenesis imperfecta. The angle at which she needs to sit in the wheel chair prohibits using a flat surface as a desk. She cannot hold the test booklet due to its size and weight. She tires easily and needs to pace herself.

• The student needs a calculator since she cannot stay focused for extended lengths of time. Student is able to successfully complete calculation problems in class work, but the teacher has timed the student taking up to 9 minutes to solve one word problem.

accommodations manual

Documents

s s e s s

s i o n t e x

e n t d i v

t i o n

s e d u c

g e n c ydecember

approval of arftaks

specific accommodations