accommodations for all students: what you need to know for 2009-2010 cari wieland jana owen kim...

Accommodations for All Students: What You Need to Know for 2009-2010

Cari WielandJana OwenKim BrannanMegan Galicia

Lynn FranzenGloria ReyesCharity Riley-RoseSue Russell

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Student Assessment Division2009 Texas Assessment Conference

Agenda• Introduction•Key changes to 2009-2010 Accommodations Manual•General Information about Accommodations•Accommodations by Category Chart •TELPAS & LAT•The Five Step Accommodation Request Process•Supplemental Aids•The Bottom Line •Questions

Texas Education Agency 2009 Texas Assessment Conference

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Introduction

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•2009-2010 Accommodations Manual and supplemental material available online only on the Accommodations Resources page at http://www.tea.state.tx.us/student.assessment/resources/accommodations

•Information is applicable to ALL students requiring accommodations on TAKS, TAKS (Accommodated), TAKS-M, TELPAS and LAT

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http://www.tea.state.tx.us/student.assessment/resources/accommodations

http://www.tea.state.tx.us/student.assessment/resources/accommodations

Key Changes to the2009-2010

Accommodations Manual

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•Organization of manual

•New Appendix C, General Instructions for Administering Tests to Students Who are Deaf or Hard of Hearing

•Clarification and additions▫Examples of effective and ineffective objective

evidence▫Additional information regarding use of

accommodations on TELPAS holistically rated and multiple-choice assessments

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•Policy Changes▫Glossaries that contain content-specific

vocabulary NOT allowed as supplemental aids for TAKS (Accommodated)

▫Expanded list of allowable supplemental aids for TAKS (Accommodated)

▫Expanded list of allowable manipulatives for TAKS (Accommodated)

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•Policy Changes continued ▫Timeline for submitting Accommodation

Request Forms to TEA at least one week prior to testing for all tests

except… at least two weeks prior to testing for TELPAS

reading paper test booklets (allows time for processing request and shipping materials)

▫Requests submitted after these deadlines will NOT be processed

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•Online Accommodation Request Form

▫Districts can submit one request per student even if student needs multiple accommodations for multiple tests

▫Addition of a field for districts to enter tracking number for identification of requests at local level

▫The online Accommodation Request Form webpage now includes a new training site and training document

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General Information about

Accommodations

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Accommodations…•Are practices and procedures that provide equitable

access to grade-level curriculum during instruction and assessment

•Do not reduce learning expectations and do not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS for each grade

•Are provided on an individual basis taking into consideration the needs of student

•Are used routinely in classroom instruction and testing

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Remember…•An accommodation may be appropriate for

instructional use but may not be appropriate or allowed on a state assessment▫Example: student-made journals (lengthy, contains

specific examples)

• Just because an accommodation is not allowed on the state assessment does not mean it isn’t appropriate for instructional use

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Who can have accommodations on state assessments? •General education students with special needs

•Students served by Section 504 of Rehabilitation Act of 1973

•ELLs with special needs and ELLs eligible for LAT accommodations

•Students with disabilities who receive special education services

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Documentation •Special education: IEP•Section 504: IAP•ELLs: accommodations must be documented by LPAC

and kept in permanent record file•ELLs in special education: IEP (ARD committee) and

permanent record file (LPAC)•Other: districts should document use of

accommodations according to local policies• In all cases, accommodations that require submission

of an Accommodation Request Form should be documented as “pending TEA approval”

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Documentation •Accommodations should be recorded on the

student’s answer document after testing ▫presentation (P)▫response (R)▫setting (S)▫timing and scheduling (T)▫large print (LP)▫braille (BR)▫oral/signed administration (OA)▫dyslexia bundled accommodations (DB)▫LAT-specific coding in Coordinator Manual

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Accommodations By Category Chart

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• = whether an accommodation may be considered for use on a specific assessment by a student who meets the conditions listed

• = accommodation is applicable only for paper administrations of TELPAS grades 2-12 reading tests (only available through special request process)

•Conditions for use are listed below each accommodation

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TELPAS

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Reminders

•TELPAS reading tests in grades 2-12 are administered online.

• Students should be accustomed to reading online and using accommodations online (if appropriate).

• Tutorials will be available to help students learn to use TELPAS reading test software.

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Paper Administrations of TELPAS Reading Tests, Grades 2-12• 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 ARF.

• ARF must include information explaining why a comparable accommodation in online test is not appropriate.

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• 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.

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Paper Administrations of TELPAS Reading Tests, Grades 2-12


Keep in mind that…• 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)

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TELPAS Holistically Rated Assessments, Grades K-12•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 student’s English language proficiency (Example: submitting writing samples for which a student relied heavily on a dictionary)

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Choosing Accommodations for TELPAS

•Which academic skill test is the student eligible to take: TAKS, TAKS (Accommodated), or TAKS-M?

•Consult the Accommodations by Category Chart for information on available special needs accommodations.

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TELPAS & Accommodations By Category Chart

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When choosing an accommodation for a student taking a TELPAS reading test, first consider what academic skills test the student is eligible to take. In the case of blank

graphic organizers, a student must be eligible to take TAKS (Accommodated) or TAKS-M in order to use a blank graphic organizer on a TELPAS reading test. Because blank graphic organizers are not allowed on TAKS, students who are eligible to take TAKS

cannot use this accommodation on a TELPAS reading test.

LAT

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Assessment Process

• Linguistically Accommodated Testing (LAT) • was developed to fulfill federal requirements for testing

recent immigrant ELLs who meet LEP exemption criteria under Texas law

• involves providing linguistic accommodations during TAKS testing to increase test validity for immigrant ELLs learning English

• is available for math, science, and reading/ELA tests in grades 3–8 and 10

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Accommodations• LAT linguistic accommodations are now presented in charts!

Remember that—

• in addition to linguistic accommodations, a student taking LAT may be eligible to receive accommodations related to a special need

• the ARD in conjunction with the LPAC must determine and document linguistic accommodations and special needs accommodations for students taking LAT who receive special education services

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Other Accommodations

• Consult the Accommodations by Category chart for information on available special needs accommodations

• In most cases, the accommodations listed for TAKS, TAKS (Accommodated), and TAKS–M in the Accommodations by Category Chart are available for eligible students who participate in LAT administrations of these assessments.

• Available special needs accommodations depend on which test the student is taking—LAT administration of TAKS, TAKS (Accommodated), or TAKS-M

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LAT & Accommodations By Category Chart


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When choosing an accommodation for a student taking LAT, first consider what academic skills test the student is eligible to take. A student taking a LAT administration of TAKS test

would not be eligible to use a supplemental aid because supplemental aids are not allowed on TAKS. Students who

take a LAT administration of TAKS (Accommodated) or TAKS-M may be permitted to use of this accommodation, provided that the supplemental aid conforms to the

guidelines in Appendix D of the manual.Texas Education Agency 2009 Texas Assessment Conference

Accommodations That Do Not Require Documentation

•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

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Remember that…

Accommodation Request Forms are NOT required for the linguistic

accommodations used during LAT

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The Five- Step

Accommodation Request Process


Step 1: Determine Whether Request is Necessary•MUST consult Accommodations by Category Chart to

determine if Accommodation Request Form is necessary and/or review the additional information about accommodations for TELPAS on p. 32 of the Accommodations Manual

•Requests should not be submitted for accommodations that are locally determined▫e.g., colored overlays, oral administration, dyslexia bundle,

other methods of response, reminders to stay on task

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•Submit an Accommodation Request Form if ▫ it is required according to italicized text in

Accommodations by Category Chart▫a student needs an accommodation not listed in manual▫a student needs an accommodation but does not meet the

conditions listed in the manual – RARE situation

•Contact campus or district testing coordinator when questions arise

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Step 1 continued


Step 2: Complete the Accommodation Request Form•Follow district policy regarding which staff

members may complete Accommodation Request Forms

•One request form for each student needing an accommodation even if it lists multiple testing programs, multiple accommodations, and/or multiple administrations

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Do NOT include confidential student

information in your request as this is a violation of the Family Educational Rights and Privacy Act of 1974

(FERPA).

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What is objective evidence?

•The rationale in the request form

•Effective objective evidence might include, but is not limited to:▫explanation of disability and how it relates to

accommodation▫observational narrative describing how student

performs with and without use of accommodation▫test scores with and without use of accommodation

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Examples of INEFFECTIVE objective evidence…• Blanket requests• Data that doesn’t support student need▫Student is successful with and without use of accommodation▫Student is unsuccessful with and without use of accommodation

• Lack of any specific information regarding student performance with and without use of accommodation▫Scores on assignments, tests, etc.▫Description of student behavior, performance, etc.

• Vague descriptions or language▫ “easily frustrated”, “prefers large print”, “struggles with reading”,

“calculator helps tremendously”, etc. • Lack of connection between student’s disability and requested

accommodation

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Examples of EFFECTIVE objective evidence…• Data that supports student need▫Scores with and without use of accommodation showing that

the student is successful only when using the accommodation• Specific information regarding student performance with and

without use of accommodation▫Explanation of what mistakes the student makes on

assignments with and without use of accommodation▫Description of the student’s specific “behaviors” with and

without use of accommodation, providing a clear picture of how the student’s disability manifests itself and warrants this accommodation

▫Evidence that evaluation of the effectiveness of the accommodation is ongoing and the accommodation should be continued for student success

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Examples of EFFECTIVE objective evidence continued…

•Descriptions of how the accommodation is used in classroom instruction to access grade-level material

•Specialized information depending on requested accommodation▫TELPAS reading paper test booklet▫Extended Time▫Photocopies of test▫Large print

•Clear explanation of how the student’s area of need/disability relates to the requested accommodation

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Step 3: Submit Accommodation Request Form to TEA•Online Accommodation Request Form is preferred

method •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•Do not assume TEA approval just because request was

submitted

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How far in advance do I have to submit requests? •Accommodation Request Forms for TAKS, TAKS

(Accommodated), TAKS-M, and TELPAS (exception below) must be received by TEA at least one week prior to testing to ensure sufficient time to respond ▫Requests sent after this deadline will NOT be processed▫District testing coordinator should contact TEA if late requests are

necessary

•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 request and shipping materials ▫ If request is approved, TEA will notify district testing coordinator

and place order for test booklet

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Step 4: Review by TEA

•Requests can be ▫Approved▫Approved with conditions (e.g., conditions for photocopying secure

test material, supplemental aid approved with edits)▫Denied

•May take several weeks to make a determination although every attempt is made to address requests promptly▫Do not resubmit unless asked to do so by TEA Accommodations Task

Force▫ If response has not been received prior to testing or questions arise,

district testing coordinator should contact TEA•Decision is valid during an entire testing cycle, including all

retests

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Step 5: Receive TEA Decision

•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 individual who submitted

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

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Supplemental Aids

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How do I know whether a supplemental aid is allowed or needs to be requested? • TAKS = NOT allowed

• TAKS (Accommodated) = Accommodation Request Form needed for supplemental aids not described in Appendix D

• TAKS-M = No request needed, follow guidelines in Appendix D when determining whether aid is a tool or a source of direct answers

• TELPAS = Accommodation Request Form needed

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It is important to note that…• TEA is no longer able to preview supplemental aids

prior to an Accommodation Request Form submission

• Districts should preview their own supplemental aids by comparing them to all of the information in Appendix D of the 2009-2010 Accommodations Manual

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It is important to note that…• If questions arise when reviewing a supplemental aid

• Submit an Accommodation Request Form for supplemental aids for TAKS (Accommodated) that do not match those described as allowable in Appendix D

• OR call your Accommodation Task Force representative with specific questions

•TEA will continue to review all supplemental aids for TAKS (Accommodated) that are submitted with an Accommodation Request Form

•Remember, glossaries that contain definitions of content-specific vocabulary are no longer allowed as supplemental aids for TAKS (Accommodated)

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Every supplemental aid, whether allowed or approved, should …• be a tool that a student knows how to use and not a source

of direct answers for the TEKS assessed at each grade level• help a student access grade-level content▫Does not contain information above the student’s grade level▫District’s responsibility to ensure grade-appropriate content

that is factual and free from errors• be concise and well-organized so that a student can quickly

access the information▫does not contain numerous pages

• be routinely used in instruction and testing• be documented in the student’s IEP

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•The following slides are provided as examples of supplemental aids allowed on TAKS (Accommodated) without the submission of an Accommodations Request Form according to the subject-area bulleted lists on pages 72-75 of the Accommodations Manual

•These examples are meant to be used only as a training tool; supplemental aids may vary depending on the individual needs of each student served by special education

I still don’t know whether my student’s supplemental aid is allowed on TAKS (Accommodated)…

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Mathematics Supplemental Aids Allowed on TAKS (Accommodated)

pages 72-73 of the Accommodations Manual

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Mnemonic Devices (p. 72)Mnemonic devices that are acronyms or phrases may be used to help a student recall information. However, the content-specific words that the mnemonic represents are not allowed. Mnemonic devices other than acronyms or phrases require the submission of an Accommodation Request Form.

ALLOWED NOT ALLOWED

KHDMDCM

and/or

King Henry Died Monday

Drinking Chocolate Milk

Kilo Hecto Deca Meter Deci Centi

Milli

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Mnemonic Devices continued

ALLOWED NOT ALLOWED

Transformations

Translation

Rotation

Reflection

Transformations

Translation

Rotation

Reflection

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Mnemonic Devices continued

ALLOWED NOT ALLOWED

Parallel

PerpendicuLar

Intersecting

PARALLEL railroad tracks

PERPENDICULAR square corners

INTERSECTING street intersection

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Pictorial models (p. 72) Pictorial models of fraction bars or fractions circles may be used. However, if the model is labeled, it should not show equivalencies.

ALLOWED NOT ALLOWED

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Pictorial models (p. 72) Pictorial models of two- and three-dimensional figures, including angles, may be provided; however, naming the figure or describing its attributes is not allowed. It is allowable to point out dimensions such as length or diameter; but it is not allowable to indicate attributes such as providing the number of edges or vertices.

ALLOWED NOT ALLOWED

edges = 12vertices = 8faces = 6

face

vertex

Rectangular Prism

hei

ght

width

length

edge

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Reading Supplemental Aids Allowed on TAKS (Accommodated)

page 73 of the Accommodations Manual

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ALLOWED NOT ALLOWED

•R-Read•U-Underline & highlight•B-Break down question• I-Identify concepts•E-Eliminate•S-Select

Mnemonic Devices (p. 73)Mnemonic devices that are acronyms, phrases, words, pictures, or a combination of these may be used to help a student recall information.

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ALLOWED NOT ALLOWEDFive Strategies for Effective Reading

Predict—Make a guess about what will happen next.

Clarify—Make sure you understand the text. This text was about…

Connect—This text makes me think of…

Visualize—As I read I can see…Question—What does the author

mean by__________?

Checklists (p. 73) Checklists that contain general information may be used to remind a student of how a careful reader interacts with text. … checklists that are too detailed are not appropriate for use on an on-demand, one-day test.

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Writing Supplemental Aids Allowed on TAKS (Accommodated)

pages 73-74 of the Accommodations Manual

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ALLOWED NOT ALLOWED

Checklists (p. 74)Checklists that contain general information may be used to help a student stay focused and to remind him or her of the necessary steps for completing a task. Checklists that are too specific or time consuming are not allowed. … checklists should not provide a formula for writing a composition.

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Revising checklist

Focus/Coherence*Is my main point clear?*Do all my ideas support my main point?

Organization*Did I repeat any ideas?*Is each idea/paragraph related?*Are my thoughts linked from paragraph to paragraph?*Did I include ideas that don’t belong?

Development*Did I explain my ideas with supporting details?* Did I present my ideas thoughtfully?

ALLOWED NOT ALLOWED

Vocabulary Lists (p. 74) A list of grade-appropriate vocabulary may be used to help students with word choice when composing a written response. For example, lists of homophones and synonyms for commonly used words may be provided. A list may not contain any specific examples of a word’s use.

HomophonesThere – The box is over there.Their – That is their car. They’re - They’re my cousins.

Its – The dog hurt its paw. It’s – It’s my favorite food.

Through – He went through the door. Threw – She threw the ball.

Peace – I need peace and quiet. Piece – I would like a piece of pizza.

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Social Studies Supplemental Aids Allowed on TAKS (Accommodated)


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Allowed Not Allowed

Mnemonic Devices (p. 74)Mnemonic devices that are acronyms may be used to help a student recall information. However, the content-specific words that the mnemonic represents are not allowed. Mnemonic devices other than acronyms require the submission of an Accommodation Request Form.

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Allowed Not Allowed

Maps (p. 74)Blank maps may be used as long as there is no labeling or numbering of any features on the map. A student could use both physical and political world or U.S. maps. In addition, maps that represent historic events but contain no text or numbering may be used...

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Timelines (p. 74)Blank timelines may be used as long as they contain only dates and have no labeling of events connected to those dates.

Allowed Not Allowed

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Science Supplemental Aids Allowed on TAKS (Accommodated)


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ALLOWED NOT ALLOWED

APE MAN

ROYGBIV

King Phillip Come Out For Goodness Sake!

A-atomic number =P-protons +E-electronsM-mass number -A-atomic number =N- neutrons

RedOrangeYellowGreenBlueIndigoViolet

Kingdom, Phylum, Class, Order, Family, Genus, Species

Mnemonic Devices (p. 75)Mnemonic devices that are acronyms or phrases may be used to help a student recall information. However, the content-specific words that the mnemonic represents are not allowed. Mnemonic devices other than acronyms or phrases require the submission of an Accommodation Request Form.

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Graphics (p. 75)A student may use graphics as long as there are not any words or terms identifying any part of the graphic. Graphics that illustrate cycles, food chains, or webs may have arrows showing the series of events. Graphics may not contain mnemonics.

ALLOWED NOT ALLOWED

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Graphics continued

ALLOWED NOT ALLOWED

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Graphics that are NEVER allowed…they are a source of direct answers: moon phases, eclipses, changes in seasons, tilt of the earth, reflection, refraction, equinox information, states of matter, and the atom with its parts labeled.

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So… what’s the bottom line?

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TRAINING•The 2009-2010 Accommodations Manual includes

information for ALL students. It’s the most important resource for questions regarding testing accommodations on TAKS, TAKS (Accommodated), TAKS-M, TELPAS, and LAT.

•All educators who work with and make accommodation decisions for students who have special needs should be familiar with the policies and procedures outlined in this manual.

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COMMUNICATION•All accommodations should be documented

appropriately according to the services a student receives.

•The most current information about accommodations for EACH student, including approved requests, should be shared with appropriate campus staff who are responsible for planning for test days.

•The district testing coordinator is the most valuable resource in your district for accommodation information.

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INDIVIDUALIZATION•Objective evidence should be included as the rationale

for every accommodation. It should be individualized for the needs of each student.

•Yearly evaluation of need should be a part of EVERY student’s educational program.

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ACCESS• The use of accommodations does not replace the teaching of

subject-specific skills as outlined in the state curriculum. ▫Accommodations assist the student with accessing grade-level

material without changing the learning expectations. ▫Modifications assist the student with accessing grade-level

material by changing the learning expectations.

• Accommodations should not be a source of direct answers for the curriculum being tested.

• An accommodation may be appropriate for instructional use but may not be appropriate or allowed on a state assessment. But just because an accommodation is not allowed on the state assessment does not mean it isn’t appropriate for instructional use.

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IT’S QUESTION TIME!

accommodations for all students: what you need to know for 2009-2010 cari wieland jana owen kim...

Documents

use of accommodations

accommodation request

accommodations resources

processing request

needs of student

agendaintroductionkey

multiple tests addition

administering tests